Unit Plan 26 (Grade 4 Social Studies): Public Services and Taxes

Focus: Examine how state and local governments fund and deliver public goods and services (like roads, parks, schools, fire and police) and how these connect to producers and consumers in the local economy. Students classify goods vs. services, identify public services vs. private businesses, and explore how taxes help pay for services that benefit the whole community.

Grade Level: 4

Subject Area: Social Studies (Civics • Economics)

Total Unit Duration: 5 sessions (one week), 45–60 minutes per session

I. Introduction

Students explore everyday parts of their community—schools, parks, libraries, roads, firefighters, trash collection—and ask, “Who provides these?” and “Who pays for them?” They learn that many of these are public services provided by state and local governments, funded largely by taxes. Students also practice identifying producers and consumers and sorting goods and services in their local economy. The week ends with a project where students create a Community Services Map & Tax Story that shows how taxes help pay for public services we all use.

Essential Questions

• What are public services, and how do state and local governments provide them?
• How do taxes help pay for things that benefit the whole community, like roads, parks, and schools?
• What is the difference between goods and services, and who are the producers and consumers in our local economy?
• How are public services different from services provided by private businesses?
• Why is it important for citizens to understand how public services and taxes work in their community?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Identify common public services (schools, police, fire, libraries, roads, parks, sanitation) and match them to state/local government levels and agencies when appropriate.
2. Explain in simple terms how taxes help pay for public services that support the common good.
3. Distinguish between goods (things you can touch) and services (actions people do for others) in local/state economies.
4. Identify producers and consumers in examples from both private businesses and public services.
5. Compare a public service (e.g., public library) with a private service (e.g., bookstore) using a T-chart (who provides it, who pays, who can use it).
6. Create a Community Services Map & Tax Story that shows at least three local public services, labels them as services, identifies producers/consumers involved, and explains how taxes help pay for them.

Standards Alignment — 4th Grade (C3-based custom)

• 4.C3.Civ.2 — Describe roles of state/local government (branches, levels, agencies) and public services.
  • Example: Match departments (transportation, parks) to services provided.
• 4.C3.Econ.2 — Identify producers/consumers; classify goods/services in local/state economies.
  • Example: Sort state businesses into goods vs. services with examples.

Success Criteria — Student Language

• I can name several public services in my community and say which level of government is responsible.
• I can explain, in simple words, how taxes help pay for services like roads, schools, and parks.
• I can sort examples into goods and services, and identify who the producers and consumers are.
• I can tell the difference between a public service (like a public park) and a private service (like a movie theater).
• I can create a map or drawing that shows public services and explain how they are funded and used.