Teacher's Notes |
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| Objective | |
| Standard 4 Econonmics | Students will use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making units function in the United States and other national economies, and how an economy solves the scarcity problem through market and nonmarket mechanisms. |
| Intended Use | This webquest is intended to be presented to 12th grade students studying Economics. It is assumed before use that students are proficient in MS EXCEL, Inspiration and MS PowerPoint. Further, an introductory group of economic concepts lessons should be presented concerning supply and demand and price elasticity. See additional resources for simple information concerning petroleum exploration and production. Although not required for this webquest, the author feels that if students understood the fundamental difficulty, cost and duration of this type of good, it will lead to deeper appreciation for the rest of the concepts and thusly, their use of this good on a daily basis. |
| Timeframe | This activity can take two/three weeks using class time and study period group time. I recommend that the computer lab be scheduled for this activity over the two week time period. Use of this time period could include conferencing with groups or individuals. Certainly, conferences with students sharing roles should occur, for example, meet with all the number crunchers together to clarify the task or answer questions. Several class periods should be used for the presentations. |
| Team Formation | Teams of three should be formed keeping in mind multiple intelligences and approaches to tasks. The number cruncher should be students who display logical/mathematical type thinking. The economic analyst should be someone who is logical and exhibits intrapersonal intelligence. They should also have verbal/linguistic abilities. The political analyst will have much less reading and contrasting of concepts but they must be able to link concepts. This should be an existential type of intelligence. Finally, someone on the team should have the verbal ability to deliver the presentation with poise. |
| Additional Resources | The following websites can be used as a warm up for the supply and demand webquest. They provide a very simple (originally designed for children) overview of the petroleum/energy industry. http://www.mms.gov/alaska/kids/shorts/crude/crude.htm http://www.eia.doe.gov/kids/energyfacts/sources/non-renewable/oil.html http://www.eia.doe.gov/kids/history/timelines/petroleum.html http://www.eia.doe.gov/kids/history/timelines/index.html - look at bottom of page to see graph of uses. |
| Contact Me | Please feel free to email me with questions or comments about this webquest. dmasi518@aol.com - Diane Masi |
Introduction |
The Task |
Process |
Evaluation |
Conclusion |
Teacher's Page |