Jobs Produce Goods and Services Grade Two

Transcription

1 Ohio Standards Connection: Economics Benchmark B Distinguish between goods and services and explain how people can be both buyers and sellers of goods and services. Indicator 3 Recognize that most people work in jobs in which they produce a few special goods or services. Social Studies Skills and Methods Benchmark C Communicate information orally, visually or in writing. Indicator 5 Communicate information in writing. Lesson Summary: This lesson helps students understand how different jobs produce goods and services. To show evidence of their learning, students will complete a graphic organizer illustrating three jobs and the goods and services they produce. Estimated Duration: 30 minutes to one hour Commentary: One reviewer commented that the graphic organizer used by the students was very useful, a valuable tool for the postassessment and could be used during the lesson as well. The reviewer also stated that the lesson is appropriately challenging for second-grade students, and connects the content and skills with the real world. It was suggested that teachers should use children s literature, videos and other electronic sources of information to supplement the lesson where appropriate. Pre-Assessment: On the front side of a piece of drawing paper, instruct students to draw pictures of goods. Have students draw pictures of people providing services on the back. Instruct students to write a sentence to explain each picture. Scoring Guidelines: Use the pre-assessment to determine students prior knowledge of goods and services to guide instruction. Post-Assessment: Have students create a collage to illustrate three different jobs and the goods and services they produce. Distribute Attachment A, Jobs Graphic Organizer (or make an enlarged copy of it for each student). Instruct students to illustrate jobs they know about in each box in the first column. Explain that in the second column they will put pictures showing the goods or services produced by that job. Model an example for the class by posting a picture of a teacher in the first column. Show that she/he provides students with an education with pictures (books, a classroom, etc.) in the second column. Under the picture of the teacher, write the name of the job, and under the pictures showing the education provided, write the term service. 1

2 Provide students with magazines from which they may cut pictures to represent the jobs, goods and services they want to include on their graphic organizer. Have students glue their pictures in the appropriate columns, leaving space for writing job title in the first column, and the term good or service in the second. Scoring Guidelines: Check each graphic organizer for accuracy to determine if students have mastered the concept of a good and a service. Instructional Procedures: 1. Begin the lesson by telling the students that they are going to learn about jobs and the goods and services produced by the people who do those jobs. Conduct the preassessment. 2. Define the difference between a good and a service. (Goods are objects that are capable of satisfying people s wants. Services are actions that are capable of satisfying people s wants.) Have students restate the definitions in their own words. Post the definitions of goods and services in the classroom. 3. Ask the students, What job or career would you like to have someday? Have students voluntarily respond and explain what goods and/or services would be produced through that job. 4. Ask students to pair with another student. Have them describe the job or career they would like to have to one another. 5. Create a class T-chart with the titles Jobs That Produce Goods and Jobs That Produce Services. Have student pairs share their information and state whether their job provides a service or good. As students share, add their jobs to the appropriate columns. Explain that some jobs may fit into both. 6. Conduct a whole-class discussion about how different jobs produce a few special goods or services. Use examples from the T-chart to help facilitate the discussion. Ask guided questions to encourage students to think about the specialized nature of some of the jobs listed. Be sure to use open-ended questions so that students have to elaborate when giving a response: Who uses the services produced by this job? Who buys the goods produced by this job? How are goods produced by a farmer different from goods produced by a factory worker? What other jobs produce services similar to the one a firefighter provides? Challenge students to think about why individual people do not produce all of the goods and services that they need. 7. Read a story aloud to the students about jobs, or one job in particular. Have students think about and discuss the job(s) in the story and the special goods or services they produce. Facilitate a discussion by asking guided questions similar to the ones you used in the previous step. Guide students to an understanding of the need for jobs that produce different goods and services, and the idea that people depend on others to produce what they need. 2

3 8. Conduct the post-assessment. Differentiated Instruction Support: Instruction is differentiated according to learner needs to help all learners either meet the intent of the specified indicator(s) or, if the indicator is already met, to advance beyond the specified indicator(s). Provide students with pictures of goods and services to describe and sort. Help students understand that goods are usually things they can see and touch, while services are things that people do. Have students keep a list of jobs they see around them for a week and add them to the class T-chart. Extensions: Invite guest speakers to the classroom to talk about their jobs and the goods or services they produce. Have each student write or illustrate a response to the opening question, What job or career would you like to have someday? Create a classroom display of student responses. Homework Options and Home Connections: Have students record the jobs of family members on a copy of Attachment A, Jobs Graphic Organizer. Have students find books about jobs at the public library to read with family members. Interdisciplinary Connections: English Language Arts Reading Process Benchmark A: Establish a purpose for reading and use a range of reading comprehension strategies to understand literary passages and text. Indicator 5: Create and use graphic organizers, such as Venn Diagrams or webs, to demonstrate comprehension. Benchmark C: Draw conclusions from information in the text. Benchmark D: Apply reading skills and strategies to summarize and compare and contrast information in text, between text and across subject areas. Indicator 4: Summarize text by recalling main ideas and some supporting details. Writing Process Benchmark G: Publish writing samples for display or sharing with others, using techniques such as electronic resources and graphics. Indicator 15: Rewrite and illustrate writing samples for display and for sharing with others. Materials and Resources: The inclusion of a specific resource in any lesson formulated by the Ohio Department of Education should not be interpreted as an endorsement of that particular resource, or any of its contents, by the Ohio Department of Education. The Ohio Department of Education does 3

4 not endorse any particular resource. The Web addresses listed are for a given site s main page, therefore, it may be necessary to search within that site to find the specific information required for a given lesson. Please note that information published on the Internet changes over time, therefore the links provided may no longer contain the specific information related to a given lesson. Teachers are advised to preview all sites before using them with students. For the teacher: Chart paper, markers, children s literature about jobs, overhead projector and transparencies. For the student: Magazines, glue, scissors, paper, pencil, crayons or colored pencils. Vocabulary: goods service specialized career Technology Connections: Use the Internet or picture-producing computer software to gather pictures of different jobs, goods and services. Have students use a word processing program to produce a written product. Research Connections: Marzano.et al Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement, Alexandria, VA: Association for Supervision and Curriculum Development, Nonlinguistic representations help students think about and recall knowledge. This includes the following: Creating graphic representations (organizers); Making physical models; Generating mental pictures; Drawing pictures and pictographs; Engaging in kinesthetic activity. Daniels, H. and M. Bizar, M. Methods that Matter: Six Structures for Best Practice Classrooms, Me: Stenhouse Publishers, Authentic experiences helps students develop real-world knowledge and skills and apply their learning in ways that prepare them for their careers and lives beyond school. Attachments: Attachment A, Jobs Graphic Organizer 4

5 Attachment A Jobs Graphic Organizer Name: Job Goods or Services Produced 5