UNIT 1: LESSON 2

 
6. Distribute a copy of Activity 1 to each student. Assign each group one of the situations on the sheet. Instruct the group to determine a list of possible options, and assign time or money values.
7. Ask students to use the back side of Activity 1 to draw pie charts or graphs representing each option they have described. Instruct them to identify the choice they would make, their opportunity cost, and the trade-offs resulting from their decision. 
CLOSURE
1. Ask groups to tell which situation they were assigned, identify options they listed, their decision and opportunity cost, and the trade-offs that resulted.
EVALUATION
1. Instruct groups to write their own decision situations that have a variety of possible outcomes. When paragraphs are complete, have them trade with another group, calculate percentages, and develop a graph. Explain that depending on the options, they may wish to use something other than a pie chart.
2. Ask students to answer the following questions in their Economics Role Journal regarding the role of lifelong decision maker.
  • Is this one of your roles now? If so, how? 
  • How will you fill this role in the future? 
  • How will being a good decision maker benefit you? 
 
EXTENSION 
1. Ask students to look for pie charts in news magazines and newspapers. Instruct them to translate one of their decision graphs into another visual format (such as a bar graph).
2. Instruct students to collect pictures or headlines from newspapers that describe local economic decisions. Students identify the trade-offs in these decisions and develop a presentation that identifies the pros and cons of each alternative and the decision/trade-off involved. They may use visuals in their presentations.
 

CONTINUE

all students - basic course material
average and above average students
average and below average students