Using the Internet to Enhance Student Learning: Final Project
Title: Homeless or luxurious
Subject Matter Emphasis and Level:
Business-Workplace Readiness- Grades 9-12
Brief Description of the lesson:
Students will choose out of a hat, a city with an amount of money (Attached) that they have to live on for the year. The students then will engage the Internet to find out the amount of money used for expenses to live in that city. They will put this information on Checklist 1.(Attached) When the students have finished, they will put their work on the board and compare from city to city. The culminating part of the project then is to give the students a set amount of money but they get to choose the city of their choice and go back through Checklist 2. (Attached) The purpose of this activity is to show students the choice of their career will determine where they live and how they live.Why Do This?
Function as economically literate citizens through the development of personal consumer economic skills, as knowledge of social and government responsibility and understanding of business operations. Select and apply the tools of technology as they relate to personal and business decision making Our mission statement at East Buchanan is: To challenge students to think critically, communicate effectively, develop values, and contribute to society. My project connects with this mission statement in the way of developing values and contributing to society. The choices that they make on the project is way of developing their values and making a contribution to society by taking a look at how your occupation and the money that you make from that occupation correlates with your contribution to society. Someone who makes little money can still contribute to society it will just be in a different manner. This content is important for the student to try to simulate a real-world experience. They will be required to make a budget for the month, they will have to make appropriate choice to be able to live within their means, and they will also hear the trials and tribulations of other students who are less fortunate than they.
Content
o Students should be able to compare prices, services, variety and quality on the same or similar items and decide which is the best choice for you
o Explain the value of advertising to consumers and give an example of deceptive, misleading, or illegal advertising.
o List specific guidelines for selecting affordable housing, choosing a roommate, signing a lease and furnishing an apartment or home.
o Name and explain the purpose of laws and groups that protect consumers.
o List specific criteria that will help you make a prudent automobile purchase.
o Describe various types of insurance and explain why it is important to have insurance to protect yourself from certain risks.The first parts of the lesson will pretty much be teacher directed with the exception of the students choosing their city and amount of money out of a hat. The second part of the lesson will allow the student to choose the city they want to live in so they will have some input into the content area. This learning connects to Math, Family Consumer Sciences and English Area. Chapter 18, "Being a Consumer: So Many Choices" in the book, Preparing for Career Success will actually lay the foundation for this project. The chapter looks at food, clothing, and high-ticket items. How advertising and the media affect us as consumers. Finding a place to live. The option of renting- should you have a roommate or not. Hunting for an apartment. Tenant and landlord rights and responsibilities. Furnishing an apartment. Buying a home. Consumers having rights and responsibilities. Writing complaint letters. Consumer contacts and information. Consumer fraud. Purchasing your first automobile-used or new, financing an automobile and insuring an automobile. The difference between gross pay and net pay How much it actually does cost to take 2 or 3 showers per day. How much it actually does cost to forget to turn the lights off for 2 or 3 days. How much do groceries cost for a week? Or month? The lesson will address these conceptual difficulties by talking the students through each one of the expenses. Also having them talk to their parents about what it costs them each month to run their household. Then finally putting my actual budget up on the board. Assessment
By taking a look at how realistic they are being with themselves and the conditions they will be living. I will grade them on the accuracy of their sheets, but also the students will grade them on the information they will be putting on the board. Through their checklist (which is included in hard copy of final project)-checking with their other classmates to see how accurate their information is versus the student's information. Teaching Strategies
By doing hands-on activities with the use of the Internet Scored discussion-A scored discussion sheet can be accessed by going to the following URL address: edservices.aea7.k12.ia.us/framework/strategies/index.html With the use of the Internet. Because of the use of the Internet and the hands-on activities, I believe the students will be excited about the project. Also this allows them to take a look at what could possibly be a real-life situation. Again with each student having access to the Internet and having a different city and amount of money-no two students should have the same information on their checklist when they are finished. I don't mind them listening to others and getting ideas from them but their own checklists should be done individually. Materials and Resources
Books and resources Prepare for Career Success-Chapter 18-"Being a Consumer: So Many Choices"
o Streetwise-A newspaper from Chicago-sold by the homeless people in Chicago
o A video-Homeless in America
o Community ResourcesRich Roepke-Roepke Insurance Agency-Insurance Agent Jerry Slattery-Owner of Townhouse Apartments Kathy Cole-Real Estate Agent
Technology Resources
National Alliance to End Homelessness: Background and Statistics: http://www.endhomelessness.org/back/index.htmEgrocery: http://www.egrocery.net/
Apartment.com: http://www.apartment.com!=
Insurance.com: http://www.insurance.com/
Management
They will be working independently but with the layout of the room; they will be sharing ideas and information with one another. Each computer carousel has 5 computers to a Because the students will be in the computer lab-the physical layout of the room can not be changed. One good thing is that the computers are set up in stations, so the students can share their information with one another, as it becomes available. The students will be working the computer lab with access to the Internet. My room is available to them from 7:30 until 3:30. If special arrangements are needed, the instructor can come earlier or later. Students who have special needs will be given the same assignment only with the web sites already given to them. They will still need to type in the URL address but the site will already be given to them when the project is started. Support Services
Making sure the Internet is accessible to all computers in the computer lab. In our district, if a classroom has more than 3 special needs children in the class during the same hour, then an aide will be in assigned to that classroom. If not the teacher, will give the assignment to the Special Education Instructor ahead of the giving the assignment in class. This will allow for extra time for the Special Ed instructor along with the student. I have guest speakers coming into to talk to the students about insurance, real estate and owning an apartment. I have included a video on the homeless, I also have brought copies of a newspaper printed and written by the homeless people in Chicago. I have tried to bring different aspects into this project giving them a sense of the project being complete. Because of the many facets of the project-if a student does not like one particular part then maybe he or she will like another part.
Checklist 1 for Homeless or Luxurious ProjectName____________________________________________________
City_____________________________________________________
Annual Income ____________________________________________
Net Income_______________________________________________
Net Income per month ______________________________________
Food
At Home __________
Dining Out __________
Utilities
Gas/Fuel __________
Electricity __________
Telephone __________
Water __________Clothing
Personal Care- (include haircut, toiletries etc.) __________
Insurance
Life __________
Health __________
Dental __________
Automobile __________Mode of Transportation __________
Savings and Investments __________
Recreation __________
Gifts __________
Miscellaneous __________
Total __________ __________
Checklist 2 for Homeless or Luxurious Project-
Name____________________________________________________
City You choose the city
Annual Income $23,000
Net Income_______________________________________________
Net Income per month ______________________________________
Food
At Home __________
Dining Out __________
Utilities
Gas/Fuel __________
Electricity __________
Telephone __________
Water __________Clothing
Personal Care- (include haircut, toiletries etc.) __________
Insurance
Life __________
Health __________
Dental __________
Automobile __________Mode of Transportation __________
Savings and Investments __________
Recreation __________
Gifts __________
Miscellaneous __________
Total __________
Cities and Amount of Money
Los Angeles, CA $10,000Naples, FL $11,500
New York City, NY $12,000
Minneapolis,MN $14,000
Chicago, IL $15,000
Souix Falls $17,500
St. Paul, MN $18,000
St. Louis, MO $20,000
Des Moines, IA $22,000
Seattle, WA $22,750
Wichita, KS $23,000
Birminhgam, AL $24,00
Boston, MA $26,000
Atlanta, GA $27,000
Winthrop, IA $30,000
Philadelphia PA $32,000
Las Vegas NV $35,000
Washington, D.C. $40,000
Dallas, TX $45,000
Fargo, ND $50,000
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