Turning back the wheel of time
This lesson is the second in a two-lesson unit. It follows Let's get moving! Students work in groups to create a product describing the changes in transportation from the past to the present. Students also review vocabulary related to logistics.
A lesson plan for grades 2–3 Social Studies
Provided by Kenan Fellows Program
In this lesson, students will work in cooperative groups to collaborate and create a product about the changes of transportation in the past, present, and future after watching UPS video commercial We love logistics. Students will then use their knowledge gained from this lesson and previous lessons to identify vocabulary, definitions, and pictures for each.
Learning outcomes
Students will:
- work in cooperative groups to analyze how the wheel has changed logistics from the past to the present.
- be able to identify the word, definition, and images of words associated with economics, supply chains, and logistics.
Teacher planning
Time required
Approximately two to three days (30–40 minutes per day)
Materials needed
- “Turning back the wheel of time” handout — one per group
- “Logistics vocabulary” handout — one per student
- Books or website for the students to use during their group activity
- Materials/props for groups
- Crayons, markers, or colored pencils
Technology resources
- Multimedia projector and computer
- Speakers
- Access to the YouTube video We love logistics.
Handouts
Prior knowledge
The students should be familiar with transportation, logistics, and global supply chains from the previous two lessons in this unit. Students should have prior knowledge of inventions.
Activities
Day one
- Gather the students in a location where they can watch the UPS commercial about logistics on YouTube.
- Next, put students in predetermined cooperative groups.
- Give each group a copy of the “Turning back the wheel of time” handout. Review with the class what the directions and expectations are for this activity.
- Once the groups have begun to work, circulate around the room to check on the students make sure they have decided on an activity (skit, rap, comic strip, etc.) to complete.
- Help the students work together to solve issues and articulate discussions. This should be a group initiated project, but they may need some direction/help from the teacher.
- Groups may need additional supplies and/or props depending on the task they are completing. Extra materials should be readily available.
Day two
- Allow the groups time to present their activities from the previous day. Students may perform their skit, rap, read their paragraph, etc. to the rest of the class.
- Allow students time to give each group feedback about their tasks. Give each student a sticky note to list one thing they learned and one thing they still wonder about from each group’s presentation. The teacher should also help correct any misconceptions at this time.
Guided practice
- Have students go back to their own seats.
- Students will work independently to complete the “Logistics vocabulary” handout.
- This handout has three columns: key word, definition, and mental picture. Have each student complete the handout by writing the definition for each term and drawing a simple picture reminds them of each term.
- Allow the students to use other resources, such as the supply chains, posters, and handouts from previous lessons to help, if needed. If the students are having difficulty with this practice, reteach the necessary components.
- Circulate around the classroom answering students’ questions, giving feedback, and questioning students’ work.
Assessment
- Use the rubric to assess the students at the end of the lesson.
- You also be able to assess student understanding through the dialogue students have in their groups.
Modifications
- Students working at a higher level may be encouraged to include additional vocabulary words they feel are relevant to this unit. There are extra blanks on the handout for this purpose.
- Modifications for students with learning disabilities or English Language Learners could include making sure the children are in cooperative learning groups that will promote success (and not with a group that will just do the work for them). Allow these learners to use word/picture cards to help with the supply chain.
- Allowing students a separate time or location to share and explain their work may be needed or wanted, depending on students’ needs.
Critical vocabulary
- consumer
- a person who uses goods or services
- customer
- the buyer of goods or services
- demand
- the amount of a given item that is wanted
- distributor
- a business that distributes goods
- logistics
- how materials are moved
- manufacturer
- a business that makes something in a factory
- producer
- a person who uses resources to provide services or make goods
- supply
- the amount of a given item that is available
- supply chain
- a system of moving an item from a manufacturer to the consumer
Comments
Clip art, illustrations, and photographs provided by Microsoft Word, Office.com, Old Dominion Freight Line, and North Carolina Center for Global Logistics, or were personally taken by Diane Ireland.
Supplemental information
- Google Earth for Educators
- This site contains more information on how educators can use Google Earth effectively in their classrooms.
North Carolina curriculum alignment
Social Studies (2003)
Grade 2
- Goal 7: The learner will apply basic economic concepts and evaluate the use of economic resources within communities.
- Objective 7.01: Distinguish between producers and consumers and identify ways people are both producers and consumers.
Grade 3
- Goal 5: The learner will apply basic economic principles to the study of communities.
- Objective 5.05: Distinguish and analyze the economic resources within communities.
- North Carolina Essential Standards
- Social Studies (2010)
Grade 2
- 2.E.1 Understand basic economic concepts. 2.E.1.1 Give examples of ways in which businesses in the community meet the needs and wants of consumers. 2.E.1.2 Explain the roles and impact producers and consumers have on the economy. 2.E.1.3 Summarize the concept...
- 2.G.2 Understand the effects of humans interacting with their environment. 2.G.2.1 Give examples of ways in which people depend on the physical environment and natural resources to meet basic needs. 2.G.2.2 Explain how people positively and negatively affect...
Grade 3
- 3.E.1 Understand how the location of regions affects activity in a market economy. 3.E.1.1 Explain how location impacts supply and demand. 3.E.1.2 Explain how locations of regions and natural resources influence economic development (industries developed around...
- Social Studies (2010)
