Checkpoint #2 – Preface, Learning Goals, & Content Web Unacceptable Minimal (1pt) Introduction/Overview No evidence The ACEI 2.4 candidate articulates little knowledge of the fundamental premises of the unit and does not fully establish the context in which it will be taught. Learning Goals ACEI 1.0 ACEI 2.4 ACEI 3.1 No evidence Goals are not stated clearly and are activities rather than learning outcomes. Goals are not appropriate for the development; pre-requisite knowledge, skills, experiences; or other student needs. Enduring No evidence Understandings/Essentia l Questions ACEI 2.4 ACEI 3.1 Weakly stated and explained; are not appropriate for the development; pre-requisite knowledge, skills, experiences; and other student Acceptable (2pts) Target (3pts) The candidate articulates some knowledge of the fundamental premises of the unit and succinctly describes the purpose of the unit and the context in which it will be taught. The candidate effectively articulates a comprehensive knowledge of the fundamental premises of the unit and succinctly describes the purpose of the unit as well as the context in which it will be taught. Some of the goals are clearly stated as learning outcomes. All of the goals are clearly stated as learning outcomes. All goals are appropriate for the development; pre-requisite knowledge, skills, experiences; and other student needs. Some goals are appropriate for the development; pre-requisite knowledge, skills, experiences; and other student needs Stated and explained; are appropriate for the development; pre-requisite knowledge, skills, experiences; and other student needs. Accurately and effectively stated and explained; are appropriate for the development; pre-requisite knowledge, skills, experiences; and other student needs. needs. Web Structure ACEI 2.4 No evidence Graphic presentation of Work Sample topic is unclear and connections Technology Application difficult to ACEI.5.a determine ISTE 1a, 3c,d Appropriately applies computer graphics program Mechanics ACEI 2.1 Demonstrates little to no competence in use of English language arts, specifically in mechanics Significant spelling and grammatical errors are present Overall Score Graphic presentation of Work Sample topic is organized and connections can be determined Expertly presents organization of what is being taught (not how the content is being taught) through graphic representation; connections are clearly presented and easily determined Creatively and appropriately utilizes digital technologies in the creation of a visual representation of the work sample structure Effectively and appropriately applies computer graphics program Demonstrates a minimally acceptable level of competence in use of English language arts, specifically in mechanics. Demonstrates awareness of acceptable norms consistent with competence in use of English language arts, specifically in mechanics. Frequent spelling and grammatical errors are present Neat, organized, minor spelling and grammatical errors are present. Unacceptable Minimal is 1- Acceptable is is 0. 7 8-13 Demonstrates a high level of competence in use of English language arts, specifically in mechanics. Neat, organized, and free from spelling and grammatical errors. Target is 14-15 Total: ____15______ of 15 points Conversion to points for this course: _______7____ (Maximum 7 points) Overall Rating: ______Unacceptable _______Minimal _______Acceptable ____XX___Target What a GREAT job, Kara! You have articulated your learning outcomes well and your concept web will make it easy for you to bring it to life for your students. I like your visuals. You have made me eager to see what you will do with this. Part I: Preface My Teacher Work Sample entitled “Trading: Mine For Yours” is about the three types of resources: natural, human, and capital, the exchange of goods and services through money and bartering, and the effects that scarcity has on the choices people make in consuming and producing goods and services. It will be taught to a second grade class over a two-week period during my field placement at Riverlawn Elementary School in Pulaski County Public Schools. The unit will be taught in April as a requirement for EDUC 425: Foundations of Curriculum and Instruction- Social Studies Connections. After reviewing the Pulaski County Schools pacing guide, I learned that the students would be starting an economics unit at the time I am teaching my work sample unit. Since economics concepts can be confusing, I intend on engaging my second graders in authentic learning experiences by having them practice the concept of using money and bartering in exchange for goods through a classroom store. This will allow the students to visually see and understand the difference between the use of bartering and money when exchanging goods with one another. I also plan on using technology to engage my students in the lesson. I will use the smart board to illustrate the differences between the three types of resources and also present video clips to enhance further understanding. As an additional activity, I will allow students to approach the smart board and choose which picture goes with the appropriate resource. Upon speaking with my cooperating teacher, second graders may have a difficult time understanding the difference between trading with money and trading through barter. In order to ensure the students’ comprehension on this concept, I will develop an activity in which the students will experience the differences through a classroom store. The students will buy something in the classroom store using money as a form of trade. They will also use something other than money to use as trade to purchase an item from the classroom store. The unit aligns with the Virginia Standards of Learning and covers the following goals and objectives: Describe the differences between natural resources (water, soil, wood, and coal), human resources (people at work), and capital resources (machines, tools, and buildings). Distinguish between the use of barter and money in exchange for goods and services. Explain that scarcity (limited resources) requires people to make choices about producing and consuming goods and services. Part II: Learning Goals Identifying Desired Results/Established Goal(s) Related SOL 2.7 The student will describe the differences between natural resources (water, soil, wood, and coal), human resources (people at work), and capital resources (machines, tools, and buildings). Related SOL 2.8 The student will distinguish between the use of barter and money in exchange for goods and services. Related SOL 2.9 The student will explain that scarcity (limited resources) requires people to make choices about producing and consuming goods and services. Enduring Understanding The three types of resources are natural resources, human resources, and capital resources. People trade goods and services through barter or through the exchange of money. People are both producers and consumers. People must make decisions on producing and consuming goods and services because resources are scarce. Essential Questions What are natural, human, and capital resources? What is the difference between using barter and using money in exchange for goods and services? What is a consumer? What is a producer? What is scarcity? Why do people have to make economic choices? Essential Knowledge The student will know: 1. Terms: Natural resources—materials that come from nature (water, soil, wood, coal). Human resources—people who work to produce goods and services (farmers, miners, builders, painters). Capital resources—goods made by people and used to produce other goods and services (hammers, computers, trucks, lawnmowers, factory buildings). Barter—exchange of goods and services without the use of money. Money—coins, paper bills, and checks used in exchange for goods and services. Scarcity—not being able to meet all wants at the same time. Consumer—a person who uses goods and services. Producer—a person who uses resources to make goods and/or provide services. 2. People use money to purchase goods or services. 3. People use barter in exchange for goods or services. 4. People make economic decisions when resources and goods and services are scarce. Essential Skills The students will be able to: 1. Describe the differences between natural resources, human resources, and capital resources. 2. Discuss examples of natural resources, human resources, and capital resources. 3. Distinguish between the use of bartering and using money in exchange for goods and services. 4. Explain that scarcity requires people to make choices about producing and consuming goods and services. SOL 2.7: The student will describe the differences between natural resources (water, soil, wood, and coal), human resources (people at work), and capital resources (machines, tools, and buildings). SOL 2.8: The student will distinguish between the use of barter and money in exchange for goods and services. SOL 2.9: The student will explain the scarcity (limited resources) requires people to make choices about producing and consuming goods and services. Goods made by people and used to produce other goods and services. Scarcity requires people to make decisions on consuming and producing goods and services. Materials that come from nature. Natural Resources Capital Resources “Trading: Mine For Yours” Economics Human Resources People working to create goods and services. Exchange of goods and services. Barter Exchange of goods and services without the use of money. Money Coins, paper bills, and checks. Resources Enhanced Scope and Sequence: 2010. Virginia department of education. Retrieved February 19, 2010 from Virginia Department of Education website: http://www.doe.virginia.gov/testing/sol/standards_docs/history_socialscience/index.shtml Curriculum Framework: 2010. Virginia department of education. Retrieved February 19, 2010 from Virginia Department of Education website: http://www.doe.virginia.gov/testing/sol/standards_docs/history_socialscience/index.shtml Standards: 2010. Virginia department of education. Retrieved February 19, 2010 from Virginia Department of Education website: http://www.doe.virginia.gov/testing/sol/standards_docs/history_socialscience/index.shtml Concept web photos derived from Microsoft Word 2007 clip art