MultiMedia Tools: Video

Lesson Idea Name: Money: Goods vs. Services

Content Area: SSKE3 Explain how money is used to purchase goods and services.
a. Distinguish goods from services.
Grade Level(s): Kindergarten
Content Standard Addressed: SSKE3 Explain how money is used to purchase goods and services.
a. Distinguish goods from services.

Technology Standard Addressed: 6b. Students create original works or responsibly repurpose or remix
digital resources into new creations.

Selected Technology Tool: iMovie

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

Bloom’s Taxonomy Level(s):

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

Levels of Technology Integration:

☐ Infusion Level: Students may work at a higher Bloom’s Level, but they do not have any “Voice or Choice”
during the activity and most of the decisions are made by the teacher.

☐ Integration Level: We would like to see ALL lessons/activities reach this level. The project is student-
driven. Students have “Voice and Choice” in the activities, selecting the topic of study and determining the
technology tool to demonstrate mastery of the standard. The teacher becomes more of a facilitator.
☒ Expansion Level: The projects created are shared outside of the classroom, publishing student work and
promoting authorship. This could be reached by showcasing the project on the school’s morning
newscast, posting the project to the classroom blog, or publishing via an outside source.

Universal Design for Learning (UDL): To meet the needs of all students we will be walking through step by
step. They will be put in their table groups and will be able to collaborate with one another. Students with
visual impairments can have the touch to talk accessibility tool on. If the student has trouble hearing, then
they can have a teacher to help them one on one. The students and families will also be given the ability to
opt out of the personal photos, and they can utilize clipart or the teacher can take photos.

Lesson idea implementation:

The students will be shown the teacher example about money (iMovie shown previously). We will focus on
the goods and services part. The teacher will spend about 20 minutes talking about goods and what they are,
then services and what they are. The students will take a flyer home telling the parents about this project.
Teachers will ask the families to take photos of goods at the store when they see them and take photos of
services if they see them. If no services are seen, the student can dress up as one (mailman, doctor, teacher),
and submit the photos. They will have a few days to complete this. The student will be asked to prepare a
short video in iMovie that includes at least 4-6 photos and a video clip of them explaining what they think
money is.
The days leading up while we wait for photos to come in, students will be shown in increments how iMovie
works. First, they will learn how to add backgrounds in with text. This is for their title slide and their
introductions to both goods and services. This will be saved to work on later. The students will then, learn
how to add audio in, we will just use the preloaded songs on iMovie into their video. As the photos and videos
come in the students will be shown how to upload those into their creation. By the final day, most of the
SBooker, 2020
 MultiMedia Tools: Video
students will have finished and we will present them to other classes and to our parents.

Importance of technology:
The students will be using iMovie on their iPads to create these videos. If they did not have iMovie the
students would have less ease putting their own photos together in one big creation. Its also likely that the
students would but losing the creation aspect of the project. Students would also be less likely to have the
ability to share out their thinking to people outside of the classroom.

Inspiration (optional):

Internet Safety and Student Privacy:

If these videos were published to a blog of some sort, then the part about students dressing up and having a
clip of themselves would be an issue. If this were the case, then we could just have the student explaining
what they think money is as a voiceover and just adding a cute graphic or clip art instead of their video. Then
with the dressing up, the students could just take a photo off of the internet of the service. Another thing I
would worn the students and parents about is having personal items in the background of photos, for
example: if you were to take a photo of the mailman or the pizza delivery man, then make sure that your
mailbox numbers or address are not visible. If the students work gets published, send out a form making sure
the parents are okay with it.
Reflective Practice:

I genuinely believe that this project would impart kindergarteners so much. Putting together their own photos
and videos to show to an audience is important to them as young creators. It will also give them the chance to
apply what they’ve learned.
When the videos are shared out, the students will be introduced to different types of services that other
families get. For example: some students may have someone that cuts their grass while others have their
parents do it. They will also be introduced to different goods.
To further extend the lesson, I could have had a goods v services Kahoot or game created.

SBooker, 2020