Professional Documents
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● Assessment for this lesson will consist of questions asked to the students at the
closing of each “round”. These questions should at a minimum include: What trades
have you made, and why? Did you find it easy to get what you wanted? What would
have made it easier?
● Questions should be directed to both the class, to gauge group learning, as well as
individual students to gauge their own understanding of the topic(s). Grading shall be
based only off participation in the lesson.
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INSTRUCTIONAL PRACTICE
As students enter, be sure to keep the brown bags off their desks, so that they don’t
lose attention too quickly. Because we will also be doing the short debriefing, it
allows them to focus on that before the lesson begins in full.
Prior to the beginning of the lesson, it is useful to quickly review the general concept
behind supply and demand, as well as trade. Even mentioning that those are the
topics of the day’s lesson can be enough to ensure that it is on the students’
minds as they go through the activity and synthesize the knowledge. This also
allows them to begin making the connection between their individual decisions
are larger economies through trading, a topic that will be addressed in more
detail in a later lesson.
Student interest in this lesson will already be high, largely because the presence of
actual items or “props” engages their kinesthetic, physical modes of thinking, and
stands out from what is normally present in our classroom.
Instructional Procedure: