Bridgewater College Teacher Education Program Lesson Plan

Date: 9/24/14

Title of Lesson: Goods and Services

Subject Area(s):
History/SS

Grade Level(s): First

Name Jordan Spitler

VA SOL:
1.7 The

student will explain the difference between goods and services and
describe how people are consumers and producers of goods and services.
Content Objective(s): The LWBAT identify and demonstrate the meaning of goods and services.
IEP Goal/Objective: The LWBAT identify and demonstrate the meaning of goods and services.
Accommodations/
Differentiation
Assessment (based on objectives):
In order to achieve the objective the learner will be able to:
-demonstrate the meaning of a good and service in a classroom game
-complete a chart by choosing the goods and services correctly in the chart
-illustrate a picture of a good or service and write a sentence about the picture
Materials:
-Smartboard lesson (made by teacher)
-Premade strips of paper with picture of a good or service
-Colored pencils
-Teacher made worksheet for illustrations
Integration of technology: SmartBoard
Alternative Plan: If technology doesnt work then have the slides printed out
and write them on the board or show them on the ELMO or write the
information on the board

Accommodati
ons/
Differentiatio
n
Anticipatory Set (Hook & Agenda):
Today we will be learning about goods and services. Ask the students, What is
your favorite restaurant? (And then call on a student). The ask, What is your
favorite place to shop?
Then explain to the students that we can purchase goods at different shops such
as food and clothes, and say that the cashier and the waiter are showing
services.

Time
Plann
ed
3 min

Access/Review Prior Knowledge:

To review what they already know, have them turn to a friend and see if they can
think of one good and service together, and then have a few groups share with
the whole class what they came up with for their goods and services. (Have a
few example prepared if they do not know any such as an apple, a nurse, etc.)

Be sure to
maintain
management
and make sure
all students are
involved with
partners

3 min

Teaching Process & Modeling (Content is presented, accessed, or built):

-Now that we have an idea of what a good and service are, lets find out what
these words actually mean. Pull up Smartboard lesson with the definition of a
good with example pictures and a definition on the next page of a service with
example pictures. Tell the students, A good is something that you can buy from
a producer (or store) that you can hold and consume. For example, clothes, food,
books, and toys are all goods. A service is an action that someone does to help
others. For example, a firefighter, nurse, taxi driver, babysitter, and pet groomer
are all services. Show and point to the pictures that you have on the screen that
match the examples.
-On the smartboard, have ready the game to play by clicking the link to the
website and say, Now that we know what a good and service is, I need some
volunteers to come up a slide a picture into the correct side of the smartborad
that is label goods and services. Call on the a few students one at a time and
have them slide the correct picture into the category in which it belongs, then ask
the class as a whole if they are right or wrong.
(http://www.econedlink.org/interactives/index.php?iid=101&type=educator)
-Then hand out the premade strips of paper with the word and picture of a good
or service (firefighter, cupcake, shoe, nurse, doctor, babysitter, coach, pizza,
pants, etc..) to each student and tell the students, We are going to make sure
you know what a good and service is by using the card I just gave you and
moving to the correct side of the classroom. The right front side (or back) will be
the goods side and the left will the services side. Each of you will stay seated in
your desk until you are called on, and when you get called on please show us
your card, and choose the correct side of the room to stand and go stand on the
correct side. Do this for each student until everyone has had a turn. The teacher
must guide the students and talk them through the directions and the answers to
where they are supposed to stand.

Independent Practice:
-

Hand out the teacher made worksheet to all of the students and read the
directions out loud to ensure that the students know exactly what they
are supposed to be doing. The worksheet has a blank box on it and at
the top it says illustrate a good or service that is your favorite thing to do,
and then write a short sentence telling what you are doing in the picture
or what you drew in the picture.
As you are walking around have each student tell you if their illustration
is a good or a service to ensure they know what they are doing and that
they are learning, and monitor the students as they are writing their

20
min

Guide each
student when
needed to make
them feel
comfortable and
read the word
to them as you
stand next to
them if needed

At this time
observe the
students that
are struggling
and help them
along the way

sentences and help them spell words (sound out), then write the correct
words at the bottom of the page.
After each student finishes have them color the worksheet.

Closure:

3 min

Today we have learned the meaning of a good and service! Ask 2 students what
they illustrated have them show it to the class telling them what it is and if it is a
good or a service. (Collect worksheets afterward so they can hang on the wall or
in the classroom.
Declarative Statement Summary:
Now we understand what goods and services are in our lives.

Reflection For Lesson A

I think that Megan did a great job reviewing my lesson, and she gave me feedback that will be
helpful to clarify ideas within my lesson. She gave my lesson back to me in a timely manner, and gave me
positive feedback, but at the same time gave me some practical things to reconsider about my lesson. In
reviewing my lesson with her comments, I did need to clarify that one of my assessment goals would be a
Smartboard activity rather than a worksheet, so I will make that change in my lesson plan. I think that
Megan had a great idea of having the student pairs share some of their examples of good/services in the
prior knowledge section to incorporate the entire class and get students thinking about ideas they didnt
come up with on their own. I also thought it was a good suggestion for me to have some examples ready to
help the students out if necessary.
In my guided practice section of the lesson, I have an activity in which the students get a good or
service and then have to choose what side of the room to stand on that matches their picture on a slip of
paper that was given to them to ensure they understand what a good and service represents. Megan
suggested that I change the activity around so that all students are engaged in the activity and do not check
out or joke around while the other students are taking their turn in choosing the correct side of the room to

1 min

stand on. This was also a wake up call to me to by making sure that all students are constantly plugged
into the lesson; this is critical. I have decided to change that part of my lesson to have a goods poster and
services poster hanging on opposite sides of the room. I will then have the students decide whether the
picture on their slip of paper is a good or service, and then call them by group/table to go and post their
picture on the poster that matches what they think is a good or service. While the students are posting their
pictures to the correct poster, then other students sitting at the tables, in their groups, will discuss what
pictures members in their group have, and decide whether they have a good or service in preparation for
when they are called to post their pictures. After each group of students has posted their picture on the
poster and have returned to their seats, and are waiting for the other tables to post their pictures, they will
quietly sort several cards picturing goods and services into appropriate piles.
I was appreciative of the thoughtful comments throughout my lesson that Megan gave me. These
comments made me feel confident and strong about the flow and creativity of my lesson plan. Megans
suggestions helped me to create a much better lesson!