Ahava~Love Assembly

Grade 2 History and Social Studies Week 10 | Teacher Guide

Grade 2 | HISTORY AND SOCIAL STUDIES

WEEK 10 • TEACHER GUIDE AND ANSWER KEY • DAYS 46–50

Read each lesson aloud with the child and model the worked example before practice. Do not show this key during practice. Accept oral, drawn or written answers where the child cannot yet write the whole answer. On Day 50, read aloud if needed but give no hints.

Week 10 Student Textbook | Week 10 Practice Workbook | Week 10 Teacher Guide | Week 9 Student Textbook | Grade 2 index

Day 46: Scarcity

Standard: SS24.2.5

Practice record: Class supplies, printed on the Week 10 Practice Workbook.

Worked example: There are 4 swings and 9 children who want to swing. Is there scarcity? Worked answer: Yes. There are not enough swings for everyone.

  1. Glue sticks and red crayons.
  2. Scissors.
  3. Example: The children could take turns with the glue sticks, or work in pairs and share. Accept any fair plan such as sharing, taking turns or using another color.

Teaching note: Point out scarcity in daily life: one bathroom in the morning, one last cookie, limited time before bed.

Day 47: Choices and Trade-Offs

Standard: SS24.2.5

Practice record: Saturday choices, printed on the Week 10 Practice Workbook.

Worked example: Ana has $5. She can buy a kite for $5 or a ball for $5. She buys the kite. What is her trade-off? Worked answer: The ball.

  1. Going to the park and helping paint the fence.
  2. One.
  3. There are only so many hours in a day, so people cannot do everything they want. Choosing one activity means giving up others. Accept any answer about limited time.

Teaching note: Ask the child about a choice he or she made this week and what was given up.

Day 48: Supply and Demand

Standard: SS24.2.5

Practice record: Fruit stand, printed on the Week 10 Practice Workbook.

Worked example: On a very hot day, many people want lemonade. Is the demand for lemonade high or low? Worked answer: High.

  1. Strawberries.
  2. Apples.
  3. More likely to go up. There are only a few boxes and many shoppers want them, so the seller can often charge more. Accept up with a reason about low supply and high demand.

Teaching note: Keep this at the level of likely changes; prices are set by sellers and can change for many reasons.

Day 49: A Market Game

Standard: SS24.2.5

Worked example: In a game, there are 3 erasers and 6 players want one. Which is greater, the supply or the demand? Worked answer: The demand is greater.

  1. Answers vary; usually the erasers, because there were only 3.
  2. Raised it to 2 tokens.
  3. Answers vary. Usually fewer players bought an eraser at the higher price, and some chose pencils instead. Accept any answer that matches what the child saw.

Teaching note: Play with at least three people if possible. Use the observation checklist below.

Hands-on task observation checklist (Play the class market). Check each item you observe. Four or five items shows the child met the task goal; two or three means repeat the task with support.

  • ☐ Child followed the market rules for both rounds.
  • ☐ Child recorded which item ran out in Round 1.
  • ☐ Child identified the scarce item.
  • ☐ Child described how the higher price changed choices in Round 2.
  • ☐ Child used the words supply and demand in the discussion.

Day 50: Independent Check: Scarcity, Supply and Demand

Standard: SS24.2.5

Practice record: Story: The Snow Day, printed on the Week 10 Practice Workbook.

Worked example: There are 2 slices of pie and 5 people want one. Is pie scarce? Worked answer: Yes.

  1. Snow shovels.
  2. The sled.
  3. A big snow was coming, so many families needed shovels at the same time. More people wanting a good means higher demand. Accept any answer linking the coming snow to more people wanting shovels.

Teaching note: Independent check: read the story aloud if needed, but give no hints.

Week 10 Student Textbook | Week 10 Practice Workbook | Week 10 Teacher Guide | Week 9 Student Textbook | Grade 2 index

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