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Introducing Industries

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Summary

Students will explain the effect of temperature/climate, physical features, and economic resources on industries in the United States.

Coin Type(s)

  • Quarter

Coin Program(s)

  • 50 State Quarters

Objectives

Students will explain the effect of temperature/climate, physical features, and economic resources on industries in the United States.

Major Subject Area Connections

  • Language Arts
  • Social Studies

Minor/supporting Subject Area Connections

  • Art
  • Science
  • Technology

Grades

  • Fourth grade
  • Fifth grade
  • Sixth grade

Class Time

Sessions: Three
Session Length: 45-60 minutes
Total Length: 121-150 minutes

Groupings

  • Whole group
  • Small groups
  • Individual work

Background Knowledge

Students should have a basic knowledge of:

  • Economic resources (natural, capital and human)
  • Goods
  • Production
  • U.S. geography
  • U.S. regions

Terms and Concepts

  • Quarter
  • Reverse (back)
  • The Great Lakes
  • Industry
  • Water-lined
  • Landlocked
  • Economic resources
  • Natural resources
  • Capital resources
  • Human resources
  • Production
  • Interdependence
  • Region

Materials

  • 1 overhead projector (optional)
  • 1 overhead transparency (or photocopy) of the Michigan quarter reverse
  • 1 class map of the United States
  • Overhead transparencies (or photocopies) of three or more additional state quarter designs
  • Copies of the Michigan quarter reverse
  • Blue and green crayons and/or colored pencils
  • Copies of the “Introducing Industries” chart
  • Copies of the “All About Michigan” page
  • 1 copy of the “Introducing Industries” chart key
  • Copies of the “Region Cards”
  • Adhesive note paper (3 squares per student)

Preparations

  • Make an overhead transparency (or photocopy) of the Michigan quarter reverse.
  • Arrange for students to conduct research either in the school’s library or computer lab.
  • Prepare a list of appropriate web sites or ask the librarian to pull a selection of appropriate books to help students with their research.
  • Make copies of:
    • The Michigan quarter reverse (1 per student).
    • The “All About Michigan” page (1 per student).
    • The “Introducing Industries” chart (1 per student).
    • The “Region Cards”(1 card per student).

Worksheets and Files

Lesson plan, worksheet(s), and rubric (if any) at www.usmint.gov/kids/teachers/lessonPlans/pdf/330.pdf.

Session 1

  1. Describe the 50 State Quarters® Program for background information, if necessary, using the example of your own state, if available. Then display the transparency or photocopy of the Michigan quarter reverse. Locate Michigan on a classroom map. Note its position in relation to your school’s location.
  2. Distribute a copy of the Michigan quarter reverse to each student.
  3. With the students, examine the design on this coin’s reverse. Have the students point out the water and the land on this map. Direct them to color the water blue and the land green on their copy of the coin design.
  4. Display the images of several (three or more) coin reverses from the 50 State Quarters Program. Point out that these quarters all carry symbols that are important to the state.  Ask the students why they think Michigan chose to feature its physical geography rather than another aspect of its culture.
  5. Give students a very basic introduction to the Great Lakes, explaining that they are five extremely large freshwater lakes. Using a class map, have students identify other states which border the Great Lakes. Explain that these lakes impact the lives of those who live around them.
  6. Discuss the word “resource” and ask the students to recall the definition. Students should arrive at the idea that a resource is something that can be sold and used in its original form, or can be used to create goods that people need. Review the differences between natural, human, and capital resources with your students.
  7. Write the following statement on the chalkboard: “The Great Lakes are important because their resources and industries impact the lives of everyone in the region and people throughout the world.”
  8. Underline the words “industries” and “region,” and explore these terms with the students.
  9. Re-read the sentence and ask the students what they think might determine the types of industries that exist in a region. Write a list of the students’ responses. Students should arrive at the idea that temperature/climate, physical features, and economic resources play a great part in determining the industries in this area.
  10. Distribute a copy of the “Introducing Industries” chart to each student. Model the process of completing the chart using your home state as an example.
  11. Distribute a copy of the “All About Michigan” page to each student and direct students to read this independently or with a partner. Students should underline any references to temperature/climate, physical features, or natural resources in Michigan.
  12. Direct the students to complete the “Introducing Industries” chart with the information that they have identified in their reading.
  13. Regroup and compare the information that should be listed in each column of the chart.
  14. Ask the students to consider the following question: “Are the industries that are based around the Great Lakes Region the same as those in the rest of the country?” Explain that they will be exploring this question over the next few days.

Session 2

  1. Distribute a “Region Card” to each student. Direct students to assemble into groups by finding other students with the same region card.
  2. In his or her regional group, each student should select a different state to research. They will be exploring the aspects of that state that affect its industries.
  3. Ask students to retrieve their “Introducing Industries” chart from the previous session.  Direct the students to write the names of their selected states in the appropriate field on this chart.
  4. Take students to either the school library or computer lab to conduct their research and complete the chart for their assigned states.

Session 3

  1. As a class, develop a chart of symbols for the whole class to use when recording the industries of their assigned states.
  2. Distribute three squares of adhesive note paper to each student.
  3. Refer the students to their “Introducing Industries” charts. Direct the students to draw one symbol on each adhesive square, representing the top three industries in their assigned states. The students should place their symbols on the class map in the appropriate state.
  4. As a class, examine the completed map. Introduce the terms “water-lined” and “landlocked” and ask the students whether or not all water-lined states have the same industries. What might be the cause of these similarities or differences? Are the industries in landlocked states the same as water-lined states? Why or why not?
  5. As students are discussing this information, ask those who studied water-lined or landlocked states to speak to the climate and physical features of their state.
  6. Direct the students to independently look at the completed class map and write an essay comparing the similarities and differences between the state that they explored and Michigan.
  7. Students should consider the regions where these states are located and discuss how the physical similarities and differences impact the industries of that region.

Differentiated Learning Options

Students can work in pairs to research the states.

Enrichments/Extensions

Select a single industry (such as the automotive or shipping industry) and explore in depth the ways that they benefit from the resources, climate and land in Michigan.

Use the worksheets and class participation to assess whether the students have met the lesson objectives.

There are no related resources for this lesson plan.

This lesson plan is not associated with any Common Core Standards.

Discipline: Language Arts
Domain: All Language Arts Standards
Cluster: Applying Knowledge to Language
Grade(s): Grades K–12
Standards:

  • Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.

Discipline: Social Studies
Domain: All Thematic Standards
Cluster: Science, Technology, and Society
Grade(s): Grades K–12
Standards:

Teachers should:

  • enable learners to identify, describe, and examine both current and historical examples of the interaction and interdependence of science, technology, and society in a variety of cultural settings
  • provide opportunities for learners to make judgments about how science and technology have transformed the physical world and human society and our understanding of time, space, place, and human-environment interactions
  • have learners analyze the way in which science and technology influence core societal values, beliefs, and attitudes and how societal attitudes influence scientific and technological endeavors
  • prompt learners to evaluate various policies proposed to deal with social changes resulting from new technologies
  • help learners to identify and interpret various perspectives about human societies and the physical world using scientific knowledge, technologies, and an understanding of ethical standards of this and other cultures
  • encourage learners to formulate strategies and develop policy proposals pertaining to science/technology-society issues

Discipline: Social Studies
Domain: All Thematic Standards
Cluster: Time, Continuity, and Change
Grade(s): Grades K–12
Standards:

Teachers should:

  • assist learners to understand that historical knowledge and the concept of time are socially influenced constructions that lead historians to be selective in the questions they seek to answer and the evidence they use
  • help learners apply key concepts such as time, chronology, causality, change, conflict, and complexity to explain, analyze, and show connections among patterns of historical change and continuity
  • enable learners to identify and describe significant historical periods and patterns of change within and across cultures, including but not limited to, the development of ancient cultures and civilizations, the emergence of religious belief systems, the rise of nation-states, and social, economic, and political revolutions
  • guide learners in using such processes of critical historical inquiry to reconstruct and interpret the past, such as using a variety of sources and checking their credibility, validating and weighing evidence for claims, searching for causality, and distinguishing between events and developments that are significant and those that are inconsequential
  • provide learners with opportunities to investigate, interpret, and analyze multiple historical and contemporary viewpoints within and across cultures related to important events, recurring dilemmas, and persistent issues, while employing empathy, skepticism, and critical judgment; and enable learners to apply ideas, theories, and modes of historical inquiry to analyze historical and contemporary developments, and to inform and evaluate actions concerning public policy issues.

Discipline: Language Arts
Domain: All Language Arts Standards
Cluster: Use of Spoken, Written, and Visual Language
Grade(s): Grades K–12
Standards:

  • Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Discipline: Language Arts
Domain: All Language Arts Standards
Cluster: Research
Grade(s): Grades K–12
Standards:

  • Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience. 

Discipline: Language Arts
Domain: All Language Arts Standards
Cluster: Applying Strategies to Writing
Grade(s): Grades K–12
Standards:

  • Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.

Discipline: Language Arts
Domain: All Language Arts Standards
Cluster: Effective Communication
Grade(s): Grades K–12
Standards:

  • Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.

Discipline: Social Studies
Domain: All Thematic Standards
Cluster: People, Places, and Environment
Grade(s): Grades K–12
Standards:

Teachers should:

  • Enable learners to use, interpret, and distinguish various representations of Earth such as maps, globes, and photographs, and to use appropriate geographic tools
  • Encourage learners to construct, use, and refine maps and mental maps, calculate distance, scale, area, and density, and organize information about people, places, regions, and environments in a spatial context
  • Help learners to locate, distinguish, and describe the relationships among varying regional and global patterns of physical systems such as landforms, climate, and natural resources, and explain changes in the physical systems
  • Guide learners in exploring characteristics, distribution, and migration of human populations on Earth’s surface
  • Have learners describe how people create places that reflect culture, human needs, current values and ideals, and government policies
  • Provide opportunities for learners to examine, interpret, and analyze interactions of human beings and their physical environments, and to observe and analyze social and economic effects of environmental changes, both positive and negative
  • Challenge learners to consider, compare, and evaluate existing uses of resources and land in communities, regions, countries, and the world
  • Direct learners to explore ways in which Earth’s physical features have changed over time, and describe and assess ways historical events have influenced and been influenced by physical and human geographic features

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