Title of Unit: Economics Everywhere Title of Lesson: The Perfect Pet Submitted By: Kelli Pavalon & LaQuisha

Johnson

A. Summary of the Lesson Plan: This economics lesson plan is designed for fourth graders to learn about the economic concepts including wants, scarcity, decision making and choice. B. Target Population: Grade Level: 4th Grade Skill Level: Students of all mixed abilities Grouping: Whole Group C. Materials: Paper Pencil Lesson Outline: http://www.econedlink.org/lessons/index.php?lid=468&type=educator Social Studies journals Handouts of the story, The Perfect Pet (25 copies)

D. Objectives: o NV State Social Studies Standards o E9.4.2 Identify reasons why consumers choose to buy more or less of a good or service, based on prices or economic situation.

Student-Friendly Standards I can explain the economic wants of pet owners. I can define and understand scarcity when making choices. I can explain why people have different economic wants.

E. Procedure: 1. Warm Up: Have a quick review/discussion of what weve been learning about in economics. Ask students to take out their social studies homework from last night. Discuss the interview you conducted with a family member or friend. What kind of job do they do? What did you find out about the reasons people work? Discuss student answers, and tell students we will be creating budgets using different levels of income later on in our economics unit. 2. Learning Activity: Introduce and remind students of several key vocabulary words to review. Explain to students that these terms are important to know for our activity, Th Perfect Pet. Review the following definitions and concepts with students discussing examples and showing pictorial representation: (students may fill in their cornell notes from their ss journals with additional information/examples/ ideas if they want to) o Scarcity- Resources are limited, so people cannot have all the goods and services they want.
EDEL 453 - Spring 2013 Karen Powell- Instructor page 1

Nevada State College

Title of Unit: Economics Everywhere Title of Lesson: The Perfect Pet Submitted By: Kelli Pavalon & LaQuisha Johnson

o o o

Choice- Deciding between two or more possible alternative objects or actions; called an economic choice for decisions among goods, services, or resources. Supply & Demand: Supply is how much of something is available at a certain time. Demand is how much of something people want at a certain time. Producers/Consumers: Producers are people who make goods or provide services. Consumers are people who buy or use goods or services.

3. Read the story, The Perfect Pet together as a class. Then discuss, "Do you have a dog or know someone else who does?" If you do, you know that adopting a dog means more than just finding an animal that is cute and cuddly. You have to care for it. Pets depend on their owners to provide the goods and services that keep them healthy and happy. These things are called economic wants. 4. Then read aloud the flash activity economic wants of pet owners to students read Use the text and questions in the THINK ABOUT IT section of the student version as the basis for a discussion on economic wants and scarcity. What things would you want for your pet? [Potential responses include: food, water, shelter, health care, exercise, treats, costumes, beds, a leash and collar, etc.] Explain to students that few pet owners have enough money to buy everything they want for their pets. This is called a scarcity problem. Scarcity forces people to make choices. Have a class discussion. Relate the story to each of the concepts described above (who is the consumer, producer, choices, etc)Then, ask students: If you could buy just five of the many things at the pet store for your new dog, what would you buy? Why did you choose those specific items? Make a list and compare them to your teammates choices. [Note: If time allows, I may have students write a list or draw pictures of the five items they would choose in response to this question. Have several students share their choices with classmates to help illustrate the point that students - and people, in general - have different economic wants.] 5. CLOSURE: Review and discuss what we learned about today. Then ask students to take out their social studies journals. Complete the following closing activity: Summarize the reasons people's choices are not always the same. Students will have 5 minutes to journal their responses. Three factors to be identified include: (look for these when assessing student journals) 1. Our personal preferences - what we like 2. Our values - what we think is important 3. Our haves - what we already own or have access to Assign and explain social studies homework. Students will conduct research (online, books, store) the costs and needs for a pet of their choice to complete this assignment. (not due until Fri) They may choose a hamster, bird, snake, cat, etc. Pass out worksheets for homework, and go over any questions students have about the hw.

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 2

Title of Unit: Economics Everywhere Title of Lesson: The Perfect Pet Submitted By: Kelli Pavalon & LaQuisha Johnson

Wrap up by telling students we will be continuing our economics unit tomorrow, and will be focusing more on the different kinds of productive resources in the economy. F. Assessment: What will you use to measure student understanding? I will measure student understanding by assessing their journal responses about choices at the end of the lesson. Explain how you will know students understand the concepts from the lesson. By listening and assessing their responses during instruction. I will look over the notes they took as well. I might also do a ticket out the door by asking students to give me an example of a choice or related question.

G. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? Reading The perfect pet together as a class, it is such a cute and engaging story. I think students will enjoy discussing the book.

2. Which part will be most challenging for you to teach? I think presenting students with difficult economic terms might be challenging.

3. How will you follow up or extend this lesson? If I had more time, I would extend this scarcity lesson on choice and decision making to complete more activities with these topics. I would also find more books or good articles about this topic.

4. What will you do for students who dont grasp the concepts? I would provide a chance to pull struggling students to the back for a more intimate learning setting. I would provide extra more individualized support and additional resources if needed.

5. Which part of the lesson, if any, do you think might need to change? I think I might need to extend this lesson to two days to make sure students really grasp the concepts.

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 3

Title of Unit: Economics Everywhere Title of Lesson: The Perfect Pet Submitted By: Kelli Pavalon & LaQuisha Johnson

6. When you were writing this lesson plan, what was the most difficult part? I enjoyed writing this lesson, and I think the most difficult part was thinking of learning exercises that will show students true understanding of the material.

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 4