Public vs Private

Grade Level

1st Grade

Duration

30 minutes

Unit

Exploring Goods and Services (Lesson 7 of 10)

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Common Core State Standards Alignment

Social Studies (Embedded within Literacy and Speaking Standards):

• CCSS.ELA-LITERACY.SL.1.1: Participate in collaborative conversations with diverse partners about kindergarten and first-grade topics and texts with peers and adults in small and larger groups.
• CCSS.ELA-LITERACY.RI.1.1: Ask and answer questions about key details in a text (anchor chart/wiki used to support comprehension).
• CCSS.ELA-LITERACY.RI.1.3: Describe the connection between two individuals, events, ideas, or pieces of information in a text.
• CCSS.ELA-LITERACY.RF.1.4: Read with sufficient accuracy and fluency to support comprehension (applied during reading of labeled charts).

Note: Specific standards for economics/social studies concepts are often integrated with CCSS literacy for 1st grade.

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Learning Objectives

• I can describe what public goods and services are.
• I can describe what private goods and services are.
• I can sort examples into public or private categories.
• I can explain who provides public and private goods and services (government or businesses).

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Success Criteria

• Successfully complete a sorting activity that places examples correctly into public and private categories.
• Contribute ideas and observations during a guided class discussion and anchor chart creation.

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Materials Needed

• Labeled sorting chart poster (split into Public Goods/Services and Private Goods/Services) – dyslexia-friendly font and clear icons
• Sets of picture cards showing examples of goods and services (e.g., police, post office, grocery store, toy store, library, ice cream truck, fire department, doctor, park, etc.)
• Velcro or magnets for cards placement on chart
• Anchor chart paper or whiteboard and marker
• Worksheet for extension activity (community service research – to be sent home or used with support)

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Lesson Procedure

1. Introduction (5 minutes)

• Begin with the “I can…” statements:
  “Today we are going to learn how to tell the difference between public and private goods and services. You will be able to sort examples and tell me who gives these services.”
• Show the labeled sorting chart and read aloud categories: "Public Goods and Services" and "Private Goods and Services," using dyslexia-friendly fonts and pictures.
• Ask students if they know what public and private mean. Briefly explain:
  • Public services are provided for everyone by the government.
  • Private services are provided by businesses or people, sometimes we have to pay for them.

2. Guided Practice - Sorting Activity (15 minutes)

• Divide the class into 4 groups based on students’ sorting skill levels for differentiation (e.g., 2 higher able, 2 with more support needed).
• Distribute sets of picture cards representing different goods and services.
• Groups use the chart to place each card in the correct column.
• Circulate between groups to provide scaffolding and encourage discussion. Use guiding questions like:
  “Who do you think gives this service?”
  “Do we all use it for free, or do we pay?”
• After group work (~10 minutes), regroup and have each group share 2 examples they sorted and explain their thinking.
• Use student input to add examples to the large anchor chart in front of the class.

3. Class Discussion and Anchor Chart Review (7 minutes)

• Discuss:
  • Why do we have public goods and services? (For everyone’s well-being.)
  • Why do some things come from private businesses? (For people to buy if they want.)
• Revisit the anchor chart adding brief notes next to examples (e.g., “Police – government provides this” for public; “Ice cream truck – business sells this” for private).
• Encourage students to ask questions or add ideas.

4. Wrap-Up and Reflection (3 minutes)

• Recap: “Today we learned how to tell public things from private things. We sorted pictures and talked about who gives these goods and services.”
• Ask students to turn to a partner and share one public or private good or service they learned about.
• End with a positive reinforcement: “Great work, everyone can now tell how things in our community are shared or sold!”

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Differentiation Strategies

• Group students by sorting ability for peer support.
• Use picture cards with simple labels to assist early readers and dyslexic students.
• Provide one-on-one guidance during sorting for students needing additional help.
• Use clear, sans-serif fonts and high-contrast colors for all visual aids and charts to support dyslexia-friendly reading.

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Extension Activity (Advanced Learners)

• Assign students or partners to research a community service (e.g., fire department, library, or a local business). They can use books, photos, or safe internet resources with supervision.
• Have students create a simple drawing or presentation to share what they learned about how that service helps the community and whether it is public or private.

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Assessment

• Informal observation of group sorting activity to check understanding.
• Participation in discussion and contribution to the anchor chart.
• Optional follow-up worksheet or verbal explanation of one example sorted correctly.

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This lesson builds foundational economic understanding appropriate to first grade while aligning with language arts collaboration and comprehension standards. The multi-modal, interactive approach supports diverse learners and encourages active participation using clear "I can..." goals and success criteria to empower students.