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Group Members: Sally Ride and John Glenn

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Group Members: Sally Ride and John Glenn

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Group Members: Teresa Moore, Shawn Loftin, Celia McCart

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Group Members: Teresa Moore, Shawn Loftin, Celia McCart

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Math: CD-MA1.4b Recognizes numerals and uses counting as part of play and as a means for
determining quantity.

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Math: CD-MA1.4b Recognizes numerals and uses counting as part of play and as a means for
determining quantity.

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Social Studies: CD-SS4.4b Describes the roles and responsibilities of a variety of occupations.

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Social Studies: CD-SS4.4b Describes the roles and responsibilities of a variety of occupations.

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Group members Haley Smith, Rachel Peterson, Ashleigh McIntosh, Anna Alvarado, Stacy Powell, Caleb Powell, Kelly Waldron 

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Group members Haley Smith, Rachel Peterson, Ashleigh McIntosh, Anna Alvarado, Stacy Powell, Caleb Powell, Kelly Waldron 

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Group Members: Andrea Kelly, Amber Winter, Gena Ledford, Daphne Johnson, Madeline Tuggle, Sherryl Lane

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Group Members: Andrea Kelly, Amber Winter, Gena Ledford, Daphne Johnson, Madeline Tuggle, Sherryl Lane

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Math Standard:  2.NR.1.2 Count forward and backwardby ones from any numberwithin 1000. Count forward byfives from multiples of 5 within1000. Count forward andbackward by 10s and 100s fromany number within 1000.Count forward by 25s from 0

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Math Standard:  2.NR.1.2 Count forward and backwardby ones from any numberwithin 1000. Count forward byfives from multiples of 5 within1000. Count forward andbackward by 10s and 100s fromany number within 1000.Count forward by 25s from 0

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Cadene Richards-Chambers

Sherene Thompson-Senior

Joan Gordon-Shaw

Chantay Waldon

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Pitts

West

Butts Jones

Worthy

Golden

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Math Standard: 4.NF.3- Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem.

Social Studies Standard: SS4E1 Use the basic economic concepts of trade, opportunity cost, specialization, voluntary exchange, productivity, and price incentives to illustrate historical events.

Learning Objective: Students will be able to solve word problems involving the addition and subtraction of fractions with like denominators to represent economic concepts such as trade, opportunity cost, and productivity.

Instruction: Begin by introducing the economic concepts of trade, opportunity cost, specialization, voluntary exchange, productivity, and price incentives. Use historical events or hypothetical scenarios to illustrate these concepts. Explain how fractions can be used to represent quantities in economic transactions, such as the division of goods in trade. Briefly review adding and subtracting fractions with like denominators, using visual models and equations. Present word problems that integrate the economic concepts with fraction operations. For example, "Two farmers trade goods. Farmer A gives 3/4 of his wheat to Farmer B in exchange for 1/2 of Farmer B's corn. What fraction of his corn does Farmer B trade away?" Work through a few problems as a class, demonstrating how to apply the economic concepts and solve the fraction problems. Have students solve a set of word problems on their own, applying the economic concepts and fraction skills.

Differentiation:

Provide visual aids, such as fraction bars or pie charts, to help students understand the fractions in the problems. Use simpler fractions or fewer steps in the problems.

Include problems with more complex scenarios, requiring students to integrate multiple economic concepts or perform additional steps in their calculations.

Encourage students to work in pairs or small groups to discuss and solve the problems, sharing their reasoning and strategies.

Assessment:

Observe students during the guided and independent practice, providing immediate feedback and support as needed.

Give a quiz or assignment with a variety of word problems that require students to apply the economic concepts and solve fraction problems. Include a mix of problem types to assess different levels of understanding.

Have students reflect on how they used math to understand economic concepts, encouraging them to make connections between the subjects.

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Group Members: Shelby Moore, Stacy Nash, Brittany Norris, Laura Robinson, Megan Townsend

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Group Members: Shelby Moore, Stacy Nash, Brittany Norris, Laura Robinson, Megan Townsend

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Ashley Strickland

Mandy Butler

Chalance Deriso

Leah Clark

Jenny Gleeson

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Kim Sellers, Logan Woolridge, Britney White

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Kim Sellers, Logan Woolridge, Britney White

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Group members: Ashley Coleman, Rebecca Denio, Rigo Orellana

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Group members: Ashley Coleman, Rebecca Denio, Rigo Orellana

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Group Members: Nicole Belflower, Kaitlin Tyson, Kristin Watson, Andrea Neesmith, Teresa Lewis, Martha Savage

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Group Members: Nicole Belflower, Kaitlin Tyson, Kristin Watson, Andrea Neesmith, Teresa Lewis, Martha Savage

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1. Lilly Pickle

2. Christina Brown

3. Ashley Roberts

4. Levie Walsh

5. Cherilyn Oliver

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Anna Joy Reeves, Jennifer Kendrick, Allyson Tankersley, Haley Spell, Stacey Atkinson

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Anna Joy Reeves, Jennifer Kendrick, Allyson Tankersley, Haley Spell, Stacey Atkinson

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How do I use money, trading, and bartering to get what I want and what I need?

How do I count collections of pennies, nickels, dimes, and dollar bills?

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Group Members: Joanna Lane, Loyce Ward, Letitia Householder, Emma Warren, Kathryn Spradlin

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Group Members: Joanna Lane, Loyce Ward, Letitia Householder, Emma Warren, Kathryn Spradlin

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Kloe Daughtry

Jennifer Bell

Jennifer Knight

Sarah Lewis

Janise Hurley

Rita Kangas-Davis

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Science Standard: S4E4. Obtain, evaluate, and communicate information to predict weather events and infer weather patterns using weather charts/maps and collected weather data.

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Science Standard: S4E4. Obtain, evaluate, and communicate information to predict weather events and infer weather patterns using weather charts/maps and collected weather data.

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1.MDR.6.3- Identify the value of quarters, and compare the values of pennies, nickels, dimes, and quarters.

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SS1E2: Explain that scarcity is when unlimited wants are greater than limited resources.

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I can explain that scarcity is when unlimited wants are greater than limited resources. (Knowledge)

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SSKE2: Explain that people earn income by working.

SSKE3: Explain that people use money to purchase goods and services.

SSKE4: Explain that people must make choices because they cannot have anything they want.

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Misty Jones, Natalie English, Tiffany Evans, Katie Sharp, Brock Sharp

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K.NR.1.4 Identify pennies, nickles, and dimes and know their name and value.

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Sophia Winters, Kaitlyn Mooney, Katie Glover, Salena Gutierrez, Amanda Wood, Janet Peters, Ashley Manfre

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Standard: SS2H1 Describe the lives and contributions of historical figures in Georgia history. c. Jackie Robinson (sportsmanship and civil rights)

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Standard: SS2H1 Describe the lives and contributions of historical figures in Georgia history. c. Jackie Robinson (sportsmanship and civil rights)

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SKP1. Obtain, evaluate, and communicate information to describe objects in terms of the materials they are made of and their physical attributes.

b. Use senses and science tools to classify common objects, such as buttons or swatches of cloth, according to their physical attributes (color, size, shape, weight, and texture).

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Teacher will use an anchor chart with large pictures of quarters, dimes, nickels, and pennies. We will discuss and display the value of each coin. The teacher will give each student a handful of quarter manipulatives. Students will work on counting how much money they have total. Then the teacher will bring out items that are "for sale" such as fun erasers and slinkys, bubble gum popits etc. Teacher needs to make sure that there is a very popular item and that there is only one or two of that item. The teacher will assign a price to the items and will allow students to use their coins to purchase items. Students will "shop" with their coins and will quickly find out that even though they have enough money, there is not enough of one item. Teacher will then try giving out more quarters and ask if they can buy that item now? After the "shopping" experience is over have the students sit down (you may want to make sure you have a bunch of that item in back up to avoid an emotional outburst). Then teacher will read the book the Great Fuzz Frenzy and will discuss vocabulary word scarcity and will relate the vocabulary to the shopping activity.

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for students that struggle with counting quarters, they will be put into a group or partner with a student that is proficient with counting.

Teacher will help student count their coins to buy if they can't count correctly.

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Students will identify the value and name of each coin.

Scarcity/not scarcity sort as a whole class

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SSKH1 Identify the national holidays and describe the people and/or events celebrated.

f. Martin Luther King, Jr. Day

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Student will learn how to use money to buy goods and services.

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Group 1 members: Andrea Jurado, Melanie Reed, Denise Myers, Kathleen Davis, Latonya Washington, Vanessa Singley

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Group 1 members: Andrea Jurado, Melanie Reed, Denise Myers, Kathleen Davis, Latonya Washington, Vanessa Singley

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SS1E1 Identify goods that people make and services that people provide for each other.

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The students will be able to describe the physical attributes of 3 eggs that vary in size and color. One egg will be brown, one tan, and one white. The students will be able to form connections between the physical attributes of the eggs and Dr. Martin Luther King Jr.'s belief that we are all created equal, regardless of our skin color. We are all the same on the inside.

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The students will listen to Martin's Big Words by Doreen Rappaport.

After the read-aloud, the teacher will display three eggs with varying colors: one brown, one tan, and one white. The students will be encouraged to make observations about the three eggs and participate in a whole group discussion where their similarities and differences will be compared and contrasted. Each child will make observations about the eggs and come to understand how people and eggs are the same – they can be very different on the outside but are the same on the inside.

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Visual aids (Pictures of Martin Luther King Jr.)

Hands-on (Role-playing, sorting, etc.)

Multisensory Learning (Songs and stories)

Flexible Assessment (Observation checklists, oral presentations, or project-based assesements)

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Hook: Think about a time that you went to the store and bought something or went somewhere and paid for someone to help you with something. A good is a thing that you can hold. A service is something that is done to help you. We will complete a picture walk of the book and review different types of coins we use. Discuss why people are working and how they earn money to pay for their needs and wants. A need is something you cannot live without. A want is something you can live without.

Read Aloud “What Do We Buy?: A Look at Goods and Services”

https://www.youtube.com/watch?v=nqFIFMKKuUU

After the reading, students can help make a list of the different goods and services mentioned in the book. There will be a discussion about how to use money to purchase these things. There can also be another chart to show the differences in needs and wants.

Students will participate in a “Mocket” (mock market) using play money to buy and sell needs and wants.

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After reading the book "Martins Big Words" ask students to retell key events from the book using cut and paste timeline activity.

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Nicole Dawson

Melissa Hooper

Jeannette Coleman

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SS3CG2 Explain the importance of Americans sharing certain central democratic beliefs and principles, both personal and civic. a. Explain the necessity of respecting the rights of others and promoting the common good. b. Explain the necessity of obeying reasonable laws/rules voluntarily, and explain why it is important for citizens in a democratic society to participate in public (civic) life (staying informed, voting, volunteering, and communicating with public officials).

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Students can use different types of coins depending on how well they can skip count (pennies, dimes, nickles).

Students can work with a peer to help make decisions and help count money.

For assessment, students can have different amounts of sorting options. Students can draw/write about their experience as a customer in small groups.

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Group Two Members: Karlee Sharpe, Marika Briggs, Crystal Waters, Emily Adams, Kimberlee Nettles

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Group Two Members: Karlee Sharpe, Marika Briggs, Crystal Waters, Emily Adams, Kimberlee Nettles

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Students will participate in a various sorting activities of needs/wants and goods/services using pictures and a T-table.

Students will draw/write about their experience as a customer in the “Mocket” and mention the goods or services that they bought and how much money they spent.

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Learning Objective: Identify community helpers by "clothesline clue" and recognizing numerals.

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Learning Objective: Identify community helpers by "clothesline clue" and recognizing numerals.

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1.MDR.6 Use appropriate tools to measure, order, and compare intervals of length and time, as well as denominations of money to solve real-life, mathematical problems and analyze graphical displays of data to answer relevant questions.

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SS2E3: Explain that people usually use money to obtain goods and services they want and explain how money makes trade easier than barter. 

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SS2E3: Explain that people usually use money to obtain goods and services they want and explain how money makes trade easier than barter. 

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SS1CG1 Describe how the historical figures in SS1H1a display positive character traits such as: fairness, respect for others, respect for the environment, courage, equality, tolerance, perseverance, and commitment

SS1PS7: Intrepret timelines, charts, and tables (introduced)

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K.NR.2- Use count sequence within 100.

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SS4H3 Explain westward expansion in America.

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SS4H3 Explain westward expansion in America.

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SSKH2A- Identify the national and state flags

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Students will use the positive character traits that they learned in SS1CG1 to analyze our school community helpers and display the data in a tally chart.

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We will use direct instruction to teach the specifics of the standard such as the different character traits that make a good community helper. We will use videos and discussion to teach about community helpers and what traits they need to process to be a good community helper.

We will then physically traverse the school to observe our community helpers in action. Students will have a character trait checklist where they can check off the character traits of the community helpers we encounter.

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We will differentiate by providing our lower level students a tally mark chart that is semi completed. They will be tasked with placing the tally marks in the correct spot. ESOL students will be provided with pictures of the community helpers as well as the name of the community helpers. Gifted and higher level students will be given a blank tally mark chart and will be tasked with labeling the chart and placing tallies in the correct spot.

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SS2E3 Explain that people usually use money to obtain the goods and services they want and explain how money makes trade easier than barter.

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We can formatively assess students by asking them to present their tally and have a discussion of the character traits that they observed the community helpers display.

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1.NR.2.1

Use a variety of strategies to solve addition and subtraction problems within 20.

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SS2E3: Explain that people usually use money to obtain the goods and services they want and explain how money makes trade easier than barter.  

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SS2E3: Explain that people usually use money to obtain the goods and services they want and explain how money makes trade easier than barter.  

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SS4E1

Use the basic economic concepts of trade, opportunity cost, specialization, voluntary exchange, productivity, and price incentives to illustrate historical events.

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Group Members: Jessica Raper, Jessica Daly, Joanna Bryan, Donna Hough, Sheila Henderson, Morgan Bronner, and Tonya Wiley

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Group Members: Jessica Raper, Jessica Daly, Joanna Bryan, Donna Hough, Sheila Henderson, Morgan Bronner, and Tonya Wiley

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Group 1 Social Studies Standard SS1E4: Explain that people earn income by working and that they must make choices about how much to save and spend.

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Group 1 Social Studies Standard SS1E4: Explain that people earn income by working and that they must make choices about how much to save and spend.

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2.MDR.6.2 Find the value of a group of coins and determine combinations of coins that equal a given amount that is less than one hundred cents, and solve problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.

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Students will examine historical accounts and scenarios to identify the different weather conditions encountered by Lewis and Clark during their expedition.

Students will identify and evaluate the impacts of various weather conditions (e.g., rain, snow, extreme heat) on the progress and objectives of the expedition.

Students will explain the strategies employed by Lewis and Clark to navigate through different weather challenges, including building shelters, hunting for food, and seeking assistance from Native American guides.

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Prior to this lesson, students will understand the following concepts:

-The difference between bartering and trading

-Model counting money (coins) and dollar bills

-Relevant vocabulary

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SKP1. Obtain. evaluate, and communicate information to describe objects in terms of the materials they are made of and their physical attributes.

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Learning Objective: I can describe the life of Jackie Robinson and how he contributed to history.    I can count forwards and backward for any numbers up to 1000

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Learning Objective: I can describe the life of Jackie Robinson and how he contributed to history.    I can count forwards and backward for any numbers up to 1000

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I can use addition and subtraction strategies to purchase and sell goods and services.

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2. MDR.6 Solve real-life problems involving time and money.

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2. MDR.6 Solve real-life problems involving time and money.

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2. MDR. 6.2 Find the value of a group of coins and determine combinations of coins that equal a given amount that is less than one hundred cents and solve problems involving dollar bills, quarters, dimes, nickles, and pennies using dollar and cents signs appropriately

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SSKH2. Identifying American symbols

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How will you instruct? Read Clothesline Clues and identify community helpers by clothing/uniform they wear. Then students will use a dice to roll to identify a number and match the number to a corresponding "clothing piece". The objective would be to collect all of the "pieces" of the uniform of the community helper.

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How will you instruct? Read Clothesline Clues and identify community helpers by clothing/uniform they wear. Then students will use a dice to roll to identify a number and match the number to a corresponding "clothing piece". The objective would be to collect all of the "pieces" of the uniform of the community helper.

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SS: I can identify American symbols.

Science: I can identify the colors of the American Flag (red, white, and blue).

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Review vocabulary as an activating strategy

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Teacher will present the book titled Why Are There Stripes on the American Flag? by Martha Rustad. Teacher will read and ask wondering questions.

Teacher puts up a picture of an American flag and asks students to share what they notice and what they wonder. Students will complete a think-pair-share to share their thoughts.

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Project Based Learning:  Mock Budgeting Plan (math integration)

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Project Based Learning:  Mock Budgeting Plan (math integration)

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Teacher will provide play money and sales papers from local grocery stores. Students will be given a mock budget and will be required to use their math addition and subtraction skills along with counting money skills to plan the items they will need to purchase and determine how much money they will have left for some "wants".

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In order to differentiate this lesson, we will provide students with the opportunity to color a picture of an American flag to identify the colors and where they belong on the flag. Students can also watch a video about the history of the American flag. In order to differentiate even further, the teacher will bring in an actual American flag for students to observe and feel the object for themselves.

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SS3G2: Locate and describe the equator, prime meridian, and lines of latitude and longitude on the globe.

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We will assign half our class to be consumers and the other half to be producers. We will have students practice addition and subtraction strategies to purchase or sell what they are making.

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2MDR.6.2: Find a value of a group of coins and determine combination of coins that equal a given amount that is less than 100 cents, and solve problems involving dollar bills, quarter, dimes, nickels, and pennies using the dollar and cent symbol appropriately.

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2MDR.6.2: Find a value of a group of coins and determine combination of coins that equal a given amount that is less than 100 cents, and solve problems involving dollar bills, quarter, dimes, nickels, and pennies using the dollar and cent symbol appropriately.

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MGSE3.MD.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.

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Differentiate: picture cues for community helper, one die for lower students, 2 dice for higher students, and addition for an extension.

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Differentiate: picture cues for community helper, one die for lower students, 2 dice for higher students, and addition for an extension.

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SS4H4 Examine the main ideas of the abolitionist and suffrage movements.

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SS4H4 Examine the main ideas of the abolitionist and suffrage movements.

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The section below was created by a student who is attending class online and not a part of our group work

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The section below was created by a student who is attending class online and not a part of our group work

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1.MDR.6.3- Identify the value of quarters and compare the values of pennies, nickels, dimes, and quarters.