Cape Breton University

Department of Education
Lesson Planning Template

Preservice Teacher Name(s): Drake Marinelli

TITLE: The Difference Between Needs vs. Wants Date: Monday, June 28th 2021

Grade(s): 1

Subject(s)/Course(s): Social Studies Unit/Theme: Critical Thinking

Length of Learning Period: 45 minutes

Learning Module Topic & Description

Throughout this lesson, students will gain an important understanding between a need and a
want.

Essential QUESTION/PROBLEM

What is the difference between a need and a want?

Stage 1: Desired Results

Curriculum Outcomes: SCOs and Performance Indicators

Social Studies
Outcome: Students will analyze the difference between needs and wants.

Indicators:
▪ Investigate the difference between needs and wants (COM, PCD, CT)
▪ Ask questions that help identify the difference between needs and wants (COM, PCD, CT)
Essential Concepts/Knowledge/Skills/Social Dispositions to be Learned/Applied:

 Respect for others needs/wants.

 Understanding we have similar needs.
 Understanding that wants can vary from person to person.

Curriculum Connections/Big Ideas: (interdisciplinary, integrative)

Visual Arts: Students will get the opportunity to work with a variety of materials that will allow
them to communicate their ideas and perception.

English Language Arts Integration: Students will demonstrate their learning by using
instruction, images, and text at their disposal. They will work with group members and
independently to demonstrate an understanding.

Stage 2: Planning Learning Experience and Instructional Process

Student Groupings (e.g., whole class, small, pairs, Materials/Resources (e.g., equipment, PowerPoint sides,
independent work): manipulatives, hand-outs, games, assessment tool):
 YouTube video: Whole class teaching.  Whiteboard
 Discussion: Whole class teaching.  Computer
 Group work: Students will get to work  Projector
in groups of 3-4 for this activity,
 YouTube video
depending on the number of students
present.  Markers, pencils, coloured pencils, and
 Needs vs. Wants exit slip: crayons
Independent work.  Laminated paper with needs/wants on
them for the activity
 Tape
 Needs vs. Wants exit slip

Instructional Strategies (e.g. direct instruction, Considerations (e.g., contingency plans re: technology
demonstration, simulation, role-playing, guest failure or student absences and groupings, or guest speaker
speaker, etc.): cancellations or safety concerns):

 Direct instruction: Students will be  Technology failure: If there is a

given direct instructions at the start of technology failure, I will have the video
class. I will also be going to each group loaded and ready to play on my phone. I
periodically to make sure they are not will go group to group to ensure the
having any difficulties throughout the entire class has gotten a chance to see it. 
activity.    Student absences: If any students are
  Visually: Students will get the unable to attend the lesson, I will print
opportunity to view a song on out instructions, along with all materials
YouTube that should help them with necessary to complete the activity. The
the activity. next time they are in class they can take
the materials home and practice with a
guardian/sibling/relative. The next day I
will break up students into groups again
to have a quick review of the entire
lesson to allow those who missed to
learn and engage with their friends.  

Differentiation Strategies and Adaptations/Modifications/Accommodations and Individual Program

Plans (to address different needs and preferences of students, including those with exceptionalities)

Differentiation Strategies:
 Students will be broken into groups to allow them to work together with their classmates.
Each group will be preplanned to contain students of different ability levels. This is used to
promote confidence, in hopes that they will use teamwork before asking for my help.
 In grade one, students will most likely be at different reading abilities so I will try to
provide several clear forms of the instructions for this task. I will read the instructions out
loud to the entire class, provide a written copy at each groups station, and constantly check
in with each group to ensure everyone understands.
 Since some students are still uncomfortable writing, I will make accommodations. For the
exit slip, students can either circle whether they think it is a want or a need or there will be
different colours devoted to the categories (green for needs, red for wants), so they can
colour in the pictures instead of writing them out.
 Other accommodations can me made for this activity, for example, if a student requires
extra time or support on the exercises, they can complete the lesson in a learning center or
with the help of a teacher’s aid.

Formative Assessment Strategies (specific Summative Assessment (future plan)

strategies e.g. conferencing, exemplars, rubrics, self-
peer assessment etc.)

Formative Assessment: After the YouTube Summative Assessment: After the lesson is over,
video I will ask them questions to test their I will collect the students exit slips to assess how
understanding before we start the lesson. well they understood the activity.
I will be constantly monitoring each group to
make sure they have a good grasp of the
activity.
Physical assessment will be made when
students from each group tape their answer
to the question I give on the Venn Diagram.
Stage 3: Learning Experience
Motivational Hook (process for grabbing and focusing students’ attention) Time (mins): 5 minutes

For my motivational hook I will be playing the YouTube video, “Cartoon for Kids! Needs and
Wants. Social Studies for Children”. https://www.youtube.com/watch?v=GdUZ8hwrQ6Q

Opening (process for signal direction of lesson and agenda) Time (mins): 7 minutes

I will open by:

 Giving a brief overview of the lesson.
 After each student hears the instructions, we will have a quick discussion about needs and
wants.
 The class will be split up into groups based on ability.
 Then I will play the YouTube video as a motivational hook.

Body (main instructional and learning processes to build understanding, skills, attitudes) Time (mins): 20
minutes

 Students will now work in their groups, they will have laminated pictures in front of them
of several needs and wants (for example: food, shelter, clothing, Xbox, bike, and television).
Once they discuss with their groups each member will take turns going to the Venn
Diagram on the whiteboard and taping the picture where they think it belongs (either
need, want, or in the middle because they are not sure).
 After the groups answer each question, they will return to their individual desks, and I will
then pass out the needs vs. wants exit slip. They will work on this independently so I can
assess their understanding.
 Once they are finished, we will go over the answers as a class so that students could correct
themselves if they made a mistake.

Consolidation (processes for application and practice of knowledge, skills, attitudes) Time (mins): 12

After completing the worksheet, I will ask the class to come together as a group and discuss what
they learned in the lesson. I will ask the students several prompted questions, such as:
 Does anyone want to raise their hand and share something about their wants and needs?
  What do you think makes a need a need?
 Do you think people can have different wants and needs?
 Do you have any different wants and needs compared to any of your classmates?

Closure (processes for recapping, looking ahead) Time (mins): 1 minute

Excellent job everyone!! You now understand the important difference between a need and a
want. This is an important life lesson that you will use for the rest of your life.

Stage 4: Reflection and Extension

Teacher Reflection (e.g., next time notes)

Extension Ideas & Additional Resources