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Social Studies

Grade 3: Social Studies: Goods and Services

Instructional Design: S. Muzichuk

Stage 1 - Desired Results

Established Goals:
Social Studies General Outcomes:
Differences between goods and services
Communities depend on each other for the exchange of goods and services

ICT Outcomes:
Below is a pdf file identifying all of the ICT outcomes touched on throughout this project. Click on the file to download it to your computer.

Enduring Understandings:
The students will understand goods and services available in their community. There are advantages and disadvantages to the exchange of goods and services.

Essential Questions:
Why do communities exchange goods and services?
Why do different communities produce different goods? Provide different services?
What are the advantages and disadvantages to the exchange of goods and services?

Students will know and be able to:
-classify examples of goods and services, produced in rural and urban communities
-appreciation of the role that goods and services plays in students’ lives
-summarize the advantages and disadvantages of the exchanging of good/services
-summarize the advantages and disadvantages of exchanging of goods/services
-awareness of some of the problems associated with the exchange of goods and services
-appreciation for the exchange of goods and services between communities
-draw conclusions about the positive and negative aspects of exchanging goods and services between communities

Stage 2 - Assessment Evidence

Performance Task(s)
The Town of Legal has land developed for housing. Your job is to try and promote the Town of Legal so that people will want to buy the land and move here. You will produce a 'trading card' presenting a good or service acvailable in town. You need to choose a picture of the good or service along with some facts about it.  Remember, you are trying to convince people to move to Legal!You will be evaluated by a rubric.

Other Evidence (Quizzes, test, etc)
Oral presentation in class
Classification of the cards and examples given when playing with the cards

Self Assessment
Student  project  evaluation

Stage 3 - Learning Plan

Teaching and Learning Activities
In class:
Students have previously learned about needs and wants.
Students will learn about
-the difference between goods and services
-goods produced in rural/urban communities
-services available in rural/urban communities
-influence of geographic factors on goods produced/services available (ex. location, climate, type of land, resources available)
-examples of communities established because of their ability to produce goods/provide services for others
-goods and services brought into rural/urban communities
-ways goods are transported and service delivered
-advantages of the exchange of good and services, such as: convenience, variety, sharing of ideas, gives more free time...
-disadvantages of the exchange of good and services, such as: competition, loss of farmland, air and water pollution...
Trading cards on goods and services in Legal (the students will gather information from class brainstorming, Internet, brochures, parents or other local town people, and own personal knowledge). Give students task description sheet and have them choose their service or good to research. Send research material at home to finish gathering information.
The teacher must place the Inspirations template and the trading card template into the class' assignment folder. The teacher needs to takes digital pictures of the services and goods and place them in the appropriate student folders. Take 2 pictures of each place, a very good one and another less complete/adequate. This part could be done by a parent volunteer as well.
Lab period 1:
Introduction and goal
Login to Appleshare
Proper position
Finger position
Inspirations overview:
Open new document
Rapid Fire
Add notes
Add graphics
Lab period 2:
1.Inspirations review.
2. Have students drag and drop Inspirations template into personal folders.
3. Students start transferring the information gathered onto Inspirations template in preparation for trading card. They must write in complete sentences.
Lab period 3:
1. Choose picture
Have students open both pictures and decide which one represents their good or service better. Have them record on the template which one will suit the card best and why.
2. Finish filling out the Inspiration template. The students who work faster can fill out the blue bubbles. Only the green ones are necessary for the average student.
Look at the rubric and check spelling!
Lab period 4:
1. Have students drag and drop Trading Card template in their personal folder
2. Demonstrate how to navigate between the trading card template and the Inspirations template. Demonstrate how to copy and paste the sentences (one bubble at a time) to the trading card. Show how to format text. Talk about the need to have the same font and size for all the information. Titles should be somewhat bigger and could be a different font although both titles should be consistent in font and size.
Lab period 5:
1. Show how to insert picture and resize to fit in the box.
2. Students print trading card and and cut and glue both sides to manilla tag. They  prepare for their oral presentation.

Additional Teacher Resources
These are documents for teachers and/or students that were developed to support the project.  Documents will always be available in pdf format as well as in the original format created (e.g. MS Word, AppleWorks, Inspiration, etc)


Click here to download a pdf version of the rubric


Student Exemplars

The following exemplars represent an excellent, adequate and limited student samples. Please click on the exemplar to download a copy.  NB - You will need AppleWorks 6 installed on your computer to view.


 Last Modified: 3 August,2005