Diane's+lessons+1,+2,+3+and+Unit+plan

TECHNOLOGY INTEGRATION FOR MEANINGFUL CLASSROOM USE
** A Standards-Based Approach ** = Unit Plan Template = || Prior Lessons/Units: Career Planning, Budgeting, Consumer Credit, Banking, Insurance, Investment Principles, Stocks, Bonds, Mutual Funds, Real Estate  || ** Unit Content Standards: The student will ** 1. Demonstrate life-planning skills. 2. Understand the implications of retirement planning. 3. Demonstrate an understanding of basic investment planning principles. 4. Determine if a stock purchase matches a person’s investment goals. 5. Understand the role of real estate and other investments in a retirement investment plan. 1 Creativity and innovation 2 Communication and collaboration 3 Research and information fluency ||  4 Critical thinking, problem-solving, & decision-making 5 Digital citizenship 6 Technology operations and concepts || 1. Develop a personal retirement investment plan. 2. Establish short, intermediate and long-term SMART goals for a savings and investment program. 3. Demonstrate an understanding of the basic investment planning principles of    risk/reward, compounding, diversification, and dollar-cost averaging in preparing a     retirement investment plan. 4. Use and properly cite valid sources of information to evaluate stock, bond and/or mutual fund investments. 5. Evaluate a company’s stock in relation to a retirement investment plan. 6. Reflect upon the importance of retirement planning. My students will pretend they are Certified Financial Planners. A client, Chris, arrived at their office and has asked that a personal financial plan be prepared for him/her. If Chris is satisfied with the plan, the planner will receive Chris' investing business for the next 5 years, guaranteed.
 * Unit Title: Personal Financial Planning-Investing for the Future
 * Grade:9-12 ||  Subject(s): The ABC's of Investing  ||
 * ** GOALS ** ||
 * ** ISTE NETS-S  **
 * Instructional objective(s): **

Chris graduated last week from a 4-year college with a Bachelor's degree in Business-Marketing. Chris is starting a new job next week, in his/her hometown, which pays $30,000 a year. Chris has no savings or investments but, does have a 4 year old car and a $20,000 loan at 3% APR. The loan is for 10 years with no prepayment penalty. Chris’ parents have offered for Chris to live at home for one year. Chris would be paying them $300 a month, to help pay for food, utilities etc. Today Chris received a $150,000 check in the mail for an inheritance from his/her grandmother. Neither Chris, nor his/her parents were expecting for Chris to inherit anything. Chris’ grandmother's only request, was that Chris save/invest at least half of it for retirement. Chris loved his/her grandmother dearly and will honor her request. The unit is comprised of three lessons; one that emphasizes research using technology in a PBL situation, one that incorporates collaborative learning via a wiki and community member, and one that incorporates digital storytelling. First week of May Second Week of May || Sherlock Holmes to the Rescue Wikis Work Wonders Show and Tell ( digital storytelling) ||  My classroom has 28 computers, list of suggested investing websites, list of 30 DJIA companies, stock evaluation worksheet, classroom wikis, parental permission slips for wikis and digital storytelling, Guest Certified Financial Planner, evaluation rubrics for client’s retirement plan and digital story. || Assessment(s): Formative: observation, student daily progress/challenges logs, wiki discussion posts. Summative: Grading sheet for stock evaluation worksheet, rubrics for retirement investment plan and digital story. Accommodations and extensions: Gifted students will be seated next to challenged students. Students will work in teams of three when creating the client’s personal financial plan. Challenged students will be included on a team with more gifted students. Extended time provided for special needs students. Unit reflections and notes: This unit will serve as a culmination of the semester’s learning. Students will apply what they have learned during the semester to create a personal financial plan for a fictitious client. The plan will closely resemble what they will need to do in their futures. Students will use technology to work collaboratively within a problem-based environment.
 * Here is the scenario. **
 * Unit Overview: **
 * 1)  Students will each research a major company and share their findings with the class, for all to benefit from.
 * 1)  Students will prepare a personal financial plan for Chris, which includes setting financial goals, providing a Net Worth Statement and Income/Expense record, insurance plan and a savings/retirement investment plan. They will work collaboratively and make their plan available via wiki for their classmates to review, revise and comment on. A Certified Financial Planner will advise them as requested and evaluate their final investment plan.
 * 1)   Students will reflect upon their experience with this problem-based, technology driven project via digital storytelling.
 * ** ACTION ** ||
 * Date ||  Schedule of lessons  ||  Materials & Resources needed  ||
 * Last full week of April
 * ** MONITOR ** ||
 * ** EVALUATE AND EXTEND ** ||

TECHNOLOGY INTEGRATION FOR MEANINGFUL CLASSROOM USE
** A Standards-Based Approach ** A Problem-based learning unit activity The students will each research one company. In the next lesson (lesson 2) they will post their findings on the class wiki for all to use in preparing their client’s savings/retirement investment plan. This lesson is done first to allow students access to each other's research results near the beginning of the project. For the creation of the client’s personal financial plan (lesson 2) of the project, students will work in groups of three using a wiki. = Daily Lesson GAME Plan Template = || Future Related Lessons: Wikis Work Wonders Show and Tell || Personal Financial Planning-Investing for the Future || ** Content Standards: ** 1. Determine if a stock purchase matches a person's investment goals 2. Examine information for its accuracy and relevance to an information need. 3. Create a bibliography of sources in an electronic format. o Creativity and innovation X Communication and collaboration X Research and information fluency ||  X Critical thinking, problem-solving, & decision-making X Digital citizenship X Technology operations and concepts || 1. Use and properly cite valid sources of information to research a stock. 2. Evaluate a company's stock in relation to a retirement investment plan. 1. Prepare a list of the 30 Dow Jones Industrial Averages companies and save the list onto the school server. 2. Create a file with the questions students must research on their company, including directions for proper citation of resources. 3. Create a file, which describes the PBL scenario. ||  ||  3 class periods  ||  Instructional Activities  || **  Materials & Resources-  ** 1/2 class period 2 1/2 class periods ||  Describe the PBL activity (including the sticky scenario, upcoming use of the wiki site for collaborative learning and reflection via digital storytelling.    Show students the location on the network server of the files they will need and have students each select 1 of the 30 companies to research. No two students will have the same company.    Students will, using the Internet, research their company and answer the questions provided in the research file.    In the next lesson, they will post their research results on the class wiki.  ||  Sticky scenario file    List of 30 DJIA companies file    Student daily log of attempts, accomplishments, problems/concerns and learning.    Research questionnaire file    Student daily log response sheet     ||  Notes: Student groupings, environmental modifications needed, etc.    Students will be seated with a strong student on either side of a weaker student so they can help each other out.
 * Lesson 1 **
 * The PBL scenario is previously provided on the Unit Lesson Plan. **
 * Lesson Title: Sherlock Holmes to the Rescue
 * Each student will be researching one of the 30 Dow Jones Industrial Average companies. ||  Unit:
 * ** GOALS ** ||
 * ** ISTE NETS-S  **
 * Instructional objective(s): The student will **
 * ** ACTION ** ||
 * Before-class preparation:
 * During class
 * Time
 * I have 28 computers in my classroom ** ||
 * ** MONITOR ** ||

Ongoing assessment(s): I will be monitoring their Internet research to ensure the sites they are using are reputable and that the students are on task. When they hit a 'roadblock' I will suggest possible 'detours' that will re-route them to their destination. Accommodations and extensions: Students will be permitted to come in before/after school and during study halls as well as work on this outside of the classroom. Most, if not all, of my students have computers at home. Backup plan: If there are computer problems on any day (which has only happened twice in 12 years in my classroom), we will use paper copies of current annual reports to extend their understanding of how to research companies via their annual reports. Lesson reflections and notes: Students will be evaluated on the thoroughness of the research they complete, including their bibliography. Their daily reflection log will be used as a formative assessment, and as content for their digital storytelling.
 * ** EVALUATE AND EXTEND ** ||

TECHNOLOGY INTEGRATION FOR MEANINGFUL CLASSROOM USE
** A Standards-Based Approach ** ** The PBL scenario has been previously provided on the Unit Lesson Plan. **  A Collaborative learning activity In the prior lesson each student researched one company from the DJIA 30. In this lesson they will be introduced to a wiki created for this PBL unit and will post their research findings on the class wiki for all to use in preparing their savings/retirement investment plan. In addition, each team will have a wiki they will use in preparing their client’s plan. Students will prepare a personal financial plan for the client, Chris, which includes setting financial goals, providing a Net Worth Statement and Income/Expense record, insurance plan and a savings/retirement investment plan. Prior to this unit they have learned what each of these encompasses. *Note: I will have a Certified Financial Planner come and speak with the class before the wiki project begins and again to assess and comment on their final plans. The Certified Financial Planner will have access to the wikis and will be able to post comments on each group’s wiki. =<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> Daily Lesson GAME Plan Template = || Future Related Lessons: Show and Tell || Personal Financial Planning-Investing for the Future || ** Content Standards: The student will ** X Creativity and innovation X Communication and collaboration X Research and information fluency || X Critical thinking, problem-solving, & decision-making X Digital citizenship X Technology operations and concepts || 1. Prepare a class wiki and team wikis, obtain all students' e-mail addresses and set them up as members of the wikis. Obtain parent’s permission for wikis and digital storytelling. 2. Have students complete the prior lesson which involves individual research. 3. Create a wiki page which provides the PBL scenario along with the project directions. 4. Create an excel spreadsheet for students to enter their individual stock research statistics into. Once entered, post the spreadsheet on the classroom wiki. ||  ||   || **  Instructional Activities  ** || **  Materials & Resources-  ** I have 28 Internet connected computers in my classroom || 1/2 class period 1/2 class periods 6 class periods ||  Describe the PBL activity (including the sticky scenario, the use of the wiki site for collaborative learning and the upcoming reflection via digital storytelling.    Demonstrate to students how to add their research information to the excel spreadsheet stock research page; as well as how to have each student team become members of their team wiki.    Students will post their research results in the Excel spreadsheet on the wiki stock research page. They will also post their company research summary on the classroom wiki.    Each team of three students will create the personal financial plan for the client, using the wiki for planning. They will present the plan via their wiki site.     ||  Sticky scenario file    Excel spreadsheet    Wiki site links    Student daily log of attempts, accomplishments, problems/concerns and learning.    Student daily log response sheet Student daily log of attempts, accomplishments, problems/concerns and learning. || Notes: Student groupings, environmental modifications needed, etc. Students will be seated with a strong student on either side of a weaker student so they can help each other out. Once the students enter their data into the Excel spreadsheet, they will begin planning their personal financial plan. Students will work in teams of three to complete their personal financial plan.
 * Unit Lesson 2 **
 * Lesson Title: Wikis Work Wonders
 * Each student will be adding their research results from one of the 30 Dow Jones Industrial Average companies to the classroom wiki. They will use their team’s wiki to plan and prepare their personal financial plan for the client, Chris. ||  Unit:
 * <span style="font-family: 'Times New Roman','serif';">** GOALS ** ||
 * demonstrate ways of increasing income through saving/investing.
 * understand the implications of retirement planning.
 * demonstrate an understanding of how to invest in stocks, bonds and mutual funds.
 * explore real-world issues and solve authentic problems using digital tools and resources.
 * model collaborative knowledge construction by engaging in learning with students and others in a virtual environment.
 * ** ISTE NETS-S  **
 * Instructional objective(s): The student will **
 * establish goals for a savings/investment plan.
 * demonstrate the steps involved in developing a personal investment plan.
 * examine the financial implications of an inheritance.
 * identify sources of information for selecting stocks, bonds and mutual funds.
 * determine if a stock/bond/mutual fund purchase matches a person’s investment goals.
 * prepare a personal financial plan for a client.
 * <span style="font-family: 'Times New Roman','serif';">** ACTION ** ||
 * Before-class preparation:
 * During class
 * ** Time  **
 * <span style="font-family: 'Times New Roman','serif';">** MONITOR ** ||

Ongoing assessment(s): I will be monitoring their Excel input, being certain one student at a time is entering their statistics. While not working with the Excel spreadsheet, students will be working in teams on creating their financial plan. I will be circulating throughout the room monitoring their activities and providing guidance as needed. Accommodations and extensions: Students will be permitted to come in before/after school and during study halls as well as work on this outside of the classroom. Most, if not all, of my students have computers at home. Backup plan: If there are computer problems on any day (which has only happened twice in 12 years in my classroom), we will use a paper copies of the Excel spreadsheet and students will hand record statistics, which will be keyed in later. Students will each use one of a classroom set of books on different investment vehicles, to begin their research on types of investments. Lesson reflections and notes: Students will be evaluated on the thoroughness of the personal financial plan they complete, including their bibliography. A rubric will be provided to them at the beginning of the PBL unit. Their daily reflection log will be used as a formative assessment, and as content for their digital storytelling. The guest Certified Financial Planner will assess and comment on their final plans. The Certified Financial Planner will have access to the wiki and will be able to post comments on each group’s respective research page.
 * <span style="font-family: 'Times New Roman','serif';">** EVALUATE AND EXTEND ** ||

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> TECHNOLOGY INTEGRATION FOR MEANINGFUL CLASSROOM USE
<span style="font-family: 'Times New Roman','serif';">** A Standards-Based Approach ** ** The PBL scenario has been previously provided on the Unit Lesson Plan. **  A Digital Storytelling activity =<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> Daily Lesson GAME Plan Template = || Related Lessons: Sherlock Holmes to the Rescue and Wikis Work Wonders  || || ** Content Standards: The student will ** X Creativity and innovation X Communication and collaboration X Research and information fluency || X Critical thinking, problem-solving, & decision-making X Digital citizenship X Technology operations and concepts || Preparation and presentation of digital storytelling rubric. Parent permissions obtained List of digital storytelling websites for students to use in providing examples. List of copyright cleared pictures, music and video provided to students. Determine that websites needed are not blocked at school. Obtain permission to unblock if needed. Post the website [] on my teacher website. Student reflection logs created in the previous lesson (Wikis Work Wonders) evaluated and returned to students. Students were given 1 week prior to this to interview a person who is retired and garner their insights into retirement planning and the challenges of retirement planning. ||  ||  ½ class period 1 class period 3 class periods || Introduce students to the steps involved in digital storytelling, including the rubric for their stories. Show several examples of digital storytelling. Using the LCD projector, have students view the video tutorial on Photostory 3 [] Each student will create a storyboard using a MS Word table I will provide. They will locate pictures, music, etc. as needed. Each student will create a 2-7 minute digital story reflecting on the experience of creating a personal financial plan as well as their interview with a retiree. The story is to address the instructional objectives noted above. || Handout on the steps in preparing a digital story (*see below) List of digital storytelling websites and Web 2.0 tools for digital storytelling. MS Word blank table for storyboard. Digital Storytelling rubric and list of instructional objectives. || * Steps in storytelling Brainstorming Sequence ideas via concept map Develop sequence into a script and storyboard via MS Word table provided Find visuals to match script (circle key words in concept map that will have visuals) Customize images for the story Add titles and captions Ask for input from other students Reflect and revise Publish and share via class wiki and possibly school website Notes: Student groupings, environmental modifications needed, etc. Students are seated with one academically strong student in every other seat. Thus any students with challenges always have a student sitting on either side to help out.
 * Unit Lesson 3 **
 * Lesson Title: Show and Tell
 * || Unit: Personal Financial Planning: Investing in Your Future
 * <span style="font-family: 'Times New Roman','serif';">** GOALS ** ||
 * 1)  demonstrate an understanding of basic investment planning principles.
 * 2)  demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
 * 3)  use digital media and environments to communicate and to support individual learning and contribute to the learning of others.
 * 4)  apply digital tools to gather, evaluate, and use information.
 * 5)  use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
 * 1)  practice legal and ethical digital behavior
 * 2)  demonstrate a sound understanding of technology concepts, systems, and operations.
 * ** ISTE NETS-S  **
 * Instructional objective(s): The student will **
 * 1)  Explain the steps involved in developing a personal investment plan.
 * 2)  Explain the importance of retirement planning.
 * 3)  Describe the investing concepts of risk/return, compounding, dollar-cost-averaging and diversification.
 * 4)  create original works as a means of personal or group expression.
 * 1)  communicate information and ideas effectively to multiple audiences using a variety of media and formats.
 * 2)  locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
 * 3)  plan and manage activities to develop a solution or complete a project.
 * 4)  practice safe, legal, and responsible use of information and technology.
 * 1)  select and use applications effectively and productively.
 * <span style="font-family: 'Times New Roman','serif';">** ACTION ** ||
 * Before-class preparation: **
 * Before-class preparation: **
 * During class
 * Time ||  Instructional Activities  ||  Materials & Resources  ||
 * 1/2 class period
 * <span style="font-family: 'Times New Roman','serif';">** MONITOR ** ||

Ongoing assessment(s): Students will present their storyboards to me and two other classmates for feedback. There will be several days between the assignment of the storyboard and its due date. This will allow students to work on it outside of class time. The digital story will be due several days after in class time is expended. This will allow extra time outside of class for those that need it. Accommodations and extensions: Learning challenged students will be given extended time as well as help in their support class. The support classroom has two computers for the students to use. National Honor Society students are available for assistance. Backup plan: If the Internet or school network is ‘down’ students will have 2 digital cameras they can use to take pictures. There is also a selection of magazines available for pictures. A lengthy Internet outage would necessitate postponing the project. Lesson reflections and notes: Gifted students will be encouraged to include video as well as audio and pictures into their story. The most creative stories, with students’/parents’ permission, would be available for viewing on the school website. Strict adherence to copyright laws will need to be followed for those stories posted onto the website.
 * <span style="font-family: 'Times New Roman','serif';">** EVALUATE AND EXTEND ** ||