Indiana Wesleyan University

Elementary Education Lesson Plan 2

Social Studies – Lauryn Scheske

LESSON RATIONALE
(CAEP K-6 1.a)

In continuing the unit marked by the phrase, “Just because you can, doesn’t mean you should..” students will now move to
understanding this phrase in the context of understanding goods and services. In this stage of life, students are primarily
consumers and are children of consumers and producers. One of the first steps in becoming a good steward of your
resources is understanding how to spend your resources in order to satisfy your needs and wants. This comes down to
understanding the difference between goods and services. Students need to understand what is available to them and
how to best use their money as this will help them throughout the rest of their lives. This is not just a school matter, but a
topic that lends itself to personal experience and real-world connections. They may grow up to provide a good or a
service as well, so it is important that they understand the basics of an exchange of resources now.

READINESS
I.Goals/Objectives/Standard(s)
A. Goal: Students are able to apply economic terms and make economic decisions in real-life contexts.
B. Objective: When given ideas or images of goods and services (either in a story problem or in a real-world
context) students will be able to explain the difference between the two and what it means for the people
involved in the exchange.
C. Standards:
a. 1.4.1  Identify goods (tangible objects, such as food or toys, that can satisfy people’s wants and
needs) that people use.
b. 1.4.2  Identify services (actions that someone does for someone else) that people do for each other.
c. NCSS: 4: Production, consumption, and distribution - Economics: Productive resources are limited.
Therefore, people cannot have all the goods and services that they want; as a result, they must
choose some things and give up others.
d. ISTE: 3 Knowledge Constructor: d. Students build knowledge by actively exploring real-world issues
and problems, developing ideas and theories and pursuing answers and solutions.
II. Management Plan
a. Materials:
 Stickers
 Pictures of stickers and tying shoelaces
 Goods and service pictures
 Goods and Services Worksheets
 Drawing and Caption Worksheets
 Any materials or props that could make students’ role play better
b. Time: 28-30 minutes

c. Space
 Start at the carpet in front of the white board
 During independent work, they will be at their desks.
 Then for the students who complete the worksheets, they will perform their scenarios
for me or cooperating teacher and any other students who are done back at the carpet
because there is lots of space.

d. Behavior
 I will be running Class Dojo during the lesson and will be giving out points to students
who are on task and following directions. My goal is to give clear and explicit directions
so students will know what they are supposed to be doing at all times. This will reduce
behavior significantly if executed correctly.
III. Adaptation to Individual Differences and Diverse Learners—
a. Jasper, Gabe, Hank, and Baileigh: these students have a harder time staying on task and listening quietly
when asked of them then the other students in class. During the anticipatory set, I will most likely
choose them to participate because I have seen them do better in those settings when given a task to
complete or something to do.
 Indiana Wesleyan University
Elementary Education Lesson Plan 2
Social Studies – Lauryn Scheske

b. Madison and Jasper: These two students tend to take a little bit longer amount of time to complete a
writing task. I have set up activities that everyone will have something to do the whole time whether
they are fast writers or slower. This way I won’t have to rush these two students and the other students
will have something purposeful to do without getting too ahead. I will remember to offer Support and
assistance to these two students during the semi-independent work.
c. Wade and Aidan: These two boys typically fly through their worksheets, getting finished before most of
the class. I have accounted for this by creating in advance an activity for them to do after the first
worksheet that is still on task and takes their thinking further.

PLAN FOR INSTRUCTION (CAEP K-6 1.b)

IV. Anticipatory Set
• “Who has shoes with laces on them today? Is anybody shoelaces currently untied?” I will choose two students
who are sitting with their hands raised and invite them to join me up at the front. “Now I am going to give each
of you a Scheske-buck (a fake dollar bill with my face in the center) and you can use it to buy something from
me. Today, I am selling a sticker for one Scheske-buck or I can tie your shoelaces for you for one Scheske-buck.
You choose!” I will let them pick one or the other. They may both pick a sticker instead of their shoelaces being
tied which is fine. “Now let’s go back and think for minute about the last activity you guys did with me. We talked
about wants and needs. Do you think [NAME] and [NAME] wanted or needed a sticker? Did they need to have to
their shoelaces tied?” I will allow ESR through think-pair-share and give a certain amount of time for discussion.
I will ask the students who “bought” something from me how they chose what to spend their Scheske-buck on.
Then I will put up a picture of the stickers and of someone’s shoelaces being tied on the board. Let’s think for a
minute, how are these things different. I want you to think in your head and then tell a neighbor. Once you’ve
told your neighbor, I want your eyes back on me so I know that you are ready.” I will pick a few students to share
their answers. I will write key words that they say under each of the pictures. Once I think their thinking is
headed in the right direction, I will stop.

V.Purpose: “Those were great answers! Well this morning, we are going to figure out what a good is and what a service is
and how they are different. Just like we learned about wants and needs, knowing the difference between these
two will help us make better decisions with our money. We can make these decisions by thinking about the
phrase we learned last time: Just because you can, doesn’t mean you should. We are trying to get to the root of
what we really need and how we can get these things. Thinking about goods and services can also help you start
to think about what you want to be when you grow up. What kinds of things do you want to make or do when
you get older?”

VI.Lesson Presentation (Input/Output)

(CAEP K-6 3.d)
 Then I will put the definition of “goods” on the board above the picture of the stickers. ‘Goods: things you can
buy and hold.’ Then I will put the definition of “services” on the board above the picture of someone tying
someone else’s shoes. ‘Services: things that people do for others.’ “Stores and businesses offer goods and
services for money.”
 I will have pictures printed, laminated, and put magnets on the back them prior to lesson. These pictures will be
of common goods and services and familiar businesses that offer goods and services. I will incorporate goods
and services that are around the school and community (Ivanhoe’s, Pizza King, local post office, Dollar General,
Circle K, etc.) I will create a T chart on the board of goods and services.
 With decreasing support as we go through each one, I will have students come up to the board and place the
picture on the T chart to tell us if it is a good or service. Helpful questions to provide support: “What good or
service does that business offer? Can you leave that place holding something?”
 Once we get through all the pictures and have discussion about them, I will check for understanding by asking,
“What are some goods here in the classroom?” I will have students share their answers. “Is anyone giving a
service in here?” Allow them time to think and respond. “Is someone being paid to be here?” I will support their
thinking with questions like these until they reach the conclusion that a teacher provides a service to students.
 I will walk them through a worksheet they will complete at their desks. It has pictures depicting a good or
service and they are to write in the box next to the pictures ‘S’ or ‘G’ depending on which they think it is.
(Worksheet attached below.)
 When they are done, they will turn it in the green bin and I will give them another sheet where there is space for
a drawing and writing underneath. I will ask them to draw a picture of themselves providing a good or service
they would like to do when they grow up. They are to write an explanation of their drawing underneath. This
second activity will be for those students who typically get through worksheets very quickly. And if they get
 Indiana Wesleyan University
Elementary Education Lesson Plan 2
Social Studies – Lauryn Scheske

through this task, I will have them pair up with a partner and act out a scenario for me of someone selling a good
or service and someone buying a good or service. I will have them explain to me why the thing they are selling is
a good or service. I will ask them if the person buying it wants or needs his thing.

VII. Check for understanding.

 See point four of Lesson Presentation.
 I will be walking around as they are working on their worksheets. I will be examining their answers, and if I see
fit, I will privately ask them to explain their answer to me.
 For the students who get to this, I will see their scenario of buying a good or service from someone. We will have
a conversation about their decisions and connect it back to wants and needs. This will help me see if they are
connecting these principles to their own lives and to the previous lesson about wants and needs.

VIII. Review learning outcomes / Closure – In what way will you know that all students have learned or met the
objective?
 Once all students have completed the first worksheet, I will regain their attention. “Thank you all for working
so nicely, and for following directions. Some of you may have had the chance to think about what kind of good
or service you would maybe like to provide when you grow up. Is anyone willing to share their drawing with
the class? If you didn’t get a chance to draw, you can still share what you think you would like to do!”
 I will take a few minutes for students to share. I will ask them whether it is a good or service.
 I will go through some examples of goods and services and run the ideas through the phrase “just because I
can..” and I will have them explain their reasoning to an economic decision they make.
 “Those were great answers! There are so many different kinds of goods and services that we need in our
community to be able to live happily. I love that many of you gave different answers and have different
passions. We need all different kinds of people to make a community work. We are now going to transition into
our reading groups…” And I will tell students where they need to go for their reading groups.

PLAN FOR ASSESSMENT

 Formative:
o Sorting of goods and services pictures on the board.
o Check for understanding questions about classroom items
o Sharing in the closure what good or service they would like to provide
 Summative:
o Independent Goods vs Services worksheet (CAEP K-6 3.a)

REFLECTION AND POST-LESSON ANALYSIS (CAEP K-6 3.b)

1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
7. How was my classroom management and direction giving? Was I clear? Did I get too wordy?
8. Did the closure feel neat and concise? What makes me believe they walked away with
knowledge/understanding they didn’t have before this lesson?
9. Did students make connections to their personal lives?
10. Did I hear them use the phrase, “just because I can…”?

Resources:
 Indiana Wesleyan University
Elementary Education Lesson Plan 2
Social Studies – Lauryn Scheske
 Indiana Wesleyan University
Elementary Education Lesson Plan 2
Social Studies – Lauryn Scheske