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Objectives:
· Students learn the meaning of goods, services, producers, and consumers by locating and gathering information about three examples. They create a poster showing the producers and products. They also show on the poster how they as consumers use them and are appreciative of them.
· Students will be able to demonstrate their understanding of the terms "goods", "services", "producers", and "consumers" by accurately drawing on a poster three pictures of examples of producers in the producers column, by describing by picture or text the three corresponding goods or services in the goods or services column, and in the consumer column writing three sentences for each row, that state how the student uses it, why the student appreciates it, and a new fact about the producers or goods and/or services.
· Students will be able to accurately and within 30 minutes locate and use three information facts from pre-selected non-fiction books about their producers and goods and/or services with assistance.
· Students will be able to identify, within fifteen minutes, three appropriate books to meet their information need of three new facts about their producers and goods and/or services by reading book titles, and looking through the text and pictures.
· Students will be able to write in the citation section of the poster, with correct capitalization and spelling, the titles of the books that they used for information to complete the poster.
· Students will discuss and formulate answers with the teacher librarian or the classroom teacher to all the parts of the Product and Process Checklist.
Materials:
· Poster board with organizer information for each student.
· Crayons or markers.
· Lined paper
· Glue sticks.
· Pencils and erasers.
· Scissors.
Resources:
· Maynard, Christopher. Jobs People Do. New York: DK Publishing, 1997.
· Collection of Community Helper Books of various reading levels such as the Community Helpers. Bridgestone Books, First Facts: Community Helpers at Work. Capstone Press, Helpers in Our Community series. Pebble Books, and Welcome Books. Hard Work series.
Day 1: The teacher librarian will introduce the idea of goods and services by reading sections on "diver", "fisherwoman", and "farmer" from the book Jobs People Do.
The teacher librarian will define the terms "goods" and "services". S/he will then lead a discussion with the students by asking which workers in the book produced goods, and which produced services. Students would then be asked to name the goods and services.
The classroom teacher will then continue the discussion by explaining that another word for a person who uses the product or service is "consumer". Another word for the worker is "producer"
The teacher librarian will quickly review the difference between fiction and nonfiction (introduced last year) by going over the definitions of fiction and nonfiction.
The teacher librarian will explain that the students will be looking in nonfiction books for information about 3 workers that they pick from a list. Students will be creating a three-column poster. In the first column ("Producer") they draw a picture of the worker and label the picture with the type of the worker, for example, "police officer". In the middle column ("Goods or Services") they either draw a picture or write a sentence identifying and describing the product or service provided by the worker. In the last column ("Consumer") they write at least 3 sentences about what they as consumers know about the worker or good/service. In the first sentence, they write a new fact they learned from the book. In the other two sentences, they write how they use the good/service, and why they appreciate it. The student will repeat this for the other two workers.
The teacher librarian will show the poster organizer [see Supporting Files] pointing to the different sections as she explains the assignment, and asks students if they have any questions about it.
Each student will then be given a piece of poster board 11x17. The poster board will already have the title "I'm Thankful for Goods and Services" on it. The poster board will also already have 3 columns with spaces for the required information that the students will add.
Students will be directed to begin drawing the pictures of the producers in the first column.
The teacher librarian and the classroom teacher will observe whether the students are accurately drawing pictures of the producers in the first column.
Day 2: The teacher librarian will think aloud, selecting from the books displayed on tables an appropriate book that will have the needed information in it. S/he will look at the title, checking to see if the book has helpful pictures, and if the text is at the right level.
The teacher librarian and the classroom teacher will observe whether the students are selecting correct books, finding needed information, writing three sentences as assigned, and completing the rest of the poster elements.
Day 3: The teacher librarian will tell the students that as they finish their posters, they should hand them in, and discuss and complete the Product and Process Checklist [see Supporting Files] with the teacher librarian or classroom teacher.
When all students have finished their posters, the teacher librarian and the classroom teacher will have all the students sit in a circle. They will go around the circle and say what goods and services they are thankful for and why.
