2009DollarsSense

=Fourth Grade Unit 2: Dollars and Sense=

//What relevant goals (e.g. content standards, course or program objectives, learning outcomes) will this design address?// ELA Reading Comprehension: 2. 0 Comprehension of grade level text including compare and contrast; cause and effect; fact vs. fiction || //Students will understand that. . .// • What are the big ideas? • What specific understandings about them are desired? • What misunderstandings are predictable • What background knowledge and skills will students need to have or be brought up to speed on and how will this be done? • What key knowledge and skills will students acquire as a result of this unit? • What should they eventually be able to so as a result of such knowledge and skills? How to recognize media manipulation** || ====//Students will be able to know. . .//==== • Through what authentic performance tasks will students demonstrate the desired understandings? • By what criteria will performances of understanding be judged? || ===Other Evidence:=== • Through what other evidence (e.g. quizzes, tests, academic prompts, observations, homework, journals) will students demonstrate achievement of the desired results? • How will students reflect upon and self-assess their learning? || rss url="http://www.diigo.com/user/mizmercer/4unit2" link="true" number="20" understand how ads can deceive us learning about the different ways that advertising and packing can trick you watch ads and get information from PBS Kids "Don't Buy It!" comment on what we've learned about advertising and smart shopping understand different propaganda techniques learning about the different types of propaganda out there watch some sample ads identify the type of propganda used in some ads create and ad of your own creating an ad for a product using one or more propaganda techniques do "Don't Buy It Activity" then make one with Power Point understand how to calculate and use unit pricing learning about unit pricing and what a difference it makes answer questions about unit pricing know the value of an education learning what high school and college degree can be worth share Census Bureau report on incomes based on education level comment on the advantages of getting more education ||
 * ==Stage 1 - Desired Results== ||
 * ===Establish Goals:===
 * ===Understandings:===
 * How they are being marketed to and how to "arm" themselves**
 * Not everything they are being told is true; and what is the best buy (esp. price-wise)**
 * Getting distracted by "shiny stuff" (things they want)** || ===Essential Questions:===
 * •** What provocative questions will foster inquiry, understanding, and transfer of learning?
 * Do you //really// need to buy that?** ||
 * ^  || ===Essential Background:===
 * Basic mathematics** ||
 * ====//Students will know . . .//====
 * Consumer and media literacy**
 * Why knowing unit cost is important**
 * How to calculate unit costs
 * Think of these as secondary skills / content ||
 * ==Stage 2 – Assessment Evidence== ||
 * ===Performance Tasks:===
 * ==Stage 3 - Learning Plan== ||
 * ==Links==
 * ===Learning Activities:===
 * Week One**
 * Week Two**
 * Week Three**
 * Week Four**
 * Week Five**