Essential Question: Lesson One:
How do systems work together How do we identify success?
to succeed?
Objective  Students will infer what
different characters
determine as success and
will cite textual evidence for
their inference.
 Students will create a collage
that displays their definition
of success
Standards IAS:
6.RL.2.1: Analyze what a text says
explicitly as well as draw
inferences from the text through
citing textual evidence.
Materials  Printed Picture of a Sixpence
piece.
 Marguerite de Angeli’s Book
of Nursery and Mother
Goose Rhymes
 Old magazines
Lesson Two:
How do they three branches of
government work together,
specifically in successfully
protecting our civil rights?
 Using a provided website,
students will fill out a
graphic organizer of the
checks and balances of the
three branches of
government
 After discussing how the
branches worked together to
make segregation illegal, the
students will answer a
question on a google form
IAS:
6.2.5: Discuss the impact of
major forms of government in
Europe and the Americas on civil
and human rights?
NCSS:
Thematic Strand 6: Power,
Authority, and Governance
 Chromebooks
 Checks and Balances Graphic
Organizer
 Three Branches Website
Links
 Google Form Link
Lesson Three:
How does the food chain system
help the entire ecosystem to
succeed?
 Students will write the
definitions of the vocabulary
words presented in the
lesson
 Students will create their
own food chains using the
materials provided.
IAS:
6.LS.2: Describe the role of
photosynthesis in the flow of
energy in food chains, energy
pyramids, and food webs. Create
diagrams to show how the
energy in animals’ food used for
bodily processes was once
energy from the sun.
 Picture of Snake
 Picture of a Plant
 Vocabulary Sheet
 Chromebooks
 Food Chain Directions Sheet
 Half Sheets of Cardstock or
Lesson Four:
How does the supply and
demand successfully help to
balance our economy?
 Students will identify how
supply and demand affects
the prices in our economy.
IAS:
6.4.4: Describe how different
economic systems (traditional,
command, market, and mixed)
Europe and the Americas answ
the basic economic questions o
what to produce, how to
produce, and for whom to
produce.
NCSS:
Thematic Strand 7: Production,
Distribution, and Consumption
 Six Large Containers
 Lots of objects for the
containers (in the example
used bouncy balls, marbles
erasers, pencils, rubber
bands, and stickers)
  Scissors
 Glue
 Markers/Colored
Pencils/Crayons
 Construction Paper
Management Students will be expected to
listen to the nursery rhyme and
participate in the grand
conversations by listening to
peers and answering questions.
They will then be expected to
create their collage at their table,
at a whisper volume.
Anticipatory Set I am going show them a picture
of a sixpence piece, which is
mentioned in the nursery rhyme.
Purpose I am going to read you a nursery
rhyme that is from the book,
“Marguerite de Angeli’s Book of
Nursery and Mother Goose
Rhymes”. While I am reading I
want you to pay attention to
what the characters want by the
end of the rhyme.
Lesson Presentation I will read the nursery rhyme to
the students, then I will have
them participate in a grand
Students are expected to
participate throughout the lesson
by listening intently, participating
in discussions, and completing
the activities. During transitions
they are expected to move
quickly and quietly.
I am going to ask them a
question about the three
branches of government. There
will be three signs around the
room, one for each branch of
government. The students will
then move to the signs to specify
their answer.
Today we are going to discuss
the three branches of
government and how they work
together to help protect our
rights.
I am going to use direct
instruction to explain the
responsibility of each branch of
white construction paper
 Markers/Colored
Pencils/Crayons
Students are expected to
participate throughout the
anticipatory set and direct
instruction. They will do this
through listening, answering
questions and filling out the
vocabulary sheet. When
transitioning the students are
expected to move quickly and
quietly. While they are working
on their food chain the students
should be focused and at a
whisper volume at the most.
I am going to put up two
pictures, one of a snake and one
of a plant, and I am going to have
the students make a list of how
they think they are related.
Today we are going to learn
about food chains, and how the
earth has built in systems to help
animals thrive. We can be a part
of that food chain, and it is
important for us to know where
we fall on the food chain, and
how we influence our
environments.
I am going to give them a
vocabulary sheet that will have
words on it that are addressed
 Tally Chart
 Exit slip
Students are expected to pay
attention and participate durin
the anticipatory set, and the
direct instruction. During the
activity the students are
expected to participate fully an
be at an inside voice level of
talking. The should be sitting
quietly at their table after they
have bought all of their items.
They should also be sitting
quietly when they are filling ou
their exit slip
I am going to ask the students
what their favorite snack is and
how the price would differ if th
situation of the scenarios chang
Today we are going to talk abo
supply and demand effects the
price of objects, and how they
help to create a successfully
balanced market.
I am going to introduce the
vocabulary supply and demand
Then I will introduce the activit
 conversation with me, and in the
end we will be defining what
some of the characters believe is
the definition of success, and
what they think is the definition
of success.
Closure or Conclusion Students will create a collage to
display their definition of
success.
Formative Assessment The students will participate in a
grand conversation, which is an
informal observational
assessment.
Adaptions Students will have some sort of
movement within the lesson as it
produces dopamine and helps all
students be relaxed and focused.
This lesson is also quiet
structured to give students who
need external structure to help
with their self-regulation.
the government. Then the
students will fill out a graphic
organizer, using a provided
website to help them better
understand checks and balances.
Then we will go over the checks
and balances to make sure they
are all filled out correctly. Then I
will discuss with the students
about the dangers if one branch
gets too much power. Then we
will discuss how the branches of
government worked together to
help end segregation.
Students will fill out a google
form based on the three
branches of government and
how they work together to
protect our civil rights.
The students will participate in
discussion throughout the direct
instruction.
The students will have some
movement during the transitions,
which helps to produce
dopamine, which relaxes
students and allows them to
focus on the lesson. I also put a
graphic organizer activity in the
middle of the direct instruction
as it can be hard to self-regulate
throughout a whole period of
direct instruction. Also if a
throughout the lesson and will be
prompted when to be filled out.
Then I will ask the students to
help me create a list of things
living organisms need to survive.
Then I will use this list to
transition into energy, and how
food gives animals and humans
energy, while plants get theirs
from the sun. Then I will explain
what a food chain is and how we
can see the flow of energy. Then
I will help them label the
consumers and producers within
a food chain.
Students will draw and label their
own food chain.
Students will participate in the
lesson by answering questions
throughout the instruction and
will fill out a vocabulary sheet.
I will prompt students both
visually and verbally when to fill
out specific words on their
vocabulary sheet. The students
are also able to choose where
they sit during the creation of
their own food chain. The
movement and preference of
seating will produce dopamine in
their brains which will help them
to relax and focus on the activity.
that we are going to do, that w
help them to see supply and
demand in action. Then I will
relate supply and demand to ga
prices right now and how the
stay at home order and COVID-
have affected those prices.
I am going to connect supply an
demand to the success of the
economy as a whole. The
students will complete an exit
slip on supply and demand and
the affect that they have on the
prices of goods and services.
Students will answer questions
proposed throughout the lesso
and will participate in the
discussion at the end of each
round of the activity.
The activity in this lesson is ver
structured, as I know that some
of my students need more
external structure to aid their
self-regulation. The small insert
of direct instruction and the
multiple rounds of the activity
should help the students to sta
focused. The activity also
requires movement which
produces dopamine in the brai

Summative Assessment The students will create a collage
(As Needed) to display their definition of
success
student has trouble with self- which helps students to stay
regulation, a 15 minute unguided focused and relaxed throughou
activity can strain that self- the activity.
regulation. That is why the
teacher will give prompts at
different times throughout the
15 minutes that the students get
to complete the graphic
organizer.
The students will fill out a google The students will draw and label The students will complete an
form that is based on the lesson their own food chain. exit slip, which is a question on
that they will be allowed to use supply and demand.
their notes and graphic organizer
on.