Is Chocolate Scarce?

READINESS
I.
Goals/Objective(s)/Standards
a. Goals- Students will understand economic concepts.
b. Objective- Given real life scenarios students will begin to
recognize the concept of scarcity, explain the concept
correctly, and develop their own example.
c. StandardsIDOE: 3.4.1 Give examples from the local community that
illustrate the scarcity of productive resources. Explain how
this scarcity requires people to make choices and incur
opportunity costs* Scarcity: the idea that resources are
limited in relation to peoples wants *Productive Resources:
human resources, natural resources, and capital resources
used to produce goods and services * Opportunity cost:
term used in economics, to mean the value of the best
alternative that would have been chosen instead. For
example, if a city decides to build a hospital on some
vacant land, the opportunity cost is the other thing that
might have been done with the same land instead.
ISTE: Creativity and Innovation; students demonstrate
creative thinking, construct knowledge, and develop
innovative products and processes using technology. Use
models and simulations and explore complex systems and
issues.
Skills: Literacy skills; Define and apply discipline-based
conceptual vocabulary
NCSS-7. Production, Distribution and consumption; This
theme provides for the study of how people organize for
the production, distribution, and consumption of goods and
services, and prepares students for the study of domestic
and global economic issues.
Management: Time, materials, space, behavior
Materials: 1 or 2 bags of Hersheys Miniatures (Mr.
Goodbar, White Chocolate, Krackel, etc), 2 Worksheet
copied for all students, calculator, computer for YouTube
clip of song, exit ticket. Anchor Chart for Sami. A visual list
of vocabulary words on a sheet of paper.
Anticipatory Set: Time (3 minutes), Space (desks)
Lesson Presentation: Time (15 minutes), Space (desks)
Guided Practice: Time (5 minutes), Space (desks)

Closure: Time (2 minutes), Space (desks)

Independent Practice: Time (5 minutes), Space (desks)
Management: Pull cards, Keep students engaged
throughout lesson to avoid behavioral problems, reward
with the chocolate candy at the end if students behave.
Space: For this lesson Sami will be sat next to Fred. Fred is
a student who came from an area near Samis hometown
in Kindergarten. He is now able to adapt fully in the general
Ed classroom. By seating Sami next to Fred he can be the
support system Sami needs when he is lost and confused.
II.

III.

Anticipatory Set:
a. I will begin lesson with a portion of the song by the Rolling
Stones: You Cant Always Get What You Want. The song
will provide Sami with lyrics as it is being sung. This will
assist Sami with his language acquisition because he will
be able to hear the words of the song at the same time as
seeing the words on the screen.
b. In a grand conversation I will ask students what this song
makes them think of? Have you ever wanted something
you could not have?
c. The grand discussion will support BICS for Sami. Discussing
the song in an informal matter.
d. I will explain that this song is a good indication of what
economics is.
e. This song explains our economic term for today so well!
Purpose: Today we are going to learn all about a term called
scarcity and how it relates to our wants, goods, and services.

INSTRUCTION (Direct)
IV.

Lesson Presentation:
Our wants are nearly unlimited, but the goods and services
available to meet these desires are limited. This is a real
challenge for many people around the world. 40% of the worlds
population receives only 5% of the income.
I will create a vocabulary sheet of words like Goods and Services.
Along with the definitions I will use pictures to represent the
answers. This will be provided at Samis desk throughout the
lesson for him to reference back too when feeling lost or
confused.
We will discuss scarcity with a simple illustration; I will
demonstrate how 40% of the worlds population receives only 5%
of the income by dividing the class into the bottom 40% and the
top 20% quickly at their desks. I will show them one dollar in

change and that the 40% only gets a nickel out of the dollar and
the top 20 percent gets 75 cents and the remaining 40% gets the
rest. This will open up the discussion of scarcity. Relating to real
life scenarios for students to connect their learning.
Can you live on a nickel? How does that make everyone else
feel? Etc.
Have students answer questions to the person sitting next to
you. This way Sami and Fred can answer and brainstorm the
questions together.
On the board I will already have written the definition (along with
the question I will provide an anchor chart, that involves visual
representation of the vocabulary word. At the end of this lesson I
will provide a small anchor chart of the same information for
Sami to take home and use during independent work or
homework)and reveal it to the class. Using the following example
I will demonstrate the concept.
On the front table I will dump a large pile of mini candy bars. The
pile will be large enough so that there are far more candy bars
than people in the classroom.
Without counting can someone tell me if the candy here on the
table is scarce? Students will most likely respond by saying NO,
since there is enough candy for every student to have one [Keep
in mind that scarcity is based on the number of candies that the
students want, not whether or not there is enough for everyone
to have.]
At this time I will pass out the first worksheet in order to
determine if the candy is scarce. (Have Sami and Fred work
together on these activities. This will support both BICS and
CALP. Sami will have to show academic literacy in this area to
collaborate with Fred to develop the answer) On this recording
sheet I want you to write the number of candies you want for
each type of candy. For instance I really like milk chocolate so I
would write (50) and for the dark chocolate that I do not like I
would write (5) because maybe I could give it to my mom who
loves that type of Chocolate! When you are finished filling out
the sheet raise our hand and I will come around to collect.
Prior to this lesson I will have the total amount of each candy
counted and written down on a post-it. I will ask students when
their group is done to count their totals. Then I will collect these
sheets and add up all the numbers. On the board I will write the
total number of candies under each candy type and the total
number of candies students desire underneath.
Now that we see the comparison of the total number of candies
desired, and the number available to distribute. Do you still
believe that the candies are not scarce? [It is very possible that
some types of candy will be scarce and others will not be. Special

Dark, for example, is not usually scarce when doing this activity
with young students who dont like dark chocolate.] If candy is
scarce, I will ask students for suggestions on how to divide the
limited number of candy bars. [They might tell me to divide them
equally. to base it on the best grades on a recent test, etc.]
V.
Guided Practice:
After the lesson presentation I will pass out the second worksheet to
all students. On the overhead video projector I will show my copy of
the worksheet for students to see. I will first explain the directions
when I will demonstrate by completing the first question.
Now we are going to practice our knowledge of scarcity through a
worksheet activity. We will go over the first question together on
the overhead board. Please do not move on to the next question
until I instruct you to do so. Keep in mind that during instruction I
have to use gestures and point to the objects or the definition I am
talking about.
After modeling the first question, together as a class we will
complete the two other scenarios on the worksheet.
When the worksheet is complete I will ask for students to hold on to
flip their worksheet over to write.
IV. Closure:
On the back of your worksheet I would like you to respond to
the question, how did you feel when you did not get all the candy
you wanted? Also, how you feel when your choice resulted in other
people receiving candy?Closure question will support CALP and
serve as a formative assessment.
After students answer the two questions, in a grand conversation
we will discuss how they felt. I will touch on the theme less is
more Students had less candy but they felt good about everyone
having an equal share with the candy.
Through this grand conversation I will assess student
understanding of the lesson. If I feel they understand I will move on
if they do not I will re-teach.
VI.

Independent Practice/Extending the Learning:

Play the song again. Have them respond to why this song relates.
At this time I will re-play a portion of the song You cant always get
what you want. On a half sheet of paper that I will be handing out,
I will ask students to write down why this song relates to the lesson
on economics. Why did I choose to play this song?

When you are finished writing down your answer to my question

why did I choose this song for this lesson, how does it relate? You
may bring your half sheet of paper to me. Those of you who do not
finish in class will be assigned to finish at home.
VII.

Assessment:

Formative: I will check for understanding by asking questions

throughout the lesson. I will also assess their understanding by
walking around the room while they work to see if they are
answering question correctly. Constantly check up on Sami with
his partner Fred. Students will answer in their own words what
they believe scarcity is, I will assess their understanding
according to their answers.
Summative: Worksheets students fill out during independent
practice will be graded assessing their understanding of the
lesson. End of the week test on economics that Mrs. Durr will
give students will assess their understanding of scarcity. End of
the week test will be read aloud to Sami in the resource room or
in the back of the room with an adult helper.
VIII. Adaptations:
Exceptional Needs: Students who have problems with vision will
be seated nearest to the board.
Enrichment: Students who master objectives in a faster rate will
surround students who comprehend information at a slower rate.
Remediation: For students who do not understand content I will
stop by their desk during independent work and explain one-onone. In advanced I will have those students who learn at a faster
rate help out those who have trouble.
ESL/ELL: Sami. will sit by Fred whose native language is the same
but is now fluent in English as well. Provide Sami with anchor
charts and vocabulary lists involving pictures for visual
representations. Use videos with subtitles. Teacher uses
gesture/sign language throughout lesson.
IX. Technology Inclusion:
The video camera projector will be used during this lesson, along with
the computer to play a video clip (song).
EVALUATION
Self-Answer Questions
1. How many students achieved the objective? For those that
did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?

4. How would I pace it differently?

5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning
styles and ability levels?
a. Blooms Taxonomy
b. Gardners Multiple Intelligence
7. Was this lesson long enough or was the worksheet too
short?
8. Would it be more beneficial for students to work in groups
or partners during this activity?
9. Were students engaged throughout the lesson or do they
need more opportunities to get up and be active?