Krisann Johnson

Technology-Enhanced Unit: Curated Toolkit and Unit Design Reflection.

Consumer Unit
The standard for the unit was based upon the South Carolina Introduction to Family
and Consumer Science Standard, C1. Evaluate financial resources available to
consumers. The Family and Consumer Science National Standard that this unit is
applied is, 2.6 demonstrate the management of financial resources to meet the
goals of individuals and families across the life span. The unit is related to the
standards because students are determining and explaining the roles,
responsibilities and resources available to consumers. The overall objective for this
unit is, By using the content information, students will evaluate consumer
resources.
The sequence of lessons within the unit is based upon building the students
knowledge of consumers. First, students build upon this knowledge by studying the
role of a consumer. As a warm-up, students answered the following question, Why
do some people always seem to get better deals than others when shopping?
Explain. Assignment was completed through a discussion on Todays Meet. Through
a worksheet, students created examples of consumer responsibilities. After
determining the role of a consumer, students then learned about the consumers
rights and responsibilities. After the responsibility lesson, students learned about
sources of consumer information and how to evaluate it. They also learned how to
resolve consumer problems and take action such as consumer complaint. . As a
warm-up, students answered the following question, How can a consumer make a
compliant about a product? Explain. Assignment was completed through a
discussion on Todays Meet. Through a Socrative quiz, students identified how to be
courtesy to a store worker after they bought a defective product. Through Youtube,
students viewed a video concerning the consumer resource Good House Keeping.
They answered questions through a worksheet and discussed their views to the
class. By using Google Documents, students wrote proper consumer complaints
letters. Students build upon their knowledge by learning about identify consumer
issues such as identity theft and fraud. As a warm-up, students answered 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
posted their answers to a Google Form. Students completed an Edmodo quiz
concerning the previously taught materials concerning budget and consumers.
Through a handout located on Edmodo, Students reviewed the different types of
frauds and scams. In groups of 2, students selected one fraud or scam to research
and created an Emaze presentation. As you can see, all these lessons provide
opportunities for students to build upon knowledge of content information. This
process determines the sequence of the lessons.

Krisann Johnson

End of Unit Assessment

Not Met
Met
Exceeds

Summative Assessment
Expectations:
71% Met
21% Not Net
8% Exceeds

All students displayed growth throughout the unit. Data is provided that the
majority of the class did show growth in their knowledge and skills. The average
score on the end of unit assessment was an 84%. I believe that all technology tools
that were used helped the overall success of the students. The tools provided
differentiation for all learning styles and levels. Through the selected technology
tools, students were able to practice and display the knowledge and see areas of
improvement. I believe that students involvement throughout the unit influences
results greatly. Students must have the opportunity to ask questions and contribute
to discussion. This was completed at the beginning of each lesson through Todays
Meet, Google Form and Padlet. The students that did not do well on the end of unit
assessment may have not asked questions or asked for extra assistances
throughout the unit.
After teaching this unit, I plan to make minor changes my instructional design of the
Consumer unit. I found that the graphing website was difficult for the students to
access. In the future, I plan to research a better option. Based on the performance
data, I will be focusing more on students turning in their work. I found the
organization of the information I presented flowed in proper sequence. I found the
students were able to master the concepts of each objective and successfully apply
to the assignments.