Agricultural Literacy Curriculum Matrix
Search Lesson Plans & Companion Resources
Bartering Through the Seasons
3 - 5
1 hour per activity
Students will learn about the seasons, become familiar with the process of wool production, and explore how trade and barter have historically allowed people to satisfy their needs and wants.
Interest Approach — Engagement
- A New Coat for Anna by Harriet Ziefert (used in all activities)
Activity 1: Bartering/Economics
- Have/Want Cards, 1 set for every 5 students
- Flow chart and problem/solution chart (available from Education Place website)
Activity 2: Seasons/Weather/Change Over Time
- Copies of My Seasons Book, 1 per student (print back-to-back, flipped on short edge)
- Seasons Book Map, 1 per student
- Wool Production Pictures (optional; print 1 for every 2 students)
- Seasons Book Cutouts (optional; 1 per student)
- Construction paper: red, yellow, orange, and green (optional)
- Glue and scissors
Activity 3: Wool Production/Processing
- T-chart (available from Education Place website)
Essential Files (maps, charts, pictures, or documents)
barter: to exchange things (such as products or services) for other things instead of money
money: something (such as bills or coins) used as a way to pay for goods and services and to pay people for their work
monetary system: the system used by a country to provide money and to control the exchange of money
goods: tangible things that are produced, bought or sold, and then consumed
services: activities provided by people or businesses
domesticate: to tame (an animal), especially by generations of breeding, to live in close association with human beings as a pet or work animal and usually creating a dependency so that the animal loses its ability to live in the wild
selective breeding: the intentional mating of two organisms in an attempt to produce offspring with desirable characteristics or for the elimination of a trait
free market economy: an economic system where the government does not interfere in business activity
supply and demand: the amount of goods and services that are available for people to buy compared to the amount of goods and services that people want to buy
Did you know? (Ag Facts)
- Wool is naturally fire resistant.1
- Lanolin is an oil that comes from wool. It is used to make wax, lotions, and ointments.1
- Wool fabrics provide natural UV protection from the sun.2
Background Agricultural Connections
Interest Approach – Engagement
- Prior to starting the activities, provide an opportunity for all students to view the opening picture page (war-torn village) in the book A New Coat for Anna. Other post-war pictures can be shown to the students. Explain to the students that during post-war times, some people had to rebuild their communities and homes that were destroyed during the war.
- Explain that A New Coat for Anna is based on a true story and takes place several decades ago. Read the story, and then further the discussion with the following questions:
- Do you think farmers still shear sheep the same way today?
- Do you think that wool spinners still spin wool the same way today?
- What people were needed to make the new coat? Can you name them and the goods or services they provided?
- How long did it take for all the items to be collected before the coat could be made?
Activity 1: Bartering/Economics
- Discuss with the students what the word barter means. Bartering is the direct trading of goods, services, and resources without using money. Remind the students that they barter for items all the time—think of candy on Halloween or trading movies and music with friends. Bartering can be a way of getting what we want, but it can also be inefficient. A successful barter occurs when both parties receive what they want. However, an exact match of wants does not always happen in a bartering situation. Bartering is complicated when the value of the goods, services, or resources being traded does not match. Establishing a measurement of value is the difficult part when it comes to a successful barter.
- After reading A New Coat for Anna, create a flow chart (see Materials) to discuss the bartering that Anna’s mother did to get Anna’s coat made. Discuss the first trade and to whom it was made, the second trade, the third trade, and the last trade. Ask the students if they feel the trades were successful and both parties received what they wanted.
- Divide students into groups of five and provide each group with a set of Have/Want Cards. Have the groups pass out one Have Card and one Want Card to every member in their group. Ask the students to barter with the others in their group to see if they can accomplish a successful trade.
- Create a problem/solution chart (see Materials) with the class to describe some of the problems they experienced in the bartering activity and possible solutions (e.g., nobody wanted what I had to trade; the person who had what I wanted did not want what I had to offer).
- Explain to the students that as economic systems developed throughout history, the need for a more efficient way to exchange goods, services, and resources grew. Ask the students what system began to replace the barter system. Discuss the concept of a medium of exchange, and ask students what medium we use today to exchange goods, services, or resources.
Activity 2: Seasons/Weather/Change Over Time
- Read A New Coat for Anna, and discuss how the changing seasons influence some of the events in the book and affect the people, plants, and animals. For example, you may discuss what happens to the sheep, the weather, and the plants, or the experience of the seasons for Anna and her mother.
- Review the order of events in the story and have the students fill out the Seasons Book Map with the students.
- Pass out one copy of the My Seasons Book to each student along with the optional Seasons Book Cutouts, Wool Production Pictures, and colored construction paper. The book includes sections for winter, spring, summer, and fall.
- Under each heading, have students draw, write, or use the included pictures to show the wool production steps needed to make Anna’s coat. The trades and seasons in the story can help you remember the steps: 1) traded a gold watch for the wool in spring; 2) traded a lamp for the spinning of the yarn and picked berries to color the yarn red in summer; 3) traded a garnet necklace for the weaving of the cloth in the fall; and 4) traded a teapot to the tailor for the sewing of the coat in early winter. On the side of each season page where the tree trunk is, students can write, draw, or use the Seasons Book Cutouts pictures and construction paper to show what is happening during each season with the weather, people, plants, and animals.
Activity 3: Wool Production/Processing
- Read the book, A New Coat for Anna, and discuss the steps that were necessary to produce Anna’s new coat.
- Use a T-chart (see Materials) to discuss how the process of making Anna’s new coat compares to the process and time involved in producing a new coat today. On one side of the T-chart, write Long Ago, and on the other side write Today.
- With the students, go through the procedures for making a coat. First, list all of the steps that Anna and her mother went through to get her coat made.
- Next, use websites and other resources to learn about how sheep are sheared; how wool is graded, sorted, and carded; and the spinning, weaving, and dyeing of wool. List on the Today side of the T-chart the newer processes used to make a coat. You could also discuss with your students how some people may still use the steps shown in the book, A New Coat for Anna, to create a coat (in some places people may not have access to modern equipment and some artisans still use these techniques to preserve tradition and create unique products).
- Consider ordering the Wool Spinning Kit for a hands-on wool spinning activity.
Concept Elaboration and Evaluation
After conducting these activities, review and summarize the following key concepts:
- Supply and demand principles apply to the production and purchase costs of goods produced on a farm.
- Sheep are raised for meat and wool. Wool is used to make clothing such as sweaters, coats, and socks.
- Methods of manufacturing a wool coat have changed over the years.
We welcome your feedback! Please take a minute to tell us how to make this lesson better or to give us a few gold stars!
Watch Wool Ewe Keep Me Warm? This is a 27-minute video geared toward children to teach about sheep and wool.
For further lessons on economics, visit the EcEd Web.
Visit the Interactive Map Project website and view the map representing Sheep Production in the United States. Identify some of the states who raise the most sheep, then find where your state ranks for sheep production.
Watch the 26-minute America's Heartland episode, Wild and Wooly Roundup to learn more about sheep, shearing, and wool.
Suggested Companion Resources
- Hands-On With Wool (Activity)
- A New Coat for Anna (Book)
- A Year on the Farm: with Casey & Friends (Book)
- A Young Shepherd (Book)
- Brave Dogs, Gentle Dogs (Book)
- Charlie Needs a Cloak (Book)
- Farm Animals: Sheep (Book)
- From Sheep to Sweater (Book)
- Growing Seasons (Book)
- I Can Read About Seasons (Book)
- Sheep on the Farm (Book)
- Sleep Tight Farm (Book)
- The Shepherd's Trail (Book)
- Unraveling Fibers (Book)
- Warm as Wool (Book)
- Weaving the Rainbow (Book)
- Where Did My Clothes Come From? (Book)
- Wild Rose's Weaving (Book)
- Wool Samples (Kit)
- Wool Spinning Kit (Kit)
- America's Heartland: Bachelor Sheep Ranch (Multimedia)
- America's Heartland: Wild & Wooly Roundup (Multimedia)
- From Fiber to Fabric... Wool's a Natural (Multimedia)
- How It's Made: Wool (Multimedia)
- Wool Ewe Keep Me Warm? Video (Multimedia)
- Sheep 101 (Website)
State Standards for Utah
Grade 4: Social Studies Standard 2Students will understand how Utah’s history has been shaped by many diverse people, events, and ideas.
Objective 3Investigate the development of the economy in Utah. Meeting one or more of the following indicators: a) Explain the relationship between supply and demand. b) Describe the role of producers and consumers. c) Identify examples of producers and consumers in the local community. d) Research the development of Utah’s economy over time. e) Identify the factors which bring about economic changes (e.g. natural resource development, new technologies, new market development, globalization, global conflicts, education). f) Examine how economic development affects communities (e.g. dams, sports, tourism, power plants, mining, etc.).
Grade 5: Social Studies Standard 1Students will understand how the exploration and colonization of North America transformed human history.
Objective 1Describe and explain the growth and development of the early American colonies. Meeting one or more of the following indicators: e) Compare the geographic and cultural differences between the New England,Middle, and Southern colonies (e.g., religious, economic, political). f) Analyze contributions of American Indian people to the colonial settlements.
Agricultural Literacy Outcomes
Culture, Society, Economy & Geography
- Describe how supply and demand impact the price of agricultural goods (T5.3-5.a)
Agriculture and the Environment
- Recognize the natural resources used in agricultural practices to produce food, feed, clothing, landscaping plants, and fuel (e.g., soil, water, air, plants, animals, and minerals) (T1.3-5.e)
Common Core Connections
Reading: Anchor Standards
CCSS.ELA-LITERACY.CCRA.R.1Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Economics Standard 5: Trade
ObjectiveNegotiate exchanges and identify the gains to themselves and others. Compare the benefits and costs of policies that alter trade barriers between nations, such as tariffs and quotas.
Economics Standard 7: Markets and Prices
ObjectiveIdentify markets in which they have participated as a buyer and as a seller and describe how the interaction of all buyers and sellers influences prices. Also, predict how prices change when there is either a shortage or surplus of the product available.
NCSS 7: Production, Distribution, and Consumption
Objective 5The characteristics and functions of money and its uses.