Student: Katelyn Panchyn Course: EDU 329 02 Grade 5th Topic: Economics/ Needs & Wants LESSON OBJECTIVE

Professor: Professor Kraemer Date: April 12th, 2014 Content Area: Social Studies

After a Smart-Board activity on needs and wants, students will work independently to look through magazines for pictures of goods and services that they think are needs and wants. The pictures will be placed on paper plates under the appropriate category with at least seven needs and at least five wants. CCLS/NYS STANDARDS AND INDICATORS Social Studies Standard (NYSS) #4: Economics Students will use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources, how major decision making units function in the United States and other national economies, and how an economy solves the scarcity problem through market and nonmarket mechanisms. Indicator: This will be evident when the students place the appropriate picture of goods and service in either the needs or wants plate. CCSS.ELA-Literacy.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others ideas and expressing their own clearly. Indicator: This will be evident when the students discuss, as a class, why they chose each goods and services under the appropriate needs or wants. ENGAGING THE LEARNERS The teacher will have a class discussion where students will activate their knowledge about needs and wants. Students will be asked to suggest the differences between goods and services.

MATERIALS Smart-Board Magazines Paper plates (2 per student) Glue sticks Scissors Chart paper LEARNING STRATEGIES Independent study: This will be evident when the students work independently to cut clippings from magazines of goods and services and place them under the appropriate needs and wants with at least seven needs and at least five wants. Group Discussion: This will be evident when the paper plates are hung up on chart paper for the class to see and explain why they chose that particular good or service as a need or a want. Direct Instruction: This will be evident when the teacher provides clear instructions on what is expected of the students throughout the lesson. EXCEPTIONALITY The student with fine motor skills will work with a partner when cutting and gluing. DIFFERENTIATION OF INSTRUCTION Tier I: Students will be provided with magazine cut outs provided for them and place them under the appropriate needs and wants paper plate. Tier II: Students will work independently to look through magazines for pictures of goods and services that they think are needs and wants. The pictures will be placed on paper plates under the appropriate category with at least seven needs and at least five wants. Tier III: After the students successfully complete the paper plates, they will make a TChart in their notebooks of any additional needs and wants not found in the magazines. DEVELOPMENTAL PROCEDURES The students will interact with a Smart-Board activity by categorizing wants and needs and distinguishing between goods and services. (Which items are needs? Which items are wants? What are goods and services?) Two paper plates will be given to each student to label NEEDS and WANTS.

Students will look through various magazines for pictures of goods and services that they think are needs and wants. (Do I NEED this hat, or do I WANT it? Is this car a necessity for my family and me or is it a want?) Students will bring their completed needs and wants plates to the chart paper in the front of the classroom and place their needs plate under the NEEDS side and their wants plate under the WANTS side. Students will discuss, as a class, why they chose the particular good or service to best fit a need or a want. (Why is this a want? Why is this a need? Do you agree or disagree with him/her?) ARTIFACTS AND ASSESSMENT

Students will work independently to look through magazines for pictures of goods and services that they think are needs and wants. The pictures will be placed on paper plates under the appropriate category with at least seven needs and at least five wants. INDEPENDENT PRACTICE Following the lesson on wants and needs, students will work with a partner and create an interview asking one another what important goods and services are active around his/her household. FOLLOW-UP: DIRECT TEACHER INTERVENTION AND ACADEMIC ENRICHMENT Direct Teacher Intervention: The teacher and student will, together, work with an index card defining the major definitions as well as provided examples of each for a reference when choosing the correct pictures and placing them under the appropriate needs or wants. Academic Enrichment: The student will bring in items from home that pertains to needs and wants. They will share the items in class and the teacher will provide feedback.

TEACHER REFERENCES New York State Board of Regents. (2011). Retrieved from http://www.p12.nysed.gov/ciai/common_core_standards/ PNW BOCES Home Page. (n.d.). PNW BOCES Home Page. Retrieved November 7, 2013, from http://www.pnwboces.org