Lesson Plan #2: CollaborationGrade: 2nd gradeSocial Studies Strand: Economics

Submitted By: Taylor FitzgeraldPartner: Elizabeth Prisbrey

EDEL 453: Teaching Elementary School Social ScienceNevada State College – Spring 2014Instructor: Karen Powell

Lesson Plan #2 - Economics submitted by: Taylor F. & Elizabeth P.

B. Summary of the Lesson Plan : 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 studentPaper and pencilsTrade cards of products for each studentAn equal amount of money for each student

E. Objectives: o NV State Social Studies Standards

E12.2.1 - Demonstrate an understanding of trade by providing an example.

o Student-Friendly Standards E12.2.1 – I can explain what it means to trade something.

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?”

Discuss responses with the students.Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 2

Trade Card

Lesson Plan #2 - Economics submitted by: Taylor F. & Elizabeth P.

2. “Build on what you know”

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

When finished, ask the question on the bottom of the TE page 197.”What is one way you take part in a trade?”

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 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.

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

Lesson Plan #2 - Economics submitted by: Taylor F. & Elizabeth P.

Students must “Demonstrate an understanding of trade by providing an example.” By describing what the students would be willing to trade for 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 believe that building on prior knowledge for this lesson will be the easiest to teach. Children seem to always be “wheeling and dealing” to get what they want without even realizing it.

2. Which part will be most challenging for you to teach? I think the Math extension will be the hardest to teach. The children may find this confusing, but as long as the directions are clear and the teacher scaffolds the activity it will run hopefully run smooth.

3. How will you follow up or extend this lesson?I would have students create the graphic organizer in the TE page 198 “Re-teaching Milestones”.

4. What can you do for students who don’t grasp the concepts?For the students who do not grasp the concept, I would work with a specific small group during the math extension to provide extra help.

5. Which part of the lesson, if any, do you think might need to change? I think this lesson is really good. I do not believe I would change anything. 6. When you were writing this lesson plan, what was the most difficult part?

I feel that writing the procedure was the most difficult. We wanted to make sure we were taught everything, but kept the lesson in a 50-minute window.

7. Describe your experience collaborating on this lesson plan.I feel Elizabeth and I collaborated very well. We divided up sections, and then

gave each other suggestions for changes. It helps to have two heads putting in ideas. Sometimes partner projects make me feel nervous, but Elizabeth was great. Pictures of lesson materials can be found below.

Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 4

Lesson Plan #2 - Economics submitted by: Taylor F. & Elizabeth P.

Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 5

Trade Card(Example)