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