Unit 7: Goods and Services
Content Area:
Course(s):
Time Period:
Length:
Status:
Social Studies
MarApr
7 Weeks & Second Grade
Published
Title Section
Department of Curriculum and Instruction
Belleville Public Schools
Curriculum Guide
Social Studies: Grade 2
Unit 7: Goods and Services
Belleville Board of Education
102 Passaic Avenue
Belleville, NJ 07109
Prepared by: Jaclyn Corino and Natalie Minichini
Dr. Richard D. Tomko, Superintendent of Schools
Dr. Giovanni Cusmano, Director of Curriculum and Instruction Mathematics and Science K -8
Mr. George Droste, Director of Curriculum and Instruction Mathematics and Science 9 - 12
Mr. Carmine Guinta, Director of Curriculum and Instruction Language Arts and Social Studies K - 12
Board Approved: August 22, 2016
Unit Overview
In this unit, students will learn about goods and services. Topics include:

How Do People Use Our Environment?

How are Goods Made and Brought to Us?

Who Provides Services in a Community?

How Can I Be a Good Shopper?

Resources and Choices

Goods and Services

Money and Marker

Students will extend and refine their knowledge of human, natural and capital resources and the ways they are
used. They will know that there are costs and benefits of making choices. Students will extend and refine their
knowledge of the requirements of various jobs, understand that most people work to produce goods or
services, and understand that work provides income. Students will understand the purpose of markets and the
functions of a bank. They will also understand that people in different places depend on each other for goods
and services. Students will discover ways to become a good consumer.
(Reference TCI Chapters 5,6,7,8; Studies Weekly Weeks 22,23,24)
*Lessons on relevant holidays that fall within this time period can be implemented in addition to any of the material
throughout this unit.
NJSLS
Please link all standards that apply in this section within the curriculum of the unit being written.
SOC.6.1.4.C.CS1
People make decisions based on their needs, wants, and the availability of
resources.
SOC.6.1.4.C.CS2
Economics is a driving force for the occurrence of various events and phenomena
in societies.
SOC.6.1.4.C.2
Distinguish between needs and wants and explain how scarcity and choice
influence decisions made by individuals, communities, and nations.
SOC.6.1.4.C.1
Apply opportunity cost (i.e., choices and tradeoffs) to evaluate individuals’
decisions, including ones made in their communities.
SOC.6.1.4.C.3
Explain why incentives vary between and among producers and consumers.
Exit Skills
By the end of Social Studies in second grade, students will be able to:

Demonstrate an understanding of fundamental concepts about government, citizenship, geography,
economics, and history.

Have developed an understanding of core democratic values, the rights and responsibilities of American
citizens, and how key people and events contributed to the development of the American heritage.

Realize how the availability of resources, the changing environment, and innovation impact everyday life.

Demonstrates understanding of key concepts, ideas and vocabulary.

Explain how and why it is important that people from diverse cultures collaborate to find solutions to
community, state, national, and global challenges.

Compare and contrast information that can be found on different types of maps and determine how the
information may be useful.
Enduring Understanding
Chapter 5:

Environment is a surrounding or condition in which a person, animal or plant operates.

The environment is all around us.

The environment provides us with food, clothing and shelter.

People need clean water, land and air.

Pollution hurts people, plants and animals.
Chapter 6:

Goods are things are can be bought, sold or traded.

People purchase most of the goods they need and want, such as food, clothes and toys.

Farmers grow food and factory workers make goods.

Goods travel to stores by planes, ships, trains and trucks.
Chapter 7:

Different ways of helping are called services.

People provide different services in the community.

People give ideas, fix things, keep us safe, and care for people, animals, parks and forest within a community.
Chapter 8:

People use money to buy the things they need and want.

Needs are things people must have to live.

Wants are things people would like to have but don't need to live.

People save money to use in the future.
Studies Weekly Week 22:

Money is a capital resource that we must use carefully when deciding to make a purchase.

We have to make choices when we use natural resources.

The choices people make have costs and benefits.
Studies Weekly Week 23:

Most people work to produce goods and services.

The people who make goods are called producers.

The people who buy goods are called consumers.

A service is work or a duty that one person does for someone else.

People who work earn income, which helps families buy things they need and want.
Studies Weekly Week 24:

People earn money in many different ways, usually by working or selling things.

Markets help people get things they want and need.

Everyone who buys or sells goods or services is part of a market.

The price of a resource depends on how much of it there is for people to buy (supply) and how many people
want or need that resource (demand).
Essential Questions

What is the environment?

What is the difference between goods and services?

Why should be cautious when spending money?

Who provides us with goods and services?

What is the relationship between supply and demand?
Learning Objectives
In unit 7, students will demonstrate the ability to:
Chapter 5:

Associate the environment as a surrounding or condition, in which a person, animal, or plant operates.

Assess the effects of pollution on the environment.
Chapter 6:

Classify goods as things that can be bought, sold or traded.

Justify how people choose to purchase things they need or want.
Chapter 7:

Categorize different services people provide within a community.

Generate a list of services and who provides them.
Chapter 8:

Develop a savings plan for the future.

Differentiate between needs and wants.
Studies Weekly, Week 22:

Evaluate the costs and benefits of using natural resources.

Determine why people should use money carefully.
Studies Weekly, Week 23:

Create connections between people who earn an income and support families by buying thing they need and
want.

Differentiate between producers and consumers.
Studies Weekly, Week 24:

Evaluate the relationship between supply and demand.

Determine how markets help people get things they need and want.
Action Verbs
Below are examples of action verbs associated with each level of the Revised Bloom’s Taxonomy. These are useful in
writing learning objectives, assignment objectives and exam questions.
Remember
Choose
Describe
Define
Label
List
Locate
Match
Memorize
Name
Omit
Recite
Select
State
Count
Draw
Outline
Point
Quote
Recall
Recognize
Repeat
Reproduce
Understand
Classify
Defend
Demonstrate
Distinguish
Explain
Express
Extend
Give Examples
Illustrate
Indicate
Interrelate
Interpret
Infer
Match
Paraphrase
Represent
Restate
Rewrite
Select
Show
Summarize
Tell
Translate
Associate
Compute
Convert
Discuss
Estimate
Extrapolate
Generalize
Predict
Apply
Choose
Dramatize
Explain
Generalize
Judge
Organize
Paint
Prepare
Produce
Select
Show
Sketch
Solve
Use
Add
Calculate
Change
Classify
Complete
Compute
Discover
Divide
Examine
Graph
Interpolate
Manipulate
Modify
Operate
Subtract
Analyze
Categorize
Classify
Compare
Differentiate
Distinguish
Identify
Infer
Point out
Select
Subdivide
Survey
Arrange
Breakdown
Combine
Detect
Diagram
Discriminate
Illustrate
Outline
Point out
Separate
Evaluate
Appraise
Judge
Criticize
Defend
Compare
Assess
Conclude
Contrast
Critique
Determine
Grade
Justify
Measure
Rank
Rate
Support
Test
Create
Combine
Compose
Construct
Design
Develop
Formulate
Hypothesize
Invent
Make
Originate
Organize
Plan
Produce
Role Play
Drive
Devise
Generate
Integrate
Prescribe
Propose
Reconstruct
Revise
Rewrite
Transform
Interdisciplinary Connections
Reading, Writing, Speaking and Listening
LA.2.W.2.7
Participate in shared research and writing projects (e.g., read a number of books
on a single topic to produce a report; record science observations).
LA.2.RI.2.1
Ask and answer such questions as who, what, where, when, why, and how to
demonstrate understanding of key details in a text.
LA.2.RI.2.2
Identify the main topic of a multiparagraph text as well as the focus of specific
paragraphs within the text.
LA.2.RI.2.3
Describe the connection between a series of historical events, scientific ideas or
concepts, or steps in technical procedures in a text.
LA.2.RI.2.4
Determine the meaning of words and phrases in a text relevant to a grade 2 topic
or subject area.
LA.2.RI.2.5
Know and use various text features (e.g., captions, bold print, subheadings,
glossaries, indexes, electronic menus, icons) to locate key facts or information in a
text efficiently.
LA.2.SL.2.1
Participate in collaborative conversations with diverse partners about grade 2
topics and texts with peers and adults in small and larger groups.
LA.2.W.2.1
Write opinion pieces in which they introduce the topic or book they are writing
about, state an opinion, supply reasons that support the opinion, use linking
words (e.g., because, and, also) to connect opinion and reasons, and provide a
conclusion.
LA.2.W.2.2
Write informative/explanatory texts in which they introduce a topic, use evidencebased facts and definitions to develop points, and provide a conclusion.
LA.2.SL.2.2
Recount or describe key ideas or details from a text read aloud or information
presented orally or through other media.
LA.2.SL.2.3
Ask and answer questions about what a speaker says in order to clarify
comprehension, gather additional information, or deepen understanding of a
topic or issue.
LA.2.RI.2.6
Identify the main purpose of a text, including what the author wants to answer,
explain, or describe.
LA.2.SL.2.4
Tell a story or recount an experience with appropriate facts and relevant,
descriptive details, speaking audibly in coherent sentences.
LA.2.RI.2.7
Explain how specific illustrations and images (e.g., a diagram showing how a
machine works) contribute to and clarify a text.
LA.2.RI.2.8
Describe and identify the logical connections of how reasons support specific
points the author makes in a text.
LA.2.W.2.3
Write narratives in which they recount a well-elaborated event or short sequence
of events, include details to describe actions, thoughts, and feelings, use temporal
words to signal event order, and provide a sense of closure.
LA.2.RI.2.9
Compare and contrast the most important points presented by two texts on the
same topic.
LA.2.RI.2.10
Read and comprehend informational texts, including history/social studies,
science, and technical texts, at grade level text complexity proficiently with
scaffolding as needed.
Alignment to 21st Century Skills & Technology
Key SUBJECTS AND 21st CENTURY THEMES
Mastery of key subjects and 21st century themes is essential for all students in the 21stcentury.
Key subjects include:

English, reading or language arts

World languages

Arts

Mathematics

Economics

Science

Geography

History

Government and Civics
21st Century/Interdisciplinary Themes
• Civic Literacy
.
• Environmental Literacy
.
• Financial, Economic, Business and Entrepreneurial Literacy
.
• Global Awareness
.
• Health Literacy
.
21st Century Skills
• Communication and Collaboration
.
• Creativity and Innovation
.
• Critical thinking and Problem Solving
.
• ICT (Information, Communications and Technology) Literacy
.
• Information Literacy
.
• Life and Career Skills
.
• Media Literacy
.
Technology Infusion
SMARTboard, PowerPoint, Prezi, Social Media, relevant YouTube/TeacherTube videos, TCI audio tapes, laptops
Differentiation
As a Reminder:
The basis of good differentiation in a lesson lies in differentiating by content, process, and/or product.
Resources:

NJDOE: Instructional Supports and Scaffolds for Success in Implementing the Common Core State Standards
http://www.state.nj.us/education/modelcurriculum/success/math/k2/

As needed, provide more instruction that is on level or below grade level for the students who are struggling.

Use vocabulary cards, vocabulary activities, vocabulary review, and vocabulary glossary.

Monitor progress, reteach as needed, and extend student thinking.

Utilize solutions for effective instruction page.

Utilize multiple intelligences teaching strategies.

Added time to complete assignments

Pairing oral instructions with visuals

Teacher reads assessments aloud
Special Education
•
printed copy of board work/notes provided
.
• additional time for skill mastery
.
• assistive technology
.
• behavior management plan
.
• Center-Based Instruction
.
• check work frequently for understanding
.
• computer or electronic device utilizes
.
• extended time on tests/ quizzes
.
• have student repeat directions to check for understanding
.
• highlighted text visual presentation
.
• modified assignment format
.
• modified test content
.
• modified test format
.
• modified test length
.
• multiple test sessions
.
• multi-sensory presentation
.
• preferential seating
.
• preview of content, concepts, and vocabulary
.
• reduced/shortened reading assignments
.
• Reduced/shortened written assignments
.
• secure attention before giving instruction/directions
.
• shortened assignments
.
• student working with an assigned partner
.
• teacher initiated weekly assignment sheet
.
• Use open book, study guides, test prototypes
.
ELL
•
teaching key aspects of a topic. Eliminate nonessential information
.
•
using videos, illustrations, pictures, and drawings to explain or clarif
.
• allowing products (projects, timelines, demonstrations, models, drawings, dioramas, poster boards,
charts, graphs, slide shows, videos, etc.) to demonstrate student’s learning;
.
• allowing students to correct errors (looking for understanding)
.
• allowing the use of note cards or open-book during testing
.
• decreasing the amount of workpresented or required
.
• having peers take notes or providing a copy of the teacher’s notes
.
• modifying tests to reflect selected objectives
.
• providing study guides
.
• reducing or omitting lengthy outside reading assignments
.
• reducing the number of answer choices on a multiple choice test
.
• tutoring by peers
.
• using computer word processing spell check and grammar check features
.
• using true/false, matching, or fill in the blank tests in lieu of essay tests
.
Intervention Strategies
•
allowing students to correct errors (looking for understanding)
.
•
teaching key aspects of a topic. Eliminate nonessential information
.
• allowing products (projects, timelines, demonstrations, models, drawings, dioramas, poster boards,
charts, graphs, slide shows, videos, etc.) to demonstrate student’s learning
.
• allowing students to select from given choices
.
• allowing the use of note cards or open-book during testing
.
• collaborating (general education teacher and specialist) to modify vocabulary, omit or modify items to
reflect objectives for the student, eliminate sections of the test, and determine how the grade will be
determined prior to giving the test.
.
• decreasing the amount of workpresented or required
.
• having peers take notes or providing a copy of the teacher’s notes
.
• marking students’ correct and acceptable work, not the mistakes
.
• modifying tests to reflect selected objectives
.
• providing study guides
.
• reducing or omitting lengthy outside reading assignments
.
• reducing the number of answer choices on a multiple choice test
.
• tutoring by peers
.
• using authentic assessments with real-life problem-solving
.
• using true/false, matching, or fill in the blank tests in lieu of essay tests
.
• using videos, illustrations, pictures, and drawings to explain or clarify
.
Evidence of Student Learning-CFU's
Please list ways educators may effectively check for understanding in this section.
• Admit Tickets
.
• Compare & Contrast
.
• Create a Multimedia Poster
.
• Define
.
• Describe
.
• Evaluate
.
• Evaluation rubrics
.
• Exit Tickets
.
• Explaining
.
• Fist- to-Five or Thumb-Ometer
.
• Illustration
.
• Journals
.
• KWL Chart
.
• Outline
.
• Question Stems
.
• Quickwrite
.
• Quizzes
.
• Red Light, Green Light
.
• Self- assessments
.
• Study Guide
.
• Teacher Observation Checklist
.
• Think, Pair, Share
.
• Think, Write, Pair, Share
.
• Unit tests
.
Primary Resources
TCI Social Studies Alive! My Community
Ancillary Resources
Social Studies Weekly, Scholastic News, Time for Kids, brainpopjr.com, YouTube/TeacherTube, additional reading
opportunities (reference TCI)