Show Me the Goods (and Services)! I. Objectives Essential Questions: a. What are goods? b. What are services?

? NCSS Theme(s): a. Global Connections b. Production, Distribution, and Consumption Social Studies VA SOL 1.7: The student will explain the difference between goods and services and describe how people are consumers and producers of goods and services. Language Arts VA SOL 1.3: The student will adapt or change oral language to fit the situation. a) Initiate conversation with peers and adults. Language Arts VA SOL 1.13: The student will write to communicate ideas for a variety of purposes. a) Generate ideas. b) Focus on one topic. Visual Arts VA SOL 1.5: The student will create art from real and imaginary sources of inspiration. Students will be able to distinguish between goods and services.

II. Materials for Learning Activities Teacher Materials 1. If You Give a Mouse a Cookie (book series) by Laura Joffe Numeroff. 2. What Are Goods and Services? (Economics in Action) by Carolyn Andrews. Student Materials 1. Good & Services teacher made worksheet. 2. Pencils and erasers. 3. Scissors. III. Procedures for Learning Activities Introduction (~3mins) o Students will be prompted to sit on the carpet. The teacher will conduct a whole group instruction on the carpet. Students will be asked the following questions in an effort to activate prior knowledge: Has anyone heard of the word good? If so, do you know what it means?
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Has anyone heard of the word service? If so, do you know what it means?

Instructional strategies (~15mins) o The teacher will begin reading the books and conduct an interactive reading aloud in a whole group instruction. o First, the teacher will read: What Are Goods and Services? o After the book has been read, teacher will use the following guiding questions to evoke a whole group discussion: From the book, what did you learn a good is? What did you learn a service is?

o Teacher will create a class chart through interactive writing activity (language arts integration). As the students explain, the teacher will begin a 2-column chart to scribe what the students are verbalizing. o Before the next story is read, teacher will give the following set of directions: When I read the next book, think about what is a good or what is a service in the book. If you find a good or service, you will snap 3 times like such (teacher will model), which will inform me you have found one. I will then pause while reading to list it on the class chart here.

o Teacher will then begin reading If You Give a Mouse a Cookie. o After the reading is finished, and a few students have added to the list of goods and services, the teacher will incite discussions to differentiate goods and services using the following questions: {The whole class, still on the carpet, will contribute to their chart to catalogue examples of both goods and services} Is the cookie a good? Can we touch the cookie? Eat it? Drink the milk? What are services? Were there any services in this book? 1st graders, give me 3 examples of a good. {Teacher will list it on the chart} Now, give me 3 examples of a service. {Teacher will list it on the chart}

Summary (~5-7 mins) o Students will be working independently on the Goods and Services teacher made worksheet.
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The following video will be shown to confirm their thinking (after the worksheet is finished).
http://www.brainpopjr.com/socialstudies/economics/goodsandservices/preview.weml 2

o As an extension, students will be drawing or writing (as appropriately fit), their ONE favourite good and service (on the back of the worksheet). IV. Assessment Students will be assessed based on the discussion on the carpet. Students will also be assessed post-interactive read aloud Anecdotal notes using address labels. Students comprehension will also be assessed based on the worksheet.

V. Differentiation and Accommodations Differentiation Kinesthetic Learners will be appealed by cutting, pasting, and physically sorting the goods and services. Visual Learners are also catered to as they are visually seeing the pictures that are being sorted. Visual Learners are also appealed to through the viewing of the video. Auditory Learners will have the opportunity to listen and orally explain during carpet discussion. Students interests are valued when they are asked to draw or write about their favourite item. Students will be accommodated according to their needs. ELL students will have access to extra help, such as dictation, to help them through the process.

Accommodations

VI. Technology Integration The computer and SMARTBoard were utilized to present the video.