Lesson 7: Resources and Scarcity

Teacher:
Kathleen Fuller & Rachel Polikaitis
Date:
Michigan Market Economy
Thread:

Big Idea:

Factors that make up

I. Objectives
What is the main focus of this lesson?
The goal of this lesson is to take an in depth look into the different types of resources
there are (capital, natural, human) and the types of resources Michigan has. It is also
an indepth look into the scarcity of these resources.
How does this lesson tie in to your units Big Idea?
Our big idea is about the factors that go into (Michigans) market economy.
Resources and scarcity play a big role in that. They are two of our major factors.
What are your objectives for this lesson? (As many as needed.) Indicate
connections to applicable national or state standards. Include any themes
or major concepts from the thread (themes of geography, Core Principles of
Economics, etc)
Objectives:
Students will be able to brainstorm ideas of what the word resource means to them.
Students will be able to create and write down their own definitions of capital, human,
and natural resources.
Students will be able to engage in a simulation using their new knowledge of capital,
human, and natural resources as well as scarcity.
Students will be able to actively participate in discussion related to the three types of
resources and scarcity.
Common Core State Standards:
4-E1.0.2 Describe some characteristics of a market economy.
CCSS.ELA-LITERACY.SL.4.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 4 topics and texts, building on others'
ideas and expressing their own clearly.
CCSS.ELA-LITERACY.SL.4.1.D
Review the key ideas expressed and explain their own ideas and understanding in
light of the discussion.

II. Before you start

Prerequisite
knowledge and skills.

Assuming they were present for and remember things from

the previous lesson done on trade

Assessment

Formative: Writing examples of all kinds of resources in their

(formative and
summative)

resource books
Formative: The simulation
Summative: Answering the application questions and questions
about what they have learned in their journals

Universal Design for Learning Networks/Domains (see UDL Guidelines)

RECOGNITION

STRATEGIC

AFFECTIVE

Multiple Means of
Representation

Multiple Means of
Expression (Action)

Multiple Means of
Engagement

Options for Perception

Options for
action/interaction

Options for recruiting

interest

Options for Language/Symbols

Options for Expression

Options for Sustaining

Effort & Persistence

Options for Comprehension

Options for Executive

Function

Options for Self Regulation

Materials-what
materials (books,
handouts, etc) do you
need for this lesson
and do you have
them?

Do you need to set up

your classroom in any
special way for this
lesson? If so, describe
it.

Giant sticky note (4, one for each group)

Pens/Pencils
White board/ marker
Four flap resource booklet (enough for the class)
4 large envelopes
2 pairs of scissors
1 bottle of glue
12 paper clips
3 pencils
1 ruler
1 ink pen
8 sheets of paper: 1 blue, 1 green, 1 white, 2 red, 3 yellow
Journals

Four table groups

III. The Plan

Ti Part
me s

The description of (script for) the lesson, wherein you

describe teacher activities and student activities (indicate
in parenthesis where you are addressing standards and
themes)

Motivatio
n
(Opening/
Introducti
on/
Engagem
ent)

Start out by giving each group a large sticky note.

Ask the students to brainstorm with their table group what they
think the word resource means and what they think of when
they hear the word.
Have the students write this on their big stick note.

Developm
ent

Next, teacher writes these things on the board and talks through
them:
Resource: things we use to satisfy our wants and needs
Capital resource: goods that are used to make other goods or to
provide services (ex: scissors, rulers, etc)
Human resource: resources found in people (skills, ideas, etc.)
Natural resources: the many things nature provides to satisfy our
wants and needs (ex: lumber, animals, etc)
Students should get out their four flap resource packets and write
a definition for the word resource and write examples for the
three different types of resources in the appropriate blanks.
Next the teacher should set up the simulation as follows:
Materials:
4 large envelopes
2 pairs of scissors
1 bottle of glue
12 paper clips
3 pencils
1 ruler
1 ink pen
8 sheets of paper: 1 blue, 1 green, 1 white, 2 red, 3 yellow
Get students into four groups. Label them as Country 1,2,3, or 4
In Country 1s envelope: 1 pair scissors, 2 pencils, 1 bottle of

glue, 2 paper clips, half sheet of green paper, 1 yellow paper, 1

blue paper
Country 2: 1 ruler, 6 paper clips, 1 yellow paper, 1 pencil, 1 ink
pen
Country 3: 1 pair scissors, 4 paper clips, sheet green paper,
sheet white paper
Country 4: sheet white paper, 2 sheets red paper, 1 yellow
paper
Give each Country their corresponding envelope. The students
have 15 minutes to complete all or as many tasks as they can.
Trading is allowed but only if a group asks if they are allowed.
The tasks to be completed:
Food: four 3 inch strips of green paper
Shelter: 2 inch white square attached to a yellow triangle
Clothing: a four color paper chain
Education: a four page book with color cover
When 15 minutes are up, have the students freeze, put all of their
materials down and sit back down in their desks.
Ask the following questions:
Why was there a difference between envelopes? (Scarcity of
resources)
Can you tell me what kinds of resources each of the materials in
your envelope are?
**If the students traded their materials, ask them why, how they
traded and various other leading questions about trade**
Did any groups try to use the envelope as paper?
Were there resources not needed?
Were any useless or not tradable?
What did you do if you did not have glue or a ruler? Those two
capital resources were pretty important.
Have students take out their journals and answer the following
questions:
If you did not have a resource you needed, how did you get it? If
you didnt get it, what did you do instead?
What other kinds of capital resources did your group need to
complete this activity?
Human resources?
Natural resources?

Closure
FInally, have the students write a definition in their own words of
natural resource human resource and capital resource
under or around the appropriate word on the four flap resource
booklet.

Explain how this lesson supports your Big Idea. What is the takeaway?