Lesson 4 Economics

 Reflection on Lesson

WHAT?

What happened? What went well? What was an area of weakness?

Which objectives were met?  What is the evidence? Give specifics from your formative assessment data. Which students did not meet objectives?  Which students exceeded objectives?  Why?

The students learned about economics today we taught our lesson by teaching what goods and services are as our main activity. This lesson we focused on specific skills such as economic reasoning by studying charts, graphs, and data, categorizing resources based on specific criteria, cause and effect. We focused on our vocabulary words Economy, Consumer, Product, Goods, and Entrepreneur. This lesson introduce students to fundamental economic principles by exploring examples within New York City. It starts with a warm welcome and an icebreaker to foster a positive learning environment. Classroom expectations are reviewed to ensure a productive session. Students are then introduced to key economic concepts through an anchor chart and vocabulary activity. A read-aloud session using "Last Stop On Market Street" connects the lesson to real-life scenarios. The lesson incorporates an interactive game to differentiate between goods and services in NYC. Students learn about entrepreneurship through examples of New York entrepreneurs and then brainstorm their own New York-based business ideas, culminating in a pitch session. The lesson concludes with a journal activity to reinforce learning about historical events and their significance to the New York economy. There are three SLO's focused throughout this lesson: By the end of the lesson students will be able to identify the differences between goods and services and be able to name at least one good and one service that New York has, Students will be able to define resources and state the differences between human, natural and capital resources. Students will understand how resources create an interconnected world and be able to participate in discussion of the benefits and challenges this creates. The goods and services game was well understood the students we easily able to think about if the picture shown was a good or a service and they gave a good explanation on why it was either of these services. 

 

SO WHAT?

What was learned from this experience? Evidence of teacher candidate learning

Through this lesson we learned how important it is to teach the concepts of goods, services, products, consumer, supply, and demand. Students began to raise their hand and share other goods and services that they were thinking of on their own. It was good to see that the students began thinking outside of the box. 

NOW WHAT?

How will this experience influence my professional identity? 

How will this experience influence how I plan/teach/assess in the future?
In the future I would probably expand on the goods and services and elaborate into supply and demand. This will be beneficial for students especially since our students understood goods and services so fast if we went into supply and demand deeper.