Globalization Lesson Plan

Aleigha Simerly
Grade Level: First grade
Standards: Indiana State Standards
Station 1: 1.4.1 Identify goods (tangible objects, such as food or toys,
that can satisfy peoples wants and needs) that people use
Station 2: 1.4.2 Identify services (actions that someone does for
someone else) that people do for each other.
Station 3: 1.4.2 Identify services (actions that someone does for
someone else) that people do for each other.
Identify goods (tangible objects, such as food or toys, that can satisfy
peoples wants and needs) that people use
Station 4: 1.4.4 Describe how people in the school and community are
both producers (people who use resources to provide goods or
services) and consumers (people
who use goods or services).
Station 5: 1.4.3 Compare and contrast different jobs people do to earn
income.
Learning Outcomes: Using & Understanding Blooms Taxonomy
1. Station 1: I would like the students to identify five goods that can
relate to use in their lifetime.
2. Station 2: I would like the students to illustrate services that they
receive.
3. Station 3: I would like the students to classify the pictures as
either a good or a service.
4. Station 4: I would like the students to distinguish whether the
cards are producers or consumers.
5. Station 5: I would like the students to create a job and discuss it
with their classmates.

Materials:
Station #1:
Handout
Pencil
Station #2:
Handout
Pencil
Station #3:
Handout
Pencil
Station #4:
Handout
Pencil
Station #5:
Handout
Pencil
Crayons/Markers/Colored Pencils
Driving question: How does globalization of goods work?
Focusing questions: What are goods? What are services? What are
producers and consumers? What are jobs that exist in the world today?
Attention getter:
I would have the students watch the video:
https://www.youtube.com/watch?v=eBse-IYLF_o
They would then be able to find out what goods and services are. This
would prepare the students for the stations that we are going to begin.
Cooperative Learning:
I will have my students in groups of four. Over the course of the
lessons, the students will rotate through the stations in their group. I
enjoy having my students in groups so that I can be more attentive to
students who need extra help.
Procedure:
1. I will introduce the lesson by asking the students if they know
what goods or services are.
2. I will have the students watch the video
https://www.youtube.com/watch?v=eBse-IYLF_o .
3. We will discuss what we saw in the video.
4. I will have the groups picked out prior to the lesson based on
their ability level.
5. The students will break up into groups varying from 10-15
minutes on each station.

6. Station #1- Instructions on handout.

7. Station #2: Instructions on handout.
8. Station #3: Instructions on handout.
9. Station #4: Instructions on handout.
10.
Station #5: Instructions on handout.
11.
After the stations, we will come back together as a class for
an open discussion.
Assessments:
I will use the handouts that were used at each station as well as
walking around and assessing the students throughout their work at
the stations. I will also have the students present their job to the class
as their final assessment to the unit before we expand upon their
understanding of the content up to this far.
Adaptations:
Special Needs:
Station 1: The student could list three goods instead of five.
Station 2: The student could draw one service and describe.
Station 3: The teacher could assist the student in determining what is
pictured.
Station 4: The student could complete 4 cards instead of the complete
set.
Station 5: The student could simply draw the service that they want to
create instead of completing the whole worksheet.
Gifted/Talented:
Station 1: The student could list as many goods as they could think of.
Station 2: The student could write 2-3 sentences about each service.
Station 3: The students could write sentences to describe what the
objects are in the picture and how they are applied to life.
Station 4: The students could come up with more examples of
producers and consumers that arent listed on the cards.
Station 5: The students could explain what goods would be needed for
their service.

Sources:
Station #3:
https://www.teacherspayteachers.com/Product/Goods-andServices-Printable-223685
Station #4:

https://www.teacherspayteachers.com/FreeDownload/Produceror-Consumer