- Lesson Outline in 2-3 sentences how you intend to use this assessment to demonstrate learning for students.
In this lesson students will gain a basic understanding of fundamental problem of economics that drives and motivates us all-scarcity. We must make difficult choices where and how we spend money, use resources, and with our time. Students will watch the TEDEd video, complete the assessment questions, (and remediate, if necessary) and then apply their knowledge in completing a desert island economics systems project.
- Write a learning objective: I can analyze economic decision making, and the choices we leave behind, as we investigate scarcity.
- How could you incorporate project-based learning into your teaching or training, creation of multimedia materials, and learner creation of artifacts? After watching my video, students could apply what the knowledge they have acquired (and add a little more along the way) as they complete a desert island simulation that requires them to start over (as they become stranded) and consider some guiding questions that force their group to make difficult choices in organizing an economic system, to deal with major economic concepts and issues like scarcity, will they operate a free market, traditional economy, mixed economy, or centrally planned economy, and present their findings in student made video.
- What factors could influence (or not) the success of your implementation? What considerations may be needed? Technology actually working properly. A low tech plan b, in case life happens and we cannot use technology (iPads or WIFI) that day or week.
- Application:
- How do the readings from week 1 on design principles for instructional multimedia align with the project? Resonance and visualization. The video I chose to include in this lesson is relatable to most of my students having stumbling across Monsters Inc. as a child or at least knowing of it's premise, the association or example Mr. Clifford is giving will likely resonate with them. The short video also provides a visual example to help a variety of learners.
- Reflection:
- How has your thinking changed this week about technology use? Simply put, another door to application and lesson planning opportunity is available to me, which hopefully makes me a more effective teacher.
- About project based learning in the classroom or workspace? Another tool in the tool belt that for student centered learning, while promoting higher order thinking and authentic assessment.
- About assessment that utilizes technology? Truly anything can be a formative assessment.
- What did you enjoy, or not? I had used TEDEd before but have not created a lesson before, it is a really nice tool. I tried using and failed with Micro poll, and another one,as they would not embed into my blog, so I used built in poll feature on blogger to get the job done.
- How did you grow? More technological prowess and access to tools will allow me to create better lesson crafted to the needs and skills of my students
- Your artifacts:
- Embed or link your assessments into your blog post.
- online video quiz (multimedia assessment)
Economics Scarcity and Production Possibilities- EconMovies #3: Monsters Inc
LESSON CREATED BY NATE BERENS USING
VIDEO FROM ACDCLeadership YOUTUBE CHANNEL
* click the link below to view my video and assessment questions
- rubric for a multimedia project
Desert Island-
Economic Simulation
iMovie Rubric
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Group Members Names:
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Island Name
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3
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2
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1
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0
|
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Purpose and Content-
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Economic System:
What kind of
System will you use?
Describe the type of economy, using and defines one of the
four economic systems: Command,
Traditional, Mixed, or Market.
-
Who will answer
the 3 basic economic questions?
-
Who will control
the factors of production?
-
Where will all
the decision making authority lie?
-
What welfare
and/or basic needs will you offer your people?
-
Will you use
barter or currency on the island (what kind)?
-
Level/degree of
government involvement.
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Clearly relates to the learning objective or illustrates a
concept.
|
Relates to the learning objective or illustrates a
concept.
|
Some
relation to the learning objective or concept.
|
Does
not relate to the learning objective or
does
not illustrate a concept.
|
|
Purpose and Content-
|
Opportunity
cost:
-
What are you
producing on the island, what is your next best alternative?
-
Define the term
opportunity cost.
-
What is the opportunity cost of pursuing any
one of your goals?
|
Clearly relates to the learning objective or illustrates a
concept.
|
Relates to the learning objective or illustrates a
concept.
|
Some
relation to the learning objective or concept.
|
Does
not relate to the learning objective or
does
not illustrate a concept.
|
|
Purpose and Content-
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Capital,
Scarcity & Natural Resources:
Define capital, scarcity and natural resources and discuss
the following questions.
-
What kind of
capital (tools, machines, etc) will be used to produce goods? How will this capital be attained?
-
How do economics
and ecology interact in your island economy?
-
Are they in
harmony or conflict?
|
Clearly relates to the learning objective or illustrates a
concept.
|
Relates to the learning objective or illustrates a
concept.
|
Some
relation to the learning objective or concept.
|
Does
not relate to the learning objective or
does
not illustrate a concept.
|
|
Purpose and Content-
|
Problems:
-
What problem was
the most difficult to address in your island economy?
-
How did you
respond was it consistent or not with your economic system?
|
Clearly relates to the learning objective or illustrates a
concept.
|
Relates to the learning objective or illustrates a
concept.
|
Some
relation to the learning objective or concept.
|
Does
not relate to the learning objective or
does
not illustrate a concept.
|
|
Visual Effects
|
Titles,
Transitions,
and
Effects
|
Titles and/or transitions enhance the video.
|
Titles and/or transitions do not detract from the video.
|
Attempts
to use titles and/or transitions, but they detract from the video.
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No
titles or transitions exist.
|
|
Visual Effects
|
Video/Photo
|
Video and
Photos relate to the subject and enhance the project.
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Videos and photos mostly relate to the subject
|
Videos
and photos are few and some are off topic.
|
No
videos or photos relate to the subject.
|
|
Visual Effects
|
Video/Photo
-
Include a map
of your island
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Map is labeled and enhances the project.
|
Map is provided unlabeled.
|
Map
provided doesn’t fit in with project.
|
No
map
|
|
Audio effects
|
Audio
|
Movie includes voice and
music. Audio
levels are just right.
|
Movie includes voice and music. Audio levels are too low
or too loud.
|
Movie
has only music. Audio levels are too low or too loud.
|
Movie
has no sound.
|
|
Mechanics
|
Spelling/Grammar
-
Provide accurate information
|
Presentation has no
misspellings or grammatical errors.
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Presentation has fewer than two
misspellings and/or grammatical errors.
|
Presentation has three misspellings
and/or grammatical errors
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Presentation has four or more
misspellings and/or grammatical errors
|
|
Use of classtime
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Project was turned in on time. Group worked hard 100% of time
|
Project was turned on time, but group needed
redirection.
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Project
is late.
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Project
was late or group often appeared to be off task.
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Total Points: ___/30 x 3 ____=90 points possible
Additional Comments:
