TE803 2018 Unit Plan Assignment Johannah Murdock

What is an Economy and Why Does Michigan Have One?

3rd Grade Social Studies Unit
ade Level Content Expectations (GLCEs):
H3.0.3
Describe the causal relationships between three events in Michigan’s past (e.g., Erie Canal, more people came, statehood).
H3.0.10
Create a timeline to sequence and describe major eras and events in Michigan history.
G1.0.2
Use thematic maps to identify and describe the physical and human characteristics of Michigan.
G2.0.1
Use a variety of visual materials and data sources to describe ways in which Michigan can be divided into regions.
G4.0.1
Describe major kinds of economic activity in Michigan today, such as agriculture (e.g., corn, cherries, dairy), manufacturin
(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)
G4.0.2
Describe diverse groups that have come into a region of Michigan and reasons why they came (push/pull factors). (H)

G4.0.3
Describe some of the current movements of goods, people, jobs or information to, from, or within Michigan and explain
reasons for the movements. (E)
G4.0.4
Use data and current information about the Anishinaabeg and other American Indians living in Michigan today to describe t
cultural aspects of modern American Indian life; give an example of how another cultural group in Michigan today has
preserved and built upon its cultural heritage.
G5.0.1
Locate natural resources in Michigan and explain the consequences of their use.
 TE803 2018 Unit Plan Assignment Johannah Murdock

H3.0.1
Use historical inquiry questions to investigate the development of Michigan’s major economic activities (agriculture, mining
manufacturing, lumbering, tourism, technology, and research) from statehood to present. (C, E)
H3.0.2
Use primary and secondary sources to explain how migration and immigration affected and continue to affect the growth of
Michigan. (G)
H3.0.3
Use case studies or stories to describe the ideas and actions of individuals involved in the Underground Railroad in Michiga
and the United States. (G, C, E)
H3.0.5
Use visual data and informational text or primary accounts to compare a major Michigan economic activity today with that
same or a related activity in the past. (E)
1.0.1
Explain how scarcity, opportunity costs, and choices affect what is produced and consumed in Michigan.
1.0.2
Identify incentives (e.g., sales, coupons) that influence economic decisions people make in Michigan.
1.0.3
Analyze how Michigan’s location and natural resources influenced its economic development
(e.g., how waterways and other natural resources have influenced economic activities such as mining, lumbering, automobi
manufacturing, furniture making, and tourism).
1.0.4
Describe how entrepreneurs combine natural, human, and capital resources to produce goods and services in Michigan.
E1.0.5
Explain the role of business development in Michigan’s economic future.
2.0.1
Using a Michigan example, explain how specialization leads to increased interdependence (e.g., cherries grown in Michigan
area sold in Florida; oranges grown in Florida area sold in Michigan).
3.0.1
Identify products produced in other countries and consumed by people in Michigan.
 TE803 2018 Unit Plan Assignment Johannah Murdock

ti-Bias Standards:
3-5.2
I know about my family history and culture and about current and past contributions of people in my main identity groups.

Powerful Ideas:
● Immigration, migration, and tourism affect the growth and economy of Michigan.
● Natural resources in Michigan are a large part of our economy and using these natural resources affect Michigan’s
environment.

ential Questions:

1. How do people come about to moving to Michigan?

2. Why businesses started where they are (Michigan)?
3. How does specialization lead to farmer’s growing some crops?
4. Why do people come to Michigan for vacation?

it Objectives:

● Students will be able to describe how people came to live in Michigan and where they came from.
● Students will be able to list two or more reasons why people move to Michigan.
● Students will be able to describe what products are made in Michigan and where they are made.
● Students will be able to explain what resources are found in Michigan.
● Students will be able to explain where natural resources are found in Michigan.
● Students will be able to explain what Michigan’s natural resources are used for.
● Students will be able to discuss about what makes Michigan a tourist attraction.
● Students will be able to explain how research and development help Michigan’s economy.
● Students will be able to explain what jobs can be found in Michigan.
● Students will be able to acquire knowledge of key concepts such as: producers and consumers, economy, tourism, heritage,
immigration and migration, supply and demand, natural/capital/human resources, scarcity, competition, cost, budget, and tra
 TE803 2018 Unit Plan Assignment
tionale:
hat?
dents will discover what groups of people have immigrated
migrated to Michigan. In math we will talk about which
ction of immigrants in Michigan came from which countries.
migration and migration: Students will be able to discuss with
r classmates where their families originated from and
w/why they came to Michigan.
dents will be learning about the natural resources found in
chigan, where in Michigan they can be found and why they are
nd there. Students have previously learned about rocks and
nerals in their science class and we will be incorporating this
w knowledge into our social studies lesson.
dents will be interacting with natural resources from in
chigan and encouraged to use their knowledge from science to
ign new products.
riculture: what foods that we eat are grown in Michigan?
dents will be talking about healthy foods that are grown
ally for health class.
or Knowledge:
● About Michigan: symbols, water all around us, maps
Johannah Murdock
Why?
Value-Based:
Students will be able to see multiple perspectives of where thei
peers families have come from.
Meaningful:
Students will be encouraged to investigate how their own
families came to Michigan, how their life in Michigan differs
from their ancestors and how their lives might be different from
their great-grandchildren.
Challenging:
Students will be challenged into thinking about items that can b
made from Michigan’s natural resources. Are there any new
products that can come up with that can be made from
Michigan’s natural resources? Students will be making
smoothies as part of the SPLASH initiative and talking about
where these foods came from.
Active:
Students will be allowed to not only feel some of Michigan’s
resources, but to come up with products they think might be
made from these resources.
Integrative:
Students will learn about what crops are grown in Michigan an
where and why they are grown here.
 TE803 2018 Unit Plan Assignment Johannah Murdock

● Michigan’s first people: Native Americans

● French come to Michigan; fur trade
● Michigan becomes a State

-Assessment: Seeing Student Thinking:

● Students will need explicit instruction about the pull and push factors that cause people to move to Michigan.
○ I thought students would be able to list some reasons people move here such as for work or school. They have a new
classmate from Vietnam, so I thought they might speak about the reasons he came to Michigan. But the most shockin
was that one of the students I interviewed moved here from Iraq and wasn’t able to give any reasons to move here
except for the environment. I learned that the students couldn’t think of any reasons besides Michigan’s environmen
reasons someone might move to Michigan and therefore they will need explicit lessons on the reasons people move t
here.
● Students will need to be taught the connection between Michigan’s environment being perfect for certain crops and farmers
growing those crops to sell all over the country.
○ My students didn’t know any crops that Michigan grows and what they are used for (one student said they grow
vegetables to feed to animals which is close). I thought they would be able to at least name the crops grown around
their hometown (corn, beans, wheat…). This means that not only do they need to learn the reasons certain crops are
grown, but also where they are grown and where they are sold.
● Students will learn more reasons for tourists to come to Michigan.
○ Students were able to name attractions in Michigan for tourist with help. This means that they have a beginning
understanding, so their instruction in this area will not be as explicit as other areas, but instead we will explore wha
kinds of attractions Michigan has to offer.

d-of-Unit Performance Task:

● Students will be asked to write a 2-4 sentence response to each of the questions listed on the post-assessment using informat
they learned in this unit.
● They will be graded according to the rubric below.
TE803 2018 Unit Plan Assignment Johannah Murdock
 TE803 2018 Unit Plan Assignment Johannah Murdock

Michigan’s Economy - Final Assessment Rubric

4 3 2 1
Exceeds Expectations Meets Expectations Developing Absent/Beginning
wo or more of the following in their List at least one of the following in their List at least one of the following in their Does not list one or explain or is incorrect.
nse and explain what it is response and explains what it is response but does not explain it.
● Jobs Natural ● Jobs Natural ● Jobs Natural
● resources ● resources ● resources
● School ● School ● School
● Family ● Family ● Family
● Religious freedom (immigration) ● Religious freedom (immigration) ● Religious freedom (immigration)

wo of the following in their response and List at least one of the following in their List at least one of the following in their Does not list or explain or is incorrect.
in response and explains response but does not explain it.
● Climate is just right for some foods ● Climate is just right for some foods ● Climate is just right for some foods
● Right soil ● Right soil ● Right soil
● Demand ● Demand ● Demand

more than two of the following in their
nse
● Attracts tourists because of the
services we provide
○ Medical
○ Education
● Places to visit:
○ Henry Ford museum and
Greenfield Village
○ Motown Museum
○ Museum of African American
History
○ Bronners in Frankenmuth
○ Tulip fields in Holland
○ Kalamazoo Aviation History
Museum
○ Michigan Historical Museum
○ Michigan’s Adventure
Lists two of the following in their response
● Attracts tourists because of the
services we provide
○ Medical
○ Education
● Places to visit:
○ Henry Ford museum and
Greenfield Village
○ Motown Museum
○ Museum of African American
History
○ Bronners in Frankenmuth
○ Tulip fields in Holland
○ Kalamazoo Aviation History
Museum
○ Michigan Historical Museum
○ Michigan’s Adventure
○ Mackinac Bridge
Lists one of the following in their response Does not list any attractions or is incorrect.
● Attracts tourists because of the
services we provide
○ Medical
○ Education
● Places to visit:
○ Henry Ford museum and
Greenfield Village
○ Motown Museum
○ Museum of African American
History
○ Bronners in Frankenmuth
○ Tulip fields in Holland
○ Kalamazoo Aviation History
Museum
○ Michigan Historical Museum
○ Michigan’s Adventure
○ Mackinac Bridge
 TE803 2018 Unit Plan Assignment
○ Mackinac Bridge
○ Fort Michillimackinac
○ Mackinac Island
○ Pictured Rocks
○ Sleeping Bear Dunes
○ The Soo in Sault Ste. Marie
○ Tahquamenon Falls
arning Plan:
guistic, Social, or Academic Needs
aring impaired student: hearing and
ding difficulties
ergent Learner; knows little English
havior student; easily distracted, has
ehavior plan
havior student; goofy/loud/disruptive,
ily bored
Johannah Murdock
○ Fort Michillimackinac ○ Fort
○ Mackinac Island
○ Pictured Rocks
○ Sleeping Bear Dunes
○ The Soo in Sault Ste. Marie
○ Tahquamenon Falls
Accommodations/Modifications/Scaffolding to
Address Student’s Needs
Input: Teacher will wear the microphone for the
student’s hearing aid. The student will sit close to the
teacher during whole group instruction.
Levels of Support: Teacher will pair the student with
a partner who can help. Teacher will use as many
visual aids as possible. Teacher will use the
electronic translation device as needed. Time:
Student be will given extra time to complete tasks.
Levels of Support: Student will be reminded of
behavior plan. Teacher will record student’s
behavior to report back to parent.
Quantity: Student will be included in all activities.
Student will be given supplemental assignments when
finished early. Teacher will follow through with
behavior consequences established by the school.

erview:
Day 1
February 9th
Who Lives in Michigan?
Pulling People to the
Mitten
CE(s):
H3.0.2
primary and secondary sources
xplain how migration and
igration affected and continue
fect the growth of Michigan.
G4.0.2
cribe diverse groups that have
e into a region of Michigan and
ons why they came (push/pull
ors). (H)
G4.0.4
data and current information
ut the Anishinaabeg and other
erican Indians living in
higan today to describe the
ural aspects of modern American
an life; give an example of how
her cultural group in Michigan
y has preserved and built upon
ultural heritage.
i-Bias Standards:
-5.2
ow about my family history and
ure and about current and past
ributions of people in my main
tity groups.
TE803 2018 Unit Plan Assignment
Day 2
February 26th
Who Lives in Michigan?
Part 2: More Pull Factors to
the Mitten
GLCE(s):
4 - H3.0.2
Use primary and secondary sources
to explain how migration and
immigration affected and continue to
affect the growth of Michigan. (G)
4 - H3.0.3
Use case studies or stories to describe
the ideas and actions of individuals
involved in the Underground
Railroad in Michigan and the United
States. (G, C, 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 – G4.0.3
Describe some of the current
movements of goods, people, jobs or
information to, from, or within
Michigan and explain reasons for the
movements. (E)
3 – G4.0.4
Use data and current information
about the Anishinaabeg and other
American Indians living in Michigan
today to describe the cultural aspects
of modern American Indian life; give
an example of how another cultural
group in Michigan today has
preserved and built upon its cultural
Day 3
March 5th
Stuff Made in Michigan
GLCE(s):
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 – G4.0.3
Describe some of the current
movements of goods, people, jobs or
information to, from, or within
Michigan and explain reasons for the
movements. (E)
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,
coupons) 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.
Day 4
March 12th
Things Grown in Michigan
GLCE(s):
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 – G4.0.3
Describe some of the current
movements of goods, people, jobs or
information to, from, or within
Michigan and explain reasons for the
movements. (E)
3-E1.0.3
Analyze how Michigan’s 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, furniture making, and
tourism).
3-E2.0.1
Using a Michigan example, explain
how specialization leads to increased
Johannah Murdock
Day 5
March 19th
Tourism in Michigan
GLCE(s):
3 – G4.0.1
Describe major kinds of econom
activity in Michigan today, such
agriculture (e.g., corn, cherries,
dairy), manufacturing (e.g.,
automobiles, wood products),
services and tourism, research an
development (e.g., Automation A
life sciences corridor, university
communities), and explain the fa
influencing the location of these
economic activities. (E)
4 - H3.0.1
Use historical inquiry questions
investigate the development of
Michigan’s major economic acti
(agriculture, mining, manufactur
lumbering, tourism, technology,
research) from statehood to pres
(C, E)
3 – G4.0.3
Describe some of the current
movements of goods, people, jo
information to, from, or within
Michigan and explain reasons fo
movements. (E)
3 – G2.0.1
Use a variety of visual materials
data sources to describe ways in
which Michigan can be divided
regions.
 TE803 2018 Unit Plan Assignment Johannah Murdock

heritage. interdependence (e.g., cherries grown 3 – G5.0.1 Locate natural resour

3 – G1.0.2 Use thematic in Michigan area sold in Florida; in Michigan and explain the
maps to identify and describe the oranges grown in Florida area sold in consequences of their use.
physical and human characteristics of Michigan).
Michigan. 3-E3.0.1
Anti-Bias Standards: Identify products produced in other
ID.3-5.2 countries and consumed by people in
I know about my family history and Michigan.
culture and about current and past
contributions of people in my main
identity groups.

ily Objective(s): Daily Objective(s): Daily Objective(s): Daily Objective(s): Daily Objective(s):
● Students will be ● Students will be able ● Students will be able ● Students will be able ● Students will be
able to describe to describe how to describe what to explain what to discuss about
how people came to people came to live products are made in resources are found what makes
live in Michigan in Michigan and Michigan and where in Michigan. Michigan a touri
and where they where they came they are made. ● Students will be able attraction.
came from. from. ● Students will be able to explain where ● Students will be
● Students will be ● Students will be able to acquire natural resources are to acquire
able to list two or to list two or more knowledge of key found in Michigan. knowledge of ke
more reasons why reasons why people concepts such as: ● Students will be able concepts such as
people move to move to Michigan. producers and to explain what economy, tourism
Michigan. ● Students will be able consumers, Michigan’s natural and
● Students will be to acquire economy, supply resources are used natural/capital/hu
able to acquire knowledge of key and demand, for. n resources.
knowledge of key concepts such as: natural/capital/huma ● Students will be able
concepts such as: economy, tourism, n resources, scarcity, to acquire
economy, heritage, heritage, competition, cost, knowledge of key
immigration and immigration and and trade. concepts such as:
migration, trade and migration, scarcity, producers and
scarcity. and trade. consumers,
economy, supply
and demand,
natural/capital/huma
n resources, scarcity,
competition, cost,
and trade.

sources and Materials:
● Video on migration
and immigration:
https://www.flocabu
lary.com/unit/migra
tion/
● McConnell, D. B.
(2009). Meet Michigan.
Hillsdale, MI: Hillsdale
Educational .
sessment:
dents will be able to
cuss with their peers some
tors that would cause
ple to be pushed away
m their homes or to be
led to Michigan. The
cher will facilitate these
cussions.
dent Adaptation(s):
● Teacher will wear the
microphone for the
student’s hearing aid.
The student will sit close
to the teacher during
whole group instruction.
● Students will be working
on small groups and
pairs to complete tasks.
● EL student will be
allowed to use electronic
device.
● Visuals, including a
video, will be used to
help in understanding.
sson Alignment:
his lesson, students will
discussing who has come
TE803 2018 Unit Plan Assignment
Resources and Materials:
● Video on migration
and immigration:
https://www.flocabul
ary.com/unit/migrati
on/
● McConnell, D. B. (2009).
Meet Michigan. Hillsdale,
MI: Hillsdale Educational
Assessment:
Students will be able to
identify a group of people
who have moved to Michigan
and explain why they came
here. Student understanding
will be assessed through a
written response in their
social studies notebooks.
Student Adaptation(s):
● Teacher will wear the
microphone for the
student’s hearing aid. The
student will sit close to the
teacher during whole
group instruction.
● Students will be working
on small groups and pairs
to complete tasks.
● EL student will be
allowed to use electronic
device. He will also be
allowed to verbally
respond instead of writing
his response.
● Visuals, including a video,
will be used to help in
understanding.
Lesson Alignment:
This is a continuation of the
previous lesson. Students will
Resources and Materials:
Assessment:
Students will be creating, in
small groups, a product and
determining how much they
should charge depending on
the supply and demand.
Student Adaptation(s):
● Teacher will wear the
microphone for the
student’s hearing aid. The
student will sit close to the
teacher during whole
group instruction.
● Students will be working
on small groups and pairs
to complete tasks.
● EL student will be given
more time and support in
completing assessment.
Lesson Alignment:
In this lesson, students will be
learning about the products
Resources and Materials:
Assessment:
Students will be able to
explain what and where
resources are found in
Michigan by filling out a
chart with a partner.
Student Adaptation(s):
● Teacher will wear the
microphone for the
student’s hearing aid. The
student will sit close to the
teacher during whole
group instruction.
● Students will be working
on small groups and pairs
to complete tasks.
● EL student will be
allowed to use electronic
device.
Lesson Alignment:
In this lesson students will be
learning about the different
Johannah Murdock
Resources and Materials
Assessment:
Students will compile a lis
tourist attractions in
Michigan and explain in a
short written response wh
tourist are an important p
of our economy.
Student Adaptation(s):
● Teacher will wear th
microphone for the
student’s hearing aid
student will sit close
teacher during whole
group instruction.
● Students will be work
on small groups and
to complete tasks.
● EL student will be gi
more time and suppo
completing assessme
Lesson Alignment:
In this lesson, students wi
exploring the different

Michigan and reasons
y have come. This will
l from previous lessons
out push and pull factors.
ey will then discuss how
migrants affect the
nomy of Michigan.
Day 6
March 26th
earch and Development
in Michigan
E(s):
1.0.5
ain the role of business
opment in Michigan’s
omic future.
4.0.1
ribe major kinds of economic
ty in Michigan today, such as
ulture (e.g., corn, cherries,
), manufacturing (e.g.,
mobiles, wood products),
ces and tourism, research and
opment (e.g., Automation Alley,
ciences corridor, university
munities), and explain the factors
encing the location of these
omic activities. (E)
y Objective(s):
● Students will be able
to acquire
TE803 2018 Unit Plan Assignment
be learning about more
groups of people that have
moved to Michigan and how
their presence affects the
economy.
Day 7
April 16th
Jobs in Michigan
GLCE(s):
3 - E1.0.5
Explain the role of business
development in Michigan’s
economic future.
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)
4 - H3.0.5
Use visual data and informational
text or primary accounts to compare
a major Michigan economic activity
today with that same or a related
activity in the past. (E)
Daily Objective(s):
● Students will be able
to acquire
made in Michigan and how
this helps our economy. What
jobs does it provide for
Michigan citizens? How do
these products help keep
Michigander’s money in the
economy?
Day 8
April 23rd
Beginning of Next Chapter:
What is a government?
GLCE(s):
3-C1.0.1
Give an example of how Michigan
state government fulfills one of the
purposes of government
(e.g., protecting individual rights,
promoting the common good,
ensuring equal treatment under the
law).
3-C.0.1
Describe how Michigan state
government reflects the principle of
representative government.
Daily Objective(s):
● Students will be able
to describe a
Johannah Murdock
natural resources Michigan attractions Michigan has
has to offer, why these things offer tourist. Which ones a
are found here, and why natural attractions and wh
farmers grow the crops they ones are man made
do. We will be discussing attractions? Why do these
where these natural resources draw people to Michigan?
end up and how this affects How does this revenue aff
our economy. Michigan’s economy?
Day 9 Day 10
April 24th April 27th
Parts of the Government Your Role in Your
Community
GLCE(s): GLCE(s):
3-C3.0.1 3-C5.0.1
Distinguish between the roles of state Identify and explain the rights an
and local government. responsibilities of citizenship.
3-C3.0.2
Identify services provided by the
state government and describe how
they are funded.
3-C3.0.3
Identify the three branches of state
government in Michigan and the
powers of each.
3-C3.0.4
Explain how state courts function to
resolve conflict.
3-C3.0.5
Describe the purpose of the
Michigan Constitution.
Daily Objective(s): Daily Objective(s):
● Students will be able ● Students will be a
to describe a service to explain a
 TE803 2018 Unit Plan Assignment
knowledge of key knowledge of key
concepts such as: concepts such as:
competition, cost, producers and
budget, and trade. consumers,
● Students will be able economy, tourism,
to explain how supply and demand,
research and natural/capital/huma
development help n resources, scarcity,
Michigan’s competition, cost,
economy. budget, and trade.
● Students will be able
to explain what jobs
can be found in
Michigan.
ources and Materials: Resources and Materials:
● ●
essment: Assessment:
ents will be able to Students will be able to
ain what research and explain a job in Michigan and
elopment jobs Michigan how it is important in the
to offer and why these are community and/or economy
ortant in a classroom in a one paragraph response.
ussion.
dent Adaptation(s): Student Adaptation(s):
● Teacher will wear the ● Teacher will wear the
microphone for the microphone for the
student’s hearing aid. The student’s hearing aid. The
student will sit close to student will sit close to
the teacher during whole the teacher during whole
group instruction. group instruction.
● Students will be working ● Students will be working
on small groups and pairs on small groups and pairs
to complete tasks. to complete tasks.
● EL student will be ● EL student will be given
allowed to use his more time and support in
electronic device. completing assessment.
son Alignment: Lesson Alignment:
his lesson, students will be In this lesson, students will be
principle of
government.
Resources and Materials:
● ●
Assessment:
Students will be completing a
worksheet on the principles of
government.
Student Adaptation(s):
● Teacher will wear the
microphone for the
student’s hearing aid. The
student will sit close to
the teacher during whole
group instruction.
● Students will be working
on small groups and pairs
to complete tasks.
● EL student will be given
more time and support in
completing assessment.
Lesson Alignment:
In this lesson, students will be
provided by the
government.
Resources and Materials:
Assessment:
Students will be able to
explain, in a turn and talk
exercise, a service the
government offers its citizens.
Student Adaptation(s):
● Teacher will wear the
microphone for the
student’s hearing aid. The
student will sit close to
the teacher during whole
group instruction.
● Students will be working
on small groups and pairs
to complete tasks.
● EL student will be
allowed to use his
electronic device.
Lesson Alignment:
In this lesson, students will be
Johannah Murdock
responsibility of
citizen.
Resources and Materials
●
Assessment:
Students will be able to wr
a paragraph about how th
can be a responsible citize
in their community to help
Michigan’s economy.
Student Adaptation(s):
● Teacher will wear the
microphone for the
student’s hearing aid
student will sit close
the teacher during wh
group instruction.
● Students will be work
on small groups and
to complete tasks.
● EL student will be giv
more time and suppo
completing assessmen
Lesson Alignment:
In this lesson, students wil
 TE803 2018 Unit Plan Assignment Johannah Murdock

ning about the service
that Michigan has to
r. They will be exploring
research and development
s and how these affect the
nomy.
exploring what jobs Michigan
has to offer, where they can
be found, and how they help
the economy. They will have
discussions about why these
jobs can be found here and
what jobs they might want
when they grow up.
learning about what a
government is. They will be
exploring what its purpose is
and how it affects the jobs
and economy of Michigan.
learning about the services
that the government has to
offer. They will be discussing
how these services of the
government came about and
what they think they are
useful for. How do these
services affect the economy?
discussing what it means t
be a good citizen. What w
can a person show they ar
good citizen? How does th
affect the economy and
community they live in?

Pulling People to the Mitten State

me: Johannah Murdock
ntor Teacher(s): Tricia Zeman and Denise Schaffer
te: February 12th, 2018
me: 1 hour

CES/CCSS/NGSS/anti-bias standards:
CE(s):
H3.0.2
e primary and secondary sources to explain how migration and immigration affected and continue to affect the growth of Michig

G4.0.2
scribe diverse groups that have come into a region of Michigan and reasons why they came (push/pull factors). (H)
G4.0.4
e data and current information about the Anishinaabeg and other American Indians living in Michigan today to describe the cultu
ects of modern American Indian life; give an example of how another cultural group in Michigan today has preserved and built
n its cultural heritage.
ti-Bias Standards:
3-5.2
now about my family history and culture and about current and past contributions of people in my main identity groups.
 TE803 2018 Unit Plan Assignment Johannah Murdock

powerful ideas:
Immigration, migration, and tourism affect the growth and economy of Michigan.

ential questions:
How do people come about to moving to Michigan?

son objectives:
● Students will be able to describe how people came to live in Michigan and where they came from.
● Students will be able to list two or more reasons why people move to Michigan.

sources and Materials:

● Video on migration and immigration: https://www.flocabulary.com/unit/migration/
● Smart notebook slides
● ELMO
● McConnell, D. B. (2009). Meet Michigan. Hillsdale, MI: Hillsdale Educational .
● Social Studies Notebooks
● pencil
● Printed copies of the Your Ancestors and You! page for homework

essment:
Students will be able to discuss with their peers some factors that would cause people to be pushed away from their homes o
to be pulled to Michigan. The teacher will facilitate these discussions.

dent Adaptation(s):
● Teacher will wear the microphone for the student’s hearing aid. The student will sit close to the teacher during whole group
instruction.
● Students will be working on small groups and pairs to complete tasks.
● EL student will be allowed to use electronic device.
● Visuals, including a video, will be used to help in understanding.

son Alignment:
 TE803 2018 Unit Plan Assignment Johannah Murdock

In this lesson, students will be discussing who has come to Michigan and reasons they have come. This will pull from previo
lessons about push and pull factors. They will then discuss how immigrants affect the economy of Michigan.

son Procedure:

Activity and Time: Procedure: Materials:

Introduction Teacher will have half of the students ● Smart Notebook lesson
5 min seated on the floor in front of the smart
board and half seated in desks.

The smart board will have the question

“Why did people from so many places
move to Michigan?” on it.
● Think for a minute about the
question on the board.
● T&T to your neighbor, why do you
think people move to Michigan?
● Call on a couple students to share
their thoughts.
● Where do you think these people
have come from? Think for a
minute.
● T&T to your neighbor.
● Call on a couple students to share
their thoughts.
● Do any of you know where your
families came from before they
ended up in Michigan?
(Meaningful)
 TE803 2018 Unit Plan Assignment Johannah Murdock

● Call on a couple students to share

where they are from. Encourage
students to think outside the
United States.

Transition Students will get out their social studies ● Social studies notebooks
1 min notebooks and have a seat again. ● pencil

Activity 1 Play video: ● Smart Notebook lesson

10 min https://www.flocabulary.com/unit/migration/
● pause video to review and
introduce vocabulary terms

Slide 2:
● These are all the major groups of
people we are going to talk about.
If you know your family came from
one of these countries, give me a
silent connection.
● Today we’re going to just explore
a couple.
● Before we do, let’s talk about what
percentage of people in Michigan
originated from these groups of
people.
○ Which group do you think
the most people in
Michigan have come from?
○ call on a couple students
for guesses.
 TE803 2018 Unit Plan Assignment Johannah Murdock

○ uncover percentages as
students guess.
○ Wow! Most of Michigan’s
people came from
Germany!

Transition Open your books to page 264 ● Meet Michigan Student Textbook
1 min ● Social Studies notebook
● pencil

Activity 2 Read page 264-266. Teacher will read text ● Meet Michigan Student
5 min under the ELMO, pausing to pose ● TextbookELMO
questions to think about. ● Social Studies notebook
What are some things we just learned ● Smart Notebook lesson
about Native Americans? Think for a ● pencil
minute and look back in the reading if you
need to.
● T&T to your neighbor (active)
● teacher will listen in on
conversations
● call on a couple students to share
● Let’s write these ideas down in our
notebooks (integrative)

Transition Turn to page 267, when you get there say ● Meet Michigan Student Textbook
1 min “oooh yeah” ● Social studies notebooks
● pencil

Activity 3 With your neighbor, whisper read to the ● Meet Michigan Student Textbook
5 min top of page 268. ● ELMO
 TE803 2018 Unit Plan Assignment Johannah Murdock

● What did you learn about why ● Social Studies notebook

people from France moved here? ● Smart Notebook lesson
Think for a minute. ● pencil
● T&T to your neighbor
● teacher will listen in on
conversations
● call on a couple students to share
● Let’s write these ideas down in our
notebooks

Transition Turn to page 268, when you get there put ● Meet Michigan Student Textbook
1 min your finger on your nose. ● Social studies notebooks
● pencil

Activity 4 Now I will read and when I stop, you ● ELMO

5 min finish the sentence. ● Social Studies notebook
● What are some things you learned ● Smart Notebook lesson
about why the Italians moved ● pencil
here? Think for a minute.
● T&T to your neighbor
● teacher will listen in on
conversations
● call on a couple students to share
● Let’s write these ideas down in our
notebooks

Transition Turn to page 268, when you get there put ● Meet Michigan Student Textbook
1 min both hands in your lap. ● Social studies notebooks
● pencil
 TE803 2018 Unit Plan Assignment Johannah Murdock

Activity 5 Whisper read to a neighbor until you get ● Meet Michigan Student Textbook
5 min to page 269. ● ELMO
● Think about some reasons that ● Social Studies notebook
people from Germany moved here. ● Smart Notebook lesson
Look back in the reading if you ● pencil
need help remembering.
● T&T to your neighbor
● teacher will listen in on
conversations
● call on a couple students to share
● Let’s write these ideas down in our
notebooks

Transition Put your finger at the top of page 269 ● Meet Michigan Student Textbook
1 min about Africa. ● Social studies notebooks
● pencil

Activity 6 Follow along with your finger as a I read. ● ELMO

5 min Teacher will pause to pose questions ● Social Studies notebook
throughout reading. ● Smart Notebook lesson
● Think about some reasons why ● pencil
people from Africa moved here.
Look back in the reading if you
need help remembering.
● T&T to your neighbor
● teacher will listen in on
conversations
● call on a couple students to share
● Let’s write these ideas down in our
notebooks
 TE803 2018 Unit Plan Assignment Johannah Murdock

Conclusion Let’s review why people from each of ● ELMO

10 min these countries moved to Michigan. ● Social Studies notebook
● Germans: largest group, came ● Smart Notebook lesson
because crops failed and political ● pencil
problems. ● Printed copies of the Your
● French: came in 1600’s, fur Ancestors and You! page for
traders and later loggers homework
● Italians: worked in mines
● Africans: second largest group,
some were slaves
The Great Migration, who hear
remembers what migration means?
● T&T to your neighbor
● call on a couple students to share
● remove solid box on slide to show
what happened during The Great
Migration
We can see that people moved here for all
different kinds of reasons. And each
person that moved here, had their own
families and life back home. Can you
imagine moving to a new country and
leaving all of this behind? (Value-based
and Challenging)
Teacher will be monitoring student
conversations and responses to assess for
understanding.
What do you notice are some reasons that
pulled people to Michigan?
● whisper one thing to your neighbor
TE803 2018 Unit Plan Assignment Johannah Murdock

● pull sticks for a couple students to

share
Where did people come from?
● whisper one thing to your neighbor
● pull sticks for a couple students to
share
What are some reasons people left their
homes to come here? What pushed them
away from their first country?
● whisper one thing to your neighbor
● pull sticks for a couple students to
share
Explain homework: Your Ancestors and
You!
● Take homework home and with
your parents help, answer the
questions about your family.
● Due Monday the 26th.
 TE803 2018 Unit Plan Assignment Johannah Murdock

More Pull Factors to the Mitten

me: Johannah Murdock
ntor Teacher(s): Tricia Zeman and Denise Schaffer
te: February 26th, 2018
me:1 hour

CE(s):
H3.0.2
Use primary and secondary sources to explain how migration and immigration affected and continue to affect the growth of
Michigan. (G)
H3.0.3
Use case studies or stories to describe the ideas and actions of individuals involved in the Underground Railroad in Michiga
and the United States. (G, C, E)
G4.0.2
Describe diverse groups that have come into a region of Michigan and reasons why they came (push/pull factors). (H)
 TE803 2018 Unit Plan Assignment Johannah Murdock

G4.0.3
Describe some of the current movements of goods, people, jobs or information to, from, or within Michigan and explain
reasons for the movements. (E)
G4.0.4
Use data and current information about the Anishinaabeg and other American Indians living in Michigan today to describe t
cultural aspects of modern American Indian life; give an example of how another cultural group in Michigan today has
preserved and built upon its cultural heritage.
G1.0.2
Use thematic maps to identify and describe the physical and human characteristics of Michigan.

ti-Bias Standards:
3-5.2
I know about my family history and culture and about current and past contributions of people in my main identity groups.

powerful ideas:
Immigration, migration, and tourism affect the growth and economy of Michigan.

ential question(s):
How do people come about to moving to Michigan?

son objectives:
● Students will be able to describe how people came to live in Michigan and where they came from.
● Students will be able to list two or more reasons why people move to Michigan.
● Students will be able to acquire knowledge of key concepts such as: economy, tourism, heritage, immigration and migration
scarcity, and trade.

sources and Materials:

● Video on migration and immigration: https://www.flocabulary.com/unit/migration/
● Smart Notebook Slides
● McConnell, D. B. (2009). Meet Michigan. Hillsdale, MI: Hillsdale Educational .
 TE803 2018 Unit Plan Assignment Johannah Murdock

essment:
Students will be able to identify a group of people who have moved to Michigan and explain why they came here. Student
understanding will be assessed through a written response in their social studies notebooks.

dent Adaptation(s):
● Teacher will wear the microphone for the student’s hearing aid. The student will sit close to the teacher during whole group
instruction.
● Students will be working on small groups and pairs to complete tasks.
● EL student will be allowed to use electronic device. He will also be allowed to verbally respond instead of writing his
response.
● Visuals, including a video, will be used to help in understanding.

son Alignment:
This is a continuation of the previous lesson. Students will be learning about more groups of people that have moved to
Michigan and how their presence affects the economy.

son Procedure:

Activity and Time: Procedure: Materials:

Connection Last time I sent you home with an ● ELMO

5 min assignment to talk with your parents about ● homework assignments
where your family is from. Today we’ll
begin by having some people share.
(meaningful)
● draw sticks to select a couple
people to share their findings.
● put homework under ELMO
● teacher will facilitate discussion:
 TE803 2018 Unit Plan Assignment Johannah Murdock

○ did you figure out where

your family came from?
○ what did you learn that you
didn’t know before?
● Now I know you all want to share,
so T&T to your neighbor about
what your learned from this
assignment (active and value-
based)

Transition Everyone turn in their homework to me.

1 min

Introduction What were some reasons we talked about

3 min last time for why people left their homes
and moved to Michigan? Think back for a
minute.
● T&T to your neighbor
● teacher will listen in on
conversations
● call on a couple students to share

Transition Now we’re going to watch the video we ● https://www.flocabulary.com/unit

5 min watched last time about migration and migration/
immigration.
Teacher will pause the video to review
key vocabulary terms:
● migration
● immigration
 TE803 2018 Unit Plan Assignment Johannah Murdock

● push and pull factors

Activity 1 Let’s read the slide about people who ● Smart notebook slides
5 min came from Britain ● Social Studies Notebooks
● T&T to your neighbor ● pencil
● teacher will listen in on
conversations
● call on a couple students to share
● Let’s write these ideas down in our
notebooks

Transition Now open your books and open to page ● Meet Michigan Student Textbook
1 min 273. When you get there, put your hands
on your book.

Activity 2 ● Whisper read this page to yourself ● Smart notebook slides

5 min about the Irish. ● Social Studies Notebooks
● What are some reasons that the ● pencil
Irish came to Michigan? Think to
yourself for a minute.
○ T&T to your neighbor
○ teacher will listen in on
conversations
○ call on a couple students to
share
○ Let’s write these ideas
down in our notebooks

Transition Now turn to page 274 and say ● Meet Michigan Student Textbook
1 min “mmmhmm” when you get there
 TE803 2018 Unit Plan Assignment Johannah Murdock

Activity 3 Follow along with your finger as I read ● Smart notebook slides
5 min and be thinking about why the Polish ● Social Studies Notebooks
came to Michigan. ● pencil

What are some reasons that people moved

to Michigan from Poland?
● T&T to your neighbor
● teacher will listen in on
conversations
● call on a couple students to share
● Let’s write these ideas down in our
notebooks

Transition Let’s do a body check: Our bottoms are on

1 min the… floor. Our hands are in our… laps.
Our eyes are on the… teacher.

Activity 4 Eyes on the board. I will read and when I ● Smart notebook slides
5 min stop, you will finish the sentence. Slide #5 ● Social Studies Notebooks
on the Dutch. ● pencil

What are some reasons that people moved

to Michigan from the Netherlands?
● T&T to your neighbor
● teacher will listen in on
conversations
● call on a couple students to share
● Let’s write these ideas down in our
notebooks
 TE803 2018 Unit Plan Assignment Johannah Murdock

Transition Let’s look at this map (slide 6) of where ● Smart notebook slides
3 min many of these groups of people settled in
Michigan.

What do you notice? (challenging)

● Call on a couple students to
respond
● Students should notice that many
groups of people settled close to
each other.

Now turn to page 276 in your books.

Activity 5 With a neighbor, whisper read page 276. ● Meet Michigan Student Textbook
5 min ● Smart notebook slides
What are some reasons that Hispanics ● Social Studies Notebooks
moved to Michigan? ● pencil
● T&T to your neighbor
● teacher will listen in on
conversations
● call on a couple students to share
● Let’s write these ideas down in our
notebooks

Transition Turn to page 277, when you get there say ● Meet Michigan Student Textbook
1 min “check”

Activity 6 Follow along with your finger as I read ● Smart notebook slides
5 min and be thinking about why the Finnish and ● Social Studies Notebooks
Swedish came to Michigan. ● pencil
 TE803 2018 Unit Plan Assignment Johannah Murdock

What are some reasons that people moved

to Michigan from the Finland and
Sweden?
● T&T to your neighbor
● teacher will listen in on
conversations
● call on a couple students to share
● Let’s write these ideas down in our
notebooks

Transition Turn to page 279 and begin whisper ● Meet Michigan Student Textbook
1 min reading to yourself about the Arab
immigrants.

Activity 7 What are some reasons that people moved ● Smart notebook slides
5 min to Michigan from the Arab nations? ● Social Studies Notebooks
● T&T to your neighbor ● pencil
● teacher will listen in on
conversations
● call on a couple students to share
● Let’s write these ideas down in our
notebooks

Transition There are people living in Michigan from

1 min many more countries, but we have just
talked about the largest groups of people
to come to Michigan.
These people hold all sorts of jobs like
doctors, teachers, engineers, farmers, and
more! They have made Michigan a better,
 TE803 2018 Unit Plan Assignment Johannah Murdock

more interesting place to live.

Conclusion Let’s review the groups of people that

5 min have come to Michigan and why they
came. (last two slides)
● Teacher will state the nation and
ask students if they can find the
corresponding reason they came to
Michigan.
● Teacher will call on students with
their hands raised.
● Teacher will draw lines connecting
nations with their reasons for
moving to Michigan.

Neat Stuff Made in Michigan

me: Johannah Murdock
ntor Teacher(s): Tricia Zeman and Denise Schaffer
te: March 5th, 2018
me:1 hour

CE(s):
G4.0.1
 TE803 2018 Unit Plan Assignment Johannah Murdock

Describe major kinds of economic activity in Michigan today, such as agriculture (e.g., corn, cherries, dairy), manufacturin
(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)
G4.0.3
Describe some of the current movements of goods, people, jobs or information to, from, or within Michigan and explain
reasons for the movements. (E)
1.0.1
Explain how scarcity, opportunity costs, and choices affect what is produced and consumed in Michigan.
1.0.2
Identify incentives (e.g., sales, coupons) that influence economic decisions people make in Michigan.
1.0.4
Describe how entrepreneurs combine natural, human, and capital resources to produce goods and services in Michigan.

powerful ideas:
● Immigration, migration, and tourism affect the growth and economy of Michigan (as they buy things made in Michigan).
● Natural resources in Michigan are a large part of our economy and using these natural resources (to create products) affect
Michigan’s environment.

ential questions:
Why businesses started where they are (Michigan)?

son objectives:
● Students will be able to describe what products are made in Michigan and where they are made.
● Students will be able to acquire knowledge of key concepts such as: producers and consumers, economy, supply and deman
natural/capital/human resources, scarcity, competition, cost, and trade.

sources and Materials:

● Smart Notebook Slides
● https://www.flocabulary.com/unit/supply-demand/
● construction paper
 TE803 2018 Unit Plan Assignment Johannah Murdock

● product pictures
● markers
● scissors
● McConnell, D. B. (2009). Meet Michigan. Hillsdale, MI: Hillsdale Educational.

essment:
Students will be creating, in small groups, a product and determining how much they should charge depending on the suppl
and demand.

dent Adaptation(s):
● Teacher will wear the microphone for the student’s hearing aid. The student will sit close to the teacher during whole group
instruction.
● Students will be working on small groups and pairs to complete tasks.
● EL student will be given more time and support in completing assessment.

son Alignment:
In this lesson, students will be learning about the products made in Michigan and how this helps our economy. What jobs do
it provide for Michigan citizens? How do these products help keep Michigander’s money in the economy?

son Procedure:

Activity and Time: Procedure: Materials:

Connection Last time we talked about groups of

3 min people that moved to Michigan, some of
the reasons that they moved here, and the
jobs that they worked.
 TE803 2018 Unit Plan Assignment Johannah Murdock

What are some ways that immigrants have

helped Michigan’s economy? Think for a
minute.
● T&T to your neighbor
● teacher will listen in on
conversations
● call on a couple students to share

Transition Today we’re going to talk about the neat ● Smart notebook slides
1 min things made in Michigan and how they
help our economy.

Activity 1 Teacher will read slide 2, uncovering and ● Smart notebook slides
5 min further explaining key terms.

Slide 3: Teacher will call on students who

raise their hand to fill in the blanks.

Transition Turn to page 286. Give me a tralala when ● Meet Michigan Student Textbook
1 min you get there.

Activity 2 Read page 286 to yourself and then look ● Meet Michigan Student Textbook
15 min at the pictures and diagrams. ● Smart notebook slides
● https://www.flocabulary.com/unit
Slide 5: Teacher will call on students to supply-demand/
look back in their texts to fill out the chart
of the 3 types of resources needed to make
a product:
1. Natural
TE803 2018 Unit Plan Assignment Johannah Murdock

2. Capital
3. Human
Teacher will call on students who raise
their hands.

Slide 6: Review of resources needed to

make a product.

Watch video on supply and demand:

https://www.flocabulary.com/unit/supply-
demand/

Slides 7-8: Teacher will talk about what

supply and demand mean.
What are some things that are in high
demand?
● T&T to your neighbor
● teacher will listen in on
conversations
● call on a couple students to share

Slides 9-11: Teacher will discuss with the

class the a variety of products made in
Michigan and where they are made. What
are the biggest Michigan made
companies?
What are some other products made in
Michigan? Think for a minute.
● T&T to your neighbor
● teacher will listen in on
 TE803 2018 Unit Plan Assignment Johannah Murdock

conversations
● call on a couple students to share

Slides 12-13: Teacher will discuss what

exports and imports are. Where do most of
Michigan products go and where do most
of our products come from?
What are some reasons for selling our
products to other countries and for us to
buy products from other countries? Think
for a minute.
● T&T to your neighbor
● teacher will listen in on
conversations
● call on a couple students to share

Assignment Introduction and Model
5 min
Today I will be giving you a challenge. I ● Smart notebook slides
will give your group a picture of a product ● construction paper
and you need to name, figure out who ● product pictures
makes the product, where in Michigan it’s ● markers
made, what it price is, and create a sign ● scissors
for the product. ● Social Studies student textbooks
Show students a model poster of what
they are expected to create. Explain each
part.

Transition Form groups of 2-3 students. Assign roles Method of forming groups and assigning
3 min in the group: jobs: sticks or cards.
● materials gatherer - collects
materials needed and puts them
 TE803 2018 Unit Plan Assignment Johannah Murdock

away when done

● recorder/writer - writes on the
poster
● researcher/speaker - looks up
information in social studies books
and presents the groups product.

Work Time Allow groups time to create a poster with ● construction paper
20 min the picture of the product and all of the ● product pictures
information for the product. ● markers
Teacher will facilitate cohesive group ● scissors
work and make sure all students are ● Social Studies student textbooks
working.

Clean-up Allow students time to clean up materials

2 min and gather in a circle on the carpet.

Presentations (if time) Have students present their products to the

5 min class.

ources:

A Important Content/Information
Connell, D. B. (2009). Meet Michigan. Curriculum provided by school for 3rd grade.
sdale, MI: Hillsdale Educational. ● Lesson plans

Nergney Vinyard, J. (1997). Michigan’s Old curriculum provided by the school

entures in Time and Place.
 TE803 2018 Unit Plan Assignment
Connell, D. B. (2009). Meet Michigan.
sdale, MI: Hillsdale Educational .
avallo, J. (2017). The Writing
tegies Book. Heinemann.
Mahony, C. (2005). Planning for Social
dies Learning Throughout the Day,
ek, and Year. Social Studies and the
ng Learner, 29, 29-32.
el, P. (2010). Mud Bugs: Supply,
mand, and Natural Resources in
isiana. Social Studies and the Young
rner, 24, 24-26.
panen, L. (2013). The Crow and the
her. Economics and Personal Finance
ources for k-12.
s://www.econedlink.org/teacher-
on/1139/Crow-Pitcher
osh, S. (2007). The Color of Resources.
nomics and Personal Finance
ources for k-12.
s://www.econedlink.org/teacher-
on/711/Color-Resources
12, November 02). Retrieved January
2018, from
s://www.youtube.com/watch?v=Vce1O
IQo&list=PLc5wD4HIFtEkJ_pyX63g
VBjvRvnyoH9
16, May 03). Retrieved January
Johannah Murdock
● Lesson plans
Student textbook.
Writing assignments that integrate writing and social studies
How to plan for Social Studies
● Seizing the opportunity to plan and planning ahead
● Connecting to home life
● Planning the Physical Environment
● Making Social Studies Moments
● Integrating
Article talking about a lesson covering natural resources and supply
and demand
● Accessibility and costs of production
● Producing a food product
● Human and capital resources
● Fair competition
Lesson on:
● scarcity
● natural resources
● trade
● decision making
Lesson on:
● natural, human, and capital resources
● producers and consumers
Schoolhouse Rocks video on budgeting and entrepreneurship
Video about:
 TE803 2018 Unit Plan Assignment Johannah Murdock

2018, from ● goods

ps://www.youtube.com/watch?v= ● services
● producers and consumers
koZfzlfxo
cabulary - Educational Hip-Hop. Website with videos and activities for Elementary students.
d.). Retrieved February 04, 2018,
m https://www.flocabulary.com/