Market Simulation

Overview

Students will plan and participate in a Native American craft market simulation where they buy and sell items using a simple budget and price list. This lesson builds writing and short research skills by having students create an informational “market description” for one craft and use it during trading.

Learning intentions

Students will be able to:

• Introduce a topic and group related information together on a craft card.
• Conduct a short research process to gather details about a craft (materials, purpose, or meaning).
• Write an informative explanation that is clear and accurate.
• Write over a short and extended time frame by drafting, revising, and finalizing their craft card.
• Participate respectfully in a market simulation by using their craft card to explain and sell an item.

Success criteria

• I can write a craft card with a clear topic and grouped details (what it is and one or two important facts).
• I can include at least one illustration (simple drawing) that helps others understand my craft.
• I can trade using a set budget: I can buy and sell items and calculate what I can afford.
• I can explain my craft to a “customer” using the information from my card.

Curriculum links

• Writing—Introduce a topic, group related information, and include illustrations when useful (CCSS.ELA-LITERACY.W.3.2a).
• Writing—Conduct a short research project to build knowledge.
• Writing—Write routinely across short and extended time frames for drafting and revision.
• Writing—Write informative/explanatory texts that select and organize relevant information clearly.

Lesson structure (60 minutes)

1. 0–5 min · Hook & goal. Teacher sets out the mock market area and shows a sample craft card; students briefly share what makes an ad or explanation helpful in real life.

2. 5–12 min · Mini-research (quick gather). Teacher displays 3–4 craft “fact cards” (teacher-prepared) about a few Native craft examples (or symbols/pattern meanings appropriate for the unit); students choose one craft and circle 2 facts they will use.

3. 12–22 min · Direct teach: craft card structure. Teacher models how to write a topic sentence and group related details (What it is + Facts/meaning + How it’s used); students fill in a graphic organizer for their chosen craft card.

4. 22–35 min · Draft informative card. Teacher circulates and helps students write 3–5 informative sentences, including at least one illustration; students draft their final version on a “Market Card” worksheet.

5. 35–40 min · Quick revision check. Teacher gives a simple checklist: topic sentence present, facts grouped, illustration matches, sentences are readable; students revise one thing (add a detail, improve a sentence, or fix spelling with teacher guidance).

6. 40–50 min · Market setup & roles. Teacher explains the simulation rules: each student has a budget, each craft has a price, and they must complete at least one purchase and one sale; students practice a 10-second pitch using their card.

7. 50–58 min · Simulation trading. Teacher runs the market clock and prompts respectful language (asking prices, explaining choices); students complete buying and selling while using their craft card to persuade and answer questions.

8. 58–60 min · Exit reflection. Teacher asks: “What helped you sell or buy successfully today?” and “What is one fact you put on your craft card?” Students answer in 1–2 sentences.

Resources

• Teacher-prepared fact cards about 2–4 appropriate craft topics for the unit
• Market Card worksheet (topic line, 2 fact boxes, sentence lines, illustration box)
• Simple price list and item tags (craft cards as “inventory”)
• Play money or counters and a printed budget sheet
• Checklist for revision (topic, grouped facts, illustration, readable sentences)
• Pencil crayons/markers for drawing

Assessment

• Formative: teacher reviews the organizer at the drafting stage (check for 2 chosen facts and grouped structure).
• Formative: teacher listens during the 10-second pitch and market trading for accurate use of card information.
• Exit ticket: 1–2 sentence reflection showing understanding of what made the card effective for selling/buying.

Differentiation

• Support for speech delay (4-year-old during any shared activity time): use pointing/choosing from picture options for facts; allow single-word answers or sentence frames for explanations (e.g., “This is a ___. It is used for ___.”).
• Support for the advanced 7-year-old: require 3–5 sentences and encourage precise phrasing (used for, made from, meaning of pattern/symbol if included in fact cards).
• Role assignment by ability: seller pitch and card-reading for the advanced student; cashier/budget manager role for the learner who benefits from structured tasks and minimal speaking.
• Extension for organization: offer word bank options for connectors (because, so, also) to keep writing clear and grouped.

Extension (for advanced learners)

• Create advertising materials: students add a “Market Poster” mini-title and one persuasive paragraph (or two sentences) that repeats the best grouped facts from their craft card, plus a bigger drawing.
• Add a “trade reason” sentence during the simulation: “I chose to buy/sell because…” using at least one informative fact from the card.