Beacon Lesson Plan Library

The Stock Exchange Phase II

Alice Bobe
Bay District Schools

Description

The students select a stock to follow. In the course of this lesson, they collect, organize, display, and analyze real-world data, using a bar graph to show patterns. They begin to develop a multimedia presentation using computer software.

Objectives

The student solves problems by generating, collecting, organizing, displaying, and analyzing data using histograms, bar graphs, circle graphs, line graphs, pictographs, and charts.

The student analyzes real-world data to recognize patterns and relationships of the measures of central tendency using tables, charts, histograms, bar graphs, line graphs, pictographs, and circle graphs generated by appropriate technology, including calculators and computers.

Materials

-Newspapers with the stock exchange listings for four continuous weeks
-Resource material about the stock exchange using electrontic software such as -Encarta- by Microsoft
-Graph paper (optional)
-New York Stock Exchange on the Internet (if available)
-Graphing software such as Tom Snyder's -The Graph Club-
-Presentation sofware such as Microsoft PowerPoint
-Storage disk for each student
-Multimedia computer
-Television with CTV converter
-Printer

Preparations

1. Obtain and become familiar with graphing software such as -The Graph Club-by Tom Synder.
2. Gather resource material about the stock exchange for introduction, history, purpose, stock trading, etc.
3. Set up electronic encyclopedia such as -Encarta- by Microsoft.
4. Obtain newspapers with the stock exchange listings for four continuous weeks.
5. Obtain and have access to multimedia presentation equipment.
6. Practice and become proficient in a presentation software such as Microsoft PowerPoint.
7. Obtain Internet access (optional).

Procedures

This is the second of a three part lesson. (For part 1, see Stock Exchange Phase I.) In Phase II the students use software to recreate their graphs and develop a multimedia presentation.

l. In a large group setting, review and discuss previous stock exchange project (Stock Exchange Phase I).

2. Students decide on a stock (can be new or previous choice) to follow for four weeks.

3. Show an example of a multimedia presentation and explain the mechanics of presentation software.

4. Students use a presentation software to design a cover for their portfolio.

5. Students use an electronic encylopedia, such as Encarta, to research information about the stock exchange. This research should yield information such as the purpose and history of the stock exchange and also about how stock trading is accomplished.

6. Students use research results to construct four slides which summarize what they learned about the stock exchange: Slide 1-Introduction, Slide 2-History, Slide 3-Purpose, Slide 4-Stock Trading. Students complete one slide per week. (Note: In Phase III the students will continue to develop their multimedia presentation by adding graphics, sounds, and transitions and present it to the class.)

Concurrently, students interpret and record their stock quotes in a journal on a weekly basis. They construct a bar graph by adding weekly quote information. Students write summaries describing their graph. Each entry includes personal observations, such as the stock going up, down, or not changing.

7. At the end of the fourth week, the students use graphing software such as The Graph Club to illustrate their stock's progress. They also write a final analysis of the patterns and trends noted in their weekly journal entries.

8. Students make oral presentations to share their reports with the class using the graph which they made with the graphing software.

Assessments

In this activity, the student collects, organizes, displays, and analyzes real-world data, using a bar graph as an aid to discovering patterns. The assessment is embedded in the activity. The graph and summary analysis are assessed using the criteria contained in The Stock Exchange Performance Assessment Scoring Checklist included in the attached file.

Extensions

Students with varying learning styles or exceptionalities may have a partner and/or work in a small group.

As a follow up, see The Stock Exchange Phase III.
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