2. Today we will be covering how to
present the unit plan of wants and needs
to a kindergarten class room.
We will go over the ASSURE Method, WV
CSOs, different methods of presenting,
new technologies that can be
incorporated to better get the point
across and a seven day example of a
unit plan.
3. The best way to line out a lesson plan is
by using the Assure Method.
ASSURE stands for:
› A- Analyze Learners
› S- State Objectives
› S- Select Media and Material
› U- Utilize Media and Material
› R- Required Learner Participation
› E- Evaluate and Revise
4. The link to find the CSO by grade and
subject can be found at:
http://wveis.k12.wv.us/Teach21/public/cso/
cso.cfm
The CSOs for the wants and needs portion
of kindergarten social studies are:
› SS.O.K.3.2 Discuss the basic needs of people
(shelter, food, and clothing) and give examples
of each.
› SS.O.K.3.3 Discuss and give examples of
economic concepts: needs and wants,
exchange of money for goods and services,
saving for the future.
5. There are different methods of
presenting wants and needs to a
kindergarten class room.
You can find ideas online or in teacher
planning books.
I would recommend staying away from
abstract thinking. Children may have a
hard time understanding that food is a
need but candy is a want.
6. You don‟t want to weigh your lesson
down with technology, but you do want
to use some to make it more exciting.
Some examples you can use are:
› Document Camera
› Smart Board
› PowerPoint
› And various websites
7. This is the unit plan that I used, you can
use this as an example but I encourage
you to change it to match your
classroom.
I started by analyzing my learners. I know that
the lesson will be taught in a kindergarten
classroom. Most of the students will be
between 5 and 6. It will be an inclusive
classroom with a variety of learners.
8. Next, I found the WV CSOs that matched
my lesson. They are:
› SS.O.K.3.2 Discuss the basic needs of people
(shelter, food, and clothing) and give
examples of each.
› SS.O.K.3.3 Discuss and give examples of
economic concepts: needs and wants,
exchange of money for goods and services,
saving for the future.
9. I then selected my media and my materials. I chose to use:
Bulletin board (which I made on my own)
›
Work sheets (which I made)
›
Paper cups (to use as a “bank” for the children to learn to save money)
›
Quarters (to give the children as rewards so they can put them in their bank)
›
Candy (for the “shop” where they will get to spend their money at the end of
›
the week)
Document Camera (for various activities)
›
Smart Board (for various activities)
›
PowerPoint (to outline the unit plan)
›
Markers (for decorating the cups)
›
Websites
›
www.teachertube.com/view_video.php?viewkey=ded7d215102b49d5c09a&page=&
viewtype=&category= - 63k. (I will show this teacher tube video to the class. )
http://www.brainpopjr.com/socialstudies/economics/needsandwants/grownups.weml
. (This website will be great for students and parents alike. It has information for the
parent, and interesting games for the children as well.)
www.blogspot.com (I will make an account for each student and my blogs will be the
prompts. They will reply to my blogs. This will be used in place of a journal.
10. Day 1 will consist of an introduction to needs and wants,
and also an overview of what the students will be
learning in the next 7 days. I will tell the students that
„some things are must haves for survival, while others are
not.‟ I will do all of that by using the PowerPoint
presentation I created. I will pass out the paper cups to
the students, and let them decorate those using the
markers. I will then explain that „they will receive a
quarter for good behavior, good grades, etc, so they
learn how quickly they can save money to purchase
necessities.‟ I will then provide the students with the
definition and examples of „wants (something that is
nice to have but is not necessary for survival) and needs
(something you can‟t survive without)‟ written on the
Smart Board.
11. On day 2 we will begin the day by asking each
student to rise and come to the Smart Board to
draw one need or one want that they have
came in contact with that day. I will have a
line drawn splitting the Smart Board into 2
sections, on the right will be needs and on the
left will be wants. They must draw the picture in
the correct category. After they finish, I will split
the class into two teams. I will choose teams by
having the children count off as 1, 2. Each
team will be given different wants and needs
to Velcro onto the bulletin board. They will
receive points for putting their item in the
correct category.
12. Day 3 will begin with a discussion about the
bulletin board activity from the day before.
I will ask questions like „Why is food a
need?‟ and „Can some foods be
considered wants?‟ After that, they will
complete worksheet number 1, which I
made. It asks them to draw pictures of
wants and needs, they will do this on their
own.
13. On Day 4 we will discuss the worksheet
from the day before; I will display the
correct answers on the document
camera. This will give the children an
opportunity to correct any wrong
answers they may have. I will ask them
„why certain answers are wants and
certain ones are needs.‟ I will then show
the TeacherTube video and ask the
students to do a blog entry on what their
thoughts on the video are.
14. On Day 5, I will have the students share their
blog entries with the class. I will display
each student‟s blog entries on the Smart
Board. The student will read their entry and
then they will choose someone to go next.
When they finish I will ask them to complete
worksheet number 2, which I created. It
asks them to tell which want and need are
most and least important, they will do this
on their own.
15. The students will begin by reviewing their work
sheets from the previous day, on day 6, by
comparing their answers to my answers that
will be displayed on the document camera.
They will have a chance to correct any wrong
answers. They will then complete worksheet
number 3, which I created. It asks them to
connect the word want to the wants and the
word need to the needs, they will do this on
their own. Once they complete it, they will
share their answers with the class by displaying
their worksheets on the document camera.
16. On the final day of the unit plan the
students will begin by counting how
much money they have accumulated
since day one. With that money, they will
have a chance to buy their needs at my
„shop.‟ After each student has
purchased food, water, clothing and
shelter they can take the remaining
money and spend it on wants, such as
candy and toys.
17. The activities I have planned are both active and interactive.
Its active because I am letting the child go up to the Smart
Board and present their information, they also have a
chance to get up and move while playing the game with my
bulletin board and also to come to the shop. It‟s interactive
because there is a lot of student involvement by presenting
the blogs on the Smart Board and by presenting their
documents on the document camera. The students will be
using their own skills to acquire the correct information. They
will have to do their worksheets and write their blog entry on
their own. The activities cater to a diverse group of learning
styles. Visual learners will benefit by the definitions being on
the Smart Board, auditory learners will benefit by the
definition being stated and by the other students reading
their answers and kinesthetic learners will benefit by playing
the games and going to the shop.
18. To ensure that my unit plan aligns with the WV CSO I
always double check my activities and rewrite them
in as the CSO itself. For this unit plan mine looked like
this:
› SS.O.K.3.2 I will discuss the basic needs of people (shelter,
food, and clothing) and give examples of each. This will
be done through the PowerPoint I am showing on day 1,
the work sheets, which are used on days 3, 5 and 6; the
Smart Board, which is used on days 1, 2, and 5; and the
bulletin board activity, which I will use on day 2.
› SS.O.K.3.3 I will discuss and give examples of economic
concepts: needs and wants, exchange of money for
goods and services, saving for the future. This will be done
by providing students with quarters for good behavior and
letting them purchase things at the „shop‟ on day 7.
19. I hope my sample unit plan helps you in
your own classroom.
If you plan your unit plan using the
ASSURE method you wont go wrong!
