Teaching and Learning Sequence 2 Humanities and Social Science

Year: 5

Learning area: Needs and wants in Humanities and Social Science Civics and Citizenship

The difference between needs and wants and how this is related
Topic Topic Duration: 4-5 lessons (approx. 45-60 minutes each)
to the impacts of drought in Australia

Focus Curriculum Descriptor The difference between needs and wants and why choices need to be made about how limited resources are used (ACHASSK119 -
Scootle)

This lesson sequence looks at the HaSS concept of needs and wants and how it is connected to drought within Australia. This topic will be
explored over several lessons revolving around the Australian Curriculum content descriptor listed above. Through the investigation of needs
and wants in relation to drought, students will develop an understanding of the choices that can positively and negatively influence the
availability and use of finite resources such as clean water and ways in which the use of such resources can be managed. This will be done
through an investigation and inquiry into what a need and a want is and how they differ between drought affected and unaffected communities,
water management techniques and a water need vs a water want. Students will then have to collate this knowledge and write a letter to the
Prime Minister of Australia discussing their beliefs as to how water should be used in order to reduce the possibility of drought and its horrible
Overview implications. The structure of this lesson sequence means knowledge and understanding will be covered firstly and then progress to the
application of learnt knowledge and then finish with the evaluation and creation of a piece of work using learnt knowledge. Literacy and
numeracy skills will be drawn upon when publishing the letter and calculating water consumption. The general capabilities of personal and social
awareness will also be covered as the students must put themselves in others’ shoes (empathy). This lesson sequence works most effectively
after completing the lesson sequence focusing on the concept of ‘sustainability’ in regard to drought.

Learning
Lessons Teaching and Learning Sequence and Activities Resources Curriculum Descriptors
intention:
Teaching and Learning Sequence 2 Humanities and Social Science

- needs and wants

WALT (we are 1. To begin the lesson annotated drought images from lesson game-worksheet Develop appropriate questions to guide an
learning to): sequence 1 can be re-earthed and main points can be revised. document inquiry about people, events, developments,
Understand the places, systems and challenges (ACHASSI094
- https://www.tigweb.
difference Check for understanding: Students can be questioned to gage - Scootle)
between needs that they have an understanding of the concept of drought in org/images/tiged/do
and wants by Australia. (for example: what causes drought? Who is impacted cs/activities/267.pdf
using drought the most by drought?) Examine different viewpoints on actions,
and as an events, issues and phenomena in the past
example. 2. Secondly, students will be asked to work in small groups and and present (ACHASSI099 - Scootle)
handed the ‘needs and wants definition’ worksheet. Group
members will agree upon a definition for needs and wants and
share with the class

Lesson 1 3. To further the understanding a game could be played with the

class. The class will remain in their groups and will play a ‘hot-
seat’ game. The game will entail students putting themselves in
others shoes these examples will be a farmer, business person
and an artist. singular words will appear on the board and materials needed:
groups must ‘buzz-in’ with the correct answer (either ‘need’ or ● photos with drought
‘want’).
definition from
- The game will raise lots of points for discussion as some
‘sustainability lesson
students will disagree with certain answers. Students
may think that something is a ‘need’ rather than a sequence 1.
‘want’ and this is great as it allows for clarification that
everyone's definition of a ‘need’ is different and this can
be based on the chosen occupation being discussed.
4. To recap this activity the teacher should explain to students
that needs and wants are different for different people. For
example, a farmer might need a whole dam full of water to
Teaching and Learning Sequence 2 Humanities and Social Science

sustain his crops and animals, whereas a businessman may only

need a small rain water tank for drinking, showering and
washing.

Check for understanding: Questions such as “why is it hard to

decide what is really ‘essential’ or ‘needed’ in one's life?”
students should be able to mention that it is hard because
people have different needs. This can depend on where they live
and what they value.
Teaching and Learning Sequence 2 Humanities and Social Science

Lesson 2 WALT: Part 1 http://regional.gov.au/regio Examine different viewpoints on actions,

Needs and - Ask the students to think of adjectives to describe the nal/programs/drought- events, issues and phenomena in the past
wants of local world and society which they would like future communities.aspx - list of
and present (ACHASSI099 - Scootle)
and global generations to be born into (can be in groups or Australian Government
communities. individually). declared drought affected
- Write answers on the board and ask students if they can communities
The impacts see any trends in the type of words (are they Types of resources (natural, human, capital)
drought can positive/negative). Are these answers indicative of the and the ways societies use them to satisfy
have on world we live in today? Why/why not? https://www.youtube.com/
the needs and wants of present and future
communities - Next ask the students to think of ideas as to what might watch?v=gByMrCKkZco - ABC
and how these be required to construct/maintain a world like this. News Australia investigation generations (ACHASSK120 - Scootle)
impacts - Now bring the focus to a more local scope. Ask the into drought affected
influence the children to think of problems in their neighbourhoods communities
community’s (something that needs fixing, modifying or removing).
needs and - Are these things needs or wants?
wants. - Create a table of answers that categorises them into
needs and wants.
Understanding - Are there more needs or wants? Are the needs or wants
that a person's more important/urgent?
views are Part 2
shaped by their - Watch YouTube video ‘The Face of Australia’s Drought
sense of fairness Crisis’ supplied in resources to supply background
and social knowledge if needed.
justice. - Individually or in groups, ask the students to list ideas as
to what makes a community drought affected? (If done
in groups teacher may need to supply butchers paper)
- Next, ask what drought unaffected and affected
communities might classify as their needs and wants?
Get students to list their answers.
Teaching and Learning Sequence 2 Humanities and Social Science

- Instruct the students to draw a Venn diagram and list

the similarities and differences between the drought
unaffected and affected communities.
- In groups, ask the students to brainstorm and list ideas
of things we could do to save water within a small
community. Have they seen advertisements or programs
already? What kinds of messages do these send? (Are
they trying to make us feel guilty about using water to
try and make us conserve water?)

Check for understanding: students should be able to understand

and explain needs and wants in a community and state the
differences between drought affected and unaffected
communities.

WALT: - Ask the students to list all the ways in which they use https://www.hunterwater.co Work in groups to generate responses to
Calculating water throughout the day. If easier, encourage them to m.au/Save-Water/Water- issues and challenges (ACHASSI102 - Scootle)
water structure it as a daily schedule with hourly increments. Usage-Calculator.aspx -
consumption (Students will tend to only focus on the explicit ways Water usage calculator
and creating water is used. Make sure they think deeply into their
water individual water consumption) https://www.coolaustralia.or Influences on consumer choices and methods
management - Which activities are needs and which are wants? g/activity/australias-water- that can be used to help make informed
Lesson 3 skills - Allow students to research the average water future-communication- personal consumer and financial choices
consumption of each of the activities they perform project-
(ACHASSK121 - Scootle )
Water wants vs throughout the day and calculate their average daily 910/?access_key=264851dd
water needs water consumption in litres (L). 195a3f1ec - Australia’s water
- Next, ask students to access the resource ‘Water Usage future activity
Calculator’ and get students to complete the task to
calculate their yearly household water usage.
Teaching and Learning Sequence 2 Humanities and Social Science

- Get them to share and compare their results in groups https://www.brisbane.qld.go

and discuss why each individual person’s results differ v.au/sites/default/files/wate
e.g. number of people in house, lawn/garden or no r-smart_city-
lawn/garden to water, do they have water saving indoor_water_saving_fact_s
devices?) heet_08.pdf - water
- Ask “Do you use more water on your needs or your consumption management
wants?”
- Next, ask the students how they think their individual
water consumption might differ to other things e.g. www.abc.net.au/local/storie
schools, sports clubs, hospitals, industry, agriculture, s/2007/03/05/1864974.htm
water parks). water consumption
- Ask students if they know who/what consumes the most management
water in the world (agriculture industry - 70% of the 4
trillion litres the world consumes yearly)

- Next, in groups, ask children to brainstorm ideas of ways

people often waste water in households (can refer to
water consumption management resources if needed)
- Is water being wasted on needs or wants (consider what
things like long showers, numerous showers, water a
garden/lawn to keep it lush, washing cars etc. would
be).
- Next, in groups, ask the children to research ways in
which water usage can be minimised in households and
get them to create an action plan of water saving tips
and present it to the rest of the class.
- The class may like to also create an action plan for their
classroom.
Teaching and Learning Sequence 2 Humanities and Social Science

Checking for understanding: Students should be able to respond

to questions involving what a water need is vs a water want with
regards to their household. They should also recognise ways in
which water is wasted in households and methods to reduce
water wastage.

WALT: 1. The task is introduced- Students will be writing a formal example of a formal letter Reflect on learning to propose personal
Working in letter to the prime minister of Australia identifying structure- and/or collective action in response to an
groups to water related issues that will affect Australia’s future as
http://www.readingrockets. issue or challenge, and predict the probable
respond to the well as discussing how they personally would reduce the
issue of drought impacts of drought by focusing on where water use is org/article/introduction- effects (ACHASSI104 - Scootle)
and coming up needed and where it is not. letter-writing
The influence of the environment on the
with ways to
reduce ‘wants’ Checking for understanding: To refresh some of the ideas posed human characteristics of a place. (ACHGK028)
when it comes in lesson 3 the teacher can ask the students what some of their
to water use. water issues were and how these issues would impact
Lesson 4 Australia’s future? Literacy general capability: generating ideas
- to grasp the WILF (what I’m looking for) success criteria and possibilities
questions can be posed to students such as: why would
we be writing to the Prime Minister? (Civics and ● imagine possibilities and connect
citizenship knowledge). ideas
2. To allow students to understand a mock letter can be ● consider alternatives
displayed on the projector and then deconstructed. ● seek solutions and put ideas into
- The teacher will call the class to sit on the floor near the action.
interactive whiteboard. questions such as what are
some key aspects of a letter? (literacy) The teacher will
then read through the letter. After this, key elements of
a letter will be scattered on the floor and students will
Teaching and Learning Sequence 2 Humanities and Social Science

be asked to see if they can match them with the letter

on the board.
3. Students will be given formal letter writing paper and an
envelope and begin to write their letter.
● The letter will identify water issues and how there are
different water issues depending on the wants and
needs of the person.
● It will also discuss the effects water issues have on the
environment and characteristics of a place.
● Finally, the letter will recommend solutions to these
issues in a persuasive manner
(Literacy: this activity allows for composition of written text as
well as showing grammar and text knowledge)

materials needed:

- Mock letter to the

Prime Minister
manufactured by
teacher for students
to use as an
exemplar
- laminated letter
structure features.
i.e. date, greeting,
address,
- paper for the letter
and envelopes
Teaching and Learning Sequence 2 Humanities and Social Science

WALT: use ICT 1. Students will be asked to transform their written letter - iMovie or movie Present ideas, findings, viewpoints and
effectively by into a movie with photos and text to persuade the Prime maker for the conclusions in a range of texts and modes
creating short Minister that their recommendations are the best to presentations to be
that incorporate source materials, digital and
multimodal implement. made as well as
movies 2. Students will work individually by recording their research devices for non-digital representations and discipline-
voiceover and embedding related photos. photos. specific terms and conventions(ACHASSI105 -
3. In correlation with Water Week Australia 2018 students Scootle)
could be given the choice to specifically answer the - Water Week Australia
theme for this year “water for me, water for all.” By - http://www.awa.asn
doing this they could enter their short film and .au/AWA_MBRR/Ab
potentially win a $200 prize. out_AWA/National_
4. students may also want to enter the colouring
Water_Week.aspx
competition for water week as well once they have
Lesson 5 finished making their short movie.

(literacy: this activity allows for visual knowledge of how visual

elements create meaning as well as creating texts)
Teaching and Learning Sequence 2 Humanities and Social Science

Cross-Curricular Priorities and General Capabilities fulfilled

General Capabilities
● Critical and Creative Thinking:
● Literacy: Lesson 2: students must brainstorm ideas for reducing water
Lesson 3: students must create and present an action plan for tips on minimising water wastage/consumption within a small community.
wastage. Lesson 3: students must brainstorm ideas for reducing water
Lesson 4: the letter writing activity allows for composition of written text as well as wastage/consumption within their own home.
showing grammar and text knowledge). Lesson 5: students must create a short film by embedding images for
Lesson 5: creating a short film allows for visual knowledge of how visual elements intent. They must choose images that will persuade the audience in
create meaning as well as creating texts). favour of their ideas. This requires reflection of ideas and generating
ideas and actions based upon these reflections.

● Personal and Social Capabilities:

● Numeracy:
Lesson 3: students must use their knowledge of numeracy to calculate their average
daily water consumption.
● Information and Communication Technology:
Lesson 3: students use ICT to access and use a water usage calculator.
Lesson 5: students will be using programs such as iMovie or Movie Maker in order to
communicate and create using ICT.
Lesson 2: students must put themselves in the shoes of others
(empathy) including people from drought affected and unaffected
communities.
Lesson 4: students leadership and social awareness skills are
heightened during this lesson as they consider Australia’s future by
making tough decisions in regard to water usage.
● Ethical Understanding
Lesson 2: students must empathise those in different situations to
them and understand that a person's views are shaped by their
sense of fairness and social justice.