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09 BUDGETING FOR THE FUTURE UNIT Budgeting for the Future Math Money Management This Unit of Instruction is intended for high school students taking a finance or mathematical money course. It was designed for ED TECH 506: Instructional Message Design a graduate level course at Boise State University. Luke Wiggs Boise State University 09 BUDGETING FOR THE FUTURE UNIT Table of Contents: I. Unit of Instruction (pg. 3-7) II. Lesson 1: Occupation and Net Income (pg. 8-13) III. Lesson 2: Housing (pg. 14-19) IV. Lesson 3: Transportation (pg. 20-25) V. Lesson 4: Investments (pg. 26-31) VI. Lesson 5: Miscellaneous Costs (pg. 32-37) VII. Justification Paper (pg. 39-50) BUDGETING FOR THE FUTURE UNIT I. UNIT OF INSTRUCTION BUDGETING FOR THE FUTURE UNIT Budgeting for the Future 1. Unit Goals (long range-how does this unity fit with year long goals?) In order to prepare high school aged students for post-secondary life this course investigates many real life financial situations. During this course students will learn about gross and net income, checking and savings accounts, cash purchases, credit cards, loans and borrowing, automobile transportation, housing costs, personnel finances, production, purchasing, sales, marketing and service costs. During our unit on personal budgets students will learn and create a personal budget for the future. In this unit students will pick on occupation they want to do when they get older. Once they have picked an occupation they have to find out what the schooling requirements our how much their gross and net income is after taxes. Once they have figured out their net income they will learn how to pick a house, automobile, health and life insurance, investments and many more intangibles they go into a personal budget. This unit will piece together all the units from the entire year and help guide them into creating their final budget project. In conclusion to this unit students will be able to draw conclusions from the occupation they have chosen and whether or not they make enough money to enjoy the riches of life they envision having. 2. Specific ways to relate goal(s) to curriculum: The goals of this unit are directly related to the Math Money Management QCC Standards set by the state of Georgia and by Henry County. In Unit 1 we learn about gross and net income. The prerequisite skills come from Algebra 1 which all of these students passed in order to take this course. In order for the students to determine their income they will need to use skills they mastered in Unit 1 of this course. In Unit 2 of this course the students mastered concepts related to checking and savings accounts and in this unit the students will be required to find a savings account to open in order to save money for their personal budget. In Unit 5 of the course students will have mastered concepts of loans and borrowing money they will have to use these skills to find a house and determine their mortgage payment for their budget. When finding a house they will have to use skills they mastered in Unit 7 about housing costs to help set up their personal budget. Unit 6 of this course in about Automobile purchases and in their budget project the students will have to buy a car within their pre-determined means. They will also have to find car insurance as well as maintenance costs of owning a car. This entire unit combines all of the concepts and QCC’s mastered in this class to wrap up the entire year and generalize these skills to real world situations to set up a personal budget related to their occupational goals of the future. Standards that will be met: Course: Mathematical Money Management QCC Stanards BUDGETING FOR THE FUTURE UNIT 3 Topic: Earning Money Standard: Computes net pay, taking into account federal, state, and local taxes, social security, and any miscellaneous deductions. 4 Topic: Budgeting Standard: Prepares a budget for a given income on a weekly, monthly, and annual basis. 5 Topic: Budgeting Standard: Identifies and compares various pay periods 6 Topic: Budgeting Standard: Explores and compares various methods of personal record keeping. 7 Topic: Budgeting Standard: Demonstrates an awareness of how income and personal goals affect financial planning and decisions. 11 Topic: Housing Standard: Determines the percentage of income available for monthly rent or mortgage payment. 13 Topic: Housing Standard: Computes the amount of down payment required to purchase a house/condominium and the price that can be afforded for a given income. 14 Topic: Housing Standard: Calculates monthly mortgage payment 37 Topic: Purchasing Standard: Calculates costs related to buying and owning a car, including various types of insurance. 39 Topic: Savings and Investments Standard: Compares and contrasts savings accounts, money market accounts, certificates of deposit, savings bonds, stocks, and IRA’s. 42 Topic: Savings and Investments Standard: Calculates simple and compound interst BUDGETING FOR THE FUTURE UNIT 54 Topic: Travel, Recreation, and Vacations Standard: Compares costs of various forms of transportation and lodging. 55 Topic: Travel, Recreation, and Vacations Standard: Selects a leisure-time activity and investigates related expenses. 3. Characteristics of the students for whom this unity is intended: The students who will be completing this course are in a resource environment. These students have an IEP for one or two of the following disabilities; specific learning disability, other health impaired, emotional disturbed and medium to high functioning autism. All of these students have average to good social skills and function effectively in the everyday school environment. Most of these will go straight into the work force out of high school or two a two year technical school. 4. Introductory procedures: To introduce the unit I will have to students fill out a survey on the different types of riches they want in life (i.e. house, type of vehicle, where they want to live, etc.). I will then use a video or presentation on personal budgeting. I will introduce the entire project with an example project and give them a rubric with how they will be graded and how each sub section meets the curriculum standards. 5. Materials and media: During this unit I will use video projector in a computer lab to introduce them to the project through videos, Power Points and examples. To set up their budget the students will use Microsoft Excel to set up a budget spreadsheet to help guide them through the entire unit. They will also have to use Microsoft Power Point to design their final budget presentation. To obtain and gather information the students will spends several days in the computer lab using search engines to gather information for each sub section of the project. They will have to find out their occupational requirements and information, find a car either online or using newspaper adds. They will also use reality websites to find out housing information and costs and many other websites to gather information to complete each requirement of the unit. BUDGETING FOR THE FUTURE UNIT 6. Visuals I used Adobe Fireworks to create several visuals that will help me teach the concepts and standards in each lesson. These visuals will help learners visualize a procedure, concept, facts, processes and principles. In order to reach the course goals and standards I will use graphics that direct attention and also activate prior knowledge to the content. I will use visuals to accommodate learner difference during my unit. In addition I will use graphics that help learners build mental models and that minimize memory load for the learner. 7. Assessment and evaluation of learner understanding: • Upon completion of each lesson each student will: 1. Have completed PowerPoint slides containing required information and data 2. Budget Spread Sheet with correct calculations (see individual lesson for more details) • Will have a completed Budget PowerPoint Presentation Project and Budget Spread Sheet. They will also present this to class and write a short conclusion paper about budgets. • This will count for 3 test grades. 8. Relate assessment instruments to the outcomes stated in the goals. The final assessment which will be their spreadsheet and Power Point will ensure that they have mastered all the goals related to the QCC’s determined by the state for this course. They will be able to determine net and gross income, buy a house and calculate mortgage payments, buy a car and calculate car note payments and insurance payments, determine how much money will be put into savings and how much money they will save per month, calculate how miscellaneous costs as well as life and health insurance. Adapted from Unit Plan at http://edtech.tennessee.edu/~bobannon/unit_plans.html BUDGETING FOR THE FUTURE UNIT II. Lesson 1: Occupation and Net Income BUDGETING FOR THE FUTURE UNIT Budgeting for the Future Unit 1. Lesson Author: Luke Wiggs 2. Lesson Title: Occupation and Net Income 3. Grade Level: 11th and 12th grade 4. Subject Area: Math Money Management 5. Time allotted for the lesson: 3 to 4 class meetings approximately 200 – 250 minutes 6. Short description of lesson a. In this lesson, the students… Throughout the lesson the students will explore the educational requirements for a desired occupation. In addition they will define specific information about their occupation and determine the net income of their occupation. 7. State Curriculum Standards met in this lesson: Course: Mathematical Money Management QCC Stanards 3 Topic: Earning Money Standard: Computes net pay, taking into account federal, state, and local taxes, social security, and any miscellaneous deductions. 4 Topic: Budgeting Standard: Prepares a budget for a given income on a weekly, monthly, and annual basis. 5 Topic: Budgeting Standard: Identifies and compares various pay periods 6 Topic: Budgeting BUDGETING FOR THE FUTURE UNIT Standard: Explores and compares various methods of personal record keeping. 7 Topic: Budgeting Standard: Demonstrates an awareness of how income and personal goals affect financial planning and decisions. 8. National Educational Technology Standards for Students (NETS-S) met in this lesson: 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students create original works as a means of personal or group expression. 3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. 5. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: a. advocate and practice safe, legal, and responsible use of information and technology. b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. 6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. Students select and use applications effectively and productively. 9. Instructional Objectives: a. Students will determine and explore the requirements of a chosen occupation and how it impacts their post secondary outcomes. b. Students will calculate their annual and monthly salary. c. Students will calculate their gross and net monthly income. 10. Instructional Procedures a. Lesson Set: To introduce the lesson I will be begin by showing the students a PowerPoint (click on PowerPoint) to engage the students in the lesson. After I have showed the student the PowerPoint I will explain the importance of choosing a career and knowing the requirements to obtain a job in their desired field. BUDGETING FOR THE FUTURE UNIT b. Techniques and activities: I. Show PowerPoint to engage students and start lesson II. Classroom discussion about the importance of choosing a career and knowing the requirements to obtain a job in their desired field. III. Using LCD projector hooked up to screen I will show the students how to get to Occupational Outlook Handbook IV. Once they are on the correct web site I will verbally direct them to start looking for the career they are interested in. V. While the students are looking for their careers I will circulate through the room to make sure students are on task. VI. Once the student has found their desired career they should record the following information and put into several PowerPoint slides. This will be their first step in creating their Personal Budget Project. They include information on the following: 1. Nature of the Work 2. Training and Qualifications 3. Employment 4. Job Outlook 5. Earnings VII. After the students determine how much they will make annually we will review how to calculate monthly income. Then each student will calculate their monthly income VIII. After determining their monthly income the students will then find their net income. I will use the following Visual Aid Net Income (Attention Visual) to help scaffold previous taught material. IX. I will review what net income is and explain to the students how they will find their net income. X. Once the student finds their net income they will need to put this in the budget spreadsheet and PowerPoint Presentation for the Budget Project c. Lesson Closure: After all the students have completed the lesson I will lead a classroom discussion on Income and setting a budget. I will talk about how your net income will impact the decisions you make regarding your budget and being successful in the future. I will use the following Visual Mental Models to show the students that all pieces of their budget matter. This will also give them a visual that they will use throughout the unit when making financial decisions. I then will tell them now that they have a job it’s time to find a house. 11. Adaptations for special learners: BUDGETING FOR THE FUTURE UNIT Since this unit of instruction is designed for students in a resource setting the pace of the unit is already at a slower pace so that the students are successful. The tasks are also modified so that the students can master the concept. Each student will have their own computer and also be able to view and students with vision or hearing impairments they will be placed in the front of the room. 12. Supplemental Activities: Extension and remediation The following links are links to different Visuals that will help the student during each lesson while working on their project throughout the entire unit. Tips for Budgeting for the Future (Principles Image) Click on this link to see tips for budgeting for the future. Worksheet must be completed before turning in final project. Pie Chart for Budget (Mental Models and Near Transfer) Refer to this pie chart to make sure that you are using the correct percentages for each topic of your budget. Steps to Saving Calculations Sheet (Procedures) Students can view this image to see the steps to access and save their Budget Calculations Sheet How to Create PowerPoint Slide (Process) Students can view this image to help them with creating PowerPoint slides if they are unfamiliar with the program. 13. Assessment/Evaluation: Students work during this lesson will be observed formally and informally through two different types of grades. Daily- Students will be observed informally on a daily basis, if the student is working and on task each day of the lesson the student will receive 20 points daily. At the end of the lesson the students will receive a daily grade in the computer based on how many daily points they received out of how many they could have earned. Quiz Grade- At the end of this lesson the students will be formally assessed for a Quiz grade based on the following criteria: a. Student chose a career and found out the required information about the career. 40% b. Student correctly calculated annual, monthly and net monthly income. 40 % c. Student input information into a PowerPoint presentation. 20% 14. Student Products: At the end of the lesson each student should have PowerPoint slides containing the following information: BUDGETING FOR THE FUTURE UNIT a. Slide stating what occupation they chose. b. Slide containing the required information about occupation. I. Nature of Work II. Training and Qualifications III. Employment IV. Job Outlook V. Earnings c. Slide containing annual salary and monthly gross salary d. Slide containing net income and the calculations used to determine net income * Note for students: This lesson plan template is adapted from the model that is recommended in the book Preparing to Use Technology: A Practical Guide for Technology Integration. BUDGETING FOR THE FUTURE UNIT III. Lesson 2: Housing BUDGETING FOR THE FUTURE UNIT Budgeting for the Future Unit 1. Lesson Author: Luke Wiggs 2. Lesson Title: Housing 3. Grade Level: 11th and 12th grade 4. Subject Area: Math Money Management 5. Time allotted for the lesson: 2 to 3 class meetings approximately 100 – 150 minutes 6. Short description of lesson a. In this lesson, the students… Throughout the lesson the students will find their dream house and determine the percentage of income available for monthly rent or mortgage payment. In addition the students will continue the on going process of building their budget project. 7. State Curriculum Standards met in this lesson: Course: Mathematical Money Management QCC Stanards 11 Topic: Housing Standard: Determines the percentage of income available for monthly rent or mortgage payment. 13 Topic: Housing Standard: Computes the amount of down payment required to purchase a house/condominium and the price that can be afforded for a given income. 14 Topic: Housing BUDGETING FOR THE FUTURE UNIT Standard: Calculates monthly mortgage payment 4 Topic: Budgeting Standard: Prepares a budget for a given income on a weekly, monthly, and annual basis. 5 Topic: Budgeting Standard: Identifies and compares various pay periods 6 Topic: Budgeting Standard: Explores and compares various methods of personal record keeping. 7 Topic: Budgeting Standard: Demonstrates an awareness of how income and personal goals affect financial planning and decisions. 8. National Educational Technology Standards for Students (NETS-S) met in this lesson: 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students create original works as a means of personal or group expression. 3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. 5. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: a. advocate and practice safe, legal, and responsible use of information and technology. b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. 6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. Students select and use applications effectively and productively. 9. Instructional Objectives: BUDGETING FOR THE FUTURE UNIT a. Students will use the internet and resources available to them to find their dream home. b. Students will use their monthly income to determine how much money they can afford to spend on a house. c. Students will calculate their monthly mortgage or rent payment. d. Students will continue to build final budget project. 10. Instructional Procedures a. Lesson Set: To introduce the lesson I will be begin by showing the students a Movie to engage the students in the lesson. After I have showed the students the movie I will talk about the importance of not living outside of your means. I will explain to the students that while we all want to live in a mansion that we must live inside our means. b. Techniques and activities: I. Show Movie to engage students and start lesson using LCD Projector II. Classroom discussion about the importance of not living outside of your means. III. Before the student start looking for their house I will review the Percents of Budget Pie Chart IV. Using the chart I will then explain to the students that their mortgage or monthly rent payment can’t exceed 28% of their income. V. I will then show several examples of finding 28% of monthly income on the white board. VI. The students will now 28% of their monthly income which will be the maximum they can spend each month on housing cost. VII. Using LCD projector hooked up to screen I will show the students steps to choosing house (Memory Load and Far Transfer). The students will be provided a list of web sites that will help them find a house. VIII. Once the student has chosen a house they will now need to calculate their monthly payment. They will use the Mortgage Calculator to find out monthly payment. To help my student understand what to input in the mortgage calculator I will provide them access to the graphic Using Mortgage Calculator (Facts) to accommodate them in using the mortgage calculator. IX. Once the student finds their mortgage payment they need to make sure that it is not more than 28% of their income. If it is more than 28% of their income they need to find another house. The students will most likely choose a house that is way more than 28% and this BUDGETING FOR THE FUTURE UNIT will help the students generalize their monthly income to their living expectations. X. Once the student has found their house they should record the following information and put into several PowerPoint slides. This will be the next step in creating their Personal Budget Project. They include information on the following: 1. Down Payment 2. Principal / total amount financed 3. APR 4. Term length of loan 5. Monthly Payment 6. All calculations XI. They need to make sure that they get several pictures of their house and or apartment and make sure this is included in their PowerPoint. XII. The final step of the lesson is to make sure that they are inputting the information into their Budget Project Spread Sheet. This will be teacher led and checked. c. Lesson Closure: After all the students have completed their lesson I will lead a class discussion that will allow the students to reflect on what they have learned. The following will be the guided questions I will ask to lead the discussion: • Did you get the size house you originally set out to get? • When choosing a house what factors did you consider? • What factors played a role in choosing a house? (would like to say income and relate past lesson) • Now that you have a job and house what do you think is the next part of setting your budget? (transportation) 11. Adaptations for special learners: Since this unit of instruction is designed for students in a resource setting the pace of the unit is already at a slower pace so that the students are successful. The tasks are also modified so that the students can master the concept. Each student will have their own computer and also be able to view and students with vision or hearing impairments they will be placed in the front of the room. 12. Supplemental Activities: Extension and remediation The following links are links to different Visuals that will help the student during each lesson while working on their project throughout the entire unit. Tips for Budgeting for the Future (Principles Image) Click on this link to see tips for budgeting for the future. Worksheet must be completed before turning in final project. BUDGETING FOR THE FUTURE UNIT Pie Chart for Budget (Mental Models and Near Transfer) Refer to this pie chart to make sure that you are using the correct percentages for each topic of your budget. Steps to Saving Calculations Sheet (Procedures) Students can view this image to see the steps to access and save their Budget Calculations Sheet How to Create PowerPoint Slide (Process) Students can view this image to help them with creating PowerPoint slides if they are unfamiliar with the program. 13. Assessment/Evaluation: Students work during this lesson will be observed formally and informally through two different types of grades. Daily- Students will be observed informally on a daily basis, if the student is working and on task each day of the lesson the student will receive 20 points daily. At the end of the lesson the students will receive a daily grade in the computer based on how many daily points they received out of how many they could have earned. Quiz Grade- At the end of this lesson the students will be formally assessed for a Quiz grade based on the following criteria: d. Student found a house or apartment and found out the required information about the house. 40% e. Student correctly calculated mortgage payment or rent and was 28% or below monthly income. 40 % f. Student input information into a PowerPoint presentation. 20% 14. Student Products: At the end of the lesson each student should have PowerPoint slides containing the following information: a. Slide stating where they will live. b. Slide containing the required information about house or apartment. c. Pictures of house or apartment. d. Slide containing the mortgage payment and calculations. * Note for students: This lesson plan template is adapted from the model that is recommended in the book Preparing to Use Technology: A Practical Guide for Technology Integration. BUDGETING FOR THE FUTURE UNIT IV. Lesson 3: Transportation BUDGETING FOR THE FUTURE UNIT Budgeting for the Future Unit 1. Lesson Author: Luke Wiggs 2. Lesson Title: Transportation 3. Grade Level: 11th and 12th grade 4. Subject Area: Math Money Management 5. Time allotted for the lesson: 2 class meetings approximately 100 6. Short description of lesson a. In this lesson, the students… Throughout the lesson the students will find a vehicle to purchase. They must make sure that the cost of the vehicle fits into the framework of their budget. 7. State Curriculum Standards met in this lesson: Course: Mathematical Money Management QCC Stanards 37 Topic: Purchasing Standard: Calculates costs related to buying and owning a car, including various types of insurance. 4 Topic: Budgeting Standard: Prepares a budget for a given income on a weekly, monthly, and annual basis. 5 Topic: Budgeting Standard: Identifies and compares various pay periods 6 Topic: Budgeting Standard: Explores and compares various methods of personal record keeping. 7 Topic: Budgeting BUDGETING FOR THE FUTURE UNIT Standard: Demonstrates an awareness of how income and personal goals affect financial planning and decisions. 8. National Educational Technology Standards for Students (NETS-S) met in this lesson: 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students create original works as a means of personal or group expression. 3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. 5. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: a. advocate and practice safe, legal, and responsible use of information and technology. b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. 6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. Students select and use applications effectively and productively. 9. Instructional Objectives: a. Students will explore the factors and costs of buying a car. b. Students will use the internet and resources available to them to find a vehicle to purchase. c. Students will use their monthly income to determine how much money they can afford to spend on a vehicle. d. Students will calculate their car payment. e. Students will continue to build final budget project. 10. Instructional Procedures a. Lesson Set: High school students are really obsessed with transportation and vehicles at their age so to start this lesson I am going to have the Which is Best for You (Motivation) visual displayed on the LCD screen to gain the attention of the BUDGETING FOR THE FUTURE UNIT students. Once the students have entered the class I will ask them the following questions to engage them in the lesson: I. What is your dream vehicle? II. What factors should you consider when purchasing a car? b. Techniques and activities: I. After my introduction and while the students are engaged we will make a list of factors you should consider when buying a car and I will display this list on the white board. II. The next thing I will do is review the Percents of the Budget (Mental Models and Near Transfer) by pulling up the graphic on the LCD screen. III. After establishing that they can’t spend more than 10% of their monthly income on their vehicle each student will now calculate and determine how much 10% of the monthly income is. IV. Using the computer hooked up to the LCD screen I will walk the students through the process of searching for a vehicle on the internet. I will provide them with a list of appropriate websites that are not blocked at school where they could purchase a vehicle. V. After walking the students through the process of finding a car, I will show them how to calculate their monthly car payment using the Car Loan Calculator. VI. Now the students will use their computers to find a vehicle and determine their monthly auto payment. VII. When using the Car Loan Calculator the students will punch in the total cost of car use 10% down payment and 5 years loan to find your monthly payment. VIII. Once the students have found their monthly payment they will put this information into their continued PowerPoint presentation for their budget project. Things to include in the PowerPoint: 1. Type of vehicle bought 2. Justification on why you bought the particular car 3. Detailed information and pictures of the car 4. Car Payment and Calculations 5. Where they purchased the vehicle from. c. Lesson Closure: After all the students have completed their lesson I will lead a class discussion that will allow the students to reflect on what they have learned. The following will be the guided questions I will ask to lead the discussion: • Could you afford the vehicle you wanted? Why or Why not? BUDGETING FOR THE FUTURE UNIT • When choosing a vehicle what factors came into play that were important for you? • What other important areas should we consider when make a budget for the future? 11. Adaptations for special learners: Since this unit of instruction is designed for students in a resource setting the pace of the unit is already at a slower pace so that the students are successful. The tasks are also modified so that the students can master the concept. Each student will have their own computer and also be able to view and students with vision or hearing impairments they will be placed in the front of the room. 12. Supplemental Activities: Extension and remediation The following links are links to different Visuals that will help the student during each lesson while working on their project throughout the entire unit. Tips for Budgeting for the Future (Principles Image) Click on this link to see tips for budgeting for the future. Worksheet must be completed before turning in final project. Pie Chart for Budget (Mental Models and Near Transfer) Refer to this pie chart to make sure that you are using the correct percentages for each topic of your budget. Steps to Saving Calculations Sheet (Procedures) Students can view this image to see the steps to access and save their Budget Calculations Sheet How to Create PowerPoint Slide (Process) Students can view this image to help them with creating PowerPoint slides if they are unfamiliar with the program. 13. Assessment/Evaluation: Students work during this lesson will be observed formally and informally through two different types of grades. Daily- Students will be observed informally on a daily basis, if the student is working and on task each day of the lesson the student will receive 20 points daily. At the end of the lesson the students will receive a daily grade in the computer based on how many daily points they received out of how many they could have earned. Quiz Grade- At the end of this lesson the students will be formally assessed for a Quiz grade based on the following criteria: g. Student found a vehicle and the required information about the vehicle. 40% h. Student correctly calculated auto payment and was 10% or below monthly income. 40 % i. Student input information into a PowerPoint presentation. 20% BUDGETING FOR THE FUTURE UNIT 14. Student Products: At the end of the lesson each student should have PowerPoint slides containing the following information: a. Slide stating what kind of vehicle they purchased. b. Slide containing the required information about the vehicle. c. Pictures of vehicle. d. Slide containing the mortgage payment and calculations. * Note for students: This lesson plan template is adapted from the model that is recommended in the book Preparing to Use Technology: A Practical Guide for Technology Integration. BUDGETING FOR THE FUTURE UNIT V. Lesson 4: Investments BUDGETING FOR THE FUTURE UNIT Budgeting for the Future Unit 1. Lesson Author: Luke Wiggs 2. Lesson Title: Investments 3. Grade Level: 11th and 12th grade 4. Subject Area: Math Money Management 5. Time allotted for the lesson: 2 class meetings approximately 100 6. Short description of lesson a. In this lesson, the students… Throughout the lesson the students will search the internet and find a bank to open a saving account at. This is part of their on-going budget project and during this lesson the students will compare and contrast savings accounts and calculate simple interest. 7. State Curriculum Standards met in this lesson: Course: Mathematical Money Management QCC Standards 39 Topic: Savings and Investments Standard: Compares and contrasts savings accounts, money market accounts, certificates of deposit, savings bonds, stocks, and IRA’s. 42 Topic: Savings and Investments Standard: Calculates simple and compound interest 4 Topic: Budgeting Standard: Prepares a budget for a given income on a weekly, monthly, and annual basis. 5 Topic: Budgeting Standard: Identifies and compares various pay periods BUDGETING FOR THE FUTURE UNIT 6 Topic: Budgeting Standard: Explores and compares various methods of personal record keeping. 7 Topic: Budgeting Standard: Demonstrates an awareness of how income and personal goals affect financial planning and decisions. 8. National Educational Technology Standards for Students (NETS-S) met in this lesson: 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students create original works as a means of personal or group expression. 3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. 5. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: a. advocate and practice safe, legal, and responsible use of information and technology. b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. 6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. Students select and use applications effectively and productively. 9. Instructional Objectives: a. Students will calculate simple interest. b. Students will use the internet to search for a savings account and they will compare and contrast several savings accounts. c. Students will calculate how much interest their selected savings account will yield yearly. d. Students will continue to build final budget project. 10. Instructional Procedures a. Lesson Set: BUDGETING FOR THE FUTURE UNIT In order to gain the attention of the students I will show them the POWER POINT. (click on PowerPoint) This will spark a classroom discussion that will lead us into the lesson on Investments. b. Techniques and activities: I. After the PowerPoint we will discuss the importance of savings. II. We then will discuss what a savings account is and how you make money through a savings account. III. We will review Simple Interest to help scaffold what the students have already learned about savings account and simple Interest I will show them this Simple Interest Practice (Concept) graphic. IV. After reviewing simple interest the students will be required to complete a few practice problems on simple interest. V. The next thing I will do is review the Percents of the Budget (Mental Models and Near Transfer) by pulling up the graphic on the LCD screen. VI. After establishing that they must invest 10% of their monthly income into a saving account. VII. Using the computer hooked up to the LCD screen I will walk the students through the process of searching for a bank to open a savings account at. VIII. The students will now use their computer and the Internet to search for a Bank to open a Savings Account at. IX. Once the student has found a Savings Account to open the students will record important information about the savings account such as: 1. APR or Interest Rate on Account 2. Monthly Fee 3. Minimum Requirements 4. Incentives the account may have 5. What bank the account is with etc . . . X. Next the student will use their simple interest formula to figure out how much they will make on their account each year. XI. Once the students have found how much their account will yield each year and how much each month they will be putting into savings the students will input the information into their Budget Project PowerPoint presentation. XII. Lastly the students will make sure they input this information in the Calculations Spread Sheet. c. Lesson Closure: After all the students have completed the lesson I will have them on a note card list the importance of saving and investing and what they learned from the lesson. I will also have them list things that they think we have not account for yet in our budget. BUDGETING FOR THE FUTURE UNIT 11. Adaptations for special learners: Since this unit of instruction is designed for students in a resource setting the pace of the unit is already at a slower pace so that the students are successful. The tasks are also modified so that the students can master the concept. Each student will have their own computer and also be able to view and students with vision or hearing impairments they will be placed in the front of the room. 12. Supplemental Activities: Extension and remediation The following links are links to different Visuals that will help the student during each lesson while working on their project throughout the entire unit. Tips for Budgeting for the Future (Principles Image) Click on this link to see tips for budgeting for the future. Worksheet must be completed before turning in final project. Pie Chart for Budget (Mental Models and Near Transfer) Refer to this pie chart to make sure that you are using the correct percentages for each topic of your budget. Steps to Saving Calculations Sheet (Procedures) Students can view this image to see the steps to access and save their Budget Calculations Sheet How to Create PowerPoint Slide (Process) Students can view this image to help them with creating PowerPoint slides if they are unfamiliar with the program. 13. Assessment/Evaluation: Students work during this lesson will be observed formally and informally through two different types of grades. Daily- Students will be observed informally on a daily basis, if the student is working and on task each day of the lesson the student will receive 20 points daily. At the end of the lesson the students will receive a daily grade in the computer based on how many daily points they received out of how many they could have earned. Quiz Grade- At the end of this lesson the students will be formally assessed for a Quiz grade based on the following criteria: j. Student found a savings account and all the required information about the account. 40% k. Student correctly calculated how much they would put into savings each month and how much the account would yield each year. 40 % l. Student input information into a PowerPoint presentation. 20% 14. Student Products: At the end of the lesson each student should have PowerPoint slides containing the following information: BUDGETING FOR THE FUTURE UNIT a. Slide stating where they opened a savings account at. b. Slide containing all the information about the savings account. c. Pictures of the bank. d. Slide containing how much would be put into savings each month with calculations. e. Slide containing how much the account would yield each year. * Note for students: This lesson plan template is adapted from the model that is recommended in the book Preparing to Use Technology: A Practical Guide for Technology Integration. BUDGETING FOR THE FUTURE UNIT VI. Lesson 5: Miscellaneous Costs BUDGETING FOR THE FUTURE UNIT Budgeting for the Future Unit 1. Lesson Author: Luke Wiggs 2. Lesson Title: Miscellaneous cost and Finishing the Budget 3. Grade Level: 11th and 12th grade 4. Subject Area: Math Money Management 5. Time allotted for the lesson: 3 to 4 class meetings approximately 150 – 200 minutes. 6. Short description of lesson a. In this lesson, the students… Throughout the lesson the students will explore what miscellaneous cost that that will financially impact them each month. The students will finish the remaining pieces of their budget by determining miscellaneous cost, food cost, entertainment cost and utilities. 7. State Curriculum Standards met in this lesson: Course: Mathematical Money Management QCC Standards 17 Topic: Housing Standard: Computes utility costs. 54 Topic: Travel, Recreation, and Vacations Standard: Compares costs of various forms of transportation and lodging. 55 Topic: Travel, Recreation, and Vacations Standard: Selects a leisure-time activity and investigates related expenses. 4 Topic: Budgeting Standard: Prepares a budget for a given income on a weekly, monthly, and annual basis. BUDGETING FOR THE FUTURE UNIT 5 Topic: Budgeting Standard: Identifies and compares various pay periods 6 Topic: Budgeting Standard: Explores and compares various methods of personal record keeping. 7 Topic: Budgeting Standard: Demonstrates an awareness of how income and personal goals affect financial planning and decisions. 8. National Educational Technology Standards for Students (NETS-S) met in this lesson: 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students create original works as a means of personal or group expression. 3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. 5. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: a. advocate and practice safe, legal, and responsible use of information and technology. b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. 6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. Students select and use applications effectively and productively. 9. Instructional Objectives: a. Students will determine what miscellaneous cost they have each month. b. Students will determine how much they will spend on food each month. c. Students will calculate how much they will spend on entertainment each month. d. Students will calculate how much they will spend on utilities each month. e. Students will continue and finish their Final Budget PowerPoint Presentations. BUDGETING FOR THE FUTURE UNIT 10. Instructional Procedures a. Lesson Set: To begin the lesson I will start out with an informal discussion in class about what we have not included in the students budget projects yet. This discussion will be led by the students and each student will come up and write on the board something that we have not taken into consideration. After we have completed our list we will place each item into 1 of 4 groups: 1. Miscellaneous 2. Food Costs 3. Entertainment 4. Utilities b. Techniques and activities: I. After we have grouped our remaining items into 1 of the 4 groups we will now discuss the effects each group could have on our monthly budget. II. Explain to the students that if we do not put a limit on our spending each month we will grow bankrupt. For example if we go out and buy a new TV each week then we couldn’t afford to eat. Generalize this to the real world with examples. III. Next the students will need to determine how much they can spend on food, miscellaneous costs, utilities and entertainment each month. IV. The students will use the same formula to determine how much their budget will allow them to spend on each of the four areas. To teach them this formula I will use the Food Cost Formula (Learner Differences) graphic to help the students see the formula. V. The next thing I will do is review the Percents of the Budget (Mental Models and Near Transfer) by pulling up the graphic on the LCD screen. VI. After establishing the percent of their income they can spend on; food, miscellaneous costs, utilities and entertainment. Each student should use the Food Cost Formula to find out how much to budget each month for the respective area. VII. The only thing that will change in the formula each time is the percent. VIII. Once the student has calculated how much they can spend in each area they should list examples of things that might fall into each category. In addition they should include pictures of their examples. IX. While the students are working at their computers I will circulate the room and guide the students through the process and answer any questions that might arise. BUDGETING FOR THE FUTURE UNIT X. Lastly the students will make sure they input this information in the Calculations Spread Sheet. c. Lesson Closure: After all the students have completed the lesson they will get into pairs and work with a peer and revise each other’s presentations. They will provide feedback to each other and make final corrections before submitting the PowerPoint. 11. Adaptations for special learners: Since this unit of instruction is designed for students in a resource setting the pace of the unit is already at a slower pace so that the students are successful. The tasks are also modified so that the students can master the concept. Each student will have their own computer and also be able to view and students with vision or hearing impairments they will be placed in the front of the room. 12. Supplemental Activities: Extension and remediation The following links are links to different Visuals that will help the student during each lesson while working on their project throughout the entire unit. Tips for Budgeting for the Future (Principles Image) Click on this link to see tips for budgeting for the future. Worksheet must be completed before turning in final project. Pie Chart for Budget (Mental Models and Near Transfer) Refer to this pie chart to make sure that you are using the correct percentages for each topic of your budget. Steps to Saving Calculations Sheet (Procedures) Students can view this image to see the steps to access and save their Budget Calculations Sheet How to Create PowerPoint Slide (Process) Students can view this image to help them with creating PowerPoint slides if they are unfamiliar with the program. 13. Assessment/Evaluation: Students work during this lesson will be observed formally and informally through two different types of grades. Daily- Students will be observed informally on a daily basis, if the student is working and on task each day of the lesson the student will receive 20 points daily. At the end of the lesson the students will receive a daily grade in the computer based on how many daily points they received out of how many they could have earned. Quiz Grade- At the end of this lesson the students will be formally assessed for a Quiz grade based on the following criteria: m. Student found a savings account and all the required information about the account. 40% BUDGETING FOR THE FUTURE UNIT n. Student correctly calculated how much they would put into savings each month and how much the account would yield each year. 40 % o. Student input information into a PowerPoint presentation. 20% 14. Student Products: At the end of the lesson each student should have PowerPoint slides containing the following information: A PowerPoint Slide for each of the following: • Miscellaneous Costs – Pictures of examples of miscellaneous costs and the calculations determining how much of your monthly budget will go to the purchase of miscellaneous items • Food Cost- Pictures of examples of food cost and calculations determining how much of your monthly budget will go to food cost • Utilities Cost- Pictures of example of Utilities Cost and calculations determining how much of your monthly budget will go to the cost of utilities. • Entertainment Cost- Pictures and examples of entertainment cost and the calculations determining how much of your monthly budget will go to entertainment cost. * Note for students: This lesson plan template is adapted from the model that is recommended in the book Preparing to Use Technology: A Practical Guide for Technology Integration. BUDGETING FOR THE FUTURE UNIT VII. Justification Paper BUDGETING FOR THE FUTURE UNIT Budgeting for the Future Unit Luke Wiggs ED TECH 506: Instructional Message Design Boise State University BUDGETING FOR THE FUTURE UNIT Abstract Throughout the last 4 or 5 months I have been designing a unit of instruction for a master’s level course at Boise State University called ED TECH 506: Instructional Message Design. This is a required core class that I must complete to earn my Masters in Educational Technology. Throughout the course we have been studying about the principles of Instructional Message Design. In addition to learning about these principles, we have applied them to graphics we have designed for our unit of instruction. In the following pages I will discuss and review several topics. I will start my exploring the visual context of my Unit of Instruction. Next, I will describe how I visualized using each individual graphic in my unit. Once I have discussed in depth each individual graphic I will talk about how my project meets my program standards. BUDGETING FOR THE FUTURE UNIT Before starting the course I was curious what Instructional Message Design entailed. I quickly learned that Instructional Message Design was the process of designing digital graphics to enhance and supplement the delivery of instruction. As an educator I know that not all individuals learn the same and not all methods of delivery will be effective. In order for my unit to be effective with my students it was very important to define the visual context of the unit. According to Ruth Colvin Clark and Chopeta Lyons the authors of Graphics for Learning it is very important to assess the learning environment before getting started. Clark and Lyons (2004), go on to explain that, “ . . . understanding the questions to ask at the beginning can help you develop graphics that will work in the learning environment,” (Clark & Lyons, 2004, p. 331). To start defining the visual context of my unit I started by analyzing the profile of the learners. The students that will be completing this unit of instruction are English male and female students ranging from sixteen years old to twenty. This unit is designed for students who are getting ready to obtain their High School Diploma. The students I will be working with socio-economic backgrounds range from the working class through the upper middle class. Before designing the unit I had to determine if the students had any prior knowledge to the material being taught. Since this unit is designed as part of a cumulating activity for a Math Money Management class the students will be asked to explore how income and personal goals affect their financial planning and decisions. A very important thing to consider when looking at the learners profile is if there will be any accessibility issues. Since I will be implementing this lesson to a resource class where every student has an Individual Education Plan I have planned for more time to complete the unit. Another thing I have done to accommodate the disabilities of BUDGETING FOR THE FUTURE UNIT my students is to simplify the content to an extent. In a regular education setting you would want to require the students to complete more difficult calculations and tasks involved with creating a personal budget. After I evaluated the learners profile I turned my attention to the environment which the materials that will be used. My unit is designed to be taught in the classroom setting where each student has their own computer and visual access to a LCD screen and white board. I will be using a computer lab at my school that contains thirty computers set up on tables with two computers on each table. The computer lab also has an LCD projector and white board that will be used during instructional times. The room lighting will be dark so that the students have a better view of the LCD projection screen, since the largest group that I will be implementing this unit to is 10 students the farthest any student will be from the screen is twenty feet. When designing instructional media it is important you know how your media will be viewed and make sure that the media will be effective on each platform that will be used for viewing. In my classroom setting the students will view the images and material on a personal computer and an LCD projector. When projected on the LCD screen the farthest distance a student will be from the screen is 20 feet, the lighting will be dark assuring that there are no glares on the screen. Since I work at a brand new school the computer lab is only a couple years old and the computers have great displays and resolutions. Our computers have maximum and minimum display resolutions of 1024 x 768 and a 16 bit color card. Each computer in the lab is connected to broadband internet access and the speed of our network is very fast and will be more than sufficient for the implementation of this unit. The only boundary that I might face during the unit is the firewall at school is very strong. Access, too many website are blocked but the students will have access to all recommended sites to use for completion of the unit. BUDGETING FOR THE FUTURE UNIT Lastly and most importantly I had to determine if there were any obstacles that I would face related to the file formats that I will be using for my designs. All of my designs were designed using Adobe Fireworks. According to Clark and Lyons (2004), “vector graphics – such as corporate logos to be used in different sizes – are scalable; they can be stretched without losing detail. Raster graphics – such as photos or software screen captures – also can be scaled, but will lose detail and may get distorted,” (Clark & Lyons, 2004, p. 343). Adobe Fireworks allowed me to import all different types of files and images and work with them as a .png file and then export them to either .jpeg or .gif whichever was more appropriate. By doing this I hope to eliminate any file format problems that might arise during implementation of the unit. I have also created a couple of PowerPoint slide shows to use during my lesson and the graphic file formats I used for the slide show are .jpg since these type of files are best. Now that I have discussed the visual context of my lesson I will now describe how I visualized each individual graphic in my lesson. The first graphic I created for my unit of instruction was an Advance Organizer. The purpose of this design was to provide my students with a graphic that grabs the attention of the students and provides them with all the topics that their budget will include. It should also activate prior knowledge of content they have already mastered. I used a picture of a globe in a set of hands as the background of the image. I really thought this picture related to the assignment in the since that their future is in their hands. I originally had all of the topics in a vertical line flowing down the page. After receiving feedback on the image I decided to turn each topic of the unit into a small “globe” and I placed them inside the hands around the globe (see graphic). Another change I made to this image was to change the color of the text, originally the text was white and did not stand out very well. I changed all the text to a darker and more BUDGETING FOR THE FUTURE UNIT defiant color to draw attention to each visual. In my unit I will use this graphic when I introduce the unit. The second visual I created for my unit of instruction was my Attention Visual. Clark and Lyons state that when, “ . . . directed to focus on something, most people can ignore distractions and attend . . . the use of signals and cues is most relevant to use of graphics to direct attention,” (71). I knew that it was important to draw attention to my design Clark and Lyons suggest several guidelines to direct attention through graphics. Through feedback from my peers and instructor I followed Guideline 1 and changed the title to a bold red to match the stroke around each graphic in the net income equation. By doing this I grabbed the viewer’s attention with the title and straight to the equation for net income. Another guideline I followed from Clark and Lyons was guideline 4; I made sure that I placed my text close to my visuals so that each visual was clearly defined. This graphic is used in Lesson 1: Occupation and Net Income of my unit. The visual was created to help scaffold the student’s memory about net income and also review it so they can determine their net income for their budget. The next graphic I created for my unit of instruction was my Memory Load and Far Transfer image. This image will be used in Lesson 2: Housing in my unit, the idea of the image is to provide the students the steps to purchasing a house. Clark and Lyons state that, “[m]ental load, which is the amount of work required of working memory, can be reduced by replacing text with visuals,” (105). For this design I originally tried to follow the guidelines by completely replacing all text with graphics. While the goal was to reduce cognitive load my first draft came out a little confusing. It was suggested that I add a small amount of each text to help define each step to purchasing a house. I decided to use a roll over technique to add meaning to BUDGETING FOR THE FUTURE UNIT each step in the design. Another guideline I followed was that I used plan graphics throughout the entire design that were very low in complexity. For the Mental Models and Near Transfer design I created a pie graph. This pie graph gives the students a visual to use throughout the entire unit to make sure they are using the correct percentages in each area of their budget. According table 7.1 in Clark and Lyons pie charts are best to show relational graphics that visualize quantitative relationships. Dr. Beck suggested that I reduce the brightness of the pizza in my original design because it was taking away from the percentages and importance of the relationships being shown. I decided to adjust the color contrast and blur of the pizza and was very pleased with the end result. By doing this I was able to use the principle color and line in my design to show the importance of each slice. When designing my unit I decided to use my Motivation design in conjuncture with Lesson 3: Transportation. Clark and Lyons explain that, “[m]otivation is what prompts a learner to initiate an instructional goal and invest the effort required to complete it,” (174). High school students are extremely interested in vehicles and different types of cars. Many times in resource classes the students are not really motivated to complete the work or task required of them. I plan to display this image on the LCD screen when my students enter the room, I hope to create emotional interest by arousing the curiosity of the students when they see all different types of vehicles. I also used color and line by creating bright yellow lines between the vehicles to look like a road. The only change I made in my design was to center the “o” in the word “you” in the middle of my design. Through feedback it was suggested that I change the color of the stroke around the word “you” to orange but after experimenting with this I didn’t think that orange grabbed the attention of the viewer as well as red. BUDGETING FOR THE FUTURE UNIT For my Learner Differences design the learner type my design focuses on is the learner with low prior knowledge. In Graphics for Learning Clark and Lyons explain that, “. . . adding relevant visuals to text was most helpful for learners with no prior knowledge,” (195). I choose this design because for Lesson 5: Miscellaneous Cost the students are going to have to make several different calculations and one of them is food cost. My students have no prior knowledge of how much of their monthly salary they will spend on food cost. This is why I choose to use graphic symbols and text in my design. I will use this design in the middle of my lesson to teach the students the formula for finding the miscellaneous cost. The pictures of the restaurant and grocery store will help trigger their memory that they need to figure how much money they will budget each month for eating out and groceries. When I originally designed this image I had the equation going vertical and it didn’t completely fit on the page. Upon reviewing and experimenting with feedback I decided to turn the equation horizontally and was very satisfied with the end result. When deciding on what procedure I should use for my Procedures design I found it very important to teach the students how to access and download their calculations spreadsheet that they will be using in every lesson of my unit while completing their final budget project. Clark and Lyons have several guidelines for designing procedures and explain that, “ . . . a transformational visual that incorporates representational visuals of the actual equipment or computer interface should serve as the main graphic element of any demonstration or performance guide,” (229). While I thought I had a good design originally, it turned out there was way too much going on. The text and steps were very distracting and unclear. I decided to change the size of my design allowing it to be wider; I also used a rollover technique on each screen shot that gives written directions on what to do in the process. By using the rollover BUDGETING FOR THE FUTURE UNIT technique I was also able to hide the text which allowed for each screen shot to be bigger. Another suggestion I decided to implement in the final product of this design was to put step numbers next to each step to help the flow from step to step. When designing an image for Lesson 4 on Investments I decided to design a Concept image. This was a perfect image to create because it allowed me to create an image for calculating simple interest, which the students will have to do in Lesson 4. Clark and Lyons suggest, “to help learners build an effective concept mental model, create practice exercises,” (251). To help the students remember and study the formula for simple interest I used a rollover technique that defines what each letter of the formula means. I also provided practice problems and when you rollover the problems it shows you how to work out the problem and the correct answer. Dr. Beck suggested that I great a graphic to represent the formula and I went back and forth on the idea. I decided not to do this since the students were taught this formula before I didn’t want to confuse them. When deciding what lesson to use for my Facts design I decided to use my lesson on housing. The students are required to use a home loan calculator to figure out their mortgage payment. I provide the students with a link to the home loan calculator and I thought it was very important for the students to know what they were inputting in the calculator so that they came out with the right payment. Clark and Lyons (2004), explain that it is good to use representational visuals to illustrate concrete facts. I took a screen shot of the home loan calculator and use arrows and text with a rollover technique to define what each term meant. In my original design my text was white with a red stroke and the blue background made it very hard to see. One of my peers suggested that I change the text to a bright red with a thin black BUDGETING FOR THE FUTURE UNIT stroke. Another change I made was I changed the justification of the text to align on the far left and this looked a lot better. When creating a Process design for my unit I decided to create a process which reviews how to create a PowerPoint slide. In 2004 Clark and Lyons state that, “ . . . processes such as how a computer program works are more abstract. These processes will benefit from explanatory visuals such as interpretive analogies and models,” (289). To illustrate the process of creating a PowerPoint I decided to take a screen shot of a blank slide. I used text and arrows with line and color to explain what should be input in each area of the slide. I also used a rollover technique to show what a completed slide would look like. It was suggested that I use audio to help narrate the slide. While this is a good idea I decided against this because I want to use the LCD screen to show the students while talking them through each step of the process. I will use this image with a small group of students at any point during the unit to review how to create a PowerPoint slide. Since I teach resource students and their working memory is very short I thought this was a good design to create for my unit. When evaluating all of my designs and looking back on them my Principles design was my favorite I created. I’m going to use this visual as I wrap up the entire unit and to provide them with tips for budgeting for the future. I found a really good video on YouTube that gave tips for budgeting. I incorporated this video as well as a video questionnaire for the students to fill out while watching the video with my Principles design. The video and questionnaire help maximize what I want the students to get out of the design and the five tips for budgeting listed on the fingers. I decided to take the advice from some of my classmates and change the color of the text on the fingers as well as to add red stroke around the video and worksheet hyperlinks. BUDGETING FOR THE FUTURE UNIT Throughout the design of this unit of instruction I have met the following Association for Educational Communications and Technology Standards. Standard 1, I have designed many graphics that apply principles of instructional systems design, message design, and instructional strategies. I also performed standard 2 throughout this semester, by demonstrating the knowledge and skills to develop an instructional unit using technology. I utilized the principles taught by Dr. Beck throughout the semester to visualize and develop my designs and unit of instruction. It is Boise State’s goal to develop educator’s that prepare learners to be citizens and prepare them for the real world. Through my unit Budgeting for the Future I will be preparing my students to understand the importance of making sound financial decisions upon graduating from high school. Professional Biography In 2007 I graduated from Auburn University with a B.S. in Rehabilitation and Special Education. I took my first teaching job in August 2007 at Woodland High School a brand new school in Stockbridge, GA. I have been at Woodland for the last three years teaching special education and math. In addition to teaching I coach varsity football and golf. I am currently pursuing my master’s degree in Educational Technology from Boise State University. BUDGETING FOR THE FUTURE UNIT Works Cited Clark, R. C., & Lyons, C. (2004). Graphics for Learning . San Francisco: Pfeiffer.

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