CEP Lesson Plan Form

Teacher: Corissa Rosa Date: November 8, 2017

School: Sheperdson Elementary Grade Level: Kindergarten

Content Area: Social Studies PBL

Title: Hurricane: Wants vs. Needs Lesson #:_3_ of _5_

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)

Social Studies: Standard 3. Economics- a. Identify the difference between personal wants and needs

Reading, Writing and Communicating: Standard 1. Oral Expression and listening- a. Participate in
collaborative conversations with diverse partners about kindergarten topics and texts with peers and
adults in small and larger groups.

Reading, Writing and Communicating: Standard 3. Writing- 1. Text types and purposes, labels, and
familiar words are used to communicate information and ideas

Understandings: (Big Ideas)

Wants are different than needs

Being safe and having what I need helps me survive

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select
applicable questions from standard)

What is a want vs. what is a need?

Can you survive without something that you want?

What are the effects of a hurricane?

If you are in a natural disaster what are some things you can do to stay safe?

Evidence Outcomes: (Learning Targets)

I will be able give an examples of wants and needs

I will be able to talk about what I would NEED to survive a natural disaster like a hurricane

I will write want and need

Every student will be able to:

After participating in a whole group lesson, all students will be able to write, discuss, and identify the
differences between wants and needs with 90% accuracy.

List of Assessments: (Write the number of the learning target associated with each assessment)

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CEP Lesson Plan Form

Students will participate in a whole group setting to review how to stay safe and sort different items that
is a want vs. a need.

Students will complete small books that require understanding a want vs. a need.

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CEP Lesson Plan Form
Name and Purpose of Lesson
Should be a creative title for you and the students to
associate with the activity. Think of the purpose as
the mini-rationale for what you are trying to
accomplish through this lesson.
Approx. Time and Materials
How long do you expect the activity to last and what
materials will you need?
Anticipatory Set
The hook to grab students attention. These are
actions and statements by the teacher to relate the
experiences of the students to the objectives of the
lesson, To put students into a receptive frame of
mind.
To focus student attention on the lesson.
To create an organizing framework for the
ideas, principles, or information that is to
follow (advanced organizers)
An anticipatory set is used any time a different
activity or new concept is to be introduced.
Procedures
Colorado State University College of Health and Human Sciences
Planned Lesson Activities
Name: Hurricane: Wants vs. Needs
Purpose: To review what occurs during a hurricane, learn how to stay safe during a
natural disaster and learn the difference between a want and a need in order to survive.
Whole Group time: 15 mins.
Small group time: 15 mins.
Materials needed:
Different supplies for children to sort to understand wants vs. needs (non-
perishable food, flashlight, battery operated radio, water, toys, blanket, first aid
kit, etc.)
Short video of a hurricane happening outside a window for students to reference
Large poster paper to write on during whole group as a wants and needs chart
Wants vs. needs booklets
Pencils
Crayons/markers
The students will begin as a whole group. The teacher begins by asking the students if
they can guess what word she is writing on the poster. The class sounds out the words
want and need and discuss what they mean. They then begin watching a hurricane video.
The teacher will then begin to ask the students what they would need to do to stay safe if
this was happening outside their window and inside their home they had no running
water, electricity/light, etc. As students begin to take turn answering the teacher will lay
out items at the center of the whole group that must be sorted between wants vs. needs.
As the items are laid out it is important to tell the students that they will get an
opportunity to touch the items, but not until they look at them and think about if they
would really need them to survive.
Teacher Actions Student Actions
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(Include a play-by-play account of what students and
teacher will do from the minute they arrive to the
minute they leave your classroom. Indicate the
length of each segment of the lesson. List actual
minutes.)
Indicate whether each is:
-teacher input
-modeling
-questioning strategies
-guided/unguided:
-whole-class practice
-group practice
-individual practice
-check for understanding
-other
Closure
Those actions or statements by a teacher that are
designed to bring a lesson presentation to an
appropriate conclusion. Used to help students bring
things together in their own minds, to make sense
out of what has just been taught. Any Questions?
No. OK, lets move on is not closure. Closure is used:
To cue students to the fact that they have
arrived at an important point in the lesson or
the end of a lesson.
To help organize student learning
To help form a coherent picture and to consolidate.
Differentiation
To modify: If the activity is too advanced for a child,
how will you modify it so that they can be
successful?
To extend: If the activity is too easy for a child, how
will you extend it to develop their emerging skills?
What observational assessment data did you collect
Colorado State University College of Health and Human Sciences
-The teacher will call on students to come -Students will come up after being called to
up and pick an item to tell whether it is choose an item to decide if it is wanted or
needed or wanted. needed to survive
-The teacher will provoke discussion about -Students will engage in discussion about
the items amongst the class. the items
-The teacher will write which side the item -Students will assist in writing down the
belongs on their wants and needs chart. different items on the chart
-The teacher will review with the class -Students will fill out wants vs. needs books
what they learned and explain the books - Students will to read the book to an adult
they will be filling out during centers in and talk about wants vs. needs
small groups
-The teacher will assist students as they fill
out the books.
The teacher will have the students begin thinking about those who have experienced a
hurricane and what they think they may NEED moving forward and what we as
kindergarteners could do to help.
To modify: assist the child in filling out the book, including writing down want and need
and providing pictures to help them work through it. To have classmates assist the child in
deciding if the item they chose is a want or need.
To extend: see if the child could find anything around the classroom to differentiate
between a want or a need. To go into further detail when filling out their wants vs. needs
book.
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to support differentiated instruction?

Assessment The teacher will observe to see if a child understands the differences between a want and
How will you know if students met the learning a need during whole group, while filling out the book during small group, and how the
targets? Write a description of what you were child explains their work after completing their book in small group.
looking for in each assessment. How do you
anticipate assessment data will inform your
instruction?

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CEP Lesson Plan Form

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