Ray+McGrath+online+collaboration+lesson

TECHNOLOGY INTEGRATION FOR MEANINGFUL CLASSROOM USE
A Standards-Based Approach NAME: Ray McGrath

Ray. It would be interesting to take a survey either through students' families or through an online site to see what percent of people purchase extended warranties or what percent would purchase them a second time. Cathy =Daily Lesson GAME Plan Template= G3: Explain expressed and implied warranties for sale of goods.
 * Lesson Title: What are extended warranties and are they necessary? || Related Lessons: Express & Implied Warranties; Personal Property; Bailments. ||
 * Grade: 10-12 || Unit: Understanding Consumer Law ||
 * GOALS ||
 * Content Standards: Business Law SC course #5044 **
 * Section G: Consumer Law **

o **Creativity and innovation** o **Research and information fluency** ||
 * ** ISTE NETS-S **
 * o **** Communication and collaboration **

o **Critical thinking, problem-solving, & decision-making** o Digital citizenship o **Technology operations and concepts** || || || 90 min. (one class)
 * Instructional objective(s): Are extended warranties worthwhile? What do they cover? How much do they cost? When & where can they be purchased? Laws governing extended warranties. **
 * ACTION ||
 * Before-class preparation: Establish a class wiki site using wiki spaces. Have students invite themselves to be a member by typing in their own echalk email accounts. Discuss various ways to use a wiki and have students relate their previous experiences with them. Establish small groups for this project, 2-3 students per group. **
 * Before-class preparation: Establish a class wiki site using wiki spaces. Have students invite themselves to be a member by typing in their own echalk email accounts. Discuss various ways to use a wiki and have students relate their previous experiences with them. Establish small groups for this project, 2-3 students per group. **
 * During class
 * Time || Instructional Activities || Materials & Resources ||

90 min. (one class) || Research express warranties which come with existing products. Have students bring in product packages that include express warranties. Have students swap and compare packages, and warranties and have them answer questions: a. What is the wording of the express warranty on your package? How does it compare to other packages you have looked at? How do the warranties you have seen affect your perception of the quality of the product? Will this be a group discussion or will they be turning these answers in?

Jenny: This will be an open discussion between the entire class as they share their product packages. Then group by group we will share what we have learned. Scenario: You spent your summer savings on a new DVD player which you purchased at a local electronics store. The salesperson tries very hard to sell you an extended warranty on your new equipment. You are not sure if one is needed. Use a variety of search engines to learn more about extended warranties and post your findings on your group wiki page. Find out: On your wiki page create a flyer/handout explaining your research that you could share with others. ||
 * 1) what extended warranties cover.
 * 2) b. how much do they cost?
 * 3) where can they be purchased?
 * 4) are there laws in our state covering extended warranties?
 * Power point presentation.
 * Court TV trial story videos.
 * Understanding Business & Personal Law Online.

Notes: Student groupings, environmental modifications needed, etc.
 * Internet access
 * FTC website on [|identity theft].

Students will work in groups of two to do research and prepare their information in the form a handout/flyer on their group’s wiki page.


 * MONITOR ||

Ongoing assessment(s): Assessment will be in the form of a rubric reflecting depth of research. Ability to convey research results in an orderly well organized and eye-catching flyer/handout format.

Perhaps you could give your students the option to create an informative brochure, newsletter, or television commercial / PSA. Will your flyer/handout assessment information be included within the research rubric?


 * REFERENCES ||

Brown, G., Sukys, P., (2003). Understanding business and personal law. Woodland Hills, CA. Glencoe/McGraw-Hill. Cennamo, K., Ross, J. & Ertmer, P. (2010). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning. Laureate Education, Inc. (Executive Producer). (2009). Program nine. Spotlight on Technology: Problem-Based Learning, Part 2[Motion picture]. // Integrating technology across the content areas //. Baltimore: Author.