This weekly learning plan outlines a lesson for 6th grade students on managing family resources efficiently. The objectives are to discuss factors affecting family budgets, manage family resources efficiently, and prioritize needs over wants. The lesson discusses these factors such as income, family size and composition, family values, and needs versus wants. It provides examples of needs like food and shelter and wants like electronics. Activities include identifying needs and wants, prioritizing spending choices, and assessing statements on budgeting, resources, and efficient family management. The goal is for students to understand budgeting and distinguishing needs from wants to make wise financial decisions.
1. The weekly learning plan outlines classroom and home-based activities for Grade 6 students focusing on identifying family resources, sources of family income, and allocating a family budget.
2. Students will learn about different types of family resources including human resources like skills and strengths, and material resources like property. They will also learn about sources of family income such as salaries, commissions, and business profits.
3. The plan includes activities for students to classify expenses as fixed or flexible, identify major components of a family budget including food, shelter, education, and health, and allocate percentages of the budget to different needs.
The document discusses different types of family resources including human resources like abilities, skills, attitudes, knowledge, and energy. Non-human resources include time, money, goods, properties, and community facilities. It provides tips for effectively managing resources such as proper use of time and energy, budgeting money, utilizing skills, maintaining a positive attitude, assigning responsibilities based on talents, and using community facilities. The post-test questions assess comprehension through true/false, examples, identification of key resources for activities, and explanations.
This document discusses managing a family budget. It defines a family budget as a list of planned expenditures for a given time period and income amount. The document outlines the key components of a family budget, including food, shelter, education, health needs, clothing, transportation, and social/recreational needs. It also discusses factors like priorities and types of spending that should be considered when preparing a budget. The overall goal of a budget is to balance income and expenses in order to spend money wisely and save for future needs.
Management of Family Resources - Grade 6HermonoJames
This document discusses how to manage family resources through budgeting. It defines family needs, resources, income, and expenses. Family needs include basic needs like food and shelter as well as social needs like family events. Resources include human resources like skills and time as well as material resources like property. Family income comes from salaries, investments, and government assistance. Expenses are either fixed like rent or flexible like clothing. The document explains how to prepare a budget by identifying components like food, housing, education, and savings and allocating funds appropriately. Budgeting is important for financial planning and goal achievement.
The document outlines the daily lesson log for a Grade 6 class on managing family resources. The objectives are to demonstrate understanding of family resource management and allocate a budget for basic and social needs. The lesson content discusses sources of family income and budget allocation. Learning activities include identifying budget items, prioritizing needs, and preparing a weekly family budget in different scenarios. Principles for successful budgeting are discussed, such as knowing income and expenses, setting priorities, and allocating savings. Learners share insights on factors to consider for personal budgets.
The document discusses the importance of budgeting for families. It defines a budget as a plan for allocating money to expenses. Budgeting is important as it helps families balance their income and spending to avoid debt, prioritize needs over wants, and reduce stress. When creating a budget, families should consider factors like income, family size, values and needs/wants. The document provides steps to make a budget, including knowing income, listing expenses, allocating amounts to expenses, and adjusting the budget as needed. It emphasizes efficiently managing resources through open communication, simple living, scheduling, conserving utilities and repairing items.
This document contains a daily lesson log for a Grade 6 teacher teaching Home Economics. The lesson covers budget allocation for basic and social needs, and preparing a feasible and practical family budget. It includes learning objectives, references, lesson procedures and activities such as reviewing budget concepts, sample budget computations, and tips for managing family income wisely. Formative assessment questions are provided to evaluate student understanding of budgeting principles and their ability to apply these concepts to managing family resources.
This document is a daily lesson log that outlines a week-long lesson plan on managing family resources. The lesson plan covers content standards around managing family budgets. It includes objectives, content, learning resources, daily procedures, and reflections. The procedures cover introducing the topic, establishing purposes, presenting examples, discussing concepts like needs vs wants, and practicing skills like budgeting. Formative assessments are built into the lesson through group activities and presentations. The goal is for students to understand budgeting principles and allocate resources properly between needs and wants.
1. The weekly learning plan outlines classroom and home-based activities for Grade 6 students focusing on identifying family resources, sources of family income, and allocating a family budget.
2. Students will learn about different types of family resources including human resources like skills and strengths, and material resources like property. They will also learn about sources of family income such as salaries, commissions, and business profits.
3. The plan includes activities for students to classify expenses as fixed or flexible, identify major components of a family budget including food, shelter, education, and health, and allocate percentages of the budget to different needs.
The document discusses different types of family resources including human resources like abilities, skills, attitudes, knowledge, and energy. Non-human resources include time, money, goods, properties, and community facilities. It provides tips for effectively managing resources such as proper use of time and energy, budgeting money, utilizing skills, maintaining a positive attitude, assigning responsibilities based on talents, and using community facilities. The post-test questions assess comprehension through true/false, examples, identification of key resources for activities, and explanations.
This document discusses managing a family budget. It defines a family budget as a list of planned expenditures for a given time period and income amount. The document outlines the key components of a family budget, including food, shelter, education, health needs, clothing, transportation, and social/recreational needs. It also discusses factors like priorities and types of spending that should be considered when preparing a budget. The overall goal of a budget is to balance income and expenses in order to spend money wisely and save for future needs.
Management of Family Resources - Grade 6HermonoJames
This document discusses how to manage family resources through budgeting. It defines family needs, resources, income, and expenses. Family needs include basic needs like food and shelter as well as social needs like family events. Resources include human resources like skills and time as well as material resources like property. Family income comes from salaries, investments, and government assistance. Expenses are either fixed like rent or flexible like clothing. The document explains how to prepare a budget by identifying components like food, housing, education, and savings and allocating funds appropriately. Budgeting is important for financial planning and goal achievement.
The document outlines the daily lesson log for a Grade 6 class on managing family resources. The objectives are to demonstrate understanding of family resource management and allocate a budget for basic and social needs. The lesson content discusses sources of family income and budget allocation. Learning activities include identifying budget items, prioritizing needs, and preparing a weekly family budget in different scenarios. Principles for successful budgeting are discussed, such as knowing income and expenses, setting priorities, and allocating savings. Learners share insights on factors to consider for personal budgets.
The document discusses the importance of budgeting for families. It defines a budget as a plan for allocating money to expenses. Budgeting is important as it helps families balance their income and spending to avoid debt, prioritize needs over wants, and reduce stress. When creating a budget, families should consider factors like income, family size, values and needs/wants. The document provides steps to make a budget, including knowing income, listing expenses, allocating amounts to expenses, and adjusting the budget as needed. It emphasizes efficiently managing resources through open communication, simple living, scheduling, conserving utilities and repairing items.
This document contains a daily lesson log for a Grade 6 teacher teaching Home Economics. The lesson covers budget allocation for basic and social needs, and preparing a feasible and practical family budget. It includes learning objectives, references, lesson procedures and activities such as reviewing budget concepts, sample budget computations, and tips for managing family income wisely. Formative assessment questions are provided to evaluate student understanding of budgeting principles and their ability to apply these concepts to managing family resources.
This document is a daily lesson log that outlines a week-long lesson plan on managing family resources. The lesson plan covers content standards around managing family budgets. It includes objectives, content, learning resources, daily procedures, and reflections. The procedures cover introducing the topic, establishing purposes, presenting examples, discussing concepts like needs vs wants, and practicing skills like budgeting. Formative assessments are built into the lesson through group activities and presentations. The goal is for students to understand budgeting principles and allocate resources properly between needs and wants.
This document outlines a lesson plan for teaching students about preparing a simple budget plan. The lesson includes defining key terms like budget and income/expenses, discussing the different types of budgets and elements to include. Students will participate in group activities to practice creating sample budget plans, then present their work. They will analyze budget plans and have an interactive discussion about the topics. To apply the concepts, students will independently prepare their own family budget plan using information from interviews with their parents.
This document outlines a lesson plan for teaching students about preparing a simple budget plan. The lesson includes defining key terms like budget and income/expenses, discussing the different types of budgets and elements to include. Students will participate in group activities to practice creating sample budget plans, then present their work. They will analyze budget plans and have an interactive discussion about the concepts. Finally, students will independently prepare their own basic family budget plan based on a prior interview with their parents about financial resources and expenses.
The document provides information about family resources, including:
1. It classifies family resources into three categories: human resources, material/nonhuman resources, and non-material resources.
2. Human resources include qualities like education, skills, attitude, knowledge, energy, and time. Material resources include money, land, household goods. Non-material resources include time, health, and experience.
3. Good management of family resources means using human and nonhuman resources to attain family goals through cooperation and with the full participation of family members.
This document discusses the importance of budgeting and provides steps for creating a family budget. It notes that budgeting helps balance income and expenses to avoid debt and ensure savings. Budgeting provides comfort knowing expenses are covered and enables prioritizing needs over wants. Creating a budget gives a family control over finances and reduces stress. Key factors to consider in budgeting include income level, family size and composition, family values and priorities, basic needs, and discretionary wants. The document outlines steps to budget which include determining income sources and periods, making an expense list divided into fixed, flexible and occasional/emergency categories, allocating amounts for fixed and flexible expenses, and ensuring the budget is balanced.
This document contains a daily lesson log for a Grade 6 home economics class on managing family resources. The lesson covers allocating a family budget to cover basic needs like food, clothing, shelter and education as well as social needs and savings. Students discuss factors to consider for budgeting like family size and income. They also learn principles for successful budgeting like prioritizing expenses and keeping records. Activities include identifying budget items in photos, differentiating needs from wants, and presenting skits demonstrating budgeting principles. The teacher evaluates student understanding and plans to discuss real-life budget examples in future lessons.
This document provides a daily lesson log for a Grade 6 class on managing family resources. The lesson covers allocating a family budget for basic needs like food, clothing, shelter, and education as well as social needs and savings. Students discuss factors to consider for budgeting like family size and income. They also differentiate between needs and wants. Groups present on applying budgeting principles and the full class discusses practical budgeting examples. The teacher evaluates student understanding and plans remedial activities as needed to help all students learn the concepts.
This document discusses managing family resources. It defines family resources as human, material, and non-material. Human resources include capabilities, intelligence, skills, strength and experience of family members. Material resources are tangible assets like property and appliances, while non-material resources are time, health and experience. The document provides tips for proper time/resource management including creating schedules and assigning tasks based on skills. It also identifies basic needs as food, water, shelter, clothing, security and education, and social needs as relationships that prevent loneliness.
1) The document outlines a daily lesson log for a Grade 6 class on managing family resources. It discusses allocating a family budget for basic needs like food, clothing, shelter, and savings.
2) Procedures for the lesson include recapping previous discussions on budgeting and income management. Students then identify items that are included in a family budget like food, clothing, shelter, and savings.
3) The lesson emphasizes the importance of budgeting to meet needs over wants and make ends meet, especially during difficult financial times. Students practice differentiating needs from wants and considering factors for effective family budgeting.
Meals of Hope is requesting $65,000 from the Walmart Foundation to fund their Kids Deserve Better - Weekend Meal Packs program. The program will provide 400 food insecure children in Florida with bags containing 6 meals and 1 milk to take home on weekends when school meals are not available. Each bag costs $4.65 to produce and will be distributed through 6 schools and after school programs in Lee, Hendry, Collier, and Palm Beach counties. The funding will help alleviate hunger for children who currently face 68 hours without reliable access to food on weekends.
The document discusses family roles and responsibilities. It describes the traditional roles of the father as head of household and breadwinner and the mother as homemaker, but notes these roles are changing as more families require both parents to work. It also discusses factors to consider when planning family size such as preferences, quality of life, and financial needs. The advantages of small families, like meeting children's needs and having parent attention, are outlined as well as disadvantages of large families, like neglect and health issues. Responsibilities of parents to children and of children to parents are also summarized.
The document provides a detailed lesson plan for a Grade 6 class on managing family resources. The lesson objectives are to allocate a family budget for basic needs like food, clothing, shelter and education, as well as social needs and savings. Students will identify items that should be included in a family budget and discuss principles for effective budgeting. They will practice differentiating needs from wants and preparing sample family budgets.
Assignment 1 Create Article -Toolkit Parent Education Home to Sc.docxtrippettjettie
Assignment 1: Create Article -Toolkit Parent Education: Home to School Connections
For this Assignment, you will create two newsletter articles to educate others on creating positive relationships. The first article is for families and caregivers on building strong home to school connections.
Assignment Directions: Write 1-page article for each of the following scenarios:
Scenario 1:The first article is for the parent newsletter that is, sent to all families.
Write a 1- Page article on creating positive relationships between school staff and families. In your article, include the following:
1. Why home and school relationships are important. Provide a rationale citing specific references to the Learning Resources and outside resources you researched.
2. Strategies for creating positive relationships between home and school. Ideas for using technology to increase interactions between home and school.
Scenario 2:The second article is for the staff-only newsletter that is, sent to all staff at the school.Write a 1-page article on creating positive school professional to student relationships. Keep in mind that all school professional to student relationships are important, including the secretary, the lunchroom aide, the custodian, etc. In your article, include the following:
1. Why school staff and student relationships are important. Provide a rationale citing specific references to the Learning Resources and outside resources you researched.
2. Strategies for creating positive relationships between school staff and students. Provide ideas for building relationships with students from diverse backgrounds.
Include a reference page of at least 2 outside resources per article (minimum of 4 resources) you used to support your articles.
Helpful Reference
Gurland, S. T., & Evangelista, J. E. (2015). Teacher-student relationship quality as a function of children’s expectancies. Journal of Social and Personal Relationships, 32(7), 879–904.
Wilkins, J. (2014). Good teacher-student relationships: Perspectives of teachers in urban high schools. American Secondary Education, 43(1), 52–68.
Waddell, J. H. (2013). Working with families in urban teacher education: A critical need for all students. Teacher Educator, 48(4), 276–295.
Modue 4
This is a two-part assignment:
First, complete the Goals and Objective Worksheet (supplied electronically in this assignment) on pages 45-46. If there is more than one Project Goal, complete one worksheet for each Goal, listing the Goal at the top of the worksheet. Disect each goal into objectives indicating the direction of change, area of change, target population, degree of change, and time frame.
Next, write the Program Goals and Objectives section (in narrative form) that will be included in the final Grant Proposal. You canname this several different titles, Goals and Objective, Project Goals, Programs Objectives, etc. Look at the sample proposals for examples.
Remember, use the book only as a guide. All works ...
The document discusses the resources available to families. It defines resources as things, ideas, or qualities possessed by a family that are used to achieve goals. There are two types of family resources: human resources and non-human/material resources. Human resources include abilities, skills, attitudes, knowledge, and energy of family members. Non-human resources comprise time, money, goods and property, community facilities, and environmental resources. The document provides examples of each type of resource and how families utilize resources to accomplish tasks.
SPECIAL EDUCATION IN IRISH SECONDARY EDUCATIONdavidjcarey
The past then years have witnessed a sea change in special education provision in Ireland. The Department of Education and Science has issued numerous directives and guidelines in relation to policy, provision, structure and supports. Since 1998 there have been ten of legislation passed through the Dail that relate, one way or another children and special education needs The National Council for Special Education (NCSE) has been established along with the Special Education Support Service (SESS). Both these organisations oversee and coordinate all special education initiatives nationwide. Ireland’s primary schools have pioneered these new directives. Special education provision
primary level is developing at a rapid pace and great strides are being made. The next horizon for improvement is secondary school.
The document discusses a mission statement and principles of community action organizations. The mission statement aims to bridge gaps to stability through partnerships, coaching and education. Community action changes lives, embodies hope, improves communities and makes America a better place to live. These organizations care about entire communities and help people help themselves and each other.
The document discusses values, needs, and wants and how they influence financial decisions. It defines values as things that are desirable, influenced by others, and guide daily choices. Needs are necessities for life like food and shelter, while wants are unnecessary but desired items. Values shape perceptions of what people need and want. How people spend money depends on whether they value helping others or acquiring possessions.
This document outlines the objectives, content, learning resources, and procedures for a lesson on communicating and collaborating using information and communication technology (ICT). The objectives are to teach students how to sign up for and use Skype accounts to communicate online through video and audio calls. The content focuses on web-based collaboration tools like Skype and Google Hangouts. The learning resources listed include textbooks and additional materials. The procedures provide a week-long breakdown of activities to introduce Skype, discuss signing up and adding contacts, demonstrate video/audio calls, and evaluate student learning through formative assessments.
This document outlines a lesson plan for teaching students about preparing a simple budget plan. The lesson includes defining key terms like budget and income/expenses, discussing the different types of budgets and elements to include. Students will participate in group activities to practice creating sample budget plans, then present their work. They will analyze budget plans and have an interactive discussion about the topics. To apply the concepts, students will independently prepare their own family budget plan using information from interviews with their parents.
This document outlines a lesson plan for teaching students about preparing a simple budget plan. The lesson includes defining key terms like budget and income/expenses, discussing the different types of budgets and elements to include. Students will participate in group activities to practice creating sample budget plans, then present their work. They will analyze budget plans and have an interactive discussion about the concepts. Finally, students will independently prepare their own basic family budget plan based on a prior interview with their parents about financial resources and expenses.
The document provides information about family resources, including:
1. It classifies family resources into three categories: human resources, material/nonhuman resources, and non-material resources.
2. Human resources include qualities like education, skills, attitude, knowledge, energy, and time. Material resources include money, land, household goods. Non-material resources include time, health, and experience.
3. Good management of family resources means using human and nonhuman resources to attain family goals through cooperation and with the full participation of family members.
This document discusses the importance of budgeting and provides steps for creating a family budget. It notes that budgeting helps balance income and expenses to avoid debt and ensure savings. Budgeting provides comfort knowing expenses are covered and enables prioritizing needs over wants. Creating a budget gives a family control over finances and reduces stress. Key factors to consider in budgeting include income level, family size and composition, family values and priorities, basic needs, and discretionary wants. The document outlines steps to budget which include determining income sources and periods, making an expense list divided into fixed, flexible and occasional/emergency categories, allocating amounts for fixed and flexible expenses, and ensuring the budget is balanced.
This document contains a daily lesson log for a Grade 6 home economics class on managing family resources. The lesson covers allocating a family budget to cover basic needs like food, clothing, shelter and education as well as social needs and savings. Students discuss factors to consider for budgeting like family size and income. They also learn principles for successful budgeting like prioritizing expenses and keeping records. Activities include identifying budget items in photos, differentiating needs from wants, and presenting skits demonstrating budgeting principles. The teacher evaluates student understanding and plans to discuss real-life budget examples in future lessons.
This document provides a daily lesson log for a Grade 6 class on managing family resources. The lesson covers allocating a family budget for basic needs like food, clothing, shelter, and education as well as social needs and savings. Students discuss factors to consider for budgeting like family size and income. They also differentiate between needs and wants. Groups present on applying budgeting principles and the full class discusses practical budgeting examples. The teacher evaluates student understanding and plans remedial activities as needed to help all students learn the concepts.
This document discusses managing family resources. It defines family resources as human, material, and non-material. Human resources include capabilities, intelligence, skills, strength and experience of family members. Material resources are tangible assets like property and appliances, while non-material resources are time, health and experience. The document provides tips for proper time/resource management including creating schedules and assigning tasks based on skills. It also identifies basic needs as food, water, shelter, clothing, security and education, and social needs as relationships that prevent loneliness.
1) The document outlines a daily lesson log for a Grade 6 class on managing family resources. It discusses allocating a family budget for basic needs like food, clothing, shelter, and savings.
2) Procedures for the lesson include recapping previous discussions on budgeting and income management. Students then identify items that are included in a family budget like food, clothing, shelter, and savings.
3) The lesson emphasizes the importance of budgeting to meet needs over wants and make ends meet, especially during difficult financial times. Students practice differentiating needs from wants and considering factors for effective family budgeting.
Meals of Hope is requesting $65,000 from the Walmart Foundation to fund their Kids Deserve Better - Weekend Meal Packs program. The program will provide 400 food insecure children in Florida with bags containing 6 meals and 1 milk to take home on weekends when school meals are not available. Each bag costs $4.65 to produce and will be distributed through 6 schools and after school programs in Lee, Hendry, Collier, and Palm Beach counties. The funding will help alleviate hunger for children who currently face 68 hours without reliable access to food on weekends.
The document discusses family roles and responsibilities. It describes the traditional roles of the father as head of household and breadwinner and the mother as homemaker, but notes these roles are changing as more families require both parents to work. It also discusses factors to consider when planning family size such as preferences, quality of life, and financial needs. The advantages of small families, like meeting children's needs and having parent attention, are outlined as well as disadvantages of large families, like neglect and health issues. Responsibilities of parents to children and of children to parents are also summarized.
The document provides a detailed lesson plan for a Grade 6 class on managing family resources. The lesson objectives are to allocate a family budget for basic needs like food, clothing, shelter and education, as well as social needs and savings. Students will identify items that should be included in a family budget and discuss principles for effective budgeting. They will practice differentiating needs from wants and preparing sample family budgets.
Assignment 1 Create Article -Toolkit Parent Education Home to Sc.docxtrippettjettie
Assignment 1: Create Article -Toolkit Parent Education: Home to School Connections
For this Assignment, you will create two newsletter articles to educate others on creating positive relationships. The first article is for families and caregivers on building strong home to school connections.
Assignment Directions: Write 1-page article for each of the following scenarios:
Scenario 1:The first article is for the parent newsletter that is, sent to all families.
Write a 1- Page article on creating positive relationships between school staff and families. In your article, include the following:
1. Why home and school relationships are important. Provide a rationale citing specific references to the Learning Resources and outside resources you researched.
2. Strategies for creating positive relationships between home and school. Ideas for using technology to increase interactions between home and school.
Scenario 2:The second article is for the staff-only newsletter that is, sent to all staff at the school.Write a 1-page article on creating positive school professional to student relationships. Keep in mind that all school professional to student relationships are important, including the secretary, the lunchroom aide, the custodian, etc. In your article, include the following:
1. Why school staff and student relationships are important. Provide a rationale citing specific references to the Learning Resources and outside resources you researched.
2. Strategies for creating positive relationships between school staff and students. Provide ideas for building relationships with students from diverse backgrounds.
Include a reference page of at least 2 outside resources per article (minimum of 4 resources) you used to support your articles.
Helpful Reference
Gurland, S. T., & Evangelista, J. E. (2015). Teacher-student relationship quality as a function of children’s expectancies. Journal of Social and Personal Relationships, 32(7), 879–904.
Wilkins, J. (2014). Good teacher-student relationships: Perspectives of teachers in urban high schools. American Secondary Education, 43(1), 52–68.
Waddell, J. H. (2013). Working with families in urban teacher education: A critical need for all students. Teacher Educator, 48(4), 276–295.
Modue 4
This is a two-part assignment:
First, complete the Goals and Objective Worksheet (supplied electronically in this assignment) on pages 45-46. If there is more than one Project Goal, complete one worksheet for each Goal, listing the Goal at the top of the worksheet. Disect each goal into objectives indicating the direction of change, area of change, target population, degree of change, and time frame.
Next, write the Program Goals and Objectives section (in narrative form) that will be included in the final Grant Proposal. You canname this several different titles, Goals and Objective, Project Goals, Programs Objectives, etc. Look at the sample proposals for examples.
Remember, use the book only as a guide. All works ...
The document discusses the resources available to families. It defines resources as things, ideas, or qualities possessed by a family that are used to achieve goals. There are two types of family resources: human resources and non-human/material resources. Human resources include abilities, skills, attitudes, knowledge, and energy of family members. Non-human resources comprise time, money, goods and property, community facilities, and environmental resources. The document provides examples of each type of resource and how families utilize resources to accomplish tasks.
SPECIAL EDUCATION IN IRISH SECONDARY EDUCATIONdavidjcarey
The past then years have witnessed a sea change in special education provision in Ireland. The Department of Education and Science has issued numerous directives and guidelines in relation to policy, provision, structure and supports. Since 1998 there have been ten of legislation passed through the Dail that relate, one way or another children and special education needs The National Council for Special Education (NCSE) has been established along with the Special Education Support Service (SESS). Both these organisations oversee and coordinate all special education initiatives nationwide. Ireland’s primary schools have pioneered these new directives. Special education provision
primary level is developing at a rapid pace and great strides are being made. The next horizon for improvement is secondary school.
The document discusses a mission statement and principles of community action organizations. The mission statement aims to bridge gaps to stability through partnerships, coaching and education. Community action changes lives, embodies hope, improves communities and makes America a better place to live. These organizations care about entire communities and help people help themselves and each other.
The document discusses values, needs, and wants and how they influence financial decisions. It defines values as things that are desirable, influenced by others, and guide daily choices. Needs are necessities for life like food and shelter, while wants are unnecessary but desired items. Values shape perceptions of what people need and want. How people spend money depends on whether they value helping others or acquiring possessions.
This document outlines the objectives, content, learning resources, and procedures for a lesson on communicating and collaborating using information and communication technology (ICT). The objectives are to teach students how to sign up for and use Skype accounts to communicate online through video and audio calls. The content focuses on web-based collaboration tools like Skype and Google Hangouts. The learning resources listed include textbooks and additional materials. The procedures provide a week-long breakdown of activities to introduce Skype, discuss signing up and adding contacts, demonstrate video/audio calls, and evaluate student learning through formative assessments.
This document contains a daily lesson log for an agriculture class in Grade 6. The lesson focuses on propagating trees and fruit trees following industry standards. Students will learn about scientific practices in planting trees, apply their knowledge and skills in planting, and conduct surveys and interviews to gather data on elements to observe in planting, market demands, sources of trees, and famous orchards. The lesson procedures involve reviewing concepts, establishing purposes, presenting examples, discussing concepts, developing mastery, finding practical applications, making generalizations, and evaluating learning. Additional activities are provided for application and remediation. The teacher will reflect on student performance and strategies for continued improvement.
This document lists various tools and materials used for electrical work including tape, screwdrivers, pliers, hammers, sockets, plugs, vise grips, ratchets, wrenches, electrical wire, soldering irons, and lead.
This document outlines a lesson plan for teaching 6th grade agriculture. The lesson focuses on propagating trees and fruit trees following agricultural standards. It involves discussing the importance of planting trees, identifying successful local orchard growers, and demonstrating nursery work including maintenance, tools used, and caring for seedlings. Assessment includes written exams, demonstrations, oral recitations and group presentations. Additional activities include students taking videos of local trees and developing a flipchart on maintaining a nursery.
This document lists the members of the School Disaster Risk Reduction Management Team for the Tagaytay City District of the Schools Division Office of Cavite Province in Region IV-A of the Department of Education of the Republic of the Philippines. It identifies Raquel C. Haravata as the Principal II and Incident Commander, Ma. Felisa C. Opo as the Clinic Teacher and WINS Coordinator, and Alvin P. Bay as the SDRRM Coordinator. Diane Desiree A. Sumagui is also listed as a SDRRM Member.
This document contains a daily lesson log for a Grade 6 Araling Panlipunan class taught by Teacher Alvin Poblete from October 16-20, 2022. The log outlines the objectives, content, learning resources, and procedures for the lessons during that week. It discusses teaching the concepts of family resources, which include human resources like abilities and skills; non-human or material resources like money, time and natural resources; and evaluating different family situations based on their resource management. The log also tracks student performance and areas for improvement.
To be an effective entrepreneur, one must understand customer needs and motivations for purchasing products and services. Entrepreneurs meet customer demands by fulfilling their needs through innovation. They play an important role in economic development by starting new businesses and industries. Successful entrepreneurs understand both buyers and sellers. Buyers seek quality products at low costs, while performing research and evaluations. Sellers must deliver products on time, provide warranties, and receive agreed payments. Relationships may be short-term for single purchases or long-term through established agreements.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
dll-week-2-HE-6.docx
1. Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Cavite
City of Tagaytay
Mendez Crossing Elementary School
Mendez Crossing East, Tagaytay City
=======================================================================================
WEEKLY LEARNING PLAN IN TLE VI-HE
WEEK 2
Quarter 1 Grade Level 6
Week 2 Learning Area TLE-HE
MELC/s 1. Prepares feasible and practical budget
2. manages family resources efficiently
3. Prioritize needs over wants
Objectives
1.Manages family resources efficiently
2. Discuss the factors affecting family budget
3. Prioritize needs over wants
Topic Management of family resources
Classroom-Based
Activities
Classroom-Based Activities Home-Based Activities Classroom-Based Activities Home-Based Activities
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I - Introduction o
Panimula
Have you learned
something from the
previous lesson? Check this
out! Answer HR
I - Introduction o Panimula
In the previous lesson we learn
on how to manage our family
resources efficiently. On this
lesson we are going to learn
about some of the factors
affecting our family budget.
Week 2:
Ask the learners to read the
Introduction part of their Pivot
Module in TLE-HE VI, Quarter
1-
Let them do Learning Task 5
on page 9
.
I - Introduction o Panimula
Students need to understand
the difference between needs
and wants and how they
influence financial decisions.
A need is something thought
to be a necessity or essential
Week 2:
Let them do Learning Task 7
on page 11
.
Let them do Learning Task 8
on page 11
2. Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Cavite
City of Tagaytay
Mendez Crossing Elementary School
Mendez Crossing East, Tagaytay City
=======================================================================================
for Human Resources and
MR for Material Resources.
1. Money
2. Knowledge
3. Energy
4. Abilities and skills
5. Goods and property
D - Development o
Pagpapaunlad
Family Resource
Management is a system
which assists families in
attaining goals by using all
possible resources. Goals
can be implicit or explicit.
Everything begins with
thinking and planning. The
study of this course
focuses on order, choices
and control and how
people use time, energy,
money, physical space and
information. Food, shelter,
1. BUDGET:
Is an estimate of income and
expenditure for a set period of
time
D - Development o
Pagpapaunlad
Factors affecting the family
budget The following are some
factors that can affect a personal
or family budget.
1. Amount of Income- the higher
the income of the family, the
greater the amount that the
family members can spend for
their needs and wants. But the
greater the income, the more
savings the family can have for
the future. On the other hand,
the smaller the income of a
family, the more it needs to
Let them do Learning Task 6
on page 10.
items required for life.
Examples include food, water,
and shelter. A want is
something unnecessary but
desired or items which
increase the quality of living.
Examples include a car stereo,
CD’s, car, and designer
clothes. Depending upon
what a person defines as a
need or a want will influence
his/her financial decisions. For
example, a person who deems
a vehicle as a need will have
larger expenses than a person
who relies on a bicycle for
transportation and sees a
vehicle as a want. In this
lesson, students determine if
certain items are a need or a
want
D - Development o
Pagpapaunlad
3. Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Cavite
City of Tagaytay
Mendez Crossing Elementary School
Mendez Crossing East, Tagaytay City
=======================================================================================
clothing, education,
household operations,
utilities, health, recreation
and savings are the
components in managing
the resources of a family.
Family values can greatly
affect the resources of the
family.
The family is a kind of
resource. Each family
member has its individual
talent, skill, and
intelligence. The family can
use individual resources in
the attainment of over- all
family goals. Key words: ◼
Management means
running of something or to
try to alter for a purpose.
◼ Resources are
something available to
spend for what is important and
immediate needs. Food, shelter,
clothing, education, and utilities
are some of the immediate needs
of most family today.
2. Size and Composition of the
Family- the more family members
are there, the bigger amount of
income is spent on food,
schooling, clothing and for their
basic needs. Also, when family
members are still young and
growing up, the more expenses
are needed for their food, health
and medical expenses, clothing
and other basic needs.
3. Values of the family- different
families and different individuals
have different values so they
have different priorities on how
to spend their money.
. Needs vs. Wants Our needs
and wants motivate us to
work hard. They encourage
and inspire us to get involved
in productive endeavors that
will help our families live
better. It is important for
family members to distinguish
clearly needs from their
wants. In family budgeting, we
must prioritize our needs and
not wants.
. Direction: Give 5 examples
of needs and wants. Then
explain why it is considered as
needs and wants. Write your
answer on your notebook.
Needs Wants
1.
4. Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Cavite
City of Tagaytay
Mendez Crossing Elementary School
Mendez Crossing East, Tagaytay City
=======================================================================================
achieve a goal like time or
money. All management
activities of the family are
directed towards
achievement of family
goals, which ultimately
leads to maximum
satisfaction of the family
members. The resources
available with them and
work towards creation of
needed resources is
necessary in aiming the
goal that the family has
set. There are three types
of family resources. The
human resources, material
resources, and non-
material resources. How to
manage family resources
efficiently? Here are
different ways to manage
all the resources.
4. Needs and wants of the
family- needs are materials which
the family members need to
survive on a day to day basis.
Food, shelter, and clothing are
basic needs. Today, however,
education, transportation lights,
and water are also considered
needs. Wants on the other hand,
are materials that the family
members desire to have. They
can be postponed if the budget is
not enough but can be purchased
if the budget allows it. Jewelry,
new dresses, cellphones and
other electronic gadgets,
appliances, and cars are some
wants most families would like to
buy.
E – Engagement o
Pakikipagpalihan
2.
3.
4.
5.
E – Engagement o
Pakikipagpalihan
Which would you prioritize if
faced with the following choices?
Why do you say so? (Note that
there are no expected correct
answers. Everything will
depend on your reasons.)
1. If your allowance is P 100.00 a
day, how will you spend it? Show
the ideal breakdown of your
expenses.
5. Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Cavite
City of Tagaytay
Mendez Crossing Elementary School
Mendez Crossing East, Tagaytay City
=======================================================================================
1. Inform all the members
of the family about the
budget.
2. Make adjustment of
your budget, as necessary.
Keep within the amount
allocated for budget items.
3. Choose a simple lifestyle
that you can sustain with
your earnings.
4. Buy only things that are
needed.
5. Schedule your
expenses.
6. Follow a shopping and
marketing schedule.
7. Avoid making
unscheduled, unplanned
purchases especially at a
store you are not familiar
with.
A – Assimilation o Paglalapat
Panuto:
. Directions: Read and understand
the questions carefully. Choose
the letter of the best answer.
1. Which of the following
statement below shows the wise
spending of money?
A. Know the costliest ingredients
that can be used for expensive
items.
B. Buy in bulk foods which are
needed every day.
C. Buy products with reasonably
high price.
_______________________
2. If you have a savings of P1,
500.00, what will you do with
your money? Why will you do
so?
_______________________
A – Assimilation o Paglalapat
Direction: Write T if the
statement is true and F if the
statement is False.
1. Needs are those that the family
needs to survive on a day-to-day
basis. Food, shelter, clothing are
basic needs. Today, however,
educational, transportation,
electricity, and water are also
considered needs.
2. The higher the income of the
family, the greater the amount
that they can spend for their
needs and wants.
3. Travel expenses is the most
priority in the household
6. Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Cavite
City of Tagaytay
Mendez Crossing Elementary School
Mendez Crossing East, Tagaytay City
=======================================================================================
8. Teach the children to
spend their allowance
wisely.
9. Conserve energy and
other utilities. 10.Recycle
or reuse materials.6
11.Repair appliances and
furniture as needed.
12.Take good care of your
belongings.
13.Buy products that are
of good quality and
reasonable price.
14.Develop the habit of
walking short distances.
E – Engagement o
Pakikipagpalihan
Directions: Look at the
pictures. Tell how to
D. Shop at the mall farthest your
place.
2. Below are the components of a
family budget EXCEPT
______________. A. Food
B. Education
C. Clothing
D. Gadgets
3. Your best friend invited you for
his/her birthday party and you
need a new pair of sandals or
shoes, but you do not have
enough money to buy an
expensive one. What will you tell
your parents?
A. I will force them to credit me
a new pair of expensive shoes or
sandals.
B. I will tell my parents to work
harder so that they can buy the
most expensive shoes or sandals.
C. I will tell my parents to buy a
pair of shoes or sandals at the
budget. Approximately 50% -
60% of the budget goes to food.
4. Education includes tuition fees,
books, school supplies, school
projects, textbooks, and
allowances.
5. Budget is important because it
allows you to allocate money
based on well planned needs.
7. Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Cavite
City of Tagaytay
Mendez Crossing Elementary School
Mendez Crossing East, Tagaytay City
=======================================================================================
manage the given
resources below. Answer
in a separate sheet of
paper.
ukay-ukay where fashionable
ones can be bought at a very low
price.
D. I will ask my parents to sell all
our pigs and cows then buy the
most expensive shoes at the mall.
What I Know
4. ________________ means
things we must have to survive,
such as food, water and shelter.
A. Needs B. Wants
C. Resources
D. Education
5. What are the basic needs of
most family today?
A. Food, shelter, clothing,
education, transportation and
gadgets
B. Shelter, clothing, jewelry,
transportation, lights and water
8. Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Cavite
City of Tagaytay
Mendez Crossing Elementary School
Mendez Crossing East, Tagaytay City
=======================================================================================
A – Assimilation o
Paglalapat
Directions: Fill in the
blanks. Write your answer
C. Appliances, education, money,
air, clothing, brand new shoes
and sandals
D. Food, shelter, clothing,
education, transportation, lights
and water
6. What is family resource
management?
A. It simply means the most
important economic units in the
society.
B. It consists of purposeful
behavior of all family members.
C. It is the system which assists
families in attaining goals by
using all possible resources.
D. It only means to budget
forever.
7. Which of the following
statement below does NOT
support the concept of needs?
9. Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Cavite
City of Tagaytay
Mendez Crossing Elementary School
Mendez Crossing East, Tagaytay City
=======================================================================================
on the given line of each
number. Choose the
correct answer inside the
box.
wants income budget
needs resources
1. There are factors
affecting the family
budget. These are amount
of ___________________,
size and composition of
the family, values of the
family and needs and
wants of the family.
2. ________________are
materials which the family
members need to survive
on a day-to-day basis like
food, shelter, clothing,
education, transportation,
lights and water. It is also
A. Cellphones, books, computers
and laptops are basic items we
need every day.
B. Buy your needs first before
anything else.
C. Needs should be prioritized
first.
D. Balance your income and
expenditures.
8. What is the
purpose of managing family
resources?
A. To lessen the quality of family
life.
B. To make wise use of all the
resource
C. To make sure that individuals
will not achieve the family goals
D. All of the above
9. How can you manage family
resources efficiently?
10. Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Cavite
City of Tagaytay
Mendez Crossing Elementary School
Mendez Crossing East, Tagaytay City
=======================================================================================
called a requirement for
survival.
3. Everyone can manage
family
____________________
efficiently by choosing a
simple lifestyle.
4. _____ are materials
that the family members
desire to have.
5. A ______________ can
be postponed if it is not
enough and can be
purchased if it allows
5. ____
A. Have a one-time big-time life.
B. Always go to the mall and
shop everything that you desire.
C. Choose a simple lifestyle that
you can sustain with your
earnings.
D. Travel around the world.
10.Which of the statement below
is true?
A. The higher the income of the
family, the lesser the amount
that the family members can
spend for their needs.
B. The greater the income, the
least savings the family can have
for the future.
C. The smaller the income of a
family, the more it needs to
spend for what is important and
immediate needs.
D. Both a and b
11. Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Cavite
City of Tagaytay
Mendez Crossing Elementary School
Mendez Crossing East, Tagaytay City
=======================================================================================
Inihanda ni: Binigyang Pansin ni:
Albert John M. Amestoso Ana Marie D. Reyes
Teacher I Principal II