Developmental Lesson Plan

Teacher Candidate: Brianna Graziano Date: 2/15/19

Group Size: 20 Allotted Time 35 Minutes Grade Level 3

Subject or Topic: Trade and Scarcity (Economics)

Standard:
PA 6.2.3.B Identify examples of trade, imports and exports in the local community.

Objective:
Third grade students will demonstrate how to trade and barter by participating in a class trade of
pencils while running into a scarcity issue.
Assessment Approaches: Evidence:
1. Foldable 1. Observational
2. Pencil Trade Sheet 2. Observational

Assessment Scale

Subject Matter/Content:
Prerequisites:
Key Vocabulary:
• Trade- exchanging one good or service for something else.
• Scarcity- People trade with others because of scarcity.
• Barter- People trade with others because of scarcity.
• Import- bring in goods and services from other countries.
• Export- sends goods and services to countries all over the world.

Introduction/Activating/Launch Strategies:
 Read The Doorbell Rang to the class
 Ask them what was the main problem throughout the story was ?
Answer: shortage of cookies, scarcity

Development/Teaching Approaches
 PowerPoint explaining trade, scarcity, barter, imports, and exports
 Go through each slide, asking students to volunteer to read each slide.
 Explain the concepts after each student reads a slide.

Pencil Trading activity

 Give each student 3 pencils, (2 plain and one patterned pencil)
 Tell them they must make at least two trades or barters. They are allowed to give two
plain for one patterned, one plain for a plain, a patterned for a patterned, whatever they
 want.
 Allow them to trade for 5 minutes.
 Set the timer and
 Have students return to their seats and individually complete the Reflection Pencil
Trading Sheet.

 Have a class discussion about scarcity, barter and trade

 Ask the students who ended up with the most amount of pencils.

Closure/Summarizing Strategies:
 Give each student a Trade/Barter/Scarcity wheel for their foldables, but allow them to fill
out the inside. (Assessment piece)
 Check them before they glue them into their lapbooks.

Accommodations/Differentiation:
 Make sure M. T. Ja. And J. are all on task.
 Read directions for the pencil trade sheet and make sure all students understand the task
before sending them on their way.

Materials/Resources:
 Pencils (3 each student)
 The Doorbell Rang by Pat Hutchins:

Hutchins, P. (2014). The Doorbell Rang. United States: Paw Prints.

 Trade/Barter/Scarcity foldable piece

Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels
This lesson went really well! I really enjoyed watching my students enjoy the pencil trade
activity I planned for them. They got really excited and were eager to make risky trades with
their pencils. I wanted them to see that trading items does not always mean one thing for
something else; sometimes it can mean 3 boring pencils for one fun one. I think they
understood this concept afterwards because our discussion proved they understand barter, trade
and scarcity.
I thought I did a good job playing with the kids during the activity and keeping it
engaging. I’m happy I read the book to start because it was a perfect introduction into what
scarcity is. This opened up a conversation of what are some scarce things that they experienced
before. One of my students ended up with 8 plain pencils, while another student ended up with
one boring pencil. It was interesting to see what the students ended up with and hoe different
their desires for certain pencils were.