Exchanging Goods and Services
|Lesson Synopsis: |
This lesson will examine the factors that influence the way people exchange goods and services. Students will learn about producers and consumers and the role of markets in the exchange of goods and services.
TEKS:
|1.8 |Economics. The student understands the concepts of goods and services. The student is expected to: |
|1.8B |Identify ways people exchange goods and services. |
|1.8C |Identify the role of markets in the exchange of goods and services. |
Social Studies Skills TEKS:
|1.18 |Social studies skills. The student communicates in oral, visual, and written forms. The student is expected to: |
|1.18A |Express ideas orally based on knowledge and experiences. |
|1.18B |Create and interpret visual and written material. |
| | |
|Getting Ready for Instruction |
|Performance Indicator(s): |
• Draw a picture showing how and where to exchange a good and/or service. Explain the picture to a classmate using academic language. (1.8B, 1.8C; 1.18A, 1.18B) [pic] 3E
|Key Understandings and Guiding Questions: |
• Las personas satisfacen sus necesidades y sus deseos a través del intercambio de bienes y servicios en un mercado.
— ¿Cómo los compradores y los vendedores intercambian bienes y servicios?
— ¿Cómo los recursos naturales afectan la manera en que intercambiamos bienes y servicios?
— ¿En dónde intercambiamos bienes y servicios?
— ¿Qué papel juega el mercado en proveer bienes y servicios?
— ¿Por qué usamos mercados para intercambiar bienes y servicios?
|Vocabulary of Instruction: |
|servicios |tiendas |valor |
|recursos naturales |negocios |dinero |
|productores |Internet |precio |
|consumidores |catálogo |trueque |
|mercados | | |
|Materials: |
• Refer to Notes for Teacher section for materials.
|Resources and References: |
• None identified
Attachments:
• Teacher Resource: Garage Sale
• Handout: Play Money
• Teacher Resource: Exchanging Goods and Services Activity KEY
• Teacher Resource: Pictures for Natural Resources Activity
• Handout: Market Pictures
• Handout: Exchanging Goods and Services Evaluation
|Advance Preparation: |
1. Become familiar with content and procedures for the lesson, including the idea that there are many factors that influence the way people exchange goods and services.
2. Refer to the Instructional Focus Document for specific content to include in the lesson.
3. Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson.
4. Gather objects and items that would be appropriate for a classroom garage sale. You will need enough items for half your class. (Suggestions include: pencils, sticky note pads, decks of cards, posters, books, small figurines, small decorative pillows, McDonald’s toys, rings, beads, small toy cars, magazines, artificial flowers, small bouncy balls, eraser toppers, and marbles.)
5. Price the objects with $1, $2, and $3.
6. The other half of the class will need play money. You will need about 70-one dollar bills using the Handout: Play Money. Make 10–12 copies.
7. Make a list of goods and services on a chart or on the board. (See Teacher Resource: Exchanging Goods and Services Activity)
8. Copy the Handout: Pictures for Resources Activity. Cut and mount.
9. Collect advertisement sheets from the newspaper.
10. Select a children’s book about markets.
11. Get 2 sheets of large (11 x 18) Manila paper for each student.
12. Print the Handout: Market Pictures and place them in a paper bag.
13. Have index cards ready.
14. Make copies of the Handout: Exchanging Goods and Services Evaluation.
15. Prepare materials and handouts as needed.
|Background Information: |
Producers are people who make or provide the goods and services that can be bought and sold. Consumers are the people who use the goods and services. The natural resources in an area often determine what goods and services are available and how they are exchanged. For instance, lemons and limes are much cheaper and more readily available in the Rio Grande Valley. There are many farmers’ markets in many areas where produce is grown. People exchange goods and services in a market. A market is any setting where buyers and sellers exchange goods, services, resources, and currencies. Markets may be stores, or the Internet.
|Getting Ready for Instruction Supplemental Planning Document |
Instructors are encouraged to supplement and substitute resources, materials, and activities to differentiate instruction to address the needs of learners. The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus Document for this unit. Instructors are encouraged to create original lessons using the Content Creator in the Tools Tab located at the top of the page. All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.
|Instructional Procedures |
|Instructional Procedures |Notes for Teacher |
|ENGAGE – Garage Sale |NOTE: 1 Day = 30 minutes |
| |Suggested Day 1 – 15 minutes |
|Display picture of the Teacher Resource: Garage Sale. Ask students if they have ever been |Materials: |
|to a garage sale. Share experiences so everyone understands the idea of a garage sale. |Small objects and items for garage sale |
| | |
|Say: |Attachments: |
|Today we are going to pretend to have a garage sale. Some of you are going to be the |Teacher Resource: Garage Sale |
|sellers, and some of you are going to be the buyers. |Handout: Play Money |
| | |
|Divide the class in half. Give one half the priced garage sale items, and give the other |Purpose: |
|half the play money. |Students learn, through a hands-on experience activity, the concept of |
| |exchanging goods. |
|Explain the process: | |
|If you have items to sell, you are going to be the sellers. |TEKS: 1.8B; 1.8C; 1.18A; 1.18B |
|If you have money, you are going to be the buyers. | |
|We are just pretending, so the buyers will buy items they like, but you won’t be able to |Instructional Note: |
|keep them. |If there is enough time or at another time of day, have the students |
| |change roles and pretend to have another garage sale. If you do this, |
|Sellers set out their items along with the prices. Buyers cut apart their play money and |you will need enough items for each child. You can also allow the |
|write $1 on each bill. When students are ready, let 5 of the students go “shopping”. |students to keep their items if everyone is able to “buy” something. |
|Continue this until all students with money have been “shopping.” |It’s also important to be sensitive here. Many children get all of their|
| |clothes and toys from garage sales or thrift stores. The teacher might |
|Ask: |simply say, “Garage sales are another good way to buy and sell items.” |
|What did the sellers have to do? | |
|What did the buyers do? | |
|EXPLORE – Buying, Selling, and Trading Goods and Services |Suggested Day 1 (continued) – 10 minutes |
|Write the words goods and services on the board, and list the goods and services from the |Attachments: |
|Teacher Resource: Exchanging Goods and Services KEY beneath the headings. Read each one, |Teacher Resource: Exchanging Goods and Services KEY |
|and have the students tell how we get them. Write student responses on the chart. | |
| |Purpose: |
|Say: |Students learn academic vocabulary and the concepts of buying, selling, |
|When we buy, sell, or trade goods and services, we say we are exchanging them. Exchange |and trading goods and services. |
|means to give up something for something else or to change for another item. | |
|For example, if I want dinner, I can make my own meal or I could go to a restaurant and |TEKS: 1.8B; 1.8C; 1.18A; 1.18B |
|have someone make the meal for me. When I pay for my meal, I am buying it. | |
|Or, I might do something for someone (perform a service), and they will make the meal for | |
|me. I might clean someone’s house and then they will make the meal for me.. If I do this, | |
|I am trading a service for the meal. | |
| | |
|Write the words Buy and Trade on the board. | |
| | |
|Say: | |
|If I want to buy something, such as some vegetables for my meal, I could go to someone | |
|selling vegetables and buy some, or I could go to my friend’s house and help them in their| |
|garden.. Then they would give me some of the vegetables that we grew.. In this case, I | |
|traded a service for the good. (Emphasize the word trade.) | |
| | |
| | |
|When we exchange goods and services, we buy or trade for them. | |
|Where are some places that we buy goods or services? (Possible responses include: food | |
|market, clothing stores or the, Internet.. | |
| | |
|Write the word Market on the board. | |
| | |
|Say: | |
|All of the places where we exchange goods and services are called markets. | |
| | |
|Students brainstorm more goods and services and ways to exchange. Write these on the | |
|board. | |
|EXPLAIN – Ways to Exchange Goods or Services |Suggested Day 1 (continued) – 5 minutes |
|Give each student a piece of paper, and have them fold it in half. On the left side, they |Materials: |
|draw a picture of a good or service, and on the right side ways to exchange that good or |Construction paper, 11 x 18 |
|service. Students label their pictures. | |
| |Purpose: |
| |Illustrate a good or service and ways to exchange that good or service. |
| | |
| |TEKS: 1.8B; 1.8C; 1.18A; 1.18B |
|ENGAGE – Pictures for Natural Resources |Suggested Day 2 – 2 minutes |
|Display pictures from Teacher Resource: Pictures for Natural Resources Activity. |Attachments: |
| |Teacher Resource: Pictures for Natural Resources Activity |
|Students describe what they see in the pictures. | |
| |Purpose: |
| |Describe pictures. |
| | |
| |TEKS: 1.8B; 1.8C; 1.18A; 1.18B |
| | |
|EXPLORE – Interpreting Pictures |Suggested Day 2 (continued) – 8 minutes |
|Divide students into four groups. Distribute to each group a picture from the Teacher |Attachments: |
|Resource: Pictures for Natural Resources Activity. |Teacher Resource: Pictures for Natural Resources Activity |
| | |
|Say: |Purpose: |
|Look at your picture and find some goods and/or services. |Draw conclusions regarding natural resources and how they contribute to |
|Talk with your group about the things you see in the picture. |the goods and services and exchange of goods in an area. |
|How do you think people can exchange these goods and services? | |
|Can they sell them or trade them? |TEKS: 1.8B; 1.8C; 1.18A; 1.18B |
|What natural resources do you see in the picture? | |
| | |
|Students share their findings with the group. | |
|EXPLAIN – Summarize and Explain Concepts |Suggested Day 2 (continued) – 5 minutes |
|Facilitate a student discussion to review concepts introduced above. Students respond to a|Purpose: |
|partner after each question is asked. Students may also respond to the whole group. |Answer questions to explain how natural resources contribute to the |
| |goods and services and exchange of goods in an area. |
|Say: | |
|The resources that we have available help us decide what goods and services to make. For |TEKS: 1.8B; 1.8C; 1.18A; 1.18B |
|instance, if we live near the ocean we might sell fish. If we live in a place with lots of| |
|big trees we might sell wood. | |
|What about somewhere with lots of good soil and land? | |
|How do we exchange goods and services? | |
|EXPLORE – Markets |Suggested Day 2 (continued) – 8 minutes |
|Distribute the advertisement sheets. (Three or four sheets per group). Ask students to |Materials: |
|name some places that they go when they go shopping or when they need a service. List |Advertising sheets from the newspaper |
|these on the board. | |
| |Purpose: |
|Say: |Explore and understand the meaning of markets. |
|We know the names of these places because we have been to them to get a product or a | |
|service. The places we go for goods and services are called markets. Markets are places |TEKS: 1.8B; 1.8C; 1.18A; 1.18B |
|where buyers and sellers exchange goods and services usually using money. A market can be | |
|a place we go, like the grocery store, or the hair salon, or it can be an online store. | |
| | |
|Read a children’s book about markets or stores. | |
| | |
|Ask students to identify the stores or markets in the book and identify the goods and | |
|services. Emphasize that markets are a place to exchange goods and services. | |
| | |
|EXPLAIN – Pictures of Markets |Suggested Day 2 (continued) – 7 minutes |
|Place the market pictures into a bag. Divide students into pairs. Have each pair select a |Materials: |
|market picture from the bag. |Paper bag with market pictures |
| |Manila paper |
|Students look at their pictures and describe to their partner the kind of store in the | |
|picture. |Attachments: |
| |Handout: Market Activity |
|Students talk about the goods and services that could be found in their store. After they | |
|have discussed the picture, students glue their picture to a sheet of manila paper and |Purpose: |
|then draw or write the goods and services found at that store. |Describe different examples of markets and goods and services that can |
| |be exchanged there. |
|If time permits, change partners and share. | |
| |TEKS: 1.8B; 1.8C; 1.18A; 1.18B |
| | |
| |Instructional Note: |
| |Ensure students can identify what kind of store is being portrayed in |
| |the picture. |
| |Students sign their pictures and display them in the room or hall. |
| |Center Idea: Set up a store or stores to be used during centers. Some |
| |suggested stores are: a pet shop using stuffed animals, gift shop with |
| |things kids bring from home, book store, grocery store, sticker store, |
| |and flower store. Ask parents for donations, make play money, have kids |
| |determine prices on the items, and have one or two kids be the sellers |
| |each day. Teachers may also have a payment form that kids fill out with |
| |the item and amount. |
| | |
| | |
| | |
| | |
|ENGAGE/ELABORATE – Key Understandings |Suggested Day 3 – 5 minutes |
|Facilitate a discussion based on Key Understandings and Guiding Questions: |Purpose: |
|People meet their needs and wants through the exchange of goods and services in a market. |Use Key Understandings and Guiding Questions to ensure understanding. |
|— How do buyers and sellers exchange goods and services? | |
|— How do natural resources affect how we exchange goods and services? |TEKS: 1.8B; 1.8C; 1.18A; 1.18B |
|Where do we exchange goods and services? | |
|What role does the market play in providing goods and services? | |
|Why do we use markets to exchange goods and services? | |
| | |
| | |
| | |
| | |
|EVALUATE – Determine Mastery |Suggested Day 3 (continued) – 25 minutes |
|Draw a picture showing how and where to exchange a good and/or service. Explain the |Attachments: |
|picture to a classmate using academic language. (1.8B, 1.8C; 1.18A, 1.18B) |Handout: Exchanging Goods and Services Evaluation |
|[pic] 3E | |
| |Purpose: |
|Distribute the Handout: Exchanging Goods and Services Evaluation. |Determine mastery |
|Students choose one “good” and one “service.” | |
|Students draw or write their “good” in the space provided and their “service” in the space|TEKS: 1.8B; 1.8C; 1.18A; 1.18B |
|provided. | |
|Students think of ways to exchange these goods and services. |Instructional Note: |
|Students think of where they could exchange these goods and services. |Students can decide their own good and service, or be given one from a |
|Students draw a picture or write a sentence telling how you could exchange your good and |list you generate. |
|where you could exchange your service. |Instead of drawing, the students could find magazine pictures. |
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