Exploring Needs and Wants

Ashley Jackson
Grade 2, Social Studies
4/20/16

I. Integration of Learning Outcomes

 Students will be able to explore and identify basic human needs and wants
through picture and sentence sorting.
 Students will be able to create a budget to determine the total of their needs
and wants.
 Students will be able to apply what they have learned about poems and needs
and wants to create an acrostic poem explaining these two terms.
II. Standards
 6.1.2.B Identify community wants and needs.
 6.2.2.A Identify goods, services, consumers, and producers in the local
community.
 6.4.2.D Identify buyers and sellers and how their wants and needs are
addressed.
 6.5.2.A Explain how money earned by individuals is used to meet needs and
wants.
III. Anticipatory Set
 To introduce the concept of needs and wants, begin the lesson with a Brain POP
video.
IV. Procedures
 Explain to students that they will be rotating around to the four corners of the
room to practice and explore identifying needs and wants.
 Give directions and an example of each corner before allowing students to
begin working.
 Break the students into four groups and allow them to start their first activity.
 Circulate to monitor students as they work and to identify when it is
appropriate to have the students rotate to the next corner.
V. Differentiation
 Students who have difficulty in ELA and social studies will have the support of
their group to help them. They will also be accommodated at the budgeting
center where there are pictures to sort instead of words.
  Students who are advanced in ELA and social studies will be expected to create
their own acrostic poems while using complete sentences to show their
understanding of poetry and the economics content.
VI. Closure
 Wrap-up and have the students come to the rug. Review the answers with the
students and discuss any questions that may have come up.
 Collect the students’ finished work and dismiss them to go home.
VII. Formative/Summative Assessment
 Formative: Teacher will observe and listen to the students as they complete the
four corners activities.
 Summative: Teacher will collect the students’ finished work to review it for
completion and accuracy.
VIII. Materials/Equipment
 Sentence sorting corner board
 Budgeting corner board and worksheets
 Acrostic poems corner chart and worksheets
 Post-it note corner and post-its
 Pencils
IX. Technology
 SMART Board
 Projector
 Brain POP video:
https://jr.brainpop.com/socialstudies/economics/needsandwants/
X. Reflection on Planning

While planning for this lesson, I consulted my cooperating teacher and discussed with her
how to implement my four corners idea. One of my goals was to have the students move
around and work in teams while practicing this concept because it is highly engaging. I also
wanted to have multiple ways for students to practice and show their understanding of needs
and wants. Since there are different activities, it lends itself to differentiating for the learning
levels and styles in my classroom. My cooperating teacher and I were able to figure out a way
to make this lesson cross-curricular through connecting it to National Poetry Month and our
current math chapter about money.

XI. Reflection on Instruction

It went well and the students enjoyed it. they really understood the concept and loved the hands-on
activities. I asked them which was their favorite corner….. one thing I could change would be to see the
timing of each activity being even but it should have been except it depended on the students and
groups.