Money Makes The World Go Round Lesson 3

Lesson Planning Form for Differentiating Instruction

Education 305
Teacher

Julia Dixon and Sam Steiner

Grade level and theme

4th- United States Studies

Thread/crossover

Geography

I. Objectives
What is the main focus of this lesson?
The main focus of this lesson is to help students understand that money is located all around the world and
there are ways that we spend this money (importing and exporting).
How does this lesson tie in to your Big Idea
This lesson ties into our big idea because it is important to know where money comes from and how it is
distributed around the world.
What are your objectives for this lesson? (students will be able to.) Indicate connections to applicable
national or state standards (glces). Indicate themes from any threads addressed in this lesson (exGeography-human environment interaction)
1) Students will be able to show and discuss their individual objects that they have brought to class and where
the objects were made.
2) Students will be able to play Bingo, which will include concepts from the lesson.
3) Students will be able to write a reflection/application of why they would buy something from another
country or state.
Standards:

Identify and describe the characteristics and purposes of a variety of geographic tools and technologies (e.g.,
globe, map, satellite image) (4- G1.0.3)
Identify questions geographers ask in examining the United States (e.g., Where is it? What is it like there? How
is it connected to other places?) (4- G1.0.1)
Use cardinal and intermediate directions to describe the relative location of significant places in the United
States (4- G1.0.2)

II. Before you start

Prerequisite knowledge and
skills. What are you
assuming they know or have
already done.

Students will need to understand that not every object is made from America or
in Michigan and they will need to understand that these objects cost money.

Money Makes The World Go Round Lesson 3

Pre-Assessment: We will be assessing the students by what types of objects
that they bring in and if they participate in explaining what they brought and if
they can find where the object is from.
Assessment
(formative and summative)

Formative (for students): Students will be able to practice their understanding

of importing and exporting and where certain objects are made.
Formative (for teachers): We will be able to understand if the students are
comprehending the concept of importing and exporting.
Summative: Students will be assessed on their reflection that they will write
on the back of their Bingo game/sheet.

Key vocabulary for this

lesson (include key concepts
from individual threads execonomics-opportunity cost
etc)

Materials-what materials
(books, handouts, etc) do
you need for this lesson and
do you have them?

Opportunities for
differentiation

III. The Plan

Time
Parts

Importing: something that is brought into a country.

Exporting: something that is sent out of the country.

Students will bring in their objects from home. We will need a large
poster/paper with the map of the world and a map of the country posted on the
wall/chalkboard. We will also have a couple of objects ready for students who
forgot their own. We will also need post-it notes for the separate states or
countries (many colors). PowerPoint of Importing and Exporting will be
needed and some sort of accessible technology (a computer) for the class to
watch a video with overhead projector.

For students who may need special attention, such as ADD or ADHD, I will
ask them to help place the post-it notes onto the maps. For other students, we
will walk by and make sure that they are following directions and participate in
the discussions.

The description of (script for) the lesson, wherein you describe teacher
activities and student activities

Motivation
We will provide a large map to place across the chalk/white board of the world.
(Opening/
Introduction/ (This will either be hand drawn or printed) Students will bring in two to three
Engagement) objects that say where each object was made (this will be mentioned the day

Money Makes The World Go Round Lesson 3

before. If students forget objects, we will just have them use a couple of objects
from around the room. If a student brings in an object that does not say where it
was made then the class will discuss where they believe it came from.)

5
Minutes

Before the lesson students will find their objects at home. They will find objects
that are from different places (Students can find as many things from different
states or countries that they want. Made in China, Made in Michigan, Made in
USA)
**Bonus if they get Michigan.**
As motivation, we will ask students to take out their objects and set them on their
desks.
Questions:
What types of objects did you find? What was interesting to you?
(Students will raise their hands and share what they have brought, anything
else that they would like to share about their objects, and anything that they
find interesting.)
What kinds of places are your objects from?
(Students will answer with a couple of places)

Development
15-20
Minutes

We will go around the room and ask where their things are from, from each
student.
Then we will mark on the map where each object is from and compare and
contrast. Students will have a chance to mark each place with a different color
post-it note.
Questions:
Why do we buy so many objects from other countries? China especially?
Which places has the most post-it notes/objects?
Which has the least? Or none at all?
Students will share anything else or ask any other questions.
Briefly introduce importing and exporting share PowerPoint to class
The PowerPoint will include a brief video that describes importing and exporting
Link to Video: https://www.youtube.com/watch?v=YMQesjJg7Rs
Explain why we may buy from other countries.
Ask students if they have any questions or ideas.
Is it cheaper?
Students will be able to watch a video Wal-Mart financial terrorist of the world
full documentary (interview 1 hour in). This will help students better understand
what it is like to work in a factory, how some objects are made, and why America
buys from that country/factory. (This activity will depend on time)

Money Makes The World Go Round Lesson 3

At the end of the lesson, we will play Bingo with the class. Students will fill in the
Bingo squares with different countries and different states. Students will
incorporate the words: importing and exporting. We will give them some other
words to put in their Bingo squares.

20-25
Minutes

Closure

Questions:
What does this object come from? (Choose a object) We will mention what
it is from after students guess so that they get the right answer.
What is something that is brought into a country called?
What is something that is sent out of the country called?
Finally, students will write two or three sentences explaining why they would buy
from another country. They will have to incorporate the words importing and
exporting in their writing. This will be considered as a reflection or application to
the lesson.

Sources:
Google Images
https://www.youtube.com/watch?v=YMQesjJg7Rs