Unit Plan

EDU 635
Elementary School Teaching Methods in
Social Studies
Spring 2014
Grade: 3

Entrepreneurship


1





Table of Contents

Cover Page
Table of Contents
Rationale
Unit Goals and Standards Alignments
Schedule and Activity Descriptions
Lesson Plans
Assessment Plan
Resources
2


Rationale:

I am proposing a unit plan on Entrepreneurship. The plan is set so that the students can
begin to meet the Tennessee state standards regarding Economics. There are five lesson
plans included and each one covers a different aspect of the project. The project
incorporates different subject area knowledge while focusing on running a business. The
learning goals and objectives are based on the National Council of Social Studies
requirements.

Goals and Objectives:

Tennessee State Standards for 3
rd
grade, National Council of Social Studies, Goals and Objectives

Lesson Standard NCSS Goal Objective
1. Making a Plan 2.03 Understand
fundamental
economic
concepts.
a. give examples
that show how
scarcity and
choice govern
our economic
decisions;

The student will
engage in
brainstorming
and planning.
Using a bubble
map, the student
will collaborate
with a group to
create a plan of
action for
creating a
business
receiving 80% or
higher using a
rubric
2. Taking out a
loan
2.03 Understand
fundamental
economic
concepts.
g. explain and
demonstrate the
role of money in
everyday life;

Using the plan of
action the student
will set a budget.
Following the
group plan of
action, the
student will set a
budget and apply
for a loan
receiving 80% or
higher on a
participation
rubric.
3. Materials .2.03 Discuss the
patterns and
results of
international
trade.
g. explain and
demonstrate the
role of money in
everyday life;

The student will
obtain materials
using their set
budget
maximum.
Given the money
and budget set,
the students will
obtain the
materials
required to create
their items
receiving 80% or
better on a group
assessment.
4. The Product 3.2.02 Give
examples of
h. describe the
relationship of
Explain how
supply and
Using the
materials
S
fundamental
economic
concepts.

price to supply
and demand;
demand affects
the price of a
good or service
purchased, the
students will
determine
amount vs. profit
of the items to be
sold taking into
account items on
a checklist and
earning 4 out of
5.
5. The Wrap-up 3.2.03 Discuss
the patterns and
results of
international
trade.
j. apply
knowledge of
economic
concepts in
developing a
response to a
current local
economic issue,
such as how to
reduce the flow
of trash into a
rapidly filling
landfill.


Trace the
development of a
product from a
natural resource
to a finished
product.
Given the entire
project, the
student will
reflect on the
process, the
group
involvement, and
the experience
receiving 80% or
better on both the
rubric and
checklist.





Schedule:


Due to the topic, we will schedule things out over a period of three weeks. This will
allow the students time to work on their individual projects outside of big group lecture.
Week 1- Organization: the teacher will introduce the topic of running a business.
Lesson Plan 1
Lecture
Group separations
Brainstorming
Making a decision



Week 2- The Field trips: The students will have the opportunity to visit the bank and the
grocery store.
Lesson Plan 2 and 3
Materials
4
Monetary Needs
Taking out a loan
Shopping

Week 3 The Product: The students will get the chance to make their goods, sell them, and
take care of logistical issues.
Lesson Plan 4 and 5
Preparing for Opening day
Repaying profits



Lesson Plans:

Social Studies Methods
Entrepreneurship
Grade 3
Lesson 1 Week -1



State Standard Addressed: 2.03 Understand fundamental economic concepts.

NCSS Standard Addressed: a. Give examples that show how scarcity and choice govern our
economic decisions;

Unit/Content Goal: The student will engage in brainstorming and planning.

Student learning objective(s): Using a bubble map, the student will collaborate with a group
to create a plan of action for creating a business receiving 80% or higher using a rubric.


Materials/ Resources/Technology:
Journal Logs
Dictionaries
Computer
Projector
Internet access
Pen/Pencils
Paper

Prepare the Environment:
The students will have several seating places within this one lesson. The students desks
will be set up for lecture, then moved around for group session immediately after the
lecture. The teacher will use a presentation to engage the students in a broader
perspective. The computer, projector, and presentation will be set up prior to the students
S
arriving to class. The materials for the activities will be set aside, but ready for the
students to use at the appropriate time. The students desks are set up to engage the
students in social interactions, but also to be presentation ready. The students journal
logs are in their perspective boxes and are there for them to retrieve when the time
comes. Lastly, next to the reading rug is the class library. The class library consists of
books from different genres and subject matters for the students to use. The teacher will
add and subtract books from the class library as needed to relate to the subject matter to
be taught.
Before starting the lesson, the teacher must close the classroom door for fewer
distractions.
Prepare the Audience:
When the students arrive to class the agenda will be posted on the board and during
transition times, the students will be reminded of what is happening next on the agenda.
Procedures:
Include: The teacher will use a PowerPoint presentation to explain the topic of creating
and running a business. Once the lecture is complete the students will be divided into
groups at the teachers discretion and given the opportunity to begin their projects.

20 mins.- Warm-Up and Lecture: The students will engage in discussing what a
business is and what it looks like to them. The teacher will then guide them into the
things that go into running a business. (Planning, budgets, funding, materials, and the
final product.) As the students continue discussion throughout the lecture, they will
discuss and answer questions related to the making money. The teacher will ask open-
ended questions such as: What kind of businesses do you think you would be interested
in running? What kind of things would you do? How would you interest people in buying
your goods? Where would you get the money? How much money would you need?
6
Transition: The teacher will then explain that today during our writing lesson we will
brainstorm using a bubble map worksheet. In their groups, the students will come up with

15mins. Brainstorm activity:
With everyone seated in their groups, the teacher will engage in student ideas, then
passing out a paper to each group for brainstorming, the teacher will encourage free
discussion and idea share among groups.
20 mins. Making a Plan
The teacher will explain to the students what a plan of order should look like and as the
students work in their groups, they can finalize their plans.
The plans must incorporate:
Group Name
Tentative budget (limit of $40)
Items to sell
Materials list (Shopping)
Advertising strategy
The students must work together to figure out a definite route to go, and stick to the plan
made.

7
Transition: The students will return to their seats and the teacher will collect their group
brain storming papers.
20 mins-Wrap Up
1. The students will fill in their process journals, by drawing a picture, or writing notes of
their brainstorming.
2. The students will discuss their final plan of action to the class.
3. The students will submit their groups final plan of action to the teacher.
Assessment Plan:
Pre-Assessment: Verbal, during inquiry questions in Warm Up activity
Formative Assessment: Verbal inquiry questions, observations during group activity.
Post-Assessment: Rubric


Brainstorming Rubric

CATEGORY 4 3 2 1
First Draft Detailed draft is neatly
presented and includes
all required
information.
Draft includes all
required information
and is legible.
Draft includes most
required
information and is
legible.
Draft is missing
required
information and
is difficult to
read.
Quality of
Information
Information clearly
relates to the main
topic. It includes
several supporting
details and/or
examples.
Information clearly
relates to the main
topic. It provides 1-2
supporting details
and/or examples.
Information clearly
relates to the main
topic. No details
and/or examples
are given.
Information has
little or nothing
to do with the
main topic.
Internet Use Successfully uses
suggested internet
links to find
information and
navigate within these
sites easily without
assistance.
Usually able to use
suggested internet
links to find
information and
navigates within
these sites easily
without assistance.
Occasionally able
to use suggested
internet links to
find information
and navigates
within these sites
easily without
assistance.
Needs assistance
or supervision to
use suggested
internet links
and/or to
navigate within
these sites.
Graphic
Organizer
Outline has been
completed and shows
clear, logical
relationships between
all topics and
subtopics.
Outline has been
completed and shows
clear, logical
relationships between
most topics and
subtopics.
Outline has been
started and includes
some topics and
subtopics.
Outline has not
been attempted.
8


Adaptions & Modifications:
Transition time has been added to aid the students with attention issues time to adapt
to change. Group work is added to encourage building social skills. This lesson can
take more than one day to give the students time to process the information and create
within their groups a solid plan of action.
Homework/Connection with Home: The teacher will send home additional resources
including copies of the groups decision of a final product. The teacher will also send
home permission slips for next weeks field trips.


!"#$%& !()*$+, -+(."*,
/0(1+21+0+)1,.$2
31%*+ 4
5+,,"0 6 7++8 96



!(%(+ !(%0*%1* :**1+,,+*; 2.uS 0nueistanu funuamental economic concepts.

<=!! !(%0*%1* :**1+,,+*; g. Explain anu uemonstiate the iole of money in eveiyuay
life.

>0$(?="0(+0( 3"%&; 0sing the plan of action the stuuent will set a buuget.

!()*+0( &+%10$0@ "AB+#($C+D,E: Following the gioup plan of action, the stuuent will set a
buuget anu apply foi a loan ieceiving 8u% oi highei on a paiticipation iubiic.

-%(+1$%&,? F+,")1#+,?G+#.0"&"@H;
}ouinal Logs
Computei
Piojectoi
Inteinet access
PenPencils
Papei
Calculatois
School Bus
Bank (managei's appioval to visit)
Peimission slips

I1+2%1+ (.+ /0C$1"0J+0(;
The stuuents will have seveial seating places within this one lesson. The stuuent's
uesks will be set up foi lectuie, then moveu aiounu foi gioup session immeuiately
aftei the lectuie. The teachei will use a piesentation to engage the stuuents in a
9
bioauei peispective. The computei, piojectoi, anu piesentation will be set up piioi
to the stuuents aiiiving to class. The mateiials foi the activities will be set asiue, but
ieauy foi the stuuents to use at the appiopiiate time. The stuuent's uesks aie set up
to engage the stuuents in social inteiactions, but also to be piesentation ieauy. The
stuuent's jouinal logs aie in theii peispective boxes anu aie theie foi them to
ietiieve when the time comes. Touay's lesson will iequiie the class to leave campus
foi a fielu tiip, the bus shoulu be ieseiveu anu peimission slips signeu.
I1+2%1+ (.+ :)*$+0#+;
When the stuuents aiiive to class the agenua will be posteu on the boaiu anu uuiing
tiansition times, the stuuents will be ieminueu of what is happening next on the
agenua.
I1"#+*)1+,:
Incluue: The teachei will ie-use the PoweiPoint piesentation to ieiteiate the topic
of cieating anu iunning a business. 0nce the lectuie is complete the stuuents will be
uiviueu into theii pieviously ueciueu gioups anu given the oppoitunity to continue
theii piojects.

6K J$0,L9 7%1J9>2 %0* 5+#()1+; The stuuents will engage in uiscussing what a
business is anu what it looks like to them. The teachei will then guiue them into the
things that go into iunning a business. (Planning, buugets, funuing, mateiials, anu
the final piouuct.) As the stuuents continue uiscussion thioughout the lectuie, they
will uiscuss anu answei questions ielateu to taking out a loan. The teachei will ask
open-enueu questions such as: Bow much money uo you think youi business woulu
neeu. Wheie woulu you get the money. Bow much money woulu you neeu.
G1%0,$($"0; The teachei will then explain that touay aftei theii buugeting meetings
they will take a fielu tiip to the bank to take out theii loan.
MNJ$0,L OP)*@+($0@:
With eveiyone seateu in theii gioups, the teachei will engage in stuuents in
uiscussion of neeus anu iequiiements. What uo the stuuents neeu. What uo you
think is a goou way to stick to the buuget. Bow uo you ueciue what to uo if
1u
something goes wiong. The teachei will encouiage fiee uiscussion anu iuea shaie
among gioups.
M .")1 9G%8$0@ ")( % &"%0
The teachei will explain to the stuuents what the loan application is anu how to
ueciue if you shoulu apply of a loan oi not. The stuuents can cieate theii own iueas
anu ueciue if they woulu like to take out a loan. The class will piep foi a fielu tiip
anu aiiive at the bank to meet with a loan managei. (The teachei must pie-appiove
the event.) The stuuents will collect theii money anu meet togethei anu uiscuss
theii plan. Is eveiything going accoiuing to plan. Aie they still following it. Boes
anything neeu to be changeu.
G1%0,$($"0; The stuuents will ietuin to theii classioom anu the teachei will collect
theii gioup 'loan' money foi safekeeping.
6K J$0,971%2 >2
1. The stuuents will fill in theii piocess jouinals, by uiawing a pictuie, oi wiiting
notes ielateu to theii expeiience.
2. The stuuents will uiscuss theii continueu plan of action to the class.
S. The stuuents will submit theii gioup's continueu plan of action to the teachei.
:,,+,,J+0( I&%0;
Pre-Assessment: Verbal, during inquiry questions in Warm Up activity
Q"1J%($C+ :,,+,,J+0(; veibal inquiiy questions, obseivations uuiing gioup
activity.
Post-Assessment: Rubric


CATEu0RY R 4 6 M
="&&%A"1%($"
0 S$(. I++1,
Almost always
listens to,
shaies with,
0sually
listens to,
shaies with,
0ften listens
to, shaies with,
anu suppoits
Raiely listens to,
shaies with, anu
suppoits the
11
anu suppoits
the effoits of
otheis in the
gioup. Tiies to
keep people
woiking well
togethei.
anu
suppoits the
effoits of
otheis in the
gioup. Boes
not cause
\"waves\"
in the gioup.
the effoits of
otheis in the
gioup but
sometimes is
not a goou
team membei.
effoits of otheis in
the gioup. 0ften is
not a goou team
membei.
="0(+0( Shows a full
unueistanuing
of the topic.
Shows a
goou
unueistanui
ng of the
topic.
Shows a goou
unueistanuing
of paits of the
topic.
Boes not seem to
unueistanu the
topic veiy well.
/0(.),$%,J Facial
expiessions
anu bouy
language
geneiate a
stiong inteiest
anu
enthusiasm
about the topic
in otheis.
Facial
expiessions
anu bouy
language
sometimes
geneiate a
stiong
inteiest anu
enthusiasm
about the
topic in
otheis.
Facial
expiessions
anu bouy
language aie
useu to tiy to
geneiate
enthusiasm,
but seem
somewhat
fakeu.
veiy little use of
facial expiessions
oi bouy language.
Biu not geneiate
much inteiest in
topic being
piesenteu.
I1"2, Stuuent uses
seveial piops
(coulu incluue
costume) that
show
consiueiable
woikcieativit
y anu which
make the
piesentation
bettei.
Stuuent uses
1 piop that
shows
consiueiabl
e
woikcieati
vity anu
which make
the
piesentation
bettei.
Stuuent uses 1
piop which
makes the
piesentation
bettei.
The stuuent uses
no piops 0R the
piops chosen
uetiact fiom the
piesentation.




:*%2($"0, T -"*$U$#%($"0,;
Transition time has been added to aid the students with attention issues time to adapt
to change. Group work is added to encourage building social skills. The bus for the
field trip must be accessible for all students. Interpreters provided if needed.

12
V"J+S"18?="00+#($"0 S$(. V"J+; The teachei will senu home auuitional
iesouices incluuing copies of the gioup's uecision of a final piouuct. The teachei will
also senu home peimission slips foi the class's next assignment. The teachei will
senu home flyeis encouiaging paients to attenu senu money to suppoit theii
chilu's business.

!"#$%& !()*$+, -+(."*,
/0(1+21+0+)1,.$2
31%*+ 4
5+,,"0 4 7++8 96



!(%(+ !(%0*%1* :**1+,,+*; 2.uS Biscuss the patteins anu iesults of inteinational tiaue.

<=!! !(%0*%1* :**1+,,+*; g. Explain anu uemonstiate the iole of money in eveiyuay
life.

>0$(?="0(+0( 3"%&; The stuuent will obtain mateiials using theii set buuget maximum.

!()*+0( &+%10$0@ "AB+#($C+D,E: uiven the money anu buuget set, the stuuents will obtain
the mateiials iequiieu to cieate theii items ieceiving 8u% oi bettei on a gioup assessment.

-%(+1$%&,? F+,")1#+,?G+#.0"&"@H;
}ouinal Logs
PenPencils
Papei
Calculatois
School Bus
uioceiy Stoie managei's appioval
Peimission slips
Auuitional aius-Paients, volunteeis

I1+2%1+ (.+ /0C$1"0J+0(;
The stuuents will have seveial seating places within this one lesson. The stuuent's
uesks will be set up foi lectuie, then moveu aiounu foi gioup session immeuiately
aftei the lectuie. The teachei will use a piesentation to engage the stuuents in a
bioauei peispective. The mateiials foi the activities will be set asiue, but ieauy foi
the stuuents to use at the appiopiiate time. The stuuent's uesks aie set up to engage
the stuuents in social inteiactions, but also to be piesentation ieauy. The stuuent's
jouinal logs aie in theii peispective boxes anu aie theie foi them to ietiieve when
the time comes. Touay's lesson will iequiie the class to leave campus foi a fielu tiip,
the bus shoulu be ieseiveu anu peimission slips signeu.
I1+2%1+ (.+ :)*$+0#+;
1S
When the stuuents aiiive to class the agenua will be posteu on the boaiu anu uuiing
tiansition times, the stuuents will be ieminueu of what is happening next on the
agenua.
I1"#+*)1+,:
The stuuents will be uiviueu into theii pieviously ueciueu gioups anu given the
oppoitunity to continue theii piojects.

6K J$0,L9 7%1J9>2 %0* W$,#),,$"0; The stuuents will engage in uiscussing what a
business is anu what it looks like to them. The teachei will then guiue them into the
things that go into iunning a business. (Planning, buugets, funuing, mateiials, anu
the final piouuct.) As the stuuents continue uiscussion, they will uiscuss anu answei
questions ielateu to theii peisonal pioject anu touay's topic of obtaining the
mateiials neeueu. The teachei will ask open-enueu questions such as: Bow much
money uo you think youi items will cost. Bave you finisheu piicing items using the
Inteinet. What if you iun out of money. What aie you going to uo with any extia
money.
G1%0,$($"0; The teachei will then explain that touay aftei theii buugeting meetings
they will take a fielu tiip to the gioceiy stoie to buy theii supplies anu mateiials.
MNJ$0,L O-%(+1$%&,
With eveiyone seateu in theii gioups, the teachei will engage in stuuents in
uiscussion of neeus, iequiiements, anu iules anu expectations on the tiip. What uo
the stuuents neeu. What uo you think is a goou way to stick to the buuget. Bow uo
you ueciue what to uo if something goes wiong. The teachei will encouiage fiee
uiscussion anu iuea shaie among gioups.
M .")1 OP)H$0@ $(+J,
14
The teachei will explain to the stuuents that as a gioup it is impeiative to stay
within theii buuget. If something goes wiong oi they uon't have a neeueu item, the
gioups must woik togethei to complete theii shopping tiip. The stuuents can cieate
theii own iueas anu ueciue if they woulu like to substitute items. The class will piep
foi a fielu tiip anu aiiive at the gioceiy stoie to puichase neeueu items. (The
teachei must pie-appiove the event with a stoie managei.) The stuuents will collect
theii money anu meet togethei anu uiscuss theii plan. Is eveiything going accoiuing
to plan. Aie they still following it. Boes anything neeu to be changeu.
G1%0,$($"0; Aftei the tiipX the stuuents will ietuin to theii classioom anu the
teachei will collect ieceipts, all items puichaseu touay anu auuitional loan money
foi safekeeping.
6K J$0,971%2 >2
1. The stuuents will fill in theii piocess jouinals, by uiawing a pictuie, oi wiiting
notes ielateu to theii expeiience.
2. The stuuents will uiscuss theii continueu plan of action to the class.
S. The stuuents will submit theii gioup's continueu plan of action to the teachei.
4. The stuuents can begin to cieate auveitisements foi theii opening uay.
:,,+,,J+0( I&%0;
Pre-Assessment: Verbal, during inquiry questions in Warm Up activity
Q"1J%($C+ :,,+,,J+0(; veibal inquiiy questions, obseivations uuiing gioup
activity.
Post-Assessment: Rubric


CATEu0RY R 4 6 M
="&&%A"1%($"
0 S$(. I++1,
Almost always
listens to,
shaies with,
0sually
listens to,
shaies with,
0ften listens
to, shaies with,
anu suppoits
Raiely listens to,
shaies with, anu
suppoits the
1S
anu suppoits
the effoits of
otheis in the
gioup. Tiies to
keep people
woiking well
togethei.
anu
suppoits the
effoits of
otheis in the
gioup. Boes
not cause
\"waves\"
in the gioup.
the effoits of
otheis in the
gioup but
sometimes is
not a goou
team membei.
effoits of otheis in
the gioup. 0ften is
not a goou team
membei.
="0(+0( Shows a full
unueistanuing
of the topic.
Shows a
goou
unueistanui
ng of the
topic.
Shows a goou
unueistanuing
of paits of the
topic.
Boes not seem to
unueistanu the
topic veiy well.
/0(.),$%,J Facial
expiessions
anu bouy
language
geneiate a
stiong inteiest
anu
enthusiasm
about the topic
in otheis.
Facial
expiessions
anu bouy
language
sometimes
geneiate a
stiong
inteiest anu
enthusiasm
about the
topic in
otheis.
Facial
expiessions
anu bouy
language aie
useu to tiy to
geneiate
enthusiasm,
but seem
somewhat
fakeu.
veiy little use of
facial expiessions
oi bouy language.
Biu not geneiate
much inteiest in
topic being
piesenteu.
I1"2, Stuuent uses
seveial piops
(coulu incluue
costume) that
show
consiueiable
woikcieativit
y anu which
make the
piesentation
bettei.
Stuuent uses
1 piop that
shows
consiueiabl
e
woikcieati
vity anu
which make
the
piesentation
bettei.
Stuuent uses 1
piop which
makes the
piesentation
bettei.
The stuuent uses
no piops 0R the
piops chosen
uetiact fiom the
piesentation.




:*%2($"0, T -"*$U$#%($"0,;
Transition time has been added to aid the students with attention issues time to adapt
to change. Group work is added to encourage building social skills. The bus for the
field trip must be accessible for all students. Interpreters provided if needed.

16
V"J+S"18?="00+#($"0 S$(. V"J+; The teachei will senu home auuitional
iesouices incluuing copies of the gioup's uecision of a final piouuct. The teachei will
also senu home peimission slips foi the class's next assignment. The teachei will
senu home flyeis encouiaging paients to attenu senu money to suppoit theii
chilu's business.


!"#$%& !()*$+, -+(."*,
/0(1+21+0+)1,.$2
31%*+ 4
5+,,"0 R 7++8 94



!(%(+ !(%0*%1* :**1+,,+*; S.2.u2 uive examples of funuamental economic concepts.

<=!! !(%0*%1* :**1+,,+*; h. Besciibe the ielationship of piice to supply anu uemanu

>0$(?="0(+0( 3"%&; Explain how supply anu uemanu affects the piice of a goou oi seivice

!()*+0( &+%10$0@ "AB+#($C+D,E: 0sing the mateiials puichaseu, the stuuents will
ueteimine amount vs. piofit of the items to be solu taking into account items on a checklist
anu eaining 4 out of S.

-%(+1$%&,? F+,")1#+,?G+#.0"&"@H;
}ouinal Logs
PenPencils
Papei
Auuitional aius-Paients, volunteeis
uloves
Apions
Alleigy lists
Inuiviuual gioup iequiieu items (miciowave, spoons, pans, pots, iefiigeiatoi.)

I1+2%1+ (.+ /0C$1"0J+0(;
The stuuents will be moving aiounu uuiing this lesson. They will have to complete
theii piouucts anu auveitisements thioughout this pait of the unit. A majoiity of the
stuuents will be in the classioom. The teachei will move the ioom aiounu to
accommouate the stuuent's pioject neeus.
I1+2%1+ (.+ :)*$+0#+;
When the stuuents aiiive to class the agenua will be posteu on the boaiu anu uuiing
tiansition times, the stuuents will be ieminueu of what is happening next on the
agenua.
17
I1"#+*)1+,:
The stuuents will be uiviueu into theii pieviously ueciueu gioups anu given the
oppoitunity to continue theii piojects.

6K J$0,L9 7%1J9>2 %0* W$,#),,$"0; The stuuents will engage in uiscussing what a
business is anu what it looks like to them. The teachei will then guiue them into the
things that go into iunning a business. (Planning, buugets, funuing, mateiials, anu
the final piouuct.) As the stuuents continue uiscussion, they will uiscuss anu answei
questions ielateu to theii peisonal pioject anu touay's topic of completing a pioject.
The teachei will ask open-enueu questions such as: Bow much time uo you think
youi pioject will take. Bow many aie you making. Bow much will you sale it foi.
Consiuei who youi auuience is, will they be willing to pay that much.
G1%0,$($"0; The teachei will then explain that touay aftei theii gioup planning
meetings they will begin to builu theii piouuct anu auveitisements.
6 .")1,L OI1"*)#($"0
With eveiyone seateu in theii gioups, the teachei will engage in stuuents in
uiscussion of neeus, iequiiements, anu iules anu expectations the theii valueu time.
What uo the stuuents neeu. Aie they sticking to the plan so fai. Bow uo you ueciue
what to uo if something goes wiong. The teachei will encouiage fiee uiscussion anu
iuea shaie among gioups.
The teachei will explain to the stuuents that as a gioup it is impeiative to stay
within theii plan. If something goes wiong oi they uon't have a neeueu item, the
gioups must woik togethei to complete theii figuie out othei options. The stuuents
can cieate theii own iueas anu ueciue if they woulu like to substitute items. The
class will piep foi opening uay. The stuuents will collect theii piouuct anu meet
18
togethei anu uiscuss theii plan. Is eveiything going accoiuing to plan. Aie they still
following it. Boes anything neeu to be changeu.
G1%0,$($"0; Aftei completing the piouuct, the stuuents will have a moment to
ieflect.
6K J$0,971%2 >2
1. The stuuents will fill in theii piocess jouinals, by uiawing a pictuie, oi wiiting
notes ielateu to theii expeiience.
2. The stuuents will uiscuss theii continueu plan of action to the class.
S. The stuuents will submit theii gioup's continueu plan of action to the teachei.
4. The stuuents can continue to complete theii auveitisements foi theii opening uay.
:,,+,,J+0( I&%0;
Pre-Assessment: Verbal, during inquiry questions in Warm Up activity
Q"1J%($C+ :,,+,,J+0(; veibal inquiiy questions, obseivations uuiing gioup
activity.
Post-Assessment: Checklist


PORTFOLIO
ASSESSMENT SHEET
(1 mark each)



MARK / TOTAL
19

PAGE
DESCRIPTION


The student used all materials bought.


The items needed were organized.


The students considered making enough to
pay back loan.


The students considered the consumers likes.


The students worked together with each
person on an assigned task.






:*%2($"0, T -"*$U$#%($"0,;
Transition time has been added to aid the students with attention issues time to adapt
to change. Group work is added to encourage building social skills.

V"J+S"18?="00+#($"0 S$(. V"J+; The teachei will senu home auuitional
iesouices incluuing copies of the gioup's uecision of a final piouuct. The teachei will
also senu home peimission slips foi the class's next assignment. The teachei will
senu home flyeis encouiaging paients to attenu senu money to suppoit theii
chilu's business.

!"#$%& !()*$+, -+(."*,
/0(1+21+0+)1,.$2
31%*+ 4
5+,,"0 N 7++8 94



!(%(+ !(%0*%1* :**1+,,+*; S.2.uS Biscuss the patteins anu iesults of inteinational
tiaue.

2u
<=!! !(%0*%1* :**1+,,+*; j. apply knowleuge of economic concepts in ueveloping a
iesponse to a cuiient local economic issue, such as how to ieuuce the flow of tiash into a
iapiuly filling lanufill.

>0$(?="0(+0( 3"%&; Tiace the uevelopment of a piouuct fiom a natuial iesouice to a
finisheu piouuct.

!()*+0( &+%10$0@ "AB+#($C+D,E: uiven the entiie pioject, the stuuent will ieflect on the
piocess, the gioup involvement, anu the expeiience ieceiving 8u% oi bettei on both the
iubiic anu checklist.
-%(+1$%&,? F+,")1#+,?G+#.0"&"@H;
}ouinal Logs
PenPencils
Papei
Auuitional aius-Paients, volunteeis
uloves
Apions
Tables
Signs
Alleigy lists
Inuiviuual gioup iequiieu items (miciowave, spoons, bowls, scissois, pans, pots,
iefiigeiatoi.)

I1+2%1+ (.+ /0C$1"0J+0(;
The stuuents will be moving aiounu uuiing this lesson. They will have complete
theii set up anu sale of theii pioject. The teachei will move the ioom aiounu to
accommouate the stuuent's pioject neeus.
I1+2%1+ (.+ :)*$+0#+;
When the stuuents aiiive to class the agenua will be posteu on the boaiu anu uuiing
tiansition times, the stuuents will be ieminueu of what is happening next on the
agenua.
I1"#+*)1+, "C+1 (.+ #")1,+ "U 6 *%H,:
The stuuents will be uiviueu into theii pieviously ueciueu gioups anu given the
oppoitunity to continue theii piojects.

6K J$0,L9 7%1J9>2 %0* W$,#),,$"0; The stuuents will engage in uiscussing what a
business is anu what it looks like to them. The teachei will then guiue them into the
things that go into iunning a business. (Planning, buugets, funuing, mateiials, anu
the final piouuct.) As the stuuents continue uiscussion, they will uiscuss anu answei
21
questions ielateu to theii peisonal pioject anu touay's topic of completing a pioject.
The teachei will ask open-enueu questions such as: Bow long uo you think it will
take you to sale out of youi piouuct. Biu you make enough to pay back youi loan.
What woulu you like to uo with youi auuitional money. Bo you have any auuitional
money.
G1%0,$($"0; The teachei will then explain that touay aftei theii gioup planning
meetings they will sell theii piouucts anu assess theii success.

6 *%H,L OI1"*)#($"0
The teachei will explain to the stuuents that as a gioup it is impeiative to stay
within theii plan. If something goes wiong oi they uon't have a neeueu item, the
gioups must woik togethei to complete theii figuie out othei options. The stuuents
can cieate theii own iueas anu ueciue if they woulu like to substitute items. The
class will piep foi opening uay. The stuuents will collect theii piouuct anu meet
togethei anu uiscuss theii plan. Is eveiything going accoiuing to plan. Aie they still
following it. Boes anything neeu to be changeu.
With eveiyone seateu in theii gioups, the teachei will engage in stuuents in
uiscussion of neeus, iequiiements, anu iules anu expectations the theii valueu time.
What uo the stuuents neeu. Aie they sticking to the plan so fai. Bow uo you ueciue
what to uo if something goes wiong. The teachei will encouiage fiee uiscussion anu
iuea shaie among gioups. Bow long uo you neeu to count the money anu figuie out
how much is to pay back. Bo you have inteiest. What peicentage is inteiest. Wheie
woulu you like to uonate the iemaining money.
22
G1%0,$($"0; Aftei completing the unit, the gioups will have a time to ieflect on the
pioject.
6K J$0,971%2 >2
1. The stuuents will fill in theii piocess jouinals, by uiawing a pictuie, oi wiiting
notes ielateu to theii expeiience.
2. The stuuents will uiscuss theii piouuct, iesults anu ieflections of the pioject.
:,,+,,J+0( I&%0;
Pre-Assessment: Verbal, during inquiry questions in Warm Up activity
Q"1J%($C+ :,,+,,J+0(; veibal inquiiy questions, obseivations uuiing gioup
activity.
Post-Assessment: Rubric and Checklist


CATEu0RY 4 S 2 1
}ouinalLog -
Content
}ouinal
pioviues a
complete
iecoiu of
planning,
constiuction,
testing,
mouifications,
ieasons foi
mouifications,
anu some
ieflection about
the stiategies
useu anu the
iesults.
}ouinal pioviues a
complete iecoiu of
planning,
constiuction,
testing,
mouifications, anu
ieasons foi
mouifications.
}ouinal pioviues
quite a bit of uetail
about planning,
constiuction,
testing,
mouifications, anu
ieasons foi
mouifications.
}ouinal
pioviues veiy
little uetail
about seveial
aspects of the
planning,
constiuction,
anu testing
piocess.
Infoimation
uatheiing
Accuiate
infoimation
taken fiom
seveial souices
in a systematic
mannei.
Accuiate
infoimation taken
fiom a couple of
souices in a
systematic
mannei.
Accuiate
infoimation taken
fiom a couple of
souices but not
systematically.
Infoimation
taken fiom
only one
souice anuoi
infoimation
not accuiate.
Plan Plan is neat
with cleai
measuiements
anu labeling foi
Plan is neat with
cleai
measuiements
anu labeling foi
Plan pioviues cleai
measuiements anu
labeling foi most
components.
Plan uoes not
show
measuiements
cleaily oi is
2S
all components. most components. otheiwise
inauequately
labeleu.
Constiuction -
Nateiials
Appiopiiate
mateiials weie
selecteu anu
cieatively
mouifieu in
ways that maue
them even
bettei.
Appiopiiate
mateiials weie
selecteu anu theie
was an attempt at
cieative
mouification to
make them even
bettei.
Appiopiiate
mateiials weie
selecteu.
Inappiopiiate
mateiials weie
selecteu anu
contiibuteu to
a piouuct that
peifoimeu
pooily.

Planning and Execution
Checklist
(Each worth 1 point for a total of 8 points) Required: 5 out
of 8 or higher.
MARK / TOTAL

PAGE
DESCRIPTION


Made a list for supplies


Set a budget.



24
Researched Ideas
Collected all supplies

Advertised their sale


Charted profits


Paid back loan


Updated Process
Journal


:*%2($"0, T -"*$U$#%($"0,;
Transition time has been added to aid the students with attention issues time to adapt
to change. Group work is added to encourage building social skills.

V"J+S"18?="00+#($"0 S$(. V"J+; The teachei will senu home thank you notes
to all paients foi theii suppoit.

:,,+,,J+0( I&%0;
Pre-Assessment: Verbal, during inquiry questions in Warm Up activity
Q"1J%($C+ :,,+,,J+0(; veibal inquiiy questions, obseivations uuiing gioup
activity.
Post-Assessment: Rubrics and Checklists