Lesson Plan #2: Collaboration

Grade: 2nd grade Social Studies Strand: Economics

Submitted By: Elizabeth Prisbrey Partner: Taylor Fitzgerald
EDEL 453: Teaching Elementary School Social Science Nevada State College Spring 2014 Instructor: Karen Powell

Lesson Plan #2 - Economics

B. Summary of the Lesson Plan:

submitted by: Elizabeth P. & Taylor F.

This social studies lesson is designed for 2nd grade students to learn about how people and nations trade with one another. This lesson uses the Houghton Mifflin Social Studies textbook Neighborhoods (p. 196-199). C. Basic Information: Grade Level: 2nd grade Time to Complete this Lesson: approximately 50 minutes Groupings: Whole group readings and discussions, small group trading activity, independent for assessment activity

D. Materials: Houghton Mifflin 2nd Grade Social Studies Book: Neighborhoods (p. 196-199) for each student Paper and pencils Trade cards of products for each student An equal amount of money for each student E. Objectives: o NV State Social Studies Standards o
Trade Card

E12.2.1 - Demonstrate an understanding of trade by providing an example. E12.2.1 I can explain what it means to trade something.

Student-Friendly Standards

F. Vocabulary Barter the exchange of goods or services without the use of money Trade buying and selling goods Specialize to do one thing very well

G. Procedure: 1. Refer to notes on TE 196 Get Set to Read Ask students to look at the picture on page 196, What do you think they are doing?
Nevada State College

Discuss responses with the students.

EDEL 453 - Spring 2014 Karen Powell- Instructor page 2

Lesson Plan #2 - Economics

2. Build on what you know

submitted by: Elizabeth P. & Taylor F.

Read the first paragraph on page 196. List on the board the other ways students say they can get things they want.

Introduce the vocabulary words barter, trade, and specialize When finished, ask the question on the bottom of the TE page 197.What is one way you take part in a trade?

3. As a class, read page 196-197.

Ask questions listed in the margins of the TE on page 197 as a check for ongoing understanding.

What is the exchanging of goods and services without money called? What does the women on page 196 want to do? Why do most people today use money? Introduce Depending on One Another on p. 199 of the TE. Read page 199 in the TE and discuss why people trade, recalling the vocabulary word, specializes.

4. Refer to TE p. 198, MATH extension. Separate the students into small groups and give each student a card with a product on it and equal amounts of play money. Give the students time to move about and trade with their peers. Remind the students that they do not need money if they want to barter. Meet back with the whole group and discuss the trades made and whether the students were satisfied and why or why not. 5. Students will respond to the Lesson Review: Hands on - Activity on p. 199 of TE and turn it in for assessment. H. Assessment: What will you use to measure student understanding? Lesson Review Activity (TE 199) Draw a picture of something you want. Tell what you would be willing to barter to get it. Draw a picture of something you want, and tell what you are willing to trade for it. Explain why the trade is fair. Explain how you will know students understand the concepts from the lesson. Students must Demonstrate an understanding of trade by providing an

example. By describing what the students would be willing to trade for

Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 3

Lesson Plan #2 - Economics

submitted by: Elizabeth P. & Taylor F.

something they want and asking them to explain why the trade would be fair, the students are demonstrating an understanding of trade by using an example.
I. Closure: A quick whole group discussion by having the students think pair share about what we learned today. Call on a few students to share what they really want and what they would be willing to trade for it. J. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? I think the easiest part of the lesson will be teaching the students about trading with money, because this is something they see take place on a regular basis. It will most likely be part of every students background knowledge; therefore, they should be able to pull a memory that will help the lesson make sense to them. 2. Which part will be most challenging for you to teach? I think this is probably an easier topic for the students to grasp, since it is something they have seen on a regular basis. However, if I had to choose something challenging, it would be in getting the students to understand the value of something. I think it will be hard to help the students understand that each person has to have something the other values in order to make a barter or trade. I think it can be done, but I think it will be challenging, because kids at this age may not have a great grasp on monetary value. 3. How will you follow up or extend this lesson? I would use the extension on p. 200-201 of the TE to teach the students that all countries use money to trade, but money is different in all countries. We would discuss the activity questions on p. 201 of the TE. As a class, we would look up on the internet different countries the students are interested in to see what their money looks like. 4. What can you do for students who dont grasp the concepts? For the students that are struggling with the concept, I will use the Extra Support on p. 197 of the TE to help them understand the difference between barter and trade. Two students will come up to the front and draw a card. The students will be given a vocabulary card and they will have to act it out for the rest of the class to guess. 5. Which part of the lesson, if any, do you think might need to change? I feel like the lesson is strong, so Im not sure what part I would change. However, I am sure there will be something. If I had to foresee an issue, I think it would probably be during the activity of barter and trade. I wont know what the issues
Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 4

Lesson Plan #2 - Economics

submitted by: Elizabeth P. & Taylor F.

will be until the activity takes place, but I think the students might struggle with how much money they should pay for a product. 6. When you were writing this lesson plan, what was the most difficult part? The most difficult part was coming up with an assessment that both meets the standard and demonstrates student understanding. I worried that having the student draw a picture was too juvenile for an assessment, but I opted to use it in addition to the writing, because I think it will get the students excited about the written work and keep them from feeling like they are being assessed. 7. Describe your experience collaborating on this lesson plan. Taylor and I couldnt meet up in person, so we did everything via email. It isnt my preferred way of collaboration, but she made it super easy. She responded in a decent amount of time, so that I wasnt left waiting, and I wasnt left doing all of the work. I really felt like we both contributed equally. I have come to know several of my education peers through many of my classes, and I have found that they have great ideas and are very helpful. Anytime we work together, I feel the assignments come together more quickly and have more depth to them. I cannot say that every partner would be as easy to work with as Taylor, but for this collaboration, I was very pleased. We agreed on a grade, strand, and standard. From there, we tossed out a few lesson plans and we chose one that we both agreed on. After that, everything went pretty smoothly as we both contributed to the layout of the lesson, sending attachments back and forth to view, edit, and re-send. In all, my experience was good.

Pictures of lesson materials can be found below.

Nevada State College

EDEL 453 - Spring 2014

Karen Powell- Instructor

page 5

Lesson Plan #2 - Economics

submitted by: Elizabeth P. & Taylor F.

Trade Card (Example)

Nevada State College

EDEL 453 - Spring 2014

Karen Powell- Instructor

page 6