Planning Guide
Creating Learner-Focused
Schools
* Madison-Oneida BOCES- This document may not be reproduced in any form without the expressed written consent of the District Superintendent or his designee.
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LU Title: Stocking Up |
Author(s): Diane Elander |
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Grade Level: 8 |
School Address: Dolgeville Central School |
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Subject Area: Math |
School Phone/Fax: 315 429-3155 |
CONTENT KNOWLEDGE
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Declarative |
Procedural |
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ESSENTIAL QUESTIONS
INITIATING ACTIVITY
Each student is assigned a company, whose daily closing prices they must track on the internet for one week. They must then construct a line graph of their daily closing prices and describe their observations.
Connection to State Learning Standards
Content Area: Math
Level: 8
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Benchmarks: Students will access, generate, process & transfer information using appropriate technologies. |
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Benchmarks: Students will understand mathematics and become mathematically confident by communicating and reasoning mathematically, by applying mathematics in real-world settings and by solving problems. |
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Standard: 2 Information Systems |
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Standard: 3 Mathematics |
Unit Theme: Stock Market Crash of 1929
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Standard: 1 Analysis, Inquiry & Design |
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Standard: 7 Interdisciplinary Problem Solving |
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Benchmarks: Students will use mathematical analysis, as appropriate, to pose questions, seek answers and develop solutions. Symbolic representation is used to communicate mathematically. |
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Benchmarks: Students will apply the knowledge & thinking skills of mathematics to address real-life problems & make informed decisions. |
Learning Experiences
Declarative Knowledge
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What declarative knowledge should studentsbe in the process of acquiring & integrating? As a result of the unit, the student will know or understand… |
What experiences or activities will be used to help students acquire & integrate this knowledge? |
What strategies will be used to help students construct meaning, organize and/or store the knowledge? |
Describe what will be done. |
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Students will have a general understanding of how the stock market works.
Students will become familiar with vocabulary related to the stock market. |
Handouts Class discussion
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Line graphs Simulation buy/sell forms Checkbook & register Internet |
Students will look up closing prices of their company's stock on a daily basis for one week. They will then keep track of their company's stock by constructing a line graph. |
Learning Experiences
Procedural Knowledge
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What procedural knowledge will students be in the process of acquiring & integrating? As a result of this unit, students will be able to: |
What will be done to help students construct models, shape & internalize the knowledge? |
Describe what will be done. |
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Students will be able to explain the effects that outside changes have on the stock market. Teamwork - each member has a different job. The team works together to build a stock portfolio. Analyze the Crash of 1929 - Cause & Effect.
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Simulation of Stock Market crash. |
Students are trained to be brokers and to buy and sell stocks. Students are assigned to a group of 4 or 5. They review how to fill out the necessary buy/sell forms. The roles of each of the members of the group will be discussed. Each group is allotted $1000. Team members will work together within their groups to build a stock market portfolio and track the stocks they own. They will have a total of 10 (fictional) stocks to choose from. |
Learning Experiences
Extending and Refining
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What knowledge will students be extending and refining? Specifically, they will be extending and refining their understanding of… |
What reasoning process will they be using? |
Describe what will be done. |
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Students will use the internet to identify their company's stock code. They will look up their company's closing price at the end of each day for 1 week and construct a line graph representing these prices. Simulation Students will be assigned to groups of 4 or 5. Each member of a group or team will be assigned a specific job and the responsibilities of each job will be defined, including how to complete forms that their position is responsible for. Teams are told that they will be starting with $1000 and during the simulation, must use that money to create a stock portfolio and track the progress of their stocks. They are told that their team will be judged on the diversity of their portfolio, the number of transactions that they make, the correctness of their buy/sell forms and checkbook records and how much profit they make. On the day of the simulation, the team (of teachers) will act as banker, control the change in the stock prices, spread rumors that might affect a stock's performance, etc. Ultimately, the market will crash, which will lead to a discussion of how people felt during the Crash of 1929. |
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Planning Guide |
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Unit: Stocking Up |
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Step 1 |
Step 2 |
Step 3 |
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What knowledge will students be using meaningfully? Specifically, they will be demonstrating their understanding of and ability to........... |
What reasoning process will they be using? |
Describe student's products and performances and the criteria for evaluation. |
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[ x] Decision Making |
Products/Performances |
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Simulation : Students will decide which stocks to buy or sell based on trends, rumors, cost, funds available, etc.
Simulation : Students will attempt to make a profit with their stock portfolio, even though stock prices will be fluctuating
Students will discuss how people must have felt as a result of the Stock Market Crash of 1929.
Students will discuss what things might effect stock prices. |
Rubric:
Key Questions:
What are the key elements, traits, or dimensions that will be evaluated?
Are the identified elements of equal importance or will they be weighed differently?
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Element #1 |
Element #2 |
Element #3 |
Element #4 |
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| Elements |
Information Systems |
Mathematics |
Analysis, Inquiry & Design |
Interdisciplinary Problem Solving |
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Successfully used the internet to find their company's Stock Market code & to research closing prices. Constructed line graph manually or by using Microsoft Excel on the computer. Graph contained a title, properly labeled axes, appropriate scale & neat. Correct spelling. |
Student demonstrates a good understanding of rational numbers by working with stock quotes., increases & decreases in price and finding the cost of more than one share. No problem filling out assigned forms in simulation. |
Student demonstrated a good understanding of cause & effect in the Stock Market simulation. Correctly interpreted the effect of rumors, price changes, etc. on stock prices. Made reasonable adjustments. |
Student was able to demonstrate an ability to transfer information learned in the simulation to a discussion of The Crash in 1929. Could also demonstrate an understanding of how the crash had such a major impact on people's lives. |
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2 |
Student had some trouble tracking their stock's progress. Needed help on more than one occasion. Constructed a line graph manually or by using Excel. Missing title or labels on axes or inappropriate scale. Some spelling errors. |
Student demonstrated a fairly good understanding of rational numbers, but made some arithmetic errors working with stock quotes, increases & decreases in price & finding the cost of more than one share.Able to fill out assigned forms in simulation with a little help. |
Student demonstrated a fair understanding of cause & effect in Stock Market simulation. Some errors in interpretation, which resulted in minor problems with portfolio. |
Student demonstrated some understanding of the Crash of 1929, as a result of the simulation. Had some problem seeing correlation between it and it's effect on people's lives. |
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Had a great deal of trouble tracking their stock's progress on the internet. Needed help more than half of the days that the stock was being tracked. Constructed line graph, but missing 2 or more from: title, labels on axes, correct scale. Many spelling errors. |
Student made a number of mistakes when working with rational numbers in stock quotes, increases & decreases in price & finding the cost of more than one share. Needed much assistance in filling out forms correctly. |
Student had difficulty in understanding cause & effect in Stock Market simulation. Had to rely heavily on other members of his/her team during ismulation. |
Student saw little correlation between the simulation and the Crash of 1929. Couldn't understand why people reacted so strongly. |
NOTE: Rubric or other performance asessment instruments may be used.
Have You Considered These Yet?
Learn to Learn Skills:
Assessment Modifications:
Followed the student's IEP and assigned tasks according to each individual student's abilities.
Unit Schedule/Time Plan:
Approximately 2 weeks over all to discuss concept of Stock Market, to have students track a particular stocks progress and to assign & explain duties to members of student teams in preparation for the simulation - culminating activity - simulation of Stock Market Crash
Written Overview:
Forms were created for the student teams of "investment companies" to use in the simulation. They included: Stock Certificates, Checks & Checkbook Registers, Forms to record a stock's progress, debt form, orders to buy & orders to sell.
It seemed to work well if the stock's names were similar to names of companies that the students may be familiar with. For example: We used Mikie (Nike), Young Army (Old Navy), Wow Chemical (Dow Chemical), Murky (Merck), etc.
Several examples of rumors that we circulated regarding the companies are:
Wow Chemical patented a new medicine and in research studies have shown remarkable results in the fight against the AIDS virus. (Wow Chemical up)
Young Army uses sweat shops in Asia to manufacture their new line of clothing. (Young Army down)