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Catharine Davis
Lesson Plan Natural Resources For the SS Unit Plan Essential Question/s How are natural resources defined? Examples? How are human resources defined? Examples? How are capital resources defined? Examples? NCSS THEME Production, Distribution and Consumption VA Standards of learning Economics 2.7 The student will describe natural resources (water, soil, wood, and coal), human resources (people at work), and capital resources (machines, tools, and buildings) Science 2.8 The student will investigate and understand that plants produce oxygen and food, are a source of useful products, and provide benefits in nature.
Objectives Students will be able to identify examples of natural resources in their community. Students will be able to distinguish between natural resources and other.
Materials for Learning Activities Outdoor time/space Observation Journals Pencils Large paper for KWL chart Marker Camera Projector/Smartboard with various images Student Materials
Teacher Materials
Procedures for Learning Activities
Catharine Davis Introduction 5-10 minutes (with transition) o Teacher will create a KWL chart on the board and ask students what they know about the terms natural, human and capital resources. Have they heard these terms before? Whats the difference? What are examples of each?
o After all the ideas are documented, the teacher will focus on natural resources and help define the term by giving an example and asking students to classify whether the example is a natural resource or one of the other two. (Students will explore each resource individually- in a different lesson) o Students will Create a header in their observation journals: Natural Resources o Then students will be directed to grab their observation journals, a pencil and line up for an outdoor exploration of natural resources. Instructional strategies 25 minutes o Outside, children will observe and write or draw in their journals the natural resources they see and label them accordingly. o The teacher will take photos of some of the resources the children suggest. o Class will regroup in the classroom and share some of their findings. o The teacher will project the photos taken outside for students to see and later print them for students to paste into their journals. o Students will discuss in small groups some common traits and characteristics of natural resources. Natural resources come directly from nature; water, soil, wood, coal etc.
Summary 10 minutes o Class will refocus their attention on the KWL chart and fill in any new information gained through this lesson- but students will continue to add on as they gain new understandings of the resource types. o In this lesson students have explored one of the three types of resources (Natural, capital and human.) o Teacher will explain that they will be exploring the other two resources in the next lesson. If students included any resources that arent classified as natural, for example a bench, this is a good opportunity to connect to the upcoming lesson on the other types of resources. Additionally, this is an opportunity to address that many resources we have come from natural
Catharine Davis resources, but these are classified as capital resources because, for example nature does not make a bench. Assessment Student journal entries will show if students were able to identify natural resources in their community and based on what they list, it will also demonstrate if they can distinguish between natural resources and other resources. KWL chart will demonstrate what the students as a whole understand/ need more practice with.
Differentiation In the journals students can either write their observations or draw them to meet the needs of those students who are more visual learners. For the students who quickly understand the concept of natural resources challenge them to think of other resources that may be made from natural resources- and what would they classify as? Provide more guidance for students who need it- provide them with a word bank to help them identify examples of natural resources. Interaction with peers through group discussion and partner discussion is helpful for the Interpersonal learners (Gardner).
