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Lesson Plan by Maggie M. Larche M.A.

Goods vs. Services

Pixton Lesson Plan on Goods vs. Services

Make economic concepts come to life with comics!

Including these awesome activities:
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Featured Layouts

When students complete the activities in this lesson plan, they will use the following comic layout types.

  • Mind Map
  • Comic Strip
  • Storyboard
  • Graphic Novel
  • Timeline

Your students will create amazing images like these in no time!

This free, printable Pixton lesson plan brings economic concepts to life with comics and storyboards.
Pixton Lesson Plan on Goods vs. Services
Pixton Lesson Plan on Goods vs. Services

Featured Props

Goods vs. Services

Student creations come alive with these themed objects – in addition to our library of over 3,000 props!

  • Bed
    Bed
  • Bottle
    Bottle
  • Clipboard
    Clipboard
  • Hoe
    Hoe
  • Limousine
    Limousine
  • Screwdriver
    Screwdriver
  • Television
    Television
  • Till
    Till
  • Tractor
    Tractor
  • Tube
    Tube
Print this Teacher Guide

Teacher Guide

Goods vs. Services

Step 1Class discussion with students

Getting Started

Before you begin the lesson, ask students to brainstorm a list of five to ten local businesses. Write these on the board for reference after the opening discussion.

Opening Discussion

All products for sale are either a good or a service. Begin by going over the definitions of these two terms with your students:

  • A good is something that is tangible. It's an item that can be held or touched. Ask students for examples. (Examples include toys, bikes, furniture, cars, machinery, plants, etc.)
  • A service is work performed for others. Ask students for examples. (Examples could be the dentist, dry cleaners, dog walkers, realtors, etc.)

Everything for sale falls under one of these two categories. People make money at their jobs by selling either a good or a service. They get paid by selling products.

Go back to the list of local businesses you compiled at the beginning of the lesson. Go through one by one and ask students to identify whether the business provides a good or a service. (Some may provide both.) Once you've finished the list, ask students to classify whether you, as a teacher, are providing a good or a service.

Step 2Pixton comic-making activities
  • Make a Mind Map
    Goods vs. Services Mind Map

    View Activity
  • Make a Comic Strip, Storyboard, or ...
    Buying Both

    Have students share their comics with the class. Compile a class list of all the different goods and services that students thought of for the art studio to sell.

    View Activity
  • Make a Storyboard
    Relative Examples

    A great extension activity is to bring in some relatives to speak to the class about their jobs.

    View Activity
  • Extension / Modification
    Dream Job (Extension / Modification)

    Ask students to think of their dream jobs. Have each student create a mind map for the job he or she would like to have one day. Each separate panel should show one thing to like about the career.

Step 3Concluding discussion with students

Great businesses are made up of many parts, but they all start with a great product. Whether it be a good or a service, a strong product is what drives sales to a business and enables it to pay its employees.

Remind kids that every good or service that they see for sale helps to support someone's job.

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Pixton Activity: Goods vs. Services 1 Goods vs. Services Mind Map

Featured Layouts

  • Mind Map

Instructions

Create two mind maps, one for goods and one for services. For each category, come up with at least three illustrations of that type of product. Finally, in the description for each panel, write why the item is a good or a service.

Rubric: Goods vs. Services Mind Map

Use this interactive rubric for easy, thorough assessment. It can even be used by students for self-assessment!

5 4 3 2 1
Understanding of Concepts • explains with extensive detail
• numerous connections made between concept and activity
• illustrations and descriptions are comprehensive
• explains with detail
• considerable connections made between concept and activity
• illustrations and descriptions have purpose
• explains with sufficient detail
• several connections made between concept and activity
• illustrations and descriptions have basic purpose
• explains with limited detail
• limited connections made between concept and activity
• illustrations and descriptions have little purpose
• explains with no detail
• very few connections made between concept and activity
• illustrations and descriptions have no purpose
Inquiry/Research Skills • Extensive use of details; support from a wide variety of sources
• Facts are accurate and complete
• Sources are accurately listed
• Considerable use of details; support from several sources
• Facts are accurate
• Sources are accurately listed
• Includes several relevant details; basic use of sources
• Facts are consistent
• Sources listed
• Some relevant details included; sources are limited
• Facts contain some inaccuracies
• No sources listed
• Very few relevant use of details
• Facts are inaccurate or false
• No sources listed
Communication • excellent communication of ideas
• statements are dynamic with extensive development
• descriptions are purposeful and well organized
• effective communication of ideas
• statements are powerful with appropriate development
• descriptions are concise and organized
• sufficient communication of ideas
• statements are consistent with increasing development
• descriptions are basic and organized
• poor communication of ideas
• statements are general with some development
• descriptions are limited and unorganized
• inadequate communication of ideas
• statement are general with little development
• descriptions are incomplete and unorganized
Style • correct sentence structure, grammar, spelling and punctuation; may include some errors in complex structures
• panels are highly organized with exceptional use of supporting details
• few errors in basic sentence structure, spelling, punctuation, or grammar; errors do not interfere with meaning
• panels have excellent organization with effective use of supporting details
• occasional errors in sentence structure, spelling, punctuation, or grammar; errors rarely interfere with meaning
• panels have basic organization and supporting details
• several errors in sentence structure, spelling, punctuation, or grammar; errors may make parts hard to follow
• panels have limited organization and supporting details
• repeated errors in basic sentence structure, spelling, punctuation, or grammar often make the writing hard to understand
• panels are unorganized and lack supporting details
Total
Print this Activity

Pixton Activity: Goods vs. Services 2 Buying Both

Featured Layouts

  • Comic Strip
  • Storyboard
  • Graphic Novel
  • Timeline

Intro

Some businesses provide only goods, while others only services. However, many businesses provide some mixture of the two. They'll sell items you can take home with you while also providing some sort of service.

For instance, a garage door company might sell garage doors (a good) but might also send people out to repair your existing door (a service).

Instructions

Imagine that you are walking into an art studio. Your mission is to purchase both a good and a service. Draw a comic showing what two things you would decide to buy.

Rubric: Buying Both

Use this interactive rubric for easy, thorough assessment. It can even be used by students for self-assessment!

5 4 3 2 1
Understanding of Concepts • explains with extensive detail
• numerous connections made between concept and activity
• illustrations and descriptions are comprehensive
• explains with detail
• considerable connections made between concept and activity
• illustrations and descriptions have purpose
• explains with sufficient detail
• several connections made between concept and activity
• illustrations and descriptions have basic purpose
• explains with limited detail
• limited connections made between concept and activity
• illustrations and descriptions have little purpose
• explains with no detail
• very few connections made between concept and activity
• illustrations and descriptions have no purpose
Inquiry/Research Skills • Extensive use of details; support from a wide variety of sources
• Facts are accurate and complete
• Sources are accurately listed
• Considerable use of details; support from several sources
• Facts are accurate
• Sources are accurately listed
• Includes several relevant details; basic use of sources
• Facts are consistent
• Sources listed
• Some relevant details included; sources are limited
• Facts contain some inaccuracies
• No sources listed
• Very few relevant use of details
• Facts are inaccurate or false
• No sources listed
Communication • excellent communication of ideas
• statements are dynamic with extensive development
• descriptions are purposeful and well organized
• effective communication of ideas
• statements are powerful with appropriate development
• descriptions are concise and organized
• sufficient communication of ideas
• statements are consistent with increasing development
• descriptions are basic and organized
• poor communication of ideas
• statements are general with some development
• descriptions are limited and unorganized
• inadequate communication of ideas
• statement are general with little development
• descriptions are incomplete and unorganized
Style • correct sentence structure, grammar, spelling and punctuation; may include some errors in complex structures
• panels are highly organized with exceptional use of supporting details
• few errors in basic sentence structure, spelling, punctuation, or grammar; errors do not interfere with meaning
• panels have excellent organization with effective use of supporting details
• occasional errors in sentence structure, spelling, punctuation, or grammar; errors rarely interfere with meaning
• panels have basic organization and supporting details
• several errors in sentence structure, spelling, punctuation, or grammar; errors may make parts hard to follow
• panels have limited organization and supporting details
• repeated errors in basic sentence structure, spelling, punctuation, or grammar often make the writing hard to understand
• panels are unorganized and lack supporting details
Total

Example Comic Strip

Goods and Services Comic by Student

Here's the link to share this comic:

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Pixton Activity: Goods vs. Services 3 Relative Examples

Featured Layouts

  • Storyboard

Intro

Everyone with a job works for an income. Income is the amount you are paid for doing your work. It is money coming in.

Think of some of your adult relatives. Do they have jobs? If so, they are working so that they can be paid.

Instructions

Pick three of your adult relatives to use in a storyboard. In each panel, show one of your relatives performing his or her job. Put the job title at the top, and explain whether it is a good or service in the description.

Rubric: Relative Examples

Use this interactive rubric for easy, thorough assessment. It can even be used by students for self-assessment!

5 4 3 2 1
Understanding of Concepts • explains with extensive detail
• numerous connections made between concept and activity
• illustrations and descriptions are comprehensive
• explains with detail
• considerable connections made between concept and activity
• illustrations and descriptions have purpose
• explains with sufficient detail
• several connections made between concept and activity
• illustrations and descriptions have basic purpose
• explains with limited detail
• limited connections made between concept and activity
• illustrations and descriptions have little purpose
• explains with no detail
• very few connections made between concept and activity
• illustrations and descriptions have no purpose
Inquiry/Research Skills • Extensive use of details; support from a wide variety of sources
• Facts are accurate and complete
• Sources are accurately listed
• Considerable use of details; support from several sources
• Facts are accurate
• Sources are accurately listed
• Includes several relevant details; basic use of sources
• Facts are consistent
• Sources listed
• Some relevant details included; sources are limited
• Facts contain some inaccuracies
• No sources listed
• Very few relevant use of details
• Facts are inaccurate or false
• No sources listed
Communication • excellent communication of ideas
• statements are dynamic with extensive development
• descriptions are purposeful and well organized
• effective communication of ideas
• statements are powerful with appropriate development
• descriptions are concise and organized
• sufficient communication of ideas
• statements are consistent with increasing development
• descriptions are basic and organized
• poor communication of ideas
• statements are general with some development
• descriptions are limited and unorganized
• inadequate communication of ideas
• statement are general with little development
• descriptions are incomplete and unorganized
Style • correct sentence structure, grammar, spelling and punctuation; may include some errors in complex structures
• panels are highly organized with exceptional use of supporting details
• few errors in basic sentence structure, spelling, punctuation, or grammar; errors do not interfere with meaning
• panels have excellent organization with effective use of supporting details
• occasional errors in sentence structure, spelling, punctuation, or grammar; errors rarely interfere with meaning
• panels have basic organization and supporting details
• several errors in sentence structure, spelling, punctuation, or grammar; errors may make parts hard to follow
• panels have limited organization and supporting details
• repeated errors in basic sentence structure, spelling, punctuation, or grammar often make the writing hard to understand
• panels are unorganized and lack supporting details
Total

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