I. Curricular Framework

Concept:

Economics

Essential Question:

How can the concept of “scarcity” be situational?

Bridge:

Situational Scarcity

Content:

Definition of Scarcity

Outcomes:

II. Standards Aligned

III. Instruction and Assessment

1. Connect: Connecting to the Concept Experientially

Objective: To involve children in a scarcity experience leading to understanding of why we can't always have what we want.

Activity: Play "musical mats": a cooperative version of "musical chairs". Distribute a carpet sample mat to each child. When music begins to play, children leave their mats and walk in a circle, while the teacher removes one mat. When the music stops, they each must get on any mat as quickly as possible. Continue with the game, until as many children as safely possible on are one mat.

Assessment: Enjoyment of the game.

2. Attend: Attending to the Connection

Objective: Children will discuss their mat-scarcity experience.

Activity: Teacher-led discussion on what happened as the mats were removed, and how the children learned about the need for teamwork and cooperation.

Assessment: Contribution to the discussion.

Assessment, Phase One, Level of Engagement, Fascination:

3. Image: Creating a Mental Picture

Objective: To use another medium for the children to imagine "scarcity".

Activity: Conduct a teacher-prepared imaginary trip to a desert. While on the trip through the desert, the bus breaks down and we are all stranded for two days. Include in the imagery all the things that would be scarce in such a situation. Discuss with the children how scarcity can be situational.

Assessment: Student involvement in the imaginary trip and contribution to the discussion.

Assessment, Phase Two, Seeing the Big Picture:

4. Inform: Receiving Facts & Knowledge

Objective: To reinforce and define "scarcity".

Activity: Teacher-directed lesson defining scarcity.

Assessment: Verbal check for understanding.

Assessment, Phase Three, Success with Acquiring Knowledge:

5. Practice: Developing Skills

Objective: Students will be able to identify situational scarcity.

Activity: Teacher prepared worksheet with items, such as, "Mary has three erasers" and "Jose has no crayons". Students will identify the scarce items in each situation.

Assessment: Student performance on worksheets.

Assessment, Phase Four, Success with Acquiring Skills:

6. Extend: Extending Learning to the Outside World

Objective: To enable students to extend their understanding of "scarcity".

Activity: Application choices: Students may choose to create and illustrate the story of the "Scarcity Creature," or they may choose to use the bells and mallets to compose original music to portray what scarcity "sounds" like.

Assessment: Student attention to project choices.

7. Refine: Refining the Extension

Objective: To evaluate understanding of scarcity.

Activity: Students will share their projects with their partners. Teacher conducts a brainstorming exercise to identify ways to reduce scarcity. Begin with things in the classroom and extend to the greater world.

Assessment: Students' contribution to the mindmapping/brainstorming activity.

8. Perform: Creative Manifestation of Material Learned

Objective: To share what has been learned.

Activity: Students either read their scarcity stories to their group, or perform their scarcity sounds for the class.

Assessment: Enjoyment of performances.

Assessment, Phase Five,Performance, Creative Use of Material Learned: