Fourth Grade Midwest Region

Fourth Grade Midwest Region

Lesson 4

Title: Specialization and Division of Labor

Grade Level: Fourth

Unit of Study: Midwest

GLCE:

E1.0.5: Explain how specialization and division of labor increase productivity.

E1.0.2: Describe some characteristics of a market economy.

Abstract: Specialization and division of labor lead to more efficient production of goods and services. This results in higher quality, lower cost goods and services for consumers.

Key Concepts: specialization, division of labor, market economy

Sequence of Activities:

1.  In order to see the power of specialization/division of labor, students will use the car patterns provided to produce model cars using the following procedure:

·  Give students 10 minutes to build as many complete cars as they can individually.

·  Students should record how many completed cars passed “inspection” (teacher or designated student can be the quality control manager to make sure no “cars” leave the factory in less than ideal condition).

·  Next, students should work in teams to recreate an assembly line with each student having a specific job (ex: build the body, attach wheels, attach steering wheel, install lights, etc.). The specific jobs should be the same in each team of students.

·  Now the students will assemble cars in teams using division of labor. Give them 10 minutes to build as many complete cars as they can.

·  Again, the quality control manager will inspect completed cars and groups will record the number of cars that passed inspection.

·  Lead a discussion with students about the efficiency that was gained through specialization and division of labor.

2.  Show video to connect Henry Ford’s major innovation to student work today:

United Streaming video segment “Assembly Line” (4 ½ minutes) from full length video Greatest Inventions with Bill Nye.

Connections:

English Language Arts

Following specialization lesson, have students write about how specialization/division of labor impacts production and how this benefits consumers.

Mathematics

Students can calculate the number of cars per hour/minute they assembled under the individual and specialized formats of car production.

Teacher could create prices for determining profit or loss based on expenses and selling price of cars.

Instructional Resources:

Equipment/Manipulative

Patterns for car models

Glue/tape

Crayons

Teacher Resources

Henry Ford Lesson: http://my.econedlink.org/lessons/index.php?lesson=NN668&page=teacher

Early carmakers edition of “Michigan History for Kids” magazine www.michiganhistorymagazine.com/kids/kids_products.html (The Automobile Industry)

Calhoun ISD Social Studies Curriculum Design Project