Kaile Roe (working alone)

ET 247
ASSURE Project
9/19/2014

ASSURE MODEL PROJECT: Graphic Organizers and Technology

Grade Level: 8th Grade
Learner: Visual Learner
Objective: The students will figure out a trade route that Americans use
today. They will then develop a graphic organizer that tells where the trade
route originated, where it goes, what is being traded, and how it benefits us
as a country. The students will put all this information into a graphic
organizer to present to the class. Other students will take notes on the trade
routes they didnt present. Students will be given Chromebooks over two
class periods to research the project. They will have access to the internet,
various links to videos, and materials to make a graphic organizer.
ANALYZE LEARNERS
Visual Learning refers to the process through which students gain knowledge
and understanding through explicitly visual tools. Some of the key tools for
visual learning include: Venn Diagrams, charts, graphs, images, maps, slide

shows, and concept webs. These methods organize and present information
in a visually tidy and meaningful way. All five of the senses can be used for
learning. The vast majority of people learn most effectively through visual
means
STANDARDS :

e Level Expectation: Eighth Grade

ts and skills students master:

Economic freedom, including free trade, is important for economic growth

e Outcomes

s can:

ve examples of international
fferences in resources, productivity,
nd prices that provide a basis for
ternational trade (DOK 1-2)
escribe the factors that lead to a
ation having a comparative and
solute advantage in trade (DOK 1)
plain effects of domestic policies on
ternational trade (DOK 1-2)
plain why nations often restrict
ade by using quotas, tariffs, and
on-tariff barriers (DOK 1-2)

21st Century Skills and Readiness Competencies

Inquiry Questions:

1. How do societies benefit from trade and exchange?

2. Why is it important for nations to control trade and exchange?
3. What are the benefits and challenges of trade at the international, national,
local, and individual levels?
4. How does where and how you purchase products affect the social, economic
environmental conditions?
Relevance and Application:

1. The understanding of trade and collaboration within the market economy is

important to business and individual economic success.
2. Analysis of the positive and negative impacts of trade agreements is critical
nations economy. For example, the Santa Fe Trail and the opening of trade
Japan in American history.
3. Identification of the role of information as a good or service and its influence
production, trade, income, and technological advances aids businesses to op
efficiently.
4. Innovation and invention create absolute or comparative advantage in trade
Nature of Economics:

1. Economic thinkers explore the patterns and development of the interconnec

nature of trade.
2. Economic thinkers analyze the components of economic growth.

6. Technology Operations and Concepts Students demonstrate a sound

understanding of technology concepts, systems, and operations. a.
Understand and use technology systems b. Select and use applications
effectively and productively c. Troubleshoot systems and applications d.
Transfer current knowledge to learning of new technologies
Tools: Graphic organizer, website links, chromebooks
Instructional Strategies:
a. The teacher will explore a trade route with the students. The teacher will
find out where the trade route goes through, what it trades, how it benefits
America, and what I used to find it. Teacher will then show a finished graphic
organizer that was made, and walk students through materials available to
make them.
Materials:
a. Computers (in school). Trade route suggestions. Links to websites
containing information. Markers and paper for graphic organizer.
UTILIZE TECHNOLOGY, MEDIA, AND MATERIALS
1. Go over the lesson with students.
2. Tell them they have two classes to do this project, one for gathering information and
starting to put together graphic organizer, the second for finishing and presenting.
3. Have students pick trade routes, assign them computers.

4. Let them start to work, walk around making sure that everyone is on task and working
within the time limits.
5. Start to work on graphic organizers with students. Make sure they are answering all
questions within the graphic organizer.
6. Review the things they need, make sure they are ready to present.

Required Learning Participation

Students will be interactive in every step of production. Students will choose
a trade route that interests them, and get a chromebook in which to gather
information. Students are responsible for gathering their own information
within the provided links. Students must answer the questions required
within the graphic organizer they make. While students work, they can use
various aspects of technology. They must provide information on the trade
route, and its benefits in a manner they understand and be ready to present
it. Students will present their graphic organizer to the class, while students
that didnt have that trade route will take notes.
Evaluate the student:
1. Student will have to answer the three questions proposed about the trade route, as well as,
where they got their information.
2. Student must resent their graphic organizer to the class, including the three questions.
3. Students with different trade routes must take notes and effectively answer the three
questions proposed about the new trade route.

Citations:
Students will be responsible for each website they use to gather information.
They will have to include where they got the information they used, in their
presentation.
"Unit of Academic Standards - Colorado Academic Standards." Colorado
Department of Education Home Page. CDE, 2011. Web. 06 Sept. 2011.
<http://www.cde.state.co.us/scripts/allstandards/COStandards.asp?glid=6>.