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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.