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Title of Unit: Money, Money, Money Title of Lesson: Trade Around the World Submitted By: Robyn Bolton

A. Summary of the Lesson Plan: This social studies lesson plan is designed for a third grade class to go over the importance of trade around the world. This lesson uses the 3rd Grade Houghton Mifflin Social Studies textbook Communities (pages 300-303). B. Target Population: Grade Level: 3rd Grade Skill Level: All learning levels Grouping: Whole group discussion: for introduction, small group: activity, individual: assessment and review C. Materials: Grade Houghton Mifflin Social Studies textbook Communities (pages 300-303) Paper Pencil D. Objectives: o NV State Social Studies Standards E9.3.3 Give examples of prices set by businesses for selling goods and services.

Procedure: 1. Introduce the topic: I will tell students that they learned a little about trade when they learned about bartering and trade now we will learn how people trade products around the world. I will ask students the question on the first paragraph of page 300: Where do stores in the U.S get most of their bananas from? Students will then get a chance to respond to where they think bananas come from. I will then introduce the 4 vocabulary words: market, import, export, industry. As we read students will write down the definition of the word to use for future reference.

2. We will then begin reading the book pages 286-289. I will stop and ask questions and have students reply: (after the second sentence of the second paragraph on page 300) What is demand? (After the first sentence of the first paragraph on page 301) What are goods? (after the 2nd paragraph on page 301) Why do U.S companies export goods?
EDEL 453 - Spring 2013 Karen Powell- Instructor page 1

Nevada State College

Title of Unit: Money, Money, Money Title of Lesson: Trade Around the World Submitted By: Robyn Bolton

(after the 1st paragraph on page 302) Have you seen the made in china tag on your clothes or products you and your family buy? (after the paragraph on page 303) Why is China an important trading partner for the U.S? 3. Activity: Students will get into groups of 4. Each group will come up with 4 things that they do not need at their desk (One item per student). Once the students have thought of an item that they do not want they will go to another groups table and see the items that the other group chose. Students will see if anyone in the other group has something the other doesnt and they can trade each other for it. In the groups of four students will discuss how trading is beneficial to other countries and how the activity related to the topic.

4. CLOSURE: Individually students will write a paragraph and answer the question: What would happen if trading around the world stopped? They will turn this in. E. Assessment: What will you use to measure student understanding? I will use the discussion that students have with their group and their response to the closure question to measure students understanding. Explain how you will know students understand the concepts from the lesson. I will know that students understood the concepts from this lesson by their response to the closure question and that they know that trade (export of goods) across the world helps countries get money from goods that might not be used in their own country. F. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? I think the easiest part of the lesson will be teaching import and export. 2. Which part will be most challenging for you to teach? I think the most challenging part will be teaching how different countries are beneficial to one another. 3. How will you follow up or extend this lesson? I will have students check the tags of their shirts and see where they came from. I will ask students: Why do you think your shirt came from that country? 4. What will you do for students who dont grasp the concepts?

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

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Title of Unit: Money, Money, Money Title of Lesson: Trade Around the World Submitted By: Robyn Bolton

Students who do not grasp the concept will be paired up with someone and the student they are paired up with can give explanations in terms that the other might understand. I will also review material with students that do not understand. 5. Which part of the lesson, if any, do you think might need to change? I could add another activity to make sure students grasp the concept all the way. 6. When you were writing this lesson plan, what was the most difficult part? The most difficult part was finding a standard.

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

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Title of Unit: Money, Money, Money Title of Lesson: Trade Around the World Submitted By: Robyn Bolton

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 4

Title of Unit: Money, Money, Money Title of Lesson: Trade Around the World Submitted By: Robyn Bolton

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 5

Title of Unit: Money, Money, Money Title of Lesson: Trade Around the World Submitted By: Robyn Bolton

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 6

Title of Unit: Money, Money, Money Title of Lesson: Trade Around the World Submitted By: Robyn Bolton

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 7