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Danielson Aligned Lesson Plan Template for Formal Observations

Name: Date: Subject:

Grade Level:
Michelle March 28, 2017 Social Studies Wants & Needs 1 st
Cynthia
Keisha
Interdisciplinary Connections:

TEKS: 1.7A, 1.7B, 1.9A, 1.9B

Lesson Duration: 45 minutes

Relevance/Rationale:
1.7A Describe ways that families meet basic human needs.

1.7B Describe similarities and differences in ways families meet basic human needs.

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

Outcomes/Objectives:
Students will be able to define and distinguish needs and wants. Students will be able to examine why
people need shelter, clothes, water, and food to live.

ELPS:
ELPS.c.3D

Use of Formative Assessment to Inform Planning:

Walk around, and check students' worksheets for understanding.

Make sure that they drew pictures in the correct sections, and challenge them to give a reason
for why something might be a need.

Class Information:
There are 22 students in the class. Half of them are boys, half of them are girls. There are no
behavior issues, but there are a few struggling students who will need modifications.

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Technologies and Other Materials /Resources:

Two Gift Bags
Marker
Poster (1 per group)
Glue (1 per group)
Wants and Needs worksheet (1 per student)

Handout: Pictures for Needs and Wants Bag

Academic Vocabulary:
1. Wants
2. Needs
3. Shelter

4. Protect

Lesson Procedures:
Hook:
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.
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.
Follow the same procedure with the wants gift bag. Tell them stand to the right facing 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 dont need to survive.
Explain why people need shelter, food, water, and clothes. For example: Our bodies need water
to keep working. Food gives us vitamins and minerals we need to live. We need clothes to cover
our bodies and keep us warm. They also protect us from the sun. We need shelter to protect us
from the sun, rain, wind, cold, and heat. We also need it so we have a place to rest.
Discuss with the class what would happen if people didn't have each thing.

Guided Practice:
Divide your students into groups of four.
Give each group glue and a poster divided into two, with one side labeled wants and the other side

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labeled needs.
Give each student in the group three cutout pictures from the Wants Vs. Needs worksheet.
Tell the students to work together to paste the pictures of wants on the want side of the poster
and the pictures of needs on the needs side.
Have students write their names on the bottom of their posters.

Independent Practice:

Give students the Wants and Needs worksheet to complete.

Tell students to draw one thing they need and one thing they want, such as a roof over their
heads and a stuffed animal.
Invite several students to say what they drew for each category.

Closure:
Call up a member from each group to show the group's poster.
Discuss what was pasted on each side of the table.

Ask the class to confirm whether or not the items are in the correct area.

Differentiation:
Enrichment: For advanced students, have them draw several things they want and need instead
of only one. Instruct them to label their drawings on their Wants and Needs worksheet. For
example, if they draw a toy truck, they would label it with the word truck. Ask your students to
give reasons for why something is a need.

Support: Ask your students to identify what they drew on their worksheets, and label their
drawings for them. Call on students to draw pictures of people with the objects they listed to
show them in context. For example, if a student wrote that soda is a need, have him draw a
picture of a person with soda, and invite the class to discuss why this is or isn't a need.

Assessment Criteria for Success:

Walk around, and check students' worksheets for understanding.

Make sure that they drew pictures in the correct sections, and challenge them to give a reason
for why something might be a need.

Anticipated Difficulties:
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.