Resources are things that we get from living and nonliving things to meet our needs such as: rocks, soils, water, animals, and air. This lesson focuses on students' learning about using Earth's Resources and how people can take care of Earth's resources. The lesson is imperative because students learn that natural resources can be classified as renewable and nonrenewable. Also, they learn how to conserve these Earth's resources through the PowerPoint and research. They also learn how Earth's resources can be used.This lesson helps to support 2nd grade Tennessee Standards.
ï»¿ï»¿Science and Engineering Practice:
SP 8 addresses obtaining, evaluating, and communicating information in K–2. Students communicate information with others in oral and written forms to discuss scientific ideas. In this lesson, groups communicate with each other about how they use Earth's resources in their every day life.
Students understand Earth resources. They know that Earth's resources are air, water, plants, animals, soil, and rocks. They know that these things are living and non-living things that are a part of Earth. Students understand how soil helps plants grow and how rocks and minerals are used to meet our needs.
In my class, my students are called Junior Scientists. They wear lab jackets that they created early in the school year, during their experiments. I call them scientists to encourage them to major in science and math related careers. I want them to discover a love for science and math. Also, we sing "It is Science Time" before each lesson.
At their desks, students sing a song that the class sings at the opening of each science lesson. This song motivates and engages my Junior Scientists. During science lessons, I call my students scientists to empower them and inspire them to be dreamers and doers.
I call on a student to read our "I Can" statement for the day. While using an over-sized microphone, a scientist says, "I can describe how people use natural resources every day." The "I Can" statement helps students take ownership of the lesson as they put standards into context. The other students praise the student that reads the "I Can" statement by clapping. I encourage students to give each other praise to boost their self-esteem.
Students observe a Using Earth's Resources PowerPoint. The PowerPoint is shown because it helps my visual learners. The students grasp taught concepts from the PowerPoint. During the PowerPoint, students learn about using Earth's resources.
After the PowerPoint, I pose students the following questions: Which natural resources are renewable? Which natural resources are nonrenewable resources? How do people use animals? What are trees used for? How can we save Earth Resources? The questions are asked to assess students' understanding.
Groups are informed to use the lab sheet as a guide to complete their investigation. Teacher note: I want the students to become more independent as they work like a scientists, so I go over the lab sheet with them. Then I permit them to work independently in order to have ownership for the inquiry activity.
Students complete a chart about how they can use water, air, plants, animals, and rocks. I inform students to write their ideas on the chart. This permits the students to communicate their ideas to each other while collaborating in groups.
While students work in groups, I facilitate the students’ learning. What are some natural resources that you use every day? Which natural resources are needed to help animals or plants survive? How can people keep natural resources safe? I ask the students questions to check for their understanding. Also, I want them to make a more personal connection about their investigation.
Students are invited to draw conclusions by answering the following question: Why are the things that come from Earth important to us?
Groups share their chart with the class. I allow students to share their results with the class, so they have the opportunity to communicate verbally with their peers. Also, this helps to ensure that students report out a variety of ways to conserve and use Earth's resources. When students report out, this helps to boost self-esteem and helps with language support.
While students are sitting at their desks, as a class, students complete a exit ticket. The exit tickets are collected from the students. The exit ticket allows me to assess students’ understanding about the taught content. I can make adjustments if needed for the next lesson.