Introduction
What do you think of when you hear the word Trade? Here in the United States, we have an Economic System that is run on peoples wants and needs. These wants and needs are comprised of different goods and services that the community has to offer. For this assignment you will create your own "good or service" to be able to share with your community! Let's bargain our way in (:
Task
Standards:
(Full Lesson Plan Attached Under Credits)
SS.1.E.1.3- Distinguish between examples of goods and services.
SS.1.E.1.4-Distinguish people as buyers, sellers, and producers of goods and services.
Objectives: Students will become experts with the terms goods, services, wants, and needs. They will complete an in-class activity on trading goods and services and then they will use their creativity to make their own good or service. Students to be able to share with their neighbors and friends to convince them why they should buy their product. Students will learn the importance of creating a good or service based on others wants and needs.
Process
Task 1: Review
Watch the School House Rock video to review how we use our money to purchase goods and services.
Task 2: Hands-on
Review the following link, using your own paper, create your own Fryer Model to have at hand to remind you the definition of a good.
You must include:
Defintion
Characteristics
Examples
Non-Examples
https://i.pinimg.com/originals/fe/e6/7d/fee67d16b4dc44f18235be70599b3d1f.jpg
Task 3: Create/Apply
Now it is your turn.. You will create your own product that people would want to buy! You will create some kind of 3D project to bring in to class. The good/product must be something you can physically draw or bring in to share with your classmates. Be creative, it can be anything from a toy to a food item, or anything else you would want to produce!
Things to include in your presentation:
-a Tangible Good that is easily movable to share with your classmates
-At least two reasons why you created that product
-Feedback from at least three people who you think would want to buy this good.
- Examples: Family, Friends, Neighbors, Classmates, etc.
- Must be completed by October 22, 2018
Teacher Example:
Product: Customizable Backpack Straps
Price: $10 per pair of straps
Why:
-You can match your backpack straps with your outfit for the day
-You will never get board of carrying the same backpack everyday
-Easy to store
-Can trade them out with your friends.
-Affordable
Asking the Audience:
Neighbor- I would want to buy them because I know my Son always changes his mind on what he likes. This would be a great way to give him constant change.
Dad- I really like the variety of colors that the product has to offer.
Brother- I don't like them because it is too much work for me to have to change them out every day.
I believe you can do it! Use your CREATIVE minds (:
Evaluation
Rubric of Evaluation:
Each Section is worth 5 points, in order to pass this task you must receive a 15 out of 20
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Task: (5 Points Each) Student created a good they would be willing to sell. |
Complete: |
Incomplete: |
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The student came up with at least two reasons for why people would want to buy their product. |
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Student has proof that he discussed his product with at least three people. |
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Students completed the task in a timely fashion. |
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Total points:
/20 |
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Conclusion
I hope you enjoyed learning more about the products of goods and services. The video and Fryer model will always be at hand for you guys to use for your benefit . It is always nice to review and to learn about ways you can save and spend your money. I can not wait to see how creative you guys are! Please don't hesitate to email me with any questions you may have. You Rock!
Credits
Kelsey Nevils
STAGE I – Brainstorm the main highlights of the lesson
What do you know about the students you are planning to teach?
- What do they already know?
-They know CHAMP’s,
-Students are aware of some of their favorite toys and or items they would want to have.
- What do they need to know/understand before this can be taught?
- Understand our classroom rules
- That we will be interacting with our classmates today and it is important to be respectful of our classmate’s ideas.
How do you know what they know?
- Through background knowledge they understand what they want in life (toy, etc.)
- Students have traveled to a store before and seen an adult pay money to the cashier.
- Introductory Hook:
- Who wants a free homework pass?
- What are you willing to trade me to get it?
- What is something you really desire to have?
- Who likes money and has it to buy things?
- Learning Activities: (choose and list all that apply)
- Descriptions of activities that are part of your lesson that will use multiple intelligences.
- Visual-Spatial: T-chart of goods and services, and their drawings of goods and services.
- Linguistic: learning the government language of goods, services, wants and needs.
- Naturalist: The homework passes, and tangible items presented in the introduction.
- Bodily-Kinesthetic: Moving around the classroom to trade goods and services.
- Intrapersonal: Exchanging items
- Mathematical-Logical: Students will have to think if it is logical for them to trade something they have with another good (is it worth it?)
- Interpersonal: Writing journal samples for assessment and working by themselves to come up with a good or service on their notecard.
- Descriptions of activities that are part of your lesson that will use multiple intelligences.
- Concrete to Abstract sequencing
- Students will be asked a question to get them attached to needs and wants?
- Students will write down their own goods and services
- Students will participate in an active trade game with their classmates
- Students will talk about their needs and wants and give their takeaways on the different trading options.
- Students will draw and write about a different good, service, want, and need.
- Differentiation:
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- Advanced student- For students who need an extra challenge, ask students to create a service that they would want to trade in return for a good.
- ESOL Student- Provide premade notecards with pictures of goods on them for my Intermediate student.
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- Accommodations/Modifications for learners
- gender- keep it gender neutral, but give students the freedom to choose their favorite games or toys. (Even if a boy chooses a girl’s toy)
- Students who have trouble focusing/ Visual learners- provide a t-chart for these students to follow along with your t-chart on the board.
- Classroom Management:
- A statement explaining the process of how you will maintain appropriate behavior of students in the classroom setting. Using CHAMPs format as shown below explain how each of the topics will be addressed for each activity you do in this lesson.
- C- have an active and open conversation with your students about goods and services. Gives them freedom to share their favorite wants.
- H- Monitor students as they walk around the room, giving them more examples when needed or asked.
- A- bartering and trade game with classmates.
- M- walking around the classroom
- P- Call on students who are off task to try to refocus their attention back on the activity being presented.
- A statement explaining the process of how you will maintain appropriate behavior of students in the classroom setting. Using CHAMPs format as shown below explain how each of the topics will be addressed for each activity you do in this lesson.
- Content Specific Vocabulary:
- Goods
- Services
- Bartering
- Trade
- Need
- Want
Name: Kelsey Nevils
Grade Level: 1st grade
Unit Topic: Economics
Lesson Topic: Goods and Services
Next Generation Sunshine State Standards (NGSSS)/Florida Standards (MAFS or LAFS):
SS.1.E.1.3- Distinguish between examples of goods and services.
SS.1.E.1.4-Distinguish people as buyers, sellers, and producers of goods and services.
TESOL Standards:
- Standard 5: English language learners communicate information, ideas, and concepts necessary for academic success in the area of social studies.
- Lesson Objectives:
- Students will be able to distinguish a good from a service, and share what their basic needs and wants include by engaging with an interpersonal activity and an active learning visual presentation.
Psychomotor – Students will be able to distinguish goods and services by just looking a picture.
Cognitive – Students will learn to decide what they feel their needs are verse what their wants are.
Affective – Students will see the importance of engaging with other people to grow in feelings towards things they like more than what they already have.
- Materials/Equipment:
- Notecards (Class-set)
- Colored Pencils (Should be in their pencil cases)
- White Board markers
- Students writing journals
- Examples of goods you think students would like (Homework Pass, new pencils, fun toy, etc.)
- WebQuest Homework Assignment
STAGE II – Teacher Procedures and Questioning
Teacher Procedure and Questioning Strategy:
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Time 0:00-5:00 min. |
Description Introduction -Take out a newly sharpened pencil, candy treat, a homework pass, or favorite book (Something that the students would really like).
-Ask the students if they would be willing to trade some type of good in exchange for one of the objects that you have in your hand. (Write this information on the board in a t-chart format labeled goods on the right and services on the left)
-Now ask the students what kind of service they would be willing to give in exchange for one of the object you are giving to the students and record this information on the service side of the t-chart. Goods Services
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2:00-5:00 min |
Explain what a good and a service is (Refer to the chart)
-Goods- things that can be bought, sold, or held. -Services- things that people can do for each other.
-When you trade one thing for another, this is called bartering |
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5:00-10:00 min. |
Have each student draw or write a good on a notecard. (Pass out one notecard to every student) Describe to them that they can draw anything that they would want to buy at a store. Give them 2:00 min to draw this and then explain the interactive modeling activity. Each student will walk around the classroom and scope out each student’s good. With having in mind what is in their hand, their goal is to trade their good at least two times for something that they want in exchange for what they originally have.
*As an informal assessment walk around the room to see if students are bartering correctly, and that students are willing to make sacrifices for what they want. |
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5:00-10:00 min. |
Have students sit back down in their chairs. To Check for understanding, ask them questions to review their experience. Questions to ask: -Which item was the hardest to barter for? -Did anyone try to barter their items back? -What made you want to barter?
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5:00-10:00 min. |
What is the difference between a need and a want?
-Need- something we must have to keep us alive (Food, water, plants, etc.) -Want- A desire we must have somethings that we like. (Toy, New pencils, video games, etc.) |
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5:00-10:00 min. |
Wrap Up: Have students take out their journals and collect a writing sample. In their writing sample, they must include a picture of a good, a picture of a service, a want, and a need. Then they will turn it in to the front bin. |
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5:00 min. |
Describe the WebQuest homework assignment. This is an interactive plan where students must create a good or service that they would want to purchase. Then they must come up with ideas why they think other people would want to buy it and then ask three people if they would be willing to buy or trade their good for some kind of means. |
- Assessment Procedures:
- Informal: Walk around the classroom to see how student interact with their other classmates while trading their goods and services. If the student seems to be participating give them a check mark for participation by their name.
- Formal: Four category writing sample in their journal. One picture/ description for each of the following words goods, services, wants, and needs. Students must receive at least a 7 out of 12 to pass this standard.
- Walk students through how to access the WebQuest Website.
- Assessment:
- Students should be able to draw and identify what goods, services, wants, and needs are. They should be able to support their answer with clear sentences and be able to differentiate what each of those words mean.
- Students should be able to use these terms in real life settings when trading with their classmates.
- WebQuest – Students will create a good or service that they think people would want to buy. They must come up with at least 2 reasons people would buy it and then ask 3 people why they would want to buy their product.
Rubric for Writing Sample:
POINTS 4 3 1 0
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Goods: The Student wrote the appropriate meaning of goods and drew the correct picture to describe his answer. |
The Student wrote the proper response but did not draw the proper picture to go with their response. |
The student attempted or drew the proper picture but could not put into words what goods are. |
The student did not write or draw any picture to show understanding of what goods are. |
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Services: The Student wrote the appropriate meaning of services and drew the correct picture to describe his answer. |
The Student wrote the proper response but did not draw the proper picture to go with a service is. |
The student attempted or drew the proper picture but could not put into words what services are. |
The student did not write or draw any picture to show understanding of what service are. |
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Wants: The Student wrote the appropriate meaning of wants and drew the correct picture to support their answer. |
The Student wrote the proper response but did not draw the proper picture that was appropriate for their wants. |
The student attempted or drew the proper picture but could not put into words what wants are. |
The student did not write or draw any picture to show understanding of what wants are. |
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Needs: The Student wrote the appropriate meaning of needs and drew the correct picture to support their answer. |
The Student wrote the proper response but did not draw the proper picture that was appropriate for what needs are. |
The student attempted or drew the proper picture but could not put into words what needs are. |
The student did not write or draw any picture to show understanding of what needs are. |
Rubric for WebQuest:
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Task: (5 Points Each) Student created a good they would be willing to sell. |
Complete: |
Incomplete: |
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The student came up with at least two reasons for why people would want to buy their product. |
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Student has proof that he discussed his product with at least three people. |
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Students completed the task in a timely fashion. |
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Total points:
/20 |
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Into: What do you think of when you hear the word Trade? Here in the United States we have an Economic System that is run on peoples wants and needs. These wants and needs are comprised of different goods and services that the community has to offer. For this assignment you will create your own "good or service" to be able to share with your community! Let's bargain our way in (:
Teacher Page
WebQuest overview: This site is used for teachers to extend an Economics lesson on goods and services. These activities will help students grow and learn more about products of needs and wants. They will have different resources that will push them closer to mastery of the objectives.
The standards reflect:
SS.1.E.1.3- Distinguish between examples of goods and services.
SS.1.E.1.4-Distinguish people as buyers, sellers, and producers of goods and services.
This lesson for the students: Is created for first grade students, who need a further resources to engage with goods and services. This will allow them to have an overview, hands-activity, and apply their creativity to what they have learned about goods and services.
This lesson for the teacher: Teachers should have a background knowledge of what goods and services are. Teachers should have an understanding of need verse want. Teachers should have access to other resources to help differentiate instruction for struggling learners.
*Students should start working on this assignment in a timely manner and complete all the task within 2 weeks of the start date.