Advanced Academic Services Austin Independent School District
GT Differentiated Exemplar Lesson
Grade Level: 1 Subject Area(s): __ Reading, Writing, _ X _ Mathematics
__ Science _ X _ Social Studies
TEKS/Student Expectations:
Math: 1.9. Personal financial literacy. The student applies mathematical process standards to manage one’s financial resources effectively for lifetime financial security. The student is expected to: A. define money as earned income B. identify income as a means of obtaining goods and services, often times making choices between wants and needs; SS:
1.8. Economics. The student understands the concepts of goods and services. The student is expected to: A. identify examples of goods and services in the home, school, and community B. identify ways people exchange goods and services
Title: Goods and Services
Essential Question(s): How and why do people earn income? How are wants and needs different?
Assessment(s): __ Pre-Assessment X Formative X Summative
GT Scope and Sequence Skills: (Aligned with 21
st Century Skills Framework &
College and Career Readiness Standards)
_ X _ Creative Thinking __ Critical Thinking _ X _ Communication __ Research
Student Learning Styles: _ X _ Auditory _ X _ Visual/Spatial _ X _ Kinesthetic __ Other
Elements of Depth and Complexity: _X_ Language of the Discipline _X_ Details __ Patterns _X_ Trends __ Rules
__Ethical Considerations __Unanswered Questions __ Over Time __ Different Perspectives _X_ Big Ideas
Lessons and Activities
_ X _ Whole Class _ X _ Small Group __ Independent Activity
PART ONE: Whole Class: -After teaching the concept of goods and services (see CRMs, exemplar lessons, and/or Brain Pop Jr on goods and services). -Teacher may help students brainstorm ideas on the board of feasible goods and services that can be done in the classroom (examples: origami, paper airplanes, bracelets, bookmarks, mazes, etc). -Students will work with a partner to fill out handout (see attachment below) to brainstorm ideas for goods and services stores. -Students will come together whole group to create groups of 3-4 based on their handout preferences. -Allow time for students to create their goods or practice their services. *Students are welcome to bring supplies from home and continue working on their project at home* -As students finish their goods or are done practicing their services, students can choose to either fill out the ‘Business Plan’ handout below or create a poster including (names of students in group, business name, item being sold, is it a good or
Resources:
Goods and Services http://tinyurl.com/73urxx7
Advanced Academic Services Austin Independent School District
service, is it a want or need, price of item or service, and an illustration). -*Suggestion: students should price their goods or services under $1.50. Pricing must have a 0 or 5 in the ones place to allow for quick transactions. Example: .50, .35, 1.20 PART TWO: GT Level: Students will work in pairs to write a commercial to advertise their goods or services. They will include the business name, what they are selling, why people should buy it, how much they are charging and why it is a good price for the consumer. They can either write it in their writer’s notebook or use the Brain Pop Jr. handout (see attachment below). After commercial is written, students will direct the other members of their group in filming the commercial, as well as creating any small props or costumes desired and that are reasonable for the time allotted. *Extension: if student’s commercial is completed they may facilitate the process for other groups.* PART THREE: Whole Class: *Suggestion: if able to coordinate with another first grade teacher, each class will sell to the other class and vice versa. If not, invite an older grade “buddy” class to come shop at the students’ stores* Students will set up their stores in the classroom (modify as necessary to suit your classroom needs). Provide each consumer (purchasing student) with a bag of fake money (predetermined amount). Provide each store with a container of the same amount of nickels and dimes to use to make change. Set expectations before allowing students to begin making their purchases. Give time for students to shop the stores and make their purchases. After an allotted amount of time, have the sellers close their shops and count their profits to determine which store made the most profit. Teacher may wish to have the students create a debriefing poster with a table on it to use while ranking the “business profits” and what kind of product was sold. This will help the inferences made about what kind of goods and services seemed most valuable to the community (visiting students).
PART FOUR: Whole Class: Facilitate class discussion about store successes and areas of improvement. Examples: why did one group make more than another group, pricing, high demand product, did advertising/commercial make a difference in profits, etc.)
17 copies available in AISD
59 copies available in AISD
Advanced Academic Services Austin Independent School District
Advanced Academic Services Austin Independent School District
Advanced Academic Services Austin Independent School District
Advanced Academic Services Austin Independent School District
Process Assessment
Teacher observes the following:
Process Observation - Frequency
Student uses correct terminology during interactions with peers and teacher. Seldom/Never Occasionally Often Consistently
Process Observation – Frequency
The student is able to guess the genre of a book by its criteria. Seldom/Never Occasionally Often Consistently
Process Observation – Quality of Creative Thinking
Student uses creativity throughout the stages of the task. Typical of Peers Fluent Thinker Flexible Thinker Unique and Original
Process Observation – Quality of Analytical Thinking
Student analyzes information during the task. Typical of Peers Fluent Thinker Flexible Thinker Unique and Original
Product Assessment
Score Genres Booklet Critical Thinking
3 Student compares and contrasts
fiction and non-fiction books. The content highlights unique information for the two genres and shows connections to books not previously read aloud in class.
Student applies knowledge of the distinguishing characteristics of genres to make
predictions and verify the predictions.
2 Student compares fiction and non-
fiction books. Includes distinctive information for each genre in the booklet. The content easily
connects to the books read aloud in class.
Student applies knowledge of the distinguishing characteristics of genres to make
predictions.
1 Student distinguishes between fiction and non-fiction books.
Includes distinguishing information for each genre in the booklet.
Student predicts the contents of a book.
