5e meets stem
DESCRIPTION
5E Meets STEM. Texas Council on Economic Education Laura Ewing 713.655.1650 [email protected] 1801 Allen Parkway, Houston,TX 77019 www.economicstexas.org www.Smartertexas.org. Teaches teachers who teach students who are the future of Texas - PowerPoint PPT PresentationTRANSCRIPT
5E MEETS STEMT E X A S C O U N C I L O N E C O N O M I C E D U C AT I O N
L AU R A E W I N G7 1 3 . 6 5 5 . 1 6 5 0L AU R A @ E C O N O M I C S T E X A S . O R G
1 8 0 1 A L L E N PA R K WAY, H O U S T O N , T X 7 7 0 1 9W W W. E C O N O M I C S T E X A S . O R G W W W. S M A RT E RT E X A S . O R G
TCEE• Teaches teachers who teach students who
are the future of Texas
• Provides interesting 5E hands-on lessons that develop critical thinking skills for students in Economics, Social Studies, Math, and Career/Technical Education classes.
THIS WORKSHOP AND THE ACCOMPANYING MATERIALS ARE MADE AVAILABLE TO TEACHERS THROUGH THE GENEROUS SUPPORT OF THE COUNCIL FOR ECONOMIC EDUCATION.
HOW DO YOU GET THESE MATERIALS FOR FREE?
www.economicstexas.org www.smartertexas.org
After open above link, go to resources or PFL Lessons
ENGAGE1. How do you like to learn?
2. What strategies help you retain content and skills?
Strategy: think, pair, share
ENGAGE: WHAT
IS
STEM???
T H I NK , P
A I R, S
H A R E
WHAT IS STEM?
Science
Technology
EconomicsEngineering
Mathematics
ENGAGE
WHAT IS TH
E 5E MODEL?
T H I NK , P
A I R, S
H A R E
5E MODELThe 5E model provides a structure and framework for
developing lessons that ensure student engagement and comprehension as well as the ability to utilize the skills and content learned. Through practice activities, checking for understanding and remediation, students have a greater opportunity for retention of content and skills.
EngageExploreExplainElaborationEvaluateExplain/Evaluate and Settle
ENGAGEThe teacher focuses student learning by –
Asking questionsPresenting problemsEngaging all studentsConnecting previously learned concepts with the concepts to be learned today
EXPLOREThe student becomes directly
involved with the key concepts through guided exploration that requires each person to explore, inquire, question. Teachers observe and listen to the students as they interact with the lesson.
EXPLAINCollaborative learning teams begin
to sequence logical events/facts from the exploration phase. Students communicate with others and themselves. The teacher serves as facilitator, elaborating on the lesson. Even if the teacher lectures, there are frequent checks for understanding to have all students make connections.
ELABORATE
This stage allows students to extend and expand what they have learned in the prior stages. Connections are made with prior learning, self and the world. Check for understanding is critical during this phase.
EVALUATE
Ongoing evaluation allows the instructor to determine whether the learner has attained the desired level of understanding of the key ideas and concepts. Quizzes and formal evaluation are part of this stage. Informal checks for understanding allow the teacher to quickly determine understanding.
EXPLAIN, EVALUATE, SETTLE
The brain needs time to reflect upon what has been learned.• Daily closure activities allow students to
produce and connect information to prior learning, self and the world.
• Allow students time away from the new content and concepts as well as physical exercise helps settle the information into the brain’s file folders for future retrieval
PLACES AND PR
ODUCTION
SO
UR
CE
: GE
OG
RA
PH
Y
FO
CU
S O
N E
CO
NO
MI C
S
ENGAGE:
WHAT DO TH
ESE TERMS
MEAN?
GDP
GNP
DEFINITIONSGDP: THE TOTAL MARKET VALUE OF ALL
FINAL GOODS AND SERVICES PRODUCED IN AN ECONOMY IN A GIVEN YEAR.
GNP: THE TOTAL MARKET VALUE OF ALL FINAL GOODS AND SERVICES PRODUCED BY AN ECONOMY IN A GIVEN YEAR
EXPLORE:WHY FINAL VALUE?You own a bakery and you need to buy
resources/ingredients for a cookie made of eggs, flour, etc.
Do you count the value of the goods and services:When you buy the ingredientsWhen you sell the finished productBoth of the aboveNone of the above WHY?
EXPLORE: WHICH COUNTRY IS RICHER?
COUNTRY A GDP $100,000,000
COUNTRY B GDP $200,000,000
EXPLORE: NOW WHICH COUNTRY IS RICHER?GDPCOUNTRY A $100,000,000COUNTRY B $200,000,000
POPULATIONCOUNTRY A = 1,000,000 PEOPLECOUNTRY B = 3,000,000 PEOPLE
EXPLAIN: PER CAPITA GDPTHE TOTAL MARKET VALUE PER PERSON
OF ALL FINAL GOODS AND SERVICES PRODUCED IN AN ECONOMY IN A GIVEN YEAR.
What is U.S?What is Texas GSP?
EXPLAIN: WHAT IS U.S. GDP VS. TX GSP?
Source:
http://data.worldbank.org/indicator/NY.GDP.PCAP.CD
http://en.wikipedia.org/wiki/List_of_U.S._states_by_GDP
2010 US GDP and GSP $47,482#1 DC $174,500#2 Delaware $69,667#3 Texas $45,940#4 Idaho $34,250
U.S. 2007 2008 2009 2010$46,459 $47,015 $45,793 $47,153
EXPLAIN: ACTIVITY 1: GDPPLEASE READ THE ARTICLEWHAT IS THE DEFINITION OF GDP HERE?WHAT ROLE DOES MEASURE OF VALUE
PLAY?WHAT IS DOUBLE COUNTING?WHAT ARE FLOW OF PRODUCT
APPROACH AND EARNINGS AND COST APPROACH?
EXPLAIN: GDPGDP = C + I + G + (X-M)C = CONSUMERSI = INVESTMENTSG = GOVERNMENTEXPORTS = EXPORTS – IMPORTSU. S. POPULATION IN 1993 =
$24,683WHAT DOES GDP NOT TELL US?
CHECK FOR UNDERSTANDINGStudent questions on pages 56
Vote with fingers or write on white board
Disagree Agree
ELABORATE
:
WHAT IS A
CHOROPLETH
MAP? ACTIV
ITY 2
WH AT A
R E TH E C
H A R A C T E R I ST I C
S ?
ELABORATE: SOUTH AMERICAN MAPTHE GDP PER CAPITA OF CANADA IS
BETWEEN $_____ AND $_____.FOUR COUNTRIES WITH GDP PER
CAPITA BETWEEN $15,000 AND $19,999 ARE:
THE NATIONS OF SOUTH AMERICA HAVE GDP PER CAPITA BETWEEN $___ AND $___.
ELABORATE: HOW WOULD YOU SET UP ACHOROPLETH MAP OF SOUTH AMERICA?
PAGES 58 AND 59
ENRICHMENT: CHOOSE A COUNTRY WITH A LOW GDP AND ONE WITH A HIGH GDP. SET UP A CHOROPLETH MAP TO SHOW THE DIFFERENCE. ALSO, VISUALLY DEPICT THE CAUSES OF THESE DIFFERENCES.
EVALUATE
C H E C K FO R U
N D E R S T A N D I NG
EVALUATION
How can a choropleth map help explain GDP/GNP?
Do you feel that GDP or GNP is a better reflection of a country’s productivity? Why?
THE 5E MODEL AND THE DEMAND FOR IMMIGRANTS
Engage: What would you use as an engage activity to spark student brains?Explore: What activities provide guided exploration. Teachers observe and listen to students.Explain: Collaborative groups begin to sequence logical facts and events. Teachers facilitate. Frequent check for understanding.Elaborate: Students extend and expand from prior learning, Connections made with prior learning, self and the world. Check for understanding essential.Evaluate: Informal checks for understanding, quizzes and tests.
THANKS TO TCEE BOARD OF DIRECTORS AND CENTER DIRECTORS
TCEE Board of Directors TCEE Center Directors and StaffJames Cooper, Chair Steve Cobb, Ph.D., University of North
TexasJoe Adams, Union Pacific/Retired Alberto Davila, Ph.D., UT Pan AmJohn Anderson, Anderson Investments
Susan Doty, UT Tyler
Andrew DeLauro, Citibank Cheryl McGaughey, Angelo State University
Thomas Fleissner, HIT Nancy Shepherd, Stephen F. Austin State Univ.
Laura Jaramillo, Wells Fargo Jean Walker, West Texas A & MSherry Kiser, Federal Reserve Bank
TBD, Texas Southern University
RADM Robert Smith, A&M GalvestonCarol Trout, Trout FoundationPete Villarreal, PlainsCapital Bank
Laura Ewing, President Catherine Rinhart, Program Director
Cindy Manzano, Smarter Texas Director
Debbie Mackey, Stock Market Game™
Cherry Frye, Office Manager Allen Reding, Web Manager
5E MEETS STEMT E X A S C O U N C I L O N E C O N O M I C E D U C AT I O N
L AU R A E W I N G7 1 3 . 6 5 5 . 1 6 5 0L AU R A @ E C O N O M I C S T E X A S . O R G
1 8 0 1 A L L E N PA R K WAY, H O U S T O N , T X 7 7 0 1 9W W W. E C O N O M I C S T E X A S . O R G W W W. S M A RT E RT E X A S . O R G