Week One – Assignment 2B Extended Learning Map

Nicolas Santana

National University
 Assignment 2B: Extended 5-Day Learning Map Template

Learning Map 5-Day Plan

Subject: Economics
Grade: 12th
What topics will be covered: America’s economy and law of supply and demand
What should students know or be able to do by the end?
Expected Learning Outcomes:
1. To have students understand the law of demand.
2. To be able to identify substitutes and compliments.
3. To know what kind of economy America has.
 Day 1-5

Standard Economics Standard-12.1

Copy the entire Day 1:

state standard Students analyze the elements of America’s market economy in a global setting. They will also, understand the relationship

being taught in this of the concept of incentives of the law of supply and the relationship of the concept of incentives and substitutes to the law

unit. of demand.

Day 2:

Students will learn the effects of changes in supply and/or demand on the relative scarcity, price and quantity of particular

products.

Essential question Day 1:

Write a student How does price affect consumer demand? Why does the demand and price have an inverse relationship?

friendly question Day 2:

that is adapted What does the effect of scarcity have on the supply/or demand?
directly from the

standard.

Learning Activity Day 2:

I will review before the learning activity. We will go over key terms than we have the class break up into groups. The class

Day 2& 3 will participate in a Kahoot Quiz. Here I will give questions based on the lesson. Whoever gets the highest score will be

given extra credit for their test. This allows the students to participate in an interactive activity and this will allow me to

check for understanding of key concepts.

Day 3:
 Students will be put into groups of 2-3. Here students will have the entire period to create a poster, PowerPoint, Prezi, or any

type of multimedia presentation of a country of their choosing on. They will present on their economy and will discuss about

what type of an economy that country has, scarcity, and resources.

Day 4

Students will present in front of the classroom on the information they found about the country that there group chose.

Purpose for Day 1:

learning in your I decided to choose this standard because it will help students make better choices. With understanding the foundations of

subject area supply and demand they will understand how an economy functions. Expectations that I expect from the student’s abilities

What are prevalent are to be able to analyze data and present this information in any choice of their format report, PowerPoint, Prezi, etc. Also,

expectations in by having the students collaborate through the Kahoot game and PowerPoint this is provided an engaging/learning

your content area experience.

for previous and Day 2:

following grades? I chose this standard because it goes along with the topic of supply and demand. By having the students learn the effects of

changes in supply and/or demand by looking at scarcity, price and quantity of particular products. I want students to have

full mastery over this topic, so I decided to expand on this standard by looking at the key topics mentioned.

Real world Day 1:

application of By students understanding America’s economy and foundations of supply and demand.

content  Students will know how to make consumer savvy decisions.

How might some of  An example of a future consumer savvy decision would be purchasing a house at the right time.

these skills be  When there is too much supply that will favorite the buyer’s market because houses prices will be lowered due to the

applied in college excess supply.

or career settings  The worst time to buy is at the peak of the market. There will be very little supply. This shortage will allow sellers to

outside of K-12 raise up their prices on their homes.

classrooms?  Having the students know the foundations of supply and demand and understanding how an economy is cyclical. Is

important for students to make good choices when it comes to finances.

Day 2:

By students understanding the effects of changes in supply and/or demand with regards to scarcity and price.
  Students will know about the inverse relationship between demand and supply.

 They will understand shortages and surpluses.

 Also, they will know what happens to the prices with a shortage or a surplus.

 By having this knowledge, it will make them more financially aware and will have better understanding of

economics.

Relevance in your Days 1-5:

class Expected Learning Outcomes for the class are:

What is being 1. To have students understand the law of demand.

covered before and 2. To understand the inverse relationship of both curves.

after this content? 3. To be able to identify substitutes and compliments.

What specific skill 4. To understand the effects of changes in supply with regards to scarcity.

levels-- initiating, 5. To know what kind of an economy America has.

developing, and

mastery--do your

students to have?
Student Sub- Depending on the class there might be modifications that will need to be made. The following five sub-groups I could have

Groups in the classroom and possible changes I might need to make:

Advanced- After the pre-write is done, I can call an advanced student to start the discussion. I can use Socratic teaching on

these students so they can be challenged and further the classroom discussion.

Average- Once one of the advanced students start the discussion, I could call on an average student. I would help guide

them through their answer and provide reassurance that there is no wrong answer. I want to challenge everyone in the

classroom and push them beyond their current knowledge.

Struggling- During the Kahoot game I would have the students pair up with an advance student so they can learn from the

advanced student. Here this would also benefit them because now they balance out one another and now they have a fair

chance of winning the game and extra credit.

Special Needs- The most common disability that we will encounter is a specific learning disability (SLD). This disability

states that there is a disorder in one of the psychological processes with regards to understanding, spoken, or written

language. A technique that I can use to help SLD’s students in my classroom is chunking. For example, in the independent

practice problem I could break down the graphs into steps. I would have them highlight key words and break down the

problems into steps, so they don’t get overwhelmed with all the work.

English Language Learner- I will have visual aids throughout my lesson to help ELL students. Graphs that I will use such as

drawing the demand and supply curves will help with the ELL students.
Assessments Day 1: Pre-Write Assignment:

Students will take out a half sheet of paper. They will have 5 minutes to write down anything that they know about the

relationship between price and demand. Once done they will pass up their papers and we will start a quick discussion about

what they know. After we will start the lesson.

Day 2: Partner Share:

Each student will pair up with the person next to them. Then they will talk to their partner and see if they know anything

about or have a good guess about what scarcity is and how it plays a fundamental role in supply and demand.

Day 3-4 Warm Up Question:

Before I start the lesson, I can warm up with a question based on lessons from Day 1 and Day 2. I will take 5-8 mins

listening to students answers and discussing it with them. Once done, I will let them work on their group project or present it

to the class.

Day 5 Review:

Before the test, I will ask the class if they had any questions on the homework. I will answer any questions that they might

have and try to challenge them by expanding on their questions/answers.

Day 1 Ongoing Assessments Check for Understanding:

During the lesson I will ask the class questions based on the lesson that I am giving. For this day we are discussing demand

and supply. Here I could randomly call on a student after I explained how the two graphs work and pose a question to one of

the students. I will ask why do you think the curves share an inverse relationship?

Day 2 Ongoing Assessment Check For Understanding:

While teaching the lesson I can pose a question to the class. For this day, since we are talking about scarcity. I could ask the

classroom why is caviar so expensive? The class should answer that since there is such a low supply of caviar this creates a

high price for the product.

Days 3-4 Ongoing Assessments Feedback on group projects:

While the students are working on their group projects, I can guide them throughout their project. They might need help

with the direction or might need me to look over something. I will try to challenge all the students and push them to excel on

their group project.

Ongoing Assessments Day 5 (Review):

By asking the class if they had any questions on the homework. By giving this opportunity, it allows the students to review

parts that they might be struggling with right before the test. This feedback will allow students to understand a concept or to

reinforce their learning.

 Days 1-2 Post Assessment Exit Ticket:

Right before students leave class, I can write down key terms on the board and in order for the students to leave class. They

will have to explain to me in their own words what one of the key terms mean.

Day 3-4 Post Assessment Project:

By having the students work in small groups and present on a project that is based on what we have learned this week. This

will allow me to see how the students retained information and also reinforce content mastery by going over topics that we

have learned throughout the week.

Day 5 Post Assessment Exam:

On Day 5 of the week right before the exam I will ask the students if they had any questions on the homework. If they did

have any questions, I will give them 5-10 mins to do so, in order to give them enough time to take the test. This test will be

multiple choice and there will be short answer questions.

Data Analysis By having this assessment given I can see how well the students retained information.
 If the students didn’t achieve mastery over the lesson, I will go over the lessons for a day more to help achieve mastery on

the standard that I chose. If the students achieved mastery than I will proceed to the next standard

Multiple Means of Students will be given graphs for the curves.

Representation
(modeling &
practice)1

Here the students will be able to tell which curves and what is affecting each curve. As shown on the graph the equilibrium price

between the quantity of pizza and price of pizza per slice is at 8 pizzas and 3 dollars a slice. Students also can verbally tell me

what each curve represents throughout the lesson.

I will be able to monitor and assess their understanding of the representations. By giving them a blank graph and have the students

draw the two curves and have them label each one.
Multiple Means of After the lesson finishes, I will go ahead and have the class participate in a Kahoot Quiz. Here I will give questions based on the
Engagement2
lesson. Whoever gets the highest score will be given extra credit for their test. This allows the students to participate in an

interactive activity and this will allow me to check for understanding of key concepts.

Simultaneously
Multiple means of By having the students demonstrate by either verbally or drawing the graphs they can express their knowledge in
Expression3
(practice & different ways. Students are able to communicate their knowledge by graphing or explaining the graphs. They are able

to draw the graphs in separate colors to show the separation between the graphs. Students will. Critically think by

analyzing the graphs given and analyzing what potential factors caused these shifts. Also, students will collaborate with

one another by playing the Kahoot game in class.

assessment)