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Kindergarten students will determine the differences between needs and wants.

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Economics

Economic Decision-Making

SS K.2.1 Differentiate between wants and needs in decision-making

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Students will distinguish between a need and a want

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Students will understand the difference between a need and want by writing an example of a need and a want.

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Students will recognize the differences and importance of needs and wants

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Read Lily Learns about Wants and Needs on Epic

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online access fun thousands children great kids ebooks books

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Read Lily Learns about Wants and Needs on Epic

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Lily Learns about Wants and Needs kids' book from the leading digital reading platform with a collection of 40,000+ books from 250+ of the world's best publishers. Read now on Epic.

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Social Studies Activity with Kindergarteners

Students will be introduced to the topic of needs and wants as it is a part of the Economics strand in the Kindergarten standards. Since students may or may not understand the topic, there will be ways to students to learn and recognize the differences.

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This was a chart used to introduce the standard and topic.

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This chart was also utilized to introduce the standard and topic.

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First, I asked students what they knew about needs and wants.

Second, students looked at two posters to determine the differences between needs and wants. Second, students (with support from me) sorted the provided pictures into two categories: needs and wants.

Next, students selected something from each sort that would be something they needed. The second time, students choose something they wanted.

Last, was the writing portion of the lesson. Students communicated one thing needed and one thing wanted. I reminded students they could decide their own items and they did not have to use the examples. I also wrote the words to sticky notes to provide an extra scaffold.

If students were done early, I extended the lesson by allowing a quick picture to be drawn beside their written words.

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Nebraska Social Studies Standards

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This student helped the group decide where water would be in the sort. She also picked this card up again and asked how to spell water so she write it during the writing portion of the lesson.

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Student looking at the sort determining something they need and want.

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This student dicussed why he choose the vegetables.

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As a team we sorted the pictures into the categories needs and wants. Then, students choose a picture for a need and want.

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Other resources for reaching Content Goal

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Other resources for reaching Content Goal

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This video from YouTube and audio book are great resources to help build background and understanding of needs and wants. They both include kid friendly language and illustrations to encourage engagement.

I would include this video to help build understanding. It could be utilized whole group or small group. It is very inclusive, including a wheel chair and inhaler as needs. It also provides questions and other resources for teachers.

The audio book is available on EPIC! This app district approved so it is available for students on their iPads. This could easily be assigned to students for small groups or independent work.

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Each student selected one need and one want to write on their paper.

This part of the lesson supports the language goal as students applied oral language to communicate with the small group and the teacher.

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As I Title 1 teacher, I not teach social studies. However, one of the kindergarten teachers allowed me to spend time with four of her students. The demographics of the students included two EL students (the EL teacher and paraprofessional push in to their classroom), one student who attend speech for articulation support, and one general education student who receives zero supports. This was a diverse group of students who mirrors the demographics of the school.

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As Economics is a kindergarten standard, I decided this subject would be beneficial to help build students’ background. When I asked students if they knew what a need and a want were, the best comment was “eating things so you don’t die.” And the ‘die’ comments kept popping up. The standard includes decision-making. However, they cannot make decisions if they do not understand the key differences needs and wants.

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The students understood the concept of needs and wants. Although students did not know what expect, they were wonderful. Notification of this lesson with students was short notice. Additionally, the students were unaware they were coming to my classroom. However, I have visited their class several times, assisted with assessments, and helped the teacher, so they were at least familiar with me as a teacher.

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Students were situated at my table. I asked each student their name so I could talk to them directly. I instructed students to touch and hold the pictures when they were talking for a multisensory approach to learning.

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I observed students during writing and while they were discussing needs and wants. I observed they supported each other and giggled when a peer mentioned something funny. A few students displayed some fine motor difficulties, but it is quite often observed in kindergartener at my school.

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Students displayed they needed support with writing. As a small group, students each decided on what they wanted to fill in the blank with for their need and want. I annotated their words on a sticky note. Students copied the words from the sticky note to their papers. One student needed additional support for writing. A highlighter was employed to write the word and the student traced the highlighted word.

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This was a quick lesson to build background for the economics standard in kindergarten. As I reflect upon the lesson, I understand I should have incorporated more pictures as visual supports. I also needed to use different paper to help students with their special awareness. I should have used paper that mirrored the curriculum, Handwriting Without Tears, to assist with familiarity for the writing portion of the lesson.

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If I were to teach the lesson again, I would use different paper, prepare students at least the day before they were coming, and use a variety of pictures and a picture book for additionally visual support. Unfortunately, we have not begun small group instruction due to the MAP window just closing and beginning of the year assessments just wrapping up. Therefore, I was thankful for the kindergarten teacher for allowing me to work with her students. She was gracious and flexible with the change of her morning rotations. In conclusion, the students were fully engaged and the lesson to build background was successful.