Lesson Plan for Implementing

NETS•S—Template I
(More Directed Learning Activities)
Template with guiding questions
Teacher(s)
Name Brennen Knight

Position Teacher

School/District Chapel Hill Middle/ Douglas County

E-mail Brennen.knight@douglas.k12.ga.us

Phone 770-651-5000

Grade Level(s) 7th

Content Area Social Studies and Language Arts

Time line One week

Standards (What do you want students to know and be able to do? What knowledge, skills, and strategies do you
expect students to gain? Are there connections to other curriculum areas and subject area benchmarks? ) Please
put a summary of the standards you will be addressing rather than abbreviations and numbers that indicate which
standards were addressed.

L6-8RHSS4: Determine the meaning of words and phrases as they are used in a text,
including vocabulary specific to domains related to history/social studies.

SS7E7 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 that countries have a mixed economic system located on a continuum between
pure market and pure command.
c. Compare and contrast the economic systems in China, India, Japan, North Korea, and
South Korea.

SS7E4 Analyze different economic systems.

c. Compare and contrast the economic systems in Israel, Saudi Arabia, and Turkey.

SS7E1 Analyze different economic systems.

c. Compare and contrast the economic systems in South Africa, Nigeria, and Kenya.

ELAGSE7W6: Use technology, including the Internet, to produce and publish writing and
link to and cite sources as well as to interact and collaborate with others, including linking
Content Standards to and citing sources

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 Communication and Collaboration: Students use digital media and environments to
communicate and work collaboratively, including at a distance, to support individual
learning and contribute to the learning of others

Research and Information Fluency- Students apply digital tools to gather, evaluate, and
use information.
c. evaluate and select information sources and digital tools based on the
appropriateness to specific tasks.

Critical Thinking, Problem Solving, and Decision Making: Students use critical thinking
skills to plan and conduct research, manage projects, solve problems, and make
informed decisions using appropriate digital tools and resources.
NETS*S Standards:

Overview (a short summary of the lesson or unit including assignment or expected or possible products)

This lesson plan is designed to complement economic understandings in the 7th grade Social Studies
curriculum. The unit is centered on basic economics. The activity build the student’s knowledge of
vocabulary terms related to economics. Some vocabulary examples include market economy, human capital,
goods and services, and gross domestic product. This activity is completed at the beginning of the unit. After
the vocabulary activity, students take this knowledge and apply it to countries in a certain region. The
students can choose between any of the countries contained in the 7 th grade Social Studies curriculum. Once
a country has been identifies, the students will make a presentation to their peers regarding their country of
choice and its economy. The students will choose terms in the beginning of the lesson and collaborate and
share ideas to help their peers learn together. The summative assessment will be the students’ completion of
their presentation and formative assessments will be completed using Padlet and Quizizz.

The learning objectives include the following:

 Analyze and describe economic vocabulary terms
 Create a Freyer Model using the economic vocabulary terms
 Answer questions when necessary using Quizizz
 Explain the different types of economic systems and terms using Padlet
 Create project that shares a country and their economic system from either the Middle East, Southern
Asia, or Africa.

Essential Questions (What essential question or learning are you addressing? What would students care or
want to know about the topic? What are some questions to get students thinking about the topic or generate
interest about the topic? Additionally, what questions can you ask students to help them focus on important
aspects of the topic? (Guiding questions) What background or prior knowledge will you expect students to bring
to this topic and build on?) Remember, essential questions are meant to guide the lesson by provoking inquiry.
They should not be answered with a simple “yes” or “no” and should have many acceptable answers.

Essential Questions: What are the economic systems in the world? What three questions are asked to
determine consumer goods?
Guiding Questions: What economic systems are most common in the world? What are characteristics of
each type of economic system? Which economic system do you feel is the best and why?

Assessment (What will students do or produce to illustrate their learning? What can students do to generate new
knowledge? How will you assess how students are progressing (formative assessment)? How will you assess
what they produce or do? How will you differentiate products?) You must attach copies of your assessment and/or
rubrics. Include these in your presentation as well.

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 Student will produce a Freyer model using the economic vocabulary terms. After the models are created,
students will share ideas and collaborate using Padlet. Quizizz will be used for formative assessment of the
vocabulary terms to determine understanding as the lesson moves along. Students will then create a
presentation of a 7th grade country and share their economic system. The presentation can be in form of video,
PowerPoint, audio recording, or graphical representation. Use of rubric to score student presentations will be
used. To differentiate, some students will have choices for working with a partner.

Resources (How does technology support student learning? What digital tools, and resources—online student
tools, research sites, student handouts, tools, tutorials, templates, assessment rubrics, etc—help elucidate or
explain the content or allow students to interact with the content? What previous technology skills should students
have to complete this project?)

Students will engage in Padlet, Engrade, and Quizizz to support learning. The Padlet Activity will offer students
examples of countries and their economies.

Digital tools- Dell laptop, Microsoft PowerPoint, Word,

Web 2.0 Tools: Screen-o-matic (audio recorder), Padlet , Quizizz, PowerPoint

Students should know how to create a simple PowerPoint presentation and use Microsoft Word

Instructional Plan
Preparation (What student needs, interests, and prior learning provide a foundation for this lesson? How can
you find out if students have this foundation? What difficulties might students have?)

Students will need to know note taking skills to help them learn and understand the new vocabulary. This
strategy can be remediated using Brainpop.

To see if students have foundation, teacher can ask questions and get feedback. Students might struggle with
creating a presentation.

Management Describe the classroom management strategies will you use to manage your students and the use
of digital tools and resources. How and where will your students work? (Small groups, whole group, individuals,
classroom, lab, etc.) What strategies will you use to achieve equitable access to the Internet while completing this
lesson? Describe what technical issues might arise during the Internet lesson and explain how you will resolve or
trouble-shoot them? Please note: Trouble-shooting should occur prior to implementing the lesson as well as
throughout the process. Be sure to indicate how you prepared for problems and work through the issues that
occurred as you implemented and even after the lesson was completed.

Students may work with a partner to complete the presentation. All students in 7th grade have access to Dell
laptops. All students will have Wi-Fi access with the laptops. Technical issues that might arise include needing
software updates and more bandwidth. Teacher have no administrative rights and cannot download the
updates. This could lead to problems when students download files or access sites using Flash, like Brainpop.
Adobe and java are constantly updating so they typically do not tend to have issues. Students need to be able
to locate the programs on the laptop that will be utilized to complete the activity (PowerPoint, Word, Chrome)

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Instructional Strategies and Learning Activities – Describe the research-based instructional strategies you will
use with this lesson. How will your learning environment support these activities? What is your role? What are the
students' roles in the lesson? How can you ensure higher order thinking at the analysis, evaluation, or
creativity levels of Bloom’s Taxonomy? How can the technology support your teaching? What authentic,
relevant, and meaningful learning activities and tasks will your students complete? How will they build knowledge
and skills? How will students use digital tools and resources to communicate and collaborate with each other
and others? How will you facilitate the collaboration?

Teacher will begin the lesson by brainstorming prior knowledge about economies and economic systems. This
will lead to a recollection of material that was taught in the 6th grade. Asking questions will guide students to
build from prior knowledge. The learning environment consists of displays of Thinking Maps on simple
machines, posters, and Interactive flip charts. This activity is a student-centered activity, so the role of the
teacher is to guide and collaborate with students. The students’ role will be as a teacher, since they will choose
and present a country to their peers. Students will be creating a presentation to explain the economy of their
chosen country. Web 2.0 tools will help students to understand and complete the project. The Padlet can be
used for the whole class to share ideas, make suggestions, to review the vocabulary, and to view the Padlet
commentary. Students will use digital tools to create presentation to other students. Teacher will ask guiding
questions to keep students engaged and gauge student understanding of the terms and expectations of the
presentation.

Differentiation (How will you differentiate content and process to accommodate various learning styles and
abilities? How will you help students learn independently and with others? How will you provide extensions and
opportunities for enrichment? What assistive technologies will you need to provide?)

To differentiate for various learning styles, students will be allowed to choose how to present the final product
and/ or have a partner. Students will discuss terms and ideas with others in the class. Student choice for
completion of activity allows for differentiation of all learners.
Extensions for enrichment include students using note-taking skills to further process definitions and
vocabulary information.

Assistive technology- Google Drive can be used to help organize information in a central location for students.

Reflection (Will there be a closing event? Will students be asked to reflect upon their work? Will students be
asked to provide feedback on the assignment itself? What will be your process for answering the following
questions?
• Did students find the lesson meaningful and worth completing?
• In what ways was this lesson effective?
• What went well and why?
• What did not go well and why?
• How would you teach this lesson differently?)

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 The closure will be the presentation the students create with a partner or by themselves. Students will be provided
feedback from a shared rubric. Students will have opportunities to post and share through Padlet one term they
fully understand and one term they are still unfamiliar with. They must include their name on the Padlet post.
Teacher will make notes on the lesson plan or private Padlet page of what worked well and what did not go well.
The teacher will also create a short reflection of their thoughts on the lesson. Teacher will have an understanding
of how students felt about activity by reviewing their comments posted on Padlet. After reviewing commentary
from students, teacher will make notes of things to change with the activity.

Closure: Anything else you would like to reflect upon regarding lessons learned and/or your experience with
implementing this lesson. What advice would you give others if they were to implement the lesson? Please
provide a quality reflection on your experience with this lesson and its implementation.

This activity will be completed in the first academic week of the school year. This time was chosen because the
economic vocabulary terms are used throughout the 7th grade school year. This helps build prior knowledge
once the respective units are studied during the year.

Students will be actively engaged during the activity. This lesson is student-centered because the Padlet activity
allows students to share their own thoughts without a fear of being right or wrong. This will allow the students to
take more ownership of their learning and creates more genuine and authentic learning opportunities. The
student is taking on the role as teacher when sharing their ideas and presentations. The students are
collaborating with other peers and the teacher during this lesson.

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