Why use this unit?
Through this unit, students will learn what natural resources are, what natural resources exist in their community and the world around them, ways in which natural resources can be conserved, the meaning of sustainability, and how students can incorporate sustainable practices into their every day lives.
The driving question for this unit is:
The driving question for this unit is:
- How can we improve our community by preserving its natural resources, reducing the amount we waste natural resources and practicing sustainability?
Standards
Illinois Learning Standards:
- 12.E.3c Evaluate the biodegradability of renewable and nonrenewable natural resources.
- 13.B.3d Analyze the interaction of resource acquisition, technological development and ecosystem impact (e.g., diamond, coal or gold mining; deforestation).
- 13.B.3e Identify advantages and disadvantages of natural resource conservation and management programs.
- 13.B.3f Apply classroom-developed criteria to determine the effects of policies on local science and technology issues (e.g., energy consumption, landfills, water quality).
- CC.8.RI.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
- CC.8.RI.6 Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.
- CC.8.RL.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
- CC.8.W.1 Write arguments to support claims with clear reasons and relevant evidence
- CC.8.W.2 Write informative/explanatory text to examine a topic and convey ideas, concepts and information through the selection, organization and analysis of relevant content.
- CC.8.SL.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
- CC.8.SL.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
Learning Objectives
- Students will work independently to identify the natural resources the types of natural resources available in the world using the internet.
- Students will independently research the importance of natural resources sources using the internet and evaluate the necessity of natural resources used in the community in their journals.
- Students will work individually and with a partner to explore online interactive websites that explain how to use sustainable practices in their everyday lives.
- Using all the information they have collected in this unit, students will work in groups of two or three to create a presentation describing Earth's natural resources, why conservation of those resources is important, and how to practice sustainable lifestyles.
Enduring Understandings:
- From this unit, I desire for my students to gain a better and more thorough understanding of the natural resources we have on Earth.
- I desire for my students to understand the importance of natural resources.
- By understanding the importance of natural resources, students will understand why it is important to conserve natural resources.
- Students will discover ways to practice sustainable living in society, in their community, and in their personal lives.
Essential Questions:
- What are natural resources?
- What natural resources do the students and their communities use in their daily lives?
- Why is it important to conserve our natural resources?
- How can we live sustainable lifestyles in order to protect the availability of our natural resources?
WIDA Learning Objectives
- Students will be able to define natural resources and categorize information and pictures into ones that describe natural resources and ones that do not.
- Students will be able to write four sentences in their science journal that define what a natural resources is, details examples of natural resources, and identifies at least one reason why they are important.
- Students will use pictures or words to create a graphic organizer that links sustainable practices to the conservation of natural resources in their community.
- Students will use vocabulary words learned in this unit to create an oral, pictorial or technology presentation of a solution to the the problem of convincing ZeeZee to move to planet Earth.
Teacher Background Information
For this unit, teachers should be familiar with natural resources and sustainability practices. Natural resources occur naturally within environments that exist relatively undisturbed by mankind, in a natural form. A natural resources is often characterized by amounts of biodiversity and geodiversity existent in various ecosystems. Natural resources are derived from the environment. Some of them are essential for our survival while most are used for satisfying our wants. Natural resources may be further classified in different ways.
Natural resources are materials and components (something that can be used) that can be found within the environment. Every man-made product is composed of natural resources (at its fundamental level). A natural resource may exist as a separate entity such as fresh water, and air, as well as a living organism such as a fish, or it may exist in an alternate form which must be processed to obtain the resource such as metal ores, oil, and most forms of energy.
For more information on natural resources go here.
Because natural resources are so important to our daily lives, we must take care of the resources we have. Especially since not all resources are renewable. Thus, we must conserve the resources we have. Conservation is the preservation, protection or restoration of the natrual environment, natural ecosystems, vegetation and wildlife.
For this reason, we should practice sustainability. Sustainability is the ability of the earth, with all its resources, to keep going into the future, and keep providing a healthy home for humans and all other species of plants and animals.
For more information about sustainability or sustainable practices go here.
Natural resources are materials and components (something that can be used) that can be found within the environment. Every man-made product is composed of natural resources (at its fundamental level). A natural resource may exist as a separate entity such as fresh water, and air, as well as a living organism such as a fish, or it may exist in an alternate form which must be processed to obtain the resource such as metal ores, oil, and most forms of energy.
For more information on natural resources go here.
Because natural resources are so important to our daily lives, we must take care of the resources we have. Especially since not all resources are renewable. Thus, we must conserve the resources we have. Conservation is the preservation, protection or restoration of the natrual environment, natural ecosystems, vegetation and wildlife.
For this reason, we should practice sustainability. Sustainability is the ability of the earth, with all its resources, to keep going into the future, and keep providing a healthy home for humans and all other species of plants and animals.
For more information about sustainability or sustainable practices go here.
Assessment
Students understanding of the concepts in this lesson will be assessed formally and informally. Students will show their understanding through group discussions, writing in journals and completing worksheets. Students will complete worksheets in some of the lessons. Students will create a poster and give an oral presentation at the end of the unit that will demonstrate what they have learned. Students will participate in small-group and large-group discussions.
For their final presentations students will work with a group of two or three students to create a presentation about the natural resources Earth has to offer, how those natural resources can be conserved, and what sustainable practices he can use once he gets to Earth to help make the community better.
Presentations and posters should include:
Below is the rubric to be used to grade student work:
For their final presentations students will work with a group of two or three students to create a presentation about the natural resources Earth has to offer, how those natural resources can be conserved, and what sustainable practices he can use once he gets to Earth to help make the community better.
- Students will use knowledge gained in this unit to create their presentation
- Students will create a poster that goes along with their presentation
- Students will give an interesting and engaging presentation to the class about why ZeeZee should move to planet Earth
Presentations and posters should include:
- the types of natural resource
- why natural resources are important
- what can be done to conserve natural resources
- identify at least 2 sustainable living solutions ZeeZee can practice when he comes to Earth
Below is the rubric to be used to grade student work:
Advance Prep
- Student Science Journals
- Pencils or Pens
- Computer for each student
- Sustainability Graphic Organizer
- Whiteboard/Chalkboard
- Energy Scavenger Hunt PDFs
- Colored Pencils or Crayons
- Flow Chart
- Blank Computer paper
- Construction paper
- Stapler and staples
- Copies of The Lorax by Dr. Seuss
- Cleaned trash items collected from a days worth of school activities: i.e. soda bottles, candy wrappers, paper, pencils, etc.
- Trash bags
Individual Activities
Activity 1:
For this activity, each student will need access to a computer and the internet. Students will go to the DHEC's website to read about natural resources. In their science journals, they will identify and describe what natural resources are, examples of natural resources, the difference between renewable and nonrenewable resources, what challenges may arise from using natural resources, examples of products made from natural resources and why are natural resources important. Each answer recorded in their science journal should be at least three sentences long.
After all students have had an opportunity to complete the activity, have a class discussion about their answers. List all the resources they identify on the board. Further explain the difference between renewable and nonrenewable resources. Allow students time to think about why natural resources are important. Direct discussion to the implication natural resources are necessary and thus we must take actions to conserve the natural resources available to us. Answer questions as needed. Clarify any misinformed ideas.
Materials needed:
Activity 2:
In this lesson, students will learn about conservation and sustainability. Students will complete the attached graphic organizer as they read through the Ollie's World website. Students should download and print off the graphic organizer before they begin reading through the website.
Once students have accessed the Ollie's World website, they will first click on the globe labeled "Sustainability." Then click on the blue underlined "sustainability" link. They will describe what sustainability is on their graphic organizer. Then, they will click the right arrow and read through the slides about sustainability. Students will list 10 facts about sustainability in their graphic organizer. Then, they will describe what a renewable resource and a nonrenewable resource is on their graphic organizer. Once they get to the "Conserving Energy" slide , students will click on the "More information about saving energy at home" link. They will then list 10 ways they can conserve energy at their home.
After all students have completed the activity, engage students in a classroom discussion. Ask students to identify what sustainability is and how they can conserve energy in their homes. Compile their individual lists of how to conserve energy at their home on the whiteboard. Clarify any ideas and answer any questions students may have.
Materials needed:
For this activity, each student will need access to a computer and the internet. Students will go to the DHEC's website to read about natural resources. In their science journals, they will identify and describe what natural resources are, examples of natural resources, the difference between renewable and nonrenewable resources, what challenges may arise from using natural resources, examples of products made from natural resources and why are natural resources important. Each answer recorded in their science journal should be at least three sentences long.
After all students have had an opportunity to complete the activity, have a class discussion about their answers. List all the resources they identify on the board. Further explain the difference between renewable and nonrenewable resources. Allow students time to think about why natural resources are important. Direct discussion to the implication natural resources are necessary and thus we must take actions to conserve the natural resources available to us. Answer questions as needed. Clarify any misinformed ideas.
Materials needed:
- Computer (and internet)
- Science Journals for each student
- Pen or Pencil
- Whiteboard/Chalkboard
Activity 2:
In this lesson, students will learn about conservation and sustainability. Students will complete the attached graphic organizer as they read through the Ollie's World website. Students should download and print off the graphic organizer before they begin reading through the website.
Once students have accessed the Ollie's World website, they will first click on the globe labeled "Sustainability." Then click on the blue underlined "sustainability" link. They will describe what sustainability is on their graphic organizer. Then, they will click the right arrow and read through the slides about sustainability. Students will list 10 facts about sustainability in their graphic organizer. Then, they will describe what a renewable resource and a nonrenewable resource is on their graphic organizer. Once they get to the "Conserving Energy" slide , students will click on the "More information about saving energy at home" link. They will then list 10 ways they can conserve energy at their home.
After all students have completed the activity, engage students in a classroom discussion. Ask students to identify what sustainability is and how they can conserve energy in their homes. Compile their individual lists of how to conserve energy at their home on the whiteboard. Clarify any ideas and answer any questions students may have.
Materials needed:
- Computer
- Sustainability Graphic Organizer
- Pen or Pencil
ci_451_wbi_sustainability_graphic_organizer.docx | |
File Size: | 10 kb |
File Type: | docx |
Optional Activity 1:
In this activity, students will go to the BrainPOP website and watch a video about natural resources. After they have watched the video, students will respond to what they watched by answering these two questions in their science journals:
1) Why are natural resources so important?
2) What could happen to the planet Earth if we do not take care of it?
Student responses should be at least 2 paragraphs long. They should also reflect both things learned about in the video, as well as the previous classroom discussion.
Materials needed:
Optional Activity 2:
In this activity, students will learn more about the energy resources planet Earth has to offer by going on an energy scavenger hunt. Students will click on the link, then follow the directions. All students will need to print off all of the pages of the pdf. Alternatively, the teacher can make copies and distribute the pages to the students. While on this website, students will visit various links in order to answer the questions on the worksheets. Once all questions have been answered, students are to turn in their worksheets, including their Energy Expert Certificate (it is the last page of the pdf).
Materials needed:
Optional Activity 3:
For this activity, students will create a list of all the natural resources they use every day in their own homes. Then, they are to evaluate why they use those natural resources. Next, they will evaluate which of the resources are nonrenewable resources. Students will pick two of the nonrenewable resources they identified to think of ways that they could conserve those resources in their every day life. Students will draw two pictures in which they demonstrate their selves either (a) using an alternative source of energy to the nonrenewable resource they currently use or (b) greatly conserving the nonrenewable resource they use every day. List and pictures will be recorded in their science journals. Students are to provide a written description of how their pictures show them conserving natural resources in their lives.
Materials needed:
Optional Activity 4:
Students will watch this video on landfills and garbology and complete this flow chart by listing the steps trash takes as it goes to the landfill. If students have more events then number of boxes listed, they can create additional boxes. If students have less events than boxes, encourage students to watch the video again and break apart some of the steps.
Materials needed:
In this activity, students will go to the BrainPOP website and watch a video about natural resources. After they have watched the video, students will respond to what they watched by answering these two questions in their science journals:
1) Why are natural resources so important?
2) What could happen to the planet Earth if we do not take care of it?
Student responses should be at least 2 paragraphs long. They should also reflect both things learned about in the video, as well as the previous classroom discussion.
Materials needed:
- Science Journal
- Computer
- Pen or Pencil
Optional Activity 2:
In this activity, students will learn more about the energy resources planet Earth has to offer by going on an energy scavenger hunt. Students will click on the link, then follow the directions. All students will need to print off all of the pages of the pdf. Alternatively, the teacher can make copies and distribute the pages to the students. While on this website, students will visit various links in order to answer the questions on the worksheets. Once all questions have been answered, students are to turn in their worksheets, including their Energy Expert Certificate (it is the last page of the pdf).
Materials needed:
- Computer
- Energy Scavenger Hunt PDFs
- Pen or Pencil
Optional Activity 3:
For this activity, students will create a list of all the natural resources they use every day in their own homes. Then, they are to evaluate why they use those natural resources. Next, they will evaluate which of the resources are nonrenewable resources. Students will pick two of the nonrenewable resources they identified to think of ways that they could conserve those resources in their every day life. Students will draw two pictures in which they demonstrate their selves either (a) using an alternative source of energy to the nonrenewable resource they currently use or (b) greatly conserving the nonrenewable resource they use every day. List and pictures will be recorded in their science journals. Students are to provide a written description of how their pictures show them conserving natural resources in their lives.
Materials needed:
- Science Journal
- Pen or Pencil
- Colored Pencils or Crayons
Optional Activity 4:
Students will watch this video on landfills and garbology and complete this flow chart by listing the steps trash takes as it goes to the landfill. If students have more events then number of boxes listed, they can create additional boxes. If students have less events than boxes, encourage students to watch the video again and break apart some of the steps.
Materials needed:
- Computer
- Flow Chart
- Pen or Pencil
Group Activities
Activity 1:
In this activity, students will visit an interactive website in which they will help the Green Squad to identify health hazards in their school! Students will complete this activity with a partner. Students will go to the Green Squad website on a computer. Once on the website, they will click step 4 and then press the "get started" button. They will click around the page to identify potential health and environment problems located at the school. Students will read the information listed each time they click on a problem. At the bottom of the box is a link to a "quick tip." Students will click on that link. Then, click on the "go to factsheet" button. The fact sheet explains why the problem matters, what can be done to help, what schools can do, and lists various project ideas. For example, students will have the option of creating a campaign for cleaner buses that they can present to the principal. Students will have to complete two project ideas with their partner. However, before students can start an idea, they must approve their project with the teacher. Evaluate which of the many activities you will allow students to complete, and then approve or deny their requests as necessary. Some projects will desire students to display their work around the school. Allow students to do so as appropriate.
Materials needed:
Activity 2:
For this activity, students are going to work in a group of three to identify the resources used in this classroom and throughout the school. Students are to get a pass from the teacher in order to look around the school for different resources. Once they have left the classroom students will only have 10 minutes to look around the school before returning to the classroom. With their group, students are to create a list of all the resources they see being used in the classroom and around the school. Once they have identified all of the natural resources they have observed, their group will create a plan for how the school can use more sustainable practices in order to conserve some of its resources.
The group will then create a short narrative and use that narrative to create a short picture book in which they show the steps the school needs to take in order to be more sustainable. Their picture book should include at least 8 pages, with words and illustrations on each page.
Materials needed:
Optional Activity 1:
For this activity, students will work with a partner. Together, students will read the story The Lorax by Dr. Seuss. While they read the story, they should take notes in their science journal. They will record some of the similarities and differences between the characters in the story and American society. In a paragraph, they will write about what they think the main point of the story is and what they learned from reading it. Then, with their partner, they will create a skit warning their classmates about the danger of not taking care of the Earth. Students's skits should also stress why natural resources are important. Skits should last for at least one minute. At the end of the class period, students will perform their skit in front of the class.
Materials needed:
Optional Activity 2:
In this activity, students are going to see what is thrown away over the course of the day in their classroom. Previous to this activity, collect the trash that students throw away. Clean the items before having students dig around in the trash. Remove any items that are unsanitary. Hand out trash bags for students to sort. Once students have been given a trash bag, they will empty out its contents on the floor. Students will sort the trash into different piles based on the types of material they are. They will record how what materials they find, how much trash there is, what types of resources they find in the trash and anything else they find interesting about the experience. Once students are done sorting the trash, they will write a paragraph in their journal reflecting what they learned about the types of items thrown away. Students will address these questions in their journals: Was any of it wasteful? Could some things been recycled? How can we reduce the amount of trash we throw away?
Materials needed:
For this activity, students will chose a partner and get on a computer. Then, they will go to this link on the NeoK12 website. Students will be creating a mini online presentation about natural resources. They will be able to use the information and pictures from this website for their final presentation. To create this presentation, first they must read the article. Then, they will choose pictures to add to their presentation. They will follow the directions on the screen to add pictures to the presentation. Then, they will add a description to each of the pictures. Once they have completed their presentation, they must show it to the teacher. Evaluate the presentations while they still have the presentation on the screen. Students should be able to describe their presentation and pictures to you. If you are not available, students are to print off the presentation. Students should include at least 5 pictures in their presentation and at least 5 descriptions to go along with the pictures.
Materials needed:
Optional Activity 4:
In this activity, students will be tested on their knowledge of natural resources. With a partner, students are to go to this link on the NeoK12 website. Beside the second down arrow on the webpage, there is a section called "Play Quiz Games." Students are to complete each of the 6 quizzes with their partner, using the information they have learned in this unit or have written in their science journals. Once they have taken the quiz, students are to print off their results, correct any wrong answers, and write an explanation for what the correct answer is.
Materials needed:
In this activity, students will visit an interactive website in which they will help the Green Squad to identify health hazards in their school! Students will complete this activity with a partner. Students will go to the Green Squad website on a computer. Once on the website, they will click step 4 and then press the "get started" button. They will click around the page to identify potential health and environment problems located at the school. Students will read the information listed each time they click on a problem. At the bottom of the box is a link to a "quick tip." Students will click on that link. Then, click on the "go to factsheet" button. The fact sheet explains why the problem matters, what can be done to help, what schools can do, and lists various project ideas. For example, students will have the option of creating a campaign for cleaner buses that they can present to the principal. Students will have to complete two project ideas with their partner. However, before students can start an idea, they must approve their project with the teacher. Evaluate which of the many activities you will allow students to complete, and then approve or deny their requests as necessary. Some projects will desire students to display their work around the school. Allow students to do so as appropriate.
Materials needed:
- Computer
- Pen or Pencil
- Assign students a partner
- Each of the various project ideas have different lists of materials needed. After deciding which project ideas you want to allow students to complete, gather the appropriate materials.
Activity 2:
For this activity, students are going to work in a group of three to identify the resources used in this classroom and throughout the school. Students are to get a pass from the teacher in order to look around the school for different resources. Once they have left the classroom students will only have 10 minutes to look around the school before returning to the classroom. With their group, students are to create a list of all the resources they see being used in the classroom and around the school. Once they have identified all of the natural resources they have observed, their group will create a plan for how the school can use more sustainable practices in order to conserve some of its resources.
The group will then create a short narrative and use that narrative to create a short picture book in which they show the steps the school needs to take in order to be more sustainable. Their picture book should include at least 8 pages, with words and illustrations on each page.
Materials needed:
- Paper
- Pen or Pencil
- Crayons or Colored Pencils
- Stapler and staples
Optional Activity 1:
For this activity, students will work with a partner. Together, students will read the story The Lorax by Dr. Seuss. While they read the story, they should take notes in their science journal. They will record some of the similarities and differences between the characters in the story and American society. In a paragraph, they will write about what they think the main point of the story is and what they learned from reading it. Then, with their partner, they will create a skit warning their classmates about the danger of not taking care of the Earth. Students's skits should also stress why natural resources are important. Skits should last for at least one minute. At the end of the class period, students will perform their skit in front of the class.
Materials needed:
- The Lorax by Dr. Seuss
- Science Journals
- Pens or Pencils
Optional Activity 2:
In this activity, students are going to see what is thrown away over the course of the day in their classroom. Previous to this activity, collect the trash that students throw away. Clean the items before having students dig around in the trash. Remove any items that are unsanitary. Hand out trash bags for students to sort. Once students have been given a trash bag, they will empty out its contents on the floor. Students will sort the trash into different piles based on the types of material they are. They will record how what materials they find, how much trash there is, what types of resources they find in the trash and anything else they find interesting about the experience. Once students are done sorting the trash, they will write a paragraph in their journal reflecting what they learned about the types of items thrown away. Students will address these questions in their journals: Was any of it wasteful? Could some things been recycled? How can we reduce the amount of trash we throw away?
Materials needed:
- Cleaned trash items collected from a days worth of school activities: i.e. soda bottles, candy wrappers, paper, pencils, etc.
- Trash bags
- Science Journals
- Pens or Pencils
For this activity, students will chose a partner and get on a computer. Then, they will go to this link on the NeoK12 website. Students will be creating a mini online presentation about natural resources. They will be able to use the information and pictures from this website for their final presentation. To create this presentation, first they must read the article. Then, they will choose pictures to add to their presentation. They will follow the directions on the screen to add pictures to the presentation. Then, they will add a description to each of the pictures. Once they have completed their presentation, they must show it to the teacher. Evaluate the presentations while they still have the presentation on the screen. Students should be able to describe their presentation and pictures to you. If you are not available, students are to print off the presentation. Students should include at least 5 pictures in their presentation and at least 5 descriptions to go along with the pictures.
Materials needed:
- Computer
- A partner
Optional Activity 4:
In this activity, students will be tested on their knowledge of natural resources. With a partner, students are to go to this link on the NeoK12 website. Beside the second down arrow on the webpage, there is a section called "Play Quiz Games." Students are to complete each of the 6 quizzes with their partner, using the information they have learned in this unit or have written in their science journals. Once they have taken the quiz, students are to print off their results, correct any wrong answers, and write an explanation for what the correct answer is.
Materials needed:
- A partner
- A computer
SIOP and CALLA
SIOP Instruction Practices
CALLA Learning Strategies
- The teacher will help students to explicitly make connections from prior knowledge to the current content topic.
- Students will learn academic language throughout the unit. The teacher will introduce new vocabulary words, their definitions, and the meanings of the words throughout the unit.
- They will then be taught how to use these vocabulary words in context. By allowing students to learn the meaning of these vocabulary words and how to use these words in context to the subject matter, they will be able to use these words and concepts when finding a solution to the sustainability problem.
- The teacher will explicitly model the meaning of these words and how to use them in context.
- Pictures of different types of natural resources will be available to students.
- Video demonstrations of sustainability practices, as well as hands on models (when applicable) will be available to students in the classroom.
- Reference books, at varying reading levels, about natural resources and sustainability practices will be available to students in the classroom.
CALLA Learning Strategies
- Students will be able to orally explain observations. They can also write or use pictures to describe observations in their science journals.
- During group activities, students will work with classmates to create written records of findings and ideas. The teacher will work with students to identify specific roles within the group so that all students are participating and contributing to the group. Students will be asked to evaluate their contributions in order to figure out how they can best help their group, and figure out how everyone can contribute to make a quality final product.
- During optional activities, students will have opportunities to explore the reference materials available to them. The teacher will use these activities as opportunities to explicitly teach metacognitive strategies, such as helping students to learn to take notes from the materials.
- The teacher will ask (and help) students to identify important ideas within the text and how does this information to relate to what they already know about the issues.
- While students are working on their final projects, the teacher will teach students learning strategies that will help them to identify the problem, identify a solution, and justify why this solution is an effective way for solving the problem. Students will be asked to create a written plan that identifies the problem and the steps to their solution.