ED 345 Calvin College Lesson Planning Form for

Differentiating Instruction
Teacher:

Heidi Mingle

Subject/ Topic/ Theme: Goods and Services

I. Objectives
What is the main focus of this lesson?
The students will gain an understanding of the differences between goods and services.
How does this lesson tie in to a unit plan? (If applicable.)
Students are continuing to look deeper into the working economy around us
What are your objectives for this lesson? (As many as needed.) Indicate connections to
applicable national or state standards. If an objective applies to only certain students write the
name(s) of the student(s) to whom it applies.
SWBAT
1) Identify the difference between a good and a service
2) Construct a list of goods and services that surround them in their everyday life
3) Network with others to determine an outline of the construct of goods and services
Standards
4-E1.0.1 Identify questions economists ask in examining the United States (e.g., What is produced? How is
it produced? How much is produced? Who gets what is produced? What role does the government play in
the economy?).
4-E1.0.2 Describe some characteristics of a market economy (e.g., private property rights, voluntary
exchange, competition, consumer sovereignty, incentives, specialization).
II. Before you start
Prerequisite knowledge
and skills.
Assessment
(formative and
summative)
Identify those students
(individuals or groups) in
your class who will need
special attention and
describe the level of
support you plan on
giving them. Refer back
to the survey you did of
your class.

Students should know about the different jobs around town and items that
you can buy at the common store.
Students will be asked to decide if an item/person is a good or a service.
They will show their decision through participating in a goods and services
visual t-chart.
The students will be given the opportunity to confer with their peers to
check their decision of their good or service.

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and do you have them?

TCI Textbooks
Economics Packet
Goods and Service cards
Tape
Chalk board/White Board
Paper

Do you need to set up

your classroom in any
special way for this
lesson? If so, describe it.

Students will remain at their desks during this lesson. They will get up to
place their card on the board, then return to their seat for discussion.

III. The Plan

Tim
Parts
e
Motivatio
n
(Opening/
Introducti
on/
Engageme
nt)

The description of (script for) the lesson, wherein you describe teacher
activities and student activities
Today we are going to talk about Goods and Services.
Take out TCI Textbooks and read page 249.
Go into the Economics Packet and fill in the definition blanks for Economics, Goods,
and Services.
Economics: The study of how resources are used to satisfy peoples wants and
needs.
Goods: Items that satisfy peoples wants and needs.
Services: Activities that satisfy peoples wants and needs.

Developm
ent

Give a few scenarios to the students:

If I buy cookies at the supermarket, the cookies are a good or service?
If I get a haircut, my hair stylist providing a good or a service?
Give students cards with either a good or a service on them. Tell them to decide
whether it is a good or a service. After they decide, they may talk with their peers to
authorize their choice.
Create a t-chart on the front board with the headings Good Service. Have the
students bring up their cards and tape them to the board under the correct heading.
Hand out a paper for students to write down at least 8 goods and 8 services.

Closure

If any cards are under the wrong heading, hold a class discussion on why it should
be in the other category.

Your reflection on the lesson including ideas for improvement for next time: