Goods & Services
Standards:
2.E.1.4 Explain why people and countries around the world trade for goods and services.
*2.V.1.2 Create original art that expresses ideas about people, neighborhoods, or communities.
2.E.1.4 Explain why people and countries around the world trade for goods and services.
*2.V.1.2 Create original art that expresses ideas about people, neighborhoods, or communities.
Essential Questions:
What is economics and how does it affect our community?
What is economics and how does it affect our community?
Guiding Question:
What are goods and services and how are they related to economics?
What are goods and services and how are they related to economics?
Objectives:
- Students will identify whether a given purchase is a good or a service.
- Students will identify whether a given business sells goods or services.
- Students will name at least 3 goods and 3 services by drawing and labeling businesses on a street.
- *Students will express their ideas about businesses in their community through drawing and coloring.
Lesson Development:
Introduction:
Start with students on the carpet: “What are some things that you or your family buy?” Teacher makes a list on the board or chart paper. This list will be returned to later in the lesson.
Lesson Development:
SMARTboard lesson: show definition of goods: “Goods are the things that people make or use to fulfill our needs and wants.” Explain that you can touch, hold, or use goods. Show definition of services: “Services are jobs people do for others that fulfill our wants and needs.”
Turn and Talk: Have students turn to a partner and tell the difference between goods and services. To return students’ attention to teacher after about a minute: “If you can hear me clap once, if you can hear me clap twice.”
Return to the list created during the introduction of the lesson. Ask students which of the things listed are goods and which are services (students should raise their hands and be called on one at the time to share their thoughts/ideas.”
Return to the SMARTboard lesson to see a few more examples: Show images and students raise their hand to tell if it is a good or service. Other students show signals to tell if they agree or disagree. Images: teacher, plumber, tomato, watermelon, hairdresser, boots, mechanic
*Next, tell students that they will be creating their own street, neighborhood, and/or community that includes at least 6 businesses that sell either goods or services. Instruct them to include at least 3 businesses that sell goods and at least 3 businesses that sell services. The businesses can be real or made up, but they should be labeled what they are, if they are selling goods or services, and what goods/services they are selling. Tell students that other than including their 6 businesses, they are free to draw their community as they wish. Explain to students that we can use art to express our ideas about something. One thing we can express through art is whether we like something or dislike something. Ask students, “if an artist doesn’t like something, what colors might they use to represent it?” and “What else might artists do to express they don’t like something?” Some examples to guide them towards are using dark colors, blurring or creating a shadow on the disliked thing, hiding it behind something else, and making it smaller than more liked things. Next, ask students, “If an artist does like something, what colors might they use to represent it?” and “what else might artists do to express that they do like something?” Some examples to guide students toward are using bright colors, highlighting the thing that is loved, enlarging the thing that is loved, and placing it in the center of the drawing. Explain to students that this process is called emphasis. Show students the provided example. Ask students, “Which business do you think this artist liked best in the community he drew?” Guide students to realize that the artist probably liked the toy store the best because it is drawn very large in the center of the page using bright colors.
Pass out art materials to the students.
Conclusion:
Have students share their street with the person next to them. Their partner should point out the six businesses and tell whether they are goods or services/why they agree or disagree. They should also point out which businesses have emphasis to show that they really like that business.
Introduction:
Start with students on the carpet: “What are some things that you or your family buy?” Teacher makes a list on the board or chart paper. This list will be returned to later in the lesson.
Lesson Development:
SMARTboard lesson: show definition of goods: “Goods are the things that people make or use to fulfill our needs and wants.” Explain that you can touch, hold, or use goods. Show definition of services: “Services are jobs people do for others that fulfill our wants and needs.”
Turn and Talk: Have students turn to a partner and tell the difference between goods and services. To return students’ attention to teacher after about a minute: “If you can hear me clap once, if you can hear me clap twice.”
Return to the list created during the introduction of the lesson. Ask students which of the things listed are goods and which are services (students should raise their hands and be called on one at the time to share their thoughts/ideas.”
Return to the SMARTboard lesson to see a few more examples: Show images and students raise their hand to tell if it is a good or service. Other students show signals to tell if they agree or disagree. Images: teacher, plumber, tomato, watermelon, hairdresser, boots, mechanic
*Next, tell students that they will be creating their own street, neighborhood, and/or community that includes at least 6 businesses that sell either goods or services. Instruct them to include at least 3 businesses that sell goods and at least 3 businesses that sell services. The businesses can be real or made up, but they should be labeled what they are, if they are selling goods or services, and what goods/services they are selling. Tell students that other than including their 6 businesses, they are free to draw their community as they wish. Explain to students that we can use art to express our ideas about something. One thing we can express through art is whether we like something or dislike something. Ask students, “if an artist doesn’t like something, what colors might they use to represent it?” and “What else might artists do to express they don’t like something?” Some examples to guide them towards are using dark colors, blurring or creating a shadow on the disliked thing, hiding it behind something else, and making it smaller than more liked things. Next, ask students, “If an artist does like something, what colors might they use to represent it?” and “what else might artists do to express that they do like something?” Some examples to guide students toward are using bright colors, highlighting the thing that is loved, enlarging the thing that is loved, and placing it in the center of the drawing. Explain to students that this process is called emphasis. Show students the provided example. Ask students, “Which business do you think this artist liked best in the community he drew?” Guide students to realize that the artist probably liked the toy store the best because it is drawn very large in the center of the page using bright colors.
Pass out art materials to the students.
Conclusion:
Have students share their street with the person next to them. Their partner should point out the six businesses and tell whether they are goods or services/why they agree or disagree. They should also point out which businesses have emphasis to show that they really like that business.
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Assessment Plan:
Students will draw a street that has at least 6 businesses on it. They must include at least 3 goods for sale and 3 services for sale. Teacher will be able to see if the student understands what goods and services are and the difference between the two if the student successfully draws 3 businesses that sell goods and 3 businesses that sell services. The teacher will also be able to see if the student understand how to communicate his/her ideas about businesses in their community by how they draw them. Vocabulary:
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Discussion Questions:
- What is a good?
- What is a service?
- What is the difference between goods and services?
- What businesses sell goods?
- What businesses sell services?
- What are some goods that you or your family buy?
- What are some services that you or your family buy?
- How are goods and services related to economics?
- *What are some ways artists express their ideas about things in their community?
- *How can you express your ideas about businesses in your community through this art assignment?
Materials:
- Goods and Services SMARTboard lesson
- Chart paper and marker or whiteboard and marker
- White drawing paper
- Crayons
