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opportunity to contemplate how value is determined in different economic systems and how monetary units are established. Historic and futuristic forms of payment are studied in these engaging and relevant articles.  \nCONVERSATION QUESTION  \nWhat forms of currency exist?  \nTEACHING OBJECTIVES  \n• Students will learn about traditional and contemporary forms of payment.  \n• Students will learn how revenue is generated from a free video game.  \n• Students will learn how tulip bulbs were once a form of currency.  \n• Students will compare and contrast the meanings of different financial terms.  \n• Students will obtain and record relevant information.  \n• Students will explain the sequence of the historic“tulip mania” episode.  \n• Students will create a timeline depicting the evolution of our monetary system.  \n• Students will develop and conduct a debate.  \n• Students will study the parts and life cycle of a flower bulb.  \nIn addition to supplemental materials focused on core STEM skills, this flexible teaching tool offers vocabulary-building activities, questions for discussion, and crosscurricular activities.  \nSELECTIONS  \n• The Future of Money  \nExpository Nonfiction, ~950L  \n• Fortnite Frenzy  \nExpository Nonfiction, ~750L  \n• Fortunes Blossomed  \nExpository Nonfiction, ~750L  \nThe Future of Money  \npp. 12–15, Expository Nonfiction  \nKaa-ching! Students will look beyond their piggy banks to discover various methods of saving, spending, and budgeting their money. This article examines traditional methods of payment, in addition to technologically developing forms of currency.  \nRESOURCES  \n• Funny Money  \nOBJECTIVES  \n• Students will learn about traditional and contemporary forms of payment.  \n• Students will compare and contrast the meanings of different financial terms.  \n• Students will create a timeline depicting the evolution of our monetary system.  \nKEY VOCABULARY  \n• budgeting (p. 13) allowing a specific amount of money for a particular purpose  \n• cryptocurrency (p. 15) a digital or virtual form of currency that has no regulating authority  \n• financial (p. 12) relating to money matters  \n• interest (p. 14) a small percentage of money charged for the privilege of borrowing money  \nENGAGE  \nConversation Question: What forms of currency exist?  \nAs a prereading activity, do a simple budgeting activity with the class. Ask students to consider what expenses a family incurs over the course of a month and list them on the board. Be sure they’ve included items such as housing, food, bills, and entertainment. Give the students a set amount of money ($2,000) to budget and allow children to share their work. Present the budgeting apps in the text box on page 14 of the article and encourage students to review them for homework.  \nINTRODUCE VOCABULARY  \nPost the key vocabulary terms and definitions on the board. Have the students use resources to define them and then post the given definitions. Reveal the title of the article and have the class predict what components might make up “The Future of Money.” Read the article and then revisit predictions.  \nREAD & DISCUSS  \nDivide the class into four groups and assign them each a different question to discuss. Reconvene and have each group share the main points of their conversation. The class should be taking notes so that after each group has shared, the students will have thorough answers to each question.  \no How has technology made banking more flexible?  \no What are the functions of a bank?  \no Explain budgeting and how it can be helpful.  \no What are the advantages and disadvantages to using cryptocurrency?  \nCONCEPT/SKILL FOCUS: Compare and Contrast  \nINSTRUCT: Students will compare and contrast the meanings of different financial terms discussed throughout this article. Instruct pairs of students to reread the text and to underline information that defines each te","cbCaigeUjb3a46Ej","https://ap.wps.com/l/cbCaigeUjb3a46Ej","pdf",3540899,"English","# Conversation Question\n## Teaching Objectives\n## Selections\n# Read & Discuss\n## Concept/Skill Focus: Compare and Contrast\n# Engage\n# Introduce Vocabulary\n# Assess\n# Extend","[{\"question\":\"What forms of currency are students asked to consider?\",\"answer\":\"Students are prompted to think about what forms of currency exist, including traditional methods and developing or technological forms of payment mentioned in the selections and lesson activities.\"},{\"question\":\"What is the purpose of the budgeting activity?\",\"answer\":\"Students budget a set amount of money ($2,000) by listing monthly family expenses such as housing, food, bills, and entertainment, and they review budgeting tools presented in the article for homework.\"},{\"question\":\"How do students practice compare and contrast in the lessons?\",\"answer\":\"Students compare and contrast the meanings of financial terms by rereading text, underlining information that defines each term, and recording similarities and differences in a graphic organizer worksheet (e.g., deposit/withdraw, credit/debit, physical vs. digital wallet, traditional money vs. cryptocurrency).\"}]","On the Money - Muse Issue 4 | PDF",1790625988,11]