Title of Unit: Making Economic Choices Title of Lesson: Making Choices Submitted By: Jessica Solomon

A. Summary of the Lesson Plan: This social studies lesson focuses on money, bartering, and making a budget. This lesson uses the 3rd Grade Houghton Mifflin Social Studies Textbook Communities (p. 274-279). B. Target Population: Grade Level: 3rd Grade Skill Level: students at all learning levels Grouping: whole group reading and discussion, pairs for activity and assessment C. Materials: Vocabulary and Study Guide (Unit Resources p. 78) for each student- see last page of lesson plan for sample Reading Skill and Strategy (Unit Resources p. 77) for each student- see last page of lesson plan for sample Houghton Mifflin 3rd Grade Social Studies Book: Communities (p. 274-279) Paper and pencils D. Objectives: o NV State Social Studies Standards E9.3.1 Identify needs as high priority wants, and wants as goods, services, or leisure activities.

Student-Friendly Standards E9.3.1 - I can tell how a person makes choices about what to buy.

E. Procedure: 1. Refer to notes on TE 274 Get Set to Read. Explain the Study Guide students will complete as we read. Call students attention to Marisa Makes a Choice on p. 274. Complete the Reading Skill and Strategy worksheet as a class as we read. Identify & discuss students experiences of having to make an economic choice. Introduce vocabulary (opportunity cost, competition, scarcity).

2. As a class, read p. 274-277, stopping to ask questions as indicated in the margins of the TE.
Nevada State College EDEL 453 - Spring 2013 Karen Powell- Instructor page 1

Title of Unit: Making Economic Choices Title of Lesson: Making Choices Submitted By: Jessica Solomon

3. Students should take notes and record information on their Study Guide while we are reading. They can continue working on it when we finish reading. 4. Ask questions listed in the margins of the TE as an ongoing check for understanding. Focus on these questions about making choices: (TE 275) What did Marisa think about before making her choice? (TE 275) What does the chart tell about opportunity cost? Why is an opportunity cost necessary? (TE 275) What is one way stores compete for buyers? (TE 276) What does it mean to say there is a scarcity of something? (After paragraph 2 on p. 277) What choices did Marisa make? (Review question #4) Why does scarcity cause some buyers to make tough choices?

5. CLOSURE: Discuss the three statements in the Review and Assess section of TE 277. F. Assessment: What will you use to measure student understanding? Write Letters (TE 276) Pair students. Have each write a letter from Marisa to a friend, telling the friend about another choice Marisa has to make and asking for advice. Have students exchange letters and write a letter from the friend to Marisa that gives her advice. First review letter format before the students begin to write. Explain how you will know students understand the concepts from the lesson. Students will be able to explain how to make a choice about what to buy by giving Marisa good advice. G. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? I think the group discussion aspect will be the easiest part of the lesson. The group discussion would allow students to learn from each other and hear things from a different perspective. 2. Which part will be most challenging for you to teach?

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 2

Title of Unit: Making Economic Choices Title of Lesson: Making Choices Submitted By: Jessica Solomon

I think the most difficult part of this lesson as far as teaching goes would be to ensure my students grasp the concept. Many kids will assume that as long as they have money, 3. How will you follow up or extend this lesson? In order to extend the lesson, we will as a class do the Extend Lesson 2 Tricks of the Trade on p. 278-279. 4. What will you do for students who dont grasp the concepts? I would pull any students that did not grasp the concepts aside and we would work on the Reteach Mini Lesson described at the bottom of TE 277. We would work together to make a web of the making choices. 5. Which part of the lesson, if any, do you think might need to change? I honestly do not believe any part of the lesson needs to change. I think this is a great lesson to teach students about making economic choices. 6. When you were writing this lesson plan, what was the most difficult part? The most difficult part of this lesson was in choosing the Nevada state standard. The standards for this grade level did not completely match up with making choices about what to buy.

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 3

Title of Unit: Making Economic Choices Title of Lesson: Making Choices Submitted By: Jessica Solomon

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 4

Title of Unit: Making Economic Choices Title of Lesson: Making Choices Submitted By: Jessica Solomon

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 5