Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Materials/Resources Needed:
Computer and projector, PowerPoint, sorting mats and pictures, anchor chart, white
board, dry erase markers, eraser
Relevant Objective/Purpose:
Students will be able to describe how people are both producers and consumers.
Students will be able to compare and contrast goods and services and differentiate
between the two.
Students will be able to provide examples of goods and services.
Instructional Grouping:
Students will work independently for the starter.
Students will work in pairs during the anticipatory set.
The class will provide a group response to the review questions from the anticipatory set
collectively (thumbs up, thumbs down)
The class will work together as a whole to fill out an anchor chart on goods, services,
consumers, and producers.
Adaptations:
Instructional plans include:
• evidence that plan is appropriate for the age, knowledge,
and interests of all learners; and
• evidence that the plan provides regular opportunities to
accommodate individual student needs.
The PowerPoint and venn diagram will appeal to visual and reading/writing learners, the
main instruction will appeal to auditory learners, and the sorting mats will appeal to
kinesthetic learners.
Students are grouped heterogeneously and reflect low, middle, and high achievers.
9:00 – 9:10 – Starter: The students will come in and copy the day’s vocabulary words
and their definitions shown on the projector onto a piece of paper that will be added to
their social studies class dictionary.
9:10 – 9:15 – The teacher will introduce the anticipatory set in which the students will
work with a partner to sort pictures of goods and services to the correct sorting mat.
9:15 – 9:20 – The teacher and students will discuss the students’ responses to the
anticipatory set.
9:20 – 9:30 – The teacher will explain what goods, services, producers, and consumers
are, how they work or are used, and will compare and contrast them with the students
using venn diagrams.
9:30 – 9:35 – The teacher will review the anticipatory set activity by holding up one of
the pictures and asking a question such as, “Is this a service?” The students will respond
as a class with either a thumbs up or a thumbs down to answer the question and the
teacher will explain why the students were right or wrong.
9:40 – 9:55 – The teacher and students will fill out an anchor chart on goods, services,
producers, and consumers to hang up in the class for future reference.
9:55-10 – The teacher will briefly restate the main points of the lesson and will have the
class fill out an exit ticket to turn in before they leave.
Anticipatory Set/Hook:
Students will work in pairs to sort pictures of goods and services to the correct sorting
mat.
Connection to Prior Knowledge/Learning:
Modeling/Thinking Strategy:
What is economics?
Guiding Question: How do goods and services relate to economics?
o The students will create an anchor chart about goods and service/producers and
consumers and how they relate to economics.
What are goods and services/producers and consumers?
Guiding Question: How are goods and service/producers and consumers similar yet
different?
o The students will provide examples of similarities and differences through the
venn diagram activity.
Guided Practice:
During the main instruction, the teacher will work with the students to compare and
contrast goods with services and producers with consumers using venn diagrams on the
whiteboard.
The teacher and students will work together to create an anchor chart of goods, services,
producers, and consumers.
Formative Assessment:
The teacher will informally assess student understanding through thumbs up/thumbs
down responses to questions from the anticipatory set.
The teacher will also assess student understanding through exit tickets at the end of class.
Assessment Plans:
are aligned with state content standards;
have clear measurement criteria;
measure student performance in more than three ways (e.g., in the form of
a project, experiment, presentation, essay, short answer, or multiple-
choice test);
require extended written tasks;
are portfolio-based with clear illustrations of student progress toward state
content standards; and
include descriptions of how assessment results will be used to inform
future instruction.
Student mastery and understanding for this lesson will be assessed by a Unit Test.
Student mastery and understanding will be assessed at the end of the unit through a
production and consumption of goods and services project in which students will make
their own goods and will set up shop to sell them to their fellow students, which will be
assessed via a project rubric.
Closure: