Resources, Needs & Wants

Year Level

Year 5

Duration

50 minutes

Learning Area

Humanities and Social Sciences (HASS) – Economics and Business

Curriculum References

Content Descriptor: AC9HS5K08
Identify types of resources, including natural, human and capital, and how they satisfy needs and wants; distinguish between needs and wants, and how resources might be used more sustainably to meet these needs and wants into the future .
Cross-Curriculum Priorities: Sustainability
General Capabilities: Literacy (English), Numeracy (Mathematics), Critical and Creative Thinking, Ethical Understanding

WALT (We Are Learning To)

Identify and describe natural, human, and capital resources.
Differentiate between needs and wants.
Understand how resources are used sustainably to meet needs and wants in the future.

Success Criteria

I can name examples of natural, human and capital resources.
I can explain the difference between needs and wants.
I can give examples of how resources can be used sustainably.
I can work with my peers to categorise resources and needs/wants.

Lesson Outline

Time	Activity	Details	Resources	Differentiation
0–10 min	Introduction & Prior Knowledge Activation

Begin with a brief class discussion: "What do we need to live? What do we want?"
Use a think-pair-share to explore students' understanding of needs vs wants.
Introduce the three types of resources: Natural (e.g., water, trees), Human (people’s labour/skills), Capital (tools, machines).
Show simple examples for each with pictures or physical objects. | Pictures, chart paper, markers | Support students with sentence starters: "A need is…", "A want is…". Use visuals and concrete items for clarity. | | 10–25 min | Group Sorting Activity: Needs, Wants & Resources |
Divide class into groups of 5 students.
Provide each group with a set of picture cards or objects depicting various items or services (e.g., food, toys, doctors, tractors, trees).
Groups sort items into three columns on a large sheet: Needs, Wants, Types of Resources (natural, human, capital).
Circulate and prompt thinking, e.g., "Is this something we have to have to live?" "Which resource makes this possible?"
Groups prepare a short explanation of their sorting. | Picture cards or printed images of everyday items, chart paper, sticky notes | For students needing extra support, provide labelled categories and visual aid cards. For extension, challenge advanced groups to suggest ways to use resources more sustainably for their items. | | 25–35 min | Class Discussion and Chart Creation: Sustainability |
Draw a large table on the board with columns: Resource Type, Examples, How it meets Needs/Wants, Sustainable Use Idea.
Ask groups to share their findings to fill the chart progressively.
Introduce simple concepts of sustainability – using only what we need, reusing, recycling, protecting natural resources.
Highlight how sustainable use helps meet needs in the future. | Whiteboard/chart paper, markers | Support EAL learners with word banks related to sustainability (e.g., recycle, reuse, conserve). Use real-life examples relevant to students’ lives and environment. | | 35–45 min | English Integration: Vocabulary and Sentence Writing |
Using vocab from the lesson (needs, wants, natural resources, human resources, capital resources, sustainable), students write 3 sentences:
1. Sentence about a need and the resource that satisfies it.
2. Sentence about a want and the resource that satisfies it.
3. Sentence about why using resources sustainably is important.
Encourage use of descriptive language and connectives (because, so, and).
Pair-share sentences with a partner for feedback. | Vocabulary cards, writing paper | Provide sentence starters or scaffolded sentence frames for students needing help. Advanced learners can write a short paragraph or create a mini-poster with their sentences. | | 45–50 min | Math Integration & Wrap-Up: Survey and Graph |
Quick class survey: "Which type of resource do you think is the most important for meeting our needs?" Students vote by raising hands.
Teacher records results on a tally chart and creates a simple bar graph on the board.
Briefly discuss results and what they tell us about resources and needs.
Recap WALT and success criteria. | Prepared tally chart template on board or paper, markers | Use varying formats for graph representation visually (colours, labels). Challenge advanced students to calculate percentages or compare the data.|

Differentiation Strategies

Use visuals, manipulatives, and real-life examples to help concrete understanding.
Provide sentence starters and vocabulary lists for EAL or less confident students.
Work in mixed-ability groups so peer support happens naturally.
Allow advanced students to research an additional resource or sustainable practice and share with the class.
Allow students with fine motor difficulties to dictate sentences or use speech-to-text tools.

Assessment

Observe group discussions and sorting activity for understanding of resources and needs/wants.
Collect student written sentences for evidence of vocabulary and concept comprehension.
Monitor participation in survey and graphing for engagement with cross-curricular numeracy skills.

Extensions for Advanced Learners

Research a local Australian sustainable business or initiative that uses natural, human, and capital resources wisely. Present findings in a short verbal or visual report.
Create a "Sustainability Action Plan" for the classroom or home that details how to save a particular resource (water, paper, energy).

This lesson integrates key learning from the Australian Curriculum AC9HS5K08 focusing on resources and needs/wants and includes cross-curricular connections with English (vocabulary, writing) and Mathematics (data collection and graphing). It also introduces sustainability in a way meaningful for Year 5 students to build awareness of resource use for the future .