C3 Unit

Second Grade
What happens when there is not enough of something we want?
Laura Simmons
C3 Brainstorming Template Name: Laura Simmons
The term “Inquiry” is used to represent the entire unit that would be used with students to explore and
answer the compelling question.

State Standards that could be addressed in this inquiry:

2.5.3 Explain how scarcity of resources and opportunity cost require people to make choices to satisfy
wants and needs

Social Studies Disciplinary Concept and NCSS content standard: (Civics, Geography, Economics,
or History) – D2. Eco.1. K-2. Explain how scarcity necessitates decision making

Compelling Question: What happens when there’s not enough of something we want?

Supporting Question 1: Supporting Question 2: Supporting Question 3:

What are needs vs. wants? What is scarcity? How as good citizens can we be
Some examples? prepared for scarcity?
Research Evidence: Find 2 publications (journal article, text book, scholarly web-site) which
provide evidence-based teaching practices which support part of your lesson plans. Provide a copy
of each publication and highlight specific parts of the publication which you used to support
teaching plans.
Formative Performance Task 1: Formative Performance Task 2: Formative Performance Task 3:
This assessment is a simple fill in This assessment is a “make a This assessment for this lesson
the blank quiz. The assessments choice” worksheet. It asks will be a checklist based on the
ask students to recall or come up students to make choices, by their in class activity which asks
with three examples of a need determining wants versus needs, the students to go through a
and three examples of a want. to buy what they can with $5.00. Walmart circular and choose
The assessment will be score out The assessment will be scored items. The checklist will be
of 6. out of 5. scored out of 5.
Featured Source(s) Featured Source(s) Featured Source(s)
The primary source is candy and The secondary The primary
fruit to show real examples of source for this source for this
goods as wants and needs. lesson plan is the lesson is a
book, “A Bargain Walmart
For Frances,” by weekly
Russell Hoban. circular.
Summative Performance Task:
For the summative performance task students will be asked to create a poster or tri-fold boar, at home,
that showcases wants versus needs, scarcity, and opportunity cost. The students will be graded based on a
rubric. See the attached rubric for the poster criteria.
Taking Informed Action/Publishing Results:
The students will share their findings by displaying their posters in the hallways and at parent teacher
conference night. They can use their scarcity planning skills to have a food drive for the community.
Summative Performance Task: POSTER NAME: ______________________

RUBRIC: Students will receive two points for full credit, one point for half credit, and zero points for missing
elements.

_______ 1. Name written on the poster

_______ 2. Poster title – creativity will be given bonus points!

_______ 3. Definition of a need

_______ 4. Definition of a want

_______ 5. 3 picture examples of wants (printed or hand drawn)

_______ 6. 3 picture examples of needs (printed or hand drawn)

_______ 7. Explanation of scarcity

_______ 8. Explanation of opportunity cost

_______ 9. Example of opportunity cost

_______10. Idea for how to plan for scarcity

Total: _________ out of 20

Citations for Research Evidence:

Gallagher, S., & Hodges, S. (2010). Let’s teach students to prioritize: Recognizing “wants” and “needs.” Social
Studies and the Young Learner, 22, 14-16. Retrieved from
https://www.socialstudies.org/publications/ssyl/januaryfebruary2010/lets_teach_students_to_prioritize_rec
onsidering_wants_and_needs

Meszaros, B.T., & Evans, S. (2010). It’s never too early: Why economics education in the elementary
classroom. Social Studies and the Young Learner, 22, 4-7. Retrieved from
https://www.socialstudies.org/publications/ssyl/januaryfebruary2010/its_never_too_early_for_economics_
education
Summative Performance Task

For the summative performance task students will be asked to create a poster or tri-fold boar, at home, that
showcases wants versus needs, scarcity, and opportunity cost. The students will be graded based on a rubric.
See the attached rubric for the poster criteria.
EDCI 3127 Elementary Socials Studies Methods Comprehensive Lesson Plan Template

COMPREHENSIVE LESSON PLAN TEMPLATE

Student Name: Laura Simmons Date Submitted:
3-16-18
Grade Level: 2nd grade

LESSON BASICS
Meaningful Topic/Big Idea: Length of Lesson:
Wants versus Needs 40 minutes
Standards (at least 1 LA and 1 Common Core): Depth of Knowledge (Revised
2.5.3 Explain how scarcity of resources and opportunity cost require Bloom’s Taxonomy):
people to make choices to satisfy wants and needs. ☐1. Remember and/or Understand
☐2. Apply and/or Analyze
☐3. Evaluate and/or Create

Essential Question (turn your objective into a question and add a little detail):
What are wants and needs and how do I see them in my life?
Objective(s)- (What will the student be able to do at the end of the lesson?) “T.S.W.”
The student will be able to state the difference between wants and needs by providing examples of each
based on their understandings from the picture activity.
Assessment plan (must connect directly to essential question and objective- How will you know
students learned the objective?)
The assessment, attached at the end, asks students to either recall or come up with three examples of a
need and three examples of a want.
Required Materials/Equipment/Technology/Community Resources:
The book (Johnny’s Decisions), printed copies of the worksheet, loose leaf, printed copies of the
assessment, computer and projector for pictures, pencils, markers, and crayons.
Prior Knowledge/ Connections: Required Vocabulary:
Basic idea of what goods are. Want
Good
Literature Connection (Book Information, Cover, brief detail about book):

Johnny’s Decisions by Jeff Felardo is about a little boy named Johnny

who goes through a few days making decisions and considering all of his options and weighing pros
and cons before making any decisions let alone one in which he makes a purchase. This book is great
for talking about wants versus needs.

Scripted questions- Pre-planned questions that will stimulate higher-order thinking:

a. What does it mean to you when I say this item is a want?
b. Why do you think we have to split up items or things into wants and needs?
c. What are some things that would cause us to only be able to get our needs?
ACTIVITY PLAN
1. Warm-up/Review/Connections – This must include a visual.:
For the warmup read the book, Johnny’s Decisions, and then discuss with the students what they got out
of the book. Accept all of their answers as this should just be a time to get their brains going and ready to
learn about the topic.
2. Introduction to Content/Explanation:
Tell the students, “okay boys and girls, now that we have read the book, I think you all might have an idea
about what we are going to learn today. (some students may respond here) We are going to focus on
wants and needs. Raise your hard if you have ever heard someone use these terms. Can anyone give me
an example of how they have heard those words used?” Give time for the students to answer.
3. Presentation/Model the Learning Process (Teacher models):
Begin by explaining what a want and a need are. Then use the projector and computer to show the images
attached at the end of the document entitled ‘pictures for presentation’. When showing the first three
pictures explain to students if the picture is a need or a want and why. Also use a bag of M&Ms and a
piece of fruit a real physical examples of a want and a need.
4. Scaffolded/Guided Concrete Practice (Teacher and students work together):
For the rest of the pictures have the students answer and explain why they are needs or wants.
5. Communicative/Collaborative Concrete Practice and Grouping Strategies (Students
work together):
Have the students get into groups of 3. Have them use a sheet of loose leaf to collectively write down a
list of 9 wants and 9 goods. Once the group has the list send them back to their individual desks.

6. Independent Concrete Practice/Application (Student works individually):

Ask the students now to come up with one more good and one more want on their own. Once this has
been completed have the students pass up their papers. If time allows, go through some of these lists
during the wrap-up/ concluding activity.
7. Differentiation: Provide modifications for higher and lower performing students:
For groups that work faster let them come up with as many needs and wants as they please. For the
students who need more time, make sure they are with groups who will be willing to help them.
8. Assessment (Restate and elaborate on previous assessment explanation):
The attached assessment should be given out now. This should be completed individually. This is done in
order to ensure that the students understand the difference between a want and a need.
9. Wrap-up/Concluding Activity:
Restate the definitions of want and need. Then go through some examples that the students wrote down
on their lists and discuss them with the class.
10. Idea for service learning (How could this topic be brought outside of the classroom and positively
affect the world?) This topic is great to connect to the community as students would be able to gather
‘needs’ and donate them to a locate shelter.
 11. Ideas for class speaker/guest or field trip:
An idea for a speaker would be for a classroom parent or guardian to come in a talk about how wants and
needs are different for everyone and give or bring their own examples.
12. Instructor Reflection (For EDCI 3127, this will only be completed after teaching lesson in field
experience classroom):
What went well? Click here to enter text.
What did not go as planned? Click here to enter text.
What should change? Click here to enter text.
What should be addressed in future lessons? Click here to enter text.

Pictures for Presentation

Formative Performance Task 1:

NEEDS VS. WANTS: NAME: ____________________

List three things that are a WANT:

1. __________________________________

2. __________________________________

3. __________________________________

List three things that are a NEED:

1. __________________________________

2. __________________________________

3. __________________________________

Evaluation Plan: This is be graded out of 6. One point for each correct example given.
Featured source(s): Bag of M&Ms and a piece of fruit.
EDCI 3127 Elementary Socials Studies Methods Comprehensive Lesson Plan Template

COMPREHENSIVE LESSON PLAN TEMPLATE

Student Name: Laura Simmons Date Submitted:
3-16-18
Grade Level: 2nd Grade

LESSON BASICS
Meaningful Topic/Big Idea: Length of Lesson:
What is scarcity? 40 minutes
Standards (at least 1 LA and 1 Common Core): Depth of Knowledge (Revised
2.5.3 Explain how scarcity of resources and opportunity cost require Bloom’s Taxonomy):
people to make choices to satisfy wants and needs. ☐1. Remember and/or Understand
☐2. Apply and/or Analyze
☐3. Evaluate and/or Create

Essential Question (turn your objective into a question and add a little detail):
What is scarcity and what are some examples?
Objective(s)- (What will the student be able to do at the end of the lesson?) “T.S.W.”
The students will define scarcity and make choices as they correctly complete their “make a choice”
activity.
Assessment plan (must connect directly to essential question and objective- How will you know
students learned the objective?)
This assessment is a “make a choice” worksheet. It asks students to make choices, by determining wants
versus needs, to buy what they can with $5.00. The assessment sheet is attached at the end.
Required Materials/Equipment/Technology/Community Resources:
The Book, A bargain for Frances, assortment of stickers (enough for each student to have three), pencils
(1 each), Make a Choice Worksheet, computer, projector, picture presentation.
Prior Knowledge/ Connections: Required Vocabulary:
Want and needs from the previous lesson Scarcity
Want
Need
Choice
Exchange
Decisions
Literature Connection (Book Information, Cover, brief detail about book):
This book, A Bargain for Frances, by Russell Hoban, it about Frances and the choices he must make with
his money and all his decisions. The book also ties in exchanges. It is appropriate for kindergarten
through third grade.
Scripted questions- Pre-planned questions that will stimulate higher-order thinking:
a. Why do people have to make choices?
b. Why do you think people exchange items?
c. When a choice is made, what else has to happen?
ACTIVITY PLAN
1. Warm-up/Review/Connections – This must include a visual.:
Say to students, “Hello, remember yesterday when we talked about wants and needs, today we are going
to talk more about the choices we have to make.” (The visual for this is tied in with the introduction
because it is the book)

2. Introduction to Content/Explanation:
“We are going to read a new book today!” Read the story of A Bargain for Frances. Let the students
discuss, asking them what they saw or heard. Let them find some text evidence to support their answers.

3. Presentation/Model the Learning Process (Teacher models):

Say to students, “so boys and girls I want to show you some examples”. Show the students the sets of
pictures telling them you currently have the first picture but you want the second. Ask, “what would you
have to do?” Do this for the first three sets.

4. Scaffolded/Guided Concrete Practice (Teacher and students work together):

Then introduce money. The idea of choosing certain items because you only have a certain amount of
money. Use the fourth and fifth sets of pictures to explain this and get the students to help understand by
asking a lot of, “well why or what makes you think that?”

5. Communicative/Collaborative Concrete Practice and Grouping Strategies (Students

work together):
Now we are going to do a fun activity. Pass out the stickers (three per student). Explain that in the next
five minutes you will be able to either keep your three stickers or trade them amongst your friends. If you
exchange stickers you can exchange only one sticker for one sticker. You may now begin!

6. Independent Concrete Practice/Application (Student works individually):

Have the students come back to their desks. “I want you think about what you did in the last five minutes.
What choices did you make? What did you get and what did you give up? Think-pair-share and tell your
face partner what choices you made.”
7. Differentiation: Provide modifications for higher and lower performing students:
Higher students can continue to circulate and trade stickers. Students who need more help or time may
need to have a buddy during this activity or just be closely monitored.
8. Assessment (Restate and elaborate on previous assessment explanation):
The assessment should be given out now. It will test to see if the students do understand choice, wants
versus needs and scarcity with money.

9. Wrap-up/Concluding Activity:
Wrap-up by asking students to share what they learned. The three higher order questions at the top of
the document. With whatever time remains let them share about their stickers and the choices they
made.

10. Idea for service learning (How could this topic be brought outside of the classroom and positively
affect the world?) The service learning project could be that the class starting collecting coins in a water
jug, as it will make them think about their choices and choose to save and sacrifice money for whatever
charity or cause the class deems deserving.
11. Ideas for class speaker/guest or field trip: A guest speaker could perhaps be someone from a bank to
come talk about using money wisely and how to save.

12. Instructor Reflection (For EDCI 3127, this will only be completed after teaching lesson in field
experience classroom):
What went well? Click here to enter text.
What did not go as planned? Click here to enter text.
What should change? Click here to enter text.
What should be addressed in future lessons? Click here to enter text.
Formative Performance Task 2
Evaluation Plan:
NAME: ____________________________

The student’s Make a Choice assessment will be graded as follows:

________ 1 point for coloring the pictures
________ 1 point for circling their choices
________ 2 points for correctly answering question #1 in a complete sentence
________ 2 points for correctly answering question #2 in a complete sentence

TOTAL SCORE: ___________ out of 6

Featured Source: The book that was read during the lesson, A Bargain for Frances
EDCI 3127 Elementary Socials Studies Methods Comprehensive Lesson Plan Template

COMPREHENSIVE LESSON PLAN TEMPLATE

Student Name: Laura Simmons Date Submitted:
3-16-18
Grade Level: 2nd Grade

LESSON BASICS
Meaningful Topic/Big Idea: Length of Lesson:
How to handle scarcity as a good citizen by being prepared 40 minutes
Standards (at least 1 LA and 1 Common Core): Depth of Knowledge (Revised
2.5.3 Explain how scarcity of resources and opportunity cost require Bloom’s Taxonomy):
people to make choices to satisfy wants and needs ☐1. Remember and/or Understand
2.4.2 Describe the responsibilities of citizens in the United States ☐2. Apply and/or Analyze
☐3. Evaluate and/or Create

Essential Question (turn your objective into a question and add a little detail):
What can we do as responsible citizens to prepare for scarcity?
Objective(s)- (What will the student be able to do at the end of the lesson?) “T.S.W.”
The learner will be able to explain practical ways in which to be a good citizen prepared for scarcity
based on the choices they make during their activity.
Assessment plan (must connect directly to essential question and objective- How will you know
students learned the objective?)
This assessment for this lesson will be a checklist based on the their in class activity which asks the
students to go through a Walmart circular and choose items. The checklist will be scored out of 5.
Required Materials/Equipment/Technology/Community Resources:
The book (One Hen), Walmart weekly circular (one copy per student), pencils, markers, and loose leaf
paper.
Prior Knowledge/ Connections: Required Vocabulary:
The previous two lesson which talk about wants Want, good, need, scarcity, choices, citizen,
versus needs, making choices, scarcity. Also citizenship, aid, and loan.
students should cover the unit on citizenship
first.
Literature Connection (Book Information, Cover, brief detail about book):
This book by Katie Smith Milway is a little family in a village in Ghana and their
precious hen. They start off with very little but through making choices they
turn a small loan into a large farm.
Scripted questions- Pre-planned questions that will stimulate higher-order thinking:
a. How do you explain scarcity and how does it affect people?
b. What happens when we have to make choices?
c. What ways can people be prepared for scarcity?
ACTIVITY PLAN
1. Warm-up/Review/Connections – This must include a visual.:
As a warm up, the students will be shown their make a choice worksheet that they had previously
complete. The teacher will ask the students, “who can explain to me what you did in this activity?” Let the
students share for a while. Make sure them talk about want versus needs, making choices, and
opportunity costs.
2. Introduction to Content/Explanation:
For the introduction, just speak with the students and tell them that today we are going to be building off
of that activity and learning a little bit more about making choices.
3. Presentation/Model the Learning Process (Teacher models):
Talk to the students about scarcity. Begin by explaining that in the make a choice activity they had to make
choices based on the amount of money. So in this instance, money was scarce. It was the reason choices
had to be made.
4. Scaffolded/Guided Concrete Practice (Teacher and students work together):
Begin the activity, by passing out the Walmart ads, markers, looseleaf, and pencils. Give the students a set
budget. This can change based on the level of math the students can handle. Ask the students a few
questions before they are allowed to begin “shopping.” “What should you get first? What do you think
might become scarce that you should get? Are you going to try to save any money?” Don’t take answers
just let the students think.
5. Communicative/Collaborative Concrete Practice and Grouping Strategies (Students
work together):
Now allow students to brainstorm with their tables to talk about the questions that were just asked. Give
them about 5-8 minutes so every student will be able to share with one another. Remind them to give
their reasoning and not just an answer.
6. Independent Concrete Practice/Application (Student works individually):
Now give the students 15-20 minutes to go through their circular and make their choices.

7. Differentiation: Provide modifications for higher and lower performing students:

For students who are lower performing, they may need to work with a partner or be given more time to
complete the assignment.
For higher performing students, encourage them write down their reasoning for their choices on their
looseleaf.
8. Assessment (Restate and elaborate on previous assessment explanation):
The assessment is a checklist that is based on the activity that the students completed.

9. Wrap-up/Concluding Activity:
Have the students share their different choices and their reasoning behind their actions.
10. Idea for service learning (How could this topic be brought outside of the classroom and positively
affect the world?) The students could use their skills to save their money and then plan a shopping trip and
give the goods to a shelter.
11. Ideas for class speaker/guest or field trip:
A good speaker would be a financial planner to come break down what all the community project would
require.
 12. Instructor Reflection (For EDCI 3127, this will only be completed after teaching lesson in field
experience classroom):
What went well? Click here to enter text.
What did not go as planned? Click here to enter text.
What should change? Click here to enter text.
What should be addressed in future lessons? Click here to enter text.

Formative Performance Task 3 – The circular activity is the task for this lesson plan.
Evaluation Plan: The following checklist will be used to grade the task.
RUBRIC: Students will receive one point for full credit, half of a point for partial credit, and zero points for
missing elements.
_______ 1. Name written on the loose-leaf

_______ 2. List of items chosen

_______ 3. Explanation of chosen items

_______ 4. Any money saved? Why or why not

_______ 5. What items do you think will be scarce? Why?

Total: _________ out of 5

Featured Source: The Walmart weekly circular.