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Goodsandserviceslp
Goodsandserviceslp
(This template may be modified as needed to fit district or school lesson plan
formats.)
Grade Level: 3rd grade
Subject / Content area: social studies
Unit of Study: Economic Understandings
Lesson Title: Goods and Services/Jobs in our community
Central Focus for the learning segment: How goods and services are
interdependent and create jobs in our community
Content Standard(s): SS3E3 The student will give examples of
interdependence and trade and will explain how voluntary exchange benefits
both parties.
a) Describe the interdependence of consumers and producers of goods and
services.
ELAGSE3W1: Write opinion pieces on topics or texts, supporting a point of view
with reasons.
a) Introduce the topic or book they are writing about, state an opinion, and
create an organizational structure that lists reasons.
b) Provide reasons that support the opinion.
c) Use linking words and phrases (e.g., because, therefore, since, for
example) to connect opinion and reasons.
d) Provide a concluding statement or section
Learning Objectives associated with the content standards: the students will
be able to distinguish between a good and service, and will be able to identify
how these concepts create an interdependence of consumers and producers in a
local market economy.
Instructional Resources and Materials to engage students in learning: yarn,
paper, writing utensils, smartboard, easel, chart paper, nametag stickers, list of
classroom jobs, job applications, bucket with careers written on pieces of folder
paper, dry erase board
Application:
http://www.teachingmadepractical.com/using-classroom-job-applications/
Youtube video link
https://www.youtube.com/watch?v=hriOz9yl-Ro
processes. These processes are associated with many different kinds of learning
such as critical and creative thinking, problem solving, invention, memorization
and recall, which can all be stimulated with the various materials and resources
provided. Students will be asked to think creatively and inventively when asked
to think of how jobs connect during the yarn activity, as well as how they
connect with the ending skit assignment. The students will use critical thinking
skills when making the T-chart for the differences between goods and services.
They will use memorization and recall while watching the video for substitutive
information about the differences between goods and services. They will use
persuasive communication skills when writing about why they are suitable for a
job in their applications.
During this lesson, I will be integrating instructional writing content strategies
that include persuasive writing. As far as my engagement, I will assist the
students thinking when brainstorming classroom community jobs, and will
encourage the students to name jobs in a gender-neutral way, to ignore cultural
bias. For example, trash collector instead of trash man, police officer instead
of police man. I will also start the yarn activity with all of the students, and
then will also record information in the T-chart as students volunteer answers
during their discussion. During group time, I will walk around and will assist
those in need of help, while checking and monitoring the progress of what
students have learned thus far in the lesson.
Differentiation and planned universal supports: For students that I know
are more shy and do not like talking or being the center of attention, I will try to
give them classroom jobs that they feel more confortable that requires them to
be responsible for classroom materials, or organizing. The idea is to get the
students to understand the responsibilities of a job in a community, not to force
them out of their comfort zone. However, I do think it would be appropriate to
encourage ELL students to be the librarian so that they can practice
alphabetizing books, and my ADHD students a job such as the grocer, that
requires them to get up from their seats, get some physical activity and return
to the lesson feeling more attentive.
Language Function students will develop. Additional language demands
and language supports: the students will use content specific vocabulary
such as the following: good, service, producer, consumer, employer, employee,
salary, application, exchange (or trade), market economy, local community,
society, and interdependence. These terms will help students persuade the
classroom employer, as to why they should get the specific job that they want.
Since this application is considered persuasive writing, they will use language
that supports and justifies their opinions and beliefs to fully convince their
audience of their argument, phrases like I believe this because.. My reason of
thinking this is based on this evidence. The will also use linking words when
connecting their ideas such as because, therefore, since, for example.
Type of Student Assessments and what is being assessed:
Pre-assessment: Right after the yarn activity, the students will predict
how their job was connected to the person that threw them the yarn and
the person that they threw the yarn to. Based on their knowledge of goods
and services, I will be able to assess their understanding prior to the
lesson by asking them to write a few sentences on a blank piece of paper.
They will show strong understanding if they are able to describe goods and
services without informed terminology.
Informal Assessment- T-chart responses and the end of day skit activity,
will give me a good way to monitor student progress and make sure that
everyone understands learning objectives, this will also inform teaching,
letting me know long I need to spend on the various activities.
Formal Assessment: the application that the students will write at the
end of the assignment will determine how well they understand the
responsibility of a service and how this differs from a good because they
will write reasons why they want the job, and whether or not the job is a
good or service
to. I will ask them to write down their ideas on a blank sheet of paper. The
following questions will open up ideas on the differences between goods and
services/ consumers and producers
Did you all depend on each other because of a thing (something you can
touch, feel, eat, smell, hear)?
Or did you all depend on each other because of an action that requires one
person to do something for another?
Did you trade a product or service with someone in exchange for money or
goods, or a service?
Or did you trade with someone a product or service in exchange for
money, goods, or a service?
Mini-lesson: (15 minutes)
For the mini-lesson I will show the students a kids YouTube video about Goods
and Services. The video will give the students drawings as it reveals information,
periodically stopping for students to answer questions about which examples are
goods and which are services.
https://www.youtube.com/watch?v=hriOz9yl-Ro
Once the students have finished the video, I will then ask them to write down
and explain on the back of the paper if their jobs were connected to the other
students by a good or service. After a few students have volunteered too share
their ideas, we will then make a T-chart of Goods vs. Services. First we will define
each term into our own words and then I will write this definition under each
word on an easel in front of the whole class, and then I will ask students to
volunteer examples of each.
Work period: (25 minutes)
For the work period of the lesson, I will explain to the students that this week
each of them will have a classroom job and will make a salary throughout the
rest of the week. I will give the students the following classroom jobs to sign up
for:
Carpenter- pencil sharpener
Electrician- in charge of lights
Germ control- in charger of hand sanitizer before lunch, after bathroom
breaks
Laptop patrol- in charge of making sure everyone has charged their
computers and takes computers home
Paper passer- will handout assignments
Grocer- in charge of getting snack everyday
Lunch room patrol- make sure class cleans up trash after lunch and helps
clean up major messes
Trash patrol- in charge of keeping the classroom floor clean (multiple
students needed)
Line leader- in charge of leading the line, is able to be a quiet model in the
hallways for other students
Bathroom patrol- make sure everyone is taking turns, and behaving in the
bathrooms
Classroom organizer- make sure materials are returned to the right place
Door holders
Board Boss- in charge of wiping down the white board
Caboose- end of line leader
Technician- in charge of smartboard mishaps
Librarian- keep books organized and in alphabetical order
Morning meeting greeter- in charge of the greeting every morning and
making students happy to be at school
Job Application: The students will pick 3 jobs in order from top choice to last
choice. They will then write a few sentences for each choice explaining why they
should get the job. I will encourage them to think of personal characteristics and
details that help explain and persuade an employer to think that they are right
for the job. However, next to each job that the students apply for, they have to
list whether the job supplies a good or a service. To get the job, they must
answer this correctly. All of the jobs will be services, but I want the students to
take note of that through their own observations.
http://www.teachingmadepractical.com/using-classroom-job-applications/
Ending: (5 minutes)
I will then explain that one person will be chosen for each job and that not
everyone will get their first choice, the most qualified applicant will be hired. To
review what we have learned, I will ask the students to get into groups of 2 or 3.
I will then walk around the room with a bowl of random jobs and careers for each
group to draw. Each person will draw one job and the group has to figure out
how the jobs are connected in society. Do they share a good or service? Once
they have found a connection, I will ask each group to make up a small skit
demonstrating the professions, so that the class can guess whether their careers
shared a good or service based on the groups skit. We will only have time for a
few volunteer groups to demonstrate their skit.