Kaitlynn Wessel

3rd Grade
Theme:
I chose to focus on economic activities in Michigan and the
natural resources produced here. While the natural resources
isnt in the same section as my other Grade Level Content
Expectations I selected it because our natural resources
contribute to some of Michigans economic activities. I liked this
group because I think its something to easily engage the
students in since it is something they can easily relate to. It is
certainly appropriate for this grade level because in the previous
year the students would have learned about their communities
and now we are expanding on that knowledge and teaching them
about the state.
GLCEs:
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. (E)
3 G4.0.2 Describe diverse groups that have come into a region
of Michigan and reasons why they came (push/pull factors). (H)
3 G5.0.1 Locate natural resources in Michigan and explain the
consequences of their use.

Im a Michigan Kid!
Bower, G., & Bower, J. (2005). Im a Michigan kid! Traverse City, Mich.:
Storybook Meadow
The book talks about all the things in Michigan that excites kids. It talks
about everything from the lakes and wildlife to the automobile industry. The
catchy rhythm and information about the students current state should
catch their interest to begin the unit.

Im going to read this book to the students twice. The first time is for them
to enjoy the book without worrying about memorizing anything. The second
time I read it Im going to inform them ahead of time to look out for mentions
of natural resources, economic activities and things that may have pulled
people to Michigan. Im using this book as a mini-lesson to catch their
attention for the entire unit. As Im reading the book they will fill out a
worksheet with the table below on it. All they will do is fill in examples from
the book into the correct column.

Natural Resources

Economic Activities

Pulls to Michigan

A Poem on Michigan

Faulk, J.Q., A Poem on Michigan. Hathitrust. n.d. Web. 14 November 2015

This very long poem talks about the scenery in Michigan, what sets the state
apart from others and natural resources found here. It also discusses the
good and bad about some of Michigans largest cities.

Depending on the class, Im unsure whether or not Id use the entire poem.
Since its several pages long it would be difficult to keep the students
interested the entire time. I would separate the students into groups of 3-4.
Together they would pick through the poem and focus on the natural
resources found there. Then they would label where in Michigan these

resources are found and what we use them for. Once they have established
the uses, they will determine what would happen if we used up all of these
resources. As a group they will select one resource and create a poster to be
hung up in the school advocating for conserving this resource and how we
might do that.

Michigan Agriculture Map

Treasures of Michigan Agriculture. (n.d.). Retrieved November 17, 2015, from
https://www.michfb.com/MI/Treasures/
This map of Michigan shows all the different counties in both the Upper and
Lower Peninsula. In each county it displays the top three commodities
produced in that county. It is determined by the total value of sales.
I would pair students together so that everyone had a partner to work with.
Each pair would get a copy of the map. I would have them select a
commodity but make it so that no two groups in the class had the same.
Together they would explain what factors might cause it to be a top
commodity in that location or locations and what influences it may have. For
example the sandy soil and air off of Lake Michigan provide a great
environment for growing cherries on the northwest side of the Lower

Peninsula. Since so many cherries are produced in that area, Traverse City
was named the cherry capital of the world. This led to the cherry festival
which draws tourists from all over, which helps businesses to thrive that time
of the year. The students then can carry it down determining more causes
and effects. Once they have it completed they will present their findings to
the rest of the class.

Michigans Nature Resources and Environment: A citizens guide

Michigan's Natural Resources and Environment: A Citizen's guide. (2001,
March 1). Retrieved November 16, 2015, from
https://www.legislature.mi.gov/documents/publications/naturalresources.pdf
This guide outlines the natural resources in Michigan as well as our
environment. It discusses the uses for the resources and consequences for
using too much of this resource.

Each student will be given a blank map of Michigan and a copy of this article.
They will pick through and locate on the map where each resource is found.

They will note it on the map. Then on the back of the map they will explain
how that location affects any other factors. Such as drawing people to that
area of Michigan, or economic activities. An example would be that forests in
the Upper Peninsula create logging opportunities which causes certain
counties in that area to produce more wood than those in the Lower
Peninsula.