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Designing a Learning

Experience
The Blueprint
NAMES:YASQUEL ALVAREZ, MELENY WEBER
PROJECT TITLE: THE WAY WE ARE
PROJECT ESSENTIAL QUESTIONS: HOW

IS MY EPAL SIMILAR TO AND

LESSON TITLE: HOW DO NATURAL RESOURCES


NEEDS OF HUMAN LIFE.

DIFFERENT

FROM ME?

AND MAN-MADE RESOURCES SATISFY THE

GRADE LEVEL: SECOND GRADE


SUBJECT(S):SCIENCE
DURATION: 1

HOUR

45

MIN PERIOD

PURPOSE OF THE LESSON


Connection to Global Mini Project
This lesson plan fits into the larger context of our Global Mini-Project Plan
because students will be completing a science lesson to learn more about
their ePals native country and its natural resources. Throughout the Global
Mini Project Plan students will be comparing and contrasting themselves to
their ePals life. Learning about the natural resources in the country that their
ePal is from will help them achieve a greater understanding of what natural
resources are, and how the use of them affects the lives of their ePal. Students
will first learn about the natural resources in their own community, and then
email their ePal to learn about the natural resources that affect their lives.

Curriculum Alignment (Standards)


Grade level: Second grade
Subject: Science
Standard 6: Environmental Science
Topic: Natural resources and human needs
Indicator: recognize and explain how earths natural resources from the
natural environment are used to meet human needs.
Grade Level: Second
Subject: English -Writing

Cluster: Production and Distribution of Writing


W2: Write informative/explanatory texts in which they introduce a topic,
use facts and definitions to develop points, and provide a concluding
statement or section.

Objectives
1) SWBAT recognize and explain how natural resources are used to make manmade resources that meet human needs by completing the resources chart
and collaborating with peers.
2) SWBAT write informative texts in which they include the topic, facts for
support, and a concluding point by writing an email to their ePals about
resources and their global use.

Knowledge
Students should be able to
recall water, air, soil, minerals,
animals, and plants as basic
natural resources.
They should also know that
humans use these resources to
meet their needs.
Students should also know the
resources used in their ePals
region, and how the resources
are similar and different all over
the world.
Students will need to be able to
identify each basic natural
resource, and identify the
products that they produce.

Skills/Processes
Students will be able to classify
resources on the school ground
as natural vs. man-made.
Students will be able to explain
what natural resources are to
their ePal, and give examples
of both natural and man-made
resources in their environment.
Students must practice
observatory skills in order to
analyze natural resources
found in their surroundings
(backyard of the school).

Understanding (Big Idea)


Students will need to
understand what natural
resources are and how they can
affect the needs of humans.
Students will need to know that
the use and prevalence of
natural resources vary from
country to country.
Students will be focusing on the
natural resources of their ePals
country and

Dispositions/Habits of Mind
Students should keep an open
mind about the natural
resources used to make various
products that they may be
unfamiliar with. They also need
to be open-minded about
resources pertaining to their
ePals country of origin.
Students should also be
persistent when searching for
natural resources, and man-

comparing/contrasting it to
theirs, thus learning about the
natural resources in America
and one foreign country.

made resources around the


school. It may not be an easy
task at first, but they must
keep trying to find examples of
both.
Students must communicate
with clarity and precision when
they are emailing their ePals.
The information they learned
should be written clearly so
Assessment:
that their ePals will understand
them.
The students will be assessed on three separate tasks. First, students will be
exploring the school grounds in order to find natural resources, and manmade
resources. Students will also be recognizing how these resources meet human
needs. During the exploration, the teacher will walk around and check-in with
students on their progress. At the end of the lesson, the charts will be collected.
The second task is a journal entry. Students will answer the 4 questions posed after
a mini discussion/reflection on the exploration activity. The teacher will circulate
when students are writing and will answer any further questions. The journal will be
collected at the end of the lesson. The third task is the email students write to their
ePals. Students will collaborate as a class to come up with what they will include in
the emails. Students will be sure to introduce the topic, use facts to develop points,
and include a conclusion on how the resources meet the needs of humans. Teacher
will read over drafts of the email to make sure the information is accurate before

Produc
t/
Record
s to be
Assess
ed
Journal

Evaluat
ion
Criteria

4.0
(Exceeds
Expectation
s)

3.0
(Meets
Expectatio
ns)

2.0
(Approach
es
Expectati
ons)

1.0
(Does not
meet
expectatio
ns)

Answers
question
s

The student
fully
answered all
4 questions
with detail
(drawn with
explanation
or written).

Student
answered 4
questions
(written or
drawn) post
observation.

Student has
not
answered
any of the 4
questions
(written or
drawn) post
observation.

Journal

Writes
reflects
on what
they
learned

The student
wrote 3 or
more
sentences
about what

The student
also wrote
at least 2
sentences
about what

Student
partially
answered
the
questions,
or
answered
some
incorrectly.
The
student
wrote 1
sentence
about what

The
students did
not write
sentences
about what

Natural
Resour
ces
Chart

Email
messag
e to
their
ePal

Email
messag
e to
their
ePal
Email
messag
e to
their
ePal

Email
messag
e to
their
ePal

Chart
completi
on

Defines
what a
natural
resource
s is

Writes
all 6
natural
resource
s
Gives
example
s of
manmade
products

Asks
about
resource
s found
in ePals
region

they learned
during the
lesson.

they
learned
during the
lesson.

they
learned
during the
lesson.

they
learned.

Chart is
complete,
with 3 or
more
examples in
more than
one column.
Student
correctly
defines what
a natural
resource is.

Chart is
complete,
with 2
examples in
each
column.

Chart has
one
example in
every
column.

Chart is
incomplete
and boxes
are left
blank.

Student
correctly
defines
what a
natural
resource is.

Student
vaguely
defines
what a
natural
resource is.

Student
incorrectly
defines what
a natural
resource is.

Student tells
ePal all 6 of
the natural
resources,
and explains
them.

Student lists
all 6
resources

The
student
lists less
than 6 of
the natural
resources

Students
lists less
than 3
resources

Student
gives more
than 6
examples of
man-made
products
that come
from the
resources

Student
gives 6
examples of
man-made
products
made from
the
resources.

Student
gives less
than 3
examples of
man-made
products
made from
the
resources

Student asks
what
resources
are found in
their ePals
country, and
asks what
man-made
products are
also made
from them.

Student
asks ePal
what
natural
resources
are found in
their
country,
and asks for
examples of
man-made

Student
gives less
than 6
examples
of manmade
products
that come
from the
resources.
Student
asks about
resources
in their
ePals
country.

Student
doesnt ask
the ePal
what natural
resources
are found in
their
country, and
does not
properly ask
for

Student also
asks other
questions
about
resources
found in
their
country.

products
that come
from them.

examples of
man-made
products
that come
from them.

LEARNING EXPERIENCE
Vocabulary & Terms
Minerals: A naturally occurring, inorganic solid with a definite chemical
composition.
Natural resources: Materials or substances that occur in nature and can be
necessary or useful to humans. They can also be used for economic gain.
Organisms: Any living or biotic part of the environment. They usually have
five basic needs such as air, water, nutrients, energy and a habitat.
Soil: Soil is a mixture of minerals from weathered rock and decaying plant
and animal matter.

Instructional Materials and Supplies:


Journals (students already have)
Natural resources chart (24, one for each student)
Clipboards (24, one per student)
6 objects to represent natural resources (flower, feather, water bottle,
rock, empty jar, and a bag of soil)
Technology:
Computers (24), projectors (1), smart board
Resources:
http://www.calrecycle.ca.gov/Education/curriculum/ctl/K3Module/Unit1/Lesson1
.pdf

Sequence
Event

Procedure/Activity; Questioning Strategies; & Management


Considerations:

Were going to play a guessing game!


The teacher splits the students into 6 groups.
I need one volunteer from each group The first person from each
group to raise his or her hand will be the knower. Those students
will then come out into the hallway, and will be handed one object
(flower, teddy bear, water bottle, rock, empty jar, or bag of soil).
You must keep this item behind your back when you go back to
your group. Dont let them see! The rest of your group members are
going to guess what item you are holding by asking yes or no
questions. If they get stuck you can give them a clue, but dont give
it away.
They all go back into the classroom
A member from each of your groups is holding something. It is your
job to guess what they are holding by asking yes or no questions
only. You have 3 minutes.
LAUN
CH
(10
minutes
)

After three minutes


All six of these items represent natural resources. Does anyone
know what a natural resource is?
Allow some time for students to answer.
Natural resources are things that come from nature and are the
living and nonliving components that support life on Earth. Who
wants to guess what the six main natural resources are? Anyone
know one?
Calls on raised hands. Teacher will explain any resources not
mentioned.
The six main natural resources are plants (points to flower), animals
(points to teddy bear), water (points to water bottle), air (points to
empty jar full of air), minerals (points to rock), and soil (points to bag
of soil). Minerals are naturally occurring substances that come from
rocks. Some minerals are iron, salt, gold, and silver. Minerals are
very important for animals and plants because they keep us healthy.
Minerals are found in soil, which provides water and nutrients to
plants. Many animals also live in or on soil. Believe it or not all of
these are found in nature, even at our very own school!

Teacher hands out the natural resources chart and a clipboard to


students. The teacher will then pair up students to work as partners.

EXPLO
RE
(30
minutes
)

Together we are going to explore outside. We are going to observe


nature, and look for natural resources. Find at least two examples of
each natural resource, and write what you found on your chart. In
the second column, you are going to look for items that are made
from natural resources. These are called man-made items because
they cannot be found in nature. For example, this wooden desk is
made from plants (a tree!). Another example of a manmade
resource is the gravel walkway. Men laid down rocks, which are
made up of minerals to create this. Try to find 2 examples of manmade items that are made from each natural resource and write
what you found on your chart.
Students will then be instructed to line up at the door. Then the
teacher will lead them outside of the school building. They are
instructed to stay with their buddy, and not to go too far from the
teacher.
Teacher circulates and checks in on the partners, answering any
questions, or offering any feedback. They will have 10 minutes to
explore the school grounds, and fill out their chart. If they cannot
find enough man-made objects outside, they are encouraged to keep
looking on the way back to class/ in the classroom.

PRESE
NT
(25
minutes
)

After settling back into their seats, the teacher will lead a mini
discussion on what they found. Students will complete a think-pairshare (with a new partner) on their experience.
Then the teacher will ask students to share with the class what they
talked about with their partner. The teacher can further prompt
students with
What natural resources did you find outside? (calls on various
students)
What resource did you see the most of? What resource did you see
the least of? Why do you think that is?
Now that we discussed, let us answer these questions:
Was it easier to find man-made objects inside or outside?
How are these resources used by people?
Do you think these resources are found all over the world?
Do you think they are used in the same way? Why/ Why not?
10 minutes later

We want to share what we learned with our ePals! But first, lets
discuss what we want to tell them, and what we want to learn about
resources in their country. What is the topic of this email, and what
facts do you want to share with them?
Teacher calls on students, and writes responses on the smart board.
What facts do you want them to share with you? What do you want
to learn about resources in their country?
Calls on more students. Continues writing responses on the board.
How should we conclude our emails?
Calls on more students. Continues writing responses on the board.
Please pull out your journals and draft an email to your ePal. Keep
in mind what we just discussed as a class to help guide you with
your writing.

APPLY
(30
minutes
)

CLOS
URE
(10
minutes
)

Teacher projects what students contributed to the discussion on the


board for the class to look at as they write the rough draft. Teacher
reviews each rough draft as they are completed (with a maximum
time of 15 minutes). Once the students draft is approved, students
have permission to get a laptop and write the email to their ePal. If
the draft is not approved, students will receive feedback, and will be
asked to revise. When students are writing the emails, the teacher
will circulate and offer help to students who need it.
This activity shows the teacher what the students understand and
how they will be able use facts and definitions to communicate with
their ePal. If the students can correctly explain natural resources to
their ePal, they understand the concept. Students also show they
understand the concept of natural resources by providing some
examples from America and then in return learning about the
resources in their ePals country of origin. Students will further use
this information to complete their final project of The Way We Are
to compare and contrast themselves to their ePal.
We will take some time to reflect on todays lesson in our journals.
What natural resource do you find is most important to your own
needs and why? When writing your entry, be sure to introduce the
topic, explain it using facts, and wrap it up with a concluding
statement.
Students will write for 10 minutes and then turn it in.

*Additional Resources + Materials:


(on the next page)

Name:

Date:
Natural Resources Chart

Natural
Resource
Plants

Animals

Minerals

Soil

Water

Air

Example

Man-made
example

How Humans Use


it

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