Brenham ISD Unit Plan
Unit 5: Competitive Structures (10 Days) | Economics | |
What do we want students to know and be able to do? Step 1: Identify the essential standards for the unit. | ||
Essential Standards | Supporting Standards | |
E.8A Describe characteristics and give examples of pure competition, monopolistic competition, oligopoly, and monopoly | E.8B Identify regulations that apply to the establishment and operation of various types of market structures | |
What are the specific learning targets (bite-sized pieces of learning) that lead to students being able to accomplish the unit goals? Step 2: Unwrap the essential or power standards. | ||
Learning Targets (Student Objectives) | ||
What should students know and be able to do? (Information, definitions, processes, concepts, main ideas that students must know or understand) (Performance, skills, or actions students must do or demonstrate) | Big Ideas: Students will know and be able to do:
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What academic language / vocabulary should students acquire and use? (Include the term and definition) | Price - the monetary value of a product as established by supply and demand Adjustment process - buyers want to buy more at low prices; sellers want to sell more at high prices Market equilibrium - demand is equal to supply Perfect Competition - many competitors with identical products Surplus - supply is greater than the demand Price floor - the lowest legal price that can be paid for a product or service Shortage - demand is greater that the supply Price ceiling - the maximum legal amount that can be charged for a product or service Equilibrium price - the price that clears the market of surplses or shrotages Monopolistic Competition - many competitors of differentiated products Oligopoly - Two or three companies dominate the industry Product differentiation - Advertising to show product differences Price Fixing - Competitors meet to set price illegally Price Leadership - Setting the price for competitors Price War - Constant slashing of prices to steal customers from competitors Natural Monopoly - Where it's cheaper to have one business cover the market Geographic Monopoly - Only business in the area Technology Monopoly - a patent Government Monopoly - a government run company with no competitors | |
How will we know if they have learned it? (common summative assessment) Step 3: Discuss evidence of the end in mind - How will you know if students achieved these standards? What type of task could they perform or complete by the end of the unit? With what level of proficiency? With what type of problem or text (stimulus)? Could include exemplars or a rubric. | ||
Students will demonstrate mastery of the unit by completing the following:
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Where in the unit does it make sense to see if our students are learning what we are teaching? What evidence will we collect along the way? (common formative assessment) Step 4: Plan the timing for common formative assessments - As the team designs the plan, include the quality instructional practices that support high levels of student learning. | ||
Sequential Plan for Unit Instruction and Monitoring Learning | ||
Days Into Instruction | Common Formative Assessment (What are the formative checkpoints?) | |
4 | Vocabulary Quiz | |
7 | Types of Markets Quiz | |
10 | Unit Assessment | |
Notes: | ||