Uses of Natural Resources

Name: Nicholle Shell

Time Allotted: 76 minutes
Grade Level: 3rd
Subject: Social Studies
Materials Required:
- Water organizer (one per student)
- Tree organizer (one per student)
- Smart board
- Handout of lumbering photographs (one per two students)
- Handout of water photographs (three per group)
- Handout of crop photographs (three per group)
- Article (one student)
- Crops organizer (one per student)
- Ticket out the door (one per student)
Michigan Content Expectations:
3-G5.0.2 Describe how people adapt to, use, and modify the natural resources in Michigan.
WIDA 3.5.5 Describe how people use natural resources in Michigan.
Objective(s):

Objective 1: The student will describe how people use trees in Michigan on a ticket out the door and earn 3
out of 4 points.
Objective 2: The student will describe how people use water in Michigan on a ticket out the door and earn 3
out of 4 points.
Objective 3: The student will describe how people use crops in Michigan on a ticket out the door and earn 3
out of 4 points.

Assessment:

Objective 1 Informal Formative Assessment: Observation during group discussion and partner work.
Objective 1 Formal Formative Assessment: Students will be writing two ways that trees can be used on the
ticket out the door.
Excellent 2
Two uses are stated
Both uses are accurate

Needs Improvement - 1
One use is stated
One use is accurate

Objective 2 Informal Formative Assessment: The teacher will observe students during centers. Whole group
discussion will also be used as a time to observe what the students are learning.
Objective 2 Formal Formative Assessment: Students will be writing two ways that water can be used on the
ticket out the door.
Excellent 2
Two uses are stated
Both uses are accurate

Needs Improvement - 1
One use is stated
One use is accurate

Objective 3 Informal Formative Assessment: The teacher will observe students during centers. Whole group
discussion will also be used as a time to observe what the students are learning.
Objective 3 Formal Formative Assessment: Students will be writing two ways that crops can be used on the
ticket out the door.
Excellent 2
Two uses are stated
Both uses are accurate

Needs Improvement - 1
One use is stated
One use is accurate

You could generate data by recording the scores of the assessment in a grade book. If they have not met the
level of proficiency on the assessment you need to assess where they are struggling. Are they struggling with
one resource and not another? Are they struggling understanding the vocabulary? If this is the case taking
time to explain the vocabulary should help get the student up to the level of proficiency. You could also
provide resources such as books and the internet to help them understand the content.

Anticipatory Set: Allotted Time: 5 minutes

a Imagine what it would be like to live in a world with no trees and no water. What would the world look
like? Would you like to live in such a world?
b Yesterday we learned about the different natural resources in Michigan.
c Today we are going to learn how people use these different resources. Our goals for today are to be
able to describe the uses for trees, water, and crops.
d It is important to learn how different resources are used because they are important to our life. For
example if we did not have water we would not be able to survive.
e During our lesson today I want you to participate. Dont be afraid to ask questions.

State Purpose and Objective of Lesson:

a Tell the students what: stated above in part c (Our goals for today are to be able to describe the uses
for trees, water, and plants.)
b Tell them why: stated above in part d (It is important to learn how different resources are used because
they are important to our life. For example if we did not have water we would not be able to survive.)

Instruction:
a Direct Interactive Instruction:
The teacher will:
i The teacher will introduce lumbering through a paired activity
ii The teacher will facilitate discussion
iii The teacher will model filling out the graphic organizers
iv The teacher will answer any questions the students have
v The teacher will walk around and observe during centers
vi The teacher will explain independent practice
The student will:
vii The student will discuss photos with a partner
viii The student will read about lumbering
ix The student will participate in a discussion about lumbering
x The student will participate during centers
xi The student will participate during classroom discussion about the graphic organizers
xii The student will complete independent practice

Allotted Time: 10 minutes

Today we are going to learn about the uses for three natural resources: water, crops, and trees. Since we know
more about how water and crops are used you are going to work on that at centers. However, lumbering is
something new so we are going to discuss it together.
Place students in pairs and give each pair a copy of the handout with the photographs. Explain that the pairs
should examine the photographs and try to figure what is going on in each of them. Give students time to
work together and then lead a discussion of the photographs using the following questions:
What things can you identify in the photographs?
Where do you think the photographs were taken?
What are people doing in the photographs?
Do you think the photographs are connected in some way? Why or why not?
Make sure each pair understands what they are to do and each student is contributing. I may need to describe
the directions again to a pair that has an ELL student.
Explain that the two photographs show an important economic activity that began in Michigan just around the
time Michigan became a state. (Direct Instruction)
Allotted Time: 10 minutes
Next students are going to read a short article about lumbering. Students can read the article by themselves or
they may partner read. Once students are done reading ask them to summarize what they read. Ask questions
such as what did you find interesting. What was something new you learned? Then discuss the term
lumbering. What is lumbering? What are some things made from wood? Explain that early settlers saw trees
as both a valuable resource and a problem. They needed the trees for log cabins, but they also needed to clear
the land of trees in order to farm.
Allotted Time: 5 minutes
Have materials already set out at the centers (photographs and organizers). Explain to the students that they
are going to be going to centers. Show them what they are going to be doing at each center. For center explain
that they are going to be looking at photographs and talking in their group. They will need to talk about what
they see. Then they will be filling out a graphic organizer. Pull up the graphic organizer on the screen. Show
the students how they should fill it out. One bubble might say to drink and another might say to swim. Make
sure you explain each center and model what they will be doing. (Modeling)
Allotted Time: 30 minutes
Divide the class into three different groups. Students will have 10 minutes at each center.
Center 1: Students will look at photographs of water and talk in their group about the different ways that water
is used. They will fill out the water graphic organizer.
Center 2: Students will be looking at the crops photographs and discussing what they see. They will be filling
out the crops organizer. On this organizer students are to name three different types of crops. For each crop
they need to give two examples of the way it is used.
Center 3: Students will be filling out a graphic organizer about the different ways that trees are used.
(Strategy #5)
(Guided Practice)
Allotted Time: 8 minutes
Once every group has been to every center come back together as a class. Discuss the different graphic
organizers. Have students share what they wrote and what they are thinking.
Independent Practice: Allotted Time: 6 minutes
Students will be completing Ticket out the Door. For this the students must state two uses for every
resource. The uses must be accurate.

Differentiated Instruction:
Additional books and websites will be provided for students who are struggling.
If a student is proficient early they can start to think about and write about how we adapt to and
modify our natural resources.
Students are able to work together and do not have to work alone.
If a student is still not proficient near the end of the lesson figure out where they are struggling. If they
were messing around they will have to finish the assignment for homework. If they genuinely do not
understand do a quick one-on-one with them and see if that helps to clear things up.

Closure: Allotted Time: 2 minutes

a Today you learned about the different uses of trees, water, and crops.
b Can someone tell me something that they learned today that they did not know before?
c As we continue on through our unit keep in mind what you learned today because we will keep coming
back to it throughout the unit.
d

Thank you for your great learning today.

6 References:
(2010). The growth of michigan. Retrieved from http://members.scope.oakland.k12.mi.us
Elliott, V. K., Peirsel, S., Velasquez, A., & Wong Woo, B. (1995). People in time and place. Morristown, NJ: Silver
Burdett Ginn.
(2008). My book of natural resources. Retrieved from http://www.abcteach.com
Explanation of Identified Instructional Strategies:

Why I selected that particular strategy?

o I selected learning centers for this lesson because I wanted the students to do some inquiry. I wanted
them to ask questions and come up with their own answers they discovered by completing the centers.
The benefits of that strategy over another.
o This strategy allows students to interact with one another and learn from one another. It also allows
them to participate in different activities that further their learning. Another benefit is that it allows
students to get up and move around. They are not stuck at their seats. The most important benefit of
this strategy though is that it allows students to take ownership of their learning.
Possible cons or barriers that you may encounter from utilization of the strategy.
o There are two major possible cons. The first is that learning centers can be time consuming. Second,
learning centers can get out of control if students do not have explicit instructions and know exactly
how they are to behave while at the centers.