Catharine Davis

Lesson Plan- Resources and Scarcity For the SS Unit Plan Essential Question/s How is scarcity defined? What are the results of scarcity on a community? How are natural resources defined? Examples? How are human resources defined? Examples? How are capital resources defined? Examples? NCSS THEME Production, Distribution and Consumption Culture- Human beings create, learn, share and adapt to culture VA Standards of learning Economics 2.7 2.9 Theatre The student will use a problem-solving process to create solo and collaborative presentations, using body, voice, and imagination Objectives SWBAT demonstrate their new understanding and knowledge of the concept that when resources are scarce, people need to make economic decisions. SWBAT role-play and collaborate together to create a skit about a hypothetical scenario. Materials for Learning Activities Skit template Direction sheets for groups Paper Pencils Crayons Construction paper for props Procedures for Learning Activities Introduction 5-10 min Briefly review the economics concepts of scarcity and resource types through discussion The student will describe natural resources (water, soil, wood, and coal), human resources (people at work), and capital resources (machines, tools, and buildings). The student will explain that scarcity (limited resources) requires people to make choices about producing and consuming goods and services.

Catharine Davis Tell the students to imagine a world where one of the three types of resources was extremely limited, basically non-existent. Give an example: Imagine a world without wood. How would life be different? What would it look like? What would people use as a substitute? o Allow students to brainstorm and share ideas, write their thoughts up on the board. Guide them towards asking and considering those questions that will help them create their play. Prior to this econ lesson, children should have explored and seen examples of what skits and plays are during the language arts period to help them be successful with this lesson. There would have been adequate preparation for them to write one on their own.

Instructional strategies 40 min After students share ideas and the teacher provides some guidance, tell the students that they will have to come up with a short skit/play that would give the rest of the class a glimpse into life without the resource they are assigned. Strategically create groups based on your students strengths and personalities so that every group can be successful. Give each group their directions sheet o No oil (natural) o No doctors (human) o No teachers (human) o No wheels (capital) o No light bulbs (capital) Provide students a template for a skit, which they have the option of using. Allow students adequate time to brainstorm ideas, the scenario, and create roles. Students will work on their play as a group and everyone should participate. Students will turn in their skit to the teacher for review when they are finished. o Provide the group with feedback and assistance if needed, and if there is still time remaining, allow them to start practicing their skit. Summary 1-3 minutes Inform students that they will have more time to practice their roles more and will perform their skit for their peers at a later date (this is up to the teachers discretion and is flexible, whenever is convenient based on class schedule and how well students are doing with the assignment.) Assessment The students skit will be one of the summative assessments for this unit, it will demonstrate their ability to make inferences, and display their new understanding of scarcity as well as the different types of resources.

Differentiation Students will be grouped with different peers of various strengths (interpersonal learners). Students will be provided with a template if needed. Teacher will review their script and provide feedback and suggestions as needed.

Catharine Davis Acting and showing their understanding will be beneficial for the bodily-kinesthetic learners.