Lesson Overview

Grade Level Kindergarten

Estimated Time Needed
Lesson Description
Content Area Standards
45 minutes
I am teaching this lesson to help students
1. Be able to identify what is a good and what is a service,
and
2. Identify which items are goods and which ones are
services.
At the end of this lesson, the students should be able to
identify the different human needs and wants. Students will be
able to differentiate between goods and services and be able
to understand why goods and services are essential to our
lives and economy.

At the end of this lesson, the students will be able to

determine how human want are met through goods and
services
Technology Standards
K(5) Economics. The student understands the difference
between human needs and wants and how they are met. The
Objectives student is expected to: (C) explain how basic human needs
and wants can be met through goods and services

Resources/Materials/Tools
Goods
Terms/Vocabulary
Services
Technology Resources
https://www.youtube.com/watch?v=as0xUlKR0a0
Other Resources
https://www.youtube.com/watch?v=W6rx-fxJeVs

Lesson Procedures
Focus/Anticipatory https://docs.google.com/prese The students
Set (motivational hook) ntation/d/1dGGkVXrMkmNx_ are listening
o- to my
MkYb_gOZQKEGhFkncHKE questions.
RHrlsJno/edit?usp=sharing The students
will answer
I will engage my students by my
taking some time to review questions.
what we previously learned: The students
wants and needs. will answer
I will show them the slide that and say is
has the two shopping carts. I the first cart
will ask the following probing The children
 questions:
1. Which of these carts
contain what we need?
2. Why did you say it was the
first cart?
3. Did I need a balloon to
may say
grow?
because we
If the students say no, I will
need food to
ask why do you think the
grow.
answer is no. If they say Yes,
The students
then I will explain why it is not
may say no.
a need but a want. I will
assess their background
knowledge by listening to
their answers and ensuring a
basic understanding of the
concept of needs and wants.
Content-input The students
(Could include content I will place some food in it, a pay attention
outline, presentation, toy in it, and something that to the
questioning, modeling, can be worn in it. Then tell the teacher.
examples) class that all of these items The students
Modeling: Should have something in common. ask
include both Tier 1 They are all grown or made. questions if
(examples) and Tier 2 they are
(think aloud) I will explain the items that having
people can buy that are held or problems.
touched. Examples: chips, The students
pizza, shoes, books, they are answer the
called "goods." Now tell the teacher's
students that we sometimes questions.
buy things that are not goods. Who collects
For example, we pay to learn to your trash?
swimming, piano, tennis, get Sanitary
our haircut-- We cannot go to a workers
store and buy swimming provide the
lessons. In other words, it is a service of
service. collecting
our trash.
Another example is we may get Who delivers
our teeth cleaned at the dentist your mail?
-- but we do not carry the The postal
cleaning home in a box. A teeth worker
cleaning is another example of provides the
service--of something that service of
someone does for us. Similarly, delivering
when our plumber does work in our mail.
our house, we do not buy an Who
electric fixer; we pay a person protects us
 to come to our house and fix it
for us. In this case, the service
from crime?
we buy is electricity, and an
The police
electrician comes and fix our
officer
electricity. Who collects your
provides the
trash? Who delivers your mail?
service of
Who protects us from crime?
protecting us
These are all services provided
from crime.
by our local communities.
These are all
services
Provide Images showing
provided by
community workers who
our local
provide service. Examples:
communities
Dentist, Plumber, Veterinarian,
.
etc.
https://docs.google.com/presen
The girl who
tation/d/13O0vMYSHtHAaila39
sells
w0oDVDywh8ujYwaXCLI8MPH
lemonade
aXM/edit?usp=sharing
provides a
good
because
 Goods- things that are
lemonade is
grown or made
a product
 Services – a job a
that was
person does to help
made.
others
Due to social
distancing,
the students
will not be
getting up
from their
seats, but
they can
discuss their
answers with
their closest
classmates.

Guided Practice I will ask questions about the video to We should

Include Check for check for their understanding. probably look at
Understanding Question: what can we do in our house your pictures to
Questions that will be good? Selling items at a make sure they
garage sale or doing chores at home. are very clear
examples of
Have you ever helped your parents do Goods and
some services, and did your parents pay Services.
you? No/ yes
 If a baby sitter comes to your house to
take of you, is that a service or good? It
is a service.
The students will complete the T- chart
by classifying and placing the cut-outs in
their proper columns.

https://www.education.com/download/les
son-plan/kindergarten-economics-
goods-and-services/kindergarten-
economics-goods-and-services.pdf

https://docs.google.com/presentation/d/1
ZWcSnimVgYWKL6FU1Wp5le-
2u2gmtFhHA_j3HaOHli0/edit?
usp=sharing

Independent Practice   For this portion of the lesson,

Include Check for you will need the Goods and Students will
Understanding Service, included as a PDF demonstrate
Questions with this lesson—copy one what they
sheet per student. have learned
https://docs.google.com/docum by being
involved in
ent/d/14PhI647pnKAU5a7iQU
the
Ogp4AZS7f_cESQ6Vpjc97uJv
discussions
w/edit?usp=sharing both in the
whole group
I will distribute the sheet to the and small
students and have them put group
their name at the top. I then tell contexts.
the students, Now it is time for They will
you to complete a sort on your also be able
 own. You will cut out the
to
pictures on the bottom of the
demonstrate
sheet and then decide if they
by
are goods or service. If the item
answering
is a Good, you put it in the first
questions,
box. If the item is a Service,
both on the
you put it in the second box.
carpet and
Continue until you have sorted
while
all of the items. Do NOT glue
conferring. I
down your items until I have a
will assess
chance to check your work.
their
I will go around the room and
progress by
check the students' work. Since
listening to
this is an introductory concept, I
their
am looking for a basic
answers and
understanding of the concept of
discussions,
needs and wants. As the
looking for
students finish their work, they
their thumbs-
put it away. To close the
up answers,
lesson, I come up with an item
and
and ask the students if it is a
observing
Need or a Want; when they tell
them while
me, they can line up for going
they are
home since it is the end of our
working in
day.
groups.
Closure Ask students to tell you what Students will
goods and services are. Have answer the
students elaborate on what assessment
makes these items similar questions.
and different. Have students Students will
complete the Goods and be
Services Quiz to check for encouraged to
understanding. ask any
https://drive.google.com/file/d/ questions that
1lA7fdHgUiEV4fdXJJAIOHSn they may not
bNWmF5xB9/view? be clear
usp=sharing about.

Ask the students for examples Students can

of goods. Ask the students for draw a picture
examples of services. of 1 good or 1
 Ask students what they service on the
think the back.
word goods means.
Explain to students that
goods are things that
you can use or
consume, like books,
 food, and toys.
 Ask students what they
think the
word services means.
Explain to students that
a service is something
that someone does for
you, like teach you
social studies, give you
a haircut, or drive a bus
you take. Tell students
that you don't get
something physical
when you pay for a
service, like a book or a
glass of milk, but you do
get something you need.
 Let students know that
both of these are
important in our
economy because they
allow us to choose what
we would like to do for
ourselves and what we
would like to have
someone else do for us.

Plans for Leading a Discussion Following Guided Practice and Independent Practice
Launch Frame
You just finished creating T- chart
What did you learn about goods and services from doing this
Plan for Leading a 5- activity?
10 minute Eliciting, Orienting Questions: What help you figure out the
Discussion meaning of goods.
Following Guided What help you figure out the meaning of services?
Practice Conclusion Frame
We have been discussing your work on the t-charts, What do you
want to remember about goods and services. We are going to
continue with good and services in our next class
Plans for Differentiated Instruction/Accomodations
Special Education Identify specific strategies you will use, such as modified
Students requirements, differentiated instruction and assessment, extended
work time, guiding templates, support structures, and school
personnel with who you may need to consult. The more specific
you get here—for specific kids’ needs, and for this specific lesson
content—the better.

Support: Make sure support students really understand the

difference between goods and services. Assist them whenever
 they need it. I will incorporate more visuals and assist one-on-one
when needed.

Identify specific strategies you will use, such as researching

Internet sites and other resources in students’ native language,
allowing alternate ways to demonstrate their learning, support
personnel with who you may need to consult, gaining the help of
peers\

For my English Language Learners, I will use google translate to

make the same worksheet for them with the translation in their
native language, for example, I would translate/write Goods(los
bienes) and Services (servicios). The worksheet has visuals which
will make it easier for my English Language Learners to better
differentiate which is a good or service.
English Language
Learners

Identify specific strategies you will use to extend instruction, such

as more challenging tasks, extensions that require in-depth
uncovering of content, expanded investigation in related topics of
the learner’s choice, open-ended tasks or projects. Remember that
planning for children who finish work early may be different than
Gifted and Talented planning for students who are working at a higher academic level

Enrichment: Let advanced students brainstorm the lists individually

in their journals or on paper. Instead of the given worksheet,
advanced students can complete the Advanced Goods and
Services worksheet to draw their own examples.
Other:
Assessment
Students will have the opportunity to share their thinking with the group; Teacher will
record observations of student thinking about goods and services

Classroom Management Plan for the Lesson

CHAMPS
Lesson Resources