Investments

**Please include approximate times by each of the components below.

Be as explicit as possibleprovide a step-by step guide to the lesson.
Teaching Candidate: Kelly Hoover
Subject area / course / grade level: Economics 12
th
grade
Materials: PowerPoint, posters, my beginning stations, expo markers for the board, and a hand out for definitions and
task.
National Council of the Social Studies Standards (NCSS):
NCSS: Civic Ideals and Practices= Social studies teachers should possess the knowledge, capabilities, and dispositions
about civic ideals. Help students recognize the rights of citizens in identifying social needs and working to support
individual rights (the right to have a business).

Citizenship Knowledge, Skills, Attitudes and/or Dispositions: B2: increase legislative, regulatory, business, media,
and public awareness.
B4: Strengthen collaborative relationships
Enduring Understandings/Essential Questions:
What is our relationship with each other in a democratic community with a free enterprise system?
What are some ways we can interact with each other?
Does a free enterprise system support democracy?
What are the pros and cons of free enterprise system?
Should morals and ethics be a part of economic decision making?

TEKS (Note: Cut/Paste TEKS rather than listing by numbers, include content and skills)
TEKS: 6. The student understands the basic characteristics and benefits of a free enterprise system. The student is
expected to: B: Explain the benefits of the U.S. free enterprise system, including individual freedom of consumers and
producers, variety of goods, responsive prices, investment opportunities, and the creation of wealth.

Lesson objective(s)/Student Expectations:
The student will be able to demonstrate their knowledge of investments and the different types of investment
opportunities by creating their own business to convince other students invest in it. This can be linked to the free
enterprise system. The student will be able to demonstrate their knowledge of the characteristics of the free enterprise
system, specifically the different types of investment opportunities.

Differentiation strategies to meet diverse learner needs (English Language Learners, Special Education, At-
Risk, Gifted and Talented) :

For English Language Learners: Give clear and concise instructions as well as have the instructions on a powerpoint so
they can visually see it as well as a print out of the power point.
Special Education: Give clear and concise instructions as well as have the instructions on a powerpoint so they can
visually see it. Have instructions and notes printed out and handed out as well.
At Risk: Group them with students who also try hard to help motivate students. I will walk around the class and make
sure they are on task.
Gifted and Talented: Give students who are academically inclined to be the leader of the group, be the group speaker.
This can be more creative and challenging for a GT student because they will be the leader of the group and have to
keep everyone on task. In addition to that, a GT student can research for me a business that exists that they would
want to invest in and why! Then share it to the class.



ENGAGEMENT 5 Minutes

Describe how you will capture students interest.
I will have stations (5) set up around the classroom when they walk in. Next to these stations will be a sign saying
what the business is, the pros and cons of it, etc. Then there will be a sign up sheet for students to write their name
next to if they would want to invest in this company.


What kind of questions should the students ask themselves after the engagement?

Why do I want to invest in this company? What makes this company appealing? What would I gain from investing in
this? What would I lose from investing in this? What qualities and characteristics do I like or not like about this
organization? They can keep track of their answers on an index card.

EXPLORATION (This is the learning part!) 7 minutes
I will pull up a PowerPoint with the different terminology of Investment considerations and the different relationships
between the two. We will review and go over everything. This shouldnt take more than 5-10 minutes.

Describe in great detail EVERY STEP what hands-on/minds-on activities students will be doing (Attach
resources/materials used in the lesson to this lesson plan)
1. Power point and class discussion. This is the LEARNING part.







EXPLANATION 30 minutes
What will students explain, show, create during the learning part?
I will group students into groups of 3 and have them make a campaign/business. They will have to be able to
promote it to the other students in the classroom to get them to want to invest in it. They can make a poster, a skit,
or a commercial (acting it out), creating a sales pitch for their business.

Questions: What makes your business something others will want to invest in (risk-return relationship, investment
objectives, simplicity, and consistency)? Bonds are use a lot in public institutions (cities, schools, etc). Would you
invest in these companies? What are the pros and cons?

Presentations



What questions or techniques will the teacher use to help students connect their exploration to the concept
under examination?
What would make your company more investable?
How would you make the risk-return relationship better?
What compels your investors to invest?


List higher order thinking questions which teachers will use to solicit student explanations and help them
to justify their (student) explanations. (While you cant anticipate every question you might come up with or
students might ask, you should provide 5-7 questions here to further the understanding of the topic .
Why would people invest in something?
What makes you invest in something now?
What are your values?
What are societies values?



ELABORATION 2 minutes

How will students develop a more sophisticated understanding of the concept? How could you extend this
lesson?
(Attach resources/materials used in the lesson to this lesson plan)
When students are done presenting to the class, they will write a short scenario answering the following question: What
do you want to invest in? What is your own personal risk-return relationship? What do you invest in in your every day life
(sports, school, car, friends, etc.)? What we invest in tells us what we value. When you purchase something you are
investing in something. Should you be aware of the company or product you are buying? Is it important to you to invest
in a company that supports your values? EX: Wal-mart has a good profit for shareholders; however, they just cut health
insurance for 40,000 workers. They also do not promote women as much as men and they use child labor in the making
of their products. How does this affect your decision to invest in this company?

What vocabulary will be introduced and how will it connect to students observations?
Bonds: government needs to borrow funds for a long period of time
Coupon: stated interest
Maturity: life of a bond
Par value: amount borrowed that must be repaid to lender at maturity
After investingwe can make bonds with businesses to help fund them. Why would we want to invest in a bond?

How is this knowledge applied in our daily lives?
We constantly make investments in life whether that is our time, money, commitment, etc.


EVALUATION Last 5-7 minutes
How will students demonstrate that they have achieved understanding/lesson objective? (Attach
diagnostic, formative, or cumulative assessments and associated rubrics to this lesson plan)
The elaboration essay they are writing. They will turn that into me. The student will be able to demonstrate their
knowledge in investments by writing this essay and connecting it to their life.

How will evaluation be embedded throughout the lesson as well as at the end of the lesson?
The poster/skit/commercial they make with their group will demonstrate their knowledge of investments. Attatched
Rubric
What other information must be provided for others to understand this lesson or pick it up
and teach it?

My Lesson plan

Below: Provide a FULL list of resources you used in developing this lesson plan in proper
bibliographic format (APA). Final copy of lesson plan should include all instructional
materials and student handouts.

Clayton, Gary E. "Chapter 12 Section 2." Economics: Principles & Practices.
Columbus, OH: McGraw-Hill Companies, 2003. 318-26. Print.
Google Pictures