1. Topic-
Economics: Four Levels of Industry
2. Content-
Primary Industry
Secondary Industry
Tertiary Industry
Quaternary Industry
3. Goals: Aims/Outcomes-
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.
4. Objectives-
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.
5. Materials and Aids-
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
6. Procedures/Methods-

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.

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.

C. Practice-

1. "Test Your Knowledge" section of district-provided PowerPoint, using response cards.

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.

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.

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.

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)
7. Evaluation-
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.
8. Teacher Reflection-
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.

This Lesson Plan is available at (www.teacherjet.com)