ELEMENTARY EDUCATION PROGRAM

LESSON PLAN FORMAT

Intern:

Keytrell Slack

Title: Work Stations (Lesson 5)

Grade Level: 2
Date: December 8, 2015

Objectives
K: The student will distinguish between goods, services, and bartering.
The student will know how money affects our ability to get good and
services.
U: The student will gain a basic understanding of how goods and services are
an essential part of daily life.
The student will understand what makes bartering successful.
The student will explain how good and services need to be in demand I
order to barter effectively.
D: The student will analyze the characteristics of goods and services.
The student will breakdown the use of money and how it affects buying
and selling.

I.

History and Social Science SOL 2.9 (Economics): The student will
distinguish between the use of barter and the use of money in exchange for
goods and services.

II.

Multiple Intelligences
Body Smart
Self Smart
Logic Smart
Word Smart
Picture Smart
People Smart

Materials for Learning Activities

o Students will need the following materials to complete this History and
Social Science unit:
Pencils
Laptops
Heading Cards
Scenario Cards (examples of goods, services, bartering, money)
Interactive Social Studies notebook
Interactive Math notebook
Glue Stick
Exit Slip

o Teacher will need the following materials to complete this History and
Social Studies unit:
Pencils
Colored Pencils
Laptops
Heading Cards
Scenario Cards (examples of goods, services, bartering, money)
Interactive Social Studies notebook
Interactive Math notebook
Glue Stick
Timer (1)
Dice
Expo Markers
White Boards (2)
Eraser
Questions Cards
Money Maker Sheet
Exit Slip
III.
Time

Procedures for Learning Activities

Steps
Introduction:
Students will come to the carpet area.
The teacher will go over the subjects that have been discussed in this unit
(goods and services, bartering, and the use of money). Students will discuss
with a shoulder partner one thing they have learned about either goods and
services, bartering or the use of money. Students will have a minimum of 2
minutes to discuss and share responses.
The teacher will model the five stations that the students will participate in.
Sort Station (includes goods, services, and bartering).
Fan N- Pick Station
Computer Station (Laptops)
Create Your Own Money Station
Graphic Organizer Station
The teacher will put the students in groups of four and assign which station the
group will go to. The students will stay in the assigned groups until all stations
have been completed by all of the students.
Please go to your assigned stations. You will have approximately 20 minutes
at each station. Students will have additional time to complete the stations on
the next day.
Instructional Strategies:

Materials

Students will go to their assigned station that has been selected by the teacher.
The teacher will also assign the groups of four.
Students will stay in these groups until all stations have been completed by all
students.
Instructions for the following stations are attached:
Sort Station (goods, services, and bartering)
Fan N- Pick Station (use of money)
Computer Station (goods, services, and bartering)
Create Your Own Money Station (use of money)
Graphic Organizer Station (goods, services, bartering, and money)
All stations will be 20 minutes.

Closing / Summary:
Students will be asked to complete an Exit Slip at the end of each work stations.
Advised student that any station that they did not get to will be completed tomorrow.
IV.
Assessment
Formative assessment will be small group discussions the teacher will have with
students at the Graphic Organizer Station. Also students will complete an Exit
Slip for each station that they will participate in. This will allow the teacher to see
where the student is at each station (or concept).
V.

Differentiation
Sort Station
Enrichment: Students needing a challenge will be able to correct their own
scenario for goods, services and bartering. The student will discuss their list with
their partner. Students will need to complete the station activity at least one time
before creating their own.
Support: Students needing additional support will have sort cards with pictures
the will assist students in the sorting activity.
Fan N- Pick Station
Enrichment / Support: Cards for this station will be marked 1 3. One being the
easier questions. Three being the more challenging questions because they
may require multiple steps in order to complete the answer.
Computer Station
Enrichment: Students needing a challenge will be able to do word problems.
P. 10 Add money up to $1: word problems
P. 12 Subtract money up to $1: word problems

Support: Students needing support will be able to start with identifying and value
of coins.
P. 1 Names and values of common coins
P. 2 Names and values of all coins
Money Maker Station
Enrichment / Support: This station will allow students to work independently and
to be as creative as they can be. Students will be able to work at their own place.
VI.

Technology Integration
Laptops
Student will be using laptops in order to complete a math activity. This will allow
students to be assess in order to determine any additional areas need for assistance.

Sort Station

Length of station (time): 20 minutes

Number of students at station: 4
Multiple Intelligences: Self Smart / Word Smart / People Smart / Picture Smart
Materials Needed:
Heading Cards
Scenario Cards (examples of goods, services, bartering, money)
Pencil
Interactive Social Studies notebook
Glue Stick
Timer (1)
Instructions for the Sorting Station:
Students will do the sort individually.
Students will have 5 minutes to sort and will need to set the timer for that amount of
time.
Once the time has expired on the timer students will be able to compare sort.
Students will work with a partner in order to compare their answers.
Set the timer for 3 minutes, this will give the students the allotted time to discuss their
responses with their partner.
If the students have different responses; each student will explain why they put that
scenario card under that heading.
Once the time has expired on the timer students will put the cards back in the bag and
shake it up.
Students will sort again.
Set the timer for 3 minutes this time.
Once the time has expired on the timer students will be able to compare sort.
Students will work with a partner in order to compare their answers.
Set the timer for 1 minute, this will give the students the allotted time to discuss their
responses with their partner.
Once the students have discussed and compared their final responses, students will
glue their list in their interactive Social Studies notebook.
Each list will have a heading at the top and the scenario cards will be glued under the
correct heading.
Alternative:
This sort station will be done at the Smartboard. Students will have the opportunity to
interact with the Smartboard. Students will be able to move goods and services to their
correct column. Students will also be able to circle things that are goods or services.
This will get students up and moving and also provide an opportunity for an interactive
activity.

Fan N- Pick Station

Length of station (time): 20 minutes
Number of students at station: 4
Multiple Intelligences: People Smart / Logic Smart / Self Smart / Word Smart
Materials Needed:
Dice
Expo Markers
2 - White Boards
Eraser
Questions Cards
Instructions for the Fan N- Pick Station:
Each student will have a duty in the Fan-N-Pick station.
Each student will roll the dice in order to see who gets to fan the cards first.
The student with the highest number will fan the cards first. Then the other duties will be
assigned by the board.
If two students have rolled the same number and it is the highest number rolled, those
two students will roll again.
Student 1: Hold question cards in a fan and says, Pick a card, any card!
Student 2: Picks a card, reads the question aloud and allows five seconds of think
time.
Student 3: Answers the questions.
Student 4: Responds to the answer:
- For right/wrong answers, Student 4 checks and then either praises
or tutors.
- For questions that have no right or wrong answer, Student 4 does
not check for correctness, but praises and then paraphrases the
thinking that went into the answer.
Students rotate roles, one person clockwise for each new round.

Kagan Cooperative Learning by Dr. Spencer Kagan and Miguel Kagan

Computer Station
Length of station (time): 20 minutes
Number of students per computer: 1
Number of students per station: 4
Multiple Intelligences: Picture Smart / Self Smart / Word Smart
Materials Needed:
Laptop
Headphones
Instructions for the Computer Station:
One student per computer at the station, students are to work alone.
There is no talking at the computer stations.
Students are to wear headphones when doing an activity with sound.
Students will access the trading game using the following website:
http://www.econedlink.org/interactives/html/289/
Once students have completed the trading website they will have the option to do the
following websites:
https://www.ixl.com/math/grade-2
Go under Money
Select the following activities in the following order:
P. 3 Count money pennies, nickels, and dimes only
P. 4 Count money up to $1
P. 6 Equivalent amounts of money up to $1
P. 9 Add money up to $1
P. 11 Subtract money up to $1
Lower: Students will be able to start with identifying and value of coins.
P. 1 Names and values of common coins
P. 2 Names and values of all coins
Higher: Students will be able to do word problems.
P. 10 Add money up to $1: word problems
P. 12 Subtract money up to $1: word problems
Once the students are complete with the activities, the teacher will be able to track the
students responds.

Create Your Own Money Station

Length of station (time): 20 minutes
Number of students per station: 4
Multiple Intelligences: Logic Smart / Picture Smart / Self Smart
Materials Needed:
Pencil
Crayons
Colored Pencils
Money Maker Sheet
Instructions for the Create Your Own Money Station:
You have been asked to come up with a new currency (coin or bill). Your coin or bill has
to fit in the box that has been provided. Once you have drawn your new coin or bill,
write the amount of the coin or bill and tell why you created it.

Money Maker
Name: _______________________ Date: _______________
Instructions: You have been asked to create a new coin or bill. Draw a
picture of your new money and tell why you created this money.

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________

Graphic Organizer Station

Length of station (time): 20 minutes
Number of students per station: 4
Multiple Intelligences: Self Smart / People Smart / Word Smart / Picture Smart
Materials Needed:
Pencil
Glue Stick
Interactive Social Studies notebook
Interactive Math notebook
Vocabulary Cards
Graphic Organizers
Instructions for the Graphic Organizer Station:
This station is a teacher check station.
All students are to bring their interactive Social Studies and interactive Math notebooks.
The teacher will checking both notebooks to verify that the students have all of the
appropriate things (vocabulary, song, etc.) in their notebook.
While the teacher is checking the notebooks and asking questions if needed the students
will be creating a graphic organizer.
Students will make sure the correct information gets into the correct notebook.
Students will create a graphic organizer for goods, services, and bartering.
Below is an example of a graphic organizer:

Definition:

Characteristics:
It is grown.
It is sometimes made in factories.
It can be brought.

Good are things that are made or

grown.

Goods
Non-Examples:

Examples:

Teacher
Chef
Doctor
Firefighter
Nurse

Clothes
Toys
Juice
Dogs
Crayons

Exit Slip
Name: __________________________________ Work Station: ___________________
Name one thing you did or did not like about this station. And why?

Exit Slip
Name: __________________________________ Work Station: ___________________
Name one thing you did or did not like about this station. And why?