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5E Meets STEM

5E Meets STEM. Texas Council on Economic Education Laura Ewing 713.655.1650 laura@economicstexas.org 1801 Allen Parkway, Houston,TX 77019 www.economicstexas.org www.Smartertexas.org. Teaches teachers who teach students who are the future of Texas

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5E Meets STEM

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  1. 5E Meets STEM Texas Council on Economic Education Laura Ewing 713.655.1650 laura@economicstexas.org 1801 Allen Parkway, Houston,TX 77019 www.economicstexas.org www.Smartertexas.org

  2. 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. TCEE

  3. This workshop and the accompanying materials are made available to teachers through the generous support of  the Council for Economic Education.

  4. www.economicstexas.org www.smartertexas.org After open above link, go to resources or PFL Lessons How do you get these materials for free?

  5. engage • 1. How do you like to learn? • 2. What strategies help you retain content and skills? • Strategy: think, pair, share

  6. Engage: What is Stem??? Think, pair, share

  7. What is stem? Science Economics Engineering Mathematics Technology

  8. EngageWhat is the 5e model? Think, pair, share

  9. 5E Model • The 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.

  10. Engage

  11. Explore • The 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.

  12. Explain • Collaborative 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.

  13. 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.

  14. 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.

  15. 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

  16. PLACES AND PRODUCTION SOURCE: GEOGRAPHY FOCUS ON ECONOMICS

  17. Engage:WHAT DO THESE terms MEAN? GDP GNP

  18. DEFINITIONS • GDP: 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

  19. 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 ingredients • When you sell the finished product • Both of the above • None of the above • WHY?

  20. Explore: WHICH COUNTRY IS RICHER? • COUNTRY A GDP $100,000,000 • COUNTRY B GDP $200,000,000

  21. Explore: Now WHICH COUNTRY IS RICHER? GDP • COUNTRY A $100,000,000 • COUNTRY B $200,000,000 POPULATION • COUNTRY A = 1,000,000 PEOPLE • COUNTRY B = 3,000,000 PEOPLE

  22. Explain: PER CAPITA GDP • THE 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?

  23. 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

  24. Explain: ACTIVITY 1: GDP • PLEASE READ THE ARTICLE • WHAT 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?

  25. Explain: GDP • GDP = C + I + G + (X-M) • C = CONSUMERS • I = INVESTMENTS • G = GOVERNMENT • EXPORTS = EXPORTS – IMPORTS • U. S. POPULATION IN 1993 = $24,683 • WHAT DOES GDP NOT TELL US?

  26. Check for understanding • Student questions on pages 56 • Vote with fingers or write on white board • Disagree Agree

  27. Elaborate: WHAT IS A CHOROPLETH MAP? ACTIVITY 2 WHAT ARE THE CHARACTERISTICS?

  28. Elaborate: SOUTH AMERICAN MAP • THE 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 $___.

  29. Elaborate: HOW WOULD YOU SET UP A • CHOROPLETH 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.

  30. evaluate Check for understanding

  31. 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?

  32. 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.

  33. Thanks to TCEE board of directors and center directors

  34. 5E Meets STEM Texas Council on Economic Education Laura Ewing 713.655.1650 laura@economicstexas.org 1801 Allen Parkway, Houston,TX 77019 www.economicstexas.org www.Smartertexas.org

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