What Are Goods and Services?

Grade 1

Social Studies

Unit: 10

Lesson: 01

Suggested Duration: 3 days

¿Qué son los bienes y servicios?

Lesson Synopsis:

In this lesson, students will look again at goods and services. They identify goods and services in the home, at school, and in the community.

TEKS:

1.8 / Economics. The student understands the concepts of goods and services. The student is expected to:
1.8A / Identify examples of goods and services in the home, school, and community.

Social Studies Skills TEKS:

1.17 / Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources including electronic technology. The student is expected to:
1.17C / Sequence and categorize information.
1.18 / Social studies skills. The student communicates in oral, visual, and written forms. The student is expected to:
1.18A / Express ideas orally based on knowledge and experiences.
1.18B / Create and interpret visual and written material.
Getting Ready for Instruction
Performance Indicator(s):

· Create and explain a chart that categorizes goods and services in the home, school, and community. (1.8A; 1.17C)

Key Understandings and Guiding Questions:

· Las casas, las escuelas y las comunidades tienen bienes y servicios.

— ¿En dónde encontramos bienes y servicios?

— ¿Cómo podemos identificar los bienes y servicios?

Vocabulary of Instruction:

Grade 1

Social Studies

Unit: 10

Lesson: 01

Suggested Duration: 3 days

¿Qué son los bienes y servicios?

· bienes

· servicios

· casa

· escuela

· comunidad

Grade/Course

Social Studies

Unit: Lesson:

Materials: these were added/magda

Grade 1

Social Studies

Unit: 10 Lesson: 01

· Chart paper or board

· Construction paper (11x18)

· Grocery bag

· Items for grocery bag

· List of errands

· Paper grocery bag

Resources and References:

· Teacher Resource: Engage Pictures

· Teacher Resource: Explain Activity Day 1

· Handout: Response Cards for Goods and Services

· Teacher Resource: Goods and Services Review (pictures)

· Handout: Identifying Goods and Services

· Handout: Pictures for Identifying Goods and Services

Advance Preparation:

1. Become familiar with content and procedures for the lesson, including the idea that goods and services can be found at home, at school, and in the community.

2. Refer to the Instructional Focus Document for specific content to include in the lesson.

3. Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson.

4. Make a copy of the Handout: Engage Pictures. Cut and mount the pictures, and put them in one of the grocery bags.

5. Place at least four of the suggested items from the Explore Activity Day 1 in the other grocery bag.

6. Make a copy of the Handout: Explain Activity Day 1. Cut apart the cards at the top and put those in the same grocery bag.

7. Make a list of errands based on the items you put in the bag. List could say: grocery store, hardware store, office supply store, gift shop, post office, bank, car wash, hair salon, etc.

8. Copy and cut apart the Handout: Response Cards for Goods and Services. Copy Goods cards (1 card for each student). Copy Services cards (1 card for each student). Attach one Goods card and one Services card to a straw or craft stick so you can turn the stick to either the Goods side or Services side.

9. Copy the Handout: Goods and Services Review (pictures). Cut and mount on construction paper.

10. Copy the Handout: Identifying Goods and Services (1 per child).

11. Prepare materials and handouts as needed.

Background Information:

As consumers we choose goods and services to satisfy our wants and needs. Economics is concerned with the production and distribution of goods and services.

A good is something that people want that can be touched or held. Goods include things that are used or consumed, such as food or clothing. There are many different kinds of goods. Consumer goods, like food and clothing, satisfy human wants or needs. Producer goods, like raw materials and tools, are used to make consumer goods. Capital goods, like machinery, are used in the production of commodities or producer goods.

A service is something that someone does for someone else, such as a teacher or firefighter. Sometimes, people provide a service that results in a good being produced. For example, a farmer grows food that you buy. Services are found in education, health, communication, transportation, entertainment, restaurants, and social services.

GOODS AND SERVICES

Including, but not limited to:

· Goods – a physical product; things people can touch and feel

· Examples of goods in the home: food, toys, computer, clothes, sink

· Examples of goods in the school: food, books, desks, pencils, computers

· Examples of goods in the community: vegetables and fruits, cars, clothes, furniture, traffic lights

· Services – nontangible things provided by people to other people

· Services in the home: take out the trash, walk the dog, set the table

· Services in the school: safety patrol, PTA volunteers

· Government services in the community: police department, fire department, trash collecting

Getting Ready for Instruction Supplemental Planning Document

Instructors are encouraged to supplement and substitute resources, materials, and activities to differentiate instruction to address the needs of learners. The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus Document for this unit. Instructors are encouraged to create original lessons using the Content Creator in the Tools Tab located at the top of the page. All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.

Instructional Procedures
Instructional Procedures / Notes for Teacher /
ENGAGE – Focus on Goods and Services / NOTE: 1 Day = 30 minutes
Suggested Day 1 – 5 minutes
1. Display a paper grocery bag. Ask students to make predictions about what is in the bag. Pull out the Teacher Resource: Engage Pictures one at a time, and ask the students to identify them.
2. Talk about the pictures, and ask these or similar questions:
· What do you do with these things?
· How are they alike?
· How are they different?
3. Say/Ask:
· We have learned about these in previous lessons. These are examples of goods and services. What are goods and services? Write responses on chart paper. / Materials:
· Grocery bag
· Chart paper
Attachments:
· Teacher Resource: Engage Pictures
Purpose:
· Focus on the meaning of goods and services.
TEKS: 1.8A; 1.17C; 1.18A; 1.18B
Instructional Note:
· Goods and services were introduced in the previous unit.
EXPLORE – Goods and Services in Our Community / Suggested Day 1 (continued) – 10 minutes
1. Display the list of errands created prior to the lesson.
2. Say this or a similar statement that relates to your list:
· On Saturday, I had several errands to run. Here is my list. Let’s see, I needed to go to the grocery store, hardware store, office supply store, gift shop, post office, bank, car wash, and hair salon. At some stores I bought things. This is one thing I got at the grocery store.
3. Show students the paper bag. Choose an object from the bag.
· I bought some ______. Let’s see what else I got.
4. Display the objects on a desk or table
· At some stores, people did things for me.
5. Pull each card from the bag, and tell the service that was performed. Say these or similar statements that match the list of services on the cards:
· I went to the hair salon and had my hair cut.
· I went to the car wash, and someone washed my car.
· I went to the post office, and the mailman is going to deliver my letter.
· I went to the bank so I could put my check in my bank account.
· I went to the dry cleaners for my cleaned clothes.
· I asked a policeman for directions.
6. Display the cards on a desk or table.
Say:
· Today, we are going to learn more about goods and services. Goods are things that you can touch or use. Services are things that people do for you. These were all things I did in our community. / Materials:
· List of errands
· Paper grocery bag
· Items for grocery bag
TEKS: 1.8A; 1.17C; 1.18A; 1.18B
EXPLAIN – Categorizing Goods and Services in the Community / Suggested Day 1 (continued) – 15 minutes
1. Use the Teacher Resource: Explain Activity Day 1 to provide students with either one of the cards or one of the tangible items listed on the handout.
2. Organize students into pairs.
3. Distribute one card or one tangible item from the handout to each pair of students. Provide students an opportunity to talk about their item or card with one another. Ask them to decide if their item belongs to the goods category or the services category.
4. Draw a t-chart on the board or on butcher paper. Write Goods on one side and Services on the other.
5. Have one student from each set of partners bring their item or card to the front. Have them put the item on either the goods side or the services side. (Items are all goods and cards are all services.)
6. Say:
· These are all goods and services that we can find in our community. Talk with your partner and think of one more item that would belong to one of the categories that can be found in our community.
7. Students share with the class. Write these on the board in the correct column. / Attachments:
· Teacher Resource: Explain Activity Day 1 (cards cut apart and tangible items brought from home)
Purpose:
· Categorize goods and services in the community.
TEKS: 1.8A; 1.17C; 1.18A; 1.18B
Instructional Note:
Goods Services

ENGAGE – Access Prior Learning: Goods and Services in the Community / Suggested Day 2 – 2 minutes
1. Access prior learning by facilitating a discussion regarding goods and services in the community. (Note: You may need to refer to the previous day’s chart and, perhaps, have students bring a picture of a good or service.) / Materials:
· Chart paper or board
Purpose:
· Re-examine learning from the previous day’s lesson.
TEKS: 1.8A; 1.17C; 1.18A; 1.18B
EXPLORE – Goods and Services in the School / Suggested Day 2 (continued) – 5 minutes
1. Say/Ask:
· We have goods and services in the school also. What goods and services can be found in our school? An example of goods found in our school might be a pencil, a desk, or food from the cafeteria. Services might include the service provided by a teacher, a custodian, or a cafeteria worker.
2. Allow students time to brainstorm ideas. Write these on a large T-chart labeled “School”. / Materials:
· Chart paper or board
Purpose:
· Identify goods and services in the school.
TEKS: 1.8A; 1.17C; 1.18A; 1.18B
EXPLAIN - Goods and Services in the School / Suggested Day 2 (continued) – 8 minutes
1. Students work in groups of 3–4. Distribute, to each group, a large sheet of construction paper.
2. Students draw a line down the middle of the sheet of construction paper.
3. Groups think of three goods and three services at school. Draw a picture, or write, the goods on the left side and services on the right side.
4. When students are finished, share the papers. As T-Charts are presented, students turn and talk to a partner to agree or disagree with the results. / Materials:
· Construction paper (11x18)
TEKS: 1.8A; 1.17C; 1.18A; 1.18B
Instructional Note:
· If time permits, take a goods and services walk around the school stopping at various places and discuss. (Example: Our secretary provides a service for us. What kinds of things does she do to help us?)
EXPLORE – Charades: Goods and Services at Home / Suggested Day 2 (continued) – 8 minutes
1. Ask students if they have ever played charades. In charades, the players act out a phrase or an item. Demonstrate using a simple action or item. Explain the rules of the game.
2. Say:
· We have goods and services in our homes, too. When your mom washes your dirty clothes, she is providing a service. When you set the table, you are providing a service. Food, a computer, toys, clothes are considered goods.
3. Ask a student to come to the front to start the game. Whisper the name of a good or service into his/her ear. The student acts out the item. Students in the audience name the item and identify it as a good or service.
4. Repeat this 4–6 times. As the students answer, list the items on a t-chart. Have the students name other goods and services. / Materials:
· Chart paper
Purpose:
· Act out goods and services at home.
TEKS: 1.8A; 1.17C; 1.18A; 1.18B
EXPLAIN – Students Respond to Identify Goods and Services in the Home / Suggested Day 2 (continued) – 7 minutes
1. Distribute the Handout: Response Cards for Goods and Services. (Each student receives one card with the word “goods” printed on one side and the word “services” printed on the other side.)
2. Say:
· One side of your card says Goods, and one side of your card says Services.
· I am going to show you some pictures. If the picture shows goods, hold up the Goods side of your card. If the picture shows a service, show me the Services side of your card. Remember, goods are things you can touch or hold and use and services are something someone does for you.
3. Display pictures, one at a time, from the Handout: Goods and Services Review (pictures). Check student responses.
.
4. Say:
· We can find goods and services in our homes, in our schools, and in the community. Goods are those things we can touch and use. Services are things other people do for us. We use goods and services every day. / Attachments:
· Handout: Response Cards for Goods and Services
· Teacher Resource: Goods and Services Review (pictures)
Purpose:
· Identify goods and services at home.
TEKS: 1.8A; 1.17C; 1.18A; 1.18B
ENGAGE/ELABORATE – Key Understandings / Suggested Day 3 – 5 minutes
1. Facilitate a discussion based on Key Understandings and Guiding Questions:
· Homes, schools, and communities have goods and services.
— Where do we find goods and services?
— How can you identify goods and services? / Purpose:
· Use Key Understandings and Guiding Questions to ensure understanding.
TEKS: 1.8A; 1.17C; 1.18A; 1.18B
EVALUATE – Determine Mastery / Suggested Day 3 (continued) – 25 minutes
· Create and explain a chart that categorizes goods and services in the home, school, and community. (1.8A; 1.17C) 3D
1. Give each student a copy of the Handout: Identifying Goods and Services.
· The chart has three columns: Home, School, and Community. It also has two rows: Goods and Services. Students look at the picture and decide if it is a good or a service and does it belong in the home, school, or community column For example, if it is a picture of a pencil, place it in the “Goods” row under school.
· There are two places in each column. Place the picture provided in one space. In the other space, draw a picture of another good or service in the home, school, or community. For example, in the “Goods” row under school, it would be correct to draw a picture of a book.
2. Talk about the pictures to ensure the students can correctly identify them.
3. Circulate while the students work and ask them to explain their pictures. / Attachments:
· Handout: Identifying Goods and Services
· Handout: Pictures for Identifying Goods and Services
Purpose:
· Determine mastery.
TEKS: 1.8A; 1.17C; 1.18A; 1.18B