Natural Resources

1st Grade Science 1.8 Alisha Frazier Katie Drahms

Teaching Timeframe: 5 days

The purpose of this unit is to introduce the topic of natural resources to students.

Natural resources are used daily by everyone all over the world so students need to

become familiar with what these resources are, learn what factors affect air and water,

and learn how to reduce consumption of these resources so they can be around for a

long time for everyone to enjoy. It is important for students to become familiar with this

topic so they can be better citizens and help conserve the resources on Earth.

This unit discusses the properties of natural resources; soil, water, air, minerals,

plants, animals, and forests. Once students understand what a natural resource is, they

will then learn what natural resources provide for us; food, clothes, shelter, energy,

water and air. Students will increase their vocabulary and learn that some of these

resources are renewable while others are non­renewable, so they must be used wisely

and conserved. To reinforce the topic of natural resources, students will read several

books related to this topic, watch videos, complete fun activities and even go on a

couple of scavenger hunts.

Day 1: What are Natural Resources?

Purpose:

This is day one in a series of lessons where students are introduced to natural resources. They will learn what natural resources are and the fact that they are limited. We will read several texts relating to natural resources where the students will identify the important events and theme. We use these resources every day, so it is important for students to know without these resource we wouldn't have food, shelter and even clothing. VA SOLs­

Science SOL 1.8 The student will investigate and understand that natural resources are limited. Key concepts include

a) identification of natural resources; b) factors that affect air and water quality c) recycling, reusing, and reducing consumption of natural

resources. Language Arts SOL 1.9: The student will read and demonstrate

comprehension of a variety of fictional texts. a) Preview the selection. b) Set a purpose for reading. c) Relate previous experiences to what is read. d) Make and confirm predictions. e) Ask and answer who, what, when, where, why, and how

questions about what is read. f) Identify characters, setting, and important events. g) Retell stories and events, using beginning, middle, and end. h) Identify the main idea or theme. i) Read and reread familiar stories, poems, and passages with

fluency, accuracy, and meaningful expression. Objective:

Using a flower graphic organizer, the students will provide 4 out of the 7 examples: natural resources: land, soil, forests, plants, animals, air, and minerals.

Procedure: Introduction

Begin the lesson by showing the class three pictures of three natural resources: land, water and plants (V).

Have students raise their hands and guess what each picture is (A). Natural resources will then be introduced by reading The Lorax, by

Dr. Seuss (V, A). Students will demonstrate comprehension of the text by answering

questions related to the text; the theme of conservation, characters, and the important events (A).

“Why do you think we read this story?” “Who were the main characters of this story?” “What do you think the Once­ler is called the

Once­ler?” After the reading, we will have a class discussion and the students

will be asked questions about conservation and introduce what natural resources are (A).

“What do you think conservation means?” Explain that conservation is the act of preserving

something and not using all of it at once. Explain that natural resources are things that the earth provide for

us to use every day (A). Have students raise their hand and name things that they

think are important to use everyday.

Development Using a smart­board activity, the class will learn that natural

resources are both living and nonliving things made by nature (T, V).

Ask students to provide examples of living and nonliving things that they think are natural resources (A).

If they give an incorrect answer, explain why it is incorrect. As a class, we will create an anchor chart that will be displayed

throughout the week which lists examples of natural resources: land, soil, forests, plants, animals, air, minerals (V, A).

Once the anchor chart is made, the students will create their own version by creating a flower graphic organizer (V, T).

Students will be given a worksheet where they will cut out a picture of a flower that has six petals, a stem and two leaves.

The students will write one natural resource on each part of the flower; for example, write “sun” in the center and the petals will have the other 7 natural resources written on it.(K)

The stem can be left blank, write “natural” on one leaf and “resources” on the other leaf.(V,K)

This is a great visual reminder for students to keep with them or to be hung around the room.(V)

For advanced students:

Students can write examples of the natural resources on the back of the petals.(K)

When students finish early, they can write and illustrate a natural resource that they use everyday.(V,K)

For struggling students: For students who have a hard time with reading,give a set of

flashcards with the name of the natural resource and a picture on the back.(V,K)

Summary

The lesson will be tied together by reading the nonfiction book, What are Natural Resources, by Bruce Larkin (V, A).

This book will help reinforce the new information of natural resources by providing real examples of each (V, A).

Ask questions in regards to the book for comprehension: (A) “The book gave us examples of what we use from wood.

Can you give me some examples?” “What natural resource is in concrete?” “What is a natural resource that you can ALWAYS make

more of?” Before transitioning lessons, students will be asked to provide one

example of a natural resource before leaving the carpet (A). Materials:

Book: What are Natural Resources, by Bruce Larkin http://www.wilbooks.com/what­are­natural­resources

Book: The Lorax, by Dr. Seuss Construction paper Pencil

Scissors Smart­board Smart­board lesson:

http://exchange.smarttech.com/details.html?id=18331d74­90a7­4317­84b4­1bee89445875

Evaluation A:

Students will be assessed on content knowledge based on how many natural resources they are able to correctly label on their flower graphic organizer.

Teacher will note student accuracy on the chart below.

GOT IT WORKING ON IT STRUGGLING

Evaluation B: Did the students meet the objectives? How do you know? Did your lesson accommodate/address the needs of all your learners? What were the strengths of the lesson? What were the weaknesses? How would you change the lesson if you could teach it again?

Day 2: Who Made It?

Purpose:

This is day two in a series of lesson for the week. The purpose of this lesson is to reinforce the idea that natural resources are limited and to learn that some resources occur naturally in nature, while others are man­made. We use natural resources daily, and students need to learn what these resources are and how to conserve them. VA SOLs­

Science SOL 1.8 The student will investigate and understand that natural resources are limited. Key concepts include:

a) identification of natural resources; b) factors that affect air and water quality c) recycling, reusing, and reducing consumption of natural resources.

C/T K­2.1 Demonstrate an operational knowledge of various technologies. A. Use various types of technology devices to perform learning tasks.

A) Use a keyboard, mouse, touchscreen, touchpad, and other input devices to interact with a computer.

Use appropriate buttons, gestures, menu choices, and commands to manipulate the computer when completing learning tasks.

B.) Communicate about technology with appropriate terminology Use basic technology vocabulary as needed.

Objective:

Using an interactive computer game and a worksheet, the student will differentiate between manmade and nature made resources by sorting pictures with 80% accuracy. Procedure:

Introduction: First, the students will fill out a KWL chart to review the material from the

previous day (what are natural resources). This KWL chart will help students organize the information that they remember and will also provide a place to put the new information that we learn today. The KWL chart should be kept in their interactive science notebook (T, A, V).

Once everyone has had time to fill out their KWL chart, we will have a class discussion: (A)

“Can anyone tell me one natural resource? Allow several responses until you get all seven: land, soil,

forests, plants, animals, air, minerals. “Can anyone point out a natural resource in the classroom?” “Do you think these natural resources are made by nature or are

they made by people?” “Who would like to tell the class one thing they want to know?”

Development:

Ask students if they think they know what it means to be a man­made resource (A).

Tell students that natural resources are made by the earth and man­made resources are made when people turn natural resources into something else.

Example: wood turned into paper. Next, show a powerpoint to further describe the difference between

man­made resources and nature made resources (A, V). Ask students to provide more examples of man­made resources

after each slide. After presentation, ask students: “How do you know if something is

made by nature or man­made?” “Do you have anything at home that is man­made?” “Is there anything in the classroom that is man­made?”

After the powerpoint, we will make an anchor chart listing examples of natural resources and man­made resources.(A,V)

Natural: Sun, water, soil, animals, plants. Man­made: cell phone, glass, chair, shoe. Students will create a similar chart in their interactive science

journal.(V,K) We will then walk outside to identify natural resources and fill out a chart

that asks students to find man­made objects that are made from natural resources: (K, V, T, A).

For example, if they see a wooden bench, they would write wooden bench beside plants and glass would be written beside land or soil.

Students should find an example for each of the 7 natural resources.

Activity should last about 15 minutes.

For advanced students:

If a student finishes this questionnaire early, they may write in their science journal about a natural or man­made resource that they really like, just saw or have at home and then draw a picture (V, T).

For struggling students:

If a student struggles to answer these questions, try to assist them by walking next to the student to listen to their reasoning.(A)

If a student seems uninterested, try to find a man­made resource that they enjoy, like the playground, and ask them what they think that is made from.(A)

Summary:

Go back to the classroom, where the lesson will end with an assessment on the computer or smartboard (V, T)

There are two different interactive games that each contain multiple stages of activities (V, T).

Activities include: sorting toys, labeling natural materials, sorting natural and man­made materials and describing changes in materials shown in a picture.

Each activity allows a student to write their name, short answers, and at the end, they can print all activities.

Materials:

KWL chart Pencil Science notebook Powerpoint:https://schools.smcps.org/gkes/images/Natural_or_Man­Made­.pdf Worksheet: http://star.spsk12.net/science/1/Natural%20Resources.ppt Assessment: http://www.tncurriculumcenter.org/resource/1032/go

Evaluation A:

To assess student knowledge on manmade and natural resources, the teacher will review the printed activities from the computer game as well as the worksheet that was completed outside.

Complete the following chart based on student results to see who needs further instruction

GOT IT WORKING ON IT STRUGGLING

Evaluation B:

Did the students meet the objective? Were students engaged and interested in the topic? What were the strengths of this lesson? What would I improve if I were to teach this again?

Natural Resource Objects Made by People, Using this Resource

Plant

Animal

Soil

Mineral

Air

Water

Forests

Day 3: What do Natural Resources provide us?

Purpose:

This is day three in a series of lessons where students are introduced to natural resources. The purpose of this lesson is for students to understand that natural resources play an important part in everyday life and provide us with necessities that we need to survive. Without these natural resources, we would not have shelter,food or clothing. VA SOLs­

Science SOL 1.8 The student will investigate and understand that natural resources are limited. Key concepts include:

a) identification of natural resources; b) factors that affect air and water quality c) recycling, reusing, and reducing consumption of natural

resources. Art SOL 1.8 The student will arrange shapes in space within the picture

plane.

Objective: Using a worksheet, the student will be able to match natural resources

(land, soil, forests, plants, animals, water, air, minerals) to examples of what natural resources provide us with 85% accuracy.

Procedure: Introduction:

Begin the lesson by asking students questions about the previous lesson: “What is a natural resource?”(A)

You should be looking for an answer that has to do with something being provided by the earth.

“Can you give me some examples of natural resources?”(A) Look for these answers: land, soil, forests, plants, animals,

water, air, minerals. “Can you name some things that you might think natural resources

provide us with?”(A)

Look for answers such as: clothes, food, water, shelter, transportation

Show Youtube video called Resources: Welcome to the Neighborhood­Crash Course Kids #2.1 (V,A)

Development:

Tell students that natural resources are things that we use every day. On an anchor chart, write: land and soil, forests, animals, minerals, air and

plants. Have them think of some things we use every day that are natural resources. If they can’t think of anything, you can use your notes and give an example.

For example: Windmill pairs with air, apple pairs with plants, chicken pairs with animals, cars/trains pairs with minerals.

You should spend about 10­15 minutes on this activity. Tell students that natural resources are right in their own backyard, and that they

are going to go collect some natural resources. Have students copy anchor chart so they can place in their interactive notebook. Tell students that they are going to go outside and find their own natural

resources to make a face on a sheet of paper. (K,T,V) Show students an example of the nature face that is already made.(V) Each student should get a plastic baggy to put their items in.

They can find and use rocks, leaves, sticks, flowers,etc. Spend about 20 minutes outside. Come back inside and have students sit at their desks. Students will then arrange and glue the items on the paper to make a

face.(K,T,A) When students complete the nature face, have them finish with a worksheet

called ‘How Families Use Natural Resources’ Using the two columns with pictures,one for the natural resources and one

for the items we use everyday, students will draw a line to match them. Some pictures may match to more than one resource.

For advanced students:

For students who finish early, have them work on a graphic organizer called ‘We use water for…’. They can put this in their interactive science notebook when finished.(K,V)

Have students write a complete sentence and illustration about a natural resource that they use every day.(K,V)

For struggling students: For a student who may have a hard time paying attention (or even hard of

hearing), you can place them on the computer with headphones so they can follow along during the youtube video. (A)

Summary: Have students come to the front carpet

Before asking the following questions, let students know they will be doing a rally robin (the students will turn to their shoulder partner and talk about the answer of the question that is asked.)

Give them 30 seconds for each question.(A) Have students raise their hands to give the answer to the class.

“What natural resource do you use everyday?” (A) Look for answers: showers, shelter, to eat

“What do you think would happen if we didn’t have natural resources?”(A)

Look for answers: Hard to live comfortably, wouldn’t have shelter, wouldn't be able to use cars

“Why do you think it’s important to have natural resources?”(A) Look for answers: They form the basis that we as humans

need to survive. Materials:

Youtube video on what natural resources provide us: https://www.youtube.com/watch?v=8LfD_EKze2M

Nature face: http://happyhooligans.ca/nature­faces/

‘We Use Water For…’ worksheet: http://firstgradewow.blogspot.com/2013/04/creating­symmetry­and­

natural­resources.html ‘How Families use Natural Resources’ worksheet:

http://www.deq.state.or.us/lq/pubs/docs/sw/curriculum/RRPart0201.pdf

Note cards with labeled natural resources List of things that natural resources provide us with. Plastic baggies Paper Natural resources from outside Glue

White board Dry erase markers

Evaluation Part A:

To assess the students knowledge of what natural resources provide us, they will complete a worksheet called ‘How Families use Natural Resources”. I will collect their work and after looking over them and record who understood the material, who seemed unsure, and who didn't understand.

Evaluation Part B:

Did the students meet your objectives? How do you know? Did your lesson accommodate/address the needs of all your learners? What were the strengths of the lesson? What were the weaknesses? How would you change the lesson if you could teach it again?

Day 4: Renewable or Nonrenewable?

Purpose:

The purpose of this lesson is to differentiate between renewable resources and nonrenewable resources. It is important for students to understand that some things cannot be remade if they are used up, so we can help teach conservation. We, as citizens, need to be mindful of waste and to help conserve these nonrenewable resources so they will be around for a long time. VA SOLs­

Science SOL 1.8 The student will investigate and understand that natural resources are limited. Key concepts include: a) identification of natural resources; b) factors that affect air and water quality c) recycling, reusing, and reducing consumption of natural resources.

Math 1.14 The student will investigate, identify, and describe various forms of data collection (e.g., recording daily temperature, lunch count, attendance, favorite ice cream), using tables, picture graphs, and object graphs.

Math 1.15 The student will interpret information displayed in a picture or object graph, using the vocabulary more, less, fewer, greater than, less than, and equal to.

Objective:

Students will search for pennies and make a bar graph to represent the limited supply of non­renewable resources with 90% accuracy. Procedure:

Introduction: Begin the lesson by turning off the lights in the classroom. Explain to the class many things that we use daily require energy

resources; lights, computers, cars, cell phones. If the world runs out of energy, than we cannot use these things. Explain to the class that energy is power created by resources.

Solar, hydroelectric, wind, geothermal, biomass Ask the class if they can guess what the word renewable means (A).

Explain that renewable means something can be replenished or replaced.

Resources such as the sun, water, wind, geothermal, biomass are renewable.

Ask the class if they know what it means to be non­renewable (A). Explain that it it is the opposite of renewable because of the prefix

non; it is something that cannot be replaced. Fossil fuels such as coal, oil, and natural gas are nonrenewable

resources. Restate that the two are both natural resources, but renewable resources

can be replaced where non­renewable resources cannot be replaced. Watch a video that explains renewable and nonrenewable resources. As a class, make an anchor chart describing the difference between

renewable and nonrenewable resources and provide examples (A, V). The class can then create their own chart in their interactive science

notebook, listing the different resources that are renewable and nonrenewable, as well as definitions of both (A, V, T).

Development:

Bring the class to the carpet for group discussion on renewable and nonrenewable resources (A).

To demonstrate the severity of non­renewable resources, the students will participate in a short activity lasting 10­15 minutes(A, V, T, K).

Students will pass around a paper bag with pieces of paper numbered 1­5, and will draw a number (even amount of numbers).

Tell the students that each number represents a generation of people and popcorn represents non­renewable resources or fossil fuels; coal, natural gas.

Whoever draws the number 5 will stay themselves. Whoever draws number 4 will be the parent’s to 5, number 3 will be 5’s grandparents, 2’s will be 5’s great grand parents, and 1’s will be 5’s great­great grandparents.

Since the 1’s are the oldest, they will get to grab a handful of popcorn to put in a small plastic cup.

Next, 2’s will grab popcorn, and so forth until it is 5’s turn. When the 5’s go, there will be very little popcorn left for them to eat,

and we will discuss how this can happen with non­renewable resources.

Discuss that this is what can happen with non­renewable resources whenever this generation uses as much as they want; the next generations will not have much to use.(A)

Of course, to avoid frustration, have back­up popcorn to allow an even distribution among students.

Next, have a group discussion comparing the similarities and differences between renewable and nonrenewable resources (A, V).

Write student answers on the board. Look for answers such as: Non­renewable resources cannot be

replaced, renewable resources can be replaced, they both provide us with sources of energy.

Summary:

End the lesson with a math activity where students are given a worksheet They will be instructed that they are in search of fossil fuels, pennies, and

will be searching the classroom for them. They will each search the classroom four separate times and record the

amount of pennies found each time (A, V, K, T). First they will just write the number of pennies they find after each

search, and they will then use their results to draw a bar graph. They will then be asked to answer questions such as:

During which search did you find the most pennies? During which search did you find the least pennies? Why do you think it became harder to find pennies? What does this activity tell you about fossil fuels?

For Advanced Students:

If students finish this assignment early, they could write in their journal or draw a picture of one renewable or nonrenewable resource that they are interested in.(V,K)

For Struggling Students:

If students struggle with finding pennies and recording their answers, have students work in teams rather than independently.

Materials:

Anchor Chart: https://es.pinterest.com/pin/145452262942637267/ Lesson Plan Ideas:

http://www.education.com/lesson­plan/renewable­and­non­renewable­energy/ Interactive Notebook: https://www.pinterest.com/pin/487303622154530336/ Popcorn activity:

http://jennarizziportfolio.weebly.com/5/post/2012/12/day­five­renewable­vs­non­renewable­grade­2.html Video: http://www.watchknowlearn.org/Video.aspx?VideoID=53153&CategoryID=2455

Math graphing activity: http://static.ehe.osu.edu/sites/beyond/penguins/downloads/misc/fossil­fuel­search.pdf

Evaluation A:

The student will make a bar graph that represents the number of pennies found in each search, where the pennies represent non­renewable resources.

The graph must match the numbers written on their worksheet and in order. Assess student knowledge of bar graphs by reviewing the worksheet.

Evaluation B:

Were the students engaged in the topic? What went well? What did not go well? What would I change if I taught this lesson again? Did the students meet the objective?

Day 5: Scavenger Hunt

Purpose: This is day 5 in a series of lessons where students continue to review what natural resources are, how we conserve them, how we use them in our daily lives and the difference between renewable and nonrenewable. Students will be able to apply this knowledge and will find natural resources in their outside environment. VA SOLs­

Science SOL 1.8 The student will investigate and understand that natural resources are limited. Key concepts include:

a) identification of natural resources; b) factors that affect air and water quality c) recycling, reusing, and reducing consumption of natural

resources.

Physical Education SOL 1.1 The student will demonstrate the correct critical elements (small, isolated parts of the whole skill or movement) of locomotor, non­locomotor, and manipulative skills.

a) Demonstrate critical elements used in the locomotor skills of walking, running, hopping, jumping and landing, galloping, leaping, skipping, and sliding.

b) Demonstrate critical elements used in non­locomotor skills (e.g., bending, pushing, pulling, stretching, turning, twisting, swinging, swaying, rocking, balancing, and rolling).

c) Demonstrate a minimum of two critical elements used in manipulative skills performed alone (e.g., toss and catch, dribble with hand in general space, dribble with foot, kick and strike with hand or equipment, throw underhand, and volley).

d) Demonstrate at least two critical elements for the manipulative skills of catching, throwing underhand, striking, dribbling, and kicking while moving.

e) Demonstrate simple educational gymnastic sequences that contain a variety of balance, roll, transfer of weight, and flight.

f) Demonstrate moving to a rhythm by keeping time to a simple beat, using a variety of locomotor and non­locomotor skills.

Objective: Using one item they found on their scavenger hunt, the students will be able to

describe their item by writing about it, name which natural resource that it is, identify whether its renewable or nonrenewable and illustrate with 75% accuracy (3 out of 4).

Procedure:

Introduction: Begin by having students come to the carpet. Have students pair up in groups of two. Tell students that you are going to be asking questions and as a group they will

be working together to answer. When the group knows the answer, they will raise their hands.(A) Students will be given 30 seconds per question Questions regarding what was taught the previous 4 days:(A)

“What is a natural resource?” “What are ways we can conserve natural resources?” “What are some things that natural resources provide us that we use

everyday?” “Can you tell me the difference between renewable and nonrenewable?

Example of each?” Development:

Explain to students that today they will be going on a scavenger hunt outside to find natural resources.(A)

They will be given a list of things that they must find. Explain that they should try to find at least 13 of the 16 items on the list.(A) Have students go back to their seats. Hand each student a brown paper bag, a laminated copy of their scavenger list

and a dry erase marker. Tell students when they go outside that they should be power­walking, running,

hopping, jumping and landing, galloping, leaping, skipping, or sliding. There should be no staying in one place or slow walking.(T,K)

Let students know they only have 20 minutes to find as many items on their list. They can check off items as they go. Once you are outside, count from 3 to 1 and have student disperse at 1. Have students do this for about 20 minutes. When students finish, they will bring you their bag where you can count how

many items they found.

Once the 20 minutes is up, have the class come back inside. Have students return to their seats. Tell students they are going to pick their favorite item that they found and they

will write and illustrate about it.(V,K) Students will:

Describe their item by writing about it. Illustrate their item Name what natural resource that it is (land,soil,mineral,etc.) Name whether it is renewable or nonrenewable

Have what they need to write on the board for reference.

Summary: When students complete their writing, have them bring it with them to the carpet. Have students find a shoulder partner and share what they found and what they

wrote about their item.(A,V) Have students share with their partner for about 2 minutes When the time is up, students can raise their hand and share what their partner

found.(A) Close the lesson by asking students the following questions:(A)

“What kind of natural resources did you find during your scavenger hunt?” Look for answers such as: leaves, flowers, rocks.

“Did you find any manmade resources?” “What kind of renewable resources did you find? Non­renewable?” “Why do you think I had you all do this scavenger hunt?”

Explain that natural resources are found everywhere! We can find them in our home,outside where we play and even in our classroom.

For advanced students:

For students who finish early with the scavenger hunt, have them work on a graphic organizer chart where they can list what animals, plants,water and land that they see. (V,K,T)

For struggling students: For any ESL students or students who struggle with writing, have them describe

their item to you for you to write for them. (A,K)

Materials: Paper bags Scavenger hunt list:

http://www.thetaylor­house.com/nature­scavenger­hunt­for­kids/ Dry erase markers Paper markers/crayons/colored pencils Animals, Plants, Land and Water graphic organizer worksheet:

https://www.pinterest.com/pin/156922368241412679/ Evaluation Part A:

The students will complete a mini writing assignment based on an item that they found on their scavenger hunt. They will write a sentence describing their item, name what natural resource that it is, whether its renewable or nonrenewable and will illustrate their item.

I will assess their work to see if they were able to provide 3 of the 4. Evaluation Part B:

Were the students engaged in the topic? What went well? What did not go well? What would I change if I taught this lesson again? Did the students meet the objective?

RESOURCES

1. “Everything comes from something” worksheet that asks the student to draw a picture of an object. Then they have to write out what materials make up this object and what resources are used. http://static.ehe.osu.edu/sites/beyond/penguins/downloads/misc/everything­comes­from­something.pdf

2. Book: Miss Fox's Class Goes Green by Elieen Spinelli. This is a story about a Fox who rides her bike to school one day and her class asks why. She tells them that she is going green, and eventually, the whole class starts to change their habits too; taking shorter showers, turning the lights off when not in use, etc.

3. Fun computer game that allows students to demonstrate how to conserve energy: turning off lights and electronics when not in use, opening window to let in cool air, etc. http://www.olliesworld.com/club/gamehouse.

4. Book: Why Should I Save Water? By Jen Green. This story is informing boys a girls all the different ways that we can do to save water.

5. This is a great art activity that could be done towards the end of the lesson when discussing ways to help save the earth. Each students creates their own earth and then makes a pledge of ways they can help; “I promise I will pick up trash,” “I promise I will turn off the water when not using it.” http://thefirstgradeparade.blogspot.com/search?q=earth+day

6. This Sesame Street video discusses the introduces the topic of recycling and

tells viewers what can be recycled.https://www.youtube.com/watch?v=jrIO8y6xe­o 7.

This is a cute and easy song to help students remember the three r’s: reduce, reuse, recycle.

http://thefirstgradeparade.blogspot.com/search?q=earth+day 8.

This is a great, FREE, sort and graph activity for students to learn what items they can and can’t recycle. Once they sort the recyclables, they graph which items (plastic, paper, glass or metal) had the most, least or same amount of items.

https://www.teacherspayteachers.com/Product/Recycling­Sort­and­Graph­246045 9. “Earth Day Hooray contains literature connections, word activities, and writing lessons to enhance your Earth Day plans. Enjoy!” https://www.teacherspayteachers.com/Product/Earth­Day­Hooray­640519 10. This is an electronic flip­book that discusses renewable energy; solar, hydroelectric, wind, biomass, geothermal, and ocean energy. Each page goes into detail about once source of energy.

https://www.storyjumper.com/book/index/19798038/Renewable­Energy#page/7

11. This link provides writing prompts that relate to The Lorax, by Dr. Seuss. Students can write about Defending one thing in nature that is in jeopardy, like the truffala trees in the story. Students can discuss why the Once­ler is called the Once­ler, or ask students to create their own thneads and discuss with the class. https://www.teachervision.com/tv/printables/EPA_DrSeuss­Resources.pdf 12. https://www.teacherspayteachers.com/FreeDownload/Natural­Renewable­Nonrenewable­Resources­Exit­Slip­1963566

This is a great resource to use for transitions in the classroom. This exit slip allows students to review what natural resources and renewable/ nonrenewable resources

are.

13. This nature walk worksheet is perfect for students to take home and do independently or with their parents. https://www.pinterest.com/pin/AXISzVHnsTEPVP2bnCwGzs9xXz6SEQgNBDASMspIdKnTYufYAsL9Gbg/

Unit Evaluation

1. Man­made or Nature Made? Please cut and paste the following pictures into the correct category based on if they are man­made or made by nature.

2. Renewable Energy or Non­renewable Energy? Please cut and paste the following pictures into the correct category based on if they are a renewable resource or non­renewable resource.

3. Writing

Pick four of the seven natural resources and write in complete sentences what each natural resource provides. You only need to write one sentence per natural resource and one product of each. Natural resources: Soil, water, air, plants, animals, minerals, forests

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