Lesson Planning Form for Differentiating Instruction Education 305

Teacher

Kacie Van Hofwegen & Lisa Spoelma

Grade level and theme

3rd, Michigan Studies

Thread/crossover: Mathematics

I. Objectives
What is the main focus of this lesson? The focus of this lesson is trading goods. Students will use their tribes natural resources to
build goods, and trade with other tribes as well as the government.
How does this lesson tie in to your Big Idea
This ties into our Big Idea because it shows how the three tribes that made up the Three Fires Council dealt with each other, as well
as how they dealt with the government.
What are your objectives for this lesson? (students will be able to.) Indicate connections to applicable national or state
standards (glces). Indicate themes from any threads addressed in this lesson (ex-Geography-human environment interaction)
1) Students will be able to determine what natural resources are beneficial for trading.
2) Students will be able to define scarcity and bartering.
3) Students will be able to calculate the number of natural resources it takes to make a good

3 E1.0.1 Explain how scarcity, opportunity costs, and choices affect what is produced and consumed in
Michigan.
3 E1.0.3 Analyze how Michigans location and natural resources influenced its economic development
(e.g., how waterways and other natural resources have influenced economic activities such as
mining, lumbering, automobile manufacturing, and furniture making). (H, G)

II. Before you start

Prerequisite knowledge and skills.
What are you assuming they know
or have already done.

Students will know from the previous lesson what are natural resources.
Students will also know the different natural resources each tribe used.

Assessment
(formative and summative)

Formative: Observation during the simulation

Summative: Worksheet for Day 4

Key vocabulary for this lesson

(include key concepts from
individual threads ex- economicsopportunity cost etc)

Materials-what materials (books,

handouts, etc) do you need for this
lesson and do you have them?

Opportunities for differentiation

III. The Plan

Time Parts

Bartering: exchanging goods for other goods without money

Scarcity: having a short supply of goods (not enough goods)

Worksheet for Day 4, Pictures for each group of items used for simulation,

Lesson will be adjusted accordingly for students with diverse learning needs

The description of (script for) the lesson, wherein you describe teacher activities and student

activities
Motivation
(Opening/
Introduction/
Engagement)

Development

Closure

-Teacher: Yesterday we learned about what classifies a natural resource, as well as

what natural resources our tribes use. Review the different natural resources for each
tribe written on the board. The tribes used these natural resources to create things, but
as you can see, some tribes have certain resources that others dont. How do you think a
tribe could get a resource they do not have from another tribe?
-Students respond with ideas.
-Teacher: When these three tribes lived in Michigan, they did not have the dollar bills
or coins that we have today. Instead, they traded natural resources, or things they made
from their natural resources, to get things they needed but did not have access to. Today
we are going to experience trading goods within our groups. Yesterday we talked about
how the government started to take land from the Native Americans for settlers.
Members of group 4 can now join back together and you are now the government of the
United States of America
-Instruct students to get into their groups
-Students get into four groups
-Teacher: Each group, in a minute, will get a envelope with pieces of paper that have
pictures on it. The pictures represent the natural resources that each tribe has. On the
board I have written for each tribe, what number of each resource it takes to build an
item. For example: for the Ojibwe 2 fur and 1 vine equals a vest. You cannot trade the
resources individually- you must make something out of the natural resources in order to
trade. The government has a special card (the boot card), where they can take a tribes
resources, without giving anything in return. This is to show how the government
sometimes took the Native Americans land without permission, or unlawfully. On the
Worksheet for today, there are further instructions on what your tribe is able to trade.
You may now get into your groups
-Students get into their four groups and read instructions.
-Teacher: Remember, you want what is best for your tribe. You may now begin
trading. You have 10 minutes
-Students start simulation. (10 minutes)
-Teacher: The trading time has ended. Please return to your tribe tables
-Tribes/Government return to their tables.
-Teacher: You may now answer the questions on the worksheet. Once you are done,
please put the worksheet in your tribes folder. Once everyone in your group is finished,
you can bring me your folder