Experience
The Blueprint
NAMES:YASQUEL ALVAREZ, MELENY WEBER
PROJECT TITLE: THE WAY WE ARE
PROJECT ESSENTIAL QUESTIONS: HOW
DIFFERENT
FROM ME?
HOUR
45
MIN PERIOD
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
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
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
Sequence
Event
EXPLO
RE
(30
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:
PRESE
NT
(25
minutes)
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)
CLOSU
RE
(10
minutes)
Name:
Date:
Natural Resources Chart
Man-made
example
Plants
Animals
Minerals
Soil
Water
Air