grade 01 social studies unit 09 exemplar lesson 02: … 01 social studies unit 09 exemplar ......

Grade 1

Social Studies

Unit: 09

Lesson: 02

Suggested Duration: 5 days

Grade 01 Social Studies Unit 09 Exemplar Lesson 02: Making DecisionsGrade 01 Social Studies Unit 09 Exemplar Lesson 02: Making Decisions

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 implementingCSCOPE 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 this lesson, students learn how the concept of scarcity applies to choices families make every day. Students identify choices families make because

of the lack of resources and because of wanting more than one can have.

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.

1.7 Economics. The student understands how families meet basic human needs. The student is expected to:

1.7A Describe ways that families meet basic human needs.

1.7B Describe similarities and differences in ways families meet basic human needs.

1.8 Economics. The student understands the concepts of goods and services. The student is expected to:

1.8A Identify examples of goods and services in the home, school, and community.

1.8B Identify ways people exchange goods and services.

1.9 Economics. The student understands the condition of not being able to have all the goods and services one wants.

The student is expected to:

1.9B Explain why wanting more than they can have requires that people make choices.

1.9C Identify examples of choices families make when buying goods and services.

1.14 Citizenship. The student understands important symbols, customs, and celebrations that represent American beliefs

and principles and contribute to our national identity. The student is expected to:

1.14D Explain and practice voting as a way of making choices and decisions.

Social Studies Skills TEKS

1.17 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:

1.17C Sequence and categorize information.

1.18 Social studies skills. The student communicates in oral, visual, and written forms. The student is expected to:

1.18A Express ideas orally based on knowledge and experiences.

1.18B Create and interpret visual and written material.

GETTING READY FOR INSTRUCTION

Performance Indicators

Grade 01 Social Studies Unit 09 PI 02

Create a mobile identifying examples of choices families make when buying goods and services to meet needs and wants when resources are limited. Explain, orally or

in writing, reasons families make these choices.

Standard(s): 1.8A , 1.9B , 1.9C , 1.17C , 1.18A , 1.18B

ELPS ELPS.c.3B

Key Understandings

Limited resources force families to make choices to meet needs and wants when buying goods and services.

— What kinds of resources can be limited?— What kinds of choices do families make when buying goods and services?

Last Updated 05/16/13

Print Date 06/17/2013 Printed By Karen Johnson, MIDLAND ISDpage 1 of 12

http://www.tea.state.tx.us/WorkArea/DownloadAsset.aspx?id=2147512039

http://www.tea.state.tx.us/WorkArea/DownloadAsset.aspx?id=2147512040

http://www.tea.state.tx.us/index2.aspx?id=6148

about:/module/standards/Tools/Browse?StandardId=110814
















about:/module/standards/0/110822/standard.ashx







— Why do people make the choices they do?— How would you feel if you could have anything you wanted?

Vocabulary of Instruction

needs

wants

buy

barter

trade

choice

decision

Materials

Advertisements from newspapers that show a wide variety of clothing and food items

Chart paper

Chart paper with headings

Four 12” pieces of yarn for each studentGrade-appropriate fictional or informational text about goods and services

Wire hanger for each student

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: Birthday Cards (1 per student)

Handout: Birthday Woes (1)

Handouts: Choices Mobile (1 per student)

Resources

None identified

Advance Preparation

1. Become familiar with content and procedures for the lesson, including the idea that families sometimes make decisions based on lack of

resources.

2. Refer to the Instructional Focus Document for specific content to include in the lesson.

3. Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson.

4. Select a grade-appropriate fictional or informational text about goods and services. Consider selecting other grade-appropriate texts dealing

with the concepts in this lesson.

5. Prepare to display the poem from the Handout: Birthday Woes.

6. Draw a category organizer with four columns on chart paper. Label the columns What to Do, What to Eat, What to Play, and What Other

Things.

7. Duplicate the Handout: Birthday Cards and cut apart. Mount if desired.

8. Draw another category organizer with four columns on a sheet of chart paper. Label the columns Food/Water, Clothing, Shelter, and Health.

9. Label four sheets of chart paper with one of these categories on each sheet: Food/Water, Clothing, Shelter, and Health.

10. Duplicate the Handout: Limited Resource Choices. Cut and mount. (can be cut like puzzle pieces, if desired)

11. Collect wire hangers, one per student. This might require that you send out a note several weeks in advance to collect the wire hangers.

12. Duplicate the Handout: Choices Mobile for each student.

Background Information

Goods and Services – goods are things people can touch and feel such as groceries, toys, and computers. Services are not physical things. Instead, people provide

services to other people through activities such as waiting tables, carrying bags, or programming computers to respond to requests for information.

Choice – to choose or make a choice is to pick an alternative

Wants – things that are desired. Economic wants are desires that can be satisfied by consuming a good, service, or leisure activity.

Needs – things that are required; Humans require three things to survive: food, clothing, and shelter. People need food to eat, clothes to wear, and a house to live in. They

work to make a living to buy these things, or they make them. In some cultures people make their own clothes from wool they get from the sheep they raise. Others grow

cotton and spin it into cloth for themselves or to sell to businesses which spin it and make it into clothing. Farmers provide most grain and meat to factories which process it

into food for distribution through grocery stores. People can choose to pay rent or buy or build their own houses. These are some ways people meet their basic human

needs. Some people experience better standards of living; they eat better food, wear nicer clothes, and live in bigger houses than other people. While people can be happy

with less, those who do not meet all three basic needs may not survive.

Definitions courtesy of the Social Studies Center [defunct]. (2000). Glossary. Austin: Texas Education Agency.

GETTING READY FOR INSTRUCTION

Grade 1

Social Studies

Unit: 09

Lesson: 02




http://files5.mycscope.us/137182183145218001230010178035116213186185114223/Download.ashx?hash=2.2



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 “MyContent” area.

INSTRUCTIONAL PROCEDURES

Instructional Procedures

ENGAGE – Introduce needs and wants

Notes for Teacher

NOTE: 1 Day = 30 minutes

Suggested Day 1 – 10 minutes

1. Distribute a set of the Handout: Birthday Cards to each student.

2. Say:

These are things that children sometimes have at a birthday party. Pretend

you are planning your party. What would you have for your party? Students

answer the question by placing the picture cards of the items they would choose on

their desks.

3. Ask these or similar questions:

In real-life, would you really be able to have these things at your party?

Why or why not?

What other things might you want at your party?

Are these needs or wants?

4. Collect the cards to use again tomorrow.

Attachments:

Handout: Birthday Cards (1 per student)

Purpose:

The purpose of this section of the lesson is to

review needs and wants.

TEKS: 1.9B; 1.18A, 1.18B

Instructional Note:

Be sensitive to students in the class. If their life

situation doesn’t include birthday parties, read achildren’s book about birthday parties, such asthose suggested above and adapt questions to the

content of the book.

EXPLORE – Birthday Woes Suggested Day 1 (continued) – 15 minutes

1. Display and read the poem from the Handout: Birthday Woes.

2. Discuss the poem using questions such as:

Who is talking in this poem? (someone who is having a birthday)

What is the poem about? (what to do for his or her birthday)

How did the birthday person feel at the beginning of the poem? (excited

and eager to have a birthday party)

How did the birthday person feel at the end of the poem? (They didn’t wantto make any more decisions.) Why? (because there were so many decisions to

make)

What were some of the decisions that are in the poem? (what to do, what

to eat, what to play, what entertainment, what gifts)

Why did the birthday person have to make decisions about the birthday?

(He or she couldn’t have everything at the party.)Why do you think he or she couldn’t have everything? (not enough money,

not enough time)

3. Draw a category organizer on a piece of chart paper. Write the labels: what to do,

what to eat, what to play, and what other things on the organizer. (See example in

Instructional Notes.)

4. Say:

In the poem, there were many decisions to be made. What were some of the

things the birthday person had to decide? (Possible responses: go to skating

rink, go to zoo, etc.)

5. Distribute the Handout: Birthday Cards, one card each to 12 students. Instruct

each student to place the card in the correct category.

Materials:

Chart paper

Attachments:

Teacher Resource: Birthday Woes (1)

Handout: Birthday Cards (1)

Purpose:


understand that decisions must be made to fulfill

needs and wants.

TEKS: 1.9B, 1.9C; 1.17C; 1.18A, 1.18B

Instructional Notes:

EXPLAIN – Making decisions Suggested Day 1 (continued) – 5 minutes

1. Students turn and talk to a partner about a time when they had to make a decision:

what to do with their family on a Saturday, what to do for a birthday party, etc. They

should answer these or similar questions:

What decisions did you have to make?

Who helped you make those decisions?

Why are decisions sometimes hard to make?

Purpose:

Tthe puropose of this section of the lesson is to

describe a decision regarding a need or want.

TEKS: 1.9C; 1.18A

Instructional Note:

Grade 1

Social Studies

Unit: 09

Lesson: 02




Pose this in a way that is sensitive to the students

in the class. For socioeconomic reasons not all

children have elaborate birthday parties. Their

decisions may be more basic, so they need to tell

about decisions relevant to their everyday lives.

ENGAGE – Access prior learning Suggested Day 2 – 5 minutes

1. Display the Birthday Poem chart from previous lesson. Distribute the Handout:

Birthday Cards again, one set per student. Students place the cards on their desk

again showing things they would like to have for their birthday party.

Attachments:

Handout: Birthday Cards (1 per student)

Purpose:


determine students' wants.

TEKS: 1.9B; 1.17C; 1.18A, 1.18B

Instructional Note:

This starts out the same as the previous day’slesson, but goes in a different direction.

EXPLORE – Scarcity regarding resources Suggested Day 2 (continued) – 15 minutes

1. In the poem, the birthday child had many things to decide. Refer to the Birthday

Poem list. Facilitate a discussion about wanting more than you can have.

2. Instruct students to look at the cards on their desk.

Ask:

What is the most unlikely item you might have at your party? Why?

(Possible answers might include: going to the zoo or skating rink because our

town doesn’t have a zoo or skating rink, pony, clown, or moon walk becausethose would cost too much money, or zoo might take too much time.) Students

may need help in drawing these conclusions.

3. Instruct students to arrange the cards in order from the least likely to have at your

party to the most likely.

4. To assist students in arranging the cards pose various scenarios, such as the

following :

What if the clown was already scheduled to work at the circus and

couldn’t perform at your party?What if renting a moon jump was too expensive? (limited money)

What would happen if you wanted cake and candy and ice cream and

soda at your party, but could only have one? (limited money)

What if time were limited?

What are other reasons you might be able to have everything you want?

Purpose:


determine that one cannot always have everything

they want.

TEKS: 1.9B, 1.9C; 1.17C; 1.18A, 1.18B

EXPLAIN – Personal Experience Suggested Day 2 (continued) – 10 minutes

1. Exit slip- Draw an illustration or write about a time when you wanted something, but

were not able to have it. Tell why you weren't able to have it.

Purpose:


understand that one cannot always have

everything they want.

TEKS: 1.9B, 1.9C; 1.18B

ENGAGE – Food/water, clothing, shelter, health Suggested Day 3 – 2 minutes

1. Display a four-column chart with the following headers: Food/Water, Clothing,

Shelter, Health. Explain that these categories represent needs.

2. Read labels and ask students to list examples of each to write under each heading.

Ask:

How do families meet their basic needs?

What choices do they have to make to get their basic needs?

Purpose:


identify examples of food/water, clothing, shelter,

and health.

TEKS: 1.7A, 1.7B; 1.17C; 1.18A, 1.18B

Instructional Note:

Needs

Grade 1

Social Studies

Unit: 09

Lesson: 02




EXPLORE – Making choices regarding needs Suggested Day 3 (continued) – 8 minutes

1. Display advertising pages to show how similar items can cost different amounts.

Show many examples of items that can be purchased at different prices. Facilitate a

discussion about making choice about what we need. Explain that many families use

the following questions when making decisions about buying goods and services

(review the concepts of goods and services as needed):

Do we really need this?

Does it meet a basic need?

Is this the best value for the money?

2. Refer to the chart created in the previous Engage section. Choose a few items on

the chart and discuss how a family might go about obtaining different needs (e.g.,

vegetables they could go to a grocery store or farmer’s market or grow vegetablesin their own garden).

3. Ask:

Do families meet needs in the same way?

How do they meet needs in similar ways?

Do families meet needs in different ways?

How do they meet needs in different ways?

Materials:

Advertisements from newspapers that show a wide

variety of clothing and food items

Purpose:


understand choices must also be made regarding

needs.

TEKS: 11.7A, 1.7B; 1.18A, 1.18B

Instructional Note:

Prepare to refer to the chart created in the

previous Engage section.

EXPLAIN – Brainstorm things families need Suggested Day 3 (continued) – 5 minutes

1. Place students into four groups. Give each group a piece of chart paper with one of

the following headings: Food/Water, Clothing, Shelter, and Health.

2. Assign each group the topic on their chart paper. Students brainstorm things

families must decide in each of these areas. They choose what they think are the

best ones and circle them. They draw a rectangle around the next best one.

3. Each group presents their chart to the class.

Materials:

Chart paper with headings

Purpose:


understand that families make decisions regarding

food/water, clothing, shelter, and health.

TEKS: 1.7A, 1.7B; 1.18B

EXPLORE – Making choices regarding wants Suggested Day 3 (continued) – 10 minutes

1. Explain that families also make choices about things they want.

2. Create the chart shown in Notes for Teacher. Read and discuss the wants.

Brainstorm and record possible choices. Discuss which choices would be more

feasible.

3. Explain that people can use voting as a way to make a decision. For each of the

categories (trip, movie, game), conduct a class vote for the winner of each

category.

Purpose:


understand that families make choices regarding

wants.

TEKS: 1.9B, 1.9C; 1.14D; 1.17C; 1.18A, 1.18B

Instructional Note:

Example of the chart to make:

Grade 1

Social Studies

Unit: 09

Lesson: 02




EXPLAIN – When I made a choice about a want Suggested Day 3 (continued) – 5 min

1. Instruct students to tell a partner about a time they made a choice about a want. Purpose:


describe making a choice regarding a want.

TEKS: 1.9B; 1.18A

ENGAGE – Define goods and services Suggested Day 4 – 10 minutes

1. Review the concepts of goods and services. Ask:

What is the difference between goods and services?

2. Read a grade-appropriate fictional or informational text about goods and services.

3. After reading the selected text, ask questions related to the concepts presented in

the text.

4. Ask:

What is an example of a good that is a need?

What is an example of a service that is a need?

What is an example of a good that is a want?

What is an example of a service that is a need?

5. Explain that some people trade goods for services. Provide some examples and ask

students to share experiences with trading goods and services.

Materials:

Grade-appropriate fictional or informational text

about goods and services (1)

Purpose:


understand the terms goods and services.

TEKS: 1.8A, 1.8B; 1.9C; 1.18A, 1.18B

EXPLORE/EXPLAIN Suggested Day 4 – 10 minutes

1. Distribute the Handout: Choices Mobile. Students cut out the pieces (or distribute

previously cut out pieces). Students identify 2 wants and 2 needs. Draw pictures of

them on the Choices Mobile squares.

2. These will be used the following day for the mobile in the Evaluate piece of the

lesson.

Attachments:

Handout: Choices Mobile

Purpose:


identify examples of choices families make when

buying goods and services to meet needs and

wants.

TEKS: 1.7A, 1.7B; 1.8A, 1.8B; 1.9B, 1.9C; 1.14D; 1.17C; 1.18A,

1.18B

ELABORATE – Review of lesson concepts Suggested Day 5 – 5 minutes

1. Facilitate a discussion based on Key Understandings and Guiding Questions:

Limited resources force families to make choices to meet needs and wants when

buying goods and services.

— What kinds of resources can be limited?— What kinds of choices do families make when buying goods and services?— Why do people make the choices they do?— How does scarcity affect choices people make?— How would you feel if you could have anything you wanted?

Purpose:


review the Key Understandings and Guiding

Questions.

TEKS: 1.7A, 1.7B; 1.8A, 1.8B; 1.9B, 1.9C; 1.14D; 1.17C; 1.18A,

1.18B

EVALUATE – Mobile Suggested Day 5(continued) – 25 minutes

Grade 01 Social Studies Unit 09 PI 02

Create a mobile identifying examples of choices families make when buying goods and services to

meet needs and wants when resources are limited. Explain, orally or in writing, reasons families

make these choices.

Standard(s): 1.8A , 1.9B , 1.9C , 1.17C , 1.18A , 1.18B

ELPS ELPS.c.3B

1. Students finish pictures from the previous day’s lesson if necessary.

2. Students assemble their mobiles by stapling/gluing the pieces to the wire hanger

following the picture of the mobile (attached).

Materials:

Four 12” pieces of yarn for each studentWire hanger for each student

Attachments:

Handout: Choices Mobile

TEKS: 1.7A, 1.7B; 1.8A, 1.8B; 1.9B, 1.9C; 1.14D; 1.17C; 1.18A,

1.18B

Grade 1

Social Studies

Unit: 09

Lesson: 02











Grade 1 Social Studies

Unit: 09 Lesson: 02

©2012, TESCCC 04/08/13 page 1 of 2

Birthday Cards

Go to the skating rink

Go to the zoo

Cake

Ice Cream

Soda

Candy

Grade 1 Social Studies Unit: 09 Lesson: 02

©2012, TESCCC 04/08/13 page 2 of 2

Birthday Cards

Tag

Marbles

Old Maid

Pony

Clown

Moon Jump

Microsoft. (Designer). (2010). Clip art [Web Graphic]. Retrieved from http://office.microsoft.com/en-us/images/


Unit: 09 Lesson: 02

©2012, TESCCC 10/24/12 page 1 of 1

Birthday Woes

It’s my birthday!! Isn’t it great?

It’s my birthday! Don’t be late!

I’m making a list, I don’t want to lose.

There are so many things I have to choose.

We’ll have a party. What should we do?

Go to the skating rink or to the zoo?

We’ll have some treats. What should they be?

Cake, ice cream, soda or maybe candy.

We’ll play some games. Do you know one?

Tag or marbles or Old Maid might be fun.

Should we have a pony or a clown?

Or jump in something upside down.

And what about the gifts I’ll get?

I haven’t even thought of those yet.

So much to decide, so much to do.

Boo hoo, boo hoo, boo hoo.

Help me! Help me! I can’t decide.

It’s my birthday. I think I’ll hide.

Tamara Walker

Used with permission of the author.

grade 01 social studies unit 09 exemplar lesson 02: … 01 social studies unit 09 exemplar ......

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