5e meets stem

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