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Lesson Plan for Implementing

NETSSTemplate I
(More Directed Learning Activities)
Template with guiding questions
Teacher(s)
Name

Kevin Trobaugh

Position
School/District
E-mail

ktrobaug@students.kennesaw.edu

Phone
Grade Level(s)

11th and 12th

Content Area

AP Microeconomics

Time line

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

Content Standards

Students will be engaging with standards that include the Nature and Function of
Product markets. These would focus mainly on Production and Costs but would
include market structure.

NETS*S Standards:

The students would engage the NETS standards through the Empowered Learner,
the Computational Thinker, and the Creative Communicator

Overview (a short summary of the lesson or unit including assignment or expected or possible products)
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The students will form groups of 2-4 students. They will be tasked with creating a product. They will
not actually create the product itself but will do all the planning and research that would be required to
create the product. The students will need to determine what equipment they would need to purchase,
what consumable goods, etc.. Through this they can determine the costs of creating the product. They
would need to research if their product would have any competition and identify the market structure that
they would be selling their product in. They would need to determine the prices at which they could
make a profit and at which they would need to shut down. The students will present all of their data.
They will have choices as to the medium they present their information. They can do a slides
presentation, a video presentation, or a weebly page.

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

How does a supplier decide to produce or not produce a product?


When will a supplier always choose to produce when they are not making a profit?
What are more important in the decision making process, total costs or marginal costs?

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

The final product will be graded through the use of a teacher created rubric. This will evaluate if the all of
the necessary aspects of the project are present, if the students show understanding of the tasks, and can
provide evidence of learning. The students will have differentiation throughout the project. Within the
project itself they will be able to choose various methods to complete required aspects. For example, they
can choose audio only or a video commercial. They also have choice in the medium of the final
presentation as well.

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

To complete the project, the students will need to have basic internet research skills. However, given the
group nature of the project skills need to be available within the group, not every individual would need to
have all the skills. The technology that we have available allows to build and collaborate both in and out of
class and share the work. The students will be provided with a rubric to show what the final product should
contain. The students will have already accessed Google Classroom so they will be familiar with accessing
their Google Drive, slides, and docs. This access to Google Classroom will allow them to collaborate on
documents and presentations while they are together or outside of school. They will have to find the
information that they need based on their own product. They will have to find the items that they would need
so there is not one specific site that they would visit.

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

The students will have already completed lessons and work on both the costs and the market structure. The
purpose of the activity is for the students to be able to apply the concepts not learn them for the first time.
Informal and formal assessment will enable me to know if they have this base of knowledge before
beginning the project. This will be a project that comes at the end so the learning and assessment of
learning will have already taken place. Of course students may still struggle with applying the concepts.
Specifically, they may struggle with picking a product to make that does not have too many parts that they
have to find costs and information for. This will be a part of the process for the group to work through
together. To solve the problem do they change to something else or push through?

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

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This will not be the first group activity that the students will have participated in. However, it will be the
first of this size. Being an AP class there is less direct management that is needed to keep the groups
moving towards the goal of completing the project. However, I will work from group to group asking
about progress and I will also check their documents on Google Classroom periodically as I will ask
them to post everyday their progress in a folder that I have access to. The students will work in small
groups but each student will have access to the internet and their own Chromebook to work with. I share
a class set of these with another teacher and I will have scheduled with him to have the set for a time
period longer than our usual amount of time (usually we trade them every 3 days but we regularly work
out longer times for projects). The foreseeable problems are Chromebooks not working in which case
the group may need to share with each other or the network at school being down. If the network is
down, we can do one of two other items. We can work on End of Course Test work or we can continue
on with whatever part of the AP Micro work we are on. Those who do not have out of school access, if
they need it, have the ability to come in during our hour long lunch and work or can stay after school and
use a Chromebook in my room.

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

Student collaboration (cooperative learning) is one strategy that will be used. The students will work
together in class. While that is face to face communication the students can all be looking at and editing
the same document at the same time. They can also communicate with each other through the same
process outside of school. They can email through the Google system; they can look at the same
document outside of school they were looking at in school. Other strategies include, regular checks for
understanding and progress, setting objectives (rubric), providing feedback. I as the teacher will work
mainly as a facilitator moving between groups to help guide the project. This would include helping
redirect groups that seem to be moving in the wrong direction, making suggestions when a group seems
to be at an impasse, and evaluating progress.
In terms of higher order thinking the students will use, at some point, all the levels of Blooms
Taxonomy. They will recall the definitions of the costs involved, they will use the concepts of loss
minimization to justify why the product would continue to produce even if it is not making a profit.
There are other examples but given that they must take their idea and create from nothing commercials
and data from their own research higher order skills are the basis of the entire project. The technology
will support the learning by allowing students to create quickly and efficiently. They will not have to
draw charts or graphs by hand. The technology will allow the student to compare their product to what is

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

Within the activity the students will have multiple options for choice. They will have the ability within
the groups to decide together how they want to divide the workload. When the groups turn in on each
work day what progress they have made they will need to identify what each member of the group is
doing. This will give me the opportunity to check with groups that seem to be uneven in their work load
before getting to the end and a group telling me that someone did no work. Second, within the project
the students can choose whatever product they want. They can go simple and modify an existing idea or
go with something all new. This would enable students that might need extra help to choose something
that does not require them to do extensive work on the research end. Third, for the commercial they
create they can do an audio only (like a radio commercial) or a video (TV commercial). This is up to the
group what they will do and how they will work with that idea. Fourth, the medium that they choose to
present their final product. They can do a slides (Google Classroom equivalent of PowerPoint), a weebly
site, or a video. There is no plan for specific extensions as I believe, based on other projects done in this
subject, that the open nature of the project and the amount of choice will allow for students to extend past
the minimum.

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

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

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