Krisann Johnson 1

Technology-Enhanced Unit: Toolkit and Unit Design

Morrison, Ross, Kemp Model
Part I: Identification of Learning Problem
General Audience
The main audience involves students ranging in ages 14 to 17. The audience of students is in the
content course of 8th Grade Introduction to Family and Consumer Science at H.E. McCracken
Middle School in Bluffton, South Carolina. There are approximately 20 students in this course.
All students enrolled in the course will be trained through the content.
Instructional Goals:

By using the content information, students will explain the role, rights, and
responsibilities of consumers.

Using the consumer information criteria, students will evaluate sources of consumer
information.

By using the content information, students will outline the process of making a consumer
compliant.

By using the content and internet resources, students will describe common types of
consumer fraud.
Part II: Learner Analysis

Introduction
The learners in this 8th grade Family and Consumer Science class at H.E. McCracken Middle
school in Bluffton, South Carolina are made up of a diverse group of students. The ages for this
group of students are 13- 15. The total number of students is 20, 6 boys and 14 girls. This class
consists of the following: 32% Caucasian, 39% Hispanic, and 29% African American. 51% of
the students are considered to be economically disadvantaged. Only 17% of the students have
IEP (Individual Education Plan) or are ESOL (English for Speakers of Other Languages)
students. This information about the students came from several different resources. The
Beaufort County District adopted Powerschool to equip teachers with knowledge of the students,
such as gender, age and race. Teachers are given documents containing IEP and ESOL plans
from the special needs and ESOL teachers.
Entry Characteristics:
Technology prerequisite skill & knowledge:

Be able to access the internet

Be able to open links

Krisann Johnson 2
Technology-Enhanced Unit: Toolkit and Unit Design
Morrison, Ross, Kemp Model
Content-knowledge prerequisite skill & knowledge:

Be able to identify buyers skills.

Be able to identify financial resources.

Prior Experience:
The percentages of the student that have completed or are currently taking the course or
technology courses are 100%. There, they have gain skills to navigate through computer
databases and create internet-based activities.
Common errors made by beginner learners:

Confusing non-accredited information obtained from the internet as factual

Not using the internet resources correctly

Incomplete writing and incorrect grammar usage

Potential Misconceptions:

Consumers have no power.

Identity theft is completed by chance.

One has to have intermediate skills in technology to maintain a web page.

Using technology in the classroom is only for the technology base courses.

Attitudes Towards Content

The students of the Family and Consumer Science class accept that knowing consumers rights
and responsibilities are important. From a pre-assessment analysis, all 20 students claimed that
they are unsure as to what the consumer rights and responsibilities are. The students were asked
to rate themselves 1-5 on their prior-knowledge of the content (1 meaning they do not know
much and 5 they are experts on the content information). Out of these students, 80% rated
themselves level 1, 20% level 2, 0% level 3, 0% level 4 and 0% level 5. The students were asked
to create a goal they would like to achieve during this unit. Many of the students goals consist of
creating a better understanding of consumer rights and responsibilities. These results were
gathered through the use of a survey created on Google Docs.
Educational Ability Levels

Krisann Johnson 3
Technology-Enhanced Unit: Toolkit and Unit Design
Morrison, Ross, Kemp Model
The students 2015 ACT Inspire Scores (South Carolina state exam) was obtained through the
district database Enrich. For the writing section the students scores were: 15% Not Met,
65% Met, and 20% Exemplary. For the English Language Arts section, the students scores
were: 20% Not Met, 70% Met, and 10% Exemplary.
General Learning Preferences
The learners have demonstrated and express their preference for kinesthetic (hands-on) activities.
Through a learning style inventory created by J.A. Beatrice, the students styles are as followed:
16% auditory learners, 60% kinesthetic learners, and 24% visual learners. This information was
gathered from surveys and interviews.
Group Characteristics
The H.E. McCracken Middle School is in Beaufort County and is a part of the Bluffton and
Okatie community where the median income is below or at the poverty level. Of the class, these
are the percentages of students that receive free, reduce or full pay lunch: 45% free lunch, 7%
reduce lunch, 48% pay full lunch price. The learners in this 8th grade class are between ages of
13-15. All of the students are dressed in appropriate school uniform (green, white, gray and black
shirts with khaki or black pants). There are 10% of the students who do not come to class
prepared with necessary supplies. The students are assigned seats. The learners work well with
individual or group assignments. This information was gathered from Powerschool, observations
and surveys from the teacher.
Part III: Task Analysis
Task Analysis
I conducted a procedural analysis to confirm I captured as much significant information as
possible. I use procedural analysis because it better fit my task analysis. While completing the
procedural analysis, I identified the steps required to complete the consumer unit. When
beginning the process, I analyzed previous taught lessons from the unit.

Krisann Johnson 4
Technology-Enhanced Unit: Toolkit and Unit Design
Morrison, Ross, Kemp Model
Task Analysis Outline: Consumer Unit

Lesson 1

Lesson 2

Lesson 3

As a warm-up, students will answer the following question, Why do

some people always seem to get better deals than others when
shopping? Explain. Assignment will be completed through a
discussion on Todays Meet.
Through a Padlet wall and Google Slide presentation, students will
take notes and discuss the role of a consumer.
Through a worksheet, students will create examples of consumer
responsibilities.
As a closure, students will generalize the role of a consumer.
Assignment will be completed through a discussion on Todays Meet.
As a warm-up, students will answer the following question, How can
a consumer make a compliant about a product? Explain. Assignment
will be completed through a discussion on Todays Meet.
During a Padlet wall and Google Slide presentation, students will write
examples and take notes on resolving consumer problems. They will
also examine consumer resources.
Through a Socrative quiz, students will identify how to be courtesy to a
store worker after they bought a defective product.
Through Youtube, students will view a video concerning the consumer
resource Good House Keeping. They will answer questions through
a worksheet and discuss their views to the class.
By using Google Documents, students will write proper consumer
complaints letters.
As a closure, students will answer the following question, How can
you make a firm by respectful complaint about a product? Explain
Assignment will be completed through a discussion on Todays Meet.
As a warm-up, students will answer the following question, It takes a
lifetime to build a good reputation, but only a matter of seconds to tear
it down. What do you think this statement means? Students will post
their answers to a Google Form.
Students will complete an Edmodo quiz concerning the previously
taught materials concerning budget and consumers.
Through a Padlet wall and Google Slide presentation, students will be
presented and encouraged to participate in discussion concerning
identity theft. They will write and discuss examples of identity theft.
In a group activity, students will play the ID Theft Face-Off game on
the Smart Board answering true/false questions about identity theft.
https://www.consumer.ftc.gov/media/game-0005-id-theft-faceoff
Through https://nces.ed.gov/nceskids/createagraph/ Create-A-Graph
database, students will graph the victims of identity theft.
As a closure, students will answer the following question, What are
ways you will protect your identity? Explain. Students will post their
answers to a Google Form.

Krisann Johnson 5
Technology-Enhanced Unit: Toolkit and Unit Design
Morrison, Ross, Kemp Model

Lesson 4

Lesson 5

As a warm-up, students will answer the following question, If

something sounds too good to be true, it probably is. How can this
statement relate to fraud? Students will post their answers to a Google
Form.
Through a Padlet Wall and Google Slide presentation, students will be
presented and encouraged to participate in discussion concerning fraud.
They wrote and discussed examples of fraud.
Through Youtube, students will be presented a video concerning
scamming.
Students will research a consumer or consumer issue article on the
Federal Trade Commission website. Through a Google Document,
students will complete an article review in an essay format.
As a closure, students will answer the following question, How can
you become a responsible consumer? Students will post their answers
to a Google Form.
As a warm-up, students will answer the following question, What are
the different types of financial schemes, frauds and scams? Write
examples. Students will post their answers to a Padlet wall.
Through a handout located on Edmodo, Students will review the
different types of frauds and scams.
In groups of 2, students will choose one fraud or scam to research and
create an Emaze presentation.
Project Directions:
Students will find and research a current financial scheme, fraud or
scam, then create a project outlining how the scheme, fraud or scam
works. Actual news stories or examples of the fraud and tips to avoid
this type of scam should be included. Students may also include
interviews with local victims of the scam or law enforcement personnel
if available.
As a closure, students will be asked to generalize a fraud or scam that
seems interesting. They will also evaluate their knowledge gained
during the Consumer unit through an exit slip on Socrative.

Subject Matter Expert (SME)

I, Krisann Johnson, will act as the Subject Matter Expert for this instructional plan. My formal
education consists of an Associates degree in General Studies from South Georgia College and a
Bachelors degree from Georgia Southern University with a major in Family and Consumer
Science Education and minor in Child and Family Development. I am currently pursuing a
Masters degree in Instructional Technology from Georgia Southern University. Also, the SME
for the program instructional design will be evaluated by the Media Specialist in my school
district. She has a degree in Media Special and works in school libraries in the Beaufort County
School district.
My qualification to serve as the Subject Matter Expert is position as a Family and Consumer
Science educator at H.E. McCracken Middle School, Bluffton, South Carolina. As a teacher, I am

Krisann Johnson 6
Technology-Enhanced Unit: Toolkit and Unit Design
Morrison, Ross, Kemp Model
responsible for educating my students on consumer roles and responsibilities. Teaching students
how to gather and keep food recipes is fundamental to family life, and a requirement of state
standards.
Part IV: Instructional Objectives
Terminal Objective 1: By using the content information, students will explain the role, rights,
and responsibilities of consumers.
Enabling Objectives:
1A. To identify the roles of a consumer.
1B. To identify the rights of a consumer.
1C. To identify the responsibilities of a consumer.
Terminal Objective 2: Using the consumer information criteria, students will evaluate sources
of consumer information.
Enabling Objectives:
2A. To identify the sources of consumer information.
2B. To evaluation sources of consumer information.
2C. To classified the sources of consumer information.
Terminal Objective 3: By using the content information, students will outline the process of
making a consumer compliant.
Enabling Objectives:
3A. To research the components of a consumer compliant letter.
3B. To develop a consumer complaint letter.
3C. To organize a consumer complaint letter.
Terminal Objective 4: By using the content and internet resources, students will describe
common types of consumer fraud.
Enabling Objectives:
4A. To identify prevention methods of fraud.
4B. To identify identity theft.

Krisann Johnson 7
Technology-Enhanced Unit: Toolkit and Unit Design
Morrison, Ross, Kemp Model
4C. To develop a presentation of a common type of consumer fraud.
Classification of Instructional Objectives:
Performance
Content
Fact
Concept
Principles
Procedure
Interpersonal
Attitude

Recall
1, 4A, 4B
4
2B, 2C, 3B

Application
1A, 1B, 1C, 2A,
3A, 4C
2, 3, 3C

Relationship between Instructional Objectives and Standards:

Major Unit Objective
By using the content information, students will
explain the role, rights, and responsibilities of
consumers.

Alignment with Standard(s)

SC Standard: C1. Evaluate resources available to
consumer.
FACS National Standard: 2.6 Demonstrate the
management of financial resources to meet the goals
of individuals and families across the life span.

Using the consumer information criteria, students SC Standard: C1. Evaluate resources available to
will evaluate sources of consumer information. consumer.
FACS National Standard: 2.6 Demonstrate the
management of financial resources to meet the goals
of individuals and families across the life span.
By using the content information, students will
outline the process of making a consumer
compliant.

SC Standard: C1. Evaluate resources available to

consumer.

FACS National Standard: 2.6 Demonstrate the

management of financial resources to meet the goals
of individuals and families across the life span.
By using the content and internet resources,
SC Standard: C1. Evaluate resources available to
students will describe common types of consumer consumer.
fraud.
FACS National Standard: 2.6 Demonstrate the
management of financial resources to meet the goals
of individuals and families across the life span.

Krisann Johnson 8
Technology-Enhanced Unit: Toolkit and Unit Design
Morrison, Ross, Kemp Model
Part V
Instructional
Strategies
Lesson 1:
Through discussion
and presentation,
students will take
notes and discuss the
role of a consumer.
Students will create
examples of
consumer
responsibilities.
Discussion will be
conducted through
Todays Meet.
Presentations will be
displayed through
Padlet and Google
Presentation.

Goals

Objectives

UDL

Assessments

Identify the
roles, rights and
responsibility of
a consumer.

Objective 1: By using the

content information,
students will explain the
role, rights, and
responsibilities of
consumers.
1A. To identify the roles of
a consumer.
1B. To identify the rights of
a consumer.
1C. To identify the
responsibilities of a
consumer.

Learners are given a choice

to respond to discussion
board which optimizes
individual responses and
autonomy (students will
choose write about
thoughts and purpose of a
consumer).

Formative Assessment: Through a

worksheet, students will create
examples of consumer responsibilities.
This assessment will be graded through
a checklist.

Objective 2: Using the

consumer information
criteria, students will
evaluate sources of
consumer information.
Objective 3: By using the
content information,
students will outline the
process of making a
consumer compliant.
2A. To identify the sources
of consumer information.
2B. To evaluation sources
of consumer information.
2C. To classify the sources
of consumer information.
3A. To research the
components of a consumer
compliant letter.
3B. To develop a consumer
complaint letter.
3C. To organize a
consumer complaint letter.
Objective 4: By using the
content and internet
resources, students will
describe common types of
consumer fraud.
4A. To identify prevention
methods of fraud.
4B. To identify identity
theft.

Learners are given a choice

to respond which optimizes
individual choice and
autonomy (students will
evaluate consumer
information based upon
gained knowledge).

Lesson 2:
Students will write
examples and take
notes on resolving
consumer problems.
They will also
examine consumer
resources.
Presentations will be
displayed through
Padlet and Google
Presentation.
Discussion will be
conducted through
Todays Meet and
Socrative.

Determine the
appropriate
sources of
consumer
information.

Lesson 3:
Students will be
presented and
encouraged to
participate in
discussion
concerning identity
theft. They will write
and discuss
examples of identity
theft. Presentations
will be displayed
through Youtube,
Padlet and Google
Presentation. Warm-

Identify signs of
identity theft.

Identify the
components of a
consumer
complaint letter.

Learners are given the

opportunity to work at own
pace by using technology
(students will read, listen,
and view the instructions).

Formative Assessment:
By using Google Documents, students
will write proper consumer complaints
letters. This assessment will be graded
through a rubric.

Learners are given the

opportunity to work at own
pace by using technology
(students will read, listen,
and view the instructions).

Learners are given a choice

to respond which optimizes
individual choice and
autonomy.
Learners are given the
opportunity to work at own
pace by using technology
(students will read, listen,
and view the instructions).

Formative Assessment: Students will

complete an Edmodo quiz concerning
the previously taught materials
concerning budget and consumers.
Through
https://nces.ed.gov/nceskids/createagra
ph/ Create-A-Graph database,
students will graph the victims of
identity theft. These assignments will
be graded for accuracy.

Krisann Johnson 9
Technology-Enhanced Unit: Toolkit and Unit Design
Morrison, Ross, Kemp Model
up will be conducted
through Google
Form.
Lesson 4:
Students will be
presented and
encouraged to
participate in
discussion
concerning fraud.
They wrote and
discussed examples
of fraud.
Presentations will be
displayed through
Youtube, Padlet and
Google Presentation.
Warm-up will be
conducted through
Google Form.
Lesson 5:
In groups of 2,
students will choose
one fraud or scam to
research and create
an Emaze
presentation. Warmup will be conducted
through Padlet.

Research
preventative
methods of
fraud.

Objective 4: By using the

content and internet
resources, students will
describe common types of
consumer fraud.
4A. To identify prevention
methods of fraud.

Learners are given a choice

to respond which optimizes
individual choice and
autonomy.
Learners are given the
opportunity to work at own
pace by using technology
(students will read, listen,
and view the instructions).

Formative Assessment: Students will

research a consumer or consumer issue
article on the Federal Trade
Commission website. Through a
Google Document, students will
complete an article review in an essay
format. This assessment will be graded
through a rubric.

Create a
presentation of a
common type of
consumer fraud.

Objective 4: By using the

content and internet
resources, students will
describe common types of
consumer fraud.
4C. To develop a
presentation of a common
type of consumer fraud.

Learners are given a choice

to respond which optimizes
individual choice and
autonomy.

Formative Assessment: Students will

find and research a current financial
scheme, fraud or scam, then create a
project outlining how the scheme,
fraud or scam works. Actual news
stories or examples of the fraud and
tips to avoid this type of scam should
be included. Students may also include
interviews with local victims of the
scam or law enforcement personnel if
available. This assessment will be
graded through a rubric.

Learners are given the

opportunity to work at own
pace by using technology
(students will read, listen,
and view the instructions).

The assessments that I have created are performance based assessments. Students will be able to
generate ideas and display desirable thoughts. They will view and read the instructions and be
able to perform it to the task. At the end of the unit, students should be able to demonstrate what
they have learned.
Lesson 1: Roles, Rights and Responsibility of a Consumer
Objective 1: By using the content information, students will explain the role, rights, and
responsibilities of consumers.
1A. To identify the roles of a consumer.
1B. To identify the rights of a consumer.
1C. To identify the responsibilities of a consumer.
Assessment: Through a worksheet, students will create examples of consumer responsibilities.
This assessment will be graded through a checklist.

Krisann Johnson 10
Technology-Enhanced Unit: Toolkit and Unit Design
Morrison, Ross, Kemp Model
UDL Principles: The checklist will provide differentiation in multiple means of expressions by
optimizing individual choice and autonomy. Multiple means of representations of instructions
will be given to learners in need. Learners may review and revisit any of these instructions at any
time. Participants will be able to take ownership in their assignment by given the opportunity to
work at own pace.
Lesson 2: Sources of Consumer Information and Making a Consumer Compliant
Objective 2: Using the consumer information criteria, students will evaluate sources of
consumer information.
Objective 3: By using the content information, students will outline the process of making a
consumer compliant.
2A. To identify the sources of consumer information.
2B. To evaluation sources of consumer information.
2C. To classify the sources of consumer information.
3A. To research the components of a consumer compliant letter.
3B. To develop a consumer complaint letter.
3C. To organize a consumer complaint letter.
Assessment: Students will summarize the sources of consumer information. By using Google
Documents, students will write proper consumer complaints letters. This assessment will be
graded through a rubric.
UDL Principles: The rubric will provide differentiation in multiple means of expressions by
optimizing individual choice and autonomy. Participants will be able to display desirable
information and use creativity. Multiple means of representations of instructions will be given to
learners in need. Learners may review and revisit any of these instructions at any time.
Participants will be able to take ownership in their assignment by given the opportunity to work
at own pace.
Lesson 3: Identity Theft
Objective 4: By using the content and internet resources, students will describe common types
of consumer fraud.
4A. To identify prevention methods of fraud.
4B. To identify identity theft.

Krisann Johnson 11
Technology-Enhanced Unit: Toolkit and Unit Design
Morrison, Ross, Kemp Model
Assessment: Students will complete an Edmodo quiz concerning the previously taught materials
concerning budget and consumers. Through https://nces.ed.gov/nceskids/createagraph/ CreateA-Graph database, students will graph the victims of identity theft. These assignments will be
graded for accuracy.
UDL Principles: The checklist will provide differentiation in multiple means of expressions by
optimizing individual choice and autonomy. Multiple means of representations of instructions
will be given to learners in need. Learners may review and revisit any of these instructions at any
time. Participants will be able to take ownership in their assignment by given the opportunity to
work at own pace.
Lesson 4: Consumer Article
Objective 4: By using the content and internet resources, students will describe common types
of consumer fraud.
4A. To identify prevention methods of fraud.
Assessment: Students will research a consumer or consumer issue article on the Federal Trade
Commission website. Through a Google Document, students will complete an article review in
an essay format. This assessment will be graded through a rubric.
UDL Principles: The rubric will provide differentiation in multiple means of expressions by
optimizing individual choice and autonomy. Multiple means of representations of instructions
will be given to learners in need. Learners may review and revisit any of these instructions at any
time. Participants will be able to take ownership in their assignment by given the opportunity to
work at own pace.
Lesson 5: Fraud Presentation
Objective 4: By using the content and internet resources, students will describe common types
of consumer fraud.
4C. To develop a presentation of a common type of consumer fraud.
Assessment: Students will find and research a current financial scheme, fraud or scam, then
create a project outlining how the scheme, fraud or scam works. Actual news stories or examples
of the fraud and tips to avoid this type of scam should be included. Students may also include
interviews with local victims of the scam or law enforcement personnel if available. This
assessment will be graded through a rubric.
UDL Principles: The rubric will provide differentiation in multiple means of expressions by
optimizing individual choice and autonomy. Multiple means of representations of instructions
will be given to learners in need. Learners may review and revisit any of these instructions at any

Krisann Johnson 12
Technology-Enhanced Unit: Toolkit and Unit Design
Morrison, Ross, Kemp Model
time. Participants will be able to take ownership in their assignment by given the opportunity to
work at own pace.
Assessment Examples
Lesson 1 Assessment:
Directions: Write an example of behaviors that reflect each of the consumer responsibilities.
(One for each responsibility in the text)

Consumer Responsibility:

Example:

Lesson 1: Checklist
Number of
Consumer
Responsibilities
Categories

Number of
Examples

Displayed 7
Consumer
Responsibilities

Displayed 5-6
Consumer
Responsibilities

Displayed 3-4
Consumer
Responsibilities

Displayed 0-2
Consumer
Responsibilities

Displayed and label

the required 6
examples
accurately.
Displayed 7
Examples

There were 1-2

errors in the
examples.

There were 3-4

errors in the
examples.

There were over 5

errors in the
examples.

Displayed 5-6
Examples

Displayed 3-4
Examples

Displayed 0-2
Examples

Lesson 2 Assessment:
Directions: Summarize the sources of consumer information. List from 1-8 (1 being most
reliable) the reliability of the consumer source.

Krisann Johnson 13
Technology-Enhanced Unit: Toolkit and Unit Design
Morrison, Ross, Kemp Model
Government
Agencies
Consumer
Organizations
Media Sources
Advertising
Packaging
Salespeople
Research Studies
Other Consumers
Directions: You bought two shirts online. One arrived as ordered, but the other came in the
wrong size. Write a letter explaining the mistake and ask for it to be corrected. (3 paragraphs
minimum)
Lesson 2: Rubric
CATEGORY
Neatness

Requirements

4
The final draft of the
letter is readable,
attractive, neat and
clean. It is free of
erasures and crossedout words. It looks
like the author took
great pride in it.
All of the written
requirements were
met.

3
The final draft of the
letter is readable, neat
and attractive. It may
have one or two
erasures, but not
distracting. It looks
like the author took
some pride in it.
Almost all (90%) the
written requirements
were met.

2
The final draft of the
letter is readable and
some of the pages are
attractive. It looks
like parts of it might
have been done in a
hurry.

1
The final draft is not
neat or attractive. It
looks like the student
just wanted to get it
done and didnt care
what it looked like.

Most (80%) of the

written requirements
were met, but several
were not.

Many of the
requirements were not
met.

Lesson 3 Assessment:
Directions: Graph the following statistics. Use https://nces.ed.gov/nceskids/createagraph/ to
complete this assignment.
The Federal Trade Commission received about 94,100 complaints of identity theft in a recent
year. However, the way the theft was committed was known in only a portion of those cases.
Here are the following stats:
Lost or stolen wallet or purse: 6,615
Mail theft or fraudulent address change: 2,577

Krisann Johnson 14
Technology-Enhanced Unit: Toolkit and Unit Design
Morrison, Ross, Kemp Model
Relationship with the victim: 10,101
Obtaining financial or other records: 1,322

Edmodo Consumer Quiz:

Question Prompt: 1
Total Points: 1
Points per answer: 1

_______ Right to seek legal remedy when laws are violated.

Question Prompt: 2
Total Points: 1

Which of the following factors influence consumer choice?

advertising, technology, and economic growth
demand, wants, and choices
Own needs, wants (interest), and values.
power, demand, and price

Question Prompt: 3
Total Points: 1

Which of the following is NOT a consumer right?

right to be informed
right to choose
right to reasonable prices
right to service

Question Prompt: 4
Total Points: 1

Which of the following sources of consumer information is probably the most reliable?
government agencies

Krisann Johnson 15
Technology-Enhanced Unit: Toolkit and Unit Design
Morrison, Ross, Kemp Model
Internet Web sites
private corporations
sales people

Question Prompt: 5
Total Points: 1

Many stores have customer service departments to handle customer complaints.

True
False

Question Prompt: 6
Total Points: 1

Money management enables you to all except:

live within your means
prepare for financial emergencies
meet goals to purchase special items
gain and maintain a sense of financial dependence
All are correct

Question Prompt: 7
Total Points: 1
Points per answer: 1

_________ is someone who buys and uses products and services.

Question Prompt: 8
Total Points: 1

When people feel good about the market, that are more likely not to spend money.
True
False

Question Prompt: 9
Total Points: 1

Krisann Johnson 16
Technology-Enhanced Unit: Toolkit and Unit Design
Morrison, Ross, Kemp Model
Which of the following is NOT a strategy for evaluating consumer information:
Look for opinions, they are always right.
Consider the source of the information.
Look for signs of bias.
When in doubt, check it out.

Question Prompt: 10
Total Points: 1

When you make a compliant, you must determine if the product needs ___________.
Re-gifted, Register, or Replaced
Replace, Refund, or Repair
Changed, Put-in Trash or Leave in Closet
None of these answers are correct

Lesson 4 Assessment:
You will research an article from the Federal Trade Commission website. You will choose one of
the topics and create a summary of it. This will be written in essay format.
http://www.consumer.ftc.gov/features/feature-0022-financial-educators
Lesson 4 Rubric:

4 Points

Main Idea

Supporting
Details

3 Points

2 Points

1 Point

The introduction
correctly identifies the
main idea in a clear and
accurate manner.

The introduction correctly

identifies most of main
idea in a complete
sentence.

The introduction identifies

an important idea but not
the main idea in a
complete sentence.

There is no
introduction.

Clearly states 3 important

details using own words
or statements.
(Supporting Paragraphs)

States at least 2 important

details with some
paraphrasing of
information. (Supporting
Paragraphs)

States at least 1 important

detail. Demonstrates little
if any paraphrasing.
(Supporting Paragraphs)

Includes unnecessary
details. Does not
demonstrate any
paraphrasing.
(Supporting
Paragraphs)

Krisann Johnson 17
Technology-Enhanced Unit: Toolkit and Unit Design
Morrison, Ross, Kemp Model
Conclusion

Mechanics and
Grammar

Writes a clear and

specific concluding
statement.

Writes an adequate
concluding statement.

Writes a weak concluding

statement.

Does not include a

concluding statement.

Contains few, if any

spelling or grammatical
errors.

Contains several errors in

punctuation, spelling or
grammar that do not
interfere with meaning.

Contains many errors in

punctuation, spelling
and/or grammar that
interferes with meaning.

Contains many errors

in punctuation, spelling
and/or grammar that
make the piece
illegible.

Lesson 5 Assessment:

Financial Schemes & Fraud Presentation

Project Directions: Students will find and research a current financial scheme, fraud or scams, then create a project
outlining how the scheme, fraud or scam works. Actual news stories or examples of the fraud and tips to avoid this
type of scam should be included.
Content Requirements:
1.
2.
3.

4.

5.
6.

Name of the fraud or scam

Dates that the fraud or scam occurred
Type of fraud or scam
Definition
Why is this definition applied to this fraud or scam?
Outline the works of the fraud or scam
How does it work?
(Detail the steps of it occurring)
How many victims?
How much money has been stolen?
Actual stories or examples of the fraud or scam
Tips to avoid this type of fraud or scam
5 Tips
5 Pictures

Lesson 5 Rubric:
CATEGORY

Krisann Johnson 18
Technology-Enhanced Unit: Toolkit and Unit Design
Morrison, Ross, Kemp Model
Content Accuracy

All content throughout

the presentation is
accurate. There are no
factual errors.

Most of the content is

accurate but there is
one piece of
information that might
be inaccurate.

The content is
generally accurate, but
one piece of
information is clearly
flawed or inaccurate.

Content is typically
confusing or contains
more than one factual
error.

Use of Graphics

All graphics are

attractive (size and
colors) and support the
theme/content of the
presentation.

A few graphics are not

attractive but all
support the
theme/content of the
presentation.

All graphics are

attractive but a few do
not seem to support the
theme/content of the
presentation.

Several graphics are

unattractive AND
detract from the
content of the
presentation.

Font formats have been Font formatting has

Font formatting makes
Text - Font Choice Font formats (e.g.,
color, bold, italic) have carefully planned to
been carefully planned it very difficult to read
& Formatting

Cooperation

been carefully planned enhance readability.

to enhance readability
and content.

to complement the
content. It may be a
little hard to read.

the material.

Group delegates tasks

and shares
responsibility
effectively all of the
time.

Group delegates tasks

and shares
responsibility
effectively some of the
time.

Group often is not

effective in delegating
tasks and/or sharing
responsibility.

Group delegates tasks

and shares
responsibility
effectively most of the
time.

Part VI
Instructional Sequence
Sequenc
e
1
2
3
4
5
6

Description

Introduction of a consumer and its rights, responsibilities and roles

Sources of consumer information and making a consumer compliant
Identity theft
Consumer article research and review
Creation of fraud presentation
Conclude with a presentation evaluation.

Objectiv
e
1
2&3
4
4
4

This sequence builds on a task expertise order. The participants will advance through the
instructions as the instructional designer plans in their building. This sequence allows
participants to have opportunities to examine the formations of recipes and define techniques for
cooking. The tasks will be complete in a procedural manner. Participants will have opportunities
for examining and evaluating their infographics through readings and discussions. Lastly,
learners will have the opportunity to self-generate activities. By completing the activities at own
pace, they will be able to advance when they have completed mastery.

Krisann Johnson 19
Technology-Enhanced Unit: Toolkit and Unit Design
Morrison, Ross, Kemp Model
Lesson 1: Roles, Rights and Responsibility of a Consumer
Objective 1: By using the content information, students will explain the role, rights, and
responsibilities of consumers.
1A. To identify the roles of a consumer.
1B. To identify the rights of a consumer.
1C. To identify the responsibilities of a consumer.
Assessment: Through a worksheet, students will create examples of consumer responsibilities.
This assessment will be graded through a checklist.
Initial Presentation: As a warm-up, students will answer the following question, Why do some
people always seem to get better deals than others when shopping? Explain. Assignment will be
completed through a discussion on Todays Meet.
UDL: Learners are given a choice to respond to discussion board which optimizes individual
responses and autonomy (Morrison, Ross, Kalman & Kemp, 2013).
Motivational Strategy: This activity would be complete through a discussion board.
Generative Strategy: Through a worksheet, students will create examples of consumer
responsibilities. As a closure, students will generalize the role of a consumer. Assignment will be
completed through a discussion on Todays Meet. They will receive feedback by comparing their
answers to other participants and expert responses.
Lesson 2: Sources of Consumer Information and Making a Consumer Compliant
Objective 2: Using the consumer information criteria, students will evaluate sources of
2A. To identify the sources of consumer information.
2B. To evaluation sources of consumer information.
2C. To classify the sources of consumer information.
Objective 3: By using the content information, students will outline the process of making a
consumer compliant.
3A. To research the components of a consumer compliant letter.
3B. To develop a consumer complaint letter.
3C. To organize a consumer complaint letter.

Krisann Johnson 20
Technology-Enhanced Unit: Toolkit and Unit Design
Morrison, Ross, Kemp Model
Assessment: Students will summarize the sources of consumer information. By using Google
Documents, students will write proper consumer complaints letters. This assessment will be
graded through a rubric.
Initial Presentation: As a warm-up, students will answer the following question, How can a consumer
make a compliant about a product? Explain. Assignment will be completed through a discussion on
Todays Meet.

UDL: Learners are given a choice to respond to discussion board which optimizes individual
responses and autonomy (Morrison, Ross, Kalman & Kemp, 2013).
Motivational Strategy: This activity would be complete through a discussion board.
Generative Strategy: Through a Socrative quiz, students will identify how to be courtesy to a
store worker after they bought a defective product. By using Google Documents, students will
write proper consumer complaints letters. As a closure, students will answer the following question,
How can you make a firm by respectful complaint about a product? Explain Assignment will be
completed through a discussion on Todays Meet. Learners will receive feedback by comparing their

answers to classmates and viewing the teachers comments.

Lesson 3: Identity Theft
Objective 4: By using the content and internet resources, students will describe common types
of consumer fraud.
4A. To identify prevention methods of fraud.
4B. To identify identity theft.
Assessment: Students will summarize the sources of consumer information. By using Google
Documents, students will write proper consumer complaints letters. This assessment will be
graded through a rubric.
Initial Presentation: As a warm-up, students will answer the following question, It takes a
lifetime to build a good reputation, but only a matter of seconds to tear it down. What do you
think this statement means? Students will post their answers to a Google Form.
UDL: Learners are given the opportunity to work at own pace and use technology tools by
choice (Kerr, 2011).
Generative Strategy: Students will complete an Edmodo quiz concerning the previously taught
materials concerning budget and consumers. In a group activity, students will play the ID Theft
Face-Off game on the Smart Board answering true/false questions about identity theft.
https://www.consumer.ftc.gov/media/game-0005-id-theft-faceoff . Through
https://nces.ed.gov/nceskids/createagraph/ Create-A-Graph database, students will graph the

Krisann Johnson 21
Technology-Enhanced Unit: Toolkit and Unit Design
Morrison, Ross, Kemp Model
victims of identity theft. As a closure, students will answer the following question, What are
ways you will protect your identity? Explain. Students will post their answers to a Google
Form. Learners will receive feedback by comparing their answers to classmates and viewing the
teachers comments.
Lesson 4: Consumer Article
Objective 4: By using the content and internet resources, students will describe common types
of consumer fraud.
4A. To identify prevention methods of fraud.
Assessment: Students will research a consumer or consumer issue article on the Federal Trade
Commission website. Through a Google Document, students will complete an article review in
an essay format. This assessment will be graded through a rubric.
Initial Strategy: As a warm-up, students will answer the following question, If something
sounds too good to be true, it probably is. How can this statement relate to fraud? Students will
post their answers to a Google Form.
UDL: Learners are given the opportunity to work at own pace and use technology tools by
choice (Fadde, 2007).
Generative Strategy: Students will research a consumer or consumer issue article on the Federal
Trade Commission website. Through a Google Document, students will complete an article
review in an essay format. As a closure, students will answer the following question, How can
you become a responsible consumer? Students will post their answers to a Google Form.
Learners will receive feedback by comparing their answers to classmates and viewing the
teachers comments.

Lesson 5: Fraud Presentation

Objective 4: By using the content and internet resources, students will describe common types
of consumer fraud.
4C. To develop a presentation of a common type of consumer fraud.
Assessment: Students will find and research a current financial scheme, fraud or scam, then
create a project outlining how the scheme, fraud or scam works. Actual news stories or examples
of the fraud and tips to avoid this type of scam should be included. Students may also include
interviews with local victims of the scam or law enforcement personnel if available. This
assessment will be graded through a rubric.

Krisann Johnson 22
Technology-Enhanced Unit: Toolkit and Unit Design
Morrison, Ross, Kemp Model
Initial Strategy: As a warm-up, students will answer the following question, What are the
different types of financial schemes, frauds and scams? Write examples. Students will post
their answers to a Padlet wall.
UDL: Learners are given the opportunity to work at own pace and use technology tools by
choice (Fadde, 2007).
Generative Strategy: In groups of 2, students will choose one fraud or scam to research and
create an Emaze presentation. As a closure, students will be asked to generalize a fraud or scam
that seems interesting. They will also evaluate their knowledge gained during the Consumer
Unit through an exit slip on Socrative. Learners will receive feedback by comparing their
answers to classmates and viewing the teachers comments.
Reference List
Fadde, P. (2007). Instructional design for advanced learners: training recognition skills to hasten
expertise. Association for Educational Communications and Technology, 359-376.
Kerr, S. (2011). Tips, tools, and techniques for teaching in the online high school classroom.
TechTrends, 55(1), 28-30.
Morrison, G., Ross, S., Kalman, H., & Kemp, J. (2013). Designing effective instruction. (7 ed.).
Hoboken, NJ: John Wiley & Sons Inc.
Part VII
The learners and subject matter expert will have a chance to assess the instructional designer and
design. The formative evaluation will be conducted and collected through an online course quiz.
Students complete the survey in a multiple choice and short answer format. The SME will
complete an online module answering interview questions. The SME will serve as the evaluator
on the content and format. The SME for this assignment will be a co-worker in the same school
district as me. She serves as a Media Specialist at H.E. McCracken Middle School. All
participants will examine each instruction and allow suggestions for improvement.
Learners Formative Evaluation
Date:
(Student) Course Title and Grade:
How long have you been in this school?
o 1 year or less

Krisann Johnson 23
Technology-Enhanced Unit: Toolkit and Unit Design
Morrison, Ross, Kemp Model
o 1-3 years
o 3-5 years
o 6-10 years
o 11 years or longer
Will the course help you keep a better organize recipe book?
o Significantly better
o Somewhat better
o About the same
o Worse
o Significantly worse
How did you find the assignment?
o Very interesting
o Somewhat interesting
o Fairly interesting
o Not very interesting
o Boring
Was the course easy to follow?
o Extremely easy
o Very easy
o Fairly easy
o Not too hard
o Very hard
What the course challenging?
o Extremely easy
o Very easy
o Fairly easy
o Not too hard
o Very hard
Did you always know what to do?
o Very clear
o Somewhat clear
o Fairly clear
o Not very clear
o Confusing
Would you recommend the course to someone else?
o Yes
o No
What would you change?

What did you like?

Krisann Johnson 24
Technology-Enhanced Unit: Toolkit and Unit Design
Morrison, Ross, Kemp Model

SME Formative Evaluation

Date:
What is your current job title?
1. After reviewing the course, do you think the learners are provided with all the
necessary content to complete the assignments successfully?
2. Is there any information not included that you feel is important to contain in the
course? If yes, please explain.
3. Do you think the content is appropriate for the target learners? If no, please explain.
4. Do you think the objectives are met by the content provided? If no, please explain.
5. Do you think the assessments are relevant to the content information? If no, please
explain.
6. Do you think the UDL principles were followed appropriately? If no, explain.
7. Is there anything that you think would make this module better? If yes, please
explain.

The review of the learners and SME is based upon performance and instructional design of the
objectives, content, and assignments throughout the lessons. Based on results from the survey,
comments and concerns were captured and noted on the master design instructions. As the
instructional designer, I will collect all these notes and form a personal evaluation to improve
future instructions. I will look at the data using qualitative analysis to see what the impressions
of the students and the SME have of the program. Reviewing the responses will allow me to
analyze strengths and weaknesses of instructions. Based on these findings, I would change and
strengthen the designated instructions. I will read and review the comments from the students
and SME considering any suggests that were made for future instructions.

Krisann Johnson 25
Technology-Enhanced Unit: Toolkit and Unit Design
Morrison, Ross, Kemp Model