Myself and Others
How Do I Get What I Need and Want?
SS0003
Kindergarten Social Studies: Myself and Others
Unit 3: How Do I Get What I Need And Want?
Big Picture Graphic
Overarching Question:
Why can’t I have everything I want?
Previous Unit:
Where Am I?
This Unit:
Next Unit:
How Do I Get What I Need and
Want?
How Do I Get Along With
Others?
Questions To Focus Assessment and Instruction:
Types of Thinking
1. How do I meet my needs and wants?
2. Why do people trade?
Identifying similarities and differences
Descriptive
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Myself and Others
How Do I Get What I Need and Want?
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Graphic Organizer
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Myself and Others
How Do I Get What I Need and Want?
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Unit Abstract:
In this unit students begin to construct knowledge of important economic concepts including needs,
wants, ,goods, services, and trade . Students first distinguish between needs and wants using the
book If You Give a Pig a Pancake and The Wanting Song. Students then differentiate between goods
and services and recognize that goods and services help meet human wants. In the next lesson
students explore the concept of trade and connect trade to the method of obtaining goods and
services to meet human wants. Optional lessons and extensions for all day kindergarten are included.
These lessons focus on building students’ understanding of the concept of goods and provide an
opportunity for students to practice historical inquiry as they look at old toys as examples of goods
from the past. This lesson includes a variety of activities including interviewing a grandparent(s),
analyzing historic photographs showing children and toys and playing a historic board game. .In the
final optional lesson students explore how ‘gifts of the Earth’ such as trees and water are used to
make goods.
Focus Questions
1. How do I meet my needs and wants?
2. Why do people trade?
Content Expectations
K - E1.0.1: Describe economic wants they have experienced.
K - E1.0.2:
Distinguish between goods and services.
K - E1.0.3:
Recognize situations in which people trade.
K - G5.0.1
Describe ways people use the environment to meet human needs and wants (e.g., food,
shelter, clothing).
K - H2.0.4:
Describe ways people learn about the past (e.g., photos, artifacts, diaries, stories,
videos).
Integrated GLCE’s
R.NT.00.02: Identify the basic form and purpose of a variety of narrative genre including stories,
nursery rhymes, poetry, and songs. (English Language Arts)
Key Concepts
economic wants
goods
historical evidence
history
human/environment interaction
needs
past
services
trade
wants
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Myself and Others
How Do I Get What I Need and Want?
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Lesson Sequence
Lesson 1:
My Needs and Wants
Lesson 2:
Goods and Services
Lesson 3:
Trade
Lesson 4:
Old Toys – Exploring Goods from the Past (Option for all day Kindergarten)
Lesson 5:
Using Gifts from the Earth to Make Goods (Option for all day Kindergarten)
Assessment
Selected Response Items
Constructed Response Items
Extended Response Items
Performance Assessments
Resources
Equipment/Manipulative
Chart paper
Computer with Internet access
Crayons, markers, or colored pencils
Dice (or spinners), one for each set of partners
Glue If You Give a Pig a Pancake Chart (from the previous lesson)
Overhead projector or Document Camera
Paper (12” x 18”), one for each student
Small objects to use as game pieces
Student Resource
Cipriano, Jeri S. Toys Long Ago (Yellow Umbrella Books). Bloomington, MN: Red Brick Books, 2006.
De Regniers, Beatrice. Schenk. Was It a Good Trade? New York: HarperCollins Publishers, 2002.
Historic Toboggan Slide Game. 22 February 2010
<http://www.hfmgv.org/exhibits/toys/teachers/games.asp>.
Kalman, Bobbie. Old-Time Toys. New York: Crabtree Publishers, 1995.
Numeroff, Laura. If You Give a Pig a Pancake Big Book. New York: HarperCollins Publishers, 1998.
Old Photographs of Children with Toys. Every Picture Tells A Story Project. The Henry Ford. 22
February 2010 <http://www.hfmgv.org/exhibits/toys/teachers/picture.asp>.
Pohl, Kathleen. What Happens at a Toy Factory? (Where People Work Series). New York: Weekly
Reader Early Learning Library, 2006.
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The Difference between Wants and Needs. 100% Educational Videos. 2003.
Discovery Education. 22 February 2010
http://streaming.discoveryeducation.com/
The Goods and Services Song. 22 February 2010
<http://www.kidseconposters.com/songs/goods_services.html>.
The Trading Song. 22 February 2010 <http://www.kidseconposters.com/songs/trading_ces.html>.
The Wanting Song. 22 Febraury 2010 <http://www.kidseconposters.com/songs/wanting_song.html>.
Teacher Resource
∗
Adil and Janeen. Goods and Services (First Facts). Mankato, MN: Capstone Press, 2006.
*Andrews, Carolyn. What Are Goods and Services? (Economics in Action). New York, NY: Crabtree
Publishing Company, 2008.
*Channell, Geanie, et. Al. Focus: Grades K-2 Economics. National Council on Economic Education,
2007.
*Ditchfield, Christin. A True Book: Soil. New York: Scholastic, Inc., 2002.
*Ditchfield, Christin. A True Book: Water. New York: Scholastic, Inc., 2002.
*Ditchfield, Christin. A True Book: Wood. New York: Scholastic, Inc., 2002.
Economics Posters. 22 February 2010 <www.kidseconposters.com>.
Heyse, Kathy and Day Harlan. Half-Pint Economics for Kids. Indiana Council for Economic Education,
2004.
Houghton, Gillian. Goods and Services (Invest Kids). New York, NY: PowerKids Press, 2009.
*Lasevoli, Brenda. Plants (Time for Kids). New York: HarperCollins Publishers, Inc., 2006.
*Loewen N. and Jensen B. Let’s Trade: A Book About Bartering (Money Matters). Mankato, MN:
Picture Window Books, 2005.
*Martin, Elena. Clues to Long Ago. United States of America: Harcourt, Inc.
*Marzollo, Jean. I am Water. New York: Scholastic, 1996.
*Morris, Ann. Houses and Homes (Around the World Series). New York: HarperCollins, 1992.
Although not used in the lessons for this unit, these resources are listed here to provide meaningful alternatives to
teachers.
∗
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Myself and Others
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∗
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Olson and Gillia. Needs and Wants (Pebble Books). Mankato, MN: Capstone Press, 2006.
*Ring, Susan. Needs and Wants (Yellow Umbrella Books). Mankato, MN: Red Brick Learning, 2003.
Student Activity: Learning about the Past Through Artifacts. Los Angeles County Office of Education.
2000. Discovery Education. 22 February 2010. <http://streaming.discoveryeducation.com/>.
The Importance of Plants. 100% Educational Videos. 2002. Discovery Education. 22 February 2010
<http://streaming.discoveryeducation.com/>.
*Wagner-Brust, Beth. The Great Tulip Trade (Step into Reading). New York, NY: Random House
Books for Young Readers, 2005.
What Do Artifacts Tell about a Family from Long Ago. Los Angeles County Office of Education. 2000.
Discovery Education. 22 February 2010 <http://streaming.discoveryeducation.com/>.
Resources for Further Professional Knowledge
Carol Hurst”s Children’s Literature Site. 22 February 2010 <http://www.carolhurst.com/>.
Early Childhood Social Studies. 22 February 2010 <http://patricia_f.tripod.com/ssmotor.html>.
Michigan Council on Economic Education. 22 February 2010 <www.mceeonline.org>.
National Council on Economic Education. 22 February 2010 <www.ncee.net>.
National Council for the Social Studies. 22 February 2010 <http://www.ncss.org/>.
Online Lessons for each National Economics Standard. 22 February 2010
<http://www.ncee.net/ea/standards/>.
Social Studies for Early Childhood and Elementary School Children: A Report from NCSS Task Force
on Early Childhood/Elementary Social Studies. 22 February 2010
<http://www.socialstudies.org/positions/elementary/>.
Social Studies Lesson Plans and Resources. 22 February 2010 <http://www.csun.edu/~hcedu013/>.
Strategies for Teaching Social Studies. 22 February 2010 http://www.udel.edu/dssep/strategies.htm>.
Teaching Social Studies. 22 February 2010.
<http://www.proteacher.org/c/185_Teaching_Social_Studies.html>.
Although not used in the lessons for this unit, these resources are listed here to provide meaningful alternatives to
teachers.
∗
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Instructional Organization
Lesson 1:
My Needs and Wants
Content Expectations:
K - E1.0.1: Describe economic wants they have experienced.
R.NT.00.02: Identify the basic form and purpose of a variety of narrative genre including stories,
nursery rhymes, poetry, and songs. (English Language Arts)
Key Concepts: wants
Abstract: This lesson builds on students understanding of needs and introduces students to the
concept of wants. The lesson begins with a review of basic needs for food, water, clothing, and
shelter. Students then discuss ‘wants’ people may have which are things people would like but do
not need. Using music, literature (If You Give a Pig a Pancake), video, and discussion, students
identify their own and others’ wants and the differences between wants and needs.
Lesson 2:
Goods and Services
Content Expectations:
K - E1.0.2: Distinguish between goods and services.
R.NT.00.02: Identify the basic form and purpose of a variety of narrative genre including stories,
nursery rhymes, poetry, and songs. (English Language Arts)
Key Concepts: goods, services
Abstract: The lesson begins by reviewing the chart of Pig’s wants from the story, If You Give a Pig a
Pancake. Students are introduced to the terms goods and services by identifying them from Pig’s list.
Students are led to understand that people meet their wants and needs with goods and services.
Using weekly advertisements and magazines students identify other examples of ‘goods’ and
services and glue the examples onto a “T-Chart”. Finally, students learn the Goods and Services
Song to further their understanding of the difference between goods and services. Students add
these terms to their “Economic Vocabulary Books”.
Lesson 3:
Trade
Content Expectations:
K - E1.0.3: Recognize situations in which people trade.
R.NT.00.02: Identify the basic form and purpose of a variety of narrative genre including stories,
nursery rhymes, poetry, and songs. (English Language Arts)
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Key Concepts: trade
Abstract: This lesson begins with students considering the following question, “How do we get
‘goods’ and ‘services’ that meet our ‘wants’?” The teacher guides a discussion leading to the concept
of ‘trade’. Students explore the concept of trade by sharing examples of personal trades, singing a
song, and identifying examples from the book, Was It a Good Trade? The lesson concludes with
students completing the ‘trade’ page of their “Economics Vocabulary Books”. ”.
Options for All Day Kindergarten
Lesson 4:
Old Toys: Exploring Goods from the Past
Content Expectations:
K - H2.0.4: Describe ways people learn about the past (e.g., photos, artifacts, diaries, stories,
videos).
K - E1.0.2:
Distinguish between goods and services.
Key Concepts: goods, history, past, historical evidence
Abstract: This lesson, which reviews the concept of ‘goods’, provides another opportunity for
students to practice historical inquiry which was introduced in Unit One. Students return to the
question, “How Do We Learn about the Past?” from Unit One. The teacher shares examples of old
toys from one or both of the following books: Toys Long Ago or Old-Time Toys. Students identify
ways in which the toys shown are alike and different than toys from the present. Students explore
photographs of historic toys from The Henry Ford Museum’s “Every Picture Tells A Story” collection.
Students conduct interviews with grandparents about their favorite toys. As a culminating activity
which connects to math, the students play a very simple board game that was created 100 years ago.
Lesson 5: Using Gifts from the Earth to Make Goods
Content Expectations:
K - G5.0.1 Describe ways people use the environment to meet human needs and wants (e.g., food,
shelter, clothing).
Key Concepts: goods, human/environment interaction
Abstract: This lesson connects back to Unit Two about how the environment is used to meet human
needs and wants. Students examine trees as a natural resource and begin to identify goods that are
clearly made from trees. Next, students explore other goods such as paper that are not obviously
made of wood. Students are reminded trees are a ‘gift from the Earth’. Students learn that ‘gifts from
the Earth’ such as trees and water are often used to make ‘goods’. Using the book, What Happens at
a Toy Factory?, or a substitute book, students identify how ‘gifts from the Earth’ are used to make
toys. Finally, students identify ‘goods’ from their homes that come from water or trees.
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