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Lesson 2: Maine

Nicole Eveland

EGP 335

Duration: One Hour

Grade: Fourth

  1. Lesson Plan Details: The Importance of Fishing in Maine, Second Day, Nicole Eveland, Fourth Grade

  • Expected Duration: One hour

  • Concepts: Supply and demand and the production and distribution of goods.

  • Vocabulary: Relative Location, Goods, Consumers, Market Place Vendors

  • Skills: Map skills, Spatial Awareness Skills, Understanding of consumption of goods

1.1Integration of Learning Outcomes/ Objectives: Students will be able to write in order to show their understanding of how Maine’s relative location to the Atlantic Ocean contributes to its production of fish (goods). Students will write a post card including four to five facts learned about each northeast state at the end of the lesson.

1.2Standards PA Civics, History, Economics, Geography& NCSS Themes I-X with subthemes:

Standard: 6.1.4.A: Identify scarcity of resources in a local community. 6.2.4.A: Explain how a product moves from production to consumption.  6.2.4.B: Determine how sellers compete with one another. 6.2.4.D : Explain the role of buyers and sellers in determining prices of products.

NCSS Theme: People, Places, and Environment       

NCSS Subtheme: NCSS.1.3.a…Enable learners to construct, use and refine mental maps of locales, regions, and the world that demonstrates their understanding of relative location, direction, size, and shape.

1.3 Anticipatory Set: “Has anyone ever had lobster? Does anyone know how lobster gets to your plate? We are going to watch an Aqua Kids video on how a lobster gets from the ocean to your plate!” I will begin my lesson by playing bits of the three parts of the following Aqua Kids vides (http://www.youtube.com/watch?v=WTOJmJfMYZ4)

1.4 Procedures:

1. I will set up a paper ocean with fake fish and lobsters, and fishing poles on one side of the classroom and a mock market place on the other.

2. I will assign 1/3 of the class as fishers, 1/3 as consumers, and 1/3 of the class as market place vendors. The students that are consumers will be given money, as well as the market place vendors.

3. I will explain the following directions aloud, “Boys and girls, some of you have been assigned as fisherman, consumers, or market sales people. I would like you to get into your station; we will start or marketplace soon.  Fishers you will begin fishing and sell your fish and lobster to the market place vendors for $5 each. The market place vendors will give you $5 in fake money (which we will pretend is real) and you will then continue fishing. The consumers will buy the fish for $10. So, consumers you will give the market place vendors $10 for each fish or lobster you would like to buy. You may begin your fishing and sales!”

4. Once the market place and fishing sales are running smoothly, I will announce, “Fishers, you may now sell your fish to the market place vendors for any price you would like! Market place vendors, you may buy your fish and lobster from anyone, especially the person with the lowest price.  I will let this scene carry out.

5. After five minutes, I will ask everyone to stop. “Market place vendors, what have you noticed about the amount of money you have been making? What would you like to do to change that? Now, the market place vendors will be able to charge whatever they would like for the fish and lobster.”

6. I will ask the class to stop again after five minutes of letting the scene play out. Consumers, what have you noticed about the amount of money you are spending on the fish and lobster? Now I am going to start to take away some fish and lobster away. You may continue to set your prices at whatever you would like.

7. Begin to take away the paper ocean and remove the fake fish and lobster. This will leave the fishers without fish, the market place vendors without any product, and the consumers without any food.

8. Once there are no more fish or lobsters left, I will stop the class. “Now that we don’t have any fish and lobster left, I want each of you to turn and talk and discuss how it has affected you as a fisherman, a market place vendor, or a consumer.” Give students a minute or two to talk with a partner. “Can two or three people from each group (fisherman, market place vendor, and consumer) tell me how it affected you?” Within student responses I will point out goods (the product or item being sold) and how supply and demand changed the price of the fish and lobster). Examples include: How did the fish market changed when the fishermen changed their prices of fish and lobster? How about when the vendors changed the price of fish and lobster? What happened to the price of the last few fish and lobster once we realized there were not any fish or lobster left? What happened when we realized that we did not have any fish or lobster left?

9. Next I will ask student’s to take out there writer’s notebooks. “Boys, and girls, I would like you to take out your writer’s notebook. On the top I would like you to write what your job was (fisherman, market place vendor, or consumer). I would then like you to write the following prompt on the top of your paper: How does the market place activity relate to Maine and its location to the ocean? You may brainstorm some ideas and then write. Be sure to think about your job and other’s. If you have any questions, I will be around to help you.”

1.5 Differentiation: For students above grade level: I will ask them to include a sentence about the supply and demand of the fish market we created.         

For students who are below grade level: I will have them write their postcard in a group with the classroom aid.

1.6 Closure:Boys and girls, I would like you to take out your postcard ring. I will provide you with a postcard for Maine. Please write Maine at the top. I would like you to write at least four to five sentences to a friend or family about what you learned while traveling in Maine. You may include where we are traveling next on our road trip. Don’t forget to check your spelling!”

1.7 Formative/ Summative Assessment: I will collect and use the students’ postcards as an exit slip. This will allow me to quickly check students’ understanding of the lesson, so I can go back and reteach anything that the students do not understand. I will specifically be able to see if students understand the vocabulary, idea of goods, and idea of supply and demand.

1.8 Materials/ Equipment:

A. STUDENT MATERIALS/ READING RESOURCES:

            -Writer’s Notebook

B. TEACHER MATERIALS/ RESOURCES FOR LESSON DESIGN:

            -Computer, Projection Screen, Speakers, Fishing poles, Fake Fish and Lobsters, Tables (Set up like a market place), and Open space (for students who are consumers)

 

 

C. Attach a chart

Website

 M.I-Minor Influence or

S.I-Significant Influence

If S.I. include why credible

How easy is it for teachers to access?

How easy is it for students to access?

http://www.youtube.com/watch?v=WTOJmJfMYZ4

M.I.

 

It is very easy; it is not on a blocked website by many districts. Many teachers can access it by an iPad or computer.

Many students can access it from an iPad or computer.

 

D. Attach teacher content notes sheet (BELOW)

1.9 Technology: Video of Maine fishing and market places.

2.1 Reflection on Planning: I found that the most difficult part in planning was trying to build a lesson around the standards instead of fitting the standards to my lesson. Once I narrowed my focus and selected a few standards I wanted to fulfill, it made the lesson planning much easier. I found that once I got the ball rolling with ideas, the lesson plan came together.


Teacher Content Notes



Vocabulary

Relative Location:Relative location means to locate a place relative to other landmarks”

Goods: Any item that does not naturally occur in the world.

Consumers: Anyone who takes something and uses it.

Market Place Vendors: Anyone who sells goods or services at a large market.

Definition found on: http://geography.about.com/library/faq/blqzrelativeabsolute.htm

  1. Goods:

    1. Any item that does not naturally occur in the world.

    2. Examples include: Shoes, sunglasses, towels, and hats

  2. Consumer:

    1. Anyone who takes something and uses it

    2. Plants are consumers (light)

    3. Humans are consumers (goods)

  3. Supply and Demand:

    1. Supply and demand have an opposite correlation

      1. When demand is up supply is down and vice versa

  4. Maine’s Location

    1. Maine is a huge distributer of Lobster and fish

    2. People travel long distances to get fresh fish from Maine

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EGP GROUP,
Apr 14, 2014, 9:45 AM
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