CEP Lesson Plan Form

Teacher: Xander Collins Date: 11/07/2023

School: Fort Collins High School Grade Level: 10th Content Area: World Geography

Title: Economic Systems Lesson #: 1 of 1

Lesson Idea/Topic and Students will be able to examine different types of economic systems across
Rational/Relevance: the globe and compare/contrast them. This will allow students to
understand their own economic system and see where others vary or are
similar.

Student Profile: Students are all sophomores. Mixed genders and ethnicities. Varied energy
levels and engagement. Mixed learning styles.

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)

SS. HS. S3. Economics. 5. Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.

Understandings: (Big Ideas)

Students will be able to understand economic systems.

Students will be able to compare economic systems.

Students will be able to connect economic systems to standards of life and quality of life.

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select applicable questions from standard)

How do economic systems vary from each other?

How do economic systems impact standards of living and quality of life?

How do does geography impact economic systems?

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CEP Lesson Plan Form

Evidence Outcomes: (Learning Targets)

Every student will be able to: understand and describe various economic systems around the globe.

I can: describe and distinguish economic systems from one another.

This means: I can understand economic systems and how they impact people and places.

List of Assessments:

Class Starter: Quality of Life vs Standards of Living Activity (formative and summative)

Economic Systems Examination Assignment (formative and summative)

Economic Systems Guessing Game (formative and summative)

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CEP Lesson Plan Form

Planned Lesson Activities

Name and Purpose of Lesson Economic Systems – The purpose of this lesson is to connect previously taught concepts to
economic systems and understand those economic systems.
Co-Teaching Which model(s) will be used?
Will co-teaching models be utilized in this lesson? Co teaching will be utilized in this lesson, model One Teach, One Assist.
Yes ___ No ___ Why did you choose this model(s) and what are the teachers’ roles?
Teacher is foremost an observer for the lesson but will have opportunity to interact and check
in with students during worktimes with one to one interactions and group interactions.
Approx. Time and Materials 90 minutes
Access to computers and online tools (Google Classroom, etc.)
Access to printed off readings and worksheet.
Access to writing materials (pencils, highlighters, etc.)
Anticipatory Set The strategy I intend to use is: Word Bank Connection
I am using this strategy here because: In this strategy students will have access to word banks
of vocabulary from the previous lesson. Word banks they will connect to imagery and concepts
previously taught. This will act as a refresher on content and an assessment of knowledge of
that content.
Procedures The strategy I intend to use is: Guided reading and group examination activity.
I am using this strategy here because: This will give students the opportunity to practice
reading skills and reading examination to find the information required. This reading is paired
with a group examination because they will rely on each other to fill in a worksheet comparing
economic systems.
Teacher Actions Student Actions Data Collected
0-3min: teacher will 0-3min: Students will prep 0-3min: Teacher will check for
welcome the class to the for the lesson and put away attention.
lesson, reiterate phone devices. 4-10min: Teacher will check for
policy, and prep. Students 4-10min: Students will open starter
for starter. the class starter on Google corrections/understandings.
4-10min: Teacher will Classroom and take 5 11-15min: Teacher will be able to
introduce the class starter minutes to pair the word correct understandings of vocab
and walk the class checking banks to via questioning/discussion.
for understanding/offering imagery/descriptions. 16-20min: Teacher will check for
correction where needed. 11-15min: Students will attention and comprehension.
11-15min: Teacher will offer discussion and 21-40min: Teacher will check for

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CEP Lesson Plan Form
transition into a group
discussion over the starter
before transitioning into
the main activity.
16-20min: Teacher will
transition starter to main
activity. Passing out guided
reading and the worksheet.
21-40min: Teacher will walk
the class as each student
reads their assigned reading
and fills out the
corresponding information
into their worksheet.
41-60min: Teacher will
transition students into
group work and
compare/contrast
examinations. Teacher will
walk the room offering
guided questions and
support to students in
need.
61-75min: Teacher will
create a class discussion on
the content, using the
whiteboard to emphasize
student understanding.
76-90min: Teacher will
transition students into
final activity. Going over
scenarios of economic
systems and having
students discuss/guess on
them until the class is
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answers to the starter in a reading skills and offer
class discussion. correction/understanding as
16-20min: Students will students will out their worksheet.
collect the material for the 41-60min: Teacher will check for
upcoming lesson and give understanding walking the class.
their attention to the Checking in with students/small
directions. groups on their worksheet and
21-40min: Students will information.
read their solo guided 61-75min: Teacher will check for
reading and fill out their understanding and offer
worksheets corresponding correction in the class discussion.
parts. 76-90min: Teacher will check for
41-60min: Students will be formative learning through
able to walk the groups guessing.
classroom/discuss with
their table to fill in the rest
of the information on the
worksheet. Students will
teach one another about
economic systems from
their own reading.
61-75min: Students will
participate in a class wide
discussion comparing the
economic systems.
76-90min: Students will
work as a table or solo to
determine what economic
systems are being
described in the closure
activity. Participating with
the class to guess the
answer.
CEP Lesson Plan Form

dismissed.

Closure The strategy I intend to use is: Economic Systems Guessing Game
I am using this strategy here because: it offers students descriptions of economic systems they
had all just learned and turns it into an inquiry discussion. Explaining why certain descriptions
used exemplify specific economic systems will demonstrate understanding of content.
Differentiation Content Process Product Environment
Modifications: Can be Can be Worksheet can Students can work in
adjusted to adjusted to be adjusted to and outside the class,
include students just definitions utilizing hallways and
detailed reading smaller and a class open spaces.
descriptions parts that wide
given by the include each comparing
teacher rather economic rather written
other students. system. comparisons.
Extensions: Can be Can be Can be Students can pick
expanded to expanded to expanded to a their partners and
include have students solo keep track of who is
development find the comparison of giving them
and other information on economic information for each
vocab their own, systems and a economic system.
throughout prompting small
each activity. student discussion with
exploration. groups.
Assessment
Students will be assessed using an image analysis, a definitions and comparisons worksheet, a
guessing game, and questioning/discussion.
The image analysis will be used to bring in previous content to today’s lesson. This will act as a
summative and formative assessment for content already learned.
The definitions and comparisons worksheet will be used as a summative and formative
assessment. To be collected at the end of class to check for summative understanding and to
be used in class for small group/class discussions for formative.
Using questioning/discussion at throughout the lesson will give opportunity for formative
assessment and corrections building.

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CEP Lesson Plan Form

Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify
your level of achievement)

2. What changes, omissions, or additions to the lesson would you make if you were to
teach again?

3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)

4. If you used co-teaching, would you use the same co-teaching strategy for this lesson
if you were to teach it again? Were there additional co-teaching strategies used
during the lesson not planned for initially? Please explain.

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CEP Lesson Plan Form

Lesson Plan Appendix

Lesson Idea/Topic and Rational/Relevance: What are you going to teach and why is this lesson of
importance to your students? How is it relevant to students of this age and background?

Student Profile: Write a narrative about your learners. What are their special needs? Exceptionalities?
Giftedness? Alternative ways of learning? Maturity? Engagement? Motivation?

Name and Purpose of Lesson: Should be a creative title for you and the students to associate with the
activity. Think of the purpose as the mini-rationale for what you are trying to accomplish through this
lesson.

Co-Teaching: Models – One teach/One observe, One teach/One assist, Station teaching, Parallel
teaching, Alternative/Differentiated/Supplemental teaching, Team teaching.

Approx. Time and Materials: How long do you expect the activity to last and what materials will you
need?

Anticipatory Set: The “hook” to grab students’ attention. These are actions and statements by the
teacher to relate the experiences of the students to the objectives of the lesson, To put students into a
receptive frame of mind.
 To focus student attention on the lesson.
 To create an organizing framework for the ideas, principles, or information that is to follow
(advanced organizers)
An anticipatory set is used any time a different activity or new concept is to be introduced.

Procedures: Include a play-by-play account of what students and teacher will do from the minute they
arrive to the minute they leave your classroom. Indicate the length of each segment of the lesson. List
actual minutes.
Indicate whether each is:
 teacher input
 modeling
 questioning strategies
 guided/unguided:
o whole-class practice
o group practice
o individual practice
 check for understanding
 other

Closure: Those actions or statements by a teacher that are designed to bring a lesson presentation to an
appropriate conclusion. Used to help students bring things together in their own minds, to make sense
out of what has just been taught. “Any Questions? No. OK, let’s move on” is not closure. Closure is used:
 To cue students to the fact that they have arrived at an important point in the lesson or the end
of a lesson.
 To help organize student learning
 To help form a coherent picture and to consolidate.

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CEP Lesson Plan Form

Differentiation: To modify: If the activity is too advanced for a child, how will you modify it so that they
can be successful? To extend: If the activity is too easy for a child, how will you extend it to develop
their emerging skills? What observational assessment data did you collect to support differentiated
instruction?

Assessment (data analysis): How will you know if students met the learning targets? Write a description
of what you were looking for in each assessment. How do you anticipate assessment data will inform
your instruction?

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