The Resourceful Teaching

This resource gives the students an opportunity to go through some man-made patterns that have been inspired by natural patterns. This lesson will also give a provocation to the new ideas and new observations that the students will make. They will further make connections with natural and man-made patterns.

Marketplace goods, services, demand, and supply

This lesson provides hands-on (drag and drop) opportunities for the students to tune into the reading strategy. The students then sort out the important and interesting information using the colour codes.

Graphic organizers Stepwise strategies Situation cards Step in someone's shoes strategy

This resource gives the students an opportunity to go through some man-made patterns that have been inspired by natural patterns. This lesson will also give a provocation to the new ideas and new observations that the students will make. They will further make connections with natural and man-made patterns.

Videos Graphic organiser Process

This is thought-provoking activity based on situational task cards.

Ethics in the market-Role of buyer and seller

Examples and task cards Critical thinking skills

Visible and invisible traits

Conflict management-perspective and responsibility

Steps towards mindfulness

The compassion project-empathy, perspective, stepping in someone's shoes

Knowing Values and beliefs

This lesson plan is based on a hands-on activity. You will need origami/craft paper and a sketch pen to complete this activity with the students. You can target to teach Instructional writing along with transition words and sentence fluency; depending on your lesson objective. Students learn through the practical approach in this activity.

Situation tsk cards

Includes Teacher example and a follow-up activity.

To tune into central idea of the unit on Marketplaces

100% editable Substitute Note to fill out and leave for the teacher to let them know how the day went in the teacher's absence. Edit to modify as per your convenience and needs. \