MAT Program Daily Lesson Plan Template
Intern Name:
Katie Henry
Content Area:
Social Studies
Unit/Theme:
China’s Economy
School/Mentor:
Grade /Level:
SRMS/Mr. Sayers
7th Grade
Lesson 7 of 10 for Day 13/14
Prior
Knowledge
Declarative
Students understand the basic principle that the economy dictates many of the decisions that are made in a
country.
Procedural
Students should be able to work collaboratively to engage in deductive inquiry while using articles and
data.
Prior
Preparation
Lesson Context/Setup
What skills and knowledge do you expect students to already have in place before you start the lesson?
What do you need to prepare for the lesson?
Materials
Charts of China’s GNP/GDP/per capita income/HDI in comparison to United States; Article
(http://vnty.fr/1BZMQZ8); PowerPoint; YouTube video (http://bit.ly/182eG9y)
Setup (e.g., tech)
Charts and article packets are pre distributed at each table. Projector is turned on and PowerPoint is
loaded.
Aligning Objectives, Assessments, Activities, and Procedures
What will students know and be able to do as a result of this lesson? How will you know they have met the expectations?
Common Core
Curriculum Standard(s)
Terminal Objective
Enabling Objective(s)
Assessment(s) for
Learning
Special Needs
Student Accommodations
Technology Applications
to Enhance/Personalize
Learning
MDSS Economics: 4.A.4.b – Describe the standard of living and the quality of life in a world region using
data, such as Gross National Product (GNP), Gross Domestic Product (GDP), per capita income and the
Human Development Index (HDI)
T.O.  Students will be able to use specific economic data to accurately describe the standard of living and
the quality of life in China.
E.O.  Students will be able to use specific economic data to accurately compare and contrast the
economic systems of the United States and China.
Formative  Exit Ticket (“What concepts that we discussed today do you think you have a pretty good
understanding of? Which are you still confused about?”)
As per their IEP/504 plans, students will have the support of a para educator while working in their small
groups. They will have extra time to work on their assignment, and will be able to vary their method of
response from the Deductive Inquiry section of class (can draw a comic/write a list instead)
PowerPoint, YouTube video
Objective/Bridge/Transition
Warm-up
THE LESSON PLAN:
Instructional Flow/Content Exploration and Practice
How will you facilitate the lesson? What will students do during the lesson to meet the objectives?
What will you say/do to as the
bell rings and the lesson starts?
Plan what you’ll say/do, and
what students will be doing as
the class gets underway.
The warm up should be a natural
part of the lesson, reactivating
prior learning and/or getting
students ready for exploration.
How will you connect this lesson
to previous lesson(s) and prior
knowledge?
How will you make the objective
explicit and indicate its
relevance for students?
How will you engage the
students’ interest in the topic?
Content Exploration and Practice (Step-by-Step Lesson Plan)
What strategies will be used to
explore new content, to present
content and guide discovery of
important concepts in a way that
responds to varying learner
needs?
How will students practice/apply
what they are learning? How are
Higher Order Thinking Skills
engaged? How are the Levels of
Questioning integrated? What
are the key questions? Are there
opportunities for crosscurricular connections?
How will you differentiate
instruction when that teaching
method is indicated?
(Differentiation is using what
is known about students
[data] to pre-plan a variance
in content, processes or
products in order to address
differing student needs and
provide appropriate entry
points that maximize learning
opportunities.)
Timing: 10 minutes
Take out a piece of paper and fold it for Cornell notes. Your title is “China’s Economy”
As a warm up, answer the following question:
+Using your prior knowledge about economics and your previous impressions about China, do
you think China has a strong or a weak economy? Why or why not?
Transition into conversation with whole class about their opinions and insights  discussionbased, but moderated through Q&A to encourage student responses to ideas.
Timing: 5 minutes
What types of sources could have fueled your opinions about what China’s economy is like? Did
you look at pictures, etc.? (Take student answers)
(Show students Infographic about china’s economy)
What are some of the ideas you are seeing here that seem most important and significant?
While you’re reading this, do you think China’s economy is strong or weak?
We can tell a lot about a person, a place, or a country from how things look on the outside – by
just seeing things at face value. However, one of the more reliable ways we can learn about a
country’s economy is by looking at the specific data – the numbers and statistics behind it.
Today, we’re going to become junior economists and see what the data can show us about
China’s standard of living and quality of life!
Timing: 50 minutes
(Supplementary PowerPoint will be used to help students take expository notes on definitions and
ideas)
Part 1 (Method – Direct Instruction)
Before we can use the data and figure out what it tells us about China’s economy, we need to
learn what the types of data are and what they mean.
1. Gross Domestic Product (GDP)

What is it – “the total value of goods produced and services provided in a
country during one year.

What does it tell us – Basically, the total dollar value of all goods and
services produced over a specific time period - you can think of it as the size
of the economy.
2. Gross National Product (GNP)

What is it – “The total value of goods produced and services provided by a
country during one year, equal to the gross domestic product plus the net
income from foreign investments”

What does it tell us – Tells us what a country’s citizens produced [i.e. goods
and services] and how much the country made from foreign trade and
investments
3. Human Development Index (HDI)

What is it - Composite statistic of life expectancy, education, and income
indices used to rank countries into four tiers of human development.

What does it tell us – How countries stack up against each other in terms of
‘human development’ and prosperity.
4. Per Capita Income

What is it - The mean income of the people in an economic unit such as a
country or city; calculated by taking a measure of all sources
of income (GDP/GNP) and dividing it by the total population.

What does it tell us – How much on average are people in a place making?
Never let the clock, or a bell, end
your lesson. It is more important
to abbreviate an activity to
ensure closure than to omit
closure. Closure is vital to
retention of learning.
When you use data, and charts that make the data easy to visualize, it makes it all the more
simple to understand how these living standards are – looking at pictures face value is one
thing, but it’s another to actually see the numbers and the finances behind it. It’s really not just
about appearances – you can’t always judge a book by its cover, or a continent by how it’s
economy looks on the outside!
Summary/Closure
Content Exploration and
Practice (Step-by-Step
Lesson Plan)
How will you use technology to
enhance instruction, foster
exploration, and boost content
understanding?
Part 2 (Method – Deductive Inquiry/Collaborative Learning)
Now that you have the basics on how these different measures of data work, you are going to
use these definitions and become economic researchers on China! In table groups, students
will…

Read the Vanity Fair article on China’s booming economy [quietly or out loud,
whatever their preference]; While you read, make some short annotations in your
notes about interesting things you are seeing.

Look together at the charts that show China’s GDP, GNP, HDI, per capita income in
comparison to other countries [and on its own!]

As a group, write a short paragraph that explains what you can tell about China’s
quality of life from looking at the charts of GDP, GNP, per capita income, and HDI.
How will students be involved in
the learning?
How will you assess student
achievement of the objective?
How will you revisit the objective
and establish relevance? (Elicit
from students whenever
possible.)
How will this lesson link to the
next lesson?
Timing: 10 minutes
Answer the following question independently at the bottom of your notes for your exit ticket:
+What concepts that we discussed today do you think you have a pretty good understanding of?
Which are you still confused about?
Tomorrow, we will be looking into some of the specific factors that have influenced economic
development in Asia, such as the technology sector!
Justification and Reflection
Justification: Why was this the best method to use to meet the learning objectives for the day?
In this lesson, students are learning about the different types of data that are used to measure a country’s economic prosperity. Because
these concepts can be a little difficult to understand, taking a direct instruction path and then moving into a collaborative learning activity
that incorporates deductive inquiry allows students to seamlessly transition into using what they have just learned to learn more about a
topic.