| General Questions for the Teacher's Version |
Yes
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No
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Has the author included a list of the appropriate Voluntary National Standards in Economics to which the lesson relates? |
Yes
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No
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Has the author included sound economic lesson objectives that need no revision? |
In addition to the decision making grid, students should be introduced to marginal thinking in this lesson. Ask students to consider whether the marginal benefits of their decision outweigh the marginal costs when comparing the second best choice to the best choice. |
Yes
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No
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All key economic concepts listed are appropriate? |
Add trade offs, marginal benefits, marginal costs, and opportunity costs. |
Yes
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No
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Does the lesson target the appropriate grade level relative to corresponding National Standards Benchmarks? |
Yes
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No
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Does the introductory paragraph appropriately set the stage for the teacher? |
| Introduction |
Yes
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No
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Does the introductory paragraph appropriately set the stage for the student? |
| The Task |
Yes
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No
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Does the task describe crisply and clearly, for the students, what the end result of their learning activities will be? |
| Information Resources |
Yes
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No
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Has the author cited good sites on the Internet, physical resources in the classroom or material written specifically for the lesson that will help present the lesson's economic concepts? |
Yes
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No
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Has the author embedded the links within a description of each resource so that the teacher knows in advance what the students are clicking on? |
| The Process |
Yes
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No
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Has the author provided appropriate and useful suggestions to the teacher for guiding the learners through the lesson? |
Yes
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No
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Has the author clearly outlined the steps the students should go through to learn the economic concepts presented? |
Yes
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No
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Has the student been asked to do "something" appropriate to facilitate lesson objectives? |
Yes
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No
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Has the author provided appropriate guidance on how students should organize the information gathered? |
| Conclusion |
Yes
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No
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Has the author appropriately summarized what the student will have accomplished or learned by completing this lesson? |
In the conclusion, return to the idea of trading off and comparing the marginal costs and benefits of the decision. Ask students to state what may be traded off among their choices - i.e. location for price or academics for size. Also give students a mechanism for evaluating whether the marginal benefits of the decision outweigh the marginal costs. (Stress that opportunity costs always exist.) |
| Assessment Activity |
Yes
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No
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Has the author provided an appropriate assessment activity that determines whether the students have met the lesson objectives? |
Add some categories to the assessment rubric to evaluate the extent to which students used the economic way of thinking in coming to a final decision using the model. In the short paper, students can point out the trade offs made and can identify the opportunity costs of their decision. They can also identify whether the extra benefits from their decision outweigh its extra costs. This will keep economic reasoning at the forefront of the activity. |
| Extension Activity |
Yes
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No
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Has the author provided appropriate optional extension activities for the students to complete? |
| General Comments About this Lesson |
Use this space to provide general feedback on the lesson
This well written lesson is loaded with information, resources, and a step by step procedure. My main concern centers on whether it uses enough economic concepts throughout the lesson, so I have suggested some related additional concepts that apply. Although the decision making grid is a part of the economics curriculum, it should be used in conjunction with recognizing trade offs and using marginal analysis. These concept tools could be built in as a reflective step when writing the conclusion. |
| Recommendations |
| What is your recommendation for this lesson? |
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Publish as is |
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Publish with modifications
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Not recommended for publication at this time
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See comments above. |
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