INTERDISCIPLINARY VOCABULARY STRATEGIES

LESSON PLANCSI-R MODEL

Dr. JosephRED 6546

Mary Anne Ellis

ContentDisciplinary Vocabulary

Disciplinary Vocabulary: Capital Resources Natural Resources Human Resources Goods services

Related Vocabulary: Barter Trade sell

Standards CCSS

CCSS.ELA-Literacy.CCRA.R.9 Analyze how two or more texts address similar topics

CCSS.ELA-Literacy.CCRA.L.6 Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening

CCSS.ELA-Literacy.RL.3.1Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

Standards CCSS

STANDARD SS.3.E.1.1 Standard 1: Beginning Economics

Give examples of how scarcity results in trade.

STANDARD SS.3.E.1.3 Standard 1: Beginning Economics

Recognize that buyers and sellers interact to exchange goods and services through the use of trade or money.

http://www.kidseconposters.com/posters/the-basics/natural-resources/

Prior to introducing this text, create a poster or bulletin board with pictures of natural resources, human resources, and capital resources. (compare and contrast the types of resources)

Focus Question:What is a Resource?

Resource is a source of supply, support, or aid, especially one that can be readily drawn upon when needed. (www.dictionary.reference.com)

What are different kinds of Resources? (Natural resources, human resources, capital resources)

Natural resources are used to produce goods and services. Natural resources are necessary for production.

Human resources are the people who work to produce those goods and services.

Capital resources are the tools used by the people to make the goods and services.

Create a graphic organizer with 3 columns and discuss the different types of resources.

Investigate Text 1Fiction Text

Read to the classA New Coat for Anna Author: Harriet Ziefert Illustrator: Anita Lobel Published: 1988 Reading Level: .5 Grade Level: PreK - 3 Lexile Measure: 690L Publisher: Knopf

Investigate - Text 1Fiction Text

Comprehension Questions:

Explain how Anna could get a new coat for the winter without any money.Her mother traded a gold watch and other nice things for wool and the services of the craft people to make the coat.

Explain why Anna and her mother had no money.It was wartime and no one had any money.

Investigate Text 1Fiction Text

List all the trades Anna's mother made in order to get the new coat.Gold watch to the farmer for wool; a lamp to the old woman to spin wool into yarn; garnet necklace to the weaver to weave yarn into cloth; teapot to the tailor for sewing cloth into a coat.

What natural resources were needed to produce the coat?Wool from the sheep, lingonberries.

List all the steps for producing Anna's new coat.Shear the sheep, spin the wool into yarn, dye the yarn, weave yarn into cloth, sew the cloth into coat.

Investigate Text 1Fiction Text

• After reading A New Coat for Anna, discuss and list the different types of resources found within the story. ELL Accommodations: Provide pictures of each resource listed

on the chart.

Natural Resources Human Resources Capital Resources

Sheepberries

farmerold womangirl and motherweavertailor

shearing scissorsspinning wheelbasket (for berries)loommeasuring tape, sewing machine, scissors, pins

Investigate Text 2Informational Video

Video on Natural Resources Go to www.youtube.com and paste in the

following link. https://

www.youtube.com/watch?v=4wiKrZY5GVw

KidsClassroom Grade 3- Science-Natural Resources

Video Comprehension Cloze Questions

Wind, plants, animals, air, soil, and sunlight are forms of _______ resources.

_____ gives us a place for farming. Living things need ______ to breathe.

_____ is necessary for all living things to survive.

_____ gives the Earth warmth and energy.

(Natural, Soil (or land), Air, Water, Sunlight)

Report

• Model for students how to make a Diamante poem using two different ideas/concepts. (Consider modeling, using different concept such as

night/day or summer/winter, so not to have students copy the sample)

Discuss adjectives, nouns, and -ing ending words.

Have students choose two of the types of resources and create a poem using the interactive application below.

http://www.readwritethink.org/classroom-resources/student-interactives/diamante-poems-30053.html

Report: Diamante Poem