I Need It, I Want It, How Do I Get It?
Grade Level: 3rd grade
Objectives:
Students will be able to
-compare and contrast the difference between needs and wants
-describe the process of supply and demand
-explain the relationship between geography, resources, supply, and demand
Standards:
3.E.1.1
Explain how location impacts
supply and demand.
Teacher may select others as desired. Common core standards are also possible.
This lesson is an introductory lesson that will begin to share with students the concept of supply and
demand. Before they can understand supply and demand, however, they need to understand wants and
needs. This was covered in previous grade levels, so SHOULD be a refresher lesson.
Materials:
Computers
projector
Handouts
Maps
Grouping:
Small group, large group, and individual, depending on class size and stage of method/activity.
Methods/Activities:
Opening:
1. Show students images of food, clothing, and shelter on one side of the room, and entertainment,
hobby, and ‘fun’ items on the other side of the room. Each image should be posted on white paper or
white board.
2. Have students examine the images and then place themselves on the side of the room that best
reflects which items they would prefer to spend money on.
3. Once students have made their choice, they must, as a group, defend it. Use the white space on the
board or paper to defend it. (Note: The expectation is that many students at this level would choose the
‘wants’ over the ‘needs’. In any case, whatever choice is made should allow for good discussion).
4. Have students share out justifications while teacher takes notes on computer and projects them.
5. Once all justifications have been provided, have students return to their seats for a whole group
discussion.
Instruction
6. Discuss, as a class, the justifications that were provided for each side. Using a provided graphic
organizer, have the students sort the justifications, as well as the items, into ‘wants’ and ‘needs’ .
Q: What makes something a want? What makes something a need?
Q: How do we determine what makes something a want and what makes something a need?
Q; Could something be either a want OR a need? Why?
Exit:
7. Have students respond in their journals to the following question:
‘What is your most important want and your most important need, and why?’
Homework
8. At home, students should examine their homes for items that can be identified as ‘want’ items and
items that can be identified as ‘need’ items. They should write down (or take pictures) of these items
and write a one to two sentence statement justifying their identification.
Part 2:
Open:
1. Students will share out their pre-identified want and need items and discuss their justifications.
2. Compare and contrast varying wants and needs.
Q: What do they have in common?
Instruction:
3. Discuss with students the fact that everything that we need and that we want must come from
somewhere and be made by someone.
4. Looking at the items that you identified,
q: where do you think it may have came from?
q: what resources do you think may have been used to make this item? (if students have not yet
identified the concept of a ‘resource’ prior to this lesson, you will need to ensure they understand its
meaning before asking this question.)
5. Teacher should provide students with physical/economic/resource maps of North Carolina, the US
and the world. Using these maps, students and teachers will explore what resources are in what areas.
Q: What commonalities do we see in the resources by regions? (eg: students should note what sorts of
regions contain what sorts of resources and the location of factories, shipping routes, and disbursal
centers).
6. Examine your own item and the predictions that you made concerning the resources that may have
been used to make it.
Q: Could you possess this item if you lived in a different region or nation? Why or why not?
7. Students will next select an item that is either a want or a need and research its origin. Research
should be done using the Internet, under the guidance of the teacher. Preview of sites may not be
possible, so care is necessary! If students have not already been exposed to research tools, you must
provide them a tutorial!
Preliminary questions:
What is the item? Is it something that you need or something that you want?
How did you get the item? Where does it come from? Where would that be on our map?
How much do you think the item cost?
What resources do you think went into the item?
Where are those resources on our map?
Research questions:
What resources actually were used to make and supply the item? (use a graphic organizer for this!)
Would you still have access to this item if you lived in a different location?
If you lived in a different location and still had access to the item, would it be more or less expensive?
Why?
According to your research, what seems to have the biggest impact on whether you have the item, and
whether it can be identified as a want or a need?
Presentation:
Students may present their research through a trifold, powerpoint, prezi, handouts, short writing, or
other tool of their choice. Inform students that they must inform the teacher in advance of what they
will choose. Each choice will require an individualized rubric based on student ability, presentation type,
and time for research.
Assessment:
Students will be assessed based on teacher observation, question responses, research, presentations,
and graphic organizers.
Accommodations/Differentiation:
All requirements of 504/IEP will be met as required. Teacher should work directly with students who
may struggle with research, and provide copies of completed graphic organizers where appropriate.
Rubrics for research/presentation should take into account student ability.