A typical cord of wood is 4x4x8. Using the supplied cubes, create this measurement. You can see that both the width and the length are equal to each other. The height comes from how tall the cord of wood is.
Now try forming the following cords: 3x3x7 5x5x9 1x1x5 10x10x11
Do you see any similarities between 4x4x8 to the numbers above? Explain
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Monday, December 10, 2007
Cord Wood Worksheet for lesson plan 3
On this page, work with your partner in figuring out the answers to the questions. You may use the blocks if needed, otherwise, please show all work to get full credit.
1. Mr. Smith needs to heat his house this winter. The family will use 9 cords of wood. How much will 9 cords of wood cost if the price is $2.50 a cord?
2. In 1853, a cord of wood cost $2.50. In 1873 the same amount of wood was $4.00. What is the difference?
3. Molly Sue and her family live in the country far away from Winona. Once every 4 months, Molly’s father comes to Winona to buy wood for the family. The cost per cord is $4.00. What will the total cost be if he buys 4 cords of wood? What will Molly’s father pay for a year’s worth of wood?
1. Mr. Smith needs to heat his house this winter. The family will use 9 cords of wood. How much will 9 cords of wood cost if the price is $2.50 a cord?
2. In 1853, a cord of wood cost $2.50. In 1873 the same amount of wood was $4.00. What is the difference?
3. Molly Sue and her family live in the country far away from Winona. Once every 4 months, Molly’s father comes to Winona to buy wood for the family. The cost per cord is $4.00. What will the total cost be if he buys 4 cords of wood? What will Molly’s father pay for a year’s worth of wood?
Lesson Plan 4; Winona Economics
Laura Kraemer
LESSON PLAN #4
Theme: Logging the Past: Winona Economics: An extended view of logging economics and how it benefited Winona.
Grade: 3
Time: 45 minutes; however, if more time is needed, we will continue this activity tomorrow.
Materials/resources:
Home plans
Overhead transparency; basics of economics
Colored pencils
Goals: Students will formulate objectives, summarize and comprehend the Economic standards and how they benefitted the Winona area.
Objectives:
Students will formulate ideas of where needed supplies came from.
Students will gain a better understanding of economic standards and how they fit into daily life.
Procedures:
Introductory experiences (30 min.)
1. After students are settled, briefly review yesterday’s activities (5 min)
· Why Winona was chosen over St. Charles
· Major individuals in the lumber business
· What is a cord of wood?
2. Show students the terms that correlate with economics of production and productive resources. Place the following transparency on overhead machine.
(5 min.)
· Natural (gift from nature)
· Human
· Capital goods (a onetime investment that can be used over and over again)
· Economics is the study of how goods, services and resources are/should be distributed and used within human societies.
3. What do these terms mean? Students raise hands to answer. Clarify any terms that are unfamiliar. Write down examples of each. (20 min)
Natural; a gift from nature
· Trees
· Plants
· Animals
· Flowers
· Water
Human
· Human labor
· Brain power
· Time
Capital goods (a onetime investment that can be used over and over again)
· The saw blade
· Horses to transport the lumber
· Tools of the trade
b. Developmental experiences (17 min.)
1. Show students the house plan (4 min)
2. Have students gather needed supplies (2 min)
Colored pencils
3. As a class, go over the house plans (11 min)
Where would the lumber have come from? The nails, paint, paintbrush, etc.
Have students draw or sketch a house. Fill in the needed areas with colored pencil as directed.
Continue to answer questions as students work. Talk about the importance of each resource and how it fits into the economic scene of Winona.
c. Culminating experiences (5 min)
1. As a class, go over general ideas of economics
People choose
· People’s choices involve cost
· People respond to incentives
· People create economic systems that influence individual choices
· People gain when they trade voluntarily
· People’s choices have consequences that lie in the future.
Assessments:
Formal:
Completion of drawing
LESSON PLAN #4
Theme: Logging the Past: Winona Economics: An extended view of logging economics and how it benefited Winona.
Grade: 3
Time: 45 minutes; however, if more time is needed, we will continue this activity tomorrow.
Materials/resources:
Home plans
Overhead transparency; basics of economics
Colored pencils
Goals: Students will formulate objectives, summarize and comprehend the Economic standards and how they benefitted the Winona area.
Objectives:
Students will formulate ideas of where needed supplies came from.
Students will gain a better understanding of economic standards and how they fit into daily life.
Procedures:
Introductory experiences (30 min.)
1. After students are settled, briefly review yesterday’s activities (5 min)
· Why Winona was chosen over St. Charles
· Major individuals in the lumber business
· What is a cord of wood?
2. Show students the terms that correlate with economics of production and productive resources. Place the following transparency on overhead machine.
(5 min.)
· Natural (gift from nature)
· Human
· Capital goods (a onetime investment that can be used over and over again)
· Economics is the study of how goods, services and resources are/should be distributed and used within human societies.
3. What do these terms mean? Students raise hands to answer. Clarify any terms that are unfamiliar. Write down examples of each. (20 min)
Natural; a gift from nature
· Trees
· Plants
· Animals
· Flowers
· Water
Human
· Human labor
· Brain power
· Time
Capital goods (a onetime investment that can be used over and over again)
· The saw blade
· Horses to transport the lumber
· Tools of the trade
b. Developmental experiences (17 min.)
1. Show students the house plan (4 min)
2. Have students gather needed supplies (2 min)
Colored pencils
3. As a class, go over the house plans (11 min)
Where would the lumber have come from? The nails, paint, paintbrush, etc.
Have students draw or sketch a house. Fill in the needed areas with colored pencil as directed.
Continue to answer questions as students work. Talk about the importance of each resource and how it fits into the economic scene of Winona.
c. Culminating experiences (5 min)
1. As a class, go over general ideas of economics
People choose
· People’s choices involve cost
· People respond to incentives
· People create economic systems that influence individual choices
· People gain when they trade voluntarily
· People’s choices have consequences that lie in the future.
Assessments:
Formal:
Completion of drawing
Economics to go with Lesson plan 4
Economics
1. People choose.
2. People’s choices involve cost.
3. People respond to incentives.
4. People create economic systems that influence individual choices.
5. People gain when they trade voluntarily.
6. People’s choices have consequences that lie in the future.
1. People choose.
2. People’s choices involve cost.
3. People respond to incentives.
4. People create economic systems that influence individual choices.
5. People gain when they trade voluntarily.
6. People’s choices have consequences that lie in the future.
Laura Kraemer
LESSON PLAN #3
Theme: Logging the Past: The Winona Connection: Discover how Winona became one of the top lumber districts in the area.
Time: 45 minutes- may use part of next day if needed
Grade: 3
Materials/resources:
Colored centimeter cubes
Pictures of local lumbermen, mills, and statistic sheet (WHS)
Other pertinent pictures of local lumber mills and information about each.
Large Venn Diagram on front board
Colored pencils
Cord wood worksheet
Long white paper (4x12); students may need two of them
Goals: Students will demonstrate chronological thinking by use of a time line and discover why John Laird, and brothers, began one of the first lumber mills in Winona.
Objectives:
Students will question the reasons behind choosing Winona over St. Charles to start a lumber mill.
Students will create a time line using pictures and information posted.
Students will manipulate colored centimeter cubes to create a cord of wood.
Procedures:
Introductory experiences (15 min.)
1. Show pictures of local mills in the year 1887 and give a general history of each mill. Discuss with the students why the city of Winona was chosen by the Laird brothers to become a lumber district and not St. Charles. Generalize reasons. As a group, fill out the Venn diagram and discuss plausible answers. (10 min.)
a. There were 4 mills
Laird Norton Co.; 1857
Youman Brothers; 1857
Winona Lumber Co.; 1880
Empire Lumber Co.; 1886
b. The city of Winona was located on the banks of the Mississippi River, and was able to use the river to their advantage. St. Charles was inland and therefore would not have been able to retrieve logs efficiently.
c. John Laird moved to the area in about 1855 to join his brother William. They started a lumber operation. They were soon joined by cousins James and Matthew Norton.
2. Upon completion of Venn diagram, students will be split into groups. This will be done by the discretion of the teacher. Each group will have sufficient time to complete each activity. Explain the procedures for each activity. (5 min.)
a. In activity one, students will gather needed information to complete a time line of the lumber era in Winona. This information is found along the back wall of the room- including pictures, written information and documents. Students working in pairs will then create a time line to be turned in. Creativity and expression desired.
b. In activity two, students will use math manipulatives to create “cords of wood.” Use of math skills will be prevalent here as students calculate amounts.
b. Developmental experiences (25 min.)
1. Activity One (12 min.)
a. Using the supplied cubes, students will create a typical cord of wood (4x4x8).
· Students will see an example of the mass of wood in a cord.
· They will predict the amount in a cord.
b. Students will need to use the cord wood worksheet to figure out answers to questions given.
· Students may use cubes to help figure out answers.
· Teacher may clarify any words or phrases.
c. After completion, students will take care of supplies and clean up their work space for the next group.
2. Activity Two (12 min.)
a. Students will gather needed supplies; colored pencils and long white paper. Paper is up front and students may use their own colored pencils.
b. Using information posted along the back wall, students will need to use chronological thinking as they separate the issues.
· Day by day, week by week, year by year
· 1887 is after 1875 but before 1890
c. After writing down and gathering the information, students (with partner) will create and document a time line.
· Students may want to split up at this time and each do a portion of the search.
· Students should use creativity and expression
d. After completion, students will take care of supplies and clean up their work space for the next group.
3. If time is an issue, activities may be finished this afternoon during free choice or during tomorrow’s Social Studies period.
c. Culminating experiences (5 min.)
1. Students will show their timelines to the class and turn them in.
a. Make sure names of all individuals are listed
b. Each team should turn in a cord wood worksheet and a timeline.
Assessments:
Formal:
Completion of time line and cord wood worksheet
Informal:
1. Doing a walk about, the teacher will listen to student responses, reasoning, and ideas.
LESSON PLAN #3
Theme: Logging the Past: The Winona Connection: Discover how Winona became one of the top lumber districts in the area.
Time: 45 minutes- may use part of next day if needed
Grade: 3
Materials/resources:
Colored centimeter cubes
Pictures of local lumbermen, mills, and statistic sheet (WHS)
Other pertinent pictures of local lumber mills and information about each.
Large Venn Diagram on front board
Colored pencils
Cord wood worksheet
Long white paper (4x12); students may need two of them
Goals: Students will demonstrate chronological thinking by use of a time line and discover why John Laird, and brothers, began one of the first lumber mills in Winona.
Objectives:
Students will question the reasons behind choosing Winona over St. Charles to start a lumber mill.
Students will create a time line using pictures and information posted.
Students will manipulate colored centimeter cubes to create a cord of wood.
Procedures:
Introductory experiences (15 min.)
1. Show pictures of local mills in the year 1887 and give a general history of each mill. Discuss with the students why the city of Winona was chosen by the Laird brothers to become a lumber district and not St. Charles. Generalize reasons. As a group, fill out the Venn diagram and discuss plausible answers. (10 min.)
a. There were 4 mills
Laird Norton Co.; 1857
Youman Brothers; 1857
Winona Lumber Co.; 1880
Empire Lumber Co.; 1886
b. The city of Winona was located on the banks of the Mississippi River, and was able to use the river to their advantage. St. Charles was inland and therefore would not have been able to retrieve logs efficiently.
c. John Laird moved to the area in about 1855 to join his brother William. They started a lumber operation. They were soon joined by cousins James and Matthew Norton.
2. Upon completion of Venn diagram, students will be split into groups. This will be done by the discretion of the teacher. Each group will have sufficient time to complete each activity. Explain the procedures for each activity. (5 min.)
a. In activity one, students will gather needed information to complete a time line of the lumber era in Winona. This information is found along the back wall of the room- including pictures, written information and documents. Students working in pairs will then create a time line to be turned in. Creativity and expression desired.
b. In activity two, students will use math manipulatives to create “cords of wood.” Use of math skills will be prevalent here as students calculate amounts.
b. Developmental experiences (25 min.)
1. Activity One (12 min.)
a. Using the supplied cubes, students will create a typical cord of wood (4x4x8).
· Students will see an example of the mass of wood in a cord.
· They will predict the amount in a cord.
b. Students will need to use the cord wood worksheet to figure out answers to questions given.
· Students may use cubes to help figure out answers.
· Teacher may clarify any words or phrases.
c. After completion, students will take care of supplies and clean up their work space for the next group.
2. Activity Two (12 min.)
a. Students will gather needed supplies; colored pencils and long white paper. Paper is up front and students may use their own colored pencils.
b. Using information posted along the back wall, students will need to use chronological thinking as they separate the issues.
· Day by day, week by week, year by year
· 1887 is after 1875 but before 1890
c. After writing down and gathering the information, students (with partner) will create and document a time line.
· Students may want to split up at this time and each do a portion of the search.
· Students should use creativity and expression
d. After completion, students will take care of supplies and clean up their work space for the next group.
3. If time is an issue, activities may be finished this afternoon during free choice or during tomorrow’s Social Studies period.
c. Culminating experiences (5 min.)
1. Students will show their timelines to the class and turn them in.
a. Make sure names of all individuals are listed
b. Each team should turn in a cord wood worksheet and a timeline.
Assessments:
Formal:
Completion of time line and cord wood worksheet
Informal:
1. Doing a walk about, the teacher will listen to student responses, reasoning, and ideas.
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