Indiana Wesleyan University

Elementary Education Lesson Plan Template (DIRECT INSTRUCTION)

Social Studies--2007 ACEI Standards
Student: Hannah Beachy
Slocum Elementary
IWU Supervisor: Dr. Brenda Soptelean
Mr. Josh Brooks
Teaching Date: Friday, March 4

School: Frances
Co-op Teacher:
Grade Level: 4

READINESS
I. Goal(s)/Objective(s)/Standard(s)
A. Goal Students will understand trade, how it benefits both parties,
and how we used trade in
Indiana in the past as well as how we use it today.
B. Objective(s) In essay format, students will be able to explain their
personal trading experiences as well as reason and describe the difference in
past trade and how we use money today.
C. Standard(s)
NCSS: 7. Production, distribution, and consumption
IAS: 4.4.3 Explain how both parties can benefit from trade and
give examples of how people
in Indiana engaged in trade in different time periods
ISTE: NA
II. Materials & Management:
A. Materials: - Envelopes for each student with 6 trading items (fur,
iron axes, muskets, and jewelry)
- Essay sheets with word bank at the top
B. Time: Anticipatory set: 3 minutes
Input: 15 minutes
Output: 20 minutes
Closure: 5 minutes
C. Space: Students will be in their desks for the lesson presentation,
and then they will move around the classroom to find partners during
each round of trade. Finally, the students will return to their seats for
their independent practice and closure
D. Behavior: Students who are on task during the trading rounds will
receive incentive goods from me, and students who misbehave or take
advantage of their freedom will have goods taken away from them.
E. Technology: NA

III. Anticipatory Set (three minutes)

- Come into class and take something off of Mattias desk. I think I like
this, so Im just going to keep it.
- Is that okay with you?
- Let Mattia respond, then give whatever I took back
- Go over to Preciouss desk. I think I like this too, so I am going to keep
this too. Sorry.
- Now Precious, how did you feel about that?
- Did you guys think that was okay for me to do? Why not?
- It wasnt fair right? So what if I said, Precious, I really like this, how
about I trade you five dollars if you give me that. How would you feel
about that? Why would you have a different response?
- We know that in most cases, you cannot get something for nothing.
- IV. Purpose: Today, we are going to learn more about trade and how that affected
Indiana in the past, as well as today.
PLAN FOR INSTRUCTION
V. Adaptation: (ACEI 3.2)
A. Remediation If a student does not meet the objective, I will keep
the envelopes and perform the trade activity again with him or her
again during free time and guide him or her in writing the essay
portion.
B. Enrichment Students who are advanced have the opportunity to
write more in their essays. They may also use more of the words from
the word bank for extra understanding, as well as ask questions for
further research
C. ELL NA
D. Exceptional Needs- I will write the definitions of the vocabulary
words on the board, so the students can use it as a reference when
writing their essays. I will also give some students a hard copy of the
vocabulary words and their definitions
VI. Lesson Presentation: (ACEI 2.4) (ACEI 3.3)
A. INPUT: (15 minutes)
-

So we said that it would have been fair if I traded Precious five

dollars for her _____, right? Well you may have noticed that I used a
specific word for this. Does anyone know what that word is? When she
gets something form me and I get something from her?

This is what we call trade Write the word on the board. Another
word for this that means the same thing is barter Write the word on

the board. So today, when we want something, we go to the store and

buy it, or trade money for it. Now lets talk about why we use money. If
I have five dollars and Mr. Brooks has five dollars, do we both have the
same amount? We do, so we have a word for this as well. This word is
called currency Write the word on the board. Currency is a system of
money that is general for a whole country. So in America, we have
dollars. What about Europe? What kind of money do they have in
Europe? Let someone answer and say euros. What about Mexico?
What currency do they have there? Let a student answer pesos.
-

So we already talked about when we trade now we use our currency,

but what is it that we are trading for? We have some specific words we
use when we are talking about the things we buy. Does anyone know
what an object that we buy is called? Let a student answer or tell
them a good. Write the word good on the board. What about
something we pay someone else to do for us? Let a student answer
service. Write service on the board.

Any time we want a good or service, we dont have to look very hard.
We just go to a store or specific office, and we pay with money. But
what about in the past? What about before we had currency? What do
you think we did then? Let the students give suggestions.

Native Americans and early settlers used to trade fur, muskets,

jewelry, iron axes and any other goods or services they had to get
what they needed. They didnt have money, so they had to trade
something they had to get something else that they wanted.

Now we are going to try it; I am going to give each of you an

envelope, and a log sheet. I want you to keep those flat on your desk
while I explain what we are going to do next.

Open my envelope. Show class the trade items inside.

So, in my envelope, I have two iron axes, two furs, one piece of
jewelry, and one musket. So I am going to look at what I have, and I
am going to decide what I want the most. I am going to say that I want
furs the most. So when I say it is round one, I am going to tell you how

to find a trading partner and you are going to trade for what you want.
You can only trade with a person once.
-

So if I said, find a partner who has the same colored eyes as you and
go trade, I would go over to Brendon, and I would say, Hey, Brendon,
can I give you two iron axes for three furs? and he would either say
yes or no. Then he could make me an offer, or we could try to find new
partners.

If you cant find someone to trade with that round that has the same
eye color or whatever I tell you to look for, you can ask me, and I will
pair you up with someone who still needs a partner as well.

Now, when you trade, I want you to take your recording sheet, and
you can see that there is a place for you to write what you started
with, who you traded with, what you traded, and what you have now
for round one.

Fill in information on my sheet on the doc camera so they can see an

example

We are going to keep track of all our trades on this sheet.

Now, there is going to be a lot of moving around and communication,

so you need to use a level 1 voice and not mess around during this
time. If I do see someone who is not on task, I may tell them that they
got hit by a storm and lost some of their goods.

On the same note, if I see someone working really hard, I may say
that they got stricken with some good luck and found extra resources.

I will keep track of the rounds on the timer up front. In each round,
you need to find a partner, trade, and record your trade. Then when
the timer goes off, I will make sure everyone is finished and give you
directions for the next round.

Look around to make sure everyone is paying attention during

instructions

Give me a thumbs up or down on how you feel about those

directions.

Let them respond

Answer any additional questions they may have about instructions.

For the first round, I want everyone to find a partner that has on the
same color shoes as them.

Give students five minutes for each round. Walk around the class and
look for students who are staying on task to give extra resources. Set a
timer on the computer and project it on the smart board so the
students are able to see how much time they have left.

For the second round, I want you to find a trading partner that has a
birthday in the same month as you.

For the third round, I want you to find a trading partner that has the
same colored hair as you.

B. OUTPUT: (20 minutes) (ACEI 2.4 & ACEI 3.3)

-

Now that all of the rounds are done, I want you to go back to your
seat and there should be a piece of paper there for you. On your paper,
I want you to write how your trading went. What goods did you want to
get the most of? How did that go for you? Could you get the goods you
wanted? Why or why not? Then I want you to write another paragraph
about trade in the past and now. What are the differences?

There is also a word bank for you at the top. There are five words that
we just learned in the word bank. I want you to use at least three of
those words in your essay. Your essay should be at least two good
paragraphs. You may write more than that if you want or you have
extra time. You may also use more of the words from the word bank if
you would like to as well.

Give students fifteen minutes to write

Now can I have a couple volunteers of who wants to share what they
wrote about their trading experience?

Take three volunteers

PLAN FOR ASSESSMENT (ACEI 4.0)

Formative: For my formative assessment, I will gauge on the student
participation and attentiveness their understanding. I will also have students
show me with a thumbs up or down how they feel about the content and the
directions. Along with these things, I will closely monitor the students during
their trade rounds to make sure they understand the procedures and are
using their time wisely.
Summative: For my summative assessment, the students will write a two
paragraph essay explaining what they did during the trading periods, what
goods they were trying to obtain, why they wanted those goods, if they could
get those goods, why or why not. Then I will have them write another
paragraph about how trade was different in the past, and what trade looks
like for us today. I will have a word bank at the top of the paper for their
essay containing the vocabulary words from the lesson. The students will
have to use at least three of the vocabulary words in their essay.
REFLECTION AND POST-LESSON ANALYSIS
1.
2.
3.
4.
5.
6.

7.
8.

How many students achieved the lesson objective(s)? For those who
did not, why not?
What were my strengths and weaknesses?
How should I alter this lesson?
How would I pace it differently?
Were all students actively participating? If not, why not?
What adjustments did I make to reach varied learning styles and ability
levels?
a. Blooms Taxonomy
b. Gardners Multiple Intelligences
Were my students well behaved enough to handle this lesson and the
trade activity?
Did I explain the vocabulary words well enough that my students
understood their meaning and were able to use them?

Name ____________________________________
Date__________________
Use three vocabulary words from the box below and write two good paragraphs about what you
learned from the trading rounds. In the first paragraph, write what you tried to trade for, why you
wanted that good, and whether or not you got what you wanted and why. Then, in the second
paragraph, write how trade has changed from the 1700s to now.
Barter

Trade
Services

Goods
Currency

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IRON AX

MUSKET

FUR

JEWELRY
IRON AX
FUR

JEWELRY

MUSKET
FUR
JEWELRY
IRON AX
MUSKET