Professional Documents
Culture Documents
II.
III.
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
Tara Westrate
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
9
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.
10
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?
11