Scarcity and Interdependence
Materials/Equipment: 4 large envelopes, 2 scissors, 1 bottle glue, 12
paper clips, 3 pencils, 1 ruler, 1 ink pen, 8 sheets of paper (8.5 x 11): 1 blue,
1 green, 1 white, 2 red and 3 yellow, vocabulary terms ball, and Resource
Scarcity Game. (2003, July 1). Retrieved October 7, 2014, from
http://web.centre.edu/econed/Subpages/resource_scarcity_game.htm
Differentiated Learning:
Auditory
Visual/Spatial
Kinesthetic
Logical/Math
Verbal/Linguistic
Intrapersonal
Interpersonal
Curriculum
Integration:
Math
Social Studies
TEKS Achieved:
Social Studies
8(C): explain the impact of relative
scarcity of resources on international
trade and economic interdependence
among and within societies
Bloom’s Taxonomy:
Knowledge/Remember
Analysis
Comprehension/Understand Evaluate
Application
Create
Classroom Strategies:
Cooperative Groups
Technology
Simulation
Problem Solving
Hands-On
Whole-group
Submitted by: Paige Allred, Sandra Armstrong, Kristin Buholtz, Kassi Looper and Michelle Valentine
Grade Level: 6th
Subject: Social Studies- Economics
Essential Question: How does scarcity of resources impact economic interdependence and societies?
Rationale: In this lesson, students will review scarcity and interact in a group project to discover the impact that scarcity of
resources has on international trade and economic interdependence within societies.
Objectives:
§
TSW explain the impact of relative scarcity of resources on international trade and economic interdependence among and
within societies by interactively engaging with their groups and other groups to preform assigned tasks.
Lesson Plan:
Set up: For this lesson, there will need to be 4 groups so the tables and chairs should be grouped together to make four groups.
I will have name tags set at the tables where the students will be sitting. Lastly, I will take away the chairs from one of the
groups and only leave chairs for three groups. I will hide the chairs that will be taken away.
Introduction:
§
When the students walk in, I will tell them to go find their name tags and sit at that spot. As they walk to their seats there
might be some conversation about some students not having a chair. Point out that the table does not have chairs to sit
down for class. I will say “Oh no! We don’t have enough chairs. Do you guys want a chair? So it looks like we have more
people that want chairs than the chairs we have available. Hmmmmmm.. there are more wants/needs than there are of
resources. Does this remind you of something we learned about from yesterday’s lesson?” Answer: Scarcity.
§
Today we will be explaining the impact of relative scarcity of resources on international trade and economic
interdependence among and within societies (refer to the board and read the objective and essential question for the
lesson.) Tell the students that our objective for the lesson is related to our essential question.
§
As we go through our fun activities today I want you to be thinking about our essential question that is: How does scarcity
of resources impact economic interdependence and societies and why that is important to you.
Process:
Information Giving & Check for Understanding:
§
To get the students to focus, I will say if you can hear me raise your right hand, if you can hear me raise your left
hand, if you can hear me clap your hands, if you can hear me whisper “scarcity.”
§
I will tell the students that in order for us to do our fun activity today, we must review some terms that where
learned yesterday to activate our brains. All of our terms help us understand our objective and essential question
of how scarcity impacts economic interdependence and societies.
o Terms: Society, economy, entrepreneurship, interdependence, human resources, natural resources, capital
resources, and society.
§
I will tell the students that I will throw the ball and the students that catches it is going to look at the term that
their right thumb is the closest to and then tell the class their term. If that term has already been talked about
you will use the term that your left thumb landed the closest to. I will then ask you to explain your term or give us
an example of what the term is and we will try to relate how these terms help us answer our essential question and
then throw the ball to a classmate. I will show you an example, I am going to throw the ball up and I landed on
§
Scarcity, Scarcity is having more want for something than you have the resources to be able to provide that
something. An example of scarcity is oil in the United States. The United States has to get some of their oil from
the Middle East which is has the world's largest deposits of oil. This is related to our essential question because
the scarcity in oil in the United States depends on economic interdependence with the Middle East.
Let’s begin. (The ball will be thrown to students and I will prompt their answers by asking them to explain your
term or give us an example of what the term is and we will try to relate how these terms help us answer our
essential question.)
Modeling & Guided Practice:
§
To transition to the scarcity activity, say if you can hear me clap once, if you can hear me clap twice, if you can
hear me whisper resources and have a seat.
§
Once students are seated and quiet say “Today we will be doing an activity that will help you understand in even
more depth the impact of relative scarcity of resources on international trade and economic interdependence
among and within societies.
§
Each table represents a country, so the first thing you need to do is select a name for your country. You will have
about a minute as a group to select your name. Once your name is selected, write it on the card stock on your table
and display it. (Wait about 1 minute)
§
Now that you have named your country we will move into our activity. Today you will have four tasks that need to be
completed. The four things you will be responsible for making your society work is food, shelter, clothing and
education.
§
I have examples of each resource you will be responsible for and they are as follows: (NOTE: if this was a true 6th
grade class I would demo making each item, but in interest of time I have assembled the following at home)
§
Food is represented by four 3 inch strips of green paper (show the strips of paper on the overhead)
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Shelter is represented by a 2 inch square attached to a yellow triangle (show the shelter)
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Clothing is represented by a four color paper chain (show clothing)
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Education is represented by a four page book with a color cover
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I have pictures of the resources on the smart board so you can refer back to the requirements as needed.
§
On your nametags, there is one nametag that has a star on it. This person is the supply manager and will be
responsible for getting the materials I have on the front table. Would the material managers please come
forward at this time to choose one envelope?
§
Once material managers return to their desk Tell students “I am going to set the timer for 15 minutes and that
should give you plenty of time for you to complete your tasks. At the end of 15 minutes we will share our project
with the class, so when time starts please elect a spokesperson and then get busy creating our resources.
§
If you have any questions during our activity, raise your hand and I will come to your group.
§
Also when I start the time I am also going to turn up the music slightly, so please be aware and make sure you are
not louder than the music as you are talking quietly in your groups.
Independent Practice:
§
I will begin the timer at this time and turn up the music slightly. As students are working I will walk around the
classroom and make sure students are staying on task.
§
NOTE: Students are allowed to trade with other groups in order to complete the tasks. However, this option will
not be offered to students as they should think of this idea themselves.
§
At the end of 15 minutes, turn off the timer.
§
In order to gain the students attention say “if you can hear me touch your head, if you can hear me wiggle your
fingers, if you can hear me whisper economy (or resources if not used earlier).
§
Have students clean up as we are ready to share our completed tasks.
§
Call each group in order by country name and have each group share which resources they were able to complete.
Check for Understanding:
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If you completed all four tasks please join me up front on the floor. If you completed three tasks please join me up
front on the floor. Will the rest of you please join me up front on the floor.
§
§
If you can hear me, touch your nose. If you can hear me, put your hand on your head. If you can hear me, whisper
“interdependence.”
Reflecting on the activity we just did, our discussions the past couple of days can someone remind me what
interdependence means?
§
Why do you think that, what happened during the activity that lead you to that answer? How was interdependence
shown in our activity?
(interdependence is relying or depending on others for goods and services)
§
Did any group have every resource that was needed in their envelope in order to complete all four tasks that
represented needs of a society?
What was that an example of by your country not having the necessary resources easily available to meet the
needs of your society, or to complete your tasks?
(scarcity)
§
§
How were you able to get the resources that you needed in order to complete your tasks?
(traded or was innovative)
§
Was it easier for any of your countries to offer items to trade that you had an abundance of, or that were not of
use to your country in order to get what would satisfy your country’s needs? Why do you think that is?
(scarcity vs. abundance, it was easier to trade resources than trying to do it all independently without the
resources that were needed)
§
When we think about the activity we just did and how each country was scarce on resources that were needed, how
did that affect your country’s overall progress in being able to complete all of your tasks? What choices were
made? How does our activity relate to your life and the world you live in?
(clothes, food, technology)
§
Think about the car that your family drives. Some cars and trucks are made in the US, but a lot of them are not. A
lot of popular cars and trucks are made in China or Japan. Who makes those vehicles in the automobile factories?
The citizens of China and Japan make them. They have to eat in order to stay healthy enough to go to work to make
those cars. What is a staple food in China and Japan? Rice. The rice that they’re eating in China and Japan was
most likely bought from a rice farmer in Southeast Asia, who bought his grain from a farmer in Midwestern US.
Countries, areas, societies, or people have specializations/environments that enable them to have an abundance of a
good to trade for items that might be scarce where they live. Just like in our activity one country had an
abundance of certain resources that enabled them to trade with another country for a resource they had
abundantly available.
§
When I call your group I want you to continue thinking about how the scarcity of resources impacted your country’s
choices and the decisions you made as you quietly go back to your desk and get out your approved device (cell
phone, tablet, computer) if you have it with you. I want you to get out your device and just put it on your desk and
wait for further instructions, please.
Closure/Culminating Activity:
§
Today you learned about scarcity of resources on international trade and economic interdependence among and
within societies. Now, turn and talk with your groups and discuss the essential question: “How does scarcity of
resources impacts economic interdependence and societies? After you have discussed it, please text your answers
to: 17474443548. In your message please type: "1111788 (and insert your answer here), then click send.
§
Note: On the board will be the instructions on how the students should text their answers:
1. Send your text to 17474443548.
2. Include 1111788 before your answer. Example: 1111788 (and insert your answer here)
3. Send!
§
When you are finished submitting your answers please put away your devices and get ready for lunch.
Enrichment/Extension:
§
Text-to-World Connection: If a table finishes their poster before it is time to present, give them the The Crow and
The Pitcher Aesop Fable and have them read the fable as a group and discuss how it relates to scarcity in our world and
economy.
Accommodations:
1.
For a child on the autism spectrum, I am using peer ability grouping to choose who will be in the groups so they can
learn from their classmates and feel free to input their ideas into the activity.
2. For a student that is a ELL I will meet their needs by the various hands on activities and the integration of group work.
I can also provide an index card with the previous learned terms and definitions of it. I can give them the index card
the day before this lesson and have a conversation with them that we will be doing a fun activity with these terms
tomorrow so that they feel more comfortable with the terms.
Assessment/Evaluation:
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I will be using the ball term review activity to assess the students understanding of previously learned terms.
§
The group activity will be assessed by observing the students and seeing if they are synthesizing the previous content
mastered by putting it into action. This will be assessed by using a rubric that is attached.
§
I will use the text messages to assess the class as a whole to see what they know about scarcity and interdependence.