INQUIRY/ Dynamic Social Studies LESSON PLAN

Student: Kathryn Carlsen

IWU Supervisor: Dr. Soptelean
Teaching Date: IDK

School: Riverview
Co-op Teacher: Mrs. Stahlman
Grade Level: 2nd Grade

READINESS
I. Goal(s)/Objective(s)/Standard(s)
A. Goal(s) Students will understand the many factors that affect a community. Students will understand how
different community members affect a community.
B. Objective(s) Through participating in a mock town with assigned roles, students will understand goods and
services and the benefits they have for a community.
C. Standard(s)
NCSS: 3 and 5
IAS:
2.4.3 Identify community workers who provide goods and services for the rest of the community
and explain how their jobs benefit people in the community.
2.4.4 Explain that a price is what people pay when they buy goods or services and what people
receive when they sell goods or services.
D. Materials: YouTube video, role papers, foldables, Rivertown newspaper articles, sticky notes
Management:
Time: 40 minutes
Space: Sit at carpet for the main description, go back to desks in order to meet in groups.
Behavior: Students will be expected to participate in discussion. Each student will be required to add
their opinion to each problem. They are expected to fill out the foldable.
II. Anticipatory Set
Show Goods and Services video: https://www.youtube.com/watch?v=uRcAFS0wpE&index=3&list=PLGflbouZ6YXAjaRjNk3CEWSeZ68DqMeoA (stop at 2:00)
III. Purpose: Today we are learning about goods and services because you will encounter goods and services for the rest of
your life.
INSTRUCTION
IV. Lesson Presentation: Presentation of Concept
Define goods and services- write the definition on the board, ask students to give an example of each.
The students will be entering into the world of Rivertown which is filled with many problems that require goods
and services to solve them. Create a newspaper article describing a little bit about the town. Read it to the
students.
A. INPUT:
a. Read a second newspaper article outlining different problems in the community involving the goods and
services of different community members. The students today will each get a role that allows them to
provide a good or a service. The students will be broken up into groups and will all receive the same
three problems.
B. OUTPUT:
a. Each group will be given three problems to solve. Each student will receive a piece of paper with a picture
and a brief explanation of their role. On this piece of paper, they will circle whether they provide a good or
a service. Then, as a team, the students must come up with a solution to their problems. Each member of

the team will be required to contribute to the solution in some way using the good or service they can
provide. They each will get a piece of paper for each question and will have to brainstorm some ideas as a
group and write/draw them on a foldable (see picture)
b. Problems (read each problem ahead of time):
i. Rivertown Park has been vandalized! There is garbage all over the playground, all the benches are
broken, someone has painted on picnic tables, and has popped all of the basketballs. The citizens of
Rivertown need a clean park to play and walk in. How can you help them fix the park? What is one
new thing you can add to the park to make it better?
ii. The grocery store in Rivertown has been robbed! All of the food is gone and citizens are getting very
hungry. The store owner might have to close down the grocery store if he doesnt get some help,
fast! How are you going to solve this problem? What can you do to make sure this doesnt happen
again?
iii. The Smith familys house is on fire! They are left with nowhere to go and need your help! How can
you use your goods and services to help them? What is something a good citizen would do to help
the Smith family?
c. Part way through their group work, they will be interrupted by the sound of an airplane. I will tell them
that a celebrity is coming to visit Rivertown and the mayor has decided to throw them a giant party for the
entire town. Each student (on the foldable) will have to write a way they can contribute to the party. Then
they will return to solving their problems
VI. Closure/Conclusion
C. Debriefing
Each group will share what they did to solve each problem.
Class discussion: What are goods? What are services? After doing this activity, how do goods and services
benefit a community? (Write one benefit on a sticky note and put it on the board)
VII. Practice
Students will work in groups to solve the problems. Throughout the discussion, they will have to write and draw
how they will solve the problem on their foldables. Students will then share how their group decided to solve the
problem with the rest of the class. At the end, each student will write on a sticky note how goods and services
benefit a community and they will come up and stick it on the board.
VIII. Assessment
A. Formative: This will be through their foldables, their sticky notes, and what I observe during their discussions as a
group. I will also collect their role sheets to see if they understood the difference between goods and services.
B. Summative: Final unit test/project
IX. Adaptation:
Remediation I will pair these students in groups with other students that will be able to help them.
Enrichment These students will be given one additional problem to solve on their own using multiple roles
ESL I will read the problems off beforehand so these children will not have to worry about reading. I will also read them
their role sheets.
Exceptional Needs- I will consistently check in on these students and help them with the first problem.
X. Technology Inclusion
YouTube video, document camera to read off the newspaper article
EVALUATION
Self-Answer Questions
1. How many students achieved the objective? For those that did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
a. Blooms Taxonomy
b. Gardners Multiple Intelligences
7. Did the simulation help the students better understand goods and services?

Role Sheet Example:

YOU ARE A FARMER!

Name:________________________
A farmer produces crops and animals
to sell to grocery store owners. On your
farm, you have cows, pigs, and sheep.
You also grow corn and green beans.
Is this a good or a service? Why?

YOU ARE A POLICE OFFICER!

Name:________________________
It is your job to protect the citizens of
Rivertown. A police officer investigates
crimes, arrests criminals, helps to solve
arguments, and responds to emergency
phone calls.
Is this a good or a service? Why?

Foldable: