Channa Bruening

Grade Level

: 2nd or 3rd grade

Length

: 40-45 minutes

Performance Expectations

:

In this lesson the students will learn the concepts of scarcity,

resources, and choices, as well as be able to list supplies they

would bring along with them on a float trip.

Materials

: -student handouts, Wildcat River Float Trip

-pencils

-crayons

-five-gallon bucket

Procedures

:

Introduction:

Ask the students if they have ever been on a float trip. Discuss

with them what float trips are like. Tell the students that today

they are going on a two day imaginary float trip down the Wildcat

River. Space will be scarce. (For students who have had little

or no experience with canoes, show pictures of canoes and discuss

the limited space inside them). Next define and explain to the

students what scarcity, resources, and choices are. Tell them

that scarcity happens when thereÕs not enough of something

you want. Resources are things we use to satisfy our wants. And

the reason we have choices is because you can’t have everything

you want, so you have to decide what things you want and what

you will give up.

Development:

Give a copy of the handouts Wildcat River Float Trip to each student.

Students may illustrate the handouts before or after the activity.

Next divide the students into cooperative learning groups. Assign

each group to work together to generate a list of supplies they

want to take along with them on their float trip. Give students

10-15 minutes to read and explore the information provided on

the handouts and create their list of supplies they want to take.

When the group lists are complete, tell students that two people

will be in each canoe and that each person will have two five-gallon

buckets in which to pack needed supplies. Sealed buckets will

keep supplies dry in case the canoe tips over. Tell students that

the buckets will float and can also be used for stools to sit

on by the campfire. (A five-gallon pickle bucket from the schools

cafeteria would help students visualize the scarcity of space).

Each group should now be eliminating the items on their list that

they will not be able to take on the float trip because space

is scarce. After each group has had an opportunity to look at

their list, allow each group to share their list and the reasons

for their decisions on what things to take. On the board compile

a list of the items chosen by each group. Have the students make

some conclusions about what items are the most popular, and why.

Closure:

Ask the students what they learned from doing the scarcity float

trip lesson. Go over again the terms scarcity, resources, and

choices with the students. Explain to them that when wants exceed

the resources available to satisfy them, some wants cannot be

satisfied. Then people must decide what wants to fulfill, and

choices must be made.

Assessment

:

Have students submit a list of the items that they would bring

along with them on their two day imaginary float trip. Evaluate

these for accuracy, and for students understanding of the lesson.

The students should also write a response in their journal about

what they learned concerning the topics of scarcity, resources,

and choices.

Adaptations/Considerations

:

This lesson could be adapted to fit all developmental levels.

For example, for students with lower developmental levels you

could explain to them the concept of choices. And then have them

follow through with the rest of the lesson. For higher developmental

levels, at the end of the lesson have these students illustrate

a bar graph from the list of items chosen by the students on the

board. This would allow higher developmental students to further

interpret the classes information.

References:

Agency for Instructional Technology. (1989).

Econ and me.

Bloomington, Indiana: AIT.

C. Bruening, November 5, 1997.