Teacher(s) Name: Kaitlyn Seaman

Thematic Unit Theme/Title/Grade Level: Goods and Services/Economics/1st Grade

Weebly address: _ http://ucfgr1goodsservicesf16.weebly.com/artifactsartifakes.html__
Daily Lesson Plan Day/Title: Day 2: Goods
LearningGoal:
Learning
Studentswilllearnhowmoneyfactorsintogoodsandservicesandwhatexactlygoods
Goals/Objectives
Whatwillstudentsaccomplishbe
abletodoattheendofthislesson?
Besuretosetsignificant(related
toSSS/CCSS),challengingand
appropriatelearninggoals!

NCSSThemes
FloridaStandards(FS)
NextGeneration
SunshineState
Standards(NGSSS)List
eachstandard.Cuttingand
pastingfromthewebsiteis
allowed.
http://www.cpalms.org/Public/

Assessment

Howwillstudentlearningbe
assessed?Authentic/Alternative
assessments?
Doesyourassessmentalignwithyour
objectives,standardsandprocedures?
Informalassessment(multiple
modes):participationrubrics,journal
entries,collaborative
planning/presentationnotes,etc.

andservicesare.

LearningObjectives:*youMUSThaveobjectivestomeetallstandards
Dependingonthetopic,4objectivesareample.AllshouldALIGNwithyourstandards
andbeginwith:
1 Studentswillidentifywhatagoodis.
2 Studentswillidentifywhataserviceis.
3 Studentswillidentifythevalueofdifferenttypesofmoney.
4 Studentswillidentifythewaysinwhichgoods,services,andmoneyareall
connectedtoeachother.
NCSStheme(s):
Production,Distribution,andConsumption;GlobalConnections;Individuals,
GroupsandInstitutions
FloridaStandard(s):
LAFS.1.L.3.6:Usewordsandphrasesacquiredthroughconversations,reading
andbeingreadto,respondingtotexts,includingusingfrequentlyoccurring
conjunctionstosignalsimplerelationships.
NextGenerationSunshineStateStandards:
SS.1.E.1.1:Recognizethatmoneyisamethodofexchanginggoodsandservices.
SS.1.E.1.3:Distinguishbetweenexamplesofgoodsandservices.
SS.1.E.1.4:Distinguishpeopleasbuyers,sellers,andproducersofgoodsand
services.

UnitPreAssessment:
WewillusetheKahootfortheunitpreandpostassessment.
UnitPostAssessment:
Ongoingdaily(progressmonitoring)Assessment:
Iwillusethestudentsshoppinglistasanassessmentbecausetheyhavetochoose
thegoodstoputontheirlist.Iwillalsouseascaletoassesshowthestudentsare
doing.Thescalewillbeasfollowed.
1IdonotunderstandwhatagoodisandIwillnotbeabletomakeashopping
listwithgoodsevenwithhelp.
2Ikindofunderstandgoodsandcanmakeashoppinglistofgoodsbutstillneed
help.
3IunderstandwhatgoodareandIcanmakeashoppinglistwithgoods.
4IcanteachsomeoneaboutgoodsandIcanhelpthemmakeashoppinglistof
goods.

Design for Instruction

Student Activities & Procedures

Whatbestpracticestrategieswillbe
implemented?
Howwillyoucommunicatestudent
expectations?
Whatproductswillbedevelopedand
createdbystudents?
ConsiderContextualFactors
(learningdifferences/learning
environment/learningstyles)thatmay
beinplaceinyourfutureclassroom.
Exceptionalities
What accommodations or
modifications do you make for ESOL
http://teachsocialstudies.wikispaces.co
m/file/view/ESOLStrategiesComprehe
nsibleInstruction.pdf/42902857/ESOL
StrategiesComprehensibleInstruction.p
df
and ESE (Gifted/Talented students,
Learning/Reading disabilities, SLD
etc.)

http://www.udlcenter.org/aboutudl
/udlguidelines/udlguidelines_graph
icorganizer

1. The lesson will begin by singing the song with the class to get them
excited about the lesson. I will give the ESE and EL students their own
copy of the song so they can follow along. If the students cannot speak
then they can participate by dancing to the song. (1.1) The song is as
followed.

Goods and Services

Tune: Mary Had a Little Lamb
Goods are things we touch and feel,
Touch and feel,
Touch and feel.
Goods are things we touch and feel.
An apple is a good.
Note: Students will choose other items to substitute for "apple" in the last line
of the song.
Services are things we do for others,
Do for others,
Do for others.
Services are things we do for others.
Teaching is a service.

2. The students will take out the wallets that they made the day before and
there will be a review of money, what money is and why money is
important. The ESE and El students can work with a partner when
making the money if they need help. (8.3)
Discussion question:
Why do you guys think money is important?
3. Next there will be a read aloud of the story Pigs will be Pigs.
I will do a preview of the story and ask the students what they think the
story will be about after looking at all of the pictures.
Have the students tell their partners what they think the story is going to
be about and then have one or two groups share what they think.
I will provide a lot of hand gestures during the reading so the EL and ESE
students are following the story and understand the story.
4. I will review the story and I will relate it to goods. I will explain what
goods are and I will give a lot of examples of goods that you can buy.
When discussing I will give a lot of gestures for EL students. I will also
give accommodations for ESE students so they can participate. I will they
them talk to a partner or I will have them participate through a drawing.
(5.1)
Discussion questions will be:
Have you ever bought something from a store?
Were you able to hold or touch the object that you bought? If you were
able to touch the object then what you bought is a good.
Are some goods needs?
5. The students will use the scale to assess how they feel about goods.
The scale will be posted so the students can look at the scale and see

where they are on the scale.

6. The students will be given options of what they can buy from different
stores. The students pick one thing from each store that they would like to
buy. The list is below. EL and ESE students can work with a partner.

Item

Job

Location

Fruit. Milk. Eggs. Cereal. Ice

Cahier
Grocery store
cream. Vegetables.
Coloring book, Biography
Book store clerk
Book store
about Abraham Lincoln,
Fiction book. Educational
movie. Picture book. Book
mark.
Hair brush. Shampoo. Blow
Hair dresser
Salon
Drier. Comb. Conditioner.
Hair spray.
Medicine for dog. Rabbit
Veterinarian
Vet
checkup. Leash. Dog food.
Treats. Cat toy. Food and
water bowls.
Shirt. Shoes. Pants. Hat.
Department store
Target
Watch. Back pack.
clerk
Cup of hot coffee. Cookie.
Coffee barista
Coffee shop
Cake pop. Ice coffee. Muffin.
Bagels.
Pancakes. Chicken fingers.
Waiter/ waitress
Restaurant
Cheese burger. Fries. Milk
shake. Waffles.
7. To review about goods the teacher will show the students this video on the
interactive white board. https://safeshare.tv/x/ss582f2e412e91b#v
Tell the students that this video is about goods which we learned about
today but it also teaches about services which we are going to learn about
tomorrow.
Pause the video when it tells you to so the students can tell you whether
the objects in the video are goods or services.
If the student is wrong ask prompting questions like:
Do you remember what a good is?
Can you touch this item?
I will put closed captions on so ESE students can follow the video if they
have a hearing impairment. (1.2)
8. The students will look at the scale again and assess how they are with the
topic of goods.

Resources/Material
s

Pigs will be Pigs by Amy Axelrod

Construction paper for shopping list
Pencil for shopping list

Interactive white board