Public vs. Private

Grade Level

1st Grade

Unit

Exploring Goods and Services (Lesson 7 of 10)

---

Lesson Duration

30 minutes

Class Size

20 students

---

Common Core Alignment

Social Studies Related Standards (aligned with Common Core and state-specific Social Studies CCS):

• CCSS.ELA-LITERACY.RI.1.7: Use the illustrations and details in a text to describe its key ideas.
• CCSS.ELA-LITERACY.SL.1.1: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
• CCSS.ELA-LITERACY.W.1.8: Recall information from experiences or gather information from provided sources to answer a question.

---

Learning Objectives ("I Can" Statements)

• I can explain what public goods and services are.
• I can explain what private goods and services are.
• I can sort examples of goods and services into public or private categories.
• I can share ideas about who provides these goods and services in my community.

---

Success Criteria

• I complete a sorting activity accurately.
• I contribute ideas to a group anchor chart.
• I listen and respond respectfully in small group discussions.

---

Materials Needed

• Pre-made sorting cards with pictures and labels (public goods/services and private goods/services)
• Large anchor chart paper with two columns labeled “Public” and “Private”
• Markers
• Labeled sorting mats for dyslexia-friendly visual support (including icons and simple words)
• Optional: Smartboard or projector for visual anchor chart display

---

Lesson Outline

1. Introduction & Review (5 minutes)

• Briefly review with students what goods and services are (from previous lessons in the unit).
• Teacher script example: “Remember, goods are things we can touch, like toys or food. Services are things people do for us, like help from a nurse or a teacher.”
• Introduce today’s objective: “Today, we will learn about two kinds of goods and services: public and private.”

Instructional Focus

• Use clear, simple language with visual examples shown on cards.
• Show pictures of familiar goods/services (e.g., park, school bus, grocery store, doctor).

---

2. Teaching Input (5 minutes)

• Define and explain Public Goods and Services: Provided to everyone, usually by the government or community (e.g., parks, streetlights, police).
• Define and explain Private Goods and Services: Provided by people or businesses for individuals who pay for them (e.g., toys, haircuts).
• Show examples with visuals and label the words clearly on the board or chart.

---

3. Sorting Activity (12 minutes)

• Set up: Divide students into 4 groups of 5 (grouped by similar learning needs).
• Give each group a labeled sorting mat (Public vs. Private) and an equal mix of cards.
• Students work together to place cards in the correct category.
• Teacher and aides circulate to provide guidance and support.
• Use encouraging language: “Great choice! Let’s think about who uses this service. Do many people share it? Or is it used by one person at a time?”

Dyslexia-Friendly Supports:

• Provide cards with large font, clear labels, and matching icons.
• Use tactile objects for kinesthetic learners if possible.

---

4. Group Discussion and Anchor Chart Creation (6 minutes)

• Regroup and invite each group to share one or two examples they sorted.
• Teacher writes or sticks the examples onto a large anchor chart under “Public” or “Private,” reinforcing correct categorization.
• Encourage students to explain why they placed items where they did.
• Ask guiding questions like: “Who pays for this service?” “Who gets to use it?”

---

5. Closing and Reflection (2 minutes)

• Revisit the “I can…” statements aloud with students.
• Ask students to give a thumbs-up if they feel confident telling the difference between public and private goods/services.
• Remind students that tomorrow’s lesson will explore more examples of community services.

---

Differentiation Strategies

• For students needing additional support:

  • Small groups with adult support.
  • Use of picture-only cards to reduce reading load.
  • Provide sentence starters: “This is a public good because…”

• For English Language Learners (ELLs):

  • Pair visuals with simple vocabulary.
  • Provide bilingual labels if available.

• For advanced learners:

  • Extension option: Research a community service at home, asking family who provides it and who uses it.
  • Share findings next class with pictures or drawings.

---

Assessment

• Informal formative assessment based on participation in sorting activity and group discussion.
• Check for understanding through the accuracy of categorization.
• Observe student contributions to the anchor chart.

---

Extension Activity (Optional - Homework)

• Research a community service (for example: fire department, library, bus service).
• Draw a picture or write a sentence about whether it is public or private, and who provides it.
• Bring to class for sharing next day.

---

Notes for Teachers

• Keep tone conversational and interactive; young learners benefit from positive reinforcement.
• Remember to balance teacher talk with hands-on and discussion time.
• Use visuals consistently to support comprehension, especially for dyslexic or visual learners.
• Make transitions smooth and clear to maintain engagement.

---

This lesson is designed to not just build knowledge but also social skills like listening, sharing ideas, and collaboration, fostering a supportive classroom learning environment.