U of M ELED 4366 - Unit Plan Descriptive Characteristics

Unformatted text preview:

The Big Question Inquiry Unit Plan By Katie Hall October 27, 2005 ELED 4366: Social Studies Instructor: Gary Babiuk2Unit Plan Descriptive Characteristics Title: “How Do We Get What We Need to Live?” Grade Level: 3rd Grade Estimated Time Required: 9 lessons, 40-60 minutes each (some 2 hour lessons) Rationale & Overview: This unit introduces the students to concepts of economics. It helps students understand that economic choices are necessary in life and will help them see how we need to support our economy in order for it to survive. This is an important unit for teaching and learning because students are able to identify and exhibit skills of being a good citizen. It also teaches students how our society uses its resources to meet the needs of the people that live here. Students will see the interconnectedness among people and societies through this inquiry unit. National Standards addressed in unit: MN Dept. of Education  The student will understand the relationship between producers and consumers in regard to goods and services.  The student will understand that economic choices are necessary in life. Duluth Public Schools  The student will understand that industries provide jobs, goods, and services. Overall Goals:  The student can describe the difference between consumers, producers, and workers.  Students will make connections to economic processes in the production of goods and services to their own lives. Objectives:  Students will demonstrate proficiency in defining important economic vocabulary terms.  Students will participate in role playing activities that differentiate between producers/consumers and goods/services.  Students will go on a field trip where goods are being produced as well as to a place where services are being provided.  Students will explore how consumers are needed to support an economy.  Students will investigate jobs and workers in the community, which are of interest to them.  Students will begin to develop an understanding of job skills, require education, and experiences by interviewing parents about their jobs and career choices.  Students will form their on answer to why our economy needs consumers and workers in order to operate. Inquiry or Focus Questions:  What are goods and services that are produced? o What goods and services are produced in our state?  Why are workers and consumers important in the economy?  What is the role of money in everyday life?3Resources: People LESSON 3  Arrange for parents to be chaperones  Arrange for bus transportation with the school district  Contact with members of the community where we can visit for our field trip o Goods are produced (Farm) o Services are provided (Hospital) LESSON 6  Individuals from the community to speak about their career (nurse, mechanic, lawyer) Worksheets  LESSON 2 - Role play summary sheet (copy one per group)  LESSON 3 - Field Trip Reflection handout (one for each student)  LESSON 4 - Scenario & questions handout (one for each group)  LESSON 7 – Roles in mock economy (one per group)  LESSON 8 – Group role worksheets (one per student)  LESSON 9 – Mock Economy reflection sheet (one per student) Books Blood, Charles, and Martin Link. The Goat in the Rug. New York: Four Winds, 1980. Career books from school library Communities - Adventures in Time & Space. New York: McGraw-Hill Companies, 2000. 274-278. Young Person’s Occupational Outlook Handbook. Indianapolis: JIST Works, Inc, 1996. Websites Ashliman, D L. "Jack & the Beanstalk." Folklore and Mythology Electronic Texts. 1996. University of Pittsburgh. 25 Oct. 2005 <http://www.pitt.edu/~dash/type0328jack.html>. "Careers: Focus on your Future." In the Mix. 2005. Public Broadcasting System. 25 Oct. 2005 <http://www.pbs.org/inthemix/shows/show_careers.html>. Rue, Emily, and Lindsay Whiting. "A WebQuest for Economics." 21 Apr. 2005. 26 Oct. 2005. <http://oncampus.richmond.edu/academics/education/projects/webquests/economics/tindex.html>. Suiter, Mary. "An Economics & Literature Lesson "The Goat in the Rug"" EcEd Web. 1993. SPEC Publishers, Inc. 17 Oct. 2005 http://ecedweb.unomaha.edu/lessons/lit-goat.htm "The Story of Jack and the Bean Stalk." EconEdLink. 31 Dec. 1999. National Council on Economic Education. 17 Oct. 2005 <http://www.econedlink.org/lessons/print.cfm?lesson=EM66&page=teacher>.4Materials  LESSON 3 - Index cards  LESSON 5 - Computers with the internet, for research  LESSONS 7 & 8 – Arts/crafts materials (scissors, glue, construction paper, tape, markers)  LESSON 9 – Monopoly/fake money Assessment  Brochure rubric (Lesson 7, page 22)  Career Exploration Essay rubric (Lesson 5, page 18)  Mock Economy Rubric with student reflection paper (Lesson 9, pages 27-28)  Unit Checklist (one per student – based on observation by teacher) (page 29)5Calendar of Activities “How do we get what we need to live?” Inquiry Unit WEEK 1: DAY ONE Lesson 1 DAY TWO Lesson 2 DAY THREE Lesson 3 DAY FOUR Lesson 4 DAY FIVE Lesson 5 Lesson objective: Students will demonstrate proficiency in defining important economic vocabulary terms. Lesson objective: Students will participate in role playing activities that differentiate between producers/consumers and goods/services. Lesson objective: Students will go on a field trip where goods are being produced and also to a place where services are being provided. Lesson objectives: Students will demonstrate proficiency in defining important economic vocabulary terms. AND Students will explore how consumers are needed to support an economy. Lesson objective: Students will investigate jobs and workers in the community that are of interest to them. AND Students will begin to develop an understanding of job skills, required education, and experiences by interviewing parents/guardians about their jobs and career choices. WEEK 2: DAY SIX Lesson 6 DAY SEVEN Lesson 7 DAY EIGHT Lesson 8 DAY NINE Lesson 9 Lesson objective: Student will begin to develop an understanding of job skills, required education, and experiences about jobs and career choices. Lesson objective: Students will form their on answer to why our economy needs consumers and workers in order to operate. Lesson objective: Students will form their own answer to why our economy needs consumers and workers in order


View Full Document

U of M ELED 4366 - Unit Plan Descriptive Characteristics

Download Unit Plan Descriptive Characteristics
Our administrator received your request to download this document. We will send you the file to your email shortly.
Loading Unlocking...
Login

Join to view Unit Plan Descriptive Characteristics and access 3M+ class-specific study document.

or
We will never post anything without your permission.
Don't have an account?
Sign Up

Join to view Unit Plan Descriptive Characteristics 2 2 and access 3M+ class-specific study document.

or

By creating an account you agree to our Privacy Policy and Terms Of Use

Already a member?