Needs to Survive

Overview

Today’s lesson focuses on what living things need to survive, linking needs to simple examples from students’ everyday lives. Students will use a short video and a needs-sorting game to practise identifying needs versus wants.

Learning intentions

• WALT identify needs that living things require to survive.
• WALT sort examples into “need” or “want” for a living thing.
• WALT explain how needs help living things stay alive (using simple reasons).

Success criteria

• I can name at least three needs (for example: food, water, air, shelter).
• I can tell the difference between a need and a want.
• I can give a reason using “because” (e.g., “A plant needs water because…”).
• I can participate respectfully in the game and share my thinking.

Curriculum links

• Te Mātaiaho Social Sciences, Economic Activity / Financial Education: “Needs are essential for survival (e.g. food, shelter).”
• Te Mātaiaho Social Sciences, Economic Activity / Financial Education: “Identifying examples of personally relevant needs and wants.”
• Key competency (critical thinking): questioning, sorting, and justifying choices about needs and survival.

Lesson structure (30 minutes)

1. 0–3 min · Hook (video). Teacher plays a short video showing animals/plants being looked after, then asks: “What do you notice that the living things need?” Students do a quick think-pair-share: point to one thing they saw and say whether it looked like a need.

2. 3–10 min · Direct teaching (needs vs wants). Using the needs to survive slides, teacher shows images of a plant, a bird, and a human, and models language: “A need helps a living thing survive.” Students repeat and practise “need” vs “want” using teacher think-aloud (“I think this is a need because…”).

3. 10–18 min · Game: Need or Want Sort. Teacher sets up stations or a whole-class line-up; with a card deck (teacher-made), students each draw one card and place it in the correct pile (need/want) on the floor or board. Teacher uses the needs to survive slides to show the sorting rule and to clarify any tricky items (e.g., toys for pets = want). Students take turns, explain one chosen card to a partner, and listen for feedback.

4. 18–24 min · Worksheet: Survival needs. Teacher distributes the needs to survive worksheet and reads the instructions aloud. Students complete:

• circle the needs
• write one “because” sentence for one living thing Teacher circulates and prompts with sentence starters.

5. 24–28 min · Share and correct. Teacher uses the needs to survive slides to display two example answers (one strong, one incomplete). Students use “I agree/disagree because…” to improve one another’s explanations.

6. 28–30 min · Plenary: Exit ticket. Teacher gives a rapid oral check: “Name one need and one reason.” Students respond individually; teacher records common correct ideas and one misconception to revisit later.

Resources

• the needs to survive slides (video stills + needs vs wants examples + game instructions + model answers)
• the needs to survive worksheet
• Short, teacher-selected survival-needs video (2–4 minutes)
• Need/want picture cards (food, water, air, shelter, sunshine, toys, games, clothes, decorations)
• Piles/signs labelled “Need” and “Want”
• Sentence starter cards: “A living thing needs ___ because ___.”
• Timer (optional)

Assessment

• Observe during the game: Can students justify “need” choices using a simple reason?
• Worksheet check: Completion of circles and one “because” sentence.
• Plenary oral responses: Can students name a need and give a reason?

Differentiation

• Support: Provide a word bank on the worksheet (food, water, air, shelter) and sentence starters for “because”.
• Support: Allow pair support for students who need extra processing time during the game.
• Extension for advanced learners: Ask students to choose one living thing and identify an extra need (e.g., plants need sunlight; some animals need space/cover) and explain how it helps survival.
• EAL considerations: Use visual cards and consistent vocabulary (“need”, “want”, “survive”) repeated across slides, game prompts, and worksheet.

Extension (optional)

• Advanced learners create a mini “survival checklist” for one living thing (one need per box) and share it with the class.