1. Running head: project based learning proposal
Project Based Learning Proposal
Ashley Bailey
November 11, 2009
Overview
Title: Banking in the Classroom ~ Cost of Living in the Classroom
Goal: The goal of “Banking in the Classroom” is to create an assignment that allows
students to discover their own ideas about banking. It will consist of project based activities
that integrate technology and real-world situations to create understanding of the
standards.
Objectives: The standards being covered are:
SS5E2 The student will describe the functions of four major sectors in the U. S. economy.
c. Describe the bank function in providing checking accounts, savings accounts, and loans.
SS5E4 The student will identify the elements of a personal budget and explain why personal
spending and saving decisions are important.
Rationale
Project Based Learning in the Elementary setting is very important. This is the time in a
student’s life where they begin to discover their learning styles and they find their niche in
the world of academics. We have geared our proposal toward 5th grade students at Fairview
Elementary School in Henry County. These 5th graders will use this learning plan to discover
the link between their learning and the “real world”. Using the idea that the classroom is a
mini-society in itself, I have created a project based learning activity to connect these ideas
for the selected school and students.
Description of need for instruction, including audience and context analysis
Prerequisites
∗ Students will need computer access.
∗ Students will need to be proficient in using Comic Life.
∗ Students will need to be proficient in using Excel.
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2. Running head: project based learning proposal
∗ Students will need to have a basic understanding of the concepts of accounting (i.e.
know what a checkbook register is, understand credit means add and debit means
subtract, etc).
Resources
∗ Computer use on a daily basis
∗ Comic Life Software
∗ Microsoft © Office 2003 or higher
∗ Promethean Board for teacher use
∗ Paper, pencil, notebook for keeping track of items
∗ Access to internet
Processes
Day 1 – introduce the standards by having students copy the standard and rewrite in his or
her own words. Brainstorm banking terms. The list should include: cost, debits, credits,
earn, receive, budget, spending, and saving. Students should define these words in their
own words based on discussion in the classroom. Students will share definitions and the
class will create a master list with an agreed upon definition. Students will begin to
brainstorm the “cost of living” in the classroom. This list will include ideas of how much
good grades, failing grades, preparedness, etc. should cost. They will create the Comic Life
to indicate how much each thing either costs them or earns them.
Day 2 – Students will continue work on their Comic Life. Once the costs have been settled,
the students will then print their Comic Life and place in the front of their notebook. Thye
will use this as a reference throughout the remainder of the week. Students will be given an
Excel file to open and personalize. Their task will be to record activities based on their
Comic Life information. Once they have begun to record these items, they can use the Excel
file to record their data. They will begin with a positive $100.00 balance. This balance will be
checked each day and at the end of each week. Students earning the most money will be
awarded extra recess or a fun snack.
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3. Running head: project based learning proposal
Days 3 and 4 – Continue to monitor debits and credits. Record in Excel. Investigate
websites: http://www.feedthepig.org/ and
http://www.kidsbank.com/calculators/holiday/hol_calc.asp. Use the sites to allow students
to explore financial responsibility.
Day 5 – Students will write a personal essay about what they have observed in themselves
and their classmates while participating in the banking activity. Students will need to write
3-4 paragraphs responding to the following questions: What did you feel was important
about this activity? What did you find yourself spending money on? What did you see as
being the easiest to make the most money off of? Would you like to continue this banking
activity? Why or why not? The Comic Life example, a printed copy of the Excel spreadsheet,
and the essay will be stapled together and turned in at the end of the final day of the
project.
Feedback
Criteria Does Not Meet Needs Meets Exceeds
Improvement Standards Standards
Creates a Student creates Student creates Student creates Student creates
Comic Life a comic life that a comic life that a comic life that a comic life that
describing the does not cover describes very describes most describes all of
“cost of living” the required few of the of the “costs” in the “costs” in
in the information. “costs” in the the classroom. the classroom.
classroom classroom.
Personalizes Student does Student Student Student
Excel file to not personalize personalizes file, personalizes file, personalizes file
reflect the excel file. but fails to keep and records and records all
credits and track of credits many of the of the credits
debits of his or and debits credits and and debits
her classroom. described in the debits described described in the
Comic Life. in the Comic Comic Life.
Life.
Explains Student offers Student offers Student offers a Student offers a
purpose of an incorrect an explanation clear detailed
creating “cost explanation of but is not clear explanation that explanation of
of living” the reason(s) on why this is keeping track of the “cost of
project why people needed. one’s spending living” activity,
need to track and earnings are including many
spending and important to reasons why
earnings. take care of keeping track of
necessities that this is
may arise. important.
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4. Running head: project based learning proposal
The teacher would grade the projects using the above rubric. The teacher would decide
whether or not to continue the activity based on the response by the class in the essay.
Teachers must provide feedback to any student that does not exceed in each area. The
teacher will use sticky notes to provide feedback so that the original documents will not be
affected. The original documents will be placed in the student’s portfolio, if available.
Biographical Information
Ashley Bailey is an 8th grade math and science teacher at
Winder-Barrow Middle School in Barrow County. She has been a
middle grades teacher for four years and holds a B.A. degree in
language arts and social studies from Piedmont College and a
M.S. in middle grades math and science from Brenau
University. She is currently enrolled in the Media and
Instructional Technology Specialist program through the
University of West Georgia. She has headed many workshops this year at Winder-Barrow
Middle School including, “Blogging for Learning,” “VoiceThread,” “Comic Life,” and “Digital
Storytelling in the Classroom.” Along with teaching four periods of academics, Mrs. Bailey is
also the webmaster and yearbook sponsor. She uses many different types of technologies
on a daily basis. She continues to implement new technologies and new instructional ideas
in her school and classroom as they come available.
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