Presentation on theme: "Teacher: Eric LearySubject: Civics & EconomicsTime Frame: 3 rd Six Weeks I.Unit Topic – Economic Decisions I.NC Objectives I.7.01 – Resources & factors."— Presentation transcript:
Teacher: Eric LearySubject: Civics & EconomicsTime Frame: 3 rd Six Weeks I.Unit Topic – Economic Decisions I.NC Objectives I.7.01 – Resources & factors of production II.7.02 – Scarcity & decision making III.7.03 – Costs and decisions by producers IV.7.04 – Productivity V.7.05 – Investment VI.7.06 – Economic systems II.National Essential Skills I.9 – scarcity of resources necessitates choices II.24 – buyers & sellers interact in market III.34 – income determined by value skill & productivity III.Essential Question – What factors drive individuals and groups to make economic choices III.Applied Knowledge Across Disciplines (Quad B/D) I.Students in will be aided by experiences and knowledge from vocational classes, including but not limited to consumer science and business type courses. II.Classes that provide opportunities to construct goods or provide services also serve cross-curricular purposes. II.Global & Real World Application (Quad B/D) I.The analysis and understanding of the goals and objectives from this unit provides the learner with abilities to comprehend and evaluate the economic activities of both a globalized and more localized nature. Students should be able to recognize the components of economic decisions in the news and in personal experiences. IV.Assignments and/or Assessments (Quad C/D) I.Current Event I.Analyze a variety of media resources. II.Find current events that ID factors of production III.Write a reflection of the impact of resources on production II.Major Project - Productivity Activity I.Students will acquire resources (paper, scissors, markers, etc. II.Collaborate to construct a sellable product III.Analyze and reflect on the choices made to provide productivity IV.Follow procedures and reflection question from provided worksheet III.Vocabulary Quiz IV.Multiple choice test V.Culminating Activity – Portfolio and reflection I.Accumulate all materials from unit II.Summarize the importance of the identified objectives III.Recognize in reflection the relevance of unit to future economic endeavors
PRODUCTIVITY ACTIVITY Recognizing the Factors of Production and Managing Effective Production ACTIVITY Put students of class into groups of various sizes. Process for selection my vary. Allow students to access materials to construct the “product.” These may include: paper, scissors, colored pencils, markers, glue, etc. Have a process for students to acquire materials. For example students may have “capital” from a homework grade, or each student may be assigned an amount of money. Perhaps “loans” from the “bank” are available. With each team serving as a “company,” have students develop and construct a REAL product that could be sold to consumers. Set a period of time for all construction to be finished. Suggestion: minutes. In “selling” their products, groups will make their pitch to the consumer (teacher). Yes decisions are good. No decisions mean that the product stays on the shelf. Finish the activity by reflecting and responding to the questions provided. Answers may be done collectively or individually. Grading may be based on participation or evaluated on achievement and successes. QUESTIONS Which components of the activity represented the natural resources? The labor? The capital? The management? How did scarcity play a role in decision making? What decisions about natural resources impacted the production? How was labor impacted by decisions? What could have been done differently to achieve higher productivity? Was the labor blue collar or white collar? What compensation would best suit the labor force – wages or salary? Did the division of labor play a role in decision making? In what ways was specialization apparent in the activity? Was this a benefit or a detriment? How would an increase of capital have impacted productivity? Would any other conditions be impacted? How? Cite examples of effective management and ineffective management. Why did this occur? What are three concepts that were learned or supported by this activity?