1. 5E MEETS STEM TEXAS COUNCIL ON ECONOMIC EDUCATION LAURA EWING 713.655.1650 LAURA@ECONOMICSTEXAS.ORG 1801 ALLEN PARKWAY, HOUSTON,TX 77019 WWW.ECONOMICSTEXAS.ORG WWW.SMARTERTEXAS.ORG

3. TCEE Teaches teachers who teach students who are the future of Texas Provides interesting 5E hands-on lessons that develop critical thinking skills for students in Economics, Social Studies, Math, and Career/Technical Education classes.

4. THIS WORKSHOP AND THE ACCOMPANYING MATERIALS ARE MADE AVAILABLE TO TEACHERS THROUGH THE GENEROUS SUPPORT OF THE COUNCIL FOR ECONOMIC EDUCATION.

5. HOW DO YOU GET THESE MATERIALS FOR FREE? www.economicstexas.org www.smartertexas.org After open above link, go to resources or PFL Lessons

6. ENGAGE 1. How do you like to learn? 2. What strategies help you retain content and skills? Strategy: think, pair, share

7. ENGAGE: WHAT IS STEM??? THINK, PAIR, SHARE

8. WHAT IS STEM? Science Technology Economics Engineering Mathematics

9. ENGAGE WHAT IS THE 5E MODEL? THINK, PAIR, SHARE

10. 5E MODEL The 5E model provides a structure and framework for developing lessons that ensure student engagement and comprehension as well as the ability to utilize the skills and content learned. Through practice activities, checking for understanding and remediation, students have a greater opportunity for retention of content and skills. Engage Explore Explain Elaboration Evaluate Explain/Evaluate and Settle

11. ENGAGE The teacher focuses student learning by – Asking questions Presenting problems Engaging all students Connecting previously learned concepts with the concepts to be learned today

12. EXPLORE The student becomes directly involved with the key concepts through guided exploration that requires each person to explore, inquire, question. Teachers observe and listen to the students as they interact with the lesson.

13. EXPLAIN Collaborative learning teams begin to sequence logical events/facts from the exploration phase. Students communicate with others and themselves. The teacher serves as facilitator, elaborating on the lesson. Even if the teacher lectures, there are frequent checks for understanding to have all students make connections.

14. ELABORATE This stage allows students to extend and expand what they have learned in the prior stages. Connections are made with prior learning, self and the world. Check for understanding is critical during this phase.

15. EVALUATE Ongoing evaluation allows the instructor to determine whether the learner has attained the desired level of understanding of the key ideas and concepts. Quizzes and formal evaluation are part of this stage. Informal checks for understanding allow the teacher to quickly determine understanding.

16. EXPLAIN, EVALUATE, SETTLE The brain needs time to reflect upon what has been learned. Daily closure activities allow students to produce and connect information to prior learning, self and the world. Allow students time away from the new content and concepts as well as physical exercise helps settle the information into the brain’s file folders for future retrieval

17. PLACES AND PRODUCTION SOURCE: GEOGRAPHY FOCUS ON ECONOMICS

18. ENGAGE: WHAT DO THESE TERMS MEAN? GDP GNP

19. DEFINITIONS GDP: THE TOTAL MARKET VALUE OF ALL FINAL GOODS AND SERVICES PRODUCED IN AN ECONOMY IN A GIVEN YEAR. GNP: THE TOTAL MARKET VALUE OF ALL FINAL GOODS AND SERVICES PRODUCED BY AN ECONOMY IN A GIVEN YEAR

20. EXPLORE: WHY FINAL VALUE? You own a bakery and you need to buy resources/ingredients for a cookie made of eggs, flour, etc. Do you count the value of the goods and services:  When you buy the ingredients  When you sell the finished product  Both of the above  None of the above WHY?

21. EXPLORE: WHICH COUNTRY IS RICHER? COUNTRY A GDP $100,000,000 COUNTRY B GDP $200,000,000

22. EXPLORE: NOW WHICH COUNTRY IS RICHER? GDP COUNTRY A $100,000,000 COUNTRY B $200,000,000 POPULATION COUNTRY A = 1,000,000 PEOPLE COUNTRY B = 3,000,000 PEOPLE

23. EXPLAIN: PER CAPITA GDP THE TOTAL MARKET VALUE PER PERSON OF ALL FINAL GOODS AND SERVICES PRODUCED IN AN ECONOMY IN A GIVEN YEAR. What is U.S? What is Texas GSP?

24. EXPLAIN: WHAT IS U.S. GDP VS. TX GSP? Source: http://data.worldbank.org/indicator/NY.GDP.PCAP.CD http://en.wikipedia.org/wiki/List_of_U.S._states_by_GDP 2010 US GDP and GSP$47,482 #1DC$174,500 #2Delaware$69,667 #3Texas$45,940 #4Idaho$34,250 U.S. 2007200820092010 $46,459$47,015$45,793$47,153

25. EXPLAIN: ACTIVITY 1: GDP PLEASE READ THE ARTICLE WHAT IS THE DEFINITION OF GDP HERE? WHAT ROLE DOES MEASURE OF VALUE PLAY? WHAT IS DOUBLE COUNTING? WHAT ARE FLOW OF PRODUCT APPROACH AND EARNINGS AND COST APPROACH?

26. EXPLAIN: GDP GDP = C + I + G + (X-M) C = CONSUMERS I = INVESTMENTS G = GOVERNMENT EXPORTS = EXPORTS – IMPORTS U. S. POPULATION IN 1993 = $24,683 WHAT DOES GDP NOT TELL US?

27. CHECK FOR UNDERSTANDING Student questions on pages 56 Vote with fingers or write on white board DisagreeAgree

28. ELABORATE: WHAT IS A CHOROPLETH MAP? ACTIVITY 2 WHAT ARE THE CHARACTERISTICS?

29. ELABORATE: SOUTH AMERICAN MAP THE GDP PER CAPITA OF CANADA IS BETWEEN $_____ AND $_____. FOUR COUNTRIES WITH GDP PER CAPITA BETWEEN $15,000 AND $19,999 ARE: THE NATIONS OF SOUTH AMERICA HAVE GDP PER CAPITA BETWEEN $___ AND $___.

30. ELABORATE: HOW WOULD YOU SET UP A CHOROPLETH MAP OF SOUTH AMERICA? PAGES 58 AND 59 ENRICHMENT: CHOOSE A COUNTRY WITH A LOW GDP AND ONE WITH A HIGH GDP. SET UP A CHOROPLETH MAP TO SHOW THE DIFFERENCE. ALSO, VISUALLY DEPICT THE CAUSES OF THESE DIFFERENCES.

31. EVALUATE CHECK FOR UNDERSTANDING

32. EVALUATION How can a choropleth map help explain GDP/GNP? Do you feel that GDP or GNP is a better reflection of a country’s productivity? Why?

33. THE 5E MODEL AND THE DEMAND FOR IMMIGRANTS Engage: What would you use as an engage activity to spark student brains? Explore: What activities provide guided exploration. Teachers observe and listen to students. Explain: Collaborative groups begin to sequence logical facts and events. Teachers facilitate. Frequent check for understanding. Elaborate: Students extend and expand from prior learning, Connections made with prior learning, self and the world. Check for understanding essential. Evaluate: Informal checks for understanding, quizzes and tests.

34. THANKS TO TCEE BOARD OF DIRECTORS AND CENTER DIRECTORS TCEE Board of DirectorsTCEE Center Directors and Staff James Cooper, ChairSteve Cobb, Ph.D., University of North Texas Joe Adams, Union Pacific/RetiredAlberto Davila, Ph.D., UT Pan Am John Anderson, Anderson InvestmentsSusan Doty, UT Tyler Andrew DeLauro, CitibankCheryl McGaughey, Angelo State University Thomas Fleissner, HITNancy Shepherd, Stephen F. Austin State Univ. Laura Jaramillo, Wells FargoJean Walker, West Texas A & M Sherry Kiser, Federal Reserve BankTBD, Texas Southern University RADM Robert Smith, A&M Galveston Carol Trout, Trout Foundation Pete Villarreal, PlainsCapital Bank Laura Ewing, PresidentCatherine Rinhart, Program Director Cindy Manzano, Smarter Texas DirectorDebbie Mackey, Stock Market Game™ Cherry Frye, Office ManagerAllen Reding, Web Manager

35. 5E MEETS STEM TEXAS COUNCIL ON ECONOMIC EDUCATION LAURA EWING 713.655.1650 LAURA@ECONOMICSTEXAS.ORG 1801 ALLEN PARKWAY, HOUSTON,TX 77019 WWW.ECONOMICSTEXAS.ORG WWW.SMARTERTEXAS.ORG