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Tara Westrate

STANDARD BASED LESSON PLAN 1


Lesson: Goods verses Services
Subject Area: Social Studies/ Economics
I.

Standard: Common Core


EC2:1-Describe and explain how individuals and families prioritize
needs and wants and how they are provided in the neighborhood
and community by business and or government.

II.

Objectives/Targets and I Can Statements:


The student will use prior knowledge to define a good and a
service.
I can tell you what a good is
I can tell you what a service is
The students will fill out a bubble map of what a good and service
is
I can fill out my bubble map all on my own
The student will tell the difference and sort goods and services
into their proper categories and tell why
I can sort my goods and services pictures and put them in
the right category.

III.

Anticipatory Set: Start out by asking the students if they have


recently gotten a new hair cut? Then explain to them that, that is
a service. Ask students who has recently bought some new shoes?
Then go on to explain that, that is a good. I have a perfect song
that is going to help us remember what a good and service is.

IV.

Input:
Task-(Step-by-step lesson progression)
Have students clean up desk area and come to the reading
circle rug.
Tell the students that in this lesson they will be learning
more about what goods and services are.
Show students I can statements using go animate

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Review with students what goods are and have students


place pictures in the goods column
Using charting paper, ask students: Can anyone tell me
what they think a service is? (Write definition on chart
paper) Then ask if the students can list some services.

Now that we know what a good is can anyone tell me


what a service is? (Write down their ideas and then show
them the already made and laminated so that they can be
placed around the room for them to see. After write
definition on chart paper) then ask students if they can help
list some examples.
Use map of community to have students come up and
point out different goods and services.
Transition students back to seats by calling number fours to
come up and collect their bubble maps for their groups and
then start to call off table colors for students to return to
their desks.
Once all students have gotten back to their tables the
teacher will begin filling out bubble map going over
examples of what a good is compared to a service. By doing
this it helps model to the students how they are to
properly fill out a bubble map.
When the bubble map has been completed the students
will then have time to work on a goods and services sorting
worksheet individually at their seats.
If time permits we will play a short game where the
students will have pictures projected on the screen and
using a fly swatter will take turns against one another
telling me if the item I call out is a good or a service.
Thinking Levels: Blooms Taxonomy- (Questions to engage students
thinking)
Remember-List some things that are considered to be goods?
Understanding- Explain to me what you think a good is?
Applying-Can you illustrate a picture of a good and a service
you have or see in your own life?
Analyzing-How do goods and services differentiate from one
another?

Tara Westrate
Evaluating-Can you place the pictures of goods and services into
the correct category?
Creating-Come up and write some different goods and services
Accommodations and or/Learning Styles
Remediation: Students who struggle in Social Studies will be
able to follow along and copy the board while we fill in our
bubble maps. This lesson is done during whole class
discussion so that students who struggle can look up at the
board and see what we did while working on their goods and
services bubble maps.
Extension: Highly motivated students in Social Studies may
decide to use their bubble maps to then write 2 sentences
explaining what goods are and what services are.
Learning styles:
o Interpersonal: Not taking place
o Intrapersonal: Self- reflecting about what is
determined to be a good vs. a service
o Visual: Having students as a whole class fill in our
bubble maps together
o Linguistic: Speaking and sharing about goods and
services in our everyday lives.
o Body/ Kinesthetic: Having transition to the circle rug
area allows students get up and stretch from being at
their seats
o Musical: Singing a goods and services song to help
remind them what they are
Managing the Lesson
1. Instructional method: Instructional methods for this lesson
include short discussion, bubble map activity, sorting activity and a
game if time permits
2. Engagement Strategies:
I will engage my students by having them participate in a game
using a fly swatter to help them review the concept of what a good
is compared to a service
3. Materials Needed and Prepared
Sorting activity
Bubble map
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Tara Westrate

V.

VI.

Pencil
Document camera
Goods and services pictures
Fly swatters
White board

Modeling:
Show through modeling of what the students are asked
to do on their bubble maps on chart paper and then again
on the document camera.
Checking for Understanding:
I will be checking my students understanding of goods and services
through many different formative assessments including an
individual sorting worksheet, class discussion and through playing a
game. These formative assessments will be answering for me how
well my students understand the content being taught.

VII.

Guided Practice:
Students will work together during class discussion to fill out a
bubble map

VIII.

Independent Practice:
The students will work on a sorting activity identifying what
items are goods verses services. This will be taken home as
homework, or completed a different day if there is not enough
time permitted.

IX.

Closure
The lesson will be closed by the students having the opportunity
to work and playing a game called fly swatter.

X.

Assessment
Peer assessment will take place during whole group instruction as
well as through grading an independent worksheet that they will
have to cut and glue pictures into the proper categories of either
goods or services.

XI.

Reflection
Self-evaluation and reflection will be done after lesson has been
taught.

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Tara Westrate
Questions to ask yourself after every lesson include.
1. How well did the students perform? Were all my students
engaged?
2. How was my timing?
3. How was my instruction received and what should be modified
for subsequent lessons?

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