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8/8/2019 Lesson Plan #4 -- W540
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W540
Lesson Plan #4
Susan Sanders
Students as Contributors
Grade - 12
Course - Economics
Length Six 45-minute periods (Over a two week period)
Method of Assessment Contribution to a Team Glog
Lesson Author Susan Sanders
Lesson Overview
Senior students in economics, will throughout the course of the semester, be introduced to personal
finance issues related to various topics. For example, when discussing the decision making model and
trade-offs, we will include how students determine what they are going to spend their money on. To
culminate our discussion, students will be required to make a contribution to an overview of financial
literacy. Students will be given a list of possible topics to choose from, but may go with their own idea
after being teacher approved. Students will also be allowed to choose the product which will best
display their information, but will be in a group that must utilize various methods of presentation. The
audience will be recent high school graduates (within the last four years). The class will organize
themselves into groups of four or five and post their resulting products into one presentation using a
Glogster poster.
From Theory to Practice
Providing an education that is relevant today, means teachers must change the structure of the delivery
of that instruction. Students living in the 21st
century are not engaged in the 19th
century structured
classrooms that they are being provided. Integrating technology into the classroom is one way in whichto bridge this great divide, but we cannot simply infuse what we have always done with a computer. For
students to be fully engaged, teachers must incorporate a variety of technological tools available, create
relevant products, and allow students to contribute to and become responsible for their own education.
The project described here will give students the opportunity to select their area of information to
examine, as well as decide on the method of presentation best suited for their research findings.
Furthermore, state standards, as well as ISTE standards, will be met.
Indiana State Standards
E 1.2 Explain how producers and consumers confront the condition of scarcity by making choices
which involve opportunity costs and trade-offs.
E 6.4 Explain how interests rates acts as an incentive to savers and borrowers.E 6.6 Compare and contrast credit, savings, and investment services available to the consumer from
financial institutions.
E 6.9 Analyze the difference in borrowing costs using various rates of interest when purchasing a major
item, such as a car or house.
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ISTE National Standards
1. Creativity and Innovation students demonstrate creative thinking, construct knowledge, and
develop innovative products and processes using technology. Students:
a. Apply existing knowledge to generate new ideas, products, and processes.
b. Create original works as a means of personal or group expression.
2. Technology Operations and Concepts students demonstrate a sound understanding oftechnology concepts, systems, and operations. Students:
a. Understand and use technology systems.
b. Select and use applications effectively and productively.
c. Transfer current knowledge to using new technologies.
Teacher Resource
1. Slideshow for using Glogster. http://www.slideshare.net/jmcgee/glog-on-presentation
Materials and Technology
1. Classroom Computer and Projector
2. Classroom set of computers or use of lab. (Each student will need access to a computer during
sessions 2 4, 9 & 10).
3. Hand out for requirements and rubric.
4. Video equipment for students who do not have access to their own. (My school has two
cameras that I can check out. I require the students to make appointments with me to use
these cameras since I am responsible for them.)
5. Text or other resources containing information on personal finance topics.
Student Resources
1. Textbook with personal finance section.
2. http://www.bankrate.com/finance/financial-literacy/bankrate-s-guide-to-financial-literacy8-
110310.aspx Website sponsored by Edward Jones great links to many issues regarding
financial literacy.3. http://www.mymoney.gov/ Website sponsored by Financial Literacy Education Commission.
STUDENT OBJECTIVES
Students will
1. Demonstrate their understanding of the interest rate from the perspective of both the borrower
and the saver.
2. Work collaboratively to create their group glog.
3. Evaluate and analyze the importance of various financial institutions.
4. Analyze and evaluate various forms of credit and the development of a credit score.
Prior to Session One
1. The class will have had previous discussions on all of the possible topics throughout the
semester. This project will serve as a culminating activity in regards to personal finance.
2. Establish a free educational glogster account by going to www.glogster.com. You may want to
wait and only register one student per group, once you see how they divide themselves.
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Session One
1. Begin the first period by sharing the student example and giving a quick overview of how to use
Glogster.
2. Hand out Everything I Need to Know Now That Ive Graduated requirement sheet and rubric.
Spend five minutes discussing and going over the requirements.
3. Tell students that their first important economic decision is to put themselves into groups. They
should weigh the costs and benefits of their choices before making any hasty decisions. Then
allow students to group themselves. Four or five students is ideal. Only allow smaller groups if
they are high achieving, self-motivated students. Only larger if the class size dictates this to be
the case.
4. The remainder of the first session should include time for the groups to select a team leader.
This individual will be the one responsible for the organization of the final product, presentation
of the poster to the class, and the glogster poster will be registered in their name. Then allow
students to brainstorm and determine a plan of action. They should utilize the requirement list
and the available resources to determine their course of action.5. Groups may begin a sketch of their overall vision of their final project. (This will be shared with
the teacher during session three.)
Between Sessions One and Two
1. Register each of the team leaders with glogster, so groups may begin posting work as early as
session two.
Sessions Two - Four
1. Students will work with groups in the media center. Here they will have access to computers
and may bring in their own equipment (ie video cameras, iPods) to utilize.
2. I will borrow microphones from our computer department for students who want to work on apodcast during these sessions.
3. Sometime during Session Three each group must bring a sketch of their overall vision and
everyones role in the final product to the teacher. The teacher does a quick evaluation of
project, offering suggestions for group and individual contribution improvement. Students may
not change their role after this session without the teachers approval.
Session Nine (In the computer lab)
1. Students will have one last opportunity to collaborate with their team during class. They should
be using this for final adjustments.
2. Encourage the team leaders to rehearse their presentation with their group to gain their input
and suggestions.
Session Ten (In the computer lab)
1. Each student will be logged into a computer. I will be logged into the computer attached to the
projection system.
2. Each team leader will present their poster and give the class the web address. After each group
has presented, give the class five minutes to complete the peer evaluation form for that groups
poster.
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Adaptations
Gifted and Talented Students
1. Will be asked to mentor an IEP or ESL student, as part of the group, for this project.
2. Peer evaluation form for these students will include an analysis question on the practical use ofeach final product for recent high school graduates.
IEP Students
1. Ensure that students have equipment and understanding necessary to complete project.
2. Partner with a gifted and talented student as his/her mentor in the group.
3. Allow this student time in the resource room beyond the allotted work sessions given for the
whole class.
ESL Students
1. Initial handouts translated into students native language.
2. Partner with a gifted and talented student as his/her mentor in the group.
3. Criterion on construct and use of English will be evaluated less stringently than for other
students.
Student Sample
http://smgilles.edu.glogster.com/glog-personal-finance-5377/
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Everything That I Need to Know
Now That Ive Graduated
Overview: Congratulations! You have just earned your high school diploma. Whats next - military,
college, the workplace, traveling the world? You are out on your own, but are you financially literate?
What do you need to know in the area of personal finance? Using the list provided below, you and a
group of your peers will decide exactly that what do you need to know? You will provide your
collection of products on a glogster poster. Please note the requirements include both content and
format for product delivery.
Possible Topics to Cover: developing credit, credit history, credit cards, renting an apartment,
purchasing a home (understanding mortgages), buying a new car, loans, insurance, interest rates,
retirement planning, paying for college, emergency funds, taxes, identity theft, debit cards, checking
accounts.
Each team member should be responsible for a different topic and presentation element. Other topics
may be handled by the whole or part of the team. A wide range of these topics should be covered, allthough you will certainly not be able to cover them all. Topics outside of this list may be used, but must
be approved by Mrs. Sanders.
Required Elements on Poster:
1. Original video embedded
2. Non-original video embedded
3. Two links with description of what the site will include
4. Song that plays when the poster is opened
5. Podcast
6. Two lists detailing two separate topics
7. Two images
Additional elements may be added to add to the overall effectiveness and creativity of the project.
Project Schedule:
Day One: Brainstorming. Select team and leader. Begin determining topic, design, and individual
responsibilities.
Day Two: Media Center group and/or individual work
Day Three: Media Center group and/or individual work. Each team must meet with Mrs. Sanders
today and provide a rough sketch of Glog, including individual responsibilities.
Day Four: Media Center group and/or individual work.
Day Nine: Media Center group and/or individual work. All members should view and approve final
Glog today. Leader should rehearse presentation for all team members to give approval.
Day Ten: Computer Lab - Team leader will present Glog and peers will complete an evaluation form.
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Glog Rubric
CATEGORY Master - 4 Apprentice - 3 Novice - 2Unacceptable, butproject is complete -1
Required
Elements
The Glog includes all
required elements as well
as additional information.
Content is rich and
meaningful.
All but 1 of the required
elements are included.
Content is rich and
meaningful.
All but 2-3 elements are
included or content is
not rich and
meaningful.
More than 3 required
elements are missing
from the Glog or content
is not meaningful.
Labels All items of importance
are clearly labeled
with labels that can be
read from at least 3
feet away. Some items of
importance are clearly
labeled and
labels can be read from at
least 3 feet away.
Almost all
items of
importance
are clearly
labeled and
labels can be
read from at
least 3 feet
away.
Few items of
importance are
labeled and
labels are
difficult to read.
Labels are too
small to view or
no important
items were
labeled.
Target Audience -
Recent High
School Graduates
Graduates were clearly
the target audience.
Graduates were the
target audience.
Someone other than
graduates appear to be
the target audience.
Glog does not appear to
target anyone.
Graphics
Relevance
All graphics are
related to the topic and
make the Glog easier
to read and understand.
Almost all graphics are
related to the
topic and most make it
easier to read and
understand.
Some graphics
are related to
the topic and
make it easier
to understand.
Few graphics relate to
the topic.
Attractiveness The Glog is
exceptionally
attractive in terms of
design, layout,
and neatness.
The Glog is
attractive in
terms of
design, layout,
and neatness.
The Glog is
fairly
attractive, but
a bit messy.
The Glog is
poorly designed
and very messy.
Grammar There are no
grammatical
mechanical
mistakes on the
Glog.
There is 1
grammatical
mechanical
mistake on
the Glog.
There are 2-3
grammatical
mechanical
mistakes.
There are 4
grammatical
mechanical
mistakes.
Collaboration Glog is a clearcollaboration with
meaningful contributions
of all members and a
cooperative attitude for
duration of project.
Glog is a collaborationof all members, some
clearly doing more than
others. Team worked
well together.
Glog is a collaborationbut not all members
contributed equally.
Team had some
cooperation difficulties.
Team did not workcooperatively and/or
Glog reflects efforts of
only some members of
the team.
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Individual Contribution to Glog Rubric
CATEGORY Master - 4 Apprentice - 3 Novice - 2
Unacceptable, but
project is complete -1
Content Individualcontribution is rich in
meaningful content.Could stand alone as
a meaningful project.
Individual
contribution contains
meaningful content.Could stand alone as
a project.
Individual
contribution contains
some correctcontent. Project
would lack meaning
without sum of Glog.
Individual
contribution lacks
clear content. Valueis not added to
project with this
contribution.
Collaboration Individual workedwell with group.
Leadership role was
taken on or clear
assistance was
provided to leader.
Individual worked
well with group.
Leadership role was
not taken, but some
assistance was
provided to leader.
Individual completed
portion of project,
but did not make
important
contributions to the
team.
Individual did not
work well with group
and/or did not
contribute content
responsible for.
Technology Individualcontribution showscreative and
appropriate use of
technology which
allowed its use in the
Glog.
Individualcontribution shows
use of technology
applicable to the
Glog.
Individualcontribution use
adequate technology
but with some
technical difficulties
coordinating with the
Glog.
Individualcontribution did not
utilize technology or
could not be
included in the Glog.
Grammar There are nogrammatical
mechanical
mistakes on theGlog.
There is 1
grammatical
mechanical
mistake onthe Glog.
There are 2-3
grammatical
mechanical
mistakes.
There are 4
grammatical
mechanical
mistakes.
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Peer Evaluation of Glog
CATEGORY Master - 4 Apprentice - 3 Novice - 2Unacceptable, butproject is complete -1
Target
Audience -
Recent High
School
Graduates
Graduates were clearly
the target audience.
Graduates were the
target audience.
Someone other than
graduates appear to
be the target
audience.
Glog does not appear
to target anyone.
Labels All items of importance
are clearly labeled
with labels that can be
read from at least 3feet away. Some items
of importance are
clearly labeled and
labels can be read from
at least 3 feet away.
Almost all
items of
importance
are clearlylabeled and
labels can be
read from at
least 3 feet
away.
Few items of
importance are
labeled and
labels aredifficult to read.
Labels are too
small to view or
no important
items werelabeled.
AttractivenessThe Glog is
exceptionally
attractive in terms of
design, layout,
and neatness.
The Glog is
attractive in
terms of
design, layout,
and neatness.
The Glog is
fairly
attractive, but
a bit messy.
The Glog is
poorly designed
and very messy.
Content High school graduates
would find the content
informative, relevant,
and interesting.
High school
graduates would find
some value in the
content of this Glog.
High school
graduates would find
very little value in the
content of this Glog.
High school graduates
will not find any value
in the content of this
Glog.
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References
Glogster Rubric (2010). Retrieved from http://butlertech.wikispaces.com/file/view/Glogster+Rubric.pdf
Federal Trade Commission (2003). Facts for consumers. Retrieved from
http://www.ftc.gov/bcp/edu/pubs/consumer/credit/cre32.shtm
Jacobs, H. H. (2010). Curriculum 21: essential education for a changing world. Alexandria, VA: ASCD
Reich, Justin, Daccord, Thomas. (2008) The Best Ideas for Teaching with Technology: A Practical Guide
for Teachers, By Teachers. Armonk, N.Y.: M.E.Sharpe.