Pancakes,+Pancakes!+Reinforcing+Activity


 * Objectives:**
 * Given a read aloud, chart and resource cards, students will be able to correctly identify the difference between natural, human and capital resources.
 * Given a read aloud, resource cards and a scenario card, students will be able to accurately explain what would happen if the natural resource in the scenario became scarce and unavailable to other people.
 * Given a read aloud and guiding questions, students will be able to accurately explain what would happen if one resource was unavailable during the book. Students will be introduced to the terms entrepreneurship, capital goods, technology, and division of labor.


 * Materials:**
 * Glue
 * Index cards
 * Pictures
 * Resource chart with three sections: natural, human and capital resources
 * Pancakes, Pancakes by Eric Carle
 * How to Make a Pencil video - []
 * Notebook paper
 * Pencils


 * Procedures: **

//Before Lesson//
 * Before teaching this lesson, find pictures of a variety of natural, human and capital resources. Include some of the resources found within the book.
 * Paste these pictures onto index cards.
 * Create different scenario cards that vividly portray a situation due to resource scarcity.
 * Print off a resource chart that has three columns titled: natural resources, human resources, and capital resources

//Exploration/ Introduction:// Ask students to get out a piece of paper and a pencil. Have students draw a picture or write a step by step outline of how they think a pencil. After several minutes, have students share with one another their outline or drawing. Ask if anyone wants to share their ideas. The teacher will ask students if all of ideas in the class were the same. Ask students what was similar and what was different between each of their drawings and outlines.

//Development:// The teacher will play a short video clip of how a pencil is made. Have students compare their ideas to the clip shown, and have a short discussion about the production of that good. Ask students what might be the same for every produced good and what is unique to the production of this good. Students should come to realize that entrepreneurship, capital goods, technology, and division of labor will be included in producing every good.

//Expansion:// The teacher will introduce the terms: entrepreneurship, capital goods,technology, and division of labor to students. Explain to them what each of them means, and have students write down their meanings on a piece of notebook paper. The teacher will read the book, Pancakes, Pancakes, by Eric Carle to students. While reading, the teacher will ask students questions to help them engage and comprehend the story. Some questions include how do we create pancakes? What resources does it take in order to make pancakes? After reading the book, the teacher will ask the students to list some of the resources that were listed in the book. The teacher will explain the difference between natural, human, and capital resources. The teacher will split students up into groups, and will give each group a set of resource cards and a resource chart. Students will sort the resource cards into three separate groups, natural, human, and capital resources. The students will then write down on their resource chart the names of the pictures on the cards in the appropriate column. The class will discuss why each resource belongs in the column it is in. While students are in their groups, the teacher will hand out a different scenario card to each group. Students will act out the scenario they are given for the rest of the class. The class will then decide what will happen in that particular scenario, and how the scarcity of natural resources will affect production of goods. Students will then be asked to create another drawing or outline explaining the production of goods. Students will compare this one to the first one from the beginning of class. Students will then describe the most valuable point they learned that influenced the changes in their second drawing/outline.

The teacher will observe and listen to student responses when discussing their reasoning for why a resource is a natural, human or capital resource and what would happen in their given scenario. Students will be given a participation grade for working in groups throughout the lesson. Students’ second drawing/ outline will be graded based upon its accuracy in alignment with what was learned during class and the depth of reflection given at the end of the lesson.
 * Assessment:**

Students could watch another clip about the production of a good, and would have to identify the capitol good, entrepreneurship, technology, division of labor and resources found within the clip. The teacher could simulate with students the process for producing and selling a good by creating a market day where students must market the goods they produce.
 * Suggested Extension** **Activities:**

http://www.socialstudiesforkids.com/articles/economics/scarcityandchoices1.htm http://www.econforkids.com/CE-Lesson1.pdf http://www2.scholastic.com/browse/collection.jsp?id=455 http://americanhistory.mrdonn.org/economics.html http://www.kidseconposters.com/keb/Title%20List%20Poster%20Set%20A/Productive%20Resources/Pancakes.htm
 * Additional References** **& Web Links:**