Age: 10-11 years

Duration: 70 min

Objectives

• Analyze a short case study on global trade delays using import/export vocabulary.
• Answer data-based comprehension questions using evidence from the case.
• Debate one proposed solution in teams using claim and evidence frames.

Vocab

• import / export: "Import means bring goods in; export means send goods out."
• trade / global: "Global trade connects countries through buying and selling."
• logistics: "Logistics is planning how goods move and arrive on time."
• demand: "Demand is how much consumers want to buy a product."

Warm-up (5min)

Map talk — world map on board — trace one product (phone, rice, toy) from country A to B; students name import/export orally.

Main Activity (55min): "Supply Chain Case Study"

"Global Trade Case Lab" — Round 1: Case study read (~400 words) — fictional but realistic port delay affecting imports — annotate import/export/logistics terms. Round 2: Data table — simple numbers (containers waiting, days delayed, price change) — answer 6 comprehension questions. Round 3: Cause-effect revisit — link to Lessons 01 and 05; students add two connectors to oral summary. Round 4: Solution brainstorm — teams get problem card; list 3 solutions (diversify suppliers, local production, better ports). Round 5: Mini-debate — resolution: "Our country should make more products locally." Pro/con 3-minute structured debate using G4 frames. Round 6: Written position sentence for essay bank: "One solution to trade delays is ___ because ___ ." Case study sheet filed in supply chain portfolio #3.

Wrap-up (5min)

Exit ticket: "Import means ___ . One trade problem in the case was ___ ."

Teacher Tips

• Third supply chain unit — case study format prepares for essay evidence paragraphs.
• Debate connects G4 forum skills — keep resolution narrow and school-safe.
• Data tables build toward Lesson 12 infographics — do not skip numeric comprehension.