Activity 4

(Adapted from It's Only Right!)

Topic/Concept: Basic needs can be considered rights.

Title: Wants and Needs.

Level: Primary (K-III).

Outcomes: to develop an understanding of wants and needs.

to be able to distinguish between wants and needs.

to develop an understanding of rights.

to become involved in the decision-making process.

to develop an understanding of the responsibilities which correspond to the wants and needs.

Curriculum Connections:

It is expected that students will:

Language Arts: speak and listen to explore, extend, clarify, and reflect on their thoughts, ideas, feelings, and experiences.

communicate information and ideas effectively and clearly, and respond personally and critically.

use writing and other forms of representation to explore, clarify, and reflect on their thoughts, feelings, experiences, and learning.

Social Studies: recognize that members of communities have basic needs and wants.

Health: understand that obtaining the appropriate nutrients daily will contribute to general health and well-being.

develop an awareness of the type of clothing needed for different types of weather conditions.

understand that individuals need a balance of rest and activity

understand the roles and responsibilities of individuals in promoting and maintaining positive relationships.

understand the need for personal cleanliness and caring for and protecting the body and its organs.

Strategies

Step 1 - Present each group of four participants with a set of Wants and Needs Cards. Give them some time to decide on four things to add to the list.

Step 2 - Explain that each group will be able to get only some of the things that they want and need. Give each group one die. Each member can role the die once. The sum of the four rolls indicates the number of Wants and Needs Cards that the group will be allowed to keep. Have each group go through their cards and eliminate the required number.

Step 3 - Have each group report on:

the needs and/or wants they were allowed to keep
the cards they decided to keep
how they came to their decisions
what, if anything, was difficult about the decision-making process

Step 4 - Discuss these questions:

Do all groups in society get their needs and wants met equally?
If not, what accounts for their differences?
Is it fair for these types of inequalities to exist?
What can we do in our school/classroom to provide for more equality?

Implications for Teaching/Learning:

Children will develop their own definition of `rights'. Then they can draw up a list of rights that, in their opinion, are basic for people of their age, using the Wants and Needs Cards as a starting-point. Also discuss the corresponding responsibilities.

Have them compare this list with the Convention on the Rights of the Child.

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