Lesson Plan Elements

Lesson Plan Details

Integration of Learning
Outcomes/Objectives
Standards PA Civics, History,
Economics, Geography. PA
Common Core (Language Arts
and/or Math), NCSS
Anticipatory Set
Procedures
Differentiation
Closure
Formative/Summative Assessment of
Students (P-12)
Materials/Equipment, Resources,
Citation of Sources
Technology
Reflection on Planning
Submitted peer feedback and final on
time
Content Outline
Total

Point
Value
Total /30
2 /2
2

/2

/2

2
3.5
2
1.5

/2
/4
/2
/2

/2

/4

2
3

/2
/3

/1

2
28

/2
/30

EGP 335
Lesson Plan
Lesson Title: Yurok and Bartering/Trading
Day Number: 3
Author: Kali Iovino
Unit: Houghton Mifflin Unit 2
Grade Level: 3rd

Background Information
Expected Duration: 60 minutes
Concepts
Economy
Bartering
Trading
Vocabulary
Trade, Barter, Economy
Skills
Listening

Collaborating
Discussion
Sharing
Cooperating
Comparing
Contrasting

1.1 Integration of Learning Outcomes/Objectives

Students will be able to explain the difference between bartering and trading
Students will be able to describe the Yurok economy.
Students will be able to work together respectfully while bartering and trading the objects given
to them

1.2 Standards PA Civics, History, Economics, Geography & NCSS Themes I-X
PA Standards
Economics 6.4.3.B: Identify examples of trade, imports, and exports in the local community.
Economics 6.2.3.D: Define price and how prices vary for products.
Math M3.B.1.1.1: Tell/show time (analog) to the minute.
NCSS
I: Culture and Cultural Diversity
...enable learners to analyze and explain how groups, societies, and cultures address human
needs and concerns;
III: People, Places and Environments
Provide opportunities for learners to examine, interpret, and analyze interactions of human
beings and their physical environments, and to observe and analyze social and economic
effects of environmental changes...;
VIII: Production, Distribution, and Consumption
...enable learners to explain how the scarcity of productive resources (human, capital,
technological, and natural) requires the development of economic systems to make decisions
about how goods and services are to be produced and distributed;
1.3 Anticipatory Set
The lesson will begin with the teacher saying, This week we have been learning about Native
Americans. Yesterday we learned a little bit about the Native American Yurok tribe and what
their day day-to to-day life is like! Today we will be learning about their economy. I need you all
to put on your seatbelts because we are going back in time so we can learn how they bought
and sold items. Buckle up we are going back in time!
The teacher will call everyone over to the rug and ask that they bring two items from their desk.
If you brought two items from your desk please give me a thumbs up. Thank you! I brought a
piece of chocolate and my coffee mug. Do any of you have something that you would like to
trade for my piece of chocolate? Wait for students and see what they would like to trade. Make
a trade with someone who needs what they give to you. So now I have ___________. I traded
my chocolate for ___________ because where I am from I cannot get _________ and (Insert
students name) can not get chocolate at school so he/she needed it. The reason that the Yurok

would trade was because they would not be able to make some items that they needed. Like I
mentioned earlier we are going to learn about the economy that the Yurok Indians had.

1.4 Procedures
When I say go, bring your items back to your desk. Then, bring your Social Studies textbook
back to the rug. Go. Wait for students to return to the rug. The teacher will ask students to turn
to page 84, We are going to read the section titled The Yurok Economy. Call on different
students to read a paragraph of the text.

After reading the text, the teacher will ask, What are the three vocabulary words that were in
that section of the reading? Students will answer with the vocabulary words trade, barter and
economy. The teacher will write these words and their definitions on the interactive whiteboard
(SmartBoardSMARTtBoard).

Earlier when we were on the rug I exchanged goods with one of your classmates. What types
of items did the Yurok need when trading and bartering? Answer: Canoes. What did the Yurok
use as money? Answer: Shells called tooth shells. What do we use for money now? Answer:
Bills and coins.

Alright everyone go back to your desk. Wait for students to go back to desks and begin
passing out Barter Bags with the instruction that they should not open the bags until instructed
to do so. Today you are going to barter and trade with each other. We are going to play a game
where you will have a bag full of different school supplies and random items. The goal of the
game is for you to end up with only items that you need. Write what they need on the board
(example- 1 pencil, 1 eraser, 1 pack of fruit snacks and 2 stickers) You will have 15 minutes to
get these items from your classmates. If you get all of these items on the need list you get to
keep what is in your bag. If you do not get all of the items that you need I will collect your bag
and the items will go in the prize bin. If you do happen to get all of these items before the 15
minutes is done then you may trade for other items. There are only enough items on the need
list for every student to have one. You will need to swap with each other to complete your goal,
which will require that you cooperate with each other for the entire class to be successful. When
you are finished bartering and trading have a seat on the carpet and wait for the 15 minutes to
be up. Any questions? Set the timer and tell students that they can open their bags and begin
trading.

When the timer goes off have all of the students line up in front of the teacher so the teacher
can check whether the students have collected all of the items on the needs list. If they have
instruct them to put the bag in their backpack and sit on the rug. If they did not collect all of the
items, take their bag and have them sit on the rug.

After all of the students have taken a seat on the rug. Ask students, If we started that game 20
minutes ago what time was it when we started the game? Call on one student and have them
demonstrate what time it was on the classroom analog clock.

Ask them, Did we just barter with each other, or trade with each other? Answer: Barter. In the
economy that we use now do we normally barter or trade? Answer: Trade- we exchange money
for goods. Was it hard to barter with each other? Why was it hard? If you thought it was easy,
why was it easy for you? Lets make a pros and cons list for bartering. What are some aspects
of bartering that you like? What are some aspects of bartering that you did not like? Make sure
that they bring up that not everyone had the same value for items (ex. some people wanted lots
of rubber bands for a pencil and other people only wanted one rubber band).
1.5 Differentiation

For ELL Students: These students will be given a notecard that has all of the items listed on it.
There will be two columns on the notecard, needs and wants. Students will be able to use this
notecard when trading with other students and point to items if they do not know the word or are
having trouble with the activity.
For Students with ADHD: When we have times that we are sitting on the rug and they cannot
focused they are able to go get a yoga ball to sit and balance on while listening to the teacher
and their fellow students.
1.6 Closure
Now that we have experienced how the Yuroks economy worked can someone please tell me
how our economy is different from the Yuroks? How is it similar?
Get out a long piece of paper that is used for the timeline around the classroom. We have
spent the past 2 days discussing the Yurok and the way that they lived. What are some key
points about the Yurok that we should remember and include on our timeline? Write the
students ideas on the board. Thank you for all of those suggestions! now I need a four students
to draw about the Yurok and also choose from the key points on the board so we can hang this
on our timeline. Call on four students who have not previously done this task. If I did not call on
you, it is SSR for you right now until dismissal!

1.7 Formative/Summative Assessment of Students (P-12)

Formative
Throughout the barter bag game the teacher will be walking around observing the students to
see who is understanding and participating in the activity. Students will also be graded on how
much they participate in the class discussion after the barter bag game.

Summative
They will turn in an exit ticket where they will need to describe the difference between bartering
and trading. The teacher will know whether they truly understand the concept based on this.

1.8 Materials/Equipment/Resources
Materials
Interactive whiteboard (SmartBoardSMARTBoard)
Analog clock
Exit Ticket slips of paper
List of needs

25 barter bags
25 pencils
25 erasers
50 stickers
25 Fruit Snack packs
rubber bands
coupons (lunch with the teacher, no homework night)
Dum dums
glow sticks
dollar store variety prizes

Equipment

Resources
http://www.learnnc.org/lp/pages/3589
1.9 Technology

SmartBoard
2.1 Reflection on Planning
I enjoyed planning this lesson! It was really interesting to integrate math and social
studies together but still keep the lesson on track with the social studies curriculum. I had a

really hard time at the beginning of planning to reel all of my ideas in and make sure that it
would be a lesson that was not only fun but students were able to learn a lot about another type
of economy. There were a ton of resources online that discussed bartering and trading online
but the game that I found seemed the most realistic to complete in a class period and a game
that would be enjoyable for elementary age students. Overall I think that this lesson plan is one
that I could use in my future classroom and adapt for different content.