Social Studies – Second Grade
Unit of Study: Goods and Services
Fourth Grading Period CURRICULUM OVERVIEW
Big Ideas (Enduring Understandings) / Unit Rationale· People in a community work together to provide goods and services.
· People must make wise choices about money.
· People in business make wise decisions.
· Factories provide the products people need and want. / The study of economics is essential for students to understand the role of workers in the community in providing goods and services that people want/need. Students will learn why people work and learn to make wise choices when spending money. The study of jobs is essential for students to understand how people meet basic human needs by fulfilling the requirements and responsibilities of a job. Students will also learn the role of the business in the community and how business provides a service to its community.
Lessons for this Unit
· Lesson 1 - Producers and Consumers (4 days)
· Lesson 2 – Choosing Goods and Services (5 days)
· Lesson 3 – Services in Our Community (4 days)
· Lesson 4 – Goods From the Factory to You (4 days)
· Lesson 5 – Trip to the Bank (5 days)
· Lesson 6 – Trading and Moving Goods (5 days)
· Lesson 7 – Bartering Goods and Services/Economics (5 days)
· Lesson 8 – All About Business (5 days)
· Lesson 9 – Factory Fun (11 days)
Essential Questions / Guiding Questions
Guide students to justify their responses to the following questions:
· Should producers and consumers work together?
· When is it important to make good choices about goods and services?
· Can a community do with its services?
· When is transportation important to factories?
· For what reasons should people save their money?
· Why is it important for people to make wise choices about spending money?
· Is trading always fair?
· For what reasons should people begin a business?
· When are factories important to a community? / · What is an example of a producer and a consumer?
· How do people in a community get apples that they want?
· What does it mean to harvest apples?
· What is the difference between a good and a service?
· Why are goods and services needed in a community?
· Why do people work?
· What are some examples of services in a community?
· Why does a community need services?
· How do we get the products that we need and want?
· How do factories work?
· Why are factories important to people?
· Why do people use banks to keep their money?
· Why should people save their money?
· Where do products come from?
· How do products get to the market? What do people do when they barter?
· Why do people barter goods and services?
· What are some problems with bartering?
· What happens if people cannot get all of the products they want?
· Why do people need factories?
· What happens to prices when the factories cannot make enough of what people want?
TEKS / TEKS Specificity - Intended Outcome
Concepts / TEKS 2.1 History
A. Explain the significance of various community, state, and national celebrations
such as Memorial Day.
TEKS 2.5 Geography
A. Using symbols, find locations, and determine directions on maps and globes.
B. Draw maps to show places and routes.
TEKS 2.8 Geography
A. Identify ways in which people depend on the physical environment including
natural resources to meet basic needs.
B. Identify ways in which people have modified the physical environment such as
building roads, clearing land for urban development, and mining coal.
TEKS 2.9 Economics
A. Explain how work provides income to purchase goods and services.
B. Explain the choices people in the U.S. free enterprise system can make about
earning, spending, saving money, and where to live and work.
C. Trace the development of a product from a natural resource to a finished
product.
TEKS 2.10 Economics
A. Distinguish between producing and consuming.
B. Identify ways in which people are both producers and consumers.
C. Trace the development of a product from a natural resource to a finished
product. / “I CAN” statements highlighted in yellow and italicized should be displayed
for students.
I can:
· explain the significance of various community, state, and national celebrations such as Memorial Day.
· use symbols, find locations, and determine directions on maps and globes when understanding how goods are moved from one place to another.
· draw maps to show places and routes to show how goods are moved from one
· place to another.
· Identify ways in which people depend on the world around them to meet basic
· needs (using natural resources).
· identify ways in which people have modified the physical environment such as
· building roads, clearing land for urban development, and mining coal.
· explain how work provide income to purchase goods and services.
· explain the choice people in the U. S. free enterprise system can make about earning, spending, saving money, and where to live and work.
· trace the development of a product from a natural resource to a finished product.
· determine the difference between what it means for people to produce goods, and consume goods.
TEKS 2.11 Government
B. Identify some governmental services in the community such as libraries,
schools, and parks and explain their value to the community.
TEKS 2.13 Citizenship
A. Identify characteristics of good citizenship such as belief in justice, truth,
equality, and responsibility for the common good.
TEKS 2.16 Science, Technology, and Society
A. Describe how science and technology have changed communication,
transportation, and recreation.
B. Explain how science and technology have changed the ways in which
people meet basic needs. / · distinguish between producing and consuming.
· trace the development of a product from natural resource to a finished product.
· identify governmental community services in the community such as libraries, schools, and parks and explain their value to the community.
· identify characteristics of good citizenship such as a belief in justice, truth, equality, and responsibility for the common good.
· identify historic figures such as Cesar Chavez who modeled good citizenship in the past.
· explain how science and technology have changed the ways in which people meet basic needs.
Skills / TEKS 2.17 Social Studies Skills
A. Obtain information about a topic using a variety of oral sources such as
conversations, interviews, and music.
B. Obtain information about a topic using a variety of visual sources such as
pictures, graphics, television, maps, computer software, literature, reference
sources, and artifacts.
C. Use various parts of a source, including the table of contents, glossary, and
index, as well as keyword computer searches, to locate information.
D. Sequence and categorize information.
E. Interpret oral, visual, and print material by identifying the main idea predicting,
and comparing and contrasting.
TEKS 2.18 Social Studies Skills
A. Express ideas orally based on knowledge and experiences.
B. Create written and visual material such as stories, poems, maps, and graphic
organizers to express ideas orally.
TEKS 2.19 Social Studies Skills
B. Use a decision-making process to identify a situation that requires a decision,
gather information, identifies options, predict consequences, and take action to
implement a decision. / I can:
· obtain information about economics using a variety of oral sources such as conversations, interviews, and music.
· obtain information about producing and consuming, goods and services and businesses using a variety of visual
· use various parts of a source, including the table of contents, glossary, and index, as well as keyword computer searches, to locate information about producing, consuming, and goods and services.
· sequence and categorize information.
· interpret oral, visual, and print material by identifying the main idea, predicting, and comparing and contrasting.
· express ideas orally based on knowledge and experiences.
· create written and visual material such as stories, poems, maps, and graphic organizers to express ideas orally.
· use a decision-making process to identify a situation that requires a decision, gather information, identifies options, predict consequences, and take action to implement a decision.
ELPS Student Expectations / ELPS – Specify – Intended Outcomes
· ELPS 1A - Use prior knowledge and experiences to understand meanings in English.
· ELPS 1B – Monitor oral and written language production and employ self-corrective techniques or other resources.
· ELPS 2I - Demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs.
· ELPS 3D - Speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency.
· ELPS 3J - Respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment.
· ELPS 4 D - Use pre-reading supports such as graphic organizers, illustrations, and pre-taught topic-related vocabulary and other pre-reading activities to enhance comprehension of written text.
· ELPS 4F - Use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understandings, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language. / · Use prior knowledge to explain orally and in writing about economic concepts.
· Monitor oral and written language production and employ self-corrective techniques.
· Listen to information and respond to questions about economic concepts.
· Collaborate with peers about goods and services to demonstrate listening comprehension and to internalize new English words and build academic proficiency.
· Respond orally to information about economic concepts when presented through visuals in posters, literature selections, photographs, and magazines to build and reinforce concept and language attainment.
· Use pre-reading supports such as graphic organizers, illustrations and pre-taught vocabulary related to citizenship to enhance comprehension of written text about economic concepts.
· Use visuals, contextual support, develop vocabulary, grasp language structures, and background knowledge needed to comprehend increasingly challenging language related to economic concepts.
College Readiness Student Expectations / College Readiness – Intended Outcomes
Social Studies Standards
· I.A.3: Analyze the interaction between human communities and the
environment.
· I.A.6: Analyze the relationship between geography and the development of
human communities.
· V.A.2: Use conventions of standard written English.
Cross-Curricular Standards
· I.A.1: Engage in scholarly inquiry and dialogue.
· I.D.4: Persevere to complete and master tasks.
· I.E.2: Work collaboratively.
· II.A.1: Use effective prereading strategies.
· II.A.2: Use a variety of strategies to understand the meanings of new words.
· II.B.1: Write clearly and coherently using standard writing conventions. / · Analyze the interaction between human communities and the environment when learning about economic concepts. (I.A.3)
· Analyze the relationship between geography and the development of human communities when discussing economic concepts.(I.A.6)
· Use conventions of standard written English when writing about economic concepts. (V.A.2)
· Engage in scholarly inquiry and dialogue about economic concepts. (I.A.I)
· Persevere to complete and master tasks related to economic concepts. (I.D.4)
· Work collaboratively when completing assignments related to economic concepts. (I.E.2)
· Use effective prereading strategies when reading about economic concepts. (II.A.1)
· Use a variety of strategies to understand the meanings of new words related to economic concepts. (II.A.2)
· Write clearly and coherently using standard writing conventions when writing about economic concepts. (II.B.1)
Evidence of Learning (Summative Assessment)
· Given a list of 5 services, students will explain how each of the services work, and the name of the service worker with 80% accuracy.
· Given the terms goods, services, producers and consumers, students will write their own meaning of the term, illustrate a picture and write one sentence giving an example of the word in the community with 80% accuracy.
· Given a flow chart, students will fill the chart with the sequence of a product from natural resource to market with 80% accuracy.
Social Studies – Second Grade
Fourth Grading Period Lesson 1: Producers and Consumers CURRICULUM GUIDE
Guiding Questions / Essential Pre-requisite Skills· What is an example of a producer and a consumer?
· How do people in a community get apples that they want?
· What does it mean to harvest apples? / · Identify basic human needs and how these needs can be met. (K)
· Describe requirements of various jobs, characteristics of well-performed jobs, and contributions of jobs to production. (1)
· Identify jobs in home, school, community; explain why we have jobs. (K)
· Obtain information from a variety of sources. (K-1)
· Express ideas orally. (K-1)
· Identify problems and situations requiring decisions, gather information, consider options, predict consequences, take action, and evaluate solutions/decisions. (K-1)
· Create and interpret visuals. (K-1)
· Obtain information about a topic using a variety of visual sources such as pictures, symbols, television, maps, computer images, print material and artifacts. (K-1)