AshleyOstendorf Mrs.Travers Thursday,January17,2014 LESSONPLANOUTLINE JMUElementaryEducationProgram TITLE/TYPEOFLESSON CulturesofColonialVirginia: FormsofExchange CONTEXTOFLESSON Thisisappropriatebecausethefourthgraderswillalreadyhavebeenintroducedtothis topic.Theyhavehadsomeworkwiththeterms:money,barter,credit,debt,and savingsinpreviousgrades.Studentsarefamiliarwithmoneyandtheconceptofsaving sincetheyarepresentineverydaylives.Thislessontargetsthesetermsinanearlier timeframe,givingthemabitofadifferentdefinition.

ThisfitsinwithwhatIknowabout childdevelopmentbecausemostofthestudentsareinPiagetsconcreteoperational stageofdevelopment.Studentsareable to solve concrete (hands-on)

problems in a logical fashion, which is required in this lesson.

STANDARDSOFLEARNING
VS.4d
ThestudentwilldemonstrateknowledgeoflifeintheVirginiacolonyby d) describinghowmoney,barter,andcreditwereused.

LEARNINGOBJECTIVES Understand Studentswillunderstandthat

moneywasnotoftenusedintheearly Virginiacolony.

Know Studentswillknowtheformof exchangethatthecolonists usedwasbartering(alotof timeswithtobacco)

Do Thestudentwillbeableto defineandillustrateexamplesof theterms(money,barter, credit,debt,andsaving).

Studentswillknowtheforms Thestudentwillbeableto ofexchange:money,barter, dramatizeabartertransaction. credit,debt,andsaving. .

ASSESSINGLEARNING
Ihavebothformalandinformalassessmentsinthislessontotracktheirlearningprogress.Eachstudentwillhavewrittenthe formofexchange,thedefinition/keyfeatures,andwillhavedrawnapicture.

Objective Studentswillunderstandthat
moneywasnotoftenusedintheearly Virginiacolony.

Assessment InteractiveNotes BarterRoles

DataCollected
Studentswillhavecompletedtheir interactivenotesfromtheActivBoard presentation. Studentswillhaveactivelyparticipated intheBarterrolesactivityandwill haveansweredthereflectionquestions ontheirslip.

Studentswillknowtheformof BarterBag exchangethatthecolonists BarterRoles usedwasbartering(alotof timeswithtobacco) Studentswillknowtheformsof Vocabularyflapbook exchange:money,barter, Exitcards credit,debt,andsaving.

Studentswillhavetradedandbartered itemsfromtheirbagwithother classmates. Studentswillhaveactivelyparticipated intheBarterrolesactivityandwill haveansweredthereflectionquestions ontheirslip. Studentswillhavecreatedtheirown flapbookswiththetitleofformsof exchangeonthefrontpage,aswellas itsdefinition.Toassessevery student'sknowledgeoftheformsof exchange,Iwillbeabletochecktheir flapbooksthatwearecreatingduring thesmartboardpresentationtomake sureeachstudenthasaformof exchangeandadefinition. Inordertoassesswhetherthestudents knowthekeyvocabularycards,they willhavetonamethreeformsof exchangeontheirexitcardthatthey learnedaboutattheendofthelesson.

Thestudentwillbeableto dramatizeabartertransaction

BarterBag BarterRoles

Thestudentwillbeableto Vocabularyflapbook defineandillustrateexamples oftheterms(money,barter,

Studentswillhavetradedandbartered itemsfromtheirbagwithother classmates. Studentswillhaveactivelyparticipated intheBarterrolesactivityandwill haveansweredthereflectionquestions ontheirslip. Studentswillhavecreatedtheirown flapbookswiththetitleofformsof exchangeonthefrontpage,aswellas itsdefinition.Thespecificformsof

credit,debt,andsaving).

exchangefollowonthepages throughoutthebook.Toassessevery student'sknowledgeoftheformsof exchange,Iwillbeabletochecktheir flapbooksthatwearecreatingduring thesmartboardpresentationtomake sureeachstudenthasaformof exchangeandadefinition.

. MATERIALSNEEDED InteractiveNotes(28) ActivBoard Constructionpaper/prefoldedflapbooks(28) coloredpencils/crayons Barterrolessheet(cutout) Brownbag(barterbags) Erasers/pencils/balloons/marbles/stickers/coupons(contentsforbarterbag)

1. Students sit at their desks. Tell the students that they will play a game called Barter Bag. Give each student a bag with various materials with the direction that he/she cannot open the bag until told to do so. Each bag contains varying materials (example - 2 pencils, 5 pieces of gum, 4 pennies, 1 lollipop, and a sticker, while another could contain 2 coupons, one eraser, four pennies, and five balloons). Direct the attention of the students to a posted list of needs hung in the classroom. 2. In order to keep the items in your bag, you must have at least one of the following items: sticker, eraser, pencil, lollipop, any one coupon. Have the students read the directions aloud to check for understanding. Explain that the students will have a set amount of time (15 mins.) to trade the objects in their bags with others in order to retrieve the list of needs. After they have completed the task, they can continue trading for any other items they may want. They must have received all the needs in order to keep what is in their bags. 3. To retrieve a needed item, students should trade with others by swapping something from their bag, for instance, one pencil may be exchanged for 3 pieces of gum. Explain that there are enough needs for each student to have only one, so the class should work cooperatively and fairly to help everyone retrieve their needs. Explain that the students have 15 minutes to complete the task and afterward, we will check to see how successful

each student was. Teacher sets the time and says Go!. 4. Following the game, have students discuss the process of bartering-list strengths and weaknesses. 5. Bartering section of The Kids Money Book is great to share with students at this time.

H.PROCEDURE(CONTENT) Placeabarterbagonthestudentsdeskandinstructthemnottotouchit.
TellthemtogetouttheirVAstudiesnotesandpullupActivBoardpresentation Iwillexplaintostudentsthatpeoplecanexchangetheirmoney(coinsandpapermoney)forthegoodsandservicesthey needandwant.Coinsandpapermoneyarereferredtoascash. Iwillhavestudentsdescribetimestheyhaveusedcashtopayforagoodorservice Iwillintroducethetermbarterandgivethedefinitionastheexchangeofgoodsandservices

withouttheuseofmoney. Next,Iwillaskthestudentsiftheyhaveevertradeditemswithsomeoneandexplainthat sometimespeopletradegoodsandservicesforothergoodsandservices.Theexchangeofone goodorserviceforanotheriscalledbarter.Itisamorecomplicatedmethodoftradingbecause itinvolvesbothpartieswantingwhattheotherhastotrade. IwillhavethestudentsrecalltheunitstheystudiedonancientChinaandEgyptandthe AmericanIndians(FirstAmericans)andchecktoseeiftheyrememberlearningabout barteringasamethodoftradewithinthosegroups. Iwille.

AswegothroughthedifferentlandformsIwantyoutooneachflapofthebookwritethenameofthelandform,the definitionthatisontheboard,anddrawapicture. Cansomeonetellmewhatneedstobeoneachflap?(theywillanswerwiththelandform,thedefinition,andapicture) Youwillhaveabout4minutestocompleteeachflap,asweallaregoingtodothemasaclasstogether.Insteadof writingnotesoutonnotebookpaperthiswillserveasyournotesonthelandforms. Beforewestart,usingthecoloredpencilsandmarkersatyourtable,writelandformsonthetitlepageflap(Iwillhold upmymodelandpointtothetitleonmyfirstflap). c)Implementationofthelesson Openyourflapbooktothefirstpage.

preparation thewaydecisionsweremadeaboutthevalueofitems successofexchanges problemsencountered theirfeelingsabouttheswapday

. WHATCOULDGOWRONGWITHTHISLESSONANDWHATWILLYOUDOABOUTIT? StudentsmaynotbeinterestedinthistopicwhichIwilltryandgaugetheir attentionthroughoutthelesson.Ihavecateredtovisual,auditory,andkinesthetic learnersinthislesson.IllustrationsmaybevaguewhichIwillattempttocontrolby havingamodeldoneaswellasprefacingthequalityIwouldlikefortheirwork. Studentsmaynotbefocusedduringthefillintheblankguessingdiscussion.Thisis okaybecausetheywillstillbeforcedtohearthecontentinthegrouppresentationsand

whenIgooverthefillintheblankanswers.Wemayandprobablywillrunoutoftime tocompleteeverythinginthislessonplan,whichisokay!Thislessonmayrunintothe followingday.

Selectfourstudentsandgiveeachofthemoneoftheroleplay instructionsfromtheActivitySheetBarterRolePlaying.Instructstudents toreadtheirtaskwithoutdiscussion.Thesefourstudentsthenundertakea roleplaywhichisobservedbytheremainderoftheclass. Oncompletionoftheroleplayingdiscusswhattookplacewiththe class: Whataretheessentialelementsofsuccessfulbarter? Whatproblemsoccurwhenpeopletrytobarteritems? Isitafalsesituationwhenallitemshaveequalvalue? Howdowedecidewhatisafairexchange? Whathappensifonepersonwillnotcooperate?

TOOLMAKER
YouliveinthevillageofBarterville. Eachpersoninthevillageproducesmoregoodsthantheyrequireandthereare otheritemstheyneedtoobtainfromotherproducers. Youareatoolmaker. Thiscardrepresentsthehammerandnailsyouhavemade.Youhaveyoung childrenwhoneedmilktodrink.Exchangeyourgoodssothatyoucangetthemilkyour childrenneed.

TAILOR
YouliveinthevillageofBarterville. Eachpersoninthevillageproducesmoregoodsthantheyrequireandthereare otheritemstheyneedtoobtainfromotherproducers. Youmakeclothes. Thiscardrepresentstheclothesyouhavemadeanddonotneed.Exchange theseclothessothatyoucangettheflouryouneedforyourcookingneeds.

DAIRYFARMER
YouliveinthevillageofBarterville. Eachpersoninthevillageproducesmoregoodsthantheyrequireandthereare otheritemstheyneedtoobtainfromotherproducers. Youareadairyfarmer. Thiscardrepresentsacanofmilkyouhaveleftover.Yourclothesarewearing outandyourneedsomenewonesbeforethesnowfalls.Exchangethemilktogetnew clothes.

FLOURMILLOWNER
YouliveinthevillageofBarterville. Eachpersoninthevillageproducesmoregoodsthantheyrequireandthereare otheritemstheyneedtoobtainfromotherproducers. Youaretheownerofaflourmillandyouneedtodosomerepairstoyour

building. Exchangesomeoftheflouryouhavemadesothatyoucangetahamerand nailstohelpwithyourrepairwork.