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/