EDUC 2220- Educational Technology Lesson Plan

Why Cant we Have it ALL?

Davin Lambert
Sixth Grade Social Studies

Common Core Standards:

GRADE SIX:
Theme: Regions and People of the Eastern Hemisphere
Strand: Economics
Topic: Scarcity There are not enough resources to produce all the goods and services
that people desire.
Content Statement 14: When regions and/or countries specialize, global trade occurs.
Content Elaborations: Study of specialization begins in grade five as students study the
reasons individuals and societies specialize in the production of goods and services.
Sixth-grade students build on the understanding that the limited availability of
productive resources leads to specialization as they study how and why specialization
leads to trade on a global scale. When regions and/or countries specialize in the
production of a limited number of goods and services, they must trade to obtain
goods and services they want but do not or cannot produce. Students can investigate
examples of trade within the Eastern Hemisphere and globally, tracking the production
and sale of goods and services using economic data. For example, students can use
economic data to discuss the production and consumption of oil, agricultural
products (e.g., coffee, soybeans) or manufactured items (e.g., toys, clothing).
Instructional Strategies: Identify several countries that are trading partners. Have
students explain why these countries depend on each other and create a map to
visually show the trading relationship between the countries. Color-code and label the
lines to indicate imports and exports. Ask students to hypothesize what would happen
if one of the countries stopped trading with the others or were unable to produce a
particular product. Have students investigate where items in the classroom and their
homes were made. In mixed-ability groups, have students locate and graph where
numerous items in the classroom were made. Students can independently research
numerous items at home and graph the location of where those items were made.
Discuss the relationship between resources available in world regions with the items
produced in those regions. Discuss how availability of resources leads to
specialization and global trade.
Essential Questions: Why cant people have everything they want?

Lesson Summary:
This lesson is to help the students understand, resources are limited. Availability productive
resources leads to specialization. Students will be able to see how and why specialization
leads to trade on a global scale. Students will learn why countries depend on each other and
what part of the globe the resource is coming. Class will have knowledge of scarcity is why
people cannot have everything they want.
Estimated Duration:
Approximately three 50 minute class periods and about another 50 minutes at home or
during free time on their BYOD (Bring Your Own Device).

Commentary:
This lesson is geared towards the students understanding and feeling what it is like to NOT
have something available to them. I will help them understand Capital Resources as well as
Natural Resources and the limit of such goods (scarcity). In order for the students to truly
grasp the idea of scarcity, some students might get upset that they are not able to use the
same resource their classmates were due to scarcity. The students will be hooked when
they have to see their fellow student not have the same resource that everyone else was
allowed and able to have.

Instructional Procedures:
Day 1:
First 20 minutes will be asking the class to provide examples of a product or good. Whether
or not it is limited or unlimited. Does the product or good renew? How long? Is it possible
this product or good will ever run out?
Next 20 minutes I will have students guess or share where they think particular products or
goods come from.

Last 10 minutes I will give the students their assignment. Go home and look at anything in
your household and see where it is manufactured. Come back for the next class with at least
10 things and where they were produced.
Homework/Free Time work: Students will be asked to scan QR Code and follow directions.
The QR code will be a link to Kahn Academy. HW/FTW is my way of assessing what the
students know, dont know, and how much or little they know in the world of economics.
Day2:
First 20 minutes I will have a map of the globe in front of the classroom. I will provide 10 pins
to each student to stick a pin where each item they found at home was manufactured.
Next 20 minutes I will discuss some key areas on the globe that have more pins than others.
Regions, Continents, countries etc.
Last 10 minutes I will go over that countries resource and what would happen if that resource
was no longer available or there was not enough of the resource to meet demands
(Scarcity).
Day 3:
30 minutes to summarize what we learned about the last couple days. This lecture will be
personalized based on the answers provided in the quiz taken Day 2 on Kahn Academy.
Would like to use a hands on economics example here (not sure if I am allowed to use
examples found on pinterest or teachers blogs).

Pre-Assessment:
There will be a pre-assessment before the second day. Students will be asked to use QR
code to take them to Kahn Academy to learn Scarcity, Possibilities, Preferences and
Opportunity Cost video. First thing on second day the kids will open up their devices and
once again click a QR code that will take you to 10 questions to be answered based on Kahn
Academy lesson.

Scoring Guidelines:
The scoring will be based on in class participation, Day 2 results, and ability to define and/or
use the examples of resources and how one can derive to scarcity.
Of course I will conducting ongoing assessments throughout the lesson. I have some QR
codes for students self assessments. They can click all of them or just the specific term they

are not quite sure about. I have access to who clicked the code, what code they clicked, how
long they watched the video and if they were able to answer the pop up questions that were
presented.
Post-Assessment:
At the end of the 30 minutes on Day 3, if more time is needed to explain one of the terms
then I will have an extra 30 minutes available just in case. The students will be encouraged
to do an exit interview (basically an evaluation). This allows the kids to have input on what
the students younger and upcoming will see when they go over the same unit. I am
confident the hands-on class project will allow each student to visualize and put terms in real
life examples.

Scoring Guidelines:
The students that truly are having difficulties with this lesson will bne met with one-on-one.
However keep in mind the students are being assessed throughout the lesson. Via, Kahn
Academy, interactive quiz, QR Code brush ups (video lesson on each specific term in
lesson. Also, keep in mind, I will know if the student has put in their needed effort to master
or at minimum become a novice on the world of economics.

Differentiated Instructional Support

The QR Codes help to alleviate this problem. I can have multiple QR codes linked to
multiple examples. The slower and ESL students can use their device to click and watch the
brush-ups as many times as needed. I will also have a QR code with an advanced video
and example. I typically allow for extra credit at the end of a lesson. I try to make the
Become a SME (subject matter expert) question/task or video be an example or term
defined in a fun real world example.

Extension
http://www.econedlink.org/tool/194/

This Econ Education Link allows the students to explore economics. Videos, quizzes and
interactive tools are just some of the learning tools you will find at link.

Homework Options and Home Connections

My lessons are very technology-centric. I am a teacher who really embraces the benefits to
using the technology provided or available. In the classroom is only planting the seed of
knowledge. The technology tools become the water and miracle grow for the student brain.
Kind of like a Chia pet.

Interdisciplinary Connections
During this lesson the students will be using and learning much more than only Social
Studies.
Economics is discussed and a huge part of this lesson. Students will be well prepared for
their Econ class they take in the later years of formal education.
Mathematics is another subject matter that crosses over when discussing economics and/or
Resource Scarcity.

Materials and Resources:

For teachers

Become comfortable with QR codes and embedded links

within the internet.
Embrace technology. Make it a part of the learning team. The
kids are on the devices already, we might as well encourage
them to learn.

For
students

Students need only bring a positive open minded

attitude. Their devices are required in all of my
classes.

Key Vocabulary
BYOD- Bring Your Own Device
Brush-up(s)- 5 minute or less project/sample/lecture can be anything to help students
knowledge.
QR Codes- Funky looking computer code many see in advertising. Used extensively in my
courses.

Additional Notes
Doing this assignment has got me more excited than ever. Its funny because my kids catch
me at home looking at Blogs, Pinterest, and Kahn Academy. My 13 year old calls me a dork.
There was a couple things I was not clear on wihen it comes to this assignment. I emailed
them to you but it was also the day it was due. Unfortunately this is the first moment I have
had to get this assignment started and complete. A lot of thinking and personal brain
storming the last several weeks knowing this assignment was coming. Am I allowed to use
games/activities I find on pinterest or teacher blogs? I do not envy you having to grade all of
these.
Any additional information about your lesson- or notes for me- go here!