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
Skills/Processes
Students should be able to recall
Students will be able to classify
water, air, soil, minerals, animals,
resources on the school ground
and plants as basic natural
as natural vs. man-made.
resources.
Students will be able to explain
They should also know that
what natural resources are to
humans use these resources to
their ePal, and give examples of
meet their needs.
both natural and man-made
resources in their environment.
Students should also know the
resources used in their ePals
Students must practice
region, and how the resources
observatory skills in order to
are similar and different all over
analyze natural resources found
the world.
in their surroundings (backyard
of the school).
Students will need to be able to
identify each basic natural
resource, and identify the

products that they produce.

Understanding (Big Idea)

Dispositions/Habits of Mind
Students will need to understand
Students should keep an open
what natural resources are and
mind about the natural resources
how they can affect the needs of
used to make various products
humans.
that they may be unfamiliar
with. They also need to be open Students will need to know that
minded about resources
the use and prevalence of natural
pertaining to their ePals country
resources vary from country to
of origin.
country.
Students should also be
Students will be focusing on the
persistent when searching for
natural resources of their ePals
natural resources, and mancountry and
made resources around the
comparing/contrasting it to
school. It may not be an easy
theirs, thus learning about the
task at first, but they must keep
natural resources in America and
trying to find examples of both.
one foreign country.
Students must communicate
with clarity and precision when
they are emailing their ePals.
The information they learned
should be written clearly so that
their ePals will understand them.

Assessment:
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

Product Evaluati
/
on
Records Criteria
to be
Assess
ed

4.0
(Exceeds
Expectation
s)

3.0
(Meets
Expectation
s)

2.0
(Approach
es
Expectatio
ns)

1.0
(Does not
meet
expectation
s)

Journal

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

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

Student
partially
answered
the
questions,
or answered
some
incorrectly.

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
they learned
during the
lesson.

The student
also wrote at
least 2
sentences
about what
they learned
during the
lesson.

The student
wrote 1
sentence
about what
they learned
during the
lesson.

The students
did not write
sentences
about what
they learned.

Natural
Resourc
es Chart

Chart is
Chart
completio complete,
with 3 or
n
more
examples in
more than
one column.

Chart is
complete,
with 2
examples in
each column.

Chart has
one
example in
every
column.

Chart is
incomplete
and boxes
are left blank.

Email
messag
e to
their
ePal

Defines
what a
natural
resources
is

Student
correctly
defines what
a natural
resource is.

Student
correctly
defines what
a natural
resource is.

Student
vaguely
defines
what a
natural
resource is.

Student
incorrectly
defines what
a natural
resource is.

Email
messag
e to
their
ePal

Writes all Student tells

6 natural ePal all 6 of
resources 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

Email
messag
e to
their
ePal

Gives
examples
of manmade
products

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 6
examples of
man-made
products
that come
from the
resources.

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

Email
messag
e to
their
ePal

Asks
about
resources
found in
ePals
region

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

Student asks
ePal what
natural
resources
are found in
their country,
and asks for
examples of
man-made
products that
come from
them.

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 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.p
df

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.
LAUNC
H
(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 man-made 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.

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:

PRESE
NT
(25
minutes)

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)

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.

CLOSU
RE
(10
minutes)

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 Example

Man-made
example

How Humans Use

it

Plants

Animals

Minerals

Soil

Water

Air