Van Wyk 1

Danielle Van Wyk

EGP335
Day 7
1.0 Lesson Plan Details
Economics, Southeast Region, Atlantic Coast States
Grade 4
45 Minutes
Concepts:
o Tourism
o Natural resources and industries
o Domestic and international trade
Vocabulary:
o Wood Pulp: wood scraps used to make cardboard and paper
o High-tech: type of industry that researches medical care and makes computers
o Food processing: cooking, canning, drying, freezing, and packaging foods from
farms, livestock, and seafood
o Raw material: crops and minerals taken from place of growth or mining
o Export: sending goods to another place
o Import: receiving goods from another place
o Broiler: chicken specific for meat production
o Revenue: amount of money received from selling goods
Skills: legend making, role-playing, negotiating, and chart reading
1.1 Integration of Learning Outcomes/Objectives
SWBAT: role-play producing and trading natural resources at ports of the Atlantic Coast States.
SWBAT: record names of ports, industries, and imports on a worksheet.
1.2 Standards/NCSS Themes
6.2.4.A: Explain how a product moves from production to consumption.
6.2.4.G: Explain the three basic questions all economic systems must answer. What to produce?
How? For whom?
6.4.4.B: Explain why nations trade.
NCSS.1.7.i ...ask learners to distinguish between the domestic and global economic systems, and
explain how the two interact;
NCSS.1.9.g ...help learners to describe and evaluate the role of international and multinational
organizations in the global arena;
1.3 Anticipatory Set
To begin this lesson I will start with an interactive map (Appendix D) of the south states
on the board. This map allows students to click on different natural resources (farming, mining,
fishing, and forestry) and show where they take place in the states. It also highlights areas that
deal with manufacturing and trade. I will circle the 5 Atlantic coast states so students can focus
mainly on them. Before I show any natural resources, I will review yesterdays information on

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MLK. I will point out Washington D.C. where his famous I Have a Dream speech took place.
I will also point out his birthing place, Atlanta, GA.
Now students will pull out their map from the geography section. Students will add
fishing spots (fish symbol), beaches (sun), cities (circle), and ports (x) to the map and legend.
We will also label the names of each port in the states. I will ask if anyone has traveled to a
beach in one of these states and the characteristics of it (climate, high population, fishing).
Lastly, I will show all of the economic areas/natural resources on the map. As a class we will
note patterns within the Atlantic coast states. (Ex: Fishing, farming, mining, and trade take place
on every AC state).
1.4 Procedures
1. Students will be split into 5 groups. They will each be given a worksheet with a state and
chart on it (Appendix E BB). The chart will have the natural resources and yearly
revenue for three resources in that state.
2. Students will work together to determine which industries the natural resources will be
produced at, and record their answers on the worksheet. They will also determine the
port the natural resource will be sent to before being exported. They can refer back to the
map on the board to figure out the port in their state. This will show the students how
natural resources go from production to distribution.
3. When the worksheet is complete each group will be given symbols for the most valuable
farming and fishing natural resources. For each 100 million of dollars the students will
receive a large picture and for each 100 thousand they will receive a small picture. For
example, for farming, the Maryland group has $805,600,000 revenue for broilers. This
group will receive 8 large pictures of broilers and 6 small pictures of broilers.
4. When students have small and large pictures of their resources, they will be able to trade
with other states. (*Objective) Students can trade pictures of the same size because they
are of the same value, or they can use their judgment and make deals during trading.
5. While students are trading they will record on their worksheet the state and port they
traded with, and what they received.
6. Students will also have to trade with another country. The countries their state trades the
most with will be on their worksheet as well. The teacher will have all the country
resources for the students to trade with.
7. The goal is for each group is to have the most variety of resources when the lesson is
finished. It is up to the group to decide what resources are the most essential to their state
and the quantity they want of each.
8. Students will hand in their worksheets and complete an exit ticket. They will go in their
portfolio.
1.5 Differentiation
Below level students will be working in flexible groups. They will be placed in groups based off
of learning style. Students will have some choice of picking the state they would like to
research. If they are particularly interested in a certain state they will be motivated to research it.
ELL students will be working with native English speaking students who can help for the writing
portion. There will be pictures of the natural resources used for trading so they will have a visual
aid.

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1.6 Closure
To close the lesson, students will have a chance to share what resources their stated ended
up with. Students will pull out the map they used during the anticipatory set and geography
section. We will review the natural resources of each state and how they were produced and
what countries consumed them. We will revisit the beaches and cities we marked on the legend
and why they are important to the economy. Tomorrow, they will be looking at the economy of
the Gulf States in the SE region, so we will refresh our memories of what states are in that
section. We will point out Florida, Alabama, Mississippi, and Louisiana on the map.
1.7 Assessment
Formative: I will informally assess students throughout the lesson. I will observe their work to
make sure they understand the directions and are staying on task in their groups. (Assessing
role-play objective)
Summative: I will collect the worksheet and grade for completeness and understanding. Scoring
guide is in Appendix CC DD (assessing recording objective). The teacher will also grade an
exit ticket stating one thing the student learned about the port they studied in their small groups.
1.8 Materials
A. Student Materials/Reading Resources:
1. Appendix E BB
a. Worksheets for each state
b. Natural resource pictures for each state and country
2. Anticipatory Set Website with Map
a. Appendix D
b. http://www.eduplace.com/kids/socsci/books/applications/imaps/maps/g4n_u3/
B. Teacher Materials/Resources for Lesson Design
1. The South East. (2010). In Harcourt Social Studies (pp. 161-232). Orlando, Florida:
Houghton Mifflin Harcourt Publishing.
C. Sources Chart
D. Teacher Content Notes Sheet
1. Appendix A C
1.9 Technology
This lesson uses a projector and computer.

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Content Outline
A. Atlantic Coast States
1. Maryland, Virginia, North Carolina, South Carolina, Georgia
2. All border Atlantic Ocean: many beaches and ports
3. Bring in revenue for the United States through tourism, natural resources, industries, and
trade.
B. Beaches Towns and Big Cities
1. Tourism: contributes to growth of economy
a. Beaches all along the coast are vacation spots for tourists to spend money
i. Ocean City, MD
ii. Virginia Beach, VA
iii. Outer Banks, NC
iv. Myrtle Beach, SC
v. Tybee Island, GA
2. Cities: center for business and economic research
a. Economic centers banks and businesses headquarters
b. Atlanta, GA
i. The Home Depot
ii. Coca Cola
c. Charlotte, NC
i. Bank of America
ii. Lowes
C. Natural Resources: What do we export, where from, whats the yearly value?
1. Farming
a. Maryland
i. Broilers $805,600,000
ii. Soybeans $269,663,000
iii. Corn $287,175,000
b. Virginia
i. Cattle $434,299,000
ii. Turkey $323,585,000
iii. Soybeans $302,475,000
c. North Carolina
i. Tobacco $754,101,000
ii. Hogs $2,552,824,000
iii. Turkey $848,761,000
d. South Carolina
i. Cotton $235,728,000
ii. Broilers $768,650,000
iii. Corn $206,512,000

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e. Georgia
i. Broilers $3,812,750,000
ii. Cotton $986,437,000
iii. Peanuts $914,729,000
2. Fishing
a. Maryland
i. Blue Crab $52,020,000
ii. Oyster $3,849,000
iii. Flounder $876,000
b. Virginia
i. Blue Crab $26,005,000
ii. Sea Scallop $63,312,000
iii. Striped Bass $282,000
c. North Carolina
i. Blue crab $22,809,000
ii. Shrimp $13,333,000
iii. Tuna $398,000
d. South Carolina
i. Oysters $2,165,000
ii. Shrimp $694,000
iii. Swordfish $1,535,000
e. Georgia
i. Blue Crab $4,001,000
ii. Clams $603,000
iii. Shrimp $11,078,000
3. Forestry
a. Border inland part of Atlantic Coast States
i. Pine, elm, maple trees
4. Minerals and Fuel
a. In each Atlantic Coast State
i. Coal, oil
D. Industries: Manufacture goods and prepare exports
1. Food Processing: cooking, canning, drying, freezing, and packaging foods from farms,
livestock, and seafood
a. Farming and fishing create need for large food processing industry
b. Production in each state
2. Lumber and Wood Pulp: wood pulp makes cardboard and paper
a. Production in Georgia
3. High-Tech: medical care, communications, and invent, build, and use computers.
a. North Carolina has the biggest high-tech industry called Research Triangle Park
in cities Raleigh, Durham, and Chapel Hill.
b. Global Connection: India has a growing high-tech industry also located in highly
populated cities
E. Ports: Where imports come in and exports leave

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1. Maryland
a. Port of Baltimore
i. Most exports sent to Saudi Arabia (vehicles and soybean oil)
ii. Most imports from Germany (vehicles and fruits/vegetables)
2. Virginia
a. Port of Norfolk
i. Most exports sent to China (soybeans and cotton)
ii. Most imports from China (clothing and furniture)
3. North Carolina
a. Port of Wilmington
i. Most exports sent to Japan (corn and pork/beef)
ii. Most imports from China (footwear and electronics)
4. South Carolina
a. Port of Charleston
i. Most exports sent to Germany (aircrafts and oil)
ii. Most imports from Germany (aircrafts and dairy products)
5. Georgia
a. Port of Savannah
i. Most exports sent to Australia (vehicles and dairy products)
ii. Most imports from Japan (vehicles and electronics)
F. Trade: Who do we trade with?
1. Domestic Trade: carry goods to other parts of the United States
a. Raw materials: crops and minerals are taken from where they were grown or
mined and sent to factories (ex: cotton to cloth to clothing and oil to gasoline)
2. International Trade: trading with other countries
a. Imports/Exports
i. Top U.S. Trade Partners
1. Japan, China, Canada, Mexico, Europe
3. Container Shipping
a. Individual pieces of imports are all put into a large container and a crane lifts
them on and off the ship
b. Saves time and money
c. Protect the goods inside

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Map used in Anticipatory Set

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Name: _____________________________
_____________

Date:

Maryland
Natural Resource
Broilers

Revenue
$800,600,000

Soybeans

$200,600,000

Flounder

$800,000

Name of Marylands Port & Industry:

___________________________________

What did you receive from trading?

State:
Port:
Resource:
State:
Port:
Resource:
State:
Port:
Resource:
State:
Port:
Resource:

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Country:
Port:
Resource:
Broilers:

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Soybeans:

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Flounder:

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Name: _____________________________
_____________

Date:

Virginia
Natural Resource
Turkey

Revenue
$300,500,000

Soybeans

$300,400,000

Striped Bass

$300,000

Name of Virginias Port and Industry Type:

______________________________

What did you receive from trading?

State:
Port:

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Resource:
State:
Port:
Resource:
State:
Port:
Resource:
State:
Port:
Resource:
Country:
Port:
Resource:
Turkey:

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Soybeans:

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Striped Bass:

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Name: _____________________________
_____________

Date:

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North Carolina
Natural Resource
Turkey

Revenue
$800,700,000

Tobacco

$700,100,000

Tuna

$400,000

Name of North Carolinas Port and Industry Type:

________________________

What did you receive from trading?

State:
Port:
Resource:
State:
Port:
Resource:
State:
Port:
Resource:
State:
Port:
Resource:
Country:
Port:
Resource:
Turkey:

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Tobacco:

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Tuna:

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Name: _____________________________
_____________

Date:

South Carolina
Natural Resource
Broilers

Revenue
$700,600,000

Corn

$200,500,000

Shrimp

$700,000

Name of South Carolinas Port and Industry Type:

________________________

What did you receive from trading?

State:
Port:
Resource:
State:
Port:
Resource:
State:
Port:
Resource:
State:
Port:
Resource:
Country:
Port:

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Resource:
Broilers:

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Corn:

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Shrimp:

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Name: _____________________________
_____________

Date:

Georgia
Natural Resource
Peanuts

Revenue
$900,700,000

Cotton

$900,400,000

Clams

$600,000

Name of Georgias Port and Industry Type:

______________________________

What did you receive from trading?

State:
Port:
Resource:
State:
Port:
Resource:
State:
Port:
Resource:
State:
Port:
Resource:
Country:
Port:

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Resource:
Peanuts:

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Cotton:

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Clams:

Germany:

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Vehicles

Fruit

Aircrafts

Dairy Products

China:
Clothing

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Furniture

Footwear

Electronics

Japan:
Electronics

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Vehicles

Name: Answer Key (___/17 points)

_____________

Date:

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State
Natural Resource

Revenue
$$$
$$$
$$$

Name of Port & Industry Type: Port of Baltimore, Port of Norfolk, Port of
Wilmington, Port of Charleston, Port of Savannah ------ Food Processing
Industry (2 points)

What did you receive from trading?

State: Maryland (1 point)
Port: Port of Baltimore (1 point)
Resource: Broilers, soybeans, or flounders (1 point)
State: Virginia (1 point)
Port: Port of Norfolk (1 point)
Resource: Turkey, soybeans, or striped bass (1 point)
State: North Carolina (1 point)
Port: Port of Wilmington (1 point)
Resource: Turkey, tobacco, or tuna (1 point)
State: South Carolina (1 point)
Port: Port of Charleston (1 point)
Resource: Broilers, corn, or shrimp (1 point)
State: Georgia (1 point)
Port: Port of Savannah (1 point)
Resource: Peanuts, cotton, or clams (1 point)
Choose one country

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Country: Germany (1 point)

Resource: vehicles, fruits, aircrafts, dairy products (1
point)
OR
Country: China (1 point)
Resource: Clothing, furniture, footwear, or electronics (1
point)
OR
Country: Japan (1 point)
Resource: vehicles, or electronics (1 point)