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Learning about Trading Webquest Lesson Plan

Introduction
Lesson topic- SOL review of products countries specialize in and what they trade for
Length of Lesson- 5 class days- 1 hour and 15min each day
VA Standards of Learning 3.8 - Social Studies - Economics: The student will recognize that because people and regions cannot
produce everything they want, they specialize in what they do best and trade for the rest
3.7 - English - Reading: The students will demonstrate comprehension of information from a variety of
electronic resources
3.8 - Math - Measurement: The students will determine, by counting, the value if a collection of bills and
coins whose total value is $5.00 or less, compare the value of the bills and coins, and make change.
Context - The will help students review for the upcoming SOL. They will learn that different countries of
the world produce different goods. Additionally, some countries do not produce the goods that people
want and need. Therefore; these countries need to trade with other countries.
Global Themes: Producing products and trading have been a key
Content Objectives
Students will:
Students will identify facts about their assigned countrys economy using Google Advance Search. They
will demonstrate their understanding of the material by making a popplet with 100% accuracy (Day 1).
Students will recognize different bills and coins that their country uses for money. They will demonstrate
their understanding of the material by making a Google Doc with information on the symbols, pictures,
and value of the coins/bill with 100% accuracy (Day 2).
Students will recognize that transportation has many uses when people are transporting goods to different
places. Students will recognize that different countries have access to some types of transportation but
not all types. Students will demonstrate their ability to understand the material by constructing a Glogster
with material found with 100% accuracy (Day 3).
Students will collect research from previous days to put together with other students research to compare
and contrast information. Students will gather the information to form one unified trade route between all
countries with 100% accuracy (Day 4).
Students will evaluate, discuss, summarize, and represent findings both orally, digitally, and through
written individual and group activities with 100% accuracy (Day 5).
Assessment Aligned to Objectives
Formative
Students will:
Complete daily assignments requiring students to make a Popplet to organize, interpret, and evaluate the
information (Day 1).
Complete daily assignment requiring student to answer questions about the topic and submitting them in
a Google Document for the teacher to review (Day 2).
Complete a Glogster for a daily assignment that requires students to take pictures and videos on their
topic and make a poster. Students will put facts about the picture below the picture. Students will take
notes on the video they watch (Day 3).
Complete an Easel.ly with members of the other group with the same role to compare and contrast the
different topics from each country (Day 4).

Summative

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Students will:
Complete Task 2 in Day 5 based on their group as part of their final project.
Complete group presentation using Google Slides using what they found during their research to give an
explanation to how they contributed to the unified trade route.
Materials/Technology and Advanced Preparation- Day 1- Day 5
Computer Access, classroom laptops (at least 20 - one per student), Notebooks, general art and school
supplies
Handouts Include (See Attached):
Map, Compare/Contrast graphic organizer, rubric
Prepared Webquest designed using Weebly
Videos and links are included on the WebQuest on each Process Day in the WebQuest.
Prepared groups on Class Dojo
SmartBoard
Teaching and Learning Sequence- Day 1 through Day 5
TIME
TEACHER ACTIONS-Day 1
Introduction/Anticipatory Set
10 min.Transition say Everyone, let's get ready for
Social Studies Grab a laptop from the cart
and have a seat
See
Introduce students to what a webquest is and
Introduction
tell them that they will be doing a webquest
In
Make sure to have SmartBoard powered on
WebQuest
and showing. Then, have students open up
their laptops.
Have students go to the webquest page. As
you tell them where to go, model going to the
webquest by using the SmartBoard.
Read aloud the header. Ask students if they
remember what WTO is. Do a short recap of
what it is.
Read the title. Ask students, What the writer
means by resources. Have students tell you
what types of resources there are.
Read the passage aloud with your students.
After reading the line goods and services,
ask students to what goods and services are.
Then ask students to provide a few examples.
Continue reading the passage. Once the
passage is read, ask students what the
problem is and to give details about the
passage.
At the end of the passage, review what the
students will research resources, money, and
transportation to determine the right trade
routes.
Ask students if they have any questions and
review more if needed

Lesson Development

STUDENT ACTIONS
Students will grab a laptop from the cart in
the classroom.
Students will open their laptops and go to
the WQ site.
Students will follow along with teacher as
he/she reads the newspaper article.
Students will answer what WTO is and give
details that describe it. Then students will
answer what resources are and give
examples of them.
Students will continue to follow along as the
teacher reads the passage. Students will
answer recall from previous knowledge what
goods and services are and provide
examples.
Students will ask questions if there are any
and then move on to the Day 1 process.

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Moves to
Task Page in
WebQuest
10 mins

Move
to
Process
Page-10 min
(Task 1 and
2)

Transition- Tell students to click the button on

the page marked task to Introduces students
to the Task Page on the webquest. Also, make
sure the page is shown on the SmartBoard.
Review with students what their task is.
Review what information will be researched.
Remind students to save their sources on
Diigo that they have prior knowledge of using.
Explain to students that there will be a final
project and how long the webquest will be.
Have students note to look for specific
indicators (words that are marked green, red,
or bolded) containing important information.
Have students review the rubric. After
reviewing the rubric make sure to go over the
expectations of them.
Have students click the Day 1 button at the
bottom of the page to continue to the Process
Page.
Tell students you want them to move into their
groups (by color) that are listened on Class
Dojo. Pull up the groups on Class Dojo and
have the kids find their names. Begin timer
count down for tasks.
Give students designated spots in the room to
go to (Blue to the far right corner, red to the far
left corner, etc.) Tell students when you start
the countdown from ten; you want them to as
quickly and quietly move to that spot with their
members. Tell students to bring laptops with
them. Start countdown 10-9-8...
Once students are in their groups, help define
and explain the roles.
Have students open up the Google form
page. Ask them to assign roles and fill out the
form and submit it. Let students know that this
will be their role throughout the project.
Tell students that they can remain in their
groups, but they will work on task 3
individually. Have students click on their color
and to begin task 3.
Give a brief explanation as to what the
students will be doing.
This will be the time the teacher will walk
around the classroom reviewing students work
and answering questions.
Examples and expectations are listed for
students in their task. Google Advanced
Search and Popplet are tools that have been
used previously.

Students will click the task button to move

to the next page
Students will review the rubric and then click
Day 1 button to begin the tasks
Students will move to their assigned groups
in assigned spots
Students will determine who has what roles
along with submitting the google form page
to their teacher
Students will remain in their groups, but work
on task 3 individually.
Students will research their countrys
economy using the google advance search
After researching, students will make a
popplet that follows a similar format as the
example.
Students will send the Popplet to the
teacher.
Students will go to the board to click their
name to check-in.

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10 minutes
Task 4 on
WQ
Process
Day 1

Transition- Now it is time to talk about what we

reviewed today
Tell the students that for the next ten minutes
you want them to discuss with their group
members the research that they found on the
countrys economy.
The teacher will hand out a compare/contrast
graphic organizer so students can see who
had the same resources and who had different
resources. Remind students to add any
resources to their Popplet if they missed any.
Have students begin discussing what type of
money they think is used in their country.
Remind students to submit their google form if
they havent done so already along with their
Popplet.
Tell students that when they are finished to
come to the SmartBoard to click their name
and hit Day 1: Check-in so they can
complete their daily progress check-in. Once
all group members have checked-in, the
teacher will mark Day 1: Check-in under the
group.
Have students turn in compare/contrast
worksheet

TIME
TEACHER ACTIONS-Day 2
Introduction/Anticipatory Set
5-10
Transition
minutes
Says It is time for Social Studies. Grab your
laptops and have a seat. Lets begin today
reviewing a little of what we learned about our
task yesterday.
Ask students to share something that they
learned about their country or to give example
of something that is produced in their country
and what the people use it for.
Have students quickly move into their groups.
Make sure they have their laptops. Start
countdown from 10.
Have students review amongst themselves
what they found yesterday on their country and
what type of money they think their country
uses.
Tell students it is now time for us to begin
doing some research. Lets put those
researchers to work

Lesson Development
50 mins
*See Day 2 Process on WQ

Students will discuss with their group

members the different research that they
found on their countrys economy
Students will use a compare and contrast
graphic organizer to write down anything
other groups had that he/she did not and
vice versa.
Students will begin to discuss what types of
money the country may use
Students will turn in their compare and
contrast worksheet.

STUDENT ACTIONS
Students will grab their laptops and have a
seat
Students will discuss what resources their
country has. Students will share something
interesting that they learned about their
countrys economy along with
Students will move into their groups
Students will review among themselves what
they brainstormed about money
Students will move on to Day 2 process

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Closure
10 minutes

Transition "Lets talk about what we learned

today
Ask students to discuss with the class an
interesting fact they found on their countrys
money.
Ask groups to share two facts about their
money and one picture that were found on the
money.
Conclude what money is and how it is used.
Ask students if they have any questions.

TIME
TEACHER ACTIONS-Day 3
Introduction/Anticipatory Set
10
Transition - Time for Social Studies! Grab your
minutes
laptop and let's begin today reviewing what we
learned yesterday about money
Ask students what they learned about money
and if they have questions about it
Introduce transportation. Explain to students
that it is a way for goods and services to be
transported to different parts of the world.
Ask students if they can guess what they will be
researching today. Once the students guess,
explain to the students that they will be
researching the different types of transportation
that their country uses.
Let students know that they will be using
Glogster and to have fun with it
Tell the students to get into their groups. The
teacher will countdown from 10.
Have students open their laptops and go to the
WQ. Have them begin Day 3
Lesson Development
*See Day 3 Process on WQ
Closure
15 mins

The teacher will say I want you to share with

your group the Glogster you made
Have students share the different types of
transportation that they found on their country.
Have students discuss what transportation they
think is the best for their country when trading.
Start counting down from 10 1. Once
you have the students attention, have
students share with the class a fact about
the countrys transportation and what
transportation works for your countrys
trading system.
Review what transportation is with the class.
Ask if there are question

TIME
TEACHER ACTIONS-Day 4
Introduction/Anticipatory Set

Students will review what they learned about

money
Students will share something interesting that
they found about the countrys money
Groups will share two facts and a picture that
represent the money they found
Students will ask any questions

STUDENT ACTIONS
Students will grab a laptop and sit down.
Students will review what they learned about
money by giving facts the found or interesting
information they wanted to share
The students will give examples of
transportations and how they can move
products
Students will guess what they will be
researching today.
Students will move to their group by the
countdown. They will open their laptops and
begin Day 3.

Students will share their Glogster with other

members in their group that has what they
found while researching
Students will discuss and decide what
transportation works the best for transporting
goods in their country
Students will focus on the teacher after
countdown. Students will share with the class
one
fact
that
about
their
countrys
transportation system and what works for their
trading system
Students will ask questions if there are any.

STUDENT ACTIONS

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10-15min

Transition- It is time for Social Studies.

Everybody, grab your laptop from the cart!
Ask students to review what they researched
about yesterday (transportation).
Have
students give the key features and details of
what they learned.
Explain to students that today they will be
working on their final project. Tell the students
that they will be in different groups (display on
board). Explain that you want them to work
with other group members of that share the
same role.
Tell students they will be asked to complete a
variety of tasks in the groups.
Ask if there are any questions. If there are any,
address them.
Tell students to move to their groups by the
time you reach one. Once the students have
moved, have the students open their laptops
and begin day 4 of the webquest process.
Lesson Development
*See Day 4 Process on WQ
Closure
10 min

With the last 10 minutes of class, have

students start cleaning up and wrapping up
their research and presentation.
Ask students if they have finished what they
needed to and how they feel about their slides
Ask students if there are any question.
Discuss with students what the expectations
will be for the following day.

TIME
TEACHER ACTIONS- Day 5
Introduction/Anticipatory Set
5-10 min.
Tell students, Today is the day you get to
present your research and unified trade route!
I am excited to see what you all have found
Tell students that they have 10 to 15 minutes
to meet with their group to review their
presentation.
Have students move to their assigned groups
while counting down from 10.
Allow 10-15 minutes for students to work on
project. Walk around to the groups to assess
students and making sure they are engaged.
Lesson Development
*See Day 5 Process on WQ

Students will come in and grab a laptop from

the cart.
Students will review what they researched
yesterday about transportation. Students will
give key features and details of what they
learned
Students will ask questions about what the
expectations are if there are any questions
Students will move into their group by the
count down. Students will open their laptops
and begin day 4 of the wq process

Students will begin cleaning up and wrapping

up their final touches on their presentation.
Students will tell the teacher how they think
they are doing on their slides
Students will ask questions if any

STUDENT ACTIONS
Students will meet with their groups to review
their presentation
Students will present their findings and
contributions to making a unified trade system

Closure
The teacher will say Well done everybody
You have put in a lot of hard work to make this
trade route. Without your help, the countrys
people would have had to help and resources
would be low.

Students will tell teacher and the class what

they learned overall, what they liked, what
they disliked, and any remaining questions.
Students will posed for a picture

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Ask students what they over all learned, what

they liked, what they disliked, and what
questions they have about the project.
Tell students that the Daily Times asked for a
picture of the class and the trade route map to
put in the next article.
The teacher will produce a new article with a
picture and passage to share with the class
during the next class.

References
http://www.doe.virginia.gov/testing/sol/frameworks/history_socialscience_framewks/2008/2008_fin
al/framewks_history3.pdf
http://www.doe.virginia.gov/testing/sol/frameworks/english_framewks/2010/framework_english_k1
2.pdf
http://www.doe.virginia.gov/testing/sol/frameworks/mathematics_framewks/2009/framewk_math3.
pdf
https://www.fodey.com/generators/newspaper/snippet.asp
https://groups.diigo.com/group/tradewebquest
http://goo.gl/forms/bnyodNfUhN
http://goo.gl/forms/bnyodNfUhN
https://docs.google.com/document/u/0/
http://www.currencysymbols.in/
http://www.worldatlas.com/aatlas/infopage/currency.htm
https://www.mathsisfun.com/money/currency.html
http://amarling15.edu.glogster.com/dashboard/
http://www.easel.ly/
https://www.google.com/slides/
Appended Materials
Attach the following forms and resources to the completed lesson plan
Lesson Organizer
Curriculum Framework Document
English: Not currently out for 2015-2016. Use 2010 Framework under 3.7
Math: Not currently out for 2015-2016. Use 2009 Framework under 3.8
Social Studies: Not currently out for 2015-2016. Use 2008 Framework under 3.8
Lesson Materials handouts, webquest, graphic organizer, links, and digital organizers
Lesson Organizer
Prior Knowledge and NEW Instructional Content
Prior Knowledge
Experience/exposure to using Glogster, Google Advanced Search, Easel.ly, ClassDojo, Google Slides,
Google Form, Google Docs
Knowledge about goods, services, products, resources, WTO
Knowledge about how to count up to five using money
Knowledge about how to conduct research and collect sources
Participation in group projects where each group has had to collaborate to produce and present a final
product that accurately represents content, acquired knowledge, or a comparison or analysis of critical
content. Assigning roles in the group
New Content
Countries resources, transportation, and money will be different from what they know about the USA

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Instructional Modifications to
ASSIST Students
The use of multisensory
research items such as videos,
maps, and links to other student
friendly interactive sites offers
kids of all learning styles,
levels, and with varied learning
tastes to find something to
engage.
The use of pictures, paintings,
and other forms of research
help students make
connections that they cannot
sometimes make as easily due
to ESL or other learning
challenges.
Use of diigo software to help
focus text on critical
information supports students
that struggle with the language,
distraction, or dyslexia or those
who just need additional
support.
Working in a group setting
where students that might face
challenges are working
alongside other who possess
strong leadership skills or who
are adept at project
management will support those
who struggle because they will
have an opportunity to model
others as they learn. They will
be able to have the opportunity
to produce a product that they
can feel comfortable with and
focus on their strengths without
feeling intimidated. Again the
possibilities for individual
inspiration in their contributions
to group work are endless when
dealing in digital projects.

Main Events of Instruction

Day 1- Introduce Project/Define
researcher roles/introduction of
Final Project/student research
on resources/popplet
Day 2- Student Research on
money using given questions
Day 3- research on
transportation/video/glogster
Day 4- Take research from
previous day, share it with other
students, and create final
project on google slides
Day 5- Present final

Instructional Modifications to
CHALLENGE Students
The use of multi-sensory and
varied research items gives
students many opportunities to
pursue additional links and
challenge their thinking in a
manner that they enjoy most.
The use of video and pictures
also may help those who have
trouble engaging because they
are not challenged by typical
content text can find the
appropriate research option
with which to engage in
learning.
The higher level strategies that
are the focus of this lesson can
be pursued at many different
levels because of the wide
variety of choice allowed for the
final projects. Students can
choose to demonstrate learning
through video diaries, or digital
posters.
The fact that there is a an
individual component to the
digital report allows for
students who want to do
something more challenging to
highlight their learning as an
individual while still being able
to participate in the group
digital media- for example- If a
student is a video buff and
wants to create their own digital
story, they can do their own
independent work and include a
link within the confines of a
group museum box, glogster or
other group vehicle without
having to stay within certain
restricted confines.