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Design for Learning

Instructor: Maggie Hayes and Victoria Bye Area: Social Studies
Title: DAY 2-“Sending Onward” Date: March 16, 2014
Grade Level: 3
rd
grade Estimated Time: 45 minutes
Standards Connection:
5) Compare trading patterns between countries and regions
Differentiating between producers and consumers
Differentiating between imports and exports
Learning Goal(s):
When given a 1-2-3 exit ticket, students will accurately define the term “export”, list two
benefits countries gain from being an exporter/producer, and name three exports that
were discussed during the lesson and the country that they are produced in.

Evaluation of Learning Goal:
Students will complete a 1-2-3 exit ticket to reinforce the concept of interdependence and
the content surrounding exports and producers.
Engagement:
Good morning students! As we are about to come down to the front of the room, I want
everyone to take out your good that was made in the United States that you found at
home last night. Once you have your good out and are seated quietly, I will call on the
tables that are ready to go ahead and join us on the carpet. Once you sit down on the
carpet, remember to keep your hands in your lap and do not play with your good or touch
your neighbors. Be sure to sit in a circle. Student A, your table may go sit down, Student
B, your table may go down to the front of the room. The teacher will continue this until
all the students are seated in the front of the room. I keep hearing myself talk about
goods, can someone please tell me what a good is? Does it mean that I am supposed to
take my behavior to the carpet and that it is good, and not bad? The teacher will call on
an individual to try to explain what a good is. (Something that can be bought, sold, or
traded-has a use). After letting two students tell the class, the teacher will bring everyone
back together. The teacher will write the student definition of a good up on the
board. Now that we all know what a good is, we are going to talk about some of the
goods that we brought to class today. I want you to pass your good to your neighbor to
your right. Please pass your goods at this time. Does everyone now have a good different
than the one that they brought to class today? Great! Once you have the good, we are
going to go around the circle and say what all of the goods are and predict where you
think that it is from. Remember, all of the goods that we brought in today are from
different places in the United States. We are just trying to predict a particular state or
area that it could have been produced in. The class will then go around to each
individual in the circle having the individual predict where their neighbor’s good came
from. The class will agree or disagree and that is okay. Class, you will hold a thumb up if
you agree with the prediction of where the good came from a thumb down if you disagree
and think it came from somewhere else.
You are now going to use your iPads to research where the good that you are holding
was produced. Once you have discovered what state the product was made in, place a
sticker on your United States map over that particular state. The teacher will allow the
students time to research and plot their goods on the map. Ok class, we are now going to
work on creating a large classroom map of goods. Each of you is going to tell me the
name of your good, where it was produced, and place a sticker on top of the state it was
produced in on our classroom map. The instructor will allow each student to share and
place a sticker on the map. Wow! We have goods from many different states. These states
send these goods to other states and countries. You have just investigates examples of
exports! Let’s see what we can learn about exports and producers today!
Learning Design:
Teaching:
Boys and girls, it is time to clean up and I would like for everyone to put your iPads
away. By this point, you should all have a sticker over your state where your neighbor’s
good possibly came from based on your research. We have also completed our
classroom map for today to show where some of the different goods from the United
States are produced. We are going to be adding more on our map throughout the rest of
this week and it is something that we will be able to use to look back at and to help us as
we continue learning about how countries all depend on one another for all of the goods
that we use on a daily basis.
Today we you are going to fill out this graphic organizer as we go through the lesson in
order to help us focus and organize our ideas. Be sure to jot down notes in each area of
the graphic organizer while we are talking. You will need this later to help you review
exports, producers, and interdependence. Raise your hand if you can remind me what
our tricky word interdependence means? The teacher will call on a student to
explain. Show me if you agree by using “me too” or raise your hand if you have
something else that you would like to add.
I need someone else to remind me what a good is before we jump into talking about
exports and producers. The instructor will call on someone who did not give an example
definition of “good” during the engagement. Yes, a good is something that can be bought,
sold, or traded, and it has a use. People can do many different things with goods, and it is
important to remember that everyone needs goods, but today we are going to talk about
people who make goods and send them to other people to help them.

Can anyone remind me from our lesson yesterday what an export is? The instructor will
call on a couple of students to give example definitions of “export.” Export means to send
or transport a good for sale or trade. Let’s think back to our activity at the beginning of
class. Can anyone link our definition of export to the goods we each had a few minutes
ago? The teacher will call on a couple of volunteers to tell how the activity at the
beginning related to exports. Very good. Each of you brought in a good that came from
somewhere in the United States and is an export because it is sent or transported
nationally, within the United States, or internationally, outside of the United States,
before being sold or traded. The United States exports or sends many of the goods you
brought in today to other countries throughout the world. When an individual, company,
or country exports a good, we can refer to them as a producer because they made, or
produced, the good to be exported.

Can anyone think of any exporters or producers in the Birmingham area? The instructor
will give approximately ten seconds of think time. Does anyone have any ideas of
exporters or producers in our area? The instructor will allow a few students to share and
affirm correct answers. Very good, but I have one more exporter in my brain. This is an
exporter who produces something that I absolutely love to eat, and I am sure you do too.
I also think that we might be going to visit this exporter soon. Does anyone have an idea
of what I could be talking about? The instructor will allow a couple of students to guess.
Yes, I am talking about Bud’s Best Cookies! Bud’s Best Cookies makes and cookies and
other products to export all over the world and we are going to get a personal look inside
soon! I cannot wait, but before we go, we need to become experts on everything having to
do with trade!

I want you to turn and talk to your neighbor about how you think an export is produced.
The instructor will give the class two minutes to talk. Can someone share with me what
you and you and your partner discussed? The instructor will allow a few groups to share.
Countries export goods whenever they are able to produce more of natural resource or
good than the population needs. So we know that everyone needs goods to survive, but
when countries are able to produce more of a good than they need, they are able to
export the good so that other countries can have the good as well. Exports help countries
bring in money as they sell goods to other countries who are in need of the good or
natural resource.
Natural resources are very important in the production of goods. Does anyone know
what a natural resource may be? The instructor will give the students time to think and
share. Those were some great ideas! Natural resources are naturally occurring materials
that be used by humans in their original form or used to create other goods. This means
that natural resources are anything already present in an environment that can be used
by people to produce goods. What are some examples of natural resources that you can
think of? The instructor will allow time for several students to share. I have some pictures
of natural resources on the smartboard. See attached. Let’s take a look. Some examples
of natural resources are: coal, wood, fertile land, minerals, etc. Countries that have a lot
of natural resources are able to produce a wide variety of goods and products. These
countries are able to produce more than enough goods, enabling them to trade or make a
profit. A country is considered a primary producer when it produces and exports a large
amount of goods in relation to other countries.

For example, China is one of the biggest worldwide exporters. Can anyone think of
something that you know China produces? I know that I see many things everyday that
have a “made in China sticker on them.” Take a minute and talk to your right elbow
partner about some goods that you know are exported by China and how you know that
they are exported by China, meaning have you seen it in a store in the United States, read
about it, etc. The instructor will allow students to share their ideas with their partners. I
would like five groups of elbow partners to tell me a good that you believe China exports
and provide evidence. The instructor will give time for five groups to share. On the
smartboard, I have a chart which lists China’s top ten exports and how much money each
export brings the country on a yearly basis. See attached. Could I have a volunteer to
read the name of the first major export? The instructor will select a student to read
“electronic equipment.” This means that China’s top export is electronic equipment. Let’s
work together to come up with a list of electronic equipment. I am going to add phones to
the list. Can anyone think of any other types of electronic equipment that we could add to
our list? The instructor will allow time for students to share their ideas. Very good, we
have several examples of electronic equipment such as phones, tvs, computers, radios,
etc. I am sure that we could think of many more examples, but let’s move on to China’s
second biggest export. China’s second biggest export is machinery. This includes
machinery that is used in many offices and on construction sites. Give me a thumbs up if
you have ever seen big machines at a construction site. Yes, we all have. This chart
shows us that some of those machines we see at construction sites more than likely were
produced or have parts that were produced in China. Let’s move on to numbers 3 and 6.
The number three and number six exports are clothing and accessories. I want all of my
girls to have another look at the tag in the back of your shirt, and boys have another boy
look at the tag in your shirt. After everyone has had their tag checked, I want you to stay
standing if your shirt says made in China. If your shirt does not say made in China, you
may have a seat. The instructor will provide time for each student to determine whether
or not their shirt says made in China. 5-4-3-2-1 (The class will be attentive by 1 based on
established classroom management practices.) So as we can see, much of our clothing is
made in China. Next time you are in Walmart, I want you to ask whoever you are with to
take you to through the clothing department. Spend a few minutes browsing through the
department and take note of the number of clothing articles that were made in China.
Finally, let’s move onto number 8. The eighth largest export of China is vehicles. Now I
am going to put up a new chart on the smart board which lists the amount of money that
China makes off of each export every year. See attached. Let’s take a look. Holy cow!
There’s a lot of money in this chart! Let’s take a look at the main exports that we
discussed. China makes $561,703,550,000 by exporting electronic equipment yearly,
$383,310,504,000 off of machinery exports, $96,810,372,000 off of knit and crochet
clothing and accessories, $68,271,919,000 of off other clothing and accessories, and $
58,588,779,000 off of vehicle exports. That is a ton of money and that only covers five of
China’s top ten exports! Now that we have talked about some of China’s many exports,
let’s talk about countries that may only have one or two exports.

Specialization occurs when a country has the natural resources to focus on one or two
main exports due to its environment and the ability of its land to produce crops and other
resources. For example, Costa Rica’s environment is great for growing coffee beans;
therefore, Costa Rica specializes in exporting coffee beans. They export coffee beans all
over the world. Their exports bring money into the Costa Rica economy and allows them
to purchase goods they need from other countries.

Give me a thumbs up if you have an idea of how producing a lot of goods and exporting
them to other countries could benefit a country? The instructor will allow for a few
moments of think time. Ok, someone tell me how being an exporter could benefit a
country. Students will give examples such as: “countries make money off of exports,
countries will be able to trade using their exports, countries will be able to buy goods
using the money earned off of exports, etc.” Very good, boys and girls. Exporting a large
amount of goods and products benefits the countries because they can make money, trade
goods, and use money made off of exports to buy other goods and services that they may
not be able to produce. Exports are very important to countries. Countries depend on
other countries to buy their goods and products so that they can have the money
necessary to support their local economies.
We have talked about many exports from other countries, can anyone think of an export
that the United States produces and sends to other countries? The instructor will allow
students to think and discuss with their elbow partners. Can anyone give me an idea of a
good you think the United States exports? The instructor will allow time for each student
to share. Those were some great ideas. Let’s take a look at the picture on the smartboard.
See attached. The United States typically exports goods which have something to do with
technology like cars, computers, and other machinery. The United States depends on
other countries to buy these goods so that we can have money to buy goods in order to
support the population of the United States.
So let’s do a quick review of what we have learned about exports today. Who can tell me
one thing you have learned today? The teacher will allow several students to answer and
prompt if needed. Very good! Now it is your turn to practice!
Practice:
Ok class, please return to your seats by the count of 1. 10-9-8-7-6-5-4-3-2-1. Thank you.
Now you are going to work in your table groups during practice today. I have written a
list of primary producers on the smartboard (United States, Germany, Japan, France,
Saudi Arabia). Table one you, will be the United States; table two, you will be Germany;
table three, you be Japan, table four, you will be France, and table five, you will be Saudi
Arabia. You will use your iPads to research the natural resources and exports produced
by your country. Be sure to note the countries where your goods are exported to. You will
then use our QR website, to create a QR describing your country’s exports. Be sure to
imbed the following in your QR code: country name, natural resources, exports, and
countries goods are exported to. You will have fifteen to twenty minutes to work on this
with your table. Once you have generated your QR code, print it to the classroom printer,
cut it out, and use tape to stick it next to your country on the map. Following the activity,
the teacher will utilize the iPad connected to the promethean board to scan and display
each group’s QR code. Great job on your QR codes!
Assessment: Now that we have learned a lot about exports and producers within
international trade, I want you to show me what you have learned. You are going to
complete an exit ticket. Take out a loose leaf sheet of paper. Please write your name,
number, and date in the upper right hand corner. To begin, I want you to write number
one in the left hand margin. Next to number one, write a definition of the word “export.”
Now write number 2 in the margin. Next to number 2, write 2 ways being an exporter
benefits a country. Finally write number three in the left hand margin. Provide three
examples of specific goods that we discussed in the lesson and list the country that
produces and exports them. The instructor will allow time for the students to think and
write in between each question.
Closure: Boys and girls, we have talked a lot about exports today. We have learned that
exports are very important within international trade. Countries depend on other
countries to buy their exports so that they will be able to make enough money to buy
goods to support their populations. Other countries depend on countries to export
specific goods so that they can bring in goods needed by their populations. Tomorrow we
are going to discuss imports and consumers, which are the opposites of exports and
producers. This morning you brought in a good that is produced in the United States and
exported to other countries. Tomorrow I need you to bring in something from home that
came from another country. It can be food, clothes, or a small toy. Be sure that there is a
label on whatever good you bring in so that we can which country it came from.
Content and Resources:
● Natural resources
● Smartboard
● Expo Markers
● Graphic Organizers
● Map of the United States
● Class set of iPads for students and teacher
● Printer
● Tape
 Charts and pictures for smartboard
 Stickers
Extensions and /or Accommodations:
Extension: Students will complete a mini-project centered around the exports of two
countries. They will select two countries, compare and contrast the natural resources and
exports of the countries. They will then choose how they want to present the information,
whether it be with a web tool or on a poster.
Re-teaching: Students who need reinforcement will work with a partner on identifying
natural resources, exports, and listing the exports of the United States.