Entrepreneurship Lesson: Understanding Goods & Services in 'Katy and the Big Snow', Assignments of Information Technology

Download Entrepreneurship Lesson: Understanding Goods & Services in 'Katy and the Big Snow' and more Assignments Information Technology in PDF only on Docsity! Mark Caponigro Economics Unit Lesson Plan 2 Page 1 of 4 A Set of Instructional Strategies for Lesson 2 (Parts 1 & 2, Days 3-4): Comprehension of Economic Ideas Title: Entrepreneurship: Goods and Services Event Instructional Strategy Teacher or Student Action Gain Attention (Part 1) Introduce the lesson by reviewing Lesson 1’s Essential Question. Quickly review the terms covered on the Lesson 1 independent practice/homework sheet to prepare everyone for new material. Then pose the new Essential Question (EQ) for this lesson: What are goods and services? Garner responses, post on the board, and give feedback. To captivate attention, log on to the “Goods and Services Farm” at http://library.thinkquest.org/3901/amanda/gsfarm. htm. This “Thinkquest” addresses the definitions of the terms and then poses questions to the user. While this site is somewhat archaic, it is interactive and otherwise helpful. This can be shown on a projector system of some sort or through the use of the AVerKey linked directly to your laptop. Explain and post the definitions of goods and services. A good is an object people want that they can touch or hold. A service is an action that a person does for someone else. A public good or service is provided by government using taxes collected from citizens. An example of a public service provided by the federal government is national defense. Public services often provided by local and state governments are roads, police and fire protection, and education. Certain services, such as water or electric power, can be provided by government or by private companies.  Students sit and listen closely as the teacher goes through this introduction.  Teacher and students enter into a discussion about the posed question.  Students listen and then participate in the “Thinkquest” activity.  Students write the definitions in their social studies notebooks. Objectives (Parts 1 & 2)  Discuss the terms goods and services in a whole group setting using a designated read aloud.  Distinguish between the two concepts and reiterate that both are things people want.  Role play various services provided in the American economy in a variety of ways. Compare services to goods produced through other types of employment.  Students will also complete the Goods and Services homework activity given paper, pencil, prior definition of economics terms, and previously stated prerequisite instruction as stated in: 1. Third Grade Social Studies Academic Knowledge and Skills (AKS) standard 3SS_C1999-2b which states that students will be able to “distinguish between goods and services.” 2. Third grade Georgia Performance Standards (GPS) standard SS3E2 which states that students will be able to “explain that governments provide certain types of goods and services in a market economy and pay for these through taxes and will describe services such as schools, libraries, roads, police/ fire protection, and military.”  Teacher refers students to the Essential Question (EQ) for the lesson which is posted on the board. The title of this lesson essentially serves as the EQ as it directly relates to the objective. Mark Caponigro Economics Unit Lesson Plan 2 Page 2 of 4 Prior Knowledge (Parts 1 & 2)  Explain the political roots of our modern democracy in the United States of America.  Explain the importance of the basic principles that provide the foundation of a republican form of government.  Explain why in the United States there is a separation of power between branches of government and levels of government.  Name the three levels of government (national, state, local) and the three branches in each (executive, legislative, judicial), including the names of the legislative branch (Congress, General Assembly, city commission or city council).  State an example of the responsibilities of each level and branch of government.  Demonstrate adequate competency in the use of computer-related technologies such as word processors, games, and the internet.  Describe the economic system used in the United States today.  Distinguish between producers and consumers. Consider needs/wants, occupations, volunteer workers, and public services.  The teacher will quickly review prior knowledge concepts from the previous lesson.  By raising their hands, students will participate in classroom discussion of concepts. Content (Part 1)  After discussing definitions, read the book entitled Katy and the Big Snow.  Publisher Story Summaries: - “Katy, a brave and untiring tractor, who pushes a bulldozer in the summer and a snowplow in the winter, makes it possible for the townspeople to do their jobs.” - “Katy the red crawler tractor could do a lot of tasks in all types of weather. Things were a bit slow one winter day in Geoppolis, when all of a sudden the “big snow” hits town. Who will help all the people, businesses, and d government agencies in their distress? Katy, of course! Follow her around the city as she digs a path in the deep snow.”  The teacher provides the interactive learning environment for content delivery. Students should be attentive and engaged in classroom activities.  Students listen as the teacher reads the book.