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Lesson Idea Name: Shopping and Selling
Grade Level/Content Area: First Grade Social Studies
Content Standard Addressed:
SS1E1 Identify goods that people make and services that people provide for each other.
SS1E3 Describe how people are both producers and consumers.

ISTE Technology Standard Addressed:  What would you like students to know and be
Empowered Learner – 1.1.a. Students articulate and able to do by the end of this lesson:
set personal learning goals, develop strategies
leveraging technology to achieve them and reflect on I can.., tell the difference between goods and
the learning process itself to improve learning services.
outcomes. I can.. tell the difference between a producer
and a consumer and know their roles in society.
1.6d Creative Communicator Students publish or
present content that customizes the message and
medium for their intended audiences.

Global Collaborator 1.7b Students use collaborative

technologies to work with others, including peers,
experts or community members, to examine issues
and problems from multiple viewpoints.

Global Collaborator 1.7c Students contribute

constructively to project teams, assuming various
roles and responsibilities to work effectively toward
a common goal.

What is the student learning goal for this lesson idea?

Students will be able to explain what a producer, consumer, goods, and services are after this lesson.

Selected Instructional Software Tool:

Spotify for podcasters
Description of Software:
Spotify for podcasters is an easy tool that I can embed on the class iPad. It is a tool that allows
students to speak into the app and add background music to create a podcast.

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

Bloom’s Taxonomy Level(s):.

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

How do you plan to implement this lesson and integrate the technology? Check all that apply:

☐ Teacher-led: There is no student voice and choice in the activities. Students are guided by the
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 Multimedia: Audio or Video Lesson Idea
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teacher's direction and expectations. Learning activities are assigned to the student and mostly
practice based.

☒ Student-Led: Students are given voice and choice in the activities. They may select the topic of
learning and/or determine the tool they will use to meet the learning goal. The teacher facilitates
the learning as the students direct their own learning processes.

☐ Problem-based and/or Publishable: Students are solving problems and completing projects to
demonstrate their learning. Additionally, the projects can be shared outside of the classroom.
(Note: This objective could be reached by displaying the project on the school’s morning
newscast, posting the project to the classroom blog, presenting it to another class, or publishing
it via an outside source.)
Lesson idea implementation:
Students will return to class on Monday after listening to my podcast I sent out on Friday. I will
have the class store prepared. I will let all my students know that our goals are on the
board and I will review them with the class. Students will then be divided up into
producers and consumers. They will tell me about their role in order to redeem class cash
to be able to buy other people goods. They will rotate after 20 minutes. After the second
rotation is over, we will go over our goals and introduce Spotify for podcasters. After we
review producers, consumers, goods, and services, they will partner up and decide whether
they will be a producer or a consumer. In their podcast they will tell us what they do/ sell
or buy in the community and what they sold or bought in the store. They will also tell us
what they want to buy. They will give me a script that I can write for them prior to
recording. I will be helping them all throughout the activity. To conclude, we will play the
podcasts to each other in class, and one will be on the morning news the following day for
the whole school.
Managing student learning:
Students will pass from passive to active learners throughout this activity. They will be using co-
engagement with the tool as they will partner up into a producer and consumer duo to explain their
roles in the community. They will have to give the teacher their script prior to recording their audio
for approval and corrections. They will be given a 7-minute time limit to produce a 30 second to a
minute podcast.
Universal Design for Learning (UDL) Reflection: Be sure to mention one specific UDL principle you
are focused on in this lesson – Multiple Means of Engagement, Multiple Means of Representation,
or Multiple Means of Action & Expression.
This activity supports UDL as all students will have the opportunity to express themselves in
representation and action. They will also be engaging with their peers in co-engagement as they
create their podcasts in pairs. Podcasts provide accessibility to all learners as there will be
audio/narration as well as a script for English hearing-impaired learners and a script for ELL learners.
Reflection:
I feel the activity created will leave an impact on students. I believe that after producing the podcast,
they will compare themselves to talk show hosts, radio hosts, and news anchors to make that
comparison between them and what they produced in class. I feel that they will be able to detect
goods and services in their daily life as well as producers and consumers after this activity. I am most
looking forward to the class shop to connect their ideas into a life experience.

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TFrazier, 2022