Professional Documents
Culture Documents
Impact on
Student
Learning
Bailey
Hinshaw
Contextual
Information:
1. Knowledge of characteristics of
students
Use the spaces provided below to
address indicated characteristics of your students.
Ag
e-Range, Gender, Total number of students
In Mrs. Smiths class, most students are between 16 and 18 and there is a
fairly even mix of female and male students. The entire school is around 54%
males and 46% females. Mrs. Smith teaches around 105 students every day.
Most of the students in the classes I observe are average students. There are a few
students in Mrs. Smiths classes that could be considered advanced, though. There are
also a very few students who have IEPs who may need a little more time to do
assignments.
Socio-Economic Description
A majority of students come from lower to middle class backgrounds. Most of the
students who have higher class backgrounds go to private schools within the county. 48%
of the students are not eligible for free or reduced-price lunch. 43% of the students are
eligible for free lunch, and 10% of them are eligible for reduced-price lunch. Their
textbooks are in good condition which is indicative of the school getting adequate
funding, though there is only a classroom set of books.
Most, if not all, of the students are in the correct grade. They can all comprehend the material
that is being given to them, but some of the students choose not to pay attention at times. When
Impact on Student Learning
they are paying attention, they can tell you what you have been talking about. They have the skill
set that it takes to understand the information if they will pay attention.
leads into looking at income and how it is taxed. Some people wish to invest
in order to bring in more money through dividends every month. They want
to supplement their income, but they also have to look at how their money
will be taxed. Students will realize how, based on the budget project the
students did after the stock market unit, more income can make them be
placed in a higher tax bracket. They may wish to remain in their lower tax
bracket.
The Stock Market can be difficult to understand. This unit clarifies the
Stock Market. We will learn about how to invest in the stock market and learn
some of the history behind the stock market. There are a couple of videos
that will further student understanding of the content. One video shows how
people of different social rankings were affected by the Great Stock Market
Crash. We will also be keeping portfolios for a week. The students will also
learn how to do some math in order to figure out how well their stocks are
doing. The unit starts out with a pre-test with vocabulary words. On the fifth
day, the students will take a quiz on the vocabulary. On the final day,
students will finish the unit with a test over the material.
Standards:
Economics MS-Frameworks
6. Understand the personal economic consequences of spending and investment decisions
made by individuals, businesses, and governments.
c. Analyze the effects of advertising, marketing, and American popular culture on peoples
economic choices (consumerism, charitable giving, entertainment spending, etc.). (DOK 3)
4. Understand that resources are limited and therefore choices must be made.
9. GLOBAL CONNECTIONS
CCSS.ELA-Literacy.W.11-12.2
Write informative/explanatory texts to examine and convey complex ideas, concepts, and
information clearly and accurately through the effective selection, organization, and
analysis of content.
CCSS.Math.Content.7.NS.A.3
Solve real-world and mathematical problems involving the four operations with rational
numbers.
Daily Objectives:
Match terms with their correct definition. (DOK 1)
Define terms associated with the Stock Market. (DOK 1)
Investigate how the Stock Market works. (DOK 3)
Hypothesize which stocks would be best to invest in. (DOK 3)
Develop a logical argument as to whether or not you would invest and
which stocks to invest in. (DOK 3)
Investigate the history of the Stock Market. (DOK 3)
Create hypotheses about how the stock market picked back up after the
crash in 1929. (DOK 4)
List facts about the Stock Market Crash from the video. (DOK 1)
Assess which facts from the video are important enough to write down.
(DOK 3)
Name the factors that are needed to do a Stock Market word problem. (DOK
1).
Distinguish which parts of a word problem are needed to solve a Stock
Market problem (such as percent change). (DOK 2)
Analyze the parts of problems they are having trouble with. (DOK 4)
Interpret what they have learned from the math and analyze how well their
stocks are performing. (DOK 3)
Impact on Student Learning
Critical Thinking:
What do you already know about the Stock Market?
Would you invest in the stock market? Why or why not?
What risks and returns come from the stock market?
Why do people buy stocks?
How is the performance of stocks measured?
What would a complete crash in the stock market cause today?
These questions were asked throughout the lesson to engage student in discussion for
parts of the lesson. They were meant to help students understand the lesson for their own
betterment and knowledge of the stock market. Knowing the options the stock market can
bring you is important for students to learn about because they may want or need to
invest later in their life.
The performance task also engages students in choosing their own stocks from a list and
keeping up with them. Students then had to keep up with their stocks before we did math
with them. They were then instructed to decide which stocks did better than theirs and
which ones they would have rather chosen to keep up with and why.
Assessment Plan:
Pre-test, Post-test (quiz), Unit test, Exit tickets, Worksheet
Students will be given a pretest to see what prior knowledge they have of
the stock market. I will assess which parts of the lesson I should spend more
time on from this. (Students did not know much at all on the pretest, which is
a vocabulary test.) After a weeks time, the students are given the
vocabulary test again to see where they are with those terms, this time it
counted for a grade. (They should know them much better because we have
been going over them and they have had them all week.) During both weeks,
they have had exit tickets to assess where they are. Students showed
improvement throughout the class periods. The second week, students were
Impact on Student Learning
introduced to some math with the stock market. Students were shown how to
do the math in class, then they were given a worksheet to work through in
class. I then had students work the problems out on the board so everyone
could see how to do the problems to prepare them for the unit test. We also
had an exit ticket problem for them to do so I could see what most students
still needed help on. At the end of the second week, students take the unit
test to assess their knowledge from instruction and their ability to perform
the word math problem on the test by applying the math skills they were
taught. They also had a review day the day before the test. Students also
addressed the English standard by writing a reflection on their stock portfolio
performance task. The pre-test, exit tickets, and the worksheet were informal
assessments. The post-test quiz and unit test were both formal, traditional
assessments. The academic prompt is the performance task. The students
chose their stocks from a list I gave them. After they finished the week of
keeping up with their stock prices, they did math with them and analyzed
them to see which other stocks did better and which stocks they would have
rather chosen.
Write the letter of the correct answer beside the number of each definition.
___ 1. Buys and sell securities for customers.
___ 2. Contract to buy and sell a stock on a specific future date at a present price.
___ 3. Gives an investor the right to buy or sell stock at a future date at a present price.
___ 4. Measures and reports the change in prices of a set of stocks.
___ 5. Occurs when stock market prices rise steadily over time.
___ 6. Occurs when stock market prices decline steadily over time.
___ 7. Gives shareholders a share of profits but, in general, no voting rights.
___ 8. Gives shareholders voting rights and a share of profits.
___ 9. Profits made from the sale of securities.
___ 10. A market where securities are bought and sold.
___ 11. Practice of distributing investments among different financial assets.
___ 12. Profit or loss made on an investment.
___ 13. Possibility for loss on an investment.
___ 14. Financial goal used to determine if an investment is appropriate.
___ 15. Where financial assets are resold.
___ 16. For buying financial assets directly from the issuer.
___ 17. Where short-term financial assets are bought and sold.
___ 18. Where long-term financial assets are bought and sold.
___ 19. An investment company that gathers money from individual investors and purchases a
range of financial assets.
___ 20. Institution that collects funds from savers and invests the funds in financial assets.
___ 21. Where buyers and sellers exchange financial assets.
___ 22. Claims on the property of the borrower.
Impact on Student Learning
___ 23. All the institutions that help transfer funds between savers and investors.
___ 24. Use of income today that allows for a future benefit.
a. Bear market
b. Bull market
c. Stock index
d. Option
e. Future
f. Stockbroker
g. Investment
h. Financial system
i. Financial asset
j. Financial market
k. Financial intermediary
l. Mutual Fund
m. Capital market
n. Money market
o. Primary market
p. Secondary market
q. Investment objective
r. Risk
s. Return
t. Diversification
u. Stock exchange
v. Capital gains
w. Common stock
x. Preferred stock.
Impact on Student Learning
Name_______KEY_________________________
Write the letter of the correct answer beside the number of each definition.
F___ 1. Buys and sell securities for customers.
E___ 2. Contract to buy and sell a stock on a specific future date at a present price.
D___ 3. Gives an investor the right to buy or sell stock at a future date at a present price.
C___ 4. Measures and reports the change in prices of a set of stocks.
B___ 5. Occurs when stock market prices rise steadily over time.
A___ 6. Occurs when stock market prices decline steadily over time.
X___ 7. Gives shareholders a share of profits but, in general, no voting rights.
W___ 8. Gives shareholders voting rights and a share of profits.
V___ 9. Profits made from the sale of securities.
U___ 10. A market where securities are bought and sold.
T___ 11. Practice of distributing investments among different financial assets.
S___ 12. Profit or loss made on an investment.
R___ 13. Possibility for loss on an investment.
Q___ 14. Financial goal used to determine if an investment is appropriate.
P___ 15. Where financial assets are resold.
O___ 16. For buying financial assets directly from the issuer.
N___ 17. Where short-term financial assets are bought and sold.
M___ 18. Where long-term financial assets are bought and sold.
L___ 19. An investment company that gathers money from individual investors and purchases a
range of financial assets.
K___ 20. Institution that collects funds from savers and invests the funds in financial assets.
J___ 21. Where buyers and sellers exchange financial assets.
I___ 22. Claims on the property of the borrower.
H___ 23. All the institutions that help transfer funds between savers and investors.
G___ 24. Use of income today that allows for a future benefit.
Impact on Student Learning
Performance Task:
Students will choose stocks they would invest in with no more than $10,000 and no less than
$9,000. They can choose up to four different stocks with as many shares of the stock as they see
fit and will follow their stocks for a week. At the end of the one week period, the students will
calculate and write a summary of how well their stocks did and how it would have affected
someone if they had truly invested in those stocks. Also, students will evaluate which stocks
would have been a better choice to invest in over the week.
This is the rubric for this task:
Title of 1 2 3 4
Graded
Section
Money Spent The student The student The student The student
has spent has spent has spent spent
below $4,000 between between between
or above $10,000 and $4,000 and $9,000 and
$15,000 on $15,000 on $9,000 on $10,000 on
their entire their portfolio. their portfolio. their portfolio.
portfolio.
This grade will be taken as a percentage. I will take your total number of
points and divide by the total number of points and multiply that by 100. The
percentage will be your grade.
Grade: ___/16 = ______%
Impact on Student Learning
Impact on Student Learning
Analysis:
Impact on Student Learning
17 16
0 0 10 12 12
3 4 5 6
1 1 2 2 3 4 5 6
This is data from class averages. Second period is an English class, so they
did not take part in my unit plan though most of those students are also in
my economics classes. My CI also does not have a seventh period class. The
blue is the pre-test, and the orange is the post-test.
55
50 50
21 25 21 25
0 0 13 13
8 8 8 8 9 4 10 11 12
5 6 7
1 1 42 2 3 3 4 4 45 6 7 8 9 10 11 12 13
This is the data from the pre- and post-tests for fifth period. Most of them did
significantly better on the post-test, but some did not do as well as I had
hoped. This class period is a great example of the cross section of student
grades on this test through all the class periods, with some people doing
exceptionally well, while others struggled.
Impact on Student Learning
There were certain words that seemed to be confusing to students. Some did
have similar definitions. This test would probably have gotten better results if
it was multiple choice instead of matching. Also, if I had been able to give
better examples at the time I was going over the terms, the information may
have stuck with students better.
Reflection:
The assessment was accurate for showing what students already knew of the
terms associated with the stock market. It was weak in assessing anything
else about prior knowledge of the stock market. I should have included a
space for them to write about what they knew already, even though we
discussed what they already knew in class. I should have also had more real
world examples during the lessons so students could relate more than they
did. Some students did great on the post-test, while others did not. I need to
reach everyone in the classroom with better examples. I will also strive to
have more student involvement in the future because most students learn
better through activities, though instruction in definitely needed in more than
just activities. The overall average of the classes shows that I need to relate
to them more.
Impact on Student Learning