I. Curricular Framework

Concept:

Economics

Essential Question:

What is the relationship between goods and services?

Bridge:

Occupation Pantomime

Content:

Definition of Services

Outcomes:

II. Standards Aligned

III. Instruction and Assessment

1. Connect: Connecting to the Concept Experientially

Objective: Students will recognize services which they regularly enjoy or use.

Activity: Students brainstorm restaurant commercials they hear on TV and sing their jingles. Chant the following: Cobbler, cobbler, mend my shoe give it one stitch, give it two, Give it three, give it four, And if it needs it, give it more. Cobbler, cobbler, mend my shoe, get it done by half past two, Stitch it up and stitch it down, then I'll pay you half a crown.

Assessment: Enjoyment and participation in the jingles and chant.

2. Attend: Attending to the Connection

Objective: To enable children to realize the “services” they use regularly.

Activity: Discuss why we go to restaurants instead of eating at home, and discuss what a cobbler does. Have students identify other “services” they and their families use.

Assessment: Contribution to the discussion.

Assessment, Phase One, Level of Engagement, Fascination:

3. Image: Creating a Mental Picture

Objective: Students will imagine services.

Activity: The teacher needs a stack of pictorial occupation cards (mailman, fireman, doctor, teacher, etc.) Have students select a card and pantomime that occupation while the others guess what it could be.

Assessment: Participation in the pantomime and ability to guess the services.

Assessment, Phase Two, Seeing the Big Picture:

4. Inform: Receiving Facts & Knowledge

Objective: To define "services" as opposed to "goods"

Activity: Teacher conducts lesson to define a "service" as something someone does for someone else.

Assessment: Teacher verbal checking for understanding.

Assessment, Phase Three, Success with Acquiring Knowledge:

5. Practice: Developing Skills

Objective: Students will distinguish goods from services.

Activity: Distribute teacher prepared worksheet with pictures of services (barber, doctor, etc.) mixed with pictures of goods (e.g., child combing hair, child riding bike, etc.) Children will label the Pictures "S" or "G."

Assessment: Students' ability to identify goods and services.

Assessment, Phase Four, Success with Acquiring Skills:

6. Extend: Extending Learning to the Outside World

Objective: To plan services that children can perform for others.

Activity: Students will each brainstorm services they may do for those at home and a service they could provide at school. Distribute paper and markers for them to illustrate one which they will choose to do at home, and one which they will do at school.

Assessment: Quality of brainstormed lists.

7. Refine: Refining the Extension

Objective: To evaluate the services chosen for practicality and "do-ability."

Activity: Students will share their planned services with a partner and with the teacher. They will contract with the teacher for the service they will perform at home.

Assessment: Quality of services, and enthusiasm of children.

8. Perform: Creative Manifestation of Material Learned

Objective: Students will share their school services with each other.

Activity: Hold a "Service Day" celebration during music class. Prearrange with other teachers for services which children are providing in their home classrooms or cafeteria. Students will sign-up for when their services will be performed. Give students certificates to celebrate their good services!

Assessment: Students' follow-through on performance, and students' enjoyment of providing service to others.

Assessment, Phase Five,Performance, Creative Use of Material Learned: