Needs and Wants: Can You Live Without Them?
In lesson one of the Identifying Natural and Man-Made Resources unit, students will
discuss the terms needs and wants. During the discussion, they will generate a list of
each. The students will review the list and think about the things they cannot live without.
Using the list, students will cut out pictures of needs and wants and make a collage of
each. (Environmental Education)
Carla Midway Elementary EEinGEORGIA.org
Baldwin
Austin EIC Team (EIC)
Primary Learning Outcomes
What are needs and wants? What is the difference between the two?
Additional Learning Outcomes
Can you live without needs? What do we need to live?
Assessed QCC Standards:
Grade: 1
Language Arts
Oral Communication
6
Topic: Listening/Speaking
Standard: Increases vocabulary to reflect a growing range of interests and knowledge.
Grade: 1
Social Studies
Economics
4
Topic: Basic Needs
Standard: Compares how families of the United States, Canada and Mexico meet their
basic needs and wants.
Procedures/Activities
Step: 1 Duration: 20 minutes
The teacher will begin the discussion by writing the terms needs and wants on 3x5 index
cards and placing the cards at the top of the pocket chart. Place students into two groups
(needs and wants). Ask the needs group, "What are some things you think you need?"
and ask the wants group, "What are some things you want?" Have each group come up
with words to place in each category. Distribute 3x5 index cards for students to list their
words on. Have students place their cards in the appropriate columns on the pocket chart.
Ask the students in each group to tell how/why they came up with the words in the
columns. Based on the responses, each group should be given a sheet of chart paper to
develop a working definition for the terms needs and wants. Post the definitions under
each column and have the students check the words that are listed.
Step: 2 Duration: 15 minutes
While viewing the current list, ask students which they could live without, the needs or
the wants. As they answer, have students make adjustments to the previous list of needs
and wants by moving the cards to the appropriate columns on the pocket chart. Discuss
what we need to live and what we can live without. The teacher will read the students'
definitions of needs and wants and clarify any inaccurate information. Then the teacher
should provide students with a definition of needs (i.e., needs are things we must have in
order to live) and wants (i.e., wants are things that we like to have to live comfortably).
Step: 3 Duration: 15 minutes
Place students into two groups, needs and wants. Distribute magazines and/or
newspapers, scissors, glue, and poster board. The needs group will make a collage of
needs and the wants group will make a collage of wants using pictures cut from the
magazines/newspapers.
Step: 4 Duration: 5 minutes
Each student group should share their collage and explain why they chose some of the
pictures.
Step: 5 Duration: 15 minutes
To assess students' knowledge of the concepts of needs and wants, have students draw a
picture of each and complete the worksheet that classifies needs and wants.
Attachments for Step 5
Title: Needs and Wants FileName: wants.doc
Description: Students will classify needs and wants by choosing words from a word box
and placing the words in the correct category. Clipart taken from Microsoft Design
Gallery Live.
Materials and Equipment
Teacher materials:
1. Pocket chart
2. markers
Student materials (per child):
1.glue
2.scissors
3.magazines/newspapers
4.3x5 index cards
5.markers
6.tests
(per group):
1.chart paper
2.markers
Standards (Local and/or National)
Total Duration
1 hour 10 minutes
Technology Connection
Assessment
Students will be assessed by the completion of the worksheet listed in step five of the
lesson.
Extension
Remediation
Using a teacher-made worksheet, teachers can have students circle needs and color wants
or simply have students draw an example of each.
Accommodation
For students with exceptional needs, what changes can be made in instruction and
teaching delivery to enhance student participation and learning? Each area below is a
direct link to general classroom accommodations.
Non-readers Physical Impairments Sensory Impairments Attention/Behavior
Gifted
Each disability below is a direct link to general classroom accommodations specific for
that disability.
Autism
Deaf - Blind
Deaf/Hard of Hearing
Emotional and Behavioral Disorder
Mild Intellectual Disability
Orthopedic Impairment
Other Health Impairments:
Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder
Tourette Syndrome
Significant Development Delay
Specific Learning Disability
Speech - Language Impairment
Traumatic Brain Injury
Visual Impairment
Modification
For students with significant disabilities, what changes can be made in instruction and
teaching delivery to allow students to participate in classroom instruction while working
on IEP objectives and off grade level QCC standards. Below are suggested modifications
correlated to the procedures of this lesson plan.