Third Grade Economic Development Unit
Lesson 5
Title: Michigan’s Products
Unit of Study: Third Grade Economic Development
GLCE:
E2.0.1 Using a Michigan example, describe how specialization leads to increased interdependence (cherries grown in Michigan are sold in Florida; oranges grown in Florida are sold in Michigan).
Abstract: Students will play a memory game to learn the products made in Michigan to better relate to products not made in Michigan that we use today. Then discover that specialization of communities leads to depending on other community’s products.
Key Concepts: products, interdependence, specialization
Sequence of Events (approximately two 30 minute sessions)
1. Introduce to students to the understanding that there were areas in Michigan that began to specialize in certain products, which led to dependence in other areas. For example: Battle Creek doesn’t have a Jiffy Mix company but they still buy the product that is make in Chelsea, MI. Chelsea, MI doesn’t have a Kellogg’s Cereal factory but they still buy cereal. This also goes across the country such as cherries grown in Michigan are sold in Florida and oranges grown in Florida are sold in Michigan
2. Students will create a memory game with Michigan products and the city that produces them.
Examples: cars -- Detroit, Flint and Lansing; medicine -- Kalamazoo; cereal -- Battle Creek; furniture -- Grand Rapids; chemicals -- Midland; baking mixes -- Chelsea; magic supplies -- Colon; Cherries and frozen foods -- Traverse City; grapes used in wine production -- Paw Paw; baby food -- Fremont; sugar beets -- Saginaw; blueberries – South Haven.
a. Each student will cut out the product and city “match” for the worksheet. (included). Optional - Modify worksheet to include students’ community and products produced there.
b. Small picture squares will then be glued onto a small white index card that has been cut in half. One color should be added to the cards to aid in matching. (i.e. Lightly color cereal picture red and words Battle Creek red. Lightly color car blue and words Detroit, Flint and Lansing blue, etc.)
c. Students’ names should be put on the blank side but remind them to write it the same way on all ten cards. Cards can be kept in small envelopes.
d. Students will play memory product game with a partner and begin to remember what products are produced in Michigan cities.
3. Students will brainstorm, with their memory partner, two products that people in Michigan use that were not mentioned as Michigan products. (Such as Mattel that makes Barbie and Hot Wheels ). They will then describe to their partner how we depend on another city or country (El Segundo, CA for Mattel) to create the product so we can have it in Michigan even though there is no factory here in Michigan.
4. Define vocabulary words:
a. Specialization – doing one thing well (making one product well)
b. Interdependence – depending or relying on others to help you
5. As a whole classroom, brainstorm what a company might have to do to sell products outside of the company’s immediate community.
Possible Answers: Advertise, contact stores and businesses, have big trucks - some may need refrigeration, warehouses to store large orders, increase factory size and machinery – capital resources, hire more workers – human capital, increase purchasing of natural resources.
6. Students will use the California Food Products map independently to describe how California consumers can purchase cherries in their store and we can purchase oranges and lemons here in Michigan.
Connections:
Instructional Resources:
Equipment/Manipulative
3X5 white index cards (10 cards per student) Cards will be cut in half as memory pieces.
Glue Stick
Color pencils/crayons
Small envelopes (1 per student)
Teacher Resources
http://en.wikipedia.org/wiki/List_of_companies_based_in_Michigan Great Company list with some links.
http://www.buymichiganproducts.com/Public/Index.php A nice web site for some Michigan products
Calhoun ISD Social Studies Curriculum Design Project