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Do we really really need it? Or do we want it? I. Objectives Essential Questions: a.

. What are the differences in needs and wants? NCSS Theme(s): a. Culture b. Global Connections c. Production, Distribution, and Consumption Social Studies VA SOL 1.8: The student will explain that people make choices because they cannot have everything they want. Language Arts VA SOL 1.3: The student will adapt or change oral language to fit the situation. a) Initiate conversation with peers and adults. Language Arts VA SOL 1.13: The student will write to communicate ideas for a variety of purposes. a) Generate ideas. b) Focus on one topic. Visual Arts VA SOL 1.5: The student will create art from real and imaginary sources of inspiration. Students will be able to compare between wants and needs.

II. Materials for Learning Activities Teacher Materials 1. Toys and Need Materials for sorting activity (teacher discretion). 2. Do I Need It? OR Do I Want It? Making Budget Choices by Jennifer S. Larson Student Materials 1. Needs & Wants teacher made worksheet. 2. Pencils and erasers. 3. Scissors. III. Procedures for Learning Activities Introduction (~10 mins) o To begin this lesson a bit differently, teacher will start by asking the students to sort items of wants and needs on the carpet, collaboratively as a whole class. The sort will be an open sort. Meaning, the students will sort according to their own categories. The items, obvious items - realistic versions of them - will be set on the carpet for the students to sort. After all students have had an opportunity to sort, students will be prompted to sit in a circle, around the carpet.

Next, teacher will sort, silently in front of the students, to wants and needs categories. Then, the students will be instructed to vocalize their observation of teacher sort.

o Instructional strategies (~20 mins) Teacher will say the following: As economists, you will be stating your observations. (Teacher will generate a chart to scribe their thoughts) How did you sort the items? What were you thinking when you sorted the items? How did I sort the items? What were my categories? Next, teacher will read the book: Do I Need It? OR Do I Want It? Making Budget Choices to verify or reject some of the observations. This will allow the class to revise their list. If there are certain observations are incorrect, teacher will say: Like scientists, economists observe and revise their observations. Hence, it is okay to take risks! :) Now that we have read the book, and talked about our categories, needs and wants, lets define. What does need mean? What does want mean? Is it important to know the difference? Why? Teacher will ask the students to go back to their desks and independently sort the items on the columns. Summary (~10 mins) o Students will be sent to their desks to work independently on the teacher made worksheets. o Wants and Needs Video will be shown after the worksheet has been completed.

o Students will also be asked to make a list of items (students have to write it down with their parents help) that exists in their homes that is a want and not a need. They will share tomorrow during morning meeting. Teacher will also share his/her needs and wants from her house. IV. Assessment Students will be assessed based on the discussion on the carpet. Students will also be assessed post-interactive read aloud Anecdotal notes using address labels. Students comprehension will also be assessed based on the worksheet. Students will be also observed via their generated list from home.

V. Differentiation and Accommodations

Differentiation Kinesthetic Learners will be appealed by cutting, pasting, and physically sorting the goods and services. Visual Learners are also catered to as they are visually seeing the pictures that are being sorted. Visual Learners are also appealed to through the viewing of the video. Auditory Learners will have the opportunity to listen and orally explain during carpet discussion. Students interests are valued when they are asked to generate a list of items from their respective household. Students will be accommodated according to their needs. ELL students will have access to extra help, such as dictation, to help them through the process.


VI. Technology Integration The computer and SMARTBoard were utilized to present the video.