Jeannine+Lowe

**Teacher: **Jeannine Lowe, Business Technology  **Course:** Financial Planning **Grade Level**: High School **Unit:** Introduction to Investing **Lesson Title:** Risk vs. Rewards **Related Lessons:** Common vs. Preferred Stocks, Bonds
 * Content Area Lesson Plan﻿--Introduction to Investing (Lesson 1) **

** GOALS ** **Tennessee** **Content Standards:** Standard 4.0 The student will examine various investment opportunities. 4.1 Examine the importance of business and client financial stability. 4.2 Distinguish between the different types of investments. 4.3 Predict investment returns.

** ISTE NETS-S Standards **  1. Creativity and innovation  2. Communication and collaboration  3. Research and information fluency  4. Critical thinking, problem solving, & decision making  5. Technology operations and concepts ** General Goal(s): ** Students will become familiar with recognizing safe and risky investments. ** Instructional Objective(s): **
 * 1)  Students will learn terms and concepts of the following: stocks, investments, risk, and return.
 * 2)  Students will learn the difference between safe and risky investments.
 * 3)  Students will learn to read stock market information.
 * 4)  Students will learn how risk and return relate to real world applications.

** Classroom Arrangement: ** The computer lab consists of 25 student computer workstations that students have access to on a daily basis. Three printers are located in the front of the classroom for students to print their work. Also, the teacher’s workstation/projector, Interwrite DualBoard, and Elmo is located in the front of the room. **Overview**:  Students will be asked to think about how they will plan for their retirement in the future. Explain that one way to plan for the future is to invest money in stocks or bonds. When investing money in stocks or bonds, it is important to understand several key concepts. In this unit students will explore risk vs. return, stocks, and bonds. Problem-based learning activities using 21st Century technology skills throughout this unit will give students confidence in predicting investment returns and deciding individually if they would want to pursue safe or risky investments for their future. ** ACTION ** ** Before-Class Preparation: ** Ensure that all computers are operational with Internet access. Locate and supply students with website links.

** During Class (Day 1 of Unit) ** [|www.nasdaq.com] [|www.nyse.com] [|http://money.cnn.com] || Projector ||
 * ** Time ** || ** Instructional Activities ** || ** Materials/Resources ** ||
 * ** 15-20 ** || Introduce new terms/concepts of stocks, investments, risk, and return. Discuss the difference between a safe and risky investment. Discuss and show students how to read stock market information.  ||  PowerPoint   Interactive Dualboard   Computer  ||
 * ** 10-15 ** || Problem: How do you determine if a stock is a safe or risky investment? Students will visit websites, conduct research and read articles about stocks. In addition, students will evaluate three different stocks and draw conclusions about which stocks would be a safe or risky investment.  **Do they already know about what makes a stock safe or risky or do the articles state this information? I find the stock market and investing to be complicated, so the information on the links would need to be very straight forward. I could not get any of the links to work. -Maureen** ||  Websites:
 * ** 10-15 ** || Place students into groups of two to discuss their opinions of safe/risky stocks as well as how these can affect business and client stability. Next, conduct a whole class discussion on safe/risky stocks.  ||  Interactive DualBoard
 * ** 10-15 ** || Students will use Microsoft Word or Excel to create a table showing the top five stocks they would buy with a short summary of their reasons for buying selected stocks.  ||  Computers   Microsoft Word/Excel   Printer   Paper  ||
 * ** 5-10 ** || Conduct a short review of risk/return concepts. Students will clean up work area.  ||   ||
 * **Notes:** Students will already have experience with Microsoft Word and Excel software programs through previous lessons. ||

** MONITOR ** ** Ongoing Assessment(s): ** Conduct an informal assessment of the class by monitoring students to keep them on task and to provide help and/or answer questions.

** Accommodations and Extensions: ** Make arrangements to have a special education teacher or aide available during this unit to help students read stock market information and provide help as needed. Have students consider what factors can affect an individual’s decision to invest in a safe or risky stock. ** Back-up Plan: ** In case there are computers that experience failure, make arrangements with the librarian to send students to work in the library computer lab. ** EVALUATION ** ** Lesson Reflections and Notes: ** Formal assessment will be evaluating each student’s final product of stock table with summary create using Microsoft Word or Excel software. ** Lesson Plan 2--Online Collbaboration ** ** ﻿ **
 * Teacher: Jeannine Lowe, Business Technology **


 * Course: Financial Planning **


 * Grade Level: High School **


 * Unit: Introduction to Investing **


 * Lesson Title: Predicting Net Gain/Net Loss **


 * GOALS **


 * Tennessee Content Standards: **


 * Standard 4.0 The student will examine various investment opportunities. **
 * 4.1 Examine the importance of business and client financial **
 * stability. **
 * 4.2 Distinguish between the different types of investments. **
 * 4.3 Predict investment returns. **


 * ISTE NETS-S Standards **
 * 1. Creativity and innovation **
 * 2. Communication and collaboration **
 * 3. Research and information fluency **
 * 4. Critical thinking, problem solving, & decision making **
 * 5. Technology operations and concepts **


 * General Goal(s): **


 * Students will become familiar with calculating Net Gain and Net Loss for stocks. **


 * Instructional Objective(s): **
 * 1) Students will review terms and concepts from the previous lesson.
 * 2) Students will review and expand knowledge of the stock market by viewing a brainpop video and completing an online quiz. http://www.brainpop.com/socialstudies/economics/stockmarket/
 * 3) Students will learn to find a Net Gain or Net Loss of stocks.
 * 4) Students will use Microsoft Excel to create a spreadsheet showing the changes Net Gain or Net Loss in their top five stocks.
 * 5) Students will learn to record and discuss information using a wiki as a social networking tool.


 * Overview: **


 * Students will reflect upon previous learning about the stock market and investing. Students will view a brain pop video to reinforce and expand stock market knowledge. In addition, students will calculate Net Gain and Net Loss of stocks and record this information in an Excel Spreadsheet which will be shared with others in a wiki. Researching information about the companies that owns each stock, recording and discussing the information in a wiki will reinforce stock concepts and help students think about their choice in choose a safe or risky stock for a possible investment venture in the future. **
 * Usage issue - should read "companies that **own** instead of owns; later in the sentence "their choice in choose" needs to be revised. - Maureen*


 * Before-Class Preparation: **


 * Ensure that all computers are operational with Internet access. Locate and supply students with website links. **


 * During Class (Day 3 of Unit) **

Computer || [|www.brainpop.com] || Projector || Microsoft Excel ||
 * Time || Instructional Activities || Materials/Resources ||
 * 15-20 || Briefly review concepts covering in previous lessons. Introduce students to the log-in procedure to brainpop website. || Interactive Dualboard
 * 10-15 || Students will view brainpop video independently and take notes using audio and close caption features of brain pop video program. Students will take and pass online quiz with a minimum score of 80%. || Websites:
 * 10-15 || Teacher will demonstrate and discuss the steps of how to find the Net Gain or Net Loss of a stock. A handout will be provided to guide students through the calculation steps. || Interactive DualBoard
 * 15-20 || Students will work individually to find the Net Gain or Net Loss of their five stocks that they choice in the first lesson of this unit using the NYSE website. Students will record their information into an Excel Spreadsheet. (Students will record the Net Gain or Net Loss of their stocks over the next two days). || Computers
 * 5-10 || Have students provide their email accounts so that the teacher can send out invitations for students to join the class wiki for the next assignment. Wrap-up and clean up work area. ||  ||
 * Notes: Students will already have experience with Microsoft Word and Excel software programs through previous lessons. ||


 * During Class (Day 4 and 5 of Unit) **

Pojector Document Camera ||
 * 10 || Introduce the lesson by explaining that students will be recording their stock information onto a class wiki. Provide students with the wiki link. Students should accept the invitation to join the wiki and then log in. || Interwrite Dualboard
 * 10-70 || Students will log onto the Wiki setup by the teacher previously. Each student will list their top five stocks. Next, students will open their Excel worksheet created previously and copy and paste information about each of their five stocks. (Students will also calculate the Net Gain or Net Loss of their stocks today and tomorrow. They will record this information as well). Next, students will use the Internet to conduct research about each company that owns their chosen stock and type a summary of the company’s information into the wiki. ||^  ||
 * 5-10 || Wrap-up and clean up work area. ||  ||


 * During Class (Day 5 of Unit) **

Pojector ||
 * 5 || Introduce the lesson by explaining that students will continue recording their stock information onto a class wiki. || Interwrite Dualboard
 * 10-70 || Teacher will explain that students are required to visit the class wiki, and read five other student’s pages. Students will be required to make sure that the pages they are reviewing have the correct figures for Net Gain or Net Loss reported. After reading other student’s pages, each student must post a comment and a question to expand the discussion about stocks. In return, students must answer the question(s) that was asked on their page. ||^  ||
 * 5-10 || Conduct answer and question session. Clean up work area. ||  ||


 * MONITOR **


 * Ongoing Assessment(s): **


 * Conduct an informal assessment of the class by monitoring students to keep them on task and to provide help and/or answer questions. **


 * Accommodations and Extensions: **


 * Make arrangements to have a special education teacher or aide available during this unit to help students read stock market information and to help students calculate the Net Gain or Net Loss of stocks. Peer tutoring may also be utilized to help students having trouble during these lessons. **


 * Back-up Plan: **


 * In case there are computers that experience failure, make arrangements with the librarian to send students to work in the library computer lab. **


 * EVALUATION **


 * Lesson Reflections and Notes: **


 * Formal assessment will be evaluating each student’s wiki page using a rubric. **

I think your lessons are very good! I wish I had been given the chance to learn this when I was in high school - Sharon  **Lesson 3--Digital Storytelling **   ** Teacher: **Jeannine Lowe, Business Technology **Course:** Financial Planning ** Grade Level **: High School ** Unit: **Introduction to Investing ** Lesson Title: **Stocks and Investing Digital Story ** GOALS  ** ** Tennessee **** Content Standards: ** Standard 4.0 The student will examine various investment opportunities. 4.1 Examine the importance of business and client financial stability. 4.2 Distinguish between the different types of investments. 4.3 Predict investment returns. ** ISTE NETS-S Standards  **  1. Creativity and innovation <span style="margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo1; tab-stops: list 22.5pt; text-indent: -0.5in;"> 2. Communication and collaboration <span style="margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo1; tab-stops: list 22.5pt; text-indent: -0.5in;"> 3. Research and information fluency <span style="margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo1; tab-stops: list 22.5pt; text-indent: -0.5in;"> 4. Digital citizenship <span style="margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo1; tab-stops: list 22.5pt; text-indent: -0.5in;"> 5. Critical thinking, problem solving, & decision making <span style="margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo1; tab-stops: list 22.5pt; text-indent: -0.5in;"> 6. Technology operations and concepts ** General Goal(s):  ** Students will become familiar with creating a digital story to synthesize their thoughts to share their insights about stocks and investing. ** Instructional Objective(s):  ** **Overview**: Students will reflect upon previous learning about the stock market and investing by composing and writing a script that will lead to the creation of a digital story. Any artifacts created throughout the unit can be used to help support students in their quest to create their digital story. ** ACTION  ** ** Before-Class Preparation:   ** Ensure that all computers are operational with Internet access. Create a digital story example to show students to introduce this lesson. ** During Class (Day 6 of Unit)  **
 * 1)  Students will compose a write a script and storyboard about stocks and investments.
 * 2)  Students will create a digital story using Windows Movie Maker software to share their insights about stocks and investing.
 * 3)  Students will orally share their digital stories with the class.

Computer Rubrics-provided to students || || Computers Internet access for graphics Video cameras Windows Movie Maker || ** During Class (Day 7 Unit)  **
 * ** Time  ** || **  Instructional Activities  ** || **  Materials/Resources  ** ||
 * ** 10-15  ** ||  Introduce the concept of digital stories by showing an example to the class. Discuss and explain the software students will be using to create their digital stories. Provide students with a rubric explaining the expectations of the project.  ||  Interactive Dualboard
 * ** 70  ** ||  Students will reflect on their learning from the previous activities and compose/write a script and a storyboard for their digital story. Students will have freedom to choose how they want to demonstrate their learning of this unit in their digital story; however, they must have their script approved by the teacher before actually creating their digital story. A possible activity that students might want to explore for their digital story is to role play and act out the part of a stock broker that provides advice to a client (another student) about each of the client’s stock performances.
 * 5 ||||  Wrap-up lesson and clean up work area.  ||   ||
 * ** Notes: **Make sure each computer is equipped with Windows Movie Maker software. ||

|| Students will finish their digital stories started the previous day. Students will save their digital stories to a flash drive provided by the teacher ||  Computers Internet access for graphics Video cameras Windows Movie Maker Flash drives || Projector ||  ||   ||
 * ** 10-20  **
 * ** 20-60  ** ||  Students will present their digital stories to the class using the Interwrite Dualboard as a screen for the projector.  ||  Interwrite Dualboard
 * ** 5-10  ** ||  Wrap-up and clean up work area.

** MONITOR  ** ** Ongoing Assessment(s):   ** Conduct an informal assessment of the class by monitoring students to keep them on task and to provide help and/or answer questions. ** Accommodations and Extensions:  ** Make arrangements to have a special education teacher or aide available during this unit to help students create their digital stories. Peer tutoring may also be utilized to help students. As an extension activity, the teacher could have students upload their digital stories to the class wiki. Each student could visit the wiki and leave comments for each student’s digital story. ** Back-up Plan:  ** In case there are computers that experience failure, make arrangements with the librarian to send students to work in the library computer lab. ** EVALUATION  ** ** Lesson Reflections and Notes:  ** Formal assessment will be evaluating each student’s digital story using a rubric.