Lesson 2: What are goods and services?
Lesson Focus: What are goods and services? What goods and services do we have in our community?
Grade: Kindergarten
Time Suggested: 30-40 min.
Materials needed
Standards: NYS Social Studies for Kindergarten
– People rely on each other for goods and services in families, schools, and the neighborhood
Objectives
Important Vocabulary
Opening Activities
Main Learning Activities
Closure
The class will come together again on the rug. Each student will be asked to identify a card from the pile as either a good or service and be asked to explain why they think that. Each student will also be asked to identify an example of the good/service that is available in their community.
Students will also be asked to start thinking of a place that provides goods or services in the community that they would like to research more.
Assessment & Record Keeping
Post-Lesson Follow-ups
2. Identify an example good/service that the place provides
3. Identify whether the example fulfills a want or a need
Students will also be asked to bring in a 3D representation of their place. The representation doesn't have to be depicted exactly, however it does need to be labeled with a word and an image that easily identifies it, and can be made from recycled materials, such as a shoe box, a milk or juice carton, etc. If families or students need supplies, there will be some available in the classroom. The project will be due for the last day of the unit, which will be specified in the letter to the parents.
Grade: Kindergarten
Time Suggested: 30-40 min.
Materials needed
- Place to write (chalkboard, whiteboard, large paper, etc.)
- Good and services sort cards - enough for 1 per group of 4
Standards: NYS Social Studies for Kindergarten
- Concepts/Themes – Interdependence
- Content Understandings
– People rely on each other for goods and services in families, schools, and the neighborhood
Objectives
- Students will understand how needs and wants are connected to goods and services.
- Students will know how people utilize the goods and services available to them to fulfill their needs and wants.
- Students will know some of the goods and services offered in their community.
Important Vocabulary
- Consumer (the people to buy the goods or services)
- Producer (the people who provide the goods or services)
- Goods (something you buy)
- Services (something you pay to have done)
Opening Activities
- Each student will be asked to identify one need and one want (Possible student responses: Food, water, place to live, clothes, toys, video games, and other things that were mentioned the day before).
Main Learning Activities
- The teacher will explain that the things we want and need can be fulfilled when we access the good and services available to us. The teacher will ask students if anyone has an idea what a "good" is? What a "service" is?
- As a class, student thoughts will be discussed - when you go to a restaurant are you getting a good or a service? When your family gets your car fixed, is it a good or service, etc. The teacher, if needed, will prompt the students' prior experiences with every day places that people go to (grocery store, laundry mat, gas station, etc.). The class will decide whether the topic would be considered a good or a service and it will be placed under the respective side of the T-chart.
- The students will then be broken up into groups of 4. Each group will receive a set of Goods and Services Sorting Cards. Students will be asked to identify the pictures and then sort them as either a good or a service.
Closure
The class will come together again on the rug. Each student will be asked to identify a card from the pile as either a good or service and be asked to explain why they think that. Each student will also be asked to identify an example of the good/service that is available in their community.
Students will also be asked to start thinking of a place that provides goods or services in the community that they would like to research more.
Assessment & Record Keeping
- Students will be assessed by their ability to identify a want and a need at the beginning of the lesson.
- Students will be observed and assessed throughout the group sorting activity. The teacher will circulate around the room and ask students to defend the choices that their group has made and help to clarify possible misconceptions.
- The teacher will know that the learning objectives have been met if the students can classify a picture as a good or a service at the end of the lesson, explain their reason for identifying it as such, and giving an example of it in the community.
Post-Lesson Follow-ups
- What went well? How do I know?
- What needs more work in the next class/ lesson?
- What activities should I do differently next time?
- The sorting cards will be placed in the Math Center after the lesson for students to use after the lesson
- A letter will be sent home to parents to explain the good/service research project. Students will be asked to choose one place in the community that provides goods/services (grocery store, pharmacy, toy store, auto repair shop, etc.). Students will need to identify the following:
2. Identify an example good/service that the place provides
3. Identify whether the example fulfills a want or a need
Students will also be asked to bring in a 3D representation of their place. The representation doesn't have to be depicted exactly, however it does need to be labeled with a word and an image that easily identifies it, and can be made from recycled materials, such as a shoe box, a milk or juice carton, etc. If families or students need supplies, there will be some available in the classroom. The project will be due for the last day of the unit, which will be specified in the letter to the parents.