Technology Integration Lesson Plan Template

Your Name: Jordan Sorensen Subject Area(s): Business Administration Lesson Title/Topic: Personal Financial Management Standards: III. Managing Finances and Budgeting Achievement Standard: Develop and evaluate a spending/savings plan. IV. IV. Saving and Investing Achievement Standard: Evaluate savings and investment options to meet short- and long-term goals. Learning Objectives: 1. Students will determine the purpose of financial goals 2. List obstacles to achieving financial goals ISTE Standards: Standard 1: Creativity and Innovation Standard 4: Critical Thinking, Problem Solving, and Decision Making Standard 6: Technology Operations and Concepts Activity Types and Associated Technology: Students will complete a variety of worksheets that will help give them a better understanding of personal financial management. Students will read the chapter associated with Financial Managment in the textbook. Students will research various budgeting programs that can be used online, via their smartphones, tablets and computers. Students will create their own personal financial management account through Mint. Students will formulate a personal budget for themselves using either Google Docs or an excel spreadsheet. Students will create ongoing blog posts throughout the semester about how their Grade Level: 11th Estimated Duration: Two Weeks

budgeting is going and what they feel they are learning. Students will listen to a variety of financial management programs such as the Dave Ramsey Show in an effort to better understand the way others manage their finances. Students will complete an activity using online calculators and programs to show an example of paying off credit cards and loans. This will demonstrate how interest rates work, and how these types of things affect your personal credit score.

Materials: Textbook, Computer, Tablet or Smartphone, personal or school issued email address, Google Docs account, pen/pencil, and paper. Student Prerequisites: Students will need to be able to navigate their way through a normal web browser, have experience installing apps on their mobile devices and either already set up their email account or have experience doing so in the past. Students will also need to have a working knowledge of how to use an excel spreadsheet using simple formulas. Lesson or Unit Starter: To introduce this lesson plan I would plan to have the introduction activity written on the board when the students walked in to the classroom. They would be told that they would be given a lump sum of money in the amount of $15000. They will need to determine what they will do with that money. We will discuss their answers in class and move right in to the process of creating a budget and using your money to make smart decisions. Student-focused Activites: Students will create their own personal financial management account through Mint. 1. Students will need to have their computers, tablets or smartphone's with them at the beginning of this activity. 2. They will go to www.mint.com or search for the Mint app on their mobile devices and download it. Following the download or arrival at the website students will need to register for a free account of their own. 3. After the registration is complete students will need to import their bank account information and any other pertinent financial information. 4. If there are any charges that are appearing on their Mint account that do not have a category students will create a specific category for them or assign the charges to an existing category. 5. After categories have been formed students will create a mini budget for themselves and what they want to spend each month for the various categories they have in their account. 6. Each month through the class the students will check on their personal usage of money and write a blog post about how they are doing with the management of their money and how the activity is helping them to learn to manage a budget on their own. Students will formulate a personal budget for themselves using either Google Docs or an

excel spreadsheet. 1. Students will need to have a Google account set up or else use an excel spreadsheet for this activity. 2. Upon creation of the spreadsheet students will formulate their income, then they will use an online calculator to determine how much they will actually take home after taxes are taken out. This calculator can be found at: http://www.adp.com/tools-andresources/calculators-and-tools/payroll-calculators/salary-paycheck-calculator.aspx 3. After their take home pay is calculated students will determine what expenses they have. I will provide a list of possible expenses including car payments, cell phone bill, food costs, entertainment, gas etc. 4. After entering the data for all of their expenses, students will need to create formulas that will subtract the expenses from their income. This will leave them with an amount that is left over to use for savings, and other miscelleneous expenses. Students will create ongoing blog posts throughout the semester about how their budgeting is going and what they feel they are learning. 1. After completing each activity students will blog about their feelins regarding the activity and how they could possibly use this in the future to benefit them. In addition to blogging about their opinions on the activity the students will need to explain what they learned through the activity. Students will complete an activity using online calculators and programs to show an example of paying off credit cards and loans. This will demonstrate how interest rates work, and how these types of things affect your personal credit score. 1. Students will navigate to the website: http://www.bankrate.com/calculators/creditcards/credit-card-payoff-calculator.aspx 2. Students can experiment with entering several different payoff amounts and the corresponding monthly payments to see how long each would take to pay off. 3. Students will be able to see what the minimum payments vs additional amounts will do to their balance and the amount of time it takes to pay off. Optional Extension Activities: An additional activity that can be completed is to read/listen about the stories of others who have been in financial distress and how they have remedied these situations. Also, students can look at the federal budget and the debt that our country has. I believe that putting into a picture or graph of the debt our country has really gets students to understand the financial standing of our country and and helps to keep them up to date on current events. Evaluation: I will be able to evaluate the achievements of the students understanding of the material in addition to the understanding of the standards by keeping an eye on the students and conducting regular conversations about the topic that is being taught. The technology standards will be fairly evident by the projects that are being completed. Students ability to find and navigate the applications and programs will show their understanding of the standards. Student reflection will be prompted by

regular blog posts throughout the lesson plan in addition to continous open communication between students and myself. 1. Which level of the SAMR Model would best describe this lesson? Why? I believe that Augmention would describe this lesson best. The technologies that I have chosen to use are a direct substitute for tools in the classroom that provides a functional improvement. One example of this would be the students using their mobile devices to store their budgets that were made on Google Docs, and the use of the Mint software. We used to have to write out our budget and balance our checkbooks with a paper and pen at the end of the month. In addition, to find the balance of our accounts we would have to contact the bank. Now, all we have to do is open up an app and all the information is right there for us. 2. How is technology being used to help students demonstrate understanding of the content? Technology is being used with the students in the form of applications, spreadsheets and blog posts. The applications and spreadsheets will show the students ability to create their own budgets that are specific to them. They will be able to utilize the tools and resources that these programs have to create and manage their own budgets in the present and future alike. 3. Why do you believe the chosen technology will be effective in achieving the learning objective(s)? I believe that the chosen methods of technology that I am using in this lesson are effective because they are things that the students can use for a long time and will really benefit them as they exit high school and enter the real world. The resources used in the lessons, things like the credit card calculators and budgeting software are also ones that they can refer back to at several times during their lives. 4. Why is it better to teach the learning objective(s) with technology than without? I believe that it is better to teach the learning objectives with technology because we have so many resources that can help students to better understand the material and apply it to real life situations. Back in the day individuals had to manage a budget with a paper and pen, and they could not have that budget with them wherever they went. Technology really adds a component of convenience to our everyday life. 5. How is TPACK being demonstrated in this lesson? TPACK is being demonstrated by the technological content pedagogical knowledge that I believe that I have. Not only am I familiar with the content that I am being taught, but I am also very fluent with the technological programs and methods that I have chosen to use in my lesson plan. I use Mint for my personal finances and I also use Google Docs to maintain a budget in a virtual environment. I feel that in addition to the knowledge that I am sharing with the students I have also chosen technologies that supplement the material and will help students to gain a better understanding of the course content.