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Gr1needs and Wants

This document introduces the concepts of needs versus wants and goods versus services. It provides examples of a teddy bear and safety to illustrate the difference between needs and wants. Mechanics and farmers are given as examples of goods versus service providers. The document outlines student activities for students to learn about careers that provide goods or services and meet needs or wants, including drawing a picture of their chosen career and filling out a template. Enrichment activities and teacher support materials are also included.

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49 views6 pages

Gr1needs and Wants

This document introduces the concepts of needs versus wants and goods versus services. It provides examples of a teddy bear and safety to illustrate the difference between needs and wants. Mechanics and farmers are given as examples of goods versus service providers. The document outlines student activities for students to learn about careers that provide goods or services and meet needs or wants, including drawing a picture of their chosen career and filling out a template. Enrichment activities and teacher support materials are also included.

Uploaded by

api-289655677
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Needs and Wants

Goods and Services


1. QUESTION
Everyone has needs and wants. A need
is something people must have to live.
A want is something people would like to
have. Would a teddy bear be a need or
want? Would safety be a need or want?
Goods are things that people buy or sell.
A service is work that someone does for
someone else. Would a mechanic be a
goods or service provider? Would a
farmer be a goods or service provider?

Image Source: Subscription to


clipart.com

What do you want to be when you grow


up? Will you provide a goods or service
and would it meet a need or want?

How do goods and service providers meet peoples


needs and wants?

2. INFORMATION
SOURCES

Needs and Wants

*NOTE: If your school does not subscribe to Brain


Pop Jr. use the other resources and skip these.

Needs and Wants

Image Source:
Subscription to
pebblego.com

Goods and Services


Image Source:
Subscription to
pebblego.com

Providing
Goods and Services
Image Source:
Subscription to
discoveryeducation.com

3. STUDENT ACTIVITY
Get ready to test your knowledge of needs and wants and goods and services!

You will need to use Pixie to create these activities.


*Pixie template included on Office 365

4. ASSESSMENT
ACTIVITY
Now it is time to choose a
career. What do you want to
be when you grow up?
Your teacher will video you
sharing your career choice
with others but first you will
need to complete the activity
on Pixie.
Draw a picture and fill in the
information needed before
you are on camera!

Click on the
Word Bank
for a list of
occupations

5. ENRICHMENT ACTIVITIES

Image Source: Subscription to


Brainpop Jr.

= For All
= Challenging

**These are for schools who


subscribe to BrainPop Jr.

Image Source: Licensed by


Destiny.com

6. TEACHER SUPPORT
MATERIALS
First Grade and Library Media

MCCRS
Listening and Speaking 1.6. Produce complete sentences when appropriate to task and situation.
Writing: 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of
the subject under investigation.
Standards for the 21st Century Learner
1.1.2. Use prior and background knowledge as context for new learning.
2.3.1 Connect understanding to the real world.

ISTE NETS - National Educational Technology Standards for Students


1. Creativity and innovation. Students demonstrate creative thinking, construct knowledge, and develop innovative products and
processes using technology. a. Apply existing knowledge to generate new ideas, products, or processes.
3. Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information. d. Process data and report
results.

Time Frame: 3 30 minute lessons

Differentiation strategies for this lesson: Direct


instruction may be needed throughout the lesson to
review with the students how to navigate throughout
the various websites. Most students will be able to
work independently throughout the lessons.

Learning Styles addressed in this lesson: Visual,


Logical, Verbal, Auditory and Reflective.

Maryland State Library Curriculum

Notes to the teacher:

2.0 Locate and Evaluate Resources and Sources: Students will be able to follow an inquiry process to identify, locate,
evaluate, and select resources and sources in a wide variety of formats to meet the information need in an ethical
manner. (AASL 21st 1)

The templates for the Pixie activity are available on


Office 365.

3.0 Find, Generate, Record, and Organize Data/Information: Students will be able to follow an inquiry process to find,
generate, record, and organize information relevant to the information need in an ethical manner. (AASL 21 st 1)
4.0 Interpret Recorded Data/Information: Students will be able to follow an inquiry process to interpret recorded
data/information to create new understandings and knowledge related to the information need in an ethical manner.
(AASL 21st 2)
5.0 Share Findings/Conclusions: Students will be able to follow an inquiry process to share findings/conclusions in an
appropriate format to support written, oral, and multimedia information products and evaluate the products and the
processes in an ethical manner.

You may tailor this activity to your learners.


Feel free to add literature connections fiction books
that address wants and needs. An example might be:
Lillys Purple Plastic Purse by Kevin Henkes. In addition,
having a book display about careers, or other books that
fit the topic. Reading Junie B. Jones is a Beauty Shop Guy
or Junie B. Jones and her Big Fat Mouth.

Last updated: July 2014


Created by Brenda Chamberlain, Library Media Specialist Intern
Adapted with permission

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