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Lesson Plan Template

Pre-Planning:
OBJECTIVE CONNECTION TO ACHIEVEMENT GOAL
What will your students be able to do? How does the objective connect to your
achievement goal?
 SWBAT recognize that people have These objectives connect to my
basic needs and wants. achievement goal by raising the bar for
 SWBAT identify the difference Instructional Focus 2: Content knowledge
between a need and a want and skills in developing economic literacy
 SWBAT identify how humans meet as a concept of production, consumption,
their needs in many ways. and decision making. They also align with
our curriculum goals and objectives:
participate in a democratic decision-
making process, identify examples of
scarcity, name common physical, social
and emotional needs

PREREQUISITE SKILLS DIAGNOSTIC


What will your students need to know to How will you assess students’ mastery of
master the grade-level objective? these foundational skills?
Students will need to know: Assessment of student’s mastery of these
 Money carries value foundational skills will be evaluated
 The meaning of the word need through a cut and paste, sorting
 The meaning of the word wants worksheet.

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Lesson Plan Template
Revised April 13, 2017 1
Preplanning
ASSESSMENT
How will you know whether your students have made progress toward the objective? How and
when will you assess mastery?

I will know whether my students have made progress toward the objective by their ability to
finish and complete the worksheet with minimal help or intervention. I will assess mastery
after the worksheet is completed by asking students to tell me what needs and wants are and
what makes them similar and/or different. I will also ask for examples of wants and needs, as
well as ask students to brainstorm other ways to learn about economics.

KEY POINTS
What three to five key points will you emphasize?

1. A want is something that would be nice to have (toys, videos, games)


2. A need is something that you need to have to survive (food, shelter, clothing, love)
3. What is necessary for one person may not be necessary for someone else

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Lesson Plan Template
Revised April 13, 2017 2
Lesson Cycle
OPENING ( 5 min.) MATERIALS
How will you communicate what is about to happen?
How will you communicate how it will happen?
How will you communicate its importance?
How will you communicate connections to previous lessons?
How will you engage students and capture their interest?
Good Morning Class, -Book: The Bag
I’m Taking to
Today we are going to learn about needs and wants and goods and Grandma’s
services. Needs and wants and goods and services are part of an
important part of our lifestyle called “economics”. Economics is a
fancy word for money, how we make it and how we use it. Can anyone
tell me why economics or money would be important. Call on 3-5
students. That’s exactly right economics is important because we
need money to pay for things that help us live healthy and fun lives.
Did you know that there is an entire section of our government that
focuses on money and how they make money, it is called the United
States Mint! That’s right, like a peppermint except for this mint is a
machine they use to actually make the money. As a matter of fact, the
money that we produce or make here impacts the money from every
country all of the world! We are going to learn about economics’ by
reading a book as well as participating in a super cool, super fun,
economics challenge! Raise your hand if you are ready to become
economics experts. Alright let’s get started.

Review carpet expectations: crisscross applesauce hands in your lap,


eyes on Mrs. Jones and that is that.

Read: The Bag I’m Taking to Grandma’s


INTRODUCTION OF NEW MATERIAL ( 5 min.) MATERIALS
What key points will you emphasize and reiterate?
How will you ensure that students actively take in information?
How will you vary your approach to make information accessible to all students?
Which potential misunderstandings will you anticipate?
Why will students be engaged/interested?

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Lesson Plan Template
Revised April 13, 2017 3
Lesson Cycle
-Suitcase with
What a fun story. Raise your hand if you like going to grandma’s house or printed images
on a vacation where you have to pack a suitcase? Me too! In this story we of needs
read about the things that he needed to pack in order to get ready for (toothbrush,
grandma’s. It just so happens that I have a suitcase here with some pictures clothes, etc.
of items that I wanted to pack on my next trip. (show students) Do you think and wants,
you can help me sort these pictures into needs and wants? Awesome, game, toys,
thanks for helping me first let’s go over the differences between a need and coloring
a want: A want is something that would be nice to have (toys, videos, books).
games) and A need is something that you need to have to survive (food,
shelter, clothing, love). While everyone has needs and wants not all people
have the same needs and wants, what is necessary for one person may not
be necessary for someone else. For example, if we have a friend who
struggles to follow carpet expectations and needs additional support we
may refer him to sit in a different spot because he needs that relocation in
order to be successful. Friends, I’m wondering if the wants and needs for
your parents, or your grandparents are the same as the wants and needs
that we have today. What are your thoughts? Allow students to share.
Those are some great guesses, I’m thinking that they probably had some of
the same needs like food, shelter and love but their wants were probably
different because they didn’t have the technology like we do today.
*Potential misunderstandings: students justifying needs because they think
it’s what they need in order to be successful. Students confusing needs for
wants and vice versa.
GUIDED PRACTICE ( 20 min.) MATERIALS
How will you clearly state and model behavioral expectations?
How will you ensure that all students have multiple opportunities to practice?
How will you scaffold practice exercises from easy to hard?
How will you monitor and correct student performance?
Why will students be engaged/interested?
Alright friends it is time to help me decide if the items in the suitcase are something -Suitcase with
that I need to take with me on a vacation or on a trip to grandma’s house. Raise printed images
your hand if you can tell me what the carpet expectations are? Student answers: of needs
crisscross applesauce, hands in their lap, eyes on the speaker, raise your hand (toothbrush,
when you have something to say. Wonderful, I think we are ready to get started. clothes, etc.
When I call your name, you are going to come up and choose one picture from the and wants,
suitcase, once you’ve chosen your picture you will then come up to the board and game, toys,
put in on the chart paper on either the need side with the picture of a house or the coloring
want side with the picture of the lollipop. Call on students individually to choose a books).
picture out of the suitcase and add it to our T-chart of needs and wants. Friends if
you agree with their decision I want you to put your thumbs up, if you disagree I -chart paper
want you to put thumbs down. I will discuss with the class some of the items I would
not need to take with me but why I might want to take them with me and why the
previous students choice

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Lesson Plan Template
Revised April 13, 2017 4
Lesson Cycle
INDEPENDENT PRACTICE ( 10 min.) MATERIALS
How will you clearly state and model behavioral expectations?
In what ways will students attempt to demonstrate independent mastery of the
objective?
How will you provide opportunities for extension?
Why will students be engaged/interested?
Wow! You guys did a great job sorting out needs and wants from the suitcase, so -Needs and
great that I think you’re ready to try it on your own. Now you are going to be able to Wants
work on your own needs and wants worksheet. Show them the worksheet. Once worksheet
you get your worksheet you will go to the U-shaped table and pick up one piece of
paper and one glue stick and carefully walk with your scissors pointed down to your -Scissors (25)
work areas. When you get to your work area the first thing you will do is write your
name on your paper, then, you will begin by cutting out the pictures on the -Glue sticks
perforated, or dotted line. Once your pictures are cut out, you will carefully place (25)
your scissors at the top of your desk so I can come around and collect them and
you will begin gluing and sorting your pictures. Once your worksheet is done you
will place it on the black chair.

For students who are advanced they will be able to pick up a sheet from the writing
center and be prompted to draw a picture of their home as write well as the needs
and wants for their home. Available for an additional scaffold in writing center will be
the book People by Spier to look at homes around the world.

Students who need extra support will be prompted through the following scaffold
questions: what do you want to do when you get home? What do you like to do after
school? What do you have to do to get ready for school or bed?
CLOSING ( 10 min.) MATERIALS
How will students summarize what they learned?
How will students be asked to state the significance of what they learned?
How will you provide all students with opportunities to demonstrate mastery of (or
progress toward) the objective?
Why will students be engaged/interested?
1,2,3 eyes on me Students: 1,2, eyes on you. Alright friends it is time to clean-up
your remaining materials and have a quiet seat on the carpet.

Students transition

Who can tell me what they learned during this activity? Allow 3-5 students to share.
Friends, why do you think it is important that we talk about economics’ and the
differences between needs and wants? Allow 3-5 students to share. Wonderful,
because you guys have made so many awesome connections I would like for you
to take the next 2-3 minutes and turn and talk with a partner. When I say go, please
turn to your carpet partner and discuss or talk about why economics is important
and why we need to monitor or check the differences between needs and wants.
Go. Walk around observing, encouraging, and validating students in their
understanding. Eyes on me in 3, in 2, in 1, thank you for sharing friends, I heard a
lot of great understanding and takeaways. I’m wandering though if needs and wants
are the same for everybody in every country. What are your thoughts? I would like
to write down your thoughts and questions about how people in other countries
experience needs and wants so that we can continue to gain a better understanding
of economics around the world. Allow students to respond.

Johns Hopkins University School of Education


Lesson Plan Template
Revised April 13, 2017 5
Lesson Cycle

Thank you friends for going on this economics journey and learning with me,
tomorrow we are going to talk even more about economics and what goods and
services are, we are even going to listen to some music and learn the lyrics of a
song about needs and wants. I can’t wait to learn with you.

References:

Laureate Education (Producer). (2013b). Introduction to the project approach

[Video file]. (approximate length: 20 minutes)

National Council for the Social Studies. (1988). Social studies for early childhood and

elementary school children: Preparing for the 21st century[Position paper]. Retrieved

from http://socialstudies.org/positions/elementary.

Seefeldt, C., Castle, S., & Falconer, R. C. (2013). Social studies for the preschool/primary child.

(9th ed.). Upper Saddle River, NJ: Pearson.

Johns Hopkins University School of Education


Lesson Plan Template
Revised April 13, 2017 6

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