Grade 02 Social Studies Unit 08 Exemplar Lesson 02

Grade 2

Social Studies

Unit: 08

Lesson: 02

Suggested Duration: 4 days

Grade 02 Social Studies Unit 08 Exemplar Lesson 02: Government Services and TaxesGrade 02 Social Studies Unit 08 Exemplar Lesson 02: Government Services and Taxes

This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by

supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is

only a recommendation, and districts may modify the time frame to meet students’ needs. To better understand how your district may beimplementing CSCOPE lessons, please contact your child’s teacher. (For your convenience, please find linked the TEA Commissioner’s List ofState Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.)

Lesson Synopsis

One function of government is to provide services for the public. Money is collected to finance these services. This lesson addresses

government services such as libraries, schools, police, firefighters, and parks. This builds upon the previous lesson, Functions of

Government, and lays the groundwork for learning about U.S. government.

TEKS

The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are

required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a

previous or subsequent unit. The TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx?

id=6148.

2.4 History. The student understands how historical figures, patriots, and good citizens helped shape the

community, state, and nation. The student is expected to:

2.4A Identify contributions of historical figures, including Thurgood Marshall, Irma Rangel, John Hancock, and Theodore Roosevelt, who

have influenced the community, state, and nation.

2.5 Geography. The student uses simple geographic tools such as maps and globes. The student is expected to:

2.5B Create maps to show places and routes within the home, school, and community.

2.11 Government. The student understands the purpose of governments. The student is expected to:

2.11A Identify functions of governments such as establishing order, providing security, and managing conflict.

2.11B Identify governmental services in the community such as police and fire protection, libraries, schools,

and parks and explain their value to the community.

2.11C Describe how governments tax citizens to pay for services.

2.13 Citizenship. The student understands characteristics of good citizenship as exemplified by historical figures

and other individuals. The student is expected to:

2.13C Identify other individuals who exemplify good citizenship.

Social Studies Skills TEKS

2.19 Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:

2.19B Create written and visual material such as stories, poems, maps, and graphic organizers to express ideas.

2.20 Social studies skills. The student uses problem-solving and decision-making skills, working independently and

with others, in a variety of settings. The student is expected to:

2.20B Use a decision-making process to identify a situation that requires a decision, gather information,

generate options, predict outcomes, take action to implement a decision, and reflect on the effectiveness

of that decision.

GETTING READY FOR INSTRUCTION

Performance Indicators

Last Updated 05/21/13

Print Date 06/18/2013 Printed By Karen Johnson, MIDLAND ISDpage 1 of 10  

Grade 02 Social Studies Unit 08 PI 02

On a blank map of a community, add symbols and labels for services that the government provides. Write a sentence for three of the services explaining why each

service is important to the community. Then, in a summary sentence, explain how governments pay for the services they provide.

Standard(s): 2.5B , 2.11B , 2.11C , 2.19B

ELPS ELPS.c.5B

Key Understandings

Governments collect taxes from the citizens to provide community services for their community.

—   What services do communities provide?—   Why do communities provide services?—   Why do governments collect taxes?

Vocabulary of Instruction

government services taxes

Materials

blank map of the community

chart or butcher paper

information (books, pictures, brochures, toys or video clips) on police, fire protection, libraries, schools, parks for the Exploration

stations

plastic money or real pennies

T-chart showing government services

Attachments

All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student

assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are

not accessible on the public website.

Teacher Resource: PowerPoint: Individuals Influence Communities

Handout: Government Services Exploration Stations (1 per student)

Handout: Private Sector Picture Cards (1 set for teacher use and 1 set per pair of students, cut apa

Handout: Government Services Picture Cards (1 for teacher and 1 divided set per pair of students)

Teacher Resource: PowerPoint: Example Community Map

Handout: Community Map (1 for teacher use and 2 per student)

Resources

None identified

Advance Preparation

1. Become familiar with content and procedures for the lesson.

2. Refer to the Instructional Focus Document for specific content to include in the lesson.

3. Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson.

4. Preview available resources and websites according to district guidelines.

5. Copy and cut apart the cards from the Handout: Private Sector Picture Cards and the Handout: Government Services Picture

Cards. Make one set for each small group.

6. Gather materials for government service stations (books, pictures, brochures, toys, or video clips) on police, fire protection, libraries,

schools, and parks. Set up the stations for Day 1.

7. Create a blank map of the local community for use in the Evaluate section.

8. Prepare materials and handouts as needed.

Background Information

Communities provide services for their citizens. These services are different from private sector services. Government services are paid for through taxes and fees.

Individuals do not own government services, though private companies can be contracted by communities to provide the services.

Grade 2

Social Studies

Unit: 08

Lesson: 02

Suggested Duration: 4 days

Last Updated 05/21/13

Print Date 06/18/2013 Printed By Karen Johnson, MIDLAND ISDpage 2 of 10  

GETTING READY FOR INSTRUCTION

Teachers are encouraged to supplement and substitute resources, materials, and activities to meet the needs of learners. These lessons are

one approach to teaching the TEKS/Specificity as well as addressing the Performance Indicators associated with each unit. District personnel

may create original lessons using the Content Creator in the Tools Tab. All originally authored lessons can be saved in the “My CSCOPE”Tab within the “My Content” area.

INSTRUCTIONAL PROCEDURES

Instructional Procedures

ENGAGE

Notes for Teacher

NOTE: 1 Day = 50 minutes

Suggested Day 1 ‒ 10 minutes

1. Show pictures of individuals who have contributed to the community, state, and

nation. (See the Teacher Resource: PowerPoint: Individuals Influence

Communities, which includes pictures of individuals studied this year.)

2. Set the purpose of the lesson using words such as:

Individuals can have a huge influence on communities. When people

in communities work together, they can accomplish a great deal.

3. Review the reasons people form communities (e.g., safety and security, shared

values and goals, job specialization, material well-being).

Why do people form communities?

What are the advantages of living in a community?

4. Apply learning to the local community by asking:

What makes our community a nice place to live?

5. Create a list of student responses.

Materials:

chart or butcher paper

Attachments:

Teacher Resource: PowerPoint: Individuals

Influence Communities

EXPLORE – Stations Suggested Day 1 (continued) Day 2 ‒ 50 minutes

1. Continue discussion by talking about goods and services that can be

purchased in the community and ownership of businesses. Concepts of

business ownership and profit can be included in the discussion.

2. Steer conversation to the needs of the community as a whole (safety, security,

manage conflict):

Why do we have a police department?

Why do we have a court system?

Who owns the police department?

3. Introduce the idea and term “government service.”

4. Set up Exploration Stations for government services including police, fire

protection, libraries, schools, and parks.

5. Divide students into groups of four or fewer students, one group for each

service included.

6. Distribute the Handout: Government Services Exploration Stations. At

each station, students will fill out a section of the handout, speculating on the

government service provided and writing a sentence explaining how the

government service helps the community.

7. Students travel through the exploration stations, reading, exploring, and

investigating the materials provided. Allow students enough time to fully explore

the materials provided.

8. Return to the list of reasons the local community is a nice place to live (Engage)

Materials:

chart paper

list of things that make our community a nice

place to live (from the Engage section)

information (books, pictures, brochures, toys, or

video clips) on police, fire protection, libraries,

schools, and parks for the Exploration stations

Attachments:

Handout: Government Services Exploration

Stations (1 per student)

Handout: Private Sector Picture Cards (1 set

for teacher use)

Handout: Government Services Picture

Cards (1 set for teacher use)

Purpose:

Students learn about government services and

think about the ways they benefit from those

services personally.

TEKS: 2.11B; 2.13C; 2.19B

Misconceptions:

Grade 2

Social Studies

Unit: 08

Lesson: 02

Suggested Duration: 4 days

Last Updated 05/21/13

Print Date 06/18/2013 Printed By Karen Johnson, MIDLAND ISDpage 3 of 10  

and add appropriate government services to the list. Discussion may lead to the

addition of other private sector goods and services and government services.

9. On Day 2, use the cards from the Handout: Private Sector Picture Cards and

the Handout: Government Services Picture Cards (cut apart and shuffled)

to implement a concept attainment strategy to help students understand the

difference between government services and private sector goods and

services.

Concept Attainment Strategy: Display the picture cards one at a time, saying

only Yes (if the card shows a government service) or No (if the card shows a

private sector good or service) and placing the cards on a T-chart (not

labeled).

10. Facilitate a brief discussion about the characteristics of the cards in each

section of the T-Chart, helping students infer the characteristics and titles of the

categories.

11. Add the titles to the T-Chart (Government Services, Private Businesses) and

summarize that government services are services provided by the government

for the good of the community

Students readily recognize police and fireman

services as provided by the government, but

they do not always know about other services

provided by the government as a result of taxes

collected such as schools, libraries, and parks.

Instructional Note:

Students usually know that fire and police

protection are government services, but they do

not always know that libraries, parks, and

schools are also government services.

Concept Attainment Strategy: Display the

picture cards one at a time, saying only Yes (if

the card shows a government service) or No (if

the card shows a private sector good/service)

and placing the cards in 2 piles.

Government services – services provided by thegovernment for the good of the community.

Examples include public services such as police,

fire, and street lights; public utilities such as

water, gas, and electricity; transportation

services including road maintenance and

construction, bus or subway systems, airports,

and harbors; and education and recreation

services such as schools, libraries, museums,

parks, and sports facilities. Local governments

generate revenue to pay for these from property

and sales taxes and grants from state and

national governments.

EXPLAIN – Categorizing Suggested Day 2 (continued) ‒ 20 minutes

1. With students in small groups or pairs, distribute a set of cards made from the

Handout: Private Sector Picture Cards (cut apart and shuffled) and Handout:

Government Services Picture Cards (cut apart and shuffled) to each group.

2. Students look at the cards, discuss categories using academic language, and

divide the cards into two categories, one of which is government services, and

explaining why each card is placed in that category.

3. Circulate to ensure students have grasped the concept and are categorizing

correctly.

4. Conduct a gallery walk of student categories.

Attachments:

Handout: Private Sector Picture Cards (1 set

per group)

Handout: Government Services Picture

Cards (1 set per group)

Instructional Note:

Swimming pools could be private, but also public.

EXPLORE – Paying for Government Services Suggested Day 2 (continued) ‒ 20 minutes

1. Return to the chart of government services and ask:

Who pays for these services? (we all do)

2. Facilitate a discussion to help students understand that citizens pay taxes that

are then used to pay for services.

When we all contribute, we are able to accomplish some big projects

that we could not do individually.

3. Distribute five pennies to each student.

4. Then, collect one penny from each student.

5. This penny is their “tax”.

6. Show students the pile of collected pennies and explain using words such as:

This represents taxes. This is how the government pays for

services. Each citizen puts in a portion from their income, sales tax

and property tax.

Materials:

T-chart showing government services

chart paper

plastic money or real pennies

Purpose:

Students make the connection that taxes pay for

our government services.

TEKS: 2.11B, 2.11C

Grade 2

Social Studies

Unit: 08

Lesson: 02

Suggested Duration: 4 days

Last Updated 05/21/13

Print Date 06/18/2013 Printed By Karen Johnson, MIDLAND ISDpage 4 of 10  

When these monies are all put together, the government can pay for

government services.

The community can provide valuable services for all members of the

community, services that include police and fire protection, libraries,

schools, and parks.

EXPLAIN Suggested Day 3 ‒ 5 minutes

1. To review Day 1 learning, students turn to a partner and brainstorm answers to

questions such as:

What kinds of services do communities provide for their citizens?

(e.g., police and fire protection, libraries, schools, and parks)

How do governments pay for the services they provide? (tax citizens)

EXPLORE – Mapping a Community Suggested Day 3 (continued) ‒ 35 minutes

1. Display and distribute a blank map of a community or use the Handout:

Community Map.

2. Lead students to complete their map using the map elements TODAL.

3. Return to the list of things that make our community a nice place to live (from

the ENGAGE section).

4. Lead students to identify appropriate things on the list of government services

(from the ENGAGE section).

5. Model and have students follow along on their own maps adding government

services to the map. Use the Teacher Resource: PowerPoint: Example

Community Map as needed.

6. Once complete, give directions for students to follow on their maps. (e.g., From

the library, travel 1 block west. What other government service is located there?

Park)

Materials:

list of things that make our community a nice

place to live (from the Engage section)

Attachments:

Handout: Community Map (1 per student)

Teacher Resource: PowerPoint: Example

Community Map

Instructional Note:

TODAL:

T = Title

O = Orientation

D = Date

A = Author

L = Legend and Labels

Instructional Note:

The Law­Related Education poster “In YourCommunity Map” could be used as analternative activity.

EXPLAIN Suggested Day 3 (continued) ‒ 10 minutes

1. Students discuss the map, add private businesses, and take turns giving

directions to a partner.

ELABORATE Suggested Day 4 ‒ 10 minutes

1. Facilitate a discussion where students synthesize their learning, providing

answers to the guiding questions and support for the Key Understanding.

Governments collect taxes from the citizens to provide community

services for their community.

—  What services do communities provide?

—  Why do communities provide services?

—  Why do governments collect taxes?

EVALUATE Suggested Day 4 (continued) ‒  40 minutes

Grade 02 Social Studies Unit 08 PI 02

On a blank map of a community, add symbols and labels for services that the government

provides. Write a sentence for three of the services explaining why each service is important to

the community. Then, in a summary sentence, explain how governments pay for the services

they provide.

Standard(s): 2.5B , 2.11B , 2.11C , 2.19B

ELPS ELPS.c.5B

Materials:

blank map of the community

Attachments:

Handout: Community Map (1 per student,

optional)

Grade 2

Social Studies

Unit: 08

Lesson: 02

Suggested Duration: 4 days

Last Updated 05/21/13

Print Date 06/18/2013 Printed By Karen Johnson, MIDLAND ISDpage 5 of 10  

1. Provide students with a blank map of the community or use the Handout:

Community Map.

2. Students individually complete the map as described in the Performance

Indicator.

Purpose:

Students display their understanding of

government services, practice their map skills,

and provide a basic explanation of taxation.

TEKS: 2.5B, 2.11B, 2.11C, 2.19B

Grade 2

Social Studies

Unit: 08

Lesson: 02

Suggested Duration: 4 days

Last Updated 05/21/13

Print Date 06/18/2013 Printed By Karen Johnson, MIDLAND ISDpage 6 of 10  

Grade 2 Social Studies

Unit: 08 Lesson: 02

©2012, TESCCC 04/16/13 page 1 of 1

Government Services Exploration Stations

Station 1

Government Service: ___________________________________________________ How this service helps the community: _____________________________________

Station 2

Government Service: ___________________________________________________ How this service helps the community: _____________________________________

Station 3

Government Service: ___________________________________________________ How this service helps the community: _____________________________________

Station 4

Government Service: ___________________________________________________ How this service helps the community: _____________________________________

Station 5

Government Service: ___________________________________________________ How this service helps the community: _____________________________________

Station 6

Government Service: ___________________________________________________ How this service helps the community: _____________________________________

Grade 2 Social Studies

Unit: 08 Lesson: 02

©2012, TESCCC 04/08/13 page 1 of 1

Private Sector Picture Cards

RESTAURANT

GROCERY STORE

DRY CLEANERS

CAR DEALERSHIP

YARD MOWING

BANK

SHOE STORE

MOVIE THEATER

Microsoft. (Designer). (2010). Clip art [Web Graphic]. Retrieved from http://office.microsoft.com/en-us/images/

Grade 2 Social Studies

Unit: 08 Lesson: 02

©2012, TESCCC 04/08/13 page 1 of 1

Government Services Picture Cards

LIBRARY

SWIMMING POOL

POLICE OFFICERS

FIRE STATION

TRAFFIC LIGHT

PARKS

STREETS

SCHOOLS

Microsoft. (Designer). (2010). Clip art [Web Graphic]. Retrieved from http://office.microsoft.com/en-us/images/

Grade 2 Social Studies

Unit: 08 Lesson: 02

©2012, TESCCC 10/23/12 page 1 of 1

Community Map Add symbols or labels in the boxes for services the government provides. Write a sentence

in each box explaining why this service is important.

How does the government pay for these services they provide to the community?