High School Student Project: AppleWorks or MS Office Investing in the Stock Market

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1 High School Student Project: AppleWorks or MS Office Investing in the Stock Market The Unit of Practice Invitation How can we give students an opportunity to apply the knowledge they ve gained from their basic study of investing? How can we encourage students to take an interest in the stock market to feel the thrill of trading, but not risk the loss of their hard-earned money? How can we help students see the results of their financial decisions and allow them to analyze and interpret the result of their investing by utilizing the power of technology? Tasks Students research a variety of stocks, collecting the required data using an organizational worksheet Data collected from the Internet and print media is then entered into the Stock Market Database. Students analyze their data using the features in the database and decide which stock to invest in. Students track their stock for a month to see if their strategies for choosing companies allowed them to purchase stocks that were successful financially. Tools m Computers with AppleWorks or Microsoft Office m Newspapers and magazines m Internet access m Printer m Files from the AW Student Projects folder or the MS Office Student Projects folder on the Fundamentals Workshop CD: m Stock Links m Stock Research Organizer m Stock Market Database m Stock Tracking Spreadsheet Interactions Students are divided into teams of two, four, or six and work cooperatively to research and purchase stocks. High School Student Project: AppleWorks or MS Office n Investing in the Stock Market 1

2 m If there is access to a computer lab, teams can be made up of two students. This allows for a larger volume of research and should result in a wider variety of stock purchases. m If the only Internet access is limited to a few classroom computers, the teacher may decide to form groups of four or six. Students can also be encouraged to spend time at home researching various stocks; they can then spend class time discussing material they have printed on potential purchases. m If Internet access is severely limited, it is possible to complete this project using print material (newspapers and magazines) to track stock values. In this situation, teachers need to make sure that students have been given ample opportunity to learn about investing as they will not have the opportunity to investigate the various tutorials available online. They will also have a limited ability to research individual stocks, so it might be helpful for the teacher to locate information on a limited number of stocks beforehand and have that information available for each student or student group. Individuals from the community, who are knowledgeable and or involved in the investment industry can be invited to speak with and advise students throughout this project. The teacher guides students through this project by providing the necessary resources, directing them towards knowledge-building activities, encouraging decision-making, and tracking student progress along the way. Standards Matching Standards from Natl l Social Studies Key VII. Production, Distribution and Consumption High School b. analyze the role that supply and demand, prices, incentives, and profits play in determining what is produced and distributed in a competitive market system; Related Themes: V, VI, IX. d. describe relationships among the various economic institutions that comprise economic systems such as households, business firms, banks, government agencies, labor unions, and corporations; Related Themes: V, IX. e. analyze the role of specialization and exchange in economic processes; Related Themes: V, VIII, IX. g. compare basic economic systems according to how rules and procedures deal with demand, supply, prices, the role of government, banks, labor and labor unions, savings and investments, and capital; Related Themes: I, V, VI, IX. Matching Standards from NCTM Mathematics Key Curriculum Standards for Grades 9 12 Standard 1: Mathematics as Problem Solving 2 High School Student Project: AppleWorks or MS Office n Investing in the Stock Market

3 In grades 9-12, the mathematics curriculum should include the refinement and extension of methods of mathematical problem solving so that all students can... use, with increasing confidence, problem-solving approaches to investigate and understand mathematical content; (S1:9-12, 1 of 4) recognize and formulate problems from situations within and outside mathematics; (S1:9-12, 3 of 4) apply integrated mathematical problem-solving strategies to solve problems from within and outside mathematics; (S1:9-12, 2 of 4) apply the process of mathematical modeling to real-world problem situations. (S1:9-12, 4 of 4) Standard 2: Mathematics as Communications In grades 9-12, the mathematics curriculum should include the continued development of language and symbolism to communicate mathematical ideas so that all students can... formulate mathematical definitions and express generalizations discovered through investigations; (S2:9-12, 2 of 6) express mathematical ideas orally and in writing; (S2:9-12, 3 of 6) read written presentations of mathematics with understanding; (S2:9-12, 4 of 6) Standard 3: Mathematics as Reasoning In grades 9-12, the mathematics curriculum should include numerous and varied experiences that reinforce and extend logical reasoning skills so that all students can... make and test conjectures; (S3:9-12, 1 of 6) Standard 5: Algebra In grades 9-12, the mathematics curriculum should include the continued study of algebraic concepts and methods so that all students can... represent situations that involve variable quantities with expressions, equations, inequalities, and matrices; (S5:9-12, 1 of 6) operate on expressions and matrices, and solve equations and inequalities; (S5:9-12, 3 of 6) use tables and graphs as tools to interpret expressions, equations, and inequalities; (S5:9-12, 2 of 6) Standard 7: Geometry from a Synthetic Perspective In grades 9-12, the mathematics curriculum should include the continued study of the geometry of two and three dimensions so that all students can... deduce properties of, and relationships between, figures from given assumptions; (S7:9-12, 4 of 5) Standard 10: Statistics High School Student Project: AppleWorks or MS Office n Investing in the Stock Market 3

4 In grades 9-12, the mathematics curriculum should include the continued study of data analysis and statistics so that all students can... construct and draw inferences from charts, tables, and graphs that summarize data from real-world situations; (S10:9-12, 1 of 8) Standard 11: Probability In grades 9-12, the mathematics curriculum should include the continued study of probability so that all students can... use experimental or theoretical probability, as appropriate, to represent and solve problems involving uncertainty; (S11:9-12, 1 of 6) use simulations to estimate probabilities; (S11:9-12, 2 of 6) Standard 14: Mathematical Structure In grades 9-12, the mathematics curriculum should include the study of mathematical structure so that all students can... understand the logic of algebraic procedures; (S14:9-12, 2 of 6) prove elementary theorems within various mathematical structures, such as groups and fields; (S14:9-12, 5 of 6) Matching Standards from NETS Key GRADES 9 12: Prior to completion of Grade 12 students will: 7. Routinely and efficiently use on-line information resources to meet needs for collaboration, research, publications, communications, and productivity. (Technology communications tools, Technology research tools, Technology problem-solving and decision-making tools) 8. Select and apply technology tools for research, information analysis, problemsolving, and decision-making in content learning. (Technology communications tools, Technology research tools) 9. Investigate and apply expert systems, intelligent agents, and simulations in realworld situations. (Technology productivity tools, Technology research tools, Technology problem-solving and decision-making tools) Situations Students work in the classroom, library media center, computer lab, and at home. They may utilize the Internet in any of these locations. Assessment The teacher will monitor or collect student research sheets to be certain that students have researched the number of sites required. The Stock Tracker spreadsheet will be graded based on requirements specified by the teacher. (Teacher may decide to create a rubric for this activity.) Students will be graded based on their ability to function within their group. 4 High School Student Project: AppleWorks or MS Office n Investing in the Stock Market

5 The project This lesson is an ideal means of integrating technology into your present economics curriculum. Students need to have a basic understanding of the stock market and investing in order to benefit from this activity. In addition to the usual text books, you may want to have your students work on a self-paced study of investing before beginning this unit. The following sites offer excellent tutorials on the stock market and investing in general: Invest Smart Standard & Poors Basics of Smart Investing How Stocks and the Stock Market Work Edustock Phase 1: Research Students work with a partner or within a small group to research companies and their stock history. The Internet sites listed for research on the Stock Links Sheet allow the user to look at charts and statistics, as well as the accomplishments of the company. Students use the Stock Research Organizer to gather their data. Phase 2: Data entry Students enter their data into the Stock Market Database. This database can be used by each individual group or for the whole class. If each group or set of partners has its own database, they save the file with their group name attached. If the database is used by the entire class, everyone will benefit from the research. Phase 3: Data analysis and decision making Students use the database to sort and analyze their data. They use the information within the database to help them decide which stocks to purchase. (The teacher decides whether or not students can purchase multiple stocks, as well as how much money they have to invest.) Phase 4: Tracking the stock prices Students track their stock for a month. They record their stock prices using the Stock Tracker file or a printed version of it. They can use the Internet or print media to update their stock values. At the end of the month the values will be graphed. If individuals or pairs are part of a larger group, they will compile all data, graph the results, and determine the value of the entire portfolio. One database is recommended for the one computer classroom. High School Student Project: AppleWorks or MS Office n Investing in the Stock Market 5

6 Preparation m Before beginning this activity, students should be introduced to the history of the stock market, how it works, mutual funds, rules, crashes, and market trends. Students should also learn about different types of stocks, buying and selling stocks, tracking stocks and stock tricks. They will need to understand the terms listed on the Stock Research organizer and Stock Market Database: m Stock Symbol m 52 Week High m 52 Week Low m Earnings P/Share m Cash m EPS Estimates (This year) m EPS Estimates (Next year) m Make copies of the following files: m Stock Research Organizer m Stock Tracker m Make sure copies of the following files are on the student workstations: m Stock Links m Stock Market Database m Stock Tracker (electronic version) Options and extension activities m Students can write a short paper documenting the reasoning behind their stock purchase decisions. m Groups can create a presentation on the companies they chose to purchase stock from. They can profile the company: who they are, what they produce, why they chose them, and how they did in the one-month period. m Stock market brokers can be invited to speak. Schools in rural settings might rely on the Internet to connect them with stock market professionals via or online chat. 6 High School Student Project: AppleWorks or MS Office n Investing in the Stock Market

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