If You Give a Mouse a Cookie: Goods & Services

Name Janelle Ryder Topic Economics Title If You Give A Mouse A Cookie: Goods & Services Grade First Subject Social Studies Grouping Strategy Whole Group

I. Identifying Desired Results A. Enduring Understandings: Economics is an important part of our daily lives.

B. Questions

Essential Questions: How does economics play a role in your daily life? How do you think economics affects you? Unit Questions: What are needs and wants? What are goods and services? Why do people save money? Entry-Point Questions: What are three goods the mouse wanted? What are three services the mouse wanted? Where can a person find goods? Can you name a job that is classified as a service?

C. Content . Goods are something that is grown, such as a pumpkin, or made, like a toy. . A service is a job that a person does that helps other people, for example a teacher, or a police officer. . We can find goods at a store or on a farm. D. Materials and Resources: Cookies for entire class Good and service felt words from text Felt boards (one for goods, one for services) If You Give A Mouse A Cookie Post-it Notes

E. Goals and Objectives: Students will understand that a good is a product that is made or grown, and those products can be found in stores or on farms, a service is a job that one does in order to help another person, and the students will learn examples of jobs that are services and examples of goods. Students will also learn that producers of a good or service are also consumers of a good or service. F. Virginia Standards of Learning: Economics 1.7 The student will explain the difference between goods and services and will describe how people are both buyers and sellers of goods are services.

G. Objectives: Upon completion of this lesson, the successful student will be able to: Content: . Know and understand the difference between a good and a service . Know and understand that producers are also consumers

Value:

. Be aware of what a good is and what a service is and how these relate to their daily lives.

Process: . Identify goods and services. . Sort terms used in If You Give A Mouse A Cookie by participating in a word sort.

II. Determine Acceptable Evidence A. Assessment Strategies: Students will demonstrate their understanding of the lesson by completing a worksheet, which will be done individually, asking them to identify pictures as a good or a service. Students will also participate in a whole-group word sort activity using terminology from the book, If You Give A Mouse A Cookie. Each student that places his/her term under the correct heading will receive a check. B. Assessment Tools: the worksheet and a checklist

III. Planning Learning Experiences A. Type of Lesson: This lesson will be taught through whole group instruction. Students will then work individually on the worksheet and the word placement of their term from If You Give A Mouse A Cookie.

B. Specific Instructional Strategies: . A read aloud will be conducted for the book If You Give A Mouse A Cookie. . Whole group discussion on defining goods and services. . Word sort using terms from If You Give A Mouse A Cookie- deciding whether the word is a good or a service. . Independent worksheet activity. C. Consideration for Diversity: No student learns the same or has the same ability. Students will be given additional “think time” in order to gather their thoughts before moving into a group discussion. We will also brainstorm jobs that may be considered services and list products that they might be familiar with as goods before moving on to any group discussion or assessment. D. Process: Guided Practice: . Students will each be given a cookie and a glass of milk or juice before the reading of If You Give A Mouse A Cookie. . The book, If You Give A Mouse A Cookie will be read aloud to the entire class. . During the read aloud invite students to ask questions while reading. . These questions will be written down on post-it notes and placed on the text. . Questions will be addressed during the discussion of the book after the reading. . A whole-group discussion of goods and service. . Pick out things the mouse asked for that may be a good or a service. (These will already be written on cards to be placed on the felt boards for the word sort activity.) . As a class, students will name other goods and services they can think of—write these on a T-chart. . Give each student a card with a good or service term/picture and have them act it out and then place it under the correct heading –Good or Service on the felt board. Independent Practice: . Send students to their desks for individual worksheet activity E. Closure: Students will return as a whole group to share some of the things they have learned. Also, students will be aware of any homework and an overview for tomorrows’ class will be at this time.

IV. Analysis of Technology

A. What technology did I use? If You Give A Mouse A Cookie, felt board, and terminology. B. Support of Selection: Students became aware of what a good is and what a service is. They were able to relate those terms to their own lives. Students then applied their new knowledge into pulling out terms from a text. C. Technology to Use if available: classroom computers

V. Reflection