third grade social studies: michigan studies

Michigan Studies SS0302 The Economy of Michigan

Michigan Citizenship Collaborative Curriculum of 11 www.micitizenshipcurriculum.org October 5, 2009

Third Grade Social Studies: Michigan Studies

Unit 2: The Economy of Michigan

Big Picture Graphic

Overarching Question:

How have the geography and economy of Michigan shaped our past?

Previous Unit:

The Geography

of Michigan

This Unit:

The Economy of Michigan

Next Unit:

The History of Michigan

Questions to Focus Assessment and Instruction:

1. What do people consider in deciding what to produce and consume in Michigan?

2. How do scarcity and choice affect what is produced and consumed in Michigan?

3. How is Michigan part of the national and global economies?

Types of Thinking

Cause and Effect Description Categorizing



Graphic Organizer



Unit Abstract: In this unit students explore the principles and concepts of economics through the lens of Michigan today. Students use what they have learned in the previous unit about Michigan‟s natural resources to explore how natural, human, and capital resources combine to influence the types of businesses in our state today. Student then focus on the economic principles of scarcity, choice, and opportunity costs. A scenario allows students to understand the impact of scarcity on choices and the opportunity costs that result. Using a simulation model, students experience making choices and the opportunity costs that result. In doing so, students are also introduced to the concept of incentives. They learn that people respond to incentives in predictable ways. Students then apply these principles to business decisions. After identifying Michigan‟s current economic activities, students explain the reasons for their location. Using the book, Pancakes, Pancakes! By Eric Carle, students create an economic „web‟ of interdependence. Then, using fruit as an example, students are introduced to how geography affects specialization and interdependence. The concept of interdependence exposes students to Michigan‟s connection with the national and global economies. Finally, students explore the role of government with respect to goods, services, and incentives. Focus Questions

1. What do people consider in deciding what to produce and consume in Michigan? 2. How do scarcity and choice affect what is produced and consumed in Michigan? 3. How is Michigan part of the national and global economies?

Content Expectations 3 - E1.0.1: Explain how scarcity, opportunity costs, and choices affect what is produced and

consumed in Michigan.

3 - E1.0.2: Identify incentives (e.g., sales, tax breaks) that influence economic decisions people make in Michigan.

3 - E1.0.4: Describe how entrepreneurs combine natural, human, and capital resources to produce goods and services in Michigan.

3 - E1.0.5: Explain the role of business development in Michigan‟s economic future.

3 - E2.0.1: Using a Michigan example, describe how specialization leads to increased interdependence (cherries grown in Michigan are sold in Florida; oranges grown in Florida are sold in Michigan).

3 - E3.0.1: Identify products produced in other countries and consumed by people in Michigan.

3 - G4.0.1: Describe major kinds of economic activity in Michigan today, such as agriculture (e.g., corn, cherries, dairy), manufacturing (e.g., automobiles, wood products), services and tourism, research and development (e.g., Automation Alley, life sciences corridor, university communities), and explain the factors influencing the location of these economic activities.

3 - C3.0.2: Identify goods and services provided by the state government and describe how they are funded (e.g., taxes, fees, fines).



Integrated GLCE’s R.IT.03.01: Identify and describe the basic elements, features, and purpose of a variety of

informational genre including textbooks, encyclopedias, and magazines. (English Language Arts)

R.IT.03.02 Identify informational text patterns including descriptive, sequential, enumerative, compare/contrast, and problem/solution. (English Language Arts)

S.DS.03.04: Plan and deliver presentations using an effective informational organizational pattern (e.g., descriptive, problem/solution, cause/effect); supportive facts and details reflecting a variety of resources; and varying the pace for effect. (English Language Arts)

E.ES.03.41: Identify natural resources (metals, fuels, fresh water, farmland, and forests). (Science)

Key Concepts choice economic activities economic development economics entrepreneurship incentives interdependence location natural, human and capital resources (productive resources) role of government scarcity specialization trade Duration 6 weeks

Lesson Sequence Lesson 1: Using Resources to Produce Goods and Services in Michigan Lesson 2: Scarcity, Choice and Opportunity Cost Lesson 3: Michigan‟s Economy today Lesson 4: Specialization and Interdependence Lesson 5: Michigan‟s Economic Future Lesson 6: The Role of Government in Michigan‟s Economy Assessment Selected Response Items



Constructed Response Items Extended Response Items Performance Assessments Resources Equipment/Manipulative Overhead Projector or Document Camera and Projector Student Resource Carle, Eric. Pancakes, Pancakes! New York, NY: Scholastic, Inc. 1990. *Commodity Fact Cards. Michigan Farm Bureau. 22 September 2009

<http://www.michfb.com/education/students/aginfo>. El Nabli, Dina. Henry Ford. Time for Kids Biographies. NY: Harper Collins, 2008. Kids and the MDA. Michigan Department of Agriculture website. 22 September 2009

<http://www.michigan.gov/mda/0,1607,7-125-1566_1733_22582-71015--,00.html#>. Lemonade Stand. Simulation Game. 22 September 2009

<http://www.ae4rv.com/games/lemonade.htm>. McConnell, David. Meet Michigan. Hillsdale, MI: Hillsdale Educational Publishers, 2009. *Produce Grown in Michigan Commodity List. Michigan Department of Agriculture. 22 September

2009 <http://www.michigan.gov/mda/0,1607,7-125-1570_2468_2469---,00.html>. Vacation in Traverse City. 22 September 2009 <http://www.michigan.gov/mikids/0,1607,7-163-

15858_20584---,00.html>. Wind Energy Animation. 22 September 2009

<http://www.managenergy.net/kidscorner/en/u11/wind.html#>. _____________________________ Although the resources denoted with an asterisk are not cited in the lessons for this unit, they are included here to provide meaningful options for teachers.

http://www.michigan.gov/mda/0,1607,7-125-1566_1733_22582-71015--,00.html

http://www.ae4rv.com/games/lemonade.htm

http://www.michigan.gov/mda/0,1607,7-125-1570_2468_2469---,00.html

http://www.michigan.gov/mikids/0,1607,7-163-15858_20584---,00.html

http://www.michigan.gov/mikids/0,1607,7-163-15858_20584---,00.html

http://www.managenergy.net/kidscorner/en/u11/wind.html



Teacher Resource 32 Economic and Geography Lessons. Montgomery County Public Schools, Maryland. 22

September 2009 <http://www.montgomeryschoolsmd.org/curriculum/socialstd/files/lessons/econ-geog-books/Pancakes.html>.

*Automation Alley. 22 September 2009

<http://www.automationalley.com/autoalley/Automation+Alley>. *Children in the Marketplace-Lesson Plans in Economics for Grades 3 and 4. EconomicsAmerica

Program, National Council on Economic Education, 1992. pp. 33-44. *Econedlink Online Lessons and Publications. National Council on Economics Education Website.

22 September 2009 <http://www.nationalcouncil.org>. *Economic Education Web. 22 September 2009 <http://ecedweb.unomaha.edu/K-12/home.cfm>. *Economics Lessons. 22 September 2009 <www.econedlink.org>. *Economics Posters. 22 September 2009 <www.kidseconposters.com>. *Economics Websites. 22 September 2009 <www.emints.org>. EcovElectric. 22 September 2009 <http://www.ecovelectric.com/index.html>. Egbo, Carol. Supplemental Materials (Unit 2, Lesson 1).Teacher-made material. Michigan

Citizenship Collaborative Curriculum, 2009. Export Directory. Michigan Department of Agriculture. International Markets. 13 September 2009.

<http://www.mdainternational.com/>. *Facts About Michigan Agriculture. Department of Agriculture. 22 September 2009

<http://www.michigan.gov/mda/0,1607,7-125-1572-7775--,00.html>. *Flowers, Barbara, Bonnie Meszaros, and Mary C. Suiter. Economics and Children’s Literature.

Ballwin, MO: SPEC Publishers, Inc, 1993. (Also see 1994 supplement). This is a resource manual containing 45 lesson plans on children‟s fiction and nonfiction books in grades 1-3 and 4-6. Each lesson teaches language arts concepts.

Harvest Wind Farm Map and Photo. 22 September 2009

<http://www.wpsci.com/HarvestWindFarm.aspx>. _____________________________ Although the resources denoted with an asterisk are not cited in the lessons for this unit, they are included here to provide meaningful options for teachers.

http://www.montgomeryschoolsmd.org/curriculum/socialstd/files/lessons/econ-geog-books/Pancakes.html

http://www.montgomeryschoolsmd.org/curriculum/socialstd/files/lessons/econ-geog-books/Pancakes.html

http://www.automationalley.com/autoalley/Automation+Alley

http://www.nationalcouncil.org/

http://ecedweb.unomaha.edu/K-12/home.cfm

http://www.econedlink.org/

http://www.kidseconposters.com/

http://www.emints.org/

http://www.ecovelectric.com/index.html

http://www.mdainternational.com/

http://www.michigan.gov/mda/0,1607,7-125-1572-7775--,00.html

http://www.wpsci.com/HarvestWindFarm.aspx



Henry Ford and a Model-T. (picture) 22 September 2009 <http://heckeranddecker.wordpress.com/2009/04/20/speed-of-light/>.

Henry Ford. Entrepreneur‟s Hall of Fame. 22 September 2009

<http://www.ltbn.com/hall_of_fame/Ford.html>. Kellogg Company. 22 September 2009 <http://www.kelloggcompany.com/> Kellogg’s Cornflakes Box. 22 September 2009

<http://www.smartdirect.cn/ProductList.aspx?Lang=en-us&searchtype=category&keywords=&ParentCategoryID=10005&CategoryName=Breakfast+%26+Cereal&categoryid=10208&sortby=1>.

The Life of Henry Ford. 22 September 2009 <http://www.hfmgv.org/EXHIBITS/HF/> The Log Man, LLC. 22 September 2009 <http://thelogman.com/beds.html> *Michigan Department of Agriculture. 22 September 2009

<http://www.michigan.gov/mda/0,1607,7-125-1570_2468_2469---,00.html>. *The Michigan Economy. 1989-2002. 22 September 2009

<http://www.michigan.org/cm/attach/125D281A-61E1-4E2B-98D2-0E7A228CA45D/EconRep.pdf>.

Michigan Export Data. Department of Agriculture Website. 22 September 2009

<http://www.ers.usda.gov/StateFacts/MI.htm#FC>. *Michigan: The Upper Hand. Michigan Economic Development Corp., 2007. 22 September 2009

<http://ref.themedc.org/cm/attach/9E39AEC2-0093-4592-A4A6-2D4780701C1D/MEDC_GenBro_single-pg.pdf>.

Mitten of Plenty Product Map. 22 September 2009 <http://www.michigan.gov/mda/0,1607,7-125-

2961_6860_7657-14874--,00.html>. *The Motor City Exhibit. Detroit Historical Museum. 22 September 2009

<http://www.detroithistorical.org/main/dhm/current_exhibits_details.aspx?ID=19>. Outline Map of the U.S. 22 September 2009

<http://www.lib.utexas.edu/maps/united_states/usa_blank.jpg>. Shelti, Inc. 22 September 2009 <http://www.shelti.com/>. Sleeping Bear Farms. 22 September 2009 <http://www.sleepingbearfarms.com/>. ____________________________ Although the resources denoted with an asterisk are not cited in the lessons for this unit, they are included here to provide meaningful options for teachers.

http://heckeranddecker.wordpress.com/2009/04/20/speed-of-light/

http://www.ltbn.com/hall_of_fame/Ford.html

http://www.kelloggcompany.com/

http://www.smartdirect.cn/ProductList.aspx?Lang=en-us&searchtype=category&keywords=&ParentCategoryID=10005&CategoryName=Breakfast+%26+Cereal&categoryid=10208&sortby=1



http://www.hfmgv.org/EXHIBITS/HF/

http://thelogman.com/beds.html

http://www.michigan.gov/mda/0,1607,7-125-1570_2468_2469---,00.html

http://www.michigan.org/cm/attach/125D281A-61E1-4E2B-98D2-0E7A228CA45D/EconRep.pdf

http://www.michigan.org/cm/attach/125D281A-61E1-4E2B-98D2-0E7A228CA45D/EconRep.pdf

http://www.ers.usda.gov/StateFacts/MI.htm#FC

http://ref.themedc.org/cm/attach/9E39AEC2-0093-4592-A4A6-2D4780701C1D/MEDC_GenBro_single-pg.pdf

http://ref.themedc.org/cm/attach/9E39AEC2-0093-4592-A4A6-2D4780701C1D/MEDC_GenBro_single-pg.pdf



http://www.lib.utexas.edu/maps/united_states/usa_blank.jpg

http://www.shelti.com/

http://www.sleepingbearfarms.com/



*Starting a Business in Michigan. Michigan Economic Development Corp. 22 September 2009 <http://www.michigan.org/medc/services/startups/>.

Vlasic Pickles. 22 September 2009 <http://www.vlasic.com/>. Wind Energy Brochure. 22 September 2009

<http://ref.michiganadvantage.org/cm/attach/D0FE2DBC-197A-43C9-8A6B-17B5D68CD9F4/Wind_Energy.pdf>.

Wind Energy for Kids Powerpoint. 22 September 2009

<http://www.kidwind.org/lessons/PPoint.html>. Wind Farm Slide Show. Great Lakes Aerial Photos website. 22 September 2009

<http://www.aerialpics.com/B/windgenerators.html>. Wind Turbines Generate Michigan Jobs Hopes. 22 September 2009 Detroit News website.

<http://www.detnews.com/article/20090507/BIZ/905070406/Wind-turbines-generate-Michigan-job-hopes>.

Further Professional Knowledge Michigan Council on Economic Education. 22 September 2009 <www.mceeonline.org>. National Council on Economic Education. 22 September 2009 <www.ncee.net>. Online Lessons for each National Standard. 22 September 2009

<http://www.ncee.net/ea/standards/>. Teaching Economics as If People Mattered. 22 September 2009

<http://www.teachingeconomics.org/>. Voluntary National Content Standards in Economics. 22 September 2009

<http://www.fte.org/teachers/standards/>. _____________________________ Although the resources denoted with an asterisk are not cited in the lessons for this unit, they are included here to provide meaningful options for teachers

http://www.michigan.org/medc/services/startups/

http://www.vlasic.com/

http://ref.michiganadvantage.org/cm/attach/D0FE2DBC-197A-43C9-8A6B-17B5D68CD9F4/Wind_Energy.pdf

http://ref.michiganadvantage.org/cm/attach/D0FE2DBC-197A-43C9-8A6B-17B5D68CD9F4/Wind_Energy.pdf

http://www.kidwind.org/lessons/PPoint.html

http://www.aerialpics.com/B/windgenerators.html

http://www.detnews.com/article/20090507/BIZ/905070406/Wind-turbines-generate-Michigan-job-hopes

http://www.detnews.com/article/20090507/BIZ/905070406/Wind-turbines-generate-Michigan-job-hopes

http://www.mceeonline.org/

http://www.ncee.net/

http://www.ncee.net/ea/standards/

http://www.teachingeconomics.org/

http://www.fte.org/teachers/standards/



Instructional Organization

Lesson 1: Using Resources to Produce Goods and Services in Michigan Content Expectations: 3 - E1.0.4: Describe how entrepreneurs combine natural, human, and capital resources to

produce goods and services in Michigan. R.IT.03.02 Identify informational text patterns including descriptive, sequential, enumerative,

compare/contrast, and problem/solution. (English Language Arts). E.ES.03.41 Identify natural resources (metals, fuels, fresh water, farmland, and forests).

(Science). Key Concepts: capital resources, economics, entrepreneurship, human resources, natural resources Abstract: In this lesson students connect geography to economics as they explore how natural resources are used to produce goods and services in Michigan. They use specific examples such as the use of fertile soil to grow major crops. Students then use a Michigan product to dissect the resources necessary for production. In exploring Michigan products, the concept of entrepreneurship is introduced. Lesson 2: Scarcity, Choice and Opportunity Cost Content Expectations: 3 - E1.0.1: Explain how scarcity, opportunity costs, and choices affect what is produced and

consumed in Michigan.

3 - E1.0.2: Identify incentives (e.g., sales, tax breaks) that influence economic decisions people make in Michigan.

Key Concepts: choice, incentives, scarcity Abstract: This lesson begins with a scenario showing how scarcity results from the tension between limited resources and unlimited wants. Students then participate in a simulation involving economic decisions, choice, and opportunity costs. During the simulation, incentives such as sales are introduced. Students then apply these concepts to economic choices made in the state of Michigan by looking at how businesses and industries are affected by scarcity, choice and incentives. Lesson 3: Michigan’s Economy Today Content Expectations:



3 - G4.0.1: Describe major kinds of economic activity in Michigan today, such as agriculture (e.g., corn, cherries, dairy), manufacturing (e.g., automobiles, wood products), services and tourism, research and development (e.g., Automation Alley, life sciences corridor, university communities), and explain the factors influencing the location of these economic activities.

Key Concepts: capital resources, economic activities, human resources, location, natural resources Abstract: In this lesson students continue to explore the concepts of scarcity, choice, and productive resources as they examine different types of economic activities in Michigan. They begin by identifying goods and services produced in their own local communities. Next, they explore a wide variety of Michigan products by playing a simple game and then categorizing the Michigan products according to economic activities such as manufacturing, agriculture, and mining. Next they take a brief look at service industries and tourism as well as research and development. Throughout the lesson, they use their knowledge of Michigan‟s physical and human geography to answer the question: “Why is this economic activity located here?” Lesson 4: Specialization and Interdependence Content Expectations: 3 - E2.0.1: Using a Michigan example, describe how specialization leads to increased

interdependence (cherries grown in Michigan are sold in Florida; oranges grown in Florida are sold in Michigan).


Key Concepts: interdependence, specialization, trade Abstract: This lesson begins with students connecting back to second grade and brainstorming reasons that people specialize (e.g., they have a special skill or talent, availability of productive resources, etc.). They then examine how specialization results in trade with others as they complete a graphic organizer depicting the relationship among specialization, trade, and interdependence. Using the book, Pancakes, Pancakes! by Eric Carle, students create an interdependence web to „see‟ interdependence, or how we rely on others to meet our needs and wants. They expand their thinking as they consider how states and countries also specialize and are interdependent through an exploration of Michigan imports and exports. Lesson 5: Michigan’s Economic Future Content Expectations: 3 - E1.0.5: Explain the role of business development in Michigan‟s economic future.



R.IT.03.01: Identify and describe the basic elements, features, and purpose of a variety of informational genre including textbooks, encyclopedias, and magazines. (English Language Arts)


Key Concepts: economic development, entrepreneurship Abstract: This lesson involves students using what they have learned about Michigan‟s economic activities to explore Michigan‟s economic future. Students are introduced to the importance of business development and entrepreneurship for Michigan‟s economic future through a short, simplified newspaper article on a small company producing wind turbines. Next, they explore why wind turbine production and wind farms may become a vital part of Michigan‟s economic future. Finally, after exploring current economic challenges in Michigan, students work in small groups to design a plan for meeting one of the challenges.

Lesson 6: The Role of Government in Michigan’s Economy Content Expectations: 3 - C3.0.2: Identify goods and services provided by the state government and describe how they

are funded (e.g., taxes, fees, fines). Key Concepts: role of government Abstract: In this lesson students are introduced to the idea that the state government plays a role in Michigan‟s economy. After reviewing some of the services provided by local governments, they investigate goods and services provide by the state government (e.g., roads, state parks, police) By distinguishing among taxes, fees, and fines, student describe the how state goods and services are funded. Students then consider a public issue relating to taxation.

Lesson 1: Using Resources to Produce Goods and Services in Michigan

Big Ideas of the Lesson

Geography is the study of places and how people interact with the environment.One way people interact with the environment is by using natural resources.Economics is the study of how people use resources to produce goods and services that people need or want. Natural resources are studied in both geography and economics.People also use human and capital resources to produce goods and services.An entrepreneur is someone who combines the natural, human and capital resources to produce goods or services

Lesson Abstract: In this lesson students connect geography to economics as they explore how natural resources are used to produce goods and services in Michigan. They use specific examples such as the use of fertile soil to grow major crops. Students then use a Michigan product to dissect the resources necessary for production. In exploring Michigan products, the concept of entrepreneurship is introduced.

Content Expectations 3 - E1.0.4: Describe how entrepreneurs combine natural, human, and capital

resources to produce goods and services in Michigan.

Integrated GLCE’sR.IT.03.02 Identify informational text patterns including descriptive, sequential,

enumerative, compare/contrast, and problem/solution. (English Language Arts)

E.ES.03.41 Identify natural resources (metals, fuels, fresh water, farmland, and forests). (Science)

Key Conceptscapital resourceseconomicsentrepreneurshiphuman resourcesnatural resources

Instructional Resources Equipment/ManipulativeOverhead projector or Document Camera/ProjectorStudent journal or notebook

Student ResourceEl Nabli, Dina. Henry Ford. Time for Kids Biographies. NY: Harper Collins, 2008.

McConnell, David. Meet Michigan. Hillsdale, MI: Hillsdale Educational Publishers, 2009. p. 286.

Teacher ResourceEcovElectric. 17 September 2009 <HYPERLINK "http://www.ecovelectric.com/

index.html"http://www.ecovelectric.com/index.html>.

Egbo, Carol. Supplemental Materials (Unit 2, Lesson 1).Teacher-made material. Michigan Citizenship Collaborative Curriculum, 2009.

Henry Ford and a Model-T. 17 September 2009 <HYPERLINK "http://heckeranddecker.wordpress.com/2009/04/20/speed-of-light/"http://heckeranddecker.wordpress.com/2009/04/20/speed-of-light/>.

Henry Ford. Entrepreneur’s Hall of Fame. 17 September 2009 <HYPERLINK "http://www.ltbn.com/hall_of_fame/Ford.html"http://www.ltbn.com/hall_of_fame/Ford.html>.

Kellogg Company. 17 September 2009 <HYPERLINK "http://www.kelloggcompany.com/"http://www.kelloggcompany.com/>.

The Life of Henry Ford. 28 August 2009. <HYPERLINK "http://www.hfmgv.org/EXHIBITS/HF/"http://www.hfmgv.org/EXHIBITS/HF/>.

The LogMan, LLC. 17 September 2009 <HYPERLINK "http://thelogman.com/beds.html"http://thelogman.com/beds.html>.

Shelti, Inc. 17 September 2009 <HYPERLINK "http://www.shelti.com/"http://www.shelti.com/>.

Sleeping Bear Farms. 17 September 2009 < HYPERLINK "http://www.sleepingbearfarms.com/"http://www.sleepingbearfarms.com/>.

Vlasic Pickles. 17 September 2009 <HYPERLINK "http://www.vlasic.com/"http://www.vlasic.com/>.

Lesson Sequence

Review the term “Geography’ with students. Remind them that this area of social studies involves the study of places as well as how people interact with the environment of different places. Ask students to describe one example of how people have interacted with the environment of Michigan in their Michigan journals. Give students time to think and write. Then, discuss student responses. In case students did not think of it themselves, remind students that an important example of human/environment interaction in Michigan is the way in which people have used natural resources.

Review Word Card #1 and with the class create a list of important natural resources of Michigan. Note that these include fertile soil, water, trees, minerals such as iron and limestone; and fossil fuels such as gas and oil. Return to the list and guide students in identifying one product that could be produced from each resource. Note that examples include:

Fertile soil: corn, soybeans, potatoes, applesWater: manufactured goods such as carsTrees: lumber, furnitureIron: cars, toolsLimestone: steel, cementOil: plastic Sand: glass

Explain that another area of social studies is also connected to natural resources. Using Word Card #2, explain that “Economics” is the study of how people use limited resources to produce goods and services that people need and want. Explain that when students identified products that could be made from natural resources in the previous steps they were actually studying economics. Using Word Card #3, explain that in this unit students will be learning about the economy of Michigan.

Explain that the economy of Michigan is dependent on our natural resources and the production of lots of different kinds of goods. Hold up a pencil and ask students to identify a natural resource needed to produce the pencil. Discuss student responses. Note that possible answers include trees for the wood, soil to grow the trees and water for the paint. Hold up a book and repeat the process.

Divide students in pairs and give each pair a copy of the “Michigan Products and Natural Resources Chart” located in the Supplemental Materials (Unit 2, Lesson 1). Draw students’ attention to the jar of pickles on the chart and explain that the Vlasic Company has been making these pickles using the natural resources of Michigan for many years. Ask students to identify natural resources needed to make the pickles. List their ideas on a chalkboard or overhead. Then, have them add two or three of the examples to their chart such as water, soil, cucumbers and salt. If time permits, briefly explain that sand is used to make glass so sand could be added to the list also. Explain

that partners should work together to complete the chart by listing natural resources needed to produce the rest of the goods on the chart. Remind students to use the list of natural resources generated in step 2 as a guide. Give pairs time to work and then have them share their charts with the large group. Note that a chart with sample answers has also been included in the Supplemental Materials (Unit 2, Lesson 1).

Remind students that in second grade they explored how resources are used to make goods and services in a community. Remind them that they learned about two other kinds of resources besides natural resources. Pose the following question: What are the two other types of resources needed to make goods and services? Discuss their responses. Using Word Cards#4, review the term ‘human resources.’ Hold up the pencil again and ask students to identify human resources, or workers, needed to produce the pencil. Make a list of student responses. Note that possible answers include a person who grows trees, the person who cuts down trees, a designer, a factory worker, a truck driver, etc.

Using Word Cards #5, review the term ‘capital resources.’ Hold up the pencil again and ask students to identify capital resources needed to produce the pencil. Make a list of student responses. Note that possible answers include paint, a saw, a factory, a truck, a machine, tools, etc.

Make and display an overhead of the “Resource Chart” located in the Supplemental Materials (Unit 2, Lesson 1). As a group, identify examples of natural, human and capital resources needed to produce a car. Note that a chart with sample answers has also been included in the Supplemental Materials (Unit 2, Lesson 1).

Using Word Card #6, explain that entrepreneurs are people who combine natural, human, and capital resources to come up with a new product or start a new business. Explain that students will now have a chance to ‘meet’ an important Michigan entrepreneur of the past, Henry Ford. Make and display an overhead of the “Henry Ford” informational text selection located in the Supplemental Materials (Unit 2, Lesson 1) and give each student a copy of the selection. Guide students in doing a quick analysis and scan of the article by guiding them in highlighting the numbers in the text selection. Ask students what these numbers must mean. Discuss student ideas and guide them in understanding that these numbers are years.

Remind students that informational text can have different kinds of text patterns. Explain that text selections like this one using dates or years follow a sequential text pattern. In other words, the information is presented in the order it happened. Read through the first four paragraphs of the text selection together and guide students in highlighting the event connected to

the year in each paragraph. Discuss the various events.

Have students independently read and highlight the events in the last two paragraphs. Discuss the selection using these questions:

What was one reason the Model T was such a success?Because the car was so successful, what did Henry Ford decide to do?What is the main idea of the last paragraph?

Pose the following question and have students write an answer in their social studies journals: What made Henry Ford an entrepreneur? Give students time to review the article and write an answer. Have students share what they wrote with a partner and then have selected students share with the large group.

If time permits, you may want to share the book “Henry Ford” from the Time for Kids Biography series. Note that many third graders will be able to read the book independently.

Ask students if they think there are still entrepreneurs in Michigan today. Discuss their responses and then pose this question: What goods or services do you think Michigan entrepreneurs are producing today? Discuss their responses. Then, make and display an overhead of “A Modern Entrepreneur” located in the Supplemental Materials (Unit 2, Lesson 1). Share the following information about Richard Marks and his electric low-speed car:

Richard Marks was a former General Motors engineer.He is the inventor of the EcoV, an electric low speed vehicle.In the past few years he has built his own company, based in Detroit, to manufacture this economical vehicle.The vehicle is pure electric and economical to own and operate. It is almost maintenance free. It has no emissions, noise or odors.It is designed for city driving and can go 25 miles per hour.It currently costs just under $10,000.

Discuss ways the EcoV is similar to the Model T and ways in which Richard Marks is similar to Henry Ford. Explain that in another unit students will continue to explore the automobile industry in both the past and present.

Note that this lesson can be supplemented by a textbook selection such as page 286 in Meet Michigan, or a similar text.

AssessmentAn assessment has been included in the Supplemental Materials (Unit 2, Lesson 1) in which students identify the three types of productive resources and then list two examples of each resource that would be need to make a box of cornflakes.

3rd Grade Michigan StudiesSS030201

Unit 2: The Economy of MichiganLesson 1

Michigan Citizenship Collaborative Curriculum Page PAGE 5 of NUMPAGES 5

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October 5, 2009

3rd Grade Michigan Studies SS030201 Unit 2: The Economy of Michigan Lesson 1

Michigan Citizenship Collaborative Curriculum Page 1 of 11 www.micitizenshipcurriculum.org October 20, 2009

Graphic Organizer

Geography

The study of places and how people interact

with the environment

Economics

The study of how people use

resources to produce goods and services that people

need or want

Natural Resources

Human Resources

Capital Resources



Big Ideas Card

Big Ideas of Lesson 1, Unit 2

• Geography is the study of places and how people interact with the environment.

• One way people interact with the environment is by using natural resources.

• Economics is the study of how people use limited resources to produce goods and services that people need or want.

• Natural resources are studied in both geography and economics.

• People also use human and capital resources to produce goods and services.

• An entrepreneur is someone who combines the natural, human and capital resources to produce goods or services



Word Cards

. 1 natural resources things in nature that people find useful Example: Water, soil and trees are natural resources.

(SS030201)

2 economics

the study of how people use limited resources to produce goods and services that people want or need. Example: In economics you study topics such as economic systems, trade, and production

(SS030201)

(SS030101) 3

economy

activities related to making, trading and selling goods and services Example: Making cars has been an important part of the economy of Michigan for a long time.

(SS030201)

4 capital

resources

goods that are used to produce more goods and services Example: Factories and tools are capital resources.

(SS030201)

5 human resources

workers and their skills Example: Truck drivers, doctors, and teachers are human resources.

(SS030201)

6 entrepreneur

someone who combines natural, human, and capital resources to produce goods or services Example: Henry Ford is an example of a Michigan entrepreneur.

(SS030201)



Michigan Products and Natural Resources Michigan Product

Natural Resources Needed to Produce it



Michigan Products and Natural Resources – Sample Answers Michigan Product


water

Sand – for the glass jar

Soil to grow cucumbers

Cucumbers

Salt

Water

Trees

Soil

Water

Trees

Soil

Petroleum (oil) to make the plastic

Minerals ( metals)

Bees

Water

Petroleum (oil) to make the plastic container



Resource Chart

What kinds of resources are needed to produce a car?

Natural Resources

Human Resources

Capital Resources



Resource Chart – Sample Answers


Natural Resources

Human Resources

Capital Resources

Water

Iron and other

minerals

Sand – for glass

Petroleum (oil)- for

man-made rubber

Rubber Trees – for

natural rubber

Designer

Engineer

Factory Worker

Truck Driver

Oil Drilling Crew

Tools

Machines

Robots

Factory

Oil Drilling Rig

(Derrick)

Tap – for Rubber Tree

Truck



Henry Ford

Henry Ford was born in 1863 in what is now Dearborn, Michigan. He grew up on his family! s farm and went to a one-room school. From an early age he was interested in tools and how things worked. He was especially interested in steam engines.

In 1879, he left home and went to nearby Detroit to work as a machinist. He made extra money by repairing and selling watches. He worked for many different companies and became good at operating steam engines.

In 1891, Henry Ford became an engineer with the Edison Illuminating Company. He became Chief engineer for the company in 1893. This job gave him enough time and money to do experiments with engines.

In 1896, his experiments led to his invention of a self-propelled vehicle, or " horseless carriage. ! This was an early type of car, or automobile. It had four wire wheels that looked like bicycle wheels. It had only two forward speeds and could not go backwards. After this, he decided to start his own business making automobiles. The company he started became Ford Motor Company.

In 1908, this company began making the Model T. This automobile, or car, was easy to drive and take care of. It became a huge success. In order to make enough of these cars Henry Ford opened a large factory in Highland Park, Michigan in 1910

By 1918, half of all the cars in the United States were Model Ts. Ford Motor Company continued to grow and grow. It is still a very important company today.



A Modern Entrepreneur

Grosse Pointe Woods resident Richard Marks has created an electric low-speed vehicle, EcoV, which he hopes will interest the fleet vehicle market

and then the local community.

Photo by Amy Salvagno

Source: Va-Va-Voom! 1 July 2009 <http://www.candgnews.com/Homepage-Articles/2008/7-23-08/GF-ECOV.asp>.

Source: EcovElectric. 1 July 2009 <http://www.ecovelectric.com/index.html>.



Assessment

1. List the three types of resources used to produce goods and services.

2. List two examples of each kind of resource that would be needed to make this Michigan product

______________

Resources ______________

Resources ____________

Resources



Assessment - Sample Answers

1. List the three kids of resources used to produce goods and services.

2. List two examples of each kind of resource that would be needed to make this Michigan product.

Natural

Resources Human

Resources Capital

Resources

Soil

Trees – for the box

Water

Corn

Farmer

Truck driver

Machine operator

Designer

Tractor

Factory

Box making machine

Packing machine

Truck

Lesson 2: Scarcity, Choice, and Opportunity Cost


People use resources to produce goods and services.Scarcity results because resources are limited and human wants are unlimited.Because of scarcity, people must choose some things and give up others.Incentives are sometimes used to get people to buy a good or service.Incentives are also used to get businesses to produce a good or service; or start their business in a particular place.

Lesson Abstract: This lesson begins with a scenario showing how scarcity results from the tension between limited resources and unlimited wants. Students then participate in a simulation involving economic decisions, choice, and opportunity costs. During the simulation, incentives such as sales are introduced. Students then apply these concepts to economic choices made in the state of Michigan by looking at how businesses and industries are affected by scarcity, choice and incentives.

Content Expectations 3 - E1.0.1: Explain how scarcity, opportunity costs, and choices affect what is

produced and consumed in Michigan. 3 - E1.0.2: Identify incentives (e.g., sales, tax breaks) that influence economic

decisions people make in Michigan.

Key Conceptschoiceincentivesscarcity

Instructional Resources Equipment/ManipulativeOverhead projector or Document Camera/ProjectorStudent journal or notebookhighlighters

Student ResourceLemonade Stand. Simulation Game. 17 September 2009 <HYPERLINK "http://

www.ae4rv.com/games/lemonade.htm"http://www.ae4rv.com/games/lemonade.htm>.

Teacher ResourceEgbo, Carol. Supplemental Materials (Unit 2, Lesson 2).Teacher-made material.

Michigan Citizenship Collaborative Curriculum, 2009.

Lesson SequenceConnect back to the previous lesson by reviewing how people use natural, human and capital resources to produce goods and services.

Place students in pairs. Make an overhead and give each pair a copy of the “Buying a Computer” flow chart located in the Supplemental Materials (Unit 2, Lesson 2). Read the selection about Herby’s family in the first box and guide students in highlighting the word ‘wanted.’ Remind students that as early as kindergarten they studied the economic idea that people have wants. Explain that pairs should analyze the flow chart together and highlight all the wants the family had. Point out and define any difficult words such as ‘digital.’ Give pairs time to work and then using the overhead have students guide you in highlighting the wants on the overhead. Note that these include a digital camera, a digital camcorder and a new computer with more memory.

Ask students what can be learned about people’s wants from reading about Herby’s family. Discuss student responses and guide students to the idea that when people get one thing it often leads to them wanting another. Using an overhead of the “Choices” graphic organizer located in the Supplemental Materials (Unit 2, Lesson 2) and a copy of the Lesson Graphic Organizer for reference, write the phrase “Unlimited Wants” in the appropriate box.

Share the following scenario regarding Herby’s family:

Herby’s family did some research on new computers. They picked out a Magna 728 which was loaded with memory. It was the perfect computer for them. They went to four different stores trying to buy the computer but no store had one because they were so popular. Herby’s father finally called the company that makes the Magna 728. He was told that the company did not have enough workers or parts to produce all the computers people wanted.

Pose the following question to students: What were the two types of resources that the makers of the Magna 728 did not have enough of? Discuss student responses and guide students in understanding that the company lacked both human and capital resources. Add the phrase “Limited Resources” in the appropriate box on the “Choices” graphic organizer. Ask students if they can guess what results when there are unlimited wants but limited resources. Guide them in identifying the term ‘scarcity’ and add it to the “Choices” graphic organizer. Note that students should have explored the concept of scarcity in second grade.

Add the phrase “goods and services” to the “Choices” graphic organizer and pose the following question: What does scarcity force people to do?” Discuss student responses and guide them in understanding that scarcity forces people to make choices. Give students Word Cards #7- #9.

Pose the following question: What are some choices Herby’s family has now? Discuss student responses. Note that possible answers include:

They could wait until there are more Magna 728 computers available.They could buy another computer similar to the Magna 728.They could keep their current computer and try and delete some of their photos.

Share the following with students: Herby’s family decided the last option, number 3, deleting pictures would not work. The family decided to choose between option 1, waiting for a Magna 728 and option 2, buying another computer that was okay but not the one they really wanted. Their final decision was to buy another computer instead of waiting for the Magna 728 (option 2). Using Word Card #10, review the term ‘opportunity cost’ which was introduced in second grade. Explain that when Herby’s family chose to buy the other computer, they incurred an opportunity cost. Ask students what they think it was. Guide students in understanding that option 1, or the Magna 728 was their opportunity cost. Add “opportunity cost’ to the “Choices” graphic organizer.

Explain that students will now be taking part in a simulation that will help them better understand the concepts of scarcity, choice, and opportunity cost.

Divide students into pairs. Designate one student the ‘buyer’ and one student the ‘seller.’ Give the buyer a copy of the ‘Buyer Sheet” located in the Supplemental Materials (Unit 2, Lesson 2). Give the seller a copy of the “Seller Sheet” and the two “Items for Sale” sheets located in the Supplemental Materials (Unit 2, Lesson 2). Have the sellers cut apart the twelve goods on the “Items for Sale Sheet” and place them on their desk.

Explain that the buyer should decide for whom they are buying something. Explain that they can choose themselves or any other person. Have them make the choice and write it on their “Buyer Sheet’. Have the sellers do the same on their “Seller Sheet”. Explain that the buyers should look over the goods the sellers have to sell and list their top two choices in order on the “Buyer Sheet.” Encourage sellers to ‘sell’ their products by explaining their good qualities, etc. Give the buyers time to ‘shop.’ Then, have both the buyers and sellers answer the second question on their appropriate sheets.

Give each buyer fifteen “Michibucks” in an envelope. (Note that a sheet for

printing Michibucks is located in the Supplemental Materials (Unit 2, Lesson 2) Have buyers open their envelopes and answer the third question on their sheet. Briefly discuss how many buyers are facing a situation where they can’t afford their first choice. Explain that buyers should now purchase their goods and then answer questions 3, 4, and 5 on their “Buyer Sheets”. Have sellers answer questions 3, 4, and 5 on their “Seller Sheets.”

Discuss the simulation using the following questions:How did this simulation help you understand choice?What was your opportunity cost?What did you learn in this activity?

Pose the following question: In the simulation what were some of the techniques ‘sellers’ used to get ‘buyers’ to choose a certain product? Discuss student responses. Then, pose this scenario: Imagine you own a small gift shop in the Upper Peninsula. It is late August and you have a lot of Michigan T-shirts left. You have to find a way to sell them before the end of the tourist season. What would you do to get people to buy the T-shirts? Discuss student responses. Note that possible answers include:

Lower the price and put them on sale.Offer a “Buy one, get one free” bargainOffer a free Michigan pen when a person buys a T-shirt.

Using Word Card #11, explain that all these ideas are examples of ‘incentives, which in economics are used to get people to buy or produce a certain good or service. Explain that incentives affect the choices people make. Incentives often persuade people to buy a certain product. Add the word “incentives’ to the appropriate box on the “Choices” graphic organizer you have been creating during this lesson.

Explain that the simulation students took part in showed how consumers face scarcity and choice. Explain that producers of goods and services are also faced with scarcity and they have to make choices about how to use their resources. Using the “Scarcity and Choice” chart located in the Supplemental Materials (Unit 2, Lesson 2) or a similar chart created on large chart paper, discuss the three scenarios described on the chart and guide students in identify an example of scarcity and choice in each scenario. Note that a chart showing sample answers has also been included in the Supplemental Materials (Unit 2, Lesson 2).

Explain that incentives can affect the choices of producers of goods and services just like they affect consumers. Sometimes incentives are offered to get a company or person to start a business in a certain place. For example, the state of Michigan has been encouraging businesses in other states to start companies in Michigan. Pose the following question: what kind of incentives could the state of Michigan offer to get businesses to move here?

Discuss student responses.

Explain to students that in the Michigan government unit they will learn how the state collects taxes from businesses in order to pay for things like state parks, state highways, and state police. One incentive the state has offered to businesses is ‘tax breaks’ which means if a business moves to Michigan it would pay lower taxes or maybe no taxes at all for a few years. Explain that this incentive was recently offered to companies who make movies. As a result, several movie-making companies have begun new businesses here in Michigan.

This lesson can be supplemented with the computer-based simulation found at the following website: HYPERLINK "http://www.ae4rv.com/games/lemonade.htm"http://www.ae4rv.com/games/lemonade.htm

AssessmentAn assessment has been included in the Supplemental Materials (Unit 2, Lesson 2) in which students read a short scenario and identify examples of scarcity, choice, and opportunity cost.





October 5, 2009



Graphic Organizer

affect

Limited Resources

Unlimited Wants

Scarcity

causes

which means people can’t have

all the Goods and

Services

they want— So people have to

make

Choices

Which leads to an

Opportunity Cost

Incentives



Big Ideas Card


• People use resources to produce goods and services.

• Scarcity results because resources are limited and human wants are unlimited.

• Because of scarcity, people must choose some things and give up others.

• Incentives are sometimes used to get people to buy a certain good or service.

• Incentives are also used to get people to produce a certain good or service or start their business in a particular place.



Word Cards Word Cards from previous lessons needed for this lesson:

• Natural Resources ! Word Card #1 from Lesson 1 • Capital Resources ! Word Card #4 from Lesson 1 • Human Resources ! Word Card #5 from Lesson 1

7 scarcity

not enough of something so people have to make choices Example: Amy must choose how to use her scarce time. Should she ride her bike or do her homework.

(SS030202)

8 limited resources

There are only certain amounts of resources. Example: Individuals and businesses have limited resources.

(SS030202)

9 unlimited wants

There is no end to the number of things people want and need. Example: People have unlimited wants.

(SS030202)

10 opportunity cost

When you make a choice, your opportunity cost is the second thing you wanted most. Example: Mary chose pizza for lunch. Her second choice was a hot dog. The hot dog was her opportunity cost.

(SS030202)



11 incentive

something used to get people to buy or produce a certain good or service Example: A sale is an example of an incentive.

(SS030202)



Buying a New Computer

Herby " s family had an old computer that was always breaking down. They wanted a new computer.

They bought a new computer that had lots of memory and could

be used for lots of things including storing photographs.

Because of that, the family wanted a digital camera.

They bought a digital camera and stored their photos on the computer.

They had so much fun with the camera they decided they wanted

to make their own families movies. Now, they wanted a digital camcorder.

The family bought a digital camcorder and started taking loads of

home movies. They stored their movies on the computer.

Soon, they had so many photographs and movies stored on the computer that they used up all the memory it had. Now, the

family wanted a new computer with more memory.



Choices Graphic Organizer

causes


all the


make

which leads to an

affect



Items for Sale

Large Great Lakes Shipwreck Map Poster – $18.00

Lighthouses of the Great Lakes Puzzle – $15.00

Michigan Rocks Collection – $8.00

Video about the Building of the

Mackinac Bridge – 20.00

Michigan Wolverines Tabletop

Football Game - $15.00

Michiganopoly Game - $25.00



Piston Party Pail – 60.00.

Mackinac Island Fudge - 1½ pound

Gift Box - $22.45 Box includes ( 3 ) ½ pound bars

Michigan T-shirt – 20.00

Teddy Bear with Michigan map

15.00

Notepad and Pen - $7.00

I’m a Michigan Kid Activity Book -

$8.00



Buyer Sheet

1. For whom are you shopping? 2. What two things would you most like to buy?

1. 2.

3. Did you buy your first choice? Why or Why not? 4. If not, what did you buy? 5. What was your opportunity cost?



Seller Sheet

1. For whom was the buyer shopping? 2. What 2 things did the buyer most want to buy? 3. Did the buyer purchase their first choice? Why or why not? 4. If not, what did the buyer buy? 5. What was he buyer" s opportunity cost?



MICHIBUCKS

5 5 MICHIBUCKS

5 5

5 5 MICHIBUCKS

5 5

5 5 MICHIBUCKS

5 5

5 5 MICHIBUCKS

5 5

5 5 MICHIBUCKS

5 5

5 5 MICHIBUCKS

5 5

5 5 MICHIBUCKS

5 5

5 5 MICHIBUCKS

5 5

5 5 MICHIBUCKS

5 5

5 5 MICHIBUCKS

5 5



SCARCITY CHOICE

In the Upper Peninsula, there are not many areas good for farming.

Michigan has a fairly short growing season, or the time when crops can be grown and harvested.

Some car factories are outdated and do not have the advanced machinery to produce modern cars.



SAMPLE ANSWERS

SCARCITY CHOICE


There is a scarcity of fertile soil.

People have to choose another business other than farming.


There is a scarcity of good growing days

Farmers have to choose crops that will grow in a short growing season.


There is a scarcity of advanced machinery or capital resources.

The car companies have to choose to raise money to buy new machinery or close the factories.



Assessment

Read the following story about Sam and Trudy and then complete the chart. Sam and Trudy Jones were teachers but they had always dreamed of owning their own business. They wanted to buy Michigan cherries and produce special cherry syrup for ice cream. There was a small, empty factory for sale near where they lived. They bought the factory and started to produce their cherry ice cream syrup. The cherry syrup was very popular! Soon, Sam and Trudy needed more cherries to help meet the demand. The next season, Michigan had a late freeze. The cherry crop was damaged. Sam and Trudy could not buy enough Cherries to make the syrup. They decided they had two choices. 1. Stop producing the syrup and close the factory until next season. 2. Use Michigan blueberries to make blueberry syrup instead of cherry syrup and remain in business. They decided to keep their business open and produce blueberry syrup this year. What scarcity problem did Sam and Trudy have?

Because of scarcity what two choices did they have?

1.

2.

What choice did they make?

What was their opportunity cost of making this choice?



Assessment - Sample Answers

Read the following story about Sam and Trudy and then complete the chart. Sam and Trudy Jones were teachers but they had always dreamed of owning their own business. They wanted to buy Michigan cherries and produce special cherry syrup for ice cream. There was a small, empty factory for sale near where they lived. They bought the factory and started to produce their cherry ice cream syrup. The cherry syrup was very popular! Soon, Sam and Trudy needed more cherries to help meet the demand. The next season, Michigan had a late freeze. The cherry crop was damaged. Sam and Trudy could not buy enough cherries to make the syrup. They decided they had two choices. 1. Stop producing the syrup and close the factory until next season. 2. Use Michigan blueberries to make blueberry syrup instead of cherry syrup and remain in business. They decided to keep their business open and produce blueberry syrup this year.

What scarcity problem did Sam and Trudy have?

A scarcity of cherries due to a freeze.


1. Stop making cherry syrup and close the factory

2. Make blueberry syrup and stay in business.

What choice did they make? They decided stay open and make blueberry syrup..


Closing the factory until next season.

Lesson 3: Michigan’s Economy Today


The economy of a state is based on the economic activities of a state.Economic activities are the different ways people use resources to produce goods and services.Important economic activities of Michigan include manufacturing, agriculture, mining and tourism.Providing services like banking is also an important economic activity of Michigan.One special kind of service is research and development. In this economic activity people produce ideas for new or improved goods and services.The location of economic activities is often connected to the natural and human characteristics of an area.

Lesson Abstract: In this lesson students continue to explore the concepts of scarcity, choice, and productive resources as they examine different types of economic activities in Michigan. They begin by identifying goods and services produced in their own local communities. Next, they explore a wide variety of Michigan products by playing a simple game and then categorizing the Michigan products according to economic activities such as manufacturing, agriculture, and mining. Next they take a brief look at service industries and tourism as well as research and development. Throughout the lesson, they use their knowledge of Michigan’s physical and human geography to answer the question: “Why is this economic activity located here?”

Content Expectations 3 - G4.0.1: Describe major kinds of economic activity in Michigan today, such

as agriculture (e.g., corn, cherries, dairy), manufacturing (e.g., automobiles, wood products), services and tourism, research and development (e.g., Automation Alley, life sciences corridor, university communities), and explain the factors influencing the location of these economic activities.

Key Conceptscapital resourceseconomic activitieshuman resourceslocationnatural resources

Instructional Resources Equipment/ManipulativeOverhead projector or Document Camera/ProjectorStudent journal or notebookSmall plastic bags for game piecesFile foldersScissors

Student ResourceKids and the MDA. Michigan Department of Agriculture website. 17 September

2009 <HYPERLINK "http://www.michigan.gov/mda/0,1607,7-125-1566_1733_22582-71015--,00.html"http://www.michigan.gov/mda/0,1607,7-125-1566_1733_22582-71015--,00.html#>.

McConnell, David. Meet Michigan. Hillsdale, MI: Hillsdale Educational Publishers, 2009. Pages 288-293 and page 411.

Vacation in Traverse City. 17 September 2009 <HYPERLINK "http://www.michigan.gov/mikids/0,1607,7-163-15858_20584---,00.html"http://www.michigan.gov/mikids/0,1607,7-163-15858_20584---,00.html>.

Teacher ResourceAutomation Alley. 17 September 2009 <HYPERLINK "http://

www.automationalley.com/autoalley/Automation+Alley"http://www.automationalley.com/autoalley/Automation+Alley>.


Michigan Department of Agriculture. 17 September 2009 <HYPERLINK "http://www.michigan.gov/mda/0,1607,7-125-1570_2468_2469---,00.html"http://www.michigan.gov/mda/0,1607,7-125-1570_2468_2469---,00.html>.

Mitten of Plenty Product Map. 17 September 2009 <HYPERLINK "http://www.michigan.gov/mda/0,1607,7-125-2961_6860_7657-14874--,00.html"http://www.michigan.gov/mda/0,1607,7-125-2961_6860_7657-14874--,00.html>.

Lesson SequencePose the following question and ask students to answer it in their Michigan journals: What is one important thing you’ve learned about economics so far in this unit? Give students time to think and write. Have students share with a partner and then with the large group. Likely answers will include:

People have to make choices because of scarcity.People use resources to make goods and services.

You can’t have everything thing you want.There are three kinds of resources.

Make a simple T-Chart labeled “Goods” on one side and “Services” on the other and guide students in identifying goods and services produced in or near their local community. Explain that in this lesson they will be exploring goods and services produced in Michigan.

Divide students in pairs and have them create the file folder game, “Michigan Products Game”, located in the Supplemental Materials (Unit 2, Lesson 3) by following the directions in the box labeled “How to Make.” Once the games have been created go over the directions for playing the game in the box labeled “How to Play.” Explain that this game includes a set of cards showing different goods produced in Michigan and where they are produced.

Give pairs time to play the game. Note that if time permits you may want to have students select four or five of the cards and use a Michigan map to locate the city or county where the goods are produced. Briefly discuss what students learned about Michigan from playing the game. Guide students in understanding that a wide variety of goods are produced in Michigan. Note that the folder game can be supplemented or even replaced by a textbook selection on Michigan products such as pages 288-293 and page 411 of Meet Michigan or a similar text.

Using Word Card #12, introduce the term ‘economic activity.’ Ask students to remove the following cards from the game they played in Step 4: Celery, Furniture, Iron Ore, Lumber. Ask them to work with their partner to identify the four different economic activities that would be needed to produce these four items. Note that you may want to have students use four sticky notes to accomplish this task. Discuss student answers. Note that the correct answers are:

Celery: Farming, or agricultureFurniture: ManufacturingIron Ore: MiningLumber: Logging

Give students Word Cards #13 and #14 and explain that manufacturing and agriculture are two of Michigan’s most important economic activities. Explain that like all economic activities these ways of producing goods and services provide jobs and bring money into the state.

Have students take all the product cards from the folder game and remove all those that show manufactured goods. Note that these include: cars, cereal, baby food, medicines, chemicals, metal products, paper, bowling alley equipment, household appliances and ships.

Share the following information about manufacturing in Michigan:Manufacturing makes more money in Michigan than any other economic activity.Michigan leads the country in automobile manufacturing. In addition, more than 700 different companies make auto supplies in Michigan.More than half the office furniture made in the United States is produced by Michigan companies.Michigan companies are always looking for new goods to produce. Recently some have begun to make homeland security equipment like improved body armor.In the next lesson, students will have an opportunity to explore some of these other new industries.

Explain that different economic activities often require different geographic locations. Pose the following question: What kinds of natural or human characteristics would it be important for factories to be near? Discuss student responses. Guide students in understanding that manufacturing is often located near large cities where there are lots of potential workers and near good transportation networks that can be used to ship raw materials to factories and finished products to other places.

Have students take all the product cards from the folder game and remove all those that show agricultural goods. Note that these include: dairy products, Christmas trees, corn, apples, celery, beans, cherries, asparagus, blueberries, potatoes, mint, strawberries, soybeans, peaches, carrots, bedding plants and grapes. Explain that despite this wide variety of agricultural products, agriculture does not bring in as much money as manufacturing in Michigan. Explain that in the Michigan history unit later in the year students will learn that this was not always the case.

Share the following information about Michigan agriculture:Michigan has about 52,000 farms.Michigan ranks third in the country in apple productionMichigan has the second highest production of carrots and celery.Michigan grows 2.2 million acres of field corn, which is used for livestock feed, edible products, corn meal, oil, syrup and breakfast cereals. 657 flower growers make Michigan fourth in the nation in value of wholesale flower products. One third of all cultivated blueberries in the United States come from Michigan.

Pose the following question: What kinds of natural or human characteristics would it be important for farms to be near? Discuss student responses. Guide student in understanding that fertile soil is important for crops to grow. In addition, some crops need special kinds of soil. Blueberries, for example, need soil that is quite acidic and celery needs a ‘heavy’ soil. Crops can also

require different kinds of climate. Some crops require more rain than others. Some require a longer growing season.

If desired, show students the “Mitten of Plenty Product Map” located in the Supplemental Materials (Unit 2, Lesson 3) or at the following website: HYPERLINK "http://www.michigan.gov/mda/0,1607,7-125-2961_6860_7657-14874--,00.html"http://www.michigan.gov/mda/0,1607,7-125-2961_6860_7657-14874--,00.html. This shows the location of several agricultural products. If time permits you may also want students to visit the ‘Kids and the MDA” website located at this website: HYPERLINK "http://www.michigan.gov/mda/0,1607,7-125-1566_1733_22582-71015--,00.html"http://www.michigan.gov/mda/0,1607,7-125-1566_1733_22582-71015--,00.html#. At this website there are several games and activities relating to Michigan agriculture.

Remind students that producing services is also an important economic activity of Michigan. Explain that services include health care, banking, insurance and a wide variety of other things. Briefly discuss how geographic location may influence the production of services.

Using Word Cards #15 and #16, explain that tourism, which is often referred to as a service industry, is a very important economic activity of Michigan. If time permits, have students take a ‘virtual vacation’ like the one which can be found at the following website: HYPERLINK "http://www.michigan.gov/mikids/0,1607,7-163-15858_20584---,00.html"http://www.michigan.gov/mikids/0,1607,7-163-15858_20584---,00.html. This short virtual tour will help students understand the types of locations tourists seek out.

Pose the following question: What kinds of natural or human characteristics would attract tourists? Encourage students to answer the question by thinking of their experiences as ‘tourists’ in Michigan. Discuss student responses. Note that possible answers include:

Scenic places like waterfallsThe coastlines of Michigan and inland lakesHistoric places like fortsMuseumsSand dunes

Using Word Card #17, explain that ‘research and development’ is an increasingly important economic activity of Michigan. Explain that in this case people are producing ideas. They are trying to invent new products, find new medicines and solve problems. Make and display the m “Automation Alley’ map and photographs located in the Supplemental Materials (Unit 2, Lesson 3) and share the following information about this special research and development region:

This region is home to more than 311,000 technology workers. It began as a small region in Oakland County. It has grown to include Genesee County, Livingston County, Macomb County, Monroe County, Oakland County, St. Clair County, Washtenaw County, Wayne County and the City of Detroit. It is a ‘technology cluster’ that promotes productivity, new ideas and new business growth.It is made up of 1000 technology-driven companies, governments and educational institutions.

Explain that another quickly growing research and development region is the “Life Sciences Corridor”. This region was created out of a cooperative project between Michigan State University, the University of Michigan, and Wayne State University. This region specializes in research relating to areas such as medicine and health. It stretches from Grand Rapids to Lansing to Ann Arbor. The Life Sciences Corridor is strongly tied to the location of Universities in Michigan.

As a culminating discussion ask students the following questions:Why doesn’t Michigan just concentrate on one economic activity? Why does it need so many?Do you think the economic activities of Michigan were different one hundred years ago? Why or why not?Do you think the economic activities of Michigan will be different one hundred years from now? Why or why not?

AssessmentAs an assessment students could create a poster describing two important economic activities of Michigan, examples of their related products and factors influencing the location of these economic activities.





October 5, 2009



Graphic Organizer

Agriculture (Farming)

LOCATION:

• Where the soil is right

• Where the climate is right

Tourism

LOCATION: • Near scenic

areas • Near water • Near historic

sites

Research and Development

LOCATION:

• Near universities

Services

LOCATION: • Many different

places • Some services

mainly in cities

Manufacturing

LOCATION: • Near big cities • Near good

transportation networks

ECONOMIC ACTIVITIES

OF MICHIGAN



Big Ideas Card


• The economy of a state is based on the economic activities of a state.

• Economic activities are the different ways people use resources to produce goods and services.

• Important economic activities of Michigan include manufacturing, agriculture, mining and tourism.

• Providing services like banking is also an important economic activity of Michigan.

• One special kind of service is research and development. In this economic activity people produce leading to new or improved goods and services.

• The location of economic activities is often connected to the natural and human characteristics of an area.




• Natural Resources ! Word Card #1 from Lesson 1 • Economics ! World Card #2 from Lesson 1 • Economy ! Word Card #3 from Lesson 1 • Capital Resources ! Word Card #4 from Lesson 1 • Human Resources ! Word Card #5 from Lesson 1 • Scarcity ! Word Card #7 from Lesson 2

12 economic activities

different ways people use resources and produce goods and services. Example: Farming and mining are economic activities.

(SS030203)

13 manufacturing

the making of goods in a factory Example: Manufacturing is an important economic activity of Michigan.

(SS030203)

14 agriculture

another word for farming Example: Agriculture is an important economic activity of Michigan

(SS030203)

15 tourism

an economic activity in which tourists visit an area and spend money Example: Tourism is an important economic activity of Michigan.

(SS030203)



16 tourist

a person who goes sight-seeing and spends money in a place away from where they live Example: The tourist visited the park and bought a book about animals there.

(SS030203)

17 research and development

an economic activity where people produce ideas that lead to new or improved goods and services Example: Research and development businesses often are located near universities and colleges.

(SS030203)



Michigan Products Game

Overview

Activity: A bingo-type matching game for 2 students.

Materials: 2 playing boards 36 individual cards 42 Markers 2 plastic bags

How to Make

1. Cut out the playing boards and mount them on the inside of the folder as shown.

2. Cut out the individual cards and

place in a plastic bag. 3. Cut apart the 42 markers and place

in a plastic bag.

How to Play

1. Each student plays on one side of the file folder.

2. Mix up the individual cards and

place face down in a pile. 3. Students take turns drawing a card

from the pile. If the card matches a word and picture on their playing board they cover the two spots with a marker.

4. If the card does not match

something on the board, it is returned to the bottom of the pile.

5. The first player to cover five spots

in a row wins.



GAME BOARD

Warren

Throughout

the Lower

Peninsula

Rogers

City

St.

Ignace

Midland

Muskegon Traverse

City

Kalamazoo

Detroit

Northern

part

of Lower

Peninsula

St. Clair

Bay

City



GAME BOARD

Saginaw

Romeo

Lansing-

Grand Rapids-

Muskegon

area

Newberry

Upper

Peninsula

Kalamazoo

county

Grand

Rapids

Newaygo

county

Montcalm

and Bay

counties

west and

southwest

parts of the

state

St.

Johns

Fremont



blueberries asparagus

strawberries soybeans

Kalamazoo

Allegan, Berrien,

Muskegon, Ottawa and

Van Buren counties

west and

southwest parts

of the state

Montcalm and

Bay counties

celery

Saginaw

beans cherries

Traverse

City

potatoes

mint

St. Johns Berrien, Leelanau, and

Van Buren counties

Lenawee, Saginaw,

Monroe, Sanilac and

Clinton counties



carrots bedding

plants

cars grapes cars

furniture

Newaygo

county

Kalamazoo

county

Lansing Lenawee

County

Detroit

Grand Rapids

peaches

Romeo

cereal

Battle

Creek

baby

food

Fremont



iron ore

petroleum

Upper

Peninsula

Northern part of

Lower Peninsula

chemicals

Midland

salt

St. Clair

metal

products

Warren

paper

Kalamazoo

bowling alley

equipment

Muskegon

natural

gas

Northern part of

Lower Peninsula

medicines

Kalamazoo



Lansing-Grand

Rapids-Muskegon

area

household

appliances

fish

St. Ignace

Christmas

Trees

Northern part of

Lower Peninsula

and U.P.

apples

Throughout the

Lower Peninsula

limestone

Rogers City

lumber

Newberry

dairy

products

Throughout the

Lower Peninsula

ships

Bay City

corn

Southern part of

Lower Peninsula



MARKERS



Michigan’s Mitten of Plenty

Michigan Department of Agriculture <http://www.michigan.gov/mda/0,1607,7-125-2961_6860_7657-14874--,00.html>



Automation Alley

Lesson 4: Specialization and Interdependence


We can’t produce everything we need or want, so people trade to get things.People, states, and countries specialize in producing certain goods and services.The more people, states, and countries specialize and trade, the more interdependent they become.Trade is important to the economy of Michigan.Michigan exports goods like cars to other places.Michigan imports goods like computers and bananas from other places.

Lesson Abstract: This lesson begins with students connecting back to second grade and brainstorming reasons that people specialize (e.g., they have a special skill or talent, availability of productive resources, etc.). They then examine how specialization results in trade with others as they complete a graphic organizer depicting the relationship among specialization, trade, and interdependence. Using the book, Pancakes, Pancakes! by Eric Carle, students create an interdependence web to ‘see’ interdependence, or how we rely on others to meet our needs and wants. They expand their thinking as they consider how states and countries also specialize and are interdependent through an exploration of Michigan imports and exports.

Content Expectations 3 - E2.0.1: Using a Michigan example, describe how specialization leads to

increased interdependence (cherries grown in Michigan are sold in Florida; oranges grown in Florida are sold in Michigan).


Key Conceptsinterdependencespecialization trade

Instructional Resources Equipment/ManipulativeA world mapAn orange

Ball of yarnGlue or glue sticksOverhead projector or Document Camera/ProjectorScissorsStudent journal or notebookUnited States map

Student ResourceCarle, Eric. Pancakes, Pancakes! New York, NY: Scholastic, Inc. 1990.

McConnell, David. Meet Michigan. Hillsdale, MI: Hillsdale Educational Publishers, 2009. pp. 294-296, 417.

Teacher Resource32 Economic and Geography Lessons. Montgomery County Public Schools,

Maryland. 17 September 2009 <HYPERLINK "http://www.montgomeryschoolsmd.org/curriculum/socialstd/files/lessons/econ-geog-books/Pancakes.html"http://www.montgomeryschoolsmd.org/curriculum/socialstd/files/lessons/econ-geog-books/Pancakes.html>


Michigan Export Data. Department of Agriculture Website. 17 September 2009 <HYPERLINK "http://www.ers.usda.gov/StateFacts/MI.htm" \l "FC"http://www.ers.usda.gov/StateFacts/MI.htm#FC>.

Outline Map of the U.S. 17 September 2009 <HYPERLINK "http://www.lib.utexas.edu/maps/united_states/usa_blank.jpg"http://www.lib.utexas.edu/maps/united_states/usa_blank.jpg>.

Lesson SequenceBegin with a short introduction to specialization using yourself as an example.

Guide the discussion with these questions:As a teacher, do I provide goods or services?What kind of services do I provide?Do you think I made my clothes and shoes? Why or why not?What economic term relates to the idea that people produce certain kinds of goods and services but not others?

Using Word Card #18, review the term ‘specialization’ which was introduced in grade two. Then, pose the following question: How do I get the goods I don’t produce like my clothes and my shoes? Discuss student responses. Guide students in understanding that people trade to get the goods and services they do not produce. In most,

cases they trade money for the goods and services. Give students Word Card #19 and briefly explore other examples of trade.

Give each student a copy of the “What Happens When People Specialize?” organizer located in the Supplemental Materials (Unit 2, Lesson 4) and make an overhead of it. Using the “Completed Organizer” located in the Supplemental Materials (Unit 2, Lesson 4) guide students in correctly filling in the blanks on the organizer. Note that this activity will allow you to review several important concepts from the first three lessons. At the end give students Word Card # 20 and discuss the term ‘interdependent.’” Note that for students who struggle with this activity you may wish to provide an accommodation by giving them the “Completed Organizer” and having them highlight the terms as you go over them instead of filling them in.

4. Using the book, Pancakes, Pancakes! By Eric Carle, students will be introduced to the concept

of interdependence. Make copies and cut out the “Pancake Webbing Cards” located in the

Supplemental Materials (Unit 2, Lesson4). Note, copying these on cardstock is recommended.

5. Pass out the cards. Give one student the card which reads "Jack"; give one student the card which reads "Jack's mother"; give the other students each a card which contains the name of one of the natural, capital, or human resources needed to make Jack's pancakes. Ask students if they think they have a human, natural, or capital resource.

6. Give "Jack" a ball of yarn. As you read the story, students are to roll the ball of yarn to the next resource Jack needs for the pancakes. For example, Jack asks his Mother for pancakes. His mom says he needs to take a sickle and cut as much wheat as the donkey can carry. (Jack rolls the yarn to sickle, sickle rolls the yarn to wheat, and wheat rolls the yarn to donkey.) Pause as you read to ensure students are finding the correct resources. The process continues until a web is made which demonstrates how Jack was dependent upon or needed all the resources for his pancakes.

7. Introduce the term interdependence using word card # 20. Discuss Jack’s dependence on pancakes. Ask students how they depend on other people to meet their needs or wants. Discuss with students that in order to have flour, we go to the grocery store and buy it. In order to do that, we need or are dependent on farmers to grow the wheat, trucks and drivers to take the wheat from the farm to a factory where workers turn it into flour. Flour needs to be placed into packages, and drivers take the packages of flour to warehouses in trucks. Workers load trucks to take the flour from the warehouses to the stores where clerks place the flour on shelves in stores. People then can go to the

store and buy the flour.

8. Ask students to think about the folder game they played in Lesson 3 and pose this question: What did the folder game teach you about Michigan and specialization? Guide students in understanding that the game demonstrated how different areas of Michigan specialize in different kinds of products.

9. Hold up an orange and ask students to identify which region of Michigan produces oranges. Discuss student responses. Guide students in understanding that oranges don’t grow anywhere in Michigan. Explain the oranges need a warm climate to grow well. Oranges grow well in states like Florida where the climate is much warmer. Ask students how we are able to buy oranges in Michigan when they are grown in Florida. Discuss student responses and guide students in understanding that oranges are available in Michigan through trade with states that specialize in oranges. Guide students to understand that apples grown in Michigan are sold in states that do not grow them too Ask students if they can recall any examples from the book, Pancakes, Pancakes! of people specializing. (The miller makes flour, Jack’s mom made strawberry preserves)

10. Give each student a copy of the “States Specialize!” activity sheet and a copy of the outline map of the United States located in the Supplemental Materials (Unit 2, Lesson 4). Also, provide access to a United States map such as the one located on page 417 of Meet Michigan, scissors, and glue. Explain that students should follow the directions on the Activity sheet carefully in order to create a map illustrating trade between states. Give students time to work and provide assistance as needed. When students have finished, ask students if Florida only supplies oranges to Michigan. Guide students to understand that the map arrows they created only show one trade between the 2 states; it is a simple view of interdependence and specialization. In reality, Florida trades oranges to every state in the United States. If we had to show all of these trades, the map would end up looking much like the web they created for the Pancakes, Pancakes! activity.

11. Make and display an overhead of the “Kellogg’s Cornflake Box” located in the Supplemental Materials (Unit 2, Lesson 4.) Ask students if they find anything unusual about the box. Guide students in identifying the unusual writing on the box and explain that this writing represents Chinese writing. Pose the following question: Why would a box of Kellogg’s Cornflakes have Chinese writing? Discuss student responses and guide students in understanding that the box illustrates how Michigan trades not only with other states but with other countries as well.

12. Explain that China is quickly becoming an important trading partner of Michigan but it is not the country with which Michigan trades the most. Show students a world map (note, one is provided in the Supplemental Materials (Unit 2, Lesson 4) if needed) and ask them to predict which country is

Michigan’s leading trading partner. Discuss student responses and guide them in understanding that Canada is Michigan’s leading trading partner. Discuss how proximity affects trade. Finally, pose the following question to students, If Canada is Michigan’s number one trade partner because it is our closest neighbor, what country do you think is Michigan’s number two trade partner? Allow students to look at the world map while answering. Guide students to understanding that Mexico is the country closest to Michigan after Canada and that Mexico is Michigan’s second leading trading partner. Discuss reasons for this.

13. Explain that products produced in many different countries can be found in Michigan. Give each student a copy of the “Looking for Imports” chart located in the Supplemental Materials (Unit 2, Lesson 4). Explain that students should go on a search at home for products from other countries and record their findings on the chart. Give students one or two days to complete the assignment.

14. Have students share what they have found in the large group. If time permits, place some type of removable sticker, sticky note or pin on a world map identifying each of the countries listed on the student charts. Review the term ‘interdependence’ and discuss how it applies to this activity.

15. Note that this lesson can be supplemented with pages 294-296 in “Meet Michigan’ or a similar text selection on trade from another source.

AssessmentThe “States Specialize!” activity can be used as an assessment. In addition, students could design an ad encouraging other states and/or countries to buy Michigan products.



Michigan Citizenship Collaborative Curriculum

Page PAGE 4 of NUMPAGES 4 HYPERLINK "http://www.micitizenshipcurriculum.org"www.micitizenshipcurriculum.org

October 5, 2009



Graphic Organizer

Interdependence

Limited Resources

Unlimited Wants

Scarcity

Choices

Specialization

Individuals

Businesses

Trade

Countries

States



Big Ideas Card


• We can! t produce everything we need or want, so people trade to get things. • People, states, and countries specialize in producing certain goods and

services. • The more people, states, and countries specialize and trade, the more

interdependent they become. • Trade is important to the economy of Michigan. • Michigan exports goods like cars to other places. • Michigan imports goods like computers and bananas from other places.




• Economic Activities" Word Card #12 from Lesson 3

18 specialization

when individuals, regions, and countries produce certain kinds of goods or services Example: Specialization results in people producing fewer goods and services than they consume.

(SS030204)

19 trade to exchange one thing for another Example: People often trade money for goods.

(SS030204)

20 interdependence

when people are dependent on other people in order to get the things they do not produce Example: When people specialize they become more interdependent.

(SS030204)

21 export a good that people in one place send out to people in another place when they trade Example: Cars are an important Michigan export.

(SS030204)



22 import

a good that people in one place bring in from another place when they trade Example: Bananas are a Michigan import.

(SS030204)



WHAT HAPPENS WHEN PEOPLE SPECIALIZE?

People use _________________________

to produce

___________________ and ______________________

BUT

Resources are ____________________

AND

Human wants are ____________________

Which creates

________________________

Because of SCARCITY people have to make

____________________________

They make choices about what goods and services they will produce.

This is called

________________________________

Because people SPECIALIZE

they have to get the goods and services they do not produce through

___________________

which makes people more

__________________________________________________



WHAT HAPPENS WHEN PEOPLE SPECIALIZE? – Completed Organizer

People use

RESOURCES

to produce

GOODS and SERVICES

BUT

Resources are LIMITED

AND

Human wants are UNLIMITED

Which creates

SCARCITY


CHOICES


This is called

SPECIALIZATION

Because people SPECIALIZE they have to get the goods and services they do not produce through

TRADE

Which makes people more

INTERDEPENDENT



Pancake Webbing Cards

Duplicate these webbing cards on cardstock and cut into cards to be used with the book Pancakes, Pancakes! By Eric Carle.

Jack

Rooster

Mother

Donkey

Wheat

Sickle

Flour

Miller

Mill

Water

Waterwheel

Millstone

Bag

Egg

Hen

Cow

32 Economic and Geography Lessons. Montgomery County Public Schools, Maryland http://www.montgomeryschoolsmd.org/curriculum/socialstd/files/lessons/econ-geog-books/Pancakes.html



Pail

Milk

Butter Churn

Fire

Cream

Butter

Wood

Strawberry

Cellar

Bowl

Cup

Ladle

Frying Pan

Plate

Fork

Ax

Trees

Woodshed

Hen House

Stool



States Specialize! Following Directions Activity

Directions:

1. Using the United States Map shade in the following state on your outline map:

Michigan California Idaho Florida Kansas

2. Cut out the agricultural products on this sheet.

3. Glue the cherries on Michigan

4. Glue the strawberries on California

5. Glue the potatoes on Idaho

6. Glue the oranges on Florida.

7. Glue the wheat on Kansas

8. Draw an arrow between each of the four states and Michigan.

Cherries Strawberries Potatoes Oranges Wheat



Ou

tlin

e M

ap

of

the

U.S

. 17

July

200

9. h

ttp://

ww

w.li

b.ut

exas

.edu

/map

s/un

ited_

stat

es/u

sa_b

lank

.jpg



World M

ap. Geology.com

http://im

ages.google.com/im

gres?imgurl=http://geology.com

/world/w

orld-



Looking for Imports

PRODUCT WHERE DID IT COME FROM?

Lesson 5: Michigan’s Economic Future


The economic activities of a state have to change with the times. Therefore, businesses have to find new goods and services to produce.To produce new goods and services, businesses in Michigan have to use the resources Michigan has.The production of wind turbine parts could be an important new good for Michigan businesses to produce.Michigan could also create more wind farms to produce energy.It will take entrepreneurs, new ideas, and the good use of resources to help Michigan’s economy grow in the future.

Lesson Abstract: This lesson involves students using what they have learned about Michigan’s economic activities to explore Michigan’s economic future. Students are introduced to the importance of business development and entrepreneurship for Michigan’s economic future through a short, simplified newspaper article on a small company producing wind turbines. Next, they explore why wind turbine production and wind farms may become a vital part of Michigan’s economic future. Finally, after exploring current economic challenges in Michigan, students work in small groups to design a plan for meeting one of the challenges.

Content Expectations 3 - E1.0.5: Explain the role of business development in Michigan’s economic

future Michigan.

Integrated GLCE’sR.IT.03.01: Identify and describe the basic elements, features, and purpose of

a variety of informational genre including textbooks, encyclopedias, and magazines. (English Language Arts)


Key Conceptseconomic developmententrepreneurship

Instructional Resources Equipment/ManipulativeHighlightersOverhead projector or Document Camera/ProjectorStudent journal or notebook

Student ResourceWind Energy Animation. 17 September 2009 <HYPERLINK "http://

www.managenergy.net/kidscorner/en/u11/wind.html"http://www.managenergy.net/kidscorner/en/u11/wind.html#>.



Harvest Wind Farm Map and Photo. 17 September 2009 <HYPERLINK "http://www.wpsci.com/HarvestWindFarm.aspx"http://www.wpsci.com/HarvestWindFarm.aspx>.

Wind Energy Brochure. 17 September 2009 <HYPERLINK "http://ref.michiganadvantage.org/cm/attach/D0FE2DBC-197A-43C9-8A6B-17B5D68CD9F4/Wind_Energy.pdf"http://ref.michiganadvantage.org/cm/attach/D0FE2DBC-197A-43C9-8A6B-17B5D68CD9F4/Wind_Energy.pdf>.

Wind Energy for Kids Powerpoint. 17 September 2009 <HYPERLINK "http://www.kidwind.org/lessons/PPoint.html"http://www.kidwind.org/lessons/PPoint.html>.

Wind Farm Slide Show. Great Lakes Aerial Photos website. 17 September 2009 <HYPERLINK "http://www.aerialpics.com/B/windgenerators.html"http://www.aerialpics.com/B/windgenerators.html>.

Wind Turbines Generate Michigan Jobs Hopes. 17 September 2009 Detroit News website. <HYPERLINK "http://www.detnews.com/article/20090507/BIZ/905070406/Wind-turbines-generate-Michigan-job-hopes"http://www.detnews.com/article/20090507/BIZ/905070406/Wind-turbines-generate-Michigan-job-hopes>.

Lesson SequenceReview the term ‘economic activities’ from the previous lesson and review the graphic organizer for the lesson which describes important economic activities of Michigan. Point to “Agriculture” on the organizer and share the

following with students: Farmers grow soybeans on soybean farms. Farmers grow corn on corn farms. What do farmers grow on wind farms?

Ask students to write an answer to this question in their Michigan journals and then put the journals away until a later time in this lesson.

Make and display an overhead of the “Model-T” located in the Supplemental Materials (Unit 2, Lesson 5). Review what was covered in Lesson 1 regarding how this car had a huge impact on Michigan’s economy. Remind students that this was a car that a lot of people wanted. Pose the following question: If this car was so popular why aren’t we still producing them? Discuss student responses. Guide students in understanding that economic wants change over time. People wanted newer and better cars and research and development was used to meet consumers demands.

Explain that keeping up with people’s economic wants is a challenge for states. Briefly discuss current challenges in Michigan relating to the automobile industry such as the desire for electric battery-powered cars, out-of-date automobile factories, global competition, etc. Explain that Michigan’s economic future depends on the state’s ability to meet economic challenges like current problems with the automobile industry. Explain that in this lesson they will explore four ways to meet economic challenges:

Creating new products and businessesFinding new energy sourcesMeeting changing economic wantsMaking good use of available resources

Make an overhead of the “Harvest Wind Farm” photograph and map located in the Supplemental Materials (Unit 2, Lesson 5). Ask students to analyze the photograph at the top and re-write their answer to the question “What grows on a wind farm?” in their Michigan journal. Discuss student answers. Using the photograph and Word Cards #23 and #24, guide students in understanding that wind farms harness the wind to produce electricity.

Using the Wind Farm map, guide students in identifying the location of the Harvest Wind Farm in the Thumb. Write the term ‘inset map’ on an overhead or chalkboard and explain that an inset map is a special kind of map that enlarges a part of a map and shows it close up. This inset maps helps people better see the location of the Harvest Wind farm. Share the following information about this wind farm:

Construction of the wind farm began in June 2007, and the farm began generating electricity in December 2007.A total of 32 windmills were installed on 3,200 acres in Huron County's Oliver and Chandler townships,The farmers who leased their land for the windmill plots share in the sale

of power generated by the wind turbines.This wind farm can power more than 15,000 homes.

Make and display an overhead of the “Wind Tower Power” map located in the Supplemental Materials (Unit 2, Lesson 5). Point out the wind farms shown on this map and guide students in recognizing that most of these farms are located near a Great Lake. Ask students why they think this is true. Discuss student responses.

Make and display an overhead of the “Michigan Wind Map” located in the Supplemental Materials (Unit 2, Lesson 5). Point out the Thumb region where the Harvest Wind Farm is located and guide students in understanding that the dark green color of this region shows that it is quite a windy area.

Guide students in comparing the “Michigan Wind Map” with the “Wind Tower Power Map” used in Step 7. Pose the following question: Where are the windiest places near Michigan? Discuss student responses and guide students in understanding that the windiest places are actually right over the Great Lakes themselves, not over land. Ask students what implications this might have for wind farms. Discuss student response and guide students in understanding that it may be possible to create an offshore wind farm.

To enrich what has been covered so far in this lesson you may wish to do one of the following:

Have students view the simple “Wind Energy Animation” at the following website: HYPERLINK "http://www.managenergy.net/kidscorner/en/u11/wind.html"http://www.managenergy.net/kidscorner/en/u11/wind.html#. This animation shows how a wind turbine works. It is also available to download at the MC3 website.Show students the “Wind Farm Slide how” located at this website: HYPERLINK "http://www.aerialpics.com/B/windgenerators.html"http://www.aerialpics.com/B/windgenerators.html. This slide show has excellent photos showing are wind turbines are erected and what Michigan wind farms look like.Show students some of the slides in the “Wind Energy for Kids PowerPoint” located at this website: HYPERLINK "http://www.kidwind.org/lessons/PPoint.html"http://www.kidwind.org/lessons/PPoint.html. This is another good source for photos and information.

Pose the following question: How will wind farms help Michigan’s economy? Discuss student responses and guide students in understanding that wind farms will help produce electricity that can be used in homes and factories. They make use of a renewable energy source that does not pollute or endanger the environment.

Pose the following question: How else might Michigan’s economy benefit from the desire for wind farms and wind power? Discuss student responses and guide students in understanding that besides creating wind farms Michigan could also manufacture wind turbine parts much like Michigan did with the automobile industry.

Give each student a copy of the newspaper article on wind turbines located in the Supplemental Materials (Unit 2, Lesson 5). Ask students to identify what kind of informational text this is. Guide students in understanding that this is a newspaper article. Point out and guide students in highlighting the following parts of the article:

HeadlineDateBy-line (news writer)CityName of newspaper

Read the first two paragraphs out loud to students and discuss why the MasTech company was in trouble. Ask students to read the third paragraph and highlight the important change the MasTech company made. Give students time to work and then discuss what they highlighted. Guide students in understanding that the company changed from making auto parts to making wind turbine parts.

Read the fourth paragraph out loud and ask students what is special about this paragraph. Guide students in understanding that this paragraph is a quotation, or someone’s direct words. Guide students in highlight the quotation marks and explain how they are used to punctuate a quotation.

Read the last paragraph out loud and guide students in highlighting the important details such as “major producer of wind turbine parts.” Using the article, guide students in understanding how the creation of wind turbines can help solve some of Michigan’s economic problems such as the following:

Factories like this one that once made auto parts can now be used to create wind turbine parts.These factories can give jobs to people who lost their jobs in car factories.These factories can supply wind turbines for Michigan wind farms and also for wind farms in other states

Using the “Resource Charts” located in the Supplemental Materials (Unit 2, Lesson 5 ) or a similar chart drawn on chart paper review the three kinds of productive resources by having students identify Michigan resources available for the production of wind turbines as well as the creation of wind farms. Note that charts showing sample answers have also been included in the Supplemental Materials (Unit 2, Lesson 5). Note that this assignment could also be assigned as homework or a small group activity.

Review the term ‘entrepreneur’ which was introduced in Lesson 1. Pose the following question: What role do you think entrepreneurs will play in the creation of new products and businesses such as wind turbines and wind farms? Discuss student responses. Explain that in the final activity for this lesson students will have an opportunity to ‘think like an entrepreneur’ and come up with a new idea for solving an economic problem facing Michigan.

Divide students into 5 small groups and give each group a copy of the “Meeting Economic Challenges” small group activity sheet located in the Supplemental Materials (Unit 2, Lesson 5). Go over the five economic challenges listed on the sheet and explain them as needed. Assign each group to one of the challenges. Explain that groups should work together to find a way to meet the challenge. They should explain their idea in words and then create a simple illustration of their idea.

Give students time to complete the activity. Explain that groups will now design a short presentation to explain their idea to the entire class. Give each group a large sheet of chart paper to make a large visual of the illustration from the activity sheet. Give groups time to plan their presentation. (Note, this is an excellent technology integration opportunity. Students could utilize Power Point or Kid Pics to complete the presentation.)

Have each group make their presentation allowing time for comments and questions after each presentation.

AssessmentThe Group Activity in which students work in small groups to design a way to meet one of Michigan’s economic challenges can be used as an assessment.





October 5, 2009



Graphic Organizer

Creating new products

EXAMPLE:

Wind Turbines

Michigan’s Economic

Future Depends On

Finding new energy

sources

EXAMPLE:

Wind Farms

Making good use of

resources

EXAMPLES:

Wind Water

Skilled workers Factories

Meeting economic

wants

EXAMPLES:

Battery-powered cars

New sources of energy



Big Ideas Card


• The economic activities of a state have to change with the times. Therefore, businesses have to find new goods and services to produce.

• To produce new goods and services, businesses in Michigan have to use the resources Michigan has.

• The production of wind turbine parts could be an important new good for Michigan businesses to produce.

• Michigan could also create more wind farms to produce energy.

• It will take entrepreneurs, new ideas, and the good use of resources to help Michigan! s economy grow in the future.




• Natural Resources " Word Card #1 from Lesson 1 • Capital Resources " Word Card #4 from Lesson 1 • Human Resources " Word Card #5 from Lesson 1 • Entrepreneur- Word Card #6 from Lesson 1 • Economic Activities" Word Card #12 from Lesson 3

23 wind turbine

a tall tower with blades that makes use of wind to create electricity Example: Making and using wind turbines will probably be an important part of Michigan ! s economic future.

(SS030205)

24 wind farm

a group of wind turbines in the same location Example: Wind farms are being created in Michigan to provide electricity.

(SS030205)



The Model-T



Harvest Wind Farm

Harvest Wind Farm Map and Photo. 19 July 2009 <http://www.wpsci.com/HarvestWindFarm.aspx>.



Michigan Wind Map



Thursday, May 7, 2009 Wind turbines generate Michigan job hopes Christina Rogers / The Detroit News

Manistee, Michigan --Not long ago, MasTech Manufacturing's future looked almost hopeless.

The latest auto industry problems had nearly stopped production in the factory. The plant, which made high-tech machinery for car and truck plants, was limping by with only five workers. Parts orders were drying up.

But today, the huge, two-story factory is producing something else. It is making wind turbines to meet a fast-growing demand for this renewable power source. MasTech has restored its workforce to more than 40 employees -- hiring many former auto workers -- with plans to grow.

"If we didn't have these wind turbines," said John Holcomb, the plant's manager, "we wouldn't be here talking today. The doors would be closed." The small factory is located in Manistee, Michigan. This town was once famous for salt mining and lumber mills. But, things have changed. Now, the factory is helping bring about manufacturing changes. State officials hope changes like this will help Michigan become a major producer of wind turbine parts. These are needed for the country ! s growing number of wind farms. Adapted from: Wind Turbines Generate Michigan Jobs Hopes. 18 July 2009 Detroit News website. http://www.detnews.com/article/20090507/BIZ/905070406/Wind-turbines-generate-Michigan-job-hopes



Michigan Resources for Producing Wind Turbines

Natural Resources

Human Resources

Capital Resources

Michigan Resources for Creating Wind Farms

Natural Resources

Human Resources

Capital Resources



Michigan Resources for Producing Wind Turbines – Sample Answers

Natural Resources

Human Resources

Capital Resources

Water

Iron and other

minerals

Factory workers who

could be trained to

make wind turbine

parts

Factories that could

be used to make wind

turbine parts

Michigan Resources for Creating Wind Farms - Sample Answers

Natural Resources

Human Resources

Capital Resources

Wind

Land

Laid off auto workers

who could be trained

to build and maintain

wind farms

Factories that could

produce the wind

turbines



Meeting Economic Challenges Small Group Activity

1. People want cars that run on something other than gasoline. 2. Tourists want new places to visit and new things to do. 3. Michigan has to find something to do with old factories. 4. People who lost their jobs in car factories need jobs. 5. Michigan has a lot of copper but it’s deep in the ground and expensive to

mine. Which number has your group been assigned? ________ Describe one way to meet this challenge: Draw an illustration to describe your idea:

Lesson 6: The Role of Government in Michigan’s Economy


The state government of Michigan plays a role in Michigan’s economy.The state government provides public goods and services such as state parks, highways, and state police.To pay for these public goods and services the state government collects money from taxes, fees, and fines.

Lesson Abstract: In this lesson students are introduced to the idea that the state government plays a role in Michigan’s economy. The lesson begins with students doing a categorization activity using the unit Word Cards as a way of reviewing factors and concepts important in understanding the economy of Michigan. Then, students explore the role of state government in the economy by investigating goods and services provided by the state government (e.g., roads, state parks, police.) By distinguishing among taxes, fees, and fines, students describe how state goods and services are funded. Students then briefly consider a public issue relating to funding for public goods and services.

Content Expectations 3 - C3.0.2: Identify goods and services provided by the state government and

describe how they are funded (e.g., taxes, fees, fines).

Key Conceptsrole of government

Instructional Resources Equipment/ManipulativeOverhead projector or Document Camera/ProjectorStudent journal or notebook

Student ResourceMcConnell, David. Meet Michigan. Hillsdale, MI: Hillsdale Educational Publishers,

2009. pp. 321-322, 339.



Michigan Parks and Trails Map. Michigan DNR website. 22 September 2009 <HYPERLINK "http://www.michigandnr.com/parksandtrails/"http://www.michigandnr.com/parksandtrails/>.

Lesson SequencePlace students in pairs. Have each pair gather one set of the twenty-four unit Word Cards used in the first five lessons and place them face up on a desk. Have them mix them up so they are not in chronological order. Tell pairs to choose three cards that ‘belong together.’ Give pairs time to make their choice. As pairs share their groups of three have them give a rationale for putting the three cards in a group and list their group on a chalkboard or overhead. After all pairs have reported out repeat the process but caution students that they cannot repeat any of the groups already on your list. Note that some possible groupings include:

economics – economy – economic activitiesnatural resources – capital resources – human resourcesagriculture – manufacturing – tourismspecialization – trade – interdependencescarcity – limited resources – unlimited wantstrade – export – importwind turbine – wind farm – specializationeconomic activity – tourism - tourist

Point to the list of three Word Card groups you generated in Step 1 and explain that all of these terms and concepts have helped them learn about the economy of Michigan in the last five lessons. Explain that in this lesson they will use their knowledge of these terms and concepts to explore how the government of Michigan plays a role in the economy.

Using Word Card #25, explain the term “public goods and services.” Note that this concept was introduced in grade 2 but the term itself was not used. Explain that public goods and services are provided by a government, not a private business. Explain that these are things private companies are either unwilling or unable to produce. Ask students to identify examples of goods and services provided by their local community. Note that common examples include a park, a library, snow removal, etc. Explain that the state of Michigan provides public goods and services also. These are for all the citizens of Michigan.

Display the map of three Michigan counties in the Upper Peninsula located in the Supplemental Materials (Unit 2, Lesson 6). Guide students in interpreting the map by point out the following: the title, horizontal map key at the top, the three counties, the three Great Lakes and small Michigan map. Then, use the following questions to discuss the map:

What are three different goods/services provided by the state of Michigan according to this map?

Why do you think the state provides these?Why do you think this area of Michigan has so many State Forest Campgrounds?Have any of you ever visited a State Park or State Forest Campground? If so, where was it and what was it like?

If time permits, access the following website and download the map for the area of Michigan in which your students live: HYPERLINK "http://www.michigandnr.com/parksandtrails/"http://www.michigandnr.com/parksandtrails/ . This will allow them not only to see the state parks, state forest campgrounds and trails near them but also compare their region to that of the three counties in the Upper Peninsula.

Explain that state parks, campgrounds and trails are just a few of the goods/services that the state of Michigan provides. Share the following additional examples and discuss the value/importance of each:

State roadsState parksState policeWater testing of lakesFishing access sitesa Historical museum in LansingForest managementBridge repairHighway repairSafety inspections on things like carnival rides

Pose the following question to students and ask them to write an answer in their Michigan journals: How does the state of Michigan pay for the parks, bridges, roads, and other goods/services it provides? Give students time to write and then have them share their responses.

Using Word Card #26, explain that one way the state of Michigan pays for the goods/services it provides is by charging fees. Display the map from Step 4 again and explain that people have to pay a fee to enter a State Park and a fee to camp in a State Forest Campground. Pose the following question: Do you think it is fair to have to pay a fee to use a State Park or camp in a State Forest Campground? Discuss student responses. Guide students in understanding that by charging fees Michigan is able to maintain and improve parks and campgrounds.

Display an overhead of the “Fees for Michigan Fishing Licenses” chart located in the Supplemental Materials (Unit 2, Lesson 6). Using Word Card #27, explain that this chart shows another way the state of Michigan raises money through fees to pay for the goods/services it provides. Sometimes the

state requires people to have a license in order to do a certain activity like fishing or driving. Use the following questions to guide students in interpreting the chart:

How much would a person aged 20 have to pay for a fishing license?Which two groups of people have to pay only $7.00 for a fishing license?Why do you think these two groups of people have to pay less?What would you have to pay to be able to fish in Michigan?Do you think it is fair for some people to pay less than others for a fishing license? Why or why not?

Pose the following question to students: Since the lakes and fish of Michigan belong to everybody why should people have to buy a license in order to fish? Discuss student responses. Share the following information from the Michigan Department of Resources regarding fishing licenses:

When you purchase a fishing license, you're helping to protect, preserve and enhance the sport of fishing for today and for generations to come. License fees help pay for fishery and hatchery management, habitat development and protection, endangered species programs, fishing and conservation education, lake maps and other publications, and many other valuable programs

Using Word Card #28, explain that another way the state of Michigan raises money to pay for goods/services it provides is through ‘fines’’ Explain that fines are charged to people who don’t follow rules or laws. For example, someone caught fishing without a license can be charged a fine. Someone who litters on a highway can be charged a fine.

Explain that fees and fines alone do not raise all the money the state of Michigan needs to provide the goods/ services that citizens expect and want. Read the following scenario in order to guide students in identifying another way the state of Michigan raises money:

Herby picked out a small toy at a store. The price on the toy was marked $1.00. He gave the toy to the store owner and told her he would like to buy it. The store owner told Herby it would cost him $1.06. Why did Herby have to pay the extra six cents????

Discuss students’ answers to the question and then using Word Card #29, introduce students to the term ‘taxes’. Explain that a tax is money a citizen pays to a government in exchange for goods and services. Explain that the extra six cents Herby paid in the scenario from Step 12 goes to the state of Michigan. In turn, the state uses the money to do things like fix bridges, repair roads, provide libraries, and test lake water.

Explain that the funding of state goods and services can often become a public issue, which means it is something citizens disagree about. Explain

that when the economy of Michigan is facing hard times some people want the state to raise the sales tax in order for the state to continue to provide the same level of public goods and services. Others are against raising the sales tax. Explain that people can even disagree over something like the cost of a fishing license. Others disagree when the fees to camp are raised.

Explain that recently some people wanted to allow senior citizens over the age of 65 to fish without a license in Michigan. Others disagreed and said senior citizens should have to buy a license. Using the “Public Issue T- Chart”, located in the Supplemental Materials (Unit 2, Lesson 6), guide students in identifying positions on both sides of this issue. Note that a T-Chart with sample answers has also been included in the Supplemental Materials (Unit 2, Lesson 6).

After students have completed the T-chart as a group have each student independently take a position on the issue by completing one of the following sentence stems:

Senior citizens should not have to buy a fishing license in order to fish because…Senior citizens should have to buy a fishing license in order to fish because…

Ask students to return to their social studies journal and read their answer to the question you posed in Step 7. Ask them to write a second answer to the question based on what they have learned in this lesson.

Note that this lesson can be supplemented with pages 321-322 and 339 from Meet Michigan or similar text selections relating to public goods and services from a similar textbook.

AssessmentAn assessment in which students differentiate between fines, fees and taxes used to fund public goods and services produced by the state of Michigan has been included in the Supplemental Materials (Unit 2, Lesson 6). In addition, students’ answers to the journal prompt from Step 7 and 17 can be used for assessment.

3rd Grade Michigan Studies

SS030206Unit 2: The Economy of Michigan

Lesson 6



October 5, 2009



Graphic Organizer

What are some public goods and services provided

by the government of

Michigan?

State Parks

State Police

State Highways

Bridges

Water testing

How does the government pay for these public

goods and services?

Fines Fees Taxes



Big Ideas Card


• The state government of Michigan plays a role in Michigan! s economy.

• The state government provides public goods and services such as state parks, highways, and state police.

• To pay for these public goods and services the state government collects money from taxes, fees, and fines.



Word Cards

25 public goods and

services goods and services that are produced and provided by a government Example: State parks, state police, and state highways are some examples of public goods and services provided by Michigan.

(SS030206)

26 fees something people pay to a government in exchange for being able to do a certain activity Example: People pay fees to the state of Michigan for camping and for a fishing license.

(SS030206)

27 license

a legal document giving you permission to do something Example: You need a license in order to drive in Michigan.

(SS030206)

28 fines what people pay to a government for breaking a rule or a law Example: People pay fines to the state of Michigan for littering.

(SS030206)

29 taxes what people pay to a government in exchange for services like schools and road repair Example: People pay sales taxes to the state of Michigan in exchange for services.

(SS030206)



Source: Chippewa, Luce and Mackinac Counties Map. Department of Natural Resources website.19 August 2009 <http://www.michigandnr.com/parksandtrails/images/parknav/chippewaarea.htm>.



Fees for Michigan Fishing Licenses

Resident General Fishing Amount

Fishing, Annual (yearly) $20.00

Fishing, Junior (16 & 17 years old) $7.00

Fishing, Senior Citizen (65 years & older) $7.00

Fishing, Husband/Wife $31.00



Should senior citizens be allowed to fish without a license in Michigan?

YES NO




Sample Answers

YES NO Senior citizens often don’t have much money so they should not have to buy a fishing license. Senior citizens have contributed a lot to the state of Michigan so they should be allowed to fish for free. Fishing is a healthy activity for senior citizens so they should be encouraged to fish by making it free. Letting senior citizens fish for free is one way to help senior citizens.

It’s only fair that senior citizens should have to buy a license just like all other adults. Fishing license money is needed to help maintain fishing places for everybody. The fishing license is only $7.00 for a senior citizen. That’s not very much. Some senior citizens are very rich why they shouldn’t have to buy a license.



Lesson Assessment

Fee, Fine, or

Tax

For What?

Jane! s family camped at Lakeport State Park for a week. They had to pay the park $24.00 a night to camp.

Roberto and his family took a trip to the Upper Peninsula. They paid $5.00 to cross the bridge.

Mr. Jones was caught dumping garbage in a Michigan State Forest. There was a " No Dumping# sign when he entered the forest. He had to pay the state of Michigan $100.00

Sam bought a T-shirt at a gift shop on Mackinac Island. The tag on the shirt said $10.00. Sam had to pay the clerk $10.60.

Carol had to pay $18.00 to renew her driver! s license.



Lesson Assessment – Sample Answers

Fee, Fine, or

Tax

For What?

Jane! s family camped at Lakeport State Park for a week. They had to pay the park $24.00 a night to camp.

Fee For camping in the State Park


Fee For crossing the bridge

Mr. Jones was caught dumping garbage in a Michigan State Forest. There was a " No Dumping# sign when he entered the forest. He had to pay the state of Michigan $100.00

Fine For dumping garbage in a state forest


Tax Paying state sales tax on a good he bought

Carol had to pay $18.00 to renew her driver! s license. Fee To renew a license

Third Grade Social Studies

Unit 2: The Economy of Michigan

Student Name:

3rd Grade Michigan Studies Unit 2: The Economy of Michigan

Michigan Citizenship Collaborative Curriculum Page 1 of 51 Copyright © 2010-2014 by Oakland Schools

Big Picture Graphic

Overarching Question:

How have the geography and economy of Michigan shaped our past?

Previous Unit:

The Geography of Michigan

This Unit:

The Economy of Michigan

Next Unit:

The History of Michigan

Questions to Focus Assessment and Instruction:

1. What do people consider in deciding what to produce and

consume in Michigan? 2. How do scarcity and choice affect what is produced and

consumed in Michigan? 3. How is Michigan part of the national and global economies?

Types of Thinking Cause and Effect Description Categorizing



Questions for Students

In this unit, we are going to be learning about the economy of Michigan. Think about the focus questions:

1. What do people consider in deciding what to produce and consume in Michigan?

2. How do scarcity and choice affect what is produced and consumed in Michigan?

3. How is Michigan part of the national and global economies? Use the chart below to write or draw about these questions.

Things I Know Questions I Have



Lesson 1 Graphic Organizer

Geography

The study of places and how people interact

with the environment

Economics

The study of how people use

resources to produce goods and services that people

need or want

Natural Resources

Human Resources

Capital Resources




• Geography is the study of places and how people interact with the environment.

• One way people interact with the environment is by using natural resources.

• Economics is the study of how people use limited resources to produce goods and services that people need or want.

• Natural resources are studied in both geography and economics.

• People also use human and capital resources to produce goods and services.

An entrepreneur is someone who combines the natural, human and capital resources to produce goods or services.

Word Cards

1 natural resources things in nature that people find useful Example: Water, soil and trees are natural resources.

2 economics

the study of how people use limited resources to produce goods and services that people want or need. Example: In economics you study topics such as economic systems, trade, and production



3 economy

activities related to making, trading and selling goods and services Example: Making cars has been an important part of the economy of Michigan for a long time.

4 capital resources

goods that are used to produce more goods and services Example: Factories and tools are capital resources.

5 human resources workers and their skills Example: Truck drivers, doctors, and teachers are human resources.

6 entrepreneur someone who combines natural, human, and capital resources to produce goods or services Example: Henry Ford is an example of a Michigan entrepreneur.



Michigan Products and Natural Resources

Michigan Product




Resource Chart


Natural Resources

Human Resources

Capital Resources



Henry Ford

Henry Ford was born in 1863 in what is now Dearborn, Michigan. He grew up on his family’s farm and went to a one-room school. From an early age he was interested in tools and how things worked. He was especially interested in steam engines.

In 1879, he left home and went to nearby Detroit to work as a machinist. He made extra money by repairing and selling watches. He worked for many different companies and became good at operating steam engines.

In 1891, Henry Ford became an engineer with the Edison Illuminating Company. He became Chief engineer for the company in 1893. This job gave him enough time and money to do experiments with engines.

In 1896, his experiments led to his invention of a self-propelled vehicle, or ‘horseless carriage.’ This was an early type of car, or automobile. It had four wire wheels that looked like bicycle wheels. It had only two forward speeds and could not go backwards. After this, he decided to start his own business making automobiles. The company he started became Ford Motor Company.

In 1908, this company began making the Model T. This automobile, or car, was easy to drive and take care of. It became a huge success. In order to make enough of these cars Henry Ford opened a large factory in Highland Park, Michigan in 1910

By 1918, half of all the cars in the United States were Model Ts. Ford Motor Company continued to grow and grow. It is still a very important company today.



A Modern Entrepreneur

Grosse Pointe Woods resident Richard Marks has created an electric low-speed vehicle, EcoV, which he hopes will interest the fleet vehicle market

and then the local community.

Photo by Amy Salvagno

Source: Va-Va-Voom! 1 July 2009 <http://www.candgnews.com/Homepage-Articles/2008/7-23-08/GF-ECOV.asp>.

Source: EcovElectric. 1 July 2009 <http://www.ecovelectric.com/index.html>.



Lesson Review

1. List the three types of resources used to produce goods and services.

2. List two examples of each kind of resource that would be needed to make this Michigan product

______________ Resources

______________ Resources

____________ Resources




affect

Limited Resources

Unlimited Wants

Scarcity

causes


all the

Goods and Services

they want—

So people have to make

Choices

Which leads to an

Opportunity Cost

Incentives




• People use resources to produce goods and services.

• Scarcity results because resources are limited and human wants are unlimited.

• Because of scarcity, people must choose some things and give up others.

• Incentives are sometimes used to get people to buy a certain good or service.

Incentives are also used to get people to produce a certain good or service or start their business in a particular place.


• Natural Resources – Word Card #1 from Lesson 1 • Capital Resources – Word Card #4 from Lesson 1 • Human Resources – Word Card #5 from Lesson 1

7 scarcity not enough of something so people have to make choices Example: Amy must choose how to use her scarce time. Should she ride her bike or do her homework.

8 limited resources

There are only certain amounts of resources. Example: Individuals and businesses have limited resources.



9 unlimited wants There is no end to the number of things people want and need. Example: People have unlimited wants.

10 opportunity cost

When you make a choice, your opportunity cost is the second thing you wanted most. Example: Mary chose pizza for lunch. Her second choice was a hot dog. The hot dog was her opportunity cost.

11 incentive something used to get people to buy or produce a certain good or service Example: A sale is an example of an incentive.



Buying a New Computer

Herby’s family had an old computer that was always breaking down. They wanted a new computer.

They bought a new computer that had lots of memory and could

be used for lots of things including storing photographs.

Because of that, the family wanted a digital camera.

They bought a digital camera and stored their photos on the computer.

They had so much fun with the camera they decided they wanted

to make their own families movies. Now, they wanted a digital camcorder.

The family bought a digital camcorder and started taking loads of

home movies. They stored their movies on the computer.

Soon, they had so many photographs and movies stored on the computer that they used up all the memory it had. Now, the

family wanted a new computer with more memory.



Choices Graphic Organizer

causes


all the


make

which leads to an

affect



Items for Sale for Simulation

Large Great Lakes Shipwreck Map Poster – $18.00

Lighthouses of the Great Lakes Puzzle – $15.00

Michigan Rocks Collection – $8.00

Video about the Building of the

Mackinac Bridge – 20.00

Michigan Wolverines Tabletop

Football Game - $15.00

Michiganopoly Game - $25.00



Piston Party Pail – 60.00.

Mackinac Island Fudge - 1½ pound

Gift Box - $22.45 Box includes ( 3 ) ½ pound bars

Michigan T-shirt – 20.00

Teddy Bear with Michigan map

15.00

Notepad and Pen - $7.00

I’m a Michigan Kid Activity Book -

$8.00



Buyer Sheet

1. For whom are you shopping? 2. What two things would you most like to buy?

1. 2.

3. Did you buy your first choice? Why or Why not? 4. If not, what did you buy? 5. What was your opportunity cost?



Seller Sheet

1. For whom was the buyer shopping? 2. What 2 things did the buyer most want to buy? 3. Did the buyer purchase their first choice? Why or why not? 4. If not, what did the buyer buy? 5. What was he buyer’s opportunity cost?



SCARCITY CHOICE






Lesson Review

Read the following story about Sam and Trudy and then complete the chart. Sam and Trudy Jones were teachers but they had always dreamed of owning their own business. They wanted to buy Michigan cherries and produce special cherry syrup for ice cream. There was a small, empty factory for sale near where they lived. They bought the factory and started to produce their cherry ice cream syrup. The cherry syrup was very popular! Soon, Sam and Trudy needed more cherries to help meet the demand. The next season, Michigan had a late freeze. The cherry crop was damaged. Sam and Trudy could not buy enough Cherries to make the syrup. They decided they had two choices. 1. Stop producing the syrup and close the factory until next season. 2. Use Michigan blueberries to make blueberry syrup instead of cherry syrup and remain in business. They decided to keep their business open and produce blueberry syrup this year. What scarcity problem did Sam and Trudy have?


1.

2.

What choice did they make?





Agriculture (Farming)

LOCATION:

• Where the soil is right

• Where the climate is right

Tourism

LOCATION: • Near scenic

areas • Near water • Near historic

sites

Research and Development

LOCATION:

• Near universities

Services

LOCATION: • Many different

places • Some services

mainly in cities

Manufacturing

LOCATION: • Near big cities • Near good

transportation networks

ECONOMIC ACTIVITIES

OF MICHIGAN




• The economy of a state is based on the economic activities of a state.

• Economic activities are the different ways people use resources to produce goods and services.

• Important economic activities of Michigan include manufacturing, agriculture, mining and tourism.

• Providing services like banking is also an important economic activity of Michigan.

• One special kind of service is research and development. In this economic activity people produce leading to new or improved goods and services.

• The location of economic activities is often connected to the natural and human characteristics of an area.

Word Cards

Word Cards from previous lessons needed for this lesson:

• Natural Resources – Word Card #1 from Lesson 1 • Economics – World Card #2 from Lesson 1 • Economy – Word Card #3 from Lesson 1 • Capital Resources – Word Card #4 from Lesson 1 • Human Resources – Word Card #5 from Lesson 1 • Scarcity – Word Card #7 from Lesson 2



12 economic activities different ways people use resources and produce goods and services. Example: Farming and mining are economic activities.

13 manufacturing the making of goods in a factory Example: Manufacturing is an important economic activity of Michigan.

14 agriculture another word for farming Example: Agriculture is an important economic activity of Michigan

15 tourism an economic activity in which tourists visit an area and spend money Example: Tourism is an important economic activity of Michigan.

16 tourist a person who goes sight-seeing and spends money in a place away from where they live Example: The tourist visited the park and bought a book about animals there.

17 research and development an economic activity where people produce ideas that lead to new or improved goods and services Example: Research and development businesses often are located near universities and colleges.



Michigan’s Mitten of Plenty

Michigan Department of Agriculture <http://www.michigan.gov/mda/0,1607,7-125-2961_6860_7657-14874--,00.html>



Automation Alley




Interdependence

Limited Resources

Unlimited Wants

Scarcity

Choices

Specialization

Individuals

Businesses

Trade

Countries

States




• We can’t produce everything we need or want, so people trade to get things. • People, states, and countries specialize in producing certain goods and

services. • The more people, states, and countries specialize and trade, the more

interdependent they become. • Trade is important to the economy of Michigan. • Michigan exports goods like cars to other places. • Michigan imports goods like computers and bananas from other places.


• Economic Activities– Word Card #12 from Lesson 3

18 specialization

when individuals, regions, and countries produce certain kinds of goods or services Example: Specialization results in people producing fewer goods and services than they consume.

19 trade to exchange one thing for another Example: People often trade money for goods.



20 interdependence when people are dependent on other people in order to get the things they do not produce Example: When people specialize they become more interdependent.

21 export a good that people in one place send out to people in another place when they trade Example: Cars are an important Michigan export.

22 import a good that people in one place bring in from another place when they trade Example: Bananas are a Michigan import.



WHAT HAPPENS WHEN PEOPLE SPECIALIZE?

People use _________________________

to produce

___________________ and ______________________

BUT

Resources are ____________________

AND

Human wants are ____________________

Which creates

________________________


____________________________


This is called

________________________________

Because people SPECIALIZE

they have to get the goods and services they do not produce through

___________________

which makes people more

__________________________________________________



World M

ap. Geology.com

http://im

ages.google.com/im

gres?imgurl=http://geology.com

/world/w

orld-



Looking for Imports

PRODUCT WHERE DID IT COME FROM?




Creating new products

EXAMPLE:

Wind Turbines

Michigan’s Economic

Future Depends On

Finding new energy

sources

EXAMPLE:

Wind Farms

Making good use of

resources

EXAMPLES:

Wind Water

Skilled workers Factories

Meeting economic

wants

EXAMPLES:

Battery-powered cars

New sources of energy




• Natural Resources – Word Card #1 from Lesson 1 • Capital Resources – Word Card #4 from Lesson 1 • Human Resources – Word Card #5 from Lesson 1 • Entrepreneur- Word Card #6 from Lesson 1 • Economic Activities– Word Card #12 from Lesson 3

23 wind turbine a tall tower with blades that makes use of wind to create electricity Example: Making and using wind turbines will probably be an important part of Michigan’s economic future.

24 wind farm a group of wind turbines in the same location Example: Wind farms are being created in Michigan to provide electricity.


• The economic activities of a state have to change with the times. Therefore, businesses have to find new goods and services to produce.

• To produce new goods and services, businesses in Michigan have to use the resources Michigan has.

• The production of wind turbine parts could be an important new good for Michigan businesses to produce.

• Michigan could also create more wind farms to produce energy.

• It will take entrepreneurs, new ideas, and the good use of resources to help Michigan’s economy grow in the future.



The Model-T



Harvest Wind Farm

Harvest Wind Farm Map and Photo. 19 July 2009 <http://www.wpsci.com/HarvestWindFarm.aspx>.



Michigan Wind Map



Thursday, May 7, 2009 Wind turbines generate Michigan job hopes Christina Rogers / The Detroit News

Manistee, Michigan --Not long ago, MasTech Manufacturing's future looked almost hopeless.

The latest auto industry problems had nearly stopped production in the factory. The plant, which made high-tech machinery for car and truck plants, was limping by with only five workers. Parts orders were drying up.

But today, the huge, two-story factory is producing something else. It is making wind turbines to meet a fast-growing demand for this renewable power source. MasTech has restored its workforce to more than 40 employees -- hiring many former auto workers -- with plans to grow.

"If we didn't have these wind turbines," said John Holcomb, the plant's manager, "we wouldn't be here talking today. The doors would be closed." The small factory is located in Manistee, Michigan. This town was once famous for salt mining and lumber mills. But, things have changed. Now, the factory is helping bring about manufacturing changes. State officials hope changes like this will help Michigan become a major producer of wind turbine parts. These are needed for the country’s growing number of wind farms. Adapted from: Wind Turbines Generate Michigan Jobs Hopes. 18 July 2009 Detroit News website. http://www.detnews.com/article/20090507/BIZ/905070406/Wind-turbines-generate-Michigan-job-hopes



Michigan Resources for Producing Wind Turbines

Natural Resources

Human Resources

Capital Resources

Michigan Resources for Creating Wind Farms

Natural Resources

Human Resources

Capital Resources



Meeting Economic Challenges Small Group Activity

1. People want cars that run on something other than gasoline. 2. Tourists want new places to visit and new things to do. 3. Michigan has to find something to do with old factories. 4. People who lost their jobs in car factories need jobs. 5. Michigan has a lot of copper but it’s deep in the ground and expensive to

mine. Which number has your group been assigned? ________ Describe one way to meet this challenge: Draw an illustration to describe your idea:




Big Ideas of Lesson 6, Unit 2 • The state government of Michigan plays a role in Michigan’s economy.

• The state government provides public goods and services such as state parks, highways, and state police.

• To pay for these public goods and services the state government collects money from taxes, fees, and fines.

What are some public goods and services provided

by the government of

Michigan?

State Parks

State Police

State Highways

Bridges

Water testing

How does the government pay for these public

goods and services?

Fines Fees Taxes



Word Cards

25 public goods and services goods and services that are produced and provided by a government Example: State parks, state police, and state highways are some examples of public goods and services provided by Michigan.

26 fees something people pay to a government in exchange for being able to do a certain activity Example: People pay fees to the state of Michigan for camping and for a fishing license.

27 license a legal document giving you permission to do something Example: You need a license in order to drive in Michigan.

28 fines what people pay to a government for breaking a rule or a law Example: People pay fines to the state of Michigan for littering.

29 taxes what people pay to a government in exchange for services like schools and road repair Example: People pay sales taxes to the state of Michigan in exchange for services.



Source: Chippewa, Luce and Mackinac Counties Map. Department of Natural Resources website.19 August 2009 <http://www.michigandnr.com/parksandtrails/images/parknav/chippewaarea.htm>.



Fees for Michigan Fishing Licenses

Resident General Fishing Amount

Fishing, Annual (yearly) $20.00

Fishing, Junior (16 & 17 years old) $7.00

Fishing, Senior Citizen (65 years & older) $7.00

Fishing, Husband/Wife $31.00




YES NO



Lesson Review

Fee, Fine, or

Tax

For What?

Jane’s family camped at Lakeport State Park for a week. They had to pay the park $24.00 a night to camp.


Mr. Jones was caught dumping garbage in a Michigan State Forest. There was a “No Dumping” sign when he entered the forest. He had to pay the state of Michigan $100.00


Carol had to pay $18.00 to renew her driver’s license.



Unit 2 Graphic Organizer



Unit 2 Vocabulary Words agriculture ................................................................................................. 24

capital resources ......................................................................................... 5

economic activities .................................................................................... 24

economics ................................................................................................... 4

economy ..................................................................................................... 5

entrepreneur ............................................................................................... 5

export ........................................................................................................ 29

fees ........................................................................................................... 44

fines .......................................................................................................... 44

human resources ........................................................................................ 5

import ........................................................................................................ 29

incentive .................................................................................................... 13

interdependence ....................................................................................... 29

license ....................................................................................................... 44

limited resources ....................................................................................... 12

manufacturing ........................................................................................... 24

natural resources ........................................................................................ 4

opportunity cost ........................................................................................ 13

public goods and services ........................................................................ 44

research and development ....................................................................... 24

scarcity ...................................................................................................... 12



specialization ............................................................................................ 28

taxes ......................................................................................................... 44

tourism ...................................................................................................... 24

tourist ........................................................................................................ 24

trade .......................................................................................................... 28

unlimited wants ......................................................................................... 13

wind farm .................................................................................................. 35

wind turbine .............................................................................................. 35

Key Concepts

capital resources

choice

economic activities

economic development

economics

entrepreneurship

human resources

incentives

interdependence

location

Michigan

natural resources

productive resources

role of government

scarcity

specialization

trade

third grade social studies: michigan studies

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