Be an Expert on Saving our Resources

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SWBAT write an informational paper on saving Earth's Resources.

Big Idea

Why is it important to save our Earth's Resources?

Setting the Stage

National Science Teaching Standards

Earth Science

  • Types of resources

Resources such as rocks, soil, water, and air, nonliving things that help to meet our needs.   This lesson focuses on students learning about Earth's Resources.  They learn that water and air are renewable resources that can be replaced quickly. They learn that soil and rocks are non-renewable and they cannot be replaced quickly.  This lesson also teaches students how these resources are used, damaged, and conserved. The lesson is important because students learn that natural resources must be taken care of so we can continue to use them to meet our needs. Also, this lesson helps to support 2nd grade Tennessee Standards.

Science and Engineering Practice: 

SP 8 addresses obtaining, evaluating, and communicating information in K–2. Students communicate information with others in oral and written form to discuss scientific ideas.  In this lesson, groups communicate with each other about how they use Earth's resources in their every day lives.

Prior Knowledge:

Students understand Earth's resources. They know that Earth's resources are air, water, plants, animals, soil, and rocks. They know that these are living and non-living things that are a part of Earth. They understand that we need these things in order to meet our needs. They do understand that people can destroy them if they are not taken care of properly.

Junior Scientists:

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 junior scientists to encourage them to major in Science and Math related careers. I want them to develop a love for Science and Math. Also, we sing "It is Science Time" before each lesson.



10 minutes

While students are sitting at their desks, I show them the following words on a card: air, water, soil, and rocks.  I ask the students what do the words have in common. I expect the students to say that they are all Earth's Resources. Rock, Soil, Air, and Water Flashcards-video

I pose the following questions to the students: How are they alike? How are they different? I ask the students these questions to stimulate their thinking about these resources before we move to creating our "Be the Expert" graphic organizer. We look at the Earth's Resources (air, water, soil, and rocks) more closely.


25 minutes

While students are sitting at their desks, we complete the "Be the Expert" graphic organizer. 

The students discuss the following Earth Resources: water, soil, air, and rocks. As a class, I encourage the students to discuss whether each resource is renewable or non-renewable. Then they discuss how they use the resource, conserve it and destroy it.

I display the Brainstorming chart on the Promethean Board and I type the students' responses on the chart that is displayed. Students are permitted to brainstorm so they can discuss each resource. Also, they use the chart to support them with their writing assignment. This graphic organizer helps the students to develop a coherent paragraph. They are posed questions to help them develop complete sentences that answer the questions. Also, the questions ensure that they include imperative scientific concepts in their paper.

Teacher Note: I print out the chart and I provide all the students with a copy to use for brainstorming during their writing assignment. They are provided a copy so they can implement some of the information located on the chart in their writing.

Writing in Science

15 minutes

While students are sitting at their table, I pass out a writing template for students to write about a selected natural resource: soil, air, water, and rocks.

Students are informed that they should use the graphic organizer to write their paragraph. They are invited to refer to their numbers on the graphs. Sentence number 1 is the main idea sentence. They are informed to write that sentence first. Then the other sentences should follow to assist with composing the paragraph. Also, they are asked to draw a picture that depicts what they have written. This is done so students can use lines and colors to create a picture. This also aids students in appreciating the arts. Students are informed that they should indent their paragraph. 

Students stand to sing the "Paragraph Song." The song helps the students to remember to indent. Also, it motivates and encourages them to write



10 minutes

Students are permitted to share their paragraph with their group. I say "We Are On The Move" and the students move to their group's table. I listen to the students reading their paragraph. I allow them to share in their groups due to time constraints. This gives all students an opportunity to share their creative work product.  This also permits students to build on prior experiences in communicating new information to others while working on SP 8.

After the students share, I take up the papers and evaluate them. When I read the papers, I am checking to see that the students discuss their selected natural resource and they included the important details.  I am also looking for the main idea/topic, capitalization, punctuation, content, legible handwriting, and appeal.   It is imperative that students begin to compose papers that discuss their scientific findings.