W200 Service-Learning Project Lesson Plan

Madison Lesko (melesko@umail.iu.edu)

Suzie Rodimel (srodimel@umail.iu.edu)
Step I: Project Information:

Teachers name and

background (e.g.,
technology comfort level)

Moria Bradley is an elementary school teacher who rates herself

a when evaluating how comfortable she is with technology

Grade level

1st

Subject area

Social Studies

# of students and student

characteristics

25
Most of the students abilities are at their grade level. According
to Mrs. Bradley, there may be 2 students a little below the grade
level.

Any students with special

needs? Describe

No

Technology Accessibility
(Whats available in
school and classroom?)

4 computers in class

Barrier(s) to technology
access if any

No 1 to 1 technology unless the class goes to the lab

Lesson/Unit topic

The difference between needs and wants

Length of the lesson/unit

30 minutes over 4 days (total of 2 hours)

How the lesson/unit was

taught previously?

The teacher checked prior knowledge, taught the difference

between needs and wants to the class, then had the students
read books about the topic, and then sorted items to aid the
discussion of needs versus wants.

Common Student
mistakes/struggle

The students often mistake their wants for needs, or vise versa.

Teachers needs/
changes for the
lesson/unit

She is open to suggestions.

Some things she could use:
EDpuzzle, nearpod, online games we provided, YouTube,
google classroom.

Reflection Questions:
1. How will the teachers background and technology ability level impact what you
might design or recommend?

We need to make sure not to do anything too difficult or technologically intricate because Mrs.
Bradley isnt very comfortable with technology yet. We must keep it simple and/or easy to
navigate with clear cut directions (allowing room for a some creativity of course).
2. How will the students grade level impact what you might design or recommend?
Specifically, think about what the students will be able to do at this age.
Suzie worked in this classroom last year and got to observe the students when it came to
their technological skill throughout the year. These students are 5 and 6 years old (1st grade)
and based off the observations, are very slow when it comes to typing on computers and
figuring out technology. We will have to design something very simple that they can figure out
easily. Students at this age will know how to work a computer (as in clicking the mouse or
typing on the keyboard), but they will be very slow at it. They will not know how to open up
new browsers, how to get to a website, or how to navigate through the internet (nor is it safe
for kids of that age to navigate freely through the internet!). This is why we will give them the
websites they should be researching on.
3. Keeping in mind your response to the previous question, what might students at
that grade level would have learned about this topic? Think about (or research) what
students at this grade level have already learned on the topic.
Students know a lot about needs and wants simply from just living their lives. They may,
however, may get the two mixed up, thinking they need the coloring book from target or they
need some candy. They may think these words are interchangeable, when in reality, they
mean very different things.

4. If there are students with special needs, what accommodations might you need to
make?
There are no students with special needs.
5. How will the availability of technology impact what you might design or
recommend? For instance, iPads dont allow you to access websites that use Flash. Or
scheduled computer labs may require the teacher to reserve time in advance.

There is no 1 to 1 computers available unless the teacher reserves time in the computer lab.
We also do not have any ipads and the kids do not have smartphones at this age. The only
way we can do technological work is for the teacher to take her students to the lab. This
means that we need to make sure the work will not take up too much time; lab time is limited.
6. Most concepts have typical things that students struggle with (misconceptions).
For example, when talking about the reason for season's, most students describe that
its due to the tilt of the earths axis. Using the information your teacher provided about
the concept in his/her class, as well as googling online to find out common difficulties,
what are some common misconceptions and how might you design your lesson to
overcome them?
Like we said earlier, many students think the terms need and want are interchangeable.
Children are always saying they need the toy train set or they need to get some chicken
nuggets from McDonalds. These words clearly are not interchangeable, and it is important
that students learn the difference! We think the best way to teach them the difference is to
simply show them examples. This can help them realize that a need is something that is
completely necessary for living life, while a want is just something you would like to do or
have for your own enjoyment. We should design our lesson so it includes a lot of examples
and a clear explanation of the difference between the two.

7. In terms of teachers needs or changes for the unit, what will you need to keep in
mind as you design/recommend your materials? (e.g., Teacher needs a group activity, I
need to think about tools that might help me group students).
We need to keep in mind that Mrs. Bradley isnt very confident when it comes to technology,
so we need to keep it simple. Also, since students will be in the lab working on computers, we
need to make sure it is something that the students will be able to figure out as well! We dont
want the students spending more time trying to figure out how to do the activity rather than
actually doing it.

STEP II. Analyze the Learning Objectives

Standards

1.4.1 Identify goods (tangible objects, such as food or toys, that can
satisfy peoples wants and needs) that people use.

a.

Learning Objectives

The teacher wants her students to be able to identify the difference between a want and a need.
They should be able to explain what a what and a need are, and give examples.

After this class,

Objective 1: The students will be able to explain what a need is.
Objective 2: The students will be able to explain what a want is.
Objective 3: The students will be able to explain the difference between a need and a want and
name at least 5 wants and 5 needs.
Objective 4: The students will be able to demonstrate their understanding of wants and needs
by sorting pictures.
Objective 5: The students will be able to apply their knowledge to real-life situations.
Objective 6: The students will be able to organize and analyze different needs and wants.
STEP III. Outline of Instructional Tasks
Instructional Tasks
(with estimated class time)

Learning
Objectives
addressed

Teacher explains what a want is and comes up with examples

as a class, students will come up with examples as a class and
in small groups (15 minutes)

#1

Teacher explains what a need is and comes up with examples

as a class- class goes over what the difference between a need
and a want are. Students will come up with examples as a
class and in small groups. (15 minutes)

#2

Students go to the lab and play the games on the computer

provided below to practice identifying between the two (30
minutes on two different days)
https://jr.brainpop.com/socialstudies/economics/needsandwant
s/search/
https://www.studyladder.com/games/activity/needs-and-wants23692

#1,2,3

Or play this jeopardy game as a class:

https://www.superteachertools.us/jeopardyx/jeopardy-reviewgame.php?gamefile=355150#.WAjeqTKZPR0
4

#1,2,3
Play needs and wants game. In the game, everyone on earth is

moving to a new planet. The class is in charge of packing

backpacks for themselves to take to the new planet. Students
get into groups of 6 or 7. They receive 40 cards (teacher can
make them or purchase some cards with objects) in an envelope
that consist of different things they can pack in their backpack to
bring to the new planet. They must pick only 16 things to bring.
Then, they realize they dont have enough room in the rocket for
everyone to bring 16 items, so now they must choose 8 of the
16. Each group shares which 8 they chose and why they chose
it. Then the class decides which 8 items are the best to bring.
Detailed instructions are provided in the link below. (30 minutes)
https://www.tigweb.org/images/tiged/docs/activities/267.pdf

Reflection Question:
1. How do these activities meet the learning objectives?
This activity demonstrates a students ability to decipher between a want and a need by
forcing them to choose between a plethora of different objects.
The first objective focused mainly on the student being able to explain what a want is.
In task #1 the teacher will give a small lecture explaining what a want is. As a group, the
students will come up with around 10 examples. They also gain more experience in tasks #2
and #3 where they put what they have learned to the tests with a few different games.
The second objective talks about students being able to explain what a need is. In task
#2 the students will do the same thing as they did in task one, the teacher will give a short
lecture about what a need is and invite the classroom to give examples of different needs. They
also gain more experience in tasks #2 and #3 where they put what they have learned to the
tests with a few different games.
The third objective is about how students are able to identify the difference between a
want and a need. In task #3 the students are asked to describe and identify the differences
between a want and a need. In tasks #3 and #4 this objective is met because students are
practicing in the computer lab with games like jeopardy, brainpop, and studyladder. The
students will then participate in a big game where they will be given examples of wants and
needs and will have to decide what category they all fall into. In the end the students will then
pick the most important needs and share them with the classroom.
The fourth objective is The students will be able to demonstrate their understanding of
wants and needs by sorting pictures. Within task 4, the students are sorting different pictures,
some representing needs, and some representing wants. The results of this should demonstrate
how well the students are able to demonstrate their understanding!
The fifth objective is The students will be able to apply their knowledge to real-life
situations. Within task 4, students are pretending like they need to make these real-life
decisions. They are in charge of knowing what to bring in order to sustain life on another planet.
Once we complete this activity and go over it as a class, students will be able to apply this
knowledge to the literal real life. They will definitely need to know this far in the future!

The sixth objective is The students will be able to organize and analyze different needs
and wants. Once again, this is exactly what students are doing in task 4. They are organizing
pictures into the categories of wants and needs, and analyzing the pictures, critically thinking
about what they need to bring to the new planet and what can be left behind.
The students gain a better understanding of the difference between wanting an item to
enjoy their time and needing an object to stay alive. The students in the end will be able to
present 5 wants and needs because they have to come up with a final eight and from those
eight they only have to memorize 5. With the time spent on the activity and the teachers
definitions and explanations at the beginning of the lesson, this should be a relatively easy task
given that throughout the activity they will be gaining an understanding of wants and needs. All
of these tasks end up being a total of two hours- Task 1 and 2 are 30 minutes total. Task 3 is 30
minutes on two different days, so task 3 is a total of one hour. Task 4 is another 30 minutes,
equaling 2 hours total. This all ties in to meet our standard- 1.4.1 Identify goods (tangible
objects, such as food or toys, that can satisfy peoples wants and needs) that people use.
2. Which learning objective(s) was(were) not strongly addressed by the instructional tasks?
Each learning objective as stated above was discussed and addressed throughout the
instructional tasks.
Each component to the task was set to address one or more of the learning objectives
so they were all strongly addressed. A bonus to these tasks that was not stated but was covered
was gaining confidence in presentation skills in the objective #4. The students must present
their findings and with this they will over time become more comfortable with public speaking
and speaking in front of peers. Students are also coming up with examples in groups and as a
class in tasks 1 and 2, making it so the students are involved just as much as the teacher.

STEP IV. Search Options

Task
(teachers or
students)

Technology Option (and

specific Link, if available)

Description

Task 1 and 2 (these are

basically the same
thing)- Mrs. Bradley is
teaching the students
the difference between
needs and wants.

Powerpoint

Mrs. Bradley can use powerpoint to help

her get the point across to the children.
She can have visual aids in this
powerpoint to help the children stay
engaged and learn about the difference
between needs and wants.

Task 1 and 2 (these are

Nearpod

Mrs. Bradley can use nearpod. This is

basically the same

thing)-Mrs. Bradley is
teaching the students
the difference between
needs and wants.

similar to powerpoint in the sense that

she will be using visual aids to help the
students learn, but nearpod would be a
good choice to use if the students were in
the computer lab and had 1-1 computers.
This way, the students can all look at the
slides on their own computers.

Task 1 and 2 (these are

basically the same
thing)- Mrs. Bradley is
teaching the students
the difference between
needs and wants.

Video/ Edpuzzle

The teacher can use this video to help

her explain the difference between needs
and wants. This is a fun little video to
keep the kids engaged. If she wants, she
can use EDpuzzle to quiz the kids during
the video to assess their understanding!

Task 3- Students are

getting practice on
determining
needs/wants.

Jeopardy

This link is to an online jeopardy game.

This game allows the students to get
practice in learning the difference
between a need and a want in a fun way.
This can be played individually in the
computer lab or as a class.

Task 3- Students are

getting practice on
determining
needs/wants.

Brain Pop

This is a link to an online game where

students search through different
scenarios to find things that you need like
food, water, clothing, and shelter, in the
pictures are also things like pets,
bicycles, and games.The students must
not click on these items and realize that
they are indeed wants and not necessary
for survival.

Task 3 Students are

getting practice on
determining
needs/wants.

Studyladder

This is a link to a mini online quiz where

students are shown pictures of ten
different items like water, clothing, and
chocolate and must decide if these items
are wants or needs.

Task 4- This is a game

for the students to
really put their
knowledge to the testare they able to
determine needs vs.
wants?

Online Timer

Mrs. Bradley can use an online timer to

have projected on the board so the
students know how much time they have
left to complete their tasks!

Task 4- This is a game

for the students to
really put their
knowledge to the testare they able to
determine needs vs.
wants?

Class Dojo

This tool can be used to randomly pick a

student to answer a question and also
give points for a correct answer. This tool
can also be used to give class points to
groups who are working well together and
staying on task during the activity. It also
has the ability to give points and rewards
to students, giving them motivation to
keep going and allowing them to have
more fun!

Task 4- This is a game

for the students to
really put their
knowledge to the testare they able to
determine needs vs.
wants?

Google Classroom

This tool can be used to help pick

students as well. This allows the teacher
to randomly pick a student to answer a
question. This adds a sense of mystery
and fun to the game- who is google
classroom going to pick? It also ensures
that all students will be engaged and
paying attention- they dont know when
they are going to be called on!

Reflection Questions:
Which task was the most difficult one to address with appropriate technology options?
And why?
Task 4 was the most difficult to address with appropriate technology options because the
game is not technology based. This task is designed for students to do in the classroom in
teams.It is not meant to be done in the computer lab or with ipads- just the students, their
brains, and some cards with wants and needs photos! It was difficult to find technology when
none is really necessary! However, we were able to find technology tools that the teacher could
still use. We realized that the teacher will most likely be calling on different students during the
time of the game where all the groups explain what wants/needs they chose and why. For this,
we realized that she could use class Dojo and google classroom to randomly pick a student and
give them rewards for answering! This allows for extra engagement from the students. An online
timer will also be useful so the students can easily see how much time they have left to make
their decisions. I dont have any concerns when it comes to using these tools. I feel as though
class dojo and google classroom wont cause any problems in the way that I want to use them,
and the online timer is also very straightforward. The simplicity of these tools make it easier to
use, and so we have no concerns!
STEP V. Selected Options

1.
TASK: 1 & 2 (In Class option)- Teach the difference between wants and needs to the
students
a) Teacher explains what a want is and comes up with examples as a class, students
will come up with examples as a class and in small groups
b) Teacher explains what a need is and comes up with examples as a class- class goes
over what the difference between a need and a want are. Students will come up with
examples as a class and in small groups.
SELECTED OPTION(s): YouTube Video/EDpuzzle
For task #1, why is/are this/these technology option(s) the best choice?
This option is perfect for tasks 1 & 2. In this task, Mrs. Bradley is teaching the kids the
difference between needs and wants. This is the initial informing and learning stage, before the
students can start practicing, they must learn what it means first! We found a cute and fun
youtube video for her to use to help explain the difference between needs and wants. She could
show this video to the class, and even use EDpuzzle to test the students knowledge as the
video goes on. With EDpuzzle, the teacher can add voiceovers, comments, and quiz questions
during the video for the students to answer. This is a perfect form of a summative assessmenta way to quickly see how well he students are understanding! This tool helps keep kids engaged
and its an efficient way to see how well they are doing. This tool is also quite easy to get the
hang of, so even though the teachers comfort level isnt very high, she will have an easy time
navigating. I think for first graders, EDpuzzle would be more exciting and engaging!
2.

TASK: 1 & 2 Computer Lab option

a) Teacher explains what a want is and comes up with examples as a class, students
will come up with examples as a class and in small groups
b) Teacher explains what a need is and comes up with examples as a class- class goes
over what the difference between a need and a want are. Students will come up with
examples as a class and in small groups.

SELECTED OPTION(s): Nearpod

Some technology options for this task could be Nearpod. If Mrs. Bradley chooses to do task one
and two in the computer lab, then she could use Nearpod. She could make a presentation with
visual aids, and each student would be able to see the presentation clearly on their own
computers.

3.
TASK: 3 Students are getting practice on determining needs/wants.
SELECTED OPTION(s):Jeopardy
Jeopardy is the best option for task three because it gives students the opportunity to
experiment with what they are learning in the classroom and gain an understanding in a new
way. The students are able to practice anywhere they have access to the internet, at home, the
library, an iPad etc. With using Jeopardy students are able to not only practice with their peers
but they can quiz themselves at home as well. Mrs. Bradley said she is not very comfortable

with using technology and with these tools all she has to do is introduce the pre-existing game
and help the students when they have questions with the games. This activity is will help to
keep the students engaged and it is an efficient way to explore different learning styles for
different types of students.
3.
TASK: 4 Play needs and wants game.
SELECTED OPTION(s): Class DoJo
For task #3, why is/are this/these technology option(s) the best choice?
Class Dojo is a good option to use in part with task 4. The teacher is able to reward the student
with points on class dojo and in many cases the parents also have access to the students
classdojo page and can see the progress they are making and see if their student is behaving
and on task in the classroom. This is an efficient way to connect the students, teachers, and
parents to what is going on inside the classroom. Knowing that this is being done it encourages
students to try their best in school because they know that their parents are getting direct
feedback on how they are doing on any given day with any given activity.

4. TASK: 4. Play needs and wants game.

SELECTED OPTION(s): Needs and Wants Game/Nearpod
Needs and wants game can be played best when uses different Facts. I can create a Nearpod
based activities for you to embed these facts to your presentation. I have 13 scenarios to select
from. See page 2 : The game will become interactive and you can reuse this material at any
time.
5.
Were there any considerations from Step 1 (e.g., teachers comfort level, student grade
level, subject area, students with special needs, student misconceptions/struggles, technology
accessibility) that you did not address in your choices? Please describe.
We really wanted to make sure that Mrs. Bradley was comfortable with all the technology
choices we have made and that the students would be able to complete the activities without
too much trouble. We made sure to address all of these examples!

STEP VI: PROJECT ARTIFACTS PROPOSAL (300-500 words)

Instructional Tasks Summary

Dear Mrs. Bradley,
For the wants and needs lesson (a total of two hours), we have planned the following
instructional tasks.

1. Teacher explains what a want is and comes up with examples as a class, students will
come up with examples as a class and in small groups (15 minutes)
2. Teacher explains what a need is and comes up with examples as a class- class goes
over what the difference between a need and a want are. Students will come up with
examples as a class and in small groups. (15 minutes)
3. Students go to the lab and play the games on the computer to practice identifying
between the two (30 minutes on two different days).
4. Students Play needs and wants game. In the game, everyone on earth is moving to a
new planet. The class is in charge of packing backpacks for themselves to take to the
new planet. Students get into groups of 6 or 7. They receive 40 cards (teacher can make
them or purchase some cards with objects) in an envelope that consist of different things
they can pack in their backpack to bring to the new planet. They must pick only 16 things
to bring. Then, they realize they dont have enough room in the rocket for everyone to
bring 16 items, so now they must choose 8 of the 16. Each group shares which 8 they
chose and why they chose it. Then the class decides which 8 items are the best to bring.
Detailed instructions are provided in the link below. (30 minutes)

To support this lesson plan, we can create the following four artifacts to support student
learning.
Artifact 1: Symbaloo (Suzie)
Symbaloo is perfect for this activity. Since these students are so young, it is important
that they dont accidentally come across something inappropriate online. This can happen if the
student types in the URL wrong. This is why symbaloo is a great choice- you can have a place
where students can easily access all the websites you want them to- with just the click of a tile! I
can create a step-by-step instruction list for you on how you can make a symbaloo account with
the links to the games on the tiles if you would like. This will make accessing the games a lot
easier for your students.
Instructions:
-Make an account: add your name, email, and set a password:
- Hover over a tile and click add new tile
- Click create a tile
- Paste the link of the website where it says add address to website

-Name the tile whatever you would like!

- Click Save. Your tile should appear, and when you click it, it will go straight to the link!
-Do this for as many games and websites as you would like.

Artifact 2: EDpuzzle (Suzie)

EDpuzzle is an awesome tool that allows you to make any YouTube video your own. You
can add in comments, questions that the students have to answer, and your own voiceover. I
can create a video about the needs and wants, embed questions about them, and you can use
it in your class.

Artifact 3: Nearpod based Presentation (Madison)

Nearpod is a tool in which teachers can create an interactive powerpoint and are able to
give students an access code to follow along as well. This tool allows teachers to insert polls,
questions, and videos to be completed during the lecture. Here is a video explaining how to
create a nearpod presentation and the second link provides and example video, the example
credit goes to Natalie Johnson. If you want to use this one youre welcome to, or you may create
your own.
Artifact 4: Screencast about Class Dojo (Madison)
Class dojo is a website in which teachers can take attendance, give participation points,
communicate with parents, and many other things. You simply add each student to your dojo
and the parents are given a username and password as well so that they can see the progress
their student is making. It will give you a chance to create a nice classroom culture, encourage

students for any skill or value whether it's working hard, being kind, helping others or
something else. I can demonstrate how to use Class Dojo in the classroom and communicate
with parents too with a screencast video.
Please let us know if you have any questions. We would really appreciate any feedback you
would like to provide.

Sincerely,
Suzie Rodimel and Madison Lesko