Origins of Goods

Grade Level

1st Grade

Duration

30 minutes

Unit

Exploring Goods and Services (Lesson 6 of 10)

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Learning Objectives

Aligned with Common Core State Standards for Social Studies and Literacy

• I can identify goods and services I use every day and describe where they come from.
• I can participate in discussions by sharing ideas and listening to others.
• I can use pictures to help me understand and talk about goods and services.

Standards Addressed

• 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.SL.1.2: Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
• CCSS.ELA-LITERACY.RI.1.7: Use the illustrations and details in a text to describe its key ideas.
• NSS.K-2.1: Understand geographic representations (maps, globes) to identify places goods and services come from in the community.

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Materials Needed

• Large chart paper or whiteboard
• Markers
• Printed pictures of common goods (e.g., apples, shoes, school books) and services (e.g., librarian, bus driver)
• Individual “Goods and Services” worksheets with pictures and simple sentences (dyslexia friendly: clear font such as OpenDyslexic, large text, visuals next to words)
• Crayons or colored pencils

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Lesson Procedure

1. Introduction (5 minutes)

• Begin with the statement: "I can identify goods and services I use every day and where they come from."
• Show a few pictures of goods and services found at school (e.g., lunch food, books, janitor cleaning).
• Briefly explain: “Goods are things we can touch or use. Services are things people do for us.”
• Ask the class: “Can you name some things you use or people who help you at school?”
• Use visuals to support and encourage student responses.

2. Guided Brainstorming Discussion (10 minutes)

• Create a two-column chart titled “Goods” and “Services”.
• Invite students to contribute by naming goods and services they encounter at school.
• Write their ideas on the chart, pairing each word with a simple picture.
• Prompt deeper thinking with questions:
  • “Where do you think these goods come from?”
  • “Who provides these services?”
• Encourage full sentences for advanced language support, modeling as needed.

3. Independent or Paired Activity (10 minutes)

• Distribute “Goods and Services” picture worksheets with dyslexia-friendly text.
• Students color and match goods to where they come from (e.g., apple from farm, book from store).
• For students who need support, provide picture cues and work in pairs or small groups.
• For advanced learners, challenge them to write one simple sentence about a good or service they use.

4. Wrap-up and Success Criteria Check (5 minutes)

• Recap the key learning: “We know what goods and services are and where they come from.”
• Ask students: “Who can share one new thing they learned today?”
• Confirm success by checking:
  • Did the student contribute to the brainstorming chart?
  • Did the student use pictures or words to explain a good or service?
• Provide positive feedback and encourage reflection.

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Differentiation Strategies

• Use pictures and realia to support vocabulary understanding.
• Provide sentence starters for reluctant or emerging speakers (e.g., “A shoe is a good that comes from…”).
• Pair students so those who struggle can hear peer models.
• For dyslexic learners:
  • Use worksheets with clear visuals and simplified text.
  • Read instructions aloud.
  • Allow extra time for activities.

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Extension Activity

• For students ready for a challenge, assign a “Day-in-the-Life” mini story project at home or in class:
  • They draw or write about all the goods and services they use in one day (e.g., breakfast food, bus ride, library visit).
  • Support with picture prompts and sentence frames.

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Assessment

• Informal observation of student participation during class discussion.
• Review of student’s worksheet to check understanding of origins of goods and services.
• Student sharing during wrap-up to assess verbal comprehension and recall.

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Teacher Reflection (Post-lesson Notes)

• Were students engaged with brainstorming and able to differentiate goods and services?
• Did visuals effectively support comprehension?
• Did any students require additional scaffolding or enrichment?
• How did the dyslexia-friendly materials impact student success?

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This lesson plan integrates key language and social studies standards, providing visual and verbal supports to make abstract ideas concrete for young learners while allowing individual expression and extension opportunities.