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 21 st century are not engaged in the 19 th century structured
classrooms that they are being provided. Integrating technology into the classroom is one way in which
to 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.
 Page 2 of 9

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 of
technology 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.
 Page 3 of 9

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 I’ve 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 a
podcast during these sessions.
3. Sometime during Session Three each group must bring a sketch of their overall vision and
everyone’s 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 teacher’s 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 group’s
poster.
 Page 4 of 9

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 of
each 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 student’s 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/
 Page 5 of 9

Everything That I Need to Know

Now That I’ve Graduated
Overview: Congratulations! You have just earned your high school diploma. What’s 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, all
though 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.
 Page 6 of 9

Glog Rubric
Unacceptable, but
CATEGORY Master - 4 Apprentice - 3 Novice - 2 project is complete -1
Required The Glog includes all All but 1 of the required All but 2‐3 elements are More than 3 required
Elements required elements as well elements are included. included or content is elements are missing
as additional information. Content is rich and not rich and from the Glog or content
Content is rich and meaningful. meaningful. is not meaningful.
meaningful.

Labels All items of importance Almost all Few items of Labels are too
are clearly labeled items of importance are small to view or
with labels that can be importance labeled and no important
read from at least 3 are clearly labels are items were
feet away. Some items of labeled and difficult to read. labeled.
importance are clearly labels can be
labeled and read from at
labels can be read from at least 3 feet
least 3 feet away. away.
Target Audience - Graduates were clearly Graduates were the Someone other than Glog does not appear to
Recent High the target audience. target audience. graduates appear to be target anyone.
School Graduates the target audience.

Graphics – All graphics are Almost all graphics are Some graphics Few graphics relate to
Relevance related to the topic and related to the are related to the topic.
make the Glog easier topic and most make it the topic and
to read and understand. easier to read and make it easier
understand. to understand.

Attractiveness The Glog is The Glog is The Glog is The Glog is

exceptionally attractive in fairly poorly designed
attractive in terms of terms of attractive, but and very messy.
design, layout, design, layout, a bit messy.
and neatness. and neatness.

Grammar There are no There is 1 There are 2‐3 There are 4

grammatical– grammatical– grammatical– grammatical–
mechanical mechanical mechanical mechanical
mistakes on the mistake on mistakes. mistakes.
Glog. the Glog.

Collaboration Glog is a clear Glog is a collaboration Glog is a collaboration Team did not work
collaboration with of all members, some but not all members cooperatively and/or
meaningful contributions clearly doing more than contributed equally. Glog reflects efforts of
of all members and a others. Team worked Team had some only some members of
cooperative attitude for well together. cooperation difficulties. the team.
duration of project.
 Page 7 of 9

Individual Contribution to Glog Rubric

Unacceptable, but
CATEGORY Master - 4 Apprentice - 3 Novice - 2 project is complete -1
Content Individual Individual Individual Individual
contribution is rich in contribution contains contribution contains contribution lacks
meaningful content. meaningful content. some correct clear content. Value
Could stand alone as Could stand alone as content. Project is not added to
a meaningful project. a project. would lack meaning project with this
without sum of Glog. contribution.
Collaboration Individual worked Individual worked Individual completed Individual did not
well with group. well with group. portion of project, work well with group
Leadership role was Leadership role was but did not make and/or did not
taken on or clear not taken, but some important contribute content
assistance was assistance was contributions to the responsible for.
provided to leader. provided to leader. team.

Technology Individual Individual Individual Individual

contribution shows contribution shows contribution use contribution did not
creative and use of technology adequate technology utilize technology or
appropriate use of applicable to the but with some could not be
technology which Glog. technical difficulties included in the Glog.
allowed its use in the coordinating with the
Glog. Glog.

Grammar There are no There is 1 There are 2‐3 There are 4

grammatical– grammatical– grammatical– grammatical–
mechanical mechanical mechanical mechanical
mistakes on the mistake on mistakes. mistakes.
Glog. the Glog.
 Page 8 of 9

Peer Evaluation of Glog

Unacceptable, but
CATEGORY Master - 4 Apprentice - 3 Novice - 2 project is complete -1
Target Graduates were clearly Graduates were the Someone other than Glog does not appear
Audience - the target audience. target audience. graduates appear to to target anyone.
Recent High be the target
School audience.
Graduates
Labels All items of importance Almost all Few items of Labels are too
are clearly labeled items of importance are small to view or
with labels that can be importance labeled and no important
read from at least 3 are clearly labels are items were
feet away. Some items labeled and difficult to read. labeled.
of importance are labels can be
clearly labeled and read from at
labels can be read from least 3 feet
at least 3 feet away. away.
Attractiveness The Glog is The Glog is The Glog is The Glog is
exceptionally attractive in fairly poorly designed
attractive in terms of terms of attractive, but and very messy.
design, layout, design, layout, a bit messy.
and neatness. and neatness.

Content High school graduates High school High school High school graduates
would find the content graduates would find graduates would find will not find any value
informative, relevant, some value in the very little value in the in the content of this
and interesting. content of this Glog. content of this Glog. Glog.
 Page 9 of 9

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.