Activity 01
Simulation Game: The Not-Enough Crayons Problem
Give each small group a coloring task but intentionally provide fewer crayons than colors needed. Without teacher intervention, groups must figure out how to share. Debrief as a class: what strategies did groups use, and which felt fairest?
Explain the benefits of sharing resources with others.
Facilitation TipDuring The Not-Enough Crayons Problem, circulate and listen for students to use phrases like 'my turn' or 'we can share' to encourage verbalizing cooperation.
What to look forProvide students with a picture of two children wanting the same toy. Ask them to draw or write one way the children could share the toy fairly.
ApplyAnalyzeEvaluateCreateSocial AwarenessDecision-Making
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Activity 02
Think-Pair-Share: When Do We Have to Share?
Ask students to think of a time they had to share something they didn't want to. Partners take turns sharing their stories, then the class discusses why sharing can be hard but still important for the group.
Analyze a scenario where sharing is necessary.
Facilitation TipIn Think-Pair-Share, model how to listen carefully before responding by repeating what your partner said before adding your own idea.
What to look forPresent a scenario: 'There are only 3 crayons, but 5 friends want to draw a picture together.' Ask students: 'What are the limited resources here? How can the friends cooperate to share the crayons fairly?'
UnderstandApplyAnalyzeSelf-AwarenessRelationship Skills
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Activity 03
Inquiry Circle: Our Classroom Resources
Do a guided walk around the classroom identifying shared resources (books, scissors, blocks, playground equipment). Students sort picture cards of resources into 'mine alone' and 'we share' categories, then discuss why some things are shared.
Construct a solution for a situation with limited shared resources.
Facilitation TipFor Collaborative Investigation, assign roles like 'materials manager' or 'timekeeper' to give every student a clear responsibility during the activity.
What to look forDuring a group activity with limited materials (e.g., 1 glue stick for 4 students), observe students. Note which students initiate sharing, ask for turns, or suggest solutions for equitable use of the resource.
AnalyzeEvaluateCreateSelf-ManagementSelf-Awareness
Generate Complete Lesson→A few notes on teaching this unit
Teach this topic by giving students repeated, structured opportunities to feel the tension of scarcity and the satisfaction of cooperation. Avoid rushing to 'the right answer' about fairness, because fair solutions vary by context. Research shows that when children experience a problem directly, they build empathy and reasoning skills that last longer than abstract lessons. Keep the focus on the process of cooperating, not just the outcome of sharing.
Successful learning looks like students recognizing that resources can be limited and that cooperation helps everyone get what they need. You’ll see them propose fair solutions, take turns, and adjust their ideas when others suggest different ways. By the end, they should connect these experiences to their own classroom community.
Watch Out for These Misconceptions
During The Not-Enough Crayons Problem, watch for students who insist that sharing must mean splitting the crayons in half exactly the same way.
Redirect by asking, 'What if one friend needs the red crayon to draw a fire truck? Can we still share fairly without cutting the crayon?' Encourage them to suggest other solutions like taking turns or drawing together.
During Collaborative Investigation, watch for students who believe that limited resources mean someone is being unfair or mean.
Bring their attention to the classroom guinea pig or a shared glue stick. Ask, 'Is the guinea pig not being fair, or is it that we only have one pig and need to take care of it together?' Guide them to see scarcity as a natural condition, not a punishment.
Methods used in this brief