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Lesson Plan for Implementing NETSSTemplate I

(More Directed Learning Activities)


Template with guiding questions Teacher(s) Name Elizabeth Winslett Position Content Area Time line Math Teacher Mathematics 1 semester

Standards (What do you want students to know and be able to do? What knowledge, skills, and strategies do you expect students to gain? Are there connections to other curriculum areas and subject area benchmarks? ) Please put a summary of the standards you will be addressing rather than abbreviations and numbers that indicate which standards were addressed.

Students will extend the understanding of proportional reasoning, ratios, rates, and percents by applying them to various settings to include business, media, and consumerism. Students will create and analyze mathematical models to make decisions related to earning, investing, spending, and borrowing money. Students will communicate mathematically, solve problems using appropriate technologies, and use multiple representations. Content Standards

Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students will communicate information and ideas effectively to multiple audiences using a variety of media and formats. Students apply digital tools to gather, evaluate, and use information. Students will locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. Students will use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. NETS*S Standards:

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Overview (a short summary of the lesson or unit including assignment or expected or possible products) Students will create a project that will summarize the entire budget unit. Students will learn how to break down a salary into a reasonable budget for the kind of life style they wish to be living once they graduate. They will look at their options for living spaces, transportation, and credit cards. Students will create a mock year-long budget that will summarize their expense choices that they have chosen. Students will pick a degree level they wish to obtain and then chose an appropriate job. They will be required to complete their taxes at the end of the year-long budget. They will have to practice making purchases on a credit card and having to pay it off. They will calculate the interest of the credit card with any remaining charges. They will work on their project after every lesson that is taught. The project will be due at the end of the semester. A detailed summary of what is to be done for each lesson is included in the appendix.

Essential Questions (What essential question or learning are you addressing? What would students care or want to know about the topic? What are some questions to get students thinking about the topic or generate interest about the topic? Additionally, what questions can you ask students to help them focus on important aspects of the topic? (Guiding questions) What background or prior knowledge will you expect students to bring to this topic and build on?) Remember, essential questions are meant to guide the lesson by provoking inquiry. They should not be answered with a simple yes or no and should have many acceptable answers. How do you break down a yearly salary into monthly, weekly, and daily? How do you create a budget using percents? How do credit card companies compact interest and find your remaining balance? What are the differences between renting or buying a house and car and what are your other options? How do you create a successful budget that you can survive off of? How do you create a circle graph to explain how a budget was spent? What are some other ways to represent your budget? What kind of job do you hope to have and what is the preparatory schooling and work that it requires? How do you calculate your income taxes? How do you know how much you much take out for taxes from every pay check? What are all of the items that are deducted from a normal pay check?

Assessment (What will students do or produce to illustrate their learning? What can students do to generate new knowledge? How will you assess how students are progressing ( formative assessment)? How will you assess what they produce or do? How will you differentiate products?) You must attach copies of your assessment and/or rubrics. Include these in your presentation as well. The students will be graded on a rubric. The rubric is included below in the appendix. The project will be differentiated by the presentation method they choose to use and by the method in which they keep track of their data. Students will be given a choice to use Google docs or Dropbox to ensure that they always have access to their documents. Student can present by creating a screencast, a YouTube video, a PowerPoint, or a Glogster poster to present their projects.

Resources (How does technology support student learning? What digital tools, and resources online student tools, research sites, student handouts, tools, tutorials, templates, assessment rubrics, etc help elucidate or explain the content or allow students to interact with the content? What previous technology skills should students have to complete this project?) The students will need the following, either Google Docs or Dropbox. They will need a computer. If they chose to present with YouTube, the students will need a camera and a YouTube Account. If they choose to use power Point or Screencasting, they will need the appropriate program. They may also need a Glogster account to create the poster for their presentation. Students will need to know how to research using internet safety procedures. They should know how to create a word document, power point presentation and excel spreadsheet. They will need the lesson check list, deliverables list, and rubric. (See the Appendix)

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Instructional Plan Preparation (What student needs, interests, and prior learning provide a foundation for this lesson? How can you find out if students have this foundation? What difficulties might students have?) Students will be taught each lesson and be provided with practice problems. Students will be assessed on their knowledge and comfort on the skill with a quiz or ticket before completing that section of the project. Lesson One: Students will be taught about the salary differences that occur when different levels and degrees of education are obtained. They will learn how to convert any given salary into monthly, weekly, yearly, daily, and quarterly. Lesson Two: Students will learn about the 4 major items that are deducted from salaries, state tax, federal income tax, social security tax, and Medicare. They will learn about the current tax system and be able to place jobs in the correct tax bracket. Student will have a hard time understanding why taxes are taken out. Lesson Three: Students will look at how to deduct a retirement percent and insurance amounts from their pay checks. They will learn to see how much money they will be able to take home after these deductions. Lesson Four: Students will be able to decide if a budget seems reasonable to live off of. They will learn how to create a budget out of percents and dollars using their take home pay. Students will learn how to create a pie chart to show how they plan on spending their money. Students will learn about all of the different bills that are required to live the lives they wish. Students will have difficulty creating a pie chart. Lesson Five: Students will learn about credit cards and how they make their money. Students will look at the different credit card offers and commercials to see how attractive some credit cards can be. Students will be frustrated about how much credit cards take people for granted. Lesson Six: Students will learn about the different car options: rent to own, leasing, and buying. They will learn how car loans work and they will look at different scenarios to decide which option is best for each situation. Students will have difficulty understanding the differences between buying and renting to own. Lesson Seven: Students will learn about the different living options: Renting, Renting to own, and buying. Students will learn how to mortgages work. Students will then be given scenarios and have to decide which living option is best for each situation. Students will have difficulty understanding the differences between buying and renting to own. Lesson Eight: Students will learn how to read a W-2 form. They will learn the differences in the 1040EZ and 1040-A tax forms. They will learn how to fill out the appropriate tax form to see if they will owe money and get money back. Student will struggle remembering the differences for the forms.

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Management Describe the classroom management strategies will you use to manage your students and the use of digital tools and resources. How and where will your students work? (Small groups, whole group, individuals, classroom, lab, etc.) What strategies will you use to achieve equitable access to the Internet while completing this lesson? Describe what technical issues might arise during the Internet lesson and explain how you will resolve or trouble-shoot them? Please note: Trouble-shooting should occur prior to implementing the lesson as well as throughout the process. Be sure to indicate how you prepared for problems and work through the issues that occurred as you implemented and even after the lesson was completed. The students will work by themselves using their peers and teachers when they have questions. To ensure equitable access, the students will receive ample time in a computer lab to complete the project. At the end of every instructional lesson, the class will go to the lab to complete that part of the project. Each lesson of the project will be checked by the teacher before the student continues onto the next section. I will need to make sure that students understand internet safety before beginning the project. Problems will be solved as they arise and shared with the class to ensure that they dont occur again. They will also be listed down for the next time the project is completed. I will have found a list of option for the students to choose from if they cannot find something on line. See Appendix for this list. Students will be able to research in the language most comfortable to them and then translate it to English for presentation needs.

Instructional Strategies and Learning Activities Describe the research-based instructional strategies you will use with this lesson. How will your learning environment support these activities? What is your role? What are the students' roles in the lesson? How can you ensure higher order thinking at the analysis, evaluation, or creativity levels of Blooms Taxonomy? How can the technology support your teaching? What authentic, relevant, and meaningful learning activities and tasks will your students complete? How will they build knowledge and skills? How will students use digital tools and resources to communicate and collaborate with each other and others? How will you facilitate the collaboration? My role in this lesson is to provide the basic information and how tos so the students can use the knowledge to apply it to different financial situations. Students will show comprehensions of the lessons by synthesizing a yearlong budget that includes all 9 lessons that were discussed. The goal of this project to show the students how the topics can be applied to their lives. At the end of the project, the students will do an analysis of their budget to see how it worked out for them and if they would need to change anything for the next year. They will also analysis the project to provide feedback for the teacher. The technology that will be used will help the students learn how st to use 21 century tools that they could use to do something like this when they have a real job and need to create a budget. The students will build knowledge as the lessons go on. They will be evaluated at the end of each lesson to ensure comprehension before moving on to the next topic in creating a budget. Students will have their projects checked to analysis if they are on the right track and doing the work correctly. The students will end the project by presenting their authentic budgets that they have been working on. Students will be evaluated on how they understand and apply the lessons we learned into their budgets.

Differentiation (How will you differentiate content and process to accommodate various learning styles and abilities? How will you help students learn independently and with others? How will you provide extensions and opportunities for enrichment? What assistive technologies will you need to provide?) The lesson will be differentiated by allowing the students to choose between the methods of presentation. Students will also have the information presented to them in a spoken manner and written manner with a read along set of directions. The notes will be projected using an Elmo data projector to help students who need a more direct note taking setting. This will also allow the teacher to zoom in and out on the notes for students who may have a difficulty seeing. There will be versions of the notes in French and Spanish for those students who are ELL. Students will take notes individually and then work both individually as well as with partners to complete the practice problems given. Students who need an extension can discuss the lesson with their parents and see if they can apply the skills we are learning to help their parents create a budget for the household.

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Reflection (Will there be a closing event? Will students be asked to reflect upon their work? Will students be asked to provide feedback on the assignment itself? What will be your process for answering the following questions? Did students find the lesson meaningful and worth completing? In what ways was this lesson effective? What went well and why? What did not go well and why? How would you teach this lesson differently?) The closing event will be every one presenting their budget projects. They will analyze how their proposed budget worked, if they had enough money at the end of every month. They will analyze their budget on how applicable they are to their current lives and their future lives. Students will be asked to give one thing they liked about the project, one thing they didnt like, and one thing they would change to make it better . These lessons will prove to be effective if the projects show that the students understand the topics and can create a year-long budget using the information. The teacher will look at what they felt worked well and will change anything for the next year that they feel is necessary. They will evaluate how readily available the information was and if something need to be provided the next time or changed to something more easily found.

Closure: Anything else you would like to reflect upon regarding lessons learned and/or your experience with implementing this lesson. What advice would you give others if they were to implement the lesson? Please provide a quality reflection on your experience with this lesson and its implementation. The lesson was fun and the kids enjoyed doing it. But next time, I need to get the project approved by the principal.

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Appendix: Steps and objectives:


1. Lesson One Salary a. Students will choose a degree level that they believe they can achieve b. Students will choose a job based on the degree level that will be obtaining c. Students will research the salary for the job that they taking d. Students will break down their salary into monthly paychecks 2. Lesson Two Taxes a. Students will take the correct amount of taxes out of their monthly pay check for the correct tax bracket 3. Lesson Three Insurance and Retirement a. Students will take out the amount they wish to save for retirement b. Students will take out the amount needed to pay for health insurance c. Students will take out amount needed for car insurance 4. Lesson Four Budget and expenses a. Student will create a budget for utilities, entertainment, food, transportation, medical, clothes savings, and other. b. Student will take out money for the electrical bill c. Student will take out money for the water bill d. Student will take out money for the cell phone bill e. Student will take out money for credit card payments f. Student will take out money for food g. Student will take out money for entertainment 5. Lesson Five Credit cards a. Students will research a credit card offer that they believe to be beneficial b. Students will make a minimum of 3 purchases on their credit card each month c. Students will create their monthly credit card bill for each month 6. Lesson Six Car payments a. Students will take out the correct amount for their car payment 7. Lesson Seven Mortgage or rent a. Student will take out money for rent or mortgage 8. Lesson Eight Taxes a. Students will file their taxes and see if they owe money or get money back. 9. Students will see if they have enough money each month to sustain themselves and fix their budget accordingly.

Deliverables:
1. Students will create an excel file documenting all of the money changes 2. Students will create a pie chart and any other type of graph they see necessary using all of the expenses they had 3. Students will create a presentation of their portfolio

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Budget Project Rubric

NAME:

Topic Appearance and presentation Mechanics

All points The project holds the audiences attention No misspellings or grammatical errors. Student found a reasonable salary and divided it into months correctly Students found the correct dollar amount for federal, state, Medicaid, and social security taxes Students took a reasonable dollar amount out for retirement and insurance Students created a budget that was reasonable and had all the necessary categories. Students created a pie chart of budget

Half points The project holds the audiences attention but it dull to watch Four misspellings and/or grammatical errors. Students found a salary but it was not reasonable. It was divided correctly Students found some of the correct dollar amount for federal, state, Medicaid, and social security taxes Students took a dollar amount out for retirement and insurance but it was not reasonable Students created a budget but it was missing a few pieces. Students made a pie chart but it had a few mistakes wrong.

No points The project does not hold the audiences attention More than 4 errors in spelling or grammar. Students did not find a salary or turn it into months correctly Students did not find the correct dollar amount for federal, state, Medicaid, and social security taxes Students did not take out a reasonable dollar amount out for retirement and insurance Students did not create a budget or a pie chart

Points Earned

/10 /10

Salary

/10

Taxes

/10

Insurance and retirement

/10

Expenses and Budget

/20 Students did not create it correctly or charge correctly /15 Students did not compute it correctly. /15

Credit cards, mortgage, and car payments Income tax

Students created their Students charged 3 times a credit card bills correctly. month but did not created Students charged 3 times the bills correctly a month Students completed their income taxes correctly Students completed their income taxes but make 23 mistakes

Grade: _________________________________

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Job and Degree Options: High School Degree Waiter Fast Food Cook Farm Laborer Roofer Cashier Receptionist Amusement Park Worker Barber Personal Care Aid Road Construction Equipment Operator Salary $17,080 $16,740 $19,340 $28,600 $17,100 $23,100 $17,340 $29,960 $17,480 $28,120 2- year degree Dental Hygienist Industrial Maintenance Fire Fighter Neuromuscular Therapist Diesel Engine Mechanic Autobody Worker Ambulance Driver Air Traffic Controller Welder Child Care Worker Salary $67,320 $38,240 $32,820 $31,060 $39,280 $38,800 $17,980 $130,380 $31,380 $17,120 4 or more years Electrical Engineer Obstetrician Accountant Computer Programmer Registered Nurse Veterinarian Architect Dentist Pharmacist Speech and Language Pathologist Salary $81,540 $235,310 $59,880 $69,100 $59,700 $75,180 $69,700 $193,981 $106,260 $62,460

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