Winter 2015

Immersion I Lesson Plan Format

Field Study Teacher: Julie Schwieger
School: Sunnyside
Grade Level: 3rd
Number of Students in Class: 20
Unit: Economics
Lesson Duration: 50-60
minutes
Day, Date, and Time of Lesson:
1. Objective(s): Attheendofthislesson,studentswillbeabletowritedownatleasttwokey
pointsofbarteringandgiveanexamplefromtheiractivity,orthebookweread,andhowbiasesdont
matterwhentrading.Theywillalsobeabletosuccessfullyshowtheclasshowtotraveltotheirassigned
countrythroughGoogleEarth.

2. Colorado Academic Standards:

GradeLevelExpectation:ThirdGrade
1.Describeproducersandconsumersandhowgoodsandservicesareexchanged
a. Describehowtheexchangeofgoodsandservicesbetweenbusinessesandconsumersaffectsall
parties(DOK12)

Antibiasgoal2:Eachchildwillexpresscomfortandjoywithhumandiversity;accurate
languageforhumandifferences;anddeep,caringhumanconnections.
3. Research and information fluency
Students apply digital tools to gather, evaluate, and use information.

b. Locate, organize, analyze, evaluate, synthesize, and ethically use

information from a variety of sources and media.

3. Learning Target(s): Aftertoday,Icantellyoutwokeypointsoftradinggoodswithother

countriesandhowbiasesdontmatter. I can also tell you the climate, longitude and
latitude, and the capital of my country by showing the class through google Earth.
4. Assessment:

Beforestartingtheactivity,askstudentswhattheyreadintheireconomicsbooklets.
Whatsimportsandexports?(informalformativeassessment)
Afterstudentsfinishactivity,Iwillhavethemwriteashortparagraphtellingmewhat
theylearned,andhowitdoesntmatterwhatwelooklike/wherewecomefromwhen
tradinggoods.Theycanalsodrawsomethingthatshowsmetheyunderstoodwhatthe
activitywasfor.(summativeassessment)
Afterwrittenreflection,studentswillgetbackintotheirgroups,wheretheywillgeton
theirlaptopsandexploretheircountryusingGoogleEarth.Theywilllookuptheclimate,
latitude,longitude,anyfamouslandmarks,etc.Presenttoclass(summativeassessment)

Key Vocabulary: Students will need to be familiar with the program Google Earth
and the terms such as zoom, street view, north, south, east, west, and pins.
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Winter 2015

Prerequisite Technology Skills: Students must be familiar with North, South, East,
West, how to google something. They have to feel comfortable exploring on this
program.
5. Materials:

Economicbooklets
Whiteboardwithinstructionsfortheactivity
Tradablegoodstogiveeachcountry(3percountry,12inall)
WorksheetthatsayswhichcountryNEEDSwhatGOOD
Laptopforeachcountry

6. Introduction/Anticipatory Set: Havethestudentsgrabtheireconomicsfolders.After

theyrereadytheyneedtoreadtheireconomicsbookletstofindthetermsimportsandexports.Afterthey
readtheyneedtowritedownthedefinitionofeachandgiveanexample.Icanalsotellthemthatafterour
activity,wellbeexploringtheworldwithGoogleEarth.

7. Essential Questions or Big Picture Statement: Todaywewilllearnthatitdoesnt

matterwhatwelooklike,orwherewecomefromtobeabletotradegoodswithothers.Wecanalsouse
thisprogram,GoogleEarth,toseetheworldandrecognizethateverywhereisdifferentandtheymay
NEEDdifferentGOODSbasedontheirlocation.
8. ****Step-by-Step Lesson Process:****
Startwiththeanticipatoryset,readthebookletsandwritedowndefinitions.(5minutes)
Askthestudents,afterreadingthis,whatdoyouguysthinksaboutbartering?(trading)Wheredo
youguysthinktheUnitedStatesgetsallofitsgoodsfrom?(3minutes)
Tellkidsabouttheactivityandbreakthemintogroups.(5minutes)
Havestudentscompleteactivity.*Breakstudentsintogroupsofcountries.Giveeachcountry3
secretgoodswheretheothercountriesdontknowwhateachcountryhas.Havethembarterwith
othercountriestogettheirgoods.Theymustdesignateonepersonatatimetotradewitha
countrytoreceivetheirgoodsformthelistontheboard.Thisway,eachcountrywillhaveto
tradewitheveryone.Everyonemusttalkanddiscusswithgroupwhattotrade,andwhatthey
want.Remembertouseterms,trade,supply,demand,etc.Firstgrouptogetallgoodswins.(12
minutes)

Aftertheyhavecompletedtheactivity,havestudentsreturntotheirseats.Iwouldlike
themtotakeafewminutesandtalkabouthowitdidntmatterwhatwelookedlike,or
wherewewerefromwhentradinggoods,heremycooperatingteachersteppedinand
talkedaboutastorythekidshadreadthedaybeforeaboutsegregationanddis.Talk
aboutittogetherfirst,andthenhavethemwriteitdown.Iwantthemtowritedown(at
leastaparagraph)andafter,drawwhattheylearnedorobserved.*lookatassessment*
(10minutes)
Afterstudentshavewrittentheirreflectionsontheactivity,Iwantthemtogetbackinto

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Winter 2015

theircountrieswheretheywillexploreGoogleEarth.Theywilllookuptheircountry.I
wantthemtofindthelatitudeandlongitudeoftheircountryscapital.Theywillalso
navigateandexploretheircountrytoseeifthereareanyfamouslandmarks.Bypinning
thecapitalandanyfamouslandmarks,thisshowsmethattheyunderstoodthe
assignment.(15minutes)
Wheneverycountryisdone,theywillgouptothesmartboardwheretheywillnavigate
throughtheircountryshowinguswhattheypinnedandwhy.Thismaygoonintothe
nextdayslesson,butthebeautyofGoogleEarthisthatitsaveseverythingyoudo,so
studentscanpickupwheretheyleftoff.
Forconcludingstatements,Iwouldtalktothekidsabouthoweachcountrylooked
different.Eachcountryneedscertaingoodsbasedontheirdemandsandthatcanbe
causedaboutthelackofagriculture,climate,etc.Ithinkthiswouldbeafunlessonplan
toteach.

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