1. Topic-
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Economics: Four Levels of Industry |
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2. Content-
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Primary Industry
Secondary Industry
Tertiary Industry
Quaternary Industry |
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3. Goals: Aims/Outcomes-
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1. TEKS 6.10A (Power Standard): The student is expected to define
and give examples of primary, secondary, tertiary and quaternary industries.
2. TEKS 6.22A: The student is expected to use social studies terminology
correctly.
3. TEKS 6.23: The student uses problem-solving and decision-making
skills, working independently and with others, in a variety of settings. |
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4. Objectives-
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1. The learner will define, identify and generate examples of the
four levels of industry per the district-supplied PowerPoint. (Primary,
secondary, tertiary and quaternary)
2. The learner will demonstrate understanding of the relationship
between Levels of Industry and prior knowledge of Types of Economies
and Economic Indicators.
3. The student will demonstrate pride in workmanship, good use of
time, and appropriate collaboration with classmates. |
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5. Materials and Aids-
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Levels of Industry PowerPoint (provided be Fort Bend ISD through
D2SC curriculum software); Construction Paper; Glue; Scissors; Colored
Pencils; Magazines; Clear Tape/Tape Dispensers; Loaded Staplers |
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6. Procedures/Methods-
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A. Introduction-
1. T-shirt game (from district): Have students check labels on their
T-shirts to see where they were made.
2. Students speculate in table groups about the steps required to
make a T-shirt and bring it to market. |
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B. Development-
1. Mix-It-Up Lecture* using presentation section of district-provided
PowerPoint. (*Alternate direct instruction with Q&A and brief, guided
table discussions.)
2. Have students cut a sheet of construction paper into fourths, and
label each quarter with the name of a level of industry. These will
be used as response cards in the next section. |
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C. Practice-
1. "Test Your Knowledge" section of district-provided PowerPoint,
using response cards. |
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D. Independent Practice-
1. Assign Triorama Rubric. Demonstrate making a triorama.
Students will work individually and collaboratively for remainder
of today and all of tomorrow to create a triorama depicting the four
levels of industry.
2. Students will draw from one of the sets of response cards to determine
randomly which student will work on which level on industry.
3. Students will be graded on teamwork and use of time, as well as
on completeness and accuracy of content, and neatness.
4. Activity will culminate on Day 3 with a Gallery Walk and constructed
response quiz. |
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E. Accommodations (Differentiated Instruction)-
1. ELL's and special needs students to be paired with students who
enjoy helping and/or who would benefit from helping.
2. Use pictures in district-provided PowerPoint to aid ELL's in understanding
the four levels of industry.
3. Encourage students to help one another by emphasizing "teamwork"
item on rubric. |
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F. Checking for understanding-
1. On Day 3, administer Gallery Walk Quiz while taking grades on
trioramas. (Students and teacher will walk around room in sequence,
viewing and responding to trioramas at each table.)
2. Exit Ticket: Students will state on a scale of 1 to 5 how they
rate this 3-day activity in terms of level of enjoyment and how well
they believe they understand the content as a result of the lesson.
3. |
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G. Closure-
1. Beginning of Day 4 (last day of economics unit), use "Economic
Structures" warm up. Ask students "What do economists infer about
a country's economy based on the percentage of its economic activity
at each level of industry?"
2. Make connection between Levels of Industry and topics covered previously
in economics unit, especially Economic Indicators, Factors of Production
and Types of Economies (Market, Traditional, Command). (How do type
of economy and available natural resources impact a country's economic
success? How do economic indicators reflect this?)
3. Summarize the purpose of the study of economics, with examples
of applicability in students' realm of experience. (Needs/wants, supply/demand) |
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7. Evaluation-
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1. Overall, students worked very hard and with pleasure pride on
their trioramas. Most performed at or above their academic record
for this year.
2. Gallery Walk Quizzes generally showed a high level of internalization
of content. Objectives were met to an expected to better-than-expected
degree.
3. Exit tickets reflected a high level of enjoyment among students,
and a belief that they successfully reached the stated learning objectives. |
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8. Teacher Reflection-
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As usual, I set myself up for a complicated process, especially
in terms of clean up and grading. Taking grades on the trioramas while
assisting students who had questions on the Gallery Walk Quiz and
simultaneously generating a key for each class's quiz was a little
stressful, but would have been less so if I had a bit more experience.
Allowing students to collaborate was both helpful and appropriate
for the purposes of this lesson. Student feedback was very positive.
Overall plan is a keeper, but I would try to anticipate the issue
of creating a quiz key while grading the trioramas themselves and
look for an equally time-effective but less stressful solution. |
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