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Instructional Software

Lesson Idea Name: Good or Services?


Content Area: Social Studies
Grade Level(s): Kindergarten

Content Standard Addressed:


SSKE3.a – Distinguish goods and services.

Technology Standard Addressed:


3 – Knowledge Constructor: Students critically create a variety of resources using digital tools to construct
knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.

Selected Technology Tool:


jr.Brainpop.com

URL(s) to support the lesson (if applicable):


https://jr.brainpop.com/socialstudies/economics/goodsandservices/

Type of Instructional Software:


☐ Drill and Practice ☒ Tutorial ☐ Simulation ☐ Instructional Game ☐ e-books/e-references

Features of this software (check all that apply):


☐ Assessment Monitoring/Reporting
☐ Allows teacher to create customized lessons for students
☐ Multi-user or collaborative functions with others in the class
☐ Multi-user or collaborative with others outside the class
☒ Accessible to students beyond the school day
☒ Accessible via mobile devices
☒ Multiple languages
☒ Safety, security and/or privacy features

Bloom’s Taxonomy Level(s):


☒ Remembering ☒ Understanding ☒ Applying ☒ Analyzing ☐ Evaluating ☐ Creating

Levels of Technology Integration (LoTi Level):


☐ Level 1: Awareness ☐ Level 2: Exploration ☐ Level 3: Infusion ☒ Level 4: Integration
☐ Level 5: Expansion ☐ Level 6: Refinement

Universal Design for Learning (UDL):


Engagement – This lesson utilizes authentic and relevant experiences to help engage students in the lesson. It
connects the concept of goods and services to examples that students recognize. These examples range from the
items in their bookbags to their parents’ jobs. It allows them the chance to build upon this concept of goods and
services in a way that relate to them as a learner.
This lesson also fosters collaboration and community within the classroom. Students are able to talk about and
share different examples they have regarding goods and services. This helps to increase student engagement
because they are given the chance to talk about things that relate to them.

Representation – This lesson offers alternatives for auditory information. As students reflect over the
BrainPop jr video and present different examples, I will pull images of what is being discussed. This will help

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Instructional Software
to establish a better connection to the topic and will allow students the chance to provide proper feedback to the
discussion.
This lesson also activates student background knowledge as they reflect over what is a good or a service. They
are able to reflect over different things they have seen in their environment and overlay it with this new
concept. It allows them to better comprehend this concept because they are able to provide more focus on to the
roles familiar items have with this new bit of information.

Action & Expression – This lesson allows students to demonstrate their understanding using various methods
of presentation. They are first asked to color code goods and services and then asked to draw an example of a
good and service. These two activities allow me to see what my students understand in terms of this topic in
two different ways. It also helps me know which students require extra guidance with this particular topic.
Lesson idea implementation:
Prior to presenting the BrainPop video, I will have students provide their versions and general understanding
of what are goods and services. This will allow me to pre-assess what my students already know about this
topic and it will allow me to help counteract any misconceptions they may have about it. If my students
struggle to provide an appropriate answer, I will help direct their understanding of this topic to something that
is more familiar to them in the classroom. As part of our reward system, we have a goods or service box.
Students get the chance to either retain an item or can do something in the classroom, such as help out with the
calendar during calendar time. I will use this example as a stepping stone for students to begin to understand
the bigger picture of goods and services in their community.

After this initial discussion regarding goods and services, I will present the BrainPop Jr. video to help
students discover and understand what in their community would be consider a good or a service. I will then
follow up with this video by asking students to provide examples they saw in the video that were considered
goods or services. I will then invite students to share personal examples of what they think is a good or a
service. I will have the class then assess if what a student had shared was actually a good or a service. During
this discussion, I will pull up pictures for students to see what other students were sharing to the whole group.

Following this whole class discussion, students will be sent back to their seats with a coloring page that has
12 different pictures of goods and services on it. On this coloring sheet, students will need to cross out or color
in all the goods in green and all the services in red. I will guide students through the first couple of pictures,
then I will have them finish the remaining 10 pictures. However, prior to setting them out to finish this task, I
will read through all the pictures to make sure that students knew what they were looking at when analyzing the
pictures. I will then walk around and assist students who may require support with this task.

As students begin to finish this initial task, I will direct them to the back of this coloring sheet. Students will
be challenged to draw and label a good and a service. They will be encouraged to write a related sentence with
their picture but would at most be expected to dictate what they drew.

As time for this session comes to a close, I will bring students back together as a group to review the rest of
the good and service pictures. I will then ask students to present one of the pictures they drew on the back of
their paper and will have the class assess whether or not it was a good or a service.

In terms of assessment, students will be informally assessed through observation during the work session
and by having students respond to if an illustration drew by a student was a good or a service. I will then
formally assess students if they know what is a good or a service. I will formally assess students through the
learning task. Students will be assessed if they can correctly identify what is a good and what is a service on
their sheets as well as draw an appropriate illustration to represent these two topics.

Reflective Practice:
I feel like this activity would impact student learning because students are learning about topics that directly
relate to their lived experiences. Students are being presented with and are invited to share goods and services
that they interact with daily.

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Instructional Software
I could help extend this lesson by having the parents of my students send in information about their jobs and
various goods they purchase for their home. This would allow for families to get involved with the lesson and
would help to make it more meaningful for students since it is bringing in content that directly relates to them.
In terms of utilizing other technology, I could utilize a flipchart or other means of presentation to help
reinforce the content presented in this lesson as well as other demonstrations of this topic.

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