Market Economy Lesson Plan

Transcription

1 Market Economy Lesson Plan Lesson Plan3.doc 4/27/ :44:15 AM bytes Lesson Template Desired Results Relevant Minnesota or Nat'l Content Standards: Learning Objective: Key Understanding(s) you intend students to obtain: National Standards- 7- Production, Distribution, and Consumption Compare and contrast market economies with other types of economies. Assessment Evidence What do you want your students to know? I would like the students to know about various types of economies and understand the differences between them. I would like the students to know examples of these kinds of economies. What do you want students to be able to do? I would like the students to present one type of economy to the class and sell that economy as being the best kind. I would like the students to give examples of their economy. An example could be played or acted out to demonstrate to the class and provide a visual aid to the students to help learn.

2 Group Accountability (Formative) Individual Accountability (Summative) How will you check to see whether your class has met your learning objectives? The group presentations on the second day will be a great way for me to get the feel for the understanding of the group. On the third day, group discussion will help me tell how the class as a whole is coming along. Students will get the opportunity to discuss something from the presentations. I will have guided questions that help me understand if they are getting the concepts. There will also be time at the end of the day to discuss the results of the vote and compare and contrast market economies with the other types of economies. This conversation will help me check the understanding of my students. Learning Plan What key vocabulary/language will students need to know to meet the learning objective? I will teach about the market economies, command economies, mixed economies, and traditional economies. I will include terms that may complement these four types of economies. How will you check to see if individuals have acquired the knowledge/skills you expected them to learn? Students will be receiving individual grades from the presentations that they give. I will be able to further access individuals through discussion. I will have each student speak throughout the discussion for points. Participation in discussion will be an expectation. Since they all will have presented information by this time, they should all be experts on at least one type of economic system. The following day, students will need to hand in a one page reflection comparing the market economy with one other economy. Students should reflect on the comparison of how two different economies can address the same issue. Students could used issues like job creation, health care, and housing. Students can use ideas from the presentations and discussions. How will you teach this key vocabulary to enable students to meet the learning objective? Students should have a solid recognition and knowledge of vocabulary in this lesson by the end of it because the knowledge will be cycled throughout the three days. Students will first learn words while researching their topic. These words will be apparent in the presentations. Discussion will repeat the same words again as well as the lecture part. Students will gain comprehension as they compare and contrast the various types of economic systems. Students will be applying

3 What is the Essential/Guiding Question(s) for this Lesson? (It should correlate to your learning objective.) What are different types of economic systems, and how do they function? Materials/Resources Required: vocabulary words as they are presenting their topic to the class because they will be using some of these words. Voting on the best system for a country and discussion that the class will have will be aimed at reaching the analysis, synthesis, and evaluation stages of these vocabulary terms. How will you differentiate for all the learners (ELL, Sp. Ed., poverty, gifted, etc.) in your class? Differentiation Options: questions, stems, sentence frames, strategies, etc. This lesson will begin with self guided learning. Individuals are always on different levels, so this allows for students to take their own pace at the project. Gifted students can accelerate and dig deeper into the project while ELL and special education students can take it slower and explore at their own place. Use of the internet is an interactive tool to keep students engaged. This type of learning should appeal to the kinesthetic and visual learners. The way the presentation is set up is in a bit of a competition. Eventually there will be a vote on the best type of economy. Students will be pushed to dig deep into their topics and learn lots about them to be able to sell their economy to the class. Kinesthetic learners will thrive in their presentation part because they can move around to show off their type of economy to the class. Audio learners should like listening to their classmates during the presentation. Visual learners should enjoy seeing the stuff physically happening in front of them. The point of the presentation is not for students to stand and read a piece of paper in the front of the class. I would like them to learn by doing. A small amount of lecture time is built in to fill in the gaps of information that the students may have left out. Computers with internet access.

4 SCHEDULE OF ACTIVITIES Method/Strategy Time Allotment (What will you do? What do you expect students to do? Include set induction and closing.) Introduce various types of economies by asking the students if they know what kinds of economies there are. I will be looking for market, command, mixed, and traditional. If there are students that know about different kinds of economies I will ask if they can provide an example of a country that demonstrates a specific economic system. I will then break the class into groups. It would be nice to have only four groups, but depending on class size this may not be feasible. It would be better to have 3-4 students per group. I will explain the project to the students. Students will be given sheet explaining the grading on the group presentation. This will help direct their work. They will be researching a specific kind of economy. They will look for facts and examples of where their economies all are used. They will be able to use their textbooks and the internet to find this information. After researching the information they will be presenting their economy to the class. When presenting they will be trying to convince the class why their economy is the best. Students should be prepared to explain factors and features of their economy that make their economy the best. Exploring and researching their economy in the computer lab. Additional time on researching will need to be done outside of class. Day 1 5 mins 10 mins (explanation and questions) 5 mins transition time 30 mins Groups will meet and finalize their presentations to begin sharing with the class. They need to focus on comparing and contrasting their economic system in a way that shows that their economic system is best. Students should show real life examples to the class. Day 2 10 mins Groups will present their projects to the class. 40 mins We will discuss the presentations from the day before. Students will vote for the best economy based on the way the information was presented to them. Winners will be announced by the end of class. Day 3 15 mins

5 I will lecture on the information that was not covered and on the main ideas of economies. I will use powerpoint to help my students take notes. We will circle up and discuss more in depth the market economy by comparing and contrasting this type of economy with the different types of economies we have learned about. The best type of economy will be announced that was voted on by the class and we will discuss if they still would cast the same vote and why. 20 mins 15 mins Discussion Knowledge: Recall from the presenatations and lecture what was special to each economy. Comprehension: Compare and contrast a market economy to the other economies studied. Application: Choose what economy you thought was the best from the mindframe of a person from the economy you presented on. Then choose what one is best from an American view point. Analysis: Determine if a market economy is the best or if another economy is more beneficial. Synthesis: Predict what would happen if the whole world was a big market economy. Evaluation: Decide if a market economy is the best economy and if it is working according to our current economic state. This may be different from the initial vote that the students did. Reflection Students will be engaging in multiple perspectives as they take on a type of economy. The students need to discover the good and the bad of their economy and be able to prove their economy is best to the class. After the group presentations, students will flip back to the mindset of a market economy. Students will need to draw conclusions and compare or constrast the various economies after they have experienced them from multiple perspectives.