Lesson Plan 10 – We are All in this Together - Ag in the Classroom

Seventh GradeWe are All in this TogetherPurpose: Students will develop an understanding of the importance of agriculture inworld trade.Subject Area(s) Addressed: Math, Language Arts, and Social StudiesCommon Core/Essential Standards:Math7.NS.1Apply and extend previous understanding of addition and subtraction to add andsubtract rational numbers7.RP .2 Recognize and represent propositional relationships between quantitiesEnglish/Language ArtsSL.1 Engage effectively in a range of collaborative discussion with diverse partnersRI.7 Compare and contrast text to an audio, video, or multimedia version7.W.1 Write arguments to support claims with clear reasons and relevant evidenceRL.10 By the end of the year read and comprehend literature including stories,dramas, and poems on grade levelL.3 Use knowledge of language and its conventions when writing, speaking, reading orlisteningSocial Studies7.H.2.1Understand the implications of global interactions7.E.1.2 Explain implications of economic decisions in national and international affairsVocabularybar code custom export product identification tradecommodity deficit import tariffMaterials Provided“Directions For Human Graphing” (5a), “Product Identification Tags” (5b), “SampleData Base” (5c), “Where in the World?” (5d), “Made in China/Asia/Africa” (5e),“Directions for Rally Robin” (5f), “Trade Mission” (5g) “Assessment” (5h)Materials Neededsample products from Asia and Africa, research materials, large world map, coloredstring, push pins, various art suppliesTeaching Strategy1.Begin class by asking students if they know where their shoes were made. Havestudents remove their shoes and look for “made in” product tags. Use “Directions for1

Human Graph” and have students make a human graph by standing in line by countryof shoe origin. Ask students if they were surprised by the results. Discuss withstudents other items they use daily and have the class predict where those items weremade. List items and predictions on board. Keep this list as a reference.2. Reproduce “Product Identification Tags,” using bright colors to represent eachproduct type. Assign students “Product Identification Tags" for homework. Explain tothe students that they will have to decide the product type of the article they aretagging. They will need to note the country of origin and write a brief description of thearticle. The completed tags are to be returned to class. Give the students examples ofeach category. Encourage the students to find as many different items from as manydifferent countries as possible.3. When students return their tags to class, create a class graph by placing tags on abulletin board by country. Discuss results with the students. If more than one class isdoing the activity, have students compare the results and draw conclusions.4. Have students identify the products that were made from agricultural commodities.5. Have students enter these in a class data base. Use “Sample Data Base” as anexample.6. Have the class use the class data base to graph the results by country.Compare the graphs. Discuss world trade agreements and how they affect each of us.Divide the class into teams and assign each team an item or class of items to researchusing “Where in the World ?”7. Have students use “Made in China/Asia/Africa” to create a map of their productsshowing a world trade map. Use different colors of string for each major class ofproducts. Discuss with students regional interdependence and identify goods the U.S.produces and trades. Locate major manufacturing centers in the U.S. Using “DirectionsFor Rally Robin,” have students describe how economic links make Americans andpeople from other countries more alike in the goods they use. An example would bemusic. There is a big Asian market for American music.8. Ask students to share what they know about the economies of the countriesidentified in the previous activities. Explain that one way countries increase theirexports is by arranging trade missions to other nations. Trade missions may be madeup of both business people and government officials interested in promoting trade.9. Discuss United States’ trade missions with the students. Explain to the students thatthey will be on simulated trade missions representing the countries they have beenworking with in the product mapping activities.10. Divide students into teams, one team for each country. Assign each team ofstudents a country. Explain that each team is to take part in a trade mission to promoteits country's products. Teams will use “Trade Mission” to complete the activity.11. After teams have presented their research projects to the class, use “Assessment”to determine the success of student endeavors.2

Extension Activities1. Have a guest speaker from the Department of Commerce speak to the class aboutforeign and domestic trade.2. Take a class field trip to a warehouse distributor to observe how goods are receivedand distributed.Directions for Human GraphingBar Graph: Have one student in each group hold that group’s identifying word orpicture and the others in that group form a line behind the person holding the word orpicture. The last person in line will have his or her back against the wall; the othergroup members will line up one-by-one, facing away from the wall, with the person inthe front of the line holding the word or picture. Have the other groups form lines in thesame manner along the same wall. See diagram for a graphic representation of theformation of lines.Explain that the class has created a bar graph that expresses students’ preferences.Point out that a graph is a picture that represents facts for the viewer to make logicalinferences.Line Graph: Hand the first person in the first row the end of a ball of string or roll ofcrepe paper. Walking in front of each row, have the first person take hold of the stringor paper, ending with the person at the front of the last row. Ask the class what graphthey have now formed: a line graph. Make sure students understand that the bargraph and line graph both represent the same information; however, a line graphshows trends and changes over time.3

Pie/Circle Graph: Have students in each line join hands. Form a circle beginning withthe students in the first line. As the teacher marches in a circle the students in eachline take the hand of the last person in the line ahead of them. Once all groups/linesare in the full circle, have students drop their hands. The person holding theword/picture lays is on the floor in the middle of their group such that everyone in thecircle can see it. The teacher moves to the center of the circle holding pieces of stringor crepe paper. The first person in each group goes to the teacher and takes the endof one piece of string/paper and then returns to his/her place in the circle. Seediagram for visual understanding:Clarify with class that each of the graphs created represents the same findings; theseare merely three different methods to depict that data. A follow up lesson with graphson paper and/or computer will help reinforce student understanding.*Adapted with permission from Kagan Publishing from Dr. Spencer Kagan’s BookCooperative Learning. Available from Kagan Publishing, 1 (800) WEE CO-OP,www.KaganOnline.com4

Product Identification Tags5

Sample Data Base7

Where in the World?DirectionsUsing the item your team chose or given, complete the following and compile theresults in a work product you will use to convey the information to your classmates.Your work product should have the following:1. maps2. graphs3. description of work4. summary1. Provide a brief description of the item.2. Where was the item made?3. Locate country of origin on a world map.4. Give the geographic coordinates of the country.5. Trace the route the item followed to arrive at the retail store where the item waspurchased.6. What raw materials went into the production of the item?7. How many hours of labor were involved?8. How many other people were involved in the transportation and movement of theproduct from the country of origin to the store where the item was purchased?9. Estimate the number of jobs and amount of money generated by this onepurchase.10. Is the country of origin a third world country?11. What is the standard of living there?12. What determines a standard of living?13. Compare the country’s standard of living to your state’s standard of living.14. Does the U.S. have a trade agreement with the country of origin?15. How do trade agreements affect the average American consumer?8

Made in China/Asia/AfricaDirections:Using your product(s) from “Where in the World?” complete the map activity below.1. Find the manufacturer's label on your product(s).2. Record where each product is made.3. Locate each country on a world map.4. Pin a string from your state or city to the manufacturing country.5. Hang a symbol for each product on the string to indicate category of trade.Example: agricultural product, industrial product.9

Directions for Rally Robin*1. Group students - teams of 4.2. Have students number off from 1 to 4 in their team. Team members will alternatesharing what they have on their papers in the following manner:a. Team member #1 reads one idea. All others either check the idea if they have italso or add it to their lists if they do not.b. Team members then continue to take turns (Team member #1 shares, Teammember #2 shares, Team member #3 shares, Team member #4 shares, Teammember #1 shares, etc.) - sharing until all new ideas have been read and added totheir lists.NOTE: The list for each team member should have the same items when the activity iscompleted.3. Have all teams stand for class sharing session. This will be done in the followingmanner.a. Team member 1 on each team has the team list. The teacher randomly calls outteam number. Team member #1 reads the first item on his or her list.b. Team members #1 in the other teams either check the item, if they have thesame item, or add it to their lists if they do not.c. In each team, Team member #1 hands his or her list to number two.d. The teacher calls the number of another team. Team member #2 reads adifferent item from the one previously shared. Team members #2 in the other teamscheck or add.e. Team members #2 hands lists to Team members #2 and this continues until allitems have been read and checked. As a team’s list no longer has additional items, allteam members sit down, but continue to add new items shared to its list.f. When all teams are seated, each list should contain all the same items. This is agood time for the teacher to provide clarification and reinforcement.*Adapted with permission from Kagan Publishing from Dr. Spencer Kagan’s BookCooperative Learning. Available from Kagan Publishing, 1 (800) WEE CO-OP,www.KaganOnline.com.10

Trade MissionDirections:You have been assigned a country to establish a trade mission. Use__________________(Your country’s name) and the information from your research to complete thefollowing statements.1. What products are ______________ ‘s major exports to other countries?(your country’s name)2. Research the history and economy of ________________________.(your country’s name)3. Present that information in informative and persuasive brochures orhandouts. The information presented should include such facts as:a. Depending on geography,how would the product best be transported to othercountries (for example by tanker, train, truck, or plane)b. In what quantities is the product normally sold (for example, by tonnage)?c. If the product is produced, what time of the year would it be ready for shipping?d. Show current production figures, presented in tables and/or graphs.e. Develop a brochure to advertise. Use representative scenes to illustrate thebrochures.f. Schedule meetings with the representatives of all the other countries to makepresentations.g. Work out trade deals that are mutually beneficial.h. Present a written summary of what has been accomplished.i. Create a bulletin board display of your work. The display should include aproduct map of the country as well as the brochures and handouts.4. Research which products from_________________ are imported to the UnitedStates and North Carolina. (your country’s name)5. Create tables and/or graphs to indicate annual totals.6. Make a comparison of two countries that export similar products to the UnitedStates. Use a double bar graph to show which country sells more of eachproduct.11

7. Use a product map of _________________ to plan a guided tour for a trademission on a fact- (your country’s name) finding tour. The route should showwhich sites would be most impressive (for example, major industrial areas, fertileagricultural regions, bustling and efficient ports).Assessment1. Did students learn to locate data regarding country of origin?2. Did students follow directions when compiling data?3. Were students able to graph resulting information?4. Were students able to read graphs and charts and to interpret data involved?5. Were students able to locate countries on maps?6. Were students able to draw their own maps and show desired information on themaps?7. Were students able to draw conclusions from information located?8. Were the students able to summarize the information and communicate theinformation to others?9. Was student information correct?10. Were student work products neat and attractive?11. Did all students work on the finished product?12. Were students able to work as a group successfully?12