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Wants and Needs

Subject:

Social Studies  

Grades:

1, 2  

Title – Wants and Needs
By – Nancy Hagerty
Primary Subject – Social Studies
Grade Level – 1-2
Wants and Needs
A Cooperative Learning Lesson

Objective and Structure:
The students will cooperatively sort magazine pictures into Wants and Needs. They will glue the pictures onto the correctly labeled posterboard in an effort to develop an appreciation of the difference between the two.

Learning Procedures to Precede Group Work:
This lesson follows an introductory lesson on locales and their role within a community. Students will have had an opportunity to work in groups with various roles.

Group Composition and Size:
There will be 4 students in each group. Since students are just learning how to be active learners within a group, each table will be one group. Groups could be changed without any problem.

Positive Interdependence:
Each student will choose 3 pictures. Students will collaboratively decide if EACH picture is a WANT or a NEED. They must reach a consensus on which pictures go where. All group members must agree.

Individual Accountability:
After the picture sort, the teacher will show 3 numbered examples from the story and each student will have to write his/her response on their own paper. Students must not interact during this portion of the assignment.

The Social Skill:
The students will be told that the teacher will be listening and watching for encouraging words and behaviors from group members toward other team members. One student from each group will record these behaviors on a tally sheet as they take place. These responses will be checked against the class poster created prior to the lesson.

Wants and Needs
Objective: The students will differentiate between Wants and Needs by sorting pictures and attaching them to the appropriate poster.

Materials:
The Rag Coat by Lauren Mills
— Assorted pictures from magazines
— Tagboard for each table, divided into 2 sections
— Glue
— Paper to be used as a tally sheet

Introductory Activity:
— The teacher will conduct a brief review of the previous lesson, emphasizing the cooperative learning aspects of the lesson.
— “Were all of the locales found in the photographs places that we had to have in town?”
— “Who can remember one that we decided was an extra?”
— The teacher will ask the students to think about some of the things that they really want to have.
— Using the Think-Pair-Share strategy, students will share their ideas with a neighbor for about 3 minutes.
— The teacher will call the groups back to order and record some of their responses on chart paper.
— After a brief introduction to NEEDS, the same process will be repeated.

Purpose:
— The teacher will introduce the book and author to the students.
— Students will be asked to locate the Appalachian Mountains on the map.
— The teacher will review the climate, way of life etc. in the mountains.
— The teacher will explain that some of the things in the story are WANTS and some of them are NEEDS.

NOTE: After reading and discussing the story, this lesson could end here and pick up the following day.

Day 2

Introductory Activity:
— The teacher will review the story of The Rag Coat with the students.
— The teacher will review the different culture.
— The teacher will explain that today the class will be deciding which things are WANTS and which are NEEDS in OUR culture.

Directions and Explanation of the Activity:
— Today you will be working in groups again. I will be looking for groups who are working as a TEAM.
— Who can tell me what it means to work as a team?
— We have made our posters of GOOD LISTENERS and GOOD SPEAKERS, now let’s make a list of what a TEAM looks like and sounds like.
— You will be getting a large piece of paper with a line drawn down the middle.
— You each will choose 3 magazine pictures from the selection on your table.
— As a group, you must decide which pictures are WANTS and which pictures are NEEDS.
— Because you are a TEAM, you must ALL agree. If someone disagrees than you must all discuss it until you all agree.
— Some pictures may go in either category. It is up to your TEAM to decide which category is the BEST.
— Remember that TEAMS work together and encourage each other.

Examining/Synthesizing Data:
— Students will distribute the job cards found on their tables.
          Observer: watches for TEAM behaviors and tallies them on the tally sheet next to the person’s name.
          Attacher: glues the pictures onto the poster.
          Reporter: reports about the poster to the class.
          Moderator: keeps everyone working together.
— The students will keep the same job throughout the lesson. Each person will sign their name next to the job they have.

Metacognition:
— Tables will be picked randomly from the jar to discuss placement of their pictures and the thought process behind the decisions.
— The Reporter will discuss whether there are more WANTS or NEEDS on their poster and why.

Group Processing:
— The Observer will share the positive team behaviors that the group exhibited during the activity.
— The teacher will share the behaviors she witnessed while circulating among the groups.
— A total class tally will be taken and posted on the TEAM poster.

Independent Practice:
— Each student will be given a pink triangle and he/she will write one thing they want on it.
— Each student will be given one green triangle and he/she will write on thing they need on it.

Closure:
— The students’ triangles will be tied together with yarn to form a square.
— Each student’s square will be tied together with the other squares to form a class quilt, like Minna’s coat.

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