The 2002 World Development Report provides the following information for Colombia and Thailand:
Data is given in the attached file.
(a) Explain carefully what each of the entries in the final four columns of this table measures. What concepts are being presented and what is their importance to economic development?
(b) The table above shows that Colombia and Thailand are roughly at the same level of economic development as measured by the level per capita national income. Their performance in terms of poverty indicators is quite different. What factors may contribute to their differing performance?
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• What is measured and, just as importantly, what is not measured?
• What has GDP been for the latest three quarters here in the US?
• Why is GDP mentioned in business news so often and used as an important metric for our economy? Is this number accurate? What are the pros and cons of this measurement?
• Explain how real GDP is different and how it is calculated.
Your initial response should be a minimum of 200 words
DQ2
Prior to beginning work on this discussion,
• Read Chapter 8 of Macroeconomics: Private and Public Choice.
For this discussion, address the following questions:
• How is unemployment calculated, and what is and is not included?
• What were the unemployment numbers for the latest three quarters?
• Why is unemployment mentioned in business news so often and used as an important metric for our economy?
• What might cause the unemployment numbers to be questioned from an accuracy standpoint and a relevancy perspective?
• How is unemployment impacted by the phases of the business cycle?
Your initial response should be a minimum of 200 words
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In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language in its entirety.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
Who is the audience
What action verb will be measured during instruction/assessment
What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.
For example:
Given an unlabeled map outlining the 50 states, students will accurately label all state names.
Academic Language
In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.
Resources, Materials, Equipment, and Technology:
List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.
Section 2: Instructional Planning
Anticipatory Set
Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, music, visuals) as a tool to engage interest and motivate learners for the lesson.
In a bulleted list, describe the materials and activities you will use to open the lesson. Bold any materials you will need to prepare for the lesson.
For example:
· I will use a visual of the planet Earthand ask students to describe what Earth looks like.
· I will record their ideas on the white board and ask more questions about the amount of water they think is on planet Earth and where the water is located.
Time Needed
Multiple Means of Representation
Learners perceive and comprehend information differently. Your goal in this section is to explain how you would present content in various ways to meet the needs of different learners. For example, you may present the material using guided notes, graphic organizers, video or other visual media, annotation tools, anchor charts, hands-on manipulatives, adaptive technologies, etc.
In a bulleted list, describe the materials you will use to differentiate instruction and how you will use these materials throughout the lesson to support learning. Bold any materials you will need to prepare for the lesson.
For example:
· I will use a Venn diagram graphic organizer to teach students how to compare and contrast the two main characters in the read-aloud story.
· I will model one example on the white board before allowing students to work on the Venn diagram graphic organizer with their elbow partner.
Explain how you will differentiate materials for each of the following groups:
· English language learners (ELL):
· Students with special needs:
· Students with gifted abilities:
· Early finishers (those students who finish early and may need additional resources/support):
Time Needed
Multiple Means of Engagement
Your goal for this section is to outline how you will engage students in interacting with the content and academic language. How will students explore, practice, and apply the content? For example, you may engage students through collaborative group work, Kagan cooperative learning structures, hands-on activities, structured discussions, reading and writing activities, experiments, problem solving, etc.
In a bulleted list, describe the activities you will engage students in to allow them to explore, practice, and apply the content and academic language. Bold any activities you will use in the lesson. Also, include formative questioning strategies and higher order thinking questions you might pose.
For example:
· I will use a matching card activity where students will need to find a partner with a card that has an answer that matches their number sentence.
· I will model one example of solving a number sentence on the white board before having students search for the matching card.
· I will then have the partner who has the number sentence explain to their partner how they got the answer.
Explain how you will differentiate activities for each of the following groups:
· English language learners (ELL):
· Students with special needs:
· Students with gifted abilities:
· Early finishers (those students who finish early and may need additional resources/support):
Time Needed
Multiple Means of Expression
Learners differ in the ways they navigate a learning environment and express what they know. Your goal in this section is to explain the various ways in which your students will demonstrate what they have learned. Explain how you will provide alternative means for response, selection, and composition to accommodate all learners. Will you tier any of these products? Will you offer students choicesto demonstrate mastery? This section is essentially differentiated assessment.
In a bulleted list, explain the options you willprovide for your students to express their knowledge about the topic. For example, students may demonstrate their knowledge in more summative ways through a short answer or multiple-choice test, multimedia presentation, video, speech to text, website, written sentence, paragraph, essay, poster, portfolio, hands-on project, experiment, reflection, blog post, or skit. Bold the names of any summative assessments.
Students may also demonstrate their knowledge in ways that are more formative. For example, students may take part in thumbs up-thumbs middle-thumbs down, a short essay or drawing, an entrance slip or exit ticket, mini-whiteboard answers, fist to five, electronic quiz games, running records, four corners, or hand raising.Underlinethe names of any formative assessments.
For example:
Students will complete a one-paragraph reflection on the in-class simulation they experienced. They will be expected to write the reflection using complete sentences, proper capitalization and punctuation, and utilize an example from the simulation to demonstrate their understanding. Students will also take part in formative assessments throughout the lesson, such as thumbs up-thumbs middle-thumbs down and pair-share discussions, where you will determine if you need to re-teach or re-direct learning.
Explain how you will differentiate assessments for each of the following groups:
· English language learners (ELL):
· Students with special needs:
· Students with gifted abilities:
· Early finishers (those students who finish early and may need additional resources/support):
Time Needed
Extension Activity and/or Homework
Identify and describe any extension activities or homework tasks as appropriate. Explain how the extension activity or homework assignment supports the learning targets/objectives. As required by your instructor, attach any copies of homework at the end of this template.
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1. “You measured the diameter, d, of the pendulum bob using a ruler and a digital caliper. List all of the diameters of the bob as measured by both instruments. Determine the range of measured values for both instruments by calculating the difference between the maximum and minimum recorded values for the group. Compare the relative sizes of these two ranges and draw a conclusion about the precision of these two methods of measuring d. Repeat this analysis for the measurements of the thickness of the 100 gram mass.Compare the size of the range of ruler measurements of the pendulum bob diameter to the size of the range of ruler measurements of the thickness of the 100 g mass. If one is much larger than the other, which is it and why is it so much larger?
2. For the group of measurements of T in V-2(B), calculate T, vTand vT . vTis the standard deviation of the calculated values for T and vTis the standard deviation of the mean. Report T = T ± vT.
3. For each value of m used in V-4, you recorded three values of xm. Using x0 from posi-tion 2 in Figure M0-2, determine the three values of x for each value of m. Tabulate m, xm and x. Plot m vs. x. Whenever plotting a linear relation, be sure to include a trendline and the equation of the trendline in the plot. You should plot all three calculated values of x as a single set of data on one plot. Using LINEST in Excel, calculate the slope s, uncertainty in the slope vs, the intercept b and the uncertainty in the intercept vb. Report the slope and the intercept as s ±vs and b ±vb. From these, determine and report k ±vk.
4. Using one of the measurements of xo with a deliberate parallax error (e.g., posi-tion 1 or position 3 in Figure M0-2), recalculate all of your values of x. With these new values of x and using LINEST, recalculate the slope and intercept of the data. Tabulate m, xm and the recalculated values of x. Compare the value of the slope calculated with these data to the slope calculated in VI-3. Recalculate and report k ±vk. Compare the value for k determined in VI-3 with the value for k determined in VI-4″
M0 Powerpoint Video（Should be really help for lab report ,Let me know if you can’t open it）： https://drive.google.com/file/d/1l01UcKlzsX-rqLGJRILYHbcwL8TgGiWq/view
You are only responsible for completing the sections listed on the title page.（important）
TextBook link: https://ublearns.buffalo.edu/ultra/courses/_181429_1/cl/outline I have already bought It All of the experimental steps are in it, and you need to read it. Also Lab report question are inside.
We have Data already, So use it for this lab report. Please let me know if you need any more information from me.
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