Lesson Plan

Teacher: Emma Garland

Subject Area: 1st grade Social Studies
Unit Title: Introduction to Economics
Lesson Title: The Production & Consumption of Goods and Services

Goals linked to Content Standards:

Instructional plans include:

• measurable and explicit goals aligned to state content standards;

The student will be able to:

 1.8 Give examples of products (goods) that people buy and use.
 1.9 Give examples of services (producers) that people provide.
 1.10 Explain differences between goods and services and describe how people are
consumers and producers of goods and services.

Materials/Resources Needed:

 Computer and projector, PowerPoint, sorting mats and pictures, anchor chart, white
board, dry erase markers, eraser

Relevant Objective/Purpose:

Instructional plans include:

activities, materials, and assessments that:
o are aligned to state standards.
o are sequenced from basic to complex.

By the end of the lesson students will accomplish the following:

 Students will be able to describe how people are both producers and consumers.
 Students will be able to compare and contrast goods and services and differentiate
between the two.
 Students will be able to provide examples of goods and services.

Instructional Grouping:
  Students will work independently for the starter.
 Students will work in pairs during the anticipatory set.
 The class will provide a group response to the review questions from the anticipatory set
collectively (thumbs up, thumbs down)
 The class will work together as a whole to fill out an anchor chart on goods, services,
consumers, and producers.

Adaptations:
Instructional plans include:
• evidence that plan is appropriate for the age, knowledge,
and interests of all learners; and
• evidence that the plan provides regular opportunities to
accommodate individual student needs.

 The PowerPoint and venn diagram will appeal to visual and reading/writing learners, the
main instruction will appeal to auditory learners, and the sorting mats will appeal to
kinesthetic learners.
 Students are grouped heterogeneously and reflect low, middle, and high achievers.

Lesson Structure and Pacing:

Assignments require students to:

 organize, interpret, analyze, synthesize, and evaluate information
rather than reproduce it;
 draw conclusions, make generalizations, and produce arguments
that are supported through extended writing; and connect what
they are learning to experiences, observations, feelings, or
situations significant in their daily lives, both inside and outside of
school.

 9:00 – 9:10 – Starter: The students will come in and copy the day’s vocabulary words
and their definitions shown on the projector onto a piece of paper that will be added to
their social studies class dictionary.
 9:10 – 9:15 – The teacher will introduce the anticipatory set in which the students will
work with a partner to sort pictures of goods and services to the correct sorting mat.
 9:15 – 9:20 – The teacher and students will discuss the students’ responses to the
anticipatory set.
 9:20 – 9:30 – The teacher will explain what goods, services, producers, and consumers
are, how they work or are used, and will compare and contrast them with the students
using venn diagrams.
  9:30 – 9:35 – The teacher will review the anticipatory set activity by holding up one of
the pictures and asking a question such as, “Is this a service?” The students will respond
as a class with either a thumbs up or a thumbs down to answer the question and the
teacher will explain why the students were right or wrong.
 9:40 – 9:55 – The teacher and students will fill out an anchor chart on goods, services,
producers, and consumers to hang up in the class for future reference.
 9:55-10 – The teacher will briefly restate the main points of the lesson and will have the
class fill out an exit ticket to turn in before they leave.

Anticipatory Set/Hook:

 Students will work in pairs to sort pictures of goods and services to the correct sorting
mat.
Connection to Prior Knowledge/Learning:

Instructional plans include:

activities, materials, and assessments that:
o build on prior student knowledge, are relevant
to students’ lives, and integrate other
disciplines.
o provide appropriate time for student work,
student reflection, and lesson and unit closure;

 Students will need to be able to read, write, and listen effectively.

 Students need to be able to work together cooperatively.

Modeling/Thinking Strategy:

 Students will practice comparing, contrasting, analyzing, evaluating, and creating by

making venn diagrams of goods vs. services and producers vs. consumers.

Essential Questioning/Problem Solving:

 What is economics?
Guiding Question: How do goods and services relate to economics?
o The students will create an anchor chart about goods and service/producers and
consumers and how they relate to economics.
 What are goods and services/producers and consumers?
Guiding Question: How are goods and service/producers and consumers similar yet
different?
 o The students will provide examples of similarities and differences through the
venn diagram activity.

Guided Practice:

 During the main instruction, the teacher will work with the students to compare and
contrast goods with services and producers with consumers using venn diagrams on the
whiteboard.
 The teacher and students will work together to create an anchor chart of goods, services,
producers, and consumers.

Formative Assessment:

 The teacher will informally assess student understanding through thumbs up/thumbs
down responses to questions from the anticipatory set.
 The teacher will also assess student understanding through exit tickets at the end of class.

Summative Assessment Plan:

Assessment Plans:
 are aligned with state content standards;
 have clear measurement criteria;
 measure student performance in more than three ways (e.g., in the form of
a project, experiment, presentation, essay, short answer, or multiple-
choice test);
 require extended written tasks;
 are portfolio-based with clear illustrations of student progress toward state
content standards; and
 include descriptions of how assessment results will be used to inform
future instruction.

 Student mastery and understanding for this lesson will be assessed by a Unit Test.
 Student mastery and understanding will be assessed at the end of the unit through a
production and consumption of goods and services project in which students will make
their own goods and will set up shop to sell them to their fellow students, which will be
assessed via a project rubric.
Closure:

Instructional plans include:

activities, materials, and assessments that:
o provide appropriate time for student work,
student reflection, and lesson and unit closure;

 Students will be reminded of the definitions and similarities/differences of goods,

services, producers, and consumers.
 The students will fill out and turn in exit tickets.