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1st Grade Economics Unit Goals for students: To understand the difference between wants vs.

needs, goods vs. services, producers vs. consumers To appreciate that in order to make money to buy goods and services one has to provide a good or a service To appreciate that because of scarcity they cannot have everything they want, so as consumers the have to make choices To appreciate that they are a part of the economy in their community and even globally-and their choices affect the local and global economy To become conscious consumers, instead of expecting that all their wants can be fulfilled Unit Objectives: 1) Provide their own example of services vs. goods, wants vs. needs, producer vs. consumer (draw/label, Think Pair Share) 2) Explain why something is a need vs. a want, a service vs. a good, a producer vs. a consumer (draw/label, Think Pair Share) 3) Explain orally what scarcity is and give an example of it. 4) When given an example of scarcity explain in a discussion how people make choices because of scarcity. 5) Give two examples of how they or their family make choices because of scarcity in a think pair share and in a drawing with explanations 6) Explain how money makes trade easier by providing examples through a discussion. 7) Explain why and how money was developed from trading in a flow chart with labeled pictures 8) Give examples of why people might trade in a discussion with personal examples 9) Identify coins-quarter, dime, nickel, penny and their value through a matching worksheet 10) Have a general understanding of the purpose of banks and how electronic money is used 11) Be able to count money and write the amount of money in a picture Grade Level Content Expectations: K-E1.0.1: Describe economic wants they have experienced K-E1.0.1: Distinguish between goods and services 1-E1.0.1: Distinguish between producers and consumers of goods and services 1-E1.0.2 Describe ways in which families consume goods and services 1-E1.013 Using examples, explain why people cannot have everything they want (scarcity) and describe how people respond (choice) 1-E1.0.4 Describe reasons why people voluntarily trade

1-E1.0.5 Describe ways in which people earn money (e.g. providing goods and services to others, jobs) 1-E1.0.6 Describe how money simplifies trade Integrated GLCEs M.UN.01.04 Identify the different denominations of coins and bills M.UN.01.06 Tell the amount of money: in cents up to $1, in dollars up to $ 100. Use the symbols $ an D.RE.01.01 Collect and organize data to use in pictographs (Math) D.RE.01.03 Make pictographs of given data using both horizontal and vertical forms of graphs; scale should be in units of one and include symbolic representations (e.gg., J represents on child). (Math) R.CM.01.04 apply signicant knowledge from grade-level science, social studies, and mathematics texts. R.CM.01.01 make text-to-self and text-to-text connections and comparisons by activating prior knowledge and connecting personal knowledge and experience to ideas in text through oral and written responses W.GN.01.03 write an informational piece that addresses a focus question (e.g., What is a family?) using descriptive, enumerative, or sequence patterns that may include headings, titles, labels, photographs, or illustrations to enhance the understanding of central ideas Big Ideas People buy things-this makes them consumers. People buy things to fulfill their needs and some of their wants. Sometimes our need and wants and fulfilled by the same thing (i.e. you need food, you want pizza-you eat pizza), sometimes only your need is fulfilled (i.e. you need food, you want pizza, you eat what your mom makes for dinner-not pizza) People have the same basics needs, but they are fulfilled differently based on their location and culture. People have wants, but they vary based on peoples cultures and what they like. Some people can satisfy more of their wants than others. People have more wants than goods and services available for them-this makes goods and services scarce. Goods and services are scarce-they are not unlimited; because of scarcity people have to make choices because they cannot always get what they want. People are producers of goods and services in order to make money to buy the goods and services they need and want. All around the world people traded goods for goods, this is called bartering. People still do this today-although there are different economic systems developed from bartering as well.

Trading a good for a good or service was not convenient-sometimes you did not have a good that the other person needed, or you did not on agree on value-the concept of money was developed because of the problems with bartering. Early forms of money include feathers, beans. Money has developed into more convenient forms into metal coins, paper money, to digital money. Money needs to be saved and used consciously-people need to be careful with their money. Putting money in a bank is an example of how people put their money in a safe place.

Key Concepts Needs- what consumers need to get through their day (so for first graders that is a day at school!)-food, water, shelter, clothes Wants- a product/service a consumer wants but is not necessary for them to do what they need to do in a day, could be entertainment, nicer clothes, yummier food, toys, extra. Economic needs-consumers have goods and services that they need to buy with money-they do not make it or do it themselves Trade- a person gives someone else a good or service in turn for another Money- makes it easier for a consumer to trade a producer for goods and services Choice-because consumers cannot have everything they want they have to choose what goods/services they purchase Services- people pay for actions to be done for them -such as paying someone to plow your driveway or to make your food Consumer- A consumer is a person that buys/trades for goods or services Goods- a product (toy, pizza, boots) that a consumer pays for Services- someone can pay someone for services pay for someone to do an action for them (i.e. pay a bus driver to take the bus, pay someone to wait on them on a restaurant, mow their lawn, plow their drive way, doctor to take care of them). Producer- a person who provides a good or a service Scarcity- we cannot have everything we want-because there is not enough for everyone to have everything they want-which forces us to make choices

Overview Lesson # 1: Introduction to Economics Students will be introduced to what the Economy is and explained how they are a part of it. Students will be probed to think about their economic experiences and purchases they have made. As a group, the whole class will fill out a KWL (Write what they think they Know, what they Wonder about and at the end of the unit what they Learned) chart-instructor will ask students what they know about economics and fill out the chart and then ask students what they what to learn. Students will be introduced to how they are going to get to earn money (a penny) for turning homework each week, completing seat work daily (with best effort) and cleaning out their cubby/stacking chair and cleaning up at the end of the day. Students will be able to exchange from the class bank when they get enough to exchange a nickel, dime and dollar. Students will be able to purchase something from the classroom store each week or get the option to save their money for a large purchase another week. Lesson # 2: Wants vs. Needs

This lesson is a review of wants versus needs. The instructor will list the wants students have on the smart board. The instructor will then create a T-Chart/Venn diagram and ask students to help sort which are the wants and needs. The teacher may ask for more examples of needs and wants and sorting them. Give students scenarios and ask if you are getting what you or what you need or bothFor example, I want pizza for dinner, I only had cereal, so I ate cereal, did I get what I wanted? Did I get what I needed? Continue giving examples until students are grasping the concept. Ask students to TPS with a partner if they got what they wanted and needed for lunch or just what they needed. Students will fill out in their economic journal an example of want vs. a need. Then in their economic journal, students think of a pet they want/have-and what their pet would want or need. Integration Extension: F level wants and needs book-assign to guided reading groups above F, and guide students at E level and read to students at D level during Daily 5. End of day Read Aloud: If a Mouse Wants a Cookie discuss wants and needs Out of school learning: Students will ask parents to give examples of wants vs. need in their home and share next day at school. Tell students to think if they get what they want and need for dinner or just what they needed.

Lesson # 3: Exploring wants and needs of other cultures Encourage students to think about how all people have wants and needs-that basic needs are the same for everyone-but wants are based on preference. Discuss how clothes, shelters and food vary by culture-but they all serve the same purpose. Show students pictures of people around the world living in different types of shelters and types of food (avoid stereotypes). Show pictures of different houses, cars and clothes that show differences in wealth. Explain to students that some people are able to fulfill their wants more than others-discuss students thoughts of this and the issue of fairness/not judging others based on wealth/lack of wealth Home connection: Ask students to go home and ask their families how goods/needs were fulfilled in the past in their family-their grandparents, great grandparents and report to class in a discussion the next day Lesson # 4: Producers vs. Consumers Review with students the Venn diagram with their wants and needs. Ask students how they fulfill their wants and needs. Explain to students they are consumers-they buy goods to fulfill their wants and needs. Explain to them that they also receive services-doctors take care of them, restaurant employees provide food for them, ect. A good is a product that is made-a pie, pizza, a car. Fill out a T-chart of goods vs. services. Teach students actions to do to distinguish whether something is a good or a service. Provide a good or service for a student and ask the class to tell you if it is a good or service by using the hand motions. Let students come up with examples that the class will figure out. Have students draw good and a service in their economic journal. Ask class to line up (for special) by asking them what they want to be when they grow up and if they will provide a good or a service. Connect to the school store: Ask students if they have been purchasing goods or services from the store. Ask them some services that I could do for them that they could purchase (draw a picture, make them a snack/cut up an apple, anything appropriate) Home connection: Students interview family members and ask them if they produce a service or a good.

Lesson # 5: Scarcity
Students in the classroom experience scarcity with erasers-they all want/need erasers-but Ms. McGill and Ms. Spendel are always running out. Ask students what is happening with the erasers-do they want or need them? Are they getting as many as they want? Why not? Instructor identifies this as scarcity-there is not enough of the erasers so students cannot have as many as they want. There is a limited amount of erasers. Continue to give students examples and then ask if they can think of their own (i.e. Chocolate milk in the cafeteria, snack during snack time, ect.) Ask student why they think there is not enough of all these thingsprompt them. Have students think pair share in order to discuss their own examples. Make the connection that consumers-which they all are-experience scarcity. Have students get their economic journals and draw/label an example of scarcity. Connect to school store: Ask students if they can have everything they want from the class store? Why not? (Because Ms. Spendel does not have enough of everything) Home connect: Students interview friends and family and ask if they have ever experienced scarcity. Lesson # 6: Choice Revisit the eraser problem in the classroom. Ask students what they do when they are told there are no more erasers. Students will say: cross out, ask a friend if they can borrow one, find a pencil with an eraser. Explain to students they are making a choice. Explain to students we make choices because of scarcity. Read the book The Doorbell Rang. Tell students as you read to look for examples of scarcity and choices that are made by consumers because of scarcity. Give table groups an example of something scarce and have them create a skit where they make choices because an item is scarce. Students share in front of class. Have students get out their economic journals and write/draw a choice they make because of scarcity. Connect to school store: Ask students what choices they made at the school store because of scarcity Home connection: Students interview a family member on a choice they made because of scarcity and report back to class. Lesson #7: Trade Have students give examples of scarcity and choice. Connect how one may trade one item for another because of scarcity. Have students think of examples of when they have traded something-and connect it to scarcity (snack time, lunch, toys----connect to wants and needs as well)

Read the book Pig and Crowtell students to pay attention to how these to fantasy characters trade and why-explain that this will be discussed after the book is read. Ask students if they have ever experienced a time when they wanted to trade but they could not trade anything. Have students share out. Have student TPS (Think Pair Share) times they have traded and times they wanted to trade but no one wanted to trade with them. Have students get out their economic journals and write an example of a time they traded something. Have students explain to each other why they traded something. Extension: Trade snack day! Tell parents (put it in the newsletter) that on Friday students can trade snacks-so they can bring a bit more than usual and trade with their friends! Students will discuss afterwards Lesson # 8: Money Ask students how they have been getting items/services from the school store and ask how they earned their money. Have students share with partners how their family makes money. Explain to students that all their families make money to buy goods and services-but in different ways depending on where they live (same as cultures around the world) Read the beginning of Money Madness. This portrays how money was developed. Show students money from around the world. Have students discuss how money has made trade easierteacher writes down student ideas in a concept map. During daily 5: Students read My Family Works Series and fill out economic journal and give examples of how families make money Home Connection: Students are encouraged to go home and ask parents to show them some money they have and practice counting money with their parents. Lesson # 9: Math Integration Go over coin dominations and strategies for counting them (using number grid). Have students complete counting money worksheets and then play penny exchange. As students work independently/in pairs then have groups of 4 students come to the class store. Teacher will work with small groups at the class store-discussing earning money, spending money and how money makes trade easier. Lesson # 10: Banks Ask students if they know what a bank/if they have ever been to one. Explain to students what a bank is and how it makes it easier for money to be kept safe. Read Money Money Around it Goes (read up to digital money section)

Ask students if they lost any of their money they earned. Explain we will have a class bank to help with this issue! Students will have an account (a drawer) to put their money in. Students will take money out of the account when they would like to make a purchase. Show video from Discovery Channel on banks. Have students fill in a flow chart for what happens when someone makes a bank deposit and what happens to the money. Students explain their flow charts in partners Home connection: Students are encouraged to ask parents to take them to their bank, show how a deposit is made, show them their account online or at the bank. Students are told they could ask the bank teller questions they have about banks and money. Students report back to class the day after. Lesson # 11: Digital Money Prompt students to explain what happens when their care takers swipe a credit or debit card. Read the second part of Money Money Around it Goes Show discovery channel video on digital money Have students fill out a flow chart for how digital money works. Have students explain their flow charts in partners Have a discussion on the disadvantage/advantages of using digital money (when could you not use digital money, how it makes buying easier, could you take too much out, someone could steal your card and use it, ect.) Home Connection: Students are encouraged to ask parents to talk about digital money and how it works. Ask parents when they use digital money vs. paper/coin money-fill in Venn diagram in class next day with this information. If parents feel comfortable they can show students their bank accounts online and how it works. Lesson # 12: Closing, wrap up/Assessment Students review KWL chart. Students fill in the learned aspect of the chart. Students discuss their role in the economy-how they are consumers, how they will be producers. Students can make final purchases or see how much money they saved b) Assessment Plan 1) Students will fill out a journal throughout the unit-addressing key concepts, coin denominations, extra (All objectives) Provide their own example of services vs. goods, wants vs. needs, producer vs. consume, example of scarcity, example of choice made by scarcity (draw/label, TPS)

2) Observational Notes: Record on a Chart with students names-evidence of understanding and evidence of misconceptions (All objectives) 3) KWL chart: Students fill out what they learned (All objectives) 4) Informal assessment---Thumbs up Thumbs down (done in lessons-possibly several times in order to find out if understanding) (All objectives) 5) Written Assessment- Students circle a want vs. a need, producer vs. consumer, good vs. service (are pictures-read aloud). Students draw an example of an item that is scarce that they want and a choice of they made-students draw, label and have written explanation. Students identify different coins and fill in a flow chart with pictures and/or writing of development of money. (All objectives 6) One on one interviews at school store- teacher asks how money is earned and how money makes trade easier and has students count money for them (Objectives 7, 6, 11) 3) Give students an example of scenario or have them pick their own as a group. Have students make a short play where they act out how one reacts to a scenario with scarcity. (Need a lot of modeling and monitoring) Objective 4 c) Out-of-school learning * See individual Lessons** Three example lessons plans:

Your Name: Ellen Spendel Grade Level: 1 CT: Kerry McGill School: Pinecrest Overall lesson topic/title Duration of time Introductory Lesson/ ____30________ minutes Objectives for todays lesson: Students will identify with being part of the economy MI GLCEs K-E1.0.1: Describe economic wants they have experienced K-E1.0.1: Distinguish between goods and services Materials & supplies needed: Black marker Easel Whole Group: At Carpet Procedures and approximate time allocated for each event LAUNCH (BEFORE) First graders, we are going to start our unit on economics! You are all part of the economy-now can anyone Academic, Social and Linguistic Support during each event for my focus students:

State expectations before and

tell me what that word means? Thats right/You have the right ideathe economy of a place has to do with people buying and selling things- So first graders, you might be thinking- I do not make money so I cannot go out and buy things, I have to go to school and do not earn money! Well I want you all to think of a time when youre at a store-clothes store, food store-and remember telling someone to buy something for you-your grandma, mom, dad, ect. You might have asked and asked until they finally said yes! Right there is one time where you affected the economy, because you bought something! So once you have thought of a time, turn to someone next to you, knee to knee eye to eye and tell your partner about that experience-whose ever names comes first in the alphabet goes first! Alright go ahead! Great! You are all really thinking about how you are part of the economy because you are bought certain things. Now, I am going to show you how you are part of the world economy! I want you to think-the clothes you have on, how did you get them? Sometimes we have clothes made for us, but now a days most of us buy all of our clothes! Now look at your shoes-it says made in.(blank)-lets write down where they are from.Look at all these places! Us buying from these places affects those people and their economies! Wow! What an impact we have! See how you affect the world economy!

during the lessons.

Remind students of the magic 5 Write in bold letters and say words as I write and repeat them back Repeat directions, ask students to repeat directions back Assign partners so no one argues (assign a 3 if odd number) Circulate as partners discuss Have B* have a clip board to write down ideas and let him talk to me after social studies about his ideas so not upset not always called on If students are very excited then let them TPS if they all want to talk

(_5___ minutes)

Get the wiggles out if students seem unable to sit still

EXPLORE (DURING) First graders. We are going to write down what we think we know about the economy. I know you learned about your wants and needs in Kindergarten-lets start there....Now think about your experiences with money, at stores at the bank, what else do you think you know? Wow first graders you knew a lot! Now, what are you wondering about? What questions do you have? Lets fill those into Wonder column on our chart! If students are disruptive then send them back to their seats or take their popsicle stick out and tell them they cannot participate if they are not ready to be a good listener

Constantly and consistently respond positively to good

Wow those are some great questions! I hope we can answer them throughout our unit and be thinking about your questions during social studies time. I will do my best to answer all them by the end of the unit! We did a great job writing what we think we know about the Economy and at the end of the unit we are going to look at this again and write down what we learned ! (_10__ minutes)

behavior and praise good behavior

SUMMARIZE (AFTER)

So now we are understand that as people we are all part of economy. Who can give me some examples of how we are all part of the economy? Thats right! We buy things, we get allowances! And we even nag our parents/family to buy us toys and candy! -and now we are going to have a classroom store where you get to earn money and make purchase Guess what first graders! We are going to a have a minieconomy in our own classroom -we are going to have a classroom store! And first graders you are going to earn your own money! What does earn mean? Thats right you do something to get something. So you might be thinking, what am I going to do to earn money? Well lucky for you, you just need to do you normal jobs as students. Here are the four ways: 1) Completing Daily 5 sheet, 2) Turning in completed homework folder WITH folder on Money, 3) Cleaning up at the end of day-stacking chair, cleaning area, and getting papers from cubbie. You will earn one penny for each of these tasks a week. At the end of the week you can buy from the store! Orwhat else could you do? Right! Save your moneyfor a valuable/expensive purchase at the class store! You can exchange your money with me, the store owner when you..have 5 pennies for nickel! A nickel and five pennies for a dime!

Believe it or not what you buy affects people around the world-so that is why were are going to learn more about buying and paying for different things in this unit! Economies

are all connected-and connect all the people in the world. I encourage all of you to look at what you have-clothes toysand see where they are from. Ask whoever takes care of you about what they buy you and how they earned the money to buy. Going to the store, shopping, the bank and so much more are all great opportunities for you first graders to learn more about your role in the economy! So try your best to do that whenever you can! Report back tomorrow about what you found out! Good luck!

(__5_ minutes)

Academic, Social, and Linguistic Assessment Do students have things to share? Do they have ideas? Are Support during assessment students actively conversing on the topic during TPS (think pair share?). Do students seem confused by vocabulary such as purchase and economy? If students are confused read a book / watch multimedia so they can gain a greater understanding of what the economy is

Your Name: Ellen Spendel Grade Level: 1 CT: Kerry McGill School: Pinecrest Overall lesson topic/title Duration of time: Scarcity 30 minutes Objectives for todays lesson: Students will draw/label/write and example of something that is scarce that they experienced-they will share/explain why the good is scarce to a partner(s) MI GLCEs 1-E1.013 Using examples, explain why people cannot have everything they want (scarcity) and describe how people respond (choice)

Materials & supplies needed: Erasers Journals Procedures and approximate time allocated for each event LAUNCH (BEFORE) (Hold up a pink eraser that Ms McGill and I used to hand out to our students-and but now there are none left!) Good Afternoon First Graders! All of you consumers have been learning about how we all have wants and needs and that you consume goods and services to get those wants and needs. Well, a lot of you want a lot of erasers! But something happened, first Ms McGill and I gave you the erasers, but then what happen?...Thats right! We ran out of erasers! Why is that?...Did we have an endless supply of erasers? No! We only had a couple of boxes! So we ran out. This first graders is an example of scarcity-scarcity means that goods and services are limited. Since they are limited we often run out of them! Just like we ran out of erasers. So first graders this week you can buy erasers at the store! Do you think you can buy an unlimited amount? No! I only could buy so many and not everyone can have as many as they want-because I will eventually run out. Who can think of time when you experienced scarcity-maybe at a party you wanted 3 pieces of pizza but there was not enough.(continue to help students come up with examples if they are having difficulty) Academic, Social and Linguistic Support during each event for my focus students: State expectations before and during the lessons.

Remind students of the magic 5 Write in bold letters and say words as I write and repeat them back Repeat directions, ask students to repeat directions back Assign partners so no one argues (assign a 3 if odd number) Circulate as partners discuss Have B* have a clip board to write down ideas and let him talk to me after social studies about his ideas so not upset not always called on If students are very excited then let them TPS if they all want to talk

(5-8 minutes)

EXPLORE (DURING) Students Think Pair Share a time they experienced scarcity Students draw an example of something they experience as scarce in their economic journals

Get the wiggles out if students seem unable to sit still

Students perform a TPS (Think Pair Share) where they discuss with each other why they think that certain thing is scarce (__15_ minutes) If students are disruptive then send them back to their seats

SUMMARIZE (AFTER) Alright economists! You have a done a great job discussing scarcity and given great real life examples! All the food we eat and everything we buy is limited-thats why we cannot have everything we want! Now first graders in your head-I want you to think about a time you could not get something you wantedshow me with your face how that felt! Who would like to share that feeling? Now think about why you could not have whatever it is that you wantedbecause there was a limited amount-it was scarce! So when you are upset and frustrated because you are unable to get everything you want think-I am not the only person in the world, lots of people need this. Or even at our next classroom party-if you are upset that there are only enough cupcakes for you to have one-think there are limited cupcakes, so I am only able to have one. So after school today, ask someone a time they experienced scarcity. If they do not know what that means then explain it to them, you all have done a great job giving examples and explaining today! As always report back to class with what you find out! And guess what first graders! You all make choices every day because of scarcity-and we are going to talk about that tomorrow!

Constantly and consistently respond positively to good behavior and praise good behavior Read directions aloud Circulate around room while students are working Help struggling students stretch out words If kids are having trouble understanding that they cannot have something because it is limited when they see a lot of it at a storeexplain how money regulates the good because it is scarce Extension: have students draw another example, or read economic books in the library

(__5_ minutes)

Assessment Have students fill out an example of something Academic, Social, and Linguistic scarce that they have experienced-and example to a partner Support during assessment Sit one on one with students why (they think) it was scarce who cannot come up with examples.

Circulate the room and work with struggling students. If students are having difficulty after getting help-incorporate Help students stretch out the vocabulary throughout the day during the week as much words to label and write as possible. about their picture

Your Name: Ellen Spendel Grade Level: 1 CT: Ms. McGill School: Pinecrest Overall lesson topic/title: Choices made by people because of scarcity Duration of time: 30 minutes Objectives for todays lesson: Students will be able to recognize a choice they have made because of scarcity and/or be able to express a choice they would make based a situation given to them where a good is scarce. MI GLCEs 1-E1.013 Using examples, explain why people cannot have everything they want (scarcity) and describe how people respond (choice) Materials & supplies needed: Eraser Optional: Props for students Procedures and approximate time allocated for each event LAUNCH (BEFORE) Whole group: Large carpet Hi Economists! So yesterday we talking about scarcity-and how all goods and services are limited-so everyone cannot have everything they want. Can anyone remember the example I gave you at the beginning of our last social studies class? Thats right I gave an example right from our classroom-erasers. So firsts graders I want you to think of a time when you needed an eraser and Ms McGill and I said We are all out sorry. What did you do? Have students we have trouble seeing at the front Give B* a clip board so he can jot down his ideas and tell me after class (because always wants it to be his turn) TPS (if lots of blurting out and Academic, Social and Linguistic Support during each event for my focus students:

Example response: Shared with a friend Kept looking for one Crossed out instead erasing Great first graders! What you were doing was making a choiceon what to do-because you could not get what you want or needed. Who can give me an example of something you experience because of scarcity-what choice did you make because of it? What choices did you have? (allow a few students to share) (8 minutes)

have lots to share)

EXPLORE (DURING) Model a scenario with scarcity and making a choice Show a video of people making a choice because of scarcity Assign tables an example of an item that is scarce (i.e. not enough cake for 2 pieces at party, not enough chocolate milk) Ask students to work together to think what choices you could make Ask students to perform a short skit where they show what they could do because of scarcity (have each student have a different reactions)-assign roles to students-work with them and help them- if students argue explain that you will pick for them Students perform skits for whole group Comment on what you liked Clear up any misconceptions If time: let kids ask questions/comment on skits (_18__ minutes)

Pair kids that are HL readers with lower readers. Make sure to model. Circulate the room and help groups that are struggling. If students are not working well assign idea and roleshave practices and perform next class

SUMMARIZE (AFTER) ( Praise positive behavior and encourage keeps Remind kids

Great job first graders! You all gave examples of different wants and different needs you had-that were not fulfilled because of scarcity-so you had to make a choice! So first

graders give me a thumbs up if you think you can go home and ask who takes care of you to give you an example a choice they made because of scarcity. You could even go to Meijer or another store and have your family show you examples of choices they made. As always you can report back with us during the next social studies class of what you learned from your family (_5__ minutes)

Assessment Take observational notes of students interacting in groups and of their performances Take notes of who participates in the discussion If students are having difficulty-work with them to help them with their skits

Academic, Social, and Linguistic Support during assessment

Have students draw in journals a time of scarcity and a choice they made during seat work next daycirculate and help students who had difficulty previous day/have difficulty with seat work Provide relevant examples for students who are struggling

Extension--- Read aloud the end of the day: When the Doorbell Rings ask students how the characters reacted to scarcity (making a choice) as a result of there not being enough cookies.