Developmental Lesson Plan

Teacher Candidate: Brianna Graziano Date: 2/5/19

Group Size: 19 Allotted Time: 35 Minutes Grade Level 3rd Grade

Subject or Topic: Goods and Services

Common Core/PA Standard(s):

PA Standard 6.2.3.A - Identify goods, services, consumers and producers in the local
community.

Learning Targets/Objectives:

Third grade students will be able to recognize the difference between goods and services and
provide examples of them by sorting them into their correct categories and participating in a 3-
Corners Game.

Assessment Approaches: Evidence:

1. Smart Exchange Sort *formative 1. Observational.
2. 3 Corners Game *formative 2. Observational.
3. Exit Slip *formative 3. See Rating Scale Attached.

Assessment Scale:
(Exit Slip Rating Scale Attached)

Proficient- 3
Basic- 2.5 or 2
Below Basic- 1.5 or less

Big Idea:
Students will understand what goods and services are, and are able to give examples of both.

Prerequisites:
 Basic understanding of economics/what an economy is (prior lesson)

Key Vocabulary:
 Goods: items that are tangible, such as pens, salt/pepper, apples, hats, etc.
 Services: activities provided by other people, who include doctors, lawn care workers,
dentists, barbers, waiters, policemen, firefighters etc.
 Tangible: a thing that can be touched/you can hold it.

Content/Facts:
 There are different kinds of goods. Some goods are made, such as clothes, computers,
 and cars. Other goods are grown, such as fruits, vegetables, and flowers.
 A service is work that someone does for somebody else. Some examples include a
dentist, bus driver, store clerk, car wash, laying carpet, cleaning lady, teacher tc.

Introduction/Activating/Launch Strategies:

 Read Goods and Services Around Town to the whole class.

 Say “today we are going to learn about the difference of these two categories, goods and
services.”
 Ask if anybody can tell me what a good or a service is from the book.
5 Minutes*

 Hand out Economics Packets for them to reference throughout the unit.
Development/Teaching Approaches:
 Tell the students what goods and services are by using a smart exchange on goods and
services. Link below.
 http://express.smarttech.com/?url=http://exchangedownloads.smarttech.com/public/conte
nt/56/56a0deb7-d12a-4c47-905d-e49364a75bc4/goods%20and%20services.notebook#
 Slide 1: (Goods)
 Tell the students that goods are something you can touch. Anything that you make or
grow is a good, whether it is food, toys, cars, houses etc.
 Now explain that “a book is a good because we can touch it, it is tangible.”
 Define tangible for the students so that they can use this term when determining what
goods and services are. Explain some examples of things that are tangible. (phone, a
pencil, a carpet)
 Now give some non-examples of a good (theme, math, respect). Explain that since we
cannot physically touch a theme, math or respect they are not goods.
 Invite the students to help you create a list of goods in a school.
 Begin this list on the white board… give the first three examples (desk, sink, pencil)
 Ask the students to look at the items around them in order to find examples of goods.
 Have them raise their hands as they add to this list.

 Slide 2: (Services)
 Explain to students that services are things that people do for other people.
 Give them examples (police officer, crossing guard, teacher, dentist, doctor, nail salon
worker, a Cabelas worker, a waitress etc.)
 Explain the service that those people do. For example (a police officer is helping us by
keeping us safe. A doctor is checking our health and making sure we are healthy. Etc.)
 Now give some non-examples of services (athlete, singer, mom/dad) Explain why each
one is not an example of a service.
 Invite the students to now help you create a list of services that are in their town.
 Begin this list on the other white board up front… give the first three examples (teacher,
crossing guard, waitress)
 Ask the students to think about the services they use with their families in town in order
to find examples of services we can add to the list.
10 minutes*

 Tell the students that now we are going to watch a short video explaining some more
examples of goods and services.
 Introduce this video (https://www.youtube.com/watch?v=Umq76iNkhx0) for the students
to get a better understanding of the difference between goods and services are. STOP
VIDEO AT 2:15.
 Refer to the video, and say that a shoe repair is a service because it is a job that you are
paying someone else to do. Just like a car wash is a service because it is you are paying
someone else to wash your car.
5 Minutes*

 Go to Slide 3 on the SmartExchange. (See Materials)

 Allow students to drag words from the bottom of the screen into their correct category of
goods or services.
 Call on students that are quietly raising their hands to volunteer.
5 Minutes*

 Goods vs. Service 3 Corners Game

 Explain to the students that we are going to play a game, which we have to know if
something is a good, a service, or neither.
 I will put up 3 signs in 3 corners of the room (Good, Service, Neither)
 They will all get a card with an example of a good, a service or a non -example of either.
 I will count to three and the students will walk to their corners based on their card.
 After everyone has made a decision, I will start with the goods corner and ask them what
their cards said. Then I will ask them to tell me why they were goods. (Answer should be
because they are tangible)
 Now I will review the services corner, doing the same thing. (Each student will read what
was on their card and they will tell me why it is a service (For example, a dentist helps
people clean their teeth).
 Finally, I will review the neither corner and ask them why their cards didn’t belong in a
either a good or a service.
10 Minutes *

Closure/Summarizing Strategies:
 Give students Exit Slip.
 Invite them to complete individually.
 Ask them to hand them in as they leave the classroom.
*5-10 Minutes

 If time allows, let students start their Economics foldable and glue in their ‘goods and services’
in, as well as write in their definitions.
 Give students a practice worksheet once they finish their exit slips. This will not be graded, just a
filler worksheet for early finishers.

Accommodations/Differentiation:
  I will keep reinforcing directions for my students with IEPs.
 I will read the directions out loud for the Exit Slip to the entire class.
 I will make sure M. is on task and understands directions.
Materials:
 Cards and labels for 3 Corners Game
 Exit Slip

Resources:

YouTube Video:
Pop, H. (2017, July 13). Retrieved November 12, 2018, from
https://www.youtube.com/watch?v=Umq76iNkhx0

Book:
Schwartz, H. E. (2014). Goods and Services Around Town. Huntington Beach, CA: Teacher
Created Materials.

Smart Exchange Slides:

Attached below.

Slide 1
Slide 3
Student Performance Assessment:

I thought my students enjoyed my goods and services lesson, as they were engaged and

eager to learn. They performed well on their exit slips, mainly meeting the objective I have

created for this lesson. My objective was for third grade students to be able to recognize the

difference between goods and services and to provide examples for both. Since we practiced

many examples and non-examples of goods and services in the class list of goods and services

that we made, the SmartExchange sort and the 3-Corners Game, they were able to provide their

own examples of each at the end of the lesson.

When I graded my students exit slips, 6 of my students scored proficient.11 of my

students scored basic. Only 1 of my students scored below basic. The answers on my students

who scored a basic or below basic, most of my students were able to give examples of goods

and services but were confused on what the difference was when they had to write it out. I

think that they did understand, but making them write out a response, they were getting

confused. Some of their responses were that “goods are things we want and services are things

we need.” I will make sure to clarify that this is not necessarily the case all the time. I want to

repeat this to the whole class tomorrow and clarify that sometimes goods can be things we

need too, like food for example! Overall, I was happy that only one of my students scored

below basic on their exit slips.

Some of my students said that a good is something you want and a service is something

you need. I think they were getting confused because a lot of the goods are things we want. I
wanted them to see that a service is something we pay someone else to do for us. Some of my

students also said that a service is a job. This was too broad and incorrect.

Remediation Plan:

For my students that scored basic and below basic, I will pull small groups. Since a lot of

them wrote on their exit slips that a service is a job, I will explain to them that not all jobs are

not services. I want them to understand that a service is something someone does for somebody

else. I will tell them that a lot of services happen to be jobs because we are paying someone

else to do something for us, but not all jobs are services. I will provide them with some non-

examples, such as an athlete. I will tell them that athletes get paid for playing a sport, but that

sport does not help anybody else.