Grade 3 Social Studies Unit: 10 Lesson: 02 Suggested Duration: 4 days Grade 03 Social Studies Unit 10 Exemplar Lesson 02: What if What We Need Is Scarce? Grade 03 Social Studies Unit 10 Exemplar Lesson 02: What if What We Need Is Scarce? 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 the lesson, students will learn about how shortages of resources or high demand can impact the price of goods in the market and the supply of products on the manufacturing side. 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. 3.7 Economics. The student understands the concept of the free enterprise system. The student is expected to: 3.7A Define and identify examples of scarcity. 3.7B Explain the impact of scarcity on the production, distribution, and consumption of goods and services. 3.7C Explain the concept of a free market as it relates to the U.S. free enterprise system. 3.8 Economics. The student understands how businesses operate in the U.S. free enterprise system. The student is expected to: 3.8B Explain how supply and demand affect the price of a good or service. Social Studies Skills TEKS 3.17 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: 3.17D Use various parts of a source, including the table of contents, glossary, and index as well as keyword Internet searches, to locate information. 3.18 Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: 3.18B Use technology to create written and visual material such as stories, poems, pictures, maps, and graphic organizers to express ideas. GETTING READY FOR INSTRUCTION Performance Indicators Grade 03 Social Studies Unit 10 PI 02 Choose three items that are scarce (examples: video game, electronic device or gasoline) and write a poem or song explaining the effects of scarcity on production, distribution and consumption. Standard(s): 3.7A , 3.7B , 3.7C , 3.17D ELPS ELPS.c.5G Key Understandings Scarcity affects choices people and businesses make in an interdependent economy like the free enterprise system. — What are some examples of scarcity? — What is the impact of scarcity on the production, distribution, and consumption of goods and services? — What is the U.S. free enterprise system? — How are prices of a good/service affected by supply/demand? Vocabulary of Instruction scarcity interdependence production distribution consumption free enterprise Last Updated 05/10/13 Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISD page 1 of 11
11
Embed
Grade 03 Social Studies Unit 10 Exemplar Lesson 02: … 03 Social Studies Unit 10 Exemplar Lesson 02: ... Read aloud to students the Teacher Resource: ... students may access the
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
Grade 3
Social Studies
Unit: 10
Lesson: 02
Suggested Duration: 4 days
Grade 03 Social Studies Unit 10 Exemplar Lesson 02: What if What We Need Is Scarce?Grade 03 Social Studies Unit 10 Exemplar Lesson 02: What if What We Need Is Scarce?
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 the lesson, students will learn about how shortages of resources or high demand can impact the price of goods in the market and the supply of
products on the manufacturing side.
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.
3.7 Economics. The student understands the concept of the free enterprise system. The student is expected to:
3.7A Define and identify examples of scarcity.
3.7B Explain the impact of scarcity on the production, distribution, and consumption of goods and services.
3.7C Explain the concept of a free market as it relates to the U.S. free enterprise system.
3.8 Economics. The student understands how businesses operate in the U.S. free enterprise system. The student is
expected to:
3.8B Explain how supply and demand affect the price of a good or service.
Social Studies Skills TEKS
3.17 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:
3.17D Use various parts of a source, including the table of contents, glossary, and index as well as keyword Internet
searches, to locate information.
3.18 Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
3.18B Use technology to create written and visual material such as stories, poems, pictures, maps, and graphic
organizers to express ideas.
GETTING READY FOR INSTRUCTION
Performance Indicators
Grade 03 Social Studies Unit 10 PI 02
Choose three items that are scarce (examples: video game, electronic device or gasoline) and write a poem or song explaining the effects of scarcity on production,
distribution and consumption.
Standard(s): 3.7A , 3.7B , 3.7C , 3.17D
ELPS ELPS.c.5G
Key Understandings
Scarcity affects choices people and businesses make in an interdependent economy like the free enterprise system.
— What are some examples of scarcity?— What is the impact of scarcity on the production, distribution, and consumption of goods and services?— What is the U.S. free enterprise system?— How are prices of a good/service affected by supply/demand?
Vocabulary of Instruction
scarcity
interdependence
production
distribution
consumption
free enterprise
Last Updated 05/10/13
Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISDpage 1 of 11
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: Scarcity Game Instructions
Handout: Scarcity Game Tokens (consider tokens of your choosing to place in envelopes for game)
Teacher Resource: Corn Has Become Expensive
Handout: Renewable Resource List (1 copy per student)
Teacher Resource: Renewable Resource List KEY
Resources
None identified
Advance Preparation
1. Become familiar with content and procedures for the lesson, including scarcity, supply/demand, and wants/needs.
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. Preview available resources and websites according to district guidelines.
5. Prepare materials and handouts as needed.
Background Information
Students began studying the economic concepts in Lesson 1 that will be expanded in Lesson 2.
GETTING READY FOR INSTRUCTION
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 – Just Playing Scarce
Notes for Teacher
NOTE: 1 Day = 50 minutes
Suggested Day 1 – 10 minutes
1. Distribute envelopes of tokens from the Handout: Scarcity Game Tokens and
explain the rules to students
2. Students play the Scarcity Game. Explain the directions from the Teacher Resource:
Scarcity Game Instructions
3. Facilitate a class discussion at the conclusion of the game reviewing the concept of
scarcity and the impact of demand exceeding supply.
4. Ask students questions such as:
What are some examples of scarcity?
What resources or products do they think are scarce? gasoline, water,
certain toys or video games – especially during the holiday season
Materials:
envelopes (for Scarcity Game tokens)
Attachments:
Handout Scarcity Game Tokens
Teacher Resource: Scarcity Game Instructions
Purpose:
Following the directions in the Teacher Resource:
Scarcity Game Instructions, create envelopes of
tokens from the Handout: Scarcity Game Tokens
or using other tokens made for the game. Students
use the Scarcity Game to discover what happens
when demand exceeds supply. Each time they play
the outcome will be different but the process should
be the same.
TEKS: 3.7A, 3.7B
Grade 3
Social Studies
Unit: 10
Lesson: 02
Suggested Duration: 4 days
Last Updated 05/10/13
Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISDpage 2 of 11
Object of the game: Students will experience trading and bartering for an item that is very scarce.
Supplies needed:
1 envelope per student
Tokens (printed or real) at least 10 per student The tokens can be printed, or real things that are of no real value such as paper clips, rubber bands, stickers, erasers, pencils (even used pencils), chalk, plus only one or two valuable things in only one or two of the envelopes…such as a small candy bar, or a quarter. You can even put in a penny, nickel, dime and quarter. Included are homework, water, bathroom, and front of line passes if you choose to use them. Consider using these or create other tokens that might be meaningful in your classroom.
Directions: Tell the students you are going to play a Scarcity Game. Tell students they may use the token in
their envelope to trade for tokens in other students’ envelopes that they would rather have. The other student
must agree to the trade. You must barter by trading things that you have for things that you want or need.
Explain that at the end of the game no matter what you have traded for, we will play a second time. At the end
of the second time we play the game, we will stop and find out “who has what.”
Tell the students the most scarce items in the game. (drink of water passes? Candy? Whatever you made
scarce.)
To play the Scarcity Game, the teacher gives students sets of tokens placed into envelopes. Give each student
an envelope of tokens and then set the rules for trading. The rules should be simple. The rules can be things
like: you can only trade with one person at a time, you cannot talk, or you can talk in a whisper. Also, SET A
TIME LIMIT using a timer.
Once everyone understands the rules, begin the game. Ready, set, go….and then say STOP! (After about 3-5
minutes.)
Debrief: Discuss with the students what happened in the game. Ask what happens when something is scarce?
What happened in the game when something was scarce?
Ask student to name things in real life that are scarce. (Gasoline? Water in a drought? Sometimes certain toys
Facilitate a discussion having students name products that use corn. Cereal, popcorn, bakery products, baby food, corn on the cob, corny dogs, corn syrup for sweetening drinks, candy, baked sweets, adhesive (sticky stuff), animal foods, an additive with gasoline
Read to students: It takes a great deal of water (irrigation or rain) to grow corn. More than most other
crops, corn takes lots of water to grow. When there is a drought (severe lack of rain,)
corn can be scarce that year.
Corn is needed for many things in our world. It is used as cattle feed, human food like
cereal, cornbread, corny dogs, corn syrup, corn oil, popcorn, and by-products like bath
powders, laundry starches, adhesives on stamps and envelopes, and corn starch that
keeps chewing gum from sticking to wrappers. More and more, corn is converted into a
liquid called ethanol that is combined with gasoline to make gasoline cheaper and
cleaner.
Years with droughts lead to smaller corn harvests causing corn prices to increase. Some
products using corn like sweetened drinks become more expensive until the drought is
over. When products are scarce, they become more expensive so the products they are
in become more expensive. Scarcity makes the price go up. The demand is more than
the supply. One result is that people who have money can afford to buy the higher
priced corn, so the amount of available corn is distributed to fewer people who still have
money to buy it.
Because corn during a drought is more expensive, and people want to buy corn products
(demand), if you want those products, you can expect to pay more money for products
such as popcorn at the movie theater, or beef and milk since corn feeds cattle that
produce beef and milk. Even some chickens and pigs are fed corn, and if corn is scarce
then those products will be more expensive, so fried chicken and hot dogs will cost
more money, too. The more people use these products and the more people demand
these products, the less that is available and the higher the price. As gas usage
increases, corn prices increase. The people who can afford to pay more money for corn
products will have them. Some nations that have difficulty feeding its population