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Making Activity Week 5

SOL addressed:

2.8 The student will distinguish between the use of barter and the use of money in the exchange for
goods and services.

Content: Vocabulary will have to be introduced in order for students to understand how we exchange money or barter for goods and services. Students will understand that bartering is the same as trading. Students will understand a good is a materialistic object that be can held. Goods can include groceries, toys, or clothes. Students will understand that a service is something that someone does for you. Services can include getting a haircut, getting a pizza delivered, or getting a package shipped to your house.

Pedagogy: The teacher will set up a mock store in the classroom. Students will then be given roles where some will be responsible for operating the store, and others would be responsible for purchasing items. Some students will be given money and other students will have to figure out a way to still “purchase” things from the store. This will lead to a discussion about what it means to barter or exchange money for something. Students will be asked about the objects they purchased and it will fall into a T-chart of either good or service. Definitions for the two will be provided with help from the class. Students will then be instructed to 3D print an object that they wish to put up for sale in the class store. Once objects are completed, students will then resume the roles they had at the beginning of the lesson. Students will trade objects or money for other services or goods.


TPK: Students will use the 3D printer and software in order create things to put in their store.

PCK: Students will construct a T-chart to decide the different between a good and service. They will exchange objects with one another to understand the meaning of bartering.

TCK: The money used in this lesson will show how in one way or another, we have to pay for goods and services we receive. The creation of the objects will allow students to possess a good of their own.

One Comment

  1. Samantha, can you describe the TPACK intersections like this:

    TCK – The technology supports the pedagogy by……
    PCK – The pedagogy supports the content by….


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