Unit Plan: Economic Experience: Trade

Lesson Plan for Friday Grade: 3rd Grade Social Studies Strand: Economics

Submitted By: Rebecca Waltz

EDEL 453: Teaching Elementary School Social Science Nevada State College Spring 2014 Instructor: Karen Powell

Lesson Plan for Friday

Strand: Economics

submitted by: Rebecca Waltz

B. Summary of the Lesson Plan: This social studies lesson is designed for 2nd grade students to explain goods can be obtained by trading or bartering. The lesson uses inspiration from the Houghton Mifflin Social Studies textbook Neighborhoods (p. 196-197). C. Basic Information: Grade Level: 2nd Grade Time to Complete this Lesson: 50 minutes Groupings: Individual, partners, whole group

D. Materials: A blank Venn Diagram for Vocabulary (Provided at the end of the lesson) A blank Cause and Effect Worksheet (Provided at the end of the lesson) Copies of pages 196-197 of the Houghton Mifflin Social Studies textbook Neighborhoods for each student. The Scarecrows Hat by Ken Brown. Peachtree, 2001 Pencils E. Objectives: o NV State Social Studies Standards E12.2.1 Demonstrate an understanding of trade or barter by providing an example. Student-Friendly Standards I can show an example of barter or trade by acting it out and by writing down an example from a book.

F. Vocabulary trade the buying and selling of goods and services barter the exchange of goods or services without the use of money

G. Procedure: 1. Refer to copies of pages 196-197

Nevada State College

EDEL 453 - Spring 2014

Karen Powell- Instructor

page 2

Lesson Plan for Friday

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Strand: Economics

submitted by: Rebecca Waltz

Ask students to predict what todays topic after reviewing the pictures on page 196 and 197. Ask students what they think is happening between the people in the picture on 196. Students should partner read (One partner reading one page, then the other partner summarizing what they heard. Then switch roles on the next page) the copies of pages 196- 197. Students should identify and discuss the vocabulary words by trying to form their own definitions of the words: Trade and Barter Introduce vocabulary (trade and barter). Refer Students to Venn diagram. Place the definition of trade in the left hand circle. Place the definition of the barter in the right hand circle. Ask students to help you identify what goes in the middle (getting goods and services). Ask students to share with their shoulder partner what is different about trade and barter. Ask students to share with their face partner what is same about trade and barter.

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Watch School House Rock video that illustrates trade and barter: https://www.youtube.com/watch?v=wHY5cdExNa8 Refer to Leveled Practice Extra Support at the bottom of TE 197. Ask students to Stand-up/Pair up (partner) with someone not at their team table. Then each pair should team up with another pair to form a team (two sets of two). Ask students to have one pair act out the word barter and the other pair to act out trade. Call up teams and have them act out while the whole class identifies which word each pair acts out. They may use props.

2. Refer to Cause and Effect Graphic Organizer Worksheet. o o Explain to students that they will chart a cause and effect relationship of one barter or trade after our read aloud. Read aloud and think aloud the following book that discusses trade and barter: The Scarecrows Hat by Ken Brown. Peachtree, 2001. Before Chicken can use Scarecrows hat as a nest, she must barter with Badger, Crow, Sheep, Owl, and Donkey. Make sure model by think aloud at least one barter or trade in the book. Using Talking Chips in their table groups, students should identify one example of trade or barter in the book. Randomly call on one student per table group and ask students to share one answer their team came up with. Model to students one interactions and what they should write in each Cause and Effect bubble. For example: Chicken gave with Badger this so she could have that. Badger traded with Chicken for that so he could have this.

Nevada State College

EDEL 453 - Spring 2014

Karen Powell- Instructor

page 3

Lesson Plan for Friday

o

Strand: Economics

submitted by: Rebecca Waltz

Students should individually complete the cause and effect worksheet to identify one trade or barter example from the book. If time allows, students may illustrate the interaction on the back of the cause and effect.

H. Assessment: What will you use to measure student understanding? The cause and effect worksheet completed after reading after reading The Scarecrows Hat. Students will be asked to illustrate an example of barter or trade they identified from the read aloud book. Students must illustrate both sides of the trade or barter. Explain how you will know students understand the concepts from the lesson. I will know if student understand the concept of barter or trade by their ability to individually identify an example of one from the story. Writing about barter or trade will show if students understand that when people exchange goods or money for services or goods they are witnessing barter or trade. I. Closure: Quick discussion of barter and trade that students have experienced in the classroom. For example: I traded my pink glitter pencil for his green eraser.

J. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? Again, I think the easiest part will be the read aloud and think aloud simply because it is the part that I enjoy the most. I love including reading. Also, I think the final quick discussion for the closure activity will also be very easy to teach. 2. Which part will be most challenging for you to teach? Guiding students to correctly fill out the Cause and Effect worksheets might be the most difficult part if student are unfamiliar with that type of graphic organizer. In order to compensate for that, I made sure to include the modeling step to scaffold the process. 3. How will you follow up or extend this lesson? I found a great game that students can use on the internet during free time or computer time. It models bartering and shows a chain of bartering events that are similar to the book read during the read aloud. http://www.clevelandfed.org/learning_center/online_activities/barter_island/index.cfm

4. What can you do for students who dont grasp the concepts?

Nevada State College

EDEL 453 - Spring 2014

Karen Powell- Instructor

page 4

Lesson Plan for Friday

Strand: Economics

submitted by: Rebecca Waltz

Students are in need of a re-teach or a mini lesson, then one could be arranged so that students need to trade (using classroom money) or barter (using their own supplies) in order to obtain all the supplies needed to create a trade and barter mobile. Students would have to exchange items with one another to do this. I could also find a more direct video that specifically discusses trade if need be or extend the lesson to discuss specialization and WHY people need to trade. 5. Which part of the lesson, if any, do you think might need to change? I feel like I cut the lesson a little short on content. Although there is practical application and reading, I feel like I should have incorporated the idea of specialization and trade around the world. If I redesigned the lesson, I think I might reduce the time spent on vocabulary with the acting out activity and expand on international trade. 6. When you were writing this lesson plan, what was the most difficult part? The most difficult part was coming up with a closure I hadnt used before. However, I realized that students sometimes need the opportunity to connect content with their own life and in your sample lesson from Lesson 1, a quick discussion is an okay closing mechanism. I felt it was also a good day to apply that strategy, because students can be a little worn out academic gimmicks by the end of the week.

Nevada State College

EDEL 453 - Spring 2014

Karen Powell- Instructor

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Venn Diagram

Lesson Plan for Friday

Cause and Effect Name:

Strand: Economics

submitted by: Rebecca Waltz

Did Chicken TRADE or BARTER?

Who did Chicken trade or barter with?

What did they trade or barter?

What did they trade or barter?

What did they get from trade or bartering?

What did they get from Chicken?

Write one or two sentences that explains the cause and effect you described above:

Nevada State College

EDEL 453 - Spring 2014

Karen Powell- Instructor

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