Ver.

6 08/05/15
First Name

Kaylie

Last Name

Chong

UH Email

kaylielc@hawaii.edu

Date

TBD

Semester

Fall

Year

2015

Grade
Level/Subject

1 / Social Studies

Lesson Duration
35 Minutes

Title

Goods and Services: Lesson 2

Central Focus (Enduring Understandings)
A description of the important understanding(s) and concept(s)
People have to work together to get the goods and services they need and want.
Essential Questions:
Who provides the services we need and want?
Content Standard(s)
The Common Core State Standards (CCSS) or Hawaii Content & Performance Standards III
(HCPS III) that align with the central focus and address essential understandings, concepts,
and skills
Strand

Economics

Standard 8: Economics: RESOURCES, MARKETS, AND GOVERNMENT-Understand economic

concepts and the characteristics of various economic systems

Topic

Role and Function of Markets

Benchmark SS.1.8.3

Define various goods (things that people

need or want) and services (jobs people
perform that satisfy people's needs or
wants)

Student Learning Objectives

Outcomes to be achieved by the students by the end of the lesson or by the end of the multilesson learning segment
Students will be able to
Determine which service provider provides a specific service
Assessments
The procedures to gather evidence of students learning of learning objective(s) to include
formative (informal) assessments applied throughout the lesson and summative assessments
(formal) of what students learned by the end of the lesson (include any assessment tools)
Students will be formatively assessed during the MATCH-IT GAME as I observe them
accurately matching the Picture Card and the Who Am I? Card. Students will also be formatively
assessed during the REFLECTION as I listen to their responses.
Students Prior Academic Knowledge and Assets
The students content knowledge, skills, prior academic experiences, and
personal/cultural/community assets to draw upon to support learning

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Students will have:
Learned about services (e.g. definition, examples, etc.) in the previous lesson
Experience receiving services (e.g. going to the dentist, going to the doctors, etc.)
Learned about various community helpers and jobs (e.g. police officers, firefighters,
librarians, etc.)
Experience working in pairs
Academic Language
Oral and written language that the students need to learn and use to participate and engage in
the content

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Services / Jobs
Perform / Do
Needs
Wants
Students will be hear and learn about these terms during the READ ALOUD and the
REFLECTION.
Instructional Strategies and Learning Tasks
A description of what the teacher will do and say and what the students will do during the
lesson that 1) uses clear steps that convey the use of multiple strategies, supports, and
resources and 2) offers opportunities offered for multiple modes of participation

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READ ALOUD: Read Whats My Job? By Lyn Calder on Carpet (10 Minutes)
Teacher will
o Read book
Students will
o Listen to book
MATCH-IT GAME (EXPLANATION + ACTIVITY): Pair Work around the Classroom (10
Minutes)
Teacher will
o Explanation
Materials:
Picture Cards (10)
o Image of service providers
Who Am I? Cards (10)
o Description of service providers
Specifics:
Each student will be given either a Picture Card or a Who Am I?
Card
You will read the card and have to figure out who has your
matching card (e.g. if you have a Picture Card you need to find
the matching Who Am I? Card)
After you have correctly found your match, you will have a seat
on the carpet with your partner
o Model for students (with a student or with Mentor Teacher)
o Activity
Give students cards (strategically assigned)
-----STUDENTS BEGIN---- Walk around and assist students by asking questions (e.g. What does
your card show? or Who performs that service/job?) and commenting
(e.g. Lets look at that card again, etc.)
Students will
o Explanation
Listen to Activity Explanation
o Model
Watch modeling
Ask questions for clarification
o Activity
Engage in game
REFLECTION: Whole-Group Discussion on Carpet (15 Minutes)
Teacher will
o Explanation
Sit in a circle
Partners take turns in reading their cards to the rest of the class
Who Am I? Card is shown
Class guesses the service provider

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Picture Card is shown

Sharing
Facilitates sharing and discussion
Students will
o Explanation
Listen to Activity Explanation
o Sharing
Participates in sharing and discussion
o

Differentiation
Instructional strategies and planned supports to meet the needs of individuals, and/or groups of
students who require different strategies or support (adaptations to instructional strategies, the
learning environment, content, and/or assessments)
Heterogeneous Pairs (Promotes collaboration & can build/deepen understanding)
o Benefits:
Struggling students
ELL student
Visuals/Book (Communicates information through words and visual representations,
Students are able to see and hear)
o Benefits:
Struggling students
ELL student
Hands-on activities (Deepen understanding by providing a meaningful learning
experience, Students do instead of just hear)
o Benefits:
Struggling students
ELL student
Teacher modeling (Provides students with an example of how they can go about doing
the tasks/activities)
o Benefits:
Struggling students
ELL student
Discussions (Promotes collaboration & can build/deepen understanding)
o Benefits:
Struggling students
Instructional Resources and Materials
Books, texts, and other materials needed for the lesson
Whats My Job? By Lyn Calder
Picture Cards (with images of service providers + student names on back) (10)
Who Am I? Cards (with description of service providers) (10)

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Lesson Plan Reflection
An analysis of what worked, what could be changed, and the next steps for teaching
What changes would you make to your instructionfor the whole class and/or for
students who needed greater support or challengeto better support student learning?
o Why do you think these changes would improve student learning? Support your
explanation with evidence of student learning AND principles from theory and/or
research.
Based on your reflection and your analysis of student learning, describe the next steps
for instruction to support students learning.
o Explain how these next steps follow from your reflection and analysis of student
learning. Support your explanation with principles from research and/or theory.
N/A