Meeting Needs
Outcomes
SSES1 Identifies ways in which their own needs and the needs of others are met, individually and cooperatively.
CUES1 Communicates some common characteristics that all people share as well as some of the differences.
Resources
Primary society and environment RIC Book
Curric. Links / Lesson focus / Teaching & Learning Activities / Resources/
Teacher notes / Assessment Indicators
Our Needs
Introduction of Needs / · Talk with students about needs in general. Remind them of the basic needs for food, shelter, clothing and love. Talk about other needs such as the need to be happy, feel safe, feel well and healthy, enjoy life, music and beautiful ‘things’. Students complete the ‘Things I need’ worksheet.
· Talk about where families go on a holiday or outing, how long they go for and what they do when they get there. Discuss what families need to take and write a list of items. Discuss why these items are taken. Talk about what is important to take and what wouldn’t matter if it was left behind. Write up a class list of important and not so important things to take. Ask students to draw/write what they would take and why. / ‘Things I need’ worksheet
Plain paper / · Identifies the difference between a ‘need’ and a ‘want’.
Pets basic needs / · Discuss care of pets. Talk about what they need in terms of food and protection, and what we need to do to keep them healthy. Ask students to compare their pets’ needs with their own needs and to look for similarities. Students complete ‘What do pets need?’ worksheet. / ‘What do pets need?’ worksheet / · Recognises that animals also have basic needs.
What happens when people do not have their needs met? / · Ask students to look through magazines and select pictures that show what people need in order to live. Discuss the pictures and have students categorise them into what we need and what we would like. Discuss what happens when people do not have enough to eat or drink, have nowhere to sleep or have no clothing to keep warm. / magazines / · Identifies needs and the consequences of not having their needs met.
Curric. Links / Lesson focus / Teaching & Learning Activities / Resources/
Teacher notes / Assessment Indicators
We Need Food!
Healthy vs Unhealthy foods / · Ask students to collect pictures of food and make a class mural. Categorise food under the headings ‘Food We Need’ (healthy) and ‘Food We Don’t Need’ (best eaten in small amounts/occasionally). Discuss people’s right to have food. Ask students about when they have felt hungry and to describe what it felt like. Talk about people who don’t have enough to eat. Talk about organisations such as World Vision and the Salvation Army and how they help people who don’t have enough to eat. Explain that some of these organisations do more than just give people food they also help people to help themselves by providing seed to grow food or wells for watering crops. / Magazines
Large paper / · Identifies the difference between healthy and unhealthy foods.
Foods at different meals / · Discuss the different foods students eat for breakfast, lunch and dinner. Have student complete the ‘Healthy Foods’ worksheet. / ‘Healthy Foods’ worksheet / · Identifies foods which are eaten at various times of the day.
We Need Shelter!
What is a shelter? / · Discuss: What is a shelter? Why do we need shelters? How do we use them? Talk about what happens when it rains, when it is windy, when the sun is shining, when it is dark, when it is cold. Have students complete the ‘Types of shelters’ worksheet. / ‘Types of shelters’ worksheet. / · Understands what a shelter is and why they are needed.
Homes in different environments / · Read about, and jointly view pictures of, homes in various environments. Discuss how they might be different from and similar to those of students, and how they shelter people in different ways. / stilt houses, canal boat, Bedouin ten, caravans, Australian farmhouses, flats, home for a disabled person. / · Compares and contrasts a variety of different shelters
Shelters for plants and animals. / · Discuss shelters for different pets and also for plants and animals in the environment. Find resources that show a variety of shelters. Discuss students’ perceptions of people who are homeless. Complete ‘Shelter for animals’ Worksheet. / coop, hive, cave, burrow, nest,
‘Shelter for animals’ Worksheet. / · Recognises animals and plants need shelter.
We Need Clothes!
Match clothes to suit environments / · Provide opportunities for students to match clothes with their use in a particular environment, climate or weather condition. Complete ‘Clothes sort’ worksheet. / ‘Clothes sort’ worksheet. / · Matches clothes to weather conditions.
Needs not being met. / · Discuss our right to adequate clothing, considering circumstances where people do not have enough clothes to keep them warm/dry and what can be done to prevent these circumstances from arising. / · Identifies circumstances when people don’t have enough clothing.
Dress ups! / · Have students use materials to clothe a cut out doll according to a variety of weather situations. / scraps of material
cardboard person outline / · Dresses a doll according to a specific weather situation.
Curric. Links / Lesson focus / Teaching & Learning Activities / Resources/
Teacher notes / Assessment Indicators
We Need Love!
Love and belonging / · Read, talk about and jointly view pictures and videos about the need for love and belonging and having people (and pets) who show care and affection toward us. / Pictures and videos / · Recognises different people care for them.
Caring for others / · Discuss the pleasure of caring for others, including family, friends and pets. Ask students how it makes them feel to be loved and cared for. What does it feel like when they think people don’t care? Complete the ‘Caring’ booklet activity. / ‘Caring’ booklet activity / · Identifies how they feel to be loved and cared for.
Strategies for dealing with situations / · Invite students to discuss, draw and write about times when they have felt cared for and loved, and times when they have felt that nobody cared. Provide support and positive strategies for dealing with these situations. / Plain paper / · Identifies times when they have been cared for and time when they’ve felt that nobody cared.
Who loves and cares for us? / · Discuss who provides students with love and care. Discuss the roles of family members and friends. Talk about friendships, pets and favourite toys. Imaginary friends could be discussed. / · Identifies people who care for them.
Where Does It Come From?
Our Shops / · Discuss and jointly observe shops and the people who work in them. Ask students to draw/paint and write about shops, the people who work in them and the goods and services that can be bought. / paint
plain paper / · Identifies local shops, people who work there and the goods and services that can be bought.
Unpaid Workers / · Discuss unpaid workers and their roles, including canteen helpers at school and parents who help in the classroom and at school events. / · Identifies voluntary workers in their community.
Providing Our Own Needs / · Encourage students to think of ways that they provide for their own needs. Discuss what they can do for themselves. Ask questions such as: What can you do by yourself? Can you organise food for yourself when you are hungry? Do you help with family jobs? How do you help others? / · Identifies ways students can provide for their own needs.
Evaluation:
Book List
Needs
Me and My Holiday by Denise Burt
Greetings from Sandy Beach by Bob Graham
Surprise Visit by Libby Hathorn
Going for Oysters Pigs and Honey by Jeanie Adams
Families are Funny by Nan Hunt
Ragged Old Bear by Leone Peguero
Rosies’s Babies by Martin Waddell
Sally’ New Puppy by Eric Allan
Pet Problem by Sally Morgan
Bittangabee Tribe by Beryl Cruse et al
Cherry Dress by Elizabeth Honey
My Grandfater by Barry Dickins
Johnson and friends: the Battle of the Bed by John Patterson
Marty and Mei-Ling by Phil Cummings
Shelters
Way Home by Libby Hathorn
Town House Country Mouse by Carol Jones
Who lives here? by Juliet Partridge
Free Trees by Pat Taylor
Around the World (series)
Animal Shelters by F. Bolton
My Special Place by E Wignell
How Buildings Work (Big book) Science Place
Tree for a Treehouse by Lyn Montgomary
House for Wombats by Michael Dugan
Louise Builds a House by Louise Pfanner
Outside, Inside by Keith Pidgeon and Marilyn Woolley
Better move on, frog by Ron Maris
Types of Families
Let’s Eat by Julie Vivas
Noisy Nora by Rosemary Wells
Zoltan the Magnificent by Bob Graham
Friendship
Willy and Hugh by Anthony Browne
Mr McGee and the Apple Tree by Pamela Allen