Learning World Trade
Lesson: World Trade
Name: The Wonder of World Trade
§113.15. Social Studies, Grade 4, Beginning with School Year 2011-2012.
(13) Economics. The student understands how Texas, the United States, and other parts of the world are economically interdependent. The student is expected to:
(C) explain how Texans meet some of their needs through the purchase of products from the United States and the rest of the world.
Three Part Objective:
After participating in a trade activity, students will give the definition of international trade and at least one example of an import to and export from Texas.
Materials:
8 Easter Eggs (plastic) all one color - Pandas
8 Easter Eggs (plastic) all one color – Monkeys
4 Table “Flag” Signs
GlueSticks
24 Worksheets
24ofEachcut-out(Pants,Hat,Shirt, Shoes)
24 Exit Tickets
World trade PowerPoint
Gain Attention:
I will ask the students if they have ever traded or bought anything (like Pokémon cards or candy). We will make a list of things they have traded/bought and who they have traded with/bought from.
Inform the Learner of the Objective:
Today we will be learning about what world trade is and why we have it.
Stimulate Recall of Prior Knowledge:
I will ask them why we trade things. With guidance, they should eventually come to the conclusion that we trade because we have something someone else wants/needs and they have something someone wants/needs back.
Present the Material:
I will show the students the slides that show the definitions of international trade, imports, and exports and have them fill in the blanks of the definitions on their worksheets. After the trading activity, I will show examples of companies and products that are traded around the world in later part of the PowerPoint presentation. I will explain that we trade because countries have a need for something other countries have more of.
Provide Guidance to the Learner:
While the students are doing the trading game, I will answer any problems. After the game, I will ask the students in each group what item they were exporting and what items they were importing. If they get confused I will go back to the slides for import and export to review what they are. While viewing examples of items traded around the world, I will guide them to determine whether an item is an import or an export.
Elicit Performance:
The students will trade eggs between four different groups (Panda A, Panda B, Monkey A and Monkey B) to create a whole outfit. Each group will have four eggs with 6 of the same items in each. They should trade one egg for an egg with each table to collect all the items. Then they will glue the pieces of the outfit to their worksheets.
Elicit Performance:
The students will trade eggs between four different groups (Panda A, Panda B, Monkey A and Monkey B) to create a whole outfit. Each group will have four eggs with 6 of the same items in each. They should trade one egg for an egg with each table to collect all the items. Then they will glue the pieces of the outfit to their worksheets.
Give Feedback:
• Excellentwork!(Egg-cellentwork!)
• Great teamwork! I love how _____ is working together!
• Wonderful idea of an (export/import)!
Assess Performance:
When we have finished with our review, students pass in their worksheets and be given exit ticket worksheets that ask
them the definitions of the three keys terms for the day.
Enhance Retention and Transfer:
While viewing examples of products traded, we will determine whether the product is an import or an export. I will ask students after we looked at world trade, what items does Texas trade with the rest of the US and have them identify their suggestions as imports or exports. After we have finished looking at examples we will review the definitions of our key terms.
Lesson Reflection
Lesson Topic
For this lesson, I taught about the concept of world trade. It was a rather abstract concept for the students in comparison to the fraction lesson. They learned the definitions of international trade, imports, and exports and examples for each term. The students were interested in the topic and participated greatly.
What Went Well
The students were engaged with the topic of the lesson and eager to offer many ideas. They voiced their questions if any of the material was unclear, which allowed the whole class to stay on track. Additionally, formative assessment of three fingers rating their understanding of the material helped make sure all students were on the same page.
What was Unexpected
Somehow during the trading game some of the items went missing and some groups traded empty eggs. It is still a mystery where they went as there were not extras with anyone or on the floor. Two of the groups began spinning the empty eggs across the table, which was disruptive. I had not expected them to play with the empty eggs. I was able to get the class in order by using the class method of clapping. Parents also kept coming in with cupcakes and other food occasionally during the lesson, which distracted the students and made it difficult to keep them focused at times.
CT’s Impression
Mrs. B’Smith thought the lesson went well and the students truly understood what the lesson was about. She liked that there was a lot of retention and transfer for the topic. However, there were some students who were not behaving properly with their eggs during the lesson.
Lesson Improvement
This lesson was overall relatively good, but not the best it could have been. To prevent the students from rolling the eggs around I could have gotten bowls of egg cartons for them to place the eggs in when they finished trading them. Additionally, it would have been helpful to have separated certain groups of students who were not as well focused when put together. I hope to keep these ideas in mind in my future lessons throughout the program and as a teacher.
World Trade Lesson
.jpg)
.jpg)
