LESSON

PLAN
OUTLINE
JMU
Elementary
Education
Program
The following information should be included in the header of the lesson plan:
Ashley Dukeman
Amanda Beverage, Craigsville Elementary School
April 6th, 2015
March 30th, 2015 it was submitted to CT for approval.

TITLE OF LESSON: Bartering and Use of Money to Buy Goods and Services
CONTEXT OF LESSON
Students will have background knowledge of what bartering, goods,
and services is. They also just finished their money unit and are very
aware and understanding of how money works and how to total money
up to buy something you need or want. The students understand what
it means for something to be fair so they will understand the concept of
bartering to know that it means the result of the trade needs to be fair.
The assessment to show that students are ready is going to be the
initial worksheet sorting of goods and services lesson. Another pre
assessment was that they just completed their money unit and
understand how money works and is added up. This ties into SOL 2.8
and 2.9 for them to know basic knowledge of goods and services, in
the world around them.

LEARNING OBJECTIVES
Understand Students
will understand that
goods, services, natural
resources, human
resources, and capital
resources are the
bindings to our survival.

Know Students will

Do Students will be
know that goods,
able to use their money
services, and trades
to make choices about
come with prices and its what they need or what
not all for free.
they want in order to be
satisfied.

ASSESSING LEARNING:
Task:
What learning tasks have
you organized that can be
used for assessment?
Initially, students will have
a sheet of either goods or
services on it. On there,
they are to circle whether
they believe it is a good or
a service. We will go over
the sheet together and I
can assess if they are
knowledgeable and
understanding of what the
differences are between
goods and services.
I also will have a booth
set up with goods and
services. Students are to
come to me to purchase a
good or a service. Based
on their decisions I can
asked why they chose
something over something
else.
After they have run out of
money, I will allow them to
barter or trade with either
me or other students in the
class. I can asses them by
listening to what they are
saying when they make
trades, what they are
trading, and if they are
even understanding the
concept of bartering and
trading.

Diagnostic features: Support:

What resources can you

What features
draw upon (or adaptations
will you look for in can you make) to be certain
student responses you are actually assessing
or products from
the objectives youve set for
the task(s)?
this lesson? Some children
may still be developing the

What criteria will basic skills needed to

you use for
complete your assessment,
assessment?
but it does not mean they
have not learned the
When I ask students
objectives for your lesson.
what goods and
How will you support these
services are, Im
students?
looking for them to tell If a student is struggling
me that goods are
with the money concept of
things we buy for
it, I will change the
ourselves to make us assessment of purchasing
happy, and services
goods and services to just
are things other
simple words for them to
people do for us so we buy something instead of
do not need to do it.
money. For instance, if they
want a ring pop, they have
After the lesson, when to tell me they want a ring
I ask them how they
pop and Ill give it to them.
felt about running out When it comes time for me
of money, I expect
to give them a service, I will
them to tell me they
read the card to them and
were frustrated and
explain to them that this is
didnt know what to do something we typically pay
since there was more for and that he or she will
stuff they wanted to
not be able to purchase a
buy. When I ask them good until the next round.
how can we get the
If the student is struggling
things we want when with the question part of the
we run out of money I assessment, I will just have
expect them to answer an open discussion with that
with bartering or

trading and explaining

to me that we lose
something we want
but are gaining
something else that
we want from that
trade.

student or the whole class. I

will ask them what they
were thinking the whole
time when they were in line
or about to purchase a good
or service. I will ask them
how they felt and why. I will
let them discuss in groups
what they discovered from
this lesson and how it
relates to real life situations.
If some students are still
struggling with the aspect of
communication, I will allow
them to draw what they
saw, felt, did, etc. This way
there is expression
happening and they can
interpret what they were
thinking and feeling during
the process through art.

RELATED VIRGINIA STANDARDS OF LEARNING (and NATIONAL STANDARDS if

required)
2.8 The student will distinguish between the use of barter and the use of
money in the exchange for goods and services.

MATERIALS NEEDED
- Smart board to project video
on
- School House Rock This For
That Bartering Video

- Goods and Services

worksheet
- Pretend Money ($5 per
child)

- Ring Pops
- Erasers
- Candy Gummies
- Pencil Sharpener
- Glue
- Pencils
- Bubbles
- Stickers
- Ice cream recipe (break this
out when you want children

to barter)
- Cards that have issues on
them and need service (your
house has a leak hire a
plumber, your car broke
down call a tow truck
company, etc.)
** I will be responsible for
getting all materials!

PROCEDURE
Activity
Element
& Time (in
minutes)

Introduction
5 Minutes

Procedures and
management
Step-by step
procedures including
questions and main
points visualize
what you are going to
say to the students. It
might be helpful to
script out what you
are going to say,
although during the
lesson you do not
need to use this
language verbatim.

1. I will start off

the lesson by
asking students
what they think a
good is.

Students
Describe what the
students will be doing
as a result of your
instructions

1.

Academic,
physical, social &
linguistic
differentiation,
resources, and
support
How will you
support ALL
students by
differentiating
aspects of your
lesson based on
readiness and
interest, and
according to
content, process,
and product? It
isnt always
necessary to
include
differentiation in
logistical aspects of
the lesson such as
transitions.

One student will

respond with, a
good is
something you
buy for yourself
like a book.

1. Ill say Good!

What are some 2.
One student will
other examples
respond Well
of goods?
examples of pants,
phones, ipods.
2.
Then I will ask
what a service is. 3.
One student will

1-5 If any one

student isnt
understanding
the concepts of
goods and
services I will
utilize what is on
their desk or in
front of them. I
will say, Is the
pencil in your
hand a good or a
service?

3.

I will ask them

to give me an
example of a
service.

4.

I will follow up 4.
They will respond
and say, great!
with Plumber,
Goods are things
mailman, teacher,
that you want and
etc.
buy. Services are
5.
I will expect
things you need
students to respond
from people in
with money
order to fix things,
or get you the
goods you need.
Goods can be a
bracelet, socks,
shoes, food, etc.
Services could be
plumbers, police
officers, mailmen,
etc.

5.

Event 1
5 minutes

say, A service is
something someone
can do for us that
we cant do.

5. If a student
isnt
understanding
that we
purchase goods
and services
with money, I
will ask them
what they see
their parents do.
I will ask them
how they think
they should be
able to buy
objects or
services.

I will then ask

students how we
purchase goods
and services

1. After students

Hopefully, they
will say good. If
they think it is a
service, I will ask
them if that is
someone doing
work for us or an
object doing
work for us.
They will say no.
I will ask them if
I am a service or
a good. They
will say service.
I will ask why
and they will tell
me because I
am standing
there teaching
them stuff which
is a service.

1. Students will

1. If anyone

have responded
to my
questions, I will
start to pass
out the goods
and services
worksheet.
2. After students
have finished
the worksheet
we will go over
it together as a
class.

Transition
1-2 minutes

work
independently on
their worksheet
circling the
answers.
2. As I call out the
questions, I
expect all
students to call
out the answers
and self correct
their papers.

1. students will quietly

1. I will ask
walk to their mailboxes
students to put
to put away their
their sheets into
papers
their mailboxes in
the classroom as I
get the movie to
start

isnt
understandin
g, I will have
them look at
the pictures
and have
them see if
there are any
differences in
the pictures.
Hopefully,
they will see
that there are
people and
objects and
can
determine
those
differences
and figure out
that those are
goods and
services.
2. If students
are struggling
with this I will
help them as
I walk around
to call out the
questions.

1. there should
not be any
confusion with
this request.

Event 2
5 minutes

1. The students will sit

1. I will play the
quietly and watch
video of School
the video.
House Rock
2. Students will
This for That
respond yes. One
Bartering. 3.5
student will tell me,
minutes long.
The producer was
2. After the movie
the main guy giving
is done, I will
the things to
ask them if
people. The
there were
consumers were all
consumers or
the people getting
producers in
the stuff from him.
the video.

Transition
2 minutes

1. The children will

1. I will pass out count silently. If there
the play money.
are any problems they
When each child
will let me know.
receives their
money, I will ask
them to count out
to make sure that
they have $5.

Event 3
15 minutes

1. I will tell them,

1.
Okay so now it is
your turn to be
the consumers.
2.
You have $5 at

If students have
questions they can
ask.
Students will form a

1. no
differentiation
required (no
ELL students
in class)
2. If any
students are
unfamiliar
with
consumers
and
producers I
will ask them
if there was
anyone
buying
something
from the
main guy and
was the main
guy giving
people goods.

1. If any child is
struggling I will
assist them in
counting their
money to show
them how much
they have.

1. If students
are unaware
of the

your desk. With

those $5 you are
to come to me
and ask for goods
that I have that
you would want.
But sometimes
there are times
we need services.
So I will give you a
card that requires
you to use a
service. You will
need to buy or
pay for that
service in order to
move on and
purchase any
other goods. If
you run out of
money and need a
service or want
another good, you
will need to barter
with me or the
other students to
get what you need
or want.
2. After explaining
the rules, I will go
back to the back
desk and sit down
with the cards of
services and bag
of goods.
Students can then
come up to me in
a single file line
and ask for goods
or I give them a
service they need
to pay for.
3. For the first round,
students will be
able to buy one of

3.

4.

5.
6.

single filed line

quietly. They will
wait their turn as
each student
approaches me for
either a good or a
service.
Students will pick
their item and pay
me $1 for the item.
And quietly go back
to the end of the
line for their next
turn.
Students will read
the service card out
loud to me and pay
me the desired
amount that the
card states.
Same as step 3.
Same as step 4.

directions, I
will repeat
them in a
different way.
2. Students
should be
able to follow
directions
quietly and
quickly as
they watch
the other
students
follow
directions as
well.
3. For students
that are
struggling
with this, I
will have help
them
determine
what choice
they want to
make either
them wanting
it or needing
it. If they are
struggling
with the
concept of
how much to
pay I will tell
them it is $1.
If they do not
understand I
will ask them
how many
dollars we
started out

the goods on the

table for $1. After
that student has
decided on their
good and has paid
me, they can go
back to the back
of the line to wait
for the next turn.
4. For the next
round, I will give
students a service
card. They are to
read the card out
loud to me and
pay me however
much the service
is asking. (All
cards say service:
$1).
5. For the 3rd and 4th
round, students
will do the same
as step 3.
6. For the last round,
Dollar #5, I will
follow the same
steps as step 4.

with. After
that, I will
have them
lay their
money on the
table for me
and pull out
one dollar
and explain
to them that
this is one
dollar out of
their five.
They will
have $4 left.
4. For students
that are
struggling to
read, I will
read the card
out to them.
If they dont
understand
why they
have to pay
me, I will
explain that
although we
pay for
goods, we
have to pay
for services in
order for
things to get
done that we
need help
with. That is
why they
need to pay
me the $1 so
they can

make that
connection.
5. Same as step
3.
6. Same as step
4.
Transition
3-5 minutes

1. Students will go sit

1. I will tell the
at their seats
kids that they
quietly.
have now run
2. Students will
out of money. I
respond, They
will ask them to
used to trade shells
sit down at
or other objects
their seats.
with other objects
2. Once they sit
to get the goods
down I will ask
they wanted.
them what they 3. Students will agree
did back in the
and understand.
day to get the
things they
wanted without
the use of
money.
3. I will respond,
Great! So now
it is your turn to
barter. I will be
putting a new
good on the
table, the ice
cream recipe.
If you would
like to barter
with me for a
recipe or
anything else
on the table
then you can.
But you have to
remember, you

1. There
shouldnt be
any confusion
(No ELL
students in
class).
2. If students
dont
understand
this, I will
have them
think about
the video we
just watched.
3. For students
that are
unsure, I will
simulate
what a barter
looks like with
a student in
the class to
show them
what it looks
like and
sounds like to
barter with
someone.

need to bring
one of your
items to barter
with me for. If
you want to
barter with a
different friend
in the class
then you may
do that too.
However, the
trade must be
fair to BOTH
people
involved.
Event 4
5 minutes

Conclusion:
5-10 minutes

1. Students will tell me

1. Students will
what items they are
either come to me looking to trade and
or to other
barter with. Once they
students. When
have told me, they can
students come to trade in their items.
me I will say,
what would you
like to barter?
Students will trade
me one of their
items for the ones
on the table.

1. Children will
1. Once students
respond, It felt
are done
really good! I was
bartering, we will
able to pick and
have a discussion
choose what I
about what we
wanted to buy!
learned. I will ask, 2. Students will tell me
What did it feel
that they felt sad

1. If students are
confused about
this, I will tell
them, Is there
an item you
want more than
one of the items
that you have? If
you do, then you
have to give me
the one you
dont really want
anymore to get
the one you
really do want.

1. If children
dont
understand, I
will allow
them to draw
pictures of
the

like to be able to
purchase your
own goods?
2. How did you
feel when you had
to use a service? 3.
3. Why are
services
important?
4. What
happened when
you ran out of
money?
5. ? How did you 4.
feel when you ran
out of money but
wanted to buy
something you
couldnt?
6. Lastly I will ask,
How is this
important to every
day life?

5.

7. To wrap it up I will
again go over what
goods and services
are by saying goods
are things we buy like
books and pants.
Services are people
that typically help us
6.
with what we need
like a plumber.
8. I will have them
put away their goods

and frustrated
because they
couldnt get the
things they wanted
anymore because of
the service they
had to pay for.
I will expect them to
tell me that
services are done
by people that can
help us get
something done.
Without their help
we may not be able
to get things fixed
or be helped when
we need it.
I will expect
students to say,
Well, I felt
frustrated and
didnt know that I
wouldnt be able to
buy more stuff. I
had to just stick
with my original
objects.
I will expect very
similar answers.
Maybe some
students will have
different feelings
towards this like
sadness,
frustration, anger,
etc.
I expect students to
tell me that goods
and services make
up our every day.
Without buying

discussion we
are having or
explain to me
their
thoughts and
feelings
during or
after the
activity.
2. If students
are unsure Ill
have them
tell me what
they would
have bought
instead of
buying the
service. And
then tell my
why they
couldnt buy
that good and
how that
made them
feel.
3. If they are
unsure I will
have them
think of a
time when
they needed
help and who
they went to
whether it be
a problem in
school or
having
someone help
fix their
house.
4. If students

and have them

transition into reading
as I continue to clean
up the left over goods
on the table.

things we wouldnt
be able to have new
things. Without
buying services we
wouldnt have our
things fixed and
people wouldnt
have jobs.
7. Students will sit
quietly and
shouldnt have any
questions.
8. Students will pull
out books and read
silently to
themselves until the
next activity or
lesson takes place.

are unsure of
this question,
I will have
them think
about how it
would make
them feel if
their parents
told they
couldnt buy
them a new
toy because
it was too
much money.
5. I will have
students
draw how
they felt if
they are not
understandin
g or cant put
into words
how they
were feeling.
6. If children are
unsure of the
question I will
ask them if
we didnt
have workers
how would
that change
how you
would buy
things? What
if there was
no money to
buy goods
you needed?
They can
discuss this

or draw this
out as well.
7. There
shouldnt be
confusion
since there
are no ELL
students.
8. If students
are struggling
to read they
can draw at
their desks or
grab a picture
book and do
picture walks
through the
books.

DIFFERENTIATION:
Students that are struggling with the concept of picking a
service and buying it, I will have them do a service to get money to
show them the other side of a service. For example, if a student
doesnt understand why a mailman is a service, I will have them take
a piece of paper from me to the teacher next door. This in turn
shows them that they did something for me therefore I have to pay
them for doing that service for me. Because they struggle with this
concept, I will also only let them purchase goods so that they can
understand their choices and wants or needs. By having them make
choices of their goods, they can determine if they want something
more or if they need it more.
Students that are not understanding the questions that I am
asking, I will have them draw their experiences of the lesson that I
had. Once they have finished their drawing, I will ask them during a
free time of the day what their drawing is about. What did they
incorporate and why? What are the significant aspects of their
drawings? This can stir up a conversation and discussion with the
student as to what was happening and get them speaking about the
lesson that took place.
I have the students initially starting out with five $1 bills. That
way, students that arent great at counting money could excel and
do well with this lesson because all goods and services were worth
$1. For students that are surpass this method, like the high level

math students, I would have them pay for goods and services of
different amounts. For example, getting your car towed as a service
could be $1.75 since it is more expensive typically to get your car
towed, that way they are taking their time counting their money and
then planning what they would use their money for next. Id also
have different set amounts for the goods. For example, stickers
could be .50 and the bubbles could be $1.25 since the amounts are
different. The students could plan more and decipher what they
really need vs. what they really want.
Another way to make the lesson more challenging for students
that are doing well and understanding all of the concepts, I will have
them earn money by doing a service before they can purchase
anything else. I will also encourage bartering more with friends
rather than purchasing from them or myself to show them what its
like to give up items they have for something else they want.

RATIONALE:
In the second grade SOL 2.8 it addresses the use and understanding of
Goods and Services. Beyond that, students are now able to understand that
there are things we need in this world in order to survive. With those needs
we also have goods and services. Students are at the age where they can
determine that they need to make choices about the goods they buy in order
to survive or thrive in the community. As for a service, students need to be
aware that things dont get done for us at zero cost. Services are done for us
that we need to pay for. So by teaching this lesson, I have taught them the
value of money and when it is important to save the money they have

because of situations of needing a service. When purchasing goods, the

students need to understand that they may want something more than
something they need, but the thing they need is considered a good. It all
boils down to choices in this lesson.
This contributes to students development as citizens and their lives
beyond school because this teaches them the basic foundations of how the
world goes around. They will continue to understand and learn that goods
are needs, goods are wants, and services help us or other people. At some
point in their life, they will do a service for someone and most likely get paid
for it and vice versa. The choices they make for themselves and their
families later on effect the community they live with by being consumers,
producers, and using different types of resources. It is a constant cycle that
they will forever be in. Understanding that choices are to be made when
purchasing goods and what to do when theyve run out of money, ie.
Bartering. So many useful tools come out of this lesson for their future use
as citizens. This subject never changes and is something to be familiar with
even at an early age.
WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO
ABOUT IT?
Some students might not know what a good or service is. In this case
I will go into detail what it is to purchase a good. I will use examples
from around the class and things at home that would be considered a
good. I will be sure to explain that goods are things that sometimes you
need and sometimes you do not need. A good can be a toy or a good
can be food. There are all different types of goods, but those you

typically need to make a choice on whether you need it or you just want
it. It is important to make choices when thinking of buying goods.
Because this lesson has to do with actual goods from the store that I
bought and these children have a pretty poor home life, the kids could
get super excited and get too rowdy. In this case I will remind them of
the classroom rules where they are required to follow directions quickly
and keep their dear teachers happy. I will ask them to quiet down and
tell them this is their only warning before they will have to go to their
seats and sit quietly before I call them up one by one. If they become
rowdy again, I will have them sit at their seats and I will call them up one
by one to keep the craziness to a minimum.
In another case, some students may not understand what amount of
money to give me for a good or a service. I will have them count out the
money to me so that they can also practice their money counting skills.
I will also work with them to show me their money and I will pick up a
dollar and say, This is one of your $5. That is how much this service or
this good is worth. How much are you giving me? They will tell me $1.
If they are still struggling, I will resort to having them choose between
items and not use the money. The money concept could be forgiven, as
long as they understand that they are making a choice between goods
they need or want and how they arent able to pick a good on the round
they have to pay for a service.
Another scenario is that some students may have a hard time of
understanding the bartering system. I will explain it as you have to give
something up of yours that someone else wants in order to get
something you want from the other person. I will use an example of toys
like their sister or brother has an action figure or doll they want and their
sibling wants a toy that they have. In that case, if both people are okay
with giving up that toy and believe it would be a fair trade, then they can
barter the two items between the both of them. If they still arent getting
that then I will allow them to use the money concepts instead of
bartering.

Lesson Implementation Reflection

I.
How did your actual teaching of the lesson differ from your plans?
Describe the changes and explain why you made them.
I kept to my plans as strictly as I could. I did not have to use any
sort of differentiation since most of the children were on the same
level. The children have been learning this material for a little over a
week, so they were pretty understanding of what goods, services, and
bartering was. I was originally going to have the students watch the
video and answer the worksheet problems at the same time. I decided

to switch that in my plans at the last minute because I knew this would
be a lot to ask for 2nd graders to do both at the same time. I kept with
the plan as much as possible to ensure it would move smoothly - as it
did!
II.
Based on the assessment you created, what can you conclude about
your impact on student learning? Did they learn? Who learned? What did
they learn? What evidence can you offer that your conclusions are valid?
I had various aspects to the assessment. The initial worksheet I was
able to see if there were children who were still unsure of the differences
between goods and services. With that, I was able to see a quick survey
that all of the kids were aware of the goods and services on the sheet.
This to me made me realize that they were very ready for the lesson.
Another form of assessment that I did was during the activity, watching
them use their money and making decisions on what they wanted or
needed. The children for the most part decided to pick items they could
eat or play with. Not many decided to pick tools that could help them in
class like pencils, glue sticks, and sharpeners. At the end when I wanted
to see them barter, I could hear children asking students what their
friends wanted from them to see if they could barter anything. One
student came up to me and said he wanted a sharpener. I said, well
what are you going to trade it in for? He said, I have to give you
something of mine to get that good? I said, Yes, that is what bartering
and trading is. You give me something and in return I give you something
back. He sighed and walked away and ended up coming back to trade in
an item. This made me realize that he was understanding the concept
once he played it out, otherwise, he wouldnt understand it if I was just
standing in front of the room telling him what bartering was.
Another example of the learning taking place was when a kid came up
to me after the lesson and said, I had a watermelon ring pop and so and
so had a cherry ring pop and we traded ring pops because we wanted
each others flavor! This activity solidified their understanding of
bartering and trading. When the students were answering the questions
at the end I could notice that most of the students understood that when
you run out of money it is a problem. One student said, If I ran out of
money, what would happen if my car broke down for real and I couldnt
get anyone to come because I didnt have money? I said Thats a great
question! We would have to figure out a solution to that. Maybe we would
have to barter with the tow truck company and come up with an
alternative plan! The kids were very responsive and aware that having
money or goods were important when you needed something else like

food or a service. The kids really enjoyed this lesson and were begging to
continue going.
III.
Describe at least one way you could incorporate developmentally
appropriate practice in a better or more thorough way if you were to teach
this lesson again.
Something I could incorporate DAP a little bit better would be having
different leveled students use different types of money. For example, the
lower math groups would use just whole $1 bills. The middle group would
use Dollars and quarters. The high group would use all of the coins and
dollar bills. This way, the students are able to challenge themselves at
different levels. Another way to incorporate DAP would be to have
students choose a good they need, like a pencil or glue. This would help
them in the long run since they arent able to get many supplies from
home based on their socioeconomic status. Another way to incorporate
DAP would be to have kids act out the service then get paid for it to earn
money so that they understand how services work and why we pay
people to do the services for us.
IV.
Based on the assessment data you collected, what would you
do/teach next if you were the classroom teacher?
The next topic I would teach would be consumers and producers. They
seem to really understand the goods and services aspect so I would
introduce the people that would be behind the goods and services. This
would help them to understand where goods come from and if they are
scarce or not. This would Segway into natural resources, capital resources,
and human resources that we would introduce next. This would also help
students to understand why it is important to have services and what the
purposes of them are.
V.
As a result of planning and teaching this lesson, what have you learned
or had reinforced about young children as learners?
This lesson really helped me understand that as young as these
children are, they are sponges. They soak up all of the information that they
learn. With that being said, some students really have difficulties when it
comes to understanding the material when it is being taught to them through
spoken word and worksheets. By having the hands on lesson, it was clear to
me that the students really needed that hands on approach to better
understand the material they had been learning for the past week or two.
Some students didnt realize that bartering was really giving up an item of

your own to get something else you want or need. This helped them to
realize that goods are things you buy, services are things you pay for when
you need assistance or things that help you, and bartering is an action taking
place.
VI.
As a result of planning and teaching this lesson, what have
you learned or had reinforced about teaching?
Something that I learned by teaching this lesson about teaching is that
students get a more excited doing hands on activities more than I realized
they would. This could be partly related to the fact that my CT doesnt do
many hands on activities with them, so when they see me doing a lesson
with hands on activities, they get more excited than I anticipate which
makes it a little more challenging to get through the lesson without many
issues.
Something I had reinforced about teaching while teaching this lesson
was that teachers really need to adapt their lessons to all different types
of learners. This lesson was visual, auditory, and kinesthetic. I was able
to see all students understand the material in their own way. We cant just
go with one way of teaching because we wont be reaching all students.
By having this lesson, it reinforced that I need to take my time when
making lesson plans and think of every aspect and how I can incorporate
different tools to help everyone learn.
VII.
As a result of planning and teaching this lesson, what have you
learned or had reinforced about yourself?
I learned that I am more confident in the material and the lesson I
made than I knew. It took a lot of time to think of this lesson and I didnt
know how effective it would be. This lesson made me realize I have the
confidence and ability to create powerful lessons. This lesson reinforced my
decision to be a teacher! This activity was so much fun and to see the
children light up when they were making choices and going through the
steps, made me realize that I have what it takes to be a great teacher!
Theres always room for tweaking lessons, but this one was very powerful in
the fact that the children took a lot away and understood it on their own
level.