Personal Financial Literacy

Welcome!

I am [teacher]

• This is room [#] and you are currently in Personal Financial Literacy
• Please find the seat with your name on it.

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First Day Information

• Name Game
• etc.

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What is

the Economy?

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What is the economy?

Objective: Students will be able to evaluate the “economic way of thinking” through lessons, simulations and activities, and they will approach every decision by evaluating the opportunity cost.

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5

1

Day

You Can’t Always Get What You Want

-Rolling Stones

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What is Economics?

• Economics is the study of scarcity and decision making
• It is both a new language and a new way of thinking
• Scarcity is the fundamental concept that there are unlimited wants and limited resources
• Personal finance is your personal management of time and money

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Candy Bar!

Who should get this candy bar?

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Mr. Clifford’s EconMovies

How can we understand economics using the movie Star Wars?

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eBook Activities

Activity #1 (p. 8 in eText)

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Seinfeld’s The Jacket

What can we learn about “value” from Jerry?

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eBook Activities

Activity #2 (p. 8 in eText)

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12

What is the economy?

Objective: Students will be able to apply the principles of opportunity cost and marginal thinking, and they will develop a plan for policy based upon their new understanding.

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2

Day

There’s no such thing as a free lunch. -Milton Friedman

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What is Economics?

• Opportunity cost shows the value of the decisions that we make;
• It is the next best option we give up to get the thing we have chosen.
• We make these choices using marginal thinking
• Every decision is based upon the current situation, not the total of all decisions
• Example: How do you decide how much pizza to eat? When do you stop?

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15

Marginal Costs and Benefits

Define marginal cost and

marginal benefit in your notes.

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eBook Activities

Activity #3 (p. 8 in eText)

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17

Mr. Clifford’s PPC

What are trade-offs? What other terms do you see in the video?

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What is the economy?

Objective: Students will be able to apply the principles of opportunity cost and marginal thinking, and they will use the concepts of supply and demand.

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3

Day

I am like any other man. All I do is supply a demand. -Al Capone

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Candy Bar, Part II

How much would you pay for this candy bar?

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What is Economics?

• The law of demand states that there is an inverse relationship between what people are willing and able to buy and the price.
• As price goes down, people will buy more!

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What is Economics?

• The demand schedule shows the specific quantity of a good or service that people are willing and able to buy at any price.
• As price goes up, people will buy less!

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What is Economics?

• Demand is the entire curve (line) that shows the relationship between price and quantity.
• Quantity demanded is the amount purchased at each price.
• Price doesn’t shift a curve, because the curve already shows it.

• When goods are substitutes, the quantity demanded of one good is inverse of demand for the other.

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What is Economics?

• How are the demand and quantity demanded for these two goods related?
• What do you think this means for complementary goods?

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What is Economics?

• The law of supply states that there is a direct relationship between what people are willing and able to sell and the price.
• As price goes up, people will want to sell more!

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What is Economics?

• A market is any arrangement in which buyers and sellers interact to determine the price and quantity of goods or services.
• The equilibrium is where the amount demanded and the amount supplied are equal.

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Adam Smith’s Invisible Hand

How does competition and self-interest relate to supply and demand?

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What is the economy?

Objective: Students will be able to understand that they are players in a larger market, and they will operates as a link to other parts of the economy.

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4

Day

Intellectual capital is the most valuable of all factors of production. -Brian Tracy

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What is Economics?

• The Four Factors of Production are all of the things needed to produce anything
• Land - Natural resources and space needed for production
• Labor - Workers and their skills needed for production
• Capital - Human made resources and tools businesses invest in for production
• Entrepreneurship - The “risk-takers” that combine the other factors in order to produce.

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31

What is Economics?

• Four elements of the Circular Flow Diagram
• Households - A person or group of people who share their income
• Firms - An organization that sells goods or services
• Product Market - Where firms sell goods and services to households
• Resource (Factor) Market - Where firms buy all of the things needed to produce.

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Mr. Clifford’s Circular Flow Matrix

How does the government fit into the picture we just created?

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eBook Activities

Group Project: To Scalp or Not To Scalp? (p. 12 in eText)

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Earn: Make Money

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Earn: Get a Job

Objective: Students will be able to Analyze potential careers based on salary, stability, growth, training, and responsibilities and explore different career options based on their interests

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1

Day

Find joy in everything you choose to do. Every job, relationship, home... it's your responsibility to love it, or change it. -Chuck Palahniuk

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TEDx : How to Find and Do the

Work You Love

What practicals can you take away from this video? What principles?

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eBook Activities

Activity #1 (p. 17 in eText)

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Earn: Get a Job

Objective: Students will be able to apply their understanding of social capital to their own lives, and they will create a “social capital network” for themselves.

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2

Day

Opportunities are usually disguised as hard work, so most people don't recognize them. - Ann Landers

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Hillbilly Elegy

• Analyze the map related to the Hillbilly Elegy
• What is meant by the term “Rust Belt”?
• What is happening in the different colored zones on the map?
• What lesson does this teach us about the economy?

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eBook Activities

Activity #2 (p. 21 in eText)

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Earn: Get a Job

Objective: Students will be able to analyze and evaluate careers and their respective salaries, and they will determine which careers create the “quality of life” that the student desires.

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3

Day

I'd wish you the best of luck but I believe luck is a concept created by the weak to explain their failures. -Ron Swanson

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What do you want to be when you grow up?

Why did they all choose what they did? What changes as we get older

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Earn: Get a Job

• At some point, people need to earn a wage
• This is the amount someone gets paid regularly for their work, or time as a worker
• Some jobs are paid hourly, and some on salary
• Getting paid a fixed rate for the year or month, instead of tracking hours; usually for a task
• And, some jobs are part time and others are full time
• Full-Time Employment is considered 40 hrs/week

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More Robots, Fewer Jobs

• Read the excerpt from “More Robots, Fewer Jobs” in the e-text.
• How does this enlighten your job search?
• What is the most important thing to think about when getting a job?

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eBook Activities

Activity #3 (p. 23 in eText)

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Earn: Get a Job

Objective: Students will be able to analyze and evaluate careers and their respective salaries, and they will determine which careers create the “quality of life” that the student desires.

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4

Day

Fish do not know they are living in water.

-Peter Temin

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Earn: Get a Job

• In positioning yourself to find and keep a job, you should think about both of the following
• Human Capital - the training and knowledge of each worker
• Social Capital - the connections among individuals—social networks and the norms of reciprocity and trustworthiness that arise from them

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eBook Activities

Activity #4 (p. 24 in eText)

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Earn: Get a Job

Objective: Students will be able to examine, analyze, and evaluate job resumes, professional profiles, and even interview skills, and they will “prepare” as best as possible for future experiences.

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5

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Before you build a better mousetrap, it helps to know if there are any mice out there. -Yogi Berra

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eBook Activities

Projects: Creating a Professional Profile, You Decide: Who Gets a Job?, or Create a Career Roadmap (p. 25 in eText)

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Earn: Education

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Earn: Education

Objective: Students will be able to analyze and evaluate the costs of college - both monetary and economic, and they will ultimately decide whether to pursue a path towards higher education.

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1

Day

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Education is not preparation for life; education is life itself. — John Dewey

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How Stuff Works: Going to College

What tips can you apply even if not planning to go to college?

Why do you want/not want to go to college?

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EverFi Modules

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Log in to EverFi Financial Literacy and complete the “Financing Higher Education” module.

Earn: Education

Objective: Students will be able to demonstrate their proficiency of understanding college financial terminology and practices, and they will create a college payment plan that works for them and/or their families.

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2

Day

How can I pay for college?

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eBook Activities

Activities #1 (p. 34 in eText)

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Earn: Education

Objective: Students will be able to demonstrate their proficiency of understanding college financial terminology and practices, and they will create a college payment plan that works for them and/or their families.

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3

Day

Bobos in Paradise

• Read the excerpt from Bobos in Paradise in the e-text.
• What has changed in the way American have viewed college?
• What has changed about jobs in America?

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Earn: Education

Financing your Education

• Most start by looking for scholarships and filling out the FAFSA
• Scholarships can come from various places and are awarded based upon merit or situation
• The FAFSA is the Free Application for Federal Student Aid

Earn: Education

What does the FAFSA tell you

• Based upon your family’s income and situation, you will be given options such as:
• Grants- money awarded by the government for students for post- secondary education based upon need
• Loans- money awarded that needs to be repaid at a given interest rate
• Subsidized- you are not accruing interest until after you graduate or quit school
• Unsubsidized- you will begin accruing interest immediately

eBook Activities

Activities #2 (p. 34 in eText)

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Earn: Education

Objective: Students will be able to demonstrate their proficiency of understanding college financial terminology and practices, and they will create a college payment plan that works for them and/or their families.

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4

Day

72

In two sentences, describe what you believe college will be like.

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eBook Activities

Activities #3 (p. 34 in eText)

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Earn: Education

Objective: Students will be able to explain arguments for the costs and benefits of college loans, and they will decide whether or not to pursue the option of student loans to finance their college expenses.

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5

Day

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eBook Activities

The Best College for Me (p. 37 in eText)

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Earn: Post Secondary Options

Objective: Students will be able to identify the variety of options available post secondary that do not include a college education and evaluate what path might be best for them.

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6

Day

eBook Activities

Students could choose to complete the following activities: #1, #2, #3, or the extension activity (pgs. 43-44 in eText)

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78

Earn: Entrepreneurs

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Earn: Entrepreneurs

Objective: Students will be able to explain what ethics is and compare how personal finance decisions might affect others, and they will identify ethical decisions that affect individuals and companies.

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1

Day

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What is entrepreneurship?

Take notes as you watch the video.

What is different than you thought?

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Earn: Entrepreneurs

• Before making a decision, ask yourself...
• Is there a universal rule that applies?
• Is it about process or results?
• What would happen if everyone did this?
• Do you have values and principles?
• Is this consistent with those?

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• Ethics is a discussion of the ultimate “good,” “bad,” right and wrong → and your values (?)

Ethics: Moral Philosophy

How does this apply to making money?

Where have you applied this philosophy recently?

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eBook Activities

Activity #1 (pg. 54 in eText)

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Earn: Entrepreneurs

Objective: Students will be able to explain the difference between a small business and a startup, and they will analyze effective advertisements to develop their own pitch.

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2

Day

Making money is art and working is art and good business is the best art.

-Andy Warhol

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eBook Activities

Discuss Answers from Activity #1 (pg. 54)

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Earn: Entrepreneurs

• Entrepreneurs collect and use the factors of production to create value for society and themselves (land, labor, and capital)
• Take the risks to create something new and profit

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• Often those with ideas and those with capital, or money to make ideas happen, are different
• Entrepreneurs often need investors to get their ideas off the ground

eBook Activities

Activity #2 (pg. 54)

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What is social entrepreneurship?

Take notes as you watch the video.

What is different than you thought?

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Earn: Entrepreneurs

Objective: Students will be able to apply the ideas of business models and marketing to social problems, and they will expand their understanding of entrepreneurship to include social problems.

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3

Day

Happiness is not a goal, it is a byproduct.

-Eleanor Roosevelt

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“Social Entrepreneurship Model” (pg. 55)

• Read the excerpt “5 Reasons Why Social Entrepreneurship is the New Business Model” in the e-text.
• How is this different than the way you typically think about business and entrepreneurship?

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eBook Activities

Activity #3 (pg. 61 in eText)

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eBook Activities

Create a Business Idea and Presentation (p. 62 in eText)

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Earn: Entrepreneurs

Objective: Students will be able to apply the ideas of business models and marketing to social problems, and they will expand their understanding of entrepreneurship to include social problems.

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4

Day

Identify at least one opportunity to improve a process or make something better.

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eBook Activities

Create a Business Idea and Presentation (p. 62 in eText)

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Manage: Savings

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Manage: Savings

Objective: Students will be able to explain how saving is linked to overall wealth, describe how saving and investing are different, how much to save, and strategies to enable saving, and they will acknowledge the role of delayed gratification in saving.

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101

1

Day

Why do you think Americans do not save enough money? What is “enough”?

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Reasons to Save

• Read the excerpt on page 65.
• Take outline notes as you read as to how and why to save for certain items in your life.

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The Difference Between Saving and Investing

104

Don’t Eat the Marshmallow

What does this tell us about savings?

Can you develop the skills needed to save?

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eBook Activities

Activity #1: Create Your Savings Goals (pg. 69)

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106

Manage: Savings

Objective: Students will be able to identify everyday obstacles Americans experience when trying to save money, describe their own savings goals as well as big picture reasons to save, and estimate the cost of medium- and long-term goals, and they will devise smaller, periodic savings goals to reach them.

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2

Day

108

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3 Article Jigsaw Reading

• Intro: “Psychology” (pg. 69)
• Group 1: “Five Reasons We Impulse Buy” (pg. 70)
• Group 2: “How Your Facebook Account Can Slowly Destroy Your Finances” (pg. 74)
• Group 3: “Is Your Piggy Bank a Source if Happiness?” (77)

Create a short set of notes to teach the class on the board.

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eBook Activities

Activity #2: How to Save (pg. 80)

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110

Manage: Savings

Objective: Students will be able to identify various strategies to save money and understand how compound interest works to increase savings, and they will recommend different methods that can help them manage and increase their savings.

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3

Day

112

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eBook Activities

Activity #3: Savings Strategies (pg. 81)

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113

eBook Activities

Projects on page 81

Select one and complete before the end of next class

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114

Manage: Banking

115

Manage: Banking

Objective: Students will be able to explain what a checking account is used for and why it is important to have one, and they will determine various options for payment (cash, check, debit, person-to-person, prepaid card) and explain when to use each type.

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1

Day

EverFi Modules

117

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Log in to EverFi Financial Literacy and complete the “Banking Basics” module.

Manage: Banking

Objective: Students will be able to read a checking account agreement and identify the fees associated with a checking account and understand how overdraft protection works, and they will read and interpret a bank statement.

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2

Day

Manage: Banking

• Fractional reserve banking means that your money, that you have deposited in savings/checking is not there
• There is only a fraction of everyone’s reserves held for reserves, and this pool is used to pay cash to people who withdraw money
• Banks use the rest of the deposits to loan out to other customers or invest in different ways

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119

Manage: Banking

• Banks must always have an equal balance between their assets and liabilities
• Assets: the loans that banks have given out and the reserves they hold are assets
• Liabilities: the amount that depositors are owed by the bank

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120

Manage: Banking

• Why should I care as a customer?
• The shorter the amount of time for which I plan to deposit my money, the lower interest rate I will get in return.
• Checking and savings account make very little interest, because the bank cannot count on the reserves from them.
• The longer the amount of time for which I plan to deposit my money, the higher interest rate I will get in return.
• CDs and time deposits make more interest, because the bank can count on the reserves from them.

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121

eBook Activities

Activity #1: Reconcile your Checkbook (pg. 86)

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122

Manage: Banking

Objective: Students will be able to conduct various banking activities and appreciate the range of online and mobile banking services, and they will compare and contrast banks and credit unions and conduct online research to select a checking account.

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123

3

Day

124

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Banks vs. Credit Unions

Read the article (pg. 86-90) and take notes on the key differences:

• Organize them by the six sections in the reading
• What are the pros and cons?

125

Banking on a New Orleans Recovery

Read along (pg. 92) as we listen to the audio and record in your notes:

• Why is banking so important?
• Who is at highest risk?

126

eBook Activities

Choose one of the projects to complete (pg. 95)

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127

Manage: Credit

128

Manage: Credit

Objective: Students will be able to use fundamental vocabulary related to credit and lending and they will explain how to make good choices.

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129

1

Day

“A Brief History of the Credit Score”

-Adriene Hill

130

Marketplace

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Deciphering the Schumer Box

Read the article (pg. 103-110) and take notes key things to look out for.

• Discuss with your neighbor
• As a class we will clarify anything that was unclear

131

Manage: Credit

• Credit is another term for a loan, and it is often short term
• Ultimately, it means that we can buy something now and pay for it later
• When you make a bigger purchase, you can take out a short term loan for that specific thing. This is called “financing” it.

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132

Manage: Banking

• Your credit score determines how reliable you are, and helps financial institutions decide whether or not to loan you money.
• This can also determine how expensive a loan will be, with higher or lower interest rates.

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133

Manage: Banking

• How much will you pay in the end?
• How much does a $10,000 car cost?
• How much is that care at 5% interest over 5 years?
• What kind of loan do you need in order to end up pay double for the car in 8 years?

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134

eBook Activities

Activity #2: Should you get a credit card? If so, which one? (pg. 110)

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135

Manage: Credit

Objective: Students will be able explain how credit and payment types work and they will analyze the impact on total cost of purchases.

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2

Day

EverFi Modules

137

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Log in to EverFi Financial Literacy and complete the “Payment Types” module.

eBook Activities

Activity #3: It costs what?! (pg. 110)

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138

Manage: Credit

Objective: Students will be able to name components of credit score and how they are calculated and they will explain how the score impacts their ability to borrow..

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3

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EverFi Modules

140

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Log in to EverFi Financial Literacy and complete the “Credit Scores” module.

eBook Activities

Choose a Credit Project (pg. 110)

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141

Manage: Investing

142

Manage: Investing

Objective: Students will be able to understand the difference between saving and investing, and they will discuss the cost and benefits using subject-specific vocabulary.

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143

1

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"The stock market is filled with individuals who know the price of everything, but the value of nothing."

- Phillip Fisher

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EverFi Modules

145

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Log in to EverFi Financial Literacy and complete the “Investing” module.

Manage: Investing

Objective: Students will be able to understand the difference between saving and investing, and they will discuss the cost and benefits using subject-specific vocabulary.

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146

2

Day

“Young Adults Choose to Save Cash Instead of Investing”

-Dan Bobkoff

147

Marketplace

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Manage: Investing

• Financial Institutions try to link savers and borrowers.
• Investors are the same as savers.
• Because we don’t all know someone starting a business or in need of a loan, institution like the stock market exist to bridge the gap.
• With any investment, there are significant risks but often, the higher the risk the higher the return on investment.

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148

Manage: Investing

• It is important to invest because of inflation.
• If we keep the same amount of money, but prices rise, we will actually have less money than we had before. Why?

149

Manage: Investing

• Inflation and Interest Rates
• Nominal interest rate - Inflation = Real interest rate
• Nominal means the named rate
• Real means the actual change in purchasing power

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What if you invest $100 at 10% interest for one year, but the inflation rate that year is 3%?

How much money will you have next year?

What is the purchasing power of that money?

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150

eBook Activities

Activity #1: Understanding Inflation and Compound Interest (pg. 118)

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151

Manage: Investing

Objective: Students will be able to understand what the stock market is, and they will investigate what it means to own stocks versus bonds.

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152

3

Day

“But we have to ask ourselves, what's the purpose of the stock market? It's supposed to be a source of capital for growing business. It's lost that purpose.”

-Mark Cuban

153

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Public vs. Private Companies

Read the short excerpt on pages 118-120:

• As you read create a t-chart that can illustrate the difference between public and private companies.
• Have at least 3 points on each side.

154

Manage: Investing

• Stocks are a way to have part ownership in a company.
• This ownership is called equity, and the stock market is sometimes referred to as the “equity market”
• Having equity, or ownership, in a company means that you share in that company’s prosperity.
• The perceived value of a company determines the price of the stock.
• As the price rises your ownership is more valuable, but as price falls your stake in the company is worth less.

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155

Manage: Investing

• Bonds are certificates that represent a loan that must be repaid.
• Companies and government borrow money by issuing bonds for many different purposes.
• Because they are fundamentally loans to be repaid, (most) bonds are much less risky than stock.
• This often leads as smaller potential return on investment.

156

eBook Activities

Activities #2 and #3 (pg. 121)

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157

Manage: Investing

Objective: Students will be able to understand how investing will impact their lives in the future, and they will combine their knowledge of investing with future plans.

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158

4

Day

“Preparation for old age should begin not later than one's teens. A life which is empty of purpose until 65 will not suddenly become filled on retirement.”

-D. L. Moody

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eBook Activities

Envision Your Retirement or choose another project (pg. 123)

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160

Spend: Rent, Own, Insurance, & Taxes

161

Spend: Rent vs. Own

Objective: Students will evaluate the pros and cons of renting vs. owning and the explicit and inherent cost of each.

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162

1

Day

What is “equity,” and how does it apply to owning a home?

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EverFi Modules

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Log in to EverFi Financial Literacy and complete the

“Renting vs. Owning” module.

Manage: Rent vs. Own and where to live?

Objective: Students will evaluate the pros and cons of renting vs. owning and the explicit and inherent cost of each as well as how to determine where to live.

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165

2

Day

Listen to the Audio form Marketplace (APM)

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Discuss: “Is it better for you to rent or own?”

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Reading Activity:

1. Read David Quilty’s blog: Where should I live? On pages 131-139
2. Make a list prioritizing the tips with the most important ones to you at the top, and the least important tips at the bottom.
3. Share your list with a partner.

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eBook Activities

Activity #1: Select a City to Live In (pg. 142)

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168

Manage: Savings

Objective: Students will explain the real costs of living, transportation, insurance, and taxes.

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169

3

Day

What is your dream car? Why?

170

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eBook Activities

Choose either Activity #3 or #4 (pg. 143)

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171

Manage: Savings

Objective: Students will explain the real costs of living, transportation, insurance, and taxes.

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172

4

Day

Spend: Insurance and Taxes

• Insurance is a way of pooling money with others to help cover risk of greater payment or loss
• Risk is the possibility of loss associated with certain activities.
• Read Ancient Rome and Risk Pooling on pg. 108

How does this relate to insurance today?

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Spend: Insurance and Taxes

• The government collects taxes in order to pay for services that the private sector could not provide for (roads, military, etc.)
• Marginal Tax Rate: the tax bracket that you income determines you fall into
• Effective Tax Rate: the total amount that you actually pay, as a percentage of total income

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Spend: Insurance and Taxes

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EverFi Modules

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Log in to EverFi Financial Literacy and complete the

“Insurance and Taxes” module.

Manage: Savings

Objective: Students will explain the real costs of living, transportation, insurance, and taxes.

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177

5

Day

Insurance and Taxes

Read pages 145-150

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eBook Activities

Choose an activity (pg. 151)

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Manage: Savings

Objective: Students will explain the real costs of living, transportation, insurance, and taxes.

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6

Day

Why do people overpay their taxes and then get refunds?

Listen to the Audio from Marketplace (APM) and follow along in the text (pgs. 151-154)

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eBook Activities

Activity #5: How much do I pay in taxes? (pg. 154)

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Spend: Budget and Give Back

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Spend: Budgeting

Objective: Students will understand the different ways of being philanthropic and they will assess the quality of each.

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1

Day

Why do people give to charity? What is one reason you might? Which charities would you support?

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Spend: Philanthropy

• Philanthropy can take many forms, but it is simply using the money and resources you have to do good for others
• Often this can be a cash donation to a non-profit organization or a 501C3 charity
• These organizations do not make profit, but seek to provide a good or service to the community.
• Philanthropy can be carried out through entrepreneurial and service-minded activities, as well.

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Spend: Philanthropy

• Listen to and read “Philanthropy’s Edge” on page 158 in the e-text:
• What are people doing in order to give back? Give specific examples.
• What stood the test of time? Why do you think that is?

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187

eBook Activities

Activity #1 or #2 (pg. 162)

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Spend: Budgeting

Objective: Students will understand and implement major components of an independent adult’s budget.

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2

Day

What is the first thing you need in order to create a budget?

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Spend: Budget

• Read “Is your morning latte a waste of money?” on page 164 in the e-text:
• How does this help you think about your budget?

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191

eBook Activities

Activity #2 (pg. 168)

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Spend: Budgeting

Objective: Students will understand and implement major components of an independent adult’s budget.

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3

Day

FINAL Project

The Big Budget Project (pg. 169)

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Instructions for use

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EDIT IN GOOGLE SLIDES

Click on the button under the presentation preview that says "Use as Google Slides Theme".

You will get a copy of this document on your Google Drive and will be able to edit, add or delete slides.

You have to be signed in to your Google account.

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EDIT IN POWERPOINT®

Click on the button under the presentation preview that says "Download as PowerPoint template". You will get a .pptx file that you can edit in PowerPoint.

Remember to download and install the fonts used in this presentation (you’ll find the links to the font files needed in the Presentation design slide)

More info on how to use this template at www.slidescarnival.com/help-use-presentation-template

This template is free to use under Creative Commons Attribution license. You can keep the Credits slide or mention SlidesCarnival and other resources used in a slide footer.

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Credits

Special thanks to all the people who made and released these awesome resources for free:

• Presentation template by SlidesCarnival
• Photographs by Unsplash

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Presentation design

This presentation uses the following typographies and colors:

• Titles: Lora
• Body copy: Quattrocento Sans

You can download the fonts on this page:

https://www.google.com/fonts#UsePlace:use/Collection:Lora:400,700,400italic,700italic|Quattrocento+Sans:400,400italic,700,700italic

Click on the “arrow button” that appears on the top right

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Yellow #ffcd00 | Black #000000 | Grey #cccccc

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You don’t need to keep this slide in your presentation. It’s only here to serve you as a design guide if you need to create new slides or download the fonts to edit the presentation in PowerPoint®

198

SlidesCarnival icons are editable shapes.

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This means that you can:

• Resize them without losing quality.
• Change line color, width and style.

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Isn’t that nice? :)

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Examples:

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Now you can use any emoji as an icon!

And of course it resizes without losing quality and you can change the color.

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How? Follow Google instructions https://twitter.com/googledocs/status/730087240156643328

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