Page | 1 3.0.8 HONK IF YOU LIKE BUMPER STICKERS Active Learning Tool www.takechargetoday.arizona.edu RECOMMENDED GRADE LEVELS All EACH LESSON PLAN IS DESIGNED AND CONTINUALLY EVALUATED “BY EDUCATORS, FOR EDUCATORS.” THANK YOU AVERAGE TIME TO COMPLETE TO THE FOLLOWING EDUCATORS FOR DEVELOPING COMPONENTS OF THIS LESSON PLAN. 
Facilitation: Varies Time does not include optional items. Take Charge Today National Master Educators NATIONAL STANDARDS See the lesson plan from which you are integrating concepts for an applicable list of standards. LESSON PLAN OBJECTIVES Upon completion of this lesson, participants will be able to:  Review or summarize concepts MATERIALS MATERIALS PROVIDED IN THIS LESSON PLAN 
Bumper Sticker Rubric 3.0.8.B1 MATERIALS SPECIFIC TO THIS LESSON PLAN BUT AVAILABLE AS A SEPARATE DOWNLOAD 
MATERIALS TO ACQUIRE SEPARATELY DEPENDING ON OPTIONS TAUGHT 
None available 




Full sheet white labels such as Avery # 8165 (1 per 2 participants) Full sheet clear labels or peel‐off lamination sheets such as Avery # 8665 (1 per 2 participants) Markers, crayons, and/or colored pencils Scissors Cardstock Computer and/or Internet access RESOURCES 
EXTERNAL RESOURCES External resources referenced in this lesson plan: Speaking avatars: Refer to Technology Integration Options Active Learning Tool 3.0.50 for specific websites. TAKE CHARGE TODAY RESOURCES 
Similar lesson plan at a different level: None available 


Optional lesson plan resources: Technology Integration Options Active Learning Tool 3.0.50 Advanced Level Course Introduction Lesson Plan 2.1.1 Take Charge of Credit Cards 1.6.1 © Take Charge Today – August 2013 – Honk if You Like Bumper Stickers Funded by a grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences Take Charge America Institute at The University of Arizona
Page | 2 3.0.8 CONTENT Participants create bumper stickers to summarize any content. Bumper stickers may be used as a review, assessment, or facilitation activity. LESSON FACILITATION
PREPARE Visual indicators to help prepare the lesson RECOMMENDED FACILITATION INSTRUCT
CUSTOMIZE
Instructions to conduct the lesson facilitation
Potential modifications to lesson facilitation
Bumper Stickers Approximate time: Varies Materials to prepare:  One 8 ½ x 11 inch full sheet of white labels (such as Avery # 8165) for every two participants  Supplies to create bumper stickers (labels or paper, markers, crayons, colored pencils, and any other items to design their bumper stickers)  1 Bumper Sticker Rubric 3.0.8.B1 per participant Set up the activity: 1. Obtain one 8 ½ x 11 inch full sheet of white labels (such as Avery # 8165) for every two participants. 2. Cut the labels in half lengthwise (one half for each participant). Conduct the activity: 3. Provide participants with the supplies needed to create their bumper stickers (labels or paper, markers, crayons, colored pencils, and any other items to design their bumper stickers). 4. Explain to participants that they will be creating a bumper sticker that summarizes specific content. a. Remind participants that bumper stickers are short and to the point. Therefore, encourage participants to be creative but to express themselves as concisely as possible. b. Remind participants that bumper stickers are designed to be read at a distance, usually from at least 6 feet away. c. Participants can use well‐known sticker slogans as ideas, “Honk if you ________,” or advertising slogans such as “Got __________?” Participants can also use their own creative ideas. i. Examples of personal finance slogans include Got Good Credit?, I’m Insured, Are You?, Save Now, Spend Later. 5. Grade the bumper stickers using the Bumper Sticker Rubric 3.0.8.B1. To promote your class, display bumper stickers in a high traffic area. Have school employees or students judge the bumper stickers and then awards could be given to students with the “best” creations. Awards could include: Most Creative, Best Point, Brightest, One Most Likely to be Purchased, and Easiest to Read. Use a speaking avatar to create electronic bumper stickers. Refer to Technology Integration Options Active Learning Tool 3.0.50.
© Take Charge Today – August 2013 – Honk if You Like Bumper Stickers Funded by a grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences Take Charge America Institute at The University of Arizona
Page | 3 3.0.8.B1 Bumper Sticker Rubric Total Points Earned Name 15 Total Points Possible Date Percentage Class Directions: Create a bumper summarizing a specific topic. Content:  Bumper sticker is clearly understood  Bumper sticker is accurate Effectiveness of Visual Display:  Design is neat and visually‐appealing  Design is easy to read  Design is creatively presented  Can be read from at least 6 feet away Exemplary Satisfactory Unsatisfactory No Performance Score 9‐7 6‐4 3‐1 0 6‐5 4‐3 2‐1 0 Total Points Earned Total Points Available Percentage 15 © Take Charge Today – August 2013 – Honk if You Like Bumper Stickers Funded by a grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences Take Charge America Institute at The University of Arizona