Unit #6 April 10-14 Week 1
Monday Tuesday
10
Morning Duty this week
Materials Needed:
Vocab cards
Notebook
Matching cards
Standard
6. E3.3.1. Explain and compare
how economic systems
(traditional, market, command)
answer the three basic economic
questions.
I can: Define economics and
become familiar with this units
vocabulary by playing the card
sort game.
Do Now Write down something
that you did over spring break
that has to do with social studies.
Think hard Im sure all of you
did something
ML Share out spring break
connections. Carousel Walk.
GP Break down the vocab with
them. Explain that we are going
to learn what each of these
mean, this week.
Explain that we are going to play
a matching vocab word game.
Students must walk around the
room and find their pair.
IP- Students play game and have
to match vocab words.
Wednesday
11 12
PBL
Materials Needed:
Scissors
Lesson 1 PPT
Graphic organizer cut outs
Glue sticks
Standard
6. E3.3.1. Explain and compare how
economic systems (traditional, market,
command) answer the three basic
economic questions.
I can: Understand the flow of resources
throughout an economic system by using
a graphic organizer.
Understand that there are three different
types of resources that flow through an
economic system
Do Now Grab scissors, and the piece of
paper from the tall table. Do not cut yet.
ML Explain that graphic organizers
often explain the flow of something.
Discuss resources, What types of
resources are there? Capital. Human.
Natural.
GP Quickly define what capital
resources are (on board, not in notebook
yet). Explain that students are going to
put together a graphic organizer with the
flow of the economic system. Have them
start on their own, and eventually draw
the OUTLINE of the boxes, and where the
arrows go. Have students begin with a
partner. After 10ish minutes, have
students get up and walk around the
room to see. Have students vote on what
Thursday
13
Switch Schedules
Materials Needed:
Foldable paper
Scissors
Glue sticks
Standard
6. E3.3.1. Explain and compare how
economic systems (traditional,
market, command) answer the three
basic economic questions.
I can: Create a foldable comparing the
three different economic systems,
command, market and traditional.
Do Now Grab a white sheet of paper,
a glue stick, and scissors. Listen quietly
to directions.
ML Explain to students that we are
going to go over the three different
types of economic systems or the
way economies work. We are also
going to make a foldable to do so so
students need to follow me and keep
up step by step.
GP Have students turn their notebook
sideways. Have them fold the white
piece of paper so they have the long
side. Then, model for them how to cut
into three equal parts, so it folds up.
Glue this portion to the bottom half of
the interactive notebook. On the top
of the notebook (not the sheet), write
the three main questions that we are
going to solve
Friday
14
Good Friday
Materials Needed:
Foldable paper
Scissors
Glue sticks
Role play cards
Study guides
Venn Diagram
Standard
6. E3.3.1. Explain and compare how
economic systems (traditional, market,
command) answer the three basic
economic questions.
I can: Create a foldable comparing the
three different economic systems,
command, market and traditional.
Do Now Grab a white sheet of paper,
a glue stick, and scissors. Listen quietly
to directions.
ML Complete the foldable together.
GP Explain that students are going to
get a sheet of paper with some words
on it. They need to get in a group and
come up with a skit that represents the
situation that is on the card. They can
use their foldable to come up with the
scenes. They will perform them
Monday and we will guess.
IP- Students come up with skits using
the words on the cards.
Conferring Walk around to make sure
students are on task and coming up
with appropriate skits. Have Griffen
work with a group to come up with
Come back whole group and add
the word economics to their
notebook. Today was for getting
vocab in their minds and starting
to get used to this unit. Add
supply and demand if time.
Closure What is something that
you wonder is going to be taught
in this unit? What would you like
to be taught?
HW
makes the most sense. Then, show them
the correct answer to glue into their
notebooks on the powerpoint Lesson 1
Maisa. Finally, add the three types of
resources into the notebook with the
answers of what they are Natural,
Capital, Human. (Land, Money, Labor).
IP- Work on the graphic organizer.
Conferring Why are you putting that
there?
What does this mean?
What do you think this means?
What does this word have to do with
that?
How do you see connections?
Closure
Share out examples of different types of
resources.
HW HW
1. What goods/services will be ideas, he does not have to preform but
produced? he cannot just sit and read.
2. How will goods/services be
produced? Closure Explain that Monday they will
3. Who will consume the perform their skits, as well as have a
goods/services? quiz on the different types of systems.
They have a Venn Diagram to fill out for
Then, write the first type, Market on homework.
the front of the flap. Follow the master
with what goes on the inside. Then,
draw a picture on the outside for the
word Market. Complete the same
steps for the next 2 words, Traditional
and Command.
Finally, at the end, discuss that no
market or command is COMPLETELY
self run or government run, so those
are often called Mixed economies.
Write that Mixed economies are the
most common on the actual notebook,
next to the three questions. Add new
vocab words along the way as well.
IP- Students follow along with me
completing the foldable.
Conferring Walk around to make sure
students are on task and completing
the forms.
Closure Explain that tomorrow we
will finish the foldable and come up
with role playing activities for each of
the different systems/scenarios.
HW - None HW Venn Diagram, Quiz Monday.

Monday
17
Materials Needed:
Quiz
Role Play
Standard
6. E3.3.1. Explain and compare
how economic systems
(traditional, market, command)
answer the three basic economic
questions.
I can: Show my knowledge of the
three economic systems by
performing my skit, deciding
what skit is what, and rocking my
quiz.
Do Now Take out your Venn
Diagram for your homework and
get in your groups for your
presentations.
ML Explain expectations of how
they need to act when they are
watching each others skits. Share
out performances.
GP Students share out their
skits and take the quiz.
IP- Students take the quiz to
show their knowledge.
Unit #6 April 17-21 Week 2
Tuesday Wednesday
18 19
Switch Schedule Switch Schedule
Materials Needed:
Paper reflection
NEWSELA article
Web article
Evidence gathering worksheet
PBL I can: Cite evidence from a different texts
to back up my reasoning.
Do Now Grab the sheet from the front
of the room and wait for your paper to be
passed back.
ML Go over the reflection for the paper
expectations. Model how to complete it.
Give them a few minutes to complete it.
GP Pass out the worksheets and articles
for students to pull research from.
Explain expectations.
IP- Students complete this on their own
Conferring Pull small groups.
Thursday
20
Materials Needed:
https://www.stlouisfed.org/education/
economic-lowdown-video-
series/episode-6-circular-flow
Notebook
Colored Pencils
https://www.youtube.com/watch?v=H
HzxaPkUttM
Standard
E3.1.2 Use the circular flow of
economic activity to diagram or map
the flow of materials, labor, and capital
into a manufactured consumer goods
sold in the market place.
I can: Diagram the circular flow model
and learn the vocabulary that is
included in it.
Do Now Write down one good that
you used today, and one service that
you have used in the past week.
ML Go over the goods and services
that the students wrote down. Put the
words consumer and producer on the
board, discuss what they mean. Then,
put the word wages and salaries on the
board. Discuss what they mean.
GP Have students take out three
different colors they can use colored
pencils also. Walk them through the
circular flow model and how it works
and how it flows. Have them use
different colors based on my master
that I have made. Show students the
Friday
21
Materials Needed:
What Can Happen in a Pure Market
Economy?
Roles of Government worksheet
Smarty Pants exit slips
Population clock
Standard
E. 2.3.1 Describe the role of
government within the economy.
I can:
Describe the role of government within
the economy.
Do Now Write down the population!
ML Write one way you think the
government is involved in the
economy? Discuss students answers
talk about the three different economic
systems, and talk about which one has
no government involved Market.
Discuss how there is no sure thing as a
pure market economy because the
government needs to step in somehow.
Explain what the word regulation
means, put into notebook.
states what may or may not be done or
how something must be done.
GP Pass out page 11 in lesson 2
What Can Happen in a Pure Market
Economy? Have students work with a
partner to fill out the first two columns.
Closure How do you think you
did on the quiz?
What is a command economy?
What is a market economy?
How did you know that that skit
was a command
economy/market, traditional?
HW Due Monday
video that MAISA provided the first
link in the materials provided section.
Have students take notes while they
watch - 2 things they learned and one
question.
IP- Have students close their
notebooks and draw what they think
the flow looks like on their own. Have
them then turn and talk and explain
their drawing to their shoulder
partner.
Conferring Walk around the room to
see what they are teaching each other
about the model.
https://www.youtube.com/wat
ch?v=mN5HPJYJzus
Due Monday
Model how to by doing the first row.
Then, after some time, allow the two to
partner up with another two and pass
out the worksheet Role of Government.
Have students read that worksheet and
determine how the US government
would prevent things from happening.
Conferring Walk around the room and
ask questions about what they think the
government would do? Why is this a
bad thing? Should this be regulated?
IP What is a government regulation?
Provide an example (Smarty Pants)
Closure go over the answers with the
students and watch a CNN student
news.
Due Monday

Monday
24 Progress Reports
Materials Needed:
Lesson Three Powerpoint
Page to read in filing
cabinet and in folder
Pass out study guides
Blank graphic organizer
Standard
E3.1.1. Use charts and graphs to
compare imports and exports of
different countries in the world
I can:
Analyze countries imports and
exports by using charts and
visuals
Determine what makes a country
rich
Do Now Take out your
homework and turn it in to the
correct bin. Think critically, why
some countries are rich and why
some countries are poor.
ML What do you think people
mean when they say a country is
rich? Poor? How much living in a
rich country differ compared to
living in a poor country? What
may account for the different
levels of wealth among
countries? Discuss these
questions with students. Allow
students to talk about these
things. Show students slide 2 on
the powerpoint of the buildings
ask if it is rich or poor. Then,
Tuesday
25 SWITCH
Materials Needed:
Factors leading to economic growth
Factors that can negatively impact
growth and development
Standard
I can: Determine the factors that lead
to economic growth and take away
from economic growth.
Do Now Draw the circular flow model.
ML Discuss some factors for
economies to grow and develop. Talk
about some reasons why economies
might grow. Write these on the
whiteboard.
GP Pass out the Factors leading to
economic growth worksheet. Students
work with a partner to complete it! Go
over the answers and write bullet point
notes in their notebook with the main
factors a mixed economy,
technology, political stability,
investments in the factors (so putting
time into the factors). Then, students fill
out with a partner the negative reasons
economies might decrease/not grow as
well. This will take some thought so
students need to take time with this.
Go over the answers with the students
afterwards. Write down multiple
negative impacts also lack of natural
resources, landlocked, no fertile soil,
Unit #6 April 24 28 Week 3
Wednesday
26 SWITCH
Materials Needed:
QUIZ = NewsELA article on Trade
https://newsela.com/articles/li
b-ushistory-capitalism-
communism-
socialism/id/26227/
Standard
I can: Rock my quiz
Read about capitalism, communism, and
socialism and determine how they
compare to market, traditional and
command economies.
Do Now Study for your quiz for 5
minutes.
Give the quiz. After, students read the
article and answer questions from the
quiz on it for comprehension.
IP- https://newsela.com/articles/lib-
ushistory-capitalism-communism-
socialism/id/26227/
Conferring Walk around the room and
monitor. Pull small groups.
Closure How does command economies
tie into communism? Market and
capitalism? What does the united states
have?
Thursday Friday
27 GIANTS 28
Walk-a-thon 1:15-2:15
NWEA reading
Materials Needed: Materials Needed:
TRADE simulation Natural resource sort cards
Starbursts Pass out study guide
Mini candy bars
Eagle Pride Tickets
I can: PAT
I can explain reasons that countries & Walk a thon.
trade with each other. G.1.3.3
I can explain how countries are
connected by trade 6.1.3.3 ACTUAL WEEK:
Do Now: Monday stayed the same
Gather materials Tuesday Finish Graphic organizer, go
Do Now sheet- what is globalization? over GDP examples and make
Mini Lesson: observations, discuss factors that
Share out to Do Now increase economic growth
Guided practice: Wednesday Use GIANTS texas,
Use Slide 1 to introduce the lesson Michigan, and Iowa data, make
question to students. Give each observations. Fill out
student a copy of the Trading consumer/producer sheet.
Simulation sheet Show students Slide Thursday QUIZ and NewsELA
2, which also shows this resource. Friday PAT and Walkathon
Divide students into trading groups of
five or six students each and have
them bring their four trading items
referenced above. If students do not
have trading items, supply them for
students. Explain to the class that
there will be two rounds of trading in
this simulation. Instruct students to
divide their four trading items into
groups of 2 items each for each trading
round.
Display Slide 3 and have students
complete the first box on the Trading
Simulation sheet as shown by the
arrow on the slide. Move to Slide 4 and
show slide 3. Ask what this
reminds them of, the slums from
previous lessons.
GP Explain to the students that
rich vs. poor is often determined
by economic growth. Pass out
the article and have students
complete the reading with a
partner. After students complete
the worksheet, make sure
students understand the main
reason economies grow is
because of technological
advancements. Write this in the
notebook!! (quiz on this)
IP- Show students the words that
they can choose from on the
projector powerpoint. Allow
them to choose, give 5 minutes
for this until you give the
answers. Walk around and check
how they are doing with it have
the students just write the
numbers of the boxes in order.
Then, when they have the right
order, allow them to write them
in!
Conferring Walk around and
check students order. Why do
they have the order they do?
How do things connect? Why do
things link?
Closure Explain to students
that we will have a quiz on
Wednesday with the information
we learned this week. Pass out
the study guide. Ask students
natural disasters, war, population
growth, lack of education, corrupt
IP- Pass out the Countries Ranked by
GDP and explain that GDP the total
value of all goods and services in a
country . Often used to gauge economic
development. Students need to analyze
the data and write two observations in
their notebook about the data. Then,
they have to make a connection to the
lower countries with the lower factors.
Conferring What climate factors might
hurt economy? What makes you rich?
Food production? Landlocked?
Government issues?
Closure Remind students there is a
quiz tomorrow about the material that
we covered. What are some negative
and positive factors?
explain that students can now begin to
trade with members of their group.
Give a reasonable amount of time for
the trading, about 3-5 minutes. Then,
display Slide 5 and have students
complete the second box on the sheet
which requires students to list the
items they ended up with after the
trading session.
Display Slide 6 to show students where
to write comments about the trading
experience. Give them time to record
their thoughts. Then, use the following
questions to discuss their comments.
Why did you agree to trade for
certain items?
Did you keep any of your own items?
Why?
Did anyone refuse to trade with you?
Why do you think they did not want to
trade?
Using Slides 7 and 8, complete the
second round of trading but this time,
allow students to trade with anyone in
the class. Be sure students complete
the second round box on the Trading
Simulation sheet.
. In your discussion make sure to stress
the following points:
Trade benefits both partners.
Having more trading partners
increases the variety and amount of
trading items available
Independent practice:
Display Slide 9 and have students
complete the final two boxes on the
Trading Simulation sheet. Then,
discuss their answers to the two
questions in the boxes.
Conferring:
what the main reason economies
grow is.
1. Technological Improvements
2. Telephones
3. Computers
4. Saved workers a lot of time
5. Machines that could mass produce
clothes
6. Steam powered tractors
7. More food could be grown
8. Helped run a business
9. More goods could be produced
10. Economic Growth
11. Machines that could mass produce
clothes.
Why did you agree to trade for certain
items?
Did you keep any of your own items?
Why?
Did anyone refuse to trade with you?
Why do you think they did not want to
trade?
Closure:
. In your discussion make sure to stress
the following points:
Trade benefits both partners.
Having more trading partners
increases the variety and amount of
trading items available
How did we answer the I cans?
 Unit #6 Week 4 May 1-5
Monday Tuesday Wednesday Thursday Friday
1 2 3 4 5
CAMP CAMP CAMP

Materials Needed: Materials Needed: Materials Needed: Materials Needed: Materials Needed:
Jeopardy Econ TEST

CAMP CAMP CAMP Standard Standard

All the Econ standards All prior econ standards

I can: study for my test by playing I can:

jeopardy Rock my test

Do Now Sit quietly so we can Do Now

begin Study quietly for 3 minutes

ML go over rules again and split

up teams

IP- Jeopardy!