Unit Plan: Personal Finance 30 Todd S.

McLauchlin University of Regina - EBUS 285

Table of Contents
TableofContents..........................................................................................................................................2 PersonalFinance30:UnderstandingInvestments.................................................................................... 4 LearningOutcomes/Intentions..................................................................................................................... 4 FormalUnitOutcomesandIndicators:..................................................................................................... 4 Understandings/BigIdeas:........................................................................................................................ 4 EssentialQuestions:..................................................................................................................................4 Knowledge:...............................................................................................................................................4 Skills:.........................................................................................................................................................4 Icanstatements: .................................................................................................................................5 AssessmentEvidence....................................................................................................................................6 SummativeAssessments........................................................................................................................... 6 Do:MockInvestment............................................................................................................................ 6 Say:MockInvestmentPresentation..................................................................................................... 6 Write:WhatInvestmentVehicleistheBest?....................................................................................... 6 Howaretheseauthentic?..................................................................................................................... 6 FormativeAssessments............................................................................................................................ 8 WhatandWhen?..................................................................................................................................8 HowwillIadjustmyteachingbasedonthis?....................................................................................... 9 StudentReflection................................................................................................................................9 AssessmentasLearning........................................................................................................................ 9 Feedback.............................................................................................................................................11 Grading....................................................................................................................................................11 LearningPlan..............................................................................................................................................13 Lesson1:.................................................................................................................................................13 Lesson2:.................................................................................................................................................14 Lesson3:.................................................................................................................................................14 Lesson4:.................................................................................................................................................15 Lesson5:.................................................................................................................................................16 Lesson6:.................................................................................................................................................17 Lesson7:.................................................................................................................................................17 Lesson8:.................................................................................................................................................18 Lesson9:.................................................................................................................................................18

Lesson10:...............................................................................................................................................19 Lesson11:...............................................................................................................................................19 Lesson12:...............................................................................................................................................20 SummativeAssessments............................................................................................................................. 21 AppendixA:MockInvestment................................................................................................................ 21 SimulationProject:MockInvestmentRubric..................................................................................... 23 AppendixB:MockInvestmentOralPresentation................................................................................... 24 OralPresentation:MockInvestmentRubric...................................................................................... 25 AppendixC:WhatInvestmentVehicleistheBest?................................................................................. 26 WrittenProject:WhatInvestmentVehicleistheBest?Rubric..........................................................27 FormativeAssessments............................................................................................................................... 28 AppendixD:SimpleandCompoundInterestPreAssessment................................................................28 AppendixE:SimpleandCompoundInterestWorkSheet....................................................................... 32 AppendixF:I'maBlank........................................................................................................................... 36 AppendixG:ExitSlip................................................................................................................................37 AppendixH:AppointmentstoShortTermandLongTermInvestments................................................38 AppendixI:GuidelinesforReflectionJournal .......................................................................................... 39 AppendixJ:HowRiskyAmI?................................................................................................................... 40 AppendixK:FraudProtectionThinkPairShare...................................................................................... 42 AppendixL:SelfAssessmentforMockInvestmentandWhatInvestmentVehicleistheBest Assignments............................................................................................................................................44 AppendixM:FaceOffReviewQuestions................................................................................................ 46 AppendixN:PeerFeedbackforMockInvestmentOralPresentation.....................................................49

Personal Finance 30: Understanding Investments

ToddMcLauchlin

Learning Outcomes/Intentions

Formal Unit Outcomes and Indicators:

Outcome: PF(L)6Demonstrateanunderstandingoftheimportanceofinvesting,thevarioustypesofinvestment vehiclesandhowinterestcanbeusedasanadvantage. Indicators: a. Summarizewhatinvestingisandwhyitisimportantandtheimpactofstartingatanearlyage. b. Investigatethebasicsofinvestingincluding(developingapersonalinvestmentstrategy,establish investmentobjectives,understandtoleranceforrisk,understandtheimportanceofdiversification, assetmixes,importanceofinvestmentresearch) c. Compareandcontrastshorttermandlongtermsavings. d. Analyzeandgeneralizetherelationshipbetweensimpleinterestandcompoundinterest. e. Differentiatebetweensavingsandinvesting. f. Explorethedifferencesandsimilaritiesbetweenthedifferenttypesofinvestmentvehicles. g. Identifytheimportanceofretirementplansandexplainhowtheywork. h. Researchdifferenttypesofinvestmentfraudandexplainhowconsumerscouldprotectthemselves.

Understandings/Big Ideas:
ExploringInvestmentVehicles ShortTermversusLongTerminvesting RiskversusReward ImpactofCompoundInterest InvestmentFraudandFraudProtection

Essential Questions:
Howcaninvestingbeusedtoimprovemy financialposition?(MainquestionfortheUnit) Whatdifferenttypesofinvestmentvehiclesare available? Howdoeschoiceandlengthofinvestment vehicleaffecttheriskandrewardofthe investment? Howdoesstartingatanearlyageimpactthe growthpotentialofmyinvestments? Whatarethefraudrisksofthedifferent investmentvehicles?

Knowledge:
LearnerswillKnow Whataninvestmentisandexplainitsimportance andimpact. Thebasicsofinvestingincludingstrategies,risks andresearch. Thedifferencesbetweenshortandlongterm savings. Therelationshipbetweensimpleandcompound interest. Thedifferencesbetweensavingsandinvesting.

Skills:
Learnerswillbeableto(orbeskilledat) explaintheimportanceandimpactof investments. explainthebasicsofinvestingincluding strategies,risksandresearch. describethedifferencesbetweenshortandlong termsavings. describetherelationshipbetweensimpleand compoundinterest. explainthedifferencesbetweensavingsand

Thedifferencesbetweentypesofinvestment vehicles. Whataretirementplanisandexplainits importance. Whatthedifferenttypesofinvestmentfraudare andhowtoprotectthemselves.

investing. describethedifferencesbetweentypesof investmentvehicles. explaintheimportanceofhavingaretirement plan. describetypesofinvestmentfraudandprotect themselvesfromit.

I can statements:
Icandescribewhataninvestmentisandexplainitsimportanceandimpact. Icanexplainthebasicsofinvesting,suchasstrategies,risksandresearch. Icancompareshortandlongtermsavings. Icanexplaintherelationshipbetweensimpleinterestandcompoundinterest. Icandescribethedifferencesbetweensavingsandinvesting. Icancomparedifferenttypesofinvestmentvehicles. Icanexplainretirementplansandtheirimportance. Icanexplainhowconsumerscanprotectthemselvesagainstdifferenttypesofinvestment fraud.

Assessment Evidence Summative Assessments

Do: Mock Investment (FoundinAppendixA:) Inthisassessment,whichwillbeaunitlong assignment,thestudentswillexplorehow investingcanbeusedtoimproveonesfinancial positionaswellashowstartingatanearlyagecan impactthegrowthpotentialofanyinvestments made.Thestudentswillbeaskedtoexplorean investmentvehicleandcompleteandinvestment asiftheyhadstartedittheyeartheywereborn, startingwithaninitial$100investmentuponbirth andaddinganadditional$50ateachbirthday. Eachstudentwillbegivenadifferentinvestment vehicleandadifferentsetofinvestment parameterstoabideby.Theinvestmentwillbe broughtforward,referencingrealworldstatistics asifthestudenthadreallyinvestedthismoney. Thegoalofthisassignmentistobringtogether conceptsfromtheentireunitandprovidestudents withtheopportunitytoseehowarealworld investmentmayplayout.Thestudentneedsto understandinvesting,whilebeingableto understandriskversusrewardandhowtheimpact ofcompoundinterestcanaffectthechoiceof investmentvehicle. Write: What Investment Vehicle is the Best? (FoundinAppendixC) Thissummativeassessmentwillaskthatthe studentswriteapersuasiveessaythatwill convincethereaderthattheinvestmentvehicle theyhavechosenisthebest.Inordertoshowthat theyhaveunderstoodthedifferentkeyelements intheunit,studentsmustconsidertheeffectof compoundinterestordividendsonthe investment.Theymustalsolookathowriskand rewardanddiversificationcanhelpandhowtheir investmentvehiclemaychange,dependingon oneslifegoalsatthetime.Studentsmustnot forgettoexaminetheriskoffraudandexplain howonecanprotectthemselveswhenusingthis investmentvehicle.Thegoalofthisassignmentis toallowstudentstoreflectonthedifferenttypes ofinvestmentvehiclesandrealizethatwhen Say: Mock Investment Presentation (FoundInAppendixB) Thisassessmentwillbeaunitlongassignmentand willbethecontinuationoftheMockInvestment assignment.Itwillculminatewithapresentation ontheassignmenttotheclass.Thepresentation willbetreatedasaseparateassessmentasthe goalofthepresentationistohavethestudents successfullyexplaintheirinvestmentvehicletothe classandhowitperformedoverthecourseof theirmockinvestment.Thepresentationwillgo beyondsimplyreiteratingthenumbersfromthe MockInvestmentassignmentasthegoalisforthe studenttobecometheexpertintheirinvestment vehicle,thuseducatingtherestoftheclassabout itthroughthepresentation.Studentswillbe requiredtopresenttheeffectofcompound interest,explaintheriskversustherewardforthis investment,aswellasexaminingtheriskoffraud andhowtoprotectoneselfwiththistypeof investmentvehicle.

How are these authentic? TheMockInvestmentisauthenticbecauseit allowsthestudentstoexamineanactual investmentvehicleusingrealinvestmentdata.The studentswillexplorewhatactuallyhappenedwith thisinvestmentvehicleovertheyearspast,in ordertounderstandthevehicleitselfbetter,as wellas,riskandreward,shortandlongterm investingandthehighsandlowsofaninvestment. TheMockInvestmentPresentationisauthentic becauseitwillnotonlymimicarealworldactivity ofpresentingthedetailsofaninvestmenttoyour businesspartners,butitwillallowthestudentsto beexposedtothemaximumnumberof investmentvehiclesinashorttime. TheWhatInvestmentVehicleistheBest?is authenticbecauseitasksthestudentstocreate andargumentforaposition.Theymustbackup

choosinganinvestmentvehicle,itisimportantto considershortandlongterminvestments,risk versusreward,impactofcompoundinterestand theriskoffraudbeforeinvestingmoney.

theirargumentbyexplainingthedifferentaspects oftheinvestment.Creatingabusinessplanora planforinvestmentwillrequireacertainamount ofpersuasion,whichthisassignmentmimicsinthe classroom. Thereflectionjournalisauthenticbecauseit connectstheconceptsoftheclassroomwiththe realworld.Itpromptsthestudentstothinkabout personalfinanceineverydaylifeanditasksthat theytalkaboutpersonalfinancewiththosein theirlife,makingitfarmorerelatable.

Formative Assessments
What and When? ExitSlipswillbeusedattheendofseverallessons,primarilynearthebeginningoftheunittoensure thatkeyconceptsarebeingunderstood. AReflectionJournalwillbeutilizedthroughoutthecourse,notjustthisunit.Thestudentswillwritein thejournal,reflectingonwhattheylearnedandwhattheywouldliketocontinuetolearnabout. Studentswillpostanentrytotheirjournalseveryweek.Iwillbegivingcommentsandfeedbacktothe studentsbasedontheseentries,aswellasallottingtimeatthestartofthefollowinglessontofollowup oncommentsorquestionsraisedinthejournals. ThroughClassDiscussions/Groupwork,whichwillbeconductedthroughouttheunit,thestudentswill beabletosharetheirthoughtsandideaswiththeirclassmates. IuseInformalLearningChecksthroughouttheunittohelpassessthestudentsunderstandingand comfortlevelwiththeunitmaterial.Theselearningcheckswillbedoneisseveralways.Iwillaskthe studentshowcomfortabletheyarewiththematerial.IwillalsoObservethestudentsduringdiscussion timeandgroupworktime.Theseobservationswillhelpmebetterunderstandifthestudentsaretruly connectingwiththeinformation. TheThinkPairShareactivityisdesignedtodifferentiateinstructionbygivingthestudentstimeand structureforthinkingonthegiventopic,allowingthemtoformulateindividualideasandsharethese ideaswiththeirpeers.Asthestudentsarediscussing,Icancirculateandlistentotheconversations takingplaceandrespondaccordinglyduringtheshareportion.

How will I adjust my teaching based on this? InresponsetotheinformationgatheredfromtheExitSlips,Imayneedtogooverthematerialagain, possiblywithadifferentapproach.Ifonlysomestudentsarestrugglingwiththekeyconcepts,thenI mayneedtoprovideoneononetimewiththosestudents. InreviewingtheReflectionJournals,Imaynoticecertainstudentsdonotunderstandorare disengagedwiththelessoncontent.Ithenwillneedtoadjustmyapproach.Imaysimplyneedtoadapt thelesson/assessment,students,ifInoticetheyarestrugglingorareboredwiththeconcept,orImay havetorevisethelessonfortheentireclass,ifInoticeatrendacrossmanystudents. ClassDiscussions/Groupworkcanhelpinformmeastohowwelltheclassasawholeunderstandsthe topic.Thenatureofpoints/ideasthatarediscussedwillberepresentativeofthelearningthatis occurring.Sincesomestudentsmaydominateclassdiscussionsandsomemaywishtoavoidthem,Imay employamethodofrandomselectiontoaskquestionsduringthediscussions.Randomselectionwillbe conductedbywritingallthestudentnamesonPopsiclesticks.Thesestickswillbeplacedinajarand selectedatrandomtoanswerquestionsorofferacomment.Theselectedstudentwillbeencouragedto attempttheanswereveniftheythinktheydonotknowit.Itisokaytobewrong,butitisnotokayto nottry. KnowledgegainedthroughInformalLearningCheckswillpromptmetoreviewthematerialinwhich thestudentsrequiremoreknowledge.Thismaybedoneasagroupifthemajorityneedsmore clarification,orasindividuals,ifonlysomestudentsneedmoreinformation. TherewillalsobeseveralotherassignmentsthatIwillincludeinmylessons.Alloftheassignmentsand tasksconductedthroughouttheunitwillservetoinformmeaboutthestudentslearning.Imayneedto covercertaintopicsorpointsagainifIfindthat,inreviewingthetaskorassignment,thestudentsdonot comprehendthematerial.Eventheinformallearningchecksmaycausemetoaltermyplan,ifIfindthat thereisaparticularareawherethestudentsarestruggling,Iwillthenaltermylessontocoverthat materialagain. Mydiagnosticassessmentswillprovidemewiththepriorknowledgeofthestudents.Thismaycause metoadjustmyplanifthepriorknowledgeisfardifferentfromwhatIamexpecting.Itwillalsoinform meastowhichareasinparticularIshouldfocuson.Furthermore,thiswillalsobenecessaryin determiningmydifferentiationrequirementsforthisunit. TheShareportionoftheThinkPairShareallowsmetoseethedepthofthestudentsunderstanding oftheconcept.Icanaskquestionstoclarifyormodifyandadaptmynextlessonssothatmystudents haveabetterunderstandingoveralloffraudandfraudprotection. Student Reflection Throughouttheentirecourse,thestudentswill useareflectionjournaltoreflectontheweek's learningandwhattheywishtolearnmoreabout. Whenyouthinkaboutwhatyoulearned,andthe processoflearningitself,theconceptstendtobe rememberedwithgreaterdetail.More importantly,thereflectionjournalwillaskthe studentstorelatethematerialoftheclasswith therealworld.Thestudentswillneedtomakea realworldconnectiontothetopicsofpersonal financeeachweekordiscusspersonalfinance topicswiththepeopleintheirlives.Thisjournal willhelpthestudentsbetterconnectwithmaterial thatcansometimesbethoughtofas,whatwewill Assessment as Learning Iwillhavethestudentsconductaself assessmentoftheirownprogressontheunit assignments.Thisselfassessmentisdesignedto getthestudentsthinkingaboutwhattheyhave accomplished,whattheyneedtodoandwhatis importanttocoveryet. Iwillalsohavethestudentsconductapeer assessmentduringtheMockInvestmentOral Presentations.Thispeerassessmentisdesignedto getthestudentsthinkingabouttheworkthe othersaredoingandfocusthemonthe presentations.Moreimportantlyhowever,itis alsodesignedtoprovidethepresentingstudentas

muchfeedbackaspossible,sotheycanfurther dolaterinlife(investingforexample).The reflectionlogdoesnotneedtobelongortime improvethepresentationqualityforthefuture. consumingforthestudents,butitshouldallowthe studentstopauseandthinkaboutwhathe/sheis learningandiftheyaretrulyconnectingwiththe concepts.

Feedback TheReflectiveJournalswillprovidemanyopportunitiestoprovidethestudentswithfeedback.Ican sendindividualizedfeedbacktothestudentsbasedontheirposts.Furthermore,Icanaddressthe broadertopicsinclass,eachweek,afterthepostsaredue.Iwillalsohavethestudentspostcheckins fortheirsummativeassessmentstotheirjournal,thereforeallowingfordescriptivefeedbackonthe assignments. Mostofmyformativeassessmentswillprovidemewiththeopportunitytoprovidedescriptive feedbacktothestudents.WhileIwanttoprovidedescriptivefeedbackoneveryformativeassessment,I realizethisisimpractical.However,Iwillstillprovidefeedbackonmostformativeassessments.Inany case,theformativeassessmentswillstillbeabletoinformmylessoncontentandmyunderstandingof studentlearning. Iwillalsoprovidedetailedfeedbackonthesummativeassessments.Eventhoughtheassignmentis complete,thisfeedbackwillhelpfillsomeknowledgegaps.Itwillalsohelpthestudentspreparefor futureassignments. Duringtheworkperiods,Iwillofferupverbalfeedbacktothestudentsastheywork.Thisfeedbackis designedtoguidethestudentsthroughtheirtaskandthroughthesummativeassessments. DuringtheMockInvestmentandMockInvestmentOralPresentation,Iwillofferthestudents feedback,basedontherubricsgiventothestudentswhentheyweregiventheassignments.Alongwith myfeedbackandcommentsontherubric,IwillalsogivethestudentsPeerAssessmentForms,which willcontainconstructivefeedbackfromtheirpeersinordertobeabletoimproveonfuture presentations. Grading CourseGrading: Assignments&Quizzes65% EconomicPersonalImpactandEffectUnit[OutcomePF(L)1]7% PersonalFinanceDecisionMakingUnit[OutcomePF(L)2]7% FinancialIntuitionsServicesUnit[OutcomePF(L)3]7% PersonalIncomeandTaxationUnit[OutcomePF(L)4]7% BudgetingandPlanningUnit[OutcomePF(L)5]8% UnderstandingInvestmentsUnit[OutcomePF(L)6]8% CreditUnit[OutcomePF(L)7]7% SafeguardingyourPersonalFinances[OutcomePF(L)8]7% Purchasing,LeasingandRentingUnit[OutcomePF(L)9]7% ComprehensiveFinalExam[AllOutcomes]25% ReflectionJournal[AllOutcomes]10% UnitGrading: PF(L)6Demonstrateanunderstandingoftheimportanceofinvesting,thevarioustypesofinvestment vehiclesandhowinterestcanbeusedasanadvantage. UnderstandingInvestmentsUnit[OutcomePF(L)6]8% MockInvestment3.5% MockInvestmentPresentation1.5% WhatInvestmentVehicleistheBest?3% Thesummativeassessmentsfortheunitwillbeweighteddifferently.TheessayonWhatInvestment VehicleistheBestisweightedas3%oftheoverallcoursegradeand371/2%oftheunit.TheMock

Investmentassignmentisas3.5%ofthecourseoveralland433/4%oftheunit.Finally,thepresentation ontheMockInvestmentisweightedas1.5%ofthecoursegradeand183/4%oftheunit. Theformativeassessmentswillnotbegradedandwillnotcounttowardsthefinalgrade.Nonetheless, theywillberecordedinmygradebookforrecordkeepingandreportingpurposes. Iwillnotbedeductingmarksforlateassignments;however,everyassignmentisrequiredandmustbe completedtoreceivecreditforthecourse.Therationaleisthatthegradeshouldmeasurethestudents abilitytocompletetheoutcomeandnottheirbehavior.Behavior,suchasbeinglate,canstillbe reportedbutitwillnotaffectthegrade.Ifanassignmentisnotcompleted,itwillberecordedas incompleteuntilitisdone.Therationaleisthatthestudentsmustexpressthattheyhavecompletedthe outcomefully;therefore,theyneedtocompletethesummativeassessmentssoIcanmeasurethelevel ofunderstandingonthatoutcome.

Learning Plan
Lesson 1:
{ThefulllessonplanforLesson1islocatedaftertheappendices} 1. First,tounderstandwhatisthestudentspriorknowledgeisofhowinterestandcompound interestwork,thestudentswillcompleteashortworksheetoninterest.Theworksheetwillbe completedindividuallyandwillserveasadiagnosticassessmentforthestudents'prior knowledgeaboutinterestandcompoundinterest.TheworksheetcanbefoundinError! Referencesourcenotfound. 2. Followingthecompletionoftheworksheet,Iwillmovetheclassintoadiscussionand explanationsectionwherewewillgetintowhatinterestandcompoundinterestactuallyare. Theworksheetwillserveasastartingpointforthediscussionandexplanation;however,Iwill useaPrezipresentationtodeliverthecontentofthelesson.Iwillrandomlyselectstudentsto provideanswersandinputfromtheworksheetthroughoutthediscussion.Toconductthis randomselectIwillwriteeachstudent'snameonaPopsiclestick.Iwillthenrandomlydrawa stickfromajarwhenIhaveaquestionorrequirearesponse.Iwillalsocollecttheworksheets atclassendsothatImaydelvefurtherintotheindividualstudents'priorknowledgeofinterest. 3. Aspartofthepresentation,Iwillaskthestudentstotakeastandonwhethertheythinkgetting onemilliondollarstoday,thattheycannotreinvest,oronepennytodaythatdoubleseveryday for30daysisbetter.Thosethatchoosetheonemilliondollarswillstandontherightsideofthe roomandthosethatchooseonepennywillstandontheleftsideoftheroom.Iwillselect studentrandomlyfromeachsidetojustifywhytheychosethatside.Iwillthenrevealthe calculationfortheonepennydoublingeverydayfor30days.Thisprocesswillhelpdrivehome thatcompoundinterestcanbeverypowerfulininvesting. 4. TherewillbeasecondworksheetthatIwillhavethestudentscomplete,thistimewiththe optiontousepartners.ThisworksheetisincludedinAppendixE:Oncewehavediscussedthe conceptsofinterestandcompoundinterest,Iwantthestudentstohavealittlepracticeactually calculatingcompoundinterest.Thegoalwillbeforthestudentstonotonlypracticewhatwe justdiscussedinclass,butbeabletorelyontheirpartnerandme,tohelpwiththecompletion ofthesheet(thegoalispracticeandcompletionnotassessmentofindividualknowledgeatthis point).Thesesheetstoowillbehandedinatthestartofthenextclass.Bothworksheetswillbe reviewedbyme,andIwillleaveasectionofthefollowingclassopenforreviewingthismaterial basedonwhatIseeinthefirstworksheetandtotakeupthesecond.

Lesson 2:
{ThefulllessonplanforLesson1islocatedaftertheappendices} 1. Thefirstpartoftheclasswillbededicatedtodiscussingtheinterestworksheetsfromthe previousclass.Afterlesson1,IwillreviewfirstworksheetsandwilldiscussareasthatIfeelneed furtherattention.WewillalsowalkthroughthesecondworksheetasagroupandIwillcollect thesewhenwearedone.Theseconceptswillbeintegraltothediscussionofinvestment vehiclesandIneedtoverifytheyunderstandwhathasbeenalreadycovered. 2. Iwillspendbothlessons2and3discussinginvestmentvehicles.Lesson2willconsistmainlyof directinstructionfromme,whilelesson3willbeamixofdirectinstructionandtimeforgroup participation. 3. Inlesson2,Iwillcoverinvestingthroughstocks,includingmutualfunds,foreignexchangesand indexfunds.Wewillalsoexamineinvestinginthebondmarket,includingcorporateand governmentbonds. 4. Finally,Iwillcompareandcontrastbondtostockinvesting. 5. Lesson2isreallythefirsthalfoflesson3anditwillflowdirectlyintoit.

Lesson 3:
{ThefulllessonplanforLesson1islocatedaftertheappendices} 1. Lesson3willbuilddirectlyofflesson2.Wewillcontinuetoexamineinvestmentvehiclesand lookatcommodities,PPN'sandGIC's.Wewillalsotouchonbondsandstocksagaintoreview thepreviouslesson. 2. OncewehavediscussedalloftheinvestmentvehiclesIwill,atrandom,assignstudentsan investmentvehicle.Thestudentswilltaketurnscompletingan"I'ma'blank'becauseIam'blank' statement"abouttheirinvestmentvehicle.Forexample,Icouldstate,"Iama'blank'becauseI amaninvestmentvehiclethatenablesagroupofinvestorstopoolinvestmentcapitalinaseries ofdifferentinvestments."TheanswerisMutualFund.Eachstudentwouldtakeaturnmaking theirstatementandtherestoftheclasswouldneedtoguesswhattheblankorinvestment vehicleis.Thegoalisforemosttogaugehowwellthestudentscanexpressthedefining characteristicsoftheinvestmentvehicles,butitalsotocreateachangeofpacefromthedirect instructionofthelastlessonandahalf,whichmayhelpcertainstudentsretaintheconcepts better.TheinstructionsandpaperslipsforthisactivitycanbefoundinAppendixF:. 3. TheclasswillclosebeaskingthestudentstocompleteashortExitSlipofinvestmentvehicles, thisexitslipwillserveasaformativeassessmentandwillallowmetoaddresscertainareaswith theclassorindividualsinthenextlesson.TheExitSlipcanbefoundinAppendixG:ExitSlip

Lesson 4:
{ThefulllessonplanforLesson1islocatedaftertheappendices} 1. Thebulkofthislessonwillbedesignatedasaworkperiodforthefirstmajorassignmentofthe unit.However,firstthestudentsmustunderstandtheassignment. 2. IwillbegintheclassbyhandingouttheMockInvestmentassignmentandexplainingwhatthe studentsneedtodo.TheassignmentcanbefoundinAppendixA:MockInvestment.This assignmentwillbeaunitlongassignmentandwillculminatewithapresentationonthe assignmenttotheclass.Thepresentationwillbetreatingasaseparateassessmentasthegoal ofthepresentationistohavethestudentssuccessfullyexplaintheirinvestmentvehicletothe classandhowitperformedoverthecourseoftheirmockinvestment.Thepresentationwillgo beyondsimplyreiteratingthenumbersfromtheMockInvestmentassignment,thestudentwill becometheexpertintheirinvestmentvehicleandtheywilleacheducatetherestoftheclass aboutitthroughthepresentation.ThepresentationassignmentcanbefoundinAppendixB:

MockInvestmentOralPresentation
3. Thecoreidea,oftheMockInvestmentassignment,isthatthestudentwillbecompletingan investment,asiftheyhadstartedittheyeartheywereborn.Eachstudentwillbegivena differentinvestmentvehicleandadifferentsetofinvestmentparameterstoabideby.The investmentwillbebroughtforward,referencingrealworldstatisticsasifthestudenthadreally investedthismoney.Thisassignmentwillbringinconceptsfromtheentireunitandprovide studentstheopportunitytoseehowarealworldinvestmentmayplayout.Theactual investmentvehicleswillbechosenbyrandomselection,butIwillpresenttheassignmentof investmentvehicletypeasbeingchosenbythestudentsparentsattheirbirth. 4. Oncetheassignmenthasbeenintroduced,Iwillthenprovidethesectionoftimetorecover areasIfeelneedaddressing,basedofftheexitslipfromlesson3andtheworksheetfrom lesson1.Additionally,ifIfeeltherearecertainstudentsneedingmoreindividualizedinstruction thenIwillprovidethatduringtheworktime. 5. Thesecondhalfoftheclasswillbesetoutforthestudentstobeginworkontheirmock investment.Iwillprovidelaptopstothestudentssotheymayexaminehistoricaldataof investments.Iwillalsotakethetimetoofferindividualizedinstructiontostudentsaroundthe room,basingthisonboththeexitslipsandconversationsIoverhear. *MockInvestmentassigned *MockInvestmentOralPresentationassigned

Lesson 5:
{ThefulllessonplanforLesson1islocatedaftertheappendices} 1. Continuingourexaminationofinvestmentvehiclesandtypes,wewillexamineshortversus longterminvestments.Themockinvestmentsthestudentsarecompletingarealllongterm investments,soitisnecessarytocontrastthatagainstthebenefitsofshortterminvestingas well. 2. Afterexaminingthebenefitsanddrawbacksofshortandlongtermsinvestmentsasalarge group,thestudentswillhavetimetoexaminetherisksandrewardsofeachtypeinmoredetail. Thestudentswillhave"appointments"withfouroftheirclassmates.Eachappointmentwill discuss,shortterminvestmentrisk,shortterminvestmentstrategies,longterminvestmentrisk orlongterminvestmentstrategies.Thestudentswilltake5minutesateachappointmentto discussthetopicandwillbeprovidedguidingquestionstogetthemstarted.Asample appointmentcardandtheguidequestionscanbefoundinAppendixH:Appointmentsfor

ShortTermandLongTermInvestmentsIwillbecirculatingthroughtheroomduring
theappointmentsandconductinginformalobservationofthestudents'abilitytodiscussthe topicsassigned.Imayneedtointerjectifthestudentsarewrongintheinformationtheyare discussingoriftheyareofftask.Otherwise,Iwillletthepairsguidethediscussions. Iwillclosewithabriefdiscussionondiversification.TheMockInvestmentassignmentonlyhas oneinvestmentvehicle,butmostinvestorsuseseveral.Iwilltalkaboutportfoliodiversification inbothinvestmenttypeandlength.ThisisaconceptthatIwillneedtodiscussatseveralpoints throughouttheunit. Finally,thereflectionjournalpostisduetoday.TheReflectionJournalisacourselongjournalor blogthatthestudentswillmaintain,addinganentryeachweek.Thejournalwillbeusedasa checkintoseehowthestudentsarefeelingwiththematerial,butmostimportantly,itwill serveasaconnectiontotherealworldpersonalfinance.Thestudentswilllookforandexamine theworldofpersonalfinanceoutsidetheclassroom.Theywilldiscussandinvestigatethe currentpersonalfinancetopicswithfriends,familyandneighborstogettheirbestpracticesor ideas.Theywillattempttoseetopicsormatterswediscussinactionintherealworld.This week'sjournalpostwillfocusoninvestingandthestudentsshouldbediscussinginvestingwith theirfamilies.Naturally,theyshouldnotrevealanypersonalinformationorsensitivedatain theseposts.AbreakdownoftheReflectionJournalcanbefoundinAppendixH:Appointments forShortTermandLongTermInvestments SampleMeetingCard(forJohn): ShortTermInvestmentRisks TableE:1:20pm1:25pm JohnandBrittany LongTermInvestmentRisks TableD:1:30pm1:35pm JohnandSimon

3.

4.

5.

6.

ShortTermInvestmentStrategies TableA:1:15pm1:20pm JohnandJames LongTermInvestmentStrategies TableI:1:25pm1:30pm JohnandMelissa

AppointmentTableQuestions:

ShortTermInvestmentStrategiesAppointmentQuestions: 1)Whataresometypesofshortterminvestments? 2)HowcanIgoaboutinvestingfortheshortterm?WhywouldIdoit? 3)Whataresomewaysshortterminvestmentscanhelpyouasaninvestor? ShortTermInvestmentRisksAppointmentQuestions: 1)Whataresomeoftherisksofinvestingfortheshortterm? 2)Aresomeshortterminvestmentsriskierthanothers?Whichonescanyouthinkofspecifically? 3)Whataresomewaysyoucanminimizeyourriskwithshortterminvestments? LongTermInvestmentStrategiesAppointmentQuestions: 1)Whataresometypesoflongterminvestments? 2)HowcanIgoaboutinvestingforthelongterm?Whatistherewardfordoingso? 3)Whataresomewaysthatlongterminvestmentscanhelpyouasaninvestor? LongTermInvestmentRisksAppointmentQuestions: 1)Whataresomeoftherisksofinvestingforthelongterm? 2)Aresomelongterminvestmentsriskierthanothers?Whichonescanyouthinkofspecifically? 3)Whataresomewaysyoucanminimizeyourriskwithlongterminvestments?

7. AppendixI:Iwillusethereflectionjournalasaformativeassessment,tohelpmebetter understandhowthestudentsareconnectingthetopicsofpersonalfinancewiththerealworld.I willalsousethejournalstofindareasthatthestudentsneedextrareviewtimeon,eitheras statedexplicitlybythemorbysomething,Inoticeinreadingthejournals. *WeeklyReflectionJournalpostdue

Lesson 6:
{ThefulllessonplanforLesson1islocatedaftertheappendices} 1. Thefirstpartofthelessonwillbededicatedtoreviewingthereflectionjournalposts.Iwillgo overanyissuesthatmayhaveariseninthejournalposts.Iwillalsodiscussanystoriesorreal worldobservationsofpersonalfinancethatIhavereadinthejournals,whichIfeelthewhole classmaybenefitfrom.Iwillnotrevealanynamesorwhopostedthestory. 2. Lesson6willpickupfromLesson5andbeginwithdiscussingportfoliodiversification.Iwillthen movethelessonintoadiscussionofhighriskversuslowriskandhighrewardversuslowreward. Thesetopicswillbuilddirectlyoffthetopicsoffinvestmentvehiclesandshortandlongterm investments,andwillrollintothediscussionofportfoliodiversification. 3. Thestudentswillhaveashortactivitycalled"HowRiskyAmI,"whichwillaskthemtoexamine theirownriskthreshold.Thequizwillbehandedinattheendofclass.Iwillaskthestudentsto thinkoftheirMockInvestmentwhenthinkingaboutthistask.Thequizcanbefoundin AppendixJ:. 4. Iwillinformthestudentsthatinthenextclasstheywillbegiventhedetailsofthefinalunit assignment.Theywillalsohavetheclassperiodtoworkontheirassignmentssotheymaywant tospendsometimelookingovertheirMockInvestmentstonightsotheycanaddressanyissues withmetomorrow.

Lesson 7:
{ThefulllessonplanforLesson1islocatedaftertheappendices} 1. Thefirstpartofthelessonwillbespentdiscussingthefinalassignment,called"What InvestmentVehicleistheBest?,"whichcanbefoundinAppendixC:WhatInvestment

VehicleistheBest?
2. Theassignmentwillbeforthestudentstowriteapersuasiveessaythatwillconvincethereader thattheinvestmentvehicleisthebest.Theymustconsidertheeffectofcompoundinterestor dividendsontheinvestment.Theymustlookathowriskandreward,howdiversificationcan help,andifthisinvestmentchoicemaychangedependingonyourlifegoalsatthetime. 3. Thestudentswillalsoberequiredtoexaminetheriskoffraudwhenusingthisinvestment vehicleandhowtoprotectthemselvesfromfraud.Wewillnotbecoveringfrauduntillessons8 and9,soIwillletthestudentsknowthatthisinformationisstilltocome. 4. Aftergoingthroughtheassignment,thestudentswillhavetheremainderoftheclasstowork oneithertheirMockInvestmentorthe"WhatInvestmentVehicleistheBest?"essay. 5. Whilethestudentswork,Iwillcirculatetheroom,offeringassistancewhereneeded.Iwillalso checkinwithstudentstheneedadditionalhelp,andImayneedtoaddresssomeissuesthat aroseinreadingtheweeklyreflectionjournals. *WhatInvestmentVehicleistheBest?assigned

Lesson 8:
{ThefulllessonplanforLesson1islocatedaftertheappendices} 1. InLesson8,wewillcoverfraudandfraudprotection,asitrelatestoinvesting.Wewilltalk specificallyaboutBernieMadoff,asitisarecentandwellknownexampleoffraud.Wewillalso discusshowfraudcanoccurwithanyinvestment. 2. Iwillplaya30secondYouTubeclipthatwasmadeaboutBernieMadoff,itisashortsongdone tomimictheFreeCreditReportscommercials.Itcanbefoundat https://www.youtube.com/watch?v=n8pcME4MMj0. 3. WhiletheYouTubeclipisfunny,wewillneedtodiscussexactlywhatBernieMadoffdid,and howhisfraudulentactivitiescostmanyinvestorsalotofmoney. 4. WewillalsolookathowthePonzischemegotitsnameandactivitiesofCharlesPonzi. 5. AfterhavingdiscussedPonzischemes,wewilldiscussinsidertrading,unregisteredorunsuitable investmentofferingsandtheuseofpersuasion. 6. Thestudents,whenwritingtheiressays,willneedtoaddressfraudasoneonthecomponentsof theinvestmentvehicle.Therefore,theyshouldkeepthesetopicsinmindwhentheyarewriting theessay. 7. Inthenextlesson,wewillcoverwaystoprotectourselvesfromfraud.

Lesson 9:
{ThefulllessonplanforLesson1islocatedaftertheappendices} 1. Lesson9willconsistoftwoparts.Inthefirstpart,wewillconcludeourdiscussionoffraudfrom Lesson8,withaThinkPairShareonfraudprotection. 2. Thestudentswillhaveseensomeofthetypesofinvestmentfraudinthepreviouslesson,nowI willaskthemtothinkabouthowtheycanprotectthemselvesfromfraud. 3. IwillchallengethemtoThinkontheirownabouthowtheycouldprotectthemselves,and others,frominvestmentsfraud.Recordingwhattheythinktheywillwork. 4. TheywillthenPairwithanotherstudenttocompareandcombinetheirideasforfraud protection. 5. Finally,theclasswillSharetheirideasforfraudprotection.Iwilladdinmorefraudprotection techniquesasneeded,celebrateonthosethataresaidandcorrectthosethatareinvalid,during theSharetime.Thegoalwillbe,however,tohavethestudentsleadthisdiscussionandIwill leavethesharinguptothemasmuchaspossible,onlyaddingininformationwhennecessary.If somethingisstatedthatiscompletelyfalseIwillneedtocorrectthatinformationimmediately however,sothestudentsdonotleavewithwronginformation. 6. ThroughtheThinkPairSharethestudentswillhaveaworkingknowledgeoffraudprotection, andIwillfillinthemissinggaps.TheThinkPairSharecanbefoundinAppendixK: 7. Inpart2,thestudentswillcompleteaselfassessmentontheirprogressthroughtheunit assignments.Thisselfassessmentformcanbefoundin 8. 9. Yesterday,weexaminedseveralwaysfraudcanoccurwheninvesting.Todayitisyourturnto thinkofwaysyoucanprotectyourselffrominvestmentfraud. Questionstoconsider:

1)Whoisatypicalvictimofinvestmentfraud? 2)Doesyourlevelofriskinessaffectthechanceoffraud? 3)Canusingabrokeroradvisorhelp? 4)Doesthelengththattheinvestmenthasbeenonthemarketaffecttheriskoffraud? 5)Howdoesthesourceoftheinvestmentinformationaffecttheriskoffraud? 6)Howdoesthelevelofthereturnrelatetotheriskoffraud? Part1:Individually,thinkabouttheseguidingquestionsandyesterdaysdiscussiononinvestmentfraud, thendevelopideasonhowtocombatfraudwheninvesting.Aformtorecordyouranswersisonthe backofthispage.Thinkofasmanyideasaspossible. Part2:Together,withthepersonnexttoyou,gooveryouranswers.Trytoaddmoredetailinresponse towhatyourpartnerhastosay.Combineyourideasintoamasterlist. Part3:Asagroup,wewillallshareourthoughtsonthevideosandthequestionsabove.Recordthe pointsfromthegroupportionaswellIwillaskyoutohandtheseformsinattheendofclass.

Name: IndividualThoughts 1) 2) 3) 4) 5) 6) PairThoughts 1) 2) 3) 4) 5) 6) GroupThoughts 1) 2) 3) 4) 5) 6) 10.

AppendixL:SelfAssessmentforMockInvestmentandWhatInvestment VehicleistheBestAssignment,andwillhelpthestudentsthinkcriticallyabouttheirown
work.Itwillalsohelpmegetasenseofwherethestudentsarewiththeassignmentsandhow comfortabletheyarewiththetask.

11. Thestudentswillhavewhatisleftoftheclasstimetoworkontheirassignmentsindividually. 12. Iwillalsoremindthestudentsthattheyneedtosubmittheirweeklyreflectionjournalpost tomorrow.

Lesson 10:
{ThefulllessonplanforLesson1islocatedaftertheappendices} 1. Thislessonwillconsistofareviewoftheunitmaterialandsomeworktimeontheunit assignments. 2. Thereviewwillconsistof30questions,whichwillbeansweredinaFaceOffstyle.Iwillsplitthe roominhalf,andeachhalfwilltaketurnssendingamembertothefronttoFaceOffagainstthe otherteam.Iwillhavetwobuzzers,whichIamtakingfromtheTabooboardgameIhave.The buzzerswillbepressedwhenthestudentsthinktheycananswerthequestion.Iftheydotheir teamgetsapoint,iftheydonottheyotherteamcansteal.Afterthequestionisattemptedboth studentssitdownandtwonewstudentswillcometothefront.Thepointsultimatelydonot matter,buttheyaddasenseofcompletiontothereview.Thegoalistohavestudentsthinking abouttheconceptslearnedintheunit.ThequestionsfortheFaceOffarelocatedinAppendix M: 3. AfterthereviewFaceOff,Iwillprovidethestudentstheremainderoftheclasstimetoworkon theirprojects.Thiswillbejustawrapuptimeformostasthepresentationsbegininthenext class. 4. Theweeklyreflectionjournalpostisalsoduetoday,anditwillbethefinalpostforthisunit.I willremindthestudentsthattheymusthaveitpostedbyday'send. *WeeklyJournalpostdue

Lesson 11:
{ThefulllessonplanforLesson1islocatedaftertheappendices} 1. InLessons11&12,thestudentswillpresenttheirMockInvestmentOralPresentations. 2. TheOralPresentationswillbeevaluatedandgradedbyme.Theywillalsobepeerassessedby therestoftheclass. 3. Beforethestudentsbegintheirpresentations,Iwillspendthefirst10minutesgoingoverthe weeklyreflectionjournals.Again,IwilltakeupissuesthatneedtobeaddressedandIwillalso discussanystoriesarewaysthatpersonalfinanceisbeingusedorobservedintherealworld thatmaybeinterestingtothewholegroup.

4.

Apeerassessmentformwillbegiventoeachstudent,andwillbefilledoutforeachpresenter. ThepeerassessmentwillnotbecomepartofthegradebutIwillgivethestudentpresentinga widerangeofcommentsandadvicetohelpimprovehis/herpresentation.Iwilllookoverthe peerassessmentstoseehowtheotherstudentssawthepresentation.Thepeerassessment formislocatedinAppendixN:PeerFeedbackforMockInvestmentOral

Presentation

InstructionsforfeedbackduringtheMockInvestmentOralPresentations:

 Foreachpresenter,listencarefullytothepresentation,makingnotesineachofthefour commentsectionsbelowasyoudo.Payparticularattentiontotheitemswehavediscussedinourrubric andmakenotesaboutboththepositiveandnegativeaspectsofthepresentation.Ensureyoucriticisms areconstructiveanddesignedforimprovement;donotwritecommentsasanattackonyourpeer.You willnotberequiredtohandeachpersonarubricontheirpresentation,justthecommentssheet; however,youmaywishtohaveacopyoftherubriconyourdesksoyoucanreferenceitthroughoutthe presentations.Keepallofyourfeedbackformsuntiltheendofclass,atwhichtimeyouwillhandthem toMr.McLauchlin. PeerFeedbackSummaryFormfortheMockInvestmentOralPresentations Evaluatorname: Presentername:

Overall,whatarethestrengthsofthisoralpresentation? Overall,whataretheweaknessesofthisoralpresentation? Didthepresenterexplaintheinvestmentvehicleinawaythatmadeitclearandunderstandable?Are thereanysuggestionsyoumayhavetoimprovethis? Wastheexpressionoftheinvestmentcalculationsclear?Arethereanysuggestionsyoumayhaveto improvethis? 5. 6. AllstudentswillhandinthecalculationsandwrittenexplanationfortheMockInvestment assignment,eveniftheyarenotpresentingtoday. *MockInvestmentassignmentdue *MockInvestmentOralPresentationassignmentdue

Lesson 12:
{ThefulllessonplanforLesson1islocatedaftertheappendices} 1. InLessons12,thestudentswillcontinuetopresenttheirMockInvestmentOralPresentations. 2. TheOralPresentationswillbeevaluatedandgradedbyme.Theywillalsobepeerassessedby therestoftheclass. 3. Apeerassessmentformwillbegiventoeachstudent,andwillbefilledoutforeachpresenter. ThepeerassessmentwillnotbecomepartofthegradebutIwillgivethestudentpresentinga widerangeofcommentsandadvicetohelpimprovehis/herpresentation.Iwilllookoverthe peerassessmentstoseehowtheotherstudentssawthepresentation.Thepeerassessment formislocatedinAppendixM. 4. Todaywillalsobethedaythatthestudentshandintheir"WhatInvestmentVehicleisthe Best?"assignment. 5. ThisisthelastclassoftheunitandIwillinformtheclassthatwewillmovetodiscussingthreats toyourfinancialposition,whichwillbuilddirectlyfromourdiscussiononinvestmentfraud. *WhatInvestmentVehicleistheBest?due

Summative Assessments Appendix A: Mock Investment

Class:PersonalFinance30

Teacher:Mr.McLauchlin

TheBigIdea:Thegoalsofinvestment,riskversusrewardandtheimpactofcompoundinteresteffect thechoiceofinvestmentvehicle. EssentialQuestion:Howcaninvestingbeusedtoimprovemyfinancialposition?andHowdoesstarting atanearlyageimpactthegrowthpotentialofmyinvestments? Assignment:Theyearis1996andyouhavejustbeenbornorareabouttobe.Yourparents,knowing youwillallbefinancialexpertsinfuture,havegottogetheranddecidedthattheywillinvestmoneyfor youandyourfuture.Yourparents,asbrightastheyare,areunabletodecideonwhatinvestment vehicleisthebestfortheirbabyboysandgirls.Theydecidethattheywillallinvestindifferenttypes, buttheycommitthattheywillallinvestthesameamountofmoney,justtokeepthingsfair.Aftermuch debate,thefollowingchoicesweremadebyyourparents.Eachinvestmentvehiclestillofferssome choice,tokeepthingsinteresting,butonceyouhavemadethatchoice,youmustletmeknowwhatitis. Forexample,StudentA'sparentswillhaveinvestedinanindividualstockin1996,whichstockischosen willbelefttoStudentA. InvestmentVehicles: StudentName StudentA StudentB StudentC StudentD StudentE StudentF StudentG StudentH StudentI StudentJ StudentK StudentL

InvestmentVehicle IndividualStock (NASDAQ) MutualFund(TSX) Commodity(NYSE) GuaranteedInvestment Certificates(Canadian) Commodity(TSX) PrincipalProtectedNote (Canadian) ExchangeTradeFund (TSX) IndividualStock (NASDAQ) GovernmentofCanada MarketableBonds MutualFund(NYSE) Commodity(NYSE) ExchangeTradeFund (SPX)

StudentName StudentM StudentN StudentO StudentP StudentQ StudentR StudentS StudentT StudentU StudentV StudentW StudentX

InvestmentVehicle ExchangeTradeFund (ForeignCurrency) IndividualStock(TSX) MutualFund(NYSE) Commodity(TSX) CanadianCorporate Bonds ExchangeTradeFund (InternationalMarkets) IndividualStock(TSX) PrincipalProtectedNote (Canadian) MutualFund(TSX) GuaranteedInvestment Certificates(Canadian) IndividualStock(NYSE) ExchangeTradeFund (CanadianBonds)

Pleasenotethatallcommissionsandfeesarepaidbyyourparentinthisscenario.Youdonotneedto attempttocalculatehistoricalcommissionsandfees.However,beawarethattheydoexistandwilltake fromyourultimateprofits. InvestmentAmounts:Everystudenthadthesameamountofmoneyinvestedbytheirparents.The parentsinvested$100atthebirthoftheirbouncingbabyboy/girland$50everyyearontheirbirthday, includingthisyear.Allinterestanddividendsarereinvested,thuscompoundingeveryyear.(Thisiswhat youwillneedtofindandcalculate.) Wheretofindinformation:Therearemanysitesofferinguphistoricalfinancialdata,Ihavefound YahooFinanceandWallStreetJournalFinancetobeuserfriendly,butthesearebynomeanstheonly sitesyouarelimitedto.Whenyouarechoosingtheactualinvestment,fromwithinyourinvestment vehicletype,pleasedoublecheckthatyoucangetdatagoingbackto1996.Forexample,donotchoose BlackBerryInc.asanIndividualCanadianStock,asitwasnotyettradedin1996. Thespecifics:Youwillfindthevalueofyourinvestmenttodaybasedofftheinitialandyearly investments,aswellasthecompoundinterestordividends.Youwillneedtounderstandthis investmentvehicleindetail.Youwillneedtoexplainitsperformancefromyeartoyear,itshighsand lows,theaverageinterest/dividend,andtheriskinessofthisinvestmenttype(howlikelyareyoutolose themoneyinvestedortheprofitsmade?).Whatyouwillseethrougheachother'sMockInvestmentsis howyourinvestmentvehicleperformedoveryourlifetimeversusanotherinvestmentvehicleoverthe sametime.Youwillhandinbothyourfinancialcalculationsforyourinvestmentanda12page summarypaperoftheperformanceoftheinvestmentoveryourlifetime.Thispapercanbeabulleted listanddoesnotneedtobeaformalessay. Reminder:Iamheretohelpyouthroughthisproject.Ifyouareunabletofindhistoricalfinancial information,Iwillgladlyassistyou.However,Iwillnotdothisforyou.Ifyouaskformyassistance findinginformation,Iwillaskyouwhereyouhavelooked.Ifyouhavenotresearchedyet,dosofirst.

Simulation Project: Mock Investment Rubric

TeacherName:Mr.McLauchlinStudentName:________________________________________ CATEGORY 910Excellent 78Proficient 56Fair Below5Limited FinancialConcepts Explanationshowscomplete Explanationshowssubstantial Explanationshowssome Explanationshowsverylimited understandingofthefinancial understandingofthefinancial understandingofthefinancial understandingoftheunderlying conceptsusedtovaluethe conceptsusedtovaluethe conceptsusedtovaluethe conceptsneededtosolvevalue investment. investment. investment. theinvestmentORisnotwritten. Content Explanationofthe Explanationofthe Explanationofthe Explanationoftheinvestments investmentsvehicles investmentsvehicles investmentsvehicles vehiclesperformanceisunclear performanceisdetailedand performanceisclear. performanceismostlyclear. ORcontainsmanyerrors. Theriskandrewardofthe Theriskandrewardofthe clear. Theriskandrewardofthe Theriskandrewardofthe investmentvehicleiswell investmentvehicleispartially investmentvehicleisnot communicated. communicated. investmentvehicleisexpertly communicated. communicated. Knowledgeableexplanationof Somewhatknowledgeable Theexplanationofthehighsand Veryknowledgeable thehighsandlowsofthe explanationofthehighsand lowsoftheinvestmentvehicle explanationofthehighsand investmentvehicle. lowsoftheinvestmentvehicle. showslittleknowledge. lowsoftheinvestmentvehicle. Completeexplanationofthe Partialorsomewhatunclear Unclearexplanationofthe Completeandclear compoundinterestordividends explanationofthecompound compoundinterestordividends explanationofthecompound oftheinvestmentvehicle. interestordividendsofthe oftheinvestmentvehicleORitis interestordividendsofthe investmentvehicle. incomplete. investmentvehicle. FinancialExplanation Investmentvalueexplanationis Investmentvalueexplanationis Investmentvalueexplanationis Investmentvalueexplanationis detailedandclear. clear. alittledifficulttounderstand, difficulttounderstandandis butincludescritical missingseveralcomponentsOR components. wasnotincluded. Therewasnoclearorlogical SummaryPaper Contentiswellorganizedusing Usesheadingsorbulletedlists Contentislogicallyorganized organizationalstructure,justlots headingsorbulletedliststo toorganize,buttheoverall forthemostpart. offacts. organizationoftopicsappears grouprelatedmaterial. Thecontentfromthemock Thecontentfromthemock flawed. investmentispartiallyincluded Thecontentfromthemock investmentiseithernotincluded investmentiscompletely Thecontentfromthemock andexplained. andorleftunexplained. includedandthoroughly investmentismostlyincluded Someerrorsoromissions (spelling,grammar, Majorerrorsoromissions explained. andexplained. punctuation,andcapitalization) (spelling,grammar,punctuation, Almostnoerrorsoromissions Afewminorerrorsor andcapitalization) (spelling,grammar, omissions(spelling,grammar, punctuation,andcapitalization) punctuation,andcapitalization) Terminology Expertwordchoice,including Specificandvariedword Clearandsimplewordchoice, Limitedunderstandingof highlyeffectiveuseof choice,includingappropriate includingsomeuseof terminologysurrounding terminology useofterminology terminology civilization,society

Appendix B: Mock Investment Oral Presentation

BigIdea:Thegoalsofinvestment,riskversusrewardandtheimpactofcompoundinteresteffectthe choiceofinvestmentvehicle. EssentialQuestion:Howcaninvestingbeusedtoimprovemyfinancialposition?,Howdoeschoiceand lengthofinvestmentvehicleaffecttheriskandrewardoftheinvestment?andHowdoesstartingatan earlyageimpactthegrowthpotentialofmyinvestments? ThePresentation:Youwillberequiredto,inadditiontothewrittenpaper,conductapresentationon yourMockInvestment.Therewillbetwopartstothepresentation. Part1:Youwillfirstexplainyourinvestmentvehicleandyourinvestmentspecificallytotheclass.You willexplainthepro'sandcon's(donotsimplyrecyclewhatwediscussedinclass),theavailabilityofthis investmentvehicle,theoverallriskinessoftheinvestmentvehicleandanybarrierstoinvestmentthat exist(suchasminimuminvestmentneeded). Part2:Youwillalsoexplainhowyourinvestmentperformedoveryourlifetime,howmuchyou profited/lost,whatwastheaverageinterestordividendearned,andwouldyouusethisasan investmentvehicleinyourownportfolio. Length:Thepresentationwillbe35minutesinlength.Yourpresentationswillallbereadytobe presentedonthesameday,buthalfofyouwillpresentoneperiod,whiletheotherswillpresentthe nextperiod.

Oral Presentation: Mock Investment Rubric

TeacherName:Mr.McLauchlinStudentName:

CATEGORY Content

910Excellent

78Proficient

56Fair

Below5Limited

Shows a full understanding of the topic, and answers all questions regarding the mock investment. Presentation is 3-5 minutes long.

Shows a good understanding of the topic, and answers most of the questions regarding the mock investment.

Shows a good understanding of parts of the topic and only answers a few of the questions regarding the mock investment.

Does not seem to understand the topic very well, and does not follow the questions regarding the mock investment.

Time-Limit

Presentation is more than a Presentation is more than minute over or under the time two minutes over or under limit. the time limit.

Presentation is more than three minutes over or under the time limit.

Enthusiasm

Facial expressions and body language generate a strong interest and enthusiasm about the topic in others.

Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others.

Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked.

Very little use of facial expressions or body language. Did not generate much interest in topic being presented.

Clarity of speaking

Speaks clearly and Speaks clearly and distinctly distinctly all (100-95%) all (100-95%) the time, but the time, and mispronounces one word. mispronounces no words.

Speaks clearly and distinctly Often mumbles, cannot be most (94-85%) of the time understood, OR mispronounces and/or mispronounces many words. several words.

Appendix C: What Investment Vehicle is the Best?

BigIdea:Whenchoosinganinvestmentvehicle,onemustconsider,shortandlongterminvestments, riskversusreward,impactofcompoundinterestandtheriskoffraudareallconsiderations. EssentialQuestions:Howcaninvestingbeusedtoimprovemyfinancialposition?,Howdoeschoiceand lengthofinvestmentvehicleaffecttheriskandrewardoftheinvestment?andWhatarethefraudrisks ofthedifferentinvestmentvehicles? Assignment:Youwillpickaninvestmentvehicle.Itcanbe,butdoesnothavetobethesameasthe investmentyouhadintheMockInvestment.Youwill,throughawrittenessay,convincemethatthisis thebestinvestmentvehicle,ifyouaretochooseonemaininvestmentvehicle.Youarewelcometo discussportfoliodiversificationaspartofyouressay,butthechoseninvestmentvehiclemustbethe centeroftheessay.Duringyouressay,youmustaddressandconsiderthefollowing: Thelengthoftheinvestment Theriskandrewardoftheinvestment Fraudriskandfraudprotectionfortheinvestment Howyouragemayaffectyourchoiceofthisinvestment(Youngversusclosetoretirement) Howitcomparestootherinvestmentvehicles Wheretobegin:Youwillbeginbychoosingyourmaininvestmentvehicle.Youwillthenexamineboth itsperformanceinthepastanditsperformancetoday.Inlookingattheperformanceofyourinvestment vehicle,youwillexaminethechancesoflosingyourprofitsandtheprincipalandthechancesthatyou couldbeavictimoffraudusingthisinvestmentvehicle.Youwillalsoconsiderhowyoucanprotect yourselffromfraud,andwillyourdecisiontousethisvehiclewillbealteredifyouareplanningfor retirement,yourfirsthomeorjustbeginninginvesting.Ifyouhavechosentoincorporatethisaspartof aportfolio,youwilldescribehowyouwoulddoso.Ifyouhavenot,thenyouwillexplaintherisksofnot beingdiversified. Onceyouhaveyourinformation,youwillconstructanessaythatwillconvincemethatthisisthebest investmentvehicle.Theessayshouldbe35pagesinlengthandfollowtheAPAformattingguidelines. Format: Youressaywillbe35pagesinlengthandwillbedoublespaced.YouwilluseTimesNew Roman,size12font,andyourmarginsshouldbeleftatthestandard2.54cmsetting.Youwillneedto includeatitlepagethatconsistsofyourname,thetitleoftheassignmentandtheclassname.Youwill alsoneedareferencepagethatwillincludealltheworksyouusedtocreateyouressay.Thereference pageshouldfollowAPAformat.WehaveusedAPAformattingpreviously,butifyouwouldlikea refresheronAPAformatting,pleaseletMr.McLauchlinknowandIwillassistyouwiththeformatting. Reminder:Thisisapersuasiveessay,sorememberthatitisimportanttochooseaninvestmentvehicle andarguethatitisthebestallthroughtheentireessay.Donot"sitonthefence"whenwritingyour essay.

Written Project: What Investment Vehicle is the Best? Rubric

TeacherName:Mr.McLauchlinStudentName:________________________________________ CATEGORY 910Excellent 78Proficient 56Fair Below5Limited Content,Knowledgeand Studentdemonstratesan Studentdemonstrates Studentdemonstratesanease Studentdemonstratesbasic Arguments extensiveknowledgeand understandingandknowledge minimalunderstandingand ofknowledgeand understandingofthe knowledgeoftheinformation oftheinformationpresented understandingofthe informationpresented. presentedandisunableto andisabletodemonstrate informationpresentedbut Alltopicsarecoveredexpertly sometimesfailstoelaborate. demonstratebasicconcepts. basicconcepts. Alltopicsarecoveredand andsupporttheargument. Notalltopicsarecoveredand Alltopicsarecoveredbutdo supporttheargument. Resourcesandinvestment theydonotsupportthe notsupporttheargument. Resourcesandinvestment Resourcesandinvestment researchisusedtostrengthen argument. researchisnotusedtosupport Resourcesandinvestment researchisusedtovalidate andvalidateallarguments. arguments. somearguments. researchisnotpresent. Organization Theinformationispresented Theinformationispresented Theinformationispresented Thesequenceofinformation inlogical,interestingsequence, inalogicalsequence,makingit inalogicalsequence,makingit isdifficulttofollowdueto makingiteasytofollow. easytofollow. easytofollow. scatteredsequences.
Spellingand Grammar Nomorethanfive misspellingsand/or grammaticalerrorsarepresent. Theessayislessthan three Theessayisthreefive pages Theessayislessthan three inlength. pagesinlength. pagesinlength,includingthe Thetextisdoublespaced,and Thetextisdoublespaced,and titleandreferencepage. meetsthemarginandfontsize meetsthemargin,fontand Thetextisdoublespaced,but andstylerequirements. stylerequirements. marginorfontsizeandstyle requirementsarenotmet. Atitlepageispresentand Atitlepageispresentand Atitlepageispresent,but containsallthree containsallthree doesnotmeetallofthe requirements. requirements. requirements. Paginationhasbeenaddedto theessay. Thereferencepagecontains Thereferencepagecontains Thereferencepagecontains fiveormorereferences. threetofourreferences. twoorthreereferences. Thereferenceslistedfollow Thereferenceslistedfollow Thereferenceslistedfollow APAformateffortlessly. APAformatwithacouple APAformatbuthaveminor errors. minorerrors. Nomisspellingsor Nomorethanthree grammaticalerrorsarepresent. misspellingsand/or grammaticalerrorsare Morethanfivespellingand/ orgrammaticalerrorsare present. Theessayislessthanthree pagesinlengthalltogether ANDdoesnotincludea referencepage. Spacing,marginsandfont havenotbeenmetasrequired. Atitlepageisnotpresent.

Format

References

Thereferencepageisnon existentorcontainsonlyone reference. Thereferencelisteddoesnot followAPAformat.

Formative Assessments Appendix D: Simple and Compound Interest PreAssessment

1)Whatissimpleinterest? 2)Howdowecalculatesimpleinterest? 3)Usesimpleinteresttocalculatetheendingbalancefor$14,000investedat4%for3years. 4)Usesimpleinteresttocalculatetheendingbalancefor$2,300investedat7%for9years. 5)Whattypeofinvestmentwouldyoufindsimpleinterestin?

 6)Whatiscompoundinterest? 7)Howdowecalculatecompoundinterest? 8)Usecompoundinteresttocalculatetheendingbalancefor$1,500investedat7%,compounded annuallyfor3years. 9)Usecompoundinteresttocalculatetheendingbalancefor$55,000investedat16%,compounded semiannuallyfor2years. 10)Whattypeofinvestmentwouldyoufindcompoundinterestin?

SimpleandCompoundInterestPreAssessmentAnswers
1)Whatissimpleinterest? SimpleInterestistheamountpaidbytheborrowertotheowneroftheassetorinvestor.Simple Interestignorescompoundingandtheinterestearnedeachperiodisonlybasedontheprincipal amount.Thismeansthattheinterestontheinterestisnotincludedwhencalculatingsimpleinterest. 2)Howdowecalculatesimpleinterest? I=prt Interest=Principal*RateofInterest*Time 3)Usesimpleinteresttocalculatetheendingbalancefor$14,000investedat6%for9years. I=prt I=14,000*0.06*9 I=7,560 7,560+14,000=$21,560 4)Usesimpleinteresttocalculatetheendingbalancefor$2,300investedat7%for9years. I=prt I=2,300*0.07*9 I=1,449 1,449+2,300=$3,749 5)Whattypeofinvestmentwouldyoufindsimpleinterestin? Whenyouwanttodetermineinterestthatisnotcompounding,thatisdoesnotgiveinterestonthe interest,onlytheprincipalamount.Thisisusedwhenyouneedaquickandeasymethodtocalculate theamountofinterestcharged.Itcouldbeusedonshorttermloans/investmentswhen,duetothe shortenedtimeframe,ignoringcompoundingdoesnotcauseaslargeofaproblem.

6)Whatiscompoundinterest? Compoundinterestisinterestearnednotonlyontheprincipalamountovertime,butalsouponthe previouslyearnedinterest.Therateinwhichtheinterestcompoundswillaffecthowtheinterestgrows. Thiscouldhappenannually,semiannually,ormonthly. 7)Howdowecalculatecompoundinterest? Theendingbalancecanbecalculatedbymultiplyingtheprincipalamountby1+(interestratedividedby thenumberofcompoundingperperiod)tothepowerofthenumberofperiodmultipliedbythe numberorcompoundingperperiod.

A=P(1+r/n)nt
A=AmountAccumulated P=Principal r=InterestRate n=numberofcompoundingperperiod t=numberofperiods 8)Usecompoundinteresttocalculatetheendingbalancefor$1,500investedat7%,compounded annuallyfor3years.

A=P(1+r/n)nt A=1,500(1+0.07/1)3*1 A=1,500*1.225043 A=$1,837.56

9)Usecompoundinteresttocalculatetheendingbalancefor$55,000investedat16%,compounded semiannuallyfor2years.

A=P(1+r/n)nt A=55,000(1+0.16/2)2*2 A=55,000(1.08)4 A=55,000*1.36048896 A=$74,826.89

10)Whattypeofinvestmentwouldyoufindcompoundinterestin? Stocks,Bonds,MutualFunds,IndexFundsareallcompounding,ifthedividendearnedisreinvested. Thuslyearningdividendsondividends,justlikeyoucanearninterestoninterestincompoundinterest. GuaranteedInvestmentCertificatestypicallycompoundannually. Evenyoursavingsaccountcompounds,almosteverytypeofinvestmentusescompoundinterest.

Appendix E: Simple and Compound Interest Work Sheet

PartI:UsingtheSimpleInterestformula,calculatetheendingbalanceforthefollowing: 1)$34,100at4%for3years 2)$210at8%for7years 3)$4,000at3%for4years 4)$20,600at8%for2years 5)$1,900at5.9%for23/4years

PartII:UsingtheCompoundInterestformula,calculatetheendingbalanceforthefollowing: 6)$7,300at7%compoundedsemiannuallyfor3years 7)$1,030at4%compoundedsemiannuallyfor2years 8)$1,240at8%compoundedannuallyfor2years 9)$21,000at13.6%compoundedquarterlyfor4years 10)$130at9.4%compoundedquarterlyfor2years

SimpleandCompoundInterestWorkSheetAnswers
PartI:UsingtheSimpleInterestformula,calculatetheendingbalanceforthefollowing: 1)$34,100at4%for3years I=prt I=34,100*0.04*3 I=4,092 4,092+34,100=$34,192 2)$210at8%for7years I=prt I=210*0.08*7 I=117.6 117.6+210=$327.60 3)$4,000at3%for4years I=prt I=4,000*0.03*4 I=480 480+4,000=$4,480 4)$20,600at8%for2years I=prt I=20,600*0.08*2 I=3,296 3,2986+20,600=$23,896 5)$1,900at5.9%for23/4years I=prt I=1,900*0.059*2.75 I=308.275 308.275+1,900=$2,208.28

PartII:UsingtheCompoundInterestformula,calculatetheendingbalanceforthefollowing: 6)$7,300at7%compoundedsemiannuallyfor3years

A=P(1+r/n)nt A=7,300(1+0.07/2)3*2 A=7,300(1.035)6 A=7,300*1.22925533 A=$8,973.56

7)$1,030at4%compoundedsemiannuallyfor2years

A=P(1+r/n)nt A=1,030(1+0.04/2)2*2 A=1,030(1.02)4 A=1,030*1.08243216 A=$1,114.91

8)$1,240at8%compoundedannuallyfor2years

A=P(1+r/n)nt A=1,240(1+0.08/1)1*2 A=1,240(1.08)2 A=1,240*1.1664 A=$1,446.34

9)$21,000at13.6%compoundedquarterlyfor4years

A=P(1+r/n)nt A=21,000(1+0.136/4)4*4 A=21,000(1.034)16 A=21,000*17073738288075 A=$35,854.85

10)$130at9.4%compoundedquarterlyfor2years

A=P(1+r/n)nt A=130(1+0.094/4)4*2 A=130(1.0235)8 A=130*1.20421151571 A=$156.55

Appendix F: I'm a Blank

Assignment:Eachstudentwilldrawaninvestmentvehiclefromtheenvelope.Theslipsforthe envelopearelocatedbelow.Thestudentswillbeaskedtokeeptheinvestmentvehicleprivateandnot toletanyoneelseseetheirslip.Theywillthenhave10minutestothinkupastatementthatdescribes theinvestmentvehicle.Theywillneedtomakethestatementdescriptiveoftheinvestmentvehicle becausetherestoftheclasswillneedtoguesstheinvestmenttypewithouthavingthename.Several studentswillhavethesameinvestmentvehiclebutthestatementswilllikelydiffer.Iwillusethe followingexampletogetthemstarted: "Iama'blank'becauseIamaninvestmentvehiclethatenablesagroupofinvestorstopoolinvestment capitalinaseriesofdifferentinvestments."TheblankisMutualFund Thestudentswillbeinformedthattherearemanywaystodescribeaninvestmenttype,sodonotuse theexampleIhaveprovided.

Slips: Stock IndexFund Governmentof CanadaBonds HighYield CorporateBonds Guaranteed Investment Certificate

Stock IndexFund Governmentof CanadaBonds HighYield CorporateBonds Guaranteed Investment Certificate

MutualFund ForeignCurrency Exchange CorporateBonds Commodity Principal ProtectedNote

MutualFund ForeignCurrency Exchange CorporateBonds Commodity Principal ProtectedNote

Appendix G: Exit Slip

Pleaseexplainin12sentencesoneoftheinvestmentvehicleswecovered.Donotusethesameoneas youusedforthe"I'maBlank"activity. Isthereatopic/areawhereyouwouldlikemoreinformationorclarificationon? Pleaserateyourcomfortwithinvestmentvehiclesfrom1to5.[1isnotatallcomfortable,2is somewhatuncomfortable,3isneedmorereviewbutunderstanding,4iscomfortable,5isvery comfortable]

Appendix H: Appointments for ShortTerm and LongTerm Investments

SampleMeetingCard(forJohn):
ShortTermInvestmentStrategies TableA:1:15pm1:20pm JohnandJames LongTermInvestmentStrategies TableI:1:25pm1:30pm JohnandMelissa ShortTermInvestmentRisks TableE:1:20pm1:25pm JohnandBrittany LongTermInvestmentRisks TableD:1:30pm1:35pm JohnandSimon

AppointmentTableQuestions:
ShortTermInvestmentStrategiesAppointmentQuestions: 1)Whataresometypesofshortterminvestments? 2)HowcanIgoaboutinvestingfortheshortterm?WhywouldIdoit? 3)Whataresomewaysshortterminvestmentscanhelpyouasaninvestor? ShortTermInvestmentRisksAppointmentQuestions: 1)Whataresomeoftherisksofinvestingfortheshortterm? 2)Aresomeshortterminvestmentsriskierthanothers?Whichonescanyouthinkofspecifically? 3)Whataresomewaysyoucanminimizeyourriskwithshortterminvestments? LongTermInvestmentStrategiesAppointmentQuestions: 1)Whataresometypesoflongterminvestments? 2)HowcanIgoaboutinvestingforthelongterm?Whatistherewardfordoingso? 3)Whataresomewaysthatlongterminvestmentscanhelpyouasaninvestor? LongTermInvestmentRisksAppointmentQuestions: 1)Whataresomeoftherisksofinvestingforthelongterm? 2)Aresomelongterminvestmentsriskierthanothers?Whichonescanyouthinkofspecifically? 3)Whataresomewaysyoucanminimizeyourriskwithlongterminvestments?

Appendix I: Guidelines for Reflection Journal

Throughouttheentiresemester,youwillbekeepingareflectionjournalthatwillinclude thoughtsabouttheclass,assignments,groupwork,howwellyouunderstand,howthenewknowledge changeshowyouseethingsandwhatyoumaywanttoknowmoreabout. Moreimportantlyhowever,youwillbereflectingonhowyouobserve,interactwithandtalk aboutpersonalfinanceoutsidetheclassroom.Eachweekyouwilltakethetimetodiscussthetopicsof theclasswithyourfamily,friendsandneighbors.Youwillseektheiropinionsandoffertheknowledgeof whatwearediscussingintheclassroom.Thegoalisforyoutoexaminethetopicsandconceptswetalk aboutinpracticeintherealworld.Someoftheinformationyoumaybediscussingwillbesensitive; therefore,donotincludenamesofpeopleorspecificfinancialdata.Ifyouneedorwanttodiscussa personspecifically,youmustseekhis/herpermissionfirst.Asageneralrulethough,avoidusingspecific nameswheneverpossible.Youwillalsowanttodiscusshowyouareusingthepersonalfinancetopicsin yourownlife;maybeyouhavecreatedabudgetforyourself,forexample. Whattoinclude: Whatdidyoulearnthisweek? Whatdidyouthinkofthelessonsfromthisweek? Howareyourassignmentsgoing?Doyoufindthemtooeasy/difficult? Istheresomethingyouwishedwewouldspendmoretimeon? Howarethepeopleyouknowcurrentlyusingthecurrentpersonalfinancetopic?(Forexample budgets) Whatdothepeopleyouknowthinkaboutwhatwearecoveringinclass? Anyobservationsofpersonalfinanceinactionyoumightsee/hear.Maybeyoureadastoryabout investing,forexample. Areyouusinganyofthetopicsfromclassinyourpersonallife? Whatnottoinclude: Asummaryofeachclass;thiswilladdunnecessaryworktoyourjournalentry. Anythingderogatoryorinsultingtoyourfellowclassmates;pleaseberespectfulofeveryoneandthey willberespectfulofyou. Asummaryofyourdailylife,whileIamsureyourlifeisexcitingyoudonotneedtoincludeitinyour journalentries.

Appendix J: How Risky Am I?

1.Ingeneral,howwouldyourbestfrienddescribeyouasarisktaker?
Arealgambler Willingtotakerisksaftercompletingadequateresearch Cautious Arealriskavoider

2.YouareonaTVgameshowandcanchooseoneofthefollowing.Whichwouldyoutake?
$1,000incash A50%chanceatwinning$5,000 A25%chanceatwinning$10,000 A5%chanceatwinning$100,000

3.Youhavejustfinishedsavingfora"onceinalifetime"vacation.Threeweeksbeforeyouplantoleave,youloseyour job.Youwould: Cancelthevacation

Takeamuchmoremodestvacation Goasscheduled,reasoningthatyouneedthetimetoprepareforajobsearch Extendyourvacation,becausethismightbeyourlastchancetogofirstclass

4.Ifyouunexpectedlyreceived$20,000toinvest,whatwouldyoudo? Deposititinabankaccount,moneymarketaccount,oraninsuredCD
Investitinsafehighqualitybondsorbondmutualfunds Investitinstocksorstockmutualfunds

5.Intermsofexperience,howcomfortableareyouinvestinginstocksorstockmutualfunds?
Notatallcomfortable Somewhatcomfortable Verycomfortable

6.Whenyouthinkoftheword"risk"whichofthefollowingwordscomestomindfirst?
Loss Uncertainty Opportunity Thrill

7.Someexpertsarepredictingpricesofassetssuchasgold,jewels,collectibles,andrealestate(hardassets)toincrease invalue;bondpricesmayfall,however,expertstendtoagreethatgovernmentbondsarerelativelysafe.Mostofyour investmentassetsarenowinhighinterestgovernmentbonds.Whatwouldyoudo?

Holdthebonds Sellthebonds,puthalftheproceedsintomoneymarketaccounts,andtheotherhalfintohardassets Sellthebondsandputthetotalproceedsintohardassets Sellthebonds,putallthemoneyintohardassets,andborrowadditionalmoneytobuymore

 8.Giventhebestandworstcasereturnsofthefourinvestmentchoicesbelow,whichwouldyouprefer?
$200gainbestcase;$0gain/lossworstcase $800gainbestcase;$200lossworstcase $2,600gainbestcase;$800lossworstcase $4,800gainbestcase;$2,400lossworstcase

9.Inadditiontowhateveryouown,youhavebeengiven$1,000.Youarenowaskedtochoosebetween:
Asuregainof$500 A50%chancetogain$1,000anda50%chancetogainnothing

10.Inadditiontowhateveryouown,youhavebeengiven$2,000.Youarenowaskedtochoosebetween:
Asurelossof$500 A50%chancetolose$1,000anda50%chancetolosenothing

11.Supposearelativeleftyouaninheritanceof$100,000,stipulatinginthewillthatyouinvestALLthemoneyinONEof thefollowingchoices.Whichonewouldyouselect?
Asavingsaccountormoneymarketmutualfund Amutualfundthatownsstocksandbonds Aportfolioof15commonstocks Commoditieslikegold,silver,andoil

12.Ifyouhadtoinvest$20,000,whichofthefollowinginvestmentchoiceswouldyoufindmostappealing?
60%inlowriskinvestments30%inmediumriskinvestments10%inhighriskinvestments 30%inlowriskinvestments40%inmediumriskinvestments30%inhighriskinvestments 10%inlowriskinvestments40%inmediumriskinvestments50%inhighriskinvestments

13.Yourtrustedfriendandneighbor,anexperiencedgeologist,isputtingtogetheragroupofinvestorstofundan exploratorygoldminingventure.Theventurecouldpayback50to100timestheinvestmentifsuccessful.Ifthemineis abust,theentireinvestmentisworthless.Yourfriendestimatesthechanceofsuccessisonly20%.Ifyouhadthe money,howmuchwouldyouinvest?

Nothing Onemonth'ssalary Threemonth'ssalary Sixmonth'ssalary

Appendix K: Fraud Protection ThinkPairShare

Yesterday,weexaminedseveralwaysfraudcanoccurwheninvesting.Todayitisyourturntothinkof waysyoucanprotectyourselffrominvestmentfraud. Questionstoconsider: 1)Whoisatypicalvictimofinvestmentfraud? 2)Doesyourlevelofriskinessaffectthechanceoffraud? 3)Canusingabrokeroradvisorhelp? 4)Doesthelengththattheinvestmenthasbeenonthemarketaffecttheriskoffraud? 5)Howdoesthesourceoftheinvestmentinformationaffecttheriskoffraud? 6)Howdoesthelevelofthereturnrelatetotheriskoffraud? Part1:Individually,thinkabouttheseguidingquestionsandyesterdaysdiscussiononinvestmentfraud, thendevelopideasonhowtocombatfraudwheninvesting.Aformtorecordyouranswersisonthe backofthispage.Thinkofasmanyideasaspossible. Part2:Together,withthepersonnexttoyou,gooveryouranswers.Trytoaddmoredetailinresponse towhatyourpartnerhastosay.Combineyourideasintoamasterlist. Part3:Asagroup,wewillallshareourthoughtsonthevideosandthequestionsabove.Recordthe pointsfromthegroupportionaswellIwillaskyoutohandtheseformsinattheendofclass.

Name: IndividualThoughts 1) 2) 3) 4) 5) 6) PairThoughts 1) 2) 3) 4) 5) 6) GroupThoughts 1) 2) 3) 4) 5) 6)

Appendix L: SelfAssessment for Mock Investment and What Investment Vehicle is the Best Assignments
1.Foryourmockinvestment,isyourresearchdoneandcomplete? 0notyetaddressed 1Notmet 2Partiallymet 3Almostmet 4Fullymet Rationale:Withoutresearchingtheinvestmentdata,youwillnothavethebasisofyourproject. 2.Haveyouidentifiedtheriskandreward,thehighsandthelows,andoverallperformanceofyour investmentvehicle? 0notyetaddressed 1Notmet 2Partiallymet 3Almostmet 4Fullymet Rationale:Thebasisoftheassignmentistheperformanceofyourinvestmentovertime.Theseare criticalareastoexaminetodeterminethis. 3.HaveyoubeguntomakeyoursummaryhandoutforyourMockInvestment? 0notyetaddressed 1Notmet 2Partiallymet 3Almostmet 4Fullymet Rationale:Yoursummarypaperwillincludeallyourcalculationsandanoverallexplanationofthe performanceofyourinvestment.ThisishowIwillknowhowyourinvestmentperformedanditwillbe usedtogradeyourassignment.

4.Haveyouchosenaninvestmentvehicleforyour"WhatInvestmentVehicleistheBest"assignment? 0notyetaddressed 1Notmet 2Partiallymet 3Almostmet 4Fullymet Rationale:Youmustchooseyourinvestmentvehiclebeforeyoucanargueitisthebest. 5.Haveyouaddressedinvestmentlength,riskandreward,fraudandfraudprotection,andlifegoals,as partofyourargumentfor"WhatInvestmentVehicleistheBest"? 0notyetaddressed 1Notmet 2Partiallymet 3Almostmet 4Fullymet Rationale:Thesearethefundamentalpartstoyouressay;youmustaddresseachofthesetopicswhen makingyourargument. 6.Haveyouexaminedportfoliodiversification,orthelackthereof,aspartofyouressay? 0notyetaddressed 1Notmet 2Partiallymet 3Almostmet 4Fullymet Rationale:Diversificationisasignificantpartofinvesting,andyouneedtoexamineeitherhowyou woulddiversifyortherisksyouwouldfacebynotdiversifying.

Appendix M: FaceOff Review Questions

1) What is simple interest and how is it calculated?

2) What is compound interest and how does it affect the growth of investments?

3) Can you name two long-term investment vehicles?

4) Can you name two short-term investment vehicles?

5) How do Mutual Funds work?

6) How is diversification related to risk and reward?

7) How do your life-goals (Example, saving for retirement) affect your investment choices and strategy?

8) Explain, what are ETF's? How can they be beneficial when investing?

9) Why is important to know your personal risk threshold before investing?

10) What is a Ponzi scheme?

11) What is a GIC?

12) What is insider trading? How is it fraudulent?

13) How do day traders make money in the short term?

14) Name two ways we discussed that you can do to prevent fraud when investing?

15) What are Principal Protected Notes?

17) Why was Bernie Madoff arrested?

18) If I call you with a "hot tip" of a great stock, what do you do?

19) How do bonds differ from stocks?

20) Name a risk of short-term investing.

21) Name a risk of long-term investing.

22) How can persuasion be used to get you to invest in something that can cost you money? (Name one way)

23) Name three things traded in the commodities market.

24) How does reinvesting the dividends earned from your stock affect your investment?

25) Describe what a typical investment fraud victim looks like.

Appendix N: Peer Feedback for Mock Investment Oral Presentation

InstructionsforfeedbackduringtheMockInvestmentOralPresentations: Foreachpresenter,listencarefullytothepresentation,makingnotesineachofthefour commentsectionsbelowasyoudo.Payparticularattentiontotheitemswehavediscussedinourrubric andmakenotesaboutboththepositiveandnegativeaspectsofthepresentation.Ensureyoucriticisms areconstructiveanddesignedforimprovement;donotwritecommentsasanattackonyourpeer.You willnotberequiredtohandeachpersonarubricontheirpresentation,justthecommentssheet; however,youmaywishtohaveacopyoftherubriconyourdesksoyoucanreferenceitthroughoutthe presentations.Keepallofyourfeedbackformsuntiltheendofclass,atwhichtimeyouwillhandthem toMr.McLauchlin. PeerFeedbackSummaryFormfortheMockInvestmentOralPresentations Evaluatorname: Presentername:

Overall,whatarethestrengthsofthisoralpresentation? Overall,whataretheweaknessesofthisoralpresentation? Didthepresenterexplaintheinvestmentvehicleinawaythatmadeitclearandunderstandable?Are thereanysuggestionsyoumayhavetoimprovethis? Wastheexpressionoftheinvestmentcalculationsclear?Arethereanysuggestionsyoumayhaveto improvethis?

Interest&CompoundInterestLessonPlan(Day01) Name: Subject: ToddMcLauchlin Date: Grade: TBA

PersonalFinance30 TBA

12 50min

CooperativeTeacher:

LessonLength:

ContentIdentification:Thisunitwillfocusoninvestmentsanddifferentinvestmentvehicles.Tobegin theunit,wewillexamineinterestandcompoundinterest,astheyarebothmajorpartsofthe investmentprocess.Intoday'sclassthestudentswillbeginbycompletingashortworksheetoninterest andcompoundinterest,tohelpmediagnosetheirpriorknowledgebetter.I,throughtheuseofaPrezi presentation,willguidethestudentsthroughanexplanationofinterestandcompoundinterest,aswell as,howtocalculateboth.Iwillusethecompletedworksheetasastartingpointformydiscussion,in combinationwiththePrezi,andcalluponthestudentstoprovidetheiranswers.Oncewecoveredhow tocalculateinterestandcompoundinterestthestudentswillbreakintopairsandcompleteasecond worksheet,calculatinginterest.Thiswillprovidetheclasswithpracticeonthenewconcept.Bothwork sheetswillbehandedin,soIcanexaminethestudents'priorknowledgeofinterestandcompound interest. Outcomes: Indicators(Assessment): PF(L)6Demonstrateanunderstandingofthe a.Summarizewhatinvestingisandwhyitis importanceofinvesting,thevarioustypesof importantandtheimpactofstartingatanearly investmentvehiclesandhowinterestcanbeused age. asanadvantage. d.Analyzeandgeneralizetherelationship betweensimpleinterestandcompoundinterest. Thegoalofthisunitistoprovidethestudents withtheknowledgeandinformationsotheycan Thestudentswillbeabletoexpresstheformula expresswhyinvestingisimportant,howtheycan forcalculatingsimpleinterest. goaboutinvestingandthedifferenttools,suchas Thestudentswillalsobeabletoexpressthe interest,thatcanhelpthemintheprocess. formulaforcalculatingcompoundinterest. Thegoalofthislessonistoprovidethestudents Throughtheuseoftheseformulas,thestudents withtheformulasandabilitytocalculateinterest willbeabletocompletecalculationstodetermine andcompoundinterest.Theseformulasand interestandcompoundinterestonaninvestment. conceptscanbeusedtoobtainthelargerunit Thestudentswillbeabletoarticulateexamples ofwhentheymightencountersimpleinterestand goal. compoundinterest,intherealworld. Thefirstworksheetwillbeusedasadiagnostic assessmentforthestudents'priorknowledgeof simpleinterestandcompoundinterest.Iwill reviewtheseafterthecompletionofthelesson andmayneedtoalterfuturelessonsdepending uponthis. Thesecondworksheetwillactasbothpractice forthestudentsandaformativeassessmentfor me.Whilethestudentshaveonlyjustlearnedthe conceptsofinterestandcompoundinterest,I wanttoknowhowwelltheyareabletocomplete interestcalculationsafterlearningtheseconcepts.

Neitherworksheetisgraded,insteadIwilluse themtohelpbuildandaltermyfuturelessons accordingtothestudents'levelofpriorknowledge andabilitytocompletetheproblemsprovided. CommonEssentialLearnings:Numeracy CrossCurricularCompetencies:DevelopingLiteracies PrerequisiteLearning:ThestudentswillhavealreadycoveredaunitonFinancialInstitutionsandwillbe abletoexpressthedifferentinstitutionsyoucanusetosaveandinvest.Theywillalsohavecoveredthe decisionmakingprocessasitrelatestopersonalfinance,andnowwillbeabletoapplythistoinvesting. Equipment/Materials:Thestudentswillneedstandardclassroomsupplies.Iwillneedaccesstoa projectorandlaptopforthepresentation,andthetwoworksheetstobehandedouttotheclass. Set:(15min.) 1)BeforeIbegin,Iwillexplaintothestudentsthatwearenowmovingintoanewunit,andwewillbe discussinginvestingoverthenexttwoweeks. 2)Ihaveaplannedpresentationforthislesson,butbeforeIevenbeginIwillhavethestudents completeanactivity. 3)Today'stopicisinterestandcompoundinterestandbeforeIcovereitherIwillhandthestudentsa worksheetoninterestandcompoundinteresttobecompleted.Iwillaskthestudentstoworkalone.I willalsoinformthemthatthisisnotatestanditisnotgraded,butIwanttoknowhowmuchthe studentalreadyknows,sotheyshouldanswerasmuchastheycan.Iftheyarenotsure,giveitthebest guesstheycan. 4)Thestudentswillbegivenabout7minutestoworkonthisworksheet. Development:(25min) 1)Aftercompletingtheworksheet,Iwilldiscusstheanswers,intandemwithaPrezipresentationIhave prepared. 2)Iwillfirstshowacomicthatillustrateshowcompoundinterestisdifferentthansimpleinterest. 3)Iwillthenexplainwhatsimpleinterestis,takingupthequestionsfromtheworksheetthatrelateto simpleinterestatthistime.WhenIneedastudenttorespondorIhaveaquestiontoask,Iwillbeusing randomselectioninthisclass.TodosoIwillwriteeachstudent'snameonapopsiclestickanddrawa stickforeachresponserequired.Thiswillhelpmespreadoutmyquestionsandkeepthestudentson theirtoesbecausetheydonotknowwhentheirnamewillbedrawn. 4)FromsimpleinterestIwillmovetoanexplanationofcompoundinterest.Again,Iwillcoverthe questionsfromtheworksheetrelatingtocompoundinterestasIdothis. 5)Finally,Iwillaskthestudentstoponderaquestion.Whatwouldyouratherhave,amilliondollars todaythatyoucannotreinvestor1pennythatdoubledeverydayfor30days?Iwouldhavethe studentsthatsay1milliondollarstakeastandandgototherightsideoftheroomandIwouldhavethe studentsthatsay1pennythatdoubleseverydayfor30daystakeastandandgototheleftsideofthe room.Iwillrandomlyselectsomeonefromeachside,orseveralstudents,tojustifytheirstand.Iwill finallyshowthestudentsthecalculationforthecompoundedinterestofthe1penny,toshowthatitis larger.Thisactivitywilldrivehomethepowerofcompoundinterest. 6)Theremainderoftheclasstimewillbeprovidedtothestudentstoworkonasecondworksheetfor

interestandcompoundinterestcalculations.Iwillpermitthestudentstoworkinpairs;thegoalisfor thestudentstosolidifytheirknowledgeofinterestandcompoundinterest,nottotesttheirindividual knowledgeatthispoint.However,eachstudentmustcompletetheirownsheet.Thesesheetswillbe dueatthestartofthenextclass,butitwouldbebeneficialtocompleteasmuchastheycanwhilethey haveaccesstoapartnerandme.Iwillexaminethecompletedworksheetstohelpdeterminehowwell thestudentsunderstandbothconcepts. Closure:(10min.) 1)Theselast10minutesarededicatedastimetocompletethesecondworksheet. 2)Iwillclosetheclassbyremindingthestudentsthattheworksheetisduetomorrowandwewilltake itupasagroupatthestartofclass. 3)Iwillalsoinformthestudentthatwewillbebuildinguponthisconceptaswebegintodiscussthe differenttypesofinvestmentvehicles. ClassroomManagementStrategies: 1)Iwillbreaktheclassintopartsofbothworktimeanddirectinstructiontime.Havingactivitytimewill helpkeepthestudentsmorefocusedinsectionsofdirectinstruction. 2)Iwillusetherandomselectionmethodofcallingonstudentsbecauseitiscompletelyrandomand nooneknowswhenorhowoftentheymaybepicked,itforceseveryonetolistenatalltimes. 3)Iwillmovethroughouttheroomwhilethestudentsareworkingontheirexercises.Iwilloffer assistanceanddirectionasneeded.IwillusemypresencetokeepthestudentsontaskandIwillremind themofwhattheyshouldbedoingiftheygetofftask. AdaptiveDimension: 1)Studentswhorequiremoreattentionwillneedtobemonitoredclosely,offeringupencouragement forthethingsdonewell.Thesestudentsmayrequiredifferentseatingarrangementsaswell. 2)Studentsrequiringmoreassistance,orarebehindthegradelevel,canbeprovidedextraworktimeat lunchorafterschoolwithme.Furthermore,Icancreate'cheatsheets'orgraphicorganizerstomeetthe individualsneeds.Inalesson,suchasinterest,the"cheatsheet"couldsimplybeawalkthroughonhow tocompleteeachcalculation,withtheformulasprovided.Gradelevelstudentswillnotneedthesteps explicitlywrittenout,butcertainstudentsmayrequirethis. 3)Studentsaheadofgradelevelwillbeencouragedtotakedeeperchallenges.Theywillneedlessdirect supportfromme,givingthemafeelingofindependence.Tofeeltheyaregainingsomethingfromthe material,theymayneedtobegivenquestionsofhigherdifficulty.Thesequestionswillchallengethem accordingly,sotheyarenotbored,butwillstillmeasurethesameoutcomeasthegradelevelquestions. ProfessionalDevelopment:Seeattached

ProfessionalDevelopmentPlan Name: ToddMcLauchlin Date: TBA Observer: TBA

Topic: Interest&CompoundInterest

ProfessionalTarget/Goal: ClassroomManagement ThegoalistouseproceduresIveestablished withtheclasstomaintainanenvironment conducivetolearning. Thegoalistokeepthestudentsfocusedonthe lessonandtheexercise. Thegoalistoensureallstudentsarefocusedon, andabletocontributetothelesson.

StepstoAchieveTarget: Iwillclearlyexplaintheconceptssurroundingthe lessonandtheexercise,tolimitconfusionand studentsthatareofftaskbecausetheydonot understand. Iwilluserandomselectiontochoosesomeoneto answeraquestion.Thiswillhelpkeepthestudents from"zoningout". Iwillusemypresencethroughouttheroomto keepthestudentsfocusedduringtheexercise portionofthelesson. Ifstudentsareofftask,Iplantoaddressthe situationimmediately. Iwillaskthestudentstoputawaytheirdigital devicesduringthelessonportion,theywillnot needthemtotakenoteseverythingwillbeon thescreenorhandedtothem.

InstructionsforObserver: Pleaseobservemylesson,payingparticularattentiontomyclassroommanagement.Iaminterestedto knowifmyactionshelpmaintainagoodworkingenvironmentforthestudents.Aretheinstructionslaid outsothattheclassdoesnothavetobeofftasksearchingfordirection?Duringthepresentation,are thecommentsandquestionsbythestudentsansweredinanorderlymanner?DoIhavetoremindthe classtosayontask?DoIhavetoremindthemnottogettooloud?Doestherandomselectionmethod helpkeepthestudentsfocused?Arethestudentsfocusedontheexercise? DataCollection:(SeeAttached) ProfessionalReflection(DonePostConference)

1)Howdidyounoticethestudentswereofftaskduringthepresentationportionofthelesson?Howdid Irespond?

2)Werethestudentsusingtheirelectronicdevices(cellphone,tablet,etc.)duringthepresentation? Yes/No(Recordamark) 3)Ifsowhatwasmyresponse,ifany?

4)Didthestudentsneedfurtherexplanationonwhattodoforeitherdiagnosticworksheet?Yes/No (Recordamarkforeachtimeyounotice) 5)Didtheclassaskquestionsduringtheexercise?Ifso,howdidIrespond?(Recordamarkforeachtime younotice)

6)HowmanytimesdidIhavetoremindtheclasstoreducethevolumelevel?

7)Whilestudentswerebeingcalledontoanswerquestions,weretheotherstudentsofftask?Ifso, whatwasmyresponse?(Recordamarkforeachtimeyounotice)

8)AdditionalCommentsorNotes:

InvestmentVehiclesPart1LessonPlan(Day02) Name: Subject: ToddMcLauchlin Date: Grade: TBA

PersonalFinance30 TBA

12 50min

CooperativeTeacher:

LessonLength:

ContentIdentification:Todaywewillbeginourexaminationofthedifferentinvestmentvehicles available.Beforewebegin,wewillspendthefirstpartoftheclassreviewingtheinterestworksheet fromday1.Wewillcovercorporateandgovernmentbonds,stocks,mutualfunds,foreigncurrency exchanges,andindexfundstoday.Inthenextlessonwewillcontinuewithcommodities,PPN'sand GIC's.Iwilldiscusstheprosandconsofeachinvestmentvehicleandexplainthebasicsofhowthey operate.Afterexaminingbondsandstocks,wewillcomparethedifferencebetweenthetwotypesof investments.Day2andDay3areintendedtooperateasonelargerlesson. Indicators(Assessment): Outcomes: b.Investigatethebasicsofinvestingincluding PF(L)6Demonstrateanunderstandingofthe (developingapersonalinvestmentstrategy, importanceofinvesting,thevarioustypesof investmentvehiclesandhowinterestcanbeused establishinvestmentobjectives,understand toleranceforrisk,understandtheimportanceof asanadvantage. diversification,assetmixes,importanceof Thegoalofthisunitisprovidethestudentswith investmentresearch)* theknowledgeandinformationsotheycan f.Explorethedifferencesandsimilaritiesbetween expresswhyinvestingisimportant,howtheycan thedifferenttypesofinvestmentvehicles. goaboutinvestingandthedifferenttools,suchas Thestudentswillbeabletoexplainwhatthe interest,thatcanhelpthemintheprocess. differentinvestmentvehiclesare,includingthe Thegoalofthislessonisprovidethestudents withastartingknowledgeofwhatwearecovering prosandconsofeach. Thestudentswillbeabletocompareand today,corporateandgovernmentbonds,stocks, mutualfunds,foreigncurrencyexchanges,and contraststocksandbondsandexplainthe indexfunds.Thegoalisalsotoexplainhowthese advantageofeach. Thestudentswillbeabletoarticulatehowan investmentvehiclesdiffer,andhowaninvestor investorwouldusethedifferentinvestment canusethegivenvehicle.Finally,thegoalisto vehicles. compareandcontrastbondsandstocks. Thislesson,andthenext,willmarkthebeginning ofoneoftheunitlongsummativeassessments,an assignmentcalledtheMockInvestment.The assignmentwillbegradedandwillassessthe studentscomprehensionofhowagiven investmentvehicleworks,includingcompound interest. AfterIhavediscussedallinvestmentvehicles,in thenextlesson,Iwillconductaformative assessmenttodetermineifthestudentsareable toexpresswhatdefineseachinvestmentvehicle. Thisassessmentwillbecalled,I'maBlankandwill consistofthestudentstatingtheyareablank

andgivingcharacteristicsthatexplainthe unnamedinvestmentvehicletheyare.Iwillbe abletoassessthequalityofdefining characteristicsgiventodetermineifthestudents canproperlyexpresswhattheinvestmentvehicle isdefinedby. CommonEssentialLearnings: CrossCurricularCompetencies: PrerequisiteLearning:ThestudentswillhavealreadycoveredaunitonFinancialInstitutionsandwillbe abletoexpressthedifferentinstitutionsyoucanusetosaveandinvest.Theywillalsohavecoveredthe decisionmakingprocessasitrelatestopersonalfinance,andnowwillbeabletoapplythistoinvesting. Afterthelastlesson,thestudentswillbefamiliarwithinterestandcompoundinterest. Equipment/Materials:Thestudentswillneedstandardclassroomsuppliesandtheworksheetfromthe previousday.Iwillneedaccesstoaprojectorandlaptopforthepresentation. Set:(15min.) 1)Wewillbeginbydiscussingtheworksheetfromday1. 2)Iwillrandomlyselectstudentstogivetheiranswerandexplanationforeachofthe10problemson theworksheet.Iwillremindthestudentsthatitisokaytobewrongbutitisnotokaytonottry. 3)Dependingonhowwellthestudentswereabletocompletetheworksheet,Imayneedtocover somesectionsofthesimpleinterestandcompoundinterestlessonagain. 4)Iwillletthestudentsknowthatwewillbeusingthecompoundinterestcalculationregularly,asmost investmentvehiclesusecompoundinterest.Wewillthenmovetoourdiscussiononinvestment vehicles. Development:(33min) 1)Iwillbeginthediscussiononinvestmentvehiclesbylookingatstocks.Wewilldiscusswhatisastock, howoneinvestsusingstocksandtheprosandconsofstocks.Thislessonwillbelargelyteacherdriven; therefore,Iwillattempttoengagethestudentsasmuchaspossiblebyaskingthemtocommentonthe topicbeforeIexplainit.Thestudentswillberesponsibleforandrequiredtotakedetailednotesonthis discussion.Nonetheless,Iwilluploadthepresentationstoourclasswebpageforreferencingafterwards. 2)Fromstockswewillmovetomutualfunds,foreigncurrencyexchangeandindexfunds,discussing theminasimilarfashionasstocks. 3)Finally,wewillmovetoadiscussiononbonds,specificallycorporateandgovernmentbonds.Again, wewilllookatwhatisabond,howoneinvestsusingbondsandtheprosandconsofbonds. 4)AfterexaminingthedifferentinvestmentvehiclestodayIwillwalkthestudentsthroughacomparison ofbondsandstocks.Again,Iwilllookforstudentparticipationasoftenaspossible,randomlyselecting namestoparticipate. Closure:(2min.) 1)Aftercomparingbondsandstocks,ourtimewillbenearlyup.Iwillinformthestudentsthatwewill continuethisdiscussionthenextdayandtalkaboutfurtherinvestmentvehicles.Wewillalsobeginto

lookatourfirstmajorassignmentfortheunitintwoclasses. ClassroomManagementStrategies: 1)Sincethelessonislargelyteacherdriven,Iwilllookforstudentinvolvementasmuchaspossible,so thestudentsdonotzoneoutorbecomeboredwiththelesson. 2)Iwillusetherandomselectionmethodofcallingonstudentsbecauseitiscompletelyrandomand nooneknowswhenorhowoftentheymaybepicked,itforceseveryonetolistenatalltimes. 3)IwillmovethroughouttheroomwhileIampresenting.IfIammovingandnonstationaryitwillhelp bringlifetoadirectlecturestylelessonandhelpkeepthestudentsattheothersideoftheroomaware thatImaystandbythemaswell.Mypresencewillbeusedtohelpkeepstudentsontask. AdaptiveDimension: 1)Studentswhorequiremoreattentionwillneedtobemonitoredclosely,offeringupencouragement forthethingsdonewell.Thesestudentsmayrequiredifferentseatingarrangementsaswell. 2)Studentsrequiringmoreassistance,orarebehindthegradelevel,canbeprovidedextraworktimeat lunchorafterschoolwithme.Thestudentswillberequiredtotakenotesonthispresentation; however,forstudentsneedingmoreassistanceIcanprovideagraphicorganizertohelpthemorganize thenotes. 3)Studentsaheadofgradelevelwillbeencouragedtotakedeeperchallenges.Theywillneedlessdirect supportfromme,givingthemafeelingofindependence.Tofeeltheyaregainingsomethingfromthe material,theymayneedtobegivenquestionsofhigherdifficulty.Thesequestionswillchallengethem accordingly,sotheyarenotboredbutwillstillmeasurethesameoutcomeasthegradelevelquestions. ProfessionalDevelopment:Seeattached

ProfessionalDevelopmentPlan Name: ToddMcLauchlin Topic: InvestmentVehiclesPart1 Date: TBA Observer: TBA

ProfessionalTarget/Goal: TimeManagement Thegoalistobalancetheamountofcontentin thepresentationswiththeamountoftimeIhave available,whilestillallowingtolearnandask questions. Thegoalistocompleteportiononeofthe presentationbeforetheendoftheperiod. Iftheinstructionmaterialiscompletedwithextra time,thegoalistohaveamomenttoreviewthe conceptsseenduringthelesson. InstructionsforObserver:

StepstoAchieveTarget: Iwillexplaineachinvestmentvehiclethoroughly, sothestudentsunderstand;however,Iwillnot spendtoomuchtimeastoeatupmyallotted time. Iwillnotrushthroughthepresentationslides becauseIamshortontime. Iwillkeepmyselfawareofhowmuchtimeis remainingintheclass. Iwillnotleaveunfilledgapsoftimeinmylesson.

Pleaseobservemylesson,payingparticularattentiontomytimemanagement.Iaminterestedtoknow ifIhavegoodcontroloverthetimethateachpartofthelessontakes.Iwouldliketoknowifamableto relaytherequiredinformationtothestudentswithinthegiventimeperiod.Dostudentsseemtobe rushedoraretheyabletograsptheknowledgeatagoodpace?DoIattempttorushthroughordrag outthepresentationinordertostaywithintheallottedtime?DoesthetimeIhaveallottedmakethe lessonfeeltoolongortooshort? DataCollection:(SeeAttached) ProfessionalReflection(DonePostConference):

1)WasIabletocompletetheentirelessonwithintheallottedtime?

2)DidthestudentsrequiremoreorlesstimethanIprovided?Yes/No 3)Howmanystudentswereunabletoobtainpropernotes,duetoalackoftime?

4)Howmanystudentsseemedtoloseinterestbecausethelessonwasdraggingon?

5)WhatdidIdoiftherewereanystudentswhoseemedrushedorbored?

6)Didanypartofthelessonseemrushed?(Toevaluatethis,examinetoseeifthereareanypartsIhad toremoveortruncate)Yes/No

7)Didanypartofthelessonseemelongated?(Toevaluatethis,examinetoseeifIstayedlongerthan necessaryoncertainpartsofthelesson)

8)AdditionalCommentorNotes:

InvestmentVehiclesPart2LessonPlan(Day03) Name: Subject: ToddMcLauchlin Date: Grade: TBA

PersonalFinance30 TBA

12 50min

CooperativeTeacher:

LessonLength:

ContentIdentification:Day3willbuilddirectlyoffDay2.Wewillcontinuetoexamineinvestment vehiclesandlookatcommodities,PPN'sandGIC's.Wewillalsotouchonbondsandstocksagainto reviewthepreviouslesson.OncewehavediscussedalloftheinvestmentvehiclesIwill,atrandom, assignstudentsaninvestmentvehicle.Thestudentswilltaketurnscompletingan"I'ma'blank'because Iam'blank'statement"abouttheirinvestmentvehicle.Forexample,Icouldstate,"Iama'blank' becauseIamaninvestmentvehiclethatenablesagroupofinvestorstopoolinvestmentcapitalina seriesofdifferentinvestments."TheanswerisMutualFund.Eachstudentwouldtakeaturnmaking theirstatementandtherestoftheclasswouldneedtoguesswhattheblankorinvestmentvehicleis. Thegoalisforemosttogaugehowwellthestudentscanexpressthedefiningcharacteristicsofthe investmentvehicles,butitisalsotocreateachangeofpacefromthedirectinstructionofthelastlesson andahalf,whichmayhelpcertainstudentsretaintheconceptsbetter.Theclasswillclosebeaskingthe studentstocompleteashortExitSlipofinvestmentvehicles,thisexitslipwillserveasaformative assessmentandwillallowmetoaddresscertainareaswiththeclassorindividualsinthenextlesson. Indicators(Assessment): Outcomes: b.Investigatethebasicsofinvestingincluding PF(L)6Demonstrateanunderstandingofthe (developingapersonalinvestmentstrategy, importanceofinvesting,thevarioustypesof investmentvehiclesandhowinterestcanbeused establishinvestmentobjectives,understand asanadvantage. toleranceforrisk,understandtheimportanceof diversification,assetmixes,importanceof Thegoalofthisunitisprovidethestudentswith investmentresearch)* theknowledgeandinformationsotheycan f.Explorethedifferencesandsimilaritiesbetween expresswhyinvestingisimportant,howtheycan thedifferenttypesofinvestmentvehicles. goaboutinvestingandthedifferenttools,suchas Thestudentswillbeabletoexplainwhatthe interest,thatcanhelpthemintheprocess. differentinvestmentvehiclesare,includingthe Thegoalofthislessonisprovidethestudents prosandconsofeach. withstartingknowledgeofwhatarecovering Thestudentswillbeabletoarticulatehowan today,commodities,PPN'sandGIC's.Thegoalis alsotoexplainhowtheseinvestmentvehicles investorwouldusethedifferentinvestment differ,andhowaninvestorcanusethegiven vehicles. Thislesson,andtheprevious,willmarkthe vehicle.Finally,thegoalistochecktoseethe beginningofoneoftheunitlongsummative students'levelofcomprehensionofthesetopics, assessments,anassignmentcalledtheMock aswellas,thetopicsfromthepreviousday. Investment.Theassignmentwillbegradedand willassessthestudentscomprehensionofthehow agiveninvestmentvehicleworks,including compoundinterest.AtthestartofDay4the studentswillbeprovidedthisassignment. Afterdiscussingallinvestmentvehicles,Iwill conductaformativeassessmenttodetermineif

thestudentsareabletoexpresswhatdefineseach investmentvehicle.Thisassessmentwillbecalled, I'maBlankandwillconsistofthestudentstating theyareablankandgivingcharacteristicsthat explaintheunnamedinvestmentvehicletheyare. Iwillbeabletoassessthequalityofdefining characteristicsgiventodetermineifthestudents canproperlyexpresswhattheinvestmentvehicle isdefinedby. Finally,thestudentswillcompleteanexitslipat theendofthislessonthatasksthemtoexplainan investmenttype,asksthemtoidentifyanarea,if any,thattheyneedadditionalinformationonand asksthemtoidentifytheircomfortlevelfrom1to 5onhowtheyarefeelingaboutinvestment vehicles. CommonEssentialLearnings:CriticalandCreativeThinking CrossCurricularCompetencies:DevelopingThinking PrerequisiteLearning:ThestudentswillhavealreadycoveredaunitonFinancialInstitutionsandwillbe abletoexpressthedifferentinstitutionyoucanusetosaveandinvest.Theywillalsohavecoveredthe decisionmakingprocessasitrelatestopersonalfinance,andnowwillbeabletoapplythistoinvesting. Thestudentswillbefamiliarwithinterestandcompoundinterestnow. Equipment/Materials:Thestudentswillneedstandardclassroomsuppliesandtheworksheetfromthe previousday.Iwillneedaccesstoaprojectorandlaptopforthepresentation.Iwillalsoneedtheexit slipprintedsothestudentscanfillitoutattheendofclass. Set:(10min.) 1)Wewillbeginwithareviewofstocks,mutualfunds,indexfunds,foreigncurrencyexchange,and corporateandgovernmentbonds. 2)Iwillrandomlyselectstudentstoanswerquestions,completeastatementorofferadefining characteristicofeachinvestmentvehicle.Thisexercisewillmaketheactivitylaterinthelessonmuch easier. 3)Iwillmovefromareviewoftheinvestmentvehiclesfromlastclasstotheonesfromtoday. Development:(35min) 1)Iwillbegintoday'sdiscussiononinvestmentvehiclesbylookingatcommodities.Wewilldiscusswhat isacommodity,howoneusescommoditiesandtheprosandconsofcommodities.Aswithlastclass,I willattempttoincludethestudentsasmuchaspossibleinthediscussion,askingthemtodefinethe materialasweworkthewaythroughit.Also,likethelastlessonthestudentswillberesponsibleforand requiredtotakedetailednotesonthisdiscussion.Nonetheless,Iwilluploadthepresentationstoour classwebpageforreferencingafter. 2)WewillalsoexaminePrincipalProtectedNotesandGuaranteedInvestmentCertificatesinsimilar fashion.

3)AfterwecoveralltheinvestmentvehiclesthatIplantocover,Iwillbeginthe"I'maBlank"activity.I willcometoeachstudentandhavethemselectapieceofpaperfromanenvelopethatcontainsan investmentvehicleonit.Iwillremindthestudentsnottorevealwhattheirvehicleisbecauseweneed toguess.Thestudentswillhave10minutestothinkofawaytoexplaintheirinvestmentvehicle.The studentswilltaketurnscompletingan"I'ma'blank'becauseIam'blank'statement"abouttheir investmentvehicle.Forexample,Icouldstate,"Iama'blank'becauseIamaninvestmentvehiclethat enablesagroupofinvestorstopoolinvestmentcapitalinaseriesofdifferentinvestments."Theanswer isMutualFund. 4)Iwilllistentoassessthestudents'abilitytocommunicatewhatdefinestheirinvestmentvehicleto theclass.Thisformativeassessmentwillhelpmeunderstandhowwellthestudentsarecomprehending thematerial. Closure:(5min.) 1)Thestudentswillbegiventhelastfiveminutestocompleteaverybriefexitslipandhanditin.This exitslipwillaskthemtoexplainaninvestmenttype(thatwasnottheirownintheclassactivity),asks themtoidentifyanarea,ifany,thattheyneedadditionalinformationonandasksthemtoidentifytheir comfortlevelfrom1to5onhowtheyarefeelingaboutinvestmentvehicles. 2)Iwillcollecttheexitslipsandlookthemoverpriortothenextclass. 3)Finally,Iwillinformthestudentsthattomorrowwewillbeginourfirstunitproject. ClassroomManagementStrategies: 1)Iwilllookforstudentinvolvementasmuchaspossible,sothestudentsdonotzoneoutorbecome boredwiththelesson,duringthedirectinstructionportion. 2)Iwillusetherandomselectionmethodofcallingonstudentsbecauseitiscompletelyrandomand nooneknowswhenorhowoftentheymaybepicked,itforceseveryonetolistenatalltimes. 3)IwillmovethroughouttheroomwhileIampresenting.IfIammovingandnonstationaryitwillhelp bringlifetoadirectlecturestylelessonandhelpkeepthestudentsattheothersideoftheroomaware thatImaystandbythemaswell.Mypresencewillbeusedtohelpkeepstudentsontask. 4)Iwillcirculatetheroomwhilethestudentsareworkingonthe"I'maBlank"statementstobothoffer directionwhereneededandkeepthestudentsfocusedonthetaskathand. 5)Iwillalsoremindthestudentstoberespectfulofthepresentingstudentandgivetheirfullattention tothepersonwhoisreadingtheirstatement. AdaptiveDimension: 1)Studentswhorequiremoreattentionwillneedtobemonitoredclosely,offeringupencouragement forthethingsdonewell.Thesestudentsmayrequiredifferentseatingarrangementsaswell. 2)Studentsrequiringmoreassistance,orarebehindthegradelevel,canbeprovidedextraworktimeat lunchorafterschoolwithme.Thestudentswillberequiredtotakenotesonthispresentation; however,forstudentsneedingmoreassistanceIcanprovideagraphicorganizertohelpthemorganize thenotes.Thesestudentsmayrequireextratimeandexplanationfrommeduringtheactivitytime. 3)Studentsaheadofgradelevelwillbeencouragedtotakedeeperchallenges.Theywillneedlessdirect supportfromme,givingthemafeelingofindependence.Tofeeltheyaregainingsomethingfromthe material,theymayneedtobegivenquestionsofhigherdifficulty.Thesequestionswillchallengethem accordingly,sotheyarenotboredbutwillstillmeasurethesameoutcomeasthegradelevelquestions. Iwillchallengethesestudents,privately,tomaketheirstatementsmorecomplexanddetailed. ProfessionalDevelopment:Seeattached

ProfessionalDevelopmentPlan Name: ToddMcLauchlin Topic: InvestmentVehiclesPart2 Date: TBA Observer: TBA

ProfessionalTarget/Goal: TimeManagement Thegoalistobalancetheamountofcontentin thepresentationswiththeamountoftimeIhave available,whilestillallowingtolearnandask questions. Thegoalistocompleteportiononeofthe presentationbeforetheendoftheperiod. Iftheinstructionmaterialiscompletedwithextra time,thegoalistohaveamomenttoreviewthe conceptsseenduringthelesson. InstructionsforObserver:

StepstoAchieveTarget: Iwillexplaineachinvestmentvehiclethoroughly, sothestudentsunderstand;however,Iwillnot spendtoomuchtimeastoeatupmyallotted time. Iwillnotrushthroughthepresentationslides becauseIamshortontime. Iwillkeepmyselfawareofhowmuchtimeis remainingintheclass. Iwillnotleaveunfilledgapsoftimeinmylesson.

Pleaseobservemylesson,payingparticularattentiontomytimemanagement.Iaminterestedtoknow ifIhavegoodcontroloverthetimethateachpartofthelessontakes.Iwouldliketoknowifamableto relaytherequiredinformationtothestudentswithinthegiventimeperiod.Dostudentsseemtobe rushedoraretheyabletograsptheknowledgeatagoodpace?DoIattempttorushthroughordrag outthepresentationinordertostaywithintheallottedtime?DoesthetimeIhaveallottedmakethe lessonfeeltoolongortooshort? DataCollection:(SeeAttached) ProfessionalReflection(DonePostConference):

1)WasIabletocompletetheentirelessonwithintheallottedtime?

2)DidthestudentsrequiremoreorlesstimethanIprovided?Yes/No 3)Howmanystudentswereunabletoobtainpropernotes,duetoalackoftime?

4)Howmanystudentsseemedtoloseinterestbecausethelessonwasdraggingon?

5)WhatdidIdoiftherewereanystudentswhoseemedrushedorbored?

6)Didanypartofthelessonseemrushed?(Toevaluatethis,examinetoseeifthereareanypartsIhad toremoveortruncate)Yes/No

7)Didanypartofthelessonseemelongated?(Toevaluatethis,examinetoseeifIstayedlongerthan necessaryoncertainpartsofthelesson)

8)AdditionalCommentorNotes:

MockInvestmentStartLessonPlan(Day04) Name: Subject: ToddMcLauchlin Date: Grade: TBA

PersonalFinance30 TBA

12 50min

CooperativeTeacher:

LessonLength:

ContentIdentification:Thebulkofthislessonwillbededicatedasaworkperiodforthefirstmajor assignmentoftheunit.Firsthowever,thestudentsmustunderstandtheassignment. IwillbegintheclassbyhandingouttheMockInvestmentassignmentandexplainingwhatthestudents needtodo.IwillalsoexplaintheMockInvestmentOralPresentationassignment.Thepresentationwill betreatedasaseparateassessmentasthegoalofthepresentationistohavethestudentssuccessfully explaintheirinvestmentvehicletotheclassandhowitperformedoverthecourseoftheirmock investment.Thecoreidea,oftheMockInvestmentassignment,isthatthestudentwillbecompletingan investment,asiftheyhadstartedittheyeartheywereborn.Eachstudentwillbegivenadifferent investmentvehicleandadifferentsetofinvestmentparameterstoabideby.Theinvestmentwillbe broughtforward,referencingrealworldstatisticsasifthestudenthadreallyinvestedthismoney.This assignmentwillbringinconceptsfromtheentireunitandprovidestudentstheopportunitytoseehow arealworldinvestmentmayplayout.Wewillalsospendtimecoveringareasthatneedaddressing basedoffthecommentsontheexitslipfromday3.Additionally,ifIfeeltherearecertainstudents needingmoreindividualizedinstructionthenIwillprovidethatduringtheworktime. Thesecondhalfoftheclasswillbesetoutforthestudentstobeginworkontheirmockinvestment.I willprovidelaptopstothestudentssotheymayexaminehistoricaldataofinvestments.Iwillalsotake thetimetoofferindividualizedinstructiontostudentsaroundtheroom,basingthisonboththeexit slipsandconversationsIoverhear. Indicators(Assessment): Outcomes: a.Summarizewhatinvestingisandwhyitis PF(L)6Demonstrateanunderstandingofthe importantandtheimpactofstartingatanearly importanceofinvesting,thevarioustypesof investmentvehiclesandhowinterestcanbeused age. b.Investigatethebasicsofinvestingincluding asanadvantage. (developingapersonalinvestmentstrategy, Thegoalofthisunitisprovidethestudentswith establishinvestmentobjectives,understand toleranceforrisk,understandtheimportanceof theknowledgeandinformationsotheycan expresswhyinvestingisimportant,howtheycan diversification,assetmixes,importanceof goaboutinvestingandthedifferenttools,suchas investmentresearch) f.Explorethedifferencesandsimilaritiesbetween interest,thatcanhelpthemintheprocess. thedifferenttypesofinvestmentvehicles. Thegoalofthislessonistobegintheprocessof tyingalltheinvestmentconceptstogether,even Thestudentswillbeabletoexplainwhatthe thoughmostarestilltobecovered.TheMock differentinvestmentvehiclesare,includingthe Investmentassignmentisunitlong,andwillpull prosandconsofeach. conceptsfromthewholeunit. Thestudentswillbeabletoarticulatehowan investorwouldusethedifferentinvestment vehicles. Thislesson,andtheprevious,willmarkthe beginningofoneoftheunitlongsummative

assessments.TheMockInvestmentassignment willbegradedandwillassessthestudents comprehensionofhowagiveninvestmentvehicle works.Theywillexplorehowagiveninvestment vehiclehasperformedovertime. Theywillalsobeassignedapresentation assignmentwherethestudentswillbecome expertswiththeirgiveninvestmentvehicleandbe abletoeducatetherestoftheclassonit. Duringtheworkperiod,Iwillconductinformal observationsofthestudentstoseehowtheyare handlingtheassignmentandthematerialsofar. CommonEssentialLearnings:Numeracy CrossCurricularCompetencies:DevelopingLiteracies PrerequisiteLearning:ThestudentswillhavealreadycoveredaunitonFinancialInstitutionsandwillbe abletoexpressthedifferentinstitutionyoucanusetosaveandinvest.Theywillalsohavecoveredthe decisionmakingprocessasitrelatestopersonalfinance,andnowwillbeabletoapplythistoinvesting. Thestudentswillbefamiliarwithinterestandcompoundinterestnow.Thestudentswillalsohavea basicunderstandingofthedifferentinvestmentvehicles. Equipment/Materials:Thestudentswillneedstandardclassroomsuppliesandaccesstoalaptopfor research.Iwillneedaccesstoaprojectorandlaptopforthepresentation,andthehandoutfortheMock InvestmentandMockInvestmentOralPresentationassignments.Iwillalsoneedtheexitslipsandwork sheetsfromthepreviouslessonforreview. Set:(20min.) 1)IwillbegintheclassbyhandingouttheMockInvestmentassignmentandexplainingwhatthe studentsneedtodo.Thisassignmentwillbeaunitlongassignmentandwillculminatewitha presentationontheassignmenttotheclass. 2)IwillalsoexplaintheMockInvestmentOralPresentationassignment.Thepresentationwillbe treatedasaseparateassessmentasthegoalofthepresentationistohavethestudentssuccessfully explaintheirinvestmentvehicletotheclassandhowitperformedoverthecourseoftheirmock investment.ThepresentationwillgobeyondsimplyreiteratingthenumbersfromtheMockInvestment assignment.Thestudentswillbecometheexpertintheirinvestmentvehicleandtheywilleacheducate therestoftheclassaboutitthroughthepresentation. 3)Oncetheassignmenthasbeenintroduced,IwillthenprovideasectionoftimetorecoverareasIfeel needaddressing,basedofftheexitslipfromlesson3andtheworksheetfromlesson1. Development:(27min) 1)Aftergoingthroughtheassignmentsandcoveringareviewofthenecessaryareas,thestudentswill beprovidedtimetoworkontheirassignments.Iwillprovidelaptopsorbookacomputerlabsothe studentscanconductresearchintothehistoricaldataofinvestments. 2)Whilethestudentsareworking,Iwillcirculatetheroomtomakesurethattheyunderstandwhatthe assignmententails.Additionally,Iwill"touchbase"withthestudentsIfeelrequireextraassistanceon

areasIidentifiedfromtheexitslip,theworksheetfromday1andfromclassobservations.Iwillusethis timetohelpguidethestudentsintherightdirection. 3)Iamnotexpectingthestudentstocompletetheprojectuntillaterintheunit,butIwilladvisethem tokeepworkingonitallcourselongbecausethereisanotherassignmentthatwillbegiveninthe secondhalfoftheunitaswell. Closure:(3min) 1)Iwillbrieflybringthestudentsbacktogetherattheendoftheworkperiod.Iwanttoremindthe studentsthattheirweeklyjournalpostisduetomorrow.Thestudentswillhavebeenmaintaininga weeklyreflectionjournalthattheyaddanewentrytoattheendofeachweek.Thisjournalismeantto beacommunicationbetweenthestudentsandI,butalsobringtheconceptsfromtheclassroominto therealworld.Thestudentswillwrite/blogabouthowtheyarefinding,observingandworkingwith personalfinancetopicsintherealworld.Theydonotneedtorevealnamesandhardnumbersinthe journal,afterallsomepersonalfinancetopicscanbesensitive,buttheyaretotalkaboutthingsthat arisefromdaytoday.Forexample,theyshouldbetalkingaboutinvestingwithfamily,friendsand neighboursandgettingsomeoftheir"bestpractices"andthingstheydo,duringthecourseofthisunit. Similarly,duringbudgetingtheyshouldhavebeendiscussingbudgetswiththerealworld.Theyalso shouldjournalizeabouthowtheyareputtingtheconceptstheylearninclassintopractice.Thestudents willbeusedtosubmittingtheirweeklyjournalentrybythispointinthesemester,soIwillneedto remindthestudentstodoso,inthislesson. 2)Inthenextlessonwewillbecoveringshorttermversuslongterminvestingandthespecificgoalsof both.Iwillinformthestudentsofthisaswell,beforetheydepart. ClassroomManagementStrategies: 1)Iwillusetherandomselectionmethodofcallingonstudentsbecauseitiscompletelyrandomand nooneknowswhenorhowoftentheymaybepicked,itforceseveryonetolistenatalltimes. 2)Iwillcirculatetheroomwhilethestudentsareworkingtheirassignments,tobothofferdirection whereneededandkeepthestudentsfocusedonthetaskathand.Iwillalsobeusingthistimetodiscuss areasofneedwiththestudents. 3)Sincewedonotalwaysuselaptops,Iwillneedtoremindthestudentsthattheyaretousethemfor researchandtoworkontheprojectathand,notcausalwebsurfing.Afterall,iftheyareworkingnow theyhavetoworklessathome,andtheyhavemetoanswerquestionshere. AdaptiveDimension: 1)Studentswhorequiremoreattentionwillneedtobemonitoredclosely,offeringupencouragement forthethingsdonewell.Thesestudentsmayrequiredifferentseatingarrangementsaswell. 2)Studentsrequiringmoreassistance,orarebehindthegradelevel,canbeprovidedextraworktimeat lunchorafterschoolwithme.Thestudentswillberequiredtotakenotesonthispresentation; however,forstudentsneedingmoreassistanceIcanprovideagraphicorganizertohelpthemorganize thenotes.Thesestudentsmayrequireextratimeandexplanationfrommeduringtheworktime.They mayrequirethatImakeatemplateoraformtohelpthemcompletetheMockInvestmentassignment. 3)Studentsaheadofgradelevelwillbeencouragedtotakedeeperchallenges.Theywillneedlessdirect supportfromme,givingthemafeelingofindependence.Tofeeltheyaregainingsomethingfromthe material,theymayneedtobegivenquestionsofhigherdifficulty.Thesequestionswillchallengethem accordingly,sotheyarenotboredbutwillstillmeasurethesameoutcomeasthegradelevelquestions. FortheMockInvestmentassignment,Imaychallengethesestudentstoexaminetwoinvestmenttypes, thushavingabasicportfolio. ProfessionalDevelopment:Seeattached

ProfessionalDevelopmentPlan Name: ToddMcLauchlin Topic: MockInvestmentStart Date: TBA Observer: TBA

ProfessionalTarget/Goal: Speakingtothestudents Thegoalistospeaktoallthestudentsinthe classroom. Thegoalistoprovideasmuchassistanceasthe studentsneed. Somestudentsmaynotfeelcomfortableasking forassistance;therefore,thegoalistocheckinon everyone.

StepstoAchieveTarget: Iwilltalktoeachstudentwhilehe/sheworkson hisorherinvestmentresearch. Iwanttocheckinwitheachstudent,atleast twice,tomakesurehe/sheisdoingallright.Thisis becausesomestudentsmaynotfeelcomfortable askingquestions. IwillprovideassistancetothosewhoneeditI willNOTgivetheanswer,butIwillaskquestions andguidethemtowardsabetterunderstanding.

InstructionsforObserver: Pleaseobservemylesson,payingparticularattentiontohowIspeaktothestudents.Iaminterestedto knowifIamspeakingtoeverystudentintheroom.IwouldliketoknowifIamspendinglotsoftime withsomestudents,whileignoringotherswhomayneedme.Whenthestudentsaskquestions,amI guidingthemtoabetterunderstandingbutnotgivingthemtheanswer?DoIcheckinwiththestudents atleasttwice?DoIspeaktojustonepartoftheroom? DataCollection:(SeeAttached) ProfessionalReflection(DonePostConference):

1)DidIspeaktoallthestudentsintheclassroom,duringtheresearchportion?

2)DidIspendmoretimeinonesectionoftheroom?Yes/No 3)IfIspentmoretimewithcertainstudents,pleaserecordwhotheywere.Werethereotherstudents inneedofmyassistanceduringthistime?

4)DidImoveabouttheroomwhilethestudentswereworking?Yes/No 5)Inobservingme,didyounoticemeofferingguidancetothestudentswhoneededhelporwhoI checkedinonmyself?(RecordaMark) 6)Incirculatingthroughtheclass,duringtheexercise,pleasetrytolistentooneormoreofmy conversationswiththestudents.DidIofferquestionsandguidingexamplestothosestudentswho neededit?

7)AdditionalCommentorNotes:

ShortTermandLongTermInvestingLessonPlan(Day05) Name: Subject: ToddMcLauchlin Date: Grade: TBA

PersonalFinance30 TBA

12 50min

CooperativeTeacher:

LessonLength:

ContentIdentification:Wewillcontinueourexaminationofinvestmentvehiclesandtypesbyexamining shorttermversuslongterminvestments.Themockinvestmentsthestudentsarecompletingareall longterminvestments,soitisnecessarytocontrastthatagainstthebenefitsofshortterminvestingas well.Afterexaminingthebenefitsanddrawbacksofshortandlongterminvestmentsasalargegroup, thestudentswillhavetimetoexaminetherisksandrewardsofeachtypeinmoredetail.Thestudents willhave"appointments"withfouroftheirclassmates.Eachappointmentwilldiscuss,shortterm investmentrisk,shortterminvestmentstrategies,longterminvestmentriskorlongterminvestment strategies.Thestudentswilltake5minutesateachappointmenttodiscussthetopicandwillbe providedguidingquestionstogetthemstarted.Iwillbecirculatingthroughtheroomduringthe appointmentsandconductinginformalobservationsofthestudents'abilitytodiscussthetopics assigned.Imayneedtointerjectifthestudentsarewrongintheinformationtheyarediscussingorif theyareofftask.Iwillclosewithabriefdiscussionondiversification.TheMockInvestmentassignment onlyhasoneinvestmentvehicle,butmostinvestorsuseseveral.Iwilltalkaboutportfoliodiversification inbothinvestmenttypeandlength.Thiswilltieintothetopicofshortandlongterminvestments; therefore,Iwanttointroduceittoday.Finally,thereflectionjournalpostisduetodayandIwillremind thestudentstheymustsubmititbytheendoftheday. Indicators(Assessment): Outcomes: b.Investigatethebasicsofinvestingincluding PF(L)6Demonstrateanunderstandingofthe (developingapersonalinvestmentstrategy, importanceofinvesting,thevarioustypesof investmentvehiclesandhowinterestcanbeused establishinvestmentobjectives,understand toleranceforrisk,understandtheimportanceof asanadvantage. diversification,assetmixes,importanceof Thegoalofthisunitisprovidethestudentswith investmentresearch) c.Compareandcontrastshorttermandlongterm theknowledgeandinformationsotheycan savings. expresswhyinvestingisimportant,howtheycan goaboutinvestingandthedifferenttools,suchas f.Explorethedifferencesandsimilaritiesbetween thedifferenttypesofinvestmentvehicles. interest,thatcanhelpthemintheprocess. Thegoalofthislessonistoshowcasethe Thestudentswillbeabletoexplainwhatthe differences,bothpositiveandnegative,between shortandlongterminvestments.Thestudentswill differenceisbetweenshortandlongterm beabletoexpressthesedifferences,includingthe investments. Thestudentswillbeabletoarticulatewhyan risksandrewardsafterthislesson. investorwouldchooseeithershortorlongterm investing. Thestudentswillbeabletoidentifysomeofthe risksandrewardsassociatedwithshortandlong terminvesting. Thestudentswillbeabletoexpressthebenefits ofdiversification.

Duringtheappointments,Iwillconductinformal observationsofthestudentstoseehowthey comprehendtheassignment,andshortandlong terminvestments. CommonEssentialLearnings:CriticalandCreativeThinking,Communication CrossCurricularCompetencies:DevelopingLiteracies,DevelopingThinking PrerequisiteLearning:ThestudentswillhavealreadycoveredaunitonFinancialInstitutionsandwillbe abletoexpressthedifferentinstitutionyoucanusetosaveandinvest.Theywillalsohavecoveredthe decisionmakingprocessasitrelatestopersonalfinance,andnowwillbeabletoapplythistoinvesting. Thestudentswillbefamiliarwithinterestandcompoundinterestnow.Thestudentswillalsohavea basicunderstandingofthedifferentinvestmentvehicles. Equipment/Materials:Thestudentswillneedstandardclassroomsupplies.Iwillneedaccesstoa projectorandlaptopforthepresentation,andtheappointmentsheetsfortheappointmentactivity. Set:(15min) 1)Iwillbegintheclassbydivingrightintoapresentationonshortandlongterminvestments.Theclass willbetightontimesoIneedtomakesureIuseallthetimewisely. 2)Iwilltakethestudentsthroughsomeexamplesofshortandlongterminvestments,aswellas,some ofthepro'sandcon'sofeachtype. 3)Wewillalsodiscusswhenandwhywemayuseshortorlongterminvestments. Development:(20min) 1)Thestudentswillbegiventimetodiscussshortandlongterminvestmentsinpairs.Theywillbegiven appointmenttimes,inwhichtheywilldiscussadifferentaspectofshortandlongterminvestingateach. 2)Thestudentswilleachhavefourappointmentslastingabout5minuteseach.Iwillendthemsoonerif Ifeelthestudentsarerunningoutofmaterialtodiscuss.Thefourappointmentswilldiscussshortterm investmentrisk,shortterminvestmentstrategies,longterminvestmentriskorlongterminvestment strategies. 3)Iwillmovefrompairtopair,listeningforunderstanding,andmakingsurethestudentsstayontask.I mayofferadditionalinputasneededwhileIamcirculatingthroughthegroups. Closure:(15min) 1)Iwillbringtheclassbackandwewillcontinueourdiscussionbytalkingaboutdiversificationbriefly. 2)Iwilldiscusssomeoftheadvantagesofandreasonstodiversify.Iwillnotethatthisistheoppositeof whatwearedoingintheMockInvestmentassignment,buttherethegoalistoexploreoneinvestment vehiclefully. 3)Finally,Iwillclosebyremindingthestudentsthatthereflectionjournalisdueattheendoftheday.I willlookthemoverandspendthefirstpartofthenextclassdiscussingtopics,questionsandideasthat werebroughtupinthejournals.Iwillnotidentifyanyone'sjournalbynameandIwillonlyusepartsin thediscussionthatcanhelpbuildourunderstandingofpersonalfinance.

ClassroomManagementStrategies: 1)Iwillusetherandomselectionmethodofcallingonstudentsbecauseitiscompletelyrandomand nooneknowswhenorhowoftentheymaybepicked,itforceseveryonetolistenatalltimes. 2)Iwillcirculatetheroomwhilethestudentsareintheirappointments,tobothofferdirectionwhere neededandkeepthestudentsfocusedonthetaskathand.ImayneedtoaddinputifInoticetheyare offtrack. 3)IwillmovethroughouttheroomwhileIampresenting.IfIammovingandnonstationary,itwillhelp bringlifetoadirectlecturestylelessonandhelpkeepthestudentsattheothersideoftheroomaware thatImaystandbythemaswell.Mypresencewillbeusedtohelpkeepstudentsontask. AdaptiveDimension: 1)Studentswhorequiremoreattentionwillneedtobemonitoredclosely,offeringupencouragement forthethingsdonewell.Thesestudentsmayrequiredifferentseatingarrangementsaswell. 2)Studentsrequiringmoreassistance,orarebehindthegradelevel,canbeprovidedextraworktimeat lunchorafterschoolwithme.Thestudentswillberequiredtotakenotesonthispresentation; however,forstudentsneedingmoreassistanceIcanprovideagraphicorganizertohelpthemorganize thenotes.Thesestudentsmayrequireextratimeandexplanationfrommeduringtheworktime.They mayrequireadditionalguidanceorassistanceduringtheappointmentsactivity.Iwillvisitthesepairs firstwhilemovingabouttheroom. 3)Studentsaheadofgradelevelwillbeencouragedtotakedeeperchallenges.Theywillneedlessdirect supportfromme,givingthemafeelingofindependence.Tofeeltheyaregainingsomethingfromthe material,theymayneedtobegivenquestionsofhigherdifficulty.Thesequestionswillchallengethem accordingly,sotheyarenotboredbutwillstillmeasurethesameoutcomeasthegradelevelquestions. Imaychallengethesestudents,orthosedonequickly,tothinkofwaystheycanputintopracticesome oftheshortandlongterminvestmenttypesthattheyhavediscussed. ProfessionalDevelopment:Seeattached

ProfessionalDevelopmentPlan Name: ToddMcLauchlin Date: TBA Observer: TBA

Topic:ShortTerm&LongTermInvesting

ProfessionalTarget/Goal: ObservationSkillsandAttentiontoDetail Thegoalistowatchovertheactivitiesofevery studentintheroom. Thegoalistoensurethatunauthorizedmaterials arenotbeingusedinthelesson. Thegoalistoensurethatthestudentsarenotoff topicwhilediscussingduringtheirappointments. .

StepstoAchieveTarget: Iwillcirculatetheroomlookingduringthe appointments,listeningintoeachconversationto ensurethestudentsareontopicanddiscussing informationthatiscorrect. IwillendthediscussionperiodsearlyifInotice thatstudentshaverunoutofmaterialtodiscuss onaparticulartopic. Iwillaskthosewhoseemtocompleteearlyto delvedeeperintotheirdiscussionsoasnotto disturbanddistractothers.

InstructionsforObserver: Pleaseobservemylesson,payingparticularattentiontomyownobservationskillsandmyattentionto detail.IaminterestedtoknowifImisssomethingofimportance.IwouldliketoknowifIam overlookinganydetails,orspendingtoomuchtimeonsomethingofnoconsequence.Whenthe studentsaskquestions,howdoIrespond?DoIobservethestudentsinpersonbycirculatingtheroom? DataCollection:(SeeAttached) ProfessionalReflection(DonePostConference):

1)DidImovethroughouttheroomregularly?(Totrackthisrecordwhenyounoticedmeobservingthe students)

2)DidIspendmoretimeinonesectionoftheroomwhileIwasobservingtheclass?Yes/No 3)IfIspentmoretimewithinacertainarea,pleaserecordanythingyounoticedfromtherestofthe room.IwishtoknowifIammissingdetailswhileIaminanothersection.

4)DidInoticewhendiscussionswererunningdryandchangetothenextappointmentsoastonotlose studentfocus?Yes/No(RecordamarkforeachtimeIkepttheflowoftheappointmentsgoing) 5)Whenthestudentsraisedtheirhandstoaskquestions,whattypeofresponsesdidIprovide?

6)DidIrecognizewhenanappointmentwasofftopicorsilentandencouragethestudentstodelve deeperintotheirdiscussions?

7)AdditionalCommentorNotes:

Risk&RewardLessonPlan(Day06) Name: Subject: ToddMcLauchlin Date: Grade: TBA

PersonalFinance30 TBA

12 50min

CooperativeTeacher:

LessonLength:

ContentIdentification:Thefirstpartofthelessonwillbededicatedtoreviewingthereflectionjournal posts.Iwillgooveranyissuesthatmayhaveariseninthejournalposts.Iwillalsodiscussanystoriesor realworldobservationsofpersonalfinancethatIhavereadinthejournals,whichIfeelthewholeclass maybenefitfrom.Iwillnotrevealanynamesorwhopostedthestory.Day6willpickupfromLesson5 andbeginwithdiscussingportfoliodiversification.Iwillthenmovethelessonintoadiscussionofhigh riskversuslowrisk,andhighrewardversuslowreward.Thesetopicswillbuilddirectlyoffthetopicsof investmentvehiclesandshortandlongterminvestments,andwillrollintothediscussionofportfolio diversification.Thestudentswillhaveashortquizcalled"HowRiskyAmI,"whichIwillaskthemto examinetheirownriskthreshold.Theywillbetoldthequizistobehandedinattheendofclass.Iwill askthestudentstothinkoftheirMockInvestmentwhenthinkingaboutthistask.Iwillinformthe studentsthatinthenextclasstheywillbegiventhedetailsofthefinalunitassignment.Theywillalso havetheclassperiodtoworkontheirassignmentssotheymaywanttospendsometimelookingover theirMockInvestmentstonightsotheycanaddressanyissueswithmetomorrow. Indicators(Assessment): Outcomes: b.Investigatethebasicsofinvestingincluding PF(L)6Demonstrateanunderstandingofthe (developingapersonalinvestmentstrategy, importanceofinvesting,thevarioustypesof investmentvehiclesandhowinterestcanbeused establishinvestmentobjectives,understand toleranceforrisk,understandtheimportanceof asanadvantage. diversification,assetmixes,importanceof Thegoalofthisunitisprovidethestudentswith investmentresearch) theknowledgeandinformationsotheycan e.Differentiatebetweensavingsandinvesting. expresswhyinvestingisimportant,howtheycan f.Explorethedifferencesandsimilaritiesbetween goaboutinvestingandthedifferenttools,suchas thedifferenttypesofinvestmentvehicles. interest,thatcanhelpthemintheprocess. Thestudentswillbeabletoexplainhowriskcan Thegoalofthislessonistoshowcaserisk,and howitisconnectedtoreward.Ariskierinvestment affectreward. oftenhasagreaterchanceatahigherreward,but Thestudentswillexploreandexplaintheirown tolerancetorisk. itisimportanttobecarefulnottoriskforrisks sake.Thestudentswillthinkaboutriskandhow Thestudentswillbeabletoidentifysomeofthe comfortabletheyarewithrisktoachievethisgoal. risksandrewardsassociatedwithshortandlong terminvesting. Thestudentswillbeabletoexpressthebenefits ofdiversification. TheHowRiskyAmIquizwillbecollectedbyme andusedtounderstandthestudentsrisktolerance better.ItwillhelpmelaterwhenIamlookingat theunitassignments,particularlythe"What InvestmentVehicleistheBest?"essay.

CommonEssentialLearnings:PersonalandSocialValuesandSkills CrossCurricularCompetencies:DevelopingIdentityandInterdependence PrerequisiteLearning:ThestudentswillhavealreadycoveredaunitonFinancialInstitutionsandwillbe abletoexpressthedifferentinstitutionyoucanusetosaveandinvest.Theywillalsohavecoveredthe decisionmakingprocessasitrelatestopersonalfinance,andnowwillbeabletoapplythistoinvesting. Throughthisunit,thestudentswillnowbeabletoexpresswhatthedifferentinvestmentvehiclesare, thedifferencebetweenshortandlongterminvesting,andadvantagesofcompoundinterest. Equipment/Materials:Thestudentswillneedstandardclassroomsupplies.Iwillneedaccesstoa projectorandlaptopforthepresentation,andtheriskquiztohandouttothestudents. Set:(10min) 1)Today,wewillspendthefirst10minutesdiscussingthereflectionjournalposts.Thisisthefirst reflectionjournalpostthatisdueduringthisunit,sotheremaybeseveralrealworldexamplesIwill wanttosharewiththeclass. 2)Thestudentsmayhaveidentifiedareastheyneedmoreworkon,intheirreflectionjournal.Iwillneed toadjustthelessonifIneedtospendtimereviewingcertainareas. 3)Wewillthenpickupontheportfoliodiversificationdiscussionfromlastclass. Development:(35min) 1)Intalkingaboutshortandlongterminvestments,webegantodiscussportfoliodiversification.Today wewillcontinuethediscussionwhenspeakingaboutrisktolerance. 2)Wewillexaminehowdiversificationisonewaytohelpalleviatesomerisk. 3)Iwillthenspendsometimetalkingspecificallyaboutriskandriskversusreward. 4)Iwillaskthestudentstothinkabouttheirowntolerancetorisk,andIwillhavethemcompletea shortquizcalled"HowRiskyamI".Thisquizwillhelpthestudentsassesstheirownrisktoleranceand willhelpmebetterunderstandhowthestudentsthinkasaninvestor.Iwillalsoencouragethestudents todiscussthisquizandrisktolerancewiththeirfamiliesathome. Closure:(5min) 1)Inthenextclass,Iwillintroducethefinalassignmentfortheunit.Itisawrittenessaycalled,"What InvestmentVehicleistheBest,"andwillbedueattheendoftheunit.Thestudentswillhavethenext periodtoworkonitortheirMockInvestmentassignment.Assuch,Iwillinformthemthattheyshould spendsometimelookingovertheirassignmenttonight. ClassroomManagementStrategies: 1)Iwillusetherandomselectionmethodofcallingonstudentsbecauseitiscompletelyrandomand nooneknowswhenorhowoftentheymaybepicked,itforceseveryonetolistenatalltimes. 2)Iwillcirculatetheroomwhilethestudentsareworkingontheirquizzes,tobothofferdirectionwhere neededandkeepthestudentsfocusedonthetask.ImayneedtoaddinputifInoticetheyareofftrack. 3)Whilediscussingthereflectionjournalpost,Iwillmovethroughouttheroom.IfIammovingandnon stationary,itwillhelpbringlifetoadirectlecturestylelessonandhelpkeepthestudentsattheother sideoftheroomawarethatImaystandbythemaswell.Mypresencewillbeusedtohelpkeep studentsontask.

AdaptiveDimension: 1)Studentswhorequiremoreattentionwillneedtobemonitoredclosely,offeringupencouragement forthethingsdonewell.Thesestudentsmayrequiredifferentseatingarrangementsaswell. 2)Studentsrequiringmoreassistance,orarebehindthegradelevel,canbeprovidedextraworktimeat lunchorafterschoolwithme.Thesestudentsmayrequiremetoexplainsome,orall,ofthequestionsin theriskquizindividually. 3)Studentsaheadofgradelevelwillbeencouragedtotakedeeperchallenges.Theywillneedlessdirect supportfromme,givingthemafeelingofindependence.Tofeeltheyaregainingsomethingfromthe material,theymayneedtobegivenquestionsofhigherdifficulty.Thesequestionswillchallengethem accordingly,sotheyarenotboredbutwillstillmeasurethesameoutcomeasthegradelevelquestions. Imaychallengethesestudents,orthosedonequickly,tothinkofhowrisktolerancewouldhave affectedtheirparents'choiceofinvestmentvehicle,inourMockInvestmentscenario. ProfessionalDevelopment:Seeattached

ProfessionalDevelopmentPlan Name: ToddMcLauchlin Topic: Risk&Reward Date: TBA Observer: TBA

ProfessionalTarget/Goal: ClassroomManagement ThegoalistouseproceduresIveestablished withtheclasstomaintainanenvironment conducivetolearning. Thegoalistokeepthestudentsfocusedonthe lessonandtheexercise. Thegoalistoensureallstudentsarefocusedon, andabletocontributetothelesson.

StepstoAchieveTarget: Iwillclearlyexplaintheconceptssurroundingthe lessonandtheexercise,tolimitconfusionand studentsthatareofftaskbecausetheydonot understand. Iwilluserandomselectiontochoosesomeoneto answeraquestion.Thiswillhelpkeepthestudents from"zoningout". Iwillusemypresencethroughouttheroomto keepthestudentsfocusedduringtheexercise portionofthelesson. Ifstudentsareofftask,Iplantoaddressthe situationimmediately. Iwillaskthestudentstoputawaytheirdigital devicesduringthelessonportion,theywillnot needthemtotakenoteseverythingwillbeon thescreenorhandedtothem.

InstructionsforObserver: Pleaseobservemylesson,payingparticularattentiontomyclassroommanagement.Iaminterestedto knowifmyactionshelpmaintainagoodworkingenvironmentforthestudents.Aretheinstructionslaid outsothattheclassdoesnothavetobeofftasksearchingfordirection?Duringthepresentation,are thecommentsandquestionsbythestudentsansweredinanorderlymanner?DoIhavetoremindthe classtosayontask?DoIhavetoremindthemnottogettooloud?Doestherandomselectionmethod helpkeepthestudentsfocused?Arethestudentsfocusedontheexercise? DataCollection:(SeeAttached) ProfessionalReflection(DonePostConference)

1)Howdidyounoticethestudentswereofftaskduringthepresentationportionofthelesson?Howdid Irespond?

2)Werethestudentsusingtheirelectronicdevices(cellphone,tablet,etc.)duringthepresentation? Yes/No(Recordamark) 3)Ifsowhatwasmyresponse,ifany?

4)Didthestudentsneedfurtherexplanationonwhattodoforeitherdiagnosticworksheet?Yes/No (Recordamarkforeachtimeyounotice) 5)Didtheclassaskquestionsduringtheexercise?Ifso,howdidIrespond?(Recordamarkforeachtime younotice)

6)HowmanytimesdidIhavetoremindtheclasstoreducethevolumelevel?

7)Whilestudentswerebeingcalledontoanswerquestions,weretheotherstudentsofftask?Ifso, whatwasmyresponse?(Recordamarkforeachtimeyounotice)

8)AdditionalCommentsorNotes:

WhatInvestmentVehicleistheBestLessonPlan(Day07) Name: Subject: ToddMcLauchlin Date: Grade: TBA

PersonalFinance30 TBA

12 50min

CooperativeTeacher:

LessonLength:

ContentIdentification:Thefirstpartofthelessonwillbespentdiscussingthefinalassignment,called "WhatInvestmentVehicleistheBest?"Theassignmentwillbeforthestudentstowriteapersuasive essaythatwillconvincethereaderthattheinvestmentvehicleisthebest.Theymustconsidertheeffect ofcompoundinterestordividendsontheinvestment.Theymustlookathowriskandreward,how diversificationcanhelp,andifthisinvestmentchoicemaychangedependingonyourlifegoalsatthe time.Thestudentswillalsoberequiredtoexaminetheriskoffraudwhenusingthisinvestmentvehicle andhowtoprotectthemselvesfromfraud.Wewillnotbecoveringfrauduntillessons8and9,soIwill letthestudentsknowthatthisinformationisstilltocome.Aftergoingthroughtheassignment,the studentswillhavetheremainderoftheclasstoworkoneithertheirMockInvestmentorthe"What InvestmentVehicleistheBest?"essay.Whilethestudentswork,Iwillcirculatetheroom,offering assistancewhereneeded.Iwillalsocheckinwithstudentsthatneedadditionalhelp,andImayneedto addresssomeissuesthataroseinreadingtheweeklyreflectionjournals. Outcomes: Indicators(Assessment): PF(L)6Demonstrateanunderstandingofthe a.Summarizewhatinvestingisandwhyitis importanceofinvesting,thevarioustypesof importantandtheimpactofstartingatanearly investmentvehiclesandhowinterestcanbeused age. asanadvantage. b.Investigatethebasicsofinvestingincluding (developingapersonalinvestmentstrategy, Thegoalofthisunitisprovidethestudentswith establishinvestmentobjectives,understand theknowledgeandinformationsotheycan toleranceforrisk,understandtheimportanceof expresswhyinvestingisimportant,howtheycan diversification,assetmixes,importanceof goaboutinvestingandthedifferenttools,suchas investmentresearch) interest,thatcanhelpthemintheprocess. e.Differentiatebetweensavingsandinvesting. Thegoalofthislessonistohavethestudents f.Explorethedifferencesandsimilaritiesbetween begintothinkaboutalltheaspectsofinvestingat thedifferenttypesofinvestmentvehicles. once.Thiswillpullinaspectsfromprevious,and h.Researchdifferenttypesofinvestmentfraud future,lessonstocreateapersuasiveessay. andexplainhowconsumerscouldprotect themselves. Thestudentswillbeabletoexplainhowriskcan affectreward. Thestudentswillexpresshowcompoundinterest orreinvesteddividendscansignificantlyimprove thegrowthofaninvestment. Thestudentswillbeabletoidentifythatthere aretimeswhenaninvestmentmaybemoreorless attractive,dependingonyourlifegoalsatthe time. Thestudentswillbeabletoexpressthebenefits

ofdiversification. The"WhatInvestmentVehicleistheBest?"essay willpullalltheconceptsfromtheunittogether andwillserveasthefinalsummativeassessment fortheunit.Iwillbegradingthisassignmentfor bothcompletenessandaccuarcyofthe arguments.Iwillalsoexaminetheabilityofthe studentstomakeasuccessfulargumentinthe essay. CommonEssentialLearnings:CriticalandCreativeThinking CrossCurricularCompetencies:DevelopingThinking PrerequisiteLearning:ThestudentswillhavealreadycoveredaunitonFinancialInstitutionsandwillbe abletoexpressthedifferentinstitutionyoucanusetosaveandinvest.Theywillalsohavecoveredthe decisionmakingprocessasitrelatestopersonalfinance,andnowwillbeabletoapplythistoinvesting. Throughthisunit,thestudentswillnowbeabletoexpresswhatthedifferentinvestmentvehiclesare, thedifferencebetweenshortandlongterminvesting,andadvantagesofcompoundinterest.Theywill alsohaveanunderstandingofriskandreward,andhowportfoliodiversificationcanhelp.Thestudents willhaveusedandbefamiliarwithAPAformattingforwritinganessay. Equipment/Materials:ThestudentswillneedstandardclassroomsuppliesandtheirMockInvestment assignment.Iwillneedaccesstoaprojectorandlaptopforthepresentation,andthepersuasiveessay assignmenttohandout. Set:(10min) 1)Today,wewillspendthefirst10minutescoveringthedetailsofthefinalunitassignment.This assignmentisapersuasiveessaycalled"WhatInvestmentVehicleistheBest?" 2)Afterhandingouttheassignmentandgoingoverthedetails,Iwillstresstheimportanceofmakingan argumentintheessay.Thegoalforthestudentsistosuccessfullyarguethattheirchoiceofinvestment vehicleisthebestandtheycannot"sitonthefence"todoso. 3)Thiswillnotbethefirstwrittenessayofthecourse,sothestudentswillhavealreadyseenAPA formattingseveraltimes.Nonetheless,IwillgivesometimetotouchingonthebasicsofAPAformatting beforethestudentsbegintheiressays. Development:(35min) 1)Thebulkofthetimefromthislessonwillbeaworkperiodforthestudents. 2)ThestudentscanworkoneithertheMockInvestmentassignmentorbeginworkontheWhat InvestmentVehicleistheBestassignment.Iwillbecheckinginwiththestudentsastheyareworkingto seewheretheyareatwiththeirassignments.Iwillbehavingthestudentsselfassesstheirownprogress inacoupleofdaysbutIwanttoknowroughly,wheretheyareatnow,incasethereareareasIneedto reviewimmediately.

Closure:(5min) 1)Thenexttwoclasseswillcenteraroundfraudandfraudprotectionwhileinvesting.Wewillexamine howfraudhappens,somemajorcasesofitandhowwecanavoidit. 2)Thiswillrelatedirectlytotheiressay,soIwillaskthattheyconsidertheiressaytopicbeforenext class,iftheyhavenotalreadydoneso,sotheycanbethinkingaboutitaswediscussfraud. ClassroomManagementStrategies: 1)Iwillusetherandomselectionmethodofcallingonstudentsbecauseitiscompletelyrandomand nooneknowswhenorhowoftentheymaybepicked,itforceseveryonetolistenatalltimes. 2)Iwillcirculatetheroomwhilethestudentsareworkingontheirassignments,tobothofferdirection whereneededandkeepthestudentsfocusedonthetask.ImayneedtoaddinputifInoticetheyareoff track. 3)Duringtheworktime,thestudentsmaygetofftask.Iwillhavetoaddressthisimmediatelyifitdoes happen.Thestudentswillbenefitfromhavingtheclasstimetoworkonthis,astheywillhaveaccessto mewhiletheyareworking,andIwillbenefitbecauseIwillbeabletousethetimetoinformallycheck forunderstandingasIcirculatetheroom. AdaptiveDimension: 1)Studentswhorequiremoreattentionwillneedtobemonitoredclosely,offeringupencouragement forthethingsdonewell.Thesestudentsmayrequiredifferentseatingarrangementsaswell. 2)Studentsrequiringmoreassistance,orarebehindthegradelevel,canbeprovidedextraworktimeat lunchorafterschoolwithme.Somestudentsmaystrugglewithawrittenessay,Imayhavetonotonly offermoreguidancefortheessay,butalsodecreasethelengthrequirementsforsome.Thestudents willstillberequiredtomaketheirargumenthoweverandcovertherequiredareasfortheessay. 3)Studentsaheadofgradelevelwillbeencouragedtotakedeeperchallenges.Theywillneedlessdirect supportfromme,givingthemafeelingofindependence.Tofeeltheyaregainingsomethingfromthe material,theymayneedtobegivenquestionsofhigherdifficulty.Thesequestionswillchallengethem accordingly,sotheyarenotboredbutwillstillmeasurethesameoutcomeasthegradelevelquestions. Toaddanelementofchallenge,somestudentscouldspendmoretimeexaminingadiversifiedportfolio whendiscussingwhatinvestmentvehicleisthebest.Thiswillbemorechallengingbutitwillstill measurethesameoutcomesandrequirethesameareasbeaddressed. ProfessionalDevelopment:Seeattached

ProfessionalDevelopmentPlan Name: ToddMcLauchlin Date: TBA Observer: TBA

Topic:WhatInvestmentVehicleistheBest?

ProfessionalTarget/Goal: Speakingtothestudents Thegoalistospeaktoallthestudentsinthe classroom. Thegoalistoprovideasmuchassistanceasthe studentsneed. Somestudentsmaynotfeelcomfortableasking forassistance;therefore,thegoalistocheckinon everyone.

StepstoAchieveTarget: Iwilltalktoeachstudentwhilehe/sheworkson hisorherMockInvestmentassignmentorWhat InvestmentVehicleistheBest?essay. Iwanttocheckinwitheachstudent,atleast twice,tomakesurehe/sheisdoingallright.Thisis becausesomestudentsmaynotfeelcomfortable askingquestions. IwillprovideassistancetothosewhoneeditI willNOTgivetheanswer,butIwillaskquestions andguidethemtowardsabetterunderstanding.

InstructionsforObserver: Pleaseobservemylesson,payingparticularattentiontohowIspeaktothestudents.Iaminterestedto knowifIamspeakingtoeverystudentintheroom.IwouldliketoknowifIamspendinglotsoftime withsomestudents,whileignoringotherswhomayneedme.Whenthestudentsaskquestions,amI guidingthemtoabetterunderstandingbutnotgivingthemtheanswer?DoIcheckinwiththestudents atleasttwice?DoIspeaktojustonepartoftheroom? DataCollection:(SeeAttached) ProfessionalReflection(DonePostConference):

1)DidIspeaktoallthestudentsintheclassroom,duringtheworkperiod?

2)DidIspendmoretimeinonesectionoftheroom?Yes/No 3)IfIspentmoretimewithcertainstudents,pleaserecordwhotheywere.Werethereotherstudents inneedofmyassistanceduringthistime?

4)DidImoveabouttheroomwhilethestudentswereworking?Yes/No 5)Inobservingme,didyounoticemeofferingguidancetothestudentswhoneededhelporwhoI checkedinonmyself?(RecordaMark) 6)Incirculatingthroughtheclass,duringtheworkperiod,pleasetrytolistentooneormoreofmy conversationswiththestudents.DidIofferquestionsandguidingexamplestothosestudentswho neededit?

7)AdditionalCommentorNotes:

Fraud&FraudProtection(Day08) Name: Subject: ToddMcLauchlin Date: Grade: TBA

PersonalFinance30 TBA

12 50min

CooperativeTeacher:

LessonLength:

ContentIdentification:InDay8,wewillcoverfraudandfraudprotection,asitrelatestoinvesting.We willtalkspecificallyaboutBernieMadoff,asitisarecentandwellknownexampleoffraud.Wewillalso discusshowfraudcanoccurwithanyinvestment.Iwillplaya30secondYouTubeclipthatwasmade aboutBernieMadoff,itisashortsongdonetomimictheFreeCreditReportscommercials.Whilethe YouTubeclipisfunny,wewillneedtodiscussexactlywhatBernieMadoffdid,andhowhisfraudulent activitiescostmanyinvestorsalotofmoney.WewillalsolookathowthePonzischemegotitsname andactivitiesofCharlesPonzi.AfterhavingdiscussedPonzischemes,wewilldiscussinsidertrading, unregisteredorunsuitableinvestmentofferingsandtheuseofpersuasion.Thestudents,whenwriting theiressays,willneedtoaddressfraudasoneonthecomponentsoftheinvestmentvehicle.Therefore, theyshouldkeepthesetopicsinmindwhentheyarewritingtheessay.Inthenextlesson,wewillcover waystoprotectourselvesfromfraud. Indicators(Assessment): Outcomes: h.Researchdifferenttypesofinvestmentfraud PF(L)6Demonstrateanunderstandingofthe importanceofinvesting,thevarioustypesof andexplainhowconsumerscouldprotect investmentvehiclesandhowinterestcanbeused themselves. asanadvantage. Thestudentswillbeabletoidentifyandexplain Thegoalofthisunitisprovidethestudentswith whataPonzischemeisandhowitisusedto theknowledgeandinformationsotheycan commitfraud. expresswhyinvestingisimportant,howtheycan Thestudentswillbeabletoexplainseveralways goaboutinvestingandthedifferenttools,suchas thatfraudulentindividualsgoaboutcommitting investmentfraud. interest,thatcanhelpthemintheprocess. Thestudentswillbeabletoarticulatehow Thegoalofthislessonistohavethestudents begintothinkaboutinvestmentfraudandsomeof persuasionisapowerfultoolusedininvestment thewaysthatitcanoccur. fraud. Thislessonwillbecontinuednextclass,where thestudentswillcompleteaThinkPairShareon fraudprotection.Thiswillserveasaformative assessmentontheabilityofthestudentsto explainandprotectthemselvesfrominvestment fraud. CommonEssentialLearnings: CrossCurricularCompetencies: PrerequisiteLearning:ThestudentswillhavealreadycoveredaunitonFinancialInstitutionsandwillbe abletoexpressthedifferentinstitutionyoucanusetosaveandinvest.Theywillalsohavecoveredthe decisionmakingprocessasitrelatestopersonalfinance,andnowwillbeabletoapplythistoinvesting.

Throughthisunit,thestudentswillnowbeabletoexpresswhatthedifferentinvestmentvehiclesare, thedifferencebetweenshortandlongterminvesting,andadvantagesofcompoundinterest.Theywill alsohaveanunderstandingofriskandreward,andhowportfoliodiversificationcanhelp. Equipment/Materials:Thestudentswillneedstandardclassroomsupplies.Iwillneedaccesstoa projectorandlaptopforthepresentation,andYouTubevideoat https://www.youtube.com/watch?v=n8pcME4MMj0. Set:(3min) 1)Today,IwillbeginbyplayingashortclipaboutBernieMadofftostartourdiscussiononfraud. 2)Wewillthenspendtherestoftheclassdiscussingfraudandfraudtechniques. Development:(44min) 1)WewilldiscusswhatBerniedidandhowhedefraudedinvestors. 2)ThiswillrollintoadiscussionaboutPonzischemesandCharlesPonzi. 3)Wewillalsodiscussinsidertrading,theuseofunregisteredorunsuitableinvestmentsandtheuseof persuasionininvestmentfraud. 4)Thelessonwillinvolvealotofteacherleddirectinstruction;therefore,Iwilltrytoaskthestudents questionsorpromptforcommentsasoftenaspossible,tokeeptheminvestedinthediscussion. Closure:(3min) 1)Iwillinformthestudentsthatthisdiscussionwillcontinueinthenextclass,wherewewilldiscuss howtopreventfraud. 2)Thestudentswillalsohavesometimetoworkontheirunitassignmentsinclass,nextperiod. ClassroomManagementStrategies: 1)Iwillusetherandomselectionmethodofcallingonstudentsbecauseitiscompletelyrandomand nooneknowswhenorhowoftentheymaybepicked,itforceseveryonetolistenatalltimes. 2)Iwilldrawstudents'namesrandomly,andaskquestionsorlookforcommentsoften.Thiswillhelp keepthestudentsfocusedonthelesson,asitislargelyteacherled. 3)Iwillremindthestudentstotakenotes,eventhoughIwilluploadtheslidestotheclasswebpage, theywillneedtoreferencethesenotestohelpwiththeirunitassignment. AdaptiveDimension: 1)Studentswhorequiremoreattentionwillneedtobemonitoredclosely,offeringupencouragement forthethingsdonewell.Thesestudentsmayrequiredifferentseatingarrangementsaswell. 2)Studentsrequiringmoreassistance,orarebehindthegradelevel,canbeprovidedextraworktimeat lunchorafterschoolwithme.Somestudentsmaystrugglewithawrittenessay,Imayhavetonotonly offermoreguidancefortheessay,butalsodecreasethelengthrequirementsforsome. 3)Studentsaheadofgradelevelwillbeencouragedtotakedeeperchallenges.Theywillneedlessdirect supportfromme,givingthemafeelingofindependence.Tofeeltheyaregainingsomethingfromthe material,theymayneedtobegivenquestionsofhigherdifficulty.Thesequestionswillchallengethem accordingly,sotheyarenotboredbutwillstillmeasurethesameoutcomeasthegradelevelquestions. ProfessionalDevelopment:Seeattached

ProfessionalDevelopmentPlan Name: ToddMcLauchlin Topic:Fraud&FraudProtection Date: TBA Observer: TBA

ProfessionalTarget/Goal: ClassroomManagement ThegoalistouseproceduresIveestablished withtheclasstomaintainanenvironment conducivetolearning. Thegoalistokeepthestudentsfocusedonthe lessonandthediscussion. Thegoalistoensureallstudentsarefocusedon, andabletocontributetothelesson.

StepstoAchieveTarget: Iwillclearlyexplaintheconceptssurroundingthe lessonandthediscussion,tolimitconfusionand studentswhoareofftaskbecausetheydonot understand. Iwilluserandomselectiontochoosesomeoneto answeraquestion.Thiswillhelpkeepthestudents from"zoningout". Iwillusemypresencethroughouttheroomto keepthestudentsfocusedduringtheexercise portionofthelesson. Ifstudentsareofftask,Iplantoaddressthe situationimmediately. Iwillaskthestudentstoputawaytheirdigital devices,theywillnotneedthemtotakenotes everythingwillbeonthescreenorhandedto them.

InstructionsforObserver: Pleaseobservemylesson,payingparticularattentiontomyclassroommanagement.Iaminterestedto knowifmyactionshelpmaintainagoodworkingenvironmentforthestudents.Aretheinstructionslaid outsothattheclassdoesnothavetobeofftasksearchingfordirection?Duringthediscussion,arethe commentsandquestionsbythestudentsansweredinanorderlymanner?DoIhavetoremindtheclass tosayontask?DoIhavetoremindthemnottogettooloudortalkoutofturn?Doestherandom selectionmethodhelpkeepthestudentsfocused? DataCollection:(SeeAttached) ProfessionalReflection(DonePostConference)

1)Howdidyounoticethestudentswereofftaskduringthediscussionportionofthelesson?HowdidI respond?

2)Werethestudentsusingtheirelectronicdevices(cellphone,tablet,etc.)duringthepresentation? Yes/No(Recordamark) 3)Ifsowhatwasmyresponse,ifany?

4)DidIhavetoremindthestudentstolowertheirvoicesornottotalkoutofturn?Yes/No(Recorda markforeachtimeyounotice) 5)Didtheclassaskquestionsandparticipateactivelyduringthediscussions?(Recordamarkforeach timeyounotice)

6)HowmanytimesdidIhavetoremindtheclasstoreducethevolumelevel?

7)Whilestudentswerebeingcalledontoanswerquestions,weretheotherstudentsofftask?Ifso, whatwasmyresponse?(Recordamarkforeachtimeyounotice)

8)AdditionalCommentsorNotes:

Fraud&FraudProtection(Day09) Name: Subject: ToddMcLauchlin Date: Grade: TBA

PersonalFinance30 TBA

12 50min

CooperativeTeacher:

LessonLength:

ContentIdentification:Day9willconsistoftwoparts.Inthefirstpart,wewillconcludeourdiscussionof fraudfromDay8,withaThinkPairShareonfraudprotection.Thestudentswillhaveseensomeofthe typesofinvestmentfraudinthepreviouslesson,andnowIwillaskthemtothinkabouthowtheycan protectthemselvesfromfraud.IwillchallengethemtoThinkontheirownabouthowtheycould protectthemselves,andothers,frominvestmentfraud,recordingwhattheythinkwillwork. TheywillthenPairwithanotherstudenttocompareandcombinetheirideasforfraudprotection. Finally,theclasswillSharetheirideasforfraudprotection.Iwilladdinmorefraudprotection techniquesasneeded,celebratethosethataresaidandcorrectthosethatareinvalid,duringtheShare time.Thegoalwillbe,however,tohavethestudentsleadthisdiscussionandIwillleavethesharingup tothemasmuchaspossible,onlyaddingininformationwhennecessary.Ifsomethingisstatedthatis completelyfalse,Iwillneedtocorrectthatinformationimmediatelyhowever,sothestudentsdonot leavewiththewronginformation.ThroughtheThinkPairShare,thestudentswillhaveaworking knowledgeoffraudprotection,andIwillfillinthemissinggaps.Inpart2,thestudentswillcompletea selfassessmentontheirprogressthroughtheunitassignments.Thisselfassessmentformwillhelpthe studentsthinkcriticallyabouttheirownwork.Itwillalsohelpmegetasenseofwherethestudentsare withtheassignmentsandhowcomfortabletheyarewiththetask.Thestudentswillhavewhatisleftof theclasstimetoworkontheirassignmentsindividually.Iwillalsoremindthestudentsthattheyneedto submittheirweeklyreflectionjournalposttomorrow. Indicators(Assessment): Outcomes: h.Researchdifferenttypesofinvestmentfraud PF(L)6Demonstrateanunderstandingofthe importanceofinvesting,thevarioustypesof andexplainhowconsumerscouldprotect investmentvehiclesandhowinterestcanbeused themselves. asanadvantage. Thestudentswillbeabletoidentifyandexplain Thegoalofthisunitistoprovidethestudents differentfraudtechniques. withtheknowledgeandinformationsothatthey Thestudentswillbeabletoexplainseveralways canexpresswhyinvestingisimportant,howthey thatfraudulentindividualsgoaboutcommitting investmentfraud. cangoaboutinvestingandthedifferenttools, suchasinterest,thatcanhelpthemintheprocess. Thestudentswillbeabletoexpressstepsthat canbetakentoprotectoneselffromfraud. Thegoalofthislessonistohavethestudents thinkdeeplyabouthowtheycanprotect TheThinkPairSharewillserveasaformative themselvesfromfraudwheninvesting. assessmentontheabilityofthestudentsto explainandprotectthemselvesfrominvestment fraud. CommonEssentialLearnings:IndependentLearning,CriticalandCreativeThinking,Communication CrossCurricularCompetencies:DevelopingThinking,DevelopingIdentityandInterdependence

PrerequisiteLearning:ThestudentswillhavealreadycoveredaunitonFinancialInstitutionsandwillbe abletoexpressthedifferentinstitutionsyoucanusetosaveandinvest.Theywillalsohavecoveredthe decisionmakingprocessasitrelatestopersonalfinance,andnowwillbeabletoapplythistoinvesting. Throughthisunit,thestudentswillnowbeabletoexpresswhatthedifferentinvestmentvehiclesare, thedifferencebetweenshortandlongterminvesting,andtheadvantagesofcompoundinterest.They willalsohaveanunderstandingofriskandreward,andhowportfoliodiversificationcanhelp.Afterthe lastlesson,theywillhaveafoundationalknowledgeofdifferenttypesofinvestmentfraud. Equipment/Materials:Thestudentswillneedstandardclassroomsupplies.Iwillneedaccesstoa projectorandlaptopforthepresentation,andtheThinkPairShareforms.Iwillalsoneedtheself assessmentformsforthestudents. Set:(5min) 1)Wewillpickupwhereweleftofffromlastclass.Iwillspendthefirstfewminutesreviewingthe differentfraudtypesfromyesterday'slesson. Development:(30min) 1)IwillquicklymovethestudentsintoaThinkPairShareactivitywheretheywillbeaskedtoThinkon theirownabouthowtheycouldprotectthemselves,andothers,frominvestmentsfraud,thenPairwith anotherstudenttocompareandcombinetheirideasforfraudprotection,andfinallySharetheirideas forfraudprotection.Theywillusethehandouttorecordtheideasthroughouttheprocess. 2)Iwillcontributeadditionalinformation,oraddincorrections,whenneededduringtheShareportion. IwantthestudentstoleadtheShareactivitysoIwillholdbackunlessthereissomethingincorrect stated.Finally,oncethestudentshaveshared,IwillthenaddanyadditionalinformationIhavetothe discussion. Closure:(15min) 1)Thestudentswillalsocompleteaselfassessmentontheirprogressthroughtheunitassignments. Thisselfassessmentwillhelpthestudentsthinkcriticallyabouttheirownwork.Itwillalsohelpmegeta senseofwherethestudentsarewiththeassignmentsandhowcomfortabletheyarewiththetask. 2)Moststudentswilllikelyusethemajorityoftheremainingtimetocompletetheselfassessment; howeverthestudentswillhavewhatisleftoftheclasstimetoworkontheirassignmentsindividually. 3)Iwillbeavailabletoassistthestudentsastheyneedwiththeirassignmentsorwiththeself assessmentform. 4)Finally,Iwillalsoremindthestudentsthattheyneedtosubmittheirweeklyreflectionjournalpost tomorrow. ClassroomManagementStrategies: 1)Iwillusetherandomselectionmethodofcallingonstudentsbecauseitiscompletelyrandomand nooneknowswhenorhowoftentheymaybepicked,itforceseveryonetolistenatalltimes. 2)WhenconductingtheThinkPairShare,Iwillneedtocheckinwiththestudentsandpairstoensure thattheyareontaskandnothavingtoogreatofdifficultywiththeassignment. 3)Iwillremindthestudentstotakenotes,ontheThinkPairShareform;theywillbeabletousethis informationontheiressays. 4)Thestudentswhofinishearlywillbeinstructedtoexaminetheirassignmentsorworkontheir refectionjournal.

AdaptiveDimension: 1)Studentswhorequiremoreattentionwillneedtobemonitoredclosely,offeringupencouragement forthethingsdonewell.Thesestudentsmayrequiredifferentseatingarrangementsaswell. 2)Studentsrequiringmoreassistance,orarebehindthegradelevel,canbeprovidedextraworktimeat lunchorafterschoolwithme.Somestudentsmaystrugglewithawrittenessay,Imayhavetonotonly offermoreguidancefortheessay,butalsodecreasethelengthrequirementsforsome.Imayneedto offerdirectionindividuallytosomestudentsduringtheThinkportion. 3)Studentsaheadofgradelevelwillbeencouragedtotakedeeperchallenges.Theywillneedlessdirect supportfrom,givingthemafeelingofindependence.Tofeeltheyaregainingsomethingfromthe material,theymayneedtobegivenhigherdifficultyquestions.Thesequestionswillchallengethem accordingly,sotheyarenotboredbutwillstillmeasurethesameoutcomeasthegradelevelquestions. Thesestudentswilllikelydominatetheirpair;therefore,Imayneedtostrategicallypairthemwith someonewhowillgivethemachallenge. ProfessionalDevelopment:Seeattached

ProfessionalDevelopmentPlan Name: ToddMcLauchlin Topic:Fraud&FraudProtection Date: TBA Observer: TBA

ProfessionalTarget/Goal: EngagementandMotivation Thegoalistoprovidealessonthatisengaging forthestudents,whilestillhelpingthembuildan understandingofhowtoprotectthemselvesfrom fraud. Iwanttousetheactivities,discussionsand examplesnotonlytoteachalessonbutalsoto buildonethatengagesthestudentsininvesting.

StepstoAchieveTarget: Imustclearlyoutlinetheexercises,becauseif theyarenotunderstoodtheywillnotbeas engaging. IwilltrytomaketheThinkPairShareas interestingaspossible,allowingthestudentsto leadthediscussion. Iwilluserandomselectiontoaskquestions.Ifa studentfeelstheyarebeingleftoutonpurpose,it willmakethelessonlessengaging;thereforeI wanttoensurethattheselectionisleftupto chance. WhiletheShareportionoftheactivitymayseem redundanttosome,Iwanttoincludeasmany studentsaspossibleinthediscussionhavingeach studentofferasmallpartoftheanswerand thereforeengagingmorestudents.

InstructionsforObserver: Pleaseobservemylesson,payingparticularattentiontoclassengagementandmotivation.Iam interestedtoknowifmychoiceofactivitiesandexercisesmakesthelessonmoreengagingforthe students.Aretheinstructionslaidoutsothattheclasscaneasilybegintheexercise?Doesthethink pairshareevokeaclimateofquestioninganddiscussionfromthestudents?DoIutilizerandom selectiontospreadoutthequestions?Whenonestudentisofferingupacommentoranswer,whatis thereactionoftheotherstudents?Dotheydisengagewhenitisnottheirturn?DidItrytodrawalarge selectionofnamesfrommyrandomselection,ordidIhavethesamestudentdominatethediscussion? DataCollection:(SeeAttached) ProfessionalReflection(DonePostConference)

1)HowdidthestudentsrespondtotheexplanationoftheThinkPairShare?Werethereanystudents whowereofftaskanddisengagedduringtheinstructions?

2)Didthestudentsmoveintotheexerciserightawayordidtheyrequirefurtherpromotingfromme?

3)Oncethepairandshareportionsofthelessonbegan,didthestudentshavequestionsandcomments toaskofeachotherandthegroupatlarge?Whatwerethetypesofquestions/commentsyounoticed?

4)Didthestudents,atanypointintheexercise,requirefurtherclarification?Yes/No(Recordamarkfor eachtimeyounotice) 5)DuringtheShareportion,didthestudentsseemeagertoparticipateandofferupideas?Yes/No (Recordamarkforeachtimeyounotice) 6)HowmanydifferentstudentsdidIrandomlyselecttocontributetothediscussion? __

7)AdditionalCommentsorNotes:

FaceOffReview(Day10) Name: Subject: ToddMcLauchlin Date: Grade: TBA

PersonalFinance30 TBA

12 50min

CooperativeTeacher:

LessonLength:

ContentIdentification:Thislessonwillconsistofareviewoftheunitmaterialandsomeworktimeon theunitassignments.Thereviewwillconsistof30questions,whichwillbeansweredinaFaceOffstyle. Iwillsplittheroominhalf,andeachhalfwilltaketurnssendingamembertothefronttoFaceOff againsttheotherteam.Iwillhavetwobuzzers,whichIamtakingfromtheTabooboardgameIhave. Thebuzzerswillbepressedwhenthestudentsthinktheycananswerthequestion.Iftheydotheirteam getsapoint,iftheydonottheyotherteamcansteal.Afterthequestionisattempted,bothstudentssit downandtwonewstudentswillcometothefront.Thepointsultimatelydonotmatter,buttheyadda senseofcompetitiontothereview.Thegoalistohavestudentsthinkingabouttheconceptslearnedin theunit.AfterthereviewFaceOff,Iwillprovidethestudentstheremainderoftheclasstimetowork ontheirprojects.Thiswillbejustawrapuptimeformostasthepresentationsbegininthenextclass. Theweeklyreflectionjournalpostisalsoduetoday,anditwillbethefinalpostforthisunit.Iwill remindthestudentsthattheymusthaveitpostedbyday'send. Indicators(Assessment): Outcomes: a. Summarizewhatinvestingisandwhyitis PF(L)6Demonstrateanunderstandingofthe importanceofinvesting,thevarioustypesof importantandtheimpactofstartingatan investmentvehiclesandhowinterestcanbeused earlyage. asanadvantage. b. Investigatethebasicsofinvestingincluding (developingapersonalinvestmentstrategy, Thegoalofthisunitistoprovidethestudents establishinvestmentobjectives,understand withtheknowledgeandinformationsotheycan toleranceforrisk,understandtheimportance expresswhyinvestingisimportant,howtheycan ofdiversification,assetmixes,importanceof investmentresearch) goaboutinvestingandthedifferenttools,suchas c. Compareandcontrastshorttermandlong interest,thatcanhelpthemintheprocess. Thegoalofthislessonisforthestudentstopull termsavings. alltheconceptsoftheunittogetherandrecallthe d. Analyzeandgeneralizetherelationship materialthatwehavecovered. betweensimpleinterestandcompound interest. e. Differentiatebetweensavingsandinvesting. f. Explorethedifferencesandsimilarities betweenthedifferenttypesofinvestment vehicles. g. Identifytheimportanceofretirementplans andexplainhowtheywork. h.Researchdifferenttypesofinvestmentfraud andexplainhowconsumerscouldprotect themselves. Asafullunitreview,thestudentswillbeableto identifyandexplaintheconceptswehavecovered intheunit.

Thestudentswillbetoexpresswhattheylearned aboutinvestinginordertoanswerthereview questions. Thereviewwillactasaformativeassessment,so Icandeterminehowwellthestudentsretained theknowledgecoveredinthechapter.Thismay promptmetocoveratopicortwoatthestartof thefinalclasstohelpsolidifytheknowledge. CommonEssentialLearnings:CriticalandCreativeThinking,Communication CrossCurricularCompetencies:DevelopingThinking PrerequisiteLearning:ThestudentswillhavealreadycoveredaunitonFinancialInstitutionsandwillbe abletoexpressthedifferentinstitutionsyoucanusetosaveandinvest.Theywillalsohavecoveredthe decisionmakingprocessasitrelatestopersonalfinance,andnowwillbeabletoapplythistoinvesting. Throughthisunit,thestudentswillnowbeabletoexpresswhatthedifferentinvestmentvehiclesare, thedifferencebetweenshortandlongterminvesting,andtheadvantagesofcompoundinterest.They willalsohaveanunderstandingofriskandreward,andhowportfoliodiversificationcanhelp.Finally, thestudentswillhavedevelopedanunderstandingofthedifferenttypesofinvestmentfraudandfraud protection. Equipment/Materials:Thestudentswillneedstandardclassroomsupplies.Iwillneedaccesstoa projectorandlaptopforthepresentation,thebuzzersfortheFaceOffandthereviewquestions. Set:(3min) 1)IwillspendthefirstfewminutesexplainingtheFaceoffreviewandhowitwillwork.Theroomwillbe splitintotwoteams;eachteamwillsendonepersontothefront(allstudentswillgetaturn)andthe twostudentswillFaceofftoansweraquestion.Therewillbe30questionsaboutinvestingandthe topicscoveredintheunit.Ifthestudentknowstheanswer,theywillhitthebuzzertobuzzin.Iftheyget itrighttheywillgainapoint,iftheygetitwrongtheotherteamwillgetachancetostealthequestion. Development:(44min) 1)WewillplaytheFaceoffreviewuntilall30questionshavebeencovered.Iwillnotmakeabigdeal outofthepoints,astheydonotcountforanything,buttheywillhelpbringoutthecompetitivespiritin thestudents. 2)AftertheFaceoffreview,thestudentswillhavethesecondhalfoftheperiodtoworkonthelastof theirassignments.Theassignmentsaredueinthenextclassandthiswillbethelastinclasstimethey canworkonthem.Theyshouldbetothepointwheretheyjustneedtowrapthingsup. Closure:(3min) 1)Iwillremindthestudentsthattheweeklyreflectionjournalisduebytheendofthedayandwewill takethemupatthestartofthenextclass. 2)IwillalsoremindthestudentsthatthepresentationsoftheMockInvestmentbegininthenext lesson.

ClassroomManagementStrategies: 1)Iwillusetherandomselectionmethodofcallingonstudentsbecauseitiscompletelyrandomand nooneknowswhenorhowoftentheymaybepicked,itforceseveryonetolistenatalltimes. 2)WhenconductingtheFaceoffreview,Iwillmakesurethestudentsknowthattheymustbuzzin beforetheycananswer,tohelpmaintainorder. 3)Iwillremindthestudentstoberespectfuloftheirteammateswhiletheyareanswering.Iftheygetit wrong,supportthemandiftheygetitright,don'trubitintheotherteamsface. 4)Thestudentswhofinishedtheassignmentsalreadyinstructedtoexaminetheirrefectionjournal. AdaptiveDimension: 1)Studentswhorequiremoreattentionwillneedtobemonitoredclosely,offeringupencouragement forthethingsdonewell.Thesestudentsmayrequiredifferentseatingarrangementsaswell.These studentswillstillparticipate,buttheywilllikelyneedextraencouragementtodoso. 2)Studentsrequiringmoreassistance,orarebehindthegradelevel,canbeprovidedextraworktimeat lunchorafterschoolwithme.Somestudentsmaystrugglewithawrittenessay,Imayhavetonotonly offermoreguidancefortheessay,butalsodecreasethelengthrequirementsforsome. 3)Studentsaheadofgradelevelwillbeencouragedtotakedeeperchallenges.Theywillneedlessdirect supportfrom,givingthemafeelingofindependence.Tofeeltheyaregainingsomethingfromthe material,theymayneedtobegivenhigherdifficultyquestions.Thesequestionswillchallengethem accordingly,sotheyarenotboredbutwillstillmeasurethesameoutcomeasthegradelevelquestions. ProfessionalDevelopment:Seeattached

ProfessionalDevelopmentPlan Name: ToddMcLauchlin Topic:FaceOffReview Date: TBA Observer: TBA

ProfessionalTarget/Goal: TimeManagement Thegoalistobalancetheamountofcontentin thereviewwiththeamountoftimeIhave available,whilestillallowingthestudentstimeto reviewtheirassignments. Thegoalistonotallowtheexercisegotoolong. Iftheexerciseiscompletedwithextratime,the goalistohavesomethingforthestudentsto complete.

StepstoAchieveTarget: Iwillexplaineachstepthoroughly,sothe studentsunderstand;however,Iwillnotspendtoo muchtimeastoeatupmyallottedtime. IwillnotrushthroughthereviewbecauseIam shortontime. Iwillkeepmyselfawareofhowmuchtimeis remainingintheclass.IfIfeelthatthegroup activitycangolonger,andismorebeneficial,Ican keepgoinganddelvedeeperintoexplanations,ifI amneartheendofmyclock. Iwillnotleaveunfilledgapsoftimeinmylesson.

InstructionsforObserver: Pleaseobservemylesson,payingparticularattentiontomytimemanagement.Iaminterestedtoknow ifIhavegoodcontroloverthetimethateachpartofthelessontakes.Iwouldliketoknowifamableto relaytherequiredinformationtothestudentswithinthegiventimeperiod.Dostudentsseemtobe rushedoraretheyabletocompletetheiractivitiesatagoodpace?Aresomestudentslookingforthings todobecausetheyhavefinishedearly?Ifso,whatdoIonceInoticetheyaredone?DoesthetimeI haveallottedmakethelessonfeeltoolongortooshort? DataCollection:(SeeAttached) ProfessionalReflection(DonePostConference):

1)WasIabletocompletetheentirelessonwithintheallottedtime?

2)DidthestudentsrequiremoreorlesstimethanIprovidedforthedifferentactivities?Yes/No 3)Howmanystudentswereunabletoaskquestionsabouttheirassignments,duetoalackoftime?

4)Howmanystudentshadnothingtodo,aftertheFaceoff?

5)WhatdidIdoiftherewereanystudentswhocompletedtheirassignmentsearly?

6)Didanypartofthelessonseemrushed?(Toevaluatethis,examinetoseeifthereareanypartsIhad toremoveortruncate)Yes/No

7)Didthestudentsneedtoaskclarifyingquestionsaboutanyoftheactivities,duetothefactthatI rushedthroughtheinstructions?

8)AdditionalCommentorNotes:

MockInvestmentOralPresentationsPart1(Day11) Name: Subject: ToddMcLauchlin Date: Grade: TBA

PersonalFinance30 TBA

12 50min

CooperativeTeacher:

LessonLength:

ContentIdentification:InLessons11&12,thestudentswillpresenttheirMockInvestmentOral Presentations.TheOralPresentationswillbeevaluatedandgradedbyme.Theywillalsobepeer assessedbytherestoftheclass.Beforethestudentsbegintheirpresentations,Iwillspendthefirst10 minutesgoingovertheweeklyreflectionjournals.Again,Iwilltakeupissuesthatneedtobeaddressed andIwillalsodiscussanystoriesorwaysthatpersonalfinanceisbeingusedorobservedinthereal worldthatmaybeinterestingtothewholegroup.Apeerassessmentformwillbegiventoeachstudent, andwillbefilledoutforeachpresenter.Thepeerassessmentwillnotbecomepartofthegrade,butit willgivethestudentpresentingawiderangeofcommentsandadvicetohelpimprovehis/her presentation.Iwilllookoverthepeerassessmentstoseehowtheotherstudentssawthepresentation. AllstudentswillhandinthecalculationsandwrittenexplanationfortheMockInvestmentassignment, eveniftheyarenotpresentingtoday. Indicators(Assessment): Outcomes: a. Summarizewhatinvestingisandwhyitis PF(L)6Demonstrateanunderstandingofthe importantandtheimpactofstartingatan importanceofinvesting,thevarioustypesof earlyage. investmentvehiclesandhowinterestcanbeused b. Investigatethebasicsofinvestingincluding asanadvantage. (developingapersonalinvestmentstrategy, establishinvestmentobjectives,understand Thegoalofthisunitisprovidethestudentswith toleranceforrisk,understandtheimportance theknowledgeandinformationsotheycan expresswhyinvestingisimportant,howtheycan ofdiversification,assetmixes,importanceof investmentresearch) goaboutinvestingandthedifferenttools,suchas c. Compareandcontrastshorttermandlong interest,thatcanhelpthemintheprocess. termsavings. Thegoalofthislessonisforthestudentstopull alltheconceptsoftheunittogether.Furthermore, d. Analyzeandgeneralizetherelationship betweensimpleinterestandcompound thegoalisforthestudents,throughthe interest. presentations,tobeabletoexplainanddiscuss e. Differentiatebetweensavingsandinvesting. thedifferentinvestmentvehiclesandhowthey f. Explorethedifferencesandsimilarities haveperformed. betweenthedifferenttypesofinvestment vehicles. g. Identifytheimportanceofretirementplans andexplainhowtheywork. h.Researchdifferenttypesofinvestmentfraud andexplainhowconsumerscouldprotect themselves. TheMockInvestmentpresentationswillpullall theconceptstogetherfromtheunitandthe studentswillgettoexperiencetheresultsof differentinvestmentvehiclesperformanceover

time. Thestudentswillbeabletoexpresswhatthey learnedaboutinvestingwhileconductingthe MockInvestment.Furthermore,theywillbeable toarticulatethepros,cons,risk,reward,and natureoftheirinvestmentvehicletotherestof theclass. BoththeMockInvestmentandtheMock InvestmentOralPresentationwillbegradedby me.Iwillusetherubricthestudentswere providedwhenIhandedouttheassignmentasmy evaluationtool.Theseassignmentswillbecome partofthefinalgrade. CommonEssentialLearnings:IndependentLearning,Communication, PersonalandSocialValuesandSkills CrossCurricularCompetencies:DevelopingIdentityandInterdependence,DevelopingLiteracies PrerequisiteLearning:ThestudentswillhavealreadycoveredaunitonFinancialInstitutionsandwillbe abletoexpressthedifferentinstitutionsyoucanusetosaveandinvest.Theywillalsohavecoveredthe decisionmakingprocessasitrelatestopersonalfinance,andnowwillbeabletoapplythistoinvesting. Throughthisunit,thestudentswillnowbeabletoexpresswhatthedifferentinvestmentvehiclesare, thedifferencebetweenshortandlongterminvesting,andtheadvantagesofcompoundinterest.They willalsohaveanunderstandingofriskandreward,andhowportfoliodiversificationcanhelp.Finally, thestudentswillhavedevelopedanunderstandingofthedifferenttypesofinvestmentfraudandfraud protection. Equipment/Materials:Thestudentswillneedstandardclassroomsuppliesandanymaterialstheyplan tousefortheirMockInvestmentpresentation.Iwillneedaccesstoaprojectorandlaptopfortheclass, andthepeerreviewhandoutsforthenonpresentingstudents. Set:(13min) 1)Beforewebeginthepresentations,IwilltakeupissuesthatneedtobeaddressedandIwillalso discussanystoriesorwaysthatpersonalfinanceisbeingusedorobservedintherealworldthatmaybe interestingtothewholegroup.Thejournalsareagreatwaytoconnecttheclasscontenttothereal worldandIwanttoensureIspendtimeaddressingthem. 2)Iwillspendafewminutesexplainingthepeerassessmentform.Thestudentsaretoanswerhonestly andfairly.Theyarealsotoberespectfulandhelpfulwithanythingtheyhavetoadd.Thegoalisto improvethepresentationsforthefuture,nottocriticize.Eachstudentwillreceiveapeerassessment formfromeachofhis/herclassmates. Development:(35min) 1)Thebulkofthetimewillbespentontheoralpresentations.Iwillgradethepresentations,writing commentsandnotestoreferencelaterasthestudentspresent. 2)Iwillaskforthepeerassessmentformstobehandedin.Iwillreadthemoverandincludethemwith therubricwhenIhandthembacktothestudent.Thepeerassessmentformswillnotbecomepartof thegrade.

Closure:(2min) 1)Tomorrowsclasswillbeacontinuationofthepresentationsandthelastclassoftheunit. 2)Iwillremindthestudentsthatthe"WhatInvestmentVehicleistheBest?"assignmentisduein tomorrowsclass. ClassroomManagementStrategies: 1)Iwillusetherandomselectionmethodofcallingonstudentsbecauseitiscompletelyrandomand nooneknowswhenorhowoftentheymaybepicked,itforceseveryonetolistenatalltimes.Thiswill helpthestudentswithpresenting,ifitistotallyrandomthennoonehastovolunteertopresentfirst. 2)Whenthestudentsarepresenting,Iwillasktheotherstudentstostayquietandrespectthe presenter. 3)Iwillremindthestudentstoberespectfuloftheotherstudentsinthecommentstheymakeonthe peerassessmentreviewaswell.Thecommentsaremeanttohelp,notcriticize. 4)ImayhavetoremindthestudentstorefocusifInoticetheyaregettingofftask,possiblyhavingto addressstudentsdirectly. AdaptiveDimension: 1)Studentswhorequiremoreattentionwillneedtobemonitoredclosely,offeringupencouragement forthethingsdonewell.Thesestudentsmayrequiredifferentseatingarrangementsaswell. 2)Studentsrequiringmoreassistance,orarebehindthegradelevel,canbeprovidedextraworktimeat lunchorafterschoolwithme.Somestudentsmaystrugglewithawrittenessay,Imayhavetonotonly offermoreguidancefortheessay,butalsodecreasethelengthrequirementsforsome.Ifastudenthas abarriertopresenting,suchaslanguage,thenIwillallowforthemtocreateavideoorpresentprivately tominimizetheanxietyofpresentinginalanguageyoucannotspeak.Thiswillstillmeasurethesame outcome;itwillsimplytakeoffthepressurefromthosewhohavelanguagebarriersorveryhighanxiety. 3)Studentsaheadofgradelevelwillbeencouragedtotakedeeperchallenges.Theywillneedlessdirect supportfrom,givingthemafeelingofindependence.Tofeeltheyaregainingsomethingfromthe material,theymayneedtobegivenhigherdifficultyquestions.Thestudentswhohadagreater challengewhencompletingthisassignmentmaywishtohavemoretimetopresent,sincetheyhave morematerial.Thiswillbeallowedwithoutaffectingthegrade,sinceIneedtoallowforthemore challengingcontenttobepresentedaswell. ProfessionalDevelopment:Seeattached

ProfessionalDevelopmentPlan Name: ToddMcLauchlin Date: TBA Observer: TBA

Topic:MockInvestmentOralPresentationsPart1 ProfessionalTarget/Goal: Directions/Instructions Thegoalistohaveclearanddetailedinstructions thatthestudentsunderstand. TheinstructionsIgivewillbethebasisfora lessonsuchasthis.IfIdonotgivegood instructions,thenthestudentswillstrugglewith whatisrequiredofthem.

StepstoAchieveTarget: Iwillexplainmyexpectationsorally,detailing whateachstudentistododuringpresentations. Iwillhavethepeerassessmentformsreadily availabletothestudentsduringtheexplanation. Iwillincludeallinformationthatisnecessaryfor thecompletionoftheformsinmyinstructions. Iwillansweranyquestionsthatthestudentsmay havepriortobeginningthepresentationstohelp ensureclarity.

InstructionsforObserver: Pleaseobservemylesson,payingparticularattentiontomyinstructions.Iaminterestedtoknowifmy instructionsareclearandunderstandabletotheclass.Iwouldliketoknowifthestudentsseemtobe understandingtheinformationIamproviding.Dothestudentshavetoaskquestionsinordertofindout theinformationtheyneedoraretheyabletounderstandtheactivityasIampresentingit?Arethe studentsabletogetintotheexerciseandunderstandwhatisrequiredordotheyneedmore informationtocompletetheactivity? DataCollection:(SeeAttached) ProfessionalReflection(DonePostConference):

1)WeretheinstructionsIdeliveredcomplete?(Inbothoralandvisual/writtenformats)

2)Didthestudentsaskformoreinformationabouttheactivity?Yes/No 3)Howoftendidthestudentsaskclarifyingquestions?(Duringmyexplanation)(Recordamark)

4)Weretheinstructionsgivenunderstandablebytheclass?Toevaluatethis,pleaselookathowmany timesthegroupshadtoaskaclarifyingquestionofmeduringthepresentations.(Recordamark)

5)DidIclearlyoutlinetheexpectationstothestudentsforthepresentationportion?Didthestudents askforfurtherclarification?

6)AdditionalCommentorNotes:

MockInvestmentOralPresentationsPart2(Day12) Name: Subject: ToddMcLauchlin Date: Grade: TBA

PersonalFinance30 TBA

12 50min

CooperativeTeacher:

LessonLength:

ContentIdentification:Day12willconcludetheMockInvestmentOralPresentations.TheOral Presentationswillbeevaluatedandgradedbyme.Theywillalsobepeerassessedbytherestofthe class.Beforethestudentsbegintheirpresentations,Iwillspendthefirst10minutesgoingoverthe weeklyreflectionjournals.Again,IwilltakeupissuesthatneedtobeaddressedandIwillalsodiscuss anystoriesarewaysthatpersonalfinanceisbeingusedorobservedintherealworldthatmaybe interestingtothewholegroup.Apeerassessmentformwillbegiventoeachstudent,andwillbefilled outforeachpresenter.ThepeerassessmentwillnotbecomepartofthegradebutIwillgivethestudent presentingawiderangeofcommentsandadvicetohelpimprovehis/herpresentation.Iwilllookover thepeerassessmentstoseehowtheotherstudentssawthepresentation.Thestudentswillalsohand intheirpersuasiveessaysonWhatInvestmentVehicleistheBest. Outcomes: Indicators(Assessment): PF(L)6Demonstrateanunderstandingofthe a. Summarizewhatinvestingisandwhyitis importanceofinvesting,thevarioustypesof importantandtheimpactofstartingatan investmentvehiclesandhowinterestcanbeused earlyage. asanadvantage. b. Investigatethebasicsofinvestingincluding (developingapersonalinvestmentstrategy, Thegoalofthisunitisprovidethestudentswith establishinvestmentobjectives,understand theknowledgeandinformationsotheycan toleranceforrisk,understandtheimportance expresswhyinvestingisimportant,howtheycan ofdiversification,assetmixes,importanceof investmentresearch) goaboutinvestingandthedifferenttools,suchas c. Compareandcontrastshorttermandlong interest,thatcanhelpthemintheprocess. termsavings. Thegoalofthislessonisforthestudentstopull alltheconceptsoftheunittogether.Furthermore, d. Analyzeandgeneralizetherelationship betweensimpleinterestandcompound thegoalisforthestudents,throughthe interest. presentations,tobeabletoexplainanddiscuss e. Differentiatebetweensavingsandinvesting. thedifferentinvestmentvehiclesandhowthey f. Explorethedifferencesandsimilarities haveperformed. betweenthedifferenttypesofinvestment vehicles. g. Identifytheimportanceofretirementplans andexplainhowtheywork. h.Researchdifferenttypesofinvestmentfraud andexplainhowconsumerscouldprotect themselves. TheMockInvestmentpresentationswillpullall theconceptstogetherfromtheunitandthe studentswillgettoexperiencetheresultsof differentinvestmentvehiclesperformanceover time.

Thestudentswillbeabletoexpresswhatthey learnedaboutinvestingwhileconductingthe MockInvestment.Furthermore,theywillbeable toarticulatethepros,cons,risk,reward,and natureoftheirinvestmentvehicletotherestof theclass. BoththeMockInvestmentandtheMock InvestmentOralPresentationwillbegradedby me.Iwillusetherubricthestudentswere providedwhenIhandedouttheassignmentasmy evaluationtool.Theseassignmentswillbecome partofthefinalgrade. CommonEssentialLearnings:IndependentLearning,Communication, PersonalandSocialValuesandSkills CrossCurricularCompetencies:DevelopingIdentityandInterdependence,DevelopingLiteracies PrerequisiteLearning:ThestudentswillhavealreadycoveredaunitonFinancialInstitutionsandwillbe abletoexpressthedifferentinstitutionsyoucanusetosaveandinvest.Theywillalsohavecoveredthe decisionmakingprocessasitrelatestopersonalfinance,andnowwillbeabletoapplythistoinvesting. Throughthisunit,thestudentswillnowbeabletoexpresswhatthedifferentinvestmentvehiclesare, thedifferencebetweenshortandlongterminvesting,andtheadvantagesofcompoundinterest.They willalsohaveanunderstandingofriskandreward,andhowportfoliodiversificationcanhelp.Finally, thestudentswillhavedevelopedanunderstandingofthedifferenttypesofinvestmentfraudandfraud protection. Equipment/Materials:Thestudentswillneedstandardclassroomsuppliesandanymaterialstheyplan tousefortheirMockInvestmentpresentation.Iwillneedaccesstoaprojectorandlaptopfortheclass, andthepeerreviewhandoutsforthenonpresentingstudents. Set:(2min) 1)Iwillcollectthe"WhatInvestmentVehicleistheBest"essaysfromthestudentsatthestartofclass. 2)WewillthenmovequicklyintotheMockInvestmentpresentations,sowehaveenoughtimeto completethem. Development:(45min) 1)Thebulkofthetimewillbespentontheoralpresentations.Iwillgradethepresentations,writing commentsandnotestoreferencelaterasthestudentspresent. 2)Iwillaskforthepeerassessmentformstobehandedin.Iwillreadthemoverandincludethemwith therubricwhenIhandthembacktothestudent.Thepeerassessmentformswillnotbecomepartof thegrade. Closure:(3min) 1)Thisisthelastclassoninvestments,butnotthelasttimethestudentswillseeinvesting. 2)Iwillclosetheunitbylettingthestudentsaskmeanylastquestionsaboutinvesting. 3)Finally,Iwillinformtheclassthatwewillmovetodiscussingthreatstoyourfinancialpositioninthe nextunit,whichwillbuilddirectlyfromourdiscussiononinvestmentfraud.

ClassroomManagementStrategies: 1)Iwillusetherandomselectionmethodofcallingonstudentsbecauseitiscompletelyrandomand nooneknowswhenorhowoftentheymaybepicked,itforceseveryonetolistenatalltimes.Thiswill helpthestudentswithpresenting,ifitistotallyrandomthennoonehastovolunteertopresentfirst. 2)Whenthestudentsarepresenting,Iwillasktheotherstudentstostayquietandrespectthe presenter. 3)Iwillremindthestudentstoberespectfuloftheotherstudentsinthecommentstheymakeonthe peerassessmentreviewaswell.Thecommentsaremeanttohelp,notcriticize. 4)ImayhavetoremindthestudentstorefocusifInoticetheyaregettingofftask,possiblyhavingto addressstudentsdirectly. AdaptiveDimension: 1)Studentswhorequiremoreattentionwillneedtobemonitoredclosely,offeringupencouragement forthethingsdonewell.Thesestudentsmayrequiredifferentseatingarrangementsaswell. 2)Studentsrequiringmoreassistance,orarebehindthegradelevel,canbeprovidedextraworktimeat lunchorafterschoolwithme.Somestudentsmaystrugglewithawrittenessay,Imayhavetonotonly offermoreguidancefortheessay,butalsodecreasethelengthrequirementsforsome.Ifastudenthas abarriertopresenting,suchaslanguage,thenIwillallowforthemtocreateavideoorpresentprivately tominimizetheanxietyofpresentinginalanguageyoucannotspeak.Thiswillstillmeasurethesame outcome;itwillsimplytakeoffthepressurefromthosewhohavelanguagebarriersorveryhighanxiety. 3)Studentsaheadofgradelevelwillbeencouragedtotakedeeperchallenges.Theywillneedlessdirect supportfrom,givingthemafeelingofindependence.Tofeeltheyaregainingsomethingfromthe material,theymayneedtobegivenhigherdifficultyquestions.Thestudentswhohadagreater challengewhencompletingthisassignmentmaywishtohavemoretimetopresent,sincetheyhave morematerial.Thiswillbeallowedwithoutaffectingthegrade,sinceIneedtoallowforthemore challengingcontenttobepresentedaswell. ProfessionalDevelopment:Seeattached

ProfessionalDevelopmentPlan Name: ToddMcLauchlin Date: TBA Observer: TBA

Topic:MockInvestmentOralPresentationsPart2 ProfessionalTarget/Goal: Directions/Instructions Thegoalistohaveclearanddetailedinstructions thatthestudentsunderstand. TheinstructionsIgivewillbethebasisfora lessonsuchasthis.IfIdonotgivegood instructions,thenthestudentswillstrugglewith whatisrequiredofthem.

StepstoAchieveTarget: Iwillexplainmyexpectationsorally,detailing whateachstudentistododuringpresentations. Iwillhavethepeerassessmentformsreadily availabletothestudentsduringtheexplanation. Iwillincludeallinformationthatisnecessaryfor thecompletionoftheformsinmyinstructions. Iwillansweranyquestionsthatthestudentsmay havepriortobeginningthepresentationstohelp ensureclarity.

InstructionsforObserver: Pleaseobservemylesson,payingparticularattentiontomyinstructions.Iaminterestedtoknowifmy instructionsareclearandunderstandabletotheclass.Iwouldliketoknowifthestudentsseemtobe understandingtheinformationIamproviding.Dothestudentshavetoaskquestionsinordertofindout theinformationtheyneedoraretheyabletounderstandtheactivityasIampresentingit?Arethe studentsabletogetintotheexerciseandunderstandwhatisrequiredordotheyneedmore informationtocompletetheactivity? DataCollection:(SeeAttached) ProfessionalReflection(DonePostConference):

1)WeretheinstructionsIdeliveredcomplete?(Inbothoralandvisual/writtenformats)

2)Didthestudentsaskformoreinformationabouttheactivity?Yes/No 3)Howoftendidthestudentsaskclarifyingquestions?(Duringmyexplanation)(Recordamark)

4)Weretheinstructionsgivenunderstandablebytheclass?Toevaluatethis,pleaselookathowmany timesthegroupshadtoaskaclarifyingquestionofmeduringthepresentations.(Recordamark)

5)DidIclearlyoutlinetheexpectationstothestudentsforthepresentationportion?Didthestudents askforfurtherclarification?

6)AdditionalCommentorNotes:

Personal Finance 30 Unit Plan: Process Paper Todd S. McLauchlin University of Regina - EBUS 285

Process Paper For Personal Finance 30, I conducted my unit on the importance of investing and the various types of investment vehicles. From the very beginning, I knew that the concept of investment vehicles was key to this unit and one of my big ideas. I also identified short term versus long-term investing, risk versus reward, the impact of compound interest and investment fraud and fraud protection as the big ideas of the unit. These central themes of the unit lead me to the creation of my essential questions that I wanted the students to be able to answer. The main essential question for the unit is how can investing be used to improve my financial position. Investing is important and can be used to improve your overall financial position and I want the students to be able to identify how they can use investing to do this. I also created, what different types of investment vehicles are available, how does choice and length of investment vehicle affect the risk and reward of the investment, how does starting at an early age impact the growth potential of my investment, and what are the fraud risks of the different investment vehicles. These were all essential questions that I wanted the students to be able to answer by the end of this unit. The big ideas, essential questions, and I can statements, which I created from the essential questions, severed as the basis for my entire unit. Knowing what I wanted the students to be able to do by the end of the unit, I then had to decide how I wanted to measure it. Having already decided that knowing various investment vehicles was central to all the concepts of the unit, I began to think how I could tie this to my summative assessments. I first created an assignment called the Mock Investment. I wanted the students to be able to understand how an investment vehicle has performed over the years. I wanted the students to explore the highs and lows and the risk and return of a given investment vehicle. I also knew that I wanted the students to have in depth exposure to as many investment vehicles as possible. Therefore, I simultaneously came up with the concept of having a separate,
2

yet linked, assignment where the students would present the performance of the investment vehicle as well as the details of the investment vehicle itself, to the class. The class as a whole would then receive a deeper exposure to many different investment vehicles, far deeper than could be covered in a lecture lesson. The goal of the Mock Investment assignment is to have the students experience investing close up and be able to explain how the choice of investment vehicle affects growth, risk, return, and length of investment. The goal of the Mock Investment assignment is to have the students describe their own investment experience and in return gain an understanding of how different investment vehicles operated over the same time period. After having settled that I would use the Mock Investment and Mock Investment Presentation as my summative assessments, I decided that I needed one more assignment that brought in the remaining aspects of the unit. I decided that I already had Say and Do assignment types and following triangulation, a written format made sense for the final summative assessment. I decided upon a persuasive essay and titled it, "What Investment Vehicle is the Best?" I wanted the students to not only be able to chose an investment vehicle and argue why it is the best, but I wanted them to explore all the aspects of the investment vehicle that we covered in the unit. How compound interest or dividends affect its growth, how risky the investment is and how that risk affects reward. I wanted them to explore the investment vehicle in the short and long term, look at the benefits of diversification, and the risk and protection needed from fraud in the investment type. This assignment possessed the ability to pull all the major aspects of the unit into one final assessment; therefore, I decided to make it the final summative assessment for the unit. I knew that these assessments were all summative in nature and I needed to grade them at some point. I decided to create rubrics ahead of time, as opposed to creating them with the

students, since the unit was on the longer side already. I would use these rubrics to evaluate the three summative assessments and determine the grade for the students. I next considered how I would grade the unit and the course as a whole. I knew that I wanted the students, in a personal finance class, to make real world connections on a weekly basis. These real world connections would help solidify the knowledge learned in class and can help the material, which can be distant, be more relatable. I chose to do this in the form of a reflection journal. I decided that the reflection journal should also be part of my evaluation and thus graded as making real world connections being significant to the course overall. When making my grading system, I decided to dedicate 10 percent of the overall grade to this reflection journal. I then dedicated 25 percent to the final exam, leaving 65 percent for the outcomes. This outcome, in particular, I decide to be worth 8% of the overall grade, then making the worth 3.5%, 1.5% and 3% for the Mock Investment, Mock Investment Oral Presentation and What Investment Vehicle is the Best? essay respectively. I find that knowing how I want to assess the students, how I plan to grade the assessments and how much of the overall grade the assessment is worth helps me structure the unit. Now that I knew what I wanted the students to know at the end of the unit and how I was going to assess that knowledge, I began to create a plan to get there. I knew that I had to begin the unit with interest and compound interest because all concepts will be built from there. I also knew that I had to diagnosis the students' ability to calculate interest and compound interest, which they may have covered in a math class. I created the pre-assessment and formative assessments to help me understand the students' prior knowledge and level of comprehension of interest and compound interest. I also knew that in order to get the students to the desired outcome and have them answer the essential questions; I had to cover investment vehicles early

in the unit. I also knew that I had to build the concepts connected to this carefully. I planned to add risk and reward, and short and long-term investments in to my lessons next, so that I could cover diversification. I also knew that I wanted to end the unit material with a discussion of fraud and fraud prevention, because I felt the students needed to be familiar with the other concepts to truly be able to relate to these concepts. Having decided all this, I began to make my actual unit plan and lesson plans. I knew that I would have to conduct formative assessments throughout the unit, if I wanted the students to get to the desired end result. I would likely have to alter my lessons and my plans to accommodate how well the students comprehend my lessons based off of these formative assessments. I planned to have at least one, if not more, formative assessment for each topic I wanted to cover, as well as, informal observations and the reflection journal as tools I can use to inform my teaching and better understand the students level of comprehension with the topic. I created activities, such as the Think-Pair-Share on fraud prevention, to work as formative assessments, which I can pull useful and meaningful information from. I then built my lesson content to include these formative assessments. I created my presentations for each lesson, in Prezi, to highlight the main points of the topic but rarely be too teacher centric that I may lose the students in the content. I knew that to cover something as deep as investing and have the students stay with me, I would have to make it relatable and have them participate as much as possible. With the creation of the Prezi's, the lesson content and my formative assessments, I was then able to draft my lesson plans and make the professional developments. Each lesson was designed to provide the students more information that would move them closer to the ultimate goal of being able to answer the essential questions.

I now have a unit, which began with big ideas and essential questions, developed summative assessments to measure the students' ability to answer those questions and a process for evaluating those assessments. I also had a unit that was designed for each lesson, from the content, to the presentation, to the formative assessments as a means of building toward the final summative assessments. The chosen formative assessments, informal observations and the reflection journal informed my teaching about how the students comprehend the material and gave me the ability to adjust my lesson content accordingly. Ultimately, I feel that I have a unit that I can use to teach about investing, a unit that will build the students toward the final summative assessment and the ability to answer the essential questions.