Grade K Dynamic Earth TEKS K.7C
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Grade K Dynamic Earth TEKS K.7C Enduring Understandings Lesson 1 As we observe rocks and soil, they tell us about their past. Natural Water is found on Earth in its oceans, lakes, Resources rivers, and streams. Earth produces resources that meet our needs. Intended Learning Outcomes Students will know: Natural resources are found in nature. Man uses resources to make things for everyday use and meet needs. Essential Questions Resources are reusable and recyclable. How do we use materials we find in our natural Students will be able to: world? Classify resources as natural or man-made. What happens when we run out of certain Give examples of ways rocks, soil, and water are resources? useful. Where does all our water come from, and how Demonstrate how we can use, reuse, recycle, do we describe it? and conserve natural resources. What stories do rocks tell? What do the characteristics of rocks and soil tell us about their past?
TEKS Essential Vocabulary K.7: Earth and space. The student knows that the natural resource / recursos naturals natural world includes earth materials. The Supporting Vocabulary student is expected to: air/ aire K.7C: Give examples of ways rocks, soil, and water minerals/ minerales are useful. plants/plantas Language Objective: soil/ tierra Speak using a variety of sentence stems about rocks/ rocas natural resources. water/ agua ELPS: 3C Speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy ad ease as more English is acquired. College and Career Readiness Standards: Synthesize and organize information effectively. 21st Century Skills Communication- Articulate thoughts and ideas effectively using oral, written and nonverbal communication skills in a variety of forms and contexts. Prior Learning: Discusses “green” practices (water conservation, clean air, recycling, etc.) Engages in conservation or recycling projects (not using as many paper towels, using both sides of the paper). TOC (Think/Observe/Conclude) or KWL (Know/Want to Know/Learned) Encourage oral language by using TOC strategies: put kids in small groups and encourage them to come up with 2-5 things they agree about the topic of study or content. Students in this small group report to the whole group in 3 minutes. The purpose of this activity is to go deeper into the subject. I think… 1 Updated: June 2015 I observed… I conclude…
Teacher Management Estimated Time for Completion: 6 days
Materials: Day 1 : Potted plant or picture of a plant, stuffed animal or picture of an animal (i.e. cow or sheep), Ziploc bag of dirt and rocks, empty jar, jar of water Day 2: None Day 3: None Day 4: None Day 5: 1- cup chocolate/strawberry milk 1- bag of ice 2- boxes of rock salt - Ziplock Bags or Tupperware or Coffee Cans 10 - 12x18 pieces of cloth or construction paper (2 per group) 4 - bags Cotton balls - Staples or hole punch & yarn Day 6: Materials for chosen nature craft project; scissors, string, tacky glue, yarn, scrap paper, felt scraps, etc.
Advanced Teacher Prep Day 1 : Prepare concrete examples that illustrate natural resources: Potted plant (or picture of one) to represent trees and other plants, stuffed animal or picture of an animal to represent animals, bag of soil and rocks to represent land, empty jar to represent air, jar of water to represent water. Start storing up recyclable items for the next lesson’s recycle art projects. (You can also get these items from other areas in the school such as the teacher’s room and cafeteria, as well as send home a letter to parents asking for students to bring in clean plastic bottles, cans, etc.) Day 2: Select a few areas of the school and schoolyard that show examples of things made from natural resources Day 3: Select objects in the classroom that are examples of things made from natural resources Day 4: Preview and select videos Day 5: Select and prepare for either ice cream making or pillow making in small groups Day 6: Set up for chosen craft project
Anchors of Support Pictures and labels of each of the natural resources Class created charts
Literary Resources Charlie Needs a Cloak by Tomie dePaola The Milk Makers by Gail Gibbons Welcome Books: How Things Are Made Series by Inez Snyder (Trees to Paper, Wax to Crayons, Beans to Chocolate, Sap to Syrup, Sand to Glass, etc.) The Earth and I by Frank Asch The Earth Book by Todd Parr Why Should I Save Water? by Jen Green
2 Why Should I Save Energy? By Jen Green Why Should I Protect Nature? By Jen Green Easy to Be Green: Simple Activities You Can Do to Save the Earth by Ellie O’Ryan
Technology Resources Natural Resources Powerpoint by Elaine Navarro (in the lesson Portfolio) The Earth Book by Todd Parr Watch Sesame Street: Conservations with my Father featuring Cookie Monster. The Magic of Making—Glass Marbles (7:02) How chocolate is made (4:36) How a pencil is made (5:43) Ever wonder how paper is made? (3:59) How It’s Made Wool (5:35) Sheep Shearing for Wool (9:37—could be shortened) 40 Nature Inspired Crafts Free Nature Crafts Projects 10 Outdoor Crafts for Spring http://www.brainpopjr.com/science/conservation/naturalresources/ En español: Animal Planet http://www.youtube.com/watch?v=H7TpchLdVSI sparkito.com: Log in> Planeta Tierra > Recursos Naturales EduSpark: Ciencias Sociales> Cuidando el Planeta https://getkahoot.com/ https://padlet.com/ http://www.polleverywhere.com/ Suggestions for beginning or end of unit: Create a Poll and allow student to utilize a device like an IPhone, IPad, Smartphone, etc. These sites, Kahoot, Padlet, Poll Everywhere, allows teachers to create a poll for students to respond to. Show a group of students how to respond to the poll by passing around the device throughout the day if only one device is available, these students in turn will show the rest of the class. By the end of the day, as an exit slip strategy, review the poll results with the whole class. This should only take a few minutes and allows for a quick review of content learned.
Science Fusion Houghton Mifflin Harcourt (HMH) Resources Big Book of Science Vocabulary p. 19 Student Edition pp. 71-78 Inquiry Flipchart p. 13 Assessment Guide p. AG 49 Science Songs CD track 8
Background Information for Teacher Natural resources are material and components that can be found in the environment. Every manmade product is composed of natural resources. Air, water and foods are essential for life. Other resources such as iron, fossil fuels, lumber and stone for building while not essential make our lives much more pleasant and comfortable. The vast majority of natural resources are finite thus we can run out of them. Even renewable resources such as trees and fish from the ocean can be depleted by over use and not giving them time to replenish themselves. They will learn what natural resources are, what products are made from them, why we need them to survive, and why it is important not to waste them.
3 Updated: June 2015 More background info from Brain Pop can be found here. Timeline of concepts Day Concept Question in Child-Friendly Language 1 Natural resources are found in What comes from nature? What are natural nature. resources?
2 Natural resources are found in What is the difference between a natural nature. resource and something made from nature?
3 Man uses resources to make things Why are natural resources important? What for everyday use and meet needs. uses do they have? 4 Man uses resources to make things How do people make things from natural for everyday use and meet needs. resources? 5 Man uses resources to make things What can we make from natural resources? for everyday use and meet needs.
Misconceptions Natural resources cannot be used to make things. We do not need natural resources. Natural resources never run out.
Probing Questions What are natural resources? ¿Qué son los recursos naturales? What natural resources are found in and around the school? ¿Qué recursos naturales se encuentran dentro y alrededor de la escuela? What are some natural resources that you cannot live without? ¿Cuales son algunos recursos naturales necesarios para la vida? How are natural resources useful? ¿Cómo son los recursos naturales útiles? How are things made from natural resources? ¿Cómo se fabrican productos de los recursos naturales?
All lesson resources provided within this lesson are for instruction by ALL teachers. To meet Dual Language criteria, Dual Language Activity 1 and Activity 2 have been identified for the Dual Language teacher.
Arch of Lessons Kindergarten (45 Minute Lessons)
Day 1- Directed Inquiry- What comes from nature? What are natural resources? Students are given the question and procedures, but make their own claims and conclusions citing their collected data as evidence. Engage/Explore: (15 minutes) and Dual Language Activity 1 “Scientists, we are beginning our last topic of science study for the year. You will use a lot of what we have already learned for this last study like what we have learned about water, rocks, air, plants, and animals. To start us off, each of you will draw things that you think come from nature. Then we will meet back at the rug to share our ideas about what comes from nature.” Students complete their drawings in their science notebooks and return to the rug. 4 Explain (20 minutes) and Dual Language Activity 1 As students share their drawings, write each suggestion on a sticky note; when possible, include a picture along with the text. Attach the sticky notes to a piece of chart paper titled Things that come from nature.
“We know a lot of things that come from nature. Have you heard of the word natural before? It sounds a little like the word nature. What do you think natural means?” Students share what they think. “What about the word resources? What do you think it means?” Guide students toward making a “class definition” of natural resources. Tell students that the things that come from nature are called natural resources. “Natural resources are things that all living things need in order to live.” Show students the following items: Potted plant: to represent trees and other plants. Stuffed animal or picture of an animal: to represent animals Bag of soil and rocks: to represent land Empty jar: to represent air. Jar of water: to represent water.
Help students identify each category of natural resources as you list them across the top of the chart paper under the title (i.e. as column headers) plants, soil, rocks/minerals, air, water. Engage children in categorizing their suggestions (listed on the sticky notes) by sorting them under each natural resource.
Elaborate (10 minutes) Have students write down the list of natural resources and create a symbol for each resource in their science notebooks. In addition, students can draw pictures on additional sticky notes or cut pictures from magazines of natural resources. Include things made from nature (e.g. a wooden treehouse, grass skirt, etc.) to help spark discussion for Day 2.
Day 2- Building Concepts and Academic Vocabulary: What is the difference between natural resources and something made from nature? Engage: (10 minutes) “Scientists, yesterday we learned about different categories of natural resources. What were the categories?” Students share what they learned about yesterday. “We also sorted our sticky notes that had our ideas about what comes from nature. Some of our ideas were easy to sort. For example, we knew that flowers should go under plants. Other ideas were trickier to sort like a wooden treehouse. Today we will think hard about what is really a natural resource and what are things that people make out of things from nature.”
Show students the pairs of pictures of a natural resource with an object made from that natural resource. Facilitate a short discussion so students can explain their thinking and come to a consensus about what criteria make something a natural resource. OR Use BrainPop Jr. to discuss. http://www.brainpopjr.com/science/conservation/naturalresources/
Tell students that today they will go on a “nature walk” to identify some different ways that people use natural resources such as water, soil, and rocks. Give each student a clipboard, the science notebook template, and pencil. Lead students outside to begin their walk.
5 Updated: June 2015 Explore: (20 minutes) and Dual Language Activity 1 During the natural resource walk, help students identify things that are part of nature (such as: trees, rocks, soil). Ask them what natural resources they see or feel (such as: air, plants, minerals, soil). Ask students what they see that is made from a plant (such as: a wooden bench is made from the wood of a plant). Ask students what they see that is made from minerals like rocks (such as: the road). Continue the walk to look for natural resources and help students complete their notebook entry.
Conceptual Refinement ( 10 – 15 min.) The teacher pulls students or pushes in for students that need extra support with the concepts.
Explain: (10 minutes) Students share their findings and thinking. Create an anchor chart with the following information: Natural resources are found on the Earth’s surface and are made naturally. These are materials we use to meet needs. Man-made resources come from the Earth but are changed for our use. ( trees→wood→paper, trees→wood→desk, rocks→iron→nails, rocks→gold→coins, quartz→sand→glass,etc)
Elaborate: Ask students to look for an item from home and be prepared to tell the class the following day what the item is and what natural resource or resources it came from.
Day 3- Guided Inquiry- Why are natural resources important? What uses do they have? Students are given a question and they make a plan in their small group as to how they might answer the question. Students share out, proceed, collect and organize their data. As they share out with their group and make their own claims and conclusions citing their collected data as evidence. Engage: (10 minutes) Students share their item from home and what natural resource or resources it came from or explore the PowerPoint attached to this exemplar lesson.
“Yesterday, we discovered a few ways that people use resources by looking around our school and schoolyard. Let’s keep thinking about how people use natural resources.” On a new piece of chart paper, write How We Use Natural Resources and write the five categories. Have students turn and talk about examples of how people use plants, soil, rocks, air, and water. Then have students share with the whole group and add ideas to the chart, such as the ones below.
Trees & Plants- Land (rocks and soil)- Air- Water Animals salad mud jewelry to breathe drinking milk baskets gardens houses fill balloons bathing wool pencils floors coal fill tires washing dishes and clothes meat
Explore: (10 minutes) Have the students look around the classroom and find objects made from natural resources. Ask students from which category of natural resources was the object made. Have the students identify natural resources that we use in the classroom (such as: water from the water fountain). Stress to students how important natural resources are because they have so many uses in our everyday lives.
6 Explain: (15 minutes) and Dual Language Activity 1 Tell students that they are going to create a guessing game. Give each student the folded piece of paper with the words I am made from the natural resource ______on the front. Tell students to draw one object made from a natural resource on the inside. Make sure they keep it a secret. After they finish drawing, have them return to the rug and read the sentence on the front. Other children take turns guessing additional criteria (like in 20 Questions) or guessing what the object is. Students could be sharing in whole group or small cooperative groups.
Conceptual Refinement (during activity) The teacher pulls students or pushes in for students that need extra support with the concepts. Elaborate: (10 minutes) Read a book about taking care of the Earth and its natural resources, such as The Earth Book by Todd Parr. A reading by Todd Parr can be found here. Watch Sesame Street: Conservations with my Father featuring Cookie Monster.
Day 4- Guided Inquiry- Students are given a question, and they make a plan in their small group as to how they might answer the question. Students share out, proceed, collect and organize their data. As they share out with their group, students make their own claims and conclusions citing their collected data as evidence. Engage/Explore: (30 minutes) “This week we have learned about how important natural resources are. We have learned that many things are made from natural resources. What are some examples that we have found?” Have students share what they have learned. “Today we can see some videos of how things are made.”
Watch videos and/or read books about how natural resources can be used to make things like glass, crayons, sweaters, or ice cream. Several videos are listed below. These are appropriate for children but some may need additional description from the teacher to make sure children understand. The Magic of Making Glass Marbles (7:02) How chocolate is made (4:36) How a pencil is made (5:43) Ever wonder how paper is made? (3:59) How It’s Made Wool (5:35) Sheep Shearing for Wool (9:37—could be shortened) How It’s Made Maple Syrup (4:30)
Conceptual Refinement (during activity) The teacher pulls students or pushes in for students that need extra support with the concepts.
Explain: (15 minutes) Have students choose one of the processes that they watched to draw and write about in their science notebooks.
Day 5-Full Inquiry- Students generate their own questions, plan their investigation, collect and organize their data and make their own claims and conclusions citing their collected data as evidence.
7 Updated: June 2015 Engage (5 minutes): “We have previously viewed how different things are made from natural resources. Today we will have the opportunity to work together to make a product that comes from natural resources.”
Explore (30 minutes): Choose from the following options for a small group project.
Ice Cream Making Ingredients: - 1 cup chocolate/strawberry milk - ice - rock salt - Ziplock Bags or Tupperware or Coffee Cans
Directions: Pour milk into a small ziploc bag. Put a layer of ice and rock salt in a larger Ziploc/Coffee can. Place the small Ziploc bag with milk into the larger one and seal tightly. If you are using a coffee can duct tape around the lid for proper sealing. Shake or kick & roll for 5-7 minutes. Open bag/can, stir, and serve.
Or
Pillow Making Materials: - 12x18 pieces of cloth or construction paper - 4 bags Cotton balls - Staples or hole punch & yarn
Directions: Seal 3 edges of the fabric or construction paper. Use top opening to stuff the pillow with cotton balls. Seal the last edge of the pillow by stapling or use a hole puncher to punch holes and allow students to weave yarn through.
Explain (10 minutes) Discuss these probing questions with pairs or through the Inside-Outside Circle cooperative learning strategy . Probing Questions: -What natural resources did you use? ¿Cuales recursos naturales usaste? -How were the natural resources useful in meeting your needs? ¿Cómo fueron los recursos naturales útiles para satisfacer tus necesidades? -How did your experience change your view of resources you use? ¿Cómo ha cambiado tu opinión sobre los recursos naturales debido a tus experiencias?
Day 6- Closure Activities What can we make from natural resources ? Explore (45 min) and Dual Language Activity 2 Today is reserved for doing one or more class craft projects that use natural resources. Several links and pictures are shown below as resources for ideas. 40 Nature Inspired Crafts Free Nature Crafts Projects 10 Outdoor Crafts for Spring
8 Elaborate: Watch the video about natural resources from Kids Classroom. The video reviews the types of natural resources and some of their uses. Several minutes into the video, the narrator asks students to choose among pictures which are natural resources and also list which natural resources come from land, animals, the sea, and the forest. Pause at these points to make the video interactive with the children.
Differentiation: ELL and SPED Strategy: Given the name of one of the natural resources student will pantomime actions for the other students to guess. Enrichment:
9 Updated: June 2015 -Project-Based Learning: Make an Entry Event that shows an innovative way that a community is using natural resources, such as, Leaf Plate Making or changes in the amount of recycled material in bottles and notebooks. Form a driving question that students will research. Students plan what aspect they want to research and how they will present their information. A visit to the recycling plant or a visitor from the waste management industry. Fecha:
¿Cuales son algunos ejemplos de recursos naturales?
10 Fecha:
Recursos naturales y sus productos
recurso natural producto
11 Updated: June 2015 12 ------Dobla Aquí------
Soy un producto de un recurso natural….
13 Updated: June 2015 Fecha:
Productos de recursos naturales
Elije un objeto interesante que viste hoy. Dibújalo y escribe cómo se produce y de dónde viene.
14 Date:
What are examples of natural resources?
15 Updated: June 2015 Date:
Natural Resources and their products
natural resource product
16 17 Updated: June 2015 Natural Resources vs. People Made Objects
18 Man made things made from natural resources….
19 Updated: June 2015
20 21 Updated: June 2015 ------Fold--Here------
I am made from a natural resource
22 Date:
Things Made From Natural Resources
Choose one thing that you saw today that interested you. Draw and write about how it is made from natural resources.
23 Updated: June 2015