Scarcity Lesson Plan

Direct Instruction Lesson Plan Template
Teachers: Subject:
Tyson DeWitt, Stephen Han, William Cary Scarcity
Common Core State Standards:
 HS.E2.1 Explain how scarcity results in economic decisions and evaluate their impact on individuals,
institutions, and societies
Objective (Explicit):
 Upon completion of this lesson on scarcity, students will be able to explain the cause/effect of scarcity upon
the Irish people, and the lasting effect it may have had.
Evidence of Mastery (Measurable):
 Include a copy of the lesson assessment.
 Provide exemplar student responses with the level of detail you expect to see.
 Assign value to each portion of the response.
Mastery: Answer 6 questions correctly on the quiz provided about the Irish Potato Famine.
Intermediate: Answer 4-5 questions correctly on the quiz provided about the Irish Potato Famine
Novice: Answer 2-3 questions correctly on the quiz provided about the Irish Potato Famine
6 correct answers=100%
5 correct answers =90-99%
2-3 correct answers =70-79%
1 correct answer =60-69%
Sub-objectives, SWBAT (Sequenced from basic to complex):
 How will you review past learning and make connections to previous lessons?
 What skills and content are needed to ultimately master this lesson objective?
 How is this objective relevant to students, their lives, and/or the real world?
Key vocabulary: Scarcity, Famine Materials: Laptop computers, Nearpod Lesson,

smarties candy
Opening (state objectives, connect to previous learning, and make relevant to real life)
 How will you activate student interest?
 How will you connect to past learning?
 How will you present the objective in an engaging and student-friendly way?
 How will you communicate its importance and make the content relevant to your students?
Students will be able to describe the cause and effect of the Irish Potato Famine. They will
be presented a visual example of scarcity with the use of candy. Students will be given two
packages of smarties each. The teacher will take away some or all of the candy from the
students. This will make the lesson more relevant to students as they will be able to learn about
scarcity and how it impacted a country and its people. Students will then be given access to a
lesson that will be given on the interactive website, Nearpod. They will see the lesson played in
front of them and will interact with each other and the instructor. By explaining the ideas of
scarcity and providing examples, I will be able to show the students that scarcity is relevant
today as it was when the potato famine occurred in Ireland.
Teacher Will: Student Will:

Instructional
 How will you model/explain/demonstrate all  What will students be doing to actively capture and
knowledge/skills required of the objective? process the new material?
Input
 What types of visuals will you use?  How will students be engaged?
 How will you address misunderstandings or
common student errors?
 How will you check for understanding?
 How will you explain and model behavioral
1
expectations?
 Is there enough detail in this section so that
another person could teach it?
The Nearpod lesson plan allows the students to visually Students will be actively following the lesson on their computer
see the lesson. They will have the ability to read at their or phone. There will be group discussion throughout, and each
pace and follow along during the instruction. I will be able student will be asked to read a part during the lesson.
to answer any questions that the students may present. A
quiz will be given at the end of the lesson to check for
understanding.
Co-Teaching Strategy
 Which co-teaching approach will you use to maximize student achievement?
Differentiation Strategy
 What accommodations/modifications will you include for specific students?
 Do you anticipate any students who will need an additional challenge?

 How will you ensure that all students have multiple  How will students practice all knowledge/skills required
opportunities to practice new content and skills? of the objective, with your support, such that they
 What types of questions can you ask students as continue to internalize the sub-objectives?
you are observing them practice?  How will students be engaged?
 How/when will you check for understanding?  How will you elicit student-to-student interaction?
 How will you provide guidance to all students as  How are students practicing in ways that align to
they practice? independent practice?
 How will you explain and model behavioral
expectations?
 Is there enough detail in this section so that
Guided Practice
another person could facilitate this practice?

We will have a group discussion about scarcity Blooms Taxonomy questions will be used to keep
specifically the Irish Potato Famine. Blooms students engaged throughout.
Taxonomy questions will be used throughout
the lesson.
 How can you utilize grouping strategies?
 How will you plan to coach and correct during this  How will students independently practice the knowledge and
practice? skills required by the objective?
Independent
 How will you provide opportunities for remediation and  How will students be engaged?
Practice
extension?  How are students practicing in ways that align to

 How will you clearly state and model academic and assessment?
behavioral expectations?  How are students using self-assessment to guide their own
 Did you provide enough detail so that another person
learning?
could facilitate the practice?
 How are you supporting students giving feedback to one
another?
2
Closing/Student Reflection/Real-life connections:

 How will students summarize and state the significance of what they learned?
 Why will students be engaged?
We will go over the quiz and answer each question and give the right answer. Students
will engage with each other to check each other’s quiz.

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Direct Instruction Lesson Plan Template

Key vocabulary: Scarcity, Famine Materials: Laptop computers, Nearpod Lesson,

Teacher Will: Student Will:

Teacher Will: Student Will:

another person could facilitate this practice?

extension?  How are students practicing in ways that align to

Closing/Student Reflection/Real-life connections:

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