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Sweet Learning

Sweet Learning. A Study of Economics By: Lea Farrish. Unit Summary.

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Sweet Learning

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  1. Sweet Learning A Study of Economics By: Lea Farrish

  2. Unit Summary • Students will collaborate to plan and create their own sweet shop. By creating their store students will be able to explain the difference between goods and services and will describe how people are both buyers and sellers of goods and services. The student will explain that people make choices because they cannot have everything they want. The student will recognize that people save money for the future to purchase goods. Students will describe the various role that are needed to run a candy store (buyer, seller, producer). They will decide if they provide goods or services. After discussing the store plan students will then create price tags for the candy they plan on selling. Students will then operate the store; getting hands-on practice counting coin amounts and also dealing with opportunity cost.

  3. Curriculum-Framing Questions • Essential Question • What is the value of money? • Unit Questions • How is money used at a store? Can you get everything you want? • Content Questions • What is the value of each coin? What is a good? What is a service? What is a buyer? What is a seller? What is opportunity cost?

  4. Sweetening the Deal This project will help my students develop 21st century skills by enabling them to get hands-on experience: • Collaborating to communicate new ideas to others effectively • Learning to be open and responsive to new and diverse perspectives by using group work • Learning to give and receive input and feedback on group work • Demonstrating originality and inventiveness in their work by using technology to create price tags • Knowing how to make appropriate personal economic choices • Understanding the role of the economy in society • Working together to learn to use entrepreneurial skills to enhance workplace productivity and career options

  5. Purpose of Assessment Assessment will be used to measure the students’ ability to meet the objectives of the lesson and also to gauge the effectiveness of the project to help students develop and implement the skills being taught in this unit.

  6. Types of Assessment • KWL chart to pre-assess and active prior knowledge • Informal observation of teacher led student discussion to activate and gauge prior knowledge • Informal observation using a teacher created rubric looking for application of objective skills. • Teacher observation during store time • Teacher grade based on student created rubric. • Forced choice test on economic terms

  7. My Goals • To enhance engagement by learning how to effectively incorporate student collaboration and project-based learning in the classroom.

  8. Student Goals Students will: • Develop and create a “Sweets Shop” • Demonstrate an understanding of key concepts by classifying goods and services • Demonstrate an understanding of key concepts by classifying needs and wants. • Collaborating to communicate new ideas to others • Learning to be open and responsive to new and diverse perspectives by using group work • Learning to give and receive input and feedback on group work • Demonstrating originality and inventiveness in their work by using technology to create price tags • Knowing how to make appropriate personal economic choices • Understanding the role of the economy in society • Working together to learn to use entrepreneurial skills to enhance workplace productivity and career options

  9. Requests for Feedback • Was the project engaging? • Were the standards addressed? • What could I improve?

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