Daily Lesson Plan Template

(adapted from resources developed at Oakland University) Name: _____ Lindsey Bone______

Unit Topic Big idea(s) Essential Question(s)

International Relations, Global Economy, Economic Systems How does Australias economy compare to other economies around the world? How does economy play into Australias relationships with other countries? How does Australia answer the questions of what, how, and for whom to produce? My current event activity and my justification/reasoning for including it does not appear in the standards. Current events are not emphasized in the standards that I worked with throughout the semester. However, I knew the students would want to talk about the incident and I knew I would be able to successfully tie it into material that we would be discussing. SS6E8 The student will analyze different economic systems. a. Compare how traditional, command, and market, economies answer the economic questions of 1 -what to produce, 2-how to produce, and 3-for whom to produce. b. Explain how most countries have a mixed economy located on a continuum between pure and market and pure command. c. Describe the economic system used in Australia. SS6E9 The student will give examples of how voluntary trade benefits buyers and sellers in Australia. a. Explain how specialization makes trade possible between countries. b. Compare and contrast different types of trade barriers, such as tariffs, quotas and embargos. c. Explain why international trade requires a system for exchanging currency between nations. SS6E10 The student will describe factors that influence economic growth and examine their presence or absence in Australia. a. Explain the relationship between investment in human capital (education and training) and gross domestic product (GDP). b. Explain the relationship between investment in capital goods (factories, machinery, and technology) and gross domestic product (GDP). c. Describe the role of natural resources in a countrys economy. d. Describe the role of entrepreneurship.

Standard(s(/ Benchmark(s) Almost all of this is review. Therefore, I planned the current events activity hoping it would hold the students attention through the repetitive material.

L6-8RH2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

Lesson Plan Starter/Opening - Students will sit in original assigned seats at the start of class. * Students will be instructed to sign in to Edmodo (as per daily routine) and a Starter will be posted where students will write a few sentences * Students will also complete a 5-question quiz, on Edmodo, concerning economic systems. - Responses will be used to gauge what aspects of environmental issues are most confusing/foreign to the students. Instruction will be adapted accordingly. Edmodo quizzes are not always accurate due to the fact that students dont believe theyre very important and will guess in order to finish the starter as quickly as possible. This action skews our response information. - Quiz should act as a review. Most of the material has been discussed in prior units and should be review. Starter will serve to let instructor know what needs to be discussed in more depth. * Starter should act as a continuation of Unit 5. I feel like the students are burned out on this sort of opener. When I planned lessons, I did my best to include a variety of activities. Students really enjoyed Visual Inquiry Thinking openers. However, we felt it was important to see what students remembered about economic systems from prior units before we could decide how to move forward or what to emphasize in the weeks lessons. Mini-lesson: - Instructor will introduce a discussion about Australias economy. * Students are directed to the agenda of the class period which consists of notes, a reading and a writing activity. * Students will spend the first 10 minutes of the mini-lesson taking notes from their devices. - Students are given the opportunity to view the presentation on their devices and take notes in order to allow students to take notes at their own pace. - Instructor will simultaneously go through the notes verbally. Notes are posted on the SMARTBoard at the front of the classroom. * At this point in the year, students find this method of note-taking to be routine, and require little instruction. - Redirection is required for students who are often on task on their devices. While devices are useful as a resource, they present students with a LOT of opportunities for distraction. I had to act with diligence in order to keep students on task as often as possible. Games, Youtube and Google often give students something to focus on other than the task at hand. I realized very early on that I would need to pay attention to and remember which students, specifically, were more prone to distraction and include their desks in my rounds throughout the class while giving instruction. - Instructor should use mobility and proximity in order to monitor on and off-task behavior throughout the note presentation.

- After notes presentation is complete, students have an opportunity to finish any notes they have not yet written down and ask clarifying questions concerning the new information. Learning Activities & Assessments/Work Session: - Class will watch a video together about the missing airplane. * Video is only 6 minutes. I purposefully had students close their devices for the duration of the video. * Video serves to be a visual of the event. Instead of the incident seeming like text happening in a far-off places, students will see the faces of the families and the search process itself. * Students will have the opportunity to connect, personally, to what is happening in another part of the world. Many of the students couldnt tell me which nations were involved in the incident. The video was the first time many of them were able to put faces to what was happening. - After the class finishes the video, students will read an article about the missing airplane. * Students with lower reading abilities are encouraged to attempt to read the story to themselves or with a partner. - Instructor should move around the room making sure that students are on task and are moving through the reading at a reasonable pace. - Instructor may need to pair students who are struggling in order to complete the reading. - Instructor will facilitate a discussion about the article and video. * Students will reflect on how the events in the article affect the economies of Australia and other countries. * Questions for discussion include: How do you think the people involved feel about what is happening? What if this was happening in your communitywould it matter to you? Why? What concerns do you have about what you viewed? What effect could these events have on you directly or indirectly? A lot of the students were surprised that I asked these questions. They werent prepared to answer them. They assumed I would simply ask for a summary of what they read or what they saw in the video. However, when I asked them how the information made them feel, they paused and were forced to think about their responses before anyone was able to raise their hands. I was satisfied with this reaction because I knew they had to consider the material on a deeper level. I hoped that asking this questions would raise a craving for awareness of what was happening to other people throughout the world. Video Link: http://www.cbsnews.com/news/malaysia-airlines-flight-370-possible-debris-from-missing-plane-spotted/ Article Link: http://nypost.com/2014/03/31/finding-lost-malaysia-plane-may-be-impossible-us-official/

Closer - Students will write on paragraph, 5-8 sentences, describing their own theory of what happened to the missing plane. * Students have the opportunity to be as creative or as realistic as possible. * Writing will be turned in as students are exiting the class. * If time permits, a handful of students will have the opportunity to share their ideas and writing responses. Some of the responses were VERY far-fetched. However, I enjoyed reading them. Knowing that the students dont get many opportunities to write, I assigned a short assignment that gave them a chance to be silly and still practice writing. Some of the responses were very realistic and thoughtful and showed me that students were affected by what they saw and read.