IMB Lesson Plan

Name: Aisha Langham

Lesson Title: Kids as Decision Makers
Grade Level/Subject:
First Grade
NCES/CCSS Standard and
Objective

Topic: Distinguishing between needs and wants

1.E.1 Understand basic economic concepts
1.E.1.2 Identify examples of goods and services in the home, school and
community.

Revised Blooms level of

thinking/type of knowledge
Behavioral Objective

Identifying and remembering (retrieve previous learned information) and

understanding (comprehending the meaning).
Students will understand and be able to identify the basic economic concepts
of goods and services.
The lesson was taught to
Students should have some background knowledge of the basic necessities
for survival, and some community jobs.
Community, needs, wants, goods, and services
Content and Strategies
Read the story The Red Racer by Audrey Wood to the group of students.
Have the students discuss what Nona wanted in the story. Lead the discussion
on: Did Nona need a new bike or did she just want a new bike? Why did she
want a new bike? How did Nona try to get rid of her bicycle?

Objective Rationale
Prerequisite Knowledge and
Skills
Key Terms and Vocabulary
Focus/Review (prepares
students for the lesson)

Objective as stated for

students (helps students set
their own goals for the
lesson)
Teacher Input (provides the
content to students in a
teacher-directed manner)

Today we will learn about needs and wants, and by the end of the lesson
you will be able to make decisions about things that are a necessity.
So today class I am going to make a list. I will actually make two list.One
list will be of my needs and one list will be of my wants. As I make my list I
will go over the differences from needs and wants to prepare us for guided
practice.

Guided Practice (scaffolded

practice with the content; 1.
After the teacher input, I will brainstorm with the students to create
helps students make sense of a list of things they need and a list of things they want. I will then pass out
the content provided in
big pictures to each student from magazines that show one object in each
Teacher Input)
picture. The students need to decide for themselves if their picture card
shows something we need or something we want. Each child presents their
picture to the group. They must tell what their picture is, whether it is a
need or a want and why it fits in that grouping. The students will tape their
picture card to a class graphic organizer that is divided into two sections.
One labeled wants and the other labeled needs.
2.

Revised for spring, 2012

3.
Independent Practice
(application activities to help4.
For the independent practice, I will pass out to each student one large
students use and demonstrate piece of construction paper. They will fold paper in half and label one side
what they have learned)
with the word wants and the other side with the word needs. The students
will use magazines, scissors and glue to cut out pictures that show things they
need and things they want. They must have at least five pictures under each
heading.
5.

6.

Put the children in cooperative groups for them to share

their wants and needs paper. They must tell the group what each picture is
and why they put it in the different categories. Walk around and take notes on
what you see and hear while the children are sharing in their groups.
Collect the papers to be used for assessment purposes.

Closure (provides a wrap-up

for the lesson)
Evaluation (How will you
assess students learning so 7.
that you can determine if
they met the objective of the
lesson?)

I will have a small group discussion with students, reviewing want was
learned today.

Plans for Individual

Differences (differentiations
needed for students)

Modifications/Accommodations:
For a student with ADD
-I will clearly state the lesson objective
- Encourage collaboration among students
-I will be sure to vary the tone of my voice and model enthusiasm for the
lesson
-I will seat the student away from the high-traffic areas and noisy areas
such as pencil sharpener, window, or hallway.
-I will reduce the number of materials present during the work time to keep
distractions away

Materials used in the lesson;

Resources used in developing
the lesson

Each student will receive an index card labeled with things my family
needs and things my family wants. The student will interview someone in
their family and record their answers on the index card. The students will
bring the card back the next day to be used as review of needs and wants.

The Red Racer by Audrey Wood

Picture Cards
Magazines
Scissors
Glue
Revised for spring, 2012

Index card
21st Century Skills (must be
in three lessons)

Critical Thinking and Problem Solving- Students will be required to use

critical thinking and analyzing text to determine the moral of the story.
Initiative and Self Direction- Students will be required to display time
management and work individually in order to complete the assignment.

Revised for spring, 2012