Overview: - State University of New York College at Cortland
Jeannette Hand
Social Studies Methods
May 9, 2002
Final Exam
Jeannette Hand
Social Studies:
NEEDS & WANTS
First Grade
Rationale:
This unit is to introduce interdependence to first graders. People have needs and wants and these are goods and services provided by other people in our communities. These first graders will understand how different jobs depend on each other for good and services to be provided for the community. It is important for our children to understand how people in a community work together to provide things for our everyday lives. This unit covers #4 Economics standard under Social Studies in the New York State education standards. As first graders we will cover the understanding of major economic concepts, the principles of economic decision-making and the interdependence of economies.
Overview:
The unit would take place towards the end of first grade or beginning of second grade. This unit will take approximately 2-3 weeks allowing 2 days per lesson. The unit would begin by introducing what needs and wants are in lesson 1. A trade book will be read together as a class and an activity where the students will learn how to identify needs and wants will start off the unit. Lesson 2 will include another read-aloud introducing children to learn how to choose between needs and wants. They will use magazine pictures to show the class what they need and want. The next lesson (#3) will help students understand about natural resources and how we need to conserve them for others use. Lesson 4 will help students understand that people who work at different jobs provide needs and wants. This lesson will consist of the students surveying their parents and other community members about their jobs. The students will find out whether they provide a good or service. In lesson 5 we will then take the survey’s jobs and others in the community and make a web. This web will show students how different jobs are related to each other. (Example: a school bus driver needs a mechanic to fix the bus.) As a class we will make this web and identify which jobs provide a good and which ones provide a service. Lesson 6 takes a different look at interdependence. The students will learn that jobs need tools. A fun activity will let students identify which tools help each job to be completed correctly. The unit will be completed by the students taking a written assessment. The test assesses all areas in different forms.
NEW YORK STATE LEARNING STANDARDS
Social Studies Standard
4-Economics
1. The study of economics requires an understanding of major economic concepts and systems, the principles of economic decision making, and the interdependence of economies and economic systems throughout the world.
➢ know some ways individuals and groups attempt to satisfy their basic needs and wants by utilizing scarce resources
➢ explain how people’s wants exceed their limited resources and tat this condition defines scarcity
➢ know that scarcity requires individuals to make choices and that these choices involve costs
➢ understand how societies organize their economies to answer three fundamental economic questions: What goods and services shall be produced and in what quantities? How shall goods and services be produced? For whom shall goods and services be produced?
Mathematics, Science, and Technology
3-Mathematics
3. Students use mathematical operations and relationships among them to understand mathematics.
➢ add, subtract, multiply, and divide whole numbers.
➢ know single digit addition, subtraction, multiplication, and division facts.
English Language Arts
1- Language for Information and Understanding
As listeners and readers, students will collect data, facts, and ideas, discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language to acquire, interpret, apply, and transmit information.
4- Language for Social Interaction
Students will use oral and written language for effective social communication with a wide variety of people. As readers and listeners, they will use the social communications of others to enrich their understanding of people and their views.
Essential Questions
Unit Essential Questions:
➢ What are needs and wants?
➢ In what ways do we depend on other people in our community?
Guiding Questions:
➢ Lesson 1~ What do you need to survive? What would you like to survive?
➢ Lesson 2~ Can you show me what you need and what you want?
➢ Lesson 3~ Do you throw a lot of things out? Are you wasteful?
➢ Lesson 4~ How do people in our community help each other?
➢ Lesson 5~ Does a person’s job depend on another’s?
➢ Lesson 6~ What do people use to do their jobs correctly?
➢ Final Assessment: Written Test
Lesson1: Sheep, Have You Any Wool?
GQ: What do you need to survive? What would you like to survive?
Objective:
The Learner Will Demonstrate Comprehension of Needs & Wants by giving examples and successfully completing the handout.
Materials: Sheep in a Shop by Nancy Shaw, worksheet (Needs & Wants #1)
Procedure:
➢ Ask students to listen to the story and try to figure out what the sheep’s problem was.
➢ Read Sheep in a Shop by Nancy Shaw
➢ Have students identify the problem (the sheep didn’t have enough money to buy the things they wanted to buy)
➢ How did the sheep solve the problem? (The sheep traded their wool for the things they wanted)
➢ Did the sheep buy needs or wants?
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➢ Children when we go to the store, what do we buy? (Food, clothes, toys, etc.)
➢ Do we really need these things? (Yes) Ask the students further if all these things are really needed to live or if they are just things that we’d like to have?
➢ Explain the difference between a NEED and a WANT and show examples.
o NEED-something people buy or consume to live a healthy life
o WANT- something we don’t really have to have to live, it’s a pleasure, something that is nice to have
➢ Ask students to now name a few things that are needs (water, food, car, house, clothes); Chart the answers on the board.
➢ Ask the students to name things that are wants (toys, vacations, bike, lots of clothes, etc.); Chart the answers on the board.
Closure: We now know the difference between needs & wants. To live we need certain things, but we also would love to have other things. If we have enough money, then we are able to buy those other things, but the needs should come first.
➢ Tell me one thing that is a need.
➢ Tell me one thing that is a want.
Assessment:
Students will be given a simple worksheet (Needs & Wants #1) to identify the needs and wants. The teacher is to read the scenario and directions to the class. As a class everyone will discuss the answers after papers are collected.
Lesson 2: What Do We Really Need?
GQ: Can you show me what you need and what you want?
Objective: The Learner Will Demonstrate Application of Needs & Wants by developing a plan for spending a monthly allowance of 10 items.
Materials: The Berenstain Bears’ Dollars and Sense by Stan & Jan Berenstain, tokens (Needs & Wants #2), list of materials/items for classroom (Needs & Wants #3), sales ad for monthly allowance
Procedure:
Pre-Assessment
➢ Ask the students if they get an allowance from their parents and what they buy with the allowance.
➢ Write all the items the class buys on the board and as a class label which ones are needs and which ones are wants.
➢ Discuss again the difference between a need and a want.
o NEED-something people buy or consume to live a healthy life
o WANT- something we don’t really have to have to live, it’s a pleasure, something that is nice to have
➢ Read The Berenstain Bears’ Dollars and Sense by Stan & Jan Berenstain.
➢ Discuss with students and ask them what the bears should have done differently with their money. (Saved, bought a big item)
➢ Ask Questions:
o Have you ever had to make a choice like that?
o Do you spend your money wisely, on something you really needed?
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➢ As a class let’s pretend we have 10 red tokens, 5 blue tokens and 20 orange tokens to spend on some supplies. We need to figure out what we really need for our classroom. Then if we have extra we can buy what we want.
o Red - $10/token
o Blue - $5/token
o Orange - $1/token
➢ Now together decide with a list (Needs & Wants #3) provided what is needed for the classroom. Write the list on board and put the token amount next to it. Have real tokens (Needs & Wants #2), so as the class “buys” an item the correct amount can be taken away.
➢ As the tokens are taken away, have the students monitor to see how much more they can spend. The students may have to adjust what they are buying to make sure everything is covered with the amount of tokens given.
Closure: Figuring out what is necessary to buy is hard. We all had to work together to pick the items. As a class we decided what we needed and what we wanted.
➢ What were some of the choices we had to make?
➢ How can we remember to buy the things we need first?
Assessment:
Constructive Response: The teacher has to read and explain directions to the students. The students are to look through sales ads to find 10 items. They have to pick items they know they would need if they lost all of their things/possessions. Then if they didn’t pick a total of 10 they could pick some things they want. The students are to write down on the shopping list (Needs & Wants # $4) the things they plan on buying. They are to use only 3 ads and write the name of the ad on the handout and then mark if it is a need or a want.
Lesson 3: Choices about Natural Resources
GQ: Do you throw a lot of things out? Are you wasteful?
Objective: The Learner Will Demonstrate Application of saving materials by solving the problem that the people in Share-Gimme Town have.
Materials: chart paper, construction/drawing paper
Procedure:
➢ Start by tying needs & wants and goods & services together.
➢ Questions and discussion for Review (pre-assessment):
o What is a need? a want? (name some examples)
o Where do we get these things?
o When we go to a store what choices do we have to make?
➢ Discussion for Lesson 3:
o Are these choices hard to make? How do we make them easier? (others help us, we ask for help)
o What is one thing that we can’t live without? (water)
o Where do we get water from? (Earth)
o What else do we get from the Earth? (natural resources: metals, fuels, trees, food)
o These things we get from the Earth are called Natural Resources.
o Do you think there is enough water for everyone? (yes)
o Yes, there is a lot of water, but we must be careful because it may run out. Just like some of the other natural resources we use like trees for paper, and fuel to run cars.
o If we use a lot of these resources then there won’t be enough for the people who are born after us.
o Can we think of some ways to not use so much of these natural resources?
▪ Eat all our food
▪ Turn off the water
▪ Turn off the lights
▪ Ride a bike
▪ Carpool with others
▪ Shut the door
▪ Reuse paper and plastic
▪ Recycle materials
➢ Let’s make a list of things we can do in our classroom to help save natural resources. Make a chart to display in the classroom.
➢ As a class let’s try to help save our natural resources by following the chart we made.
➢ After the chart is done, have each student draw a picture of how he/she could help in saving natural resources. Display these pictures by the chart of how to save.
Closure: Just like we have to make choices about if we really need that toy or food or if we just want it, we have to make choices about what we use. We have to be careful not to waste anything, so others can use things too.
➢ Tell me one way we can save our resources?
➢ What is one way we are wasting our resources?
Assessment:
Teacher is to read the following story. The students are to answer the following questions on a piece of paper.
➢ The happy land of Share had laws about when to use water in the summer. The people were only allowed to water on Mondays and Fridays. New people were put in charge of Share and changed its name to Gimme. They liked to water the grass everyday of the week. They removed all the laws about using water. In winter and spring, it did not rain that much.
➢ What do you think happened when summer came?
o Was there enough water? (no)
o Who suffered? (everyone) Why? (Farmers couldn’t grow the crops, so people went hungry.)
o What should have the people in Gimme done? (obeyed the first laws, not use a lot of water, etc.)
Student should have answers that show they understand the concept of saving natural resources.
Lesson 4: Jobs, What Do They Do?
GQ: How do people in our community help each other?
Objective: The Learner Will Demonstrate Understanding of how jobs provide goods and services for the community, by working together with a partner to classify each of the parent’s jobs and by successfully completing worksheet 15.
Materials: Job survey(N&W #5), Worksheet of Parents’ jobs (graph or chart representing jobs of parents that will be compiles after surveys are handed in), books on careers: Jobs People Do by Christopher Maynard, Career Day by Anne F. Rockwell, Community Helpers from A to Z (Alphabasics), Bobbie Kalman People Work by Debbie Ecker, books by Linda Hayward
Procedure:
➢ Send home the job survey (Needs & Wants #5) a week before the unit, giving students some time to have parents fill out. Each student must have 1 or more people fill out a survey.
➢ Once all the surveys are turned in this lesson can be done.
➢ Have various books available for students to see people’s different careers. Give the students time to look at the books. (15-30 min)
o Jobs People Do ~~ Christopher Maynard
o Career Day ~~ Anne F. Rockwell
o Community Helpers from A to Z (Alphabasics) ~~ Bobbie Kalman
o People Work ~~ Debbie Ecker
o Many books by Linda Hayward
➢ Go around the classroom making sure students are on task. The students should be encouraged to talk about the jobs and what they are learning from the books.
➢ Bring the class back together and discuss the different jobs they found people had in the books. List them on the board.
➢ Explain that some jobs provide a good and some provide a service.
o Good: things people make for people to buy or sell
o Service: a job that helps other people.
➢ Give an example of a job providing a good and one providing a service.
o Good: farmer, baker, factory worker
o Service: haircutter, cashier, painter
➢ Ask students to name a few jobs that provide goods and a few that provide services. Make sure the students understand the concepts or continue with explanations and examples. Chart the students’ answers on chart paper or the board.
➢ Now, using the surveys the children had filled out, collect the data. Pass out the surveys to each child so, he/she can read about the particular job.
➢ Go around the room and ask each student the job of his/her parent and chart these answers. There may be duplicates, so put tally marks next to those.
➢ Make a chart on the board like the worksheet N&W #6. Then, together go through the first 5 or so jobs deciding if they provide a good or service.
➢ Pass out Needs & Wants #6 to each student.
➢ If the students seem to understand which jobs do which, and then continue with having the students work with a partner, deciding which each job provides. At this time, pass out the worksheet or use an overhead with the jobs listed on it (you will have prerecorded all the jobs of the parents and copied the sheet and this will be easier instead of them writing down all the jobs).
➢ When a pair is finished with the job surveys have one partner go to the chart on the board and fill place one of the jobs under Goods or Services.
Closure: Jobs are important in our community. Our parents work at different places and they all do different things. Some jobs make a good for us to use and others provide a service. Every job is just as important and we must be thankful for each of them. Now when you go places in our community you will be able to tell your parents what each job does and what they provide.
Guided Practice/Assessment: (This is an extra activity to ensure students are learning the difference between jobs providing goods or services) Have a list of jobs on the board/chart. The students should stand in two lines facing each other, so that each person has a partner. The first person starts by saying a job and the person across from him/her has to tell a little about what that job does and if it provides a good or service. If that pair got the job correct then they go to the end of the line. The two students should walk down the middle of the two lines of other students. Make this a fun activity by encouraging the pair to do some motion or action (related to the job if possible) while walking down the center.
(Example of lines)
1 partner ~~~~~~~~~~~~~~~~~~~~~~~~~~
Space- walk down when correct *************
1 partner ~~~~~~~~~~~~~~~~~~~~~~~~~~
Assessment: The students are to find 8 jobs in the community. On a sheet they are to write the job the person is performing and if they provide a good or service. The class is given 3 days to complete this assignment allowing time to go into the community and find jobs of community workers. They can fill out a similar sheet like N&W #6.
Lesson 5: Where Does Everything Come From?
GQ: Does a person’s job depend on another’s?
Objective: The Learner Will Demonstrate Application of jobs dependence by making their own web showing how jobs connect in our community.
Materials: paper to make a web
Procedure:
➢ Ask and Discuss these questions:
o Who brings you to school? (parents, relative, bus driver)
o How do you get to school? (car, bus)
o What would happen if the bus driver didn’t have a bus to drive?
o So, it’s necessary for the bus driver to have a bus to bring all the students to school. Well where does the bus driver get the bus? (car dealer, mechanic, a guy who makes buses)
➢ So, what you are telling me is if we didn’t have people to make the buses you wouldn’t be able to ride the bus to school? (yes) Oh boy, that could be a big problem.
➢ People have different jobs and these jobs depend on other jobs. If someone didn’t make the bus there would be no bus for the driver to bring you to school in.
➢ This is why everyone’s job is very important.
➢ Let’s think of another job. (Cashier, factory worker, teacher, police officer, etc.)
➢ Pick one job to talk about together. List and discuss the other jobs that depend on this one job and how they all work together. Make a web on the board or overhead connecting the jobs to each other.
➢ Talk about what the jobs do and if they provide a good or service.
Closure: We need to see how people work together. Everyone in our community has an important job to do. All these jobs help us have a better life.
➢ Questions:
o What do we know about jobs? (they connect)
o What do some jobs give us? (goods & services)
o What do these goods and services do for us? (help us live)
o When do we use these goods & services? (everyday)
o What are goods and services that we use? (Clothes, car repair, food, police, cashier, etc.)
o Do we always need some of these goods and services? (no, some are just wants)
Assessment: First, everyone needs to think about what they would like their job to be when they grow up. Next, on a piece of paper draw a circle. Write the job you thought of inside of the circle. Make a web of other jobs that might be related to yours (i.e. bus driver, person who makes bus, etc.). Once everyone is done we are going to connect him or her together to see how everyone’s jobs will help each other.
The students can work together by helping each other in filling out jobs that help other jobs. Most of the work should be done individually to check for understanding and application of jobs and how they connect in our community. The students can use the books on careers used in the previous lesson. When the whole class puts their web together try to organize it so they all fit to some other job represented in the classroom. You may want to give the students a list of jobs to pick from so, the jobs are related.
Lesson 6: Jobs Need Tools
GQ: What do people use to do their jobs correctly?
Objective: The Learner Will Demonstrate Application of tools needed for jobs by constructing a “Memory” game with a partner.
Materials: 5x7 index cards, crayons, markers, books on careers (listed below), Needs & Wants #7, zip-lock bags
Procedure:
➢ Review and discuss the previous lessons about goods & services.
➢ Students should be able to identify what a need, want, good and service is.
➢ Questions to ask to assess learning thus far:
o We need things to survive. What are some of those things?
o What about toys, bikes, games, candy; what are these things?
o Are these things ok to have too?
o Where do the things we own come from?
o What kinds of jobs do people have in our community?
o What do these jobs do?
o So, a person who washes our cars, provides what?
o A person who works in a car factory, provides what?
➢ These jobs in our community provide goods and services for us to use and live. The people who work at these jobs can’t do everything by themselves. Some of them need tools to do their job correctly.
➢ Can anyone tell me of a tool someone might use to do their job?
➢ Different jobs use different tools.
o Police Officer-police car, gun, handcuffs
o Fire Person- fire truck, hose, fire suit
o Cashier- cash register
o Carpenter- hammer, saw, etc.
o Give other examples and ask students to give examples.
➢ Give students to look through the career books to find what tools people use at their jobs. (15-30 minutes)
o Jobs People Do ~~ Christopher Maynard
o Career Day ~~ Anne F. Rockwell
o Community Helpers from A to Z (Alpha basics) ~~ Bobbie Kalman
o People Work ~~ Debbie Ecker
o Many books by Linda Hayward
➢ Go around the classroom making sure students are on task. The students should be encouraged to talk about the jobs and what they are learning from the books. If time allows let a few students tell what they learned from reading these books.
➢ Bring the class back together and allow the students to tell what they found about the tools the people used in their jobs.
➢ Pair off the students; (teacher has the final say if students pick their own partner).
➢ In their pairs they will be making a “Memory” game.
➢ The pair is to research 5 jobs from class discussions and the books (listed above). They are to make a list of the 5 jobs and have it approved by the teacher before they can proceed with the game.
➢ After their list is approved, the group will receive 10 index cards (5x7).
➢ Each person is to: (there should be 2 cards for each job so, each member makes 1 card for each job)
o Needs & Wants #7 is an example of a career card.
o Print the name of the job on the top of the card.
o Below the name, draw a picture of one tool that job uses.
o On the back of the card, write if this job provides a good or service.
o On the side that says whether it’s a good or service, the child should write their initials in the bottom right corner.
o Stress that the cards for the same job should look very similar.
o Each “Memory” game should be placed in a plastic zip-lock bag with the partners’ name on the bag.
o When the partners are done with their game they can continue with other work.
➢ Collect everyone’s games, making sure they have 10 cards labeled correctly with the job, a tool, good/service and their initials.
➢ On the following day:
o Review how tools are important for jobs.
o Have students give examples and tell of things they learned the previous day by looking through the career books. (list above)
o Give students more time to look through the books if there seems to be an interest.
o Have students get together with their partner from the previous day. Hand out the “Memory” games and give each group a different group’s game. (don’t give the game a group made back to them)
o Allow students to play the other groups’ games. Hopefully the groups will have made some different cards that allow the students to learn about other jobs and the tools they use.
o Students can combine a couple groups’ cards to make the game more challenging. (the children’s initials on the cards will help tell the games apart)
➢ “Memory” Rules:
o Mix up the cards
o Lay them in rows face down (with service/goods facing up)
o Turn over any two cards
o If the two cards match, keep them
o If they don’t match, turn them back over
o Remember what was on each one and where it was
o The next player takes his/her turn
o Watch and remember during the other players turn
o The game is over when all the cards have been matched
o The player with the most matches wins
Closure: After the students play “Memory”, allow time for discussion. Go over why people use tools at their jobs, how they’re helpful and some tools certain jobs use.
Assessment: Completion of the “Memory” game is the assessment of this lesson. The cards for the game will let the teacher know if the student can correctly identify if the job provides a good or service and what tool that job would use. The games don’t have to be graded except for full participation and a good understanding and correctness of all 10 cards for each group. During the “Memory” game would be a good time to look at a child’s interactive skills and their memory and retention of materials. **Some children don’t have a good short term memory, so this activity is a good way to assess how far along children are in this area.
Career Choices for “Memory” game:
➢ Car Mechanic
➢ Computer Salesperson
➢ Hairdresser
➢ Pilot
➢ Farmer
➢ Construction Worker
➢ Banker
➢ Chef
➢ Author
➢ Baker
➢ Fire Fighter
➢ Doctor
➢ Cashier
➢ Librarian
➢ Waiter/Waitress
➢ Toymaker
➢ Florist
➢ Bus Driver
➢ Telephone Operator
➢ Car Salesperson
➢ Police Officer
➢ Author of Children’s Books
➢ Teacher
➢ Lawyer
➢ Artist
➢ Rock Star/Singer
➢ Architect/Carpenter
**Some student may not be able to understand some of these professions, so use them at your discretion.
Final Assessment
➢ Written Test (Needs & Wants #8)
➢ Teacher needs to read directions to students and reread if needed.
➢ 30 minutes should be a sufficient amount of time to complete.
➢ Student must score 70% to be considered passing.
Needs & Wants #8
Name _______________________ Date _______________
Write the word that belongs in each sentence.
Key Words: GOODS SERVICE
1. A ________ is a job that helps others. _______________
2. Things people buy or sell are called ____. _______________
Place these things in the correct space:
Food, bicycle, pet, baseball, clothes, watch, a place to live
NEEDS WANTS
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In a water shortage, why might a city close its swimming pool but let the hospital use water as needed?
On the back of the paper draw a person at work. What is the person doing? Why do we depend on this person’s work?
Resources
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➢ printables/PSSOWantsAndNeeds-WithMagazinePics12
➢ activity/jobs
➢ acitivity/memory
➢ Families and Neighbors; 1991Teacher’s Edition; Scott, Foresman and Company; Glenview, Illinois
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