Market Economy Lesson Plan
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4/27/2011 11:44:15 AM
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Lesson Template
Desired Results
Relevant Minnesota or Nat'l Content
Standards:
National Standards-
Learning Objective: Key Understanding(s)
you intend students to obtain:
Compare and contrast market economies with
other types of economies.
7- Production, Distribution, and Consumption
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.
Group Accountability (Formative)
Individual Accountability (Summative)
How will you check to see whether your class How will you check to see if individuals have
has met your learning objectives?
acquired the knowledge/skills you expected
them to learn?
The group presentations on the second day will
be a great way for me to get the feel for the
Students will be receiving individual grades
understanding of the group. On the third day,
from the presentations that they give. I will be
group discussion will help me tell how the class able to further access individuals through
as a whole is coming along. Students will get
discussion. I will have each student speak
the opportunity to discuss something from the throughout the discussion for points.
presentations. I will have guided questions that Participation in discussion will be an
help me understand if they are getting the
expectation. Since they all will have presented
concepts. There will also be time at the end of information by this time, they should all be
the day to discuss the results of the vote and
experts on at least one type of economic system.
compare and contrast market economies with
The following day, students will need to hand in
the other types of economies. This conversation a one page reflection comparing the market
will help me check the understanding of my
economy with one other economy. Students
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.
Learning Plan
What key vocabulary/language will students How will you teach this key vocabulary to
need to know to meet the learning objective? enable students to meet the learning
objective?
I will teach about the market economies,
command economies, mixed economies, and
Students should have a solid recognition and
traditional economies. I will include terms that knowledge of vocabulary in this lesson by the
may complement these four types of economies. 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
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.
What is the Essential/Guiding Question(s) for How will you differentiate for all the
this Lesson? (It should correlate to your
learners (ELL, Sp. Ed., poverty, gifted, etc.)
learning objective.)
in your class?
Differentiation Options: questions, stems,
sentence frames, strategies, etc.
What are different types of economic systems,
and how do they function?
Materials/Resources Required:
Computers with internet access.
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.
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
Day 1
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 5 mins
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
10 mins
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
(explanation and
students. Students will be given sheet explaining the grading on the group
questions)
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
5 mins transition
time on researching will need to be done outside of class.
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
Groups will present their projects to the class.
40 mins
10 mins
We will discuss the presentations from the day before. Students will vote for Day 3
the best economy based on the way the information was presented to them.
Winners will be announced by the end of class.
15 mins
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.
20 mins
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.
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.