Natural Resources · Web view2019. 9. 18. · My thematic unit is focused on “How can we help...

2015

Natural Resources

Grade: 1Ms. Tanya Schloemer

Unit Summary

My thematic unit is focused on “How can we help preserve our natural resources?” Though I am trying to keep

it simple for 1st grade, I think that it is never too early to teach students where things come from and that they

can become socially, economically, and geographically aware of our choices and how they affect the world. I

would like the students to know that everything comes from somewhere. Some things come from certain areas

and have to possibly be traded or shipped for use. The students should know what renewable and nonrenewable

are and what air, water, rock, oil, and plants are used for. Knowing what we can do to preserve our resources:

reuse, recycle, and reduce. I have incorporated small group activities, read aloud, interactive smartboard

activities, activities that require motor skills from cutting to drawing and discussions of previous learning and

connections.

Diversity Lesson Plan 1

Teacher Education Program

Daily Lesson Plan

Teacher Candidate’s Name: Tanya Schloemer

Preliminary InformationLesson 1 of Identification of Natural resources and where we get them from

Date: February 17th, 2015

Grade: 1stNumber of Students: Approximately 20-23(average in my district.

Course/Subject: Social Studies

Unit/Theme: Geology Period/Time: 13:00-13:30Estimated Duration: 30 minutes

Where in the unit does this lesson occur?(Double click box to activate check mark.)

Beginning of the unitMiddle of the unitEnd of the unit

Structure(s) or grouping for the lesson (Check any that apply) (Double click box to activate check mark.)

Whole classSmall groupOne-to-oneOther: Specify:

What are your goals for student learning, and Why are they appropriate for these students at this time?

Big Idea or Concept Being TaughtWhat is the essential question students will be able to answer after the lesson is complete?

What are the different resources that are available in their raw state? Where can we gather the resources in Wisconsin? Rationale/Context Why is this lesson at this time; how does it connect to previous or succeeding lessons? OR Why is this an appropriate topic for an advisory session?

Knowing what the resources are in their raw state will open up the following lessons to learn what items are made from which natural resources.Prior Knowledge and ConceptionsWhat knowledge and/or skills must students already know to be successful with this lesson?

The students must know what water, rocks, soil, oil, animals, plants etc… are.Student Learning Objective(s)Identify 1 or 2 student learning objectives. Begin your objectives with: The students will be able to ….Remember: these are NOT activities. Activities are used to assist students with reaching the learning objectives.

The student will be able to understand that everything around them is created either naturally or uses natural resources to be created.How you will communicate the learning objectives to students?

I will communicate the learning objective at the beginning of the class and give the students a picture worksheet to assist with the items we talk about during the lesson if they are unfamiliar with the technical names.

Expectations for Student LearningWhat are your expectations for student performance in meeting the learning objectives? Specifically, describe expectations for each of the following types of student performance: exceeds expectations, meets expectations, and below expectations performance. Please note that this does not address student behavior; instead, it addresses student performance as they strive to reach learning objective expectations. Include a rubric with criterion for each: exceeds, meets, and below. REMEMBER: You are measuring the learning objectives, not student behavior or student participation.

Exceeds Expectations: Students can explain how some of the natural resources are used, and how they personally use them. Example, student shares how they read magazines and recycle them to save resources.Meets expectations: Students can identify how they use natural resources in daily life. Example, student refers to the desk they are sitting in being made of wood and metal.Below Expectations: Students do not identify using natural resources.Evidence and Assessment of Student LearningHow will you know whether students are making progress toward your learning goal(s), and/or how will you assess the extent to which they have met your goal(s)? Hint: use academic language such as (but not limited to) “monitor,” “formative,” “summative,” and “observe.” Be certain you are accessing the progress of ALL students. Some formative strategies will not allow for effective concurrent monitoring of every student.

With the provided worksheet, the students will list items made from each resource by the picture of the natural state. I will also walk around the room and try to assist students that list items in the wrong area, but helping them expand their thinking.Student FeedbackHow will you provide students with feedback? Use academic language within your response.

I will provide students with feedback by commenting on their lists. I will also give them verbal feedback as I walk around the classroom and monitor their progress.StandardsList the standards that are most aligned with your learning objectives. Clearly identify if you are using Wisconsin Academic Standards or CCS.

Wisconsin Academic Standardshttp://teachinghistory.org/teaching-materials/state-standards/wisconsin/1 WI.A. Content Standard: Geography

People, Places and Environments: Students in Wisconsin will learn about geography through the study of the relationships among people, places, and environments.A.4.1. Use reference points, latitude and longitude, direction, size, shape, and scale to locate positions on various representations of the earth's surface. A.4.2. Locate on a map or globe physical features such as continents, oceans, mountain ranges, and land forms, natural features such as resources, flora, and fauna; and human features such as cities, states, and national borders. Identify local goods and services that are part of the global economy and explain their use in Wisconsin. A.4.4. Performance Standard:Describe and give examples of ways in which people interact with the physical environment, including use of land, location of communities, methods of construction, and design of shelters. B.4.8.Performance Standard: Compare past and present technologies related to energy, transportation, and communications and describe the effects of technological change, either beneficial or harmful, on people and the environment.D.4.4. Give examples to explain how businesses and industry depend upon workers with specialized skills to make production more efficient.D.4.5. Distinguish between private goods and services (for example, the family car or a local restaurant) and public goods and services (for example, the interstate highway system or the United States Postal Service).D.4.6. Identify the economic roles of various institutions, including households, businesses, and government.D.4.7. Describe how personal economic decisions, such as deciding what to buy, what to recycle, or how much to contribute to people in need, can affect the lives of people in Wisconsin, the United States, and the world

Academic LanguageIdentify academic language, particular words/phrases that are essential to understanding the content of this lesson. In other words, what academic language must students already know to be successful with this lesson?

Natural, resources, water, soil, plants, air, solarHow will you support students to meet your goals?

Respond to each in the spaces provided.

Launch/HookHow will you get the lesson started? What questions, texts, inquiry, modeling, and/or other techniques will you use to engage students? REMEMBER: This is the 60 seconds at the start of the lesson that grabs attention and bridges prior learning with the new content.

I will question the students with what they view around them, followed by questioning what they think

http://teachinghistory.org/teaching-materials/state-standards/wisconsin/1

the items (such as desk) are made of. I will then explain that the item (tree) is a natural resource. I will then ask what other items are around (chair) and it is made of metal that comes from a rock that came from a mineral, an original natural resource.Followed by something they drink (water) where it comes from.As they follow along with the different pictures of natural resources so that they can identify the tree in its natural form.With a map back drop, I will ask them where some of the items may come from (rocks from mountains, wood from trees, water from lakes etc…)ExploreHow will students engage with ideas/texts to develop understandings; what questions will you ask; how will you promote question generation/discussion; how will you address the academic language demands; detail your plan.

This section should read like a cookbook. A guest teacher should be able to take this section and duplicate your entire lesson.I will read Earth’s Resources by Sue Barraclough part of the Investigate book series. This book starts with listing earth’s resources and continues with uses of each.With the diversity of the classroom, I will ask students about some of the things in their home they may use, have or eat. With that I will ask them if it is something we can find in Wisconsin. If it is something such as a Pineapple, and a student states that they buy it from the store, I will help them explore by explaining that it is not native to this area, so how do they think we are able to get them here? Transportation, explore materials used for transportation: oil, metal, packaging: wood, plastic, metal. After reading, I will discuss with students the different materials listed in the book. I will ask them what some of the uses for the resources are.Explore where non-native resources come from (map)Next the students will create lists on what is from what resource.If they can they will be able to write a sentence about one of the items and what is made of.I will then show them a variety of pictures on the smartboard, and we will take a vote if they are natural or man-made (Idea from the book Natural or Man-made? by Kelli Hicks).ClosureHow will you bring closure to the lesson? Do not merely state you would release the students to their next class.

I will ask the students to pay attention to the items in their life and question if they are in a natural form or not. I will ask them to be prepared with an idea for tomorrow’s discussion. I will have a map of the USA to picture where items may be found.Differentiation/ExtensionHow will you provide successful access to the key concepts by all students at their ability levels?

Having pictures to coincide with the names of resources and objects. I will assist with spelling items for students as they make their lists. Providing a follow along version for the students on the smart board, book and pictures.What IfsBe proactive. Anticipate what might not go as planned with the lesson; what will you do about it?

I will have an example as the worksheet on the smartboard. I will fill it in with the first item (desk next to the picture of a tree) as an example. I will be sensitive to those that struggle with spelling.Resources and MaterialsIdentify all resources and materials used for this lesson.

Smartboard example of the worksheetSmartboard pictures for natural or man-made? discussionEarth’s Resources by Sue BarracloughPencilWorksheetA map with 3D visuals, and label of what is found where

Differentiated Lesson Plan 2


Daily Lesson Plan


Preliminary InformationLesson 2 of Natural resources and where we get them from

Date: February 22, 2015

Grade: 1Number of Students: Approximately 20-23 (average in my district)


Unit/Theme: Geology Period/Time: 13:00-13:30Estimated Duration: 30 minutes






Respond to each in the spaces provided.Big Idea or Concept Being TaughtWhat is the essential question students will be able to answer after the lesson is complete?How we use natural resources on a daily basis, what are some natural resources that are not found in Wisconsin?Rationale/Context Why is this lesson at this time; how does it connect to previous or succeeding lessons? OR Why is this an appropriate topic for an advisory session?We learned about natural resources in their raw state last time, so we have a basis of what resources are and can connect them to our daily lives.Prior Knowledge and ConceptionsWhat knowledge and/or skills must students already know to be successful with this lesson?Students must know what natural resources are, and what forms they take if any before we use them.Student Learning Objective(s)Identify 1 or 2 student learning objectives. Begin your objectives with: The students will be able to ….Remember: these are NOT activities. Activities are used to assist students with reaching the learning objectives. The students will be able to identify that water is a natural resource that we do not change its form, or that a tree is changed in form for our use. Students will need to know that pineapples are not native to Wisconsin so they are not found here except in stores.How you will communicate the learning objectives to students?I will communicate the learning objective at the beginning of the class and give the students a variety of pictures (from printed material and web searches) to attach (glue to different posters, (use throughout unit) each resource has its own around the class) to different natural resources as we discuss how

resources are often altered from their original state for our use. I will use pictures of items not natural of Wisconsin to start the posters. i.e. pineapple, palm tree, swordfish Expectations for Student LearningWhat are your expectations for student performance in meeting the learning objectives? Specifically, describe expectations for each of the following types of student performance: exceeds expectations, meets expectations, and below expectations performance. Please note that this does not address student behavior; instead, it addresses student performance as they strive to reach learning objective expectations. Include a rubric with criterion for each: exceeds, meets, and below. REMEMBER: You are measuring the learning objectives, not student behavior or student participation. Exceeds Expectations: Students can explain how they personally use natural resources, attach pictures of items to correct group, can identify if the resource is native to WisconsinMeets Expectations: Can identify natural resources Below Expectations: Student does not identify using natural resourcesEvidence and Assessment of Student LearningHow will you know whether students are making progress toward your learning goal(s), and/or how will you assess the extent to which they have met your goal(s)? Hint: use academic language such as (but not limited to) “monitor,” “formative,” “summative,” and “observe.” Be certain you are accessing the progress of ALL students. Some formative strategies will not allow for effective concurrent monitoring of every student. Having the students come up with 5 pictures from printed material and searches online that they gathered preferably ones they use themselves, the students will work in small groups (3-5 students) able to identify the poster in the room that they each belong to. I will observe students observe student picture choices to help expand the discussion and future lessons.Student FeedbackHow will you provide students with feedback? Use academic language within your response.I will provide students with feedback by encouraging them to search for items that come from different resources. I will also give them verbal feedback on their choices, example “Johnny that picture of a corn stalk is a great choice!”StandardsList the standards that are most aligned with your learning objectives. Clearly identify if you are using Wisconsin Academic Standards or CCS.Wisconsin Academic Standardshttp://teachinghistory.org/teaching-materials/state-standards/wisconsin/1 WI.A. Content Standard: Geography

People, Places and Environments: Students in Wisconsin will learn about geography through the study of the relationships among people, places, and environments.A.4.1. Use reference points, latitude and longitude, direction, size, shape, and scale to locate positions on various representations of the earth's surface. A.4.2. Locate on a map or globe physical features such as continents, oceans, mountain ranges, and land forms, natural features such as resources, flora, and fauna; and human features such as cities, states, and national borders. Identify local goods and services that are part of the global economy and explain their use in Wisconsin. A.4.4. Performance Standard:Describe and give examples of ways in which people interact with the physical environment, including use of land, location of communities, methods of construction, and design of shelters. B.4.8.Performance Standard: Compare past and present technologies related to energy, transportation, and communications and describe the effects of technological change, either beneficial or harmful, on people and the environment.D.4.4. Give examples to explain how businesses and industry depend upon workers with specialized skills to make production more efficient.D.4.5. Distinguish between private goods and services (for example, the family car or a local restaurant) and public goods and services (for example, the interstate highway system or the United States Postal Service).D.4.6. Identify the economic roles of various institutions, including households, businesses, and government.D.4.7. Describe how personal economic decisions, such as deciding what to buy, what to recycle, or how much to contribute to people in need, can affect the lives of people in Wisconsin, the United States, and the world

Academic LanguageIdentify academic language, particular words/phrases that are essential to understanding the content of this lesson. In other words, what academic language must students already know to be successful with this lesson?Natural, Resources, water, soil, plants, air, solar, rocks, oil

How will you support students to meet your goals?Respond to each in the spaces provided.Launch/HookHow will you get the lesson started? What questions, texts, inquiry, modeling, and/or other techniques will you use to engage students? REMEMBER: This is the 60 seconds at the start of the lesson that grabs attention and bridges prior learning with the new content. I will ask the students what they remember from our last lesson and keep that in mind. I will then remind them of some of the items we listed as natural resources, and have them look at the pictures they chose for things they use every day. I will ask them what they think they are made of, water, plants, trees, rocks etc……ExploreHow will students engage with ideas/texts to develop understandings; what questions will you ask; how will you promote question generation/discussion; how will you address the academic language demands; detail your plan.

This section should read like a cookbook. A guest teacher should be able to take this section and duplicate your entire lesson.I will read Natural Resources by Louise Spilsbury. It starts by deciding what some things people use from nature to survive are and which ones are useful but not necessary. After reading the story, the students will work with a group (students will be grouped lower abilities with students that can assist probably a 1:2, one with needs to two that can assist in lesson such as using someone with higher fine motor skills to cut out items and those with fine motor skill issues glue picture to poster) and their pictures that are from magazines and newspaper clippings, some will be found from the internet as needed to cover a variety of resources and decide which pictures go on which poster: metal, trees, oil, plants, solar, air, water (we will have an extra board in case we are confused). The students will work together to add pictures to different posters; oil, water, metal, rock, soil, etc…ClosureHow will you bring closure to the lesson? Do not merely state you would release the students to their next class.We will discuss if the items on each poster are altered from their natural state and how they got that way (machines (man-made) or used in natural state).Differentiation/ExtensionHow will you provide successful access to the key concepts by all students at their ability levels?Working in groups to assess the pictures, using someone with higher fine motor skills to cut out items and those with fine motor skill issues glue picture to poster. Use scaffolding as I walk around the room to assist when the students are at a standstill in their progress. Helping students know what a picture is of (if a student is not familiar with a picture of a plant that is native of another culture (a group mates choice) help all students become familiar with it). Have a whole class discussion about what the different poster have after 5-10 minutes of putting things on them. Encouraging students to tell about the picture(s) they chose and where they may be found. Looking at the poster of confusion, we will see if we can as a whole class determine where the items should go.What IfsBe proactive. Anticipate what might not go as planned with the lesson; what will you do about it?Having a questionable poster, when students are not sure or disagree what category the item goes under. I.e. a car could be either a metal, sand, or oil so that we can expand our discussion.Resources and MaterialsIdentify all resources and materials used for this lesson. Large pieces of paper hung in roomMagazines to gather pictures of (computer searches if they have time during lab prior to lesson)Natural Resources by Louis SpilsburyScissors Glue stick

Inquiry Lesson Plan 3


Daily Lesson Plan


Preliminary InformationLesson 3 of Natural Resources and where we get them from, how to preserve what we have

Date: March 8th, 2015

Grade: 1stNumber of Students: Approximately 20-23 (average in my district)


Unit/Theme: Geology Period/Time: 13:00- 13:45Estimated Duration: 45 minutes depending on inquiry






Respond to each in the spaces provided.Big Idea or Concept Being TaughtWhat is the essential question students will be able to answer after the lesson is complete?What are the natural resources we need to survive?Rationale/Context Why is this lesson at this time; how does it connect to previous or succeeding lessons? OR Why is this an appropriate topic for an advisory session?We learned about what and how we use natural resources we use last time, but we didn’t cover what is a necessity and what is a want.Prior Knowledge and ConceptionsWhat knowledge and/or skills must students already know to be successful with this lesson?Students must know the difference between a need and a want, what natural resources are and how they are transformed for our use.Student Learning Objective(s)Identify 1 or 2 student learning objectives. Begin your objectives with: The students will be able to ….Remember: these are NOT activities. Activities are used to assist students with reaching the learning objectives. The students will be able to understand what is used for survival, and what is made for wants.

The students will be able to understand if the resource is used in its natural state for survival or if we need to change it. The students will be able to understand what happens if use all of our natural resources.How you will communicate the learning objectives to students?I will have the objectives listed on the white board while playing the video, and after the hook I will explain the learning objectives. Expectations for Student LearningWhat are your expectations for student performance in meeting the learning objectives? Specifically, describe expectations for each of the following types of student performance: exceeds expectations, meets expectations, and below expectations performance. Please note that this does not address student behavior; instead, it addresses student performance as they strive to reach learning objective expectations. Include a rubric with criterion for each: exceeds, meets, and below. REMEMBER: You are measuring the learning objectives, not student behavior or student participation. Exceeds Expectations: explores prior knowledge and asks/ explains what the difference between a need and a want are and how we use resources to meet both. Meets Expectations: Explores prior knowledge and can determine between a need and a wantBelow Expectations: Cannot determine the difference between a need and a wantEvidence and Assessment of Student LearningHow will you know whether students are making progress toward your learning goal(s), and/or how will you assess the extent to which they have met your goal(s)? Hint: use academic language such as (but not limited to) “monitor,” “formative,” “summative,” and “observe.” Be certain you are accessing the progress of ALL students. Some formative strategies will not allow for effective concurrent monitoring of every student. I will use formative assessment of students during discussion/lesson by randomly calling on students to participate. I will observe their responses, and monitor their note taking.Student FeedbackHow will you provide students with feedback? Use academic language within your response.I will provide students with feedback by commenting on their notes in their notebook, encouraging them when they interact with the smartboard and during discussions. I will assist students with printed notes as needed.StandardsList the standards that are most aligned with your learning objectives. Clearly identify if you are using Wisconsin Academic Standards or CCS.Wisconsin Academic StandardsA.4.2. Performance Standard:Locate on a map or globe physical features such as continents, oceans, mountain ranges, and land forms, natural features such as resources, flora, and fauna; and human features such as cities, states, and national borders.A.4.4. Performance Standard:Describe and give examples of ways in which people interact with the physical environment, including use of land, location of communities, methods of construction, and design of shelters.A.4.5. Performance Standard:Use atlases, databases, grid systems, charts, graphs, and maps to gather information about the local community, Wisconsin, the United States, and the world.A.4.6. Performance Standard:Identify and distinguish between predictable environmental changes, such as weather patterns and seasons, and unpredictable changes, such as floods and droughts, and describe the social and economic effects of these changes.A.4.7. Performance Standard:Identify connections between the local community and other places in Wisconsin, the United States, and the world.

A.4.8. Performance Standard:Identify major changes in the local community that have been caused by human beings, such as a construction project, a new highway, a building torn down, or a fire; discuss reasons for these changes; and explain their probable effects on the community and the environment.A.4.9. Performance Standard:

Give examples to show how scientific and technological knowledge has led to environmental changes, such as pollution prevention measures, air-conditioning, and solar heating.B.4.8. Performance Standard:Compare past and present technologies related to energy, transportation, and communications and describe the effects of technological change, either beneficial or harmful, on people and the environment.D.4.5. Performance Standard:Distinguish between private goods and services (for example, the family car or a local restaurant) and public goods and services (for example, the interstate highway system or the United States Postal Service).D.4.6. Performance Standard:Identify the economic roles of various institutions, including households, businesses, and government.D.4.7. Performance Standard:Describe how personal economic decisions, such as deciding what to buy, what to recycle, or how much to contribute to people in need, can affect the lives of people in Wisconsin, the United States, and the world.http://teachinghistory.org/teaching-materials/state-standards/wisconsin/1

Academic LanguageIdentify academic language, particular words/phrases that are essential to understanding the content of this lesson. In other words, what academic language must students already know to be successful with this lesson?Needs, wants, natural resources, water, soil, plants, air, solar

How will you support students to meet your goals?Respond to each in the spaces provided.Launch/HookHow will you get the lesson started? What questions, texts, inquiry, modeling, and/or other techniques will you use to engage students? REMEMBER: This is the 60 seconds at the start of the lesson that grabs attention and bridges prior learning with the new content. I will ask the students what they remember thus far in our unit. I will then ask them is everything we use a necessity? Do we NEED water? Do we NEED plants? Do we NEED vehicles or are they a want?ExploreHow will students engage with ideas/texts to develop understandings; what questions will you ask; how will you promote question generation/discussion; how will you address the academic language demands; detail your plan.

This section should read like a cookbook. A guest teacher should be able to take this section and duplicate your entire lesson. After the hook I will show the video HYPERLINK "https://www.youtube.com/watch?v=YHFp_FYuI4A"https://www.youtube.com/watch?v=YHFp_FYuI4A then we review the meanings of needs, wants, natural resources, the natural state, and what we can find here in Wisconsin. We will use the smartboard activity HYPERLINK "http://express.smarttech.com/?url=http://exchangedownloads.smarttech.com/public/content/fc/fc221fbb-47e2-4136-b9cc-e4c9b7efd3b4/smartboardrebeccatester.notebook"http://express.smarttech.com/?url=http://exchangedownloads.smarttech.com/public/content/fc/fc221fbb-47e2-4136-b9cc-e4c9b7efd3b4/smartboardrebeccatester.notebook# As we work through the smartboard lesson, from answering questions and reveling answers (erasing, matching etc..) we are also given time to discuss different questions. Though there is a timer attached, I will allow extra time to eliminate overlooking a question/ comment from any student. With the posters (previous lesson) and prior notes, we will be able to label items as a need or want, and see what items we could be more frugal with or use other means that would help the environment (reduce). We can discuss what can be recycled or reused.ClosureHow will you bring closure to the lesson? Do not merely state you would release the students to their next class.Think of how we can help our environment, with the 3r’s. What little steps could assist our community preserve our wildlife preserves (we have a few within walking distance of our school, wetlands, marshes,


lakes and streams.)Differentiation/ExtensionHow will you provide successful access to the key concepts by all students at their ability levels?Have students work in teams when called to the smartboard. Print out notes prior or after lesson for those who have poor penmanship. Call on all students throughout the lessons discussions.What IfsBe proactive. Anticipate what might not go as planned with the lesson; what will you do about it?I will have a secondary video in case the first cannot be used in the school. I will have a print out of the smartboard lesson, which I can make copies or a worksheet that coincides with the lesson. Resources and MaterialsIdentify all resources and materials used for this lesson. Smartboard. Smartboard lesson HYPERLINK "http://express.smarttech.com/?url=http://exchangedownloads.smarttech.com/public/content/fc/fc221fbb-47e2-4136-b9cc-e4c9b7efd3b4/smartboardrebeccatester.notebook"http://express.smarttech.com/?url=http://exchangedownloads.smarttech.com/public/content/fc/fc221fbb-47e2-4136-b9cc-e4c9b7efd3b4/smartboardrebeccatester.notebook# , video HYPERLINK "https://www.youtube.com/watch?v=YHFp_FYuI4A"https://www.youtube.com/watch?v=YHFp_FYuI4A , social studies notebook, prior lessons posters, pencil.

Communicating Lesson Plan 4


Daily Lesson Plan


Preliminary InformationLesson 4 of Natural Resources~ Taking care of our planet

Date: March 22, 2015

Grade: 1Number of Students: 20-25 students (the average in my district)


Unit/Theme: Close reading about Taking care of our planet~ Geology

Period/Time: 1:00-1:30Estimated Duration: 30 minutes





What are your goals for student learning, and why are they appropriate for these students at this time?

Respond to each in the spaces provided.Big Idea or Concept Being TaughtWhat is the essential question students will be able to answer after the lesson is complete?What are some simple things that we can do to preserve our natural resourcesRationale/Context Why is this lesson at this time; how does it connect to previous or succeeding lessons? OR Why is this an appropriate topic for an advisory session?We have identified resources including ones we can find in Wisconsin, what we use, what may not be found in WI, and what we need to survive and preservePrior Knowledge and ConceptionsWhat knowledge and/or skills must students already know to be successful with this lesson?The students must know how to read, and remember what we said were resources and how items are

transformed from their natural state to something they use.Student Learning Objective(s)Identify 1 or 2 student learning objectives. Begin your objectives with: The students will be able to ….Remember: these are NOT activities. Activities are used to assist students with reaching the learning objectives. The students will be able to recognize what they can do to help preserve the earth. The students will know the difference between reduce, reuse and recycle and how that they play an important part in not only saving the earth’s resources but the economic effects of using resources.How you will communicate the learning objectives to students?I will have it listed on the board and after the hook, I will explain the 3 terms we will focus on.Expectations for Student LearningWhat are your expectations for student performance in meeting the learning objectives? Specifically, describe expectations for each of the following types of student performance: exceeds expectations, meets expectations, and below expectations performance. Please note that this does not address student behavior; instead, it addresses student performance as they strive to reach learning objective expectations. Include a rubric with criterion for each: exceeds, meets, and below. REMEMBER: You are measuring the learning objectives, not student behavior or student participation. Exceeds expectations: Students use marking on article to help them find answers: underlining important facts, circle unknown words, highlight something new they learned, mark with a ? when they don’t understand, make connections to prior knowledge by taking note. Doing at least one reading before making marks in the second readingMeets Expectations: reads article but doesn’t follow directions: doesn’t make notes on article the second reading or makes marks in first reading.Below Expectations: Doesn’t read with classmate, waits on class rereading to do work, no marks on article at allEvidence and Assessment of Student LearningHow will you know whether students are making progress toward your learning goal(s), and/or how will you assess the extent to which they have met your goal(s)? Hint: use academic language such as (but not limited to) “monitor,” “formative,” “summative,” and “observe.” Be certain you are accessing the progress of ALL students. Some formative strategies will not allow for effective concurrent monitoring of every student. I will walk around the room and observe students as they read to self (or pairs). I will monitor that they have read once before making marks on the article. I will monitor that the struggling readers are following along with their reading pair.Student FeedbackHow will you provide students with feedback? Use academic language within your response.I will notice what words the students have circled and if it is a word we have already learned, I will use scaffolding to get the answer. I will show notice to students that followed directions (read 2 times, once without notes, second time with notes. I will remind them that we will reread as a whole class and make stops to answer any questions as a group.StandardsList the standards that are most aligned with your learning objectives. Clearly identify if you are using Wisconsin Academic Standards or CCS.A.4.4 Describe and give examples of ways in which people interact with the physical environment, including use of land, location of communities, methods of construction, and design of sheltersA.4.6 Identify and distinguish between predictable environmental changes, such as weather patterns and seasons, and unpredictable changes, such as floods and droughts, and describe the social and economic effects of these changesA.4.9 Give examples to show how scientific and technological knowledge has led to environmental changes, such as pollution prevention measures, air-conditioning, and solar heatingD.4.2 Identify situations requiring an allocation of limited economic resources and appraise the opportunity cost (for example, spending one's allowance on a movie will mean less money saved for a new video game)D.4.3 Identify local goods and services that are part of the global economy and explain their use in WisconsinD.4.7 Describe how personal economic decisions, such as deciding what to buy, what to recycle, or how much to contribute to people in need, can affect the lives of people in

Wisconsin, the United States, and the worldhttp://standards.dpi.wi.gov/stn_ssa4http://standards.dpi.wi.gov/stn_ssd4

Academic LanguageIdentify academic language, particular words/phrases that are essential to understanding the content of this lesson. In other words, what academic language must students already know to be successful with this lesson?Resources, Natural, renewable, nonrenewable, recycle, water, soil, plants, air, solar, rocks, oil

How will you support students to meet your goals?Respond to each in the spaces provided.Launch/HookHow will you get the lesson started? What questions, texts, inquiry, modeling, and/or other techniques will you use to engage students? REMEMBER: This is the 60 seconds at the start of the lesson that grabs attention and bridges prior learning with the new content. With a reusable water bottle and a bottle of water on a table, I will ask the students which is helping our environment more. Then I will ask the students what they remember from our previous lessons and keep that in mind. I will then remind them of some of the items we listed as natural resources and ask them which ones are renewable and which ones are nonrenewable.ExploreHow will students engage with ideas/texts to develop understandings; what questions will you ask; how will you promote question generation/discussion; how will you address the academic language demands; detail your plan.

This section should read like a cookbook. A guest teacher should be able to take this section and duplicate your entire lesson.After all the students have the packet, HYPERLINK "http://www.readworks.org/passages/take-care-our-planet"http://www.readworks.org/passages/take-care-our-planet , I will tell them that we will be reading the article at least 3 times. The first time will be in pairs for struggling readersThe second read will incorporate taking notes, with underlining important facts, circling new words, highlight interesting fact and making not of questionable information, and connections to prior knowledge.The third reading will be read aloud by me, taking pauses at every sentence to clarify students’ questions and explore their knowledge.After we read the text the third time we will work as a group to answer the attached questions. I will write the answers given on the board for those who need assistance. (And make a copy for those who cannot write clearly so they can use it as a study guide.) Going back into the article to find textual evidence for answers.ClosureHow will you bring closure to the lesson? Do not merely state you would release the students to their next class.I will have the students think about one way they help the earth at home, it could be handing down old clothes to a sibling, recycling their garbage or having reusable materials such as water bottles. I will then leave them on the question of if we used paper to write just one word on each piece, what would happen to the trees we use to make paper?Differentiation/ExtensionHow will you provide successful access to the key concepts by all students at their ability levels?I will pair up students that are struggling readers with appropriate classmates to help them read as needed. I will expect the students to work as a team to read the article. What IfsBe proactive. Anticipate what might not go as planned with the lesson; what will you do about it?I will have a different article/ activity to use if I think the article seems to be too difficult. HYPERLINK "https://www.teacherspayteachers.com/Product/Natural-Resources-fluency-passage-close-reading-and-prefix-practice-1374315"https://www.teacherspayteachers.com/Product/Natural-Resources-fluency-passage-close-reading-and-prefix-practice-1374315 Resources and Materials

http://standards.dpi.wi.gov/stn_ssd4

http://standards.dpi.wi.gov/stn_ssa4

Identify all resources and materials used for this lesson. Packets, pencils, highlighters, board (smartboard preferable to have answers written in on worksheet.) pre-organized reading pairs. Reusable water bottle, water bottle, posters from previous lessons.

Primary Source Lesson Plan 5


Daily Lesson Plan


Preliminary InformationLesson 5 of Natural Resources Date: April 5th, 2015Grade: 1Number of Students: 20


Unit/Theme: primary resources Period/Time: 1:00Estimated Duration: 30 minutes






Respond to each in the spaces provided.Big Idea or Concept Being TaughtWhat is the essential question students will be able to answer after the lesson is complete?What is the average consumption of typical items we use daily?Rationale/Context Why is this lesson at this time; how does it connect to previous or succeeding lessons? OR Why is this an appropriate topic for an advisory session?We have learned about natural resources and where they come from, now we should put a quantity to our use.Prior Knowledge and ConceptionsWhat knowledge and/or skills must students already know to be successful with this lesson?What is used in daily life? Able to read, count, listenStudent Learning Objective(s)Identify 1 or 2 student learning objectives. Begin your objectives with: The students will be able to ….

Remember: these are NOT activities. Activities are used to assist students with reaching the learning objectives. The students will be able to reflect on their use of resources and compare to peers and the average of the united states and other countries.How you will communicate the learning objectives to students?I will tell the students as we take students estimates on how much of each they feel they use.Expectations for Student LearningWhat are your expectations for student performance in meeting the learning objectives? Specifically, describe expectations for each of the following types of student performance: exceeds expectations, meets expectations, and below expectations performance. Please note that this does not address student behavior; instead, it addresses student performance as they strive to reach learning objective expectations. Include a rubric with criterion for each: exceeds, meets, and below. REMEMBER: You are measuring the learning objectives, not student behavior or student participation. Exceeds expectations: Students expand the conversation with suggestions on how we replenish resources, what are some alternatives etc….Meets expectations: considers how much of the items an average family uses, compares information with prior knowledge and relate information to their own life.Below expectations: Does not understand the concept of their use of resources in quantity.Evidence and Assessment of Student LearningHow will you know whether students are making progress toward your learning goal(s), and/or how will you assess the extent to which they have met your goal(s)? Hint: use academic language such as (but not limited to) “monitor,” “formative,” “summative,” and “observe.” Be certain you are accessing the progress of ALL students. Some formative strategies will not allow for effective concurrent monitoring of every student. Expanding what they know about other items we have talked about in prior lessons that are not in the interactive model. I will monitor how well they follow the calculations for their carbon footprint. I will observe the students make sure they are being realistic, though first grade may not understand real quantities (I will explain as needed).Student FeedbackHow will you provide students with feedback? Use academic language within your response.Encourage them to think about the items they consume, help them calculate averages, encourage them to discuss with a partner their ideas. Calling on random students to provide answers no matter if they are feasible or not and entering them and keep the discussion going. I will give students feedback on their results and walk around the class to ensure they understand and get the help as needed.StandardsList the standards that are most aligned with your learning objectives. Clearly identify if you are using Wisconsin Academic Standards or CCS.Wisconsin Academic Standardshttp://teachinghistory.org/teaching-materials/state-standards/wisconsin/1

WI.A. Content Standard: Geography

WI.A. Content Standard: GeographyPeople, Places and Environments: Students in Wisconsin will learn about geography through the study of the relationships among people, places, and environments.A.4.4. Performance Standard:Describe and give examples of ways in which people interact with the physical environment, including use of land, location of communities, methods of construction, and design of shelters.A.4.7. Performance Standard:Identify connections between the local community and other places in Wisconsin, the United States, and the world.WI.B. Content Standard: HistoryTime, Continuity, and Change: Students in Wisconsin will learn about the history of Wisconsin, the United States, and the world, examining change and continuity over time in order to develop historical perspective, explain historical relationships, and analyze issues that affect the present and the future.B.4.8. Performance Standard:Compare past and present technologies related to energy, transportation, and communications and describe the effects of technological change, either beneficial or harmful, on people and the

environment.B.4.9. Performance Standard:Describe examples of cooperation and interdependence among individuals, groups, and nations.WI.D. Content Standard: EconomicsProduction, Distribution, Exchange, Consumption: Students in Wisconsin will learn about production, distribution, exchange, and consumption so that they can make informed economic decisions.D.4.3. Performance Standard:Identify local goods and services that are part of the global economy and explain their use in Wisconsin.D.4.4. Performance Standard:Give examples to explain how businesses and industry depend upon workers with specialized skills to make production more efficient.D.4.7. Performance Standard:Describe how personal economic decisions, such as deciding what to buy, what to recycle, or how much to contribute to people in need, can affect the lives of people in Wisconsin, the United States, and the world.WI.E. Content Standard: The Behavioral SciencesIndividuals, Institutions, and Society: Students in Wisconsin will learn about the behavioral sciences by exploring concepts from the discipline of sociology, the study of the interactions among individuals, groups, and institutions; the discipline of psychology, the study of factors that influence individual identity and learning; and the discipline of anthropology, the study of cultures in various times and settings.E.4.1. Performance Standard:Explain the influence of prior knowledge, motivation, capabilities, personal interests, and other factors on individual learning.E.4.2. Performance Standard:Explain the influence of factors such as family, neighborhood, personal interests, language, likes and dislikes, and accomplishments on individual identity and development.E.4.3. Performance Standard:Describe how families are alike and different, comparing characteristics such as size, hobbies, celebrations, where families live, and how they make a living.E.4.4. Performance Standard:Describe the ways in which ethnic cultures influence the daily lives of people.E.4.10. Performance Standard:Give examples and explain how the media may influence opinions, choices, and decisions.E.4.13. Performance Standard:Investigate and explain similarities and differences in ways that cultures meet human needs.

Academic LanguageIdentify academic language, particular words/phrases that are essential to understanding the content of this lesson. In other words, what academic language must students already know to be successful with this lesson?Natural, resources, water, soil, plants, air, solar, grains, animals, milk

How will you support students to meet your goals?Respond to each in the spaces provided.Launch/HookHow will you get the lesson started? What questions, texts, inquiry, modeling, and/or other techniques will you use to engage students? REMEMBER: This is the 60 seconds at the start of the lesson that grabs attention and bridges prior learning with the new content. How many bananas do you think the school uses for lunch? (We serve bananas often). How many pieces of bread do you think you eat in a year? How many do you think you will eat in your life?ExploreHow will students engage with ideas/texts to develop understandings; what questions will you ask; how will you promote question generation/discussion; how will you address the academic language demands; detail your plan.

This section should read like a cookbook. A guest teacher should be able to take this section and duplicate your entire lesson.http://education.nationalgeographic.com/media/richmedia/0/203/project/human-footprint- interactive.html with this link we will be able to explore via the smartboard, as a group, the different items used by humans (even animals). We will discuss items to explore, taking questions and expand our knowledge through reading information, viewing pictures and watching video clips (incorporated into the website activity as “behind the scenes”).Discuss what our “footprint” means to our resources and how we can limit the over use of items.Explain what will happen if we continue to use resources in a wasteful manner.ClosureHow will you bring closure to the lesson? Do not merely state you would release the students to their next class.I will verbal ask them “What are some other items we use in abundance?” “How can we lighten our footprint?”Differentiation/ExtensionHow will you provide successful access to the key concepts by all students at their ability levels?Average 3 answers for quantity of items. Have students take turns clicking the answers on smartboard. Incorporating all answers to explore knowledge.What IfsBe proactive. Anticipate what might not go as planned with the lesson; what will you do about it?HYPERLINK "http://www3.epa.gov/recyclecity/school.htm"http://www3.epa.gov/recyclecity/school.htm is another resource that I took in consideration for this lesson, though it has a lot of going back to get answers which takes away from the lesson. If the first website doesn’t work, this is an option. Resources and MaterialsIdentify all resources and materials used for this lesson. Smartboard, student’s notebook for notes they can take, pencil.

http://education.nationalgeographic.com/media/richmedia/0/203/project/human-footprint-interactive.html





Literature and Technology Plan 6


Daily Lesson Plan


Preliminary InformationLesson 6 of Social Studies- Natural Resources Date: April 12th, 2015Grade: 1Number of Students: 20


Unit/Theme: Natural Resources/ Literature and technology

Period/Time: 1:00Estimated Duration: 30-45 minutes






Respond to each in the spaces provided.Big Idea or Concept Being TaughtWhat is the essential question students will be able to answer after the lesson is complete?How to take care of our environmentRationale/Context Why is this lesson at this time; how does it connect to previous or succeeding lessons? OR Why is this an appropriate topic for an advisory session?We have learned about natural resources and how some are renewable and some nonrenewable. This lesson we will explore why we should take care of what we already havePrior Knowledge and ConceptionsWhat knowledge and/or skills must students already know to be successful with this lesson?Resources, how the world has changed over time, Native AmericansStudent Learning Objective(s)Identify 1 or 2 student learning objectives. Begin your objectives with: The students will be able to ….Remember: these are NOT activities. Activities are used to assist students with reaching the learning objectives.

Students will gain empathy for events of the past and a feeling of stewardship toward the planet and historical things while learning about the Lenape nation and the changes that have occurred in NE woodland area over time

Students will determine ways that we are kind and unkind to the earth by listing ideas on a class chart.

Students will complete a class project of poster promoting sustaining our earth, working cooperatively

How you will communicate the learning objectives to students?I will explain to the students that we will brainstorm ideas that the students will create posters to promote sustaining our environment. I will put students into groups at the beginning of the lesson so we do not take away from instructionExpectations for Student LearningWhat are your expectations for student performance in meeting the learning objectives? Specifically, describe expectations for each of the following types of student performance: exceeds expectations, meets expectations, and below expectations performance. Please note that this does not address student behavior; instead, it addresses student performance as they strive to reach learning objective expectations. Include a rubric with criterion for each: exceeds, meets, and below. REMEMBER: You are measuring the learning objectives, not student behavior or student participation. Exceeds expectations: Students expand the conversation with suggestions on how we protect resources we already use, what are some things that are being used in abundance and meets expectations.Meets expectations: considers how many of the resources are used, compares information with prior knowledge and relate information to their own life.Below expectations: Does not understand the concept of sustaining our resourcesEvidence and Assessment of Student LearningHow will you know whether students are making progress toward your learning goal(s), and/or how will you assess the extent to which they have met your goal(s)? Hint: use academic language such as (but not limited to) “monitor,” “formative,” “summative,” and “observe.” Be certain you are accessing the progress of ALL students. Some formative strategies will not allow for effective concurrent monitoring of every student. I will walk around the class and monitor what students are deciding what they will be putting on their poster. I will use observe students to make sure they are understanding the task. I will monitor students to keep them on task.Student FeedbackHow will you provide students with feedback? Use academic language within your response.I will verbally praise them for working nicely with group mates, I will help them when they ask for spelling help (phonemically) and encourage them to use the text as needed. I will praise them on a job well done on their posters.StandardsList the standards that are most aligned with your learning objectives. Clearly identify if you are using Wisconsin Academic Standards or CCS.

HYPERLINK "http://teachinghistory.org/teaching-materials/state-standards/wisconsin/1"http://teachinghistory.org/teaching-materials/state-standards/wisconsin/1

WI.A. Content Standard: Geography People, Places and Environments: Students in Wisconsin will learn about geography through the study of the relationships among people, places, and environments.A.4.4. Performance Standard: Describe and give examples of ways in which people interact with the physical environment, including use of land, location of communities, methods of construction, and design of shelters.A.4.6. Performance Standard: Identify and distinguish between predictable environmental changes, such as weather patterns and seasons, and unpredictable changes, such as floods and droughts, and describe the social and economic effects of these changes.A.4.8. Performance Standard: Identify major changes in the local community that have been caused by human beings, such as a construction project, a new highway, a building torn down, or a fire; discuss reasons for these changes; and explain their probable effects on the community and the environment.A.4.9. Performance Standard: Give examples to show how scientific and technological knowledge has led to environmental changes, such as pollution prevention measures, air-conditioning, and solar heating.WI.B. Content Standard: History Time, Continuity, and Change: Students in Wisconsin will learn about the history of Wisconsin, the United States, and the world, examining change and continuity over time in order to develop historical perspective, explain historical relationships, and analyze issues that affect the present and the future.B.4.3. Performance Standard: Examine biographies, stories, narratives, and folk tales to understand the lives of ordinary and extraordinary people, place them in time and context, and explain their

relationship to important historical events.B.4.4. Performance Standard: Compare and contrast changes in contemporary life with life in the past by looking at social, economic, political, and cultural roles played by individuals and groups.B.4.10. Performance Standard: Explain the history, culture, tribal sovereignty, and current status of the American Indian tribes and bands in Wisconsin.WI.C. Content Standard: Political Science and Citizenship Power, Authority, Governance, and Responsibility: Students in Wisconsin will learn about political science and acquire the knowledge of political systems necessary for developing individual civic responsibility by studying the history and contemporary uses of power, authority, and governance.C.4.3. Performance Standard: Explain how families, schools, and other groups develop, enforce, and change rules of behavior and explain how various behaviors promote or hinder cooperation.WI.E. Content Standard: The Behavioral Sciences Individuals, Institutions, and Society: Students in Wisconsin will learn about the behavioral sciences by exploring concepts from the discipline of sociology, the study of the interactions among individuals, groups, and institutions; the discipline of psychology, the study of factors that influence individual identity and learning; and the discipline of anthropology, the study of cultures in various times and settings.E.4.1. Performance Standard: Explain the influence of prior knowledge, motivation, capabilities, personal interests, and other factors on individual learning.E.4.2. Performance Standard: Explain the influence of factors such as family, neighborhood, personal interests, language, likes and dislikes, and accomplishments on individual identity and development.E.4.4. Performance Standard: Describe the ways in which ethnic cultures influence the daily lives of people.E.4.5. Performance Standard: Identify and describe institutions such as school, church, police, and family and describe their contributions to the well-being of the community, state, nation, and global society.E.4.8. Performance Standard: Describe and distinguish among the values and beliefs of different groups and institutions.E.4.9. Performance Standard: Explain how people learn about others who are different from themselves.E.4.11. Performance Standard: Give examples and explain how language, stories, folk tales, music, and other artistic creations are expressions of culture and how they convey knowledge of other peoples and cultures.E.4.13. Performance Standard: Investigate and explain similarities and differences in ways that cultures meet human needs.E.4.14. Performance Standard: Describe how differences in cultures may lead to understanding or misunderstanding among people.Academic LanguageIdentify academic language, particular words/phrases that are essential to understanding the content of this lesson. In other words, what academic language must students already know to be successful with this lesson?Natural resources, water, soil, plants, air, solar, grains, animals, milk

How will you support students to meet your goals?Respond to each in the spaces provided.Launch/HookHow will you get the lesson started? What questions, texts, inquiry, modeling, and/or other techniques will you use to engage students? REMEMBER: This is the 60 seconds at the start of the lesson that grabs attention and bridges prior learning with the new content. We have learned about Native Americans earlier this year, Do you think Native Americans from 1621 used natural resources the way we do today? How do you think things have changed? How will they change?ExploreHow will students engage with ideas/texts to develop understandings; what questions will you ask; how will you promote question generation/discussion; how will you address the academic language demands; detail your plan.

This section should read like a cookbook. A guest teacher should be able to take this section and duplicate your entire lesson.

We will read And the Turtle Still Watched by Sheila MacGill-Callahan as a whole group. We will discuss what changes we see in the text/ video HYPERLINK "https://www.youtube.com/watch?v=MY1MB7mcoHw"https://www.youtube.com/watch?v=MY1MB7mcoHw if we have access, and make a list of things we do that are not kind to earth, and ways we can change it. I will ask the following questions1. Why was the turtle carved? 2. What were the children to do each summer? Why? 3. Why was the turtle happiest in summer? 4. Why did fewer children come to greet the turtle each year? 5. Who were the strangers and why didn’t they greet the Manitou? 6. Why did the turtle become sad? 7. What was the shiny wetness the boys put on the turtle? 8. Why could he no longer see? 9. Who do you think the man who found the turtle might have been? 10. Is this story happy or sad? Why? https://www.teacherspayteachers.com/Product/And-Still-the-Turtle-Watched-1337515 We will then watch the video https://www.youtube.com/watch?v=bn8R_XqjjI0 to gain ideas for our posters. The groups will then be assigned an area to focus on for their poster (recycle, reuse, reduce). 2 groups for each. They will create a poster to promote recycling, reusing and reducing through pictures, drawings and words.ClosureHow will you bring closure to the lesson? Do not merely state you would release the students to their next class.What part of the earth is affected by our over use? Are the resources native to Wisconsin, or do we have them shipped in?Differentiation/ExtensionHow will you provide successful access to the key concepts by all students at their ability levels?I will pair students with lower abilities with those with standard to high abilities. I will pause videos to take questions and explore prior knowledge. If a group is unable to write/ create a poster using their fine motor skills, computer use will be given.What IfsBe proactive. Anticipate what might not go as planned with the lesson; what will you do about it?If we cannot view the Reading Rainbow clip, I will read aloud. If the second video is unavailable I will try to find a suitable replacement. If we cannot use the poster idea I will incorporate HYPERLINK "http://dnr.wi.gov/water/basin/mississippi/pdf%20files/pdf%20files/river%20history/And%20Still%20the%20Turtle%20Watched.pdf"http://dnr.wi.gov/water/basin/mississippi/pdf%20files/pdf%20files/river%20history/And%20Still%20the%20Turtle%20Watched.pdf as best as I can for a 1st grade level. Or use the following lesson plan http://teacherlink.ed.usu.edu/tlresources/units/byrnes-literature/alleman.html#Be Kind to our Earth Resources and MaterialsIdentify all resources and materials used for this lesson. Internet access (smartboard), And the Turtle Still Watched, Poster paper, pencil, notebook

https://www.youtube.com/watch?v=bn8R_XqjjI0

https://www.teacherspayteachers.com/Product/And-Still-the-Turtle-Watched-1337515

Geography lesson plan 7


Daily Lesson Plan


Preliminary InformationLesson Geography of Natural Resources Date: 4/19/2015Grade: 1Number of Students: 20


Unit/Theme: Natural resources Period/Time: 1:30Estimated Duration: 45 minutes






Respond to each in the spaces provided.Big Idea or Concept Being TaughtWhat is the essential question students will be able to answer after the lesson is complete?Where do we get our good from? Where are the resources that are used to make them come from? Rationale/Context Why is this lesson at this time; how does it connect to previous or succeeding lessons? OR Why is this an appropriate topic for an advisory session?We have learned about the many natural resources we use, but we have not covered where they come from (harvested)Prior Knowledge and ConceptionsWhat knowledge and/or skills must students already know to be successful with this lesson?Familiarity with the map of the United StatesVocabulary: good, key, natural resource, product, resource mapStudent Learning Objective(s)Identify 1 or 2 student learning objectives. Begin your objectives with: The students will be able to ….Remember: these are NOT activities. Activities are used to assist students with reaching the learning objectives. The students will be able to use a resource map to locate natural resourcesThe students will be able to Identify products made from various natural resourcesHow you will communicate the learning objectives to students?I will have the objectives on the board and verbally tell them that we will be working together to find the

natural resources on a map, and learn about the various products pictured, and have pictures on the smart board Expectations for Student LearningWhat are your expectations for student performance in meeting the learning objectives? Specifically, describe expectations for each of the following types of student performance: exceeds expectations, meets expectations, and below expectations performance. Please note that this does not address student behavior; instead, it addresses student performance as they strive to reach learning objective expectations. Include a rubric with criterion for each: exceeds, meets, and below. REMEMBER: You are measuring the learning objectives, not student behavior or student participation. Exceeds: Student is able to identify each resource correctly and connect them correctly to the products pictured and find them on the map. Is also able to explore other products and where the correct location is that the resources are gathered from.Meets: Student is able to identify each resource correctly and connect them correctly to the products pictured.Below: Student can identify products by cannot connect any of them to their resources, or where they are gathered from.Evidence and Assessment of Student LearningHow will you know whether students are making progress toward your learning goal(s), and/or how will you assess the extent to which they have met your goal(s)? Hint: use academic language such as (but not limited to) “monitor,” “formative,” “summative,” and “observe.” Be certain you are accessing the progress of ALL students. Some formative strategies will not allow for effective concurrent monitoring of every student. I will evaluate students’ illustrations and descriptions and determine their understanding of the use of the resource and where it can be found in the U.S. I will monitor students as they work in small groups and observe them as they do worksheets.Student FeedbackHow will you provide students with feedback? Use academic language within your response.I will encourage all students to participate and provide positive feedback on their answers. I will assist small groups by stopping by each group to make sure they are on track and help as needed. StandardsList the standards that are most aligned with your learning objectives. Clearly identify if you are using Wisconsin Academic Standards or CCS.http://teachinghistory.org/teaching-materials/state-standards/wisconsin/1

WI.A. Content Standard: GeographyPeople, Places and Environments: Students in Wisconsin will learn about geography through the study of the relationships among people, places, and environments.A.4.1. Performance Standard:Use reference points, latitude and longitude, direction, size, shape, and scale to locate positions on various representations of the earth's surface.A.4.2. Performance Standard:Locate on a map or globe physical features such as continents, oceans, mountain ranges, and land forms, natural features such as resources, flora, and fauna; and human features such as cities, states, and national borders.A.4.3. Performance Standard:Construct a map of the world from memory, showing the location of major land masses, bodies of water, and mountain ranges.A.4.4. Performance Standard:Describe and give examples of ways in which people interact with the physical environment, including use of land, location of communities, methods of construction, and design of shelters.A.4.5. Performance Standard:Use atlases, databases, grid systems, charts, graphs, and maps to gather information about the local community, Wisconsin, the United States, and the world.A.4.6. Performance Standard:Identify and distinguish between predictable environmental changes, such as weather patterns and seasons, and unpredictable changes, such as floods and droughts, and describe the social and economic effects of these changes.


A.4.7. Performance Standard:Identify connections between the local community and other places in Wisconsin, the United States, and the world.A.4.8. Performance Standard:Identify major changes in the local community that have been caused by human beings, such as a construction project, a new highway, a building torn down, or a fire; discuss reasons for these changes; and explain their probable effects on the community and the environment.A.4.9. Performance Standard:Give examples to show how scientific and technological knowledge has led to environmental changes, such as pollution prevention measures, air-conditioning, and solar heating.WI.B. Content Standard: HistoryTime, Continuity, and Change: Students in Wisconsin will learn about the history of Wisconsin, the United States, and the world, examining change and continuity over time in order to develop historical perspective, explain historical relationships, and analyze issues that affect the present and the future.B.4.8. Performance Standard:Compare past and present technologies related to energy, transportation, and communications and describe the effects of technological change, either beneficial or harmful, on people and the environment.B.4.9. Performance Standard:Describe examples of cooperation and interdependence among individuals, groups, and nations.B.4.10. Performance Standard:Explain the history, culture, tribal sovereignty, and current status of the American Indian tribes and bands in Wisconsin.WI.C. Content Standard: Political Science and CitizenshipPower, Authority, Governance, and Responsibility: Students in Wisconsin will learn about political science and acquire the knowledge of political systems necessary for developing individual civic responsibility by studying the history and contemporary uses of power, authority, and governance.C.4.1. Performance Standard:Identify and explain the individual's responsibilities to family, peers, and the community, including the need for civility and respect for diversity.C.4.3. Performance Standard:Explain how families, schools, and other groups develop, enforce, and change rules of behavior and explain how various behaviors promote or hinder cooperation.

C.4.4. Performance Standard:Explain the basic purpose of government in American society, recognizing the three levels of government.WI.D. Content Standard: EconomicsProduction, Distribution, Exchange, Consumption: Students in Wisconsin will learn about production, distribution, exchange, and consumption so that they can make informed economic decisions.D.4.1. Performance Standard:Describe and explain of the role of money, banking, and savings in everyday life.D.4.2. Performance Standard:Identify situations requiring an allocation of limited economic resources and appraise the opportunity cost (for example, spending one's allowance on a movie will mean less money saved for a new video game).D.4.3. Performance Standard:Identify local goods and services that are part of the global economy and explain their use in Wisconsin.D.4.4. Performance Standard:Give examples to explain how businesses and industry depend upon workers with specialized skills to make production more efficient.D.4.5. Performance Standard:Distinguish between private goods and services (for example, the family car or a local restaurant) and

public goods and services (for example, the interstate highway system or the United States Postal Service).D.4.6. Performance Standard:Identify the economic roles of various institutions, including households, businesses, and government.D.4.7. Performance Standard:Describe how personal economic decisions, such as deciding what to buy, what to recycle, or how much to contribute to people in need, can affect the lives of people in Wisconsin, the United States, and the world.WI.E. Content Standard: The Behavioral SciencesIndividuals, Institutions, and Society: Students in Wisconsin will learn about the behavioral sciences by exploring concepts from the discipline of sociology, the study of the interactions among individuals, groups, and institutions; the discipline of psychology, the study of factors that influence individual identity and learning; and the discipline of anthropology, the study of cultures in various times and settings.E.4.1. Performance Standard:Explain the influence of prior knowledge, motivation, capabilities, personal interests, and other factors on individual learning.E.4.2. Performance Standard:Explain the influence of factors such as family, neighborhood, personal interests, language, likes and dislikes, and accomplishments on individual identity and development.E.4.3. Performance Standard:Describe how families are alike and different, comparing characteristics such as size, hobbies, celebrations, where families live, and how they make a living.E.4.4. Performance Standard:Describe the ways in which ethnic cultures influence the daily lives of people.E.4.5. Performance Standard:Identify and describe institutions such as school, church, police, and family and describe their contributions to the well-being of the community, state, nation, and global society.E.4.6. Performance Standard:Give examples of group and institutional influences such as laws, rules, and peer pressure on people, events, and culture.E.4.7. Performance Standard:Explain the reasons why individuals respond in different ways to a particular event and the ways in which interactions among individuals influence behavior.

E.4.8. Performance Standard:Describe and distinguish among the values and beliefs of different groups and institutions.E.4.9. Performance Standard:Explain how people learn about others who are different from themselves.E.4.10. Performance Standard:Give examples and explain how the media may influence opinions, choices, and decisions.E.4.11. Performance Standard:Give examples and explain how language, stories, folk tales, music, and other artistic creations are expressions of culture and how they convey knowledge of other peoples and cultures.E.4.12. Performance Standard:Give examples of important contributions made by Wisconsin citizens, United States citizens, and world citizens.E.4.13. Performance Standard:Investigate and explain similarities and differences in ways that cultures meet human needs.E.4.14. Performance Standard:Describe how differences in cultures may lead to understanding or misunderstanding among people.E.4.15. Performance Standard:Describe instances of cooperation and interdependence among individuals, groups, and nations, such as

helping others in famines and disasters.Academic LanguageIdentify academic language, particular words/phrases that are essential to understanding the content of this lesson. In other words, what academic language must students already know to be successful with this lesson?Natural resources, product, map, key, good, oil, wood, food, recycle, reuse, reduce, water, minerals, metal

How will you support students to meet your goals?Respond to each in the spaces provided.Launch/HookHow will you get the lesson started? What questions, texts, inquiry, modeling, and/or other techniques will you use to engage students? REMEMBER: This is the 60 seconds at the start of the lesson that grabs attention and bridges prior learning with the new content. When we drink a glass of water, we are using a natural resource. Natural resources are things found in nature that people use. Though we have discussed what goods are in our classroom, what are some other ones, and what natural resource do they originate from? ExploreHow will students engage with ideas/texts to develop understandings; what questions will you ask; how will you promote question generation/discussion; how will you address the academic language demands; detail your plan.

This section should read like a cookbook. A guest teacher should be able to take this section and duplicate your entire lesson.I will then read aloud the poem included from HYPERLINK "http://education.nationalgeographic.com/education/activity/reading-resource-map/?ar_a=1"http://education.nationalgeographic.com/education/activity/reading-resource-map/?ar_a=1 “Where Does it Come From?” as students follow along. I will ask students to raise their hand after each verse if they can identify a natural resource in the line. I will list them on the board.I will then have the included map on the smartboard and explain that natural resources come from Earth like we have already learned and that they are found in different areas of the country and the world. On this map it shows what resources are found in the U.S. Explain how the key for this map works, and read aloud the resources listed. Ask: Where are fish found in the U.S.? Have students find the fish symbol on their print out and raise their hand when they have found one. Correct or help as needed. Ask the same type of question for each of the resources pictured (coal, oil, forest, gold, copper). After all are covered, ask What resources does the map show for our state? What resource is Texas rich in? Why is fish such a big resource in California? What other resources do you know of that come from Wisconsin that are not included here? How is a resource map helpful?Talk about how the resources in an area can be related to the types of work people do there. * Wisconsin is known for forestry, and we have many paper mills and factories that make products that use forestry materials.Have students split into small groups and examine the chart of natural resources. As the students start reviewing the resources and goods, have them create a tally sheet of which resources they and their family members use. Continue the discussion with which resource would be used to build a home? Paint a home? Heat a home? What is electricity used for.After they have discussed their prior knowledge and connection to their home life, have the students draw a picture of how they use one resource with a one-two sentence caption of where the resource comes from. ClosureHow will you bring closure to the lesson? Do not merely state you would release the students to their next class.I will read How to Make a Cherry Pie and See the U.S.A. by Marjorie Priceman and discuss how there are more places to find other resources just as the items needed in the book because we know that Wisconsin is known for their cows since they are the dairy state.Differentiation/Extension

How will you provide successful access to the key concepts by all students at their ability levels?I will provide a shoe box of variety items (button, wood, rock, paper, coal) and have the student(s) determine if the item is a natural resource as is, or if it has been made into something else. This will be for students that struggle with reading and writing and can contribute to discussion verbally. I will have the resource symbols on index cards for students that need the visual closer, may make more for numerous students.What IfsBe proactive. Anticipate what might not go as planned with the lesson; what will you do about it?If for whatever reason I cannot do the lesson as planned I will have the students look at the resource/goods sheet and find two goods that are not listed and draw and share their good and write about how it is used and where it is found. I will research resources for the states that do not have one listed, in case a question is asked.Resources and MaterialsIdentify all resources and materials used for this lesson. HYPERLINK "http://education.nationalgeographic.com/education/activity/reading-resource-map/?ar_a=1"http://education.nationalgeographic.com/education/activity/reading-resource-map/?ar_a=1 Paper, crayons, markers, pencils, pens, show box with items in it, printouts (worksheets) pictures of U.S. resources, smartboard, book, poetry, index cards.

Lesson adapted from

http://education.nationalgeographic.com/education/activity/reading-resource-map/?ar_a=1

Civic Education Lesson 8

http://education.nationalgeographic.com/education/activity/reading-resource-map/?ar_a=1


Daily Lesson Plan


Preliminary InformationLesson Civic Education of Natural resources Date: April 26, 2015Grade: 1Number of Students: 20


Unit/Theme: Civic Education Period/Time: 1:30Estimated Duration: 30 minutes






Respond to each in the spaces provided.Big Idea or Concept Being TaughtWhat is the essential question students will be able to answer after the lesson is complete?It’s the little things that make a differenceRationale/Context Why is this lesson at this time; how does it connect to previous or succeeding lessons? OR Why is this an appropriate topic for an advisory session?We have learned about how natural resources are used for items in our daily life. We are going think “outside of the box” on how we can reuse and recycle items in our school.Prior Knowledge and ConceptionsWhat knowledge and/or skills must students already know to be successful with this lesson?They should know that some materials are recycled to make new products. They also should know that they can repurpose items that they may not currently need or use for the intended purpose.Student Learning Objective(s)Identify 1 or 2 student learning objectives. Begin your objectives with: The students will be able to ….Remember: these are NOT activities. Activities are used to assist students with reaching the learning objectives. The students will be able to identify items that can be reused or recycled when approaching the garbage/recycle bins.The students will be able to give new life to an old product, by repurposing.How you will communicate the learning objectives to students?Prior to this lesson, I will have the students collect their milk cartons letting them know it will be used for our lesson. I will ask them to pay attention to what is in the garbage or what they put in there. As the lesson starts I will tell them that we will be identifying the items they noticed in the garbage and we will

discuss what if anything can be done with the items besides garbage. I will state that the milk carton are going to be used for a project.Expectations for Student LearningWhat are your expectations for student performance in meeting the learning objectives? Specifically, describe expectations for each of the following types of student performance: exceeds expectations, meets expectations, and below expectations performance. Please note that this does not address student behavior; instead, it addresses student performance as they strive to reach learning objective expectations. Include a rubric with criterion for each: exceeds, meets, and below. REMEMBER: You are measuring the learning objectives, not student behavior or student participation. Exceeds expectations: gives ideas for each item we noticed in the garbage a new use and can identify if we can recycle the item. Suggests that we should ask the school to become more actively involved with reducing our garbage.Meets expectations: gives ideas for each item we noticed in the garbage a new use or identify if we can recycle it or not.Below expectations: gives no ideas of items noticed, cannot identify if items are recyclable or not.Evidence and Assessment of Student LearningHow will you know whether students are making progress toward your learning goal(s), and/or how will you assess the extent to which they have met your goal(s)? Hint: use academic language such as (but not limited to) “monitor,” “formative,” “summative,” and “observe.” Be certain you are accessing the progress of ALL students. Some formative strategies will not allow for effective concurrent monitoring of every student. I will monitor students as they make lists of items they noticed. I will observe if they list it as a recyclable or not. I will ask them what they listed if something is not legible. I will observe students to see if they just copy a neighbors list and monitor them to make sure they are participatingStudent FeedbackHow will you provide students with feedback? Use academic language within your response.I will walk around the room, reading as they list items and give feedback of, interesting, good find, who knew?StandardsList the standards that are most aligned with your learning objectives. Clearly identify if you are using Wisconsin Academic Standards or CCS.HYPERLINK "http://teachinghistory.org/teaching-materials/state-standards/wisconsin/1"http://teachinghistory.org/teaching-materials/state-standards/wisconsin/1 WI.A. Content Standard: GeographyPeople, Places and Environments: Students in Wisconsin will learn about geography through the study of the relationships among people, places, and environments.A.4.1. Performance Standard:Use reference points, latitude and longitude, direction, size, shape, and scale to locate positions on various representations of the earth's surface.A.4.2. Performance Standard:Locate on a map or globe physical features such as continents, oceans, mountain ranges, and land forms, natural features such as resources, flora, and fauna; and human features such as cities, states, and national borders.A.4.3. Performance Standard:Construct a map of the world from memory, showing the location of major land masses, bodies of water, and mountain ranges.A.4.4. Performance Standard:Describe and give examples of ways in which people interact with the physical environment, including use of land, location of communities, methods of construction, and design of shelters.A.4.5. Performance Standard:Use atlases, databases, grid systems, charts, graphs, and maps to gather information about the local community, Wisconsin, the United States, and the world.A.4.6. Performance Standard:Identify and distinguish between predictable environmental changes, such as weather patterns and seasons, and unpredictable changes, such as floods and droughts, and describe the social and economic effects of these changes.

A.4.7. Performance Standard:Identify connections between the local community and other places in Wisconsin, the United States, and the world.A.4.8. Performance Standard:Identify major changes in the local community that have been caused by human beings, such as a construction project, a new highway, a building torn down, or a fire; discuss reasons for these changes; and explain their probable effects on the community and the environment.A.4.9. Performance Standard:Give examples to show how scientific and technological knowledge has led to environmental changes, such as pollution prevention measures, air-conditioning, and solar heating.WI.B. Content Standard: HistoryTime, Continuity, and Change: Students in Wisconsin will learn about the history of Wisconsin, the United States, and the world, examining change and continuity over time in order to develop historical perspective, explain historical relationships, and analyze issues that affect the present and the future.B.4.8. Performance Standard:Compare past and present technologies related to energy, transportation, and communications and describe the effects of technological change, either beneficial or harmful, on people and the environment.B.4.9. Performance Standard:Describe examples of cooperation and interdependence among individuals, groups, and nations.B.4.10. Performance Standard:Explain the history, culture, tribal sovereignty, and current status of the American Indian tribes and bands in Wisconsin.WI.C. Content Standard: Political Science and CitizenshipPower, Authority, Governance, and Responsibility: Students in Wisconsin will learn about political science and acquire the knowledge of political systems necessary for developing individual civic responsibility by studying the history and contemporary uses of power, authority, and governance.C.4.1. Performance Standard:Identify and explain the individual's responsibilities to family, peers, and the community, including the need for civility and respect for diversity.C.4.3. Performance Standard:Explain how families, schools, and other groups develop, enforce, and change rules of behavior and explain how various behaviors promote or hinder cooperation.

C.4.4. Performance Standard:Explain the basic purpose of government in American society, recognizing the three levels of government.WI.D. Content Standard: EconomicsProduction, Distribution, Exchange, Consumption: Students in Wisconsin will learn about production, distribution, exchange, and consumption so that they can make informed economic decisions.D.4.1. Performance Standard:Describe and explain of the role of money, banking, and savings in everyday life.D.4.2. Performance Standard:Identify situations requiring an allocation of limited economic resources and appraise the opportunity cost (for example, spending one's allowance on a movie will mean less money saved for a new video game).D.4.3. Performance Standard:Identify local goods and services that are part of the global economy and explain their use in Wisconsin.D.4.4. Performance Standard:Give examples to explain how businesses and industry depend upon workers with specialized skills to make production more efficient.D.4.5. Performance Standard:Distinguish between private goods and services (for example, the family car or a local restaurant) and

public goods and services (for example, the interstate highway system or the United States Postal Service).D.4.6. Performance Standard:Identify the economic roles of various institutions, including households, businesses, and government.D.4.7. Performance Standard:Describe how personal economic decisions, such as deciding what to buy, what to recycle, or how much to contribute to people in need, can affect the lives of people in Wisconsin, the United States, and the world.WI.E. Content Standard: The Behavioral SciencesIndividuals, Institutions, and Society: Students in Wisconsin will learn about the behavioral sciences by exploring concepts from the discipline of sociology, the study of the interactions among individuals, groups, and institutions; the discipline of psychology, the study of factors that influence individual identity and learning; and the discipline of anthropology, the study of cultures in various times and settings.E.4.1. Performance Standard:Explain the influence of prior knowledge, motivation, capabilities, personal interests, and other factors on individual learning.E.4.2. Performance Standard:Explain the influence of factors such as family, neighborhood, personal interests, language, likes and dislikes, and accomplishments on individual identity and development.E.4.3. Performance Standard:Describe how families are alike and different, comparing characteristics such as size, hobbies, celebrations, where families live, and how they make a living.E.4.4. Performance Standard:Describe the ways in which ethnic cultures influence the daily lives of people.E.4.5. Performance Standard:Identify and describe institutions such as school, church, police, and family and describe their contributions to the well-being of the community, state, nation, and global society.E.4.6. Performance Standard:Give examples of group and institutional influences such as laws, rules, and peer pressure on people, events, and culture.E.4.7. Performance Standard:Explain the reasons why individuals respond in different ways to a particular event and the ways in which interactions among individuals influence behavior.

E.4.8. Performance Standard:Describe and distinguish among the values and beliefs of different groups and institutions.E.4.9. Performance Standard:Explain how people learn about others who are different from themselves.E.4.10. Performance Standard:Give examples and explain how the media may influence opinions, choices, and decisions.E.4.11. Performance Standard:Give examples and explain how language, stories, folk tales, music, and other artistic creations are expressions of culture and how they convey knowledge of other peoples and cultures.E.4.12. Performance Standard:Give examples of important contributions made by Wisconsin citizens, United States citizens, and world citizens.E.4.13. Performance Standard:Investigate and explain similarities and differences in ways that cultures meet human needs.E.4.14. Performance Standard:Describe how differences in cultures may lead to understanding or misunderstanding among people.E.4.15. Performance Standard:Describe instances of cooperation and interdependence among individuals, groups, and nations, such as

helping others in famines and disasters.Academic LanguageIdentify academic language, particular words/phrases that are essential to understanding the content of this lesson. In other words, what academic language must students already know to be successful with this lesson?Recycle, reuse, reduce, garbage, resources.

How will you support students to meet your goals?Respond to each in the spaces provided.Launch/HookHow will you get the lesson started? What questions, texts, inquiry, modeling, and/or other techniques will you use to engage students? REMEMBER: This is the 60 seconds at the start of the lesson that grabs attention and bridges prior learning with the new content. What do you see in the lunch room garbage? (picture on smartboard) Is any of it something we could recycle? Reuse?ExploreHow will students engage with ideas/texts to develop understandings; what questions will you ask; how will you promote question generation/discussion; how will you address the academic language demands; detail your plan.

This section should read like a cookbook. A guest teacher should be able to take this section and duplicate your entire lesson.After the hook, I will ask the students to look at our classroom garbage/ recycle bins. (Overflowing from adding from other classrooms). Is everything we put in the garbage, really garbage?As I ask the students these questions, I want them to write a list of recyclable items and a list of reusable items they see or saw in the garbage’s.Once the lists are made, we will discuss and compare items.We will then expand the discussion to what could be recycled, reused, repurposed.We will then divide into groups and each group (3-4 students) will take out 5 things from our classroom garbage. Once each group has collected the items, we will discuss where they “should” have been placed, what we can reuse (2 sides of paper) and what might we be able to repurpose.We will discuss how long it takes for things to decompose in dumps with the help of http://www.greenlivingtips.com/articles/waste-decomposition-rates.html This will lead into the project for earth day for our community project.

I Placed the milk cartons in the garbage earlierWith the cartons I explain that we can reuse/ repurpose these for plants because they can hold water, and after about 3 months, the carton can break down because it is biodegradable. We will plant flowers to brighten our community (in front of school, at the library, senior center, rec center). We will also plant a flower for our mom’s since Mother’s Day is soon.For the ones for our mom’s we will use items from our recycle bin to decorate, scrap construction paper, and items donated from the art teacher, and other classes ( buttons, puzzle and game pieces etc..)The students will work together to create 40 plants for the community, and one for each mom. As they are working we will discuss how the items that don’t decompose quickly can become a problem. “What if we run out of room at the dump? Then what? Do we use our back yards? Do we use the school playground? Lakes? forests?Posters are from previous lessons that the students created by grouping them by what they are made of, and they also made posters for recycle, reduce and reuse.ClosureHow will you bring closure to the lesson? Do not merely state you would release the students to their next class.I will ask the students, “How much do you think it would cost to buy your mom a plant in a planter for a gift?” “How much do you think it cost to beautify our community?” “What do you think it means to the seniors of our community that we planted started flowers?”Differentiation/ExtensionHow will you provide successful access to the key concepts by all students at their ability levels?I will have the students work in groups for the lists, discussions, and planting seeds. Working together as

http://www.greenlivingtips.com/articles/waste-decomposition-rates.html

an assembly line except for individual mom gifts decorationsWhat IfsBe proactive. Anticipate what might not go as planned with the lesson; what will you do about it?Having numerous venues for the whole grade to donate their plants to will help with location in the community.If a student doesn’t have a mom to gift to, we will make sure that there is a grandma or another individual that they can give the gift to.If the milk cartons are un available, we can ask for egg cartons from home.Resources and MaterialsIdentify all resources and materials used for this lesson. HYPERLINK "http://www.greenlivingtips.com/articles/waste-decomposition-rates.html"http://www.greenlivingtips.com/articles/waste-decomposition-rates.html

100 milk cartons, garbage, recyclables, pencil and paper, smartboard, re-purposable items plants or dirt and seeds.

Economics Lesson Plan 9


Daily Lesson Plan


Preliminary InformationLesson Economics of Natural Resources Date: 4/30/2015Grade: 1stNumber of Students: 20


Unit/Theme: Natural Resources Period/Time: 1:30Estimated Duration: 30- 45 minutes






Respond to each in the spaces provided.Big Idea or Concept Being TaughtWhat is the essential question students will be able to answer after the lesson is complete?What can we do to save our resources? What happens if we deplete them?Rationale/Context Why is this lesson at this time; how does it connect to previous or succeeding lessons? OR Why is this an appropriate topic for an advisory session?We have learned about recycling, reusing, reducing and natural resources. Putting it into action to end the lesson will use and apply their knowledge.Prior Knowledge and ConceptionsWhat knowledge and/or skills must students already know to be successful with this lesson?Natural Resources, reduce, reuse, and recycle, needs and wants. They should know that they do not need to have the latest video game but need to have food and water to survive.Student Learning Objective(s)Identify 1 or 2 student learning objectives. Begin your objectives with: The students will be able to ….Remember: these are NOT activities. Activities are used to assist students with reaching the learning objectives. Students will be able to learn how to use in moderation and preserve/ share what we still have.How you will communicate the learning objectives to students?I will have it written on the board and tell them we will be learning valuable life lessonsExpectations for Student LearningWhat are your expectations for student performance in meeting the learning objectives? Specifically, describe expectations for each of the following types of student performance: exceeds expectations, meets expectations, and below expectations performance. Please note that this does not address student behavior; instead, it addresses student performance as they strive

to reach learning objective expectations. Include a rubric with criterion for each: exceeds, meets, and below. REMEMBER: You are measuring the learning objectives, not student behavior or student participation. Exceeds expectations: define scarcity and what we can do to save what we haveMeets expectations: Give ideas how we can save what we have/ share thingsBelow expectations: Does not understand that things are limited in quantities, that we need to preserve what we have available.Evidence and Assessment of Student LearningHow will you know whether students are making progress toward your learning goal(s), and/or how will you assess the extent to which they have met your goal(s)? Hint: use academic language such as (but not limited to) “monitor,” “formative,” “summative,” and “observe.” Be certain you are accessing the progress of ALL students. Some formative strategies will not allow for effective concurrent monitoring of every student. I will monitor how students engage in activity. I will question students on their thoughts, and observe their reactions.Student FeedbackHow will you provide students with feedback? Use academic language within your response.I will question their feelings when they are without a seat, I will explore what living would be like without a needed resource, a wanted resource. I will let them know if they have a good answer, and have them explore if it is not clear what they meant by their answer. I will walk around the room and engage all students so that they do not disengage.StandardsList the standards that are most aligned with your learning objectives. Clearly identify if you are using Wisconsin Academic Standards or CCS.HYPERLINK "http://teachinghistory.org/teaching-materials/state-standards/wisconsin/1"http://teachinghistory.org/teaching-materials/state-standards/wisconsin/1 WI.A. Content Standard: GeographyPeople, Places and Environments: Students in Wisconsin will learn about geography through the study of the relationships among people, places, and environments.A.4.1. Performance Standard:Use reference points, latitude and longitude, direction, size, shape, and scale to locate positions on various representations of the earth's surface.A.4.2. Performance Standard:Locate on a map or globe physical features such as continents, oceans, mountain ranges, and land forms, natural features such as resources, flora, and fauna; and human features such as cities, states, and national borders.A.4.3. Performance Standard:Construct a map of the world from memory, showing the location of major land masses, bodies of water, and mountain ranges.A.4.4. Performance Standard:Describe and give examples of ways in which people interact with the physical environment, including use of land, location of communities, methods of construction, and design of shelters.A.4.5. Performance Standard:Use atlases, databases, grid systems, charts, graphs, and maps to gather information about the local community, Wisconsin, the United States, and the world.A.4.6. Performance Standard:Identify and distinguish between predictable environmental changes, such as weather patterns and seasons, and unpredictable changes, such as floods and droughts, and describe the social and economic effects of these changes.A.4.7. Performance Standard:Identify connections between the local community and other places in Wisconsin, the United States, and the world.A.4.8. Performance Standard:Identify major changes in the local community that have been caused by human beings, such as a construction project, a new highway, a building torn down, or a fire; discuss reasons for these changes;

and explain their probable effects on the community and the environment.A.4.9. Performance Standard:Give examples to show how scientific and technological knowledge has led to environmental changes, such as pollution prevention measures, air-conditioning, and solar heating.WI.B. Content Standard: HistoryTime, Continuity, and Change: Students in Wisconsin will learn about the history of Wisconsin, the United States, and the world, examining change and continuity over time in order to develop historical perspective, explain historical relationships, and analyze issues that affect the present and the future.B.4.8. Performance Standard:Compare past and present technologies related to energy, transportation, and communications and describe the effects of technological change, either beneficial or harmful, on people and the environment.B.4.9. Performance Standard:Describe examples of cooperation and interdependence among individuals, groups, and nations.B.4.10. Performance Standard:Explain the history, culture, tribal sovereignty, and current status of the American Indian tribes and bands in Wisconsin.WI.C. Content Standard: Political Science and CitizenshipPower, Authority, Governance, and Responsibility: Students in Wisconsin will learn about political science and acquire the knowledge of political systems necessary for developing individual civic responsibility by studying the history and contemporary uses of power, authority, and governance.C.4.1. Performance Standard:Identify and explain the individual's responsibilities to family, peers, and the community, including the need for civility and respect for diversity.C.4.3. Performance Standard:Explain how families, schools, and other groups develop, enforce, and change rules of behavior and explain how various behaviors promote or hinder cooperation.

C.4.4. Performance Standard:Explain the basic purpose of government in American society, recognizing the three levels of government.WI.D. Content Standard: EconomicsProduction, Distribution, Exchange, Consumption: Students in Wisconsin will learn about production, distribution, exchange, and consumption so that they can make informed economic decisions.D.4.1. Performance Standard:Describe and explain of the role of money, banking, and savings in everyday life.D.4.2. Performance Standard:Identify situations requiring an allocation of limited economic resources and appraise the opportunity cost (for example, spending one's allowance on a movie will mean less money saved for a new video game).D.4.3. Performance Standard:Identify local goods and services that are part of the global economy and explain their use in Wisconsin.D.4.4. Performance Standard:Give examples to explain how businesses and industry depend upon workers with specialized skills to make production more efficient.D.4.5. Performance Standard:Distinguish between private goods and services (for example, the family car or a local restaurant) and public goods and services (for example, the interstate highway system or the United States Postal Service).D.4.6. Performance Standard:Identify the economic roles of various institutions, including households, businesses, and government.D.4.7. Performance Standard:Describe how personal economic decisions, such as deciding what to buy, what to recycle, or how much

to contribute to people in need, can affect the lives of people in Wisconsin, the United States, and the world.WI.E. Content Standard: The Behavioral SciencesIndividuals, Institutions, and Society: Students in Wisconsin will learn about the behavioral sciences by exploring concepts from the discipline of sociology, the study of the interactions among individuals, groups, and institutions; the discipline of psychology, the study of factors that influence individual identity and learning; and the discipline of anthropology, the study of cultures in various times and settings.E.4.1. Performance Standard:Explain the influence of prior knowledge, motivation, capabilities, personal interests, and other factors on individual learning.E.4.2. Performance Standard:Explain the influence of factors such as family, neighborhood, personal interests, language, likes and dislikes, and accomplishments on individual identity and development.E.4.3. Performance Standard:Describe how families are alike and different, comparing characteristics such as size, hobbies, celebrations, where families live, and how they make a living.E.4.4. Performance Standard:Describe the ways in which ethnic cultures influence the daily lives of people.E.4.5. Performance Standard:Identify and describe institutions such as school, church, police, and family and describe their contributions to the well-being of the community, state, nation, and global society.E.4.6. Performance Standard:Give examples of group and institutional influences such as laws, rules, and peer pressure on people, events, and culture.E.4.7. Performance Standard:Explain the reasons why individuals respond in different ways to a particular event and the ways in which interactions among individuals influence behavior.

E.4.8. Performance Standard:Describe and distinguish among the values and beliefs of different groups and institutions.E.4.9. Performance Standard:Explain how people learn about others who are different from themselves.E.4.10. Performance Standard:Give examples and explain how the media may influence opinions, choices, and decisions.E.4.11. Performance Standard:Give examples and explain how language, stories, folk tales, music, and other artistic creations are expressions of culture and how they convey knowledge of other peoples and cultures.E.4.12. Performance Standard:Give examples of important contributions made by Wisconsin citizens, United States citizens, and world citizens.E.4.13. Performance Standard:Investigate and explain similarities and differences in ways that cultures meet human needs.E.4.14. Performance Standard:Describe how differences in cultures may lead to understanding or misunderstanding among people.E.4.15. Performance Standard:Describe instances of cooperation and interdependence among individuals, groups, and nations, such as helping others in famines and disasters.Academic LanguageIdentify academic language, particular words/phrases that are essential to understanding the content of this lesson. In other words, what academic language must students already know to be successful with this lesson?Scarcity, sharing, recycle, reuse, reduce, resources, natural resources, nonrenewable, renewable

How will you support students to meet your goals?Respond to each in the spaces provided.Launch/HookHow will you get the lesson started? What questions, texts, inquiry, modeling, and/or other techniques will you use to engage students? REMEMBER: This is the 60 seconds at the start of the lesson that grabs attention and bridges prior learning with the new content. “We are going to play the game musical chairs. You are probably wondering why we would play musical chairs for social studies, but I am not going to TELL you why we should preserve our resources, I am going to SHOW you!”ExploreHow will students engage with ideas/texts to develop understandings; what questions will you ask; how will you promote question generation/discussion; how will you address the academic language demands; detail your plan.

This section should read like a cookbook. A guest teacher should be able to take this section and duplicate your entire lesson.I will then proceed to define scarcity- a condition that exists because human wants exceed the capacity of available resources to satisfy those wants.I will then go into a discussion about wants. We will list things that they would buy if they had all the money in the world on the board.We will then discuss what resources would be needed to purchase these items/ what would be needed to create these items.We will discuss what we think is the going rate for such an item, such as a car, video game, house.Identify that money is a resource. Resources are used to produce goods and services: land or natural resources, human resources (labor, entrepreneurship), and capital. Money as a resource helps people to buy things. Explain scarcity and ask students if they can give some examples.Split class into 2 groups (10 students each). Make two sets of chairs for game of 9 chairs to start.Explain that the chairs are the resources to satisfy a want.Explain how to play musical chairs.1. Start game.2. Start music.3. Stop music.4. Thank students that now need to remove themselves from the game for participating.5. Remove a chair from each group. Explain that the chair was a resource and we depleted a portion of our resource so it is not in abundance. Have our resource posters hung up, and discuss as needed.Repeat steps 1-5 until 1 chair in both groups. Combine groups (sharing resources).

ClosureHow will you bring closure to the lesson? Do not merely state you would release the students to their next class.Ask students what they think happens to the price of things when the resources to make them are scarce? Provide examples of oil/gas. What happens to the price of gas for our cars when there is not enough available. Show them an example of what gas prices were 1 year ago, 5 years ago, 10 years ago etc.Differentiation/ExtensionHow will you provide successful access to the key concepts by all students at their ability levels?Involve all students in game. Encourage them to play fairly. Ask all students what they think about depletion and how we can save what we have. Include their ideas for if they had all the money in the world.What IfsBe proactive. Anticipate what might not go as planned with the lesson; what will you do about it?If a student is unable to play the game, I will have them be the tie breaker/ music player. If I cannot find examples of gas prices from prior years, I would connect it to the price of food if semi’s had to pay higher prices to move them.Resources and Materials

Identify all resources and materials used for this lesson. Individual chairs, whiteboard, posters from previous lessons, music, definitions, pencils/ papers as needed for discussion lists just in casehttp://www.econedlink.org/lessons/index.php?lid=1030&type=educator

Name_______________________________________________________

http://www.econedlink.org/lessons/index.php?lid=1030&type=educator

Natural Resources Match-Up

Cut out each item. Glue in the correct box.

cornbread muffin

OrangesBuilding

Hamburger

Table Gas Cow Oil

Taking a bath Pig Chicken Blowing

PipesChicken

Car Wind turbine

Popcorn Cans River Breathing

Paper Cement sidewalk

Glass of water Apples

Name__________________________________________________________

Trees Air

Water Oil

Rocks Animals Plants

Multiple Choice

1. What is a natural resource?

a. something that is made in a factory

b. something you cannot use

c. something that can be used from nature

2. What is a way to help our environment?

a. Litter

b. Throw everything in the garbage

c. Reduce, Reuse, Recycle

3. Natural resources that people use depends on the environment they live in.

a. true

b. false

4. What do all living things need to survive?

a. computer

b. water

c. toys

5. What are some resources you used today?

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

6. What are some plants we grow in Wisconsin that are natural resources?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

Rubric

Requirements Outstanding! Good job! Keep trying!

Natural Resources Match-Up

Matched 17-24 correctly.

Matched 9-16 correctly.

Matched 8 or less correctly.

Multiple Choice Answer 4 correctly Answer 2-3 correctly Answer 1 or less correctly

Short answer questions More than 1 item listed in each question

Only one item listed in each question Didn’t answer

Proficient= 2 or more outstanding’s.

Basic=2 or more Good jobs.

Minimal= 2 or more Keep trying’s

When administering the assessment, I would explain the match-up out-loud. For the multiple choice and short

answer I would read the questions to them, since 1st grade is still working on their reading skills. I would also

explain the rubric as listed. That if they should try their best to list everything they can think of and use their

best spelling. As you can see I left minimal for those that didn’t try to answer. I would walk around the room to

assist the students with any help they need, since they will still ask to have me spell a word for them, or those

that struggle with fine-motor skills, writing it for them to copy.

As I looked at what natural resources as a total includes, I decided for 1st grade to focus on items they are

familiar with and where they come from for the assessment. If I am assigned a class higher than 1st grade, I am

considering adding a map for the students to name the physical features and explain if they are renewable or

nonrenewable.

Natural Resources · Web view2019. 9. 18. · My thematic unit is focused on “How can we help...

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