2/8/2020

Unit Plan
EDI 685

Jeff Warber
GRAND VALLEY STATE UNIVERSITY
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Lesson Overview

This unit will cover 2 weeks with helping the students becoming more informed about Michigan’s economy. This social studies unit will help the
students develop critical thinking skills, problem solving skills, and inquiring learning skills on economics. The lesson will encourage the learner to
ask questions to develop a better understanding how to solve an economic issue. The students will discuss and connect their ideas with the other
students in the class. This unit will use common English Language Arts Common Core standards, Michigan’s Visual Arts, Music, and National Social
Studies Standards, Michigan’s Social Studies Standards, and Michigan’s Integrated Technology Competencies for Students. The learning targets will
build knowledge on economics with class discussions, interactive presentations, PBS Learning media links, and variety of assessments. The lessons
will provide variety of material to help build their knowledge and clarify any misconceptions about economics. The students will do a project-based
learning. How can we protect Michigan’s coastlines? The students will also gain insights about how Michigan’s economy works. This unit plan will
have the students create a portfolio to showcase their student achievement and how they created better connections with the lesson material.

I can create a data visualization to inform others about Michigan’s economy.

I can present my findings how to protect Michigan’s coastlines impact Michigan’s economy.
I can describe several types of jobs in the state of Michigan’s.
I can define scarcity, choice, opportunity cost, and incentives in my own words.
I can justify the economic decision people make while living in Michigan’s.
I can explain how entrepreneurs use natural, human, and capital resources to make goods and services in Michigan.
I can explain the competition when creating a business.
I can identify the benefits for how competition can benefit the consumers.
I can explain the competition when creating a business.
I can explain how creating another business can lead to better prices, choices, services, and goods.
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Dear students,
Michigan Department of Environment, Great Lakes and Energy needs your help. People
are losing their homes on the coastline.
We are beginning to learn about 4th grade economics. Your team will learn about
demand, supply, incentives, capital resources, natural resources, competition,
businesses, and the role of entrepreneurship. Your team learned the people are losing
their homes along the coastline.
We will work with teams to create a poll, data visualization and a presentation about
economics in Michigan. Your team’s presentation will describe how people make choices
and can impact their life. The teams will need to brainstorm and research on how others
we can protect Michigan coastlines. Each team will think about the Michigan’s economic
impact with shoreline communities and our Great Lakes responsibility to protect them.
How can we solve protect Michigan’s coastlines?
Sincerely,
Mr. Warber
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Table of Contents
PBL Design Overview .................................................................................................................... 1-12
PBL Calendar ............................................................................................................................. 13-28
Lesson 1 What is Economics ...................................................................................................... 29-33
Lesson 2 What incentives that influences people’s choices? ..................................................... 34-38
Lesson 3 Why are Michigan’s natural resources and the location important for economic
development? ............................................................................................................................. 39-44
Lesson 4 How do entrepreneurs help to make goods and services in Michigan? ..................... 45-52
Lesson 5 What is the role for businesses and entrepreneurs in shaping Michigan’s economic
future? ......................................................................................................................................... 53-59
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PBL DESIGN OVERVIEW

Name of Project: Duration: 3 weeks

Society issues and Michigan’s environment
Grade Level/Course: Teacher: Subjects Addressed:
4th US Economics Warber History, Civics, Economics, Geography, Language Arts, &
Integrated Technology

Compelling Question:
How can we solve protect Michigan’s coastlines?
Objectives:
Working collaboratively, students will be able to:
● Analyze and use evidence to develop a claim about beach erosion Michigan’s coastlines. (D2. Hist.16.3-5)
● Explain how economic changes impact Michigan’s coastlines. (4.-E2.0.1)
● Predict the intended audience when creating the data visualization and presentation on protecting Michigan’s coastlines. (D2. His.11.3-5)
● Generate questions about multiple historical sources and their relationship on protecting Michigan’s coastlines. (D2. His.12.3-5)
● Compare information from different historical sources. (D2. His.10.3-5)
● Research credible sources to answer the compelling question How can we protect Michigan’s coastlines? (D1.5.3-5)
● Use Data visualizations to better understand Michigan’s economic activity with primary sources and secondary sources on why we need to protect
Michigan’s coastlines. (4-H3.05)
● Create their presentation with visual displays to demonstrate solutions for protecting Michigan’s coastlines. (ART.T.II.4.3, ART.T.II.4.1, ART.VA.II.4.1,
CCSS.ELA.-Literacy.SL.4.5, D4.3.3-5)
● Take action to use strategies to address a local, state, and regional problem with protecting the coastlines and think of alternative solutions. (D4.7.3-5,4-
P3.1.1, 4-P3.1.2)
Working independently, students will be able to:
Choose the appropriate platform to address the society issues with objectives relating to how to we can protect Michigan’s coastlines (MITECS 6.a)
● Compare and Contrast the most important key points presented in the findings about we can protect Michigan’s coastlines. (CCSS.ELA-Literacy.RI.3.9)
● Create a data visualization to answer the compelling question: How we can protect Michigan’s coastlines? (D2. Geo.1.3-5)
● Identify evidence from multiple sources to help answer the compelling question protecting Michigan’s coastlines. (D3.3.3-5)
● Construct their reasoning with examples and relevant information protecting Michigan’s coastlines. (D4.2.3-5)
● Use collaborative techniques to examine how to protect Michigan’s coastlines. (MITECS 6.a)
● Use graphic data to help analyze the compelling question about beach erosion Michigan’s coastlines. (4-P3.1.2)
● Present a summary of their argument about beach erosion Michigan’s coastline with either on a computer or paper and pencil. (D4.3.3-5)
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● Choose the appropriate platform to address the beach erosion Michigan’s coastlines? (MITECS 6.a,7 – P4.2.2,7 – P4.2.3)
● Select evidence-based reflection about beach erosion with Michigan’s coastlines. (CCSS.ELA-Literacy.W.5.9)
● Apply evidence-based reflection with a multiple viewpoint to analyze about beach erosion with Michigan’s coastlines. (3-P3.1.2)
● Use strategies to work effectively with others and taking responsibility towards beach erosion with Michigan’s coastlines. (MITECS 7.a)

Working independently, students will be able to:

• Explain market economy with how scarcity, choice, and opportunity cost what is produced and consumed (3-E1.0.1)
• Identify incentives that influence economic decisions people make. (3-E1.0.2)
• Explain how natural resources enhance Michigan’s economic development (3- E2.0.1)
• Use graphic data to demonstrate the knowledge how to protect Michigan’s coastlines with how it relates to Michigan’s economy 3-P3.1.2
• Design a simple problem reflecting a need and want with materials, time, or cost (3-5-ETS1-1)
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Project Summary:
This project focuses on the compelling question: How can we protect Michigan’s coastlines? The students will figure the best way to discover information that
can change or explain people’s viewpoint on the issue.
The purpose of the activity focuses on three primary areas:

First it requires the students to recognize and research the topic of their choice that interest them. The teacher will provide meaningful connections with the
content and offer support with selecting a topic. The students would brainstorm solutions protecting Michigan’s coastlines. After the students select an issue,
they will create an outline as what they want to discover, and the impact this issue would have at local, state, and federal level. The students will Michigan’s
Environment website to help discover topics they wish to present to class.

Second, the students will create and hand out a poll about their topic with members of our school community. The students are trying to figure strength and
weakness of their topic. The students participate with class discussions by how they can protect Michigan’s coastlines. Each team will analysis their survey and
each team will carefully select a society issue by relating protecting Michigan’s coastlines. The students will create a survey from the information they gained
from their research and to ask questions to people at the school. The students will design questions to help them better understand the current issue and how it
relates protecting Michigan’s coastlines. The students to compile their data from surveys they learned from public opinion and attitudes with their research topic.

Third, the students to create a data visualization teaching other about how to protect Michigan’s coastlines. The students will take the information they
discovered from their poll to create a meaningful data visualization on their topic. The students present their findings through data visualization with students in
their class and members of the school district. The students can either use google sheets or paper to create the data visualization. The students will have the
option to choose their own data visualization from a 3-D Pie graph, 3-D stacked bar chart or box & whisker. The students how the options how they want their
data visualization to represent the information they uncovered how they can protect Michigan’s coastlines. The students will create an 8 to 10-minute
presentation to show the class the data visualization they discovered and created. The students will use google slides and may use note cards when presenting
their material. Students will have their data visualization to aid them during their presentation. The students will not read off their Google slides or any other type
of text when giving their presentation. The student will craft an evidence-based project by how to protect Michigan’s coastlines.

For this project students will be place in groups of four to execute and organize community-based discussion and then analysis its effectiveness. This will require
that the students design or critique the discussion sessions to inform the participants. The intent of the project is to help the student understand another person’s
point of view with class discussions. The student will learn how to develop critical think skills, and meaningful connections with variety of classroom subjects.

Student’s success is based on collaboration and individual work. The whole class will contribute to the class blog, reporting on the project. Individuals will write a
reflecting on about their challenges on the project and their own contribution. The teacher will move around each group and ask group members to share their
input on solving the problem. The teacher will offer input and guidance for groups to express their ideas or designing their own data visualization.
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The students will first use google slides or poster board to present their discoveries to the class. The data visualizations can include graphics, images, charts,
graphs, and less focus on written text. The project-based learning experience will use strategies by taking a historical and contemporary information with the
current events in the United States. The students will use a local, state, and nation presentation to inform others about what they learned and workable solutions.
The final reflection will be written in pencil or typed and uploaded to google classroom.

Hook How can we protect Michigan’s coastlines?

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The teacher will use the compelling question:

Students will be project by thinking and identifying about different issues with society. The teacher will show a 3-minute video on how to protect Michigan’s
coastlines and think about it impacts Michigan’s economy. The students will participate with discussion sessions about public opinion about whether the
population is informed about the issue. The teacher will introduce the compelling question and project-based learning experience. Then, the teacher will ask how
we can create a better understanding about the topic.
Products: Individual: Content and Skills to Be Assessed:
Student outline and survey Evidence based research on the society issue Data analysis-
The presentation will show an outline of the issue or concern Self-reflection
and results of their findings. Weekly reflections on the topic Speaking and listening skills
Final project reflection information

Team: Content and Skills to Be Assessed:

Student The skills to help broaden the student’s perspective and
Class discussions working effective with others.
presentation material Global collaborator
presentation outline The ability to use variety of media to express themselves
class blog (google classroom) to achieve the goals.
Creative Communicator
The ability to use verbal and visual evidence in a written
report.
Research skills
Data analysis
Display the project:
The students will display their completed artwork to displayed outside the classroom. The parents and guardians would be to see their student’s work on the
school’s website.
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Resources Needed:
Google slides
Economic websites
Sticky notes
3 -2 -1 assessment
Pens and pencils
Colored markers or crayons
Exit ticket
3-minute essay
Ruler
Tape
Blank computer paper
Google Docs
https://classroom.google.com/h
Google classroom
Poster board
Presentation Rubric
Team Rubric
Data Literacy Rubric
Individual Reflection Rubric
PBL Rubric
DOGO news articles
Times kids’ news articles
NASA websites news articles

Reflection Methods:
Each student will create an evidence-based report reflecting on the whole project. The students will be required to about knowledge gained from class
discussions, formative assessments, listening to variety of viewpoints, open class discussions, and the overall experience of doing the project. The students will
do weekly reflection questions and final reflection question to see what they learned from the presentation. The students will either do a google docs or blank
college notebook about how the students achieved the lesson objectives. The teacher will use universal design learning to ensure every student has the
opportunity to succeed with the lesson outcomes. The teacher will adopt and modify the teaching instruction based on the individual student needs. Every
student will be encouraged to share their ideas and have plenty of time to discover the answers for the project-based learning project. The students would have
the options to present in small groups, do a live performance, create a blog, PowerPoint Presentation, or even an individual project based on the students needs.
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3-D Pie Graph

Toys produced

7%

32%
28%
Mon
Tues
Wed
7%
Thurs

26% Fri
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Box and Whisker

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3-D stacked Bar chart

FRI

THURS

WED

TUES

MON

DAY

0 100 200 300 400 500 600 700 800 900

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Project Compelling Question: Time Frame: 3 Weeks

How can we protect Michigan’s coastlines?

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

PROJECT WEEK ONE
Weekly Objectives:
● Analyze and use evidence to develop a claim on how protect Michigan’s coastlines. (D2. Hist.16.3-5)
● Explain how economic changes impacted with Michigan’s coastlines. (4.-E2.0.1)
● Predict the intended audience when creating the data visualization and presentation protect Michigan’s coastlines. (D2. His.11.3-5)
● Generate questions about multiple historical sources and their relationship on protect Michigan’s coastlines. (D2. His.12.3-5)
● Research credible sources to answer the compelling question How can we protect Michigan’s coastlines? (D1.5.3-5)
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Introducing PBL:
Hooking Lesson:
Watch Lake Michigan’s erosion
video. What do you see happening
in the video? Turn and talk
assessment with your shoulder
partner. The students will think
about the opportunity cost by how it
impacts the producers and the
consumers when living near an area
with protecting Michigan’s
coastlines.
Project Presentation: The teacher
will explain project-based learning
project as what the students will be
completing. There will be teams and
schedule of events we be covering.
The teacher will encourage the
students to think about how to
protect Michigan’s coastlines.
Research Methods lesson:
The students will learn how to check
the sources, ask good questions,
and cross-checking information how
to protect Michigan’s coastlines.
Research Write Finish Report Analyze the poll results
The learner will demonstrate Report:
how to check sources, ask Write 5 paragraphs the Create a poll: The class will analyze the
good questions, and cross helps the student to The teacher offers guidance for survey results about beach
checking the information. The inform others about how how the students create their how to protect Michigan’s
student will research a topic the community can help own poll and would freely walk coastlines by how they wish
that interests them and begin to protect Michigan’s around the room checking in to solve it.
drafting their paper. coastlines. with each group on their
The students will lists progress. The student will form Checkpoint:
steps how they can groups by counting off by The teacher will visit each
Checkpoint: protect Michigan’s numbers from 1 to 4. group and ask questions
What are three things you coastlines. The students about how they are
have learned about how to will ask to describe with The students will asking other discovering information about
protect Michigan’s coastlines? their partner how they students in their school to create how to protect Michigan’s
How can you apply the protect Michigan’s poll how to protect Michigan’s coastlines. The teacher would
information you learned so far coastlines. coastlines. modify the lesson for English
in class? Think pair share with Language Learners by
someone sitting at your table. Checkpoint: allowing to review the teacher
The students will write down Checkpoint: The students will turn and talk notes with clear and concise
their thoughts about how to What are three things you assessment to ask questions wording as what the lesson
protect Michigan’s coastlines. have learned about how how about beach to protect will be covering. The teacher
The students will be paired by to protect Michigan’s Michigan’s coastlines connects will allow English Language
4 -5 kinds of fruits,4-5 kinds of coastlines? How can you impacts Michigan’s economy. Learner students to take
animals, and endless apply the information you The students will explain what breaks and other
categories names with each learned so far in class? they learned from their research modifications based on the
student randomly select a how to protect Michigan’s individual student’s needs.
piece a paper for their group The teacher will visit each coastlines.
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assignments. group and ask questions

Checkpoint: about how they are Resources needed: Resources needed:
Answer the daily project question. Resources needed: discovering information ● computer ● computer
The teacher will visit each group and ● computer about beach to protect ● pen / pencil ● pen/pencil
ask questions about how they are ● pen / pencil Michigan’s coastlines. ● document camera ● document camera
discovering information about beach ● document camera The teacher would modify ● Google Docs ● Google Docs
how to protect Michigan’s ● Google Docs the lesson for English ● Google Classroom ● Google Classroom
coastlines. The teacher would ● Google Classroom Language Learners by
modify the lesson for English allowing to review the
Language Learners by allowing to teacher notes with clear
review the teacher notes with clear and concise wording as
and concise wording as what the what the lesson will be
lesson will be covering. The teacher covering. The teacher will
will allow English Language Learner allow English Language
students to take breaks and other Learner students to take
modifications based on the breaks and other
individual student’s needs. modifications based on
the individual student’s
Resources needed: needs.
● computer
● pen / pencil Resources needed:
● document camera ● computer
● Google Docs ● pen / pencil
● Google Classroom ● Google Docs
● Google Slides
● Google
Classroom
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PROJECT WEEK TWO

Weekly Objectives:
● Compare and Contrast the most important key points presented in the findings on how to protect Michigan’s coastlines. (CCSS.ELA-Literacy.RI.3.9)
● Create a data visualization to answer the compelling question on how to protect Michigan’s coastlines. (D2. Geo.1.3-5)
● Identify evidence from multiple sources to help answer the compelling question about how to protect Michigan’s coastlines. (D3.3.3-5)
● Construct their reasoning with examples and relevant information on how to protect Michigan’s coastlines. (D4.2.3-5)
● Use collaborative techniques to examine on how to protect Michigan’s coastlines. (MITECS 6.a)

Creating Data Visualizations Creating Data Present Present Present

I would have the students create a Visualizations The class will present The class will present their The class will present their
data visualization with charts, graphs, Continue creating the data their presentation with presentation with other classes, presentation with other classes,
and images that helps other groups visualization with google other classes, teachers, teachers, and parents. The teachers, guardians, and
understand the issue. The student can sheets or paper. and parents. The teacher teacher will post the class parents. The teacher will post
use either google sheet or paper to will post the class images images for their project outside the class images for their
create the data visualization. The for their project outside the classroom and on the project outside the classroom
students will create a data visualization Checkpoint: the classroom and on the school’s website. and on the school’s website.
about how to protect Michigan’s The students will use a sticky school’s website.
coastlines and how they can help note to post one idea they Checkpoint: Checkpoint:
others better understand the issue. learned from the Checkpoint: The students will use a sticky The students will use a sticky
presentation. The students will use a note to post one idea they note to post one idea they
Resources needed: sticky note to post one learned from the presentation. learned from the presentation.
● Google sheets Resources needed: idea they learned from
● pen / pencil ● Google sheets the presentation. Resources needed:
● paper ● Document camera Resources needed: ● Google slides Resources
● document camera ● Google Docs ● Google slides ● Computer ● computer
● Document camera ● pen/ pencil
● Google Classroom ● Google Classroom ● computer ● document camera
● Google Docs ● document ● Google Docs ● Google Docs
camera ● Google Classroom ● Google Classroom
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Checkpoint: The teacher will interact
with diverse groups allowing them to
try and experiment with the data
visualization. If groups or students
struggle the teacher would offer
support and guidance to help students
be successful with the lesson.
The teacher will visit each group and
ask questions about how they are
discovering information about beach
erosion on the Lake Michigan’s
coastline. The teacher would modify
the lesson for English Language
Learners by allowing to review the
teacher notes with clear and concise
wording as what the lesson will be
covering. The teacher will allow
English Language Learner students to
take breaks and other modifications
based on the individual student’s
needs.
If the class finishes early,
they can practice their
presentation by how they
want to demonstrate their
newly acquired knowledge to
members of the class.
● Google Docs ● DOGO news
● Google ● NASA website
Classroom ● Time Kids
●
● DOGO news
● NASA website
● Time Kids If the class finishes early, then
they work on compare and
● change articles, Time kids’
contrast Global Climate change
articles. The students can
choose from three articles to do
a compare and contrast. The
students will discuss their
findings with their shoulder
partner. The teacher will listen
and ask the students questions
as they uncover information
about the article they are
reading.
● DOGO news
● NASA website
● Time Kids
If the class finishes early, then
the students work on compare
and contrast Global Climate
articles, and DOGO news
articles. The students have the
choice to pick the article they
want to discover the text
features and write 10 things
they learned from reading the
article. The students will
discuss their findings with their
shoulder partner. The teacher
will listen and ask the students
questions as they uncover
information about the article
they are reading.
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page 2

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

PROJECT WEEK THREE

Weekly Objectives:
● Use graphic data to help analyze the compelling question about beach erosion Michigan’s coastlines. (4-P3.1.2)
● Present a summary of their argument about beach erosion Michigan’s coastline with either on a computer or paper and pencil. (D4.3.3-5)
● Choose the appropriate platform to address the beach erosion Michigan’s coastlines? (MITECS 6.a,7 – P4.2.2,7 – P4.2.3)
● Select evidence-based reflection about beach erosion with Michigan’s coastlines. (CCSS.ELA-Literacy.W.5.9)
● Apply evidence-based reflection with a multiple viewpoint to analyze about beach erosion with Michigan’s coastlines. (3-P3.1.2)
● Use strategies to work effectively with others and taking responsibility towards beach erosion with Michigan’s coastlines. (MITECS 7.a)
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Present Present Design Reflection Reflection

The class will present their The class will present their Create a poster from the The teacher will pass a The teacher will pass a
presentation with other classes, presentation with other classes, knowledge they gained reflection rubric to done on reflection rubric to done on
teachers, and parents. teachers, and parents. from the product-based school’s computer. The students school’s computer.
learning activity. will write a 3-minute essay The student will use the
about what the learned about on school’s computer for the
Checkpoint: Checkpoint: how to protect Michigan’s reflection. If they do not finish,
The students will use a sticky note to The students will use a sticky Checkpoint: The student coastlines and their solutions for they can upload them to the
post one idea they learned from the note to post one idea they will begin upload their the problem. If they do not google classroom.
presentation. learned from the presentation. typed responds into finish, they can upload them to
Checkpoint: At the end of class
Resources google classroom. The the google classroom. students will upload their typed
● computer Resources students will use a sticky responses on google
● pen/ pencil ● computer note to post one idea they classroom.
● DOGO news ● pen/ pencil Checkpoint: The student will
learned from the begin upload their typed
● NASA website ● DOGO news Resources Needed:
● Time Kids presentation. responds into google classroom
● NASA website ● computer
● Google classroom ● Time Kids ● Google classroom
● Google Docs ● Resources Needed: Resources Needed: ● Google Docs
If the class finishes early, then ● computer ● computer
the students work on compare ● pen/ pencil ● Google classroom
If the class finishes early, then the and contrast Global Climate ● paper ● Google Docs
students work on compare and change articles, Time kids’ ● markers
contrast Global Climate change articles, and DOGO news ● reflection rubric
articles, Time kids’ articles, and DOGO articles. The students have the If the class finishes early,
news articles. The students have the choice to pick the article they then the students work on
choice to pick the article they want to want to discover the text compare and contrast
discover the text features and write 10 features and write 10 things Global Climate change
things they learned from reading the they learned from reading the articles, Time kids’
article. The students will discuss their article. The students will articles, and DOGO news
findings with their shoulder partner. discuss their findings with their articles. The students
The teacher will listen and ask the shoulder partner. The teacher have the choice to pick
students questions as they uncover will listen and ask the students the article they want to
information about the article they are discover the text features
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reading. questions as they uncover
information about the article
they are reading.
and write 10 things they
learned from reading the
article. The students will
discuss their findings with
their shoulder partner.
The teacher will listen and
ask the students
questions as they
uncover information about
the article they are
reading.
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Exit Ticket
Please write 8 to 5 sentences either a pencil a computer per question.
1) How did you meet or exceed the classroom expectations for the project?

2) What did you learn and discover by doing this project?

3) What would you change for next when you do another project-based learning lesson?
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Exemplary 25
Data Data visualization[s] create a data
visualization collected from their survey
rubric Pick at least 4 images for their
presentation.
Connects with topic with how to
protect Michigan’s coastline.
Easy to see the presentation
Exemplary 20
Presentation Team: prepared the presentation
Rubric (google slides, poster board, etc.)
• Great eye contact with
audience members
• Upload their presentation to
Google classroom so the
members of school
community can see the work
• Presents at least 4 data
Competent 20
Data visualization[s] create a data
collected from their poll
Easy to read but needs a little more
detail.
Pick at least 2 images for their
presentation that connects why
need to protect Michigan’s
coastlines
Competent 15
Team: prepared for the
presentation (google slides, poster
board, etc.)
• At times reading from their
slides
• Upload their presentation to
Google classroom so the
members of school
community can see the
work
Developing 15
Data visualizations
create a data collected from their
survey
Hard to find charts, graphs, or type
of images in their presentation
It struggles to answer the
compelling question and connect
with previously learned
information.
Missing key information why we
need to protect Michigan’s
coastlines.
Developing 10
Team: unprepared with their
presentation (google slides or poster,
etc.)
• Reading from their slides or
handout
• Upload their presentation to
Google classroom so the
members of school community
can see the work
• Lack of eye contact with
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visualizations to present
their
Team Rubric
Exemplary 20
Offers little information related with printed and
online on the research topic
Rarely completes the assigned work or tasks
Frequently needs reminders to stay on task and
contribute to the project
Sometimes need to allow student to share their ideas
At least 4 various sources on the topic.
At least 5 different solutions
At least 10 pieces of factual and striking important
about the problem.
• Sometimes eye contact not
focused with the audience
members
• Presents with at least 2 data
visualizations.
Competent 15
Offers general information related
with evidence from printed and
online on the research topic
Completely all the assigned work or
tasks
Encourages others to be involved
with the project
Sometimes needs reminders to stay
on task
At least 3 various sources on the
topic.
At least 3 different solutions
At least 5 pieces of factual and
striking important about the
problem.
audience members
• Presents only 1 data
visualization either a survey,
results, solutions, or
connections to protecting
Michigan’s coastlines.
Developing 10
Offers specific evidence from printed
and online material to support their
research topic
Completely all the assigned work or
tasks
Encourages others to be involved
with the project
Stays on tasks without reminders
Allows students to share their ideas
and offers new insights
Team discovers:
At least 1 different source on the
topic.
At least 1 different solution
At least 1 piece of factual and
striking important about the
problem.
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Individual reflection rubric
Exemplary 5
Communicates with clear and
precise manner.
Come to each class session ready
to share my ideas and help
others. The student answers every
reflection day and applies the key
concepts to prove their about how to
protect Michigan coastlines.
Offer new insights and a unique
perspective when analyzing the
questions.
The student creates an impressive
neat, and easy to read project-based
learning activity.
The student applies thoughtful
comprehension reflection both
during and after the project
reflections. The student manages to
use their time effectively and
efficiently.
Competent 3
Sometimes not clear or precise
manner when sharing their ideas
with others.
Sometimes comes to class ready to
share ideas and help others. The
student some of each day reflection
questions and misses some key
concepts how to protect Michigan’s
coastline.
The project-based learning project
is neat and has some words or
phrases are that are misspelled.
The student sometimes offers
thoughtful comprehension
reflections both during and after
the project reflections. The student
sometimes works effectively and
efficiently
Developing 1
Frequently off task and needs reminders to share
ideas with others
The student needs frequent reminders to stay on task.
The student does not complete daily assignments and
missing important details better understand how to
protect Michigan’s coastlines.
Infrequently tries innovative approaches and is hard
to understand their main ideas. The project-based
learning activity is unorganized and hard to
understand the content.
The student rarely applies thoughtful comprehension
reflections both during and after the project
reflections. The student mismanages their time and
had large of the project incomplete.
Warber 26

Integration rubric

Exemplary 10 Competent 7 Developing 5

Integrates Integrates information from Missing information from create a
information from sources supplied to create a survey survey or present their findings.
sources supplied and/ or present their findings. Not concise and coherent with
to create a survey Sometimes the findings are concise support from their research
and present their and coherent with support from
findings. their research
Can present the
material that is
concise and
coherent with
support from
their research.
Double click on the image to open the file.

Classroom Resources (1).pdf

Warber 27

Compare and Contrast information they uncover in the article. Write key ideas in the blanks below.

How they are similar?

How they are different?

Warber 28

Resources
Compare and Contrast handout
Dolasia, M. (2018, August 27). Why Venezuelans Are Paying Millions of Bolivars for A Cup of Coffee. Retrieved November 5, 2019 from
https://www.dogonews.com/2018/8/27/why-venezuelans-are-paying-millions-of-bolivars-for-a-cup-of-coffee

PBS Learning Media. (n.d.) 2019. Edible Economics. retrieved November 5, 2019 from
https://www.pbslearningmedia.org/resource/thnkgard.sci.ess.edecon/think-garden-edible-economics/
PBS Learning Media. (n.d.). (2019). 21st Century Learning. retrieved November 5, 2019 from https://www.pbslearningmedia.org/resource/2a54d422-
5ad2-4d2d-a093-1ecccaa579d4/21st-century-learning/
Environment Michigan (n.d.) (2019). Michigan Environment Issues. retrieved November 5, 2019 from
https://environmentmichigan.org/issues
NASA Global Climate Change Vital Signs of the Planet. (n.d.) [Government website] (2019). news and features. retrieved November
5, 2019 from
https://climate.nasa.gov/news/?page=0&per_page=40&order=publish_date+desc%2C+created_at+desc&search=&category=19%2C9
8

Willis, D. Time for Kids. (2019). Comparing Costs. retrieved November 5, 2019 from
https://www.timeforkids.com/partner/pwc/g4/october-2019-feature/
Warber 29
Elements of the Lesson
Standard
MDE grade level or CCSS
Objectives/Targets and I can statements
What am I going to teach?
What will the students be able to do at the end of the lesson?
What formative assessments are used to inform instruction?
Lesson Management: Focus and Organization
What positive strategies, techniques and tools will you use?
What ideas for on task, active and focused student behavior?
What is economics? Lesson Plan 1
Evidence that Documents the Elements
Explain market economy with how scarcity, choice, and opportunity cost what is
produced and consumed (3-E1.0.1)
Use strategies to work effectively with others and taking responsibility towards the
lesson outcome. (MITECS 7.a)
Compare and Contrast the most important key points presented in the findings on how
to protect Michigan’s coastlines. (CCSS.ELA-Literacy.RI.3.9)
I can…
I can explain how Michigan’s economy works.
I can explain examples of scarcity, choice and opportunity on how it affect what is
made and sold.
I can describe how people make economic choices.
The classroom will use positive feedback and actively engaged with students to help
them achieve the lesson outcomes.
The teacher will use a zone of proximity by moving around the classroom and calling
on different students to answer questions about economic concepts.
Warber 30

Introduction: Creating Excitement and Focus for the
Lesson Target
What will you do to generate interest?
How will you access prior knowledge?
What will you practice/review?
The students will watch a 3-minute crash course video that will introduce the students
about economic concepts. What did we previously learn about economics? How does
economics play a role for goods and services? The students will turn and talk
assessment with their
shoulder partner.

Introduction: Creating Excitement and Focus for the Each table group will have a group leader, timekeeper, presenter, researcher, and
Lesson Target materials collector. The students will compare and contrast Lower Peninsula to Upper
Peninsula in Michigan’s. The students will brainstorm how Michigan’s economy works.
Task analysis: Thinking Levels: (Blooms Taxonomy)
• What information does the learner need? If needed i. Knowledge: Why do people make an economic choice?
how will it be provided?
ii. Comprehension: How do people make an economic decision?
• How is the lesson scaffolded?
Thinking levels: questions to engage students’ thinking iii. Application: How does Michigan’s economy work?
• Remembering iv. Evaluation: What could you learn about the Michigan’s economy?
• Understanding v. Create: How could you improve the Michigan’s economy?
• Applying
• Analyzing Learning Styles and/or Accommodations:
• Evaluating a) Extensions: The lesson would be adapted and modified based the students
• Creating
Accommodations: differentiating to meet student needs
individualized education program. The groups will comparing and contrasting
• Remediation/intervention Lower Peninsula to Upper Peninsula in Michigan’s.
• Extension/enrichment b) Multiple Intelligences: The teacher will use videos, economics, maps, posters,
• Learning styles and interactive computer software. The students would have the options to
Methods, Materials and Integrated Technology work in group setting or individual as how they wish to explore the information.
• Instructional techniques The students would be free to formulate their own groups and can experiment
• Engagement strategies with different artifacts at different groups.
• Materials and Integrated Technology list
c) Verbal/Linguistic learners would have the opportunity to use present their
understanding about what is economics
d) Verbal/Linguistic learners will have opportunity read books about economics
e) Body- Kinesthetic learners will have an opportunity do a play role and hands
on activity to demonstrate their understanding of economic concepts
Warber 31
Modeling: I Do
SHOW/TELL (Visual/Verbal Input)
HOW/WHAT (Questioning and redirecting)
Checking for Understanding
Samples of questions to be asked
Ways in which students will respond and be engaged
Formative assessment strategies to be implemented
Guided Practice: We Do
What do the teacher and student do together?
How will a gradual release of responsibility accomplished?
Collaborative (Your Do Together) and/or
Independent Practice (You Do)
What practices will be demonstrated/modeled?
Closure
How will the I can statement(s) be reviewed?
How will students be involved?
What connections to future learning will occur?
f) The teacher will adapt and modify the instruction based on the individual
learners.
g) Remediation: The teacher will offer help for students struggle to understand
about Michigan’s economic lesson and offer strategies how to overcome them.
The teacher will modify the teacher approach based on the students’ needs so
everyone can be successful with the material.
The teacher will demonstrate how to discover information about Michigan’s economy.
The teacher will
The teacher will ask the students questions What makes the Michigan’s economy
work?
How can natural resources impact economic activities?
The students will do a with Michigan’s economic terms they uncovered during the
lesson. What is the difference between a good and service? What is economics? The
students will tested how they are understanding the lesson information and teacher will
adapt their teacher strategies based on the students understanding.
Visit each table group to ask questions as what they see Michigan’s and be ready to
have a group willing to travel to another group to share your ideas. The teacher will
encourage students to share and support each learner to answer the question.
The students will watch kids’ economic video and review economic websites.
Encourage every student to share their knowledge and demonstrate their knowledge
about the topic.
The students will have class discussions about the impact of economic activities.
The students will use the entrepreneurs, natural resources, capital resources, and
human resources. The students will share their response in a Google Doc to help
build their knowledge about market economy. The students will create a student
dictionary for the words we cover we discovered during the lesson. The students will
upload their new words to Google Classroom.
Today, we started to explore about Michigan’s economy. We learned how to describe
the words scarcity, choice, and opportunity choice for what people buy and use. We
looked at the type of economic decisions people make in Michigan’s. Next lesson will
explore the challenges in creating our business.
Warber 32

Assessment
What evidence supports that the objective(s) were met?
What do my students know, understand and are able to do?
What formative assessments will be used to inform
instruction?
Use the 3-2-1 as three things they learned about Michigan’s economy, two things they
still have question about with the Michigan’s economy and one thing they want to know
more the Michigan’s economy. The students will use three different color sticky notes.
This assessment will help to understand the student’s Michigan’s economy knowledge.

Reflection The student will complete reflective journal either the Google docs or their journal
How do you know that the objective(s)/target(s) was met? about they learned from this lesson. The student write any new topics we could discuss
What
is your evidence? in later in the semester. The teacher would modify the lesson for English Language
Using your assessment data how will you change the lesson Learners by allowing to review the teacher notes with clear and concise wording as
or
instruction for the next time? what the lesson will be covering. The teacher will allow English Language Learner
How well did the students perform/respond? Were all my students to take breaks and other modifications based on the individual student’s
students engaged?
How was my timing? needs.
How many students struggled? What will I do to help the
student(s) who struggled?
What will I do to extend the learning for those students who
met target?
What did everyone know? What did no one know? Were there
any surprises?
Warber 33

References
Dallalfar, A., Kingston-Mann, E., & Sieber, T. (2011). Transforming classroom culture: Inclusive pedagogical practices. Retrieved from
https://ebookcentral-proquest-com.ezproxy.gvsu.edu

EconEdLink. (n.d.) (2019). Scarcity Video and Quiz. Retrieved November 5, 2019 from (https://www.econedlink.org/resources/scarcity-video-and-
quiz/
EconEdLink. (n.d.) (2019). Resources for Grades 3-5. Retrieved November 5, 2019 from https://www.econedlink.org/resources/grade/3-5/
Michigan’s Government (n.d.) (2019). The Library of Michigan’s Presents: Michigan’s in Brief. https://www.Michigan’s.gov/kids/0,4600,7-247--56001-
-,00.html
Hackett, S. C. (2011). Environmental and natural resources economics: Theory, policy, and the sustainable society (4th ed.). Armonk, NY: M.E.
Sharpe.

Morse, C. Mlive. (2019). Lake Michigan’s erosion threatens beach properties. Retrieved November 5, 2019 from
https://www.youtube.com/watch?v=DmskZbW-vAk
Overpeck, T. [YouTube]. (2019). Crash Course: Intro to Econ, Trade-offs and Opportunity Costs. https://www.youtube.com/watch?v=t58yS7fSsqU

PBS Learning Media. (n.d.) Edible Economics. retrieved November 5, 2019 from
https://www.pbslearningmedia.org/resource/thnkgard.sci.ess.edecon/think-garden-edible-economics/

PBS Learning Media Econ and ME. (n.d.) (2013). retrieved November 5, 2019 from https://www.pbs.org/show/econ-and-me/
Nguyen, D. K., Boubaker, S., & Arouri, M. E. H. (Eds.). (2013). Emerging markets and the global economy: A handbook. Retrieved November 5,
2019 from https://ebookcentral-proquest-com.ezproxy.gvsu.edu/lib/gvsu/reader.action?docID=1584834

SoulPancake (n.d.) (2016). Making Tough Choices with Kid President. [YouTube] Retrieve from November 5, 2019
https://www.youtube.com/watch?v=gdsCUExLE-Y
Warber 34
What incentives that influence people’s choices? Lesson Plan 2
Elements of the Lesson
Standard
MDE grade level or CCSS
Objectives/Targets and I can statements
What am I going to teach?
What will the students be able to do at the end of the lesson?
What formative assessments are used to inform instruction?
Lesson Management: Focus and Organization
What positive strategies, techniques and tools will you use?
What ideas for on task, active and focused student behavior?
Introduction: Creating Excitement and Focus for the
Lesson Target
What will you do to generate interest?
How will you access prior knowledge?
What will you practice/review?
Evidence that Documents the Elements
Identify incentives that influence economic decisions people make. (3-E1.0.2)
Use strategies to work effectively with others and taking responsibility towards the
lesson outcome. (MITECS 7.a)
Compare and Contrast the most important key points presented in the findings
Michigan economy to another state. (CCSS.ELA-Literacy.RI.3.9)
I can…
I can explain the competition when creating a business.
I can identify the benefits for how competition can benefit the consumers.
I can explain how creating another business can lead to better prices, choices,
services, and goods.
The teacher will call on student by their name and redirect off task behavior as how
they can achieve the lesson outcomes. The teacher will use positive reinforcement
with highlight something the student is doing right.
The students will the video making tough choices with Kid president about choices and
consequences. The video clip will stop at 1:30 minute. The students will turn and talk
assessment with shoulder partner about what they think this lesson will be about.
What do you want to learn from this upcoming lesson?
Warber 35

Introduction: Creating Excitement and Focus for the This lesson will continue with the knowledge they gained from the previous lesson
Lesson Target about economics. The learner needs explain how entrepreneurs and business help
grow Michigan’s economy. The students will create a presentation to demonstrate
Task analysis: their understanding about market economy concepts. The teacher will scaffold this
• What information does the learner need? If needed lesson be allowing the students to read various books, websites, interactive software,
how will it be provided?
and share their knowledge with other learners. Each learning table will figure how they
• How is the lesson scaffolded?
Thinking levels: questions to engage students’ thinking want to present what they learned about market economy from creating economy
• Remembering game, doing economic storytelling activity, opportunities to work cooperatively with
• Understanding others, and using graphic organizers.
• Applying
• Analyzing Thinking Levels: (Blooms Taxonomy)
• Evaluating a) Knowledge: Why do people make an economic choice?
• Creating
b) Comprehension: How do people make an economic decision?
Accommodations: differentiating to meet student needs
• Remediation/intervention c) Application: How does Michigan’s economy work?
• Extension/enrichment d) Evaluation: What could you learn about the Michigan’s economy?
• Learning styles e) Create: How could you improve the Michigan’s economy?
Methods, Materials and Integrated Technology Learning Styles and/or Accommodations:
• Instructional techniques f) Extensions: The lesson would be adapted and modified based the students
• Engagement strategies individualized education program. The groups will comparing and contrasting
• Materials and Integrated Technology list
Lower Peninsula to Upper Peninsula in Michigan’s.
g) Multiple Intelligences: The teacher will use videos, Michigan stories, maps,
posters, and interactive computer software. The students would have the
options to work in group setting or individual as how they wish to explore the
information. The students would be free to formulate their own groups and can
experiment with different artifacts at different groups.
h) Remediation: The teacher will offer help for students struggle to understand
about Michigan’s economic lesson and offer strategies how to overcome
them. The teacher will modify the teacher approach based on the students’
needs so everyone can be successful with the material.
i) Verbal/Linguistic learners would have the opportunity to use present their
understanding about what is economics
j) Verbal/Linguistic learners will have opportunity read books about economics
Warber 36
Modeling: I Do
SHOW/TELL (Visual/Verbal Input)
HOW/WHAT (Questioning and redirecting)
Checking for Understanding
Samples of questions to be asked
Ways in which students will respond and be engaged
Formative assessment strategies to be implemented
Guided Practice: We Do
What do the teacher and student do together?
How will a gradual release of responsibility accomplished?
Collaborative (Your Do Together) and/or
Independent Practice (You Do)
What practices will be demonstrated/modeled?
k) Body- Kinesthetic learners will have an opportunity do a play role and hands
on activity to demonstrate their understanding of economic concepts
l) The teacher will adapt and modify the instruction based on the individual
learners.
Methods, Materials, and Integrated Technology
The lesson will use whole group, small group, and independent work. The classroom
materials are a document camera, Google Slides, Google Docs, Google Classroom,
whiteboards, PBS learning media, Economic Crash Course Video, and Kid President
video.
The teacher will demonstrate how to discover information about Michigan’s economy.
The teacher will use a lot of teaching activities from open ended questions, hands on
activities, student centered projects, group discussions, and presentations.
The teacher will ask the students questions What makes the Michigan’s economy
work?
How can natural resources impact economic activities?
Visit each table group to ask questions as what they see Michigan’s and be ready to
have a group willing to travel to another group to share your ideas. The teacher will
ask students to share how people make economic decisions in smalls then share to
the whole class.
Visit each table group to ask questions as what they see Michigan’s and be ready to
have a group willing to travel to another group to share your ideas. The teacher will
encourage students to share and support each learner to answer the question. The
teacher will read M is for Money book and use text features to help the uncover the
student’s prior knowledge about the subject. The teacher will the student retell what
they think took place in the story and share their discovers with their shoulder partner.
Encourage every student to share their knowledge and demonstrate their knowledge
about the topic.
The students will have class discussions about the impact of economic activities in
Michigan’s. The students will share their response in a Google Doc to help build their
knowledge about market economy. The students will create a student dictionary for
Warber 37

the words we cover we discovered during the lesson. The students will upload their
new words to Google Classroom.

Closure
How will the I can statement(s) be reviewed?
How will students be involved?
What connections to future learning will occur?
The teacher would modify the lesson for English Language Learners by allowing to
review the teacher notes with clear and concise wording as what the lesson will be
covering. The teacher will allow English Language Learner students to take breaks
and other modifications based on the individual student’s needs. The lesson will allow
for extensions and modifications based on the student’s own individual needs.

Assessment The students will the option to choose how they want to demonstrate their knowledge
What evidence supports that the objective(s) were met? a presentation, poster board, skit, and song. The students will share their
What do my students know, understand and are able to do? presentations to the small groups then to the whole class. The formative assessment
What formative assessments will be used to inform
instruction? will be used to check how the students how incentives work when people make do
economic choice in Michigan’s. The students will show examples of incentives such as
sales at stores, store’s coupons, tax incentives, and recycling programs.
Reflection The teacher would modify the lesson for English Language Learners by allowing to
How do you know that the objective(s)/target(s) was met? review the teacher notes with clear and concise wording as what the lesson will be
What
is your evidence? covering. The teacher will allow English Language Learner students to take breaks
Using your assessment data how will you change the lesson and other modifications based on the individual student’s needs. The lesson will allow
or
instruction for the next time? for extensions and modifications based on the student’s own individual needs. The
How well did the students perform/respond? Were all my teacher will use universal design learning to ensure ever student has the best
students engaged?
How was my timing? opportunity for success in the classroom. The students would learn why learning about
How many students struggled? What will I do to help the market economy with the learners have a choice how they will share their knowledge
student(s) who struggled?
What will I do to extend the learning for those students who
with their peers.
met target?
What did everyone know? What did no one know? Were there
any surprises?
Warber 38

References
PBS Learning Media. (n.d.) Edible Economics. retrieved November 5, 2019 from
https://www.pbslearningmedia.org/resource/thnkgard.sci.ess.edecon/think-garden-edible-economics/
Jacobson, L. (Ed.). (2007). Children and Consumer Culture in American Society: A Historical Handbook and Guide. Retrieved November 5, 2019
from https://ebookcentral-proquest-com.ezproxy.gvsu.edu

Jhally, S. (Director). (2013). The New Economics 101 [Video file]. Media Education Foundation. Retrieved November 5, 2019, Retrieve from
https://gvsu.kanopy.com/video/new-economics-101

Shoulders, D., Shoulders, M., & Kelley, M. (2015). M is for money: An economics alphabet. Ann Arbor, MI: Sleeping Bear Press.

Strauss, R., & Woods, R. (2007). One well: The story of water on earth. Toronto: Kids Can Press.
Warber 39
Why are Michigan’s natural resources and the location important for economic development? lesson 3
Elements of the Lesson
Standard
MDE grade level or CCSS
Objectives/Targets and I can statements
What am I going to teach?
What will the students be able to do at the end of the lesson?
What formative assessments are used to inform instruction?
Lesson Management: Focus and Organization
What positive strategies, techniques and tools will you use?
What ideas for on task, active and focused student behavior?
Evidence that Documents the Elements
Examine how Michigan’s location and natural resources for economic development (3-
E1.0.3)
Use strategies to work effectively with others and taking responsibility towards the
lesson outcome. (MITECS 7.a)
Compare and Contrast the most important key points presented in the findings on how
Michigan’s economy compared to another state. (CCSS.ELA-Literacy.RI.3.9)
I can…
I can explain how people to buy and sell a good.
I can describe various types of jobs in the state of Michigan.
I can define scarcity, choice, opportunity cost, and incentives in my own words.
I can justify the economic decision people make while living in Michigan.
The teacher will use clear and concise language when talking with the students about
economic concepts. The teacher will develop a smooth transition from one activity to
the next. The teacher displays the lesson objectives and I can statements for each
learning lesson. The teacher offers plenty of opportunities for the students to review
the new information with technology to help create a better learning environment. The
teacher will redirect off task behavior with nonverbal signs and use zone of proximity
by moving around to different places in the room. The teacher would talk the students
with off task behavior privately never in front of their peers. The teacher would use
questions to have the learner think about what they should be doing in class. The
teacher will create learning opportunities to encourage every learner to participate with
positive encouragement.
Warber 40

Introduction: Creating Excitement and Focus for the
Lesson Target
What will you do to generate interest?
How will you access prior knowledge?
What will you practice/review?
The teacher will show the students a 3-minute clip about economy and economics for
kids. What did we previously learn about economics? How does economics play a role
for goods and services? The students will turn and talk assessment with their shoulder
partner about what the learned from the video.

Introduction: Creating Excitement and Focus for the The learner needs explain how entrepreneurs and business help grow Michigan’s
Lesson Target economy. The students will create a presentation to demonstrate their understanding
about market economy concepts. The teacher will scaffold this lesson be allowing the
Task analysis: students to read various books, websites, interactive software, and share their
• What information does the learner need? If needed knowledge with other learners. Each learning table will figure how they want to present
how will it be provided?
what they learned about market economy from creating economy game, doing
• How is the lesson scaffolded?
Thinking levels: questions to engage students’ thinking economic storytelling activity, opportunities to work cooperatively with others, and
• Remembering using graphic organizers.
• Understanding
• Applying Thinking Levels: (Blooms Taxonomy)
• Analyzing m) Knowledge: Why do people make an economic choice?
• Evaluating n) Comprehension: How do people make an economic decision?
• Creating
o) Application: How does Michigan’s economy work?
Accommodations: differentiating to meet student needs
• Remediation/intervention p) Evaluation: What could you learn about the Michigan’s economy?
• Extension/enrichment q) Create: How could you improve the Michigan’s economy?
• Learning styles Learning Styles and/or Accommodations:
Methods, Materials and Integrated Technology r) Extensions: The lesson would be adapted and modified based the students
• Instructional techniques individualized education program. The groups will comparing and contrasting
• Engagement strategies Lower Peninsula to Upper Peninsula in Michigan.
• Materials and Integrated Technology list
Warber 41

s) Multiple Intelligences: The teacher will use videos, Michigan books, maps,
posters, and interactive computer software. The students would have the
options to work in group setting or individual as how they wish to explore the
information. The students would be free to formulate their own groups and can
experiment with different artifacts at different groups.
t) Remediation: The teacher will offer help for students struggle to understand
about Michigan’s economic lesson and offer strategies how to overcome them.
The teacher will modify the teacher approach based on the students’ needs so
everyone can be successful with the material.
u) Verbal/Linguistic learners would have the opportunity to use present their
understanding about what is economics
v) Verbal/Linguistic learners will have opportunity read books about economics
w) Body- Kinesthetic learners will have an opportunity do a play role and hands
on activity to demonstrate their understanding of economic concepts
x) The teacher will adapt and modify the instruction based on the individual
learners.
y) Verbal/Linguistic learners would have the opportunity to use present their
understanding about what is economics
z) Verbal/Linguistic learners will have opportunity read books about economics
aa) Body- Kinesthetic learners will have an opportunity do a play role and hands
on activity to demonstrate their understanding of economic concepts
bb) The teacher will adapt and modify the instruction based on the individual
learners.
cc) Visual-Spatial Learners- The students will have the opportunity to create a
poster board, Google slides to demonstrate their knowledge about market
economy.
Methods, Materials, and Integrated Technology
The lesson will use whole group, small group, and independent work. The classroom
materials are a document camera, Google Slides, Google Docs, Google Classroom,
PBS learning media, and presentation rubric. The teacher will use a lot of teaching
activities from open ended questions, hands on activities, student centered projects,
group discussions, and presentations.
Warber 42
Modeling: I Do
SHOW/TELL (Visual/Verbal Input)
HOW/WHAT (Questioning and redirecting)
Checking for Understanding
Samples of questions to be asked
Ways in which students will respond and be engaged
Formative assessment strategies to be implemented
Guided Practice: We Do
What do the teacher and student do together?
How will a gradual release of responsibility accomplished?
Collaborative (Your Do Together) and/or
Independent Practice (You Do)
What practices will be demonstrated/modeled?
Closure
How will the I can statement(s) be reviewed?
How will students be involved?
What connections to future learning will occur?
The teacher will demonstrate how to discover information about Michigan’s economy.
The teacher will ask the students questions What makes the Michigan’s economy
work?
How can natural resources impact economic activities?
Visit each table group to ask questions as what they as view various Michigan’s
images and be ready to have a group willing to travel to another group to share your
ideas. The teacher will ask students to share how people make economic decisions in
smalls then share to the whole class. Each student will share
Visit each table group to ask questions as what they see when the explore Michigan
and be ready to have a group willing to travel to another group to share your ideas.
The teacher will encourage students to share and support each learner to answer the
question. The students will create a student dictionary for the words we cover we
discovered during the lesson. The students will upload their new words to Google
Classroom.
Encourage every student to share their knowledge and demonstrate their knowledge
about the topic.
The students will have class discussions about the impact of economic activities.
The students will think about location and natural resources by they help to grow
Michigan’s economy. The student will think about transportation, farming, mining,
manufacturing and other examples how natural resources impact Michigan’s
economy. The student will explore PBS learning media, State of Michigan website.
The students will share their response in a Google Doc to help build their knowledge
about market economy.
The teacher would modify the lesson for English Language Learners by allowing to
review the teacher notes with clear and concise wording as what the lesson will be
covering. The teacher will allow English Language Learner students to take breaks
and other modifications based on the individual student’s needs. The lesson will allow
for extensions and modifications based on the student’s own individual needs.
Warber 43

Assessment The students will the option to choose how they want to demonstrate their knowledge
What evidence supports that the objective(s) were met? a presentation, poster board, skit, dance, and song. The students will share their
What do my students know, understand and are able to do? presentations to the small groups then to the whole class. The formative assessment
What formative assessments will be used to inform
instruction? will be used to check how the students how incentives work when people make do
economic choice in Michigan’s. The students will demonstrate how economic activities
such as farming, manufacturing, mining, and creating furniture within the state of
Michigan’s. The students will show various locations on the map and type the jobs
people do in various parts of the state of Michigan’s economy.
Reflection The teacher would modify the lesson for English Language Learners by allowing to
How do you know that the objective(s)/target(s) was met? review the teacher notes with clear and concise wording as what the lesson will be
What
is your evidence? covering. The teacher will allow English Language Learner students to take breaks
Using your assessment data how will you change the lesson and other modifications based on the individual student’s needs. The lesson will allow
or
instruction for the next time? for extensions and modifications based on the student’s own individual needs.
How well did the students perform/respond? Were all my
students engaged?
How was my timing?
How many students struggled? What will I do to help the
student(s) who struggled?
What will I do to extend the learning for those students who
met target?
What did everyone know? What did no one know? Were there
any surprises?
Warber 44

References
Business and Economics for Kidz. (n.d.). (2015). The Economy and Economics for kids. retrieved November 5, 2019 from
https://www.youtube.com/watch?v=TSQ3bUWtKrs

Gunter, B. (2015). Kids and Branding in a Digital World. retrieved November 5, 2019 From https://ebookcentral-proquest-
com.ezproxy.gvsu.edu/lib/gvsu/reader.action?docID=4083649

Michigan’s Government. (n.d.) (2019). Empowering Locals to Drive Economic Prosperity. retrieved November 5, 2019from
https://www.Michigan’s.gov/dtmb/0,5552,7-358-82547_56345_66155-310318--,00.html
Michigan’s Government website (n.d.) (2019). Online Activity Resources for Teachers. retrieved from November 5,
2019https://www.michigan.gov/som/0,4669,7-192-29939_32383_32503-168731--,00.html
PBS Learning Media. (n.d.) Edible Economics. retrieved November 5, 2019 from
https://www.pbslearningmedia.org/resource/thnkgard.sci.ess.edecon/think-garden-edible-economics/
Warber 45
How do entrepreneurs help to make goods and services in Michigan? LESSON PLAN 4
Elements of the Lesson
Standard
MDE grade level or CCSS
Objectives/Targets and I can statements
What am I going to teach?
What will the students be able to do at the end of the lesson?
What formative assessments are used to inform instruction?
Lesson Management: Focus and Organization
What positive strategies, techniques and tools will you use?
What ideas for on task, active and focused student behavior?
Evidence that Documents the Elements
Describe how entrepreneurs combine natural, human, and capital resources to make
goods and services in Michigan’s (3-E1.0.4).
Use strategies to work effectively with others and taking responsibility towards the
lesson outcome. (MITECS 7.a)
Compare and Contrast the most important key points presented in the findings on how
to protect Michigan’s coastlines. (CCSS.ELA-Literacy.RI.3.9)
Identify public issues in Michigan’s that influence the daily lives of its citizens (3-
P3.1.1)
I can…
I can explain how people to buy and sell a good.
I can describe various types of jobs in the state of Michigan’s.
I can define scarcity, choice, opportunity cost, and incentives in my own words.
I can justify the economic decision people make while living in Michigan’s.
I can explain how entrepreneurs use natural, human, and capital resources to make
goods and services in Michigan.
The teacher will use clear and concise language when talking with the students about
economic concepts. The teacher will develop a smooth transition from one activity to
the next. The teacher displays the lesson objectives and I can statements for each
learning lesson. The teacher offers plenty of opportunities for the students to review
the new information with technology to help create a better learning environment. The
teacher will redirect off task behavior with nonverbal signs and use zone of proximity
by moving around to different places in the room. The teacher would talk the students
with off task behavior privately never in front of their peers. The teacher would use
questions to have the learner think about what they should be doing in class. The
Warber 46

Introduction: Creating Excitement and Focus for the
Lesson Target
What will you do to generate interest?
How will you access prior knowledge?
What will you practice/review?
teacher will create learning opportunities to encourage every learner to participate with
positive encouragement.
The teacher will show the students a short clip about economics. What did we
previously learn about economics? How does economics play a role for goods and
services? The students will turn and talk assessment with their shoulder partner.

Introduction: Creating Excitement and Focus for the The learner needs explain how entrepreneurs and business help grow Michigan’s
Lesson Target economy. The students will create a presentation to demonstrate their understanding
about market economy concepts. The teacher will scaffold this lesson be allowing the
Task analysis: students to read various books, websites, interactive software, and share their
• What information does the learner need? If needed knowledge with other learners. Each learning table will figure how they want to present
how will it be provided?
what they learned about market economy from creating economy game, doing
• How is the lesson scaffolded?
Thinking levels: questions to engage students’ thinking economic storytelling activity, opportunities to work cooperatively with others, and
• Remembering using graphic organizers.
• Understanding
• Applying Thinking Levels: (Blooms Taxonomy)
• Analyzing dd) Knowledge: Why do people make an economic choice?
• Evaluating ee) Comprehension: How do people make an economic decision?
• Creating
ff) Application: How does Michigan’s economy work?
Accommodations: differentiating to meet student needs
• Remediation/intervention gg) Evaluation: What could you learn about the Michigan’s economy?
• Extension/enrichment hh) Create: How could you improve the Michigan’s economy?
• Learning styles Learning Styles and/or Accommodations:
Methods, Materials and Integrated Technology ii) Extensions: The lesson would be adapted and modified based the students
• Instructional techniques individualized education program. The groups will compare and contrast
• Engagement strategies Lower Peninsula to Upper Peninsula in Michigan for economic choices.
• Materials and Integrated Technology list
jj) Multiple Intelligences: The teacher will use videos, Michigan stories, maps,
posters, and interactive computer software. The students would have the
options to work in group setting or individual as how they wish to explore the
Warber 47
Modeling: I Do
SHOW/TELL (Visual/Verbal Input)
HOW/WHAT (Questioning and redirecting)
information. The students would be free to formulate their own groups and can
experiment with different artifacts at different groups.
kk) Remediation: The teacher will offer help for students struggle to understand
about Michigan’s economic lesson and offer strategies how to overcome them.
The teacher will modify the teacher approach based on the students’ needs so
everyone can be successful with the material.
ll) Verbal/Linguistic learners would have the opportunity to use present their
understanding about what is economics
mm) Verbal/Linguistic learners will have opportunity read books about economics
nn) Body- Kinesthetic learners will have an opportunity do a play role and hands
on activity to demonstrate their understanding of economic concepts
oo) The teacher will adapt and modify the instruction based on the individual
learners.
pp) Verbal/Linguistic learners would have the opportunity to use present their
understanding about what is economics
qq) Verbal/Linguistic learners will have opportunity read books about economics
rr) Body- Kinesthetic learners will have an opportunity do a play role and hands
on activity to demonstrate their understanding of economic concepts
ss) The teacher will adapt and modify the instruction based on the individual
learners.
tt) Visual-Spatial Learners- The students will have the opportunity to create a
poster board, Google slides to demonstrate their knowledge about market
economy.
Methods, Materials, and Integrated Technology
The lesson will use whole group, small group, and independent work. The classroom
materials are a document camera, Google Slides, Google Docs, Google Classroom,
an economic handout, Gapminder, PBS learning media, presentation rubric, and
Economics for Kids video.
The teacher will demonstrate how to discover information about Michigan’s
economy. The teacher will use a lot of teaching activities from open ended questions,
hands on activities, student centered projects, group discussions, and presentations.
The teacher will ask the students questions What makes the Michigan’s economy
work?
Warber 48
Checking for Understanding
Samples of questions to be asked
Ways in which students will respond and be engaged
Formative assessment strategies to be implemented
Guided Practice: We Do
What do the teacher and student do together?
How will a gradual release of responsibility accomplished?
Collaborative (Your Do Together) and/or
Independent Practice (You Do)
What practices will be demonstrated/modeled?
Closure
How will the I can statement(s) be reviewed?
How will students be involved?
What connections to future learning will occur?
Assessment
What evidence supports that the objective(s) were met?
How can natural resources impact economic activities? How does the entrepreneurs
and businesses help shape the Michigan’s economic future? The teacher will use a lot
of teaching activities from open ended questions, hands on activities, student centered
projects, group discussions, and presentations. The teacher will use Gapminder to
help the students see relations with economic factors such as scarcity, opportunity
cost, producers, consumers, natural resources, capital resources, and human
resources. Human Resources
Visit each table group to ask questions as what they see Michigan as view various of
materials and be ready to have a group willing to travel to another group to share your
ideas. The teacher will ask students to share how people make economic decisions in
smalls then share to the whole class.
Visit each table group to ask questions as what they discover Michigan with various
amount of resources and be ready to have a group willing to travel to another group to
share your ideas. The teacher will encourage students to share and support each
learner to answer the question. The students will create a student dictionary for the
words we cover we discovered during the lesson. The students will upload their new
words to Google Classroom.
Encourage every student to share their knowledge and demonstrate their knowledge
about the topic.
The students will have class discussions about the impact of economic activities in
Michigan. The students will discuss the role of businesses and the entrepreneurs
transform Michigan’s future economy. The students will share their response in a
Google Doc to help build their knowledge about market economy.
The teacher would modify the lesson for English Language Learners by allowing to
review the teacher notes with clear and concise wording as what the lesson will be
covering. The teacher will allow English Language Learner students to take breaks
and other modifications based on the individual student’s needs. The lesson will allow
for extensions and modifications based on the student’s own individual needs.
The students will the option to choose how they want to demonstrate their knowledge
a presentation, poster board, skit, and song. The students will share their
Warber 49

What do my students know, understand and are able to do? presentations to the small groups then to the whole class. The formative assessment
What formative assessments will be used to inform will be used to check how the students how incentives work when people make do
instruction?
economic choice in Michigan. The students will create examples how entrepreneurs
work together with natural, human and capital resources to create goods and services
for the state of Michigan.
Reflection The teacher would modify the lesson for English Language Learners by allowing to
How do you know that the objective(s)/target(s) was met? review the teacher notes with clear and concise wording as what the lesson will be
What covering. The teacher will allow English Language Learner students to take breaks
is your evidence?
Using your assessment data how will you change the lesson and other modifications based on the individual student’s needs. The lesson will allow
or for extensions and modifications based on the student’s own individual needs.
instruction for the next time?
How well did the students perform/respond? Were all my
students engaged?
How was my timing?
How many students struggled? What will I do to help the
student(s) who struggled?
What will I do to extend the learning for those students who
met target?
What did everyone know? What did no one know? Were there
any surprises?
Warber 50

Economic handout

Demonstrate what you know about following terms in your own based on videos and class discussions.

Natural Resources

Capital Resources

Human Resources
Warber 51

Resources
Gapminder. (n.d.) Almost Nobody Knows the Basic Global Facts. retrieved November 5, 2019 from https://www.gapminder.org/
Michigan’s Department of Environment, Great Lakes and Energy. (n.d.). (2019). Online Activity Resources for Students. retrieved November 5,
2019from https://www.Michigan’s.gov/egle/0,9429,7-135-70153_69695_69699-290400--,00.html
Michigan’s Economic Development Corporation. (n.d.) Michigan’s Economic Development Corporation News. retrieved from November 5, 2019
https://www.Michigan’sbusiness.org/
Michigan’s Government. (n.d.) (2019). Empowering Locals to Drive Economic Prosperity. retrieved November 5, 2019from
https://www.Michigan’s.gov/dtmb/0,5552,7-358-82547_56345_66155-310318--,00.html
PBS Learning Media. (n.d.) Edible Economics. retrieved November 5, 2019 from
https://www.pbslearningmedia.org/resource/thnkgard.sci.ess.edecon/think-garden-edible-economics/
Pure Michigan’s. (n.d.) (2019). Regions and Cities. retrieved November 9, 2019 from https://www.Michigan’s.org/regions-and-cities
Warber 52

References
PBS Learning Media. (n.d.) Edible Economics. retrieved November 5, 2019 from
https://www.pbslearningmedia.org/resource/thnkgard.sci.ess.edecon/think-garden-edible-economics/
Inkwell Media. (n.d.). (2014). Econ Vids for Kids: What is Money? retrieved from https://www.youtube.com/watch?v=AjTwcQYgISA

Johannessen, J., & Stokvik, H. (2018). Evidence-based innovation leadership: Creating entrepreneurship and innovation in organizations. Retrieved
from https://ebookcentral-proquest-com.ezproxy.gvsu.edu/lib/GVSU/detail.action?docID=5573539

Sergi, B. S., & Scanlon, C. C. (Eds.). (2019). Entrepreneurship and development in the 21st century. Retrieved from https://ebookcentral-proquest-
com.ezproxy.gvsu.edu/lib/GVSU/detail.action?docID=5751484
Warber 53
What is the role for businesses and entrepreneurs in shaping Michigan’s economic future? Lesson Plan 5
Elements of the Lesson
Standard
MDE grade level or CCSS
Objectives/Targets and I can statements
What am I going to teach?
What will the students be able to do at the end of the lesson?
What formative assessments are used to inform instruction?
Lesson Management: Focus and Organization
What positive strategies, techniques and tools will you use?
What ideas for on task, active and focused student behavior?
Evidence that Documents the Elements
Explain the role of entrepreneurship and business develop in Michigan’s economic
future (3-E1.0.5)
Use strategies to work effectively with others and taking responsibility towards the
lesson outcome. (MITECS 7.a)
Compare and Contrast the most important key points presented in the findings on how
to protect Michigan’s coastlines. (CCSS.ELA-Literacy.RI.3.9)
I can…
I can explain how people to buy and sell a good.
I can describe various types of jobs in the state of Michigan.
I can define scarcity, choice, opportunity cost, and incentives in my own words.
I can justify the economic decision people make while living in Michigan.
I can explain the role of entrepreneurship and business development in Michigan’s
economy future.
I can explain limited resources, consumption, production, and economic activity
from class discussions, readings, video presentations, and other classroom resources.
I can explain market economy helps to shape and grow the Michigan’s economy.
The teacher will use clear and concise language when talking with the students about
economic concepts. The teacher will develop a smooth transition from one activity to
the next. The teacher displays the lesson objectives and I can statements for each
learning lesson. The teacher offers plenty of opportunities for the students to review
the new information with technology to help create a better learning environment. The
Warber 54

teacher will redirect off task behavior with nonverbal signs and use zone of proximity
by moving around to different places in the room. The teacher would talk the students
with off task behavior privately never in front of their peers. The teacher would use
questions to have the learner think about what they should be doing in class. The
teacher will create learning opportunities to encourage every learner to participate with
positive encouragement. The students will create a student dictionary for the words
we cover we discovered during the lesson. The students will upload their new words to
Google Classroom.

Introduction: Creating Excitement and Focus for the
Lesson Target
What will you do to generate interest?
How will you access prior knowledge?
What will you practice/review?
The students will watch Entrepreneurship for Kids to describe entrepreneurs’ roles in
the economy. What is something you learned from watching the video? What is an
entrepreneur? The students will turn and talk assessment with their shoulder partner.

Introduction: Creating Excitement and Focus for the The learner needs explain how entrepreneurs and businesses help grow Michigan’s
Lesson Target economy. The students will create a presentation to demonstrate their understanding
about market economy concepts. The teacher will scaffold this lesson be allowing the
Task analysis: students to read various books, websites, interactive software, and share their
• What information does the learner need? If needed knowledge with other learners. Each learning table will figure how they want to present
how will it be provided?
what they learned about market economy from creating economy game, doing
• How is the lesson scaffolded?
Thinking levels: questions to engage students’ thinking economic storytelling activity, opportunities to work cooperatively with others, and
• Remembering using graphic organizers.
• Understanding
• Applying Thinking Levels: (Blooms Taxonomy)
• Analyzing uu) Knowledge: Why do people make an economic choice?
• Evaluating vv) Comprehension: How do people make an economic decision?
• Creating
Warber 55

Accommodations: differentiating to meet student needs ww) Application: How does Michigan’s economy work?
• Remediation/intervention xx) Evaluation: What could you learn about the Michigan’s economy?
• Extension/enrichment
yy) Create: How could you improve the Michigan’s economy?
• Learning styles
Methods, Materials and Integrated Technology Learning Styles and/or Accommodations:
• Instructional techniques zz) Extensions: The lesson would be adapted and modified based the students
• Engagement strategies individualized education program. The groups will comparing and contrasting
• Materials and Integrated Technology list Lower Peninsula to Upper Peninsula in Michigan.
aaa) Multiple Intelligences: The teacher will use videos, Michigan stories, maps,
posters, and interactive computer software. The students would have the
options to work in group setting or individual as how they wish to explore the
information. The students would be free to formulate their own groups and can
experiment with different artifacts at different groups.
bbb) Remediation: The teacher will offer help for students struggle to understand
about Michigan’s economic lesson and offer strategies how to overcome them.
The teacher will modify the teacher approach based on the students’ needs so
everyone can be successful with the material.
ccc) Verbal/Linguistic learners would have the opportunity to use present their
understanding about what is economics
ddd) Verbal/Linguistic learners will have opportunity read books about economics
eee) Body- Kinesthetic learners will have an opportunity do a play role and hands
on activity to demonstrate their understanding of economic concepts
fff) The teacher will adapt and modify the instruction based on the individual
learners.
ggg) Verbal/Linguistic learners would have the opportunity to use present their
understanding about what is economics
hhh) Verbal/Linguistic learners will have opportunity read books about economics
iii) Body- Kinesthetic learners will have an opportunity do a play role and hands
on activity to demonstrate their understanding of economic concepts
jjj) The teacher will adapt and modify the instruction based on the individual
learners.
kkk) Visual-Spatial Learners- The students will have the opportunity to create a
poster board, Google slides to demonstrate their knowledge about market
economy.
Warber 56
Modeling: I Do
SHOW/TELL (Visual/Verbal Input)
HOW/WHAT (Questioning and redirecting)
Checking for Understanding
Samples of questions to be asked
Ways in which students will respond and be engaged
Formative assessment strategies to be implemented
Guided Practice: We Do
What do the teacher and student do together?
How will a gradual release of responsibility accomplished?
Collaborative (Your Do Together) and/or
Independent Practice (You Do)
What practices will be demonstrated/modeled?
Methods, Materials, and Integrated Technology
The lesson will use whole group, small group, and independent work. The classroom
materials are a document camera, Google Slides, Google Docs, Google Classroom,
Entrepreneurship for kids, Microsoft OneNote, Google Forms, and PBS learning
media.
The teacher will demonstrate how to discover information about Michigan’s economy.
The teacher will use a lot of teaching activities from open ended questions, hands on
activities, student centered projects, group discussions, and presentations.
The teacher will ask the students questions What makes the Michigan’s economy
work? How can natural resources impact economic activities?
The teacher will ask the students how entrepreneurship and role of businesses play
in developing Michigan’s economy.
Visit each table group to ask questions as what they see Michigan’s and be ready to
have a group willing to travel to another group to share your ideas. The teacher will
ask students to share how people make economic decisions in smalls then share to
the whole class. The student’s formative assessment would be review the students
work for their strengths and weakness about market economy lesson. The teacher will
review the students work and offer support and guidance how to help them understand
economic concepts. The students will share their response in a Google Doc to help
build their knowledge about market economy.
Visit each table group to ask questions as what they see as they travel around
Michigan and be ready to have a group willing to travel to another group to share your
ideas. The teacher will encourage students to share and support each learner to
answer the question. The teacher will show the students a 3-minute PBS learning
media about the role of entrepreneurship and businesses in shaping Michigan’s
economy for the future. The students will create a student dictionary for the words
we cover we discovered during the lesson. The students will upload their new words to
Google Classroom.
Encourage every student to share their knowledge and demonstrate their knowledge
about the topic.
The students will have class discussions about the impact of economic activities.
Warber 57

The teacher will ask students to volunteer to share their knowledge about what they
think the role of entrepreneurship and business development plays in shaping the
future for Michigan’s economy.
Closure The teacher would modify the lesson for English Language Learners by allowing to
How will the I can statement(s) be reviewed? review the teacher notes with clear and concise wording as what the lesson will be
How will students be involved? covering. The teacher will allow English Language Learner students to take breaks
What connections to future learning will occur?
and other modifications based on the individual student’s needs. The lesson will allow
for extensions and modifications based on the student’s own individual needs
Assessment The assessment will asking the students open ended questions about
What evidence supports that the objective(s) were met? entrepreneurship and role of businesses for Michigan’s future economic output. The
What do my students know, understand and are able to do? teacher will teach the students how to answer open ended questions so they can
What formative assessments will be used to inform
instruction?
develop critical thinking skills. The summative assessment would create a portfolio
with the collection of the student work to be uploaded to Google classroom. The
students would have choice for how they will present their information. Each of the
lesson will build on previously learned information and will continue to allow the
students to add more information throughout the school year.
Reflection The teacher would modify the lesson for English Language Learners by allowing to
How do you know that the objective(s)/target(s) was met? review the teacher notes with clear and concise wording as what the lesson will be
What covering. The teacher will allow English Language Learner students to take breaks
is your evidence?
Using your assessment data how will you change the lesson and other modifications based on the individual student’s needs. The lesson will allow
or for extensions and modifications based on the student’s own individual needs.
instruction for the next time?
How well did the students perform/respond? Were all my
students engaged?
How was my timing?
How many students struggled? What will I do to help the
student(s) who struggled?
What will I do to extend the learning for those students who
met target?
What did everyone know? What did no one know? Were there
any surprises?
Warber 58

Portfolio Rubric

Portfolio (Microsoft OneNote)

Exemplary 90-100 Competent 70-80 Developing 60-70

Easy to read, neat, creative Offers at least one connect Missing key details,
innovative, and informative with another classroom just unorganized, not connected
connects with over 4 area. It is missing one area with lesson materials, and
classroom subjects. from being two out four missing to connect to any
portfolio ideas. (neatness, classroom subject. It is
Develops meaningful connects creative, innovative, missing lack of student work
with economics and other informative) to show understanding of
class subjects market economics, civic
participation, language arts,
and technology
Warber 59

References
Dolasia, M. (2018, August 27). Why Venezuelans Are Paying Millions of Bolivars for A Cup of Coffee. Retrieved November 5, 2019 from
https://www.dogonews.com/2018/8/27/why-venezuelans-are-paying-millions-of-bolivars-for-a-cup-of-coffee

Business and Economics for Kidz. (n.d.). (2016). Entrepreneurship for Kids. retrieved November 5, 2019 from
https://www.youtube.com/watch?v=2L-DbA7jpwI
PBS Learning Media. (n.d.) Edible Economics. retrieved November 5, 2019 from
https://www.pbslearningmedia.org/resource/thnkgard.sci.ess.edecon/think-garden-edible-economics/

Library of Congress. (n.d.) Teachers. retrieved November 5, 2019 from http://www.loc.gov/teachers/

Johannessen, J., & Stokvik, H. (2018). Evidence-based innovation leadership: Creating entrepreneurship and innovation in organizations. retrieved
from https://ebookcentral-proquest-com.ezproxy.gvsu.edu/lib/GVSU/detail.action?docID=5573539
PBS Learning Media. (n.d.) 2019. Edible Economics. retrieved November 5, 2019 from
https://www.pbslearningmedia.org/resource/thnkgard.sci.ess.edecon/think-garden-edible-economics/
PBS Learning Media. (n.d.). (2019). 21st Century Learning. retrieved November 5, 2019 from https://www.pbslearningmedia.org/resource/2a54d422-
5ad2-4d2d-a093-1ecccaa579d4/21st-century-learning/
Environment Michigan (n.d.) (2019). Michigan Environment Issues. retrieved November 5, 2019 from
https://environmentmichigan.org/issues
NASA Global Climate Change Vital Signs of the Planet. (n.d.) [Government website] (2019). news and features. retrieved November
5, 2019 from
https://climate.nasa.gov/news/?page=0&per_page=40&order=publish_date+desc%2C+created_at+desc&search=&category=19%2C9
8

Sergi, B. S., & Scanlon, C. C. (Eds.). (2019). Entrepreneurship and Development in the 21st century. Retrieved November 5, 2019 from
https://ebookcentral-proquest-com.ezproxy.gvsu.edu/lib/GVSU/detail.action?docID=5751484
Willis, D. Time for Kids. (2019). Comparing Costs. retrieved November 5, 2019 from
https://www.timeforkids.com/partner/pwc/g4/october-2019-feature/