Lesson 5

Teacher
Maggie Kirst Date Taught: March 21, 2017
Candidate
School /
Grade 3rd Grade River Trail School
District:
Subject Social Studies Unit Economics
Lesson
Goods and Services
Segment
Lesson Title/
Introducing Economics
Focus

Form Introductory Model Used Direct Instruction

Conceptual Framework
Big Idea(s) Essential Question(s)

Economics relates to my life in many ways. I How does economics relate to my life?
am a consumer who buys goods and uses
services that are provided by producers.

Economic Decision Making:

Curriculum
Standards SS.EC.1.3: Compare the goods and services that people in the local
Represented community produce and those that are produced in other communities.

1. Comprehend key vocabulary terms for economics

1.1 Define key vocabulary terms for economics
Instructional 1.2 Generate examples of goods, services, producers, and
Objectives consumers
1.3 Classify words into one of four categories: goods, services,
consumers, or producers
Academic Vocabulary:
Language
-Economics: The branch of social science that deals with the production
and distribution and consumption of goods and services and their
management
- Goods: Something that you can use or consume. It is made or grown
(like a soccer ball or an apple). It is something you buy or receive.

- Services: Something that someone does for you. Services are typically
not solid (like a book or CD), and they usually are an action.
- Producers: A person who makes goods or provides services.
- Consumers: A person who buys and uses goods and services

Language Functions:
- Defining
- Generating
- Classifying

Syntax:
 - Definitions
- Sentences

- Definitions booklet (21)

- PowerPoint
- Sticky notes with goods/services/consumers/producers
Materials
- Students use own coloring utensils
- Four station signs
- Exit slip
1.1 In phase 2, listen as students define the words and follow along with
the conversation. In the following phases (2-4), observe and listen as
students apply their knowledge of the term definitions by creating their
own examples and by correctly classifying words into the four
categories.
1.2 In phase 2, listen as students share examples of the four terms to write
on their definition booklets. Later, view their booklets to see how well
they were following along and to see their personal examples that were
not shared out loud. In phase 4, look at the sticky notes on the wall to
see if the students were able to come up with more examples on their
own.
1.3 In phase 3, watch as students classify the words on their sticky notes
Assessment by placing them at the four stations around the room. After the
students leave for gym, collect the sticky notes and see if they were
able to correctly place the sticky notes at the right station. In phase 4,
observe as students complete their exit slips. When the students leave,
correct the exit slips to see if the individual students knew how to
correctly classify the words into goods, services, consumers, and
producers.

Assessment Data Collection:

- Definition booklets
- Verbal and written examples
- Sticky notes put at the correct station (or not)
- Exit slips (Rapp)
Learning Activities
Phase 1: Introduction

Hello Class! Today is a good day for me! You want to know why? Because I
am very excited about three things right now.
The first reason is that I get to teach another lesson today! The second
reason is that I get to start a whole new unit with you. You will have to wait
to find out what it is! And finally, I am excited because my teacher is here
1:00 to watch me today! So make sure you are extra well behaved today! Her
name is Dr. Owiny and she is sitting in the back.

As I mentioned earlier, today we are going to start a brand new unit in

Social Studies. It is going to be on economics. Now I know that economics
may sound like a big word, but I know you are going to learn a lot in this
unit and that you will do great throughout it.

25:00 Phase 2: Presentation / Guided Practice

So to begin, how many of you think you know a lot about economics? Does
anyone think they know what economics is? Call on students if they raise
 their hands. Make any relative comments. Those are great thoughts, class!
The actual definition we are going to use is : go to the next slide of the
PowerPoint.
Can you all say it with me? Repeat the definition again.

Because the definitions we are going to be discussing today are very

important and because they will help you understand the rest of the unit,
we are going to create little booklets to help us remember them! Pass out
booklets. I will explain to you how we are going to use them as we go
along.

If you look at the second page of your booklet, it gives you the definition
for goods. Goods are things that are made or grown and are available for
you to buy. An example would be an iphone. An iphone is made and you
can buy it at the store! Can you think of more examples? One at a time!
Listen as students think of examples. Have the class write or illustrate
the example onto the booklet as they go along. Yes! Those are all
wonderful examples! Make sure you write or draw them onto your booklet
so it will help you remember what goods are in the future!

Do the above for the words services, consumers, and producers. If needed,
have the students write down as many examples for the term that they
can think of for 60 seconds before moving to the next term.

**After you discuss goods and services, show the students the poem on
the back of their booklets. Read through it two or three times.

How are you feeling about all of these words so far? Is there one you need
me to go over again? Do you have any questions? If not, move on. If yes,
address questions as needed.

Now that you know what goods, services, consumers, and producers are,
do you think you knew more about economics than you thought you did?
Economics is all around us! When we go to the store, we are consumers
who buy goods! When we come to school, we are consumers who receive
a service (getting lessons) from a producer (Mrs. Raupp)! This is the basics
of economics and you are already doing a wonderful job with it!

Since you all have told me you feel comfortable with these four terms, I
think it is time to do an activity where you can show me all that you know!
Are you ready for the challenge?

15:00 Phase 3: Independent Practice

Alright! For this challenge, I am going to have you work in your clock
partners (I will tell you which one later). I am then going to give each
group a stack of sticky notes that has a picture and/or word on it. Your task
will consist of three parts.
First, each member of your team must put their initials on the back of
every sticky note
Second, you must decide as a team whether or not that sticky note is a
good, service, consumer, or producer. Once you decide, walk over to the
sign that has the correct label and stick it somewhere next to it. Be
pointing to the four signs around the room while giving this instruction.
Third, if you finish all the premade sticky notes, work with your partner to
 try to come up with as many examples for these four words as you can
and place them on the corresponding wall.

Act out an example when the instructions are finished. Think out loud so
the students can visualize what they are supposed to do.

I will give you ____ minutes to complete these tasks. Depends on how
much time is left.

Are there any questions? If not, move on. If yes, address questions as
needed.

Alright! Now, without getting up yet, I want you all to look at your clocks
and find your three oclock partners. Is anyone missing their clock partner
today? If so, help them join another group.

Now you may find your partner, come get a stack of sticky notes, and
begin your task! REMEMBER! No running or yelling. If I see that type of
behavior I will have to subtract some points from your teams final score.
Is that clear? Alright, go find your partner!

Phase 4: Conclusion

Wow! Look at all of these sticky notes! You all did a wonderful job. I am
excited to look at them while you are at gym.
Before we end our time today, I have one more activity for us to do this
worksheet.

Explain the rules for the work sheet (circle the good, x the services,
etc.).

This worksheet is not for a grade, but is to help me and Mrs. Raupp know
9:00
how well you understand these terms. As I told you before, these terms
will lay the foundation for the rest of the unit and we want to make sure
everyone is understanding them!

Pass out the exit slips. Give them a few minutes to complete it and then
collect them.

Today we learned about goods, services, consumers, and producers. We

also learned that economics is not as hard as we thought it was! You were
even able to think of your own examples! Tomorrow you will continue this
unit with Mrs. Raupp, but for now, you may line up for gym!
Representation: information is verbally spoken, shown on the
PowerPoint, and visually displayed through pictures; accessable
presentation software (Rapp)
Expression: students can verbally express definitions and/or examples;
students have the option to draw their examples (Rapp); students can
UDL Principles
demonstrate their knowledge individually or in their groups
Engagement: students are drawing on the booklets; students are actively
walking around the room with the sticky notes; students work in partners
to discuss; students are actively sharing examples and relating material to
their individual lives; certain, predetermined grouping (Rapp)
Differentiation Content: relates to students own lives; lays the foundation for additional
knowledge; information is displayed through visuals, drawings, text, verbal
 expression, and even in a short poem.
Process: students will receive content from a variety of different learning
techniques verbal (lecture), visual (PowerPoint and booklets), kinesthetic
(moving around room, drawing); students will listen to me give explicit
information, work independently, work in partners, and work as a whole
class
Product: the students can demonstrate their learning in a variety of ways
they can verbally provide examples, draw examples, verbally speak
definitions with the class, nonverbally place the words at the right station,
and even grade their own understanding; students can also show their
knowledge individually and with a partner.
While none of my students have an IEP, several of the students do have a
504 plan for speech/language. I am catering to these students by having
the defitions read aloud, read together, and visually displayed through
Adaptations
word and picture. I also have students who are on medication for ADHD.
These students will benefit from the constant option to draw pictures, the
movement around the room, and partners to hold them accountable.