Brittany Egan

Subject: Social Studies Topic: Goods and Services Grade/class description: 1st grade General Education Classroom I. Purpose a. What is a good? b. What is a service? c. Why are they important for our community? II. Vocabulary a. Goods- hings people buy or use. b. Sell ! o give money for something c. Services ! "obs that people do to help others. III. Skills a. Classifying b. #dentifying c. Comprehending IV. Objectives a. Students $ill demonstrate their ability to visually classify the difference bet$een goods and services. b. Students $ill demonstrate their ability to correctly identify goods and services. c. Students $ill demonstrate their ability to utili%e their &no$ledge of goods and services and apply it to their $riting. V. Standards

a. Social Studies i. Challenges of meeting needs and $ants 1. Communities provide facilities and services to help satisfy the needs and $ants of people $ho live there. '. hrough $or&( people in communities earn income to help meet their needs and $ants. ii. Economic )ecision *a&ing 1. +eople ma&e decisions about ho$ to spend the money they earn. '. +eople $or& to earn money to purchase the goods and services they need and,or $ant. b. English Language Arts i. -eading. #nformational e/t 1. CCSS.E01-0iteracy.-l.1.1 1s& and ans$er 2uestions about &ey details in a te/t. ii. Writing 1. CCSS.E01-0iteracy.W.1.' Write informative,e/planatory te/ts in $hich they name a topic( supply some facts about the topic( and provide some sense of closure. '. CCSS.E01-0iteracy.W.1.3 With guidance and support from adults( recall information from e/periences or gather information from provided sources to ans$er a 2uestion. iii. Speaking and Listening 1. CCSS.E01-0iteracy.S0.1.1 +articipate in collaborative

conversations $ith diverse partners about grade 1 topics and te/ts $ith peers and adults in small and larger groups. '. CCSS.E01-0iteracy.S0.1.4 1dd dra$ings or other visual displays to descriptions $hen appropriate to clarify ideas( thoughts and feelings. 5. CCSS.E01-0iteracy.S0.1.6 +roduce complete sentences $hen appropriate to tas& and situation. VI. Pre-Assess ent a. Students have been previously assessed and found to have mastered the previous lesson $ithin this unit( 7)ifferent 8inds of Communities.9 he students have also demonstrated their ability to read a map and map &ey. 1lthough students have been previously introduced to the topic of( 7Goods and Services $ithin their :eighborhood9( they have not demonstrated clear understanding and comprehension on the differences and e/amples of goods and services $ithin their community. VII. !esson Presentation a. Set-Induction: i. he teacher $ill begin the lesson by getting all of the students; attention by calling the students to the meeting area by table. 1. -ed '. Blue 5. Green <. =ello$

ii.

he teacher $ill then engage the students by saying( 1. 7#f you can hear me put your hands on your head.9 '. 7#f you can hear me put your hands on your shoulders.9 5. 7#f you can hear me put your heads on your lap.9 <. 7#f you can hear me sit up straight and listen.9

iii.

he teacher $ill revie$ last $ee&s lesson using the big boo&( 7Social Studies. >amilies :o$ and 0ong 1go9( by ?oughton *ifflin ?arcourt +ublishing Company. 1. he teacher $ill then revie$ vocabulary a. Goods- hings people buy or use. b. Services- "obs that people do to help others.

iv. 1fter the teacher revie$s vocabulary( in order to activate prior &no$ledge( the teacher $ill then have the students 7stop and thin&9 about t$o e/amples for both goods and services and then to share $ith a partner. v. @nce students have shared $ith their partner( the students $ill help the teacher complete a graphic organi%er of a -Charts to classify e/amples of goods and services. b. Procedure: i. 1fter they have completed the list $ith the teacher( the teacher $ill e/plain the ne/t activity. 1. 7 oday $e $ill be classifying and organi%ing our e/amples into a graphic organi%er using pictures.9 ASho$ e/ampleB '. he teacher $ill e/plain directions on ho$ to complete the

activity. a. Students $ill be given a baggie( depending on their readiness level( $ith their name on it( along $ith a piece of paper. b. Students are to begin $ith $riting their name and date at the top of the paper. c. 1fter that( students should label the left column 7Goods9 and the right column 7Services9. d. Students should then( empty their baggie onto their des& and place the proper picture in the correct column. e. @nce they have done that students $ill be as&ed to raise their hands for the teacher to come and chec& their $or&. 5. he teacher $ill then as& one student to retell the class the directions before returning to their seats. <. @nce the graphic organi%er is completed( the teacher $ill as& students to return to the meeting area. 4. 6. he students $ill be called on to e/plain their graphic organi%ers. he teacher $ill then move on to introducing the $riting assignment. a. Students $ill be as&ed to pic& one of the services on their graphic organi%er. b. Students $ill be as&ed to e/plain that service and $hy it is important in our community.

c.

he teacher $ill then present the students $ith a sample$riting piece. i. 7)o you reali%e ho$ important services are to us? Services are an important not only to us but( to every community. @ne service Cob in my community is a mailman. he mailman is important in my community because he delivers the mail to my house. Without them( # $ould not receive birthday cards from my grandma in >loridaD9

d.

he teacher $ill revie$ the parts of her $riting( i. #ntroduction ii. E/plained the service iii. Gave my reasoning iv. ?ad a conclusive sentence

e. Students $ill then return to their seats to do their $riting assignment.

c. Closure i. 1fter ten to fifteen minutes the teacher $ill call the students bac& to the meeting area to discuss their $or&. 1. Students $ill read aloud their $riting pieces to the rest of the class. ii. he teacher $ill close the lesson by saying( 1. 7#t is important for some services to produce goods so that you and

# are able to have all of the things $e have in our homes. Without all these talented and special services in our community $e might not be able to have such $onderful things.9 VIII. "aterials and #esources a. 7Social Studies. >amilies :o$ and 0ong 1go9 by ?oughton *ifflin ?arcourt +ublishing Company. b. White board c. E0*@ document reader d. )ry erase mar&ers e. +encils f. +aper g. eacher-made cut outs

h. Eelcro i. ape

C. #nde/ cards &. eacher-made handouts for $riting and organi%ing

l. Construction +aper

I$.

%ollo&-up Activity or Assi'n ent a. >or home$or& students $ill be as&ed to complete a home$or& sheet $here they $ill need to identify $hether the picture is demonstrating a good or a service.

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(valuation/ Assess ent a. Students $ill hand in their class $or& to the teacher at the end of the periodF the

teacher $ill use the graphic organi%er and the $riting assignments to assess their &no$ledge on the topic of goods and services. 1 rubric $ill be used to evaluate the students; $or& and give a grade based on the $or& they have done in class. $I. )i**erentiated a. Graphic Organi er- here are three levels of readiness $ithin the class. Each group( above grade level( at grade level( and under grade level( $ill receive a different assortment of pictures to classify in their graphic organi%er. b. !isual- he teacher $ill use t$o graphic organi%ers and large picture boo& to help visual learners grasp and understand the lesson. c. !erbal- Eerbal intelligence is sho$n through discussion $ithin the class and $ith partners throughout the lesson. d. Interpersonal- Students $ill have the chance to involve themselves in group discussion and partner discussions. e. Intrapersonal- Students $ill have the chance to $or& on their o$n $ith grouping pictures and the $riting assignment. $II. #esources a. 7Social Studies. >amilies :o$ and 0ong 1go9 by ?oughton *ifflin +ublishing Company b. ?ome$or& Sheet http.,,$$$.education$orld.com,sites,default,files,goodsGandGservices.pdf