Professional Documents
Culture Documents
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
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?
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.
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:
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.