Sherene Thompson-Senior

Joan Gordon-Shaw

Chantay Waldon

West

Butts Jones

Worthy

Golden

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.

Mandy Butler

Chalance Deriso

Leah Clark

Jenny Gleeson

Jennifer Bell

Jennifer Knight

Sarah Lewis

Janise Hurley

Rita Kangas-Davis

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.

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).

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

Scarcity/not scarcity sort as a whole class

f. Martin Luther King, Jr. Day

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.

Melissa Hooper

Jeannette Coleman

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.

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.

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

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.

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

• 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.

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

I can count forward to 50.

Describe the national flag and meaning behind the stars and stripes.

Incorporate math by counting the stripes and the stars on the national flag. Compare the original national flag from the children's book to our current flag. Which one has more stars? Less stars?

Have students draw their own illustration of the national flag. They have to count to be sure they include 50 stars and 13 stripes.

(Discuss state flag tomorrow)

There are three different printout books so each child gets a book on their level.   (PDF Attached with differentiated books and worksheets)

Transition 2: Students will create a book “All About Jackie Robinson.” Students will conduct further research and study Jackie Robinson and record facts about him in this book with a group of 2-. 

Early Finishers/Enrichment: Then they will complete the worksheet. Students will order the events of Jackie’s life and explain how Jackie showed good sportsmanship. 

Math: Add Jackie's total runs scored plus his total hits. Then add his stolen bases. Identify each component and give the total sum.

**972 runs scored plus 1,563 hits plus 200 stolen bases.

Social Studies: Students will determine needs from wants. Students will be able to explain how taxes are collected and what they may be used for.

-Visuals such as anchor charts posted around the room

-Students prompting

-To challenge students, the teacher can give them a specific amount of money to spend

-Give different amounts of coins and bills based on level of understanding

-Students can use a number line if they struggle adding or subtracting

How many stars?

How many stripes?

What do the stars represent?

What do the stripes represent?

Students could integrate math into social studies by looking at the different major rivers of the US and estimating the length of each by rounding

Christen smith

The students will be able to use money to add or subtract.

4.MDR.6.2: Ask questions and answer them based on gathered information, observations, and appropriate graphical displays to solve problems relevant to everyday life.

• Start by showing images or videos related to different types of weather conditions and asking students to describe what they see.

• Introduce the Lewis and Clark Expedition, explaining its significance and providing background information.

• Ask students questions to get them thinking about how weather might have affected the expedition's journey.

Activate:

• Distribute graphic organizers or worksheets to students, prompting them to brainstorm and record different weather conditions Lewis and Clark encountered.

• Have students work in pairs or small groups to discuss and list the impacts of various weather conditions on the expedition's progress and objectives. (teacher monitor and circulate groups, provide support, encourage critical thinking)

Teach:

• Lead a discussion or mini-lecture on the weather conditions faced by Lewis and Clark during their expedition, using visuals and primary source excerpts to illustrate.

• Using multimedia resources, the teacher will provide information on the strategies employed by Lewis and Clark to overcome weather challenges, such as building shelters and seeking assistance from Native American guides.

• Facilitate class discussions, encouraging students to share their thoughts and ask questions about the connections between weather and the expedition's experiences.

Reinforce

• Provide students with scenarios or case studies describing specific weather challenges encountered by Lewis and Clark.

• In pairs or small groups, students will analyze each scenario, identify weather-related impacts, and brainstorm strategies for overcoming the challenges.

• Encourage students to refer to their graphic organizers or notes from earlier in the lesson and provide feedback as groups share their analyses and strategies with the class.

Closure:

• Summarize the key points of the lesson, emphasizing the importance of understanding how weather influenced historical events like the Lewis and Clark Expedition.

• Students will reflect on what they learned and how it connects to the broader themes of weather and exploration.

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.

a. Ask questions to differentiate between plants, animals, and habitats found within Georgia's geographic regions.

Ex. Johnny wants to buy a toothbrush for $5. He has $2.50. How much more does he need to buy the toothbrush?

Advanced students can analyze and write about the data that they collected.

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

I can differentiate between the different regions in Georgia.

-The teacher can give a quick assessment with three short word problems. the words problems will be based on goods and services, but they students will have to add or subtract within 20 to solve. This will show demonstrate their understanding of the social studies and math standards.

Math: They will turn in their work and answer to be reviewed for a formative assessment. Feedback will be given.

Extension:

Student will also create their own constellation to have an alternate route to freedom.

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

-Students can write in their journals to the following prompt:

"The colors of my flag represent _____________..."

-The difference between bartering and trading

-Model counting money (coins) and dollar bills

-Relevant vocabulary

Students will also be provided a budget of $100 to determine what can be ordered from the menu. They will also be required to determine if there is any money left after the meal is purchased.

Use visuals, gallery walk and graphic organizes to help struggling students.

Extension:

Create a podcast or visual presentation.

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.

On level students will be provided actual menus.

Higher level students will be given menus without prices. These students will have to come up with their own prices without exceeding their budget.

Offer more challenging activities or problems for students who grasp the concepts quickly.

Create large posters or visuals with enlarged images of each coin, emphasizing their unique features.

Pair students with different abilities. Allow them to work together during activities, with each student contributing based on their strengths.

Create a choice board with different activities related to spending, saving, and coin values.

Formative: Students will write a narrative about running a restaurant with costs and menu prices. They will inform us how sometimes people choose between wants and needs.

• Students will analyze trading data from different countries.

• Students will create bar graph to represent trading data.

• Students will compare and contrast trading trends among different countries.

Task:

Create an anchor chart with vocabulary: saving, spending

• Work through a word problem with students using adding and subtraction strategies using coins as manipulatives. How much money would you have if you had x dimes and x nickels, etc? What if you had five nickels and you lost one?

• Give students a number line and a 100 chart to assist with strategies.

Above Level: students can research and present additional information about the countries they analyzed, such as environmental challenges that may influence trading.