This lesson teaches students about sharing resources, inequality, and community in a fun and tasty way.
First, students will see how a resource can be "shared" in an unequal fashion, then students will generate strategies for how to share a finite resource with equity.
Teaching Tips
Positives
This lesson is very engaging and will have students talking about the big ideas presented long after class ends.
The PDF includes step-by-step instructions for conducting the activity, many discussion questions, and a way to measure student learning after the conclusion of the lesson.
The video walks teachers through the procedures for the lesson.
Additional Prerequisites
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For the activity, teachers will need 20 Goldfish crackers per student, napkins, snack baggies, and a serving bowl.
Differentiation
Science classes could use this lesson while discussing Earth's finite resources and how to equitably allocate what is left.
Because this lesson will be a touchstone of importance throughout the year, consider writing some of the answers to the discussion questions on a chart to display.
Goldfish crackers are one option for this activity, but it can be done with any large quantity of small items, like marbles, small candies, pencils, or acorns.
The lesson plan includes ideas for incorporating math concepts into the activity.
Other related resources include these games that teach students about the environment, this math activity that deals with greenhouse gas, and this digital picture book about kids changing the world.
Scientist Notes
This resource shows a practical illustration for students to learn the basic concepts of resource distribution and allocation. This is ideal for the classroom.
Standards
College, Career, and Civic Life (C3) Standards
Dimension 2: Civics
D2.Civ.11.K-2 Explain how people can work together to make decisions in the classroom.
D2.Civ.8.K-2 Describe democratic principles such as equality, fairness, and respect for legitimate authority and rules.
Dimension 2: Economics
D2.Eco.1.K-2 Explain how scarcity necessitates decision making.
Common Core Math Standards (CCSS.MATH)
Counting & Cardinality (K)
CCSS.MATH.CONTENT.K.CC.A.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
CCSS.MATH.CONTENT.K.CC.C.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.
Operations & Algebraic Thinking (K-5)
CCSS.MATH.CONTENT.1.OA.C.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
