EDCI 3127 Elementary Socials Studies Methods Comprehensive Lesson Plan Template

COMPREHENSIVE LESSON PLAN TEMPLATE

Student Name: Laura Simmons Date Submitted:
3-16-18
Grade Level: 2nd grade

LESSON BASICS
Meaningful Topic/Big Idea: Length of Lesson:
Wants versus Needs 40 minutes
Standards (at least 1 LA and 1 Common Core): Depth of Knowledge
2.5.3 Explain how scarcity of resources and opportunity cost (Revised Bloom’s
require people to make choices to satisfy wants and needs. Taxonomy):
☐1. Remember and/or
Understand
☐2. Apply and/or Analyze
☐3. Evaluate and/or Create
Essential Question (turn your objective into a question and add a little detail):
What are wants and needs and how do I see them in my life?
Objective(s)- (What will the student be able to do at the end of the lesson?) “T.S.W.”
The student will be able to state the difference between wants and needs by providing examples
of each based on their understandings from the picture activity.
Assessment plan (must connect directly to essential question and objective- How will
you know students learned the objective?)
The assessment, attached at the end, asks students to either recall or come up with three
examples of a need and three examples of a want.
Required Materials/Equipment/Technology/Community Resources:
The book (Johnny’s Decisions), printed copies of the worksheet, loose leaf, printed copies of the
assessment, computer and projector for pictures, pencils, markers, and crayons.
Prior Knowledge/ Connections: Required Vocabulary:
Basic idea of what goods are. Want
Good
Literature Connection (Book Information, Cover, brief detail about book):

Johnny’s Decisions by Jeff Felardo is about a little boy named

Johnny who goes through a few days making decisions and considering all of his
options and weighing pros and cons before making any decisions let alone one in which
he makes a purchase. This book is great for talking about wants versus needs.
Scripted questions- Pre-planned questions that will stimulate higher-order thinking:
a. What does it mean to you when I say this item is a want?
b. Why do you think we have to split up items or things into wants and needs?
c. What are some things that would cause us to only be able to get our needs?
ACTIVITY PLAN
1. Warm-up/Review/Connections – This must include a visual.:
For the warmup read the book, Johnny’s Decisions, and then discuss with the students what they
got out of the book. Accept all of their answers as this should just be a time to get their brains
going and ready to learn about the topic.
2. Introduction to Content/Explanation:
Tell the students, “okay boys and girls, now that we have read the book, I think you all might have
an idea about what we are going to learn today. (some students may respond here) We are going
to focus on wants and needs. Raise your hard if you have ever heard someone use these terms.
Can anyone give me an example of how they have heard those words used?” Give time for the
students to answer.
3. Presentation/Model the Learning Process (Teacher models):
Begin by explaining what a want and a need are. Then use the projector and computer to show
the images attached at the end of the document entitled ‘pictures for presentation’. When showing
the first three pictures explain to students if the picture is a need or a want and why. Also use a
bag of M&Ms and a piece of fruit a real physical examples of a want and a need.
4. Scaffolded/Guided Concrete Practice (Teacher and students work together):
For the rest of the pictures have the students answer and explain why they are needs or wants.
5. Communicative/Collaborative Concrete Practice and Grouping Strategies (Students
work together):
Have the students get into groups of 3. Have them use a sheet of loose leaf to collectively write
down a list of 9 wants and 9 goods. Once the group has the list send them back to their individual
desks.
6. Independent Concrete Practice/Application (Student works individually):
Ask the students now to come up with one more good and one more want on their own. Once this
has been completed have the students pass up their papers. If time allows, go through some of
these lists during the wrap-up/ concluding activity.
7. Differentiation: Provide modifications for higher and lower performing students:
For groups that work faster let them come up with as many needs and wants as they please. For
the students who need more time, make sure they are with groups who will be willing to help
them.
8. Assessment (Restate and elaborate on previous assessment explanation):
The attached assessment should be given out now. This should be completed individually. This is
done in order to ensure that the students understand the difference between a want and a need.
9. Wrap-up/Concluding Activity:
Restate the definitions of want and need. Then go through some examples that the students
wrote down on their lists and discuss them with the class.
10. Idea for service learning (How could this topic be brought outside of the classroom and
positively affect the world?) This topic is great to connect to the community as students would
be able to gather ‘needs’ and donate them to a locate shelter.
11. Ideas for class speaker/guest or field trip:
An idea for a speaker would be for a classroom parent or guardian to come in a talk about how
wants and needs are different for everyone and give or bring their own examples.
 12. Instructor Reflection (For EDCI 3127, this will only be completed after teaching lesson in
field experience classroom):
What went well? Click here to enter text.
What did not go as planned? Click here to enter text.
What should change? Click here to enter text.
What should be addressed in future lessons? Click here to enter text.

Pictures for Presentation

Formative Performance Task 1:

NEEDS VS. WANTS: NAME: ____________________

List three things that are a WANT:

1. __________________________________

2. __________________________________

3. __________________________________

List three things that are a NEED:

1. __________________________________

2. __________________________________

3. __________________________________

Evaluation Plan: This is be graded out of 6. One point for each correct example given.

Featured source(s): Bag of M&Ms and a piece of fruit.