Crystal+Moyer

For my PBL lesson, I am creating three different lesson plans for an Economics Fair that we are having towards the end of May. This activity is a summative assessment of their learning throughout the Economics Unit. In the first lesson, I will develop is a technology-integrated, problem-based learning (PBL) lesson to help students learn and apply the economics content they have learned during the unit. For my second lesson, I will create a lesson that incorporates online collaboration among the students working together on an economics project. In the final lesson, I will create a lesson that incorporates digital storytelling of their final plan for their project. Then at the end of May, they will get to provide their good or service to the third and fifth grade students during the Economics Fair.


 * ** Daily Lesson GAME Plan #1 ** ||
 * Lesson Title: Economics Fair Preparation |||| Related Lessons: Goods and Services, Productive resources, Supply and Demand, Obtaining and Spending Money, and Specialization ||
 * Grade Level: 4th |||| Unit: Economics ||
 * ==GOALS== ||
 * Content Standards: 4th grade Ohio Economics Standards


 * //Scarcity and//**
 * //Resource Allocation ://**

1. Identify the productive resources needed to produce a good or service and suggest opportunity costs for the resources involved.


 * //Production,//**
 * //Distribution and//**
 * //Consumption ://**

3. Explain how entrepreneurs organize productive resources to produce goods and services and that they seek to make profits by taking risks. ||
 * ISTE NETS-S:


 * // Creativity and Innovation : //**

1. Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.


 * // Communication and Collaboration : //**

2. Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.


 * // Research and Information Fluency : //**

3. Students apply digital tools to gather, evaluate, and use information.


 * // Critical Thinking, Problem Solving, //**
 * // and Decision Making : //**

4. Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

Instructional Objectives:

1. Students will be able to use the Internet to research information for their Economics Fair project.

2. Students will be able to work with a partner to develop a plan for either a good or service that they will provide for the Economics Fair. || Schedule the computer lab for the week, create and copy Economics Fair directions, Student/Parent Contract, and rubrics, copy graphic organizers for planning and note-taking, and create and copy final plan template || 45 mins. a day for 1 week |||| __//**Instructional Activities:**//__ Computer lab, Economics Fair directions, Student/Parent Contract, graphic organizers, final plan Word template || Students will get to choose a partner with whom they would like to work with. Also, the computer lab will need to be scheduled for this lesson. ||
 * ==ACTION== ||
 * //**Before-Class Preparation:**//
 * During Class ||
 * __//**Time:**//__
 * Day One**: I will explain the Economics Fair and give students a copy of the directions to read over. Then I will explain that they are going to choose a partner and work together to come up with a plan for providing a good or service to the third and fifth grade students during the Economics Fair. I will allow them time to choose their partners and discuss ideas for their good or service. Once they have decided on a good or service that they want to provide during the Economics Fair, the students will fill out a Student/Parent Contract, that needs to be taken home and signed by the students parents.
 * Day Two**: Students will go to the computer lab to research information on their good or service. They will be provided with a graphic organizer for note-taking. They will be instructed to look for the productive resources that are used to create their good or service. These will be documented on a graphic organizer.
 * Day Three**: Students will continue working in the computer lab researching information on their good or service. However, today they also need to look at the opportunity costs involved in creating their good or service. The opportunity costs will be documented on a graphic organizer.
 * Day Four**: Students will continue working in the computer lab and will begin researching information on entrepreneurs and how they have become successful. They will be looking for tips that they can use when selling their good or service to the other students and document these tips in their Social Studies journals.
 * Day Five**: Students will use the computers to research information on how to create their good or service and begin developing their final plan for creating their good or service project. They will use a Microsoft Word template to document their final plan. || __//**Materials and Resources:**//__
 * //**Note student groupings, environmental modifications needed, etc:**//
 * //**Note student groupings, environmental modifications needed, etc:**//
 * ==MONITOR== ||
 * //**Ongoing Assessment(s):**//

The students will be turning in their work from each day. For example, they will turn in their graphic organizers, journals, or final plan at the end of each day.

//**Accommodations and Extensions:**//

I will be available for one-on-one help throughout the week. Since the students are working with a partner, they should be able to help each other with this lesson. I will also be assisted by the technology coordinator and intervention specialist throughout the lesson. Extensions will include pricing of the productive resources and calculating the expenses and expected profits for their good or service.

//**Back-Up Plan:**// There are two other computer labs available to us in case there is a problem with any of the computers in the computer lab we are using. Also, if for some reason, the Internet is down, we can do some of our research using print resources from the library. ||
 * ==EVALUATE AND EXTEND== ||
 * //**Be specific and include the evaluation that you will use for this lesson:**//

At the end of days 2 - 5, there will be something that is required to be turned in. I will be able to evaluate their work each day, to make sure they are on the right track (no grades will be given for these assignments). On day 5, they will be turning in their final plan for the project. This will be evaluated using a rubric and a grade will be given for this assignment.

//**LESSON REFLECTIONS AND NOTES:**// ||

Jillian's comments: Crystal, it sounds like you have a great concept here. I'm sure your students will have an excellent time at the economic fair. What type of project will they need to hand in when they are done with their research? Will it be a presentation or more of a report? How are you going to grade the assignment, I know you mentioned a rubric, but will it be geared towards to research or what they hand in? I definitely think you have a great project here, I'm sure it will turn out great.


 * ** Daily Lesson GAME Plan #2 ** ||
 * Lesson Title: Economics Fair Wiki |||| Related Lessons: Goods and Services, Productive resources, Supply and Demand, Obtaining and Spending Money, and Specialization ||
 * Grade Level: 4th |||| Unit: Economics ||
 * ==GOALS== ||
 * Content Standards: 4th grade Ohio Economics Standards


 * //Scarcity and//**
 * //Resource Allocation ://**

1. Identify the productive resources needed to produce a good or service and suggest opportunity costs for the resources involved.


 * //Production,//**
 * //Distribution and//**
 * //Consumption ://**

3. Explain how entrepreneurs organize productive resources to produce goods and services and that they seek to make profits by taking risks. ||
 * ISTE NETS-S:


 * // Creativity and Innovation : //**

1. Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.


 * // Communication and Collaboration : //**

2. Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.


 * // Research and Information Fluency : //**

3. Students apply digital tools to gather, evaluate, and use information.


 * // Critical Thinking, Problem Solving, //**
 * // and Decision Making : //**

4. Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

//**Digital Citizenship:**// //5.// Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

//**Technology Operations and Concepts:**// //6.// Students demonstrate a sound understanding of technology concepts, systems, and operations.

__Instructional Objectives:__

1. Students will be able to use the Internet research information for their Economics Fair project that they found last week to create a Wiki page about their good or service.

2. Students will be able to work with a partner to create a Wiki page advertising and marketing their good or service, that they will provide for the Economics Fair. || Schedule the computer lab for the week, create a class Wiki, create and copy Wiki page checklist, and create and copy Wiki page rubric || 45 mins. a day for 1 week |||| __//**Instructional Activities:**//__ Computer lab, Wiki page Checklist, Wiki page rubric || Students will be working with their partners. Teacher, Intervention Specialist, and Technology Coordinator will be monitoring and assisting student groups. Also, the computer lab will need to be scheduled for this lesson. ||
 * ==ACTION== ||
 * Before-Class Preparation:
 * During Class We are creating a Wiki page of all of the goods and services my students will be offering at our Economics Fair. The student groups who have the same good or service as other groups will be working on the same page, and those who are doing something no one else will be doing, will work together on a page of miscellaneous goods or services. Collaboratively, the groups the students will be responsible for advertising their good or service and providing other information about it, such as prices, resources used for their good or service, and any other information consumers might want to know about their good or service.  ||
 * __//**Time:**//__
 * Day One**:Students will take their information collected from last week's lesson to the computer lab with them. I have created a Wiki page for our Economic Fair. Because I knew what their goods our services were going to be (because of the contract), I created a page for all of the goods and services and a page for the miscellaneous goods and services. First I will show them how everything works when creating a Wiki.Then I will show them how each group can go in and edit their page. Each group will then join the Wiki and go to their pages. I will have them just browse the page that they will be working on starting tomorrow.
 * Day Two**: Students will go to the computer lab to start working on their Wiki pages. In Language Arts, their teacher had them create advertisement posters and present an infomercial to the class to persude them to buy their good or service. Therefore, she talked to them about advertising and persuasive marketing. So today, they are starting out working on advertising their good or service on their Wiki pages and listing the prices. They will ge graded on the overall appearance of the page (bright, colorful, attractive to the eye, etc.) at the end of the project.
 * Day Three**: Students will continue working in the computer lab on their Wikis. However, today they will be creating a list of productive resources that were used in the making of their product or service. Then if they get finished with that, they will begin adding any other information about their good or service that the consumers might want to know and might encourage people to buy their good or service.
 * Day Four**: Students will continue working in the computer lab on their Wiki pages.
 * Day Five**: Students will use the computers to finish their Wiki pages. They will use a checklist to make sure that they have included everything that they need to have on their page. || __//**Materials and Resources:**//__
 * //**Note student groupings, environmental modifications needed, etc:**//
 * //**Note student groupings, environmental modifications needed, etc:**//
 * ==MONITOR== ||
 * //**Ongoing Assessment(s):**//

The students will be working with their partners on their Wiki pages, that I will view at the end of each day, to make sure each group is progressing on the Wiki page creations. I will also be monitoring their progress during the class, as I walk around and observe or help student groups.

//**Accommodations and Extensions:**//

I will be available for one-on-one help throughout the week. Since the students are working with a partner, they should be able to help each other with this lesson. I will also be assisted by the technology coordinator and intervention specialist throughout the lesson. Since their will be more than one group working on the pages, it will also support the lower ability students. Extensions will include adding images, other links, additional information, and clearer description of the goods or services. //**Back-Up Plan:**// There are two other computer labs available to us in case there is a problem with any of the computers in the computer lab we are using. We will also be able to use my six classroom computers and rotate the groups around. ||
 * ==EVALUATE AND EXTEND== ||
 * //**Be specific and include the evaluation that you will use for this lesson:**//

I will be evaluating their Wiki pages every day to make sure they are progressing through the activity, (no grades will be given during these observations). At the end of day 5, their Wiki page will be graded according to the rubric and a grade will be given for this activity. LESSON REFLECTIONS AND NOTES: || Hi Crystal- I really like the idea of an economics fair. What kind of goods or products do your students choose? Do they actually have to start a "mini-business" or is it just an idea? I am curious about the parameters of this PBL. I would love to recreate this idea someday in my own classroom. When you students communicate with each other, what format will they use? Will they use wikis, email, google docs, etc.? I think you have a great project and I would love to see how students are evaluated and what the project requirements are. Thanks for sharing! -Jill Morris

Koreen to Crystal- I really like the idea of your students generating an idea for a good or service they can offer the third and fifth graders during the Economics Fair. I teach second grade and our core covers goods and services, also. I like how real this lesson will be for the students. It will really create an authentic experience that students will be able to look back on. I was under the impression that our students needed to collaborate online or incorporate social networking in this lesson? I was thinking about how your students who are working in collaborative groups could take that collaboration online and work with other students to create a good or service. Is there a way to incorporate an online collaborative experience for your students? I think what you have is fantastic and I love the real world experience that this activity provides. Good luck! Koreen Humphries

Hi Crystal, I think your project is a great way for students to really get in touch with the reality of money. Most of the time students have no concept of it at all. The middle school that I work at runs this excellent program called, Trep$. I feel like it's something that you should definitely look into! http://www.trepsed.com/ Kids become their own business owners. The entire community gets invited the event and students learn how to run their business. The workbook has all of the tools that they need to understand a business like profit and materials. It's such an amazing program! My kids had their marketplace 2 weeks ago and some of them made a ton of money!! Jillian Engelhardt


 * ** Daily Lesson GAME Plan #3 ** ||
 * Lesson Title: Economics Fair Screencast |||| Related Lessons: Goods and Services, Productive resources, Supply and Demand, Obtaining and Spending Money, and Specialization ||
 * Grade Level: 4th |||| Unit: Economics ||
 * ==GOALS== ||
 * Content Standards: 4th grade Ohio Economics Standards


 * //Scarcity and//**
 * //Resource Allocation ://**

1. Identify the productive resources needed to produce a good or service and suggest opportunity costs for the resources involved.


 * //Production,//**
 * //Distribution and//**
 * //Consumption ://**

3. Explain how entrepreneurs organize productive resources to produce goods and services and that they seek to make profits by taking risks. ||
 * ISTE NETS-S:


 * // Creativity and Innovation : //**

1. Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.


 * // Communication and Collaboration : //**

2. Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.


 * // Research and Information Fluency : //**

3. Students apply digital tools to gather, evaluate, and use information.


 * // Critical Thinking, Problem Solving, //**
 * // and Decision Making : //**

4. Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

//**Digital Citizenship:**//

//5.// Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

//**Technology Operations and Concepts:**//

//6.// Students demonstrate a sound understanding of technology concepts, systems, and operations.

__Instructional Objectives:__

1. Students will be able to use a Wiki page that they have created with their groups for their good or service, to create a script for an infomercial, that they will use during their Screencast.

2. Students will be able to create a Screencast (Digital Story) of their Wiki page, in the form of an infomercial, persuading people to buy their good or service. || Schedule the computer lab for the week, create and copy Screencast checklist, create and copy Screencast rubric, and create my own Screencast of the Wiki home page. || This Screencast will be shared with the other two grades who will be attending our Economic Fair, to persuade them to buy their good or service and so that they can get an idea of what they are going to want to buy with their "fake" money on the day of the Economic Fair.
 * ==ACTION== ||
 * Before-Class Preparation:
 * During Class The students will be working with their partners, using last week's Wiki page, to produce a Screencast infomercial (digital story) persuading people to buy their good or service.

|| 45 mins. a day for 1 week |||| __//**Instructional Activities:**//__ Computer lab, Screencast checklist, Screencast rubric || Students will be working with their partners. Teacher, Intervention Specialist, and Technology Coordinator will be monitoring and assisting student groups. Also, the computer lab will need to be scheduled for this lesson. ||
 * __//**Time:**//__
 * Day One**: I will explain this week's activity to the students and them a variety of infomercials. Then I will show them a Screencast I did using our class Wiki home page, for my infomercial. I will point out information that I have included in the Screencast, using the checklist that I have created. I will also point out the tone in my voice (persuasive tone) and the details that I used to describe the Wiki home page. Then I want them to get together with their partner and begin working on a script that they will use for their Screencast infomercial of their good or service, using their Wiki page.
 * Day Two**: Students will continue working on their scripts.
 * Day Three**: I will begin by showing them how to create a Screencast using the online resource, Jing. Then we will start playing around and practice creating a Screencast.
 * Day Four**: Students will continue practicing with their Screencast. When they are ready, they may begin recording their voices as they read their scripts. Then they will play them back to hear it and I assume that this step will take several trials to get it right.
 * Day Five**: Students will continue working on and finish creating their Screencasts, digitally recording their infomercial using their Wiki page that they have collaboratively created last week. They will use the Screencast checklist that I have provided to make sure that they have included everything that I am grading on. || __//**Materials and Resources:**//__
 * //**Note student groupings, environmental modifications needed, etc:**//
 * //**Note student groupings, environmental modifications needed, etc:**//
 * ==MONITOR== ||
 * //**Ongoing Assessment(s):**//

The students will be working with their partners on their Screencasts. I will be monitoring their progress each day during the class, as I walk around and observe or help student groups.

//**Accommodations and Extensions:**//

I will be available for one-on-one help throughout the week. Since the students are working with a partner, they should be able to help each other with this lesson. I will also be assisted by the technology coordinator and intervention specialist throughout the lesson. Extensions will include longer Screencasts and references to other links. //**Back-Up Plan:**// There are two other computer labs available to us in case there is a problem with any of the computers in the computer lab we are using. We will also be able to use my six classroom computers and rotate the groups around. ||
 * ==EVALUATE AND EXTEND== ||
 * //**Be specific and include the evaluation that you will use for this lesson:**//

I will be evaluating their progress every day to make sure they are progressing through the activity okay, (no grades will be given during these observations). At the end of day 5, their Screencast will be graded according to the rubric and a grade will be given for this activity. These Screencasts will be shared with the other two grades who will be attending our Economic Fair, to persuade them to buy their good or service and so that they can get an idea of what they are going to want to buy with their "fake" money on the day of the Economic Fair.

LESSON REFLECTIONS AND NOTES: ||