Do I want it or need it?

First Grade

Before Class

Standards

ISTE NETS-S:

   Critical thinking, problem solving, and decision-making

      Students will be making informed decisions regarding what is a want and what is a need.  Students should be able             to analyze what is needed in order to live.  Students should be able to make choices on what they could give up. 

ALCOS

[SS 2010] 10.) Describe the role of money in everyday life.

• Categorizing purchases families make as needs or wants.

 

Objectives/Goals

Unit Driving Question: What is the difference between a want and a need?

Objectives:

• Students understand the difference between wants and needs

• Students to understand that making a choice involved giving something up

 

During Class

Time: 30 to 60 minutes

Content

  Vocab

• Choice

• Cost

• Decision making

• Needs

• Goods

• Wants

  General topics

       Understanding the role of money in everyday life by looking at the differences between wants and needs. 

 

Resources/Materials Needed:

  Technology Resources Needed

• Online reading of Something Good by Robert Munsch https://www.youtube.com/watch?v=Dgoxk78Fg7s

• Presentation on the difference of wants and needs https://prezi.com/taapzjih9qbr/class-6-assembly-needs-and-wants/

  Materials Needed

• Chart Paper

• Variety of materials students would see in a super market (such as milk, water, cookies, ice cream, toys, fruit, etc.)

• Drawing paper and pencil/crayons/markers

 

Assessments:

  Questions:

• In your life, what is a want and what is a need?

• What are some things you normally see in the grocery store, and what category do they fall under?

• How do wants and needs differ between families?

  Quizzes:

       No quiz based on this lesson

  Student assessment will be determined informally through carefully listening to the responses students give during         group discussions and class activities. 

 

Activities/Assignments:

1. Students will be asked to think about a time they have gone to the supermarket with their mom or dad.  What are some of the things they saw? Students should be allowed a few minutes to discuss with their peers.  Now allow students to respond with some of the things they see in the supermarket while the teacher charts answers on the chart paper.  Now tell the students we are going to talk about the difference between things we want and things we need.  Define the vocabulary words for this lesson, and use the Prezi to give students a visual aid in understanding wants and needs. Now go back to the chart and help students with differentiating the wants and needs on the list.       Bloom’s Level – Understanding

2. Introduce the story Something Good, and tell students they are going to listen to a story about a family that goes to the supermarket.  Tell students to keep in mind the difference between wants and needs.  After the story, ask them to discuss how wants and needs are identified in this story. 

3. Use the items that were brought in from a grocery story to practice wants and needs by holding them up to the class and having them call out which category the item falls under.                                                                                                 Bloom’s Level – Evaluation (informally testing students on their knowledge of wants and needs)

4. If time permits, allow students to use the drawing paper and pencils/crayons to draw pictures of items that fall under both the want and need category. 

 

Accommodations:

Individual student IEP’s need to be checked for specific accommodations to this lesson.  This may include smaller student groups for a greater understanding of the vocabulary and the differences between needs and wants. 

 

Back-up plan:

If resources for technology are not available, the teacher can still verbally teach the vocabulary words.  The online reading of Something Good can be disregarded and the importance of the difference between wants and needs can be taught without technology.  If the time allotted is too long, students can spend more time on the drawing of their supermarket items and what category they fall under.  If time allotted is too short, teachers can disregard the portion for student to draw their own items. 

 

After Class

Reflection:

What worked:

What did not work:

Changes to make: