I. Curricular Framework
Concept:
Economics
Essential Question:
How is bartering a viable economic concept?
Bridge:
Transformations
Content:
Exchange and Bartering
Outcomes:
II. Standards Aligned
III. Instruction and Assessment
1. Connect: Connecting to the Concept Experientially
Objective: To provide children with an experience through song of trading.
Activity: Sing "There Was a Child" to the tune of "There Was a Man" There was a child who had a duck and he traded it for a pickup truck. The pickup truck, it moved too slow, so he traded it for some play dough. The play dough, it got so hard, so he traded it for a big red car. The big red car, it went too quick, so he traded it for some pic-up-sticks. The pic-up-sticks, they were too small, so he traded them for a baby doll. The baby doll, it had no hat, so he traded it for a furry cat.
Assessment: Enjoyment of the song.
2. Attend: Attending to the Connection
Objective: To engage students in a discussion of trading.
Activity: Sing "There Was a Child" to the tune of "There Was a Man" There was a child who had a duck and he traded it for a pickup truck. The pickup truck, it moved too slow, so he traded it for some play dough. The play dough, it got so hard, so he traded it for a big red car. The big red car, it went too quick, so he traded it for some pic-up-sticks. The pic-up-sticks, they were too small, so he traded them for a baby doll. The baby doll, it had no hat, so he traded it for a furry cat.
Assessment: Enjoyment of the song.
Assessment, Phase One, Level of Engagement, Fascination:
3. Image: Creating a Mental Picture
Objective: To use another medium to reinforce the idea of trading.
Activity: Play "transformations". Students stand in a circle. Each student makes up a movement and/or sound. Students begin trading their movements/sound with other students. Whichever movement/sound makes it completely around the circle is the winner.
Assessment: Students' contributions to the game.
Assessment, Phase Two, Seeing the Big Picture:
4. Inform: Receiving Facts & Knowledge
Objective: To define bartering.
Activity: Teacher lesson defining bartering as trading. Discussion with students as to when bartering works and when it does not. If available locally, play excerpts from a radio "swap shop" program.
Assessment: Verbal checking for understanding and student contributions to the lesson.
Assessment, Phase Three, Success with Acquiring Knowledge:
5. Practice: Developing Skills
Objective: To identify personal experiences with trading (bartering) and when it is used.
Activity: Teacher-led listing of student's experiences (including those of their parents) with trading personal and household items. Put a "*" next to those experiences which worked and a "-" next to those which did not.
Assessment: Teacher checking for understanding.
Assessment, Phase Four, Success with Acquiring Skills:
6. Extend: Extending Learning to the Outside World
Objective: To extend students' concept of bartering.
Activity: Using magazine or newspaper ads for toys, have students cut out pictures of toys they would like to have. They pretend these toys are real. Have them attempt to trade with other students. Reinforce the idea that a trade is not made unless both parties agree.
Assessment: Involvement in bartering game.
7. Refine: Refining the Extension
Objective: To evaluate the experience of the bartering game.
Activity: Discuss the problems students encountered in the bartering activity. Does everything have the same value? What problems did you have when you were trading? How did you solve them? Assignment: Bring candy or cookies to our next class!
Assessment: Participation in discussion.
8. Perform: Creative Manifestation of Material Learned
Objective: To put together everything learned about bartering and trading.
Activity: Barter Day! Students set up personal stations in the classroom and practice good bartering/trading skills with the treats they brought to school.
Assessment: Student enjoyment and success as traders.
Assessment, Phase Five,Performance, Creative Use of Material Learned:
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