Module 6.
Brain-Based Learning Project Assignment
Fitchburg State University
EDUC 7014 Reading and Writing in the Content Areas
Dr. Tricia Smith
October 16th, 2024
Brain-Based Learning Project Assignment for Grade 9 (Economics)
Title: The Impact of Scarcity and Choice on Communities: A Brain-
Based Literacy Project
State Standards
Literacy Standards
Common Core State Standards (CCSS) English Language Literacy
(ELA) for Grade 9
Quote strong and thorough written evidence to support analysis of what the
text says clearly, and the explanations drawn from the text (826 Digital).
Write descriptive texts to examine and convey complex ideas, concepts, and
information clearly and accurately.
Content Standards (Economics)
Scarcity: Students will understand that resources are limited, so people
cannot have all the goods and services they want. As a result, they must
choose some things and give up others.
Choice: Effective choice-making requires comparing the extra costs of
alternatives with the extra benefits
Purpose of the Project:
This project is designed to engage Grade 9 students in brain-based learning
by connecting the concept of scarcity and choice in real-world examples to
the development of reading comprehension, analytical skills, and the ability
to express their thoughts clearly in writing. Students will engage in brain-
based learning activities through research, critical thinking, synthesis of
information, and creative expression, which aligns with brain-based learning
principles, which emphasize linking learning to real-life situations, engaging
multiple senses, and promoting active problem-solving (Jensen and
McConchie, 2020).
Background Information:
Scarcity and choice are fundamental themes in economics that affect
individuals, communities, and nations. Scarcity, the condition of limited
resources in comparison to the unlimited wants of people, explains why
people and communities must make choices on how to allocate these limited
resources, such as water, food, energy, and housing. Limited resources
mean that not everyone can have everything they want. This project will help
students understand this critical concept by having them explore a specific
example of scarcity affecting a community or country. Through reading,
research, and writing, students will learn to analyze, promoting cognitive
engagement and literacy development.
Prompt and Essential Question
Prompt:
In this project, the students will research how scarcity affects a particular
community, city, or country. They will analyze the economic challenges the
community faces due to scarcity and how they make choices to address
them. Based on the research, they will write an analytical essay discussing
the impact of scarcity on their chosen community and proposing solutions or
strategies for managing scarce resources effectively.
Essential Question
How does scarcity affect the economic choices of communities or countries
in managing limited resources?
Project Steps
Introduction
The class begins with a short video introduction to the concept of scarcity.
Then, based on the video, a discussion follows on the concept of scarcity and
how it influences choices in real life. Relevant examples from daily life, such
as water shortages, food scarcity, or limited housing, can be used to explain
the concept.
Research Phase:
Students will choose a community or country facing a specific form of
scarcity (e.g., water, food, energy, housing).
Students will read and analyze at least three to four sources about the
community's specific resource challenges. Sources can include articles,
reports, or case studies that detail the scarcity problem, and the
choices made in response.
The students will summarize, focusing on the causes of scarcity,
choices made, and potential solutions.
Synthesis and Analysis
After gathering information, in small groups, students will analyze the
data by identifying common themes.
Discuss the consequences of scarcity and evaluate how the community
has managed its resources. They will begin to form ideas for possible
alternative strategies or solutions for managing scarcity.
Students will form idea that addresses how scarcity impacts the
community and what choices have been made in response.
Essay Writing
Each student will write a 3–4-page analytical essay based on their research
that includes:
An introduction explaining the concept of scarcity and introducing the
chosen community.
The body paragraphs analyze the community's challenges related to
scarcity, supported by evidence from the readings.
An evaluation of the choice made by the community to address
scarcity and their effectiveness.
A conclusion with a proposal for resource management solutions.
Peer Review:
Students will exchange their essays with a peer for feedback. This allows
them to improve their writing and engage in collaborative learning,
enhancing their literacy development.
Presentation of Findings:
Students will present a brief summary of their research, summarizing their
findings and proposed solutions. Visual aids such as slides, posters, charts,
etc., may be used to support their presentation, which will enhance their
communication and support brain-based learning by engaging different
senses.
Assessment ( Rubric) (CoGrader. (n.d.). 9th-10th)
Criteria Excellent Good (3) Satisfactory Needs
(4) (2) Improveme
nt (1)
Research Thorough, Adequate Basic Incomplete
well- research with research, few or insufficient
documented sufficient sources research
research with sources
varied and
relevant
sources
Reading Insightful Clear Basic Weak
Comprehensi text analysis understandin understandin understandin
on with strong g, some g, minimal g, lacks
evidence evidence evidence textual
used evidence
Writing Clear, Mostly clear, Some Unclear,
Quality concise, and with minor disorganizati disorganized,
well- errors on, frequent numerous
organized errors errors
writing, free
of errors
Critical Strong, well- Reasonable Basic Minimal or no
Thinking supported analysis, analysis, few analysis, no
analysis, some alternatives alternatives
creative alternatives
alternatives
suggested
Presentation Engaging, Mostly clear, Uneven Lacks
confident, minor issues presentation, confidence,
well- in delivery some unclear unclear
structured, parts presentation
with clear
visuals
Ways to Differentiate
The Struggling Students
I will help create illustrative and detailed directions to assist them with
research and writing structure. I will support them with reading materials
that present key ideas in simpler language.
The Advanced Students
I will encourage them to do in depth investigation and compare their case
study with other similar cases across different regions or time periods.
English Language Learners (ELL):
I will support them with resources both in English and the student’s native
language. I will also allow them to present part of their project in their
native language.
Reference
CoGrader. (n.d.). 9th-10th grade language standards - Free resources -
Rubrics, lesson plans and assessments.
CoGrader. [Link]
Jensen, E., & McConchie, L. (2020). Brain-based learning: Teaching the way
students really learn ( 3rd ed.) Thousand Oaks, CA: Corwin.
826 Digital. (n.d.). Introduction to the project. 826
Digital. [Link]