Review to Date
Unit 1 · Lesson 1.7 · Last updated May 20, 2026
A 45-minute station rotation lesson where students review Unit 1 economic concepts through current events, drawing, charades, and error-spotting activities.
Overview
In this lesson, students rotate between stations to review concepts from Unit 1 (Economic Foundations) in preparation for the upcoming summative assessment, and identify the concepts they still need to study.
Learning Objectives
- Identify and explain key concepts from Unit 1 (Economic Foundations).
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Materials
- Instruction Slides (display during class period)
- Student Handout pp. 4–5 (1 copy per student)
- Current Event Instructions p. 6 (class set — 3 copies)
- Current Event Hexagons pp. 7–8 (class set — 3 sets, cut apart along black lines; consider colored cardstock for longevity)
- Draw It Out Instructions p. 9 (class set — 2 copies)
- Draw It Out and Charades Cards pp. 10–11 (class set — 4 sets, cut apart; consider colored cardstock)
- Whiteboard, dry erase marker, and eraser (2 sets)
- Charades Instructions p. 12 (class set — 2 copies)
- Spot the Error p. 13 (1 copy per student)
- KEY Spot the Error p. 14 (1 copy for student reference — post at front of room)
- Unit 1 Overview: Economic Foundations (previously distributed in Lesson 1.3)
Lesson Sequence
Slides 2–3
- Prior to students' arrival, move desks into groups — each group serves as a station. Set up at least 8 stations as follows: (3) Current Event Stations — 1 copy of Current Event Instructions, 1 set of Current Event Hexagons, 3 desks per group. (1–2) Draw It Out Stations — 1 copy of Draw It Out Instructions, 1 set of Draw It Out and Charades Cards, 1 whiteboard, marker, and eraser; 4+ desks per group. (1–2) Charades Stations — 1 copy of Charades Instructions, 1 set of Draw It Out and Charades Cards; 4+ desks per group. (1–2) Spot the Error Stations — all copies of Spot the Error at 1–2 stations; 4+ desks per group. Post KEY Spot the Error at the front of the room.
- Display Slide 2. Distribute 1 copy of Student Handout to each student. Direct students not to touch station materials and to follow the "Activator" instructions at the top of Student Handout. Additional educator tips and suggested answers are in the notes section throughout Instruction Slides.
- Proceed to Slide 3 and introduce the learning objective for the lesson.
Slides 4–7
- Progress through Slides 4–5. Direct students to follow the instructions for the "Recall" section at the top of Student Handout. Allow approximately 4 minutes to individually complete the section.
- Proceed to Slide 6. Introduce the four station options and provide a brief explanation of each activity. Tell students that when they complete the Spot the Error Station, they must check KEY Spot the Error posted at the front of the room. Note: Students can visit stations in any order but must visit all 4. Students do not need to move through stations with the same group. There are more Current Event stations because a larger group at this station becomes unwieldy; the other stations function well with larger numbers.
- Display Slide 7. Reinforce the purpose of the activity and expectations. Tell students to select their first station and bring Student Handout and course notebook. Students should add additional examples and details they are uncertain about in their course notebook or on their own paper.
- Allow 6–7 minutes per station. Circulate to answer questions and offer clarification. After each rotation, direct students to move to another station of their choice. Continue until students have visited all 4 station options.
Slides 8–9
- Advance through Slides 8–9. Direct students to individually complete parts 1 and 2 of the "Reflection" section on Student Handout. Students likely did not include some ideas and terms from the unit — prompt them to consider how additional ideas (e.g., cognitive biases, utility, economist) connect to the four principles of economic thinking. Note: If students have misplaced Unit 1 Overview, provide a new copy or have them review a classmate's document and record relevant information in their course notebook.
- Remind students that Unit 1 Overview serves as a study guide and that students should focus their study efforts on learning objectives marked with an "x" prior to the end-of-unit assessment.
Aligned Standards
Voluntary National Content Standards in Economics
What Educators Are Saying
This lesson was really interactive and encouraged students to think about the economic concepts in different ways.
It was great. I was observed by our Assistant Superintendent for Teaching & Learning. She emailed my principal and said, "My visit in Ms. G's classroom is the highlight of my week for sure... I can't think of a better model of purposeful student collaboration and meaningful student talk to support application of concepts."
Students were collaborating with each other and giving each other feedback which are the two pushes of our district this year.