1st+grade+needs+and+wants

 Key Vocabulary Essential Question(s) Enduring Understandings Unit Objectives Beginning the Unit As the Unit Continues Toward the End of the Unit ||
 * Suggested Materials

> > > > > **Key Vocabulary **
 * Suggested Materials**
 * Video - //The Difference Between Wants and Needs-// Two friends wake up on a deserted island and must learn the differnce between an essential need and a desired want.
 * Collection of various magazines for activities
 * Big Book - //Shipping Goods//
 * Big Book - //What do we pay for?//
 * Big Book - //The World of Work//
 * Big Book - //Wants and Needs//
 * Needs
 * Wants
 * essential

__ Essential Questions: __ __Enduring Understandings:__ __ Unit Objectives: __ · Students will compare and contrast their needs/wants in different communities where they are members. · Students will identify the resources, both goods and services, that support finding the goods and services that members need and want in different communities.
 * // How are wants and needs different in different communities (family, school, Darien)?   //
 * // How do people in different communities get the goods and services they need? //
 * // How do people in different communities handle their wants by getting goods and services? //
 * Students will understand // communities have varying needs and wants based on their purpose and resources. //
 * // Students will understand that communities will meet their needs and wants for goods and services differently. //

Beginning the Unit Launching a unit l How do you have a discussion / experience at the beginning of a unit to: excite, prompt imagination, enthusiasm, interest. l How do you find out what students already know about the essential questions? l Mini-lessons ideas l Creating a plan to study a unit

Suggested Activities Challenge students to picture themselves on a deserted island off of Long Island Sound during the month of April – what are the essential things that they need. List things as they name them on the Smartboard. Now that you have a list – sort them into categories. Save the list for future lessons - you may be adding to this list.

Discuss another part of the world and what their needs/wants are and how the are different from us. Think about the students in your class - how can they make connections to personal experiences.

l Creating a plan to study a unit l Specific mini-lessons / activities that support the unit l A timeline to help students / teachers think about how to plan their unit**
 * As the unit continues

**Suggested activity

Have students cut out pictures from magazines/catalogs and make Needs and Wants posters. This activity can be done at home, as a center, or a small group.

Video on Needs and Wants – after video break class into teams and assign each a name (e.g. states – Connecticut, Alaska, Florida, or countries – Canada, Mexico,). Each team will develop a list of needs for their area. A suggested presentation could be posters with illustrations, written piece…**

Visit locations on http://maps.google.com
 * Click on the links below to view three different communities. Discuss the various needs that each community has. Possible activities are: turn and talk discussion,groups make posters of each communities and their needs **

Darien Street []

Indiana Street []

New York City Street []

Toward the end of the unit How do you assess students? Could consist of: Rubrics to evaluate final student work Checklists for observing students during social studies time Performance assessment Any communication documents to help parents know about a unit of study What types of “celebrations” might happen at the end? What mini-lessons might you need for wrapping the unit up?

Assessment Each child will create a poster : If I were stranded on a deserted island this is what I would need and this is what I wish I had. This activity can be completed as an at home activity or in class.

Tips for managing the unit How do you schedule the unit? How do you structure the class to support the unit goals?


 * At the End of the Unit**