Group 23Case 4

Case 4 Lesson Plan Insurance Expert!

Overview of Lesson Learners, Environment, Goals, and Content

Estimated Time of Instruction: 2 Class Periods (100 Minutes) This lesson is designed to teach students about personal finance by teaching them about the fundamental concepts as well as the differences between the various types of insurance.

Learners 10th to 12th Grade Students (ages 16 to 18) Approximately 30 students in the class The course is a graduation requirement; therefore, there are a variety of learner levels represented in the classroom. All students have laptops as part of a new program Environment Somewhat rural area, approximately 45 miles outside a large metropolitan area Rectangular tables where up to 4 students can sit Projector Wireless Internet Interactive whiteboard Learning Goals Our goal for students in this lesson is to be able to: Comprehend the definitions of various types of insurance Be able to apply various types of insurance in certain situations Apply what they learn from research, class, and presentations into their playing of the Spent game

Lesson Content "!#!$ % & ' ! !

Group 23Case 4
! This lesson consists of the following components: A brief PowerPoint A group research/presentation activity on different types of insurance An evaluation worksheet The playing of the game Spent to apply knowledge learned in the game

Learning Objectives

Given a scenario, students will be able to explain at least two positives and two negatives of purchasing this type of insurance for the given scenario. Given a type of insurance, students will be able to accurately define the specific type of insurance. Given a scenario, the students will be able to deliver a brief presentation to inform their classmates about this specific type of insurance. PFR-5.2.1 Analyze the types and amounts of coverage, and features needed, for various stages of life for health, property, life, disability, and liability insurance. PFR-5.1 Examine various types of financial risk and risk management strategies. PFR-5.2.3 Analyze factors that affect cost of insurance for various types of insurance.

Standards

This lesson adheres to the following standards:

Required Materials

In order to maximize effectiveness, the lesson plan includes the following materials: Possible scenarios for insurance Worksheet about risks and benefits of insurance Laptops for research and presentation Projector for PowerPoint The personal finance game Spent The lesson will consist of the following procedures: Day 1 1. PowerPoint (5-7 min) The teacher will put the PowerPoint on the interactive whiteboard. Although the PowerPoint is not very long or informative, it is simply meant to guide the students and get them motivated. 2. Group Activity (45 minutes, including presentations) The teacher will form all the students into five groups and form them around the tables. Then, the instructor will pass out a scenario too each group. The students will be asked to read the scenarios and discuss them. The teacher will pass out a worksheet for students to (!#!$ % & ' !

Procedures

Group 23Case 4
! fill out. Students will be asked to do all of the following: o Research their type of insurance o Identify risks and benefits o Discuss expenses, ways to save money, etc. o Find some interesting facts about this type of insurance 3 groups will be asked to give a brief presentation (2-3 minutes) of what they learned to their classmates so they all can learn about many different types of insurance. (The other two groups will go the next day.) o This presentation does NOT have to be elaborate. The groups can have one spokesperson or multiple speakers to inform the class. They need to research, define, and analyze these types of insurance and inform their classmates.

Day 2 The remaining two groups will give their presentation. Students will offer time for feedback on each others presentations and what they learned. 3. Spent game The students will have the remainder of the day to play this game. They will have the choice of playing by themselves or working with a partner. This game focuses on much more than insurance. However, it will serve as a very good supplementary tool to help the students understand personal finance and incorporate insurance at the same time.

Assessment

The students will be given a scenario and be asked to research the definition of the type of insurance. 1. Did the student use the correct definition of the type of insurance? 2. Did the student use an example of this in his/her presentation? 3. Did the students make it clear how this type of insurance differs from others? The students will be asked to give two risks and two benefits of purchasing this insurance for a given scenario. 1. Did students consider the whole scenario when naming risks and benefits? 2. Did the students clarify why these are risks and why they are benefits? The students will be asked to deliver a presentation on the above information that they learn. 1. Was the presentation informative given the type of insurance? 2. Did the students answer all questions that were required for the presentation? 3. Did the students work together to come up with information )!#!$ % & ' !

Group 23Case 4
! and organize the presentation? The students will be able to apply their insurance knowledge to other personal finance concepts by playing the online game Spent.

References and Reference Materials

Image Used in Lesson Plan: http://www.toddcarrinsurance.com/Portals/66/types-ofinsurance.jpg Other Sources http://www.doe.in.gov/sites/default/files/curriculum/pfrpartirubric1 .pdf http://playspent.org/

Dempsey, J. V., Rasmussen, K., & Lucassen, B. (n.d.). The Instructional Gaming Literature: Implications and 99 Sources (pp. 1-11). N.p.: University of South Alabama. Retrieved April 28, 2014, from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.20 2.2287&rep=rep1&type=pdf McKlarty, K. L., Orr, A., Frey, P. M., Dolan, R. P., Vasseleva, V., & McVay, A. (2012). A Literature Review of Gaming in Education (pp. 1-8). N.p.: Pearson. Retrieved April 28, 2014, from http://researchnetwork.pearson.com/wpcontent/uploads/Lit_Review_of_Gaming_in_Education.pdf

Incorporation of Technology

Technology will be incorporated in order to enhance the lesson in the following manner: The PowerPoint will be used to begin the activity Students will use laptops in class to gather information about the type of insurance. Students will be able to use their laptops and play the game Spent.

Part B In deciding what we wanted to do for this lesson, we decided to focus on insurance and risk management. We wanted to do an activity that would allow some group interaction and allow the students to inform each other. As freshman in college, we discussed how we wished we knew more about insurance and coverage policies at this age, so we felt it would be a good idea to focus on that aspect of personal finance. There are multiple types of insurance, so each group can take a type and research and inform the rest of the class. We gave students scenarios to make them try to apply the knowledge, and this is meant to challenge students by having them see connections between classroom discussion and everyday activities. The Spent game focuses on many aspects of personal finance, so students can exercise their new knowledge of insurance when playing this game during the second day of class.

Journal Articles (Part C) Journal Article 1:

Group 23Case 4
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Title: The Instructional Gaming Literature: Its Implications and 99 Sources In this article, it discusses how many games stimulate some type of experience, and much of learning is often successfully accomplished through experience. Technological gaming can help provide students with this experience. It gets students away from the typical informational and chalkboard activities of the classroom and allows them to see their knowledge in action. Obviously, classroom information is still an important part of learning; however, these educational games can provide a solid learning experience that helps students put to work what they learned. This is what we tried to implement in our lesson plan by doing the group activity and presentation on insurance (classroom activities) followed by the game (educational gaming to complete the learning experience). Dempsey, J. V., Rasmussen, K., & Lucassen, B. (n.d.). The Instructional Gaming Literature: Implications and 99 Sources (pp. 1-11). N.p.: University of South Alabama. Retrieved April 28, 2014, from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.202.2287&rep=rep1&type=pdf Journal Article 2: Title: A Literature Review of Gaming in Education This article reinforced many concepts from the first article. It focused on the importance of effectively using gaming to reinforce ideas and concepts and teach students to apply. It also serves as a less intense and less intrusive form of evaluation for students. If students are asked to play a game to see if they have learned the material, they will not feel as stressed and overwhelmed as with a pencil-paper evaluation. The article also discusses the importance of gaming providing more interaction for the student and the ability to teach students many of the 21st century skills that were mentioned earlier in this course. Again, we feel that our lesson adheres to these principles and stimulates the overall learning experience while enhancing those 21st century skills that they need to thrive in the next few years. McKlarty, K. L., Orr, A., Frey, P. M., Dolan, R. P., Vasseleva, V., & McVay, A. (2012). A Literature Review of Gaming in Education (pp. 1-8). N.p.: Pearson. Retrieved April 28, 2014, from http://researchnetwork.pearson.com/wpcontent/uploads/Lit_Review_of_Gaming_in_Education.pdf

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