Catharine Davis

Lesson Plan- Barter For the SS Unit Plan Essential Question/s What does it mean to barter? What kinds of resources could be bartered? What is the difference between using barter and using money to exchange goods? How can people acquire resources they do not have or cannot produce? NCSS THEME Time, Continuity and Change Production, Distribution and Consumption Science, Technology, and Society VA Standards of learning Economics 2.8 The student will distinguish between the use of barter and the use of money in the exchange for goods and services.

Music Performance 2.2 The student will sing a repertoire of songs alone and with others, including 1. Singing melodic patterns that move upward, downward, and stay the same; 2. Increasing pitch accuracy while singing phrases and simple songs.

Writing 2.12 The student will write stories, letters, and simple explanations. a) Generate ideas before writing. b) Organize writing to include a beginning, middle, and end for narrative and expository writing. c) Expand writing to include descriptive detail. d) Revise writing for clarity. Objectives SWBAT distinguish between barter and money exchange. SWBAT create and depict a bartering scenario of their choice.

Materials for Learning Activities Song Lyrics SmartBoard to show School House Rock Video on Barter Lets Trade by Nancy Loewen

Catharine Davis

Procedures for Learning Activities Introduction 2-3 minutes Ask students if they have every heard of the term barter Any predictions? What is the purpose of money? Ask students if money did not exist, how could they get the resources they need for survival? Instructional strategies ~30-40 min Read: Lets Trade by Nancy Loewen Discuss the story and explain that barter is another word for trade. Ask for two student volunteers to do a barter simulation. Provide the volunteers with a scenario for example o Student A wants to make a peanut butter and jelly sandwich. Student B has a garden where he grows grapes to make jelly. Student A harvests wheat to make bread and student B needs bread. They do not have money but they both need each others products. Have students play out the scenario. Watch video: http://www.youtube.com/watch?v=wHY5cdExNa8 Make a Venn Diagram as a class comparing Barter and Money exchange. Show students a few comic strip examples. Provide students with a comic strip template. They will create a comic demonstrating the concept of barter. If students do not finish the comic they can continue to work on it during morning work or time to self. It will be due by the end of the week for sharing during morning meeting. Summary 5 minutes Teach students Barter Song. Sing the song a few times as a class and ask for students to volunteer different items to include in the song. Make connection to scarcity lesson- the scarcer an item is, the more value it has- i.e. more money or barter value. If jelly is really scarce, people will have to barter much more to get it, for example, 1 jar of jelly might be equal to 10 jars or peanut butter. Assessment Comic strip will demonstrate students understanding of concept of barter. Discussion will indicate students progress in understanding barter. Venn Diagram will be a form of informal assessment of the class ability to distinguish between money and barter. Differentiation For the comic strip, teacher can scribe for students if they need assistance. Students can create a comic length of their choice. The song and video meet the needs of the visual and auditory learners.

Catharine Davis Creating a comic strip helps, what Gardner would define as the spatial learners, demonstrate their knowledge.