Unit Plan: Economics Educated

Lesson Plan for Monday

Grade: 3rd
Social Studies Strand: Economics
Submitted By: Nancy Vargas-Cisneros


Lesson Plan for Monday Strand: Economics submitted by: Nancy Vargas-Cisneros

Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 2
EDEL 453: Teaching Elementary School Social Science
Nevada State College Spring 2014
Instructor: Karen Powell
Lesson Plan for Monday Strand: Economics submitted by: Nancy Vargas-Cisneros

Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 3
Summary of the Lesson Plan: This social studies lesson is for 3rd grade students to
learn to evaluate the opportunity costs of choosing one product over another.
Making choices to decide what goods or services to buy. This lesson uses the
Houghton Mifflin 3rd grade Social Studies teacher edition textbook: Communities
(p.274-279).

B. Basic Information:
Grade Level: 3rd
Time to Complete this Lesson: approximately 50 minutes
Groupings: Whole group when discussing question, readings and Reading Skill
Sequence worksheet. Independent practice answering Critical thinking questions
on TE p. 276.
C. Materials:
Houghton Mifflin 3rd grade Social Studies Book:
Communities (p.274-279) - one for each student
Pencils
Reading Skill: Sequence p. 77



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.
o Student-Friendly Standards
E9.3.1 I can make choices before deciding what goods or services to buy.
Lesson Plan for Monday Strand: Economics submitted by: Nancy Vargas-Cisneros

Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 4
E. Vocabulary
Opportunity cost- the thing that people give up in order to do what they MOST want.
Competition- the effort that a seller makes to win buyers.
Scarcity- a shortage of something.
F. Procedure:
1. Teacher will start off with Preview Get Set Read TE p. 274. Teacher will have students
read the title and say what they think the lesson will be about.
2. Introduce new vocabulary words.
3. Students will read p. 274-277 as a class. While filling out Reading Skill and Strategy
sequence sheet as a class.
4. Discuss questions Teach talk about it: What did Marisa Think about before making her
choice? What is one way stores compete for buyers?
5. Closure discussion.

G. Assessment:
What will you use to measure student understanding?
Critical Thinking on TE p. 276
Explain how you will know students understand the concepts from the lesson.
When students are able to evaluate the opportunity costs of choosing one product
over another.
H. Closure:
Have students think then discuss tuff decisions they have had to make when buying a
good or service? Have one person from each group share their experience and what
factors they had to consider before making their choice.
I. Reflection:
1. Which part of the lesson do you think will be the easiest for you to teach?
I think the easiest part of the lesson to teach would be the part where students
compare their experiences on choosing what good or service to buy.
2. Which part will be most challenging for you to teach?
I think the most challenging part of the lesson could be teaching the students the
vocabulary. The words scarcity is not a very common word used and could be
difficult for students to remember what scarcity means.
3. How will you follow up or extend this lesson?
Lesson Plan for Monday Strand: Economics submitted by: Nancy Vargas-Cisneros

Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 5
I can do extend lesson on TE p. 278-278 Tricks of the Trade activity.
4. What can you do for students who dont grasp the concepts?
For students who are not grasping the concepts I can do the reteach mini lesson at
the bottom of TE on pg. 277. Using a description wheel to reteach making choices.
5. Which part of the lesson, if any, do you think might need to change?
I am very content with my lesson plan and I would not change anything.
6. When you were writing this lesson plan, what was the most difficult part?
When writing lesson plans for me the procedure will always be the most difficult. I have
a hard time deciding what I should do first during my lessons.