This lesson is a review of natural resources and products that allows for integration of science, social studies and language arts. With a high population of English Language Learners, I felt it was important to spend a little more time on this concept. The students will have reinforcement of important vocabulary (natural resource and product) by playing an engaging game.
To begin the lesson, I gather the students in our meeting space on the floor. I ask them a few questions:
What is a natural resource?
What is a product?
Do you see any products in our classroom? Can you name some?
I then tell them that we are going to have some fun reviewing natural resources and products. I take and randomly tape the natural resources from the activity cards on some of the students backs. I then pass out the product cards to the rest of the students. I then give the following instructions:
We are going to play a game. Some of you have natural resources taped to your backs. The rest of you have product card. Those of you will product cards need to walk around until you find the natural resource your product comes from. When you do, I want you to stay next to your natural resources. Make sure you do not tell the people with natural resources what is on their back. We are going to give them a chance to guess what is on their back when we are all done.
The students begin moving around the room looking for their matches. See video. After everyone found their resources, we go around and each student told what product they had. The person with the resource card taped on their back is then given the opportunity to guess what their resource is based on the product cards.
We then move back to our seats to complete the review activity.
For this section of the lesson, you will need the Natural Resources Book included as a PDF with this lesson. When copying the book, select double side staple. Cut the book in half and you will have two student copies for every copy made.
I pass the books out to the students and explain, We are going to be making our own natural resource book. I want you to look at the first page, Can someone read that first sentence? That's right. It says, This is apple juice. Now, next to it is another sentence. It says, "It comes from ________." Your job is to write in the the natural resource that this product comes from. Use your sound spelling to write it out. Then you will draw a picture of this resource. Continue on to the product on the next page, writing what resource it comes from and drawing a picture to go with it.
You will notice the last page does not have a product. On this page, you get to pick your own product to write in and then add what resource it comes from. Don't forget to draw the picture.
This book is scaffolded to lend support to students. The picture cues help the students read the book and the sentence starters and structure of the book, makes the text predictable. If you students do not need the support of the picture cues, they pictures can easily be removed before printing. The students begin working. See work samples: Sample 1 Sample 2
When the students are done, I have them read the book to me. When everyone is done, I partner the students up and have them read the book to their partner. It is great practice of reading and reinforcement of the concepts.