Grade 01 Social Studies Unit 09 Exemplar Lesson …...Grade 01 Social Studies Unit 09 Exemplar Lesson 01: Needs and Wants This lesson is one approach to teaching the State Standards

Grade 1

Social Studies

Unit: 09

Lesson: 01

Suggested Duration: 5 days

Grade 01 Social Studies Unit 09 Exemplar Lesson 01: Needs and WantsGrade 01 Social Studies Unit 09 Exemplar Lesson 01: Needs and Wants

This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by

supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a

recommendation, and districts may modify the time frame to meet students’ needs. To better understand how your district may be implementingCSCOPE lessons, please contact your child’s teacher. (For your convenience, please find linked the TEA Commissioner’s List of State Board of

Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.)

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 whowant more than they can have often requires the person to make choices.

TEKS

The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by

Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent

unit. The TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148.

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 valid sources, including electronic technology. The student is expected to:

1.17C Sequence and categorize information.

1.18 Social studies skills. The student communicates in oral, visual, and written forms. The student is expected to:

1.18A Express ideas orally based on knowledge and experiences.

1.18B Create and interpret visual and written material.

GETTING READY FOR INSTRUCTION

Performance Indicators

Grade 01 Social Studies Unit 09 PI 01

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.

Standard(s): 1.9A , 1.9B , 1.17C , 1.18A , 1.18B

ELPS ELPS.c.3D

Key Understandings

Last Updated 05/16/13

Print Date 06/17/2013 Printed By Karen Johnson, MIDLAND ISDpage 1 of 16

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Limited goods and services force people to make choices to satisfy needs and wants.

— What are needs?— What are wants?— What are goods and services?— Why do people have to make choices when they want something?— How do the goods and services we need affect our choices?— What are consequences of wanting more than you can have?

Vocabulary of Instruction

needs

wants

goods

services

buy

barter

Materials

Grade-appropriate fable or fairytail that includes the concepts wants/needs and/or goods/services.

Index cards

Magazines or catalogs for pictures

Objects that could be considered a need or want (ball, book, pencil, a glass of water, hat)

Two gift bags

Two hula hoops (optional)

Attachments

All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment,

attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on

the public website.

Teacher Resource: Pictures for Needs and Wants Bags

Handout: Venn Diagram (1 per student)

Teacher Resource: Venn Diagram KEY

Handout: Goods and Services

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

Resources

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,

Grade 1

Social Studies

Unit: 09

Lesson: 01




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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

Teachers are encouraged to supplement and substitute resources, materials, and activities to meet the needs of learners. These lessons are one

approach to teaching the TEKS/Specificity as well as addressing the Performance Indicators associated with each unit. District personnel may create

original lessons using the Content Creator in the Tools Tab. All originally authored lessons can be saved in the “My CSCOPE” Tab within the “MyContent” area.

INSTRUCTIONAL PROCEDURES

Instructional Procedures

ENGAGE – Introduce needs and wants

Notes for Teacher

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 themto 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 rightfacing 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’sname above the second circle.

Say: We are going to compare these two students.

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

Grade 1

Social Studies

Unit: 09

Lesson: 01




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 theVenn 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 notneed to survive. They are “extra” things we desire to make our lives moreenjoyable. 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 theircommon “needs” for survival. (Note: There is no right or wrong answer inplacing 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.

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 aboutfamily customs, traditions, and beliefs that may

influence different families’ wants.

Chart for Buying and Trading/Bartering:

Buy Trade/Barter

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 studentsgrasp 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 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.

3. Facilitate a discussion about services. Explain that services are actions that people

do that meet our wants and needs. Provide several examples of services. (Getting a

haircut, getting your car washed, etc.)

4. Display the picture of the man mowing grass from the Handout: Goods and

Services. Ask:

What is the man doing?

Is he providing a good or a service?

5. Further define the meaning of goods and services in the school, home, and

community. Ask:

What are some examples of goods at school? (pencils, desks, books)

What are some examples of goods at home? (clothes, food, furniture)

Materials:

Objects that could be considered a need or want

(ball, book, pencil, a glass of water, hat)

Attachments:

Handout: Pictures for Needs and Wants Bag

Handout: Goods and Services

Purpose:

The purpose of this section of the lesson is to

introduce goods and services.

TEKS: 1.8A; 1.17C; 1.18A

Instructional Note:

Consider placing the pictures on the chart paper

under the word “goods” and emphasize that bothneeds and wants can be classified as goods.

Grade 1

Social Studies

Unit: 09

Lesson: 01




What are some examples of goods in the community? (traffic signs, park

benches, cars)

What are some examples of services at school? (librarian helping students

find books, nurse helping students when they are sick, custodian sweeping the

floors)

What are some examples of services at home? (parents cooking meals,

children emptying the trash, family members washing clothes)

What are some examples of services in the community? (police officers

keeping people safe, the mayor leading the community, construction workers

building roads)

Include additional examples of services.

EXPLAIN – The difference between goods and services Suggested Day 1 – 5 minutes

1. Distribute one set of the Handout: Goods and Services to each pair of students.

2. Student pairs classify the pictures as a good or service. Explain to one another why

the picture is a good or service.

Materials:

Objects that could be considered a need or want

(ball, book, pencil, a glass of water, hat)

Attachments:

Handout: Goods and Services (one set per pair

of students)

Purpose:


categorize goods and services.

TEKS: 1.8A

ENGAGE – Learning from fables Suggested Day 2 – 15 minutes

1. Ask: What is a fable? A fictional tale that teaches a moral lesson, entertains, and

often includes animals with human characteristics.

2. Read a teacher-selected fable aloud. Facilitate a discussion about the concepts of

wants/needs and/or goods/services from the fable.

3. Ask:

What lesson was learned in the fable?

How does it relate to wants/needs or goods/services?

Materials:

Grade-appropriate fable with concepts of

wants/needs and/or goods/services

Purpose:


determine the meaning of a fable and relate it to

beliefs about wants/needs and goods/services.

TEKS: 1.7A, 1.7B; 1.8A; 1.15A, 1.15B; 1.18A

EXPLORE/EXPLAIN – What are things we want? Suggested Day 2 (continued) – 15 minutes

1. Distribute a piece of paper to each student. Instruct them to draw a line all the way

down the middle of the paper and draw another line across the middle of the paper,

so there are four boxes.

2. Explain that everyone has wants and that these wants could be goods or services.

Provide some personal wants (e.g., a new cell phone, a haircut, a new stapler, etc.)

and ask students to identify whether the examples are goods or services.

3. Ask:

What are some things that you want?

4. Instruct students to draw or find (in the magazines or catalogs) four things they want.

Tell them to draw one thing in each box. If students complete the four boxes quickly,

they can turn their paper over a draw the lines to make four more boxes and added

four more things they want.

5. Students share their wants with a small group.

Materials:

Paper, plain (1 per student)

Magazines or catalogs for pictures

Purpose:


identify personal wants.

TEKS: 1.9A, 1.9B; 1.17C; 1.18A, 1.18B

ENGAGE – Learning from fairytales Suggested Day 3 – 15 minutes

1. Ask:What is a fairytale? A traditional story for children that is often fantasy and

imaginary.

2. Read the selected fairy tale aloud. Facilitate a discussion about the concepts of

wants/needs and/or goods/services from the fable.

Materials:

Grade-appropriate fairy tale with concepts of

wants/needs and/or goods/services

Grade 1

Social Studies

Unit: 09

Lesson: 01




3. Ask:

What lesson was learned in the fairy tale?

How does it relate to wants/needs or goods/services?

Purpose:


determine the meaning of a fairy tale and relate it

to beliefs about wants/needs and goods/services.

TEKS: 1.7A, 1.7B; 1.8A; 1.15A, 1.15B; 1.18A

EXPLORE – Needs and wants Suggested Day 3 (continued) – 10 minutes

1. Ask:

Do most people get to have anything and everything they want? Why or

why not?

What might happen if someone wants more than they can have?

2. Explain that having too many wants may cause people to have to make choices.

3. Ask: What are some things we want for our classroom?

4. Brainstorm and record classroom “wants”. Make sure the list is long. Provideprompts to ensure the list is very long.

5. Say:

This is a long list.

Do you think we want too much?

Do we maybe want more than we can have?

6. Help students to understand that when we want more than we can have, we have to

make choices. We have to decide what we want the most and why.

7. With the students, discuss the items on the list of classroom wants and discuss

which ones would be most important, most beneficial, and most attainable (it can be

made or it is inexpensive or can be borrowed.)

8. Discuss possible consequences of wanting more than you can have including that

people may not be able to meet their needs because they have spent money on

their wants; people may get into debt if they have borrow money.

Purpose:


explain why people have to make choices when

they want more than they can have.

TEKS: 1.9A; 1.9B; 1.18A, 1.18B

EXPLAIN – Wanting more than you can have Suggested Day 3 (continued) – 5 minutes

1. Students turn and tell a partner about a time when they wanted more than they

could have. Students also discuss what choices they had to make because they

wanted more than they could have.

Purpose:


identify examples of wanting more than you can

have and discussing the choices that have to be

made.

TEKS: 1.9A;, 1.9B; 1.18A

EXPLORE/EXPLAIN – What should I do? Suggested Day 4 – 30 minutes

1. Divide the students into four groups. Assign each group a scenario.

2. Instruct each group to read the scenario. Provide assistance as necessary.

3. Instruct each group to discuss the problem and the choices that need to be made in

each scenario.

4. Tell students come to an agreement on what choice the person in the scenario

should make. Instruct students to write or draw pictures of their decision on the chart

paper.

5. Each group presents their scenario and decision to the class.

Materials:

Four scenarios written on separate pieces of chart

paper that describe a situation where a person

wants more than they can have and needs to make

a decision.

Purpose:


explain why people have to make choices when

they want more than they can have.

TEKS: 1.9A, 1.9B; 1.18A, 1.18B

Instructional Note:

Grade 1

Social Studies

Unit: 09

Lesson: 01




This activity is designed for students to work in

small groups, but can be completed whole class if

students aren’t proficient at reading the scenarios.

ELABORATE – Key Understandings Suggested Day 5 – 5 minutes

1. Facilitate a discussion focusing on the Key Understanding and Guiding Questions:

Limited goods and services force people to make choices to satisfy needs and

wants.

— What are needs?— What are wants?— What are goods and services?— Why do you have to make choices when you want something?— How do the goods and services we need affect our choices?— What are consequences of wanting more than you can have?

Purpose:


review the concepts taught in the lesson.

TEKS: 1.7A, 1.7B; 1.8A; 1.9A, 1.9B; 1.15A, 1.15B; 1.18A

EVALUATE – Determine mastery Suggested Day 5 (continued) – 25 minutes

Grade 01 Social Studies Unit 09 PI 01

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.

Standard(s): 1.9A , 1.9B , 1.17C , 1.18A , 1.18B

ELPS ELPS.c.3D

1. Distribute Handout: Needs and Wants T-Chart to students.

2. Students write words or draw pictures to show examples of needs and wants.

3. Students tell about a time when he/she wanted more than he/she could have.

4. Explain why people have to make choices when they want more than they can have.

Attachments:

Handout: Needs and Wants T-Chart

Purpose:


assess the concepts taught in the lesson.

TEKS: 1.7A, 1.7B; 1.8A; 1.9A, 1.9B; 1.15A, 1.15B; 1.17C; 1.18A,

1.18B

Grade 1

Social Studies

Unit: 09

Lesson: 01










Grade 1 Social Studies

Unit: 09 Lesson: 01

©2012, TESCCC 05/14/13 page 1 of 2

Pictures for Needs and Wants Bags Cut pictures apart and place in the “needs bag.”

Needs:


Unit: 09 Lesson: 01

©2012, TESCCC 05/14/13 page 1 of 2

Pictures for Needs and Wants Bags Cut pictures apart and place in the “needs bag.”

Needs:


Unit: 09 Lesson: 01

©2012, TESCCC 05/14/13 page 1 of 2

Pictures for Needs and Wants Bags Cut pictures apart and place in the “wants bag.”

Wants:


Unit: 09 Lesson: 01

©2012, TESCCC 05/14/13 page 1 of 2

Pictures for Needs and Wants Bags

Cut pictures apart and place in the “wants bag.”

Wants:

Image Source: Microsoft. (Designer). (2010). Clip art [Web Graphic]. Retrieved from http://office.microsoft.com/en-us/images/

http://office.microsoft.com/en-us/images/


Unit: 09 Lesson: 01

©2012, TESCCC 10/01/12 page 1 of 1

Venn Diagram


Unit: 09 Lesson: 01

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Venn Diagram KEY Note: The pictures representing “wants” may be placed in either the girl or the boy student’s circle

Microsoft. (Designer). (2010). Clip art [Web Graphic]. Retrieved from http://office.microsoft.com/en-us/images/

Girl Student’s Name Boy Student’s Name


Unit: 09 Lesson: 01

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Goods and Services

Grade 1 Social Studies Unit: 09 Lesson: 01

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Goods and Services

Microsoft. (Designer). (2010). Clip art [Web Graphic]. Retrieved from http://office.microsoft.com/en-us/images/


Unit: 09 Lesson: 001

©2012, TESCCC 10/24/12 page 1 of 1

Needs and Wants T -Chart

Needs Wants

Documents

Grade 01 Social Studies Unit 09 Exemplar Lesson …...Grade 01 Social Studies Unit 09 Exemplar Lesson 01: Needs and Wants This lesson is one approach to teaching the State Standards