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This document outlines a proposed 5th grade social studies lesson on economics. The lesson goals are for students to understand basic economic concepts like the stock market, supply and demand, and different sectors of the economy. Students will watch engaging videos under 10 minutes each to build their knowledge. They will take notes and complete an assessment. They will also create an infographic to demonstrate their understanding before the test. The teacher hopes this active, student-led approach using multimedia will help students better learn and retain the economic concepts.

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49 views

Web 2

This document outlines a proposed 5th grade social studies lesson on economics. The lesson goals are for students to understand basic economic concepts like the stock market, supply and demand, and different sectors of the economy. Students will watch engaging videos under 10 minutes each to build their knowledge. They will take notes and complete an assessment. They will also create an infographic to demonstrate their understanding before the test. The teacher hopes this active, student-led approach using multimedia will help students better learn and retain the economic concepts.

Uploaded by

api-724258223
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Web 2.

0 Tools for Communication and Collaboration

Lesson Idea Name:


Economics
Grade Level/Content Area:
5th grade/social studies
Content Standard Addressed:
SS5E3 Describe how consumers and producers interact in the U. S. economy.
ISTE Technology Standard Addressed: Use What would you like students to know and be
the link to guide you to suggested student able to do by the end of this lesson:
standards which come from the ISTE Student
Standards Website I would like my students to understand the basics
Knowledge Constructor of economics. I would like them to understand
1.3.d. Students build knowledge by actively what stocks, supply and demand, recession, and
exploring real-world issues and problems, each sector of the economy are. They are
developing ideas and theories and pursuing expected to provide short answer responses to the
answers and solutions. definition and understandings of these topics.

Empowered Learner
1.3.d. Students build knowledge by actively
exploring real-world issues and problems,
developing ideas and theories and pursuing
answers and solutions.
What is the student learning goal(s) for this lesson idea?
The students learning goals are to be able to define and differentiate between free market and planned
economies and command economy. They will be expected to have a basic understanding of the stock
market and who is allowed to be involved. They will also be given the opportunity to learn how to
effectively take notes.
Bloom’s Taxonomy Level(s):
✘ Remembering ✘ Understanding Applying Analyzing Evaluating ✘
Creating

How do you plan to implement this lesson and integrate the technology? Check all that apply:

☐ Teacher-led: There is no student voice and choice in the activities. Students are guided by the
teacher's direction and expectations. Learning activities are assigned to the
student and mostly practice based.

☐ Student-Led: Students are given voice and choice in the activities. They may select the topic
of learning and/or determine the tool they will use to meet the learning goal. The
teacher facilitates the learning as the students direct their own learning processes.

☐ Problem-based (Real world problems) and/or Publishable: Students are solving problems
and completing projects to demonstrate their learning. Additionally, the projects can be shared
outside of the classroom. (Note: This objective could be reached by displaying the project on the
school’s morning newscast, posting the project to the classroom blog, presenting it to another
class, or publishing it via an outside source.)
Frazier, 2021
Web 2.0 Tools for Communication and Collaboration

Lesson idea implementation:


Students will use the video and articles to effectively analyze and understand the inner workings of
the economy. The videos provided are engaging, but also short in length. Each video is under ten
minutes and designed to keep students engaged and interested in learning more. The students will be
asked to write down 10 things they know about economics before they view the resources provided.
This will help the students to expand their knowledge, but also analyze what their base knowledge is.
The test will allow students to reflect and remember the knowledge they built. Before the test,
students will be asked to draw an infographic on the information they learned. This will allow
students to use and the information before being assessed on their knowledge. This also provides
students with an opportunity to be creative.
Managing student learning:
The lesson and tools used have the possibility to cause a shift between passive to active social
learners. The creativity of the infographic allows to students feel like they are teaching other people
something, creating a power in knowledge. They also have the opportunity to use what they learned
and be assessed on it. This may cause the students to take action in their learning and create a
productive and proactive learning environment. The students will have three weeks to complete this
unit. Their learning should be completed in the first week, then the next week they will work on the
infographic, then they will work on studying and taking their test. The students will be allowed to
work in groups to compare notes to build their learning and have the best chance of success. Students
will complete a reflection at the end of the unit to see what they liked and disliked and what they
learned to help me better understand how to make future units conducive to their style.
Universal Design for Learning (UDL):
The videos promote student engagement. They are entertaining and have the goal of creating an active
learning environment. The infographic allows students to express what they learned and use their
creativity to create an assignment where they are in charge. This feeling of power will allow students
to be more engaged in their work and their education.
Reflective Practice:
I believe Padlet allows students to see the materials they will use in a clearer and more fun way.
However, I don’t believe it creates a better understanding of the material. I believe that BrainPOP and
Crash Course allow students to build a better understanding through an engaging video, which
promotes learning and interest in their education. I believe a word document would have sufficed in
replacement of a Padlet in terms of understanding the material. However, I look forward to using
Padlet in a load of different ways in my classroom that provide a fun, appealing, and engaging forum
for responses and assignments.

Frazier, 2021

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