Computers in Education Group II Pole Green Itaperuna

Educational Project
Settlement of Accounts
By
Elaine Maria Lepre Kort Kamp Graziela da Silva Cunha Rocha Abreu
July / 2008
SUMMARY Pedagogical Approach ............................................... ...
............................................... 03 Central Theme ...............
................................ ...............................................
... ........... Theme Support .............................................. 03
.................................................. .......... Background .......
......................................... 03 ...................................
............... ............ 2003 General and Specific Purpose .................
............................ ....................................... Discipline
and involved 04 years ............................................. ............
.......................... 04 Steps ............................................
.... .................................................. .................... Str
ategies ................................................ 04 ....................
.............................. ............. 05 Definition of roles ............
.................................. .............................................
..... . Technology Resources ............................................... 07
............................................. 07 Data Collection ...............
............................... ................................................
.. ....... Material selection .............................................. 07
.................................................. . Graphic Design ............
................................... 07 .........................................
......... ....... 2007 Schedule ................................................
.................................................. .......... Evaluation ......
.......................................... 08 ..................................
................ ............... Webliography ..................................
.............. 08 .................................................. ......... 0
8
Educational Project Settlement of Accounts
1 - Pedagogical Approach The project is based on-line educational constructivism
, because through this project the student will be building your knowledge with
the teacher and classmates, with a collective learning. Constructivism proposes
that the student participates actively in their own learning by experimentation,
research group, the stimulation of doubt and development of reasoning, among ot
her procedures. Rejects the submission of ready knowledge to the student, as a d
ish made, and uses traditional techniques in an innovative manner, for example,
memorization. Hence the term "constructivism," for which it seeks to show that a
person learns best when he takes a direct part in building the knowledge they a
cquire. Constructivism emphasizes the importance of the error not as a stumbling
block but as a stepping stone on the road to learning. 2 - Theme 3 Settlement o
f Accounts - Themes support Budget Career Choice Food 4 Percent - Background We
live in a world of consumerism, where people spend more than they earn. By this,
we propose activities to reflect on their spending by emphasizing the importanc
e of balancing the monthly budget with the cost estimate and contingencies. Fina
ncial education should be understood as a broad set of guidelines and clarificat
ion of positions and attitudes appropriate use and planning of personal and fami
ly financial resources. With financial education be able to have people with new
attitudes, a new vision and new feelings about money. Today, many people are in
delicate financial situations through sheer lack of information and basics to m
anage its financial resources. The monthly budget is now a necessity. We have a
reality that is very difficult to make money, but very easy and quick to spend w
hat you earn. What we have to do is manage our money, or making decisions about
what we do with it. 3 But to take good care of him, we must organize ourselves a
nd do planning
financial. Hence, the idea of bringing the financial planning for the classroom
through the implementation of this project to educate students responsibility an
d planning are essential tools for living in society. 5 - General and Specific O
bjective 5.1-General Purpose: * The student will understand the need to do a per
iodic planning of its inputs and outputs do not exceed your budget, avoiding tro
uble and losses. 5.2-Specific Objectives * Develop ability to draw up a monthly
budget and keep it balanced;€* Calculate net salary from gross * Do research on
prices. 6-discipline and years This project has involved the participation of S
ciences, Portuguese, mathematics, computer and will be held by the students of g
rade 8. 7 - Steps First step: The teacher initiates a conversation with students
about the cost of living with questions. Then students will choose their profes
sion. Soon after the choice of profession will research on the salary of their c
hosen profession. Second stage: The student will create a budget spreadsheet in
google docs and make the deduction of income tax upon the gross salary. Third st
age: The student must make estimated expenditure using microsoft excel and condu
ct research in newspapers and internet. Fourth step: Make a food budget using mi
crosoft word and excel with creation of menu, price surveys in supermarkets. Fif
th step: Evaluate the budget using microsoft word with unexpected financial prob
lems. Sixth step: Creation of blog for dissemination of the project, then divide
the class into groups and each group should present its report the group's web
objects, each group will get an object for web delivery of the report, for examp
le, group 1 - publication of the report in google docs and post it on the blog,
group 2 - publication of the report on slideshare and post it on the blog, group
3 - developing a video about the report and publication on the blog, group 4 -
publication of report on Scribd and post it on the blog. August 4 - Strategies
First step: Talk to students about cost of living, asking:
â ¢ â ¢ â ¢
How much does a dozen eggs? How much is spent to go from your home to another pa
rt of the city bus? What is the average rent for a one bedroom apartment?
Then discuss the average starting salary for some positions. Suggest they make a
search of wages over the Internet by visiting the newspaper classifieds for job
s such as Folha de São Paulo, O Globo and others. Second step: Open a spreadshe
et in google docs and create a model of a monthly budget. Be sure to include the
following categories of expenses: rent, house maintenance, transportation, food
, medical expenses, clothing, entertainment and miscellaneous. In cell B11 enter
the formula = SUM (B3: B10) or use the Auto Sum function to sum the values of t
hese costs. In cell B13, enter your net monthly income (gross income minus taxes
and other deductions). Gross wages usually refer to income before deductions. T
o determine how much money you really have after-tax, if you receive R $ 15,000.
00 per year, calculate the income tax at 8.5%. If you make $ 20,000.00, calculat
e the tax at 10%. Now in cell B14, enter = B11. In cell B15, enter a formula to
calculate the difference between revenue and spending, as = (B13-B14). See the e
xample table below, but you must create this table in google docs.
5 Example 1: Monthly Budget Worksheet created in Microsoft Excel
Third step: Read the newspaper in your town or any publication that specializes
in real estate to get an idea of what it costs to rent a house or apartment in a
neighborhood where you would like to live. Enter the monthly rent and maintenan
ce costs (gas, electric light) in your spreadsheet. Then calculate the cost of t
ransportation (car payment, insurance, fuel) for $ 220.00. For other items of it
s budget (except food), estimate your monthly expenses and enter the amount in t
he corresponding cells. Fourth step: This task will be used to control the budge
t. To determine your monthly food budget, open a document in google docs, and se
lect Insert immediately after a switch table, the Table menu. Create a Weekly Me
nu as shown in Example 2. Post this table to plan what you want to eat and drink
at every meal for a week. Be sure to include what they eat between meals. Now c
alculate what you should buy in the supermarket to produce the menu. In another
document from google docs, make a list of necessary items according to categorie
s such as fruit, meat, dairy and quantity of each item. Then go to the supermark
et and make a list of prices for those items, according to quantity. (Eg, two ca
ns of tomato sauce to $ 1.15 each $ 2.30). Take the sum of the total cost of you
r weekly food budget. Multiply the result by four and a half weeks to estimate y
our monthly food budget. Enter this value in the food category of your monthly b
udget.
6 Example 2: Table menu created in Microsoft Word
Fifth stage: After you have entered all the monthly expenses,€your spreadsheet
will show whether or not you're getting hit their accounts. Expenses exceed your
income? If so, where you could make cuts so that they are equivalent? Now selec
t one of the unexpected financial problems listed below.
â ¢
You forgot to pay the phone bill and his line was cut. To turn it back on, you m
ust pay $ 250.00. The lease of your apartment and the landlord wants an increase
of 5%. What is the value of this increase? How will you adjust your budget to a
ccount for this difference? Your dog gets sick and the medicine $ 150.00. Explai
n, in a document from google docs (text editor), what would you do in your
â ¢
â ¢
budget to account for this extra expense. Then adjust the budget in Microsoft Ex
cel spreadsheet to fit this extra monthly expense. Sixth step: Use a text editor
google docs to write a report explaining what you learned in this activity. Whe
never possible, include the information copied from the worksheet as an illustra
tion. Comment also the ways in which you could stretch your budget (for example,
splitting the rent with someone else). 9 - Definition of roles: The student wil
l be the agent and editor and teacher plays the role of guiding the activities.
10 - Technology Resources: Students will tell the Internet and google docs, blog
, youtube, slideshare, scribd. 11 - Data collection: Data will be collected from
the research done by students via the internet or explore the local newspaper f
rom another city and field research. 12 - Selection of material: The guidelines
will be given by the teacher. From each group of them will be free to choose wha
t to use in their work. 13 - Graphic Design: Students will carry out the project
in google docs and in the final presentation that will make your presentation,
using the technologies defined by the teacher. July 14 - Schedule:
Step Step Step Step Step Fourth Step Fifth Sixth step
Week 1st week of August 1st week of August 2nd week of August 2 nd week of Augus
t 3rd week of August 3rd week of August
15 - Assessment: Assessment will take place throughout each step and also with a
report of completion of work. The evaluation will be summative. Each step is wo
rth 10 points and the final report will be worth 40 points. 16 - Webliography: H
ttp: / / www.uol.com.br Http: / / www.jb.com.br Http: / / www.oglobo.com Http: /
/ www.folha.uol.com.br
8