TE803 2018 Unit Plan Assignment SS18

TE803 Spring 2018

Professional Role & Teaching Practice II
Integrated Unit Assignment

Stage 1: Desired Results

1. Unit Title

Enkidpreneurs: Michigan Economics Through The Lens of Students

2. Family/Parent Letter:
*Adapted from: Moss, J. Economic Unit Plan. (2011).

February 16, 2018

Dear 3rd grade parents/guardians,

In the upcoming weeks we are going to transition our social studies focus to economics. We will
be working on this unit for about two weeks. I am very eager and believe that the information presented
will be very helpful and provide a basic groundwork for your child’s economic development.

During this unit, we will be doing a lot of exciting activities/projects to enhance your child’s
learning. The first week of this unit we will focus on Michigan’s natural resources. The students will be
learning how these resources have helped shape the state’s industries overtime.

After the students have obtained a basic understanding about natural resources we will shift our
focus to basic economic principles that present the foundation for becoming economically responsible.
We will focus on imports/exports, opportunity cost, interdependence, specialization, international
trade, capital resources, human resources, and scarcity. These concepts will be highlighted and
guided by guest speakers/experiences centered on entrepreneurship. Students will have the unique
opportunity to develop/design/showcase their very own business/product as part of a culminating project
entitled Big Idea Week: Detroit!

This unit is developed to engage and connect the material to the students’ surroundings in the
classroom and far beyond at home, and in the community. Since we are building the next generation of
leaders its imperative that we teach them the skills they will need to be successful in all of their ventures.

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TE803 2018 Unit Plan Assignment SS18

Here are 8 entrepreneurial skills that you can practice with your child to best prepare and reinforce what
we will be learning:

1. Resilience: life is full of setbacks, and developing a thick skin is essential to getting on in life. Every
entrepreneur needs resilience and determination to get back up when they suffer a misfortune. How to Inspire:
allow your child to express their emotions and don’t minimize their feelings.

2. Innovation & Creativity: entrepreneurs need to have nimble mindsets—solving complex problems with
ingenious solutions. Creative thinking is the bedrock upon which entrepreneurs build their empires. How to Inspire:
let them play—it’s when kids play that they engage all of their creative energies. Make sure that the games are
versatile and not limited to PC or mobile games only.

3. Industriousness: no matter how high they rise, the best entrepreneurs never shy away from getting involved in
the day-to-day grind. To build a strong work ethic, kids need to learn the value of hard work. How to Inspire: Build
independence by giving kids chores to do and responsibility for getting things done.

4. Curiosity: being curious about how the world works is a precursor to identifying ways to add to it. Entrepreneurs
& Educators are lifelong-learners—always looking for ways to improve themselves. How to Inspire: encourage
your kids to start new hobbies and pursue their interests. Try having tech-free outings with your kids to museums
and activity centers.

5. Self Confidence: believing in yourself and your abilities is a cornerstone for a successful life—providing the
push to take risks and see things through. Entrepreneurship is all about having faith in your own ideas. How to
Inspire: encourage their opinions and give them opportunities to make decisions. Even if it’s not what you would
do, let them make choice and learn from experience.

6. Empathy: being able to relate to and support others is an invaluable skill for leadership. Successful entrepreneurs
understand the importance of empathy and establishing positive connections. How to Inspire: respect your
children’s individuality and their opinions, encouraging them to be open with their emotions.

7. Optimism: entrepreneurs are a model of optimism—dreaming of a better world and working to make it happen.
And this positive outlook confers social and health advantages. How to Inspire: optimism is contagious, so lead by
example. Share positive stories and inspirational talks with your kids to cultivate gratitude and encourage positive
thinking.

8. Giving Back: while it might not help the bottom line, entrepreneurs understand the importance of social
responsibility. True visionaries want to make the world better for everyone, not just themselves. How to Inspire:
encourage kids to help out around the neighborhood. That could mean raking leaves for an elderly couple, or
spending time at a local food bank.
https://assets.entrepreneur.com/static/20151022020157-entrepreneurial-skills-teach-your-kids.jpg?_ga=2.260846349.121306237.1518737522-1609946590.1517082032

While it might be a few years before your little entrepreneurs are changing the world, teaching
them these skills will help them thrive throughout their lives.

Thanks for your time and continued support this year. Let’s keep it going! Please feel free to
contact me with any questions or comments you might have about this unit or anything else!

Sincerely,
Mr. Woody

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TE803 2018 Unit Plan Assignment SS18

3. Building Pedagogical Content Knowledge

APA Important Content/Information

Macmillan/McGraw-Hill. (2009). Michigan Studies,
Chapter 9: Michigan’s Economics, 264-289.
Todorov, K. Michigan Department of
Education: Glossary of Social Studies Terms
and Vocabulary, 1-35.
Pehosh, S. (2010, March 24). Everyday Opportunities .
Retrieved January 27, 2018, from
https://www.econedlink.org/teacher-lesson/738/
Lane, M. (2010). Money Matters: A Kid’s
Guide To The Economy.
Shandrow, K. L. (2016, August 04). 11 Successful Kid
Entrepreneurs Keeping Their Eyes on the Prize.
Retrieved January 27, 2018, from
https://www.entrepreneur.com/slideshow/273222#1
Harper, L. (2013). Why do we pay taxes?New York:
PowerKids Press.
DPS Social Studies curriculum that encompasses of
many pre-planned activities/lesson plans, assessments,
differentiated instruction, vocabulary, objectives, and
supplemental worksheets.
Glossary of Social Studies terms/vocabulary that
offers kid friendly definitions that will be
utilized throughout the lessons of this unit.
This link provides a detailed overview/lesson
plan exploring the concept of opportunity cost, a
vocabulary term/key concept that will be
addressed throughout the unit.
A textbook that looks into many of the key
concepts addressed throughout the unit but
geared towards the elementary level.
An article that showcases kids and their
businesses in which they went on to create at
young ages. I want my students to see real
examples of how their ideas can be monetized
and turned into businesses in which they can
contribute in the free market economy.
A textbook that provides a kid friendly overview
of how taxes are used as part of the economy.

Acton, J., & Goldblatt, D. (2010). Economy. New York:
DK.
Little Entrepreneurs: Business For Kids | BSchool.com
Business Schools Directory. (n.d.). Retrieved January
27, 2018, from http://www.bschool.com/little-
entrepreneurs-business-for-kids/
A textbook that looks into the whole concept of
the economy breaking it down into smaller
concepts/ideas and offering a cd that provides
clip-art for when creating
assignments/homework throughout the unit.
A website that comprises of a list of other
websites/resources/links for the various topics
under exploration throughout the unit: lesson
plans, recommended reading, business ideas for
kids, games.

4. Grade Level Content Expectations (GLCEs) Anti-Bias Standards, and/or Other

Standards:

3-E1.0.1: Explain how scarcity, opportunity costs, and choices affect what is produced and
consumed in Michigan.

3-E1.0.2: Identify incentives (e.g., sales, tax breaks) that influence economic decisions people
make in Michigan.

3-E1.0.3 Analyze how Michigan’s location and natural resources influenced its economic
development (how waterways and other natural resources have influenced economic activities
such as mining, lumbering, automobile manufacturing, and furniture making).

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TE803 2018 Unit Plan Assignment SS18

3-E1.0.4 Describe how entrepreneurs combine natural, human, and capital resources to produce
goods and services in Michigan.

3-E1.0.5 Explain the role of business development in Michigan’s economic future.

3-E2.0.1-Using a Michigan example, describe how specialization leads to increased

interdependence (cherries grown in Michigan are sold in Florida; oranges grown in Florida are
sold in Michigan).

3-E3.0.1-Identify products produced in other countries and consumed by people in Michigan.

3-G4.0.1-Describe major kinds of economic activity in Michigan today, such as agriculture (e.g.,
corn, cherries, dairy), manufacturing (e.g., automobiles, wood products), services and tourism,
research and development (e.g., Automation Alley, life sciences corridor, university
communities), and explain the factors influencing the location of these economic activities.

DI.3-5.9 I feel connected to other people and know how to talk, work and play with others even
when we are different or when we disagree.

AC.3-5.20 I will work with my friends and family to make our school and community fair for
everyone, and we will work hard and cooperate in order to achieve our goals.

CCSS.ELA-LITERACY.W.3.7 Conduct short research projects that build knowledge about a

topic.

CCSS.ELA-LITERACY.SL.3.1 Engage effectively in a range of collaborative discussions

(one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts,
building on others' ideas and expressing their own clearly.

5. Unit Objectives:
• By the end of the unit, students will be able to analyze how Michigan’s location and
natural resources influenced its economic development (how waterways and other natural
resources have influenced economic activities such as mining, lumbering, automobile
manufacturing, and furniture making)
• By the end of the unit, students will be able to explain the role of business development
in Michigan’s economic future
• By the end of the unit, students will be able to describe how entrepreneurs combine
natural, human, and capital resources to produce goods and services in Michigan
• By the end of the unit, students will be able to use a Michigan example to describe how
specialization leads to increased interdependence (cherries grown in Michigan are sold in
Florida; oranges grown in Florida are sold in Michigan)
• By the end of the unit, students will be able to explain how scarcity, opportunity costs,
and choices affect what is produced and consumed in Michigan
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TE803 2018 Unit Plan Assignment SS18

• By the end of the unit, students will feel connected to other people and know how to talk,
work and play with others even when they are different or when they disagree.
• By the end of the unit, students will work with friends and family to make their school
and community fair for everyone, and will work hard and cooperate in order to achiever
their goals.
• By the end of the unit, students will be able to conduct short research projects that
build knowledge about a topic.
• By the end of the unit, students will be able to engage effectively in a range of
collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners
on grade 3 topics and texts, building on others' ideas and expressing their own clearly

6. Big Powerful Ideas:

• It takes planning, dedication, and research (and often luck!) to build a successful
business in a market economy.
• Michigan’s natural resources have helped shape the state’s industries
• Entrepreneurs take on the calculated risk of starting new businesses, either by
embarking on new ventures similar to existing ones or by introducing new
innovations. Entrepreneurial innovation is an important source of economic growth.

7. Key Concepts :
• Market economy: an economy in which individuals decide the economic questions in
the market place (another name for the free enterprise system).
• Entrepreneur: individual who takes the risk of producing a product for a profit
• Human capital: the people who perform the work in the production of goods and
services and skills, which they have.
• Capital resources: goods made by people and used to produce other goods and services
(also called intermediate goods).
• Natural resources: things in nature that people find useful.
• Opportunity cost: the next best alternative that must be given up when a choice is made.
Not all alternatives, just the next best choice.
• Export: good(s) or service(s) produced in one nation but sold to buyers in another nation.
• Import: good(s) and service(s) that consumers in one country buy from producers in
another country.
• Economics: the study of how people use limited resources to produce goods and services
that people need and want.
• Scarcity: when resources are limited and human wants are unlimited.
• Specialization: when individuals, regions, and countries produce certain kinds of goods
and services.
• Interdependence: When people and countries depend on one another to provide the
goods and services they want.

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TE803 2018 Unit Plan Assignment SS18

8. Rationale:

What are you teaching? Why you are teaching this?

I will work with my friends and family to make our
school and community fair for everyone, and we will
work hard and cooperate in order to achieve our goals.
Value-Based: Students should be encouraged
to develop a commitment to social
responsibility, justice and action, and
demonstrate that in “real life” situations.

It takes planning, dedication, and research to
build a successful business in a market
economy.
Meaningful: This big powerful idea will help
students build a conceptual understanding of
what it takes to thrive in a market economy. It
will expose students to the social world that is
encompassing of both success and failure.
Students will recognize that they are the next
generation of entrepreneurs. They will begin to
understand how their ideas have power that
will ultimately shape their future.

Entrepreneurs combine natural, human, and Challenging: This unit objective will help
capital resources to produce goods and services students use critical and creative thinking skills
in Michigan. to explore the concepts of what an entrepreneur
makes decisions upon while also being
exposed to multiple perspectives on business
decisions.

Case studies or stories describe how the ideas
or actions of individuals affected the history of
Michigan.
Active: This unit objective will help students
to be stimulated to investigate and respond to
the human condition in the contemporary
world by making connections towards the past.
In doing so, they will see themselves as an
active participant within their own
communities.

Explain the role of business development in
Michigan’s economic future.
Integrative: This unit objective will help
students to understand the world at large.
Businesses are the driving force behind our
nations economy. Since our communities are
full of countless citizens with a wide range of
expertise and experiences, assistance from
these individuals will be essential for enriching
students overall understanding, while also
serving as a fun way to extend/apply the
learning of this and many other concepts.
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TE803 2018 Unit Plan Assignment SS18

Students will be able to integrate English

within social studies to make more connections
between subject matter.

Stage 2: Assessment/Evidence:
1. Prior Knowledge:
• Third grade students refine their understanding of the principles and concepts of
economics. Building on a basic understanding of scarcity and choice, students learn to
appreciate the relationships among scarcity, choice, and opportunity costs in making
economic decisions. In addition, students are introduced to how incentives impact
• Students use previous economic concepts to consider the role of new business
development in Michigan’s future.
• Researching projects that build knowledge about a topic.
• Engaging effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on building on others' ideas and expressing their own
clearly.

2. Pre-Assessment: Seeing Student Thinking:

During Seeing Student Thinking I learned that my students had a rather limited amount of prior
knowledge in regards to economics. Students were able to touch on some of the basic principles
of economics but they demonstrated a need to learn the content. Most of my students did have a
lot of prior knowledge surrounding entrepreneurship and were able to draw upon certain
businesses within their own community to make these connections. To extend upon their funds
of knowledge I decided to incorporate many hands-on, real life experiences that allowed students
to maximize and deepen their overall understanding. In doing so, my students were able to walk
away with an appreciation for learning social studies!

3. End-of-Unit Performance Task:

This end-of-unit performance task was all encompassing of the unit goals and objectives. This
resulted in a summative assessment that looked at what students were able to successfully
understand as a result of my teaching of the unit. Each question of the assessment was linked
back to each lesson found within the unit.

Name:_______________________________________________ Date: _________________

Chapter 9: Michigan’s Economy Test

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TE803 2018 Unit Plan Assignment SS18

Directions: list the natural, capital and resources for each product below.
Product Natural Resources Capital Resources Human Resources

An entrepreneur(s) is/are:

a. a group of people who combine, natural, human, and capital resources to come up with
a new product(s) or start a new business.
b. A group of products
c. A person/people who sell real estate
d. A person who is in charge of making political decisions

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TE803 2018 Unit Plan Assignment SS18

What is the name of the Michigan entrepreneur depicted above? ________________________

How did he contribute to the economy of Michigan? ___________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

. What are Michigan’s top 3 industries?

a. Education, Mining, and Business

b. Agriculture, Manufacturing, and Tourism
c. Agriculture, Fishing, and Mining
d. Manufacturing, Tourism, and Fashion

Word Bank
Imports Exports Specialization Economics Interdependence

____________________________ when individuals, regions, and countries produce

certain kinds of goods and services.
____________________________ a good(s) that people in one place send out to people
in another place when they trade.
___________________________ the study of how people use limited resources to
produce goods and services that people need and want.
_________________________a good(s) that people in one place bring in from another place
when they trade.
___________________________ when people and countries depend on one another to
provide the goods and services they want.

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TE803 2018 Unit Plan Assignment SS18

This picture shows workers using Henry Ford's:

a. Factory
b. Manufacturing plant
c. Assembly line
d. Quadricycle

Suppose you worked for Ford Motor Company. When you arrive to work today you are
informed by your boss (Mr. Woody) that you need 12 brand new Ford trucks to be assembled
and shipped out to Canada by tomorrow. Which method would you take to ensure the quickest
and most complete product possible?

Specialization or Specialization and Interdependence? Why?

___________________________________________________________________________

___________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

Extra Credit: What is the name of the modern day entrepreneur who came to speak to our class?
____________________________________________

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TE803 2018 Unit Plan Assignment SS18

Grading Criteria:

• Correctly identifies all natural, capital, and human resources for both products.
• Correctly identifies what an entrepreneur(s) is/are.
• Correctly identifies who is depicted in the picture.
• Correctly explains how the entrepreneur contributed to Michigan’s economy using
examples.
• Correctly identifies Michigan’s top 3 industries.
• Correctly identifies all vocabulary words.
• Correctly identifies what an assembly line is.
• Correctly identifies which method would ensure the most effective/efficient product and
provides examples drawing on the vocabulary and the simulation experience in class.

Emerging Developing Proficient

0-4 Items Listed Above 5-8 Items Listed Above All 9 Items Listed Above

Stage 3: Learning Plan

1. Journey Box

Primary Sources Accompanying Questions

Berry Gordy-Hitsville USA (Photograph)
1. Imagine you could record your own record. What
would it be and why?
2. What does the picture tell us about entrepreneurship?
3. What other businesses are like his? What are the
similarities/differences?

Henry Ford Assembly Line (Photograph)
1. How does this picture illustrate interdependence?
2. Imagine you are an assembly line worker. Describe
your experience.
3. What are the natural, capital, and human resources in
the picture?

Motown Vinyl Record 1. How does this compare to today’s sources of music?
2. What are the natural, capital, and human resources in
the product?
3. Think like a scientist and describe how a record might
function.

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TE803 2018 Unit Plan Assignment SS18

Michigan Map 1. Locate your city. Locate another city that you might
want to visit. How far is it?
2. What physical features of Michigan make it unique?
3. Where on the map can you see high levels of
economic activity? What lets you know?

1. What are the natural resources in the product?

Faygo Pop 2. What are the human resources in the product?
3. What are the capital resources in the product?

Kellogg Cereal 1. What are the natural resources in the product?

2. What are the human resources in the product?
3. What are the capital resources in the product?

Better Made Chips 1. What are the natural resources in the product?
2. What are the human resources in the product?
3. What are the capital resources in the product?

Jiffy Mix 1. What are the natural resources in the product?

2. What are the human resources in the product?
3. What are the capital resources in the product?

Vernors Pop 1. What are the natural resources in the product?

2. What are the human resources in the product?
3. What are the capital resources in the product?

Secondary Sources Accompanying Questions

What Do You Do 1. So…what do you do with an idea?
With An Idea? Kobi Yamada (book) 2. What are some of the most interesting ideas you
have or have had?

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TE803 2018 Unit Plan Assignment
How Its Made: Pencils (video)
https://www.youtube.com/watch?v=vlptoTkE25Q&t=185s
2. Linguistic, social and academic challenges, resources and supports
Student Description of their Linguistic, Social,
or Academic Needs
Emerging Learners:
A few of my students posses emerging
background knowledge, vocabulary, and writing
skills. They oftentimes take longer to finish
writing assignments, or get frustrated when
unable to keep up with peers. They would benefit
from additional academic supports.
. -use manipulatives
Socially Supported Learners:
A few students end up in conflicting situations
especially when working in groups, or for
prolonged periods of time. These students would
benefit from additional social supports to
maintain their level of engagement.
Advanced Students:
These students are always working diligently in
class. They oftentimes finish assignments way
before the rest of their class. Because of their
advanced abilities they need more challenging
activities to maintain their engagement.
3. Overview:
SS18
3. Can you name any one who has become successful
because of their ideas? How did they become
successful?
1. Identify the natural, capital, and human resources.
2. Draw a quick diagram of how a pencil is made.
3. Design the most innovative pencil. Describe it.
Accommodations/Modifications/Scaffolding to Address
Student’s Needs
These emerging learners will have additional accommodations
to support their overall learning. These include but are not
limited to the following:
-breaking assignments into smaller steps and having the
students turn in parts
-checking the students work/progress often
-shortening the amount required
These socially supported learners will have additional
accommodations to support their overall learning. These
include but are not limited to the following:
-assign student leadership role which commands respect
-assign partners instead of small or large group work
-give rules for class discussion
-prepare the group members to include and help the student
Choosing to provide more in-depth questions/extension
activities that are both hands on and real world applicable will
be an essential aspect of this unit to keep them engaged.
Including discussion activities that challenge their thinking
about the content will be equally as important. Allow these
students to serve as teaching assistants/ peer tutors.
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TE803 2018 Unit Plan Assignment
Day 1
GLCE(s):
3-E1.0.3 Analyze how
Michigan’s location and
natural resources influenced
its economic development
(how waterways and other
natural resources have
influenced economic
activities such as mining,
lumbering, automobile
manufacturing, and furniture
making)
3-E1.0.4 Describe how
entrepreneurs combine
natural, human, and capital
resources to produce goods
and services in Michigan
DI.3-5.9 I feel connected to
other people and know how
to talk, work and play with
others even when we are
different or when we
disagree
AC.3-5.20 I will work with
my friends and family to
make our school and
community fair for everyone,
and we will work hard and
cooperate in order to achieve
our goals.
Day 2
GLCE(s):
3-E1.0.4 Describe how
entrepreneurs combine natural,
human, and capital resources
to produce goods and services
in Michigan
DI.3-5.9 I feel connected to
other people and know how to
talk, work and play with others
even when we are different or
when we disagree
AC.3-5.20 I will work with
my friends and family to make
our school and community fair
for everyone, and we will work
hard and cooperate in order to
achieve our goals.
CCSS.ELA-
LITERACY.W.3.7 Conduct
short research projects that
build knowledge about a topic.
CCSS.ELA-
LITERACY.SL.3.1 Engage
effectively in a range of
collaborative discussions (one-
on-one, in groups, and teacher-
led) with diverse partners
on grade 3 topics and texts,
building on others' ideas and
Day 3
GLCE(s):
3-E1.0.1: Explain how
scarcity, opportunity costs,
and choices affect what is
produced and consumed in
Michigan.
3-E1.0.2: Identify incentives
(e.g., sales, tax breaks) that
influence economic decisions
people make in Michigan.
DI.3-5.9 I feel connected to
other people and know how
to talk, work and play with
others even when we are
different or when we
disagree
AC.3-5.20 I will work with
my friends and family to
make our school and
community fair for everyone,
and we will work hard and
cooperate in order to achieve
our goals.
CCSS.ELA-
LITERACY.W.3.7 Conduct
short research projects that
build knowledge about a
topic.
CCSS.ELA-
SS18
Day 4
GLCE(s):
3-G4.0.1-Describe major
kinds of economic activity in
Michigan today, such as
agriculture (e.g., corn,
cherries, dairy),
manufacturing (e.g.,
automobiles, wood products),
services and tourism,
research and development
(e.g., Automation Alley, life
sciences corridor, university
communities), and explain
the factors influencing the
location of these economic
activities.
DI.3-5.9 I feel connected to
other people and know how
to talk, work and play with
others even when we are
different or when we disagree
AC.3-5.20 I will work with
my friends and family to
make our school and
community fair for everyone,
and we will work hard and
cooperate in order to achieve
our goals.
CCSS.ELA-
LITERACY.W.3.7 Conduct
short research projects that
Day 5
GLCE(s):
3-E2.0.1-Using a Michigan
example, describe how
specialization leads to
increased interdependence
(cherries grown in Michigan
are sold in Florida; oranges
grown in Florida are sold in
Michigan).
3-E3.0.1-Identify products
produced in other countries
and consumed by people in
Michigan.
DI.3-5.9 I feel connected to
other people and know how
to talk, work and play with
others even when we are
different or when we disagree
AC.3-5.20 I will work with
my friends and family to
make our school and
community fair for everyone,
and we will work hard and
cooperate in order to achieve
our goals.
CCSS.ELA-
LITERACY.W.3.7 Conduct
short research projects that
build knowledge about a
TE803 2018 Unit Plan Assignment
CCSS.ELA-
LITERACY.W.3.7 Conduct
short research projects that
build knowledge about a
topic.
CCSS.ELA-
LITERACY.SL.3.1 Engage
effectively in a range of
collaborative discussions
(one-on-one, in groups, and
teacher-led) with diverse
partners on grade 3 topics
and texts, building on others'
ideas and expressing their
own clearly
Daily Objective(s):
I can analyze how
Michigan’s location and
natural resources influenced
its economic development.
I can describe how
entrepreneurs combine
natural, human, and capital
resources to produce goods
and services in Michigan
Assessment:
Students who work in pairs
to complete the rest of their
expressing their own clearly
Daily Objective(s):
I can describe how
entrepreneurs combine natural,
human, and capital resources
to produce goods and services
in Michigan.
Assessment:
Students who complete a
journal entry in response to the
LITERACY.SL.3.1 Engage
effectively in a range of
collaborative discussions
(one-on-one, in groups, and
teacher-led) with diverse
partners on grade 3 topics
and texts, building on others'
ideas and expressing their
own clearly
Daily Objective(s):
I can explain how scarcity,
opportunity costs, and
choices affect what is
produced and consumed in
Michigan.
I can identify incentives (e.g.,
sales, tax breaks) that
influence economic decisions
people make in Michigan.
Assessment:
Students who participate
within the simulation and
SS18
build knowledge about a
topic.
CCSS.ELA-
LITERACY.SL.3.1 Engage
effectively in a range of
collaborative discussions
(one-on-one, in groups, and
teacher-led) with diverse
partners on grade 3 topics
and texts, building on others'
ideas and expressing their
own clearly
Daily Objective(s):
I can describe major kinds of
economic activity in
Michigan today and explain
the factors influencing the
location of these economic
activities.
Assessment:
Students who create an
advertisement promoting
topic.
CCSS.ELA-
LITERACY.SL.3.1 Engage
effectively in a range of
collaborative discussions
(one-on-one, in groups, and
teacher-led) with diverse
partners on grade 3 topics
and texts, building on others'
ideas and expressing their
own clearly
Daily Objective(s):
I can use a Michigan example
to describe how
specialization leads to
interdependence.
I can identify products
produced in other countries
and consumed by people in
Michigan.
Assessment:
Students who work to create
an assembly line with
15
TE803 2018 Unit Plan Assignment
Michigan Products and
Natural, Human, and Capital
Resources Chart will have
met the objective.
Instructional Steps:
Large Group Introduction:
Start by holding up a pencil.
Make sure all students can
see the object. Something we
use everyday but few of us
tend to think about. What if I
told you that there is more
than meets the eye to this
pencil. Let’s take a closer
look together with a video:
https://www.youtube.com/
watch?v=vlptoTkE25Q
How did this product/good
come to be? How are we so
lucky to have this tool in
school?
Remind students that an
important example of
human/environment
interaction in Michigan is the
way in which people have
used natural resources:
things in nature that people
find useful.
As a class, begin to create a
list of important natural
resources of Michigan
(anchor chart to refer back
article question and the
company profile worksheet
will have met the objective.
Instructional Steps:.
Large Group Introduction:
Review with students what we
did together yesterday as a
class. Remind students that the
natural, human, and capital
resources of Michigan are
what contribute to a large part
of its economy.
What if I told you that there
are specific groups of people
who combine these natural,
human, and capital resources
to come up with a new
product(s) or start a new
business? Does anyone know
what this group of people is
referred as? Allow wait time.
Introduce the word
Entrepreneur(s). These are
the innovative/creative people
who do just that! And believe
it or not there are some of you
within this classroom!
Today, we are going to learn
more about entrepreneurship
by meeting an important
Michigan entrepreneur of the
past Berry Gordy, and the
present Danielle North.
provide explanations to
specific questions in the
debrief activity will have met
the objective.
Instructional Steps:
Large Group Instruction:
Connect back to yesterdays
lesson by reviewing how
people use natural, human,
and capital resources to
produce goods and services.
Think of everything you
would have if you could have
anything you wanted. Now
multiply that by 7 Billion!
There aren’t possibly enough
resources on earth to give
everybody everything that
they want and need.
This is what is referred to as
limited resources. What are
some limited resources in
which you might have/
experienced? Has this led
you making some choices?
What results when there are
unlimited wants but limited
resources? Can anyone think
of an economics term used to
describe this? Allow wait
time.
Introduce the word scarcity:
when resources are limited
SS18
their assigned point of
interest with rubric will have
met the objective.
Instructional Steps:
Large Group Instruction:
Make a simple T-chart
labeled goods and services.
As a large group we will
work together to identify
goods and services produced
in/near the community of
Detroit. Explain that the
focus of today’s lesson will
be about exploring the goods
and services produced in
Michigan.
Referencing back to the T-
chart, ask students to think
about some of the economic
activities that would be
needed to produce those
items and add them to the
list.
-Farming
-Manufacturing
-Mining
-Logging
Explain to students that two
of Michigan’s most important
economic activities are
manufacturing and
agriculture. Like all
finished products as well as
full participation within
discussion will have met the
objective.
Instructional Steps:
Large Group Instruction:
Begin with a short
introduction to specialization
using myself as an example.
Ask the following:
-As a teacher, do I provide
goods or services?
-What kind of services do I
provide?
-Do you think I made my
clothes and shoes? Why or
why not?
-What economic term relates
to the idea that people
produce certain kinds of
goods and services but not
others?
Re-introduce/Introduce the
term specialization: when
individuals, regions, and
countries produce certain
kinds of goods and services.
Ask students to provide some
examples?
Tell students that people
specialize when they produce
only some of the goods and
16
TE803 2018 Unit Plan Assignment
towards).
-Fertile soil
-Water (Line 5 Issue!)
-Trees
-Minerals (Iron &
Limestone)
-Fossil Fuels
Go back to list and have
students identify products
that could be produced from
these resources. Add these to
the list.
Introduce students to the
word Economics: the study
of how people use limited
resources to produce goods
and services that people
need and want. Explain to
students in the previous
activity we were actually
studying economics! That is
what our whole unit will be
about: the economy of
Michigan!
Remind students that in
second grade they explored
how resources are used to
make goods and services in a
community. What are two
other types of resources
needed to make goods and
services aside from natural
resources?
Introduce the terms human
resources: workers and their
Display the primary source
photo of Berry Gordy on the
promethean board
http://teachrock.org/lesson/assembling-
hits-at-motown/#images2-3
Ask students to identify the
building in the background.
Have you noticed this place
before?
Small Group/Individual
Work:
Distribute copies of the
biography handouts of Berry
Gordy http://teachrock.org/wp-
content/uploads/Handout-
_Gordy.pdf?x81697. Havestudents
independently read the article
and highlight key details in
response to these guiding
questions:
-What were the reasons Berry
Gordy and his business was
such a success?
-What were some of the
natural, human, and capital
resources involved in his
business?
Pose the following question
and have students write an
answer in their social studies
journal: What made Berry
Gordy an entrepreneur? Give
students time to review the
article and write an answer.
Have students share what they
wrote with a partner and select
and human wants are
unlimited. What does
scarcity force people to do?
Small Group/Individual
Work:
Explain to students that they
will be a part of a simulation
that will help them to
understand the concepts of
scarcity, choice, and
opportunity cost.
Divide students into pairs.
Assign roles. One student is
the ‘buyer’ and another the
‘seller”. Each will be
provided with a buyer and
seller sheet. The seller will
also have items for sale
sheet(s). Sellers will cut apart
12 goods and place on their
desk.
Explain that the buyer should
decide whom they are buying
something (themselves or
someone else). They will
make their choice and write it
on the ‘buyer sheet’. Sellers
do the same but on their
sheet. Explain that buyers
should look over the goods
the sellers have to sell and
list top 2 choices in order.
Sellers will need to really sell
their products by explaining
their good qualities. Have
them answer the 2nd question
SS18
economic activities these
ways of producing goods and
services provide jobs and
bring money into the state.
Share these facts about
Manufacturing:
-Manufacturing makes more
money in Michigan than any
other economic activity.
-Michigan leads the country
in automobile manufacturing.
In addition, more than 700
different companies make
auto supplies in Michigan.
-More than half the office
furniture made in the United
States is produced by
Michigan companies.
-Michigan companies are
always looking for new
goods to produce.
-Recently some have begun
to make homeland security
equipment like improved
body armor.
. trade.
Share these facts about
Agriculture:
-Michigan has about 52,000
farms.
-Michigan ranks third in the
country in apple production
-Michigan has the second
highest production of carrots
and celery.
-Michigan grows 2.2 million
services they consume, then
trade with others to get more
of the things they want.
Examples:
Different community workers
specialize in the jobs they do.
People also specialize when
they divide the labor on an
assembly line or in an office.
When people and countries
depend on one another to
provide the goods and
services they want then
interdependence occurs.
Thus, greater specialization
leads to increased
interdependence among
producers and consumers.
This results in countries
having both imports and
exports.
Imports: a good(s) that
people in one place bring in
from another place when they
Exports: a good that people
in one place send out to
people in another place when
they trade.
To further illustrate this
concept we will embark on
using a Michigan example in
which you are all familiar
with. The everyday car. Does
17
TE803 2018 Unit Plan Assignment
skills and capital resources:
goods that are used to
produce more goods and
services. Add these to the
original anchor chart with
examples.
Small Group/Individual
Work:
In pairs, students will work
together to complete a copy
of Michigan Products and
Natural, Human, and Capital
Resources Chart. Students
will identify natural
resources to make Michigan
products. Have students refer
back to the anchor chart as a
guide. Call upon groups to
share out to the whole group.
Conclusion:
Today we learned about three
different kinds of resources
as part of Michigan’s
economy. What were those
three resources again?
students to share out with
whole group.
Ask students if they think there
are still entrepreneurs in
Michigan today. What goods
or services do you think
Michigan entrepreneurs are
producing today? Discuss
responses.
Tell students that they will
now hear from “ A Modern
Entrepreneur”. At this time
invite, Danielle North from
Kidz Kingdom to talk about
her business. Students will
write a company profile
describing her business and
how it got started. Listing facts
about the company such as
how many employees the
company has and how much
service the company gets each
year, and her affect on
Michigan’s economy.
on their sheets.
Give each buyer fifteen
Michibucks in an envelope.
Buyers will open their
envelopes and answer the 3rd
question on their sheet.
Briefly discuss how many
buyers are facing a situation
where they can’t afford their
first choice. Explain that
buyers should now purchase
their goods and then answer
questions 3, 4, and 5 on their
“Buyer Sheets”. Have sellers
answer questions 3, 4, and 5
on their “Seller Sheets”.
Conclusion:
As a large group discuss the
simulation using the
following questions:
-How did this simulation
help you understand choice?
-What was your opportunity
cost?
-What did you learn in this
activity?
SS18
acres of field corn, which is
used for livestock feed,
edible products, corn meal,
oil, syrup and breakfast
cereals.
-657 flower growers make
Michigan fourth in the nation
in value of wholesale flower
products.
-One third of all cultivated
blueberries in the United
States come from Michigan.
Another key industry to the
state of Michigan is tourism!
The sole focus of today will
be looking deeper at just how
much our awesome state of
Michigan has to offer in
regards to tourism.
Show a couple of Pure
Michigan ads. Then ask
students what kinds of
natural or human
characteristics would attract
tourists?
Small Group/Individual
Work:
After students share. Tell
them that they will be
designing their own Pure
Michigan Advertisement.
Students will be assigned a
specific tourist destination in
which they will complete a
small ad on.
anyone know the man
responsible for much of the
auto industry in Detroit?
Henry Ford was a pioneer in
the auto industry in that he
successfully assisted in the
development of the assembly
line technique of mass
production (producing a lot
of one thing) in this case
automobiles. His success was
routed in interdependence.
Show pictures of assembly
lines on an automobile plant.
Small Group /Individual
Work:
Students will be divided into
two teams. One row of
students will be arranged to
form an assembly line with
NO interdependence or
specialization from beginning
to end. The other team of
students will be arranged to
form an assembly line that is
only specialized. Each
student will be working on
one area of the car that they
will pass along to another
student using
interdependence because they
are working together to make
it. Students will work to see
which factory/company will
make more cars. One student
will also serve as quality
control to ensure the best
18
TE803 2018 Unit Plan Assignment
Student Adaption(s):
Emerging & Socially
Supported Learners:
Cooperative partner
groups/peer tutors for filling
in worksheet.
Advanced Learners:
Identify a product other than
the ones used for this lesson
and describe its natural,
human, and capital resources.
Reflection:
Student Adaption(s):
Emerging & Socially
Supported Learners:
Pose a clear and concise
definition of the word
entrepreneurship. Consider
partner reading for these select
students and allowing them to
answer a few less questions.
Advanced Learners:
In Journey Box, have students
refer to the vinyl record and
have them write a short story
of what type of record store
they would like to own.
Reflection:!
Student Adaption(s):
Emerging & Socially
Supported Learners:
Have these students list
out/draw some examples of
limited resources. Use of
peer tutors when engaging in
simulation activity.
Advanced Learners:
Have students create various
economic decisions/story
problems that involve
making a choice and make
use of money.
Reflection:
SS18
Conclusion:
Wrap up todays lesson by
reviewing the 3 major types
of economic activities.
Student Adaption(s):
Emerging & Socially
Supported Learners:
Using the iPads to conduct
research on their assigned
tourist attraction. Showing a
couple of model ads so that
students can have something
to reference back towards.
Advanced Learners:
Have these students find
additional one or two facts
about their destination.
Reflection:
product possible. These
finished products will be
displayed on the board for the
whole class to see/monitor
their own progress.
Conclusion:
Discuss how long it took the
specialized/interdependent
group to complete the task
verses how long it took the
unspecialized group, which
was more efficient? Why
does interdependence matter?
How could we apply this
same concept to this
classroom?
Student Adaption(s):
Emerging & Socially
Supported Learners:
Placing a finished product/car
on the board so they can
reference back to it
throughout the lesson. Assign
specific jobs for these
students.
Advanced Learners:
Have these students assist
their classmates if they are
showing signs of difficulty.
Reflection:
19
TE803 2018 Unit Plan Assignment
This initial/introductory
lesson went better than I
anticipated! I really thought
that the pacing of the
information in which I was
presenting to my students
was a particular highlight for
this lesson. I thought that I
was able to introduce the key
vocabulary in an appropriate
way with out it being too
overwhelming for my
students. I also really enjoyed
the fact that I was able to
tweak this lesson so that it
was more engaging than
initially planned. I had 6
different Michigan made
products that I set up at each
table where students were
able to work in stations. They
then completed a
chart/worksheet that had
them name the product
followed by what Natural,
Human, and Capital
Resources were involved in
making that product. If I
were to do this lesson again, I
would want to make sure I
watched my time more
closely as I happened to go
over time just to send this
lesson home!
Todays lesson didn’t go as I
originally hoped it would! I
would say that a major
inhibitor for the success of this
lesson was due in part for the
unforeseen lock down
procedure/drill that occurred
right in the middle of this
lesson! My students were able
to get the overall
understanding of what an
entrepreneur is and we were
able to generate some good
ideas of the necessary skills
that make up a successful
entrepreneur, but the lock
down really put a damper on
the overall take away from
today! I feel as if I made things
a bit more clear for what I
wanted the students to
specifically look for when
reading the article about Berry
Gordy, I would have gotten
more of what I was looking
for. Although that part of the
delivery of the lesson was
shaky, I was happy to see how
I was able to recover myself
during this lesson to pull my
students back in and make it
more student led in regards to
entrepreneurship. My initial
plan for our guest
speaker/modern entrepreneur
also didn’t fit in for this day as
I had originally hoped for. I
didn’t realize just how much
planning and preparation went
This lesson was very
interactive and hands-on to
say the least. I thought my
students did a good job with
some of the big concepts of
this lesson and making
connections with their own
lives. Again, I felt that I
might have bit off more than
I could chew for this one
because time got the best of
me. I am learning that when
you introduce a simulation
type of activity for a lesson
you really have to make sure
that your students have a
solid understanding of the
key concepts/vocabulary
before launching into an
activity such as the buyer and
seller one in this lesson. If I
were to do this lesson over
again, I would want to make
sure that I had enough prep
time to ensure the flow of the
lesson.
SS18
Todays lesson went really
well! My students were
excited about the fact that I
had a larger Michigan map
placed on the white board in
the front of the room. I love
getting students interested in
the learning by posing
various connecting
pieces/clues around the room.
The Michigan map really
drew them in and set the
overall tone for the lesson.
My students were surprised
by just how many industries
there were that makes up a
significant portion of the
economy. They had a lot to
say in regards to the tourism
industry in which was our
main focus/objective for the
day. I enjoyed the fact that I
was able to assign my
students each a unique
attraction found within the
state of Michigan. Most of
these places were ones my
students have never seen or
heard of, which was great!
My students were able to use
the iPads as a research tool
for finding 3
interesting/informational
facts in which they would
later use to turn into an
informational writing piece.
Something I decided to do as
a result of this lesson. A
perfect way to integrate
Todays lesson was one for
the books to say the least! I
was extremely proud of how
this lesson was executed. I
think the best way to teach
students about key
concepts/vocabulary is to
make it as fun and interactive
as possible! My students
were hooked right from the
get go! I put various primary
sources of Henry Ford and
his workers on the assembly
line to start out. This
automatically had my
students thinking and talking!
Many connections were being
made. I was then able to talk
about the importance of
specialization and
interdependence and what
they meant, but it wasn’t until
the actual assembly line
simulation where these words
came to life! I decided to split
the class into thirds. Two
thirds were the specialization
and interdependence groups
in which they had to work
together to produce one car.
The one third group was just
specialization these students
could only make each car
with all of the parts alone,
independently with no other
help. I also had two students
that were in charge of quality
control where they walked
around the room with recycle
20
TE803 2018 Unit Plan Assignment
into obtaining a guest to come
in. However, I consulted with
my MT so we could figure out
another time to make this
happen!
SS18
literacy with social studies.
Something I really learned is
just how explicit you need to
be when assigning your
students a research type of
task/project. I would
definitely want to be a lot
clearer on what facts are and
what links/websites would be
best for finding those things!
bins cleaning up scraps, but
most importantly making sure
there were the best possible
products that were being
made. If at all any team
didn’t pass inspection their
cars were tossed into the
recycle bin! The fact that all
of my students had a job and
that they were able to create
something was truly
awesome to witness in
action! My class has
struggled to work
collaboratively all year, but
this task, changed all of that.
They had so much fun with
this, and they learned just
how importance
interdependence is when
working for a common goal!
Truly my best day teaching
social studies yet!
21
TE803 2018 Unit Plan Assignment
Day 6
GLCE(s):
3-E1.0.4 Describe how
entrepreneurs combine
natural, human, and capital
resources to produce goods
and services in Michigan
3-E1.0.5 Explain the role of
business development in
Michigan’s economic future
DI.3-5.9 I feel connected to
other people and know how
to talk, work and play with
others even when we are
different or when we disagree
AC.3-5.20 I will work with
my friends and family to
make our school and
community fair for everyone,
and we will work hard and
cooperate in order to achieve
our goals.
CCSS.ELA-
LITERACY.W.3.7 Conduct
short research projects that
build knowledge about a
topic.
Day 7
GLCE(s):
3-E1.0.4 Describe how
entrepreneurs combine
natural, human, and capital
resources to produce goods
and services in Michigan
3-E1.0.5 Explain the role of
business development in
Michigan’s economic future
DI.3-5.9 I feel connected to
other people and know how
to talk, work and play with
others even when we are
different or when we disagree
AC.3-5.20 I will work with
my friends and family to
make our school and
community fair for everyone,
and we will work hard and
cooperate in order to achieve
our goals.
CCSS.ELA-
LITERACY.W.3.7 Conduct
short research projects that
build knowledge about a
topic.
Day 8
GLCE(s):
3-E1.0.4 Describe how
entrepreneurs combine
natural, human, and capital
resources to produce goods
and services in Michigan
3-E1.0.5 Explain the role of
business development in
Michigan’s economic future
DI.3-5.9 I feel connected to
other people and know how
to talk, work and play with
others even when we are
different or when we disagree
AC.3-5.20 I will work with
my friends and family to
make our school and
community fair for everyone,
and we will work hard and
cooperate in order to achieve
our goals.
CCSS.ELA-
LITERACY.W.3.7 Conduct
short research projects that
build knowledge about a
topic.
SS18
Day 9
GLCE(s):?
3-E1.0.4 Describe how
entrepreneurs combine
natural, human, and capital
resources to produce goods
and services in Michigan
3-E1.0.5 Explain the role of
business development in
Michigan’s economic future
DI.3-5.9 I feel connected to
other people and know how
to talk, work and play with
others even when we are
different or when we disagree
AC.3-5.20 I will work with
my friends and family to
make our school and
community fair for everyone,
and we will work hard and
cooperate in order to achieve
our goals.
CCSS.ELA-
LITERACY.W.3.7 Conduct
short research projects that
build knowledge about a
topic.
Day 10
GLCE(s):
3-E1.0.4 Describe how
entrepreneurs combine
natural, human, and capital
resources to produce goods
and services in Michigan
3-E1.0.5 Explain the role of
business development in
Michigan’s economic future
DI.3-5.9 I feel connected to
other people and know how
to talk, work and play with
others even when we are
different or when we disagree
AC.3-5.20 I will work with
my friends and family to
make our school and
community fair for everyone,
and we will work hard and
cooperate in order to achieve
our goals.
CCSS.ELA-
LITERACY.W.3.7 Conduct
short research projects that
build knowledge about a
topic.
CCSS.ELA-
22
TE803 2018 Unit Plan Assignment
CCSS.ELA-
LITERACY.SL.3.1 Engage
effectively in a range of
collaborative discussions
(one-on-one, in groups, and
teacher-led) with diverse
partners on grade 3 topics
and texts, building on others'
ideas and expressing their
own clearly
Daily Objective(s):
I can describe how
entrepreneurs combine
natural, human, and capital
resources to produce goods
and services in Michigan.
Assessment:
Students who have completed
their presentation worksheets
and who have generated
questions in response to our
speakers will have met the
objective.
Instructional Steps:
Large Group Instruction:
Review with students the big
ideas/key concepts that were
explored in the previous week
as part of a general overview.
CCSS.ELA-
LITERACY.SL.3.1 Engage
effectively in a range of
collaborative discussions
(one-on-one, in groups, and
teacher-led) with diverse
partners on grade 3 topics
and texts, building on others'
ideas and expressing their
own clearly
Daily Objective(s):
I can identify 3 problems in
my daily life, my community,
or the world and can create a
product/solution for each.
Assessment:
Task force group members
who have completed their
brainstorming worksheet will
have met the objective.
Instructional Steps:
Large Group Instruction:
Ask students to reflect on day
one.
-What surprised you?
CCSS.ELA-
LITERACY.SL.3.1 Engage
effectively in a range of
collaborative discussions
(one-on-one, in groups, and
teacher-led) with diverse
partners on grade 3 topics
and texts, building on others'
ideas and expressing their
own clearly
Daily Objective(s):
I can identify 1 problem in
my daily life, my community,
or the world and can
create/design a product
solution for it.
Assessment:
Students who complete their
Big Idea Challenge
Worksheet and who have
demonstrated initial design
will have met the objective.
Instructional Steps:
Large Group Instruction:
Start todays lesson off by
reviewing what we
brainstormed as a class
SS18
CCSS.ELA-
LITERACY.SL.3.1 Engage
effectively in a range of
collaborative discussions
(one-on-one, in groups, and
teacher-led) with diverse
partners on grade 3 topics
and texts, building on others'
ideas and expressing their
own clearly
Daily Objective(s):
I can design my product and
explain its features along with
the problem it is helping to
solve.
Assessment:
Student groups who work
together to evaluate each
other and practice their
presentations in class will
have met the objective.
Instructional Steps:
Groups who have yet to finish
their sketches and models
will have more time as part of
todays lesson to work on
finishing up their
models/sketches/posters.
LITERACY.SL.3.1 Engage
effectively in a range of
collaborative discussions
(one-on-one, in groups, and
teacher-led) with diverse
partners on grade 3 topics
and texts, building on others'
ideas and expressing their
own clearly
Daily Objective(s):
I can use what I have learned
about entrepreneurship to
present my product to an
audience.
Assessment:
Student groups who present
their Big Ideas as part of the
Pitch Day program and who
have been evaluated
according to the project
rubric will have met the unit
objective
Instructional Steps:
Large Group Instruction:
Pitch Day!!
Students have been preparing
all week for this BIG day! To
23
TE803 2018 Unit Plan Assignment
Do an interactive read aloud
of What Do You Do With an
Idea by Kobi Yamada.
Introduce students that they
will now put all of their
previous learning/knowledge
of economics to the ultimate
test as they embark upon Big
Idea Week Detroit! They will
have an entire week to
transform themselves as full
entrepreneurs.
Tell students that the best
ideas are solutions to
common problems. Every
problem is an opportunity for
innovation, and no problem is
too small. Which is an
essential part of
entrepreneurship!
Over the course of the next
few days students will work
as a small collaborating task
force (groups of 3-4) to
identify a problem that the
city or people of Detroit are
facing to create a
product/business (solution)
that will keep opportunity
alive within the city! Our
ideas will come to life in the
form of some creative
medium that will be used to
present during our celebratory
Pitch Day event at the end of
the week. Parents/Guardians,
school personnel, and other
-What are you excited about?
-Have you had any light bulb
moments yet?
Small Group/ Individual
Work:
Walk through the “rules of
brainstorming”.
Students will then work with
their assigned group members
to brainstorm a list of
“problems”.
Ask students to think about
problems that need solving
and to remember that no
problem is too small and
every problem wants a
solution.
-For your daily life, think
about things you do everyday,
like walking to school,
reading a book, and
communicating with others.
-For your city, think about
things like how people get
around or places where
people gather like
playgrounds or parks
-For your world, think about
things that affect all of us,
like the environment,
education (this school),
homelessness, transportation,
etc.
yesterday. Inform students
that today will be centered
upon refining our problems
list so that each group settles
on just ONE!
Small Group/Individual
Work:
Each group will be presented
with the Big Idea Week
Challenge Worksheet and
will complete it together.
Student groups complete the
Big Idea Challenge
Worksheet, making sure to
address all questions before
they start designing their
products/businesses.
Students will then make
sketches and models using
materials that will be
provided in the classroom.
Show students past examples
of completed projects to
guide their
thinking/designing.
SS18
celebrate their hard work and
Small Group/Individual to bring their ideas to life
Work: students will present their
Groups will then complete BIG IDEAS-Detroit to
the presentation checklist parents and guests.
packet of their student packet.
As a class we will review the -The teacher/mentor will
General Presentation Tips. provide feedback or a
Students will work with their question to the student group
groups to do a “dry run” of following their presentation.
their presentations for their Each student group should
classmates. then field a maximum of two
-Presentations and questions questions from peers,
should not last more than 5 teachers and/or other guests
min. present.
-Students will use the Pitch
Evaluation Peer Rubric for
Students to assess their peers We will conclude the
and offer feedback. presentations and students
will be treated to a pizza
Presenters should gather party!
feedback from their
classmates and adjust their
presentations accordingly.
Feedback is an essential part
of the creative process.
Encourage students to say
something positive and
something constructive when
they offer feedback. Students
can practice asking good
questions during the dry runs.
If time remains, students can
put their finishing touches on
their products/businesses.
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TE803 2018 Unit Plan Assignment SS18

guests will be invited for the

final presentations!

Small Group/ Individual

Work:

Students will then be

introduced to either one or
two guest speakers/mentors
(Jeremy from Pie Sci and/or
Danielle from Kidz
Kingdom) and listen to their
presentations about their
businesses and how it has
made an impact to the
city/themselves. Students will
complete their presentation
worksheets, identifying key
points from each speaker, and
coming up with questions to
ask.

Student Adaption(s): Student Adaption(s): Student Adaption(s): Student Adaption(s): Student Adaption(s):

Emerging and Socially Emerging and Socially

Supported Learners: Supported Learners:

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TE803 2018 Unit Plan Assignment
Teacher reads aloud book
about entrepreneurship/ideas.
Introduce guest speaker so
they will have a new way of
inputting the learning.
Reflection:
Since we shifted gears a bit
today with the introduction to
our next big component of
this unit which was
entrepreneurship, it was clear
that my students were getting
excited about the fact that
they would be able to use
their ideas to come up with a
product all on their own, with
the help of their peers for
support! Since I wasn’t able
to have my guest speaker in
the first time, I was able to
have her come in for todays
lesson. I learned one of the
biggest aspects to teaching is
being flexible with your
plans! That is exactly what
happened for today. I was
super impressed with how I
was able to have my speaker
come in and talk to my kids
Provide enough time for these
students to brainstorm their
ideas. Instead of 3 maybe 2 or
1 problem each.
Advanced Learners:
Have these students think
about a few more problems
for each area. Give them
more things to think about in
regards to their solution.
Reflection:
Considering the fact that I
had our guest speaker come
in yesterday, I had to shift
some things around in regards
to lesson plans. I was able to
reposition the unit so that we
could have our initial
conversation about
entrepreneurship and the
whole project of BIG Idea
Week Detroit! Today, I was
able to engage my students
into transitioning themselves
in the role of an actual
entrepreneur. I showed them
a few examples of other
students/kids who have
established themselves to
make money by turning their
ideas into realities. These
small case studies that I
displayed on the board,
allowed my students to
Reflection:
Time for this particular
project has been a bit of a
challenge. This time
management piece has been a
struggle for the course of this
unit, but I have really started
to notice just how much time
is needed to do a project as
involved as this one. That
being said, today we returned
to brainstorming for
problems/ideas and solutions.
I was quickly noticing how
some of my students were
struggling to get their ideas
out on paper. I encouraged
them to just focus on getting
things out and that we would
look through them later. I
also had to make adjustments
for my initial plan on students
in groups working to solve a
problem and coming up with
SS18
Reflection:
Again, I have noticed that
time is of the essence with
this project. Many of my
students and their ideas had to
be reviewed by my MT and
me. We wanted to conference
with each student to ensure
that what he or she was
deciding to make in response
to a problem they identified
was making sense. Choosing
to do this was another
beneficial teaching tactic on
my behalf because if I wanted
to get the “best” possible
product out of my students I
needed to monitor their
progress with the task at
hand. As a result of us doing
this, my students were able to
hone in on one problem/idea
and were a lot more
successful at describing what
Reflection:
As I mentioned before, this
part of the unit was by far a
pedagogical risk. Since my
students were having trouble
narrowing down their
problems/ideas to just one in
addition to the interruptions
and time constraints, my last
lesson wasn’t in any way
what I had hoped it to be.
Originally we would have
concluded this day with an
overall presentation for
students and their families to
showcase their best work.
However, this was not the
case. I just needed to focus on
getting the main
task/objective done. That
being a model/draft with an
explanation of the problem
and the solution from each of
my students. Although we
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TE803 2018 Unit Plan Assignment
about the importance of
entrepreneurship and how she
was able to make an impact
within the city of Detroit. My
students were able to take
notes on a worksheet that I
created to kind of keep them
on task, but that didn’t turn
out as great as I wanted to.
However, they were very
attentive and inquisitive
throughout her presentation
and she was even kind
enough to give my students
free passes to her business
along with free books and
candy! I was very impressed
by her generosity and the fact
that I was able to reach out
and use my resources to make
more of these concepts come
to life, but even more so show
my students that they can do
these things if they have the
desire to do so!
deepen their understanding of
what it means to be an
entrepreneur. After this, I
began to dive into explaining
what they would be doing
over the course of the next 5
days or so. I passed out
packets for each of my
students so that they would
have all of their
Materials in one place. I also
was able to show my students
various examples of past
projects to lure them even
more on the learning. After
this explaining, I was able to
have my students begin
brainstorming for possible
problems and solutions/ideas
for those problems.
a solution. To combat this
issue fast, I decided I would
make it where all of my
students would work
individually to create their
own products/projects.
Choosing to do so proved to
be the right choice. My
students have a very hard
time working together, so
deciding to have them work
alone ended up being the best
decision. I have a lot of
creative personalities in my
class, which allowed many
more focused ideas to
flourish and end up on paper!
SS18
their product would entail and
how it would benefit
themselves, their community,
or the world. I had to make
many other big decisions with
the pacing of this lesson and
the rest of this unit. The
whole peer feedback and
presentation day had to be
scrapped because of time
constraints. Today, really had
me thinking of just how much
time it tends to take for these
big projects to occur. My
main focus from this point
forward was working to get a
draft/model with an
explanation from each of my
students showing their
innovative ideas!
didn’t quite have the grand
celebration like I had hoped I
was able to get some very
awesome and creative
products as a whole. This last
day of the unit really was a
celebration for me and them
of a job well done despite all
of the hiccups along the way.
Because I was able to still get
what I was looking for and
what I wanted the students to
learn, I was happy just for
that! This last week of
instruction had me thinking a
great deal of just how much is
involved in making
something like this happen. If
I were to do this again, I
would need to make sure I
had ample amounts of time
along with even clearer
expectations. I want to try
this again with my own
students in the near future to
see how they would compare
as a result!
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TE803 2018 Unit Plan Assignment SS

Stage 4: Post-Teaching Reflection

1. Mentor Teacher/Field Instructor Evaluation:

2. Reflection on Student Learning:

Explain how students met the content goals and objectives?

TE803 2018 Unit Plan Assignment SS18

As a result of this thematic unit, my students were able to meet and sometimes exceed the
content goals and objectives. Before teaching this unit, many of my students held on to a lot of
misconceptions in regards to economics and the principles underlying it. A good majority of
these students had preexisting funds of knowledge that was used in order to meet these content
goals. Through many of the daily lessons students had many opportunities to apply the content
objectives in a distinct way. Since most of this unit was taught with a beyond-the-book approach
my students were engaged within many interactive activities in which were used as formative
assessments. With this particular approach students were much more successful in retaining the
learning.

Explain how the students met the skill goals and objectives

Again, as a result of this thematic unit and using the beyond-the-book approach my students
were successful at meeting the skill goals and objectives. The beyond-the-book approach really
helped to give me more control in the overall designing of the lessons that students were engaged
within each day. Since I decided to include many activities that looked at involving students as
much as possible they were able to really implement the skills being taught. The overall
application piece towards learning was what made this unit so successful. The more that my
students were able to practice the skill through a variety of representations is what really granted
them more of the mastery over the goals and objectives.

What values did students learn as a result your unit?

My students learned many significant values as a result of this unit. In the beginning my students
had a hard time showing respect towards one another. Thinking back to some of the tolerance
standards embedded within this unit, I wanted that to be one of my areas of focus. I wanted
social studies to transform into more of a safe place where students come together and work
collaboratively in order to get the job done! In teaching them not only what this looks like but
why it matters really allowed for more ideas to flourish. An idea, a central theme towards
entrepreneurship, was what I wanted my students to take away with them the most. In
developing ideas as a way to solve problems and create solutions students originally found it
difficult to share them with the whole group. By the end of the unit, students reached a comfort
level that far exceeded my expectations. Students were encouraging each other when they had a
hard time coming up with ideas and contributing thoughts to make their solutions/products
better. As a direct result of this unit, a new routine/norm was established that set the tone for
other subjects!

3. Reflection on the Unit and Refining:

What did you expect to happen in this unit?

There were many things that I had anticipated prior to teaching this unit. Perhaps one thing I
expected to happen early on was running short on time. I say this because we only have 45

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TE803 2018 Unit Plan Assignment SS18

minutes that are devoted for social studies instruction. Considering the fact that I had a lot of
information that was to be presented to my students within each lesson, it was rather difficult to
deliver this information in a strict time frame. That being said, many of my lessons ran over the
allotted amount of time. As much as I tried to keep time management at bay, it seemed to be one
of those things that I sort of expected to happen from the beginning. In addition to time, I also
expected my students to feel a bit uncomfortable as we strayed from the book. I assured my
students that they would be more than fine from doing so and that we will establish a newfound
sense of success from doing so. As a direct result of implementing this change within the
curriculum I also expected a lot more questions to arise, in which they did. Many of my students
were beginning to ask more questions as to why we were doing some of the things, in which we
did, but their curiosity and inquisitiveness brought out a new level of excitement and interest in
which I previously suspected would happen.

What went as predicted?

For the most part, many of the lessons in which I planned for the course of this unit went as
predicted. I would say that many of my students came to this unit with a good amount of
information surrounding the ideas/concepts/vocabulary of economics. Much of their information
was a direct result of personal experiences in which they were able to draw upon and infuse it
within the learning. However, it was relatively clear and predicted that my students overall
understanding of these concepts needed to be refined, which became one of the important aspects
of teaching this unit. I especially predicted that my students would have a lot to say and share in
relation to entrepreneurship as a whole. Since this was a major focus of my unit, I was able to
really incorporate my students understanding of this topic and really extend upon their learning
by engaging them within a variety of critical thinking activities, discussions, and questions. As a
result of this approach, I was able to see for myself just how much more student thinking takes
place when deciding to teach social studies in a completely different way.

What surprised you?

There were many surprises that occurred in response to me teaching this particular unit to my
students. I think one of the biggest surprises to me was just how much my students were able to
vocalize their thoughts/opinions in regards to the various content goals and objectives. My
students have always been a pretty vocal group, but oftentimes they struggled to talk about more
of the social studies. With my teaching, my students were able to transition from talking loosely
about the content into more constructed responses that demonstrated much more
critical/informed thinking. At the same time, I was also surprised to see how excited my students
were when it came time to engage within social studies. I think what helped to increase their
motivation for the subject/content was how I began to talk about it and let them know how and
what we would be doing each day. I noticed a significant shift in attitude towards learning this
subject and that really made me happy.

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TE803 2018 Unit Plan Assignment SS18

What were the strengths of the unit?

Since I was the sole designer of this unit I would like to say that there were many strengths. I
think the biggest strength of this unit and the daily lessons found within it was my level of
engagement. Before, students were used to a more procedural tactic for teaching social studies.
This usually involved the students strictly reading from the textbook with very little experiences
to connect with the actual content. In choosing to stray beyond the book I was able to carefully
and strategically think about what it was that I wanted my students to gain from this unit. What
was it about economics that I really wanted them to takeaway? Thus, I learned that designing as
many unique experiences that not only unpack the content knowledge but also ultimately give
the students control over their own learning is what makes social studies worthwhile. A high
level of engagement was a focus for my unit. Students were able to delve deep within their own
abilities to challenge themselves and each other as a means to get the most out of the learning.
Perhaps the last week that was geared towards student design as they took on the role of an
entrepreneur was the highlight! I have many artists/creative pupils within my classroom.
Knowing this, I was able to draw upon their strengths and give them a project based learning
experience that resulted in amazing ingenuity. Students not only learned about what
entrepreneurs are, but they got the chance to be them. These one-of-a-kind experiences is what
its all about.

What weakness exists in your unit and what would you do to address these weaknesses?

Although I had an overall successful unit, there were some weaknesses that existed. One of these
areas resulted early on when I taught my students about an entrepreneur from the past. Students
read an article about Berry Gordy who was responsible for the creation of Hitsville USA. When
students were reading the article they were also responsible for writing a journal entry about the
entrepreneurial skills that he possessed. I noticed that I did not do enough in regards to the article
itself. I needed to have more structure embedded within this lesson and a couple of others to
ensure that my students were addressing the content goals and objectives. I think to prevent this
issue from occurring it would need to go back towards planning. Taking more time to think
strategically of what it is I want my students to be doing at all times of the lesson is essential. In
addition to this, I think that I could have relied more on the journey box to aid in the overall
unpacking/extending on the learning. I could have spent more time planning to implement this
tool throughout more of my unit so students could have yet another unique experience to connect
with the content.

What else did you learn about the topic, your students, the curriculum, or teaching?

Overall, I learned that the topic of economics is so relevant to learn especially in today’s ever
changing world. Students need to be equipped with entrepreneurial skills so that they can
become active social change agents in society. Since I was able to carry out this unit myself, it
really had me thinking a lot about my students and my teaching. I never thought I would go on to
share an appreciation for the subject as much as I did. Social Studies needs to be relevant and it

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TE803 2018 Unit Plan Assignment SS18

needs to be real. The best way students learn is when they are immersed deep within the
learning. Creating experiences that bring the content to life is what ultimately brings students to
life! There is so much to be gained when taking pedagogical risks. In doing so, I was able to
really understand my students understanding and some of the areas in which they needed more
support. I was able to grow and learn with them and it gave us an opportunity to put more of our
truer selves into the mix. Perhaps that is what this unit really bestowed upon me; the more
chances you allow yours students to drive instruction the more they will achieve! I am forever
grateful for this teaching experience and I vow to continue to teach social studies and other
subject matter in this regard!

Finished Car Product Students Working Interdependently

Students Working On An Assembly Line

32
TE803 2018 Unit Plan Assignment SS18

Students finished assembly line

products. The
Specialization/Interdependence
team made more products than just
the specialization team. More work
gets done when working together!

33
TE803 2018 Unit Plan Assignment SS18

34