​ ​ ​Theme:​ ​Economics:​ ​Needs​ ​and​ ​wants​ ​(By:​ ​Kelci​ ​and​ ​Jamee)
Compelling​ ​Question​ ​&
Enduring​ ​Understanding
Standards​ ​(The​ ​Common
Core​ ​State​ ​Standards
(CCSS)​ ​or​ ​Hawaii​ ​Content
&​ ​Performance
Standards​ ​III​ ​(HCPS​ ​III)
that​ ​align​ ​with​ ​the
central​ ​focus​ ​and
address​ ​essential
understandings,
concepts,​ ​and​ ​skills)
Compelling​ ​Question:
Why​ ​do​ ​we​ ​have​ ​needs​ ​and​ ​wants?
Enduring​ ​Understanding:
The​ ​idea​ ​of​ ​scarcity​ ​must​ ​be​ ​understood​ ​to
distinguish​ ​between​ ​needs​ ​and​ ​wants​ ​in​ ​recognizing
how​ ​each​ ​individual​ ​has​ ​an​ ​impact​ ​on​ ​our
environment
HCPS​ ​III:
Benchmark​​ ​SS.K.8.1​​ ​Explain​ ​people's​ ​basic​ ​needs​ ​and
how​ ​they​ ​fulfill​ ​them
Benchmark​ ​SS.1.8.1​​ ​Compare​ ​needs​ ​and​ ​wants
D1.1.K-2.​​ ​Explain​ ​why​ ​the​ ​compelling​ ​question​ ​is
important​ ​to​ ​the​ ​student.
D2:​Eco.1.K-2​.​ ​Explain​ ​how​ ​scarcity​ ​necessitates
decision​ ​making.
D3.2.K-2​.​ ​Evaluate​ ​a​ ​source​ ​by​ ​distinguishing
between​ ​fact​ ​and​ ​opinion.
D4.3.K-2.​ ​Present​ ​a​ ​summary​ ​of​ ​an​ ​argument​ ​using
print,​ ​oral,​ ​and​ ​digital​ ​technologies.
CCSS​ ​K.SL.1​:​Participate​ ​in​ ​collaborative​ ​conversations
with​ ​diverse​ ​partners​ ​about​ ​kindergarten​ ​topics​ ​and
texts​ ​with​ ​peers​ ​and​ ​adults​ ​in​ ​small​ ​and​ ​larger
groups.
CCSS​ ​1.SL.1​:​ ​Participate​ ​in​ ​collaborative​ ​conversations
with​ ​diverse​ ​partners​ ​about​ ​grade​ ​1​ ​topics​ ​and​ ​texts
with​ ​peers​ ​and​ ​adults​ ​in​ ​small​ ​and​ ​larger​ ​groups.
a.​ ​Follow​ ​agreed-upon​ ​rules​ ​for​ ​discussions​ ​(e.g.,
listening​ ​to​ ​others​ ​with​ ​care.​ ​speaking​ ​one​ ​at​ ​a​ ​time
about​ ​the​ ​topics​ ​and​ ​texts​ ​under​ ​discussion).
b.​ ​Build​ ​on​ ​others’​ ​talk​ ​in​ ​conversations​ ​by
responding​ ​to​ ​the​ ​comments​ ​of​ ​others​ ​through
multiple​ ​exchanges.
 c.​ ​Ask​ ​questions​ ​to​ ​clear​ ​up​ ​any​ ​confusion​ ​about​ ​the
topics​ ​and​ ​texts​ ​under​ ​discussion.

Objectives Students​ ​will​ ​know:

● The​ ​difference​ ​between​ ​needs​ ​and​ ​wants
● The​ ​importance​ ​of​ ​scarcity​ ​and​ ​how​ ​it​ ​affects
our​ ​daily​ ​lives
● How​ ​needs​ ​and​ ​wants​ ​vary​ ​based​ ​on​ ​place
● How​ ​scarcity​ ​necessitates​ ​decision​ ​making
Students​ ​will​ ​be​ ​able​ ​to:
● Demonstrate​ ​the​ ​idea​ ​of​ ​scarcity
● Actively​ ​collaborate​ ​with​ ​their​ ​peers​ ​on​ ​ideas
related​ ​to​ ​needs​ ​and​ ​wants
● Identify​ ​their​ ​basic​ ​needs
● Present​ ​and​ ​explain​ ​their​ ​ideas​ ​pertaining​ ​to
their​ ​basic​ ​needs
● Decide​ ​whether​ ​a​ ​particular​ ​item​ ​is​ ​a​ ​need​ ​or
want​ ​and​ ​justify​ ​their​ ​reasoning
● Explain​ ​the​ ​differences​ ​related​ ​to​ ​needs​ ​and
wants​ ​based​ ​on​ ​place

Supporting​ ​Question Supporting​ ​Question Supporting​ ​Question

How​ ​does​ ​not​ ​having What​ ​is​ ​the​ ​difference Do​ ​needs​ ​and​ ​wants​ ​vary
enough​ ​of​ ​everything between​ ​needs​ ​and depending​ ​on​ ​place?
(scarcity)​ ​affect​ ​our wants?
basic​ ​needs?

Formative​ ​Performance Formative​ ​Performance Formative​ ​Performance

Task​ ​(description/tools) Task​ ​(description/tools) Task​ ​(description/tools)

● Visual​ ​needs​ ​four ● Compare​ ​and ● Hula​ ​hoop:

square​ ​chart contrast​ ​sorting Compare​ ​and
activity contrast​ ​by​ ​place
activity
● Individual​ ​student
made​ ​books

Features Features Features

Sources/Materials Sources/Materials Sources/Materials
Needed Needed Needed

● Four​ ​square​ ​blank ● Sorting​ ​Cards ● Hula​ ​Hoops

template Template ● PPT
● Colored ● Needs​ ​and​ ​Wants ● Pictures​ ​of​ ​various
pencils/markers Template items:
● Sentence​ ​starters ● Chart​ ​Paper Both​ ​Needs​ ​and​ ​Wants
● White​ ​board ● Glue

Summative​ ​Performance Activity:​​ ​Creating Rubric​ ​for​ ​Summative

Task individual​ ​books

Extension​ ​Activity:
Referring​ ​back​ ​to​ ​the
book​ ​in​ ​order​ ​to​ ​carry
out​ ​these​ ​ideas​ ​in​ ​their
daily​ ​lives​ ​and
community

Taking​ ​Informed​ ​Action Understand-​​ ​Demonstrate​ ​their​ ​understanding​ ​of

scarcity​ ​and​ ​how​ ​it​ ​relates​ ​to​ ​our​ ​needs​ ​and​ ​wants
through​ ​collaborating,​ ​discussing​ ​and​ ​participating
(musical​ ​chairs,​ ​visual​ ​needs​ ​chart,​ ​sorting​ ​cards,
compare​ ​and​ ​contrast​ ​hula​ ​hoop​ ​activity).
Assess-​​ ​ ​Creating​ ​individual​ ​books​ ​that​ ​demonstrate
their​ ​personal​ ​needs​ ​and​ ​wants​ ​with​ ​justification.
Act-​​ ​Students​ ​will​ ​Present​ ​an​ ​argument​ ​to​ ​at​ ​least
five​ ​people​ ​outside​ ​of​ ​school​ ​using​ ​their​ ​completed
books​ ​to​ ​communicate​ ​the​ ​importance​ ​of
understanding​ ​needs​ ​and​ ​wants​ ​related​ ​to​ ​scarcity.

Inquiry​ ​Description

The​ ​inquiry​ ​focuses​ ​on​ ​the​ ​difference​ ​between​ ​our​ ​basic​ ​human​ ​needs​ ​and
our​ ​wants​ ​as​ ​individuals​ ​through​ ​the​ ​compelling​ ​question​ ​why​ ​do​ ​we​ ​have
needs​ ​and​ ​wants?​ ​The​ ​difference​ ​between​ ​needs​ ​and​ ​wants​ ​is​ ​important​ ​to
understand​ ​so​ ​that​ ​individuals​ ​can​ ​recognize​ ​the​ ​varying​ ​levels​ ​of​ ​important
objects​ ​or​ ​decisions​ ​due​ ​to​ ​the​ ​fact​ ​that​ ​some​ ​things​ ​are​ ​needs​ ​and​ ​some
things​ ​are​ ​wants.

Teachers​ ​must​ ​keep​ ​in​ ​mind​ ​that​ ​needs​ ​and​ ​wants​ ​vary​ ​based​ ​on​ ​place​ ​and
lifestyle.​ ​For​ ​instance​ ​a​ ​fur​ ​coat​ ​may​ ​be​ ​seen​ ​as​ ​a​ ​need​ ​if​ ​one​ ​were​ ​to​ ​live​ ​in​ ​a
cold​ ​climate​ ​such​ ​as​ ​Alaska.​ ​However,​ ​ ​a​ ​fur​ ​coat​ ​would​ ​not​ ​be​ ​a​ ​need​ ​if​ ​one
lived​ ​in​ ​Hawai’i,​ ​but​ ​it​ ​may​ ​be​ ​seen​ ​as​ ​a​ ​want.​ ​Needs​ ​and​ ​wants​ ​may​ ​also​ ​vary
based​ ​on​ ​sentimental​ ​value.​ ​For​ ​example​ ​an​ ​elderly​ ​adult​ ​may​ ​see​ ​a​ ​rocking
chair​ ​as​ ​a​ ​need​ ​because​ ​of​ ​its​ ​importance​ ​to​ ​their​ ​lifestyle,​ ​whereas​ ​a​ ​young
child​ ​may​ ​see​ ​the​ ​rocking​ ​chair​ ​as​ ​a​ ​want​ ​because​ ​it​ ​does​ ​not​ ​hold​ ​the​ ​same
importance​ ​in​ ​their​ ​life.

First,​ ​students​ ​will​ ​be​ ​introduced​ ​to​ ​the​ ​idea​ ​of​ ​scarcity​ ​through​ ​various
hands​ ​on​ ​activities.​ ​Such​ ​activities​ ​include,​ ​demonstrating​ ​scarcity​ ​through
musical​ ​chairs,​ ​creating​ ​visuals​ ​of​ ​basic​ ​needs,​ ​sorting​ ​through​ ​specific​ ​needs
and​ ​wants,​ ​and​ ​creating​ ​individual​ ​books.​ ​Once​ ​the​ ​students​ ​have​ ​a​ ​clear
understanding​ ​of​ ​how​ ​scarcity​ ​affects​ ​decision​ ​making​ ​related​ ​to​ ​our​ ​basic
needs​ ​and​ ​wants,​ ​they​ ​will​ ​then​ ​explore​ ​what​ ​they​ ​believe​ ​are​ ​necessary
needs​ ​and​ ​wants​ ​in​ ​their​ ​own​ ​lives,​ ​and​ ​will​ ​be​ ​asked​ ​to​ ​justify​ ​their
responses.

This​ ​inquiry​ ​concludes​ ​with​ ​the​ ​students​ ​presenting​ ​their​ ​knowledge​ ​of
scarcity,​ ​needs,​ ​and​ ​wants​ ​by​ ​sharing​ ​the​ ​information​ ​they​ ​have​ ​acquired
throughout​ ​this​ ​unit​ ​provided​ ​in​ ​their​ ​student-made​ ​books​ ​to​ ​at​ ​least​ ​five
people​ ​in​ ​their​ ​communities.​ ​The​ ​students​ ​will​ ​then​ ​be​ ​able​ ​to​ ​refer​ ​back​ ​to
their​ ​individual​ ​books,​ ​as​ ​needed,​ ​to​ ​recall​ ​information​ ​regarding​ ​scarcity,
needs,​ ​and​ ​wants.

Content​ ​Background

This​ ​unit​ ​will​ ​encourage​ ​students​ ​to​ ​think​ ​about​ ​our​ ​resources​ ​and​ ​each
individual​ ​person's​ ​impact​ ​on​ ​these​ ​which​ ​leads​ ​to​ ​scarcity.​ ​ ​Students​ ​will​ ​also
be​ ​able​ ​to​ ​explore​ ​what​ ​it​ ​means​ ​to​ ​be​ ​a​ ​consumer​ ​and​ ​how​ ​we​ ​affect​ ​our
available​ ​resources.​ ​In​ ​order​ ​to​ ​understand​ ​how​ ​important​ ​our​ ​resources
are,​ ​students​ ​will​ ​explore​ ​the​ ​difference​ ​between​ ​a​ ​need​ ​and​ ​a​ ​want,​ ​which
can​ ​be​ ​difficult​ ​for​ ​anyone,​ ​even​ ​an​ ​adult.​ ​Many​ ​students​ ​in​ ​elementary
school​ ​are​ ​unfamiliar​ ​with​ ​the​ ​cost​ ​of​ ​living​ ​and​ ​what​ ​it​ ​takes​ ​to​ ​live
comfortably,​ ​therefore​ ​it​ ​may​ ​be​ ​difficult​ ​for​ ​young​ ​students​ ​to​ ​distinguish​ ​a
want​ ​from​ ​a​ ​need.​ ​After​ ​examining​ ​the​ ​difference,​ ​the​ ​students​ ​will​ ​explore
what​ ​it​ ​would​ ​be​ ​like​ ​to​ ​lose​ ​particular​ ​resources​ ​due​ ​to​ ​scarcity.

To​ ​apply​ ​what​ ​they​ ​have​ ​learned,​ ​students​ ​will​ ​be​ ​asked​ ​to​ ​take​ ​action​ ​in
their​ ​own​ ​classrooms​ ​and​ ​communities.​ ​To​ ​do​ ​so​ ​the​ ​students​ ​will​ ​share​ ​their
completed​ ​books​ ​with​ ​at​ ​least​ ​five​ ​individuals​ ​to​ ​communicate​ ​their​ ​new
found​ ​knowledge​ ​of​ ​scarcity​ ​relating​ ​to​ ​needs​ ​and​ ​wants.
Content,​ ​Practices,​ ​and​ ​Literacies

The​ ​formative​ ​performance​ ​tasks​ ​represented​ ​in​ ​this​ ​inquiry​ ​ensure​ ​that
students​ ​gain​ ​conceptual​ ​understanding​ ​of​ ​their​ ​needs​ ​and​ ​wants​ ​when
related​ ​to​ ​place​ ​and​ ​resources.​ ​The​ ​first​ ​formative​ ​task​ ​allows​ ​the​ ​students
to​ ​demonstrate​ ​a​ ​visual​ ​representation​ ​of​ ​their​ ​basic​ ​needs.​ ​Through​ ​this
task​ ​the​ ​students​ ​are​ ​able​ ​to​ ​make​ ​ ​personal​ ​connections​ ​to​ ​the​ ​content.​ ​The
second​ ​formative​ ​performance​ ​task​ ​builds​ ​on​ ​students​ ​knowledge​ ​of​ ​basic
needs​ ​by​ ​introducing​ ​the​ ​concept​ ​of​ ​wants.​ ​The​ ​students​ ​will​ ​be​ ​sorting
through​ ​cards​ ​to​ ​demonstrate​ ​how​ ​a​ ​need​ ​is​ ​different​ ​from​ ​a​ ​want​ ​and​ ​how
their​ ​justifications​ ​may​ ​be​ ​different​ ​from​ ​others​ ​in​ ​their​ ​class.​ ​The​ ​third
formative​ ​performance​ ​task​ ​provides​ ​students​ ​with​ ​the​ ​idea​ ​of​ ​needs​ ​and
wants​ ​in​ ​different​ ​places.​ ​Students​ ​will​ ​be​ ​sorting​ ​through​ ​items​ ​that​ ​may​ ​be
in​ ​the​ ​needs​ ​or​ ​wants​ ​category​ ​depending​ ​on​ ​the​ ​different​ ​places​ ​they​ ​are
introduced​ ​to.​ ​The​ ​fourth​ ​summative​ ​ ​performance​ ​task​ ​allows​ ​the​ ​students
to​ ​create​ ​individual​ ​books​ ​that​ ​demonstrate​ ​their​ ​understanding​ ​of​ ​needs
and​ ​wants​ ​when​ ​related​ ​to​ ​place​ ​and​ ​resources.​ ​Students​ ​will​ ​then​ ​present
their​ ​books​ ​to​ ​five​ ​individuals​ ​to​ ​communicate​ ​their​ ​knowledge​ ​of​ ​needs​ ​and
wants.

The​ ​increasing​ ​depth​ ​of​ ​knowledge​ ​(DOK)​ ​ ​is​ ​evident​ ​in​ ​the​ ​performance
tasks.​ ​Webb’s​ ​ ​DOK​ ​1​ ​is​ ​seen​ ​in​ ​the​ ​first​ ​formative​ ​performance​ ​task​ ​where
students​ ​are​ ​able​ ​to​ ​make​ ​personal​ ​connections​ ​to​ ​the​ ​content​ ​through
visual​ ​representations.​ ​DOK​ ​2​ ​is​ ​seen​ ​in​ ​the​ ​second​ ​formative​ ​performance
task​ ​because​ ​it​ ​allows​ ​students​ ​to​ ​use​ ​their​ ​knowledge​ ​of​ ​basic​ ​needs​ ​in
developing​ ​skills​ ​of​ ​comparing​ ​needs​ ​and​ ​wants​ ​through​ ​sorting.​ ​DOK​ ​3​ ​and​ ​4
are​ ​demonstrated​ ​when​ ​the​ ​students​ ​strategically​ ​sort​ ​items​ ​into​ ​different
groups​ ​relating​ ​to​ ​place​ ​and​ ​creating​ ​a​ ​book​ ​that​ ​will​ ​be​ ​used​ ​to
communicate​ ​their​ ​new​ ​found​ ​knowledge.

School​ ​Context/Classroom​ ​Description​ ​and​ ​Culture

Pukalani​ ​elementary​ ​school​ ​is​ ​a​ ​Title​ ​I​ ​school​ ​with​ ​more​ ​than​ ​half​ ​of​ ​the
students​ ​receiving​ ​ ​financial​ ​assistance,​ ​therefore​ ​these​ ​students​ ​may​ ​be
familiar​ ​with​ ​making​ ​needs-based​ ​decisions​ ​and​ ​may​ ​already​ ​be​ ​aware​ ​of​ ​the
concept​ ​of​ ​scarcity.
 
Pukalani​ ​Elementary​ ​School,​ ​Grade​ ​2
My​ ​class​ ​includes​ ​17​ ​students,​ ​10​ ​girls​ ​and​ ​7​ ​ ​boys.​ ​The​ ​students​ ​have​ ​a​ ​lot​ ​of
choice​ ​in​ ​this​ ​classroom,​ ​including​ ​seating.​ ​Each​ ​quarter​ ​the​ ​students​ ​are
able​ ​to​ ​choose​ ​a​ ​new​ ​seat​ ​of​ ​their​ ​choice.​ ​Only​ ​if​ ​it​ ​seems​ ​like​ ​there​ ​will​ ​be
ongoing​ ​disruption,​ ​based​ ​on​ ​the​ ​seats​ ​they​ ​choose,​ ​the​ ​students​ ​will​ ​be
asked​ ​to​ ​make​ ​a​ ​wiser​ ​choice.​ ​Each​ ​student​ ​has​ ​an​ ​individual​ ​desk​ ​and​ ​the
desks​ ​are​ ​scattered​ ​throughout​ ​the​ ​room.
Many​ ​students​ ​usually​ ​wander​ ​into​ ​class​ ​about​ ​twenty​ ​minutes​ ​before
school​ ​begins​ ​and​ ​my​ ​mentor​ ​teacher​ ​has​ ​them​ ​wipe​ ​down​ ​desks,​ ​sharpen
pencils,​ ​and​ ​prepare​ ​for​ ​the​ ​day.​ ​Also,​ ​before​ ​the​ ​students​ ​are​ ​dismissed​ ​for
recess​ ​they​ ​sing​ ​a​ ​happy,​ ​positive,​ ​short​ ​song​ ​and​ ​then​ ​Thank​ ​my​ ​mentor
before​ ​leaving.​ ​My​ ​mentor​ ​has​ ​definitely​ ​drilled​ ​politeness​ ​and​ ​great​ ​manners
into​ ​these​ ​students.​ ​During​ ​group​ ​discussions​ ​or​ ​instruction​ ​the​ ​students
gather​ ​in​ ​a​ ​circle​ ​on​ ​the​ ​carpet​ ​in​ ​close​ ​proximity.​ ​Most​ ​of​ ​the​ ​students​ ​know
each​ ​other​ ​from​ ​outside​ ​of​ ​school​ ​due​ ​to​ ​sports,​ ​and​ ​some​ ​have​ ​been​ ​in​ ​the
same​ ​class​ ​from​ ​previous​ ​years,​ ​so​ ​they​ ​get​ ​along​ ​fairly​ ​well.​ ​There​ ​are​ ​only​ ​a
few​ ​students​ ​that​ ​occasionally​ ​bicker​ ​with​ ​each​ ​other​ ​or​ ​don't​ ​get​ ​along,​ ​but
it​ ​is​ ​rare.
There​ ​are​ ​three​ ​special​ ​needs​ ​students​ ​in​ ​the​ ​classroom​ ​and​ ​one​ ​of​ ​them​ ​in
particular​ ​needs​ ​more​ ​support​ ​than​ ​the​ ​others.​ ​Therefore,​ ​we​ ​have​ ​a​ ​SPED
teacher​ ​that​ ​comes​ ​in​ ​every​ ​day​ ​after​ ​recess​ ​and​ ​stays​ ​till​ ​it​ ​is​ ​time​ ​for​ ​lunch
to​ ​pull​ ​them​ ​out​ ​of​ ​the​ ​group​ ​instruction,​ ​and​ ​independently​ ​work​ ​with​ ​these
students.​ ​There​ ​is​ ​also​ ​an​ ​EA​ ​that​ ​comes​ ​in​ ​before​ ​recess​ ​every​ ​day,​ ​during
math​ ​to​ ​help​ ​out​ ​as​ ​well.
The​ ​students​ ​have​ ​a​ ​range​ ​of​ ​ethnicities,​ ​including​ ​Filipino,​ ​Hawaiian,
Caucasian,​ ​and​ ​Asian.​ ​About​ ​90%​ ​of​ ​the​ ​students​ ​live​ ​in​ ​very​ ​close​ ​proximity
to​ ​the​ ​school.​ ​Five​ ​of​ ​the​ ​students​ ​in​ ​the​ ​class​ ​have​ ​complicated​ ​situations
within​ ​their​ ​families​ ​which​ ​creates​ ​emotional​ ​problems​ ​on​ ​some​ ​days.​ ​ ​If​ ​I​ ​am
not​ ​mistaken​ ​I​ ​believe​ ​each​ ​child​ ​in​ ​the​ ​class​ ​has​ ​at​ ​least​ ​one​ ​sibling.

Pukalani​ ​Elementary​ ​School,​ ​Grade​ ​3

My​ ​class​ ​includes​ ​21​ ​students,​ ​11​ ​boys,​ ​and​ ​10​ ​girls.​ ​We​ ​have​ ​the​ ​students
sitting​ ​on​ ​individual​ ​desks​ ​that​ ​are​ ​arranged​ ​into​ ​groups​ ​with​ ​coed​ ​seating.
Most​ ​of​ ​the​ ​students​ ​are​ ​familiar​ ​with​ ​each​ ​other​ ​from​ ​past​ ​grades,​ ​which
created​ ​comfortability​ ​in​ ​the​ ​classroom​ ​from​ ​the​ ​beginning.​ ​Most​ ​of​ ​the
students​ ​are​ ​able​ ​to​ ​work​ ​together​ ​with​ ​an​ ​exception​ ​of​ ​a​ ​few.​ ​Besides
myself​ ​and​ ​my​ ​mentor​ ​teacher,​ ​the​ ​counselor​ ​comes​ ​in​ ​from​ ​time​ ​to​ ​time,​ ​and
a​ ​SPED​ ​teacher​ ​after​ ​lunch​ ​and​ ​assists​ ​with​ ​leveled​ ​reading​ ​groups.
The​ ​majority​ ​of​ ​my​ ​students​ ​are​ ​born​ ​and​ ​raised​ ​in​ ​Hawai’i​ ​and​ ​carry​ ​Native
Hawaiian​ ​blood.​ ​Most​ ​of​ ​the​ ​students​ ​in​ ​my​ ​classroom​ ​come​ ​from​ ​single
parent​ ​households​ ​or​ ​married​ ​parent​ ​households.​ ​So,​ ​when​ ​it​ ​comes​ ​to
 schoolwork​ ​and​ ​involvement,​ ​75%​ ​of​ ​the​ ​parents​ ​are​ ​supportive,​ ​where​ ​the
other​ ​25%​ ​are​ ​not.
In​ ​my​ ​classroom,​ ​there​ ​are​ ​a​ ​variety​ ​of​ ​places​ ​for​ ​the​ ​students​ ​to
independently​ ​access​ ​different​ ​resources.​ ​There​ ​is​ ​an​ ​area​ ​for​ ​books,​ ​carpet
time,​ ​math​ ​games​ ​and​ ​transition​ ​activities.​ ​The​ ​students​ ​are​ ​able​ ​to​ ​freely
use​ ​these​ ​areas​ ​for​ ​resources​ ​that​ ​may​ ​be​ ​needed​ ​for​ ​specific​ ​activities.​ ​The
students​ ​are​ ​also​ ​on​ ​a​ ​set​ ​weekly​ ​routine​ ​and​ ​are​ ​able​ ​to​ ​effectively​ ​perform
morning​ ​duties​ ​as​ ​well​ ​as​ ​transition​ ​activities​ ​from​ ​subject​ ​to​ ​subject.
Our​ ​classroom​ ​is​ ​also​ ​an​ ​inclusion​ ​classroom.​ ​We​ ​have​ ​one​ ​student​ ​with
autism,​ ​one​ ​student​ ​with​ ​a​ ​504​ ​behavioral​ ​plan,​ ​another​ ​student​ ​that​ ​is
partially​ ​deaf,​ ​and​ ​a​ ​handful​ ​of​ ​students​ ​who​ ​have​ ​trouble​ ​with​ ​processing
skills.​ ​For​ ​the​ ​student​ ​with​ ​autism​ ​she​ ​is​ ​accompanied​ ​by​ ​a​ ​skills​ ​trainer​ ​for
the​ ​whole​ ​day​ ​and​ ​the​ ​counselor​ ​comes​ ​in​ ​from​ ​time​ ​to​ ​time​ ​for​ ​the​ ​student
with​ ​the​ ​504​ ​behavioral​ ​plan.
 
Students’​ ​Prior​ ​Academic​ ​Knowledge​ ​and​ ​Assets
(The​ ​students’​ ​content​ ​knowledge,​ ​skills,​ ​prior​ ​academic​ ​experiences,​ ​and
personal/cultural/community​ ​assets​ ​to​ ​draw​ ​upon​ ​to​ ​support​ ​learning.)

Content Students​ ​learned​ ​about​ ​people’s​ ​basic​ ​needs​ ​and​ ​the

Knowledge idea​ ​of​ ​fulfilling​ ​those​ ​needs.​ ​They​ ​are​ ​also​ ​able​ ​to
recognize​ ​the​ ​understanding​ ​of​ ​basic​ ​needs​ ​through
their​ ​own​ ​communities​ ​(grocery​ ​store,​ ​etc.)

Prior​ ​academic Students​ ​have​ ​learned​ ​to​ ​collaborate​ ​with​ ​peers​ ​and
experiences ask​ ​questions​ ​about​ ​unfamiliar​ ​topics.​ ​Students​ ​may
also​ ​be​ ​familiar​ ​with​ ​making​ ​needs-based​ ​decisions​ ​and
may​ ​already​ ​be​ ​aware​ ​of​ ​the​ ​concept​ ​of​ ​scarcity
because​ ​of​ ​the​ ​fact​ ​that​ ​the​ ​school​ ​they​ ​attend​ ​is​ ​a​ ​Title
1​ ​school,​ ​meaning​ ​that​ ​more​ ​than​ ​half​ ​of​ ​the​ ​students
receive​ ​ ​financial​ ​assistance.

Personal​ ​Assets Students​ ​are​ ​able​ ​to​ ​communicate​ ​their​ ​thoughts​ ​and
collaborate​ ​with​ ​one​ ​another.​ ​ ​Students​ ​are​ ​also​ ​aware
that​ ​water​ ​and​ ​food​ ​are​ ​basic​ ​needs​ ​for​ ​survival.

Community/Cultur Students​ ​are​ ​familiar​ ​with​ ​basic​ ​needs​ ​of​ ​their​ ​specific
e​ ​Assets community.​ ​Students​ ​also​ ​come​ ​from​ ​different
backgrounds​ ​which​ ​will​ ​allow​ ​for​ ​diverse​ ​perspectives,
opinions,​ ​and​ ​experiences.
Universal​ ​Design​ ​for​ ​Learning​ ​Considerations/Differentiation​ (​ be​ ​specific​ ​which
strategies​ ​will​ ​help​ ​which​ ​students​ ​e.g.​ ​SPED,​ ​ELL,​ ​Gifted​ ​etc.)

Presenting Engagement Expression​ ​of Cultural

Content Student​ ​Learning Considerations

● Presenting ● Allows​ ​for ● Group ● Students

content​ ​in personal Discussion come​ ​from
multiple connections ● Paired different
ways (​Relating Discussion backgroun
including: content​ ​to ● Reflection ds,​ ​which
visuals, their​ ​own questions allow​ ​for
group lives) ● Creating different
discussion, ● Working​ ​with visual perspective
paired peers, representati s​ ​in
discussion sharing ons discussion
● Kinesthetic their
activities background
s
● Hands​ ​on
activities

Source:​ ​Taken​ ​from​ ​Darren​ ​Minarak​ ​and​ ​Timothy​ ​Lintner,​ ​“Social​ ​Studies​ ​and
Exceptional​ ​Learners,”​ ​2016
 
Description​ ​of​ ​the​ ​Accommodations/Differentiation​ ​ ​Made​ ​for​ ​the​ ​Diverse​ ​(e.g.
SPED,​ ​MLL,​ ​Gifted,​ ​etc.)​ ​Range​ ​of​ ​Students​ ​in​ ​Your​ ​Class

SPED/Autistic MLL Gifted/Enrichment Other/504

-Verbal​ ​and​ ​written N/A  -Extension -Provide​ ​points

explanations activities​ ​available for​ ​good​ ​behavior
-Provide​ ​agenda​ ​of for​ ​each​ ​lesson  in​ ​behavior
lesson binder
​ ​ ​-Allow​ ​think​ ​time -​Can​ ​complete
-Extra​ ​support​ ​with drawing​ ​instead
activities​ ​(sentence of​ ​writing,​ ​and
 starters,​ ​examples, provide​ ​verbal
etc..) explanation

Academic​ ​Language​ ​and​ ​Language​ ​Supports

Academic​ ​Language ● Needs

● Wants
● Scarcity​ ​(having​ ​not​ ​enough​ ​of)
● Differences
● Categorize
● Economics
● Alaska
● Hawaiʻi
● Arizona

Language​ ​Supports ● Visual​ ​support:​ ​definitions​ ​written​ ​on​ ​board

● Word​ ​wall
● Sentence​ ​starters
● Discuss​ ​the​ ​definitions​ ​in​ ​depth
● Refer​ ​to​ ​the​ ​academic​ ​language​ ​multiple​ ​times​ ​in
discussion
● Multiple​ ​activities​ ​where​ ​the​ ​students​ ​will​ ​create
visuals​ ​(e.g.​ ​Visual​ ​needs​ ​four​ ​square​ ​chart,
Individual​ ​books)

Building​ ​the​ ​Background

Lesson​ ​Title:​ ​Scarcity

Duration​ ​of​ ​the​ ​Lesson:​ ​30​ ​Minutes

Skill Strategies

● Demonstration ● Demonstrate​ ​what​ ​scarcity​ ​looks

● Collaboration like​ ​through​ ​musical​ ​chairs.
● Reason ● Collaborate​ ​on​ ​the​ ​topics​ ​of​ ​limited
resources​ ​relating​ ​to​ ​the​ ​amount
of​ ​chairs​ ​available.
● Students​ ​will​ ​share​ ​explanations
of​ ​what​ ​may​ ​happen​ ​when​ ​our
resources​ ​are​ ​limited
 Standards​ ​and​ ​Benchmarks​ ​That​ ​Are​ ​the​ ​Target​ ​of​ ​Student​ ​Learning​ ​in​ ​this
Lesson

Hawaii​ ​Content​ ​and​ ​Performance C3 Common​ ​Core​ ​English

Standards Framework Language​ ​Arts

HCPS​ ​III: D2:​Eco.1.K-2. CCSS​ ​K.SL.1​:

Benchmark: Explain​ ​how Participate​ ​in
​ ​SS.K.8.1​​ ​Explain​ ​people's​ ​basic​ ​needs scarcity collaborative
and​ ​how​ ​they​ ​fulfill​ ​them necessitates conversations​ ​with
Benchmark: decision diverse​ ​partners​ ​about
SS.1.8.1​​ ​Compare​ ​needs​ ​and​ ​wants making. kindergarten​ ​topics​ ​and
texts​ ​with​ ​peers​ ​and
adults​ ​in​ ​small​ ​and
larger​ ​groups.

CCSS​ ​1.SL.1​:
Participate​ ​in
collaborative
conversations​ ​with
diverse​ ​partners​ ​about
grade​ ​1​ ​topics​ ​and​ ​texts
with​ ​peers​ ​and​ ​adults​ ​in
small​ ​and​ ​larger
groups.

a.​ ​Follow​ ​agreed-upon

rules​ ​for​ ​discussions
(e.g.,​ ​listening​ ​to​ ​others
with​ ​care.​ ​speaking​ ​one
at​ ​a​ ​time​ ​about​ ​the
topics​ ​and​ ​texts​ ​under
discussion).

b.​ ​Build​ ​on​ ​others’​ ​talk​ ​in

conversations​ ​by
responding​ ​to​ ​the
comments​ ​of​ ​others
through​ ​multiple
exchanges.
 Student​ ​Learning Student​ ​Assessment Assessment​ ​Tools
Objectives Activities​ ​(formal​ ​&
informal;​ ​Formative​ ​&
Summative)

Students​ ​will​ ​know: Formative​ ​Assessment: Teacher​ ​will:

● The​ ​meaning​ ​of ● Teacher Use​ ​checklist:
Scarcity observation ● Musical​ ​Chairs
Checklist
● Why​ ​scarcity​ ​is (Informal)
related​ ​to​ ​our​ ​needs ● Musical​ ​chairs
and​ ​wants (Informal)

Students​ ​will​ ​be​ ​able​ ​to: Summative

● Demonstrate​ ​what Assessment:
scarcity​ ​is ● Class​ ​discussion
(formal)
● Explain​ ​why​ ​scarcity
is​ ​related​ ​to​ ​their
needs​ ​and​ ​wants

I​ ​can​ ​statement:
● I​ ​can​ ​recognize​ ​that
scarcity​ ​is​ ​closely
related​ ​to​ ​my​ ​needs
and​ ​wants.

Differentiation

Representing Engaging Demonstrating Cultural

Content Student​ ​Interest Learning Consideratio
ns

● Provide​ ​PPT ● Relating​ ​the ● Sharing ● Student

visual​ ​to​ ​assist concept​ ​of ideas​ ​in s​ ​come
with scarcity​ ​to discussion from
 understanding their​ ​own diverse
of​ ​scarcity lives backgro
● Group​ ​discussion ● Hands​ ​on unds
(Think,​ ​Pair, activity which
Share) (musical allows
● Kinesthetic chairs) for
activity ● Provide differen
questions t
that perspec
encourage tives
students​ ​to during
make discussi
connections on
to​ ​upcoming
lesson.

Example:​ ​How​ ​does

having​ ​limited
resources​ ​relate​ ​to
our​ ​basic​ ​needs?

Description​ ​of​ ​the​ ​Accommodations/Differentiation​ ​ ​Made​ ​for​ ​the​ ​Diverse​ ​(e.g.

SPED,​ ​ELL,​ ​Gifted,​ ​etc.)​ ​Range​ ​of​ ​Students​ ​in​ ​Your​ ​Class:

SPED/Autistic MLL Gifted 504

● Allowed​ ​think N/A ● Giving​ ​the ● Provide

time opportunit points
● Provide​ ​Verbal y​ ​to​ ​be​ ​a for
and​ ​written leader​ ​and good
explanations model behavio
● Provide​ ​agenda activity​ ​for r​ ​in
of​ ​the​ ​lesson class. behavio
r​ ​binder

List​ ​of​ ​Resources/Materials​ ​Used​ ​in​ ​this​ ​Lesson​ ​(please​ ​attach)

Resources Materials
 ● Scarcity​ ​PowerPoint​ ​Presentation​ ​w/
Agenda
● Music​ ​(for​ ​musical​ ​chairs)
● Assessment​ ​checklist
Abbreviated​ ​Agenda​:
1. Introduction
2. Musical​ ​Chairs
3. Debrief​ ​Discussion​ ​(connections​ ​between​ ​scarcity​ ​and​ ​basic​ ​needs​)
Annotated​ ​Agenda/Learning​ ​Plan
Students​ ​will:
1. Introduction
● Gather​ ​at​ ​the​ ​carpet
● Ask​ ​questions​ ​about​ ​the
introduction​ ​lesson​ ​if​ ​needed
● Listen​ ​to​ ​agenda​ ​(provided
on​ ​PPT)
​ ​ ​ ​ ​ ​2,​ ​Musical​ ​Chairs
● Listen​ ​to​ ​the​ ​rules​ ​while​ ​a
quick​ ​game​ ​is​ ​modeled​ ​for
then​ ​and​ ​ask​ ​questions​ ​if
needed
● Rules​ ​include:
○ Safety​ ​first
○ Each​ ​student​ ​will
stand​ ​in​ ​a​ ​circle
outside​ ​of​ ​the​ ​chairs
○ The​ ​music​ ​will​ ​play​ ​and
the​ ​students​ ​will​ ​begin
to​ ​walk​ ​around​ ​in​ ​a
circle
○ When​ ​the​ ​music​ ​stops
each​ ​student​ ​will
attempt​ ​to​ ​find​ ​a​ ​chair
○ Lastly,​ ​the​ ​student
● Chairs​ ​for​ ​each​ ​student
● Music​ ​Player
Teacher​ ​will:
1. Introduction
● ASK​ ​students​ ​to​ ​gather
at​ ​the​ ​carpet
● INFORM​ ​students​ ​this
lesson​ ​is​ ​an​ ​introduction
to​ o​ ur​ ​economics​ ​unit.
● SHARE​ ​the​ ​agenda​ ​with
the​ c ​ lass​ ​(provided​ ​on
PPT)
​ ​ ​ ​ ​ ​2.​ ​Musical​ ​Chairs
● MODEL​ ​a​ ​quick​ ​game​ ​with
a​ ​few​ s​ tudents
● EXPLAIN​ ​the​ ​rules​ ​while
the​ ​students​ ​are
modeling​ ​the​ ​game
○ Safety​ ​first
○ Each​ ​student​ ​will
stand​ ​in​ ​a​ ​circle
outside​ ​of​ ​the
chairs
○ The​ ​music​ ​will​ p ​ lay
and​ t
​ he​ s
​ tudents
will​ ​begin​ ​to​ ​walk
around​ ​in​ ​a​ ​circle
○ When​ ​the​ ​music
stops​ ​each
 without​ ​a​ ​chair​ ​is​ ​out student​ ​will
of​ ​the​ ​game attempt​ ​to​ ​find​ ​a
○ No​ ​one​ ​should​ ​be chair
running​ ​or​ ​pushing ○ Lastly,​ ​the​ ​student
○ No​ ​one​ ​should​ ​be without​ ​a​ ​chair​ ​is
yelling out​ ​of​ ​the​ ​game
○ Even​ ​if​ ​you​ ​don’t​ ​get​ ​a ○ No​ ​one​ ​should​ ​be
chair,​ ​keep​ ​a​ ​positive running​ ​or
attitude. pushing
○ No​ ​one​ ​should​ ​be
● Find​ ​a​ ​chair​ ​in​ ​the​ ​circle​ ​to​ ​sit​ ​on yelling
● Play​ a
​ ​ ​game​ ​of​ ​musical​ ​chairs ○ Even​ ​if​ ​you​ ​don’t
get​ ​a​ ​chair,​ ​keep​ ​a
​ ​ ​ ​ ​ ​3.​ ​Debrief​ ​Discussion positive​ ​attitude.
● Listen​ ​to​ ​questions,​ ​such​ ​as: ● ASK​ ​students​ ​to​ ​find​ ​a
chair​ ​in​ ​the​ ​circle​ ​to​ ​sit
○ What​ ​problem​ ​did​ ​you
on
notice​ ​in​ ​our​ ​game​ ​of
● PLAY​ ​a​ ​game​ ​of​ ​musical
musical​ ​chairs?
chairs
○ Explain​ ​to​ ​students
that​ ​having​ ​not
​ ​ ​ ​ ​ ​ ​3.​ ​Debrief​ ​Discussion
enough​ ​of​ ​everything
● Ask​ ​questions​ ​such​ ​as:
is​ ​called​ ​scarcity
○ What​ ​problem​ ​did
○ What​ ​happen​ ​as​ ​a
you​ ​notice​ ​in​ ​our
result​ ​of​ ​this​ ​problem
game​ ​of​ ​musical
(scarcity)?
chairs?
○ Give​ ​me​ ​an​ ​example​ ​of
○ Explain​ ​to
something​ ​in​ ​our​ ​daily
students​ ​that
lives​ ​that​ ​we​ ​may​ ​not
having​ ​not​ ​enough
have​ ​enough​ ​of​ ​or​ ​is
of​ ​everything​ ​is
scarce.
called​ ​scarcity
○ How​ ​does​ ​not​ ​having
○ What​ ​happen​ ​as​ ​a
enough​ ​of​ ​something
result​ ​of​ ​this
relate​ ​to​ ​our​ ​basic
problem
needs?
(scarcity)?
● Share​ ​their​ ​ideas
○ Give​ ​me​ ​an
○ Crossing​ ​their​ ​arms example​ ​of
when​ ​they​ ​have something​ ​in​ ​our
thought daily​ ​lives​ ​that​ ​we
○ Sharing​ ​with​ ​a​ ​partner may​ ​not​ ​have
○ Sharing​ ​with​ ​the​ ​whole enough​ ​of​ ​or​ ​is
class scarce.
○ How​ ​does​ ​not
having​ ​enough​ ​of
 something​ ​relate
to​ ​our​ ​basic
needs?

*Questions​ ​provided​ ​in​ ​PPT

Supporting​ ​Question​ ​#1:​ ​How​ ​does​ ​not​ ​having​ ​enough​ ​of​ ​everything
(scarcity)​ ​affect​ ​our​ ​basic​ ​needs?
Lesson​ ​Title:​​ ​Basic​ ​Needs​ ​and​ ​Fulfillments

Unit​ ​Compelling​ ​Question:​ ​Why​ ​do​ ​we​ ​have​ ​needs​ ​and​ ​wants?

Duration​ ​of​ ​the​ ​Lesson:​ ​60​ ​minutes

Skill: Strategies:

● Collaboration ● Group​ ​and​ ​paired​ ​discussion​ ​on​ ​basic

● Reason needs
● Present ● Create​ ​a​ ​needs​ ​chart​ ​as​ ​a​ ​visual
representation
● Present​ ​their​ ​needs​ ​chart​ ​and​ ​explain
reasoning

Standards​ ​and​ ​Benchmarks​ ​That​ ​Are​ ​the​ ​Target​ ​of​ ​Student​ ​Learning​ ​in​ ​this
Lesson

Hawaii​ ​Content​ ​and C3​ ​Framework Common​ ​Core​ ​English

Performance​ ​Standards Language​ ​Arts

HCPS​ ​III: D1.1.K-2. CCSS​ ​K.SL.1​:

Benchmark​ ​SS.K.8.1
Explain​ ​people's​ ​basic
needs​ ​and​ ​how​ ​they​ ​fulfill
them
Benchmark​ ​SS.1.8.1
Compare​ ​needs​ ​and​ ​wants
Explain​ ​why​ ​the
compelling​ ​question​ ​is
important​ ​to​ ​the
student.
D4.3.K-2.
Present​ ​a​ ​summary​ ​of
an​ ​argument​ ​using
print,​ ​oral,​ ​and​ ​digital
technologies.
Participate​ ​in
collaborative
conversations​ ​with
diverse​ ​partners​ ​about
kindergarten​ ​topics
and​ ​texts​ ​with​ ​peers
and​ ​adults​ ​in​ ​small​ ​and
larger​ ​groups.

Student​ ​Learning
Objectives
Students​ ​will​ ​know:
● How​ ​scarcity​ ​affects
their​ ​basic​ ​needs
● What​ ​needs​ ​are​ ​and
how​ ​they​ ​vary
Students​ ​will​ ​be​ ​able​ ​to:
● Identify​ ​four​ ​of​ ​their
basic​ ​needs
CCSS​ ​1.SL.1​:
Participate​ ​in
collaborative
conversations​ ​with
diverse​ ​partners​ ​about
grade​ ​1​ ​topics​ ​and
texts​ ​with​ ​peers​ ​and
adults​ ​in​ ​small​ ​and
larger​ ​groups.
a.​ ​Follow​ ​agreed-upon
rules​ ​for​ ​discussions
(e.g.,​ ​listening​ ​to​ ​others
with​ ​care.​ ​speaking​ ​one
at​ ​a​ ​time​ ​about​ ​the
topics​ ​and​ ​texts​ ​under
discussion).
b.​ ​Build​ ​on​ ​others’​ ​talk
in​ ​conversations​ ​by
responding​ ​to​ ​the
comments​ ​of​ ​others
through​ ​multiple
exchanges.
Student​ ​Assessment Assessment​ ​Tools
Activities​ ​(formal​ ​&
informal;​ ​Formative​ ​&
Summative)
Formative​ ​Assessment: Teachers​ ​will:
● Brainstorm ● Observe​ ​students
possible​ ​basic using​ ​checklist​:
needs​ ​that​ ​they ● Facilitate​ ​whole​ ​class
need​ ​to​ ​survive discussion​ ​on​ ​basic
● Collaborate​ ​with needs,​ ​how​ ​they
vary,​ ​and​ ​how
peers
scarcity​ ​affects
Summative them
Assessment:
● Justify​ ​their ● Complete​ ​a​ ​Visual
reasoning needs​ ​four
● Explain​ ​how​ ​scarcity square​ ​chart​ ​to
may​ ​affect​ ​each show​ ​their
need understanding
● Participate​ ​in ● Justify​ ​their
collaborative reasoning
discussion​ ​around
their​ ​basic​ ​needs
and​ ​scarcity

Differentiation:

Representing Engaging​ ​Student Demonstrating Cultural

Content Interest Learning Considerations

● ​ ​Group​ ​and ● Visual​ ​hands​ ​on ● Sharing ● Students

paired activity​ ​(visual ideas​ ​in come​ ​from
discussion needs​ ​four discussion diverse
(Think,​ ​Pair, square​ ​chart) ● Presenting backgroun
Share) ● Allowing their​ ​basic ds​ ​which
students​ ​to needs allows​ ​for
make​ ​personal chart​ ​and different
connections justifying perspectiv
● Provide their es​ ​during
questions​ ​that reasoning discussion
encourage
students​ ​to
make
connections​ ​to
their​ ​own​ ​lives

Example:​ ​What​ ​do

you​ ​need​ ​to​ ​survive
related​ ​to​ ​your​ ​own
lives?​ ​Make​ ​sure​ ​you
can​ ​explain​ ​why.
 Description​ ​of​ ​the​ ​Accommodations/Differentiation​ ​ ​Made​ ​for​ ​the​ ​Diverse​ ​(e.g.
SPED,​ ​ELL,​ ​Gifted,​ ​etc.)​ ​Range​ ​of​ ​Students​ ​in​ ​Your​ ​Class:

SPED MLL Gifted 504

● Allowed​ ​think N/A ● Extension ● Provide

time questions points​ ​for
● Provide available good
Verbal​ ​and Example:​ ​Do​ ​you behavior​ ​in
written think​ ​your​ ​basic behavior
explanations needs​ ​will​ ​ever binder
● Provide change?​ ​Why?
agenda​ ​of
the​ ​lesson

List​ ​of​ ​Resources/Materials​ ​Used​ ​in​ ​this​ ​Lesson

Resources Materials

● Visual:​ ​Needs​ ​Chart​ ​Template ● Whiteboard

● Assessment​ ​checklist ● Markers/Crayons
● Agenda​ ​on​ ​chart​ ​paper

Abbreviated​ ​Agenda​:
1. Introduction
2. Visual:​ ​Needs​ ​chart
3. Presentation
4. Debrief

Annotated​ ​Agenda/Learning​ ​Plan

Students​ ​will: Teacher​ ​will:

1. Introduction 1. Introduction
● Listen​ ​to​ ​the​ ​question ● ASK​ ​the​ ​question:​ ​What​ ​do​ ​you
need​ ​to​ ​survive​ ​related​ ​to
your​ ​own​ ​lives?
● CROSS​ ​your​ ​arms​ ​when​ ​you
 ○ What​ ​do​ ​you​ ​need​ ​to
survive​ ​related​ ​to​ ​your
own​ ​lives?
● Cross​ ​their​ ​arms​ ​when​ ​they
have​ ​a​ ​thought
● Turn​ ​to​ ​a​ ​partner​ ​and​ ​share
their​ ​idea
● Share​ ​their​ ​ideas​ ​with​ ​the​ ​class
​ ​ ​ ​ ​ ​ ​2.​ ​Visual:​ ​needs​ ​chart
● Listen​ ​to​ ​the​ ​instructions​ ​for​ ​the
activity
○ Given​ ​a​ ​sheet​ ​of​ ​paper
with​ ​four​ ​squares
○ Think​ ​about​ ​four​ ​basic
needs​ ​they​ ​need​ ​in​ ​their
own​ ​lives
○ Draw​ ​a​ ​need​ ​in​ ​each​ ​box
using​ ​markers​ ​or​ ​crayons
○ Explain​ ​why​ ​their​ ​drawing
is​ ​a​ ​need
○ ​ ​Present​ ​their​ ​needs​ ​chart
to​ ​the​ ​class
○ Be​ ​given​ ​30​ ​minutes​ ​to
complete​ ​this​ ​activity
​ ​ ​ ​ ​ ​ ​3.​ ​Presentation
● Each​ ​student​ ​will​ ​present​ ​their
needs​ ​chart​ ​to​ ​the​ ​class
● Justify​ ​their​ ​reasoning​ ​and
provide​ ​an​ ​argument​ ​as​ ​to​ ​why
their​ ​drawing​ ​is​ ​a​ ​need
​ ​ ​ ​ ​ ​ ​4.​ ​Debrief
● Answer​ ​the​ ​following​ ​questions
during​ ​whole​ ​class​ ​discussion:
○ What​ ​did​ ​you​ ​learn​ ​about
your​ ​basic​ ​needs?
○ What​ ​did​ ​you​ ​learn​ ​from
your​ ​classmates?
○ Did​ ​any​ ​of​ ​your
classmates​ ​come​ ​up​ ​with
have​ ​a​ ​thought
● TURN​ ​to​ ​a​ ​partner​ ​and​ ​share
your​ ​thinking
● ASK​ ​the​ ​students​ ​if​ ​anyone
would​ ​like​ ​to​ ​share​ ​what​ ​they
had​ ​discussed​ ​with​ ​the​ ​class
​ ​ ​ ​ ​ ​ ​2.​ ​Visual:​ ​needs​ ​chart
● EXPLAIN​ ​and​ ​WRITE
instructions​ ​for​ ​activity​ ​on
whiteboard
○ Each​ ​student​ ​will​ ​be
given​ ​a​ ​sheet​ ​of​ ​paper
with​ ​four​ ​squares
○ THINK​ ​about​ ​four​ ​basic
things​ ​you​ ​need​ ​in​ ​your
own​ ​lives
○ DRAW​ ​a​ ​need​ ​in​ ​each​ ​box
using​ ​markers​ ​or
crayons
○ EXPLAIN​ ​why​ ​your
drawing​ ​is​ ​a​ ​need
○ PRESENT​ ​your​ ​needs
chart​ ​to​ ​the​ ​class
○ You​ ​will​ ​be​ ​given​ ​30​ ​min
to​ ​complete​ ​this​ ​activity
​ ​ ​ ​ ​ ​ ​3.​ ​Presentation
● ASK​ ​students​ ​to​ ​present​ ​their
needs​ ​charts​ ​to​ ​the​ ​class
● REMIND​ ​students​ ​to​ ​justify
their​ ​reasoning​ ​and​ ​provide
an​ ​argument​ ​as​ ​to​ ​why​ ​their
drawing​ ​is​ ​a​ ​need
​ ​ ​ ​ ​ ​ ​4.​ ​Debrief
● ASK​ ​questions​ ​during​ ​whole
class​ ​discussion:
○ What​ ​did​ ​you​ ​learn
about​ ​your​ ​basic​ ​needs?
○ What​ ​did​ ​you​ ​learn​ ​from
your​ ​classmates?
○ Did​ ​any​ ​of​ ​your
classmates​ ​come​ ​up​ ​with
needs​ ​that​ ​you​ ​had​ ​not
thought​ ​about?
 needs​ ​that​ ​you​ ​had​ ​not
thought​ ​about?
○ How​ ​can​ ​needs​ ​be
different​ ​from​ ​person​ ​to
person?
○ How​ ​does​ ​not​ ​having
enough​ ​of
everything(scarcity)
affect​ ​our​ ​basic​ ​needs?
○ After​ ​all​ ​the​ ​needs​ ​we
discussed​ ​today​ ​do​ ​you
think​ ​that​ ​ice​ ​cream​ ​would
be​ ​a​ ​need?
○ For​ ​homework​ ​think
about:​ ​If​ ​ice​ ​cream​ ​isn’t​ ​a
need​ ​then​ ​what​ ​could​ ​it​ ​be.
○ How​ ​can​ ​needs​ ​be
different​ ​from​ ​person​ ​to
person?
○ How​ ​does​ ​not​ ​having
enough​ ​of
everything(scarcity)
affect​ ​our​ ​basic​ ​needs?
○ After​ ​all​ ​the​ ​needs​ ​we
discussed​ ​today​ ​do​ ​you
think​ ​that​ ​Ice​ ​cream
would​ ​be​ ​a​ ​need?
○ For​ ​homework​ ​think
about:​ ​If​ ​ice​ ​cream​ ​isn’t​ ​a
need​ ​that​ ​what​ ​could​ ​it
be.
● TELL​ ​students​ ​that​ ​in
tomorrow’s​ ​lesson​ ​we​ ​will​ ​build
on​ ​this​ ​question​ ​so​ ​be​ ​ready
to​ ​discuss​ ​it!

Supporting​ ​Question​ ​#2:​ ​What​ ​is​ ​the​ ​difference​ ​between​ ​needs​ ​and​ ​wants?
Lesson​ ​Title:​ ​Needs​ ​and​ ​Wants

Unit​ ​Compelling​ ​Question:​ ​Why​ ​do​ ​we​ ​have​ ​needs​ ​and​ ​wants?

Duration​ ​of​ ​the​ ​Lesson:​ ​60​ ​Minutes

Skill: Strategies:

● Collaboration ● Group​ ​collaboration​ ​of​ ​needs​ ​and

● Sorting wants
● Present ● Sorting​ ​between​ ​needs​ ​and​ ​wants
cards
● Group​ ​presentations​ ​of​ ​needs​ ​and
wants​ ​sorting​ ​chart

Standards​ ​and​ ​Benchmarks​ ​That​ ​Are​ ​the​ ​Target​ ​of​ ​Student​ ​Learning​ ​in​ ​this
Lesson
Hawaii​ ​Content​ ​and​ ​Performance C3​ ​Framework Common​ ​Core​ ​English
Standards Language​ ​Arts

HCPS​ ​III: D3.2.K-2. CCSS​ ​K.SL.1​:

Benchmark​ ​SS.K.8.1 Evaluate​ ​a Participate​ ​in​ ​collaborative
Explain​ ​people's​ ​basic​ ​needs​ ​and source​ ​by conversations​ ​with
distinguishing diverse​ ​partners​ ​about
how​ ​they​ ​fulfill​ ​them
between​ ​fact kindergarten​ ​topics​ ​and
and​ ​opinion. texts​ ​with​ ​peers​ ​and
Benchmark​ ​SS.1.8.1 adults​ ​in​ ​small​ ​and​ ​larger
Compare​ ​needs​ ​and​ ​wants D4.3.K-2. groups.
Present​ ​a
summary​ ​of​ ​an
argument CCSS​ ​1.SL.1​:
using​ ​print, Participate​ ​in​ ​collaborative
oral,​ ​and​ ​digital conversations​ ​with
technologies. diverse​ ​partners​ ​about
grade​ ​1​ ​topics​ ​and​ ​texts
with​ ​peers​ ​and​ ​adults​ ​in
small​ ​and​ ​larger​ ​groups.

a.​ ​Follow​ ​agreed-upon

rules​ ​for​ ​discussions​ ​(e.g.,
listening​ ​to​ ​others​ ​with
care.​ ​speaking​ ​one​ ​at​ ​a
time​ ​about​ ​the​ ​topics​ ​and
texts​ ​under​ ​discussion).

b.​ ​Build​ ​on​ ​others’​ ​talk​ ​in

conversations​ ​by
responding​ ​to​ ​the
comments​ ​of​ ​others
through​ ​multiple
exchanges.

Student​ ​Learning Student​ ​Assessment Assessment​ ​Tools

Objectives Activities​ ​(formal​ ​&
informal;​ ​Formative​ ​&
Summative)

Students​ ​will​ ​know: Formative​ ​assessments: Teacher​ ​will:

 ● The​ ​meaning​ ​of Formative: Use​ ​checklist:
wants ● Observation ● Assessment
● The​ ​meaning​ ​of (informal) checklist
needs ● Compare​ ​and
● The​ ​difference contrast​ ​sorting
between​ ​a​ ​need activity​ ​(informal)
and​ ​a​ ​want
Students​ ​will​ ​be​ ​able​ ​to: Summative​ ​assessments:
● Identify​ ​the ● Observation
differences (checklist)
between​ ​needs​ ​and
wants
● Justify​ ​their
reasoning
● Collaborate​ ​with
peers​ ​and​ ​form
respectful
arguments

Differentiation:

Representing Engaging Demonstrating Cultural

Content Student​ ​Interest Learning Considerations

● ​ ​Group​ ​and ● Visual ● Sharing ● Students

paired hands​ ​on ideas​ ​in come​ ​from
discussion activity discussion diverse
(Think,​ ​Pair, (Sorting ● Present​ ​in backgroun
Share) needs​ ​and groups​ ​by ds​ ​which
● Provide​ ​verbal wants Justifying allows​ ​for
and​ ​visual cards) their different
instructions ● Provide reasoning perspective
questions as​ ​to​ ​why s​ ​during
that the​ ​card​ ​is discussion
encourage a​ ​need​ ​or​ ​a
students​ ​to want
make
connection
 s​ ​to​ ​their
own​ ​lives

Example:​ ​Could
one​ ​of​ ​the​ ​cards
be​ ​a​ ​need​ ​in
your​ ​life​ ​but​ ​not
a​ ​need​ ​in​ ​one​ ​of
your​ ​friends
lives?​ ​Why?

Description​ ​of​ ​the​ ​Accommodations/Differentiation​ ​ ​Made​ ​for​ ​the​ ​Diverse​ ​(e.g.

SPED,​ ​ELL,​ ​Gifted,​ ​etc.)​ ​Range​ ​of​ ​Students​ ​in​ ​Your​ ​Class:

SPED MLL Gifted 504

● Allowed​ ​think N/A ● Provide​ ​the ● Provide

time option​ ​of points​ ​for
● Provide​ ​Verbal listing​ ​more good
and​ ​written needs​ ​and behavior​ ​in
explanations wants​ ​that behavior
and could​ ​be binder
instructions categorize ● Allow
● Provide d student​ ​to
agenda​ ​of​ ​the ● Provide work
lesson extension individually
questions if​ ​desired
such​ ​as:​ ​Do
you​ ​think
that​ ​needs
and​ ​wants
changes
depending
on​ ​place?
How​ ​so?

List​ ​of​ ​Resources/Materials​ ​Used​ ​in​ ​this​ ​Lesson​ ​(please​ ​attach)

Resources Materials
 ● Sorting​ ​cards​ ​template
○ Sorting​ ​It​ ​Out​ ​Activity
● Needs​ ​and​ ​Wants​ ​labels
○ Needs​ ​and​ ​Wants
Template
● Checklist
○ Assessment​ ​checklist
Abbreviated​ ​Agenda​:
1. Introduction/Discussion
2. Sorting​ ​needs​ ​and​ ​wants​ ​cards​ ​into​ ​groups
3. Group​ ​Presentation
4. Debrief
Annotated​ ​Agenda/Learning​ ​Plan
Students​ ​Will:
1. Introduction/Discussion
● Gather​ ​at​ ​the​ ​carpet
● Listen​ ​to​ ​the​ ​agenda
○ Answer​ ​the​ ​question,
○ “From​ ​your​ ​homework
last​ ​night,​ ​what​ ​did​ ​you
come​ ​up​ ​with?”
■ If​ ​Ice​ ​cream​ ​isn’t​ ​a
need​ ​than​ ​what
could​ ​it​ ​be?
● Share​ ​their​ ​ideas​ ​with​ ​a
partner
● Participate​ ​in​ ​whole​ ​class
discussion
● Listen​ ​to​ ​explanation
regarding​ ​wants
● Provide​ ​an​ ​explanation​ ​of
what​ ​kind​ ​of​ ​items​ ​could​ ​be​ ​a
want
● Chart​ ​paper​ ​(Agenda)
● Whiteboard
● Pencils
● Lesson​ ​plan
Teacher​ ​Will:
1. Introduction/Discussion
● ASK​ ​students​ ​to​ ​come​ ​to​ ​the​ ​carpet
● Go​ ​over​ ​agenda
● ASK​ ​students:
○ “From​ ​your​ ​homework​ ​last
night,​ ​what​ ​did​ ​you​ ​come​ ​up
with?”
■ If​ ​ice​ ​cream​ ​isn’t​ ​a​ ​need
than​ ​what​ ​could​ ​it​ ​be?
● ASK​ ​students​ ​to​ ​turn​ ​to​ ​a​ ​partner
and​ ​share​ ​their​ ​ideas
● ASK​ ​students​ ​to​ ​share​ ​with​ ​the
whole​ ​class
● EXPLAIN​ ​that​ ​ice​ ​cream​ ​isn’t​ ​a​ ​need
because​ ​it​ ​is​ ​considered​ ​a​ ​want.
● EXPLAIN​ ​that​ ​a​ ​want​ ​is​ ​something
that​ ​we​ ​do​ ​not​ ​need​ ​to​ ​survive.
2.​ ​Sorting​ ​Needs​ ​and​ ​Wants​ ​Cards
Into​ ​Groups
● Attentively​ ​listen​ ​to
instructions
○ Get​ ​into​ ​groups​ ​of​ ​3​ ​or​ ​4
○ Locate​ ​needs​ ​and
wants​ ​cards
○ Locate​ ​needs​ ​and
wants​ ​labels
○ Sort​ ​through​ ​cards
○ Place​ ​cards​ ​in
appropriate​ ​group
(needs​ ​or​ ​wants)
○ Will​ ​be​ ​given​ ​20​ ​minutes
to​ ​complete​ ​the​ ​activity
● Observe​ ​the​ ​teacher’s
demonstration​ ​of​ ​the​ ​activity
● Find​ ​a​ ​place​ ​on​ ​the​ ​carpet
with​ ​their​ ​group
● Develop​ ​explanations​ ​for​ ​their
sorting​ ​choices
● Follow​ ​agreed​ ​upon​ ​rules
such​ ​as
○ Actively​ ​participating
○ Providing​ ​their​ ​opinion
○ Respecting​ ​their
classmates
​ ​ ​ ​ ​ ​ ​3.​ ​Group​ ​Presentation
● Stop​ ​what​ ​they're​ ​doing​ ​and
get​ ​ready​ ​to​ ​share
● Share​ ​and​ ​justify​ ​their
reasoning​ ​ ​as​ ​a​ ​group
​ ​ ​ ​ ​ ​ ​4.​ ​Debrief
● Answer​ ​the​ ​following
questions:
○ Why​ ​do​ ​you​ ​think​ ​we
have​ ​needs​ ​and​ ​wants?
● ASK:​ ​Can​ ​anyone​ ​give​ ​me​ ​a​ ​different
example​ ​of​ ​an​ ​item​ ​that​ ​you​ ​think​ ​is
a​ ​want​ ​and​ ​why?
2.​ ​ ​Sorting​ ​Needs​ ​and​ ​Wants​ ​Cards​ ​Into
Groups
● EXPLAIN​ ​the​ ​instructions​ ​for​ ​the
activity
○ First​ ​get​ ​into​ ​groups​ ​of​ ​3​ ​or​ ​4
○ Locate​ ​needs​ ​and​ ​wants
cards
○ Locate​ ​needs​ ​and​ ​wants
labels
○ Sort​ ​through​ ​cards
○ Place​ ​cards​ ​in​ ​appropriate
groups​ ​(needs​ ​or​ ​wants)
○ You​ ​will​ ​be​ ​given​ ​20​ ​minutes​ ​to
complete​ ​the​ ​activity
● DEMONSTRATE​ ​the​ ​activity​ ​to​ ​the
whole​ ​class
● ASK​ ​students​ ​to​ ​find​ ​a​ ​place​ ​on​ ​the
carpet​ ​with​ ​their​ ​group
● EXPLAIN​ ​that​ ​they​ ​should​ ​have
explanations​ ​to​ ​go​ ​with​ ​their
sorting​ ​decisions​ ​because​ ​they​ ​will
be​ ​sharing​ ​to​ ​the​ ​class
● EXPLAIN​ ​the​ ​kind​ ​of​ ​behavior​ ​I
should​ ​be​ ​seeing​ ​such​ ​as:
○ Actively​ ​participating
○ Providing​ ​your​ ​opinion
○ Respecting​ ​your​ ​classmates
​ ​ ​ ​ ​ ​ ​3.​ ​Group​ ​presentation
● ASK​ ​students​ ​to​ ​stop​ ​what​ ​they're
doing
● ASK​ ​each​ ​group​ ​to​ ​share​ ​and
justify​ ​their​ ​answers​ ​for​ ​each​ ​card
placement
​ ​ ​ ​ ​ ​ ​4.​ ​Debrief
 ○ Does​ ​scarcity​ ​play​ ​a
part​ ​in​ ​why​ ​we​ ​have
needs​ ​and​ ​wants?​ ​How
so?
○ ​ ​What​ ​is​ ​the​ ​difference
between​ ​needs​ ​and
wants?
○ Could​ ​one​ ​of​ ​the​ ​cards
be​ ​a​ ​need​ ​in​ ​your​ ​life
but​ ​not​ ​a​ ​need​ ​in​ ​one​ ​of
your​ ​friends​ ​lives?
● ASK​ ​students​ ​to​ ​discuss​ ​the
following​ ​questions:
○ Why​ ​do​ ​you​ ​think​ ​we​ ​have
needs​ ​and​ ​want?
○ Does​ ​scarcity​ ​play​ ​a​ ​part​ ​in
why​ ​we​ ​have​ ​needs​ ​and
wants?​ ​How​ ​so?
○ ​ ​What​ ​is​ ​the​ ​difference
between​ ​needs​ ​and​ ​wants?
○ Could​ ​one​ ​of​ ​the​ ​cards​ ​be​ ​a
need​ ​in​ ​your​ ​life​ ​but​ ​not​ ​a
need​ ​in​ ​one​ ​of​ ​your​ ​friends
lives?

Supporting​ ​Question​ ​#3:​Do​ ​needs​ ​and​ ​wants​ ​vary​ ​depending​ ​on​ ​place?
Lesson​ ​Title:​ ​Place:​ ​Needs​ ​and​ ​Wants​ ​based​ ​on​ ​place

Unit​ ​Compelling​ ​Question:​ ​Why​ ​do​ ​we​ ​have​ ​needs​ ​and​ ​wants?

Duration​ ​of​ ​the​ ​Lesson:​ ​60​ ​Minutes

Skill: Strategies:

● Collaboration ● Group​ ​collaboration​ ​through​ ​sorting​ ​needs

● Present and​ ​wants​ ​(based​ ​on​ ​place)​ ​in​ ​hula​ ​hoop
● Reason activity
● Identify ● Present​ ​their​ ​reasoning​ ​of​ ​items​ ​placed​ ​in
hula​ ​hoops
● Identify​ ​the​ ​differences​ ​of​ ​needs​ ​and​ ​wants
amongst​ ​each​ ​place

Standards​ ​and​ ​Benchmarks​ ​That​ ​Are​ ​the​ ​Target​ ​of​ ​Student​ ​Learning​ ​in​ ​this
Lesson
Hawaii​ ​Content​ ​and C3​ ​Framework Common​ ​Core​ ​English
Performance Language​ ​Arts
Standards

HCPS​ ​III: D1.1.K-2. CCSS​ ​K.SL.1​:

Benchmark​​ ​SS.K.8.1 Explain​ ​why​ ​the Participate​ ​in
Explain​ ​people's​ ​basic compelling​ ​question​ ​is collaborative
needs​ ​and​ ​how​ ​they important​ ​to​ ​the conversations​ ​with
fulfill​ ​them student. diverse​ ​partners​ ​about
kindergarten​ ​topics
Benchmark​ ​SS.1.8.1 D2:​Eco.1.K-2. and​ ​texts​ ​with​ ​peers
Compare​ ​needs​ ​and Explain​ ​how​ ​scarcity and​ ​adults​ ​in​ ​small​ ​and
wants necessitates​ ​decision larger​ ​groups.
making.

D3.2.K-2. CCSS​ ​1.SL.1​:

Evaluate​ ​a​ ​source​ ​by Participate​ ​in
distinguishing​ ​between collaborative
fact​ ​and​ ​opinion. conversations​ ​with
D4.3.K-2.​ ​Present​ ​a diverse​ ​partners​ ​about
summary​ ​of​ ​an grade​ ​1​ ​topics​ ​and
argument​ ​using​ ​print, texts​ ​with​ ​peers​ ​and
oral,​ ​and​ ​digital adults​ ​in​ ​small​ ​and
technologies. larger​ ​groups.

a.​ ​Follow​ ​agreed-upon

rules​ ​for​ ​discussions
(e.g.,​ ​listening​ ​to​ ​others
with​ ​care.​ ​speaking​ ​one
at​ ​a​ ​time​ ​about​ ​the
topics​ ​and​ ​texts​ ​under
discussion).
b.​ ​Build​ ​on​ ​others’​ ​talk
in​ ​conversations​ ​by
responding​ ​to​ ​the
comments​ ​of​ ​others
through​ ​multiple
exchanges.
c.​ ​Ask​ ​questions​ ​to
clear​ ​up​ ​any​ ​confusion
about​ ​the​ ​topics​ ​and
texts​ ​under​ ​discussion.
 Student​ ​Learning Student​ ​Assessment Assessment​ ​Tools
Objectives Activities​ ​(formal​ ​&
informal;​ ​Formative​ ​&
Summative)

Students​ ​will​ ​Know: Formative Teachers​ ​will:

● How​ ​needs​ ​and assessments: Use​ ​checklist​ ​and
wants​ ​vary​ ​in ● Teacher rubric:
different​ ​places observation ● Assessment
● The​ ​difference (Informal) checklist
between​ ​their ● Hula​ ​hoop​ ​sorting ● Individual​ ​book
personal​ ​needs activity​ ​(Informal) rubric
and​ ​wants
Summative
Students​ ​will​ ​be​ ​able assessments:
to: ● Creating​ ​individual
● Identify​ ​the book​ ​(formal)
differences
between​ ​needs
and​ ​wants
● Understand​ ​that
needs​ ​and​ ​wants
are​ ​different​ ​in
each​ ​community
● Recognize​ ​that
needs​ ​and​ ​wants
is​ ​a​ ​result​ ​of
scarcity

I​ ​can​ ​Statements:
I​ ​can​ ​explain​ ​the
difference​ ​between​ ​a
need​ ​and​ ​a​ ​want.

I​ ​can​ ​recognize​ ​and

understand​ ​that
needs​ ​and​ ​wants​ ​rely
on​ ​the​ ​resources
available​ ​to​ ​a​ ​specific
community.

Differentiation:

Representing Engaging Demonstrating Cultural

Content Student Learning Considerations
Interest

● ​ ​Group ● Visual ● Sharing ● Students

and​ ​paired hands​ ​on ideas​ ​in come​ ​from
discussion activities group diverse
(Think, (Hula​ ​Hoop discussion backgroun
Pair, Sorting, ● Present​ ​in ds​ ​which
Share) Creating groups​ ​by allows​ ​for
● Provide individual Justifying different
verbal​ ​and books) their perspective
visual ● Group reasoning s​ ​during
instructio work(shari as​ ​to​ ​why discussion
ns ng​ ​ideas, the​ ​item
experience belongs​ ​in
s) their​ ​place
group
● Complete
individual
books

Description​ ​of​ ​the​ ​Accommodations/Differentiation​ ​ ​Made​ ​for​ ​the​ ​Diverse

(e.g.​ ​SPED,​ ​ELL,​ ​Gifted,​ ​etc.)​ ​Range​ ​of​ ​Students​ ​in​ ​Your​ ​Class:

SPED MLL Gifted 504

● Allowed N/A ● Provide​ ​the ● Provide

think​ ​time option​ ​of points​ ​for
● Provide drawing good
Verbal​ ​and out​ ​more behavior​ ​in
written items​ ​that
 explanatio should behavior
ns​ ​and belong​ ​in binder
instructio the​ ​place
ns categories
● Provide ● Provide
agenda​ ​of option​ ​of
the​ ​lesson increasing
length​ ​of
book

List​ ​of​ ​Resources/Materials​ ​Used​ ​in​ ​this​ ​Lesson​ ​(please​ ​attach)

Resources Materials

● Hula​ ​Hoop​ ​sorting​ ​activity ● Agenda​ ​on​ ​chart​ ​paper

checklist ● White​ ​board
● Hula​ ​Hoop​ ​Card​ ​Images
● Rubric​ ​for​ ​individual​ ​books
● PPT

Abbreviated​ ​Agenda​:
1. Introduction
2. Hula​ ​Hoop​ ​sorting​ ​activity
3. Individual​ ​needs​ ​and​ ​wants​ ​books
4. Debrief

Annotated​ ​Agenda/Learning​ ​Plan

Students​ ​will: Teacher​ ​will:

1. Introductions 1. Introduction
● Gather​ ​at​ ​the​ ​carpet ● ASK​ ​students​ ​to​ ​gather​ ​at​ ​the
carpet
● Answer​ ​the​ ​following​ ​question:
● ASK​ ​students:
○ Do​ ​needs​ ​and​ ​wants ○ Do​ ​needs​ ​and​ ​wants
vary​ ​depending​ ​on vary​ ​depending​ ​on
where​ ​you​ ​are​ ​at​ ​in​ ​the where​ ​you​ ​are​ ​at​ ​in​ ​the
world? world?
● Cross​ ​their​ ​arms​ ​when​ ​they
have​ ​a​ ​thought
● Turn​ ​to​ ​a​ ​the​ ​person​ ​next
them​ ​and​ ​share​ ​their​ ​ideas
● Volunteers​ ​share​ ​their
thoughts​ ​with​ ​the​ ​whole​ ​class
● Attempt​ ​to​ ​answer​ ​the
following:
○ Does​ ​anyone​ ​know​ ​what
the​ ​weather​ ​is​ ​like​ ​in
alaska​ ​during​ ​winter?
● Participate​ ​in​ ​discussion
● Listen​ ​to​ ​explanation
● Answer​ ​the​ ​following​ ​question:
○ What’s​ ​the​ ​weather​ ​like
in​ ​Hawai’i?
● Follow​ ​PPT
● Attempt​ ​to​ ​answer​ ​question:
○ What​ ​about​ ​Arizona?
Does​ ​anyone​ ​know​ ​what
the​ ​weather​ ​is​ ​like​ ​in​ ​the
summer?
● Listen​ ​to​ ​explanation​ ​of​ ​climate
2. Hula​ ​hoop​ ​sorting​ ​activity
● Listen​ c ​ arefully​ ​to​ ​instructions
○ Get​ ​into​ ​groups​ ​of​ ​6​ ​or​ ​7
○ Grab​ ​two​ ​hula​ ​hoops,
one​ ​for​ ​needs​ ​and​ ​one
for​ ​wants
○ Grab​ ​a​ ​stack​ ​of​ ​item
cards
○ Put​ ​the​ ​hula​ ​hoops​ ​side
by​ ​side
○ Once​ ​you​ ​are​ ​sitting
down​ ​with​ ​your​ ​group
you​ ​will​ ​be​ ​given​ ​a​ ​place
○ Collaborate​ ​with​ ​your
groups​ ​about​ ​which
items​ ​are​ ​a​ ​need​ ​or​ ​a
● ASK​ ​students​ ​to​ ​cross​ ​their
arms​ ​when​ ​they​ ​have​ ​a
thought
● ASK​ ​students​ ​to​ ​turn​ ​and
share​ ​with​ ​the​ ​person​ ​next​ ​to
them
● ASK​ ​students​ ​to​ ​share​ ​with​ ​the
whole​ ​class
● ASK​ ​students:
○ Does​ ​anyone​ ​know​ ​what
the​ ​weather​ ​is​ ​like​ ​in
alaska​ ​during​ ​winter?
● EXPLAIN​ ​the​ ​climate​ ​in​ ​Alaska
during​ ​winter​ ​(see​ ​PPT)
● ASK​ ​students:
○ What’s​ ​the​ ​weather​ ​like
in​ ​Hawai’i?
● EXPLAIN​ ​the​ ​climate​ ​we​ ​have​ ​in
Hawai’i​ ​(see​ ​PPT)
● ASK​ ​students:
○ What​ ​about​ ​Arizona?
Does​ ​anyone​ ​know​ ​what
the​ ​weather​ ​is​ ​like​ ​in​ ​the
summer?
● EXPLAIN​ ​the​ ​climate​ ​in​ ​arizona
during​ ​the​ ​summer​ ​(see​ ​PPT)
*All​ ​student​ ​answers​ ​will​ ​be​ ​recorded
on​ ​the​ ​board​ ​in​ ​groups​ ​for​ ​each
place.
2. Hula​ ​Hoop​ ​sorting​ ​activity
● EXPLAIN​ ​instructions​ ​to​ ​the
students
○ Get​ ​into​ ​groups​ ​of​ ​6​ ​or​ ​7
○ Grab​ ​two​ ​hula​ ​hoops,
one​ ​for​ ​needs​ ​and​ ​one
for​ ​wants
○ Grab​ ​a​ ​stack​ ​of​ ​item
cards
○ Put​ ​the​ ​hula​ ​hoops​ ​side
by​ ​side
○ Once​ ​you​ ​are​ ​sitting
down​ ​with​ ​your​ ​group
you​ ​will​ ​be​ ​given​ ​a​ ​place
 want​ ​for​ ​your​ ​specific
place
○ Remember​ ​to​ ​justify
your​ ​answers
○ You​ ​will​ ​be​ ​given​ ​10
minutes​ ​for​ ​this​ ​activity
● Present​ ​their​ ​place​ ​and​ ​why
they​ ​put​ ​the​ ​items​ ​in​ ​each​ ​hula
hoop
3. Individual​ ​needs​ ​and​ ​wants
books
● Listen​ ​attentively​ ​to
instructions​ ​on​ ​how​ ​to​ ​create
their​ ​individual​ ​books
● Complete​ ​a​ ​minimum​ ​of​ ​four
pages​ ​for​ ​their​ ​needs​ ​and
wants​ ​books
● Write​ ​one​ ​sentence​ ​and​ ​draw
one​ ​visual​ ​per​ ​page
● Use​ ​sentence​ ​starters​ ​to
assist​ ​with​ ​writing
○ ________​ ​is​ ​a​ ​want
because​ ​__________.
○ _______​ ​is​ ​a​ ​need
because​ ​_________.
○ If​ ​I​ ​lived​ ​in​ ​____​ ​I​ ​would
need​ ​_______​ ​because
○ I​ ​can​ ​help​ ​make​ ​sure​ ​my
needs​ ​are​ ​met​ ​by
________________
● Pay​ ​close​ ​attention​ ​to​ ​the
teacher’s​ ​modeling​ ​of​ ​how​ ​the
visuals​ ​should​ ​look​ ​and​ ​where
they​ ​should​ ​be​ ​placed​ ​on​ ​the
page
● Return​ ​to​ ​their​ ​desks
● Wait​ ​for​ ​teacher​ ​to​ ​pass​ ​out
the​ ​first​ ​page
○ Collaborate​ ​with​ ​your
groups​ ​about​ ​which
items​ ​are​ ​a​ ​need​ ​or​ ​a
want​ ​for​ ​your​ ​specific
place
○ Remember​ ​to​ ​justify
your​ ​answers
○ You​ ​will​ ​be​ ​given​ ​10
minutes​ ​for​ ​this​ ​activity
● ASK​ ​students​ ​to​ ​present​ ​their
place​ ​and​ ​why​ ​they​ ​put​ ​the
items​ ​in​ ​each​ ​hula​ ​hoop
3. Individual​ ​needs​ ​and​ ​wants
book
● EXPLAIN​ ​to​ ​class:
○ “Now​ ​that​ ​we​ ​have
learned​ ​about​ ​needs
and​ ​wants​ ​and​ ​all​ ​that
comes​ ​with​ ​it.​ ​I​ ​want​ ​you
to​ ​develop​ ​your​ ​own
needs​ ​and​ ​wants
books”.
● EXPLAIN​ ​that​ ​each​ ​student
should​ ​complete​ ​a​ ​minimum​ ​of
4​ ​pages.
● EXPLAIN​ ​that​ ​for​ ​each​ ​page
there​ ​should​ ​be​ ​one​ ​visual​ ​and
one​ ​sentence
● PROVIDE​ ​sentence​ ​starter​ ​on
the​ ​board
a. ________​ ​is​ ​a​ ​want
because​ ​__________.
b. _______​ ​is​ ​a​ ​need
because​ ​_________.
c. If​ ​I​ ​lived​ ​in​ ​____​ ​I​ ​would
need​ ​_______​ ​because
d. I​ ​can​ ​help​ ​make​ ​sure​ ​my
needs​ ​are​ ​met​ ​by
________________
 ● Come​ ​up​ ​for​ ​approval​ ​after
completing​ ​the​ ​first​ ​page​ ​and
start​ ​on​ ​their​ ​second​ ​page
*students​ ​will​ ​gradually​ ​come​ ​up​ ​at
their​ ​own​ ​pace​ ​for​ ​their​ ​book​ ​pages
● Students​ ​will​ ​have​ ​20​ ​minutes
to​ ​complete​ ​a​ ​minimum​ ​of​ ​four
pages
● Stop​ ​what​ ​they​ ​are​ ​doing​ ​and
turn​ ​in​ ​their​ ​books
● Gather​ ​back​ ​at​ ​the​ ​carpet
4. Debrief
● Discuss​ ​the​ ​following:
○ Why​ ​do​ ​we​ ​have​ ​needs
and​ ​wants?
○ Do​ ​needs​ ​and​ ​wants
vary​ ​depending​ ​on
place?​ ​Why​ ​or​ ​why​ ​not?
○ Does​ ​scarcity​ ​affect​ ​our
needs​ ​and​ ​wants?​ ​How
so?
● Listen​ ​and​ ​write​ ​down​ ​their
homework​ ​based​ ​on​ ​the
following​ ​directions:
○ For​ ​homework,​ ​I​ ​want
you​ ​to​ ​share​ ​your​ ​book
with​ ​5​ ​people​ ​and​ ​teach
them​ ​about​ ​your
personal​ ​needs​ ​and
wants?
○ How​ ​needs​ ​and​ ​wants
change​ ​based​ ​on​ ​place?
○ How​ ​you​ ​plan​ ​to​ ​keep
your​ ​needs​ ​from
becoming​ ​scarce?
● Repeat​ ​I​ ​CAN​ ​statement​ ​after
teacher:
○ ​ ​I​ ​CAN​ ​explain​ ​the
difference​ ​between​ ​a
need​ ​and​ ​a​ ​want.
● DEMONSTRATE​ ​how​ ​the​ ​visuals
should​ ​look​ ​and​ ​where​ ​they
should​ ​be​ ​placed​ ​on​ ​the​ ​page
● ASK​ ​students​ ​to​ ​go​ ​back​ ​to
their​ ​desk
● PASS​ ​out​ ​one​ ​sheet​ ​for​ ​the
first​ ​page​ ​of​ ​the​ ​book
● EXPLAIN​ ​that​ ​when​ ​they​ ​have
completed​ ​the​ ​first​ ​page​ ​they
may​ ​come​ ​up​ ​for​ ​approval​ ​and
start​ ​their​ ​second​ ​page​ ​of​ ​the
book
*Students​ ​will​ ​gradually​ ​come​ ​up​ ​at
their​ ​own​ ​pace​ ​for​ ​their​ ​book​ ​pages
● GIVE​ ​students​ ​20​ ​minutes​ ​to
complete
● ASK​ ​students​ ​to​ ​stop​ ​what
they’re​ ​doing​ ​and​ ​turn​ ​in​ ​their
books
● ASK​ ​students​ ​to​ ​have​ ​a​ ​seat
back​ ​on​ ​the​ ​carpet
4. Debrief
● ASK​ ​students​ ​to​ ​discuss​ ​the
following​ ​questions:
○ Why​ ​do​ ​we​ ​have​ ​needs
and​ ​wants?
○ Do​ ​needs​ ​and​ ​wants
vary​ ​depending​ ​on
place?​ ​Why​ ​or​ ​why​ ​not?
○ Does​ ​scarcity​ ​affect​ ​our
needs​ ​and​ ​wants?​ ​How
so?
● EXPLAIN​ ​to​ ​the​ ​students​ ​what
they​ ​will​ ​be​ ​doing​ ​with​ ​their
books
○ For​ ​homework,​ ​I​ ​want
you​ ​to​ ​share​ ​your​ ​book
with​ ​5​ ​people​ ​and​ ​teach
them​ ​about​ ​your
personal​ ​needs​ ​and
wants?
 ○ I​ ​CAN​ ​recognize​ ​and
understand​ ​that​ ​needs
and​ ​wants​ ​rely​ ​on​ ​the
resources​ ​available​ ​to​ ​a
specific​ ​community.
○ How​ ​needs​ ​and​ ​wants
change​ ​based​ ​on​ ​place?
○ How​ ​you​ ​plan​ ​to​ ​keep
your​ ​needs​ ​from
becoming​ ​scarce?
● SAY​ ​the​ ​I​ ​CAN​ ​statements​ ​and
allow​ ​students​ ​to​ ​repeat​ ​after
me
○ I​ ​CAN​ ​explain​ ​the
difference​ ​between​ ​a
need​ ​and​ ​a​ ​want.

○ I​ ​CAN​ ​recognize​ ​and

understand​ ​that​ ​needs
and​ ​wants​ ​rely​ ​on​ ​the
resources​ ​available​ ​to​ ​a
specific​ ​community.

Compelling​ ​Question:​ ​Why​ ​do​ ​we​ ​have​ ​needs​ ​and​ ​wants?

Summative​ ​Performance​ ​Task

Activity Individual​ ​student​ ​created​ ​books​ ​that​ ​reflects​ ​what​ ​they​ ​have
learned​ ​regarding​ ​scarcity,​ ​ ​needs,​ ​and​ ​wants.

Extension Students​ ​will​ ​share​ ​their​ ​books​ ​with​ ​5​ ​people​ ​outside​ ​of​ ​school
and​ ​teach​ ​them​ ​about​ ​their​ ​personal​ ​needs​ ​and​ ​wants,​ ​how
needs​ ​and​ ​wants​ ​change​ ​based​ ​on​ ​place,​ ​and​ ​how​ ​they​ ​plan​ ​to
keep​ ​their​ ​needs​ ​from​ ​becoming​ ​scarce.
(See​ ​compelling​ ​question​ ​3​ ​annotated​ ​agenda​ ​for​ ​detailed
instructions)

Taking​ ​Informed​ ​Action

Understand-​​ ​Demonstrate​ ​their​ ​understanding​ ​of​ ​scarcity​ ​and​ ​how​ ​it

relates​ ​to​ ​our​ ​needs​ ​and​ ​wants​ ​through​ ​collaborating,​ ​discussing​ ​and
participating​ ​(musical​ ​chairs,​ ​visual​ ​needs​ ​chart,​ ​sorting​ ​cards,​ ​compare
and​ ​contrast​ ​hula​ ​hoop​ ​activity).
Assess-​​ ​ ​Creating​ ​individual​ ​books​ ​that​ ​demonstrate​ ​their​ ​personal​ ​needs
and​ ​wants​ ​with​ ​justification
Act-​​ ​Students​ ​will​ ​present​ ​an​ ​argument​ ​to​ ​at​ ​least​ ​five​ ​people​ ​outside​ ​of
school​ ​using​ ​their​ ​completed​ ​books​ ​to​ ​communicate​ ​the​ ​importance​ ​of
understanding​ ​needs​ ​and​ ​wants​ ​related​ ​to​ ​scarcity.​ ​(See​ ​compelling
question​ ​3​ ​annotated​ ​agenda​ ​for​ ​detailed​ ​instructions)