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Economics-5th grade
Date: 11/15/04 & 11/16/04
Lesson 5: Making Choices
Objective:
TSWBAT make a decision using a model and explain and identify opportunity costs.
Michigan Benchmark:
SS.IV.1.1: Explain why people must face scarcity when making economic decisions.
SS.IV.1.2: Identify the opportunity costs in personal decision making
situations.
SS.IV.1.3: Use a decision making model to explain a personal choice.
Tech.3.LE.4: Use technologies to organize thoughts in a logical process.
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 general purpose productivity tools and peripherals to support personal
productivity, remediate skill deficits, and facilitate learning throughout the
curriculum. (3)
Materials:
All classes: Making a Choice paper, pencils, story involving a choice
My class: computers with KidSpiration, making a choice template
Anticipatory Set:
Define the words supply, demand, goods, and services. Who made a choice today?
How did you make the choice?
Modeling Activity:
I will read the selection aloud, and ask the students "What was the
choice?" "What could the person have chosen?" "How did they
choose?" "What did they consider?" "What did they give
up?" Then I will introduce the decision making model, and we will fit the
parts from the selection into it.
Guided Practice:
We will work through the process of making a choice together given a problem
that the class decides upon, such as what to eat or what to do with an hour of
time.
Independent Practice:
All classes: Students will work independently to decide what they would do with
$25 and explain their choice and opportunity cost, by filling out the decision
sheet.
My class: Students will work in KidSpiration and fill out the chart for what pet
they would buy.
Closure:
Students will share what they decided to do with their $25 and how they decided.
Assessment:
I will collect their work and see if they were following along in class and if
they came to a decision of what to do with $25 and explained it using the model.
Reflection:
I felt that this lesson didn't go well the first day. It felt rushed, and the
students seemed to just sit there. I allowed too many students to give responses
at the beginning of the lesson, so we only had five minutes for them to make
their own choice. The second day it went much better and I allowed only 5 people
to share when I asked, so I could spend more time on the rest of the lesson.
Being able to teach the same lesson 4 times has the advantage that by the fourth
time you really know what you're doing.
The technology part went ok. The students really enjoyed doing it, but it was
clear that they needed more exposure to the program before this lesson. This
time around though, I made it smoother to get to the file and to save the file:
I created a file for each student before we went to the computer lab. The webs
turned out really cool, though I was disappointed to see that some students
didn't check their spelling, or more of a problem, their grammar. My class
appeared to have a good grip on the P.A.C.E.D. model after this lesson.
[ Lesson Plan ] [ KidSpiration Webs ] [ Pictures ]
