George Mason University

Graduate School of Education

ELEMENTARY EDUCATION PROGRAM

LESSON PLAN FORMAT

Intern: Keytrell Slack

Grade Level: 2

Title: Introduction to Bartering (Lesson 2)

Date: December 8, 2015

I.

Objectives
K: The student will know the definition of bartering.
U: The student will discriminate between the value and cost.
D: The student will compare goods or services that maybe a fair trade.
The student will evaluate the value of a personal item to the value of another item.
History and Social Science SOL 2.9 (Economics): The student will distinguish
between the use of barter and the use of money in exchange for goods and services.
English SOL 2.2 (Oral Language): The student will expand understanding and use of
word meanings.
e. Use vocabulary from other content areas.
English SOL 2.3 (Oral Language): The student will use oral communications skills.
e. Follow three and four step directions.
English SOL 2.7 (Reading): The student will expand vocabulary when reading.
e. Use vocabulary from other content areas.
English SOL 2.9 (Reading): The student will read and demonstrate comprehension of
nonfiction texts.
d. Set purpose for reading.
e. Ask and answer questions about what is read.
English 2.12 (Writing): The student will write stories, letters, and simple
explanations.
c. Expand writing to include descriptive detail.

II.

Multiple Intelligences
Word Smart
Picture Smart
People Smart
Self Smart
Logic Smart
Body Smart

Materials for Learning Activities

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Graduate School of Education

Students will need the following materials to complete this History and Social
Science unit:
Pencil
Post-its
Colored Pencils
Crayons
Barter System Activity Sheet
Teacher will need the following materials to complete this History and Social
Studies unit:
Pencils
Post-its
Colored Pencils
Crayons
Expo Markers
Whiteboards
Barter System Activity Sheets (See attached)
Book: Lets Trade: A Book About Bartering by Nancy Loewen

III.
Procedures for Learning Activities
Time
Steps
5 minutes Introduction: Have students write on a post-it two items they would be
willing to barter / trade.

Materials
Post-its

Students will come to the carpet area with their post-its.

Who remembers what a good is? (give 1 minute for student responses, should
be review)
Teacher will show the students a big colorful jumbo pencil that students will
really like to have.
Teacher says I am willing to trade this colorful jumbo pencil for a good. Ask Colorful
the students if they are still willing to trade the item listed on their post-its for
Jumbo
the colorful jumbo pencil. Students, who are still willing to still trade their
Pencil
item will put their post-its on the whiteboard. (Self Smart)
Teacher will ask the students: What can you trade if you do not have a good to
trade? Student should be able to come up with a service.
Teacher says I am willing to trade this item for a service.
Who remembers what a service is? (give 1 minute for student responses,
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Graduate School of Education
should be review)
Ask the students to name some services they would be willing to trade for this
colorful jumbo pencil. Write the students responses on the white board.
(Examples of services sharpening pencils, sweeping the room, straightening up
the library, etc.) (Word Smart)
Teacher will introduce the book, Lets Trade: A Book About Bartering by
Nancy Loewen.

40
minutes

Instructional Strategies: After introducing the book to the class, the teacher
will read the book to the students stopping periodically to ask questions.
(Logic Smart / People Smart / Word Smart/ Self Smart)
Stop at page 8: Ask students what the teacher could trade (good or service) in
order to get a snack. Give students some time to answer (2 responses).

Expo
markers and
Whiteboard

Book: Lets
Trade: A
Book About
Bartering by
Nancy
Loewen
Book: Lets
Trade: A
Book About
Bartering by
Nancy
Loewen

Stop at page 13: Why did the trading of the tissue box not work for the teacher
to trade? Why did the trading of the globe not work for the teacher to trade?
Give students some time to answer (2 responses).
Stop at page 19: What are some things the class had to do in order to get all
the pencils sharpened with erasers? (2 responses)
Tell students we are going to do Mix-Pair-Share. (Body Smart / People Smart /
Word Smart)
(Instructions on how Mix-Pair-Share works).
1. Students mix around the room.
2. Teacher calls Pair.
3. Students pair up with the person closest to them and give a high five.
4. Students who havent found a partner raises their hands to find each
other.
Once done with the reading of the book. On page 22, ask the students to
discuss the following two scenarios one at a time. Scenarios are located in
Lets Trade: A Book About Bartering by Nancy Loewen, pg. 22.
Scenario 1: You and your friend have a fun Saturday afternoon
planned, but your bike has a flat tire. You need to borrow your
brothers bike, but hes using it. He says he will lend you his bike if
you clean his room. You really need his bike, so you clean his room.
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Graduate School of Education
Did you make a fair trade?
Students will respond in their Mix-Pair-Share positions.
Allow the students time (1 2 minutes) to have a discussion.
Allow the students time (1 -2 minutes) to share responses.
Students will do Mix-Pair-Share (they need to select a new partner). (Body
Smart / People Smart/ Word Smart)
(Instructions on how Mix-Pair-Share works).
1. Students mix around the room.
2. Teacher calls Pair.
3. Students pair up with the person closest to them and give a high five.
4. Students who havent found a partner raises their hands to find each
other.

Scenario 2: You and your friend go to collectors corner, which is your

favorite store. You both buy a pack of baseball cards. Your friend got
your favorite players card. You trade him three of your cards for one
of his. Did you make a fair trade?

Students will respond in their Mix-Pair-Share positions.

Allow the students time (1 - 2 minutes) to have a discussion.
Allow the students time (1 - 2 minutes) to share responses.
After the students responses about the book scenarios have students come up
with a meaning for the word bartering.
The meaning of the word should look like: Bartering means an equal
exchange; an exchange of goods without involving money. (Similar words:
swap, swop, trade).
Students will get a Barter System Activity Sheet prior to returning to their seat.
(Self Smart)
Students will complete the activity sheet at their desk. The teacher will read
the instructions to the class and post the activity sheet on the Smartboard.

Barter
System
Activity
Sheet
Smartboard
Pencil,
Activity
Sheet,
Colored
pencils,
crayons

(Instructions) Students will write a good they want to barter, an item they
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Graduate School of Education
think would be a fair trade, and why they believe the two goods are equal.
Students will also write a service they would barter, an act they think would be
a fair trade, and why they believe the two services are equal. (Self Smart /
Word Smart)
Students will illustrate the good they are willing to trade on the back of the
activity sheet. (Picture Smart)
5 minutes Summary/Closure:
The teacher will ask:
What does it mean to barter?
What are two things that have to happen in order for bartering to work:
Both people have to want or need the things being traded.
The thing being traded has to be worth about the same value.
Have students turn in their Barter System activity sheet. If there is a student
that needs additional time to complete their sheet have them complete it during
free time.
Extensions/Connections Describe extensions or connections to other lessons.
English:
Students will use vocabulary from other contents areas throughout the
lesson and the different activities. The student will follow multiple
step directions when completing the barter system activity sheet.
Student will demonstrate comprehension of a nonfiction text by asking
and answering questions during the reading and discussion of the book,
Lets Trade, A Book About Bartering, by Nancy Loewen.
Students will write an explanation about why their goods and services
are equal on the bartering system activity sheet.

IV.

Assessment
Formative assessment: Teacher will listen during discussions in order to determine if
the students understand bartering.
Formative assessment: Students will complete the Barter System Activity sheet.
Teacher will be able to determine if the students are able to tell the purpose and
circumstances for bartering. Students will submit the Barter System activity sheet to
the teacher.

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Graduate School of Education
V.

Differentiation
Enrichment:
Student who need a challenge will be provided a writing promote that will
encourage critical thinking. The student will receive the following writing
prompts and the student have to select one to write about.
1. If you had a choice between bartering a good or a service which one
would you choose? And why?
2. If you ran the government would you use a barter system or continue to
use the money system? And why?
Support:
Students needing support will be provided with a list of goods and services that
they can select from to complete the Barter System activity sheet.
Students will also be provided additional support by having a Barter System
activity sheet that has fill-in sentences.

VI.

Technology Integration
Smartboard / Laptop will be used to post information for visual students.

VI.

Reflection
N/A