SIOP/ Technology Lesson Plan

Name: Rachel Hendrick

Date: December 9, 2015
Grade/Class/Subject: 3rd grade/ Social Studies
Unit/Theme: Economics
Lesson Topic: bartering
State Standards:
Content Area: Social Studies
Standard: Economics
Prepared graduates: Understand the allocation of scarce resources in societies through analysis of
individual choice, market interaction, and public policy
Grade level expectation: Third Grade
Concepts and skills students master: 1. Describe producers and consumers and how goods and services
are exchanged
Evidence outcomes- Students can: b. Describe and give examples of forms of exchange topics to include
but not limited to trade and barter (DOK 1-2)
WIDA Standards: WIDA:Standard 5: The language of social studies
ISTE Standards: 1. Creativity and innovation.
Students demonstrate creative thinking, construct knowledge, and develop innovative prodicts and
processes using technology. A. Apply existing knowledge to generate new ideas, products or processes.
Content Objective: Students will demonstrate the process of bartering by exchanging with another child
an item that is more valuable to them.
Students will understand the definition of bartering through the use of technology by watching a video
and examining pictures on the Columbian Exchange.
Language Objective: Students will define bartering using a complete sentence.
Key Vocabulary: Bartering
Supplementary Materials:
Projector
21 cards with picture of items
Journals
Pencil
Higher Order Questions:
Time:

Lesson Sequence / Activities

Motivation:
(Building background, links to experience, links to learning)

Anticipatory set (link to background knowledge):

Begin the lesson by having students talk with an elbow partner about a time when they
exchanged a good with someone else.
Teacher will then provide a scenario of exchanging a good with someone else.
On Halloween kids get many different types of candy. Some of these candies are kinds that
they may or may not like. Sometimes a child will offer a sibling or a parent the piece of
candy they dont like for a piece of candy that their sibling or parent would like to give up.
The piece of candy you dont like could be one of their favorite kind. This is an example of
bartering.
Today we are going to be talking about bartering and the exchange of goods.
Presentation:
(Language and content objectives, key vocabulary, comprehensible input, strategies,
interaction, feedback)
The teacher will then introduce the content and language objectives for the lesson.
Content Objective: Students will demonstrate the process of bartering by exchanging with
another child an item that is more valuable to them.
Language Objective: Students will define bartering using a complete sentence.
Direct Instruction: Introduce the concept of bartering and the term.
Bartering is exchange (goods or services) for other goods or services without using money.
Reinforce with a video
https://www.youtube.com/watch?v=J7hNOt2Y0J8
Teacher will then provide another scenario of bartering:
Have you ever been to Walmart and wanted a quarter for those machines that sit outside the
doors? This is another form of bartering. You and someone else could put a quarter in the
machine and get something totally different than what you expected. If you wanted a rind
and the other person wants a bouncy ball and what comes out is just the opposite, this is a
chance for you to exchange items. This is called bartering.
Students will then be asked to descibe with an elbow partner, another experience of
bartering. Students will be asked to use the vocabulary term, barter, when explaining their
experience of exchanging an item with someone else.
Practice and Application:
(Meaningful activities, interaction, strategies, practice and application, feedback)
(Meaningful activities, interaction, strategies, practice and application, feedback)
(We Do)
Now that the teacher has explained what bartering is, the teacher will address to the class
that they are going to be doing their own class exchange. The teacher will provide each
student with a picture of a item that they will be exchaning with other students. The picture
of the items will be different food items that are used in the Columbian exchange. The
teacher will also provide a visual of the Columbian exchange items on the overhead.
http://apworldhistory20122013.weebly.com/uploads/9/9/9/6/9996001/5885243_orig.jpg
The teacher will begin the exchange by offering one student one of the items. Announce to
the class that they only have 10 minutes to do the exchnage. Announce when 2 minutes
remain.
Teacher- White they are participating in the class exchange, walk around the room and

listen to the different comments made to each other. Observe the activity and write down
comments the students make throughout the exchnage.
When time is up dicuss the lesson: closure.
Teacher will address the following questions with the students:
How many students traded their item for the item they wanted most?
How many didnt trade at all? Why?
Was there anyone who traded more than once to get the item of their choice?
After the class discussion on these questions, the teacher will go over each item and how
these items are involved in the Columbian Exchange. Students will then understand that
different items are exchanged in the United States with Europe, Africa, and Asia. Students
will understand batering as a bigger picture through the Columbian Exchange.

Review and Assessment:

(Review objectives and vocabulary, variety of formative assessments/checks for
understanding)
The teacher will review the language and content objectives with the students:
Content objective: Students will demonstrate the process of bartering by exchanging with
another child an item that is more valuable to them.
Language objective: Students will define bartering using a complete sentence.
Assessment (formative): Have students define barter in their journals using a complete
sentence, list three examples of barter they have been involved in, and provide three items
that are used in the Columnian Exchange through the visual provided on the overhead.
Extension/ Differentiation:
For students who are ready, I will allow them to write down the three questions that are
used for the class discussion at the end of the activity and answer the questions in complete
sentences in their journal.
For students who need additional support, I will provide a handout with the definition of
bartering and other example scenarios of bartering.
SIOP Features
Preparation
_ Adaptation of content
_ Links to background
_ Links to past learning
_ Strategies incorporated
Integration of Processes
_ Reading
_ Writing
_ Speaking
_ Listening

Scaffolding
_ Modeling
_ Guided practice
_ Independent practice
_ Comprehensible Input
Application
_ Hands-on
_ Meaningful
_ Linked to objectives
_ Promotes engagement
Group Options
_ Whole class
_ Small groups
_ Partners
_ Independent
Assessment
_ Individual
_ Group
_ Written
_ Oral
Reflections: