Da’Zha Hairston – Week 3 Blog Post

Economics (1.7): The student will explain the difference between goods and services and describe how people are consumers and producers of goods and services.

Content Knowledge: Define goods and services, show connections to real life (example: if you mow the lawn, then you will get $15), show the reverse relationships (good –> service, and service –> good.

Misconceptions: understanding that you do not benefit from all tangible items, and not all goods are desired by everyone (just because it is considered a good, doesn’t mean that everyone wants it).

Technology: A chart showing connections (good to good, service to service, good to service, and service to good), or we could make a little store at the school and have each of the students start with some type of “money”, they can trade that money in for a good (pencil, pen, ruler, etc), and this will begin a trade process.

Pedagogy: Breaking students into groups to create their own store, show the exchange between the goods and services, and having students quantify their service for other goods.

PCK:  C: “I want to teach goods and services and how they’re used for exchanging other goods and services. P: “Group students to provide a service for other goods”

TCK: C: “I want to teach goods and services and how they’re used for exchanging other goods and services. T: “You could use fake money, pencils, pens, and charts to show the relationship”

TPK: T: You could use fake money, pencils, pens, and charts to show the relationship”  P: “Group students to provide a service for other goods”

TPACK: I want to teach students about goods and services, so I would put the students into groups, and have them use fake money to buy goods and services.

Links: 

Activity worksheet

https://www.education.com/lesson-plan/on-market-street-goods-and-services/

Activity worksheet

https://www.education.com/worksheet/article/what-are-goods-and-services-2/

3 Replies to “Da’Zha Hairston – Week 3 Blog Post”

  1. The idea of the store is awesome, and it’s something that they can relate to. I think you could even take this a step further. The SOL seems to address producers and consumers as well. It would be really cool if you could match up your math lesson on measurements with this history one. You could have students bake things (review of measurements, and understanding of producers), and then they would “sell” them for the fake money (review of making change and money, and understanding of consumers). If there is a variety of goods being produced, it will also show them the power of choice and how not everyone wants every good! This lesson is easily manipulated for all grade levels. I love it!

  2. This sounds like a fun idea. I would also have the students create something and have a stores where they can exchange currency for goods and services. Students may have a difficulty time grasping how much different goods and services cost. So, it may be beneficial to let them know how much things they eat or things they do cost. Explain to them how much water, milk and eggs cost. Or explain to them how much it cost to buy a video game. The students can all be producers then consumers and act out scenes that would be applicable to which one they are. Overall I liked the lesson plan and think it will be a fun activity for students to do.

  3. I really like the idea of having a store. I think children would have a very good time with that. I also really like the you want to show the reverse relationship because i think that is very important. You could extend this by doing this with multiple classrooms and set up “shops” and give them fake money to show how goods and services work.

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