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The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student

Work, and Teacher Commentary for the Economics Course.

Georgia Department of Education

Kathy Cox, State Superintendent of Schools

ECONOMICS UNIT 2 PERFORMANCE TASK 1:

SEE YOURSELF, BE YOURSELF SEMINAR

UPDATED 09/01/2008 of 11

Copyright 2007 © All Rights Reserved

Sample Performance Task (attach rubric)

You are attending the new “See yourself …, Be yourself…” seminar series. In this seminar, you will

understand that scarcity of all resources forces you to make choices about your life. Each time you

allocate your resources, you will enjoy benefits, but will also incur costs. The level of success you

achieve in life will often depend on how well you balance the benefits and costs of your choices. During

the seminar, your facilitator (teacher) will help you create a life map of your academic, employment, and

personal decisions illustrating the costs and benefits of each. You will analyze these decisions to

understand who you are today. You will then select future lifestyle preferences, creating a portrait of who

you want to become and analyze how you have responded predictably to positive and negative incentives

when you selected these preferences. Based on your future choices, your facilitator (teacher) will help

you create a cost/benefit matrix to help you understand what must be given up to achieve your goals. As

part of the seminar, you will create production possibility curves illustrating the possible trades-offs you

must make between different productive activities. Finally, the facilitator will help you use marginal

analysis to create a personal strategic plan designed to increase your human capital, maximize your

productive efficiency, and effectively allocate your scarce resources.

Map and Globe Skills:

Information Processing Skills:

1, 3, 5, 9, 11 and 12

*Note concerning rubrics: Each performance task is accompanied by two rubrics: a content

rubric and a product rubric. The content rubric (with bolded borders) is designed to measure

how well a student can use the standards to demonstrate the enduring understanding(s). The

second rubric focuses on the product of the performance task. This is where students are scored

on items involving grammar, punctuation, spelling, creativity, presentation, etc. It is intended

that the CONTENT rubric is weighed more heavily when assigning a grade to the students.

http://www.georgiastandards.org






UPDATED 09/01/2008 of 11


Content Rubric for Unit 2 Task: Scale

Criteria

1

(Below Standard)

2

(Needs Improvement)

3

(Meets Standard)

4

(Exceeds Standard)

Identifies and

describes the

costs and

benefits of

personal

decision-making.

Unable to identify any

cost and benefit or

identifies a cost and a

benefit for only one of

the following areas of

personal decision-

making in high school:

academics,

employment/communi

ty service, and

family/personal

relationships.

Correctly identifies at least one

cost and one benefit resulting

from two of the following areas

of personal decision-making in

high school: academics,

employment/community

service, and family/personal

relationships.

Correctly identifies at least

one cost and one benefit

resulting from each of the

following areas of personal

decision-making in high

school: academics,

employment/community

service, and family/personal

relationships.

In addition to everything in

3 (meets standard)

additional costs and benefits

of decision-making.

Analyzes future

choices

Unable to explain

future choices to

determine the positive

OR negative

incentives guiding

each preference OR

analyzes less than 5

choices.

Correctly explains future

choices to determine one

positive OR one negative

incentives influencing at least 5

future lifestyle preferences.

Correctly explains at least

five future choices to

determine one positive

AND one negative incentive

guiding each preference.


3 (meets standard) positive

and negative incentives for

additional lifestyle

preferences.

Creates and uses

personal

production

possibilities

curves.

Unable to graph the

PPC or explain the

meaning of various

positions on the graph.

The PPC contains one or two

minor errors OR the student is

unable to explain a position on

the graph.

Correctly constructs and

labels a PPC for two

personal productive

activities AND correctly

describes how various

positions on the graph

(inside, outside, on the

curve, etc.) reflect different

production priorities.


3 (meets standard) rationally

explain why a particular

position on the PPC will be

most effective in helping the

student reach fulfill his/her

strategic plan.

Uses marginal

analysis to make

decisions about

human capital

investment,

productivity, and

resource

allocation.

Unable to explain

marginal analysis or

connect it to decision-

making.

Correctly explains how

marginal analysis can be used

to determine whether or not a

productive activity is worth an

additional hour of allotted time

(or other productive resource)

BUT does not show how this

technique can be used to make

educational, career, and family

decisions.

Correctly explains how

marginal analysis can be

used to determine whether

or not a productive activity

is worth an additional hour

of allotted time (or other

productive resource) AND

how this technique can be

used to make educational,

career, and family decisions.


3 (meets standard) applies

the tool of marginal analysis

correctly to his/her own

choices outlined in the

personal strategic plan.






UPDATED 09/01/2008 of 11


Product Rubric Scale

Criteria

1

(Below

Expectations)

2

(Needs

Improvement)

3

(Meets Expectations)

4

(Exceeds Expectations)

Life

Map

Design

Life map is sloppy,

has less than 6

choices illustrated,

and/or has no

categories evident.

Life map includes

less than 6-8 choices,

is all one color, lacks

neatness, and/or is

missing decision-

making categories.

Life map is legible, uses

color images for all 9

choices illustrated, AND

reflects all three

categories of decision-

making.

Everything in 3 PLUS

images for the incentives,

exceptional quality,

AND/OR more detailed

decision-making

illustrated.

Future

Self-Portrait

Self-portrait lacks a

caricature of the

student, at least 8

images illustrating

the future choices

selected by the

student in the four

corners activity,

AND/OR is

illustrated illegibly.

Self-portrait contains

a caricature of the

student, 8-11 images

illustrating the future

choices selected by

the student in the four

corners activity,

AND is neatly draw

with multiple colors.

Self-portrait contains a

caricature of the student,

12 images illustrating the

future choices selected by

the student in the four

corners activity, AND is

neatly draw with multiple

colors.

Everything in 3 PLUS an

opportunity cost

caricature showing what

was given up when each

choice was made.

Personal

Strategic

Plan

Strategic plan is

missing more than

1 component of

level three

AND/OR is

illegible.

Strategic plan is

missing one of the

components of level

three or is not typed.

Strategic plan contains a

mission statement, 3

long-term goals for each

area of life (academic/

employment, community/

religious, and family/

relationships), three

action steps for each goal,

a production possibilities

curve for each area, AND

is neatly typed.

Everything in 3 PLUS

additional goals, action

steps, AND/OR PPCs.






UPDATED 09/01/2008 of 11


Resources for Unit 2 Performance Task http://www.wmich.edu/nonprofit/Guide/guide7.htm

-Although this guide is targeted to non-profit organization strategic planning, many of the ideas and activities can be adapted to

help students create their personal strategic plans.

http://extensioneducation.tamu.edu/SEAL/Vision-LP.pdf

-A lesson plan for personal strategic planning. This document links the personal strategic planning to Dr. King’s I Have A Dream

speech. It contains activities for the students to use in developing their vision and goals.

http://www.readwritethink.org/lessons/lesson_view.asp?id=74

-An online lesson plan describing the process for creating a visual life map with students. It will need to be adapted slightly to focus

specifically on costs and benefits of high school academic, employment, and family decisions.

http://www.ncee.net/ei/lessons/OldMac/lesson5/

-This online NCEE lesson helps the teacher explain the process of creating production possibilities curves. It can provide a good

background for them prior to creating their own PPC curves.

http://www.econedlink.org/lessons/index.cfm?lesson=EM660&page=teacher

-Online lesson introducing the concept of cost/benefit analysis to students. Lesson uses high school choices like employment and

college to explain the topic.


-Online lesson introducing scarcity and allocation of resources to students. It contains several interactive activities.

*This unit was created by Mark DeCourcy and Sherilyn Narker. Additional content contributed by Cathy Barco,

Angela Copa, and Brian Rubin. Additional input provided by Dr. Bill Cranshaw, Chris Cannon, Marlo Mong, Sarah

Brown, and the Social Studies Advisory Council. It was updated 7/11/08.

http://www.wmich.edu/nonprofit/Guide/guide7.htm

http://extensioneducation.tamu.edu/SEAL/Vision-LP.pdf

http://www.readwritethink.org/lessons/lesson_view.asp?id=74

http://www.ncee.net/ei/lessons/OldMac/lesson5/








UPDATED 09/01/2008 of 11


Future Choices Life Portrait (200 points)

Narker – 1st & 2

nd

Step One: Complete the “by the time I’m thirty” brainstorming and goal-setting activity.

Step Two: Make a list of symbols that you could use to represent the costs and benefits of each

of your future expectations/goals.

Step Three: Design your self-portrait. Be sure to integrate all of your symbols into the portrait.

Complete a rough layout for your portrait. You may want to draw in your symbols, cut out

magazine pictures for you portrait, use a digital design studio on your computer, or select three

dimensional items to create a sculpture:

Minimum of 10 symbolic images as part of the portrait – 50 points.

Symbols reflect the incentives motivating each goal – 100 points.

The portrait (as a whole) exhibits creative thought and good workmanship – 50 points.

Step Four: At home, complete your final draft of your portrait. Ideally, you want to put it on

poster board. If you don’t have poster board, you could visit the library and obtain some butcher

block paper for your portrait.

Step Five: Bring your final draft of your portrait and your “By the time I’m 30…” paper to

school on Tuesday, January 29th

Sample ways of doing your portrait: collage, sculpture, or drawings.

My Time PPC Assignment

Purpose: This assignment will help students understand the trade-offs inherent in the allocation of their own time.

It will be one of three components of this unit’s performance task. The performance task includes: eight “my time”

PPC curves, a future choices self portrait, and a savings/investment plan.






UPDATED 09/01/2008 of 11


Category/Points:

Rough Draft Due on ___________ – 50 point Daily Work grade

Final Draft - 160 points – Test/Project Grade – Due ______________

Requirements:

1. Graphs should be neatly drawn and large. If you fold a piece of graph paper into quadrants, each graph should be

as large as one of the four squares.

2. Total of eight graphs (20 points each)

Each graph shows:

A constant or increasing opportunity cost curve (2 point each graph)

The number of hours the curve represents labeled on the curve (4 points each graph)

One activity labeled on each axis(4 points each graph)

Number of units of each activity that can be produced in the given number of hours(4 points each graph)

A point labeled on the graph showing the current level of production for the two activities(2 point each

graph)

An explanation of why you personally selected this level of production. (4 points each graph)

Each of the following:

o Production Possibilities Curves #1-4(efficient production): Each graph shows a choice where

the labeled point reflects an efficient level of production for the student.

o Production Possibilities Curves #5(economic growth): This graph illustrates an increase in the

number of units it is possible for the student to produce. The shift outward of the curve can occur

on one or both axes. Explain what increase in resources/technology allowed the shift to occur.

o Production Possibilities Curves #6(inefficient production): This graph illustrates a point of

production inside the PPC. Explain why you are operating at an inefficient level of production.

o Production Possibilities Curves #7(loss of productivity/resources): This graph illustrates a

decrease in the number of units it is possible for the student to produce. The shift inward of the

curve can occur on one or both axes. Explain what decrease in resources/technology caused the

shift to occur.

o Production Possibilities Curves #8(overproduction/unsustainable level of production): This

graph illustrates a point of production outside the PPC. Tell why you might attempt to produce at

this level for a short period of time and why it would be difficult to maintain for long periods of

time.






UPDATED 09/01/2008 of 11


Goal -Setting Exercise (160 points)

Prior to discussing your performance task projects, please complete this goal-setting activity. These should be long-

term goals you expect to reach by 30 years of age. You may look at the sample I did for 50 years of age. It will be

used for discussion during class today.

Brainstorm a list of ten personal

goals/characteristics you want to

develop by the time you are 30

years old (4 points each):

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

For each characteristic listed, give

one tangible piece of evidence you

could use to evaluate whether you

had developed this characteristic (6

points each).

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

For each characteristic listed, list one

incentive that motivates you to achieve

this goal (4 points each).

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Brainstorm a list of five things you want to own (2 points

each):

1.

2.

3.

4.

5.

Brainstorm a list of five things you want to see in

your life on a daily basis (2 points each):

1.

2.

3.

4.

5.






UPDATED 09/01/2008 of 11


Future Choices Self Portrait – Teacher Sample

Brainstorm a list of ten personal

goals/characteristics you want to

develop by the time you are 50 years

old:

1. Highly educated

2. Happy home life

3. Financially Secure

4. Successful Career

5. Artistically Active

6. Positive Attitude

7. Helpful to others

8. Physically healthy

9. Well-traveled

10. Spiritually aware

For each characteristic listed above, give one

tangible piece of evidence you could use to

evaluate whether you had developed this

characteristic.

1. I will hold a Ph. D.

2. My husband and I will solve conflicts in a

productive manner. My sons will treat people

kindly and make good choices independently.

3. I will be able to pay all bills on time, save

20% of my income, and enjoy regular

entertainment activities.

4. My professional expertise will be

requested by others in the field. I will have at

least two published articles in my field.

5. I will learn to play the guitar for my own

pleasure and will produce at least two oil

paintings each year.

6. My behavior will motivate others and

people will enjoy being in my company.

7. I will participate in and/or organize a

minimum of two community service projects

each year.

8. I will be able to complete a ½ iron man

triathlon.

9. I will have visited at least one country on

each continent and have lived abroad for at

least one more year.

10. I will be an active member of a faith

community and participate regularly in

worship activities.

For each characteristic listed, list one

incentive that motivates you to achieve

this goal.(4 points each).

1. Higher wage; more knowledgeable

2. Utility gained from peaceful

environment

3. Reduction of stress

4. Chance for new experiences

5. Increase connections in brain; healthy

outlet for negative emotions

6. More friends

7. Utility gained from making someone’s

life better

8. Increased confidence; better bone

density

9. Broadening my worldview

10. Feeling of balance and well-being






UPDATED 09/01/2008 of 11


Brainstorm a list of five things you want to own:

1. An open floor plan loft condo

2. Top of the line Road Bike

3. Hundreds of Books

4. A large variety of art supplies

5. A professional video editing studio with high quality camera

for “filmmaking”

Brainstorm a list of five things you want to see in your life on a

daily basis:

1. Mountains

2. The Subway (Public Transportation)

3. A venti, iced, with-whip mocha

4. Home-cooked international foods

5. A track, a pool, and a bike path

Instructions for Performance Task Day:

1. Get into groups of four.

2. One by one, each group member should present the information requested by the

Performance Task evaluation sheet.

3. As each group member presents, one other group member should facilitate the

performance task evaluation process for the presenter and group members.

4. A DIFFERENT group member should act as facilitator for each presenter.

5. When all group members have presented, you should stack and staple your papers in the

following way:

a. One performance task evaluation sheet completed by a member of your group

during your presentation.

b. The goal-setting sheet for the Future Choices Self Portrait.

c. The self-portrait.

d. The “My Time” PPCs.

e. The Final Draft of the Personal Budget and Savings plan.






UPDATED 09/01/2008 of 11


“The Choice is yours!” Performance Task

Response Sheet

I. Future Choices Self-Portrait: The presenter will show their self-portrait. The group members will identify

symbols on the self-portrait and guess at the goals and incentives they reflect. The presenter will share a

minimum of three goals from their list. Please complete the following for each one of the goals:

Based on the presentation of the self-portrait and goals, how well do you think this presenter understands the

concept of setting measurable life goals?

1 2 3 4 5

Very little understanding High level of understanding

Based on the presentation of the self-portrait, how well do you think this presenter understands the concept of

incentives?

1 2 3 4 5


II. “My Time” PPC: Each group member will present a minimum of three PPCs. He/she will tell the two

activities represented on each graph, the amount of time represented by the PPC curve, and the

circumstances that motivated their particular position on the curve. The group should be able to identify

opportunity cost on two of the efficient production graphs. Please complete the following for this presenter:

Two Activities:

Time: Motivation: Opportunity Cost:

Two Activities:

Time: Motivation: Opportunity Cost:

Based on the presentation and quality of graphs, rate the level of understanding this presenter has for the concept of

Production Possibilities Graphs:

1 2 3 4 5


Goal One:

Incentive: Is it measurable? If so why?

If not, help the presenter rewrite

it:

Give one short-term goal that

would help the person reach

this long term goal:

Goal Two:



it:




Goal Three:



it:









UPDATED 09/01/2008 of 11


III. Evaluating Current Time Allocation Given Future Choices: Read through the activities you put on

you’re My Time PPCs. Discuss, as a group, whether the presenter’s current activities help him/her work

toward future goals. If so write at least two of these activities below. If not, the group should suggest some

activities that would be more helpful in assisting the student with his/her long-term goals.

Activities:

Goal Assisted: Suggested hours per week: Opportunity Cost:

Activities:

Goal Assisted: Suggested hours per week: Opportunity Cost:

IV. Personal Budget and Savings Choices: The presenter will share the profession they received for the

budget, tell whether they made revisions to the original budget, the amount they put in savings, and the

amount of money they will have after 30 years. After sharing this information, discuss the budget with

other group members. Record the following information:

Budget Change One:

Benefits:

Costs:

Do you think the benefits of this

choice were greater than the costs?

Tell why:

Budget Change Two:

Benefits:

Costs:

Do you think the benefits of this

choice were greater than the costs?

Tell why:

Amount Saved Monthly:

Savings options choices:

Level of Risk:

Total amount in savings after 30

years:

Given the return, do you think you

should save more?

Why or why not? Has this budget exercise changed

made you rethink any of your

spending habits or career goals?

Explain:

Based on the presentation and clarity of the personal budget, rate the level of understanding this presenter has for the

concept of budgeting:

1 2 3 4 5


Based on the presentation and clarity of the personal budget, rate the level of understanding this presenter has for the

concepts of personal savings options and risk/reward:

1 2 3 4 5


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