Activity 1
Introduction: As you ask students the three sets of questions about regions and resources; write their “resource” answers on the board in the three categories of natural resources, human resources, and capital resources. Have them refer to their classroom for resource ideas. Do not initially include the headings. When you finish the questions, ask the students if they see any similarities within each group and then add the headings as you define each of the three types of resources. Describing a region as an area is helpful and giving examples of what is produced in those areas such as oranges in Florida, wheat in Kansas or potatoes in Idaho. It may also help to explain natural resources by discussing conservation, i.e. conserving water.

Now have the students read “What Are Regions and Resources” and complete the questions on Page 1. Try this as a group rather than individually and encourage group discussion when answering the questions. The students usually have a harder time understanding what a Region is, so make sure to explain several times.

When you ask the students what a business is give them examples of a product, good and service business that they are familiar with. ( Target, Conaco, McDonalds) Explain that some business provide both service and goods, like a restaurant.

Give examples of some famous entrepreneurs- Croc’s, Chipotle,

You may choose to wait until the 3rd lesson to have them put their stickers on the map. By lesson 3, they have a better understanding of where to put their business in conjunction with the resources needed. Or you can have them put their stickers on the map and then allow them to change their location later on.

Tell the teacher that in Lesson 2, the students will view a CD Rom.

Activity 2
A box of Hostess mini-donuts (about 24 in a box) or Oreo cookies are excellent examples to use in this lesson and can also serve as treats for the students. (make sure you ask the teacher if it is ok to bring in food and give it out during this lesson, if not have teacher save the treat until the end of the day) Encourage students to think of all the resources used to make and sell the donuts, such as eggs, milk, butter, cashiers, cash registers, trucks and truck drivers, magazine ads, etc. You could have one student stand to represent each resource needed to make the donuts so they get a visual picture of how many resources it takes to make one box.

Ask the teacher to help you divide the class in groups for the activity (5 or 8 groups depending on class size). You may want to select several businesses and assign one to each group. Choose businesses that will easily allow students to identify resources needed to operate (i.e. construction company, clothing store, hair stylist, or fast food restaurant. You may use actual business names such as Burger King, Target, Conoco Gas Station or Elitches Amusement Park. These are business in which they can relate, consequently making it easier for you to assist students. Ask the students to stay in their groups and come up with a business name and de_script_ion of what resources are needed for their product, good and or service. Some examples of business ideas that were popular with 4th graders- (dog walking service, pet shelter, candy store, dirt bike store)

Prior to filling out part 1 on page 3 of the Regional Resources workbook, allow the students an opportunity to view the CD-Rom “Our Region.” The CD-Rom “Our Region” is referred to again in lesson 3.

Activity 3
Consider bringing in a grocery bag from a local store with some items not produced in your area (such as bananas, potatoes, pineapple etc.). Pull one item out at a time and have the students identify it and guess where it might be produced. Have students locate states that are mentioned on the wall map.

You may choose to do the activity with students representing the cereal company, box company, etc. It is also fun to bring in a ball of string and have each student represent one of the resources and connect the string to each other. It shows the how resources rely on each other to create products, goods and services.

Activity 4
Explain that tracking the income, expenses, profits and losses of a business is a job performed by an accountant.

You may want to make overheads of the scenario cards and present this portion as a whole class activity. This change will allow all of the students an opportunity to actively participate in the discussion. Another option is have the kids discuss the scenario cards in small groups. You can also generate a good discussion regarding ethics with this activity. For example- the recycling scenario; it is not against the law not to recycle but it is the “right” thing to do. Discuss why and what are some of the benefits from doing the “right “thing.

Activity 5
Remember to prepare all the game pieces, money, etc. in advance. Each group must have the same number of cards, money, etc. You may want to package each group’s game components in sandwich bags. It is VERY important to make sure each group has the five resource cards in their deck; collecting these is the only way to win the game.

Ask the teacher to select or approve the banker for each team. This student should be a good leader and work well with math. Be sure the banker realizes that he/she will supervise the game and money but will not move tokens in the game. You may want to consider serving as the “Enforcer” because none of the students totally understand the game in the beginning. Make sure they understand that they are trying to complete two tasks: find 5 sources they need and turning a profit.

One page 6, where the students record their income and expenses, in the expenses section you will notice the 5 boxes, 5 pictures and 5 lines. This portion can be a little confusing as they decide where to record the expenses, as there are other expenses besides the ones for the 5 resources they need. The students should put a check in the box when they have found that resource, but need to understand they do not necessarily need to put the amount on that line. The lines are for any expense they incur. If the students are having trouble understanding income, discuss doing a job for a paycheck, which provides you income and then you have to pay your expenses out of your income.