I. Curricular Framework

Concept:

Economics

Essential Question:

Explain the difference between a “want” and an “urgent want”.

Bridge:

What must we have?

Content:

Concept of Human Wants and Needs

Outcomes:

II. Standards Aligned

III. Instruction and Assessment

1. Connect: Connecting to the Concept Experientially

Objective: To create connections to the things children want, but may not need.

Activity: Pass small empty gift box from student to student, seated in circle formation. Each student will imagine what they would want in the box. The box is Magical and can change sizes and shapes enabling the students to have whatever they want. Tell children that whenever they hear the word "want" or "wants," they should touch their head and toes as quickly as possible.

Assessment: Quality of brainstorming and contribution to the activity.

2. Attend: Attending to the Connection

Objective: To look at the idea of wants and needs through the example in a song.

Activity: Sing "Old Hogan's Goat" (an echo song). After singing, ask students the following: Who is the song about? (Old Hogan and his goat) What did the goat do to upset Old Hogan? (Ate 3 red shirts off the line) What happened to the goat? (Hogan tied him to the railroad track) What did the man want from the goat? (His shirt) What did the goat want when he was tied to the track? (His life!)

Assessment: Students level of understanding of what Old Hogan wanted and the goat needed!

Assessment, Phase One, Level of Engagement, Fascination:

3. Image: Creating a Mental Picture

Objective: Children will make images of wants and urgent wants.

Activity: Students draw pictures of things they think children want and things children have to have in order to survive.

Assessment: Quality of student pictures and discussion.

Assessment, Phase Two, Seeing the Big Picture:

4. Inform: Receiving Facts & Knowledge

Objective: To teach the concept of human wants and needs.

Activity: Explain the difference between "wants" and "urgent wants." Make reference to the goat song. Teach the "Gimme" chant: "Gimme, gimme, gimme, gimme, gimme, gimme, gimme, gimme, this and gimme that! Gimme, gimme, gimme, gimme, gimme, gimme, gimme, gimme this and gimme that!

Assessment: Students attention to the lesson and involvement and enjoyment in the chant.

Assessment, Phase Three, Success with Acquiring Knowledge:

5. Practice: Developing Skills

Objective: Guided practice and checking for understanding.

Activity: Students names four things they want and four things they need. Rank the four items in order of preference. Discuss why they made their choices.

Assessment: Students ability to discriminate wants and needs.

Assessment, Phase Four, Success with Acquiring Skills:

6. Extend: Extending Learning to the Outside World

Objective: To give students an opportunity to express the concepts learned.

Activity:
1. Give each child a bell set and mallet. Students create melodies prepresenting wants and urgent wants. Pose the question to them: "What would wants and urgent wants each sound like?"
2. Have students create movement patterns to express wants and urgent wants.

Assessment: Students attention to task.

7. Refine: Refining the Extension

Objective: Students will add to their application.

Activity: Give masks to students. They are now actors and actresses and may be the character on the mask. Have the students pantomime their characters and explain their character's wants and urgent wants.

Assessment: Involvement and comments from the children.

8. Perform: Creative Manifestation of Material Learned

Objective: To celebrate and portray the learning.

Activity: Students will put on a small show for each other including their movements and melodies, in character if they wish.
Sing the parody, "Happy and You Know It" and review the "Gimme" chant.

Assessment: Enjoyment of the children

Assessment, Phase Five,Performance, Creative Use of Material Learned: