Teacher sign-in and present on Smartboard

• Mini-lesson: (complete slide 2 whole group)

  Organize each community helper, tool, and community need to the correct box.

• Small-group work: (complete slide 3)

  Split the students into groups and have them answer slide 3 together - recording their thinking on paper.

Expanding the Right to Vote

Susan Adds Her Name

My Freedom Story

Jumpstart Activity:

• Watch the video as a whole class on the SmartBoard

Mini-lesson:

• Start by watching the BrainPopJr video, Goods and Services, as a whole class on the SmartBoard

• Teacher asks the whole group: "What work or jobs do you do at home or at school?"

Group work: Students read pages 104-105 with a partner

• Record thinking in notebook: How do people get what they need?

Mini-lesson:

• Start by watching the BrainPop Jr video, Needs and Wants, as a whole class on the SmartBoard

• Teacher asks: How do people get what they need? What's the difference between a need and a want? Can you provide an example? (record responses on t-chart on chart paper (needs vs wants)

Partner Work:

• Students read My World pages 108-111 and turn and talk to answer Reading Check 1-2

Independent Work:

• Students complete Reading Check 3 on page 110 and Lesson Check on page 111 in My World Student Book.

• Students read along as teacher reads page 112 in My World.

Independent Work:

• Complete page 113 Your Turn Cost and Benefits

Display the game on the Smartboard and play as a whole group at the end of class as a wrap-up activity

Create different scenarios: If I charge $3 and it costs $5 to make, Did I lose money or did I make money? How do we figure out how much we charge?  How much money will we make if we charge___?

Mini-lesson: (whole group)

• Watch the DiscoveryEd video - "What Do Farmers Do?"

Independent Work:

• Read pages 114-117 in My World

Mini-Lesson (whole group):

• Watch the DiscoveryEd video about communities on the SmartBoard as a whole class

Independent work:

• Students read My World pages 58-61 Our Communities and Resources and complete the Reading Check on page 61

Mini-Lesson (whole group):

• Watch the DiscoveryEd video about how geography shapes a community on the SmartBoard as a whole class.

Independent work:

• Read My World pages 62-63 Our Communities and Resources and complete Lesson 4 Check on page 63

Mini-Lesson (whole group):

• Watch the DiscoveryEd video about a community's drought on the SmartBoard as a whole class.

Group Work:

• Work with a partner and read My World pages 124-125 and complete Reading Check 1 and 2.

Independent Work:

• Read My World pages 126-127 Challenges Producers Face and complete Reading Check 3

Mini-lesson (Whole Group):

• What happens on the playground if more people want to go on the swings than there are swings? Turn & Talk

• Record student ideas on chart paper

• Wrap-up the mini-lesson watching the DiscoveryEd Scarcity video as a whole class

• Students work in small groups to complete the Scarcity Scenarios

• The group discusses what they would do in that situation and why.

• They should think about how the scarcity in the scenario affects their decision.

  • "Who might be affected by your decision?"

  • "Is there a way to make the decision fair for everyone?"

• Watch the Crash Course Kids video as a whole class

• Students work in small groups to discuss the abundance scenarios

• The group discusses what they would do in that situation and why.

• They should think about how the abundance in the scenario affects their decision.

  • "Who might be affected by your decision?"

  • "Is there a way to make the decision fair for everyone?"

Wrap-up:

Come together as a whole group and have a brief class discussion about how having too little or too much of something can change the way we make decisions.

Mini-lesson:

• As a whole class, watch the DiscoveryEd video - "Heroes in Your Neighborhood!" on the SmartBoard

Jumpstart Activity:

• Draw a picture of someone you know who likes to help other people. Label your picture.

• Select a few students to share their pictures

Independent Work:

• Read My World pages pages 168-171

• Complete Reading Check

• As a whole class, complete the Fair or Unfair? activity (see images/posts below)

• Click on the images one at a time. Read the "situation" aloud for students.

• As you read, students must decide if it is "fair or unfair"

• On student whiteboards, they will draw a happy face for fair and a sad face for unfair.

Partner work:

• Read My World pages 64-65

• Complete the Literacy Skill Summary & Your Turn

Independent work:

• Read My World page 66

• Complete problem solving activity

Unfair = Sad Face

Unfair = Sad Face

Unfair = Sad Face

Unfair = Sad Face

Unfair = Sad Face

• Watch the Resources video as a whole class

Whole group activity:

• Teacher poses the following scenario to the class: After a storm, our town park is very messy. We need to clean it up! 

• Brainstorm needs: What needs to be done?

• Identify human capital: What people with special skills do we need?

• Identify physical capital: What tools or machines do we need?

• Role assignment: Give students simple roles to play.

• Act it out: Have students pretend to clean the park, each using their "skills" and "tools".

• Reflection: How were both people (human capital) and tools (physical capital) needed to solve the problem?

Independent Work:

• Read My World pages 128-129 and answer questions on page 129