Lesson Planning Form for Differentiating Instruction Education 305

Teacher: Rebekah Wissink and Courtney Gruner Grade level and theme: 3rd Grade Michigan Studies Thread: Economics and History Crossover: Mathematics and Science

I. Objectives What is the main focus of this lesson? The main focus of this lesson will look at how culture influenced the creation of new inventions and how these inventions changed the way we use Michigans natural resources and what this means for the economy and availability of resources today. How does this lesson tie in to your Big Idea This lesson ties into our Big Idea by looking at how changes of technology due to changes in culture influenced and continue to influence the use of Michigans natural resources. What are your objectives for this lesson? (As many as needed.) Indicate connections to applicable national or state standards. If an objective applies to only certain students write the name(s) of the student(s) to whom it applies. Indicate themes addressed in thread (ex-Geography-human environment interaction) 1) Students will be able to create a timeline of inventions that influenced the use of their natural resources. E.ES.03.52 Describe helpful or harmful effects of humans on the environment (garbage, habitat destruction, land management, renewable, and non-renewable resources). 2) Students will be able to explain how the use of natural resources changed overtime due to new inventions. 3 - H3.0.5 Use informational text and visual data to compare how American Indians and settlers in the early history of Michigan adapted to, used, and modified their environment 3) Students will be able to explain how these new inventions have influenced Michigans economy today. 3 - G4.0.1 Describe major kinds of economic activity in Michigan today, such as agriculture, manufacturing, services and tourism, research and development, and explain the factors influencing the location of these economic activities. 3 - E1.0.3 Analyze how Michigans location and natural resources influenced its economic development. E.ES.03.51 Describe ways humans are dependent on the natural environment (forests, water, clean air, Earth materials) and constructed environments (homes, neighborhoods, shopping malls, factories, and industry). 4) Students will be able to represent and interpret graphs indicating changes of use in their natural resource over time. CCSS.Math.Content.3.MD.B.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step how many more and how many less problems using information presented in scaled bar graphs.

II. Before you start

Prerequisite knowledge and skills.

Basic knowledge of natural resources in Michigan and their history How to research/ utilize information text How to read and write and organize information

Assessment (formative and summative)

1) Discussion: The discussion will assess whether or not the students are able to explain how inventions have influenced Michigans economy and the use of natural resources. It will assess how well they are able to tie all of the different aspects of the lesson together into coherent and logical ideas. 2) Timeline and Graph: These will assess whether students are able to create a coherent timeline and bar graph to represent the information that they are finding.

Key vocabulary for this lesson

- inventions

Materials-what materials (books, handouts, etc) do you need for this lesson and do you have them?

- research materials (including pictures) - long paper for timeline/ graphs - colored pencils/ markers for decorating time lines/ graphs

Do you need to set up your classroom in any special way for this lesson? If so, describe it.

The students will need to be in their small groups based on the natural resource they are studying.

III. The Plan Time Parts Motivation (Opening/ Introduction/ Engagement) Development

** 2 - 4 day lesson

The description of (script for) the lesson, wherein you describe teacher activities and student activities Now that we have learned specifically about the history of the natural resources we have been studying, and the importance they have on our economics, we are now going to combine these two themes. We are going to see how changes in technology or inventions have changed throughout history, and therefore impacted the use of natural resources and then the economy. 1) Explain to students that we are going to make a timeline of these changes and then make bar graphs to show the changes on the economy related to the natural resources. **Show students the example using copper (link below was used to create graph) http://2.bp.blogspot.com/_otfwl2zc6Qc/TT3uhYZ6qKI/AAAAAAAAO2w/lk0iX0tsmxI/s1600/coppe r.jpg - the timeline will include dates of inventions and new technology (links below were used to create the timeline) http://geology.com/usgs/uses-of-copper/ http://ota.fas.org/reports/8808.pdf - the timeline will also include pictures of these inventions with a small description for each date indicated 2) Provide resources for students to research these technological advances overtime as well as the materials to begin creating their timeline. 3) As students are working on their time lines and once they finish continue asking them the trends they may see in the changes of the use of their natural resource and how this relates to the previous topics (geography, history, economics, culture, etc.) and what they think this means for the use and/or abuse of their natural resource. 4) Hand students new materials to begin researching the changes in the amount the natural resource they are studying has been used/ is being used. Again, as they are working through this check that they are making their graphs accurately, and that they are making connections with the years in which inventions were created. 5) Once both their timeline and graphs are completed, have students compare both and see if they notice or can make sense of peaks or dips in the use of their natural resource, or can provide any explanations based on the occurrence of new inventions indicated on their timelines.

Closure

Discuss as a class each groups findings as well as the implications this has on the use or overuse of natural resources and their effects on the economy. - How do new inventions influence the use of natural resources? - How does the use of these natural resources and inventions seem to influence the economy? - Are these positive or negative effects? - What does this mean in terms of how we should use our natural resources?