GOALS 2000 CYCLE 11 SOCIAL STUDIES COLLABORATIVE
LESSON/UNIT PLAN TEMPLATE
THEME/NAME OF UNIT
Great Lakes, Great Place, Great Trade
SUBJECT Social Studies
LESSON NAME: Great Lakes, Great Place, Great Trade
GRADE LEVEL: FOURTH
LESSON UNIT DESIGNERS Dayle Moylan
CONTACT INFORMATION Wexford Missaukee I.S.D., Cadillac Area Pubic Schools,
Kenwood Elementary, 1700 Chestnut, Cadillac, Michigan. 1-231-867-5300.
dayle.moylan@cadillac.k12.mi.us
FOCUS QUESTIONS
How has Michigan’s natural resources affected its economy by its location?
How have the Great Lakes and the natural resources influenced Michigan’s economy?
BENCHMARK: IV4.LE3
Strand
IV ECONOMIC PERSPECTIVE
Standard
4
Benchmark
3 LE Analyze how Michigan’s location has impacted its economic
development.
Other Information Geographic Perspective - People, Places, and Cultures
Soc.II.1 Benchmark: Soc II. 1. L.E.3.
Human/Environment InteractionSoc.II.2 Benchmarks: Soc.II.2.L.E.2, & 3. Location, Movement and
Connections Soc. II.3. Benchmarks: Soc.II.3L.E.1, 3. & 4. Regions,
Patterns and Processes Soc.II.4. Benchmarks: Soc.II4.L.E.1, 3. & 5.
THEMATIC STATEMENT:
Michigan’s physical and natural features along with its location to the Great Lakes play an important
role in Michigan’s successful economy. . The geography and natural resources of Michigan has greatly
influenced the development of the state and its economy.
INSTRUCTIONAL BLOCKS:
Core Democratic Values
Common Good:
Understand the common good as it applies to goods and services from the natural resources used to
make Michigan’s economy. The following books can be read aloud and used to discuss common good.
The Lorax, Dr. Suess. The River Ran Wild, Lynn Cherry.
Pursuit of happiness: Understand how the pursuit of happiness and the diversity of people helped to
develop Michigan’s economy. The following books can be read as examples, The Great
Migrations, Jacob Lawrence. Lights on the River, Jane Resk Thomas. Frederick, Leo
Lionni. Uncle Jed’s Barbershop, Margaree King Mitchell.
Teaching and Learning Standards:
Higher Order Thinking Skills – HOT
Deep Knowledge-DK
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Substantive Conversation-SC
Connections to the World-CW
LESSON 1
WHERE’S MICHIGAN??
The class will be divided into groups of 4 that will remain together throughout this theme. Activities 1
and 2 will be done as a group. Activities 3, 4, & 5 are free choices; the students will choose 1 to do.
Vocabulary words: longitude, latitude, peninsula, landform, glacier, basin, geography, absolute and
relative locations.
Do a K.W.L. to find out what kids know about locating Michigan. Record their responses on a large
piece of paper.
K-How can you locate Michigan on any map? What do you look for?
W-What do you want to know about finding Michigan‘s absolute and relative location?
L-What did we learn about Michigan’s location?
Read about Michigan’s location in: MICHIGAN ADVENTURES IN TIME AND PLACE,
MACMILLAN / MCGRAW-HILL Chapter 1 pages 18-22.
Michigan is a unique state because it is made up of two parts called the Lower and Upper Peninsula. It
is surrounded by water which is commonly called the great lakes. You can make the state of Michigan
with your right hand palm facing you. This makes the Lower Peninsula which looks like a mitten. Next
take your left hand palm facing you with your wrist twisted to the right this represents the Upper
Peninsula. The thumb pointing upward represents the Keweenaw Peninsula. With fingers together,
place this over the right hand with the left pinky almost touching the middle finger of the right hand. The
space between them is called the straits where Lake Michigan and Lake Huron’s water meet. Further
information can be obtained from your Michigan’s social studies book.
ACTIVITY 1
Using a globe or a United States floor/desk map the students will locate Michigan and answer the
following questions: (students can be in groups to do this activity)
1. Why does Michigan stand out from all the other 50 states? (looks like a mitten-it has water all
around it)
2. Explain what features make Michigan unique? (2 peninsulas)
3. What is Michigan’s absolute location? (Longitude/ Latitude p.28-31 Mich. S.S. Bk.)
4. What is its relative location in regards to other states and countries? What states/country boarders
Michigan? (Wisconsin, Minnesota, Indiana, Illinois, Ohio, and Canada)
5. How has Michigan’s location affected its economic develop? Why did people come here to
Michigan? What does it has to offer to visitors and businesses?
6. How easy was it to get to Michigan from other states? What was the quickest or easiest way to
travel in Michigan?
7. What legend tells how Michigan got its shape? (Paul Bunyan p. 46-50 Michigan S.S. bk.)
8. How was Michigan and the Great Lakes actually formed? (Glaciers p.21-22 Michigan S.S. Bk.)
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ASSESSMENT
Develop a check list to make sure all questions were answered. Give 10 points for each question.
ACTIVITY 2
Working in groups of 3-4 each group will choose one of the four Great Lakes boarding Michigan and
research through the internet specific information about the lake and how it has impacted the state’s
economic development. How has Lake__________ affected the goods and services produced in
Michigan? How has this affected the distribution of natural resources, goods, and services? How has
the lake affected the consumption of goods and services of Michigan? Each group will gather and
organize their information for an oral presentation. You may do a power point presentation to
accompany the information. Make sure your group takes pictures to place in your album for the final
presentation. Benchmarks 2.2.6 & 5.1 Standards IV4 2.2. IV4.2.3
ASSESSMENT
Develop a points system with your students to grade this project. Make a rubric for them to
follow. After reading about each specific Great Lake the students will summarize what they learned
about that lake recording it on the third chart of the K.W.L. “What we learned”
ACTIVITY 3
Make a (salt dough) physical map of Michigan showing its 2 peninsulas and elevation. Outline
in black eight major rivers and the five Great Lakes. Use heavy cardboard as the base drawing
the longitude lines in blue and the latitude lines in red before drawing the outline of Michigan in
black. Use the salt dough to show the different elevations. Use different colors to show the
elevations. Make a key for the elevation colors, and symbols for the different lakes giving the
name of each lake. Paint in the blue lakes that surround Michigan. Research your Michigan S.S.
book on page 40-41 for information or the World Book on the computer. For information about
Michigan’s river, go to page 22 & 23 in the Michigan social studies book or a Michigan map.
Strand 2 Geographic Perspective 2.2.4
ASSESSMENTGive 10 points each for the following: map, 8 rivers, 5 lakes, L/L lines, key and all labeling and for
neatness. Set up a grading system for their grade.
ACTIVITY 4
Draw a map of Michigan showing the 5 Great Lakes and two peninsulas. Include the 5 states and
country that surround Michigan and divide the map into the 83 counties. Label each lake, state, country,
counties, and peninsulas. Pick one county and research what products it produces and how they use the
Great Lakes to move their goods. Strand 2 Geographic Perspective 2.4.4.
ASSESSMENT
The student will draw a map of the Great Lakes region labeling the 5 Great Lakes, 2 peninsulas and the
surrounding states and country. Mark 10 major cities with dots along the waterways that are used as
ports for transporting goods and materials.
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Have the students develop a rubric for this project or do the point system.
Label the 5 great lakes =10 Label the 5 states=10 Label the 6-7 major rivers=10pts. Label the 1
country =10 Label the 10 major cities =10 Neat and correct labeling and drawing of the region= 10
Colorful and attractive=10 Extra=10.
ACTIVITY 5
Develop a skit that shows the states and country that boarder Michigan and the correct placement of the
5 Great Lakes shapes. (Michigan-squash, Superior-wolf head, Huron-trader with pack, Erie-lump of
coal, Ontario-carrot) Students become a Great Lake giving a brief description of the lake they represent.
The information can be obtained from their computer’s World Book program. You can obtain these
shapes from a Michigan State Map or from Paddle to the Sea’s teachers manual. Strand 5 Inquiry, 5.1,
and Strand 2 2.4.5
ASSESSMENT
Use a rubric developed by the students giving 10-20 points for creativity, information presented, flow of
the skit, props, and final production. They can decide on how many points to give for each part and
points earned for an A, B, C grade. Make sure.
LESSON 2
MICHIGAN’S ECONOMY
Have each student choose 1-2 cities in Michigan and research it to find what product/s it produces.
Write to that city and ask them what major product/s they produce and how and where they distribute
their goods. Ask them if they use or used any of the Great Lakes to do this. Ask them how wants and
needs effect their productions. To expedite their letter of response send the school’s fax number. L.LA.
4:7 CW
Two great web sites for the students are: http://www.sos.state.mi.us.history/history.html
Or http://www.mda.state,mi.us.michiganagriculture
Vocabulary words: economy, goods, distribution, product, production, consumer, producer, services,
natural resources, consumption, wants and needs
These words need to be introduced and learned before the speaker arrives.
L.A.P.S. has an activity that relates to these vocabulary words. FA 15.
—WHAT IS TO BE TAUGHT BY THE TEACHER PRIOR TO THE ACTIVITIES
Economy is the state of how Michigan’s businesses and people make things, buy things and use
money. Economic activities such as agricultural, fishing, manufacturing, and entertainment involve
the production of good and services to meet the needs and wants of its people. The location where
natural resources are found or products made is very important to the development of Michigan’s
economy. Transporting these goods through Michigan’s many water ways has enhanced its
economy. Michigan leads the country in producing many products. II.3.LE.1
ACTIVITY 1
Develop a list with the students on what products are produced in Michigan. Once this list is made,
divide the words into larger categories. (Ex. lumbering, agriculture, fishery, minerals,) Ask the students
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to get into their groups to research their pacific category. They will need to answer the following
questions:
1. How do Michigan’s natural resources impact your product?
2. What history can you discover through the internet or other resources (Social Studies books)
about these products that may have contributed to developing Michigan’s economy.
3. How have these products developed Michigan’s towns/cities?
4. How has Michigan’s land formation or climate contributed to these products?
5. How has the different business’ contributed to the migration of immigrants into Michigan?
ACTIVITY 2
Design a timeline that shows how Michigan’s natural resources impacted its growth and changed its
economy. Ex. 1790 Native culture French 1630-1763 trading goods, English 1760-1796,
Statehood,1800-1850 destruction of land, 1855- mining, agriculture, logging, fishing, industrial
revolution. Include illustrations if possible. The L.A.P.S. program has a good example of a Michigan’s
River Of Time timeline to use as an example, MP23. CW
ACTIVITY 3
TransportationHow important are/were the Great Lakes to distribution of goods produced in Michigan and in other
states that are part of the Great Lakes region? Compile a list of vessels that once traveled the great lakes
and compare them to what is being used today. (Ex: “Whaleback”, “Illinois”, “Griffon” “Edmund
Fitzgerald”) Use the list of internet web sites to gather this information. Give the type of vessel, year,
purpose, history.
ASSESSMENT
Develop a rubric for a written report giving points for the questions asked.
ACTIVITY 4
Develop a product map of Michigan. Show the location of the products and up to date information on
how it affects Michigan’s economy. A student can obtained some of the information from the web site
list. Use a key of pictures to identify the different products produced in the areas. Make another map of
Michigan showing the major cities that produce these products and the name of the county where they
are located.
ASSESSMENT
Develop a rubric for a product map. Points can again be given for the different details requested.
ACTIVITY 4
Was immigration a benefit or a problem for Michigan’s economy?
What lured these immigrants to Michigan”? Was it work, doing a specific trade, or to develop a
business. What were the benefits?
ASSESSMENT
Use a written report rubric for this activity.
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Technology:
A digital camera, Microsoft word, internet web sites, computers
Extensions:
Lesson 1: Where’s Michigan?
EXTENSION 1
Read Paddle to the Sea by Holling Clancy Holling. Do the various activities found in the Supplemental
Curriculum Activities for use with Holling Clancy Holling’s PADDLE TO THE SEA by Seager /
Fortner, The Ohio State Univ. and Timothy Taylor, Muskingum County Schools. As you study the great
lakes read the different chapters that tell about them, the products that are made around the lake, its
environment and habitat.
Rubric
Give each student 10 points for completion of each activity. Total points for a grade.
EXTENSION 2
Using the L.A.P.’s program, TMP p.6-7-8. Choose and learn 1 of the songs that teach about the CDVS
relative to the following: wants, the role of consumers and producers in the buying and selling in the
market, scarcity, productions and money. Learn hand motions or use props to enhance the song.
Afterwards give an example on how this relates to Michigan’s economy.
Assessment
Give 10 points each for the following: 1 song, hand motions or props, an example, creativity, and
presentation.
Assessments can be made by the students and teacher developing a scoring guide covering the points
that they wish to emphasize for each activity and extensions. Some assessments can be through
observations of the groups when working.
Lesson 2 Michigan’s economy
EXTENSION 1
Bring in a Junior Achievement spokesmen to talk about Natural, Human, and
Capital Resources.
Assessment: Write a letter thanking your speaker and telling him/her something new that you learned.
L.LA. 4:7
EXTENSION 2
Select a vessel that once traveled on the Great Lakes and write a report on it. Include a picture of the
vessel. Give the type, year, purpose, and history.
There is an activity in L.A.P.S. –FA 8 that’s deals with a “Freighter’s Timeline”.
EXTENSION 3
From the information that you have learned about Michigan’s location, natural resources and economy
write a letter to a business or a friend to come visit Michigan to start a business or live in Michigan.
Give four or more reasons why they should pick Michigan. Use as much information as necessary to
entice a business’ attention to come take a look at “MICHIGAN”.
Accommodations:
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Draw a picture of Michigan with the lakes surrounding it. Add color for rivers, and different elevations.
On the back draw puzzle pieces that will later be cut out. Have this laminated. Cut your puzzle up and
place in a 5X7 envelope for a classmate to put together. 2.4.4
ASSSSMENT
Do a rap about Michigan and its 5 great lakes. You may include the states that boarder it and Canada.
Include movement. 2.4.4 There is a song called “THESE LAKES ARE YOUR LAKES” by Johnny
Bioshere, December 1991 that the children can learn with the help of their music teacher. She can add
motion to the song making it a fun song to learn.
ASSESSMENT
Culminating tasks:
The students will take pictures of their activities and presentations to place in a photo album.
This album will be shared with the class.
Grading System
Great Lakes & Natural
Location
Influences
Resources
A = Student must
cover all 3 topics.
B= Students will
have at least 1 topic
plus influence.
C= Student will have
2 topics but no
influence.
Assessment:
The assessments can be found after each activity.
Timeline:
O
One week for first lesson. One-two weeks for second lesson.
The duration of this theme will be about two-three weeks depending on your class.
RESOURCES:
Instructional Resources:
1. Armbuster, A. (1996). Lake Erie, Huron, Michigan, Superior. New York: Children’s Press.
Great Lakes Information Network.
2. Botts, Lee & Krushelnicki, Bruce. (1988). The Great Lakes: An Environmental Atlas and
Resource Book. Environment Canada, U.S. EPA, Brock University, and Northwestern
University. (See web site #17 below)
3. Green Gold: Michigan Forest History. (Video). (1997). Lake Michigan. Michigan Forestry
Assoc.
4. Holling, Clancy, Holling. (19 41). Paddle to the Sea. Houghton Mifflin Co. Boston
5. Killoran, J., Zimer, S. & Jarrett, M. (1997). Michigan: Its land and People. (pp. 240-249).
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6. Great State-Great Parks-Great History, (1999). L.A.P.’s Program DNR Millennium Educational
Project WA 16-17 & WA 21-23. Lansing, Michigan: EDCO Publishing, Inc.
7.
Michigan Department of Agriculture. (Kids Corner, Market Place).
8. Lewis, Barbara. (1988). The Kids Guide To Social Action: Minneapolis: Free Spirit Publishing.
9. Mitchell, J. & Woodruff, T. (1991). Michigan, an Illustrated History for Children. Suttons Bay,
Michigan. Suttons Bay Publisher. ISBN 0-962146609
10.
Michigan Adventure in Time and Place. MacMillan/McGraw-Hill
http://www.mmhschool.com/teach/ss/adventuresintimeandplace/teachs/weblesson.html
11. National Geographic Society. (1992). “National Geography Awareness Week Teacher’s
Handbook.” Washington, D.C.: National Geographic Society.
12. Poster “Great-Lakes-St. Lawrence: Our Fragile Ecosystem” (available from the International
Joint Commission. 313-226-2170) referred to as “Great-Lakes Poster”
13. Shafer, Joan & Deur Lynne. (1996). A diverse people. Spring Lake, Michigan: River Road
Publisher.
14. Shafer, Joan. (1997). Resources to Riches. Spring Lake, Michigan: River Road Publisher
INTERNET RESOURCES:
15. http://www.great-lakes.net/teach
16. http://encarta.msn.com
17. http://www.michecon.or
18. http://usinfo.state.gov/products/pubs/oecon/chap2.htm#top
19. www.on.ec.gc.ca/great-lakes-atlas/glat-chap1-e.html
20. http://www.mda.state.mi.us.michiganagriculture
21. http://www.keweenw.org/home.htm
22. http://www.uptravel.com/uptravel/counties/counties.htm (visual of U.P. counties with info.
23. http://www.sos.state.mi.us.history/mag/index.html
24. http://www.sos.history/michinfo/michinfo.html ( kids can ask questions directly with reply)
25. http://www.sos.state.mi.us?history/history,html Great for kids on Mi. products
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26. World Book: Deluxe Network Edition 1999
27. The Great Lakes Collaborative. Wayne County Regional Educational Service Agency. CD
Multimedia Michigan.
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