[ Home ] [ Overview ] [ Exhibits ] [ Narratives ] [ Reflection ]
Economics-5th grade
Date: 11/8/04 & 11/9/04
Lesson 3: Scarcity
Objective:
TSWBAT identify scarcity and explain why people experience scarcity.
Michigan Benchmarks:
SS.IV.1.1: Explain why people must face scarcity when making economic decisions.
Tech.2.LE.3: Retrieve and communicate information using a technological system.
Tech.2.LE.4: Evaluate information received through technologies.
NETS:
Prior to completion of Grade 5 students will:
1. Use keyboards and other common input and output devices (including adaptive
devices when necessary) efficiently and effectively. (1)
2. Use telecommunications and online resources (e.g., e-mail, online
discussions, Web environments) to participate in collaborative problem-solving
activities for the purpose of developing solutions or products for audiences
inside and outside the classroom. (4, 5)
Materials:
Other classes: transparencies of Wishes and Rainbows, question sheet
My class: computers with internet connection
Anticipatory Set:
What did you learn last time? Then I will have the students tell me what
natural, capital, and human resources are and together we will come up with
definitions to write in our Word Books.
Modeling Activity:
Other classes: together we will read Wishes and Rainbows on the overhead. Then
we will quickly discuss the story. The main points to cover in the discussion
are resources and scarcity. I will bring up prices briefly, by explaining when
something new, like a toy, comes out, everyone wants it and will pay lots for
it. Then, after a few months when lots of people have it, it doesn't seem so
cool anymore, and you don't want to pay lots for it-if you even still want it.
My classes: I will demonstrate how to get to the website and how to answer the
questions. (http://www.geocities.com/miss_joanne_gilbert/economics)
(http://ecedweb.unomaha.edu/ve/library/WISH.PDF)
Guided/Independent Practice:
Other classes: Students will complete the questions about the reading.
My class: Students will read and complete the questions online. I will give them
the question packet as well, so that if they don't have time to finish, they can
just send me what they have, and then fill out the rest of the questions by
hand.
Closure:
I will ask students as they leave the computer lab/classroom "what is
scarcity?"
Assessment:
I will check their question packets.
Reflection:
The story was a big hit. Every class had a couple who had a few problems with
the questions, to which after clarifying the question for the student I told
them they were thinking questions, so you've got to think about it, there is no
quick and easy answer. When I took my class down to the lab, well, it didn't
work. The web site, or the school, couldn't handle the traffic, and only two
students got through to the site, of which one's computer froze. The rest of the
class just had blank loading pages, and two other computers also froze. After 5
minutes, we decided it was a wasted attempt, so we headed back to the classroom
and I read the story using the transparencies. We had enough time to discuss the
story, but not to answer the questions. Since part of my lesson was to fill out
the questions online, I asked if anyone would like to stay in and answer the
questions online. Two students stayed in a recess to answer the questions
online. Then another two students thought it was cool enough, and went online at
home and answered the questions. The next morning we quickly reviewed the story,
and I passed out the question packet. I chose 4 people to answer the questions
online using the classroom computers. The story brought up many economic
concepts, and was a great way to review resources. Also, it is a great story to
get students predicting and thinking.
[ Lesson Plan ] [ Sample E-Mail Responses ]
