Students will create their own restaurant. By combining economics principles and math concepts by interpreting data to drive their decisions as business owners. 

Students can learn about the Fur Trade surrounding Fort Union in Montana during the 19th Century. They will learn about the economic impact and the relations between the whites and the Native Americans.

In this lesson, students will attempt to answer this question: How can they, as third graders, help people who live across the world from them with a problem such as unclean or not enough water? Students will view a PowerPoint about Global Interdependence and the teacher will guide a discussion of the implications of unsafe water. How easy is it for most students in the U.S. to access clean water? jStudents will also discuss what might happen if the water in their community became compromised. What can they do about the issue both in their own communities and in South Sudan? Student groups will research different fundraising possibilities for helping Salva Dut's Water for South Sudan and prepare research notes. Using these notes, groups will present a fundraising possiblity to the class, which will then choose one to participate in. Teacher will assist the children in voting on one project to support. This lesson was developed by Amber Honeycutt as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.            

This scientific article explains the historic, social, and economic implications of the invention of the steam engine. It also discusses how the industrial revolution made manufacturing plants independent from locations next to rivers. The last part describes the nostalgic use of historic steam engines. The text is in child-friendly language and appropriate for children age 8 and up.

In this lesson students will identify different types of breakfast options and research breakfast choices from around the world.

Students will take a trip together to explore a locally owned business in their community. Children and adults will use the suggested questions to learn more about what it takes to run a business while thinking about the business history of their hometown.

Higher-level students will be given the details of the imaginary community that they are to create. They will be told the natural resources which they will have available to them. They will create a 3-dimensional town with industry, businesses, etc. Students will need to be specific with which businesses and industries will work in their community; this may require research of actual businesses/industries. Then they will create a flyer to encourage people to come live there, giving details of the important aspects of the town. This lesson was developed by NCDPI as part of the Academically and/or Intellectually Gifted Instructional Resources Project. This lesson plan has been vetted at the state level for standards alignment, AIG focus, and content accuracy.

Students will learn about the resources that are used and produced in North America.

In this lesson, students investigate people's historic relationship with whales and compare it to people's attitude toward whales today.

Students will locate, explore, and photograph evidence of maritime activities affecting them and/or their community, write a detailed description about the effect of the activities, and share both photographs and descriptions online.

This inquiry engages students in exploring world geography through the compelling questions "Where are we?" This question sparks students' intellectually curiosity through the study of geographic location and the impact of humans on their environment. Working with evidence from sources, students should understand that, although we can be in different places, our impact on Earth is worth considering.