EGP 335

Lesson Plan
Lesson Title: Forms of Money
Day Number: 7
Author: _Natalie Rinaldi____
Unit: _Working in Communities_
Grade Level: 3rd
Background Information
In this lesson, the students will learn about how money is made in the United
States. The students are going to be learning about three main vocabulary words, Mint,
Bartering, and Trading. The students are going to be working in pairs and watching a
virtual tour of the minting process of money. The students are going to be given a
worksheet to help the students follow along with the tour to help with their
understanding. They will present their findings. The students will then learn bartering and
create their own product to barter.

Expected Duration 60 minutes

Concepts
o Forms of Money
o United States Money
o How Money Is Made
o Money Through Time
Vocabulary
-Mint,
-Bartering
- Trading
-Currency
Skills
o Comparing
o Contrasting
o Active listening
o Identifying
o Analyzing

1.1 Integration of Learning Outcomes/Objectives

Students will be able to explain how money in the United States is made
Students will demonstrate respectful behavior while working cooperatively in
groups.
Students will go through an online mint tour and scavenger hunt
Students will create their own product to barter with in the classroom.
1.2 Standards PA Civics, History, Economics, Geography & NCSS Themes I-X
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PA State Standrds
Economics
6.2.3.A: Identify goods, services, consumers, and producers in the local community.
6.1.3.A: Define scarcity and identify examples of resources, wants, and needs.
6.4.3.B: Identify examples of trade, imports, and exports in the local community.
NCSS
Product Distribution and Consumption
D2.Eco.3.K-2. Describe the skills and knowledge required to produce certain goods and
services.
D2.Eco.7.3-5. Explain the role of money in making exchange easier.
D2.Eco.4.3-5. Explain why individuals and businesses specialize and trade.
1.3 Anticipatory Set
To start, the teacher can say Boys and Girls, we know that we use money in exchange
for goods. Today are going to be talking about bartering, trading, and how money is
made!
The teacher will ask the students if they can name the different currency that we use, the
different coins and bills for example, and their values. The teacher will then say, We are
going to be divided into pairs to work on a worksheet after watching a virtual tour of how
money is made and the minting process.
The teacher will then say, We are going to be divided into pairs to work on a worksheet
after watching a virtual tour of how money is made and thing minting process.
(http://www.usmint.gov/mint_tours/?action=VTShell)

1.4 Procedures
1. First, the teacher is going to ask the class if they know what the words Mint,
Bartering, Trading, and Currency.
a. If the class does not know, or the student volunteers the answers, these
are the definitions:
i. Mint: a place where coins are made
ii. Barter: to trade without using money
iii. Trading: to give one item (money) in exchange/return for
another (product or service); the process of buying and
selling
iv. Currency: another word for money
2. Briefly, the teacher will touch on money through time. She will give examples:
a. Humans have been using currency for thousands of years, but it was not
always money like we use today.
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i. Cowrie shells were used in India, Thailand, and other countries

in Africa.
ii. Wampum belts were used as currency by Native Americans.
iii. Turkish coins were the first coins/currency to ever be used.
iv. Today, in countries in the European Union, the type of currency
used is called a Euro.
3. The students will work in pairs. Each pair of students will be given a website
hunt worksheet asking about the minting process of coins in the United States.
The students will go through a virtual tour of the process and answer a few
questions about it. (http://www.usmint.gov/mint_tours/?action=VTShell)
4. The students will then present the information that they found about money
making process, such as what they found interesting in how coins are made. Each
pair of students will share one idea/fact.
5. After this activity we will discuss bartering (to trade without using money).
a. The teacher will discuss the school store as an example of bartering and
trading. She will also discuss different examples of bartering. The teacher
will then discuss how the students typically need money to purchase
things now instead of bartering. They also discuss making their own form
of currency and trading items for it. The students list examples of things
that they can buy with their money and things that they can trade items
for.
b. The students can either work in the pairs that were made to complete
the worksheet or work individually to come up with their own product to
make, for example, lanyard bracelets, friendship bracelets, or drawings.

concept

i. The students will come up with their own bartering techniques to

trade/barter with each other. This fits into the lesson because the
chapter discusses the idea of both trading (with money) and
bartering (trading without money) so the students need a
of both.

6. The students will each present their product with the class and what they think
the value of it is and barter with each other. The students will discuss with each
other the product and see if they can make a fair trade. Afterward, the class will
have a discussion on why they decided to create that product and why they think
it is worth what they said.

1.5 Differentiation
For Gifted Students: For gifted students, they may be given the video on the
minting process and asked if they can find a resource on how money is made in
other countries around the world and analyze the comparisons and contrasts from
how money is made in the United States. They will talk about what was briefly
discussed in the lesson about money through time and money around the world as
a reference as well.
For ELL Students: Some students still struggling to learn English may need added
support and accommodations. The teacher can modify the assignment so that the
students just watch the tour on the minting process and talk to the teacher about
what they learned instead of answering a website hunt and discussing with the
class.
1.6 Closure
Once the students have finished the worksheet and creating their products and bartering,
they are going to reflect upon what they learned in the lesson. This will be used as an exit
slip. The students will write about the vocabulary and concepts that they learned and how
it applied to the activities they did in class that day.
To wrap things up, the teacher can say Boys and girls, it was so exciting to learn about
how money is made and the idea of bartering. Tomorrow we are going to be learning
about free market economy.
1.7 Formative/Summative Assessment of Students (P-12)
Formative assessment will occur throughout the lesson through teacher observation. The
teacher will observe how the students interact in their groups during the work sheet about
how money is made. The teacher will also observe how students work with each other to
barter/trade their items that they made.
Summative assessment: The teacher will collect the website hunt worksheet that the
students completed to see if they understand the process of minting. She will also review
the student's ideas for their bartering products to make sure they understood that concept
as well. The teacher will include these worksheets in the portfolio for the unit.
1.8 Materials/Equipment/Resources
A. STUDENT MATERIALS/ READING RESOURCES:

Materials used to make the products such as string, lanyard, crayons, paper, etc.
Video on how money is made in the United States.
Worksheet website hunt
Websites:
http://www.usmint.gov/kids/

B. TEACHER MATERIALS/RESOURCES FOR LESSON DESIGN: List resources you

used to design the lesson plan (teacher materials, to provide background on the content,
etc...)
http://lessonplanspage.com/ssbarteringtradeactivity3-htm/
http://kids.lovetoknow.com/kids-activities/teaching-kids-about-bartering
1.9 Technology
There are lots of visual aids used in this lesson including the virtual tour video
which students watched to learn about the minting process
The students will also be using the computer for their scavenger hunts that are
attached and to get ideas for their items that they are creating and bartering.
2.1 Reflection on Planning
This lesson was a lot of fun, but a lot of work to plan. I wanted to make sure that they
have a basic understanding of money in the United States and how it is made so I wanted
them to watch the virtual tour and answer questions to better understand. I think that it is
important that the students learned where our money came from and the process that is
gone through to make it. I am only asking a few questions on the worksheet because I
want the students to focus on the virtual tour and learn from it and not worry too much
about answering the questions. I also thought that creating the bartering/trading project
would be a fun and creative way for students to understand the concept. I wanted to make
sure that the students grasped the idea that people used bartering/trading as a means of
exchanging needed goods if they did not have money, so I thought creating this activity
would be fun and interactive and informative at the same time.
2.2 Content Outline
Chapter 12: Saving and Spending Our Money
Lesson 1: Forms of Money
Lesson 1 Vocabulary
Trade: come up with an age appropriate definition
Create a class market that allows students to act as
producers and consumers as they buy and sell
products
Barter: to trade without using money
Ask students to recall moments that they have
bartered in their daily lives (perhaps with one
another) without even realizing it (i.e. trading one
item for another when you have something that
someone else wants, and they have something that
you want).
Money/currency: come up with an age appropriate
definition

 Have students brainstorm the different types of ways

in which money is represented (not just different
coins and dollar amounts, but also checks, credit
cards, etc.)
Mint: a place where coins are made
The United States Mint in Philadelphia
Explore online
Potential field trip opportunity
Lesson 1: Beyond the Vocabulary
A. Trading and Bartering
a. People use money to buy goods and services
i. Teaching it: Fill out a worksheet with ideas of how
you are a consumer. What do they buy or use at
home? Ask if they realize that they use all of these
things on a daily basis?
b. In the past, people bartered for things
i. This is not always possible to do because some don't
want the good that is offered
ii. In Roman times, they had their own currency also
c. Ways to purchase services
i. Coins and bills
ii. Checks can be traded for services (bank takes money
from the persons account)
iii. Credit cards (buy goods now and pay later)
B. United States Money
a. U.S. Mints
i. The U.S. Mint started making coins in Philadelphia in
1792
ii. Our coins are made in Washington, D.C.
iii. Paper bills made in Fort Worth, Texas

Name_______________________________________

Date____________________

Use the following link to answer the questions on the minting process.
http://www.usmint.gov/mint_tours/?action=VTShell
1. Name at least three of the field sites that the United States has for minting.
-Denver, Colorado
-Philadelphia, Pennsylvania
-San Francisco, California
-West Point, New York
-Fort Knox, Kentucky
2. Name the 6 types of coins that the United States produces.
-One cent (penny)
-Five cents (nickel)
-Ten cents (dime)
-Twenty-five cents (quarter)
-Fifty cents (half-dollar)
-One dollar coin
3. What 4 inscriptions are mandated by law to appear on all circulating coins?
-Liberty
-In God We Trust
-United States of America
-E Pluribus Unum
4. What are the three items/steps used in creating a coin?
-1. Drawing the coin
-2. Sculptors designing and sculpt designs using software tools
-3. Plaster (displays fine detail) is poured over the clay model

Create your own product that you will barter in the classroom. You will discuss why
chose that product and how you made it. Discuss the value of your product and its use.
Explain in the space provided.

Checklist and Answer Key for Day 7 Summative Assessment in Portfolio

Question 1
_____At least 3 field sites are listed that the United States has for mining. (worth
3 points, one for each field site listed)
Possible answers:
-Denver, Colorado
-Philadelphia, Pennsylvania
-San Francisco, California
-West Point, New York
-Fort Knox, Kentucky
Question 2
_____The 6 types of coins are listed that the United States produces. (worth 6
points, one for each type of coin listed)
Possible answers:
-One cent (penny)
-Five cents (nickel)
-Ten cents (dime)
-Twenty-five cents (quarter)
-Fifty cents (half-dollar)
-One dollar coin
Question 3
_____ The four inscriptions that appear on all circulating coins are listed. (worth 4
points, 1 for each inscription listed)
Answer:
-Liberty
-In God We Trust
-United States of America
-E Pluribus Unum
Question 4
_____ The three items/steps used in creating a coin are listed. (3 points each, one
for each of the items/steps used in creating a coin)
Answer:
-1. Drawing the coin
-2. Sculptors designing and sculpt designs using software tools
-3. Plaster (displays fine detail) is poured over the clay model
Second Part of Assessment

Create your own product that you will barter in the classroom. You will discuss why
chose that product and how you made it. Discuss the value of your product and its use.
Explain in the space provided. (8 points total, 2 point for each requirement)
_____Create own product that will be bartered in the classroom (2 points )
_____Explain how this product was made/created. (2 points)
_____Explain why this product was chosen. (2 points)
_____ Explain the value of the product and its use. (2 points)