Beyond-the-Basic Productivity Tools (BBPT)

Lesson Idea Name:​ Goods and Services

Content Area:​ Social Studies
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:​ 3- Knowledge constructor

Selected Technology Tool:​ Popplet

URL(s) to support the lesson (if applicable):​ ​http://popplet.com/app/#/5758098

Bloom’s Taxonomy Level(s):
​Remembering Understanding ​ ​Applying​ ​☐​Analyzing ​☐​Evaluating ​☐​Creating

Levels of Technology Integration (LoTi Level):

☐​Level 1: Awareness ​☐​Level 2: Exploration ​☐​Level 3: Infusion ​​ ​Level 4: Integration
☐​Level 5: Expansion ​☐​Level 6: Refinement

Universal Design for Learning (UDL): ​ The activity planned for the student is an interactive software tool
called popplet. This tool allows for students to research what goods and services means and create examples
of goods and services. On the popplet that I made, I model how to use a popplet and what important
information needs to be present. This tool supports all students because students are able to visually see the
ideas and content organized in one place. The activity and the technology tool selected enhances the learning
experience because students can view and create a popplet. The students are engaged with the instructional
part of the lesson and then they can create their own or with a friend.

Lesson idea implementation:​ The teacher will teach the differences between goods and service to the
students. The teacher will use a popplet to show some examples of goods and services with images. The
teacher will then ask the students what are other examples of goods and services. Once the lesson is taught
the students will create their own popplet with pictures of goods and services with a brief explanation of why
goods and services are different. The students then will write about one good and one service they have
received recently to include in their popplet. The students will have a class period to do this project and if
more time is needed they can finish it for homework. The students will use the final product to present their
findings and share their experiences with a group that the teacher places them in. The students will be
assessed on how well they understand the concepts by the presentation they give to their peers. Each student
will do an evaluation with one glow and one grow statement to give to the presenter.
I would extend the students' learning to a higher learning level by allowing them to bring in their own goods
(such as candy, treats or toys) and services (such as drawing skills or singing) to use in the classroom for one
day. This allows the students to engage with each other and get a more physical representation of goods and
services. The lesson will be concluded with a brief overview of goods and services as well as a discussion of
something we found interesting or something new we learned not covered in the teachers presentation. Each
student will then come up with a question for their peers and a question for the teacher. General feedback
will be given during assessment/ presentations.

Spring 2018_SJB
 Beyond-the-Basic Productivity Tools (BBPT)
Reflective Practice: ​After designing this lesson idea I feel like the activity I created could impact students
learning because the students will be engaged in every activity and lesson they do. I could further extend this
idea by allowing students to ask family members to give them ideas of what are some goods and services. THe
students can conduct their own mini survey of what goods and services are used often in their​ ​families and
then compare with other peers. Other technology that can be used to further enhance this project would be
Microsoft Excel so that they can create a spreadsheet with their findings.

Spring 2018_SJB