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
30 Minutes

Title

Goods and Services: Lesson 1

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?
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
Classify images as 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 during the INTRODUCTION and PICTURE GAME as I
observe them discussing and classifying images as goods or services.
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

Ver. 6 08/05/15
Students will have:
Experience receiving goods and services (e.g. going to the dentist, shopping, etc.)
Learned about various community helpers and jobs (e.g. police officers, firefighters,
librarians, etc.)
Experience working in groups
Experience with Think-Pair-Share
Worked with materials
Academic Language
Oral and written language that the students need to learn and use to participate and engage in
the content

Ver. 6 08/05/15
Goods
Services / Jobs
Needs
Wants
Students will be introduced to these terms through a video presentation (INTRODUCTION) and
will have the opportunity to practice using these terms in context (INTRODUCTION and
PICTURE GAME).
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

Ver. 6 08/05/15
INTRODUCTION (VIDEO + DISCUSSION): Whole-Group & Pair Discussion on Carpet (10
Minutes)
Teacher will
o Video
Talk about the topic (Goods & Services)
Introduce video
o Discussion
Ask questions:
What are goods? (definition)
What are some examples of goods?
What are services? (definition)
What are some examples of services?
Think-Pair-Share
Whole-Group Share
Writes definition of goods and services on the whiteboard for students to
reference during PICTURE GAME.
Build on students answers
Students will
o Video
View video
o Discussion
Brainstorm & discuss their knowledge of goods & services with a partner
Share their findings/answers with class
PICTURE GAME (EXPLANATION + ACTIVITY): Pair Work Around the Classroom (20
Minutes)
Teacher will
o Explanation
Work in pairs [refer to Pair List & Assign Partner A and Partner B]
Materials:
Dry Erase Ping Pong paddles (10)
Dry Erase Markers (10)
Dry Erase Erasers (10)
Picture Cards (with images of goods and services) [rubberband
stacks of 5 cards]
Specifics:
Find your partner
Find a spot in the classroom to sit down
Partner A will write Good on one side of the paddle board and
Service on the other side of the paddle board
Partner B will pick up one stack (5 pcs.) of Picture Cards
---BEGIN GAME-- Partner B will pick a card from the stack and will hold it up to
Partner A
Partner A will look at the picture on the Picture Card, will decide if
its a good or a service, and will hold up the appropriate side of the

Ver. 6 08/05/15

paddle board
This will go on until all the cards in the stack run out
Then the roles will switch
o Model for students (with a student or with Mentor Teacher)
o Activity
Divide students into pairs
Pass out materials + Assign Partner A and Partner B
-----STUDENTS BEGIN---- Walk around and assist students by asking questions (e.g. Why did you
say that was a good? or What makes that a service?) and commenting
(e.g. Lets look at that card again, etc.)
Students will
o Explanation
Listen to Activity Explanation
o Model
Watch modeling
Ask questions for clarification
o Activity
Engage in game

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)

Ver. 6 08/05/15

Small-groups/Pairs (Promotes collaboration & can build/deepen understanding)

o Benefits:
Struggling students
ELL student
Visuals/Video (Communicates information through video or visual representations
instead of verbally, Students are able to see instead of just 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
BrainPopJR. video: Goods and Services
Dry Erase Ping Pong paddles (10)
Dry Erase Markers (10)
Dry Erase Erasers (10)
Picture Cards (with images of goods and services) (100)
Pair List

Ver. 6 08/05/15
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