Greg+Unit+Plan

Greg Muir

Students will recognize the importance of comparison shopping Students will learn how to plan an event Student will learn to work with a fixed budget Students will collect and analyze data Students will learn to make predictions & estimations Students will be able to create and display data ||
 * **TECHNOLOGY INTEGRATION FOR MEANINGFUL CLASSROOM USE****Daily Lesson GAME Plan 1** ||
 * **Lesson Title:** Event Planner || **Related Lessons:** Budgets & Statistics ||
 * **Grade Level:** 9-12 || **Unit:** Consumer Math ||
 * **GOALS** ||
 * **Content Standards:**
 * **ISTE NETS-S** ||

20 – 30 minutes 60 - 90 minutes 60 - 90 minutes |||| Begin the lesson by showing clips from the movies “The Wedding Planner” and “Father of the Bride”. Students will be given a choice of an event to plan. Choices will include planning a birthday party, graduation party, or wedding. Each of these will have a budget to stay within. They will need to determine their needs and wants. Students must decide on location, number of guests, food, decorations, beverages, music, invitations, photographs, thank you notes, flowers, etc. Students will conduct research on various websites to plan an event. They need to find and compare data on a minimum of two and a maximum of three different sources. The budget for the birthday is $1000 to $1200. The budget for a graduation party is $2500 to $2800. The wedding budget is $10,000 to $12,000. Students will prepare a report to present their findings by using Power Point, Prezi, or writing a paper. In the report they need to include statistical data and graphs to show price comparisons. Based on these findings, students will analyze and vote on which option to choose and why. This will help students understand the importance of comparison shopping when planning for big events. || Computer, DVD, and Internet Guided worksheet, journal, Guided worksheet, journal, computer, internet ||
 * X Creativity and innovation |||| X Critical thinking, problem solving, and decision making ||
 * X Communication and collaboration |||| Digital citizenship ||
 * X Research and information fluency |||| X Technology operations and concepts ||
 * **Instructional Objective(s):** Students will compare cost through comparison shopping and be able to analyze and create data using a spreadsheet or poster. ||
 * **ACTION** ||
 * **Before – Class Preparation:** Reserve the mobile computer lab. Make a list of web resources that will help guide and assist students in researching and locating information and have a journal for students to document their work. ||
 * **During Class** ||
 * **Time** |||| **Instructional Activities** || **Materials and Resources** ||
 * 25-30 minutes
 * **Notes:** If this lesson seems too difficult they may team up in pairs to complete the project. Also, I will see if any students in study hall could assist. ||
 * Monitor ||
 * **Ongoing Assessment(s):** During the project students will keep a journal to input and reflect their learning. I will give students assessments throughout the project to meet the content goals. Students will be given assessments on circle graphs, percents, fractions, decimals, and statistical data.
 * Accommodations and Extensions:** Diverse learners will be given a sample price sheet with various costs to help them with the activity. This activity calls for 11 fixed items for students to budget for. Some students will only need to budget for seven items of their choice.
 * Back-up Plan:** I will have magazines and pamphlet from local business to assist students in finding resources. Students will be able to make graphs on paper versus using a spreadsheet. ||
 * Evaluation ||
 * **Lesson Reflections and Notes:** Students were engaged throughout the lesson this week. They realized that planning for an event party takes lots of work and organization. Students also saw how different choices can make a substantial difference in cost. Learning took place in a much more relaxed atmosphere and students enjoyed learning this way. Next time I need to provide more examples to help transition students into the project. ||

Greg: I think you have planned a great lesson. This sounds interesting and engaging. I would definitely try something like this in my math class. I really like the details that you have included with your instructional activities. I also think it is a great idea to give a sample price sheet for your diverse learners and modifying the amount of items required will also be helpful. I have to admit that this is an area where I am lacking so I appreciated reading your lesson and made some adjustments on mine. I really also like that you gave them three different events that they could choose from. My students had to create a graph for a previous assignment and had a lot of success with this website: [] Kelley Kelley, Thanks for the website, it looks like a resouceful tool I can use with my students. Greg

Greg, I think this is a great idea. The clips at the beginning will definitely grab the attention of the students and they will surely enjoy planning every aspect of their event. The freedom that this lesson allows will give them experience in a number of different areas and specifically the ability to "shop around." I also like the options you gave for the presentation of their findings. So many teachers stick with what they know in PowerPoint, but having used Prezi myself I believe it opens up a another area of creativity.

When you are done teaching this lesson to your students, do you think you might be able to help my fiancé stick within a 10-12,000 wedding budget?

Mike

Mike, Congratulations on your up coming wedding! My official wedding planning days are over. I got married last June and could only wish the budget was near this project's. Good luck with keeping it within the budget! Greg

Greg, I got married last summer and my wedding budget was limited and did the whole thing for under three grand! You could have your advanced students budget for a couple of big things like graduation party and new car or college apartment. In real life, we always have multiple things to budget for. Jennifer

Greg, This looks like a very engaging lesson. Who doesn't like to shop or have a party? It is very common at this age that the students have no idea what actually take place in planning such a large event. This might make them think twice before asking their parents to throw them a huge graduation party without considering the cost. Lisa Data Analysis & Probability Students will learn to compute probability Students will learn to make predictions and estimates Students will learn construct convincing arguments based on data and interpretation of graphs. Students will compare data of mean, median, and mode of a data set. Students will create, interpret, and use graphical displays to describe data. Students will learn to plan a school event. ||
 * **TECHNOLOGY INTEGRATION FOR MEANINGFUL CLASSROOM USE****Daily Lesson GAME Plan 2** ||
 * **Lesson Title:** Event Planner (Social Networking) || **Related Lessons:** Budgets & Statistics ||
 * **Grade Level:** 9-12 || **Unit:** Consumer Math ||
 * **GOALS** ||
 * **Content Standards:**
 * **ISTE NETS-S** ||

15 – 20 minutes 45 – 60 minutes 45 – 60 minutes 30 – 4 Minutes 15 – 20 Minutes |||| This project will be a continuation of previously learned skills on how to prepare and plan an event. Students will develop plan for a school Game Night. Students will determine what types of activities by creating a survey for peers to fill out. Students will be in small groups of 3 or 4 students. They will come up with ideas on what to do for Game Night before creating a survey for peers. How will we get people interested in coming? What kinds of games will be played? What kinds of art or crafts? What kinds of music? What type of movies? What types of food & drinks? Will there be a raffle? How many people will come? How much would it cost what on date will it occur? Based on the survey results students will record and input data from their group. From that data students will create line, bar and circle graphs. Group 1 has grades 6 & 7, Group 2 grades 8 & 9, Group 3 grades 10 & 11 Group 4 grade 12. This information will be put on the class wiki. From this data students will determine which activities and events will happen on game night. Each group will comment on each other’s data through the wiki page. Students will develop questions to ask and give feedback. Each group will present their findings to the class. The class will vote on which Game Night Plan to implement and present to the administration based on the presentation and data analysis of each group. || Worksheet with questions Computers to develop survey and search for sample questions. Survey Collection Computer with internet Wikispaces Computer with internet Wikispaces ||
 * X Creativity and innovation |||| X Critical thinking, problem solving, and decision making ||
 * X Communication and collaboration |||| Digital citizenship ||
 * X Research and information fluency |||| X Technology operations and concepts ||
 * **Instructional Objective(s):** Students will learn to plan a community event. Students will be able to create a budget. Students will be able to collect data. ||
 * **ACTION** ||
 * **Before – Class Preparation:** Reserve the computer lab. Create a classroom wiki space. Show students how to use and edit a wiki page. ||
 * **During Class** ||
 * **Time** |||| **Instructional Activities** || **Materials and Resources** ||
 * 15 - 20 minutes
 * **Notes:** Make sure groups are of mixed ability. Each group will be responsible for different questions. ||
 * Monitor ||
 * **Ongoing Assessment(s):** Each groups work will be evaluated on the classroom Wiki. Students will write comments or ask questions on each group page.
 * Accommodations and Extensions:** Diverse learners will be in mixed ability groups. Diverse learners can be in charge of monitoring the survey portion of the project. Provide examples of surveys and data.
 * Back-up Plan:** Have groups record in a daily journal to track and monitor progress. Solve and create data on an excel spreadsheet. ||
 * Evaluation ||
 * **Lesson Reflections and Notes:** Have students reflect on the lesson and write a short summary about the experience on their Wiki page.

Greg,

How many classes will you implement this lesson for? It might be more engaging if they have peers from other classes to be grouped up. Another suggestion would be to have the students create a digital storytelling of their ideas and then have all classes vote the top three to send to administrating. You could use one of the polling sites to conduct the vote. Good Luck!

Jennifer

Greg, I think this is a great follow up to your first lesson. It is a great idea to have the students doing something that will relate to the entire school. Great use of the wiki as well. It seems as though you have this all figured out, so I do not have any advice!!!

Kelley

Greg, For this Game Night Plan, is there a cost limit that the students need to be working with? This may alter their decisions on what they want to do depending on what things cost. Lisa ||