KidsECON Episode 5: Park Lesson

(1) Engage (10 minutes):

• Begin by asking students about their favorite things to do at a park.
• Briefly discuss what makes a park a good place to visit.
• Introduce the idea that some things in the park are things we need, and some are things we want.
• Explain that they will watch a short video that shows examples of needs and wants in a park.

(2) Explore (15 minutes):

• Watch the Video: Play KidsECON video linked in the resources tab.
• Post-Video Discussion: After the video, facilitate a discussion using questions like:
  • What were some things in the park that people wanted? Why were they wants?
  • What is the difference between a need and a want? (Guide them to understand that needs are essential for survival, while wants make life more enjoyable).

(3) Explain (15 minutes):

• Categorizing Park Items: Display pictures of various items found in a park (water fountain, bench, ice cream truck, kite, swings, shade tree).
• As a class, discuss each item and collaboratively decide whether it is a need or a want.
• Create two columns on the chart paper or whiteboard labeled "Needs in the Park" and "Wants in the Park."
• List the items under the appropriate headings, encouraging students to explain their reasoning.

(4) Elaborate (10 minutes):

• Connecting to Personal Experiences: Ask students to think about their own lives and share examples of things they need at home and at school (e.g., food, water, shelter, clothes, learning materials).
• Then, ask them to share examples of things they want (e.g., toys, video games, special snacks).
• Discuss how it's okay to have wants, but needs are more important for our survival and well-being.

(5) Evaluate (Ongoing and 5 minutes for final activity):

• Visual Representation: Provide each student with construction paper or drawing paper and crayons or markers.
• Instruct them to draw two pictures:
  • One picture showing something they need (related to the park or their own life).
  • One picture showing something they want (related to the park or their own life).
• On the back of each picture, have them write one sentence explaining why the item is a need or a want.
• Collect the drawings for informal assessment of their understanding.

The supplemental activities are additional activities you can use at your own discretion as an extension to the video. Monitor and adjust based on the learner.

differentiation: Provide sentence frames for the discussion (e.g., "A ______ is a need because ______," "A ______ is a want because ______").

extension: Challenge them to think about why some wants might become needs in certain situations (e.g., a bike for transportation if there's no other way to get around).

Observe student participation in discussions.
Review the accuracy of the categorized park items on the chart paper.
Evaluate the student drawings and written explanations for understanding of needs and wants.