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Early Stage 1 HSIE: "people who met their needs in the past"
Change and Continuity (CCES1): Describes events and retells stories that demonstrate their own heritage and the heritage of others.
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Smartboard Resource: Needs and Wants

Smartboard Resource: Needs and Wants | Early Stage 1 HSIE: "people who met their needs in the past" | Scoop.it
Students can identify the differences between wants and needs.
Patrick Madden's insight:

This website, which enables teachers to download an interactive Smartboard resource, could be used by Kindergarten teachers to assist students in understanding the differences between needs and wants. This resource also provides students with an opportunity to develop critical inquiry and information organisation skills (Gilbert & Hoepper, 2011; McInerney & McInerney, 2010) as the Smartboard file contains brainstorming and categorisation games and activities. As this resource is sixteen slides in length it would be wise for teachers to use this file over the course of three lessons to ensure that students have a clear understanding of the differences between needs and wants. For example, the first lesson could focus on students’ prior understandings of what needs and wants are (slides 1-3); the second lesson could explore examples of needs in students’ daily lives (slides 4-10); and the final lesson could develop students’ critical thinking skills (Gilbert & Hoepper, 2011) as they learn to categorise items as either needs or wants (slides 11-15). Following this three-part lesson series the teacher should assess whether students understand the differences between needs and wants by leading a whole-class activity in which students create a chronological, pictorial timetable of their school day. Events would include waking up, eating breakfast, brushing teeth, attending school, eating recess and lunch, playing during break times, playing after school, eating dinner and going to bed. Following this the teacher could name each activity recorded on the timetable and ask the class to raise their hands if they think the activity is a need or a want. Such an assessment strategy would enable students to share their ideas with their peers if there was disagreement (McInerney & McInerney, 2010). Teachers could also facilitate an individual assessment activity by having students draw their most important need and their favourite want and write a sentence about each.

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Casey Lee Rich's curator insight, June 21, 2014 9:34 PM

Notebook file: introduction to concept of needs vs wants, includes prompting questions, brainstorming, interactive activities, song (to tune of Old MacDonald)

List of similar resources: http://exchange.smarttech.com/search.html?q=wants+and+needs&region=en_AU&region=en_US

(Membership required - free)

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Global Perspective: Housing as a Basic Need

Patrick Madden's insight:

This website provides Early Stage One teachers with five interesting and engaging lesson activities that explore the importance of housing from a global perspective. Activity One, as listed on the website, could be used as the basis for lesson on how housing provides people with a number of basic needs. The lesson could begin with the class reviewing examples of basic needs with the teacher pictorially listing these needs on the Smartboard. Using a doll’s house the teacher could lead the class through the house – room by room – and ask students how specific rooms enable particular needs to be fulfilled. For example, food is stored in the kitchen; people are able to sleep in their bedrooms; people have access to clean drinking water in the bathroom and kitchen; people can keep clean by showering in the bathroom; and people can avoid the spread of disease by flushing the toilet. To assess that the class understands how housing provides people with a number of basic needs, students could be asked to draw a floor plan of their house and then draw pictures of themselves meeting their needs in the appropriate rooms. To ensure that students are able to complete this task successfully a Mathematics unit on shapes and basic floor plan designs should be run alongside this HSIE unit of work.

 

Activity Three could be used by Kindergarten teachers to devise a lesson about the different types of houses people live in around the world. In the week leading up to this lesson the teacher could request that parents email pictures of their home to the school. Using these photographs the teacher could contrast the housing of the class to the images of the houses provided on the Global Education website. Using the discussion questions provided by Global Education students could discuss the differences between their homes in Sydney and the homes of others in relation to size, colour, materials used and basic architectural features. Following this, the teacher could show students the pictorial timetable they created at the beginning of the unit which depicts an average weekday (outlined in the first Scoop.It post). Leading the class through the timetable the teacher could pause after each activity and have students consider how difficult it would be for them to meet their needs if they lived in a house without energy, running water, limited food, etc. To assess that students understand how their housing enables them to meet a number of basic needs students could individually create a pictorial mind map in which they draw the needs they are able to meet by virtue of having adequate housing with access to clean water and electricity. 

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Indigenous Perspective: How Indigenous Australians Met their Needs Prior to Colonisation

Patrick Madden's insight:

This website provides a valuable starting point for Kindergarten teachers interested in their students learning about how Indigenous Australians fulfilled their basic needs prior to colonisation. Even though this website asserts that “there is no one Indigenous culture” this resource is potentially problematic in the sense that it implies that the lives of Indigenous Australians prior to colonisation was largely homogenous with little variation between Nations. When using this resource in the classroom teachers must therefore reinforce that pre-colonial Australia was an incredibly diverse place. To assist students in understanding how Indigenous Australians met their needs in the past (New South Wales Board of Studies, 2007) teachers should create an interactive, pictorial T-diagram on the Smartboard so that students are able to compare the way they meet their needs to the way Indigenous Australians met theirs in the past. Examples of such differences include divergent understandings of housing and shelter; medicine; the processes of food collection; and education. By showing students that Indigenous Australians had sustainable and sophisticated ways of meeting their basic needs there is a reduced risk that students will adopt the stereotypical and racist view that Indigenous cultures prior to colonisation were “devoid of all social organisation, of law, medicine or scientific knowledge” (Lippmann, 1978, p.11). To make this unit of work truly enriching, however, it would be advisable for teachers to develop meaningful relationships with the local Indigenous community and ask a member of that community to visit the class to talk about how their people met their needs in the past. Following this, students could write simple sentences about how the local Aboriginal community met their needs in the past and illustrate their work. The students’ work could then be collated and published as a big book which could be shared with other Early Stage One and Stage One classes.   

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Exploring Needs and Wants Through Literacy Activities

Patrick Madden's insight:

This blog, which outlines a number of learning activities appropriate to Kindergarten students studying a unit of work on needs and wants, is a fantastic resource for teachers. Mrs Luciani, the blog’s author, shows how she used categorisation and literacy exercises to assess whether her students were able to identify needs and wants in their own lives. As outlined by McInerney and McInerney (2010), activities that seek to show students how ‘formal’ knowledge learnt in the classroom is relevant to their daily lives are likely to encourage students to develop positive associations with school and inspire intrinsic motivation when completing future tasks. Instead of using Mrs Luciani’s learning activities as the foundation for a HSIE lesson, however, it would be wise for teachers to consider how they could integrate her games and activities with other key learning areas to develop students’ early literacy skills (Gilbert & Hoepper, 2011). For example, during the class’ ‘show and tell’ segment students could be asked to bring an object that represents a need and an object that represents a want. During their presentation students could explain, with assistance from the teacher if necessary, why the objects they have selected meet the criteria of a need and want respectively. The traditional understanding of ‘show and tell’ could be further adapted so that students’ objects are used as the primary teaching resource in a literacy lesson that focuses on oral language development (Mills, 1996). Here, the presenter could place one of their objects in a cardboard box. The presenter must use descriptive language, following prompts from the teacher if necessary, to describe their object to the class without revealing what the object is. They could discuss the shape or colour of the object, when they use the object or where the object is usually found. Following this description the class must guess what object is inside the box and then identify whether the object represents a need or want. Mills (1996) believes that activities such as this are essential to early literacy development as they familiarise students with descriptive language and the conventions of formal oral communication.

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Casey Lee Rich's curator insight, June 21, 2014 10:02 PM

Sorting objects into different hula hoops for needs vs wants. Drawing/writing our needs.

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People Who Help us Meet our Needs

Patrick Madden's insight:

This website provides Kindergarten teachers with inspiration for a series of lessons about how people in the community help to meet the needs of others. The author of the website, Jo Bertrand, suggests that teachers select one occupation per lesson and use quality children’s literature and puppetry to show students how particular social systems and structures assist them in meeting their needs. The inclusion of quality children’s literature (Gibson & Ewing, 2011) and puppetry (Ewing & Simons, 2010) in primary school classrooms has been shown to improve students’ literacy and oral communication skills. Examples of occupations that could be explored over the course of a one or two week period include medicine, dentistry, nursing, teaching, policing and fire fighting. To assess that the class understands that various people in the community have helped them to meet their needs in the past (New South Wales Board of Studies, 2007) students could complete a worksheet in which they must match a picture of a problem, for example a house on fire, with a picture of a person or organisation who could help them, in this case a fire fighter. Additionally, educators should seek to establish meaningful relationships with local service providers and community organisations so that it is possible to have guest speakers visit the class to talk about how their occupational field helps others meet their basic needs. For example, a nurse may visit the classroom and talk to students about the important role nurses play in hospitals.

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Casey Lee Rich's curator insight, June 21, 2014 11:15 PM

Activity ideas: firefighters, police, etc.