FRIT 7430 : UbD Stage 3 Assignment

Ashley Castellana
FRIT 7430: Instructional Design
Stage 3, Understanding by Design
Fall 2011

FRIT 7430 : UbD Stage 3 Assignment

Title of Unit

Economics

Grade Level

7th

Standard: Economic Understandings SS7E5 The student will analyze

different economic systems.
a. Compare how traditional, command, and market economies
answer the economic questions of (1) what to produce, (2) how to
produce, and (3) for whom to produce.
b. Explain how most countries have a mixed economy located on a
continuum between pure market and pure command.
c. Compare and contrast the economic systems in Israel and Saudi
Arabia.

Understandings:
In a free market economy, price is a function of demand versus supply.
A mixed economy balances out the pros and cons of pure market and pure
command economies.
Countries produce particular goods and resources to meet the demands of
the people.
The ownership of natural resources is in direct relationship to economic
wealth.
A country wealthy in resources doesnt mean the demands of the people
are met or that the citizens are wealthy.
Middle Eastern countries do not rely only on oil for their prosperity.

Essential Questions:
Overarching Questions:

Topical Questions:

How do economists discern what the

needs are of the people in that
country?

How does Israels economy differ

from Saudi Arabia?

Why do most countries fall between a

How do traditional, market, and

command economies compare and

FRIT 7430 : UbD Stage 3 Assignment

pure market and pure command
economy?

contrast when answering the three

major economic questions?

Why is it important to have a mixture

between a pure market and pure
command?

How do traditional economies

function without currency?

What role do natural resources play in

a countries economy?
How do governments affect a
countrys GDP?

Stage 3: Plan Learning Experiences

Week 1
1.Begin with hooking questions: Who in my class likes to spend
money? What if you could earn money in my class to spend? How
can you earn and spend money in my class? Why is it important that
you know this information? These questions are to grab interest
yet connect to why learning about how a country earns and spends
money is important. H
(I will then explain to them how they can earn the monopoly money
by performing well in certain activities below. The money can then
be redeemed for items in the treasure chest.)
2. I give a pre-test using clickers and the promethean board to see
what the students previous or current knowledge is over this
particular standard. This needs to come first so I can see where we
need to go in this lesson and what particular areas and vocabulary
needs to be addressed. The pre-test is a 10 multiple-choice question
assessment asking a wide range of questions directed to this
standard with some economic vocabulary included. I will print each
test out and grade it so students can view it at a later date. W,O
3. The essential questions are addressed: How do economists discern
what the needs are of the people in that country? What role do natural
resources play in a countrys economy? What role do governments play in a
countrys economy? W
4. Students are given thematic maps of the country Israel and Saudi
Arabia. These thematic maps provide a key showing their natural
resources, capital goods, and population. The map also shows
geographical features. Students will also receive a reading resource
from a Jr. Scholastic in which they gather information on Israel and
Saudi Arabias GDP, GDP per capita, and their current government
status. Students are to work with their assigned groups to compare

FRIT 7430 : UbD Stage 3 Assignment

and contrast the two nations using a thinking map. The students are
to also discuss each countrys citizens wants and needs and place
those ideas on a circle map. E
5. Groups are to share with the class their comparisons and
differences, as well critical needs of Israel and Saudi Arabia. I allow
them to fill in my thinking maps on the promethean board to
illustrate for other groups. I then show them the critical areas of the
country that need to be met from an economic stand point. I use
maps on my promethean board to add technology for interest
purposes. The students can then compare their information with
other classmates and my instruction. Students are to keep their data
and maps for future reference. R, E-2
6. New economic vocabulary is introduced. Students are to learn 8
new vocabulary words through instructional videos and other
material. I stop many times interpreting and asking questions to
gather feedback. Students are to then write a definition in their own
words and draw a picture representing the term. They are to keep
these definitions for future reference. E, T
7. A quiz is given over new vocabulary. We will review as a class and
I will assess their new gained knowledge to decide what needs to be
re-taught. E, E-2
8. Students are to now transfer their information into a project.
They have the option to create a PowerPoint presentation on our
school laptops or create it on a tri-fold poster board. The assigned
groups will use the previous data collected over Israel and Saudi
Arabia showing using learned vocabulary to uniquely show the
differences and similarities of these Middle Eastern nations. E, O
9. I will sit down with each group privately and review the rubric
with them to ensure each item is understood. This is to possibly
have them re-think a certain part of the assignment and revise what
is needed. Many students are still learning how to use a rubric and
understanding how it is weighed. R
10. Students will present their Power Point or poster which will be
graded separately from the first assignment. The group presenting
will receive written and oral feedback from their audience over the
assignment. The group will then have to write down one aspect of
their project they did well on and one way they could improve.

E, R
Whichever two groups have achieved the most
points on the rubric, will receive treasure chest $20
monopoly money

FRIT 7430 : UbD Stage 3 Assignment

Week 2
12. Introduce the EQ for the activity: How do traditional, market, and
command economies compare and contrast when answering the three major
economic questions? How do traditional economies function without
currency?
These are vocabulary words the students know. They now must be
able to apply their knowledge. W
13. Assigned groups are each given a skit in which they obtain
parts to act out. The students are told specifically what to say in the
skit but are encouraged to improvise certain parts. For example, the
skit may ask the student to create a scene in which people are
working in a factory making an item of their choice or create a
situation in which people must barter for goods. Students may tailor
parts of the skit to their liking if they feel as if it will better
represent the economy being demonstrated. E, T
14. Each group will rehearse their skit to improve their performance.
They will have to come together to decide if their performance is
something their audience can distinguish as an economy. If not, they
are to tweak the performance to do so. R, E-2, O

Students will vote for which performance was best

executed. That group will receive $20 monopoly
money.
15. Introduce a new EQ: What role do natural resources play in a countries
economy?
We will explore some Middle Eastern countrys resources.

FRIT 7430 : UbD Stage 3 Assignment

16. I will show a picture of a palace the king of Saudi Arabia lives in
and deliver hooking questions: Why can a king afford a palace like this in
over 1 sq mile in area with polished stone walkways and serene water
bodies? How did he get so rich? Who lives in this palace? Do you think
everyone in his country lives like this? H
17. I will give each student three handouts each containing a simple
map of a Middle East country. They are to work with their elbow
partner to turn these blank maps into thematic maps concentrated
on natural resources. Students will create a legend and include
additional information such as each countrys GDP and population to
make there maps an attractive and informational map. E
18. Students will research each countrys data using Jr. Scholastics,
the Ipads, and previous resources. R
19. As a class, we will review the natural resources that were most
collected by the partners for each country. We will find a relationship
between natural resources and wealth focusing on economic
specialization. Students will tie in governmental effects on the
citizens of a country. Students will write in 1-2 sentences answering
Why is United Arab Emirates GDP per capita extremely higher than that of Saudi Arabia
and Iran? A modification will be for students to orally explain to my
parapro or myself, why Saudi Arabia, Iran, and UAE are very wealthy
nations. I will then ask a follow-up question such as, why do you
think a country with a lot of people living in it can affect how much
money they make? E
20. I will show them some very poverty stricken areas of nations
such as Saudi Arabia and Iran and allow students to write reasons on
the promethean board explain how this poverty exists if the nations
are rich in natural resources. I will explain to them how just because
a nation has wealth, doesnt mean it is well distributed among the
citizens of a country. It also doesnt mean the government cares for
the people. R

Week 3

FRIT 7430 : UbD Stage 3 Assignment

21. Introduce the EQ: Why do most countries fall between a pure market
and pure command economy? Why is it important to have a mixture between
a pure market and pure command? W
22. I ask the class, Wouldnt it be cool if we had no rules? Most
students say yes and clap. I asked the students if they would be
happier if we didnt have any rulesmost again say yes! I asked
them if they would like if someone broke into their house. They say
of course not. I ask them what they would do if that happened. Most
students say they would call the police. Then I say, they dont exist
since there are no rules to enforce! What are you going to do now?

H
23. Students are to discuss and jot down with an elbow partner the
advantages and disadvantages of market and command economies.
We learned the advantages and disadvantages from the cartoon
previewed earlier. I will then show that clip of the cartoon again to
ensure their answers are correct. The pair are to individually write a
paragraph telling if they would rather live in a pure market, pure
command, or mixed economy and explain why. A modification would
be to take a few of those lower level students and sit at a kidney
table and discuss as a group what makes a mixed economy better
than a pure and refer to the hook I used above once more. T, R,
24. Students are to refer to all the data organized and collected
throughout the three weeks. This includes data, vocabulary,
diagrams, thematic maps, notes, etc. Students are to either create
a travel brochure or create a web based project using Prezi.
Students have the option to be creative in accurately explain what
they have learned about certain Middle Eastern nations in terms of
government and economics. All projects will come with a rubric.
Modifications will be in place and will include the following: a higher
level peer will be provided as a partner to aid on a daily basis, a
teachers assistant will be available for extra support, rubrics will be
scored according to work ethic verses amount. E, T,O
25. One on one time with students will be available to make sure
rubric is understood so revisions can be at a minimal. R
26. Once assignments are completed, they are to take a post-test
which is identical to the pre-test. They are to circle on a scale of 110 which number they believe they got correct. We will then review
the answers as a class. I will pass out a result sheet from their pretest so they can compare where they were in knowledge and
understanding to where they are now. Student will have the
opportunity to give me an oral or written statement explaining their
learning experience in this unit: likes and dislikes, whether they
truly understand the standards or not, what needs they feel are not
met, etc. E-2

FRIT 7430 : UbD Stage 3 Assignment

All money will be redeemed at the end of the unit!

Notes to the Instructor

Utilizes Gardners strategy to provide different Entry Points to meet the
needs of all types of intelligences.
Clearly labels the parts of the plan that illustrate differentiation:
(Please refer to the numbers below)
4. thematic maps, working in groups
6. write definitions in their own words, draw pictures to explain the
vocab word
9. choice of poster or Power Point for assignment
14. Performance of a skit
16,17, 20- visuals for students to learn from on the promethean
board
23. working with elbow partner for data
24. using their own data for performance purposes, choices for
projects: paper, performances, or travel brochure

FRIT 7430 : UbD Stage 3 Assignment

Stage 3 Scoring Rubric

(0 Points)
1 Does not clearly
communicate
WHERETO for
learning activities

(3 Points)
Codes some learning
activities with
WHERETO

Clearly codes each

activity with WHERETO

There is evidence of
alignment between
some of the
instructional
strategies, standards,
and understandings
of the unit.

Alignment is clearly
demonstrated between
instructional strategies,
standards, and
understandings of the
unit.

Fails to provide a
pretest for learners.
2 Alignment is not
demonstrated
between
instructional
strategies,
standards, and
understandings of
the unit.

(5 Points)

Includes a pretest to check

for prerequisite skills and
knowledge.

Matches all essential

questions,
understandings, skills,
and knowledge with a
corresponding
instructional strategy.
3 Instruction has one
global starting point
for all learners.
No evidence of an
attempt at
differentiation

Utilizes Gardners
strategy to provide
different Entry
Points.
Evidence of an
attempt at
differentiation exists,
but differentiation is
not illustrated using
labeling.

Utilizes Gardners
strategy to provide
different Entry Points to
meet the needs of all
types of intelligences.
Clearly labels the
parts of the plan that
illustrate
differentiation

Your
Scor
e

FRIT 7430 : UbD Stage 3 Assignment

4 Fails to provide
opportunities for
students to RETHINK
ideas, REFLECT, and
to REVISE work.
5 Does not indicate
the use of
technology in a
meaningful way
6 Assignment is not
organized
Assignment
Instructions not
followed
Several errors in
grammar and form,
which distracted the
reader

Provides
opportunities for
students to RETHINK
big ideas, REFLECT
on progress, and
REVISE their work.
Includes the use of
technology

Assignment
somewhat organized
Most assignment
instructions followed
A few errors in
grammar and form
which distracted the
reader

Provides numerous
opportunities for students
to RETHINK big ideas,
REFLECT on progress,
and to REVISE work.
Includes the use of
technology in a
meaningful way.
Off the shelf resources
are properly referenced
Assignment is organized
Assignment Instructions
followed
No errors in grammar or
form that distracted the
reader.