EDEL453 Spring2014 Daniel-marieLEBEL Unit Plan Tuesday

Unit Plan: Goods and ServicesLesson Plan for TuesdayGrade: 5Social Studies Strand: Economics

Submitted By: Daniel-Marie Lebel

EDEL 453: Teaching Elementary School Social ScienceNevada State College – Spring 2014Instructor: Karen Powell

Lesson Plan for Tuesday Strand: Economics submitted by: Daniel-Marie Lebel

B. Summary of the Lesson Plan : This is a lesson plan in which a fifth grade class would learn about scarce resources and how they are allocated in the United States. The students are doing physical motions to represent resource allocation methods and discussing the different scarce resources.

C. Basic Information: Grade Level: 5th grade Time to Complete this Lesson: Approximately 50 min Groupings: Shoulder Partners (# 10), Whole Class (# 12), Small Groups of 3-4 (#

16), Independent (Assessment)

D. Materials: Vocabulary sheetsWhiteboardDry Erase MarkersLined PaperPencils

E. Objectives: o NV State Social Studies Standards

E11.5.7 Identify scarce resources and identify how they are allocated in the United States.

o Student-Friendly Standards I can identify the resources that there are not enough of such as land,

oil, and gold. I can identify how scarce resources are allocated in the United States.

F. Vocabulary Scarce resources – resources that there are not enough of allocate – to divide up and give something out market (price) system – the resource allocation system used in the United States

in which people who buy and people who sell both choose what is to be sold in markets

Equal shares – everyone is given the same amount

Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 2


Planned system – the resource allocation system in which the government chooses the type of allocation method that the country uses

Queuing – people who are available earliest are the ones to get the products Brute force – people who are the strongest, fastest, and biggest get what they

want

G. Procedure: 1. Introduce the lesson by having the students take out their social studies

notebooks and heading a new page.2. Write the warm up question on the whiteboard as the students are heading their

papers:“What are the three types of productive resources?”

3. Instruct the students to answer the warm up question in their notebooks.4. Call the students’ attention:

”Eyes up!”5. Call on a few students to answer the question verbally.6. Explain that even though we have these resources in the world, not all of it is

available to us:“Usually there are not enough resources to go around.”

7. Call group leaders to come up and get vocabulary sheets for their groups.8. Introduce and discuss the vocabulary on the vocabulary sheet with the students.9. Give examples of each vocabulary term for the students to give them a better

understanding:An example of a scarce resource is like the forests being cut down so we have less wood to go around. When you allocate something you divide it up and give it out. Equal shares is just like when you divide a lot of candy among you and your friends so that each person has an equal amount of candy.Queuing is just like how you line up to get your ticket into a sports game played by professional players.Brute force is just like how moms fight over the last turkey on the shelf in stores on Thanksgiving.Marketing is just like what you see in the stores where people pay for resources and items with currency. The market takes into consideration who they want to buy their products. This is the system that is used in the United States.

10.Have the students discuss with their shoulder partners their own examples of the vocabulary terms.

11.Call the students’ attention.



12.Explain to the students that they will be creating physical motions as a class based on the methods of allocation in the United States. Example: The students could line up along the desks and pretend that they are in line for the queuing.

13.Explain to the students that they are to have someone write the motions on the board.

14.Instruct the students to create the motions. 15.Help the students practice the motions by stating the different methods and

having the students do the motions. 16.Play the resource allocation game with the students:

Rules:1. Players must be in groups of 3-4.2. The descriptions of the different allocation method motions are written out on

the board.3. The host states either the definition of the system or the name.4. The groups do the motion of what method the host is defining or naming.5. The groups who do not do the motion of the correct method named or defined

sit back down in their seats. 6. The group that is left standing is the surviving economy.

17.Call the students’ attention.

H. Assessment: What will you use to measure student understanding?

Since resources are constantly being used, like the wood from forests or minerals from mines, there is not enough to go around for everyone in certain areas. These resources that there are just simply not enough of are called scarce resources. This is why resources need to be allocated. Take out a paper and pencil and answer these questions: “What are some other scarce resources?”Name and define the different resource allocation types. Be sure to specify the type used by the United States.

Explain how you will know students understand the concepts from the lesson. The students need to “identify scarce resources and identify how they are allocated in the United States.” The students are discussing in partners about the different scarce resources. They are also naming scarce resources and creating motions of the different resource allocation methods, which includes the marketing system that is also the allocation method used in the United States.

I. Closure: Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 4


Questions:“What does it mean when we have scarce resources?”“What are different scarce resources?”“What are different resource allocation methods?”“What is the resource allocation method that the United States uses?”

J. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach?

The part of the lesson that I think will be the easiest for me to teach would be the resource allocation game. This is because the students are getting up and moving around to get a feel of what the information might feel like. When they know that they are able to get up and move, they will be able to learn more.

2. Which part will be most challenging for you to teach? The part that will be most challenging for me to teach is the definitions of the resource allocation methods. I even had trouble in high school understanding producing and consuming when I had a marketing class.

3. How will you follow up or extend this lesson?I would follow up or extend the lesson with a research project for the students on the different countries that use the other remaining resource allocation types.

4. What can you do for students who don’t grasp the concepts?For the students who don’t grasp the concepts, I will have them research more on the marketing system and scarce resources to grasp a better understanding and write me one or two paragraphs in which they explain to me in their own words what the marketing system that the United States uses and scarce resource mean.

5. Which part of the lesson, if any, do you think might need to change?I think I might need to change the activity a little so they are both doing and writing instead of just doing. Sometimes the students are able to get a little more reinforcement of the knowledge that way.

6. When you were writing this lesson plan, what was the most difficult part?When I was writing this lesson, the most difficult part was finding the information on resource allocation within the United States. Most websites online were just giving me information about the term allocation which is also used in the science subject for medicine apparently. I finally found a site that had a little information about the United States’ marketing system, which is also called the pricing system.



Materials• Vocabulary sheets

Vocabulary Sheet1. Scarce resources – resources that there are not enough of

2. allocate – to divide up and give something out

3. market (price) system – the resource allocation system used in the United States in which people who buy and people who sell both choose what is to be sold in markets

4. Equal shares – everyone is given the same amount

5. Planned system – the resource allocation system in which the government chooses the type of allocation method that the country uses

6. Queuing – people who are available earliest are the ones to get the products

7. Brute force – people who are the strongest, fastest, and biggest get what they want



• Whiteboard

• Dry Erase Markers

• Lined Paper

• Pencils




Documents

EDEL453 Spring2014 Daniel-marieLEBEL Unit Plan Tuesday