Teacher(s): Sierra Miller Date: Wed. October 13, 2010 Topic: Scarcity Grade Level: 3rd grade Essential Question: How does scarcity affect our lives and how can we solve the problems scarcity causes? PA Standards: 6.1.3.A: Define seareity and identify examples of resources, wants, and needs. 6.1.3.B: Identify needs and wants of people. Identify examples of natural, human, and capital resources. 6.2.3.G: Identify characteristics of the local economy. 1.2.3.D: Make inferences from text when studying a topic (¢.g,, science, social studies) and draw conclusion, citing evidence from the text to support answers. 1,3.3.C: Identify literary elements (characters, setting, and plot) in selected readings. 9.1.3.E: Demonstrate the ability to define objects, express emotions, illustrate an action or relate an experience through creation of works in the arts. Objectives: Students will be able to: © Explain how the story illustrates scarcity, © Identify ways in which the animals might have avoided the outcome in the story. + Predict what might happen if a similar problem of scarcity happened under different circumstances. Anticipated Accommodations/Modifications: To make sure each student is getting involved in the lesson the teacher will vary the presentation of the concepts: teach-pair-share, an interactive activity, and student work at the front carpet and at their seats. Individual attention will be given to those students who are in need of additional assistance. Visual Impairments: 1. The students will be seated in the front of the classroom, as well as at the front of the carpet so they are able to see the story and the Smart board, 2, The students will also be provided with a hands-on worksheet of the interactive quiz. Asperger’s Disorder: 1. The student will be provided with visual directions, rather than auditory, instructions. 2. The student will be provided with a quiet place where they can take a break if needed. Materials: © Acopy of The Mitten by Jan Brett + 2hatd copies of the interactive quiz for the visually impaired students ( 1 copy attached) © Mitten picture sheet scanned on the Smart board (attached)© 20 copies of the animals worksheet (1 copy attached) © 40 hole-punched mittens for the students to use at centers (1 copy attached) Assessment: The teacher will check for the students’ understanding of the lesson and concepts through informal assessment as the students respond to questions during the reading and lesson. The student’s will also be accessed through an interactive quiz that will assess their knowledge of the story and the concepts covered in the lesson. The interactive quiz will be done as a class, on the Smart board. In addition, the students’ verbal responses during the story and class discussions are another way the teacher will evaluate the students. Practice and Procedure: A. Beginning- Have the students come up the front carpet and sit in their assigned spots. Introduce the story to the students, Explain that the story is about a little boy who loses his snow-white mitten in the snow. Some small animals find the mitten and move into it, thinking it that it would be a good home for them. Explain to the students that the story shows ways in which things can go wrong when there isn’t enough of something to go around. Read the book The Mitten. Ask the children to try to remember all of the animals that moved into the mitten, Encourage the students to try to name the animals in order. Put a picture of the mitten on the Smart board, and write the names of the animals as the children say them. Then ask the students why the animals all ‘wanted to get into the mitten, Next, ask them what happens when a lot of people want to live in a place where there isn’t enough space for all of them. Explain to the students that when there isn’t enough of what is wanted, that this is called scarcity. B. Middle- Have the students return to their seats, Then remind them that all of the animals in the story wanted to live in the mitten, but it was made to fit a small boy’s hand; it was not large enough to hold eight animals. Ask questions to get student to see how the story illustrates the concept of scarcity of space. Which animals might have actually fit in the glove? Why those animals? Why not the others? Once again, remind the students that scarcity is what occurs when there isn't enough of something to meet the demand for it. In the book that we just read there was a scarcity of space. Ask the students if they have ever experienced scarcity. Give them a few examples that relate to their lives: What if there are four people and only 1 cupcake? What if there are not enough desks for everyone to sit in? C. End- Afier relating examples of scarcity to the students’ lives put the interactive quiz up on the Smart board. Handout the hard copies to the students with visual impairments. Read the questions to the students, and have them answer the questions either by raising their hands or have them do a think-pair-share with a partner. The quiz will review the story, as well as review the concept of scarcity with the students.Interactive quiz link: http://www.econedlink org/lessons/EconEdLink-flash- interactive php?filename=interactive2.swf&lid=726 Then after the interactive quiz is completed, make a T-chart on the whiteboard. ‘The first column will list things that can be scarce. Label the column: Things Scarce. Call on the students, and have them try to come up with suggestions. (Examples: not enough places for people to live in a big city, not enough money, not enough food) In the second column, ask the students to think of ways to solve these scarcity problems. Label the column: Solutions. (Examples: build taller buildings, get a job, and plant more crops) Example T-chart: Things Scarce | Solutions ‘Then end with asking the students how they think the animals could have avoided the big mess at the end of the story. How might the animals have solved their scarcity problem in a different way? Estimated Time: The lesson should take approximately 50 minutes. Extension Activity: As an extension to this lesson, students will be able to work on an art activity during their centers time. Students will have two cut-out gloves with holes punched out around the gloves. The students will get a sheet with all the animals from the story, in which they will have to color and cut out the animals. The students will have to string together the gloves, and then place the cut-out animals in the gloves. The students will be able keep their gloves in their desks, and pull them out when they are reading, The Mirten, during free reading, They can use the gloves and animals to help re-tel the story. Sources: Brett, J. (1989). The mitten. New York: G. P. Putnam's Sons. Brett, J. (2009). Put the animals in the mitten. Retrieved October 8, 2010, from website http:/Avww janbrett.com/put_the_animals_in_the_mitten.htm Pohosh, S. (2008). The mitten, Retrieved October 7, 2010, from Council for Economic ‘Education website: http://www econedlink. org/lessons/index.php?lid=7268ype=educator,Name. Read the Following questions and circle the correct answer. 1, The mitten was only knitted to be big enough for what? iy SL AR See mas @ hand G2 2. When the bear sneezed why did all of the animals burst out of the mitten? Zs There were was poorly ‘too many mmde, 4 oninatsinit, | — 3. When big cities have a scarcity of space, what is one thing they do to get more space? Build taller | They make. people leave, buildings. Buy more | ‘machinery 1e things you want? Print more, Copyright © Council for Economic Education