Beruflich Dokumente
Kultur Dokumente
Timeline: 5 class
Content Standards/Benchmarks/Indicators:
SS 1.2.1.a Differentiate between goods and services
SS 2.2.2 Students will recognize that producers use resources to make goods, deliver services, earn a profit, &
satisfy economic wants.
2. Draw
3. Share
4. Pursue personal
21st Century Learner Standards 1. Inquire, think
(Type standard, strand, and
indicator in rectangles below, e.g.,
1.1.1)
conclusions, make
informed
decisions, apply
knowledge to new
situations, and
create new
knowledge.
knowledge and
participate
ethically and
productively as
members of our
democratic
society.
and aesthetic
growth.
1.1.1,
1.1.2,1.1.5,1.1.6,
1.1.8
1.2.1, 1.2.2, 1.2.6
1.3.5
1.4.1, 1.4.2, 1.4.3,
1.4.4
2.2.3, 2.2.4
2.3.1
2.4.1
3.2.1
3.3.4, 3.3.5
3.4.1, 3.4.2
4.2.1, 4.2.2
4.3.1, 4.3.2, 4.3.4
4.4.1, 4.4.2, 4.4.3,
4.4.4
Strands
Skills
Dispositions in Action
Responsibilities
Self-Assessment Strategies
Learning Activities/Projects:
1.) Students will define &
understand the difference between
Goods & Services
Materials/Resources Needed:
1.) Wallet Template/Direct
Vocabulary Instruction
Person(s) Responsible:
1.) Hendrickson
2.) Hendrickson
3.) Hendrickson/Kaus
4.) Hendrickson/Kaus
students to dress/decorate
person
5.) Business card template,
completed research worksheet
and computers
6.) Each student should have their
business cards
ResourcesProvided
Textbook
PearsonMyWorldSocialStudies:WeDoOurPart
Author/Publisher
ScottForesmanPublishing
HandoutMaterialsforStudentProject
AttachedBelow
ResourceBooks
WhataregoodsandServices?
GoodsorServices?
GoodsandServicesAroundTown
GoodsandServices(LearningAboutMoney)
ChromeBooks
Author
CarolynAndrews
EllenMitten
HeatherSchwartz
JaneenR.Adil
ChadronPrimaryMobileLab
InternetAccess
GoogleDocsBusinessCardTemplate
NameofWebsite
Kids.gov
VirginiaCareerViewUnusualOccupations
VirginiaCareerViewAdvanceSearch
VirginiaCareerViewKidSearch
WebsiteAddress
https://kids.usa.gov/jobs/index.shtml
http://vacareerview.org/k5/whatsthat/unusualocc
http://vacareerview.org/pro/knowabout
careers/careersearch
http://vacareerview.org/k5/checkit/kids
search/results.cfm?viewAll
Asstudentsbecamemorefamiliarwiththesearchprocessandwhatinformationtheywerelookingfor,
theybegantobranchoutandconductindependentsearches.
IdiscussedresourcesthatwereneededwithMrs.Hendrickson.Wedecidedtousethetextbookasawayto
getstarted.Thestudentsarefamiliarwiththetextbookandareabletouseitefficiently.Handoutmaterials
neededtobecreatedtoassiststudentswitheachstepoftheproject.Mrs.Hendricksonprovidedsomeexamples
thatIusedand/orchangedtofitourneeds.Ithenwentthroughherclassroomlibraryandtheschoollibraryto
findbooksthathelpedexplaingoodsandservices.Thesewillbeusedwhenteachingthevocabularyandas
reference.Forfutureprojects,Ishouldhavealsogottenbooksonvariouscareersthatstudentscouldreference.
IcheckedtomakesuretheChromecartwasavailableforthetimesweneededit.Mr.Horst,computerteacher,
volunteeredtohelponthedaywewouldbemakingbusinesscards.Mrs.Hendricksondiscussedwithmethe
needtohaveverydetailedinstructionswhenusingtheChromebooks.Althoughthestudentshaveconducted
searchesinthepast,Mrs.Hendricksonfeltitwouldbebesttoprovidethestudentswithafewwebsitestoget
started.Theabovesiteswereplacedontheteacherswebsiteforthestudentstouse.Thisworkedwellbecause
itallowedthestudentstohaveacomfortablestartingpoint.Thestudentsthenconductedindependent
searchesinordertofindadditionalinformation.
SocialStudiesProjectGoodsandServicesinOurCommunity
Thisprojectisdue:________________
Inclasswearelearningaboutworkingtogetherinacommunity.Forthisproject,youwillthinkaboutdifferent
communityjobsthatprovideourcommunitywithgoodsandservices.
ProjectTasks:
1.
UsedirectvocabularyinstructiontodefineGoods&Services.Theworddefinitionandapictureshouldbe
drawnontheirwallets.
2.
CompletetheCommunityProjectPlanningSheet.
3.
Lookoveryourplanningsheetandpick1personinthecommunitythatyoulikebest.
4.
ResearchthatjobandfillouttheResearchWorksheet
5.
Cutouttheblankperson(thatwillbeyou)anddressittorepresentthetypeofcommunityhelperthatyouhave
chosen.Beascreativeasyoucanbyaddingspecifictools,materials,etc., thatyoumightneed.Yourperson
shouldbecolorful!
6.
Makeabusinesscardusingatemplate.Thefollowinginformationshouldbeonyourbusinesscard:
1
A.Thetypeandnameofyourbusiness
B.Yourname
C.Acolorfulpicture(thatmatchesyourcommunityhelper).
D.Abriefdescriptionoftheirresponsibilities
7. Studentswillpresenttheirpersonandbusinesscardtotheclass.
8. Studentswillsortallofthebusinesscardstheycollectedintogoods&servicesandplacethemintheir
vocabularywallet.
Goods
Services
Definition:
Definition:
Picture:
Picture:
GoodsandServicesinOurCommunity
ProjectPlanningSheet
StudentName:________________________
Peopleinthecommunitythatprovidegoods(somethingpeoplemakeorgrow):
1.
2.
3.
4.
5.
Peopleinthecommunitythatprovideservices(ajobthatpeopledotohelpothers):
1.
2.
3.
4.
5.
Thejobthatfitsmebestis_____________________________________________.
Theyprovidea(goodorservice)tothecommunity.Theyhelpthecommunityby
Iwillworkatabusinesscalled___________________________________________.
Ichosethisbecause_____________________________________________________________________.
ResearchWorksheet
StudentName:________________________
Job:____________________________
1. Describeyourjobtosomeonewhomightnotknowaboutyourjob.
2. Whatarethedutiesinvolvedwithyourjob?
3. Whatkindofschoolortraining(ifany)doyouneedtoprepareforthisjob?
4. Whataresomerelatedschoolsubjects?
5. Interestingfactsaboutthejob.
BusinessCard
StudentName:________________________
Makeabusinesscardusingatemplate.Thefollowinginformationshouldbeonyourbusinesscard:
1
A.Thetypeandnameofyourbusiness
B.Yourname
C.Acolorfulpicture(thatmatchesyourcommunityhelper).
D.Abriefdescriptionoftheirresponsibilities
Sample:
Mrs. Kaus
Responsibilities: Save lives and keeping firefighting equipment
clean
Rescue people or animals from burning buildings
Fight fires and provide emergency medical assistance
________________________________________
4
3
Both words are
Both words are
defined. Student has
defined. Student drew
used pictures to
a picture for one of the
words.
Student Assessment
____
Research Worksheet
demonstrate each
word. ___
At least 5 accurate
facts are displayed on
the research
At least 4 accurate
facts are displayed on
the research
worksheet. ____
worksheet. ____
Student Assessment
Community Worker
Poster
Student Assessment
Business Card
Student Assessment
Oral Presentation
Student Assessment
profession.
____
All required elements
are included on the
business card. ____
2
Both words are
defined. No pictures
were
drawn. ____
1
One of the
defined. N
were draw
At least 3 accurate
facts are displayed on
the research
worksheet. ____
At least 2 a
facts are d
the researc
wo
Graphics d
to the topi
Several req
elements w
missing.__
Student ap
have insuffi
knowledge
facts or go
services. _
Was able t
than 60%
business c
go
ser
Student Assessment
into goods & services.
____
Total: _______________________
Skills Tasks:
1. Can use the textbook to
find information about
goods and services to aid in
vocabulary instruction.
Students:
1.1.2,
1.4.2,
1.4.4,
4.1.5,
4.4.1
1.1.1, 1.1.5,
1.1.6, 1.1.8,
1.2.1, 1.2.2,
1.2.6, 1.3.5,
1.4.1, 1.4.3,
1.4.4, 2.1.1,
2.1.2, 2.2.3,
4.1.2, 4.2.1,
4.2.2, 4.3.2,
4.3.4, 4.4.2,
4.4.3
1.4.4, 2.2.4,
2.4.1, 4.1.8,
4.4.4
1.4.4,
3.1.1,
3.1.3,
3.2.1,
3.3.5,
4.1.6,
4.3.1
1.4.4,
3.1.1,
3.4.2
6. Can present
information to the class.
1.3.5,
1.4.4,
2.2.4,
2.3.1,
2.4.1,
3.1.4,
3.3.4,
4.1.8,
4.4.4
1.4.2,
1.4.3,
1.4.4,
3.4.1
InquiryProjectReflection&Evaluation
Planning
Ibegantheinquiryprojectbyconsideringdifferentgradelevels.Iamcurrentlyamiddleschoolteacher
andchosethemiddleschoollibraryformyactionresearchproject.Asaresult,IchosetheK2primaryschool
fortheinquiryproject.Idiscussedthepossibilitywiththeprincipal,Ms.Alcorn.Shewasreceptiveand
referredmetoMrs.Hendrickson.ImetwithMrs.Hendricksonseveraltimeswhileplanningtheproject.Mrs.
HendricksonandIdiscussedhowcollaborationwouldworkwithinherclassroom.Welookedatherdaily
scheduleinordertofindtheappropriatetimefortheproject.Sheconcludedthatthesocialstudiestimewould
probablybethebestarea.Welookedthroughherscopeandsequenceanddiscussedseveraloptions.We
decidedupontheconceptofgoodsandservicesinthecommunity.Thisprojectwouldallowhertobuildupon
theconceptofgoodsandservicesaswellasbuildknowledgeforfutureunits(wants/needs,supply/demand&
careerexploration).Whenwediscussedthedifferentpartsoftheproject,shepreferredseveraldifferentpieces
inordertomakedifferentiationandaccomodationseasier.Socialstudiestimeisoftenthesameblockoftime
thatreadinginterventionsoccurandsomestudentswouldbecomingandgoingduringinstruction.Ifeachpiece
fitwithinandaroundtheinterventions,allstudentswouldbeabletoparticipate.Therefore,therearemany
differentcomponentsinthisproject.Directvocabularyinstructionisaschoolimprovementgoalandshouldbe
includedinanyproject.Thatiswherewestartedinstructionanddecidedtobuildandexpandonthevocabulary
instructionthroughouttherestoftheproject.Aftercompletionofdirectvocabularyinstruction,studentsneeded
topractice(andhopefullymaster)theconceptbeforechoosingandresearchingcareers.Classroomresource
bookswillbemadeavailableforuse(individuallyandinpairs)whileallstudentsreceivethenecessarygoods
andservicesinstruction.Studentswouldreadthebooksinpairsastheteacherdidanynecessaryreteaching
orprovidedinstructiontothosestudentswhowereatreadinginterventions.SinceIamnotfamiliarwiththe
skillsof2ndgraders,Iwasverynervousabouthowtoplanforcomputerinstructionandresearchskills.Mrs.
Hendricksonstatedthat2ndgradersneedveryexplicitinstructionsandguidance.Shealsosaidthestudents
werefamiliarwithusingthedistrictChromebooksandthebasicproceduresforloggingin,findingawebsite
andbasicsearches.Wedecidedtoworktogetherasstudentscompletedtheresearch.Whenfinishedwiththe
research,studentscouldmovetotheblankpersonpartoftheprojectwhileotherstudentscompetedthe
researchworksheet.Wholeclassinstructionandindividualguidancewillbenecessaryforcreatingbusiness
cardswithatemplate.SinceMr.Horstvolunteeredtohelpwiththebusinesscardportionoftheassignment,
wedecidedthatitwouldbeveryhelpfultohavethatadditionalassistanceinansweringstudentquestions.Once
thestudentshavefinishedthemaincomponents,Mrs.Hendricksonwantedthemtoonceagainconnectthe
careersbacktogoodsandservicesthroughpresentations.Thestudentswilldistributetheirbusinesscardsafter
eachpresentation.Asafinalreviewofgoodsandservices,studentswillsortthecardsaccordingtowhetherthe
professionprovidesgoodsorservices.Herclassisextremelydiverse.Oncethelessonwasdevelopedand
outcomesestablished,wehadtoconsidermodificationsandaccommodations.Thereisonestudentwhowill
needaccommodationsaccordingtohisIEP.Thereareseveralstudentswhomisspartofthesocialstudiestime
toreceivereadinginterventions.Assignmentshavetobealtered&/orshortenedinordertoallowthemto
finish.Theywillalsohavemoreguidanceinfindingtheinformation.Therearetwostudentsonbehaviorplans
whoneedmovementtime.Bodyactions(signsforgoodsandservices)willbeusedtoallowformovement
whenpresentingcontent.WewillalsosingtheGoods&Servicessongwithactions.Thereareseveralgifted
students.Thesestudentswillhaveaccesstocareerenrichmentcontentwhentheirprojectiscomplete.
Teaching
Theclassroomteacherhandledthefirsttwostepsofthisproject.Sheintroducedtheconceptofgoods
andservices.Studentsusedthetextbooktoexploreinformation.Sheuseddirectvocabularyinstructionto
improvetheacademicvocabularyknowledge.Studentsdefinedthetermsintheirownwordsanddrewpictures
todemonstratetheirunderstanding.Theyreallyenjoyedcreatinghandsignalsforthetermsandsingingthe
song.Timewasbuiltinatthispointtoallowstudentstoreadinpairswhiletheteacherassistedthosestudents
whohadbeenatreadinginterventionsorneededreteaching.Shethenledthestudentsthroughtheplanning
sheet.Iwasabletoobservebothofthesesteps.Thishelpedmegettoknowthestudentsandtousethesame
academiclanguagethatsheusedwhenIassistedstudentswithlatercomponentsoftheproject.Oncethe
studentscompletedtheplanningworksheet,theywerereadyforthecomputerresearchportionoftheproject.
Sincestudentswerealreadyfamiliarwiththeloginprocedures,gettingthecomputersinstudenthandsand
runningtookverylittletime.Theprovidedsitescouldbefoundontheteacherswebsite.Thisallowedforall
studentstohavesuccessinitially.Italsoprovidedawaytoassistthosestudentswhoneededadditional
supports.Asthestudentsbecamemorecomfortablewiththeprocessandinformationtheywerelookingfor,
theybeganconductingindependentsearches.Atthispoint,studentsbecameveryexcitedaboutthecontentthey
werefindingaswellastheirownpersonalsuccessinfindingthenecessaryinformation.Theywereexcitedto
sharewitheachotherwhattheyhadlearnedandhowtheyhadfoundtheinformation.Althoughthiswasnotthe
intendedoutcome,thelessonquicklychangedtoallowforcollaborationandsharingasthestudentsbeganto
helpeachother.Thiswasprobablythehighlightofthelessonforme.Studentsbegantotakecontroloftheir
learningandcreatedamutuallearningcommunityamongthemselves.Theyprovidedeachotherwith
assistanceandsupportthatIthoughttheteacherswouldhavetoprovide.Theyalsohadgreatdiscussions
regardingstereotypesaboutcareersthatmaybefalse(teachingisforgirlsorparkrangersareboys).This
portionofthelessontooklongerthananticipatedandwehadtoadjustinordertoaccommodatethechange.As
studentscompletedtheresearchportion,theytransitionedtocreatingandcoloringtheirperson.Students
becamerathersecretiveaboutthisportionoftheassignment.Theydidnotwanttoshareuntiltheir
presentation.Thisfurtherbuiltexcitement.Thelastpartoftheprojectwastocreateabusinesscardfroma
templatetogowiththeirperson.Thiswascompletelynewtothestudents.Mr.Horst,joinedtheclasstoassist
withquestionssoallstudentsstayedontaskandcompletedtheassignmentinatimelyfashion.Studentsused
theGoogledoctemplateforbusinesscards.Thisworkedespeciallywellbecausestudentscouldtypethe
informationasneededandtheninsertapicturefromwithinGoogledocsinsteadofhavingtosearchelsewhere
andcopyandpaste.Initially,therewasfrustrationonthepartofthestudentsandwehadtoreteach.
Eventually,thestudentsunderstoodhowthetemplatecouldhelpthemcreatetheirbusinesscards.Eachstudent
thenpresentedtheirperson,careerresponsibilitiesandpassedouttheirbusinesscards.Theywerealsogiven
theopportunitytoanswerquestionsasbesttheycould.Presentingwasalsoanewskillforthestudents.We
hadtodiscussthebasicsofbothspeakingandlisteningthatdemonstratedrespectfulbehavior.Thefinalpartof
theprojectwastolinkthecareerinquiryprojectbacktothegoodsandservicecontentlessonbysortingthe
cardsandplacingtheminthecorrectpocketofthevocabularywallet.Watchingthestudentscompletethislast
partdemonstratedthatstudentswereabletomaketheconnectionbetweenacademiccontent(goodsand
services)andrealworldcareers.
AssessmentofStudentLearning
Thiswasprobablythemostdifficultportionoftheproject.Therearemanydifferentaspectstothis
projectandIwasnotsurehowtoassessit.However,Mrs.Hendricksontooktheleadandcreatedtherubric.
Shehadusedthesmileyfacecomponentonpreviousprojectsandherstudentsunderstoodandwerefamiliar
withthem.Shealsodecidedthatthebestwaytoassesswastousebothformativeandsummativeassessments.
Formativeassessmentsincludedbothverbalandwrittenassessments.Verbally,therewasongoingstudent
conferencingwitheachstudent.Writtenformativeassessmentsincludedthe21stCenturychecklistusedby
myselfasthelibrarymediaspecialistandtheProjectPlanningSheetandResearchWorksheet.Thesummative
assessmentwastherubric.Itincludedbothstudentassessmentandteacherassessment.Studentsweregiven
theassessmentattheendoftheprojectandtheteacherwentthrougheachpartallowingtimeforthestudentsto
colortheappropriatesmileyfaces.Shethencollectedthemandwescoredtheprojectstogether.Atalater
time,whilestudentsworkedindependentlyonanotherassignment,sheconferencedwitheachstudentregarding
thefinalscore.Studentscouldthengivefeedbackaboutwhattheylikedorstruggledwith.Thisprocess
seemedverylongbutasIlistenedtoMrs.Hendricksonconferencewiththestudent,Irealizedthestudentswere
gainingsomeverypowerfulselfassessmentskillsinapositiveway.Whenwegatheredthefinalrubricsto
analyzetheresults,Iwassurprisedbytherangeofscores.Basedonmyobservations,verbalstudent
conferencesandlisteningtostudentdiscussion,Ithoughtthescoreswouldhavebeenhigher.Itisclearthat
additionalinstructionandsupportisneeded.Projectsinthesocialstudiesandscienceareasaredifficultto
managebecausestudentsarepulledfromthesesubjectsforinterventions.Ithinksomeofthelowerscoresarea
reflectionsofstudentsbeinggoneforsomeoftheinstructionandnotgettingthefullbenefitofclasstime.This
isachallengeMrs.Hendricksonsaysshestruggleswiththemost.Futureprojectswillneedtobestructured
overalongerperiodordividedintoshortersegmentssothosewhoaregoneforinterventionswillnotmissthe
necessaryinstructionforinquiryprojects.Collaborationbetweenthelibrarymediaspecialistandclassroom
teacherisanewconceptandwilltakesometimetomaster.Itwashelpfultoobservetheclassroomaheadof
timesothatIcouldusethesamelanguageastheclassroomteachertopreventconfusion.Whenwereviewed
the21stCenturyChecklist,therewereseveralcomponentsthatwefeltneededadditionalinstructionand
practice.Studentsdidnothavetheskillstoevaluatethesourcesforaccuracy(1.1.5and1.1.8).Shewouldlike
topursueadditionallessonstohavestudentspracticetheseskills.Inaddition,shewouldreallylikethestudents
todeveloptheirownquestionstoresearch(1.1.3)andcollaboratewithothers(2.1.5).Mrs.Hendricksonwas
verypositiveaboutfuturecollaborativeinquiryprojects.Bothofusagreethatforthesetypesofprojectsto
worktheteacherandlibrarymediaspecialistneedtobeopenandhonestwitheachotherandthefinal
assessmentofstudentlearningandanalysisoftheprojectiscriticaltofuturesuccess.Iknowitwouldbemuch
easierformetoplananotherprojectwithMrs.Hendricksonnowthatwehaveworkedtogether.
Thebreakdownofscoresareasfollows:
Scores024
24
23
20
19
NumberofStudents
2
1
3
5
15
12
3
3
OtherInformation
Onehighachievingstudent
Onehasabehaviorplan&one
ESLstudent
OneIEPstudent
Missedsomeinstructiondueto
readinginterventionsneeded
additionaltime&/orsupports
Hasabehaviorplan
StudentExamples
Highqualitywork:Thefollowingexamplescontainhighqualitywork.Studentswereabletounderstandthe
differencebetweengoodsandservices,andwereabletofinddetailedinformationregardingtheircareer.They
werealsoabletopresentthatinformationintheformofapictureandbusinesscardthatincludeddetails.These
studentscompletedtheassignmentandwereabletostartcareerenrichmentactivities.
Mediumqualitywork:Thefollowingexamplesshowmediumqualitywork.Studentswereabletodifferentiate
betweengoodsandservices.Theywereabletofindbasicinformationformostoftheresearchquestions.The
persondrawingsandbusinesscardsaccuratelyreflectedtheresearchfindingsbuttheyhadlimiteddetails.Ifeel
someofthesestudentsmayhaveproducedahigherqualityprojectifgivenadditionaltimeandmorefeedback
astheyprogressedthroughtheproject.
Lowqualitywork:Thefollowingexamplescontainlowqualitywork.Thesestudentsneededextrasupport.
Theybecamefrustratedandstruggledtofindinformation.Theanswerswereoftenincompleteandlacked
details.Thesestudentsseemedtostrugglewiththereadingandwritingportion.However,thedrawingsdid
containdetails.Futureprojectsshouldaddressthisdiscrepancyandallowforalternativewaystoshow
acquisitionofknowledge.
FutureImprovements
Mrs.HendricksonandIdiscussedeachcomponentoftheproject.Wemadenotesonwhatworkedand
whatdidnot.Wealsomadealistofrecommendationsforfuturereference.Thefirsttwostepsinvolvingthe
contentinstructionwentverywell.Studentsunderstoodthedifferencebetweengoodsandservices.One
suggestionforalteringthisinitialinstructionmightbetocreateawebquestorNearpodpresentationthatallows
studentstoengageandinteractwithtechnologyfromthebeginningoftheproject.Therestoftheprojectwas
designedasindividualwork.However,wedecidedthattheprojectcouldbealteredtoallowformore
collaborationbetweenstudents.Studentscouldbeplacedingroupsallowingformorediscussionandthe
comparingandcontrastingofcareers.Wealsodecidedthatprovidingprintmaterialsonvariouscareerswould
begoodidea.Studentswouldtheninteractwithinformationfrombothprintandcomputersources.Additional
preteachingneededtodoneintheareasofusingtemplates,presentationsandproperlisteningbehaviorwhile
otherspresent(whentoaskquestions,etc.).Mrs.Hendricksonalsosuggestedreorderingtheproject.Ifcareers
werechosen,researchedandpresentedfirstthenthepeopledrawingsandbusinesscardscouldbeused
throughouttheeconomicsunitnotjustforgoods/servicesbutcouldincludewants/needsorsupply/demand,etc.
Theywouldbecomethefocalpointthateconomiccontentwasbaseduponandwouldhavearealworld
connection.Therealchallengestillremainshowtoensurethosestudentswhoarepulledforinterventionsalso
getsocialstudiesinstructioninameaningfulway.Thebestrecommendationistotryanddividetheprojectinto
smallerpiecesandprovideextraenrichmentactivitiesinbetweentothosewhofinishearly.