Grade 1 Social Studies Unit: 09 Lesson: 02 Suggested Duration: 5 days Grade 01 Social Studies Unit 09 Exemplar Lesson 02: Making Decisions Grade 01 Social Studies Unit 09 Exemplar Lesson 02: Making Decisions This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts may modify the time frame to meet students’ needs. To better understand how your district may be implementing CSCOPE lessons, please contact your child’s teacher. (For your convenience, please find linked the TEA Commissioner’s List of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.) Lesson Synopsis In this lesson, students learn how the concept of scarcity applies to choices families make every day. Students identify choices families make because of the lack of resources and because of wanting more than one can have. TEKS The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase ) indicates that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148. 1.7 Economics. The student understands how families meet basic human needs. The student is expected to: 1.7A Describe ways that families meet basic human needs. 1.7B Describe similarities and differences in ways families meet basic human needs. 1.8 Economics. The student understands the concepts of goods and services. The student is expected to: 1.8A Identify examples of goods and services in the home, school, and community. 1.8B Identify ways people exchange goods and services. 1.9 Economics. The student understands the condition of not being able to have all the goods and services one wants. The student is expected to: 1.9B Explain why wanting more than they can have requires that people make choices. 1.9C Identify examples of choices families make when buying goods and services. 1.14 Citizenship. The student understands important symbols, customs, and celebrations that represent American beliefs and principles and contribute to our national identity. The student is expected to: 1.14D Explain and practice voting as a way of making choices and decisions. Social Studies Skills TEKS 1.17 Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to: 1.17C Sequence and categorize information. 1.18 Social studies skills. The student communicates in oral, visual, and written forms. The student is expected to: 1.18A Express ideas orally based on knowledge and experiences. 1.18B Create and interpret visual and written material. GETTING READY FOR INSTRUCTION Performance Indicators Grade 01 Social Studies Unit 09 PI 02 Create a mobile identifying examples of choices families make when buying goods and services to meet needs and wants when resources are limited. Explain, orally or in writing, reasons families make these choices. Standard(s): 1.8A , 1.9B , 1.9C , 1.17C , 1.18A , 1.18B ELPS ELPS.c.3B Key Understandings Limited resources force families to make choices to meet needs and wants when buying goods and services. — What kinds of resources can be limited? — What kinds of choices do families make when buying goods and services? Last Updated 05/16/13 Print Date 06/17/2013 Printed By Karen Johnson, MIDLAND ISD page 1 of 12
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Grade 1
Social Studies
Unit: 09
Lesson: 02
Suggested Duration: 5 days
Grade 01 Social Studies Unit 09 Exemplar Lesson 02: Making DecisionsGrade 01 Social Studies Unit 09 Exemplar Lesson 02: Making Decisions
This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by
supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a
recommendation, and districts may modify the time frame to meet students’ needs. To better understand how your district may be implementingCSCOPE lessons, please contact your child’s teacher. (For your convenience, please find linked the TEA Commissioner’s List of State Board of
Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.)
Lesson Synopsis
In this lesson, students learn how the concept of scarcity applies to choices families make every day. Students identify choices families make because
of the lack of resources and because of wanting more than one can have.
TEKS
The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by
Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent
unit. The TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148.
1.7 Economics. The student understands how families meet basic human needs. The student is expected to:
1.7A Describe ways that families meet basic human needs.
1.7B Describe similarities and differences in ways families meet basic human needs.
1.8 Economics. The student understands the concepts of goods and services. The student is expected to:
1.8A Identify examples of goods and services in the home, school, and community.
1.8B Identify ways people exchange goods and services.
1.9 Economics. The student understands the condition of not being able to have all the goods and services one wants.
The student is expected to:
1.9B Explain why wanting more than they can have requires that people make choices.
1.9C Identify examples of choices families make when buying goods and services.
1.14 Citizenship. The student understands important symbols, customs, and celebrations that represent American beliefs
and principles and contribute to our national identity. The student is expected to:
1.14D Explain and practice voting as a way of making choices and decisions.
Social Studies Skills TEKS
1.17 Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a
variety of valid sources, including electronic technology. The student is expected to:
1.17C Sequence and categorize information.
1.18 Social studies skills. The student communicates in oral, visual, and written forms. The student is expected to:
1.18A Express ideas orally based on knowledge and experiences.
1.18B Create and interpret visual and written material.
GETTING READY FOR INSTRUCTION
Performance Indicators
Grade 01 Social Studies Unit 09 PI 02
Create a mobile identifying examples of choices families make when buying goods and services to meet needs and wants when resources are limited. Explain, orally or
— Why do people make the choices they do?— How would you feel if you could have anything you wanted?
Vocabulary of Instruction
needs
wants
buy
barter
trade
choice
decision
Materials
Advertisements from newspapers that show a wide variety of clothing and food items
Chart paper
Chart paper with headings
Four 12” pieces of yarn for each studentGrade-appropriate fictional or informational text about goods and services
Wire hanger for each student
Attachments
All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment,
attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the
public website.
Teacher Resource: Birthday Cards (1 per student)
Handout: Birthday Woes (1)
Handouts: Choices Mobile (1 per student)
Resources
None identified
Advance Preparation
1. Become familiar with content and procedures for the lesson, including the idea that families sometimes make decisions based on lack of
resources.
2. Refer to the Instructional Focus Document for specific content to include in the lesson.
3. Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson.
4. Select a grade-appropriate fictional or informational text about goods and services. Consider selecting other grade-appropriate texts dealing
with the concepts in this lesson.
5. Prepare to display the poem from the Handout: Birthday Woes.
6. Draw a category organizer with four columns on chart paper. Label the columns What to Do, What to Eat, What to Play, and What Other
Things.
7. Duplicate the Handout: Birthday Cards and cut apart. Mount if desired.
8. Draw another category organizer with four columns on a sheet of chart paper. Label the columns Food/Water, Clothing, Shelter, and Health.
9. Label four sheets of chart paper with one of these categories on each sheet: Food/Water, Clothing, Shelter, and Health.
10. Duplicate the Handout: Limited Resource Choices. Cut and mount. (can be cut like puzzle pieces, if desired)
11. Collect wire hangers, one per student. This might require that you send out a note several weeks in advance to collect the wire hangers.
12. Duplicate the Handout: Choices Mobile for each student.
Background Information
Goods and Services – goods are things people can touch and feel such as groceries, toys, and computers. Services are not physical things. Instead, people provide
services to other people through activities such as waiting tables, carrying bags, or programming computers to respond to requests for information.
Choice – to choose or make a choice is to pick an alternative
Wants – things that are desired. Economic wants are desires that can be satisfied by consuming a good, service, or leisure activity.
Needs – things that are required; Humans require three things to survive: food, clothing, and shelter. People need food to eat, clothes to wear, and a house to live in. They
work to make a living to buy these things, or they make them. In some cultures people make their own clothes from wool they get from the sheep they raise. Others grow
cotton and spin it into cloth for themselves or to sell to businesses which spin it and make it into clothing. Farmers provide most grain and meat to factories which process it
into food for distribution through grocery stores. People can choose to pay rent or buy or build their own houses. These are some ways people meet their basic human
needs. Some people experience better standards of living; they eat better food, wear nicer clothes, and live in bigger houses than other people. While people can be happy
with less, those who do not meet all three basic needs may not survive.
Definitions courtesy of the Social Studies Center [defunct]. (2000). Glossary. Austin: Texas Education Agency.
GETTING READY FOR INSTRUCTION
Grade 1
Social Studies
Unit: 09
Lesson: 02
Suggested Duration: 5 days
Last Updated 05/16/13
Print Date 06/17/2013 Printed By Karen Johnson, MIDLAND ISDpage 2 of 12
Teachers are encouraged to supplement and substitute resources, materials, and activities to meet the needs of learners. These lessons are one
approach to teaching the TEKS/Specificity as well as addressing the Performance Indicators associated with each unit. District personnel may create
original lessons using the Content Creator in the Tools Tab. All originally authored lessons can be saved in the “My CSCOPE” Tab within the “MyContent” area.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
ENGAGE – Introduce needs and wants
Notes for Teacher
NOTE: 1 Day = 30 minutes
Suggested Day 1 – 10 minutes
1. Distribute a set of the Handout: Birthday Cards to each student.
2. Say:
These are things that children sometimes have at a birthday party. Pretend
you are planning your party. What would you have for your party? Students
answer the question by placing the picture cards of the items they would choose on
their desks.
3. Ask these or similar questions:
In real-life, would you really be able to have these things at your party?
Why or why not?
What other things might you want at your party?
Are these needs or wants?
4. Collect the cards to use again tomorrow.
Attachments:
Handout: Birthday Cards (1 per student)
Purpose:
The purpose of this section of the lesson is to
review needs and wants.
TEKS: 1.9B; 1.18A, 1.18B
Instructional Note:
Be sensitive to students in the class. If their life
situation doesn’t include birthday parties, read achildren’s book about birthday parties, such asthose suggested above and adapt questions to the
ELABORATE – Review of lesson concepts Suggested Day 5 – 5 minutes
1. Facilitate a discussion based on Key Understandings and Guiding Questions:
Limited resources force families to make choices to meet needs and wants when
buying goods and services.
— What kinds of resources can be limited?— What kinds of choices do families make when buying goods and services?— Why do people make the choices they do?— How does scarcity affect choices people make?— How would you feel if you could have anything you wanted?