Ver.

6 08/05/15
First Name

Kaylie

Last Name

Chong

UH Email

kaylielc@hawaii.edu

Date

TBD

Semester

Fall

Year

2015

Grade
Level/Subject

1 / Social Studies

Lesson Duration
40 Minutes

Title

Goods and Services: Lesson 3

Central Focus (Enduring Understandings)
A description of the important understanding(s) and concept(s)
People have to work together to get the goods and services they need and want.
Essential Questions:
What are goods and services that people want and need, and where do they go to get
them?
Content Standard(s)
The Common Core State Standards (CCSS) or Hawaii Content & Performance Standards III
(HCPS III) that align with the central focus and address essential understandings, concepts,
and skills
Strand

Economics

Standard 8: Economics: RESOURCES, MARKETS, AND GOVERNMENT-Understand economic

concepts and the characteristics of various economic systems

Topic

Role and Function of Markets

Benchmark SS.1.8.3

Define various goods (things that people

need or want) and services (jobs people
perform that satisfy people's needs or
wants)

Student Learning Objectives

Outcomes to be achieved by the students by the end of the lesson or by the end of the multilesson learning segment
Students will be able to
Define and classify various goods and services
Identify at least 2 goods and/or services
Assessments
The procedures to gather evidence of students learning of learning objective(s) to include
formative (informal) assessments applied throughout the lesson and summative assessments
(formal) of what students learned by the end of the lesson (include any assessment tools)
Students will be formatively assessed as they write examples of goods and services on post it
notes.
The summative assessment will be based on students ability to accurately match images of
goods and services with their description and classify each as a good or service.
Students Prior Academic Knowledge and Assets
The students content knowledge, skills, prior academic experiences, and
personal/cultural/community assets to draw upon to support learning

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Students will have:
Learned about goods and services (e.g. definition, examples, etc.) in the previous
lessons
Experience receiving goods and services (e.g. going to the dentist, going to the doctors,
etc.)
Learned about various community helpers and jobs (e.g. police officers, firefighters,
librarians, etc.)
Experience working in pairs
Academic Language
Oral and written language that the students need to learn and use to participate and engage in
the content

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Goods
Services / Jobs
Perform / Do
Needs
Wants
Students will practice using these terms during POST IT and DISCUSSION.
Instructional Strategies and Learning Tasks
A description of what the teacher will do and say and what the students will do during the
lesson that 1) uses clear steps that convey the use of multiple strategies, supports, and
resources and 2) offers opportunities offered for multiple modes of participation

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POST IT (EXPLANATION + ACTIVITY + DISCUSSION): Pair Work at Desks (15 Minutes)
Teacher will
o Explanation
Materials:
Blue Post-It notes
Orange Post-It notes
Specifics:
Think about some examples of goods and services
Turn and share with your partner
Use the blue Post-It notes to write the examples of goods on
Use the orange Post-It notes to write the examples of services on
Fill out at least 2 Post-It notes with goods and/or services
Stick your Post-It notes on the chart paper under the correct column
(i.e. Goods or Services)
o Activity
Hand out materials
-----STUDENTS BEGIN---- Walk around and assist students by asking questions (e.g. What are
some examples of goods we talked about?) and commenting
o Discussion
Review Post-It notes and read aloud some examples to the class
Students will
o Explanation
Listen to Activity Explanation
o Activity
Participate in Think-Pair-Share
Write examples of goods and/or service on Post-It notes
Stick Post-It notes to chart paper
o Discussion
Respond to review of post it notes
MATCH-IT (EXPLANATION + ACTIVITY): Independent Work at Desks (25 Minutes)
Teacher will
o Explanation
Materials:
Mini Book Print-outs
Scissors
Glue
Specifics:
Each student will be given a Mini Book Print-out
You will cut out the pictures of goods and services
You will glue the pictures next to the matching description
You will check the box marking if it is a good or a service
o Model for students
o Activity

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Give students Mini Book Print-outs

-----STUDENTS BEGIN----Walk around and assist students by asking questions (e.g. What does
that picture show? or Who performs that service/job?) and commenting
(e.g. Lets look at that picture again, etc.)
Students will
o Explanation
Listen to Activity Explanation
o Model
Watch modeling
Ask questions for clarification
o Activity
Engage in activity

Differentiation
Instructional strategies and planned supports to meet the needs of individuals, and/or groups of
students who require different strategies or support (adaptations to instructional strategies, the
learning environment, content, and/or assessments)
Heterogeneous Pairs (Promotes collaboration & can build/deepen understanding)
o Benefits:
Struggling students
ELL student

Visuals/Mini Book (Communicates information through words and visual

representations, Students are able to see and hear)
o Benefits:
Struggling students
ELL student
Hands-on activities (Deepen understanding by providing a meaningful learning
experience, Students do instead of just hear)
o Benefits:
Struggling students
ELL student
Teacher modeling (Provides students with an example of how they can go about doing
the tasks/activities)
o Benefits:
Struggling students
ELL student
Discussions (Promotes collaboration & can build/deepen understanding)
o Benefits:
Struggling students
Instructional Resources and Materials
Books, texts, and other materials needed for the lesson

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Mini Books
Scissors
Glue
Post it notes (One color for goods and another color for services)
Chart Paper

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Lesson Plan Reflection
An analysis of what worked, what could be changed, and the next steps for teaching
What changes would you make to your instructionfor the whole class and/or for
students who needed greater support or challengeto better support student learning?
o Why do you think these changes would improve student learning? Support your
explanation with evidence of student learning AND principles from theory and/or
research.
Based on your reflection and your analysis of student learning, describe the next steps
for instruction to support students learning.
o Explain how these next steps follow from your reflection and analysis of student
learning. Support your explanation with principles from research and/or theory.
N/A