Haley Wenk Miss Haley's Economic Class

Monday, April 26th, 2021

CTE 418- 01
Health Care in America

Time
Two 50 minute classes

Standards
9-12.USH2.3.4.1 Analyze how economic conditions affect personal finance. Idaho Social Studies
9-12.E.3.4.1 Examine and apply the elements of responsible personal fiscal management, such as budgets, interest, investment, savings, credit, and debt. Idaho Social Studies
9-12.E.3.1.1 Apply the concepts of supply and demand, scarcity, and opportunity costs, and explain their implications in decision making. Idaho Social Studies

Objectives (s) and Outcomes

SWBAT: Identify the characteristics of a healthcare plan-premiums, deductibles, HMOs, PPOs, EPOs, POS, copayment- with 70% accuracy on a KAHOOT.
SWBAT: Apply the characteristics of a healthcare plan to a set imaginary scenario with 70% accuracy.

Materials/Resources
Economics Through Everyday Life Textbook Ch. 8 (pg. 158-169)
NerdWallet Health Insurance Guide: https://www.nerdwallet.com/blog/health/health-insurance-guide/
Money Coach Youtube videos (1-3) : https://www.youtube.com/watch?v=Gx0kHOibwHA
Health Insurance Plan Worksheet: https://docs.google.com/document/d/1B-nJ7eGK-RYxLkyob-7A4vYbshbX1jXggLeNb2909Ik/edit
Insurance Scenario Cards
Pencils/Pens
Kahoot

Pre-work (about 17minutes)

Introductory lesson
http://somup.com/crei0AD9SS
Medicaid and U.S Health Insurance
https://www.youtube.com/watch?v=sOo_aw-xgHQ

Activity 1 (Day 1)
Reading/ Worksheet station (20 minutes)
Both activity 1 and 2 will be completed simultaneously. Students will pick which table they want to visit first. They will remain there for 20 minutes. If they finish
early, they still need to stay. They have their extra credit journals to fill out if done early. After the 20 minutes, students will switch to the other table. Students get
to choose where they want to start.
Students will complete a worksheet composed of fill in the blanks for reading excepts, and vocabulary definitions from chapter 8 in their textbook. There will be an
audiobook option for students to use at this station as well. This is to help build on the necessary knowledge needed for the application activity on Day 2.
The worksheet is as follows:
https://docs.google.com/document/d/1aLgxmZrxSjKpqS65hfYiUmSngEXojom0os547VEZYD0/edit

Brain Break (Day 1)

Students will have 5 minutes to move around between groups. They need to have a chance to rest their noggins.

Activity 2 (Day 1)
Video Station (20 minutes)
The videos will go over what the students have read, or will read, in a visual and exemplative way. Throughout the video, there will be question stop points for students to
answer. Students can write or type their responses. As with the other station, this activity is designed to help gain the knowledge for the application activity. Since this video
provides an example of their activity, it should help students understand what will be asked of them on Day 2.
The link to the video assignment is as follows:
https://edpuzzle.com/classes/60453cdec72261426d98e032

End of Day Q&A

Last 5 minutes of class will answer any questions the students have.
Activity 3 (Day 2)
Kahoot Recap (10 mins. Approx.)
This activity is designed to help me understand where students are in the learning process, and to check for understanding. It will also serve to help students refresh what
they worked on the previous day and prepare themselves for the activity.

Activity 4
Insurance Scenario Activity ( 35 minutes)
Students will be handed a random person card. The card will have a person, family size, occupation, age, income, tobacco use status and previous medical history. Using this
information, the students are to search for an insurance plan that would fit their current situation. They will record their results through either a short essay, podcast, or
illustration timeline. Students will complete this assignment solo, but can share with their neighbor throughout the learning processes. The rubric of this assignment and
required information follows:
https://docs.google.com/document/d/1mL1NK_zNeIiEvcp_kCAwkQMhfGaqiePN4bVOuiTKssM/edit

End of Day Q&A

Last 5 minutes of class will cover any questions

Wrap Up
There will be casual wrap ups and questions at the end of each day. Otherwise, the main wrap up will be apart of the review section for the unit.

Check for Understanding

Throughout the lesson, I will be monitoring student understanding through student check-ins. On the first day of the lesson, I will look at the prework quiz to see what parcels
of information I will need to review/clarify at the beginning of day two. I will also have periodic questioning throughout the activities on day 1 to check for student
understanding. When grading activity sheets, I will also be able to gauge student understanding. Questions to ask to check for understanding include:

What is one thing that sticks out to you- why?

What is one thing that is confusing you- why?
Do you feel prepared to talk about this topic to your friends?

Another way to check for student's understanding is to have them think- pair- and share their findings for the scenario. If students are having trouble with the concept I expect
a lot of collaboration, or talking off topic.

Assessments
I will have formative assessments and graded assessments. The prework quiz, kahoot and Q&A will serve as formative assessments. Theses are not graded but for my own
knowledge. The prework quiz will be through Google Forms, allowing me to see individual results. Answers will be short answer and multiple choice. The Kahoot will also
show me their individual score.

I will also be using their activities from day one as an assessment. They will be graded on completion, as the work if mainly for their benefit and mine. The reading guide and
video guide will be two separate grades but will use the same grading scale. The grade will be as followed :
5 points: All answers as completed and filled out
2.5 points: 50% of the questions are completed
0 points : 49% > work is completed
- Students will have the opportunity to make changes to questions they got wrong for either full or half points. If students turned in partial completed work, they can make
the correct changes to the questions they answered wrong for partial credit. They will also have the opportunity to complete to paper with the correct answers, but will
receive no credit for those answers.

Formal assessments will take place as the graded activity. The rubric of this assignment is as follows:
https://docs.google.com/document/d/1mL1NK_zNeIiEvcp_kCAwkQMhfGaqiePN4bVOuiTKssM/edit