DAILY LESSON PLAN #4

UTL 640 Kristian Reed

Loewenstern/LASA 9th/World Geog.

LESSON NAME
Description: Students will learn about how commercial relations between developed and
lesser developed nations directly affect their lives by analyzing supply chains.

ENDURING UNDERSTANDING
Globalized economic relations between developed and lesser developed nations affect
both nation types in positive and negative ways.

ESSENTIAL QUESTIONS
What kind of positive and negative effects do you think a supply chain has on the
environment around the globe?
What kind of positive and negative effects do you think a supply chain has on the
people involved?
How many people do you think handle the materials that make up your goods before
you handle them?

GUIDING QUESTIONS
Examine your wardrobe, how do you think your clothes became available for you to
purchase?
What is the significance of you buying American Eagle products for pennies on the
dollar, when the nations that produced the materials are too poor to buy the product?
After learning about supply chains, does the ethical choice to boycott certain products,
based on their treatment of lesser developed nations, outway the economically practical
choice to buy those products? What is the problem with choosing the practical choice?

RESOURCES/MATERIALS
Organizational Matrix
Laptops

TEKS/SE
World Geography
Economics 10: The student understands the distribution, characteristics, and
interactions of the economic systems in the world. The student is expected to:
D: compare global trade patterns over time and examine the implications of
globalization, including outsourcing and free trade zones.

Processing
WG23The student uses problem-solving and decision-making skills, working independently and with
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 others, in a variety of settings. The student is expected to:
(A) plan, organize, and complete a research project that involves asking geographic questions
acquiring, organizing, and analyzing information; answering questions; and communicating
results;
(B) use case studies and GIS to identify contemporary challenges and to answer real-world
questions

LESSON OBJECTIVE
Students will compare their place in a globalized economy and will explain their purchasing
power as american citizens in relation to its effects on other countries.

LESSON
ENGAGEMENT TIME: 10 minutes
Objective: Students will analyze their clothing to begin to understand how supply chains
affect how products reach consumers in a globalized economy.
Actions of Teacher Actions of Students
I will introduce the concept of supply Students will engage in a Think, pair,
chains by having students assess the share activity where they, and their
clothes they are wearing and guessing partner, hypothesize which products they
how much of what they wear is made in use was made in the U.S. or elsewhere.
the States. Students will apply the same method to
Turn to your partner and analyze the teachers clothing and will share which
each others clothing, accessories, product they hypothesis to be made in the
etc. and see if you can hypothesis United States.
how many products you are using *by engaging in discussion about
today is made in the United States. items they use daily, my goal is for
Which category do your products the student to have direct
fall in more frequently? Products connections to the lesson objective:
made in the United States, or which is realizing that products they
products made in other countries? buy come from across the world
I then will apply the same activity with what and affect more than themselves
I will be wearing and will ask students to
guess how much of what I wear is made in
the States.
As you might have guessed, I am
wearing absolutely nothing made in
the United States, from my glasses,
too my shoes Even the hygiene
products I used this morning to
smell acceptable were all made
somewhere else by people that I
will never know.
What processes do you think our
clothing went through to get to our
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 hands?
As we examine supply chains
throughout todays lesson, think
about the deeper context of what it
means to outsource. For example,
American Eagles products are
extremely cheap. What labor
conditions did it take drive the
production cost of my AE pants?

* the goal here is to introduce the

concept that the objects we buy in
the store have been handled by
many other people before we
purchase them.
EXPLORATION TIME: 20 minutes
Objective: Students will work in pairs to deconstruct components of supply chains for
everyday corporations. They will analyze information and communicate their results with their
partners in order understand consumer relations between countries.
Actions of Teacher
*Students laptops will already be out, as I
am conducting my lesson after
Loewenstern does his lesson. Their
graphic organizers will already be passed
out as well to eliminate pause during
transition times.
I will model the days activity for the
students so that when they work together
in pairs, they will have a more familiar
approach to the assignment. The website
I will bring up contains supply chains for
various corporations and their products.
ex. An American Eagle tee shirt
supply chain is available.
Please stay in the same partners
you did the first activity with and in
your laptops URL, go to
open.sourcemap.com
You and your partner will look up a
product of your choosing, but it has
to be relevant to your everyday
lives. For example, there is a
source map for Iphones and even
Tantalum, a metal component for
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Actions of Students
By gathering and organizing information
on supply chains with GIS systems,
students will begin to understand the
components of supply chains for everyday
goods that they use. Furthermore, the
information acquired will allow them to
understand consumer relations between
countries.
Students will recognize that goods they
commonly use are being outsourced to
other countries by people they do not
know.
The information located on the GIS activity
provides the students with opportunities to
the analyze/visualize primary sources on
their consumer goods.
Their organizer has them catalogue all of
this information so that they can see the
trends in an organized manner.
Furthermore, by using the organizer,
students are provided with an opportunity
to take in large amounts of information and
organize it in a concise way.
*this activity also provides the
 your iphones student with opportunities to relate
After choosing your product, you previous lesson material because
will analyze in pairs the various their previous unit went over lesser
steps the raw materials that make developed countries, which make
up your product come in contact the goods we purchase.
with stages of production all the
way until it hits the consumer
market in the United States.
Before you continue in your
groups, lets go over a source map
together for American Eagle
products

*the website is a form of GIS (geographic
information systems) software

EXPLANATION TIME: 15 minutes

Objective: Students will use their understanding of global trade patterns to discuss the
implications of supply chains on developed/lesser developed nations as well as the
implications of what it means to be a member in a globalized economy.
Actions of Teacher Actions of Students
Students will now join the rest of the class
I will instruct students to focus their in a discussion seminar in order to
attention back to the front of the class and elaborate on the broader context of how
prepare to discuss their findings from the
supply chains affect citizens of lesser
activity.
I will ask for students to raise their hand developed nations all the way to
and explain to the class their findings in themselves as members of developed
order to stimulate group discussion on nations.
broader themes. *By discussing difficult concepts in
What surprised you about todays front of their peers, students are
lesson? What did you learn about able to develop their presentation
your product?
skills, discussion skills, critical
How many different people do you
think are engaged in the supply thinking skills
chain of the product that you *By the discussions end, the goal is
chose? for the students to question how
How does the U.S. benefit from their choices as consumers affects
relationships with lesser developed those in lesser developed countries.
countries
What is the significance of you
buying American Eagle products for

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 pennies on the dollar, when the
nations that produced the materials
are too poor to buy the product?
What are some ways in which
supply chains can be shortened?
Do you think they should be
shortened? Why or why not?
How has your understanding of
being member of a globalized
economy changed throughout this
lesson?
Closing statement:
Tonight I would like for you, if youre
interested, to examine products in your
house and tally how much of what you and
your family owns is a part of a supply
chain. If you want to go even further, try to
find out online tonight show that product
got to you and the conditions in which it
was made. Afterwards ask yourself, does
this newly found knowledge change the
way you look for consumer goods? Why,
and how can you make a difference?

ELABORATE - MODIFICATION/DIFFERENTIATION STRATEGIES

Gifted/Talented: Add Depth: Students as experts
Some students will already know what the key components/implications of a
globalized economy are and will finish early. I have them paired with a partner to
aid their fellow classmate and have included for them the opportunity to either
help out another student or analyze more than one supply chain.
I will also provide them with a list of guiding questions for the seminar that are
concise with the main points highlighted and bolded so that they can follow along
with the discussion better..
ELL:
I will give them a supply chain that is on something they can directly relate with
like certain candy products. The familiarity will help them. Also, I will organize
them with a partner that is a primary english speaker.

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EVALUATION
What is the relationship between developed and lesser developed countries in the
global supply chain?
A) Developed countries assemble raw materials to be produced and sold in lesser
developed countries.
B) Developed countries assemble raw materials to be produced and sold in their
own country and do not rely on lesser developed countries.
C) Lesser developed countries assemble/produce raw materials to be sold in
developed countries.******************
D) Lesser developed countries use the raw materials in their nation for themselves
and do not rely on supply chains with developed countries.
TEKS
World Geography
Economics 10: The student understands the distribution, characteristics, and
interactions of the economic systems in the world. The student is expected to:
D: compare global trade patterns over time and examine the implications of
globalization, including outsourcing and free trade zones.
Justification.
The question aligns with the teks because it requires students to understand the
distribution and interactions of global trade networks including the typical trends
of how consumer goods are produced.
NOTES/RECOMMENDATIONS
After the lesson is taught, UTL 640 student will make notes and recommendations about the lesson.
Strengths Changes To Be Made
Overall, I couldnt have had a better
lesson experience. I felt super That being said, I am usually critical of
comfortable, I new the format like the myself so some of my critics will be on
back of my hand, and the students were things that were my strengths.
super comfortable with me. There was Firstly, I do need to start learning
laughter, some jokes, and a lot of their names, which I am awful
learning. I think I conveyed my with.
message very well and the students left I want to interact with the
thinking about themselves as part of students during my observations
global citizens. more so that they will be more
I was able to round attention back to involved with my lessons.
me when students were getting off task. I want to display more content
When I saw students talking, I literacy, and not just
just asked them questions to confidence which I find are two
force them to engage. It was different things but when applied
great! together they make a really good
Mr. Loewenstern thought this was my teacher.
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 best lesson because my transitions
were smooth, my redirections were
concise, and I was able to ask very
thought provoking, higher order
questions.
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I want to be able to move around
more, and when I am a teacher Ill
arrange my classroom in a way
that promotes this.
I need to work on timing. I went
into Neils time with my lesson,
he was very nice about it though
because the students were so
engaged.
I liked that I used technology in
the lesson, but I feel like it
separated me from the students.
I would like to incorporate in the
future more physical, in the
tangible since, ways to interact
with students. I think firmly that
we use technology much in ways
that are inefficient.
I made a pop culture reference
that was centered around my
generation that the students
didnt really understand. I need
to start researching or becoming
familiar with important things in
their lives. Thats the way to
win them over