Title of Unit: Economics Title of Lesson: Trade and Barter Submitted By: Brittini Mrozek

A. Summary of the Lesson Plan: This social studies lesson is designed for 2nd grade students to learn about barter and trade. This lesson uses the Houghton Mifflin 2nd grade textbook Neighborhood (p.196-199). B. Target Population: Grade Level: 2nd grade Skill Level: students at all learning levels Grouping: whole group discussion and reading, whole group activity, independent work C. Materials: Houghton Mifflin 2nd Grade textbook Neighborhoods (p. 196-199). Money pieces Cards with names of products on them Pencils/paper D. Objectives: o NV State Social Studies Standards o E12.2.1 Demonstrate an understanding of trade by providing an example.

Student-Friendly Standards E12.2.1 I can show that I know about trade by giving examples.

E. Procedure: 1. Refer to notes on TE 196 Get Set to Read o o Preview say: look at the picture on page 196. What do you think the people are doing? Ask students to watch, as they read, for reasons why people are dependent on one another and what causes certain goods to be bought and sold between countries.

2. Read out loud p. 196-199, stopping to ask questions as indicated in the margins of the TE. o o What is the exchanging of goods and services without using money called? (TE 197) What does the woman in the illustration on page 196 want to do? (TE 197).

3. Activity: Refer to Math (TE 198) Give each child a card with a name of a product written on it. Hand out six pieces of play- money to each child. Tell children they may
Nevada State College EDEL 453 - Spring 2013 Karen Powell- Instructor page 1

Title of Unit: Economics Title of Lesson: Trade and Barter Submitted By: Brittini Mrozek

move freely in the group to make offers of money or items in exchange for products they see on others cards. Give a signal for trading to stop. Have children tell about the trades they made, if they are satisfied, and why.

4. CLOSURE: Refer to Review/Assess: What are some advantages or disadvantages of using a system of barter compared to using money for getting good? F. Assessment: What will you use to measure student understanding? I will use a formative assessment while students are playing the trade game. I will walk around the room and check for understanding while the activity is being done. Explain how you will know students understand the concepts from the lesson. Students will able to demonstrate an understanding of trade by providing an example. If students can complete the game about trading and answer questions about their trades at the end of class I will know they understand trade by providing examples. G. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? I think it will be easy to introduce trade. Even as students they experience trading with food at lunch, at recess, and resources in the classroom. 2. Which part will be most challenging for you to teach? I think the actual act of trading during the math game might be difficult. Im not sure if some students might have a difficulty with deciding if they should barter or trade or if they see a difference in it. 3. How will you follow up or extend this lesson? Students could write a paragraph about a time in their life when they made a trade or barter. This could be a time when they traded something with a sibling or traded snacks at lunch. 4. What will you do for students who dont grasp the concepts? For students who dont grasp the concept I would work one on one with the students. We can concentrate on items that are traded in America. 5. Which part of the lesson, if any, do you think might need to change? I might need to change the math game a little bit. I want students to understand the act of trading. Im not sure if using the money might be a little confusing to
Nevada State College EDEL 453 - Spring 2013 Karen Powell- Instructor page 2

Title of Unit: Economics Title of Lesson: Trade and Barter Submitted By: Brittini Mrozek

them. I would just have to make it really simple by giving them five ones and making each item really cheap so they can keep trading. 6. When you were writing this lesson plan, what was the most difficult part? Coming up with a way for the students to experience trading but with enough time and at a simple level was the most difficult part.

You can use any type of play money; it could be monopoly money or ones you make yourself.

Flashcards with objects on them can be made by yourself, or you can buy flashcards and pick out ones that have products that would work for this activity.

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

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