Title of Unit: Economics Title of Lesson: Businesses, Their Goods and Services Submitted By: Cathy Galvan &

Martha Rendon

A. Summary of the Lesson Plan: This social studies lesson is designed for 2nd grade students to learn about what businesses are and the different services or goods the businesses can offer. Students will also be able to identify businesses in the community and talk about the services or goods they provide. B. Target Population: Grade Level: Second Grade Skill Level: Students at all learning levels Grouping: Whole group for steps 1 8, group practice for step 9, whole group share out for steps 10-12, whole group closure C. Materials: Elmo projector and screen 32 copies of Businesses, Their Goods and Services worksheet pencils D. Objectives: o NV State Social Studies Standards o E11.2.1. Identify businesses in the community.

Student-Friendly Standards E11.2.1 I will know different business around Las Vegas and Henderson.

E. Procedure: 1. Teacher review producers and consumers with students. 2. Teacher will introduce the word business. 3. Explain that business is the activity of providing goods and services. 4. Explain that a good is something that you can use or consume (food or CDs.) A service is something that someone does for you (give you a haircut, fix you dinner.) 5. Teacher will pass out Businesses, Their Goods and Services worksheet to each student. 6. Teacher will make a list on a paper and display on the ELMO with one column labeled business name and the other column named goods or services.

Title of Unit: Economics Title of Lesson: Businesses, Their Goods and Services Submitted By: Cathy Galvan & Martha Rendon

7. Ask the students for an example of a business (ex. SuperClips.) Write SuperClips under the business name column and then ask the students what goods or services they receive from SuperClips (haircuts) and write their responses under the goods and services column. Repeat this step with two more examples.

8. Ask students to work with their table groups to think about different businesses in the community and list them down as quietly as possible on their worksheets because this is a race to see which table group can come up with the most answers.

9. Give the students five minutes to come up with as many examples as they can in their groups, while walking around to listen to discussions.

10. After five minutes are up, the teacher will say, Pencils down, eyes up! Remind students that they cannot add any more examples to their lists after this point.

11. Teacher will draw a scarf from a bucket to indicate which color table group will read their answers first. This step will be repeated to indicate which team will go next until every group has shared.

12. Teacher will listen for answers and give the table group one point for each correct response. The team with the most points wins! 1. CLOSURE: The teacher will review that there are several businesses in our communities that are essential for our everyday lives-we need to buy groceries so we can cook dinner! Teacher will also review that each business has its own goods or services it provides to the community. The teacher will remind students that tomorrow is Career Day (dress up as what you want to be and be able to give a short presentation about your profession.)

Title of Unit: Economics Title of Lesson: Businesses, Their Goods and Services Submitted By: Cathy Galvan & Martha Rendon

F. Assessment: What will you use to measure student understanding? Teacher will use the whole group share out and student interaction as a way to measure student understanding. Explain how you will know students understand the concepts from the lesson. Students will show comprehension by correctly showing not only business name, but also showing the goods or services that that said business offers. Teacher will also be walking around to listen in to student discussions while they are working in their table groups. G. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? I think the easiest part of this lesson will be to introduce the vocabulary words and check for understanding. 2. Which part will be most challenging for you to teach? The most challenging will be to have the students actually understand the concept of goods and services and linking that to specific businesses. 3. How will you follow up or extend this lesson? I would have the students write a story using their new vocabulary words and checking for the understanding of the words in context. The day after this lesson, the students will have a career day and they will be able to talk about being a producer and/or the goods and services they or their company offers. 4. What will you do for students who dont grasp the concepts? I would allow students who need additional help to meet me at the back table for smaller group or one-on-one assistance. I would also be walking around the class listening to student discussions and I can offer clarification if I find struggling is occurring. 5. Which part of the lesson, if any, do you think might need to change?

Title of Unit: Economics Title of Lesson: Businesses, Their Goods and Services Submitted By: Cathy Galvan & Martha Rendon

I think I could have more independent practice for this lesson. 6. When you were writing this lesson plan, what was the most difficult part? This lesson came to me pretty easily and did not encounter any part that was difficult, but if I did need to pick one part, I would say probably realizing that I needed to add a worksheet to get students to really get practice out of this lesson.

Title of Unit: Economics Title of Lesson: Businesses, Their Goods and Services Submitted By: Cathy Galvan & Martha Rendon

Businesses, Their Goods and Services

Business Name Ex. SuperClips Goods and Services Haircuts