Ray+McGrath1

RAY - Sorry to be so bold as to post on your page, but I have never been accepted as a member - and I think that is perhaps the reason I have had so many problems uploading material to my page - could you please accept me as a member so that I can rule that possibility out in my quest to find out why the heck I am having so much difficulty uploading my plans? __THANKS__-Heather**

TECHNOLOGY INTEGRATION FOR MEANINGFUL CLASSROOM USE
A Standards-Based Approach NAME: Ray McGrath =Daily Lesson GAME Plan Template Ray, This is very relevant and beneficial for older students about to be on their own. Is this for a business class? At what ability level? Will there be any students who will be unable to read the fairly sophisticated laws,etc.? Cathy =

Cathy: This is a Business Law class....mostly 11th & 12th graders. 90% are very serious students and college bound...very interested in living on their own and managing money, credit, financial aid etc. We also do a college recruiter power point where they take on the role of a admissions office recruiter and create a presentation for their school. Ray Ray - I found this to be quite interesting and engaging for the students. Nice job - Heather G1. List and explain consumer protection laws, including credit reporting, debt collection, and privacy. G2. Define common, unfair and deceptive practices such as: bait and switch, usury, identity theft, deceptive service estimates, and fraudulent misrepresentations.
 * Lesson Title: Consumer Protection (How to prevent identity theft) || 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 **


 * ** ISTE NETS-S **

o **Creativity and innovation** o **Research and information fluency** || o **Critical thinking, problem-solving, & decision-making** o Digital citizenship o **Technology operations and concepts** ||
 * o **** Communication and collaboration **
 * Instructional objective(s): How to recognize deceptive practices such as fraudulent misrepresentation and false advertising. How FTC trade regulation rules act to correct wrongdoing in the marketplace. **


 * ACTION ||
 * ** Before-class preparation: Organize vocab. writing activity involving fictional story of the purchase of a product or a service. Vocab> caveat emptor, caveat venditor, consumer, unfair & deceptive practice, fraudulent misrepresentation, cease & desist order, bait & switch, cooling-off rule, & telemarketers. Plan group discussion revolving around knowledge of consumer protection laws and how they will prevent you from falling victim to fraud and deception. Research statistics on identity theft complaints and focus on young adults. ** ||
 * During class ||
 * Time || Instructional Activities || Materials & Resources ||
 * 90 min. (one class)

90 min. (one class) || Explain differences between state and federal consumer protection laws. The history of consumer protection laws. Bring products such as shampoo, paper towels, [|hand lotion]> discuss claims such as ‘most absorbent, adds volume’ Are purchasing habits affected by these claims?

Research internet scams, work-at-home schemes and unordered merchandise. Begin activity on Identity Theft. How to prevent. Common forms. Access to online data and ease of gathering information. Internet schemes contribute to large increase in identity theft. ([|TechWeb News], August 30, 2000) || * 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 may share research information and sources but must each produce their own final product. What form can the final product take? I had the same question; will it be an essay, a PowerPoint or a video reenactment?

Do the students have the option of chosing a traditional method of presenting the information? Can the creataive/artistic students creat a paper mural?


 * MONITOR ||

Ongoing assessment(s): Assessment will be in the form of a rubric reflecting depth of subject knowledge. Ability to convey research results in an orderly well organized reflection on the many forms of identity theft, why young people are especially targeted and how to protect your self against being a victim. What to do if you become a victim.


 * 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.

[|Techweb News], August 30, 2000.