Age: 10-11 years

Duration: 70 min

Objectives

• Trace cause-and-effect chains from production to retail using a supply chain logic map.
• Use academic connectors (consequently, as a result, therefore) to explain trade disruptions.
• Present one finding from a TIME for Kids-style article in a 60-second oral summary.

Vocab

• consequently / as a result: "Port delays caused a deficit; consequently, retail prices rose."
• deficit / shortage: "A supply deficit means there is not enough product available."
• retail / distribution: "Retail is the final step when products reach consumers."
• supply chain: "The supply chain links factory, transport, warehouse, and store."

Warm-up (5min)

Show a photo of empty store shelves and a shipping container — ask: "What had to happen before this product reached the store?" Students brainstorm 4 steps on sticky notes. Introduce logic map vocabulary: cause → effect → consequence.

Main Activity (55min): "Global Supply Chain Logic"

"Global Supply Chain Logic Lab" — Round 1: Read a TIME for Kids-style article on trade disruptions (~350 words) — silent read with cause/effect highlighter (yellow = cause, blue = effect). Round 2: Logic map build — pairs place 6 event cards (factory shutdown, port delay, truck shortage, warehouse backlog, price increase, consumer choice) in sequence with arrow connectors. Round 3: Connector drill — rewrite 5 choppy sentences using consequently, therefore, as a result. Round 4: Deficit math mini-task — simple table: if supply drops 20%, what happens to price language students use? (oral only). Round 5: Team share — each group presents one cause-effect chain from article with logic map on board. Round 6: Individual written paragraph (5–6 sentences): "When ___ happens in the supply chain, ___ follows; consequently, ___." Collect logic maps — first G5 supply chain portfolio artifact.

Wrap-up (5min)

Exit ticket: "One cause I traced today was ___ . One consequence for consumers is ___ ."

Teacher Tips

• G5 opens the Argumentative Essay Lab track — supply chain units (01, 05, 09, 13) build one thematic arc across the year.
• Keep economics light — focus on logical sequencing, not advanced math; use visuals and cards.
• Bridge from G4 research and conditionals — cause-effect language feeds essay body paragraphs later.