Teaching Learning Assessment

1. FRIT 7430 : UbD Stage 3 Assignment
Ashley Castellana
FRIT 7430: Instructional Design
Stage 3, Understanding by Design
Fall 2011

2. 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 doesn’t 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:
How do economists discern what the needs
are of the people in that country?
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?
Topical Questions:
How does Israel’s economy differ from Saudi
Arabia?
How do traditional, market, and command
economies compare and contrast when
answering the three major economic
questions?

3. FRIT 7430 : UbD Stage 3 Assignment
What role do natural resources play in a
countries economy?
How do governments affect a country’s GDP?
How do traditional economies function
without currency?
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
student’s 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 country’s
economy? What role do governments play in a country’s 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 Arabia’s GDP, GDP per capita, and their current government status. Students
are to work with their assigned groups to compare and contrast the two nations using
a thinking map. The students are to also discuss each country’s 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

4. FRIT 7430 : UbD Stage 3 Assignment
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
Week 2

5. FRIT 7430 : UbD Stage 3 Assignment
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 country’s resources.
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 country’s GDP and population to
make there maps an attractive and informational map. E
18. Students will research each country’s 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

6. FRIT 7430 : UbD Stage 3 Assignment
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, doesn’t mean it is well distributed among the
citizens of a country. It also doesn’t mean the government cares for the people. R
Week 3
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, “Wouldn’t 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 didn’t have any rules…most
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 don’t 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
teacher’s assistant will be available for extra support, rubrics will be scored
according to work ethic verses amount. E, T,O

7. FRIT 7430 : UbD Stage 3 Assignment
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 1-10 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 pre-test 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
All money will be redeemed at the end of the unit!
Notes to the Instructor
Utilizes Gardner’s 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

8. FRIT 7430 : UbD Stage 3 Assignment
Stage 3 Scoring Rubric
(0 Points) (3 Points) (5 Points) Your
Score
1. Does not clearly
communicate
WHERETO for learning
activities
Fails to provide a pretest
for learners.
Codes some learning
activities with
WHERETO
Clearly codes each activity
with WHERETO
Includes a pretest to check for
prerequisite skills and
knowledge.
2. Alignment is not
demonstrated between
instructional strategies,
standards, and
understandings of the
unit.
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.
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 Gardner’s
strategy to provide
different “Entry Points.”
Evidence of an attempt at
differentiation exists, but
differentiation is not
illustrated using labeling.
Utilizes Gardner’s 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
4. Fails to provide
opportunities for
Provides opportunities
for students to RETHINK
Provides numerous
opportunities for students to

9. FRIT 7430 : UbD Stage 3 Assignment
students to RETHINK
ideas, REFLECT, and to
REVISE work.
big ideas, REFLECT on
progress, and REVISE
their work.
RETHINK big ideas, REFLECT
on progress, and to REVISE
work.
5. Does not indicate the use
of technology in a
meaningful way
Includes the use of
technology
Includes the use of technology
in a meaningful way.
“Off the shelf” resources are
properly referenced
6. Assignment is not
organized
Assignment Instructions
not followed
Several errors in
grammar and form,
which distracted the
reader
Assignment somewhat
organized
Most assignment
instructions followed
A few errors in grammar
and form which
distracted the reader
Assignment is organized
Assignment Instructions
followed
No errors in grammar or form
that distracted the reader.