Needs and Wants

https://docs.google.com/presentation/d/1vAGNCxIJjlUrVKh5epw9Q9ksxmoNpOSerNLKvghRKGY/edit?usp=sharing
(Powerpoint link)

Appendix B
LESSON PLAN TEMPLATE
Goals:
What are the students going to know by the end of the lesson? Make sure to use action words! For example:

By the end of this lesson, students will be able to (SWBAT):

√ Discuss
√ List
√ Differentiate
√ Identify
√ Explain
√ Analyze
√ Synthesize
√ Summarize
√ Distinguish

Students will be able to identify needs and wants and explain the difference between them. Students will
be able to explain why people of all cultures need food, water, shelter, and clothing.

Materials:
What materials will you need throughout your lesson? Handouts, props, etc. This includes materials for the
teacher and for the students.

All materials that can be, will be placed on the teachers table in the front of the room prior to the start of
class, the teacher will need access to the room computer that is connected to the smartboard/projector.
● Computer with smart board or projector

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 ● PPT about needs and wants that goes along with the lesson
● Whiteboards (one per student)
● Dry Erase Markers (One per student)
● Worksheets (Packet of want and need chart and object to be cut out, one per student)
● glue (1 per student)
● Scissors (1 per student)

Introduction/Grabber: (5-7 minutes)

How will you introduce the topic? What will you do to grab their attention?? Do something interesting to
CAPTURE their attention. Make sure to relate it to them!

As students enter the classroom they will be able to select from a greeting list of high five, handshake,
wave, or dance. To introduce the topic we will start off by having students draw a picture of something they
want to have and write what the thing is they drew. While students are drawing the instructors will be
monitoring the room and helping students as needed.

On their desks will be a worksheet with the instructions of what the students are expected to do, this
instruction will also be on the board and will be given verbally, a picture description will be given to those
who need it as well.

Instruction for warm-up/morning work: Draw and label a picture of something that you want, it could be
something you want for a birthday or holiday or just something you would like your parents to buy for you.
Make sure to draw neatly and have fun with it!

Worksheet looks like this:

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Direct Instruction: ( 20 minutes)
WHAT will you teach and HOW will you teach it? Be specific!!!
Lecture? Group work? Independent work ? What will you cover?

Ask students to share what they drew, make note of these things on the board in the powerpoint once all
items are listed, explain that the list the students made might have some items that are needs and some
that are wants. Play the story for the students. Go to the next slide and read the definition of a need, show
the pictures to go along with it, ask students “what are some of the needs we have?” list them on the
board, review the definition of needs. Move on to the wants slide and repeat the process with wants, “what
are some of the wants we have?” Ask students “Do all people have the same needs?” use equity sticks or
call on students with raised hands to share. Lead students to agree that all people need the same things to
live/survive. Explain that everyone needs food, water, shelter, air, and even culture.

Vocabulary students will need to know/learn:

● Need
● Want
● Shelter

Guided Practice: ( 5 minutes)

How will they practice what they learned? What activities will you have in place for them to apply the
content?

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Students will be given a white board and marker, we will go through a slide show of needs and wants they
will put a tally for each object telling if it is a need or a want. Examples of the images shown can be; water, a
house, a horse, a car, clothes, cake, a doll, stuffed animals, etc. Lead students in the practice, once an image
is shown give students about 15-20 seconds to come up with their response. Ask the students to show their
boards to the instructors and note what the students wrote, ask students why they might think the item is a
need or a want. Once discussed tell students to wipe off their boards and repeat with remaining slides.

Assessment: ( 5 minutes)
How will you assess if they obtained /reached your outlined goals and objectives? Remember, this does not
always have to be formal! It can be done in a variety of ways (group, independent, quiz, crossword puzzle,
etc.)

Students will be given a blank sheet of paper and a piece of paper with objects that need to be cut out,
students will cut the objects out and need to sort them into wants or needs. Once students complete the
assignment they will be allowed to turn it in and will be able to complete a crossword on needs and wants.

Assessment Worksheet Examples:

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Accommodations:
How will you accommodate the lesson to meet all students’ needs? What specific accommodations will you
use for each student in your case study. MAKE SURE to use the following template to outline your
accommodations and include at least 3 specific accommodations for each student:
Student Name Accommodation Justification for accommodations Other Notes

(example) Tanya Preferential seating Because Tanya has a visual impairment, giving her make sure she has Magnifiers,and
preferential seating will allow her to sit where she reading devices.Some of these
feels most comfortable and can see best. assistive devices use cameras and
screens. .

-Vocabulary cards with Vitaly is ESL and needs When he finishes his
Vitaly words in both English and support in understanding drawing he is allowed
German as well as English. to work on a
pictures crossword for 5
-Worksheets with a minutes and then
picture description as well rejoin the class.
as written directions on
what needs to be done. Uses hand signals for
-Preferential seating, sits communication
close to the front of the
room closest to the board.

-Preferential and Flexible
Joseph seating, use of standing
desk and fidget tools.
-Resistance band on chair.
Goal chart on desk for
daily tasks and goals.
-Movement breaks when
he finishes his task or
when frustration is visible
Joseph can use movement Joseph can earn time
breaks and fidgets to help to listen to music
him stay focused for longer. when he completes
His goal chart helps him to his tasks, he can also
manage his tasks and earn breaks where he
remember what his daily is given time to take a
tasks are. walk.

-Repeated instruction Repeated instruction will Allow Rosa

Rosa -Extra time to complete assist in helping Rosa movement breaks on
tasks understand the tasks at completion of a task,
-Review new Vocabulary hand, extra time will allow creating a reward
-Visual Signals her time to complete her system that focuses
-Redirect back to on-task tasks at a pace comfortable on her maintaining
behavior for her, reviewing attention on her
-Graphic vocabulary will ensure that tasks and lesson and
Organizers/Graphic she understands what is rewards when she
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 directions being said. Rosa will need to speaks aloud in class.
-Task Card be checked on during the
lesson to ensure that she
understands the tasks at
hand, she will also need to
be redirected to on task
behavior when necessary.
Rosa will also be provided
with graphic organizers and
a task card.
-Extended time Extended time will allow the Reward system for
Sasha - Frequent Breaks time need for Sasha to completing tasks, she
-Varied and engaged complete her tasks, varied will be able to choose
instruction instruction will help to keep from a list of items or
-Visuals/graphic her interested in the lessons activities that she
organizers when and engaged in what's going enjoys.
needed/possible on in the classroom, Allow her to take
visual/graphic organizers will breaks when needed
help her keep track of what
she needs to do for each of
her tasks