Lesson Plan
Teacher Candidate: Lauren Deibert Date: February 21, 2023
Group Size: Whole Group Allotted Time: 30 minutes Grade Level: 3rd grade
Subject or Topic: Three kinds of 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 the three types of natural resources, the third grade students will
be able to correctly sort natural resources by sorting resources into the correct
categories either, renewable, nonrenewable or flow resources.
Formative Assessment Approaches Evidence observation or method of collection
1. In class resource sort. 1. Observational
2. Individual renewable/nonrenewable 2. Morning work, cut and paste activity.
resource sort. …
Assessment Scale for any of the assessments above if needed
N/A
Summative if applicable
Subject Matter/Content to be taught in the lesson
● Renewable resources
Prerequisites
● What are natural resources?
● Where natural resources come from.
● Knowledge that everyday items come from natural resources.
● Fine motor skills.
New Key Vocabulary
● Renewable resource: A resource that can be replaced.
● Nonrenewable resource: A resource that cannot be replaced.
● Flow resource: A resource that is renewable but cannot be accessed at all times.
Content/Facts
● There are three types of natural resources.
● One type is renewable resources. These resources can be replaced like trees and
vegetables.
● The second type is nonrenewable resources. These resources cannot be replaced like oil
and coal.
● The third type is flow resources. These resources are renewable but cannot be accessed
all the time like wind and sunlight.
Introduction/Activating/Launch Strategies
1. I will begin the lesson by asking the students what we learned about yesterday. I am
looking for the word natural resources.
a. I will have a student explain to me what a natural resource is.
2. I will tell them that today we will be learning about types of resources called renewable
resources and renewable resources.
a. I will write the word renewable resource on the board. I will ask students to
look at the word and make a prediction, what they think a renewable resource
is.
i. I am looking for; a renewable resource that can be replaced.
b. I will then write the word nonrenewable resource on the board. I will ask
students “If renewable resources means they can be replaced, what do you think
a nonrenewable resource is?”
i. I will have students discuss; I am looking for the answer, a resource that
cannot be replaced.
c. I will then write the word flow resource on the board. I will ask students what
they think a flow resource is.
i. I will have students discuss; I am looking for the answer, they are
renewable resources that cannot be used all the time.
3. I will say “Now that we’ve learned about the three kinds of resources we will fill them
into our foldable.”
Development/Teaching Approaches
1. I will have students get out their foldables from yesterday that should be glued in their
notebook.
2. We will fill in the rest of the foldable including; renewable, nonrenewable and flow
resources.
a. I will fill in the foldable with them on the board. Under renewables, resources
go in the blank. Under nonrenewable, cannot go in the blank. Nothing needs to
be filled in under flow resource.
b. Once all students have everything filled in they can place their notebook to the
side.
3. I will continue the Brain Pop Jr. Video from yesterday. I will stop the video at 3:20 as
we will be learning about conserving natural resources at a later date.
4. After the video, we will work as a whole group to complete a resource sort.
5. I have created a digital renewable, nonrenewable and flow resource sort activity. I will
pick sticks for students to come up to the board and put the correct item into the correct
resource type.
6. We will talk about each object and why it belongs to each type of resource.
Closure/Summarizing Strategies
1. After the activity we will finish up for the day. I will tell students that tomorrow we
will be learning about how communities use resources.
2. To quiz the class on this lesson I will have them complete a resource cut and paste
activity for morning work the next day.
a. I will have students hand this in so I can check it over for accuracy.
Accommodations/Differentiation
● The majority of the foldable is filled in for students to fill in the blanks. The learning
support students in my class need this accommodation as they have difficulty keeping
up with a lot of writing.
● On the foldable I will put both English and Spanish for our Spanish speaking student.
● I will put Spanish captions on the Brain Pop Jr. video for our Spanish speaking student.
● I put pictures on the cut, sort and paste activity to help our learning support students
and Spanish speaking students.
Materials and Resources:
● Whiteboard
● VOC foldable
● BrainPop Jr. Video https://jr.brainpop.com/science/conservation/naturalresources/
● Kinds of resource sorting activity. https://wordwall.net/resource/53118687
● Renewable and nonrenewable Cut and Paste morning activity.
Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels
Morning work sort:
32% of students go the entire sort correct; not mistakes.
37% of students got 1 or 2 wrong on the sort.
32% of students got more than 2 wrong on the sort.
It really helped to go over the sort, for students to see what they got wrong and why it was a
different type of resource. Because there were more students who got their morning work
wrong it was important for me to go back over the content to fix any confusions that the
students had.
Personal Reflection Questions
What went well in this lesson?
Writing out the words renewable and nonrenewable on the board to begin the lesson
really helped students understand the difference between the two. One is a resource that won’t
run out, the second kind is NOT renewable or can run out. The foldable was a great resource
for the students to look back on the terms and their meanings.
What didn’t go well in this lesson?
This could have definitely fit into two days. I felt rushed through this lesson, that we were
crunched for time to complete the sorting activity. I would have rather been able to take my
time working through the sort with the students.
Additional reflection/thoughts
Overall the lesson went well. I’m not sure why but the students took longer than usual to cut
out the foldable and paste it in their notebook so we weren't able to take our time to go over the
sort activity at the end. Next time I would make this lesson into two days so I could carefully
go into more detail about the three types of resources.
