Feelings of excitement and anticipation filled Chapin’s Class 3 students as they waited for their Class 1 buddies to arrive.
Class 3’s last few weeks have been filled with research, creativity and practice as they engaged in “Triple S” lessons (Spanish and Social Studies), which culminated in an event for which they were highly prepared: a mercado (or market)!
Through Triple S, our students integrate Spanish into their studies of the four domains of social studies—geography, history, economics and civics—to deepen their learning and interest in each area.
To begin, the girls were divided into small groups and each assigned a different Spanish-speaking country to research. They worked together to gather information about their country including its geographic location, climate, currency and its best performing exported products. Their newfound knowledge was then used to develop their mercado (market) shops.
Using their study of economics, the students decided what they would sell and how their products would be priced. They developed slogans in Spanish to advertise their offerings, attract customers and practice their language skills. They also created promotional posters and paper representations of their goods, blending creativity into their “Triple S” project.
On the day of the mercado, tables representing España (Spain), Argentina, Puerto Rico, México and Columbia were arranged in a circle around the classroom. Each group displayed their country’s goods along with their menu and posters.
At México’s table, paper representations of avocados and guacamole and chips were laid out to highlight their chosen product—the avocado. At another table, the Columbia group showcased flowers, cacao beans, café and chocolate. Traveling to Argentina, customers could peruse their carne, or meat, options from beef to kebabs. This group even created a flag declaring them “la casa de carne!” or “the meat house!” to attract the Class 1 shoppers.
Class 3 found it hard to contain their excitement as Class 1 girls entered their classrooms and took seats on the carpet at the center of the mercado. After giving instructions, Maestra Isamar Rosado pointed to each Class 3 group who then enthusiastically proclaimed their advertising slogans in unison!
As Class 1 began to “shop,” they studied each table and its prices, working hard to calculate what they could buy with their ‘money’. It was clear that Class 3 students weren’t the only ones who had prepared for this event. The younger girls had recently completed a money unit in Math and expanded their Spanish vocabulary to include new words and phrases about currency. The Class 1 students carried small cards with questions written in Spanish in case they needed help remembering what to ask their older peers.
This mercado was a chance for all of the students to apply what they have learned through hands-on experience. Around the tables, the girls asked questions like, “Que producto es?” or “What is this product?” and “Cuánto cuesta?” or “How much does this cost?”
After the mercado had closed, and before their customers left,t Maestra Rosado asked Class 3 to reflect on their work and to share their thoughts. Almost everyone had something to share. All agreed that it was rewarding to see their hard work pay off and they couldn’t believe the mercado “actually happened!”
They said they had fun sharing their research, collaborating with friends, making sales and spending time with Class 1. As the younger girls departed, Class 3 said goodbye with an enthusiastic “Gracias, Classe Uno!”
Maestra Rosato capped off this exciting activity by telling the third graders how proud she was of their accomplishments.
