Lesson Plan - CUS



|Math Equity Lesson Plan |

|Date(s): Monday 17th November, 2008 |Topic: The Global Trading Simulation |

|Class Teacher: Ms. A. Biber |Grade Level: 5/6 (Parkdale Junior and Senior school) |

|Teacher Candidates: Corrie Graham, Hasanka Ranasinghe, Daniel | |

|Stern | |

|Curriculum Expectations: |

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|Mathematics |

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|Problem Solving |

|Develop, select and apply problem-solving strategies as they pose and solve problems and conduct investigations, to help deepen |

|their mathematical understanding. |

| |

|Reflecting |

|Demonstrate that they are reflecting on and monitoring their thinking to help clarify their understanding as they complete an |

|investigation or solve a problem. |

| |

|Connecting |

|Make connections among mathematical concepts and procedures and relate mathematical ideas to situations drawn from other contexts. |

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|Communicating |

|Communicate mathematical thinking orally and visually. |

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|Number sense and numeration |

| |

|Read and write money amounts to 100 000. |

|Solve problems that arise from real-life situations and relate to the magnitude of whole numbers up to 100 000. |

|Solve problems involving the addition, subtraction and multiplication of whole numbers. |

|Demonstrate an understanding of simple multiplicative relationships involving whole-number relationships. |

|Use estimation when solving problems involving the addition, subtraction of whole numbers. |

| |

|Data management |

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|Read, interpret and draw conclusions from primary data. |

|Compare similarities and differences between two related sets of data. |

| |

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|Geography |

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|Economic Systems |

|Compare economies of different communities, regions or countries including the influence of factors such as industries, |

|access to resources and access to markets. |

|Assessment Strategies: |

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|Formative Assessment |

| |

|Anecdotal observations |

|During the game, students were asked to explain their trading strategies (e.g., why they were selling their resources |

|domestically or internationally). |

|Numerous questions arose about resource creation and trading rules. |

| |

|Summative Assessment |

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|Four students were interviewed after the game to reflect on what they had learned about the international trading system and their |

|understanding of how inequities were perpetuated by the system. |

|A whole class discussion about wealth distribution; wealth and power relationships; the unequal distribution of wealth; making |

|connections to their own community; and how these inequalities can be resolved. |

|The class wrote reflections about what they'd learned from the simulation. |

| |

|Accommodations and Modifications: |

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|Students were placed in mixed-ability groups. |

|Students were supported by numerous charts and explanations from teacher candidates. |

|No modifications were necessary because of the accommodations. |

|Resources: |Outline: |

| | |

|-scissors |Preparation |

|-glue sticks |Display charts and other visuals. |

|-baskets |Setup tables for banker and factory. |

|-game rules sheet |Make six groups of tables with four chairs at each table group. |

|-paper clips |Distribute name tags according to seating plan. |

|-country name cards |Place the following materials at each table: |

|-resource picture sheets | |

|-coloured paper |-Two pairs of scissors |

|- game money |-Two glue sticks |

|-country currency conversion |-One basket |

|charts |-One rule sheet per table (see attached |

|-resource combination charts |instructions sheet) |

| | |

| |Distribute these resources after the country name draw: |

| | |

| |-10 paper clips (for developed countries only) |

| |-Country name card |

| |-Resource sheets (pictures to represent |

| |resources) |

| |-Single resources: bananas, sugar, coffee, |

| |aluminum, wool, cocoa, rubber |

| |-Combined resources: banana lattes (bananas |

| |and coffee), chocolate (sugar and cocoa), cars |

| |(rubber and aluminium) |

| |-Three sheets of coloured paper per table |

| |-Game Money (initially only for developed |

| |countries) |

| |Introduction: (15 minutes) |

| | |

| |Explain and clarify the rules of the game. |

| |Draw country name for each group. |

| |Distribute other resources. |

| | |

| |Middle: (45 minutes) |

| | |

| |Teacher roles |

| | |

| |Banker: Assists students to conduct currency conversion and trades. |

| |The Factory: Inspects resources for “quality” and approves production of combined resources. |

| |The Press: Video recording of simulation and asking students questions that require critical |

| |thinking. |

| | |

| |Game commences |

| | |

| |Students begin to create resources. |

| |Negotiations between trading partners commence. |

| |Currency is converted, exchanged and trades are conducted at the bankers table. |

| |Resources are inspected for quality at the factory table. |

| |Combined resources are created. |

| |Conduct anecdotal observations of students during resource creation, negotiation and trading. |

| |Give students a five minute warning and finally a one minute warning before trading ceases. |

| |Conclusion: (30 minutes) |

| | |

| |Students sell resources left at their table at domestic market prices. |

| |Students convert their country's currency to Canadian dollars. |

| |Students compare how much each country earned. |

| |Conduct discussion about the results. |

| |Assess students' understanding of the inequities in the system including: the implications of |

| |currency strength; the fairness of resource and wealth distribution; the advantages developed |

| |countries have over developing countries. |

| |Follow Up: |

| | |

| |The class was required to write a reflection about the simulation and their understanding of the |

| |international trading system as represented by the game. |

| |Interviews were conducted with four students – two from developed countries and two from developing |

| |countries. |

The Global Trading Game

Game Rules:

• Each group represents a developed or less developed country.

• Each country produces certain resources that they can trade with their two trading partner countries.

• Countries can produce resources like sugar, rubber, bananas etc., by neatly cutting out the resource picture and sticking it on coloured paper that is their country colour. The coloured paper must have the same shape of the resource picture. Try not to waste your resources --- you may not get more!

• Some resources like cars and banana lattes can only be produced by combining two resources. Banana lattes for example can only be produced by clipping a banana resource to a coffee resource. Only developed countries can make combined resources.

• Any resources countries do not wish to trade may be kept in a container at their table. Countries will receive money for these resources at regular intervals.

• Less developed countries must trade any of their resources (even those that have been placed in the container) if a developed country wants to trade with them.

• The less developed countries begin the game with no money. The developed countries begin the game with approximately the same amount of money.

• Each country will have 1 trader. For trade to happen, a trader approaches a trading partner country and tells that trader they have resources to sell or would like to buy resources. Both traders then go with the money and the resource(s) to the Trading Table where the buyer will convert money from the buyer's currency to the seller's currency. The buyer will give the money to the seller, and the seller will give the resource(s) to the buyer. Please note, buyers may reject resources that have been crudely constructed.

• To make combined resources such as cars, chocolates, banana lattes etc, the trader must acquire both resources, clip them together and exchange it at the Factory Table for a combined resource picture. The combined resource picture must be glued to that country's coloured paper for it to have value. Resources that have not been neatly constructed will not be exchanged for a combined resource picture.

• Trading begins when the bell is rung and ceases when the bell is rung a second time.

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