Needs and Wants s1

Grade 1

Social Studies

Unit: 09 Lesson: 01

Lesson Synopsis:

In this lesson, students will review the concepts of needs and wants. Through the use of fables, fairytales, and other literature, students learn about the differences between needs and wants. They examine the reasons why people can’t have everything they want and consider that individuals who want more than they can have often requires the person to make choices.

TEKS:

1.7 / Economics. The student understands how families meet basic human needs. The student is expected to:
1.7A / Describe ways that families meet basic human needs.
1.7B / Describe similarities and differences in ways families meet basic human needs.
1.8 / Economics. The student understands the concepts of goods and services. The student is expected to:
1.8A / Identify examples of goods and services in the home, school, and community.
1.9 / Economics. The student understands the condition of not being able to have all the goods and services one wants. The student is expected to:
1.9A / Identify examples of people wanting more than they can have.
1.9B / Explain why wanting more than they can have requires that people make choices.
1.15 / Culture. The student understands the importance of family and community beliefs, customs, language, and traditions. The student is expected to:
1.15A / Describe and explain the importance of various beliefs, customs, language, and traditions of families and communities.
1.15B / Explain the way folktales and legends such as Aesop’s fables reflect beliefs, customs, language, and traditions of communities.

Social Studies Skills TEKS:

1.17 / Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to:
1.17C / Sequence and categorize information.
1.18 / Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
1.18A / Express ideas orally based on knowledge and experiences.
1.18B / Create visual and written material including pictures, maps, timelines, and graphs.
Getting Ready for Instruction
Performance Indicator(s):

· Create a graphic organizer (T-chart) categorizing examples of wants and needs. Orally tell about a time when you wanted more than you could have and give a reason people cannot have all they want. (1.9A, 1.9B; 1.17C; 1.18A, 1.18B)

Key Understandings and Guiding Questions:

· Los bienes y servicios limitados hacen que las personas tengan que tomar decisiones para satisfacer sus deseos y necesidades.

— ¿Qué son las necesidades?

— ¿Qué son los deseos?

— ¿Qué son los bienes y servicios?

— ¿Por qué tienes que tomar decisiones cuando quieres algo?

— ¿Cómo los bienes y servicios que necesitamos afectan nuestras decisiones?

— ¿Cuáles son las consecuencias de desear más de lo que puedes tener?

Vocabulary of Instruction:

Grade 1

Social Studies

Unit: 09 Lesson: 01

· necesidades

· deseos

· bienes

· servicios

· comprar

· trueque

· escasez

· recursos naturales

Grade 1

Social Studies

Unit: 09 Lesson: 01

Grade 1

Social Studies

Unit: 09 Lesson: 01

Materials:

· Refer to the Notes for Teacher section for materials.

Appropriate materials may be substituted as needed to incorporate district resources and availability.

Grade 1

Social Studies

Unit: 09 Lesson: 01

Attachments:

· Teacher Resources: Pictures for Needs and Wants Bags (1)

· Handout: Venn Diagram (1)

· Teacher Resource: Venn Diagram KEY (1)

· Handout: Goods and Services (one set per pair of students)

· Handout: Needs and Wants T-Chart (1 per student)

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. Duplicate the Teacher Resource: Pictures for Needs and Wants Bags and mount on construction paper. Place needs cards in one gift bag and wants cards in another gift bag.

5. Prepare to display the Handout: Venn Diagram.

6. Select a grade-appropriate fable that includes the concepts wants/needs and/or goods/services.

7. Select a grade-appropriate fairy tale with concepts of wants/needs and/or goods/services.

8. Prepare four scenarios on chart paper that describe a situation where a person wants more than they can have and needs to make a decision.

9. Gather enough magazines and/or catalogs so each child has at least one.

10. Write the following titles on five sheets of chart paper or five sections of white bulletin board paper: Water, Soil, Trees, Metals, Oil/Gas (one title on each sheet)

11. Duplicate the Handout: Needs and Wants T-Chart for each student.

Background Information:

Goods and Services – goods are things people can touch and feel such as groceries, toys, and computers. Services are not physical things. Instead, people provide services to other people through activities such as waiting tables, carrying bags, or programming computers to respond to requests for information.

GOODS AND SERVICES

Including, but not limited to:

• Examples of goods in the home: food, toys, computer, clothes, sink

• Examples of goods in the school: food, books, desks, pencils, computers

• Examples of goods in the community: vegetables and fruits, cars, clothes, furniture, traffic lights

• Examples of services in the home: take out the trash, walk the dog, set the table

• Examples of services in the school: safety patrol, PTA volunteers

• Examples of government services in the community: police department, fire department, trash collecting

Choice – to choose or make a choice is to pick an alternative or select between options

Wants – things that are desired but not necessary for survival; economic wants are desires that can be satisfied by consuming a good, service, or leisure activity Needs – things that are required; humans require three things to survive: food, clothing, and shelter. People need food to eat, clothes to wear, and a house to live in. They work to make a living to buy these things, or they make them. In some cultures people make their own clothes from wool they get from the sheep they raise. Others grow cotton and spin it into cloth for themselves or to sell to businesses which spin it and make it into clothing. Farmers provide most grain and meat to factories which process it into food for distribution through grocery stores. People can choose to pay rent or buy or build their own houses. These are some ways people meet their basic human needs. Some people experience better standards of living; they eat better food, wear nicer clothes, and live in bigger houses than other people. While people can be happy with less, those who do not meet all three basic needs may not survive.

Definitions courtesy of the Social Studies Center [defunct]. (2000). Glossary. Austin: Texas Education Agency.

Getting Ready for Instruction Supplemental Planning Document

Instructors are encouraged to supplement and substitute resources, materials, and activities to differentiate instruction to address the needs of learners. The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus Document for this unit. Instructors are encouraged to create original lessons using the Content Creator in the Tools Tab located at the top of the page. All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.

Instructional are Procedures
Instructional Procedures / Notes for Teacher /
ENGAGE – Introduce needs and wants / NOTE: 1 Day = 30 minutes
Suggested Day 1 – 5 minutes
1. Say:
· We are going to pretend it is our birthday.
Ask:
· What do we get on our birthday? (Possible responses: presents, gifts, etc.)
Say:
· We usually get something that we need or want.
2. Bring out gift bags with cards from Handout: Pictures for Needs and Wants Bag. Using the “need” bag, ask one child at a time come and draw out a card. Ask them to identify the picture on the card. Tell them to stand to the left facing the rest of the class.
3. Follow the same procedure with the “wants” gift bag. Tell them stand to the right facing the rest of the class.
· Point to the students to the left of you. Look at all these things. How are they alike? (Responses will vary.) These are all things we need. A need is something we have to have to live. We have to have food, a place to live, clothes, and water.
· Point to the students to the right of you. Look at all these things. How are they alike? (Responses will vary.) These are all things we want. A want is something we would like to have, but we don’t need to survive.
· Students give their card to someone in the audience. / Materials:
· Two gift bags
Attachments:
· Handout: Pictures for Needs and Wants Bag
Purpose:
· The purpose of this section of the lesson is to review the concept of needs and wants.
TEKS: 1.7A, 1.7B; 1.17C; 1.18A, 1.18B
Instructional Note:
· Needs and wants were discussed in kindergarten. This is a review of needs and wants in preparation for investigating the concept of wanting more than we can have.
· Most children do not think in terms of basic needs because their basic needs are being fulfilled. They often consider wants as needs. For instance, they will say they need a new bike or a new computer.
EXPLORE – Venn diagram / Suggested Day 1 (continued) – 8 minutes
1. Direct students now holding the cards come up to the front with their cards.
2. Display the Handout: Venn Diagram.
3. Draw a large Venn Diagram on the board. Model the Venn Diagram by comparing two students.
· Say: We can use this organizer called a Venn diagram to show how things are alike and different. Select one boy student and one girl student. Write the boy’s name at the top of one circle, and write the girl’s name above the second circle.
· Say: We are going to compare these two students.
· Ask: How are these two students alike? (Answers may include they are both humans, both 1st graders, both go to ______(your school’s name). Record the answers in the middle of the diagram)
· Ask: How are these two students different? (Answers may include one is boy, one is a girl; one is taller, one is short; one has short hair, the other has long hair, etc.) Record answers in the outer circle areas as appropriate.
· Explain that using a Venn Diagram we can compare two different things or ideas, just like we did with the two students.
· Explain that a Venn Diagram can help us compare needs and wants.
4. Facilitate a discussion about the “needs” of shelter, water, food, and clothing. Instruct students with the “needs” pictures to place them in the middle of the Venn diagram (the area where the two circles overlap). Explain all people of have these needs no matter who they are, including the two students selected for the Venn Diagram modeling activity.
5. Facilitate a discussion about “wants.” Explain that “wants” are things we do not need to survive. They are “extra” things we desire to make our lives more enjoyable. Instruct the remaining students to look at their picture and decide which of the students might want their object. Let the children come and put those pictures in the circle by the name to show that the outer cards represent unique “wants” for the boy and girl students, while the middle cards are their common “needs” for survival. (Note: There is no right or wrong answer in placing the “want” cards with either the boy or the girl.)
6. Ask: How do we get the things we need and want? (Possible responses: go to the store, buy them, parents give them to us, etc.)
7. Explain that people get things that they want by buying, trading/bartering, or producing (or making) their wants and needs. Draw the chart in on the board reflected in the “Notes for Teacher.”
8. Students brainstorm ways people produce, buy, or trade to meet their wants and needs. Students or the teacher can scribe responses on the chart in the correct columns. / Materials:
· Two hula hoops (optional)
Attachments:
· Teacher Resource: Venn Diagram
· Teacher Resource: Venn Diagram KEY
Purpose:
· The purpose of this section of the lesson is to learn the difference between wants and needs and how people attain those wants and needs.
TEKS: 1.7A, 1.7B; 1.17C; 1.18A, 1.18B
Instructional Note:
· Options for Venn diagram - draw a large Venn diagram on chart paper or use two hula hoops that intersect.
· If time permits, read a children’s book or books about family customs, traditions, and beliefs that may influence different families’ wants.
Chart for Buying and Trading/Bartering:
Buy / Trade/Barter / Make/Produce
EXPLAIN – Exit card / Suggested Day 1 (continued) – 5 minutes
1. Exit card:
· Students draw a picture of something that everyone needs and write one sentence that explains why it is needed. Students draw and write their response on an index card.
· Collect the “Exit cards” as a quick formative assessment to make sure students grasp this basic concept and identify students who may need additional instruction.
· Circulate as students fill in their exit cards. / Materials:
· Index cards
Purpose:
· The purpose for this section of the lesson is to demonstrate an understanding of needs by drawing a picture illustrating needs.
TEKS: 1.7A, 1.7B; 1.17C; 1.18B
EXPLORE – Goods and Services / Suggested Day 1 (continued) – 7 minutes
1. Display pictures from Handout: Pictures for Needs and Wants Bags again and also display objects.
2. Facilitate a discussion about goods. Explain that goods are products or items that meet our wants and needs. Provide several examples of goods.