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

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.

Any text can be used for this learning opportunity. Students fill in the title of the text and read looking for and recording evidence of fiction or non-fiction. Discussion can follow the reading as students analyze and share their evidence. Students complete the bottom after they've identified whether the text is fiction or non-fiction, which also allows for a specific genre and an explanation of their answer.

Students read and analyze the text they are reading with a focus on point of view, tone, mood, and purpose. After they determine these areas, two evaluative questions are posed for discussion.

The fun begins by compiling a list of student-generated story elements, allowing for teachers to assess students' knowledge of story elements. When brainstorming is complete, a copy will be needed for each student. Distribute brainstormed list with a copy of the graphic organizer on the reverse side. Students can work in pairs or alone, rolling dice to determine the story elements they will use for their narrative. Review the importance a plot events and how they develop a story. A rubric

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.