T E A C H I N G G U I D E

Kindergarten Reading Level

TEACHING

BasicHumanNeeds

ISBN 978-0-8225-1747-4 Blue

T E A C H I N G B A S I C H U M A N N E E D S2

StandardsEconomics • Knows how basic human needs of food, clothing, and shelter can be met.

• Knows the importance of jobs in the home, school, and community.

Science • Knows the basic needs of plants and animals.

Language Arts— • Uses the general skills and strategies of the writing process.Writing

Language Arts— • Uses the general skills and strategies of the reading process.Reading • Uses reading skills and strategies to understand and interpret a variety of

informational texts.

Language Arts— • Uses listening and speaking strategies for different purposes.Listening and Speaking

Multiple Intelligences Utilized• Linguistic, logical, spatial, intrapersonal, and interpersonal

Copyright© 2004 by Lerner Publishing Group, Inc.

All rights reserved. International copyright secured. Student pages may bereproduced by the classroom teacher for classroom use only, not for commercialresale. No other part of this teaching guide may be reproduced, stored in aretrieval system, or transmitted in any form or by any means—electronic,mechanical, photocopying, recording, or otherwise—without the prior writtenpermission of Lerner Publishing Group, Inc., except for the inclusion of briefquotations in an acknowledged review.

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Manufactured in the United States of America2 3 4 5 6 7 — IG — 12 11 10 09 08 07

Books in the Basic HumanNeeds series include:

ClothingFoodHomesJobs

• What do you think the title of the book could be?Why do you think that?

• Open the book to the first page.• Describe what you see on the page.• As a class, look at the book, page by page, and talk

about the pictures.• What do you think this book is about?

Read(teacher, class)• Read the book to the class, pointing to the words as

you read them.• Read the book a second time, with students also

pointing to the words as you read.

Discuss(teacher, class)• Talk about how the pictures helped you understand

the words on the page.• Talk about the book’s content.

Practice(student, pairs)• Read a page of your choosing to the teacher or a

friend.• Draw a picture to show what the book was about.

Evaluate(teacher, student)• Does the drawing show what the book is about?• What was the main idea?• Use Reading Lesson Checklist p. 10 to evaluate

student understanding. Assess two or three studentseach reading session.

Lesson 1 Reading First StepNonfiction forKindergartenPurpose: Students will become familiar with writtentext and reading strategies.

Objectives• Recognize the format of nonfiction books.• Explain attributes that make a book interesting.• Employ basic reading strategies.• Identify beginning letters in book titles.• Construct meaning from text and pictures.• Make predictions based on picture cues.

Activity Procedures

Prepare(teacher)• Copy Reading Lesson Checklist p. 10.

Pretest(class)• Ask students to think of their favorite story or book.• Choose students to explain why they liked a

particular story or book.

Preview(teacher, class)• Choose a Basic Human Needs book to preview

together.• Ask students to look at the book’s title on the front

cover. What letter does the title start with?

Materials• Basic Human Needsbooks

• Reading LessonChecklist p. 10

T E A C H I N G B A S I C H U M A N N E E D S 3

• Ask students to share the things we need to stayalive. Write or draw these things under Needs.

• Look at the two lists with the students. What is thedifference between a want and a need? Are thereany items that could be both a want and a need?

Read(teacher)• Read Basic Human Needs books.

Model(teacher)• Explain that all of the things in the Basic Human

Needs books are needs. • Show students one of the Wants and Needs posters

you prepared. Read the title on each side of thepaper. Discuss the beginning letter of each word andhow to differentiate between the two words.

• Tell students that they are going to make a Wantsand Needs poster with a partner. Each student willget three magazine pictures. The student and theirpartner need to decide if each picture is a want or aneed. Then they need to glue that picture onto thecorrect side of their poster.

• Demonstrate the activity. Choose two pictures (awant and a need) and have the students help youdecide if they are wants or needs. Glue them ontoyour poster.

Practice(partners)• Have students work in pairs. Give each pair six

magazine pictures to glue onto their poster. • Circulate to help students work together as a team.

Discuss(class)• Have students share their posters. • Were there any pictures that were both a want and a

need? How did you decide which category was thebest for that picture?

Evaluate(student, teacher)• Have each student complete Needs and Wants

Evaluation p. 11 to evaluate for understanding.

T E A C H I N G B A S I C H U M A N N E E D S4

Lesson 2Wants vs. NeedsPurpose: Students will differentiate between wantsand needs by sorting pictures.

Objectives• Define the words want and need.• Identify examples of wants and needs.• Classify objects as wants or needs.• Create a poster.• Evaluate other students’ choices.

Activity Procedures

Prepare(teacher)• Cut out at least three pictures from magazines for

each student. Make sure the pictures evenlyrepresent wants and needs.

• Create wants and needs posters for students. On a largepiece of construction paper, draw a line down themiddle to divide the paper in half. At the top of onehalf, write Needs. At the top of the other half, writeWants. Make one of these for every two students.

• Copy Needs and Wants Evaluation p. 11 for eachstudent.

Pretest(class)• Write the words Wants and Needs on the board or on

chart paper.• Ask students to share some of the gifts they want for their

next birthday. Write or draw these things under Wants.

Materials • Basic Human Needsbooks

• assorted picturesfrom magazines

• large constructionpaper

• glue• Needs and WantsEvaluation p. 11

• crayons• pencils

T E A C H I N G B A S I C H U M A N N E E D S 5

Model(teacher)• Show students the different articles of clothing. Ask

students to identify each item.• Discuss in what kind of weather you would wear each

article of clothing. • Discuss how the weather in your part of the country

affects what you wear.

Practice(student)• On Clothing Every Season p. 12, have each student

draw a picture of themselves and how they woulddress for the season in each box. You may want totake the students through the worksheet togetherseason-by-season.

Discuss(class)• Are there places in the world where you can wear a

swimsuit outside in the winter?• Are there places in the world where you have to

wear hats, mittens, and scarves in the summer?

Evaluate(teacher)• Check each student’s Clothing Every Season p. 12

for completeness and understanding.

Lesson 3Clothing EverySeasonPurpose: Students will draw pictures to show how theseasons affect what we wear.

Objectives• Recall the definition of a need.• Explain why we need clothing.• Determine how weather affects our clothing choices.• Classify articles of clothing by season.• Create a drawing.• Compare seasons and clothing all over the world.

Activity Procedures

Prepare(teacher)• Copy Clothing Every Season p. 12 for each student.

Pretest(class)• Review with students what a need is.• Why do we need clothing?

Read(class)• Read Clothing to the class.

Materials• Basic Human Needsbooks

• Clothing EverySeason p. 12

• crayons

• swimsuit• hat, scarf, andmittens

• sweater• rain jacket

T E A C H I N G B A S I C H U M A N N E E D S6

Pretest(class)• Review what a need is.• Why do we need food?

Read(teacher)• Read Food to the class.

Model(class)• Prepare the recipe you have chosen with your class.

Give each student a job to do.• When making the recipe, try to use sequence words

to describe what you are doing, such as before, after,first, next, then, and finally.

Practice(class)• After preparing your recipe, pass out Recipe for

_________ p. 13 to each student.• Show students the steps for the recipe that you drew

and cut out. Have the students help you put themin the correct sequence.

• Take students through each step of the recipe again.Have them draw a picture for each step on Recipefor _________ p. 13.

Discuss(class)• What other snacks could we make this way?• What would happen if we changed the order of the

steps in the recipe?

Evaluate(teacher)• Check each student’s Recipe for _________ p. 13 for

completeness and understanding.

Lesson 4RecipePurpose: Students will work together to make arecipe and draw each step.

Objectives• Recall the definition of a need.• Explain why food is a need.• Demonstrate how to follow a recipe.• List the steps in a recipe.• Assemble steps in correct sequence.• Predict different outcomes.

Activity Procedures

Prepare(teacher)• Choose a simple recipe that you can prepare with

your class. Some suggestions are:celery with peanut butter and raisins (Ants on a

Log)trail mixice creammuffinspancakesorange juice

• Gather ingredients and materials needed for chosenrecipe.

• Copy Recipe for _________ p. 13 for each student.• Complete Recipe for _________ p. 13 for the recipe

you have chosen. Draw a picture in each box foreach step. Cut out each box.

Materials• Basic Human Needsbooks

• Recipe for _______p. 13

• crayons

• items for recipe(items depend onwhat you decide tomake)

• scissors

Model(teacher)• Using Homes, discuss different kinds of homes all

over the world. List different types, such as a house,an apartment, a trailer home, etc.

• Use My Home p. 14 to draw a picture of the outsideof your home in the space provided.

Practice(student)• Have students draw a picture of the outside of their

home on My Home p. 14.

Model(teacher)• Discuss why we need homes. Use Homes to make a

list of things that we do in our homes.• Use What I Like to Do in My Home p. 15 to draw a

picture of your favorite activity in your home.

Practice(student)• Have students draw a picture of their favorite thing

to do in their home on What I Like to Do in MyHome p. 15.

Discuss(class)• Share student drawings.• What makes a house a home? Is it the building or

what is inside? Explain.

Evaluate(teacher)• Check each student’s My Home p. 14 and What I

Like to Do in My Home p. 15 for completeness andunderstanding.

Lesson 5HomesPurpose: Students will draw pictures of their homesand their favorite activities in their homes.

Objectives• Recall the definition of a need.• Explain why a home is a need.• Draw a home.• Compare different types of homes.• Illustrate a favorite activity.• Evaluate what is important in a home.

Activity Procedures

Prepare(teacher)• Copy My Home p. 14 for each student.• Copy What I Like to Do in My Home p. 15.

Pretest(class)• Review with students what a need is.• Why do we need homes?

Read(teacher)• Read Homes to the class.

Materials• Basic Human Needsbooks

• My Home p. 14

• What I Like to Do inMy Home p. 15

• crayons

T E A C H I N G B A S I C H U M A N N E E D S 7

T E A C H I N G B A S I C H U M A N N E E D S8

Model(class)• Ask students what your job is (teacher). What do

teachers need to do their job? What tools does ateacher need?

• What do firefighters need to do their job? Whattools does a firefighter need? (Example, hat, coat,boots, truck, walkie-talkie, ax, hose, water, etc.)

Practice(class)• On Tools for a Job p. 16, students need to choose a

job and draw or write words to show the toolsneeded to do that job.

Discuss(class)• Have students share their drawings.• Ask students what jobs they have. What tools do

they need?

Evaluate (teacher)• Check each student’s Tools for a Job p. 16 for

completeness and understanding.

Lesson 6JobsPurpose: Students will learn about various jobs andwhat tools are needed to do different jobs.

Objectives• Recall the definition of a need.• Explain why a job is a need.• Demonstrate what a job is.• Identify tools needed for a job.• Make a picture.• Compare jobs.

Activity Procedures

Prepare(teacher)• Copy Tools for a Job p. 16 for each student.

Pretest(class)• Review with students what a need is.• Why do we need jobs?

Read(teacher)• Read Jobs to the class.

Materials• Basic Human Needsbooks

• Tools for a Job p. 16

• crayons

Priddy, Roger. ABC of Jobs. New York: St. Martin’sPress, 2003.This book explores common jobs in the UnitedStates.

Swain, Gwenyth. Eating. Minneapolis: LernerPublications Company, 1999.This book features children from around theworld eating.

WEBSITESKidsHealth for Kids

http://www.kidshealth.org/kid/Check out the Staying Healthy section for adviceabout what foods are good for you, and whichshould only be eaten once in awhile to maintaingood health. Go to the Recipes section for kid-friendly recipes.

MyPyramid.gov – For Kidshttp://www.mypyramid.gov/kids/index.htmlTeachers can use this site to find kid-friendlyactivities and reproducibles on healthy eatingand the new food pyramid.

T E A C H I N G B A S I C H U M A N N E E D S 9

Additional ResourcesBOOKSBeinstein, Phoebe. What Will I Be?: Dora’s Book About

Jobs. New York: Simon & Schuster Children’sPublishing, 2004.In this illustrated board book, Dora exploresvarious jobs while trying to decide what she’dlike to be when she grows up.

Doudna, Kelly. Clothing Around the World.Minneapolis: ABDO Publishing Company, 2004.Students will see the kinds of clothing worn bypeople living in different locations around theworld.

Jackson, Abby. Homes. Memphis, TN: Yellow UmbrellaBooks for Early Readers, 2004.Simple text and photographs explain why peoplehave homes and show various kinds of homesfrom around the world.

Komatsu, Yoshio, Eiko Kumatsu, and Akira Nishiyama.Wonderful Houses Around the World. Bolinas, CA:Shelter Publications, Incorporated, 2004. Color photographs and cutaway illustrationsshow students different kinds of homes, personalbelongings, and daily activities from all over theworld.

Kishel, Ann-Marie. Carpenter. Minneapolis: LernerPublishing Group, Inc., 2007.Vivid color photographs and simple text explainthe job duties of carpenters. Other books in theWork People Do series include Teacher, Doctor,Server, Bus Driver, and Cook.

Nathan, Emma. Clothing. Farmington Hills, MI: GaleGroup, 2002.This book introduces clothing worn in differentparts of the world, including simple robes wornby Tibetan monks and colorful kente cloth wornby men and women in Ghana.

Nelson, Robin. From Tree to House. Minneapolis:Lerner Publications Company, 2004.This book shows the step-by-step process ofbuilding a house.

Nelson, Robin. Where Is My Home? Minneapolis:Lerner Publications Company, 2002.This text introduces different kinds of homesfrom all over the world.

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Reading Lesson Checklist

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Teaching Basic Human Needs

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Needs and Wants Evaluation

Directions: Draw a need in this box.

Directions: Draw a want in this box.

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Teaching Basic Human Needs

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Clothing Every Season

Name __________________________________________________________

Spring Summer

Winter Fall

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Teaching Basic Human Needs

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Teaching Basic Hum

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Name

My Home

Teaching Basic Human Needs

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What I Like to Do in My Home

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Teaching Basic Human Needs

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Name

Job

Tools for a Job

Teaching Basic Human Needs