DIRECT INSTRUCTION LESSON PLAN GUIDE AND TEMPLATE

(Use the bulleted information provided to write your lesson plan. Replace the bulleted text in each section below with
your text. Your text should be written in complete sentences, so be sure the bullets are deleted also. Numbers in
parentheses show the point value for each section of the lesson. Please do not change/delete any of the information in
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Name: Carlynn Richter

Lesson #:

Lesson Title: Needs vs. Wants

Grade Level/Subject: 4th grade Social Studies

NCES/CCSS Standard and
Objective (1)

Topic: Needs vs. Wants

4.E.2.2 Explain how scarcity of personal financial resources affects the

choices people make based on their wants and needs.
At the end of this lesson students will understand the difference between a
need and a want.

Revised Blooms level of

thinking/type of knowledge
(1)

Behavioral Objective (2)

Objective Rationale (1)

Prerequisite Knowledge and

Skills (1)
Key Terms and Vocabulary
(1)

Focus/Review (prepares
students for the lesson) (2)

B. Conceptual Knowledge - The interrelationships among the basic

elements within a larger structure that enable them to function together.
Ba. Knowledge of classifications and categories
Bb. Knowledge of principles and generalizations
Bc. Knowledge of theories, models, and structures
Remember, Understanding, Applying, Analyzing
Students will know the difference between a need and a want. At the end
of the lesson students will write a paragraph telling about a time they
wanted something they did not need. If their writing correctly displays a
want rather than a need they will receive full credit of points.
Students need to learn this in order to understand scarcity and basic
human needs. This pertains to students lives as most of these students
have immigrated from other countries and have experienced many
different wants and needs. This will prepare students for the future by
expanding their knowledge of a need vs a want and will help them
understand necessities during scarcity.
Students should already have knowledge of the necessities of survival
such as water, food and shelter.
Necessity
Materialism
Personal Value
Need
Want
Desire
Content and Strategies
Instructional
Strategies
During this portion of the lesson I will ask students
Share Ideas and
what a need is. After they answer I will ask them what
opinions,
a want is. This period will be set up like a discussion in Discussion
which students can add their own opinions regarding
based,
the terms. Some of the questions they will consider
Compare and
during this portion of time will be, Do you think needs contrast
Revised for spring, 2012

Objective as stated for

students (helps students set
their own goals for the lesson)
(1)
Teacher Input (provides the
content to students in a
teacher-directed manner) (3)

Guided Practice (scaffolded

practice with the content;
helps students make sense of
the content provided in
Teacher Input) (3)

Independent Practice
(application activities to help
students use and demonstrate
what they have learned) (2)

Closure (provides a wrap-up

for the lesson) (1)
Evaluation (How will you
assess students learning so
that you can determine if they
met the objective of the
lesson?) (2)

are the same across cultures or do they differ?, Do

you think wants are the same across cultures or do they
differ?
Today we will learn about the difference between and need and a want. I
heard some really good discussion and I want you to keep contributing
throughout the lesson. By the end of the lesson you will know the
difference without thinking about it and will be able to write about a time
you experienced wanting something without needing it.
After the discussion between students is over ask one
Compare and
student what a need is. After writing their definition on contrast, share
the board ask the rest of the class if they agree. Repeat ideas and
this process for wants. After discussing the meaning of opinions,
a want and a need provide students with your list of
wants and needs. With the students create a list of your
personal needs and wants. As you come up with one
ask the class, Do you think this is a need/want? After
hanging your list on the board ask them to create a list
as a class. If students are not understanding, ask them
why their object is a need/want. Explain to students
that a need is something required to wake up such as
water, where as a want is something you could survive
without such as shoes.
Have the students raise their hands and then write their Work together,
need/want under the correct category on the board.
Compare and
After students have finished creating the class list talk
contrast,
about each thing on the list and why it is a need or a
Share opinions
want, moving things as needed. After this list is created and ideas
and all of the students demonstrate understanding ask
students to write on a piece of paper one thing they
need and one thing they want.
Have students go back to their desks and write a paragraph on the
following prompt, Write a paragraph about a time you wanted something
you did not need. Did you get this item or not? How did it make you feel
and how long did you feel that way? Before having them begin ask,
Remember what you talked about at the beginning of class regarding
whether wants and needs are the same or different across cultures? After
you write your paragraph I want you to write Are wants the same across
cultures? and answer yes or no and why. Then do the same with Are
needs the same across cultures?
What did you learn today? (Students answer) Can someone tell me what
a want is? What is an example of this? Can someone tell me what a need
is? What is an example of this? After learning this do you think
needs/wants are the same or different across cultures?
Formative:
Discussion during focus and review, ask students whether they think
something is a want or a need during teacher input, do students place their
want/need in the correct category during guided practice?
Summative:
The summative assessment is part of the independent practice in which
Revised for spring, 2012

Plans for Individual

Differences (differentiations
needed for students) (1)
Materials used in the lesson;
Resources used in developing
the lesson (1)
21st Century Skills (must be
in three lessons)

Global Awareness (must be in

two lessons)

students write about a time they wanted something but did not need it. If
students correctly provide a want rather than a need AND answer yes or
no and why they think needs/wants are similar or different between
cultures they will be accredited full credit. If the student does not
correctly provide a want rather than a need AND answers the question
regarding needs and wants between cultures OR answers one but not the
other they will be awarded partial credit and will be conferenced with
individually and given a chance to re-do it. If students do not answer the
prompt and does not answer the cultural question at all they will be
awarded zero credit.
Struggling students will be given the chance to answer these questions
verbally instead of writing them down. If multiple students are struggling
or fail to correctly answer the final question with a want rather than a need
I will meet with them as a group and go over the basic principles again.
Large piece of paper, markers and white board.
Resources used: Internet to generate ideas
Evaluating- students will evaluate an item in order to decide if it is a need
or a want.
Remember students will reflect on a time they wanted something they
did not need
Apply- students will apply knowledge of these terms to different
situations and circumstances.
Needs are the same between cultures and groups of individuals as they are
needed for survival, Wants may differ based on cultural aspects and
individual personalities. Both of these are discussed during the focus and
review of the lesson and during the independent practice.
How do other cultures relate to these? In focus and review and closure.

Culturally Responsive
Teaching (must be in three
lessons)
Overall alignment in the lesson (2):
The behavioral objective must be aligned to the lesson objectives (NCES/CCSS).
The instructional activities must help students meet the behavioral objective and be successful on the
lesson assessment.
The lesson assessment must provide enough reliable and valid data so the teacher can determine if
each student has met the lesson objectives or not.
Add any instructional materials needed for the lesson here (worksheets, assessments, PowerPoints,
slides from SmartBoard programs, etc.) (2)

Revised for spring, 2012