Science Learning Activity

Holly Hemmings

All About Earth!

Purpose The purpose of this activity is to discover the natural resources found on Earth and how people use those natural resources to make things that we use in everyday life. Lesson Goal or Objectives By the end of the lesson, students will understand the difference between a natural resource and manmade materials. Students will be able to classify natural resources into seven different categories: plants, animals, soil, minerals (rocks), energy sources (fossil fuels, sunlight, crude oil), air, and water. Students will also understand that resources can originate from both living (plants and animals) and nonliving things (fresh water, metals, fuels). Lesson Inquiry Question How can we classify objects that are found on Earth? What other things can these resources be used for? What natural resource is used most often? Target Group This activity is appropriate for students in third grade. Approximate Time Teacher prep: 45-60 minutes to read Background Information for the Teacher, gather materials, and make copies of worksheets Student: 60 minutes or 2 class sessions to implement the lesson Background Science Information Natural resources are things that come from nature (the natural environment) and are the living and nonliving components that support life on Earth. They can be classified into seven categories: plants, animals, soil, minerals, energy sources (e.g., sunlight, fossil fuels), air, and water. All products that we use everyday come from Earths natural resources, which provide the raw material for the products that people make. For example, iron ore is the raw material in the natural resources category mineral, and people use iron ore to make steel. Steel is used to make cars, appliances, and many other products. Trees are natural resources classified as plants, and people use trees for lumber to build houses and other structures; they also use a trees pulp to make paper. This unit introduces students to different categories of natural resources and ways some natural resources are used by people to make a variety of products (which often end up in a landfill). Since all living things require natural resources, humans are also totally dependent on natural resources, such as air, water, plants, and animals, for their survival. The natural resources are classified into seven categories, which are briefly described below. The category of energy sources can be further subdivided into sunlight, fossil fuels, and other energy sources (e.g., wind, hydro- power). PLANTSPlants are living things that can produce their own food. Trees, shrubs, grasses, seaweed, and some microscopic algae are examples of plants. Green plants produce oxygen. They also produce food for animals that eat plants. ANIMALSMost animals can be defined as living things that rely on other organisms for food. Animals have a nervous system and can usually move on their own. Examples of types of animals are: mammals (includes humans), birds, reptiles, amphibians, fish, and invertebrates, such as insects, spiders, and worms. Some microscopic living things are also classified as animals.

SOILSoil is a mixture of minerals from weathered rock and decaying plant and animal matter. It also consists of microscopic living things, such as bacteria and fungi. Most plants that live on land need soil in which to grow, and soil provides water and nutrients to plants. Many animals live on or in soil. MINERALSMinerals are naturally occurring substances that originally came from rock, such as phosphorous, bauxite, iron, salt, gold, silver, copper, and potassium. Many minerals are essential for the healthy growth of plants and animals, and plants absorb minerals that are dissolved in water. Animals must obtain needed minerals by eating plants or by eating other animals that have eaten plants. AIRAnimals need oxygen in the air to breathe, and plants use carbon dioxide in the air in the process of photosynthesis. The gases are recycled through plants and animals. WATERPlants use water when manufacturing their food, and animals drink or absorb water to maintain bodily functions. Some animals live in water, and some use it as a place from which to get food, to seek protection, or to cool off. Fresh water on land is replenished by the water cycle and is essential to all living things. ENERGY SOURCES SunlightThe energy derived from sunlight is used by green plants for photosynthesis. Sunlight also powers the water cycle by evaporating water from land and surface water. Note that sunlight is not addressed in this unit, because the lessons focus on the connections among natural resources, manufactured items, and solid waste. Fossil FuelsFossil fuels include crude oil, coal, and natural gas. The fossil fuels we are using now originated from partially decayed plants and animals that lived millions of years ago. In this unit students are introduced to crude oil. The crude oil that we are presently using came from marine plankton that lived millions of years ago. These marine plants died, and through time and tremendous pressure and heat created by layers of rock that trapped the plants, crude oil was formed. Other Energy SourcesOther energy sources include wind, hydropower, geothermal, and tidal energy. These are not addressed in this lesson. *From Connecting the loop: K-3 Module, Unit 1. Lesson 1: What are natural resources? English Language Learners and Bilingual Students English Language Learners (ELL) are students whose native language is not English and he or she is learning how to speak English. Bilingual students are those who speak two languages, one of them usually being English. Bilingual education can be used to teach and instruct ELL and bilingual students with a set of directions provided in English along with the students native language. SUGGESTED ACCOMMODATIONS FOR Bilingual/ESL STUDENTS 1. Allow extended time to work on materials 2. Introduce key vocabulary before lesson 3. Check for comprehension often !10 minute intervals 4. Use visuals 5. Write key words on board 6. Provide highlighted text and/or key concepts 7. Grade only what the student has completed, do not mark unanswered questions wrong 8. Draw ESL students gradually into class discussions 9. Allow students time to work together 10. Use flash cards 11. Divide information into smaller chunks 12. Provide summaries or outlines of texts for ESL students 13. Use graphic organizers, Thinking Maps *From Language Acquisition: Suggested accommodations for bilingual/ESL students. Discipline-based Content Expectations Inquiry Process:

S.IP.03.11 Make purposeful observation of the natural world using the appropriate senses. Inquiry Analysis and Communication: S.IA.03.12 Share ideas about science through purposeful conversation in collaborative groups. S.IA.03.13 Communicate and present !ndings of observations and investigations Reflection and Social Implications: S.RS.03.11 Demonstrate scienti!c concepts through various illustrations, performances, models, exhibits, and activities. Content Expectation: E.ES.03.41 Identify natural resources (metals, fuels, fresh water, fertile soil, and forests). Materials Needed Pocket folder for each student Items that can represent different categories of natural resources: potted plant, stuffed animal or classroom animal if you have one, bag of soil, rock, molasses or chocolate syrup, empty jar, and jar full of water. A copy of the Natural Resources Chart for each pair of students Clipboard, pencils, and paper for each student Travel, home, gardening, science and animal magazines (any magazine that has most of the natural resources in it) Construction paper for each child Scissors Glue Safety Considerations For this lesson, students will be going outside, make sure they dress for appropriate weather. References Connecting the loop: K-3 Module, Unit 1. Lesson 1: What are natural resources? Retrieved from http://www.calrecycle.ca.gov/Education/curriculum/ctl/K3Module/Unit1/Lesson1.pdf Language Acquisition: Suggested accommodations for bilingual/ESL students. Retrieved from http://www.birdville.k12.tx.us/instruction/ss_web/special_services/images/esl/Instructional%20 Accommodations%20and%20Strategies.pdf Michigan Department of Education (MDE) (2009). Science grade level content expectations. Lansing: Author. Retrieved from www.michigan.gov/science Michigan Department of Education (MDE) (2009). Science grade level GLEC companion document. Lansing: Author. Retrieved from http://www.michigan.gov/documents/mde/3rd_Grade_Complete_1-22-09_264577_7.pdf

PROCEDURE
Engage with Pre-Assessment Have the students grouped into seven groups. Each group will have one of the represented resources on their desks. In the pocket folders, ask each student to draw and/or describe in their journals how what is placed on their desk relates to nature. They will be allowed to discuss in their group, but should write down their own observations and thoughts. Tell them that they are scientists and should make clear observations about the resource on their desks. The observations they make in the pre-assessment will be compared with a writing assignment that will be completed after the lesson is complete to see what the

students have learned as a result of the lesson, along with any cleared up misconceptions they might have had. Teacher will group ESL and bilingual students together and will work with them as a group to help them brainstorm ideas and lead them in the direction the lesson is supposed to be headed. Description of Student Learning Activities 1. 2. Explore: Ask the question, "What types of resources do we find on Earth? Give each student a clipboard or something they can use to write on, a piece of paper, and pencil. Tell the class that they will be going outside to explore what natural resources they can find around their school. Ask them to write down everything they think or observe to be a natural resource. Explain: After the students return to their groups, delegate one student to be the recorder and have them discuss together their discoveries. The recorder should write down all of the things their group came up with, with nothing repeating. Call the class back together and on the board write down everything the students found. Separate the resources into natural resources and manmade resources. Have the students try to decipher why there are two separate lists on the board. Explain that there are natural resources found on Earth that come from nature. These natural resources are used to make products that we as humans use every day, and not only that but we need these resources to survive. Explain the seven different categories of natural resources and connect the category to the corresponding group of students that had the item representing that category. *See Background Information for the Teacher for definitions of the categories. Did the students make any connections to their resource? Did they correctly identify their resource? Provide a list of the terms and definitions for the ESL and bilingual students to study at home. Have them draw their own pictures next to the words provided to help them remember what each term means. Ask the students to pick a partner. Pass out the Natural Resources Chart for them to fill out using the list on the board. First, ask them to flip the chart over and make their own chart with 8 rows and 2 columns. Draw an example on the board and review what rows and columns mean to ensure they draw and label their table correctly. Have the students subcategorize the list into the seven categories of natural resources, or all that they can categorize with the list on the board. Natural Resource What we found around school Plants Trees, grass, bushes, leaves, etc. Animals Squirrel, bird, etc. Explain the difference between natural resources and manmade objects. Have students then flip over the worksheet and fill out the other side based on the list written on the board. They will be categorizing manmade objects they found around the school into the different natural resource categories (only categorize 5 of the 7). Discuss: Do you think there are more natural resources that we do not have listed on the board? What other things do we need to survive? Why do you think these natural resources are important for survival? Are humans the only things that use natural resources to live? Do natural resources use one another to survive (i.e. plants need water and sunlight)? What other ways can we group our natural resources together (i.e. living and nonliving components)? In what ways do we use our natural resources? Can natural resources every be used up? Call on ESL and bilingual students so they participate in the class discussion. Allow wait time and other students to help them communicate/build off of their comments and ideas. Do not

3.

4.

5.

6.

correct them if they communicate a misconception but allow other students to modify what they said and have the student repeat the idea back to the teacher to ensure understanding. 7. Expand or Elaborate Together, develop a simple investigation to find out what natural resource we use the most. Write the Inquiry Question on the board: What resource do we use the most? Pass out construction paper to each student. Tell them to fold the construction paper in half so it is like a folder (fold hamburger style). On the front have them write down the Inquiry Question and write down their prediction. On the inside of the folder, inform the students that they will be looking for and cutting out pictures of natural resources. After they find a natural resource they must find a corresponding picture of something in their everyday life where they either use the natural resource or something that is made of the natural resource (i.e. picture of a chair is placed next to a picture of a tree because the chair is made from the wood of the tree). Emphasize that objects made from natural resources are manmade objects and they cannot be found out in nature. Students must find at least 5 resources and corresponding items made from or ways to use that resource. They must also label each picture and state the reason how the natural resource is being used in the corresponding picture. The last page/back of the construction paper will be used for the analysis of the data collected: their claim, evidence, how their ideas have changed, and further questions about natural resources. Have directions written out for ESL and bilingual students in their own language so they understand exactly what is expected of them. Have an example for them to refer to if they get stuck. After students have created their investigation collage, analyze the data they have collected. What picture and resource did they use most often? Make a list of resources and their corresponding manmade resource on the board. *Note: Their investigation is extremely subjective due to the content within the magazines. Have each student complete the chart on the back of the construction paper: Question: Claim/Conclusion: Evidence: How have our ideas changed? Additional Questions:

8.

9.

10.

11.

Finally, have the students write down in their journal what they learned as a result of this lesson and one interesting fact that they did not know. Allow them to draw, write a short creative explanation, or summarize their investigation. It is important that every student understands natural resources come from the Earth and people use natural resources to make objects used in everyday life. Allow extra time for students to work on their assignments if needed.

Real-World Connections Students will understand that natural resources are used in everyday life. Everything comes from a natural resources and it is important to be able to identify those resources. Students will hopefully be starting to think about if natural resources can be used up. This idea will lead into the concept of renewable and nonrenewable resources.

Post-Assessment (Evaluate) After the students have finished their journal entries and investigation collage, collect both items and grade based on rubric below. If time runs out, allow students to finish their collage and journals at home but they must be turned in the next day or points will be deducted. a. The teacher should assess whether students still have misconceptions about natural resources and manmade objects by reading their science journals and listening to the in class discussions. If some students are still having difficulty with the concept, additional activities may be introduced at this point in the unit before moving on to the next concept. Pre- and post-assessment journal entries *Note: The journal entries will not be recorded for a grade. It is for teachers evaluation and looking for misconceptions students still might have. Investigation Collage Excellent! (10 pts) Illustration or description is accurate, shows understanding of concepts discussed in class, lists new information learned, and there is a deeper understand shown in the postassessment entry. Inquiry Question listed (1 pt.) Hypothesis written (1 pt.) Photo collage of natural resource and manmade resource with descriptions. Minimum of 5 resources. (5 pts.) Claim/Conclusion (1 pt.) Evidence (1 pt.) How have ideas changed? /Additional Questions (1 pt.) Nice Try! Lack of depth between the preand post-assessment entries. Students do not show understanding of difference between natural resources and manmade objects. Only has pictures of natural resources in collage or only pictures of manmade objects. There is no description of how the resource and object are connected. The description lacks understanding. Incorrectly connects resource to manmade object.