Grade 1- Needs and Wants Mini-Unit

The formatting doesn’t seem to want to convert to wordpress. Here is the original copy of the unit as well in its original format!

needs and wants unit stacey1

Needs and Wants 

Name: Stacey Mamer

Subject: Social Studies

Grade Level: 1                                                                                           

STAGE #1: IDENTIFY DESIRED LEARNING RESULTS (Begin with the End in Mind)

                               What will students know, understand and be able to do?

 

1.     OUTCOMES

Social Studies Outcome:

·         RW1.1: Describe the influence of physical, spiritual, emotional, and intellectual needs and wants on personal well-being.

Treaty Education Outcome:

·         HC13: Explore the many ways people meet their needs from nature and the land on which they live.

2.     CONCEPT (BIG IDEA)

3.     QUESTION(S) FOR DEEPER UNDERSTANDING (ESSENTIAL QUESTIONS)

ESSENTIAL QUESTION(S)

·         What are needs and wants?

·         What are my (the student) needs and wants?

·         How do needs and wants influence our well-beings?

·         How can we meet our needs and wants?

·         How can we meet our needs and wants through the land and our environment?

 

                                                                                     STAGE #2: DETERMINE EVIDENCE OF LEARNING (Assessment & Evaluation)

How will students & teachers know if the learning outcome has been achieved?

 

Outcomes (Students need to know)

What a student is expected to know, understand and be able to do.

Indicators (Students are able to do)

Ways that students demonstrate their learning of an outcome; think ‘verb’; tells the story of outcome.

I Can Statements
Social Studies Outcome:

RW1.1: Describe the influence of physical, spiritual, emotional, and intellectual needs and wants on personal well-being.

 

a.       Review the difference between needs and wants.

b.      Illustrate ways in which other people’s needs may be different from one’s own.

c.       Share oral stories or traditional narratives on the theme of meeting various types of needs and wants (i.e., physical, spiritual, social/emotional, intellectual).

d.      Represent various ways in which families meet their physical, spiritual, emotional, and intellectual needs and wants.

e.       Explain how First Nations people engage traditional teachings in meeting needs and wants (e.g., Medicine Wheel representation for the domains of spiritual, emotional, physical, and intellectual being).

f.        Identify ways in which respecting others’ needs and wants helps classrooms and homes function effectively.

 

a. I can recognize the difference between needs and wants.

b. I can talk about how my needs may be different from the needs of others.

c. I can share stories about meeting needs and wants.

d. I can show different ways families meet their needs and wants.

e. I can talk about First Nations traditional teachings for meeting needs and wants.

f. I can find ways to respect others’ needs and wants.

 

Treaty Education Outcome:

HC13: Explore the many ways people meet their needs from nature and the land on which they live.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

a. Describe various uses (e.g., food, clothing, shelter) of buffalo, elk, moose, and caribou, now and in the past.

b. Compare how people, past and present, live on the land (e.g., agriculture, ranching, trapping, fishing, dwellings, and modes of transportation).

c. Explain how people helped and continue to help each other live on this land.

 

 

 

 

 

 

a. I can talk about the different uses of buffalo, elk, moose, and caribou.

b. I can compare how people used to live on the land and how they do now,

c. I can talk about how people help each other live on the land.

Resources

Teacher Resources

(reference materials to build background knowledge)

·         This website defines the difference between needs and wants and also gives ideas of how to explain them to students. http://www.investopedia.com/university/teaching-financial-literacy-kids/teaching-financial-literacy-kids-needs-and-wants.asp

·         This web article has background information about teaching the Medicine Wheel. This is a beneficial read to give teachers a foundation of teaching the Medicine Wheel.

http://www.cea-ace.ca/education-canada/article/teaching-medicine-wheel

·         This is an online and ready to use power point presentation on the Medicine Wheel. This can be used to better the teacher’s back ground information on the Medicine Wheel, but also would be useful when teaching about Physical, Mental, Emotional, and Spiritual needs.

·         This website has many lesson ideas about needs and wants.

https://educators.brainpop.com/bp-jr-topic/needs-and-wants/

·         This is a guided reading lesson using a book about needs and wants. This would work well with cross curricular connections to English Language Arts.

https://www.readinga-z.com/book.php?id=95

·         This is a needs and wants learning pack that has many different learning activities.

http://thisreadingmama.com/wants-vs-needs-learning-pack/

·         This website has a list and explanation of several emotional needs: https://mindsalot.wordpress.com/10-emotional-needs-that-must-be-met-for-good-mental-health/

Student Resources
(books, websites, magazines, artifacts)·         This website has needs and wants broken into separate categories and has pictures sorted into the appropriate category.  There is also a needs and wants quiz for students. http://www.mcwdn.org/ECONOMICS/NeedWant.html·         This is a Brain Pop video that explains needs and wants in student friendly language. https://www.youtube.com/watch?v=MFWj_9d1e3M

·         This is a youtube video of the 4 basic human needs (food, water, air, and shelter) to survive. It is a catchy song that students would be able to sing along to.

https://www.youtube.com/watch?v=rTVHMDCmskE

·         This is a Raz Kids book about Needs and Wants.

https://www.raz-kids.com/main/BookDetail/id/211/from/quizroom#

·         Needs and Wants by Gillia M. Olson

This book is about needs and wants and would be good to have in the classroom library for students to read on their own during free reading times.

Can be purchased at:

https://www.amazon.com/Needs-Wants-Pebble-Books-Gillia/dp/1429617071

 

 

 

 

 

Community Resources
(Elder visits, guest speakers, field trip guides, etc)·         Elder visitThis would be great to have an elder come in and talk to students about how First Nations people find sustenance from the land and also about the Medicine Wheel. Here is a website that links to the request form for an elder for schools in Regina Public schools: http://www.rbe.sk.ca/teachers-staff/instruction/first-nations-and-m%C3%A9tis-education

·         Visit to Regina Farmer’s Market

This visit would be intended for students to see local food vendors and how food can be grown locally in their environment. http://reginafarmersmarket.ca/

 

 

 STAGE 3: PLAN LEARNING EXPERIENCES & INSTRUCTION

           What are the learning experiences for all students to achieve outcomes?
What will the learning environment look like? What will the students do?

 

Learning Tasks & Experiences

(list of ideas for learning experiences & lesson plans to develop)

Instructional Strategies & Adaptations

(Adaptive Dimension, Differentiated Learning)

·         This is an activity where students cut pictures out of magazines and sort them into needs and wants, then glue.

https://www.icanteachmychild.com/teaching-children-the-difference-between-wants-and-needs/

 

·         This is a song about the 4 basic human needs (food, water, air, shelter). This song is catchy and students would be able to sing along to this video.

https://www.youtube.com/watch?v=rTVHMDCmskE

·         Creating a “perfect world”, students will be given a sheet titled “My Perfect World” and they will draw a world where all their needs are met.

·         This is a template where students would write one sentence about a need and a want they have and why it is classified a need or a want, then draw a picture.

https://drive.google.com/file/d/0B4oqs3dO-goOSFF1MXU2UGhPTWc/view

·         Chart sort- the students will sort different pictures and objects into needs and want categories.

 

 

 

 

·         This unit plan will include activities for all types of learners.

·         Songs for auditory learners.

·         Physical sorting activities for tactile learners.

·         Pictures and videos for visual learners.

·         For the summative assessment, the students will show their learning with a drawing, but will also be able to share their learning orally in a discussion with the teacher so that if they do not excel at drawing, they will still be able to show what they know.

·         As a teacher, it is important to get to know one’s learners so that one can adapt instruction to the specific needs of each student.

 

Designing Summative Assessment Tasks:

Designing Instructional Scaffolding & Formative Assessments 

Summative Assessment:

The summative assessment for this unit will have students draw a picture that they can explain of a “perfect world” where all their needs are met. Students will be given a large piece of paper that is titled “My Perfect World.” They will be prompted to include their intellectual, physical, emotional and spiritual needs as well as to think about the needs of others. After the students have drawn their picture, the teacher will talk to them individually and have the students explain their pictures. The teacher will assess the students based on this rubric from NESD curriculum corner.

Formative Assessments: 

1. Pre-Assessment

For the pre-assessment to this unit, the teacher will guide students through a KWL chart. The teacher will copy a KWL chart onto large paper and then have students meet her on the classroom carpet area. The teacher will explain to the students how a KWL chart works. Then the teacher will ask the students the essential questions for this unit and record anything they know in the K (know) portion of the chart. Then the teacher will ask the students what they want to know about wants and needs and record that in the W (want to know) part of the chart.

2. Post-Assessment

At the end of the unit after all learning experiences have taken place, the teacher will return to the KWL chart for the post-assessment. The teacher will ask the students in a class discussion once again, the essential questions. The teacher will record student answers in the L (learned) section of the chart.

  1. Thumbs Up/ Sideways/ Down

This is a conversational approach of assessment that I would use periodically through this unit to see where each student is with their learning. I would explain to students that thumbs up means that they know it, thumbs sideways means they maybe know it but still have questions or are unsure, and that thumbs down means they don’t know it yet. Then I would ask them questions and ask them to just put a thumbs up in front of them as answers.  The questions that I would use from this unit for this assessment could be as simple as: “Do you know where the brain is?” and, “Do you know what the job of your lungs is?”

  1. Journal Entry

This is an assessment product that I would use for students to share what they have learned that day. Near the end of the lesson, I would have students pull out their journals or hand them a piece of paper. I would instruct them to write one sentence or more about what they learned that day and then illustrate. For students who are unable to write on their own, I would have a conversation with them and ask them what they learned that day. I would then either scribe for that student, write a sentence they could trace, or write their sentence on a piece of paper or small personal white board for them to copy. This is a product that the teacher would take in as evidence of learning.

  1. Observation

            I would use observation as a way to see where students are with their learning. I would walk around the classroom and listen to conversations that students are having, and watch as students participate in the learning activities in the lessons with this unit. I would write anecdotal records of what I observed and these records would then become evidence of learning. The records will include things such as: what the students were learning, what they were doing with the learning, the skill with which they were participating in their learning, and possible steps for future instruction.

  1. Other

Other formative assessments used in this unit, are described in the lesson outlines. The formative assessments used in the lesson outlines are specific to each lesson.

Unit Plan At A Glance


Lessons
 

Overview

 

Materials


Assessment

1
Introductory
Lesson 

Needs and Wants

 

 

Essential Question: What are needs and wants?

Set: In this lesson, the students will be introduced to the topic of Needs and Wants. The teacher will print the essential questions and I Can statements onto chart paper and share them with the students. These will remain posted throughout the unit.

 

Development:

After this, the students will learn about what a need and what a want is. The teacher will define a need as something you need to survive, and a want as something you would like but do not need to survive. The students will discuss examples together of needs and wants they have in their lives and then will do a cut and paste sorting activity where they will cut, and paste pictures into the appropriate categories of needs and wants. Here is a link to the needs and wants sorting activity: https://www.teacherspayteachers.com/Product/Needs-And-Wants-Sort-Freebie-676470

 

Closure: After students have completed this, the teacher will go over the cut and paste activity with the students and they will share where the sorted each picture and why.

 

enough copies of the cut and paste handout activity for each student.

-scissors

-glue

-chart paper with the I Can statements and essential questions copied onto it

 

-the teacher will use observation as a form of formative assessment during class discussion. The teacher will be looking to see if students are able to provide appropriate examples of needs and wants. The teacher will be doing this as well during the closure of the discussion while students are sharing their answers to the cut and paste activity.

-The teacher will also use the cut and paste activity as a formative assessment. The teacher will be looking to see if students were able to appropriately sort needs from wants.


2
 Different Types of Needs-

 

Physical Needs

 

Essential Questions: What are my (the student) needs and wants?

How do needs and wants influence our well-beings? How can we meet our needs and wants?

How can we meet our needs and wants through the land and our environment?

 

 

Set: The teacher will explain to the students that there are different types of needs such as: intellectual, physical, spiritual, and emotional. Then the teacher will share with the students that they will be learning about physical needs in this lesson which are needs that the body needs to stay alive: water, air, food, and shelter. The teacher will then play this video for the students:

https://www.youtube.com/watch?v=rTVHMDCmskE

 

Development: After watching the video, the students will discuss as a class what they saw and what the 4 physical needs of humans are. Then the teacher will ask them, “what would happen to us if our physical needs were not being met?” The students will then discuss, and if needed, the teacher will explain that all 4 of these needs have to be met for humans to remain living. This is how physical needs influence our well-being. The students will then talk about how they meet their physical needs. Then students will write in their journals to this prompt: “My physical needs are..”

Closure: The teacher will replay the physical needs song and encourage students to sing along.

 

 

-projector with youtube video loaded onto it

-journals

-pencils

-The teacher will use observation during class discussion to see if the students are able to understand and talk about physical needs.

-The journal entry will be used as a formative assessment. The teacher will see if the students are able to write about physical needs as well as draw a picture related to them.


3
 Different Types of Needs-

 

Intellectual

Needs and Spiritual Needs

 

Essential Questions: What are my (the student) needs and wants?

How do needs and wants influence our well-beings? How can we meet our needs and wants?

How can we meet our needs and wants through the land and our environment?

 

Set: The teacher will have prepared a cut out outline of the human brain and wrote “Learning Needs” in it. The teacher will introduce the topic of intellectual needs and explain them as needs that your brain has to work its best, or Learning Needs. The teacher will explain spiritual needs as needs you have to feel fulfilled and whole such as love, beliefs, and values.

 

Development: The class will brainstorm and the teacher will record different learning needs that they have as well as spiritual needs and how they meet those needs. Then the teacher will connect this to mindfulness, and using mindfulness as a way to get one’s learning needs and to focus oneself so that one can feel fulfilled and calm.  Then the students will do a guided meditation: https://www.youtube.com/watch?v=O29e4rRMrV4

 

Closure: The students will review quickly as a class that intellectual needs means needs that your brain has, or Learning Needs, as well as spiritual needs students have, in a quick question and answer discussion.

 

 

-brain outline with “Learning Needs” copied onto it

-projector

-guided meditation video

– The teacher will use observation during class discussion to see if students are able to tell what intellectual needs are.

4
 Different Types of Needs-

 

Emotional Needs

 

Essential Questions: What are my (the student) needs and wants?

How do needs and wants influence our well-beings? How can we meet our needs and wants?

How can we meet our needs and wants through the land and our environment?

 

Set: The teacher will explain that everyone has emotional needs which are needs based on our feelings. The teacher will have prepared a powerpoint presentation with the emotional needs found here: https://mindsalot.wordpress.com/10-emotional-needs-that-must-be-met-for-good-mental-health/

The powerpoint will have explanations and pictures aimed for children. The teacher will go through these emotional needs with the students and the class will discuss how they can meet these needs.

 

Development: The students will choose at least one emotional need and will write it in this heart template which the teacher will have printed and cut out for them: http://www.clker.com/clipart-large-heart-layout.html

The students will write an emotional need in the heart and draw a picture representing it.

 

Closure: The students will go to the classroom carpet area for a circle talk. They will take turns sharing their emotional need and the picture they drew representing it.

 

-powerpoint

-projector

-heart templates (cut out)

-pencils

-colouring utensils

-The teacher will use the heart activity as a formative assessment. The teacher will be looking to see if the students were able to choose an appropriate emotional need and draw a picture representing it.

-While students are explain their work in the circle talk, the teacher will also be listening and observing what the students say to see if they have additional learning about emotional needs to share.


5
 Organizing Our Needs Using The Medicine Wheel

 

 

Essential Questions: What are my (the student) needs and wants?

How do needs and wants influence our well-beings?

 

Set: The teacher will write the four strands of human needs on the board at the front of the room. The teacher will explain that there are many ways to think of our needs and wants, and will introduce the Medicine Wheel as a First Nation teaching of many topics. The Medicine Wheel is one way to organize our thoughts of our 4 needs.

 

Development: The teacher will go through this presentation on the Medicine Wheel with the students: http://curriculum.nesd.ca/Instruction/_layouts/15/WopiFrame.aspx?sourcedoc=/Instruction/FNMI/FNMI%20Science/Medicine%20Wheel%20Teachings.pptx&action=default

The teacher will pause on slide 11, where it talks about the 4 types of needs. After this, the students will be given an outline of the Medicine Wheel, and will organize their needs into each quadrant. They will use pictures and words to show their intellectual, physical, emotional, and spiritual needs.

Medicine Wheel template: http://www.ndstudies.org/images/wheel-2-large.gif

 

Closure: The students will share and explain their Medicine Wheel organizers in a talking circle.

 

-Medicine Wheel template for each student

-pencils

-coloring utensils

-projector

-loaded Medicine Wheel presentation

-The Medicine Wheel organizer will be used as a formative assessment. The teacher will use this organizer to see if students are able to provide appropriate examples/explanations of the 4 types of human needs.

-The teacher will be listening and observing the students’ explanations of the product as well as they share their learning.


6
 Meeting Needs and Wants Through Nature

 

Essential Questions: How can we meet our needs and wants? How can we meet our needs and wants through the land and our environment?

 

Set: The teacher will explain to the students that the land is important in fulfilling our needs and wants. The students will brainstorm in a class discussion while the teacher records, different ways our needs are met through the land.

Points to include:

-farming

-growing food on the land, gardening

-we live on the land

-grow cotton for clothing

-Spiritual needs of being in nature

-fishing and hunting for food, raising animals

The teacher will stress the importance of the land in fulfilling our needs to live.

 

Development: The students will write a journal entry of how they meet their needs through the land by responding to this prompt: “The land is important in fulfilling my needs by…”

 

Closure: The teacher will choose a few volunteers to share their journal entries with the class.

 

-chart paper

-journals

-pencils

-The teacher will use observation during brainstorming to see what students know about meeting their needs through the land.

-The teacher will read the journal entries as a formative assessment to see student learning about meeting their needs through the land.


7
 Closing

Lesson

 

Review and Working on the Assessment

Set: The teacher will play the physical needs video: https://www.youtube.com/watch?v=rTVHMDCmskE

 

Development: The teacher will review with the students the 4 types of needs that humans have and how they affect us. Then students will do their summative assessment assignment where they create a perfect world where all of their needs are met.

 

Closure: The students will share their perfect world drawings with the teacher one by one.

 

 

 

 

-projector

-loaded video

-perfect world printed out papers for each student

-pencils

-colouring utensils

-The teacher will use this product as the summative assessment as well as the explanation students have of their drawings.

-Students will be assessed based on the rubric above as described in the assessment section.

 

 

Lesson #2: Physical Needs

Name: Stacey Mamer                                Date:

Subject: Social Studies                           Grade: 1

 

Essential Question (guiding overall unit of study):

What are my (the student) needs and wants?

How do needs and wants influence our well-beings?

How can we meet our needs and wants?

How can we meet our needs and wants through the land and our environment?

 

 

Outcomes:

Social Studies Outcome:

RW1.1: Describe the influence of physical, spiritual, emotional, and intellectual needs and wants on personal well-being.

 

 

 

 

 

 

 

 

 

Indicators (Assessment Evidence): (What will students do to show what they have learned?)

 

b.      Illustrate ways in which other people’s needs may be different from one’s own.

c.       Share oral stories or traditional narratives on the theme of meeting various types of needs and wants (i.e., physical, spiritual, social/emotional, intellectual).

d.      Represent various ways in which families meet their physical, spiritual, emotional, and intellectual needs and wants.

 

Assessment Strategies:

-The teacher will use observation during class discussion to see if the students are able to understand and talk about physical needs.

-The journal entry will be used as a formative assessment. The teacher will see if the students are able to write about physical needs as well as draw a picture related to them.

 

 

 

Instructional Strategies:

Direct Instruction- questioning

Interactive Instruction- discussion

Independent Study- Journal entry

 

Classroom Management Strategies:

-Class discussion in a circle talk so that all students are included in discussion and so that the teacher can see all students at once.

-Having students put up a quiet hand to answer questions.

-“If you are listening… clap your hands, touch your nose, look at me, etc.”

“Your eyes on my eyes”

Adaptive Dimension: Differentiated Learning

-When journaling, the teacher may have to scribe for students, or write the sentence that the student wants to write on an individual white board for the student to write.

-Students will sit in a circle on the carpet area as the class discussion occurs to promote discussion and make students feel like they belong. This will help to get all students engaged and involved and prevent students from getting left out of discussion.

 

Materials Needed:

-projector with youtube video loaded onto it

-journals

-pencils

 

Learning Experiences:

Set (8 min)

-The teacher will explain to the students that there are different types of needs such as: intellectual, physical, spiritual, and emotional.

-Then the teacher will share with the students that they will be learning about physical needs in this lesson which are needs that the body needs to stay alive: water, air, food, and shelter.

– The teacher will then play this video for the students:

https://www.youtube.com/watch?v=rTVHMDCmskE

 

Development ( 17 min)

-After watching the video, the students will discuss as a class what they saw and what the 4 physical needs of humans are.

-Students will sit in a circle on the carpet area as the class discussion occurs to promote discussion and make students feel like they belong.

-Then the teacher will ask them, “what would happen to us if our physical needs were not being met?”

-The students will then discuss, and if needed, the teacher will explain that all 4 of these needs have to be met for humans to remain living. This is how physical needs influence our well-being. The teacher will also prompt students to talk about how they feel when they need food (hungry), or water (thirsty), or shelter (cold, wet), or air (can not hold breath long).

-The students will then talk about how they meet their physical needs. The teacher will ask them prompting questions such as:

o   Where do you get your food?

o   Where do you get your water?

o   Where do you find shelter?

o   Where is the air you breathe?

-Then students will write in their journals and draw a picture to represent this prompt: “My physical needs are..” The teacher will write this prompt on the board for students to see.

 

Closure ( 5 min)

-The teacher will replay the physical needs song and encourage students to sing along.

 

Blog at WordPress.com.

Up ↑

%d bloggers like this: