345essentials

This 2 page document is a great opener for an economic unit. The first page gives students a prompt that allows them to choose how to spend $50. A word bank is included for students who need assistance in writing. The second page gives students a graphic organizer to complete after discussing how they spent the $50. Postive and negative consequences and present and future consequences are discussed.

Pizza, Pizza E17: Interdependence, Economics, Specialization Directions Directions: 1.Students are given an ingredient necessary to make a Hawaiian pizza. They will specialize in the production of this good. Possible organization: *two students work together, one “runs” the shop while the other goes to other shops to trade *four students work together: two run the shop – one in charge of advertising, the other in charge of trades two visit other shops and work together to note the competition

This activity introduces the idea of interdependence using the familiar setting of a school. Students discuss how they depend on various staff at school and how the staff depends on them. Using the familiar setting allows students to comprehend and then transfer the idea of interdependence regarding use of Ohio's natural resources within industry and the customer.

Students choose a region or state in the USA and research the product it specializes in growing/gathering. Next they choose to write either an informative or persuasive paragraph to tell about the specialization. A rubric is included to guide the reader, and use as an assessment tool for the teacher.

Students are given a scenario to run an orange juice company. Show the youtube video https://www.youtube.com/watch?v=T8KJGtMGMSY to build background regarding an orange juice company. Students then make decisions for running an orange juice company. They share their plan in a 3 paragraph essay that includes the words productive resources, division of labor, and productive capacity. A word bank is provided for student assistance as needed. A rubric is included to guide student work and to u

This document is blank for you to edit. The first page includes an area for you to list the unit Essential Question. Students respond BEFORE you begin the unit. The question is the foundation for the unit and can be displayed and discussed throughout instruction. The second page includes an area for you to list the standards being taught. Students self-assess in the BEFORE column using a 0 - 5 ranking. They highlight an area they want to focus on. Use this data to form groups throughout t

This is a blank student self-assessment form that can be used prior to instruction and following the completion of a unit or lesson. Teachers list the focus standards for the lesson and distribute to students. Students self-assess based on the given standards. They highlight an area of growth. Teachers use this list of the standards as a reference throughout instruction. Once instruction is complete, students revisit and self-assess again. Differentiated groups can be formed during instruc

Students research land that is for sale on their city's multiple real estate listing service. They choose to purchase a lot. Next they complete a graphic organizer that helps them decide whether or not they should build an airport, shopping mall, or a new highway on the land. Lastly, they write a few sentences that tell what they chose to build and why.

Students research people/groups that have immigrated to the US. They determine if the immigration was due to political, environmental, social, or economic factors. They record their findings on a graphic organizer. They choose one immigrant to create a poster that displays the factor that impacted their movement to the US and the impact their immigration had on the US. A rubric is available for students and teachers.