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Given picture examples of goods and services, students will be able to identify and distinguish between goods and services for 9/12 matched correctly for 75% accuracy.

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Students will be able to define and distinguish between goods and services. Students will be able to identify examples of goods and services.

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NEW YORK STATE COMMON CORE LEARNING STANDARDS

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NEW YORK STATE COMMON CORE LEARNING STANDARDS

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K.9b Goods are objects that can satisfy people’s needs and wants; services are activities that can satisfy people’s needs and wants.

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Needs, wants, goods, services

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Poster for T-Chart

Markers

Pencils

Scissors

Glue Sticks

Worksheet on Goods and Services

SMART Board

Read Aloud “Goods and Services Around Town” by Heather Schwarts

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Goods and Services Around Town” by Heather Schwartz

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Goods and Services Around Town” by Heather Schwartz

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This book gives various examples of goods and services for children. This is the literature I will use to introduce this lesson.

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This lesson will build upon the concept of basic needs and wants. This lesson relates to the current curriculum by teaching what goods and services are in the economic system. Learning these basic concepts will relate to future learning by creating this base of knowledge about goods and services, needs vs wants and scarcity and how the economic system works in regard to money.

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These dolls were found on Lakeshore Learning, and there are plenty of options for tangible dolls for this center idea.

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After all students have been to each center, I will call them back to their desks. I will refer to the T-chart we made in the beginning of the day and say, lets review, What is a good? What is a service? Who can give me an example? Then I will tell the students that next time they go anywhere with a parent or guardian to think about where you find goods or if you see a service. Even if you can think of a service that you can provide at home.

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For my technology component I will incorporate an interactive whiteboard activity into the centers. For the play doll center, when students are identifying which occupations they are, I will have choices up on the smart board. It will be pictures that are goods to match the service that these workers will use or make. For example, the teacher will need the scissors and paper because she needs them for her classroom. The farmer needs the eggs and chickens on his farm to sell the eggs as goods.

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For a student with difficulties in fine motor skills, he/she will receive assistance cutting the assessment activity. Pre-cut pictures will be provided if needed.
For ELL students I will have them complete the worksheet which will have larger and clearer pictures with labels on them in their first language. I will also provide an anchor chart for them to have during this activity to remember prior examples of goods and services. Extra time will be given to them to complete this task.

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If students do not match 9/12 correctly for 75% accuracy on the worksheet, I will do a re-engagement activity with them in a small group.  I will include a read aloud called Caterina and the Lemonade stand, and talk about what goods we saw in the pictures. Then I will say how is Caterina earning money? Through the service of making lemonade for people. Then I will include a card sort with pictures of goods and services and have each student help me match the cards to each side. This will be a more one-on-one activity and hands on for them.