Blended Learning Lesson Plan

Lesson Title: Wants and Needds

Objectives:
Students will be able to tell the difference between a want and a need in everyday life
Students will be able to make smarter decisions when they are deciding between two objects that
they need to choose.
State Standards:
K.E.1 Identify and compare wants and needs. This indicator was developed to encourage
inquiry into the differences between wants and needs and that different individuals have
different wants and needs.
K.E.2 Explain how wants and needs change over time. This indicator was designed to
encourage inquiry into how wants and needs change as individuals grow and change.

Context:
I am teaching this lesson because children need to be taught the difference between something
they want and something they need at a young age. If they develop these skills when they are
young, they are more likely to make better decisions as they get older. Before this lesson would
come a lesson about objects as a whole and what they are. For example, learning what a house
is, what shoes are, and what the objects are in everyday life. The knowledge that students will
bring into this lesson is that they will understand what each of the different objects are they will
just not know what category they fall under. I am teaching the difference between wants and
needs to prepare them for the next lesson which would be why people have jobs and how it makes
an economy and community. Students first need to understand the difference between something
they want and something they need to understand why we have a job and what we do for our
community and nation. If the students know how to spend their money by deciding between wants
and needs before they know what a job is, they are more likely to make better economic
decisions.
Data: How will students be grouped in this lesson? What hypothetical data will these groupings
be based on? How will data be collected in this lesson for future groupings and teaching?
Students will be grouped based on their understanding of the previous lesson, which was
showing their knowledge on objects, like a house, candy, shoes, a pool, and other objects that
fall under the wants and needs category as a whole. The data will be based on an online quiz
they took naming the objects and I will group them based on how they did on that quiz. Data for
this lesson will be collected the same way but students will be dragging the objects to the wants
and needs category and will be graded on their responses.
Materials: List all materials used (i.e. websites, apps, pencils, iPads, computers, worksheets,
diagrams, textbooks, etc.)
In one station I will have students logged into nearpod on their device where they will drag and
drop ech of the objects Into the appropriate category. In another station I will have students that
are doing a hands on activity with pictures of wants and needs wehre they will place them into
the right categories as a group. I will also be using a smart board for the teacher instructed part
of the lesson where the students can interact with while I teach them the difference between
wanting objects and needing them.

Detailed paragraphs from here on down.

Procedures:
Introduction (10 minutes): I will set up all of the groups for the different stations and
explain to the children what they are doing in each station. I will also explain to the group the
difference between a want and a need and we will review a few objects together to ensure they
understand the concept. I will also play the needs and wants song.
Teacher Directed (15 minutes): The teacher instructed station is where the students will sit on the
rug and listen to the difference between wants and needs on a much larger scale where they will
get an in depth understanding. After they understand the difference I will have them come up to
the board and circle one object they think is a need in black and circle an object they think is a
want in red and I will allow each kid to come up to the board and if we get through it and there is
more time I will have more images that the students can circle.

Collaborative (15 minutes): Students will be divided into groups of four within their group and
they will separate a pile of objects between needs and wants. There will be almost flashcard like
cards on the table for each group and they will separate them into the piles together. If they finish
this before the time is up they will get the worksheet that is on the tables next to them and they
will begin to draw what each question is asking them. There will be two different objects on each
question and the directions will say put an X over the need, circle the want, etc.

Independent Digital (15 minutes): Students will be logged onto a nearpod where they will
independently drop and drag each need and want into the appropriate category. There will be 15
different objects for them to decide between and the scores will be reported to me since I am the
one that created the nearpod. After they finish that if they have time remaining they will again
watch the needs and wants video so they can remember it and it might help them for their quiz
that they will have.
Closure (5 minutes): Put away all items and explain that we will go over the topic again
tomorrow. Then we will move into the next subject for the day

Rationale: You must have at least two paragraphs (one for each mandatory piece of multimedia)
(Multimedia 1= App or website): Why this piece of multimedia? How does it support
student learning and your standards and objectives? How do you know it is of
high-quality? Evaluate this multimedia against the LORI criteria in the 406: Evaluating
Multimedia module to support your rationale. How does this multimedia choice
differentiate instruction for all learners (consider differentiation and assistive
technologies)?
The first thing I am using is Nearpod. I am using Nearpod because the answers each
student give on the presentation will be reported back to me and it can be used for
grouping for further instructions and lessons that we will have in the future. This is
considered multimedia because it helps the students understand the content they are
learning while also allowing them to enjoy what they are learning that way it is not so
boring for them. This supports student learning and the standards and objectives because I
looked at the standards directly and it said students will be able to understand the
difference between wants and needs so I thought of an interactive that they could use and
Nearpod was the first thing that came to mind. I know it is of high quality because I
personally have used it for many years in high school and I have also used it in college.
This multimedia differentiates instruction for all learners because this specific part of the
lesson is hands on as well as visual and even listening because I added the song into the
presentation if the students finish early. It is important to ensure that each student has a
different way of learning, and I incorporated each in this lesson
(Multimedia 2= App, website, video, educational game, song, podcast, etc.): Why this
piece of multimedia? How does it support student learning and your standards and
objectives? How do you know it is of high-quality? Evaluate this multimedia against the
LORI criteria in the 406: Evaluating Multimedia module to support your rationale. How
does this multimedia choice differentiate instruction for all learners (consider
differentiation and assistive technologies)?
My second piece of multimedia is a song. When I was doing my Floyd mentoring program, I
heard this song that was being played in a kindergarten classroom. The students seemed to really
like the song and most caught on and began to sing along with the singer. This is a piece of
multimedia because it teacher the students the difference between wants and needs while also
engaging them with clips that they enjoy as well as songs that are catchy and they can sing along
easily. This is of high quality because I have seen it used in Horry county schools and this
specific youtube channel has great ratings as well as views.
 This multimedia integrates all types of learning because students have the opportunity to
get out of their seats and dance along as well as sing along if they want to. In addition to that
they also have scenes and pictures so students can see what is a want and what