Grade 3
Social Studies
Unit: 10
Lesson: 02
Suggested Duration: 4 days
Grade 03 Social Studies Unit 10 Exemplar Lesson 02: What if What We Need Is Scarce?
This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by
supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a
recommendation, and districts may modify the time frame to meet students’ needs. To better understand how your district may be implementing
CSCOPE lessons, please contact your child’s teacher. (For your convenience, please find linked the TEA Commissioner’s List of State Board of
Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.)
Lesson Synopsis
In the lesson, students will learn about how shortages of resources or high demand can impact the price of goods in the market and the supply of
products on the manufacturing side.
TEKS
The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by
Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent
unit. The TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148.
3.7
Economics. The student understands the concept of the free enterprise system. The student is expected to:
3.7A Define and identify examples of scarcity.
3.7B Explain the impact of scarcity on the production, distribution, and consumption of goods and services.
3.7C Explain the concept of a free market as it relates to the U.S. free enterprise system.
3.8
Economics. The student understands how businesses operate in the U.S. free enterprise system. The student is
expected to:
3.8B Explain how supply and demand affect the price of a good or service.
Social Studies Skills TEKS
3.17
Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a
variety of valid sources, including electronic technology. The student is expected to:
3.17D Use various parts of a source, including the table of contents, glossary, and index as well as keyword Internet
searches, to locate information.
3.18
Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
3.18B Use technology to create written and visual material such as stories, poems, pictures, maps, and graphic
organizers to express ideas.
GETTING READY FOR INSTRUCTION
Performance Indicators
Grade 03 Social Studies Unit 10 PI 02
Choose three items that are scarce (examples: video game, electronic device or gasoline) and write a poem or song explaining the effects of scarcity on production,
distribution and consumption.
Standard(s): 3.7A , 3.7B , 3.7C , 3.17D
ELPS ELPS.c.5G
Key Understandings
Scarcity affects choices people and businesses make in an interdependent economy like the free enterprise system.
— What are some examples of scarcity?
— What is the impact of scarcity on the production, distribution, and consumption of goods and services?
— What is the U.S. free enterprise system?
— How are prices of a good/service affected by supply/demand?
Vocabulary of Instruction
scarcity
interdependence
Last Updated 05/10/13
Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISD
production
distribution
consumption
free enterprise
page 1 of 11 Grade 3
Social Studies
Unit: 10
Lesson: 02
Suggested Duration: 4 days
Materials
Refer to Notes for Teacher section for materials.
Attachments
All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment,
attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the
public website.
Teacher Resource: Scarcity Game Instructions
Handout: Scarcity Game Tokens (consider tokens of your choosing to place in envelopes for game)
Teacher Resource: Corn Has Become Expensive
Handout: Renewable Resource List (1 copy per student)
Teacher Resource: Renewable Resource List KEY
Resources
None identified
Advance Preparation
1.
2.
3.
4.
5.
Become familiar with content and procedures for the lesson, including scarcity, supply/demand, and wants/needs.
Refer to the Instructional Focus Document for specific content to include in the lesson.
Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson.
Preview available resources and websites according to district guidelines.
Prepare materials and handouts as needed.
Background Information
Students began studying the economic concepts in Lesson 1 that will be expanded in Lesson 2.
GETTING READY FOR INSTRUCTION
Teachers are encouraged to supplement and substitute resources, materials, and activities to meet the needs of learners. These lessons are one
approach to teaching the TEKS/Specificity as well as addressing the Performance Indicators associated with each unit. District personnel may create
original lessons using the Content Creator in the Tools Tab. All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My
Content” area.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
Notes for Teacher
ENGAGE – Just Playing Scarce
NOTE: 1 Day = 50 minutes
Suggested Day 1 – 10 minutes
1. Distribute envelopes of tokens from the Handout: Scarcity Game Tokens and
explain the rules to students
Materials:
envelopes (for Scarcity Game tokens)
2. Students play the Scarcity Game. Explain the directions from the Teacher Resource:
Scarcity Game Instructions
3. Facilitate a class discussion at the conclusion of the game reviewing the concept of
scarcity and the impact of demand exceeding supply.
4. Ask students questions such as:
What are some examples of scarcity?
What resources or products do they think are scarce? gasoline, water,
certain toys or video games – especially during the holiday season
Attachments:
Handout Scarcity Game Tokens
Teacher Resource: Scarcity Game Instructions
Purpose:
Following the directions in the Teacher Resource:
Scarcity Game Instructions, create envelopes of
tokens from the Handout: Scarcity Game Tokens
or using other tokens made for the game. Students
use the Scarcity Game to discover what happens
when demand exceeds supply. Each time they play
the outcome will be different but the process should
be the same.
TEKS: 3.7A, 3.7B
Last Updated 05/10/13
Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISD
page 2 of 11 Grade 3
Social Studies
Unit: 10
Lesson: 02
Suggested Duration: 4 days
EXPLORE – Corn­a­Plenty, or Not
Suggested Day 1 (continued) – 20 minutes
1. Ask students if they have ever noticed that some foods are scarce.
Material:
Give an example of one such as: sometimes if a certain food (like milk) is
scarce, it can cause other foods to cost more. For instance, milk is an
ingredient in ice cream, so the price of ice cream can go up. Explain to
students that they are going to research the food corn to find out if it is
abundant, or scarce. If it is abundant the price will be low, if it is scarce
the price will be high.
2. Read aloud to students the Teacher Resource: Corn Has Become Expensive.
3. Using the Internet and current events resources, students research, develop, and
record ideas about scarcity, supply and demand.
4. Guide student research of this year’s corn crops to discover:
Is corn abundant or scarce this year?
What factors affect the price of corn?
What are the products and by-products of corn?
Research Resources for Corn and Drought (l copy
per student) or post on the board.
Attachments:
Teacher Resource: Corn Has Become
Expensive
TEKS: 3.7A, 3.7B; 3.8B; 3.17D; 3.18B
Instructional Note:
Remind students to make use of the parts of their
sources such as the table of contents, the glossary,
and the index looking for key words such as
scarcity, distribution and production.
Consider a list of possible Internet sites for sources
of student research. Consider using the links in the
Resources and References section as well as
district-approved resources.
EXPLAIN – Watch that Corn Move
Suggested Day 1 (continued) – 20 minutes
1. Students use information from their research to create a simple flow chart to explain
supply and demand of corn.
Materials:
2. In pairs, students will use information from their research to design a more detailed
flow chart using arrows and shapes to demonstrate how the cycle of water and corn
effects the production of one certain product such as milk or a hamburger.
3. Student pairs should write a sentence explaining a question such as:
What is the impact of scarcity on the production, distribution, and
consumption of goods and services?
How are prices of a good/service affected by supply/demand?
white paper
map pencils for drawing charts
TEKS: 3.7A, 3.7B, 3.7C; 3.8B; 3.17D; 3.18B
Instructional Note:
Students may use technology to create flow charts.
Consider modeling a similar flow chart for the class
before the students begin working on their flow
chart.
4. Using both or one chart, student pairs will share and explain to another pair the effect
of scarcity on supply and demand.
EXPLORE – Sorting Our Resources
Suggested Day 2 – 20 minutes
1. Explain that some resources are renewable (can be used and recreated such as
wood) and some are not renewable (e.g., when the resource is used, it is
exhausted/consumed, like oil)
Attachments:
2. Students research to create a chart using the Handout: Renewable Resources
List (1 copy per student)
Handout: Renewable Resources List (1 copy per
student)
Teacher Resource: Renewable Resources List
KEY
3. In order to list renewable and nonrenewable resources, students may access the
Internet or library to research resources.
TEKS: 3.7B; 3.17D; 3.18B
EXPLAIN – Representing Resources
Suggested Day 2 (continued) – 30 minutes
1. Choosing one renewable and one nonrenewable resource, students use arrows,
words, and shapes to create a chart explaining what they have learned about
renewable or non-renewable resources.
TEKS: 3.7B; 3.17D; 3.18B
2. Students explain the final charts to another student.
3. The class chooses (by voting) the three best examples of charts to post in the
hallway for others to observe (or post all student work if space allows). Example
charts should be easy to understand and the best at explaining the differences of
renewable and nonrenewable resources.
EXPLORE – Free Market
Suggested Day 3 – 15 minutes
1. Explain and review free market as it relates to the U.S. free enterprise system by
listing and explaining the five main principles to students. (Note: The principles are
listed and defined in 3.7C of the IFD.)
TEKS: 3.7C; 3.8B; 3.17D; 3.18B
2. After each principle is explained, students sketch an image that represents the
principle and writes two advantages next to the image.
Last Updated 05/10/13
Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISD
page 3 of 11 Grade 3
Social Studies
Unit: 10
Lesson: 02
Suggested Duration: 4 days
EXPLAIN – Pair Share
Suggested Day 3 (continued) – 15 minutes
1. In pairs, students take turns explaining to each other their reasoning for the images
that were sketched representing each of the principles. They also read and discuss
the two advantages they listed for each of the principles.
TEKS: 3.7C; 3.17D; 3.18B
ELABORATE – Owning a Business
Suggested Day 3 (continued) – 20 minutes
1. While students create their poem, song, or story, continue the discussion by
encouraging students to use what they have learned to answer guided questions.
TEKS: 3.7C; 3.17D; 3.18B
2. Scarcity affects choices people and businesses make in an interdependent
economy like the free enterprise system.
What are some examples of scarcity?
What is the impact of scarcity on the production, distribution, and
consumption of goods and services?
What is the U.S. free enterprise system?
How are prices of a good/service affected by supply/demand?
EVALUATE
Grade 03 Social Studies Unit 10 PI 02
Suggested Day 4 – 50 minutes
TEKS: 3.7A, 3.7B, 3.7C; 3.8B; 3.17D
Choose three items that are scarce (examples: video game, electronic device or gasoline) and write
a poem or song explaining the effects of scarcity on production, distribution and consumption.
Standard(s): 3.7A , 3.7B , 3.7C , 3.17D
ELPS ELPS.c.5G
Last Updated 05/10/13
Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISD
page 4 of 11 Grade 3
Social Studies
Unit: 10 Lesson: 02
Scarcity Game Instructions
Object of the game: Students will experience trading and bartering for an item that is very scarce.
Supplies needed:
 1 envelope per student
 Tokens (printed or real) at least 10 per student
The tokens can be printed, or real things that are of no real value such as paper clips, rubber bands,
stickers, erasers, pencils (even used pencils), chalk, plus only one or two valuable things in only one or
two of the envelopes…such as a small candy bar, or a quarter. You can even put in a penny, nickel, dime
and quarter. Included are homework, water, bathroom, and front of line passes if you choose to use
them. Consider using these or create other tokens that might be meaningful in your classroom.
Directions: Tell the students you are going to play a Scarcity Game. Tell students they may use the token in
their envelope to trade for tokens in other students’ envelopes that they would rather have. The other student
must agree to the trade. You must barter by trading things that you have for things that you want or need.
Explain that at the end of the game no matter what you have traded for, we will play a second time. At the end
of the second time we play the game, we will stop and find out “who has what.”
Tell the students the most scarce items in the game. (drink of water passes? Candy? Whatever you made
scarce.)
To play the Scarcity Game, the teacher gives students sets of tokens placed into envelopes. Give each student
an envelope of tokens and then set the rules for trading. The rules should be simple. The rules can be things
like: you can only trade with one person at a time, you cannot talk, or you can talk in a whisper. Also, SET A
TIME LIMIT using a timer.
Once everyone understands the rules, begin the game. Ready, set, go….and then say STOP! (After about 3-5
minutes.)
Debrief: Discuss with the students what happened in the game. Ask what happens when something is scarce?
What happened in the game when something was scarce?
Ask student to name things in real life that are scarce. (Gasoline? Water in a drought? Sometimes certain toys
at Christmas?)
©2012, TESCCC
05/08/13
page 1 of 1
Grade 3
Social Studies
Unit: 10 Lesson: 02
Scarcity Game Tokens
(consider making your own)
Homework Pass
Homework Pass
Homework Pass
Homework Pass
Homework Pass
Homework Pass
Restroom Pass
Restroom Pass
Restroom Pass
Restroom Pass
Drink of Water Pass
Drink of Water Pass
Redeem for one new pencil Redeem for one new pencil
Redeem for one new pencil Redeem for one new pencil
Redeem for first in line for Redeem for first in line for
lunch
lunch
©2012, TESCCC
11/14/12
page 1 of 2
Grade 3
Social Studies
Unit: 10 Lesson: 02
Redeem for first in line for Redeem for first in line for
lunch
lunch
Redeem for first in line for Redeem for first in line for
lunch
lunch
Redeem for first in line for Redeem for first in line for
lunch
lunch
Redeem for first in line for Redeem for first in line for
lunch
lunch
Redeem for first in line for Redeem for first in line for
recess
recess
Redeem for first in line for Redeem for first in line for
recess
recess
©2012, TESCCC
Help with Homework
Help with Homework
Help with Homework
Help with Homework
11/14/12
page 2 of 2
Grade 3
Social Studies
Unit: 10 Lesson: 02
Corn Has Become Expensive
Facilitate a discussion having students name products that use corn.
Cereal, popcorn, bakery products, baby food, corn on the cob, corny dogs, corn syrup for sweetening
drinks, candy, baked sweets, adhesive (sticky stuff), animal foods, an additive with gasoline
Read to students:
It takes a great deal of water (irrigation or rain) to grow corn. More than most other
crops, corn takes lots of water to grow. When there is a drought (severe lack of rain,)
corn can be scarce that year.
Corn is needed for many things in our world. It is used as cattle feed, human food like
cereal, cornbread, corny dogs, corn syrup, corn oil, popcorn, and by-products like bath
powders, laundry starches, adhesives on stamps and envelopes, and corn starch that
keeps chewing gum from sticking to wrappers. More and more, corn is converted into a
liquid called ethanol that is combined with gasoline to make gasoline cheaper and
cleaner.
Years with droughts lead to smaller corn harvests causing corn prices to increase. Some
products using corn like sweetened drinks become more expensive until the drought is
over. When products are scarce, they become more expensive so the products they are
in become more expensive. Scarcity makes the price go up. The demand is more than
the supply. One result is that people who have money can afford to buy the higher
priced corn, so the amount of available corn is distributed to fewer people who still have
money to buy it.
Because corn during a drought is more expensive, and people want to buy corn products
(demand), if you want those products, you can expect to pay more money for products
such as popcorn at the movie theater, or beef and milk since corn feeds cattle that
produce beef and milk. Even some chickens and pigs are fed corn, and if corn is scarce
then those products will be more expensive, so fried chicken and hot dogs will cost
more money, too. The more people use these products and the more people demand
these products, the less that is available and the higher the price. As gas usage
increases, corn prices increase. The people who can afford to pay more money for corn
products will have them. Some nations that have difficulty feeding its population
©2012, TESCCC
05/08/13
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Grade 3
Social Studies
Unit: 10 Lesson: 02
encounter even greater problems as corn prices rise. People may need to do without
other things so that they can eat.
Farmers who did not have a drought and who could grow lots of corn will be able to get
higher prices for their corn because the corn is scarce. People who could grow corn
during that year may make lots of money. During a rainy year, if many farmers can grow
corn, then lots of corn will be available and distributed. The price of corn will likely go
down. The supply will be closer to meeting the demand.
How can people help with the problem of scarcity when it comes to water? Research a
list of ways you can save water or use less water during a drought when rain and water are scarce.
©2012, TESCCC
05/08/13
page 2 of 2
Grade 3
Social Studies
Unit: 10 Lesson: 02
Renewable Resource List
Renewable Resources
©2012, TESCCC
Nonrenewable Resources
11/14/12
page 1 of 1
Grade 3
Social Studies
Unit: 10 Lesson: 02
Renewable Resources List KEY
Renewable Resources
crops such as corn or wheat, potatoes,
vegetables
Nonrenewable Resources
crude oil
livestock such as cows, chickens, pigs
soil
trees
natural gas
Solar power
coal
wind power
uranium
water?
water?
soil?
soil?
Water as well as other products may be renewable or nonrenewable depending
on the location and rate of consumption. Carefully managed water and soil are
usually considered renewable. In the case of water, some communities remove it
from aquifers and other sources faster than it is replaced. Poor management of
water and soil in certain local areas can lead to water/soil being considered
nonrenewable.
©2012, TESCCC
11/14/12
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