Spring 2013
Basic Economics
Nicole D. McCloskey
Economic Video Lesson Plan
Grade Level: 9th Grade
Content Areas: World Geography
Overall Description of Unit: This is an in-depth unit investigating economics within World Geography.
We cover all levels of labor, types of economic systems, types of industry, globalization, trade,
resources, etc.
Overall Objectives/SOL:
WG.7
The student will identify types of natural, human, and capital resources and explain their
significance by
a) showing their influence on patterns of economic activity and land use;
b) evaluating perspectives and consequences regarding the use of resources.
WG.8
The student will distinguish between developed and developing countries and relate the level
of economic development to the standard of living and quality of life.
WG.9
The student will analyze the global patterns and networks of economic interdependence by
a) identifying factors, including comparative advantage, that influence economic activities
and trade;
b) describing ways that economic and social interactions have changed over time;
c) mapping, describing, and evaluating the formation of economic unions.
Place of TV/Video in Overall Unit:
This lesson will be the culminating project after an introduction to the content. Students will be placed
in groups and each group will create a skit that demonstrates a concept of Economics. They will be
provided with the content information, such as vocabulary and examples of concepts. The groups will
brainstorm, write a skit, create a storyboard, and subsequently film their video representation of the
content.
Description of Authentic Problem:
Economics content is often difficult for students to understand for many underclassmen. 7th grade
students study Civics and Economics with an end of course SOL. The younger students have difficulty
grasping the complex concepts of Economics so I my students are going to create videos explaining the
economic concepts within a ‘student-friendly’ setting.
Clear Outcome/Product
Students will create a 2-3 minute video that breaks down a specific economic concept using
uncomplicated and straightforward language and real life situations.
Thinking Skills
Spring 2013
Nicole D. McCloskey
Students will brainstorm for their specific term or concept, organize information into easily understood
language, create a scenario for the term or concept that is realistic for teens, write the scenario out and
then create a script.
TV/Video Skills Needed
Students will take the approved script and sequence the events on a storyboard, rehearse the scenes,
and film the scenes following the sequence of the storyboard and using appropriate lighting, film
techniques, and editing.
Sequence of Lesson
1. Groups assigned will randomly choose an economic concept to present.
2. Groups will brainstorm ideas to present the term/concept. Ideas for the scenario must be
possible real life situations that teens encounter on a regular basis (shopping, allowance,
budgeting money for a special purchase, etc.)
3. Groups will then expand their scenario into a sequenced situation and have it approved prior to
advancing to the story board.
4. The groups will script out their storyboard scene by scene, showing how they are going to
present their scenario and what the camera focus, dialogue, and actions will entail.
5. Groups will begin filming, following the sequence set out on their storyboard.
6. The videos will be uploaded, viewed by the class, and then passed along to the 7th grade class
for viewing during review.
Evaluation Strategy
1.
2.
Evaluation based upon the rubric.
Students will also be provided feedback after the videos are viewed and evaluated by the 7th
grade students. A questionnaire will be provided for the 7th grade students to provide feedback.
We will ask that they rate the videos on issues such as originality, creativity, and ease of
understanding.