EC-6 Practicum II

Teacher Candidate: Kaitlyn Allen

Content Area (science or math): Social Studies
Grade level: Third Grade Ms. Lynsey
Date Lesson will be Taught: February 24, 2014 & February 25, 2014

TEKS:
(7) Economics. The student understands the concept of the free enterprise system. The student is
expected to: (B) explain the impact of scarcity on the production, distribution, and consumption
of goods and services; and (C) explain the concept of a free market as it relates to the U.S. free
enterprise system.
Lesson objective:
The student will explain the impact of scarcity on the production, distribution, and consumption
of goods and services. The student will also explain the concept of a free market as it relates to
the U.S. free enterprise system. The student will do this by making up their own example of
scarcity and describing how it will affect the production, distribution, and consumption of that
product or resource.
Language objective:
(1) Cross-curricular second language acquisition/learning strategies. The ELL uses language
learning strategies to develop an awareness of his or her own learning processes in all content
areas. In order for the ELL to meet grade-level learning expectations across the foundation and
enrichment curriculum, all instruction delivered in English must be linguistically accommodated
(communicated, sequenced, and scaffolded) commensurate with the student's level of English
language proficiency. The student is expected to: (E) internalize new basic and academic
language by using and reusing it in meaningful ways in speaking and writing activities that build
concept and language attainment;
Rationale:
Its important to know how scarcity impacts goods, so we can know how goods or services are
priced, and what we can afford. Also, we need to know if a good is scarce, how is this going to
affect us?
Materials:

Question Cards (6 Sets) Day 1 & Day 2

25 Articles Corn Has Become Expensive
25 Graphic Organizers for Corn Has Become Expensive
25 Data Sheets My Example of Scarcity
Post-It Notes
Prezi http://prezi.com/xar5k2v0gknx/?utm_campaign=share&utm_medium=copy&rc=ex0shar
e

Activating/building background knowledge:

Day 1:
What is scarcity?
Day 2:
What is the free enterprise system?
Focus:
Today we are going to learn about how scarcity impacts goods and services in the U.S. free
enterprise system.
Modeling/Thinking Aloud/Demonstration:
The teacher will show the students a prezi about how scarcity impacts the free market.
Prezi: http://prezi.com/xar5k2v0gknx/?utm_campaign=share&utm_medium=copy&rc=ex0share
Vocabulary Words:

Scarcity a very small supply; a shortage.

Free Enterprise - an economic system in which private business operates in competition
and largely free of state control.
Interdependence to depend on one another.
Consumption the using up of a resource.
Production the action of making or manufacturing from components or raw materials,
or the process of being so manufactured.
Distribution the action of sharing something out among a number of recipients.

During the prezi, the teacher will have the students turn and talk about these questions:

What are some examples of scarcity?

What is the free enterprise system?

How do you think consumption, distribution, and production are interdependent on each
other?

Guided Practice:
Dismissal from Rug:
The teacher will make the dismissal from the rug a teachable moment. The teacher will dismiss
the students from the rug by asking the students to name a resource they think would have a large
impact on the free enterprise system if it were to become scarce.
Directions/Expectations:
Day 1:
Today you will be reading the article Corn Has Become Expensive at your tables. You will then
fill out a flow chart with the information you read in the article. Make sure you are focusing on
the impact of scarcity on the distribution, consumption, and production of corn.
* Then the teacher will model how to fill out a flow chart based on the scarcity of milk.

Name ____________

Date__________

Corn Has Become Expensive Flow Chart

Directions: Fill out the flow chart in order that events happen in
the article. The flow chart should include the impact of scarcity
on the distribution, consumption, and production of corn.

Day 2:
Today you will be making a product or resource scarce. You will fill out the data sheet with the
appropriate information. Make sure you are picking a resource or product that will make a large
impact when it is scarce. When you finish, there will be a journal prompt on the board.
Data Sheet:

Name ________________

Date ________________

Example of Scarcity
My Scarce Resource or Product is:
_________

How will this impact the distribution of this product?

_____________________________________
_____________________________________
_____________________________________

How will this impact the consumption of this product?

_____________________________________
_____________________________________
_____________________________________

How will this impact the production of this product?

_____________________________________
_____________________________________
_____________________________________
Work Time:
Day 1:
Questions:

How is the scarcity of corn affecting its distribution?

How is the scarcity of corn affecting its production?

Day 2:
Questions:

Why do you think the scarcity of this product/resource will make a large impact?
Is this product important to the free enterprise system?

Seminar:
Questions:
Day 1:

How is the scarcity of corn affecting its distribution?

How is the scarcity of corn affecting its production?

Day 2:

Why do you think the scarcity of this product/resource will make a large impact?
Is this product important to the free enterprise system?

Closure:
Day 1:
I would like you to write one thing on a Post-It note that you learned today and when you show
me a signal I will come get it from you.
Day 2:
What is one thing you can tell your parents about the impact of scarcity on resources and
products?
Assessment:
The assessment is the data sheet from Day 2.
4

Observe and describe thoroughly how the product/resource they chose impacts the distribution,
consumption, and production of that resource/product.

Observe and describe how the product/resource they chose impacts the distribution, consumption,
and production of that resource/product.

Observe and describe minimally how the product/resource they chose impacts the distribution,
consumption, and production of that resource/product.

Unable to observe and describe how the product/resource they chose impacts the distribution,
consumption, and production of that resource/product.