SS3


Grade 3, Social Studies Std 5: Identify national and international trading patterns of the United States. • Differentiating between producers and consumers and imports and exports.

Lesson Plans: For Rent Students will use literature to explore the concepts of producers, consumers and scarcity. Delivering the Goods In this lesson, students have the opportunity to complete an interactive activity that teaches them about providers of goods and services. Trade and Transportation in the United States Students will imagine what it would be like to operate a plane, train, or truck along a trade route across the United States. They will also look at maps of major U.S. transportation networks and will explain how specific products might get from one place to another. Barter and Trade - Lesson Plan Students will be able to describe how the English and French traded with the Indians and students will explain fur trading as a major industry in Michigan. Coming and Going: Imports and Exports Throughout the World When you complete the activity you should be able to explain the difference between an import and an export and explain why countries trade.

Resources: Econopolis: This project is to increase kids' understanding of money, economics, goods, services, producer, consumer, supply, demand, free enterprise, opportunity cost, and trade. Trading Around the World Play this game to experience the challenges and excitement of international trade. See if you can get the best price for the goods you sell and the biggest bargains for the goods you buy. USDA United States Department of Agriculture Foreign Agricultural Service Export/Import Statistics for Bulk, Intermediate, and Consumer Oriented (BICO) Foods and Beverages Understanding Economics: This program provides an overview of economic principals and uses examples that students may encounter in their own lives. United Streaming. How Our Economy Works: All About Earning and Spending Money: People work to earn money to satisfy their basic needs and wants. Help students understand the two, as well as the difference between goods and services. Explore a variety of jobs, including production and service workers, and introduce students to banks and the concept of saving money. United Streaming. Suggestions for English Language Learners: (E/B=Entering/Beginning, D=Developing, E=Expanding) (E/B) Students state daily personal needs. (E/B) Students describe how personal needs are met (i.e. "When I was little I....Now I..."). (E/B) Students construct graphs such as circle graphs, bar graphs, line graphs, picture graphs to show economic trends. (E/B) Students create a multi-flow map to show cause-effect. (D) Students discuss how personal needs change over time. (D) Students skim and scan for information. (D) Students take notes and write short reports. (D, E) Students research in groups and then describe how changes in importing/exporting have affected jobs in the community. (D, E) Students research with a partner the impact of new means of communication and transportation. (E) Students debate advantages and disadvantages of future advances. (E) Students predict consequences of personal needs not being met. (E/B, D, E) Students copy the definitions of consumer and producer and illustrate.
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