Lesson Plan

Teacher Candidate: Lauren Deibert Date: February 21, 2023

Group Size: Whole Group Allotted Time: 60 minutes Grade Level: 3rd grade
Subject or Topic: Natural Resources

Common Core/PA Standard(s)

4.3.3.A:Identify the natural resources used to make various products.
4.3.3.B:Identify local natural resources.
4.5.3.A:Identify resources humans take from the environment for their survival.
Learning Targets/Objectives
● After learning about natural resources, the third grade students will be able to define
and give an example of what a natural resource is.
● The third grade students will be able to classify a set of products by which natural
resource they come from in a whole group setting.

Formative Assessment Approaches Evidence observation or method of collection

1. Sorting natural resources 1. Observational
2. Natural resource exit ticket 2. Google Form responses.
…. …
Assessment Scale for any of the assessments above if needed
Lesson 1 Natural Resource Exit Ticket Checklist

Summative if applicable
Subject Matter/Content to be taught in the lesson
● Natural Resources

Prerequisites
● Basic understanding of what things are made out of/where things come from.
● Listening skills
● fine motor skills, cut, glue, fold.

New Key Vocabulary

Natural Resources: Things found in nature that are useful to people.
Fossil fuels: Are remains of organisms that lived long ago.
Ore: Is a mineral which has a metal inside it.

Content/Facts
● Natural resources are things found in nature that are useful to people.
● Humans use natural resources everyday.
● Natural resources are all around us.
 ● Fossil fuels are remains of organisms that lived long ago. Organisms are plants,
animals, and other living things.
● Ore is a mineral which has a metal inside it.

Introduction/Activating/Launch Strategies
1. To get students excited to learn about resources, I will have them get their Ipad’s out
and open the “Know it Show it” app.
a. I will ask them to think of an item located in the classroom and write it down.
b. After everyone has something written down I will ask the students where they
think that idea came from.
c. I will explain that everything comes from the environment and that we use
something called natural resources every single day.
2. I will have paper passer’s pass out a copy of “Everything Comes From the
Environment” poster and I will put it up on the SMART BOARD.
a. I will have the students take a few minutes to look over the poster.
b. We will look at each object in the house and where it came from.
i. The car got gas from a gasoline pump.
ii. The outside of the house comes from trees that then go to a lumber yard.
iii. The water for the washing machine comes from a water facility which
comes from a big body of water.
iv. The toilet paper comes from a papermill which comes from trees.
Development/Teaching Approaches
1. After we discuss the poster I will have the paper passer’s pass out a foldable with
important VOC for this unit. The foldable will include the following: Natural Resource,
Renewable resource, nonrenewable resource and flow resource.
2. The students have used these foldables before but I will remind them that they cut out
the entire rectangle, fold on the middle line, glue the back into their social studies
notebook then cut on the dotted lines; not all the way through the paper.
3. After they are in students notebooks we will go over the first word, natural resources.
Natural resources are things found in nature that are useful to people.
4. I will play a video that goes more in depth about natural resources. I will play the video
only until 0:52 before it starts going into the types of natural resources which we will
learn at a later date.
5. After the video we are going to play a sorting game as a whole group. I will have
natural resource cards placed on the whiteboard that include plants, trees, water,
animals, metal ore, sand and fossil fuels. I will also have product cards which include,
newspaper, can, glass bottle, towel, heat, electricity, tap water, carrot, cardboard box,
pie pan, wooden table, gasoline, glass jar, plastic bag, milk and wool hat.
a. I will pick sticks and have students come up to the white board and place the
product card under which natural resource they think it goes under.
b. I will have the class decide if they think it's under the correct category; why or
why not.

Closure/Summarizing Strategies
 1. After we have completed the natural resource sort as a class, students will complete an
exit ticket on a Google Form so I can see how the lesson went and if students took
anything away from it.
2. I will pass out the brown paper bags with the students' names on them along with an
attached letter. It will ask students to bring an item from home that's made from a
natural resource. Tomorrow we will spend time sorting the items into the natural
resource they are made from.
(The next day)
1. Students will bring in something made out of a natural resource from home in their
brown paper bags that were sent home yesterday.
2. We will spend time going around the room and placing the students items into specific
categories depending on the natural resource the item is made out of. For example if a
student brings a spoon we would put that item under metal ore.
3. We will go student by student, showing the item and then figuring out which natural
resource it is made out of.

Accommodations/Differentiation
● I will translate the foldable in both English and Spanish for our Spanish speaking
student.
● I will turn on Spanish translation for the YouTube video for our Spanish Speaking
student.
● I will put the foldable on the SMART board as we are filling it in to aid our Spanish
speaking students and learning support students.
● I will read the exit ticket questions aloud to aid the learning support students who have
trouble reading text.
● I will translate the letter home in Spanish for the natural resource activity for our
Spanish speaking student.

Materials and Resources:

● Everything comes from the environment poster in color and black and white.
https://thinkearth.org/images/zdocs/ThinkEarthB-WPoster-G1.pdf
https://thinkearth.org/images/zdocs/ThinkEarthEverythingPoster-G1.pdf
● Unit VOC Foldable
● Brain Pop jr video stop at :52. Natural Resources
● Natural Resource Sort Activity
https://thinkearth.org/images/zdocs/ThinkEarthResourceCards-G1.pdf
https://thinkearth.org/images/zdocs/ThinkEarthProductCards-G1.pdf
● Google form exit ticket.
https://docs.google.com/forms/d/e/1FAIpQLSfXmc6WQKNbp2np7OiBk7-KtKqnupjn
4cYDHX6R_rQ_H-PpPw/viewform?usp=sf_link
● Bring a item made from a natural resource letter Natural Resource Project Letter
○ Spanish translation Translated copy of Natural Resource Project Letter

Reflective Response:
 Personal Reflection Questions
● What went well in this lesson?
○ The project turned out great. The students were so excited to bring something
from home and share it with the class. I had some students who brought in very
interesting items like a loofah, coal, and a coffee filter. I believe this project really
showed students that everyday items all come from natural resources from the
earth.
● What would I change?
○ I would have made sure I explained what a natural resource was very well before
I moved onto doing the sorting activity. I would also make sure I planned
according to how much time we have. I didn’t end up getting to put the foldable
in their notebook yet and we did not get to do the Google form exit ticket.

Additional reflection/thoughts

On day one of the lesson we were able to cover that natural resources come from the
earth and are made out of things we use on a daily basis. We were not able to look at the map
handout due to limited time this day(Their reading test fell a little into social studies time.) We
also were able to watch the Brain Pop video and do the sort activity. The sort activity went well
but the students definitely needed some guidance on some of the tricker ones. I wanted to make
sure there was enough time to explain the paper bag assignment and pass out the materials. I
explained to the students that they need to find an item from home that is made out of a natural
resource. I also attached a letter to the paper bag to inform the parents. We are supposed to have
bad weather so I don’t think the students will be able to bring their items until Wednesday when
we will sort them by what natural resource they are made from.
Day two went amazingly. I had the students grab their paper bags with their item made
from a natural resource from home. I used sticks to call students up to the whiteboard, the
student revealed their item and we discussed as a class what natural resource the item came from.
I was so surprised with what the students brought in, it was amazing. This is an amazing activity
that I will continue to do.