Tkes Daily Lesson Plan Template

TKES DAILY LESSON PLAN TEMPLATE

Teacher: Roddy Hatch Class/Period: 2nd, 4th, 5th Dates of Lesson: 01/23/17 – 01/27/17 Unit Topic: Fundamentals Lesson Title: Opportunity costs, Scarcity, Trade-offs Standards:  SSEF1: The student will explain why limited productive resources and unlimited wants result in scarcity, opportunity costs, and tradeoffs for individuals, businesses, and governments.  SSEF2: The student will give examples of how rational decision making entails comparing the marginal benefits and the marginal costs of an action.  SSEF3: The student will explain how specialization and voluntary exchange between buyers and sellers increase the satisfaction of both parties.  SSEF4: The student will compare and contrast different economic systems and explain how they answer the three basic economic questions of what to produce, how to produce, and for whom to produce.  SSEF5: The student will describe the roles of government in a market economy.  SSEF6: The student will explain how productivity, economic growth, and future standards of living are influenced by investment in factories, machinery, new technology, and the health, education, and training of people. Essential Questions:

 ECON-U2-L2: How are scarcity, productive resources and opportunity cost related in the study of economics? What are varieties of strategies for allocating scarce resources?

 ECON-U2-L3: Why do people trade? How do production possibility curves illustrate the tradeoffs between two options?

 ECON-U2-L4: How are productivity, investment in equipment, technology and education related to economic growth and improved standards of living? How do individuals and businesses specialize?  ECON-U2-L5: How do government regulation and deregulation affect consumers and producers?  ECON-U2-L6: What are the three basic economic questions, the different types of economic systems, and their strategies for allocating scarce resources? What are the economic functions of government in a market economy?  ECON-U2-L7: How does the circular flow diagram illustrate the Product Market; the Resource/Factor Market; the real flow of goods and services between and among businesses, households, and government; and the flow of money?  ECON-U2-L8: How do command, market, and mixed economic systems differ with regard to private ownership, profit motive, consumer sovereignty, competition, and government regulation?  ECON-U2-L9: How well do command, market, and mixed economic systems meet the broad social and economic goals of freedom, security, equity, growth, efficiency, and stability?  Define scarcity, opportunity cost and trade-offs.  Identify the conditions that give rise to the economic problem of scarcity.

 Identify the opportunity costs of various courses of action involving a hypothetical problem.

 Construct production possibilities curves from sets of hypothetical data.

 Apply the concept of opportunity cost to a production possibilities curve.

 Analyze the significance of different locations on, above and below a production possibilities curve.

 Identify the three questions every economic system must answer.

 Analyze the advantages and disadvantages of each of the three economic systems (market, command and tradition).

 Describe and analyze the different economic goals of different economies.

 Determine the mix of tradition, command and market in different economies.

 Analyze a market economy using the circular flow of income.

(Standard) Standard(s): SSEF1, SSEF2, SSEF3, SSEF4, SSEF5, SSEF6 LEARNING Knowledge: I can define the terms used in Unit 2, Fundamental TARGETS Economics Teacher Will Co-Teacher Will Student Will Take roll and display the Take seats and prepare OPENING terms to be defined for assignment DAY WORK Monitor students Define the terms for 1 SESSION Unit 2, Fundamentals Monitor students Define the terms for CLOSING Unit 2, Fundamentals DIFFERENTATION/ INSTRUCTIONAL FOCUS PLANNED UNPLANNED DATA SOURCES N/A N/A N/A DAY  Standard(s): SSEF1:The student will explain why limited productive 2 resources and unlimited wants result in scarcity, opportunity costs, and tradeoffs for individuals, businesses, and governments.  Knowledge: I can define scarcity, opportunity cost and trade-offs. (Standard)  Skill: I can identify the conditions that give rise to the economic LEARNING problem of scarcity identify the opportunity costs of various courses of TARGETS action involving a hypothetical problem.  Reasoning: I can apply the concept of opportunity cost to a production possibilities curve.  Product: I can construct production possibilities curves from sets of hypothetical data. Teacher Will Co-Teacher Will Student Will  Check uniforms &  Be in uniform with IDs IDs and turn in  Display warm-up phones OPENING  Take attendance/  Complete the warm- collect phones up  Review warm-up  Review warm-up answers answers

Day 1: VE4 Lesson, Day 1: VE4 Lesson, “Scarcity, Opportunity “Scarcity, Opportunity WORK Cost and Production Cost and Production SESSION Possibilities Curves” Possibilities Curves” (See attached) (See attached) Distribute activity for Complete formative CLOSING formative assessment assessment DIFFERENTATION/ INSTRUCTIONAL FOCUS PLANNED UNPLANNED DATA SOURCES Pairing based on lexile Lexile scores scores to complete the activities DAY (Standard) Standard(s): SSEF4: The student will compare and contrast 3 LEARNING different economic systems and explain how they answer the three TARGETS basic economic questions of what to produce, how to produce, and for whom to produce. Knowledge: I can identify the three questions every economic system must answer. Skill: I can describe and analyze the different economic goals of different economies and determine the mix of tradition, command and market in different economies. Reasoning: I can analyze the advantages and disadvantages of each of the three economic systems (market, command and tradition) and analyze a market economy using the circular flow of income. Teacher Will Co-Teacher Will Student Will OPENING  Check uniforms &  Be in uniform with IDs IDs and turn in  Display warm-up phones  Take attendance/  Complete the warm- collect phones up  Review warm-up  Review warm-up answers answers  Go over  Go over misconceptions from misconceptions formative assessment from formative on Tuesday assessment on Tuesday

WORK Day 2: VE4 Lesson, Day 2: VE4 Lesson, SESSION “Scarcity, Opportunity “Scarcity, Opportunity Cost and Production Cost and Production Possibilities Curves” Possibilities Curves” (See attached) (See attached) CLOSING DIFFERENTIATION/ INSTRUCTIONAL FOCUS PLANNED UNPLANNED DATA SOURCES Pairing based on lexile Lexile scores scores to complete the activities (Standard) Standard(s): SSEF1, SSEF2, SSEF3, SSEF4, LEARNING SSEF5, SSEF6 TARGETS Knowledge: I can explain the content on fundamentals expressed in the chapters above Skill: I can complete the Guided Readings correctly for the chapters on 1 – 3. Teacher Will Co-Teacher Will Student Will OPENING  Check uniforms &  Be in uniform with IDs IDs and turn in  Display warm-up phones  Take attendance/  Complete the warm- collect phones up  Review warm-up  Review warm-up DAY answers answers 4 WORK Distribute Guided Take notes that allow SESSION Readings for Chapters them to complete the 1, 2 and 3. Guided Readings for Using LCD, give notes Chapters 1, 2, & 3. and discussions that OR students can use allow students to their text to complete the Guided complete the Guided Readings Readings CLOSING Return graded papers N/A DIFFERENTIATION/ INSTRUCTIONAL FOCUS PLANNED UNPLANNED DATA SOURCES Learning Styles Learning Styles through Inventory product/process DAY (Standard) Standard(s): SSEF1, SSEF2, SSEF3, 5 LEARNING SSEF4, SSEF5, SSEF6 TARGETS Knowledge: I can explain the content on fundamentals expressed in the chapters above Skill: I can complete the Guided Readings correctly for the chapters on 1 – 3. Teacher Will Co-Teacher Will Student Will OPENING  Check uniforms &  Be in uniform with IDs IDs and turn in  Display warm-up phones  Take attendance/  Complete the warm- collect phones up  Review warm-up  Review warm-up answers answers WORK Check notebooks as Complete their Guided SESSION students finish their Readings and meet Guided Readings with teacher over their notebooks CLOSING Review the class Review the class website to ensure website to ensure students are on students are on task/track task/track DIFFERENTIATION/ INSTRUCTIONAL FOCUS PLANNED UNPLANNED DATA SOURCES Product based on Notebook organization Readiness MODIFICATIONS/ACCOMODATIONS/ENRICHMENT: SWD, 504, ELL, EIP, REP, > S -Extended Time on quizzes and exams W -A copy of the Typed Notes; for example, Cornell Notes, PowerPoint D notes, and fill ins -Allow students to go with the co-teacher for more instructional support -Allow ANY student the opportunity to go with the co-teacher so that SWD, 504, and REP are difficult to identify 5 -See 504 plan to make needed modification. Student may receive any of 0 the following modifications and/or services if needed: peer tutor, 4 extended time, access to a computer, having a note taker or assistive technology (screen readers, word prediction software, spellers, etc. E -Support ESL students with text written in their language (ask for L ancillary materials from the Publisher to support student(s) -use bilingual dictionaries R -See REP plan to make needed modifications. E -Collaborate with REP teacher to give cross-curriculum content. P G -Look at student Gifted Plan T -Layered Curriculum assignments that allow for differentiated instruction and choices -Scaffold assignments based on Lexile score(s) -Flexible Grouping(s) based on ability, or pre-assessment scores