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Title of Unit: People at Work Title of Lesson: Needs, wants, choices Submitted By: Julia Villanueva

A. Summary of the Lesson Plan: This social studies lesson is designed for 2nd grade students to learn about the relationships between peoples choices and their needs and wants. This lesson uses the 2nd grade Houghton Mifflin Social Studies textbook Neighborhoods (p.160-161). B. Target Population: Grade Level: 2nd grade Skill Level: students at all learning levels Grouping: whole group reading and discussions, independent for activity and assessment. C. Materials: Houghton Mifflin 2nd grade Social Studies book: Neighborhoods (p.160-161) Vocabulary and study Guide (Unit Resources p. 47) for each student. Reading Skill: Predict Outcomes (Unit Resources p. 46) for each student. Paper and pencils D. Objectives: o NV State Social Studies Standards o E9.2.1 - Give examples of what is given up when choices are made.

Student-Friendly Standards E9.2.1 I can list examples of what is given up when choices are made.

E. Procedure: 1. Refer to notes on TE 160 Get Set to Read Explain the study guide students will complete as we read. Call students attention to the lesson title on p. 160. Identify and discuss the differences between needs, wants, and choices. Introduce vocabulary (needs, shelter, wants).

2. As a class, read p. 160-161, stopping to ask questions as indicated in the margins of the TE. 3. Students should take notes and record information on their Study Guide while we are reading. They can continue to work on it when we finish reading. 4. Ask questions listed in the margins of the TE as an ongoing check for understanding. Focus on the questions about economics:
Nevada State College

(After paragraph 1 p. 161) Why do people need shelter?


EDEL 453 - Spring 2013 Karen Powell- Instructor page 1

Title of Unit: People at Work Title of Lesson: Needs, wants, choices Submitted By: Julia Villanueva

(After paragraph3 p. 161) What are Sallys choices? (Review question p.161) If Sally buys the computer game, what does she give up?

5. CLOSURE: Discuss the two statements in the Review/Assess section of the TE 161. F. Assessment: What will you use to measure student understanding? Challenge activity bottom of TE p. 160 Students will write and illustrate a short paragraph describing something they want to buy. Have them share their work with their group. Explain how you will know students understand the concepts from the lesson. Students must list examples of what is given up when choices are made. Having students list and draw a picture describing something they want to buy, will show if they grasp the concepts from the lesson. G. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? I think completing the predict outcomes on the Reading Skill worksheet will be the easiest to teach because students have done something similar to this in a previous lesson. 2. Which part will be most challenging for you to teach? I think some students might have trouble distinguishing between needs and wants, especially if wants is not an issue in their household. 3. How will you follow up or extend this lesson? As an extension to this lesson, I will use Extend Lesson 1 p. 162-163 about The Milkmaid. 4. What will you do for students who dont grasp the concepts? For students who dont grasp the concept in this lesson, I will use the Reteach Minilesson at the bottom of TE 161. We will work together to complete the list of needs and wants. 5. Which part of the lesson, if any, do you think might need to change? I dont really like the activity at the end of the lesson, which has students writing a list of as many types of shelters as they can. I dont think it really helps review the

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 2

Title of Unit: People at Work Title of Lesson: Needs, wants, choices Submitted By: Julia Villanueva

concepts of the lesson. If I chose to use that activity, I would have them fill out three columns titled needs, wants, and types of shelter.

6. When you were writing this lesson plan, what was the most difficult part? This lesson was pretty simple and straightforward; it was not difficult for me.

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 3

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