Howe Iseman Completeunitplan

TE803 SS2015 Unit Plan Howe/Iseman
TE803 Spring 2015

Professional Role & Teaching Practice II
Integrated Unit Assignment
Part 1: Unit Overview and Instructor Background Knowledge

Unit Title: Natural Resources of Michigan
Family/Parent Letter:
Dear Families:
Your child is beginning a unit called Natural Resources of Michigan. We designed this unit to
promote inquiry-focused science and social studies. During the next to weeks, your child will be
actively involved in this unit. This unit is geared for third graders, and focuses on the following
areas:
1. The Earths surface is made up of many different materials such as rocks, minerals, gravel,
sand, soil, clay, and water.
2. Michigans Natural Resources, including the Great Lakes, lumber (forests), copper, salt,
fisheries and wildlife.
3. Human dependence on these earth materials/natural resources, and where they originate
within Michigan.
4. The impact of human use on natural resources in Michigan, and different ways to reduce,
reuse, and recycle these natural resources.
During this unit, students will examine and describe different earth materials. They will compare
and contrast the properties of rocks, minerals, sand, soil, and clay. They will learn that sand, soil,
and clay are small particles of minerals and rocks. Your student will also study earth materials as
natural resources, while considering some of their uses. Some materials are used as natural objects
while others are processed as manufactured objects. The students will also examine positive and
negative effects of humans on the environment and find ways that third graders can help to protect
the environment, including recycling many manufactured objects. Below you will find some
activities to do at home that help support and further your students learning within this unit.
Take your student to the library to find books about earth materials, natural resources, and
ways to conserve the supply of these natural resources within the Earth.
Set up a plan in your home to make an effort to reduce, reuse, and recycle materials. Choose
packaging of material that in environmentally friendlier (such as bringing your own bags, or
choosing paper bags instead of plastic when grocery shopping!). Make a list with your
student of ways your family can save natural resources.
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Take your student to a glass manufacturing plant, or paper manufacturing plant. Help them
interview the plant managers to see the process involved in making the products and to learn
what kind of natural materials are involved in the production. Or, you could watch an online
video of a glass of paper manufacturing plant and discuss it with your student.
Start a compost for household waste that decomposes vegetable matter, grass clippings, and
leaves.
Support your students desire to explore this unit by encouraging them to research any
questions they have or concepts they would like to learn more about.
We hope you enjoy discussing the concepts involved in Natural Resources of Michigan with your
student!
Averill 3rd Grade Team

Ms. Howe & Ms. Wesley
Mrs. Iseman & Mrs. Bossie
Mrs. Ethington
Ms. Perales
Big Ideas/Enduring Understandings.
1. Constructing explanations (for science) and designing solutions (for engineering).
2. Obtaining, evaluating, and communicating information.
3. Flows, cycles, and conservation.
4. Structure and function.
A natural resource is something that is found in nature and is necessary or useful to

humans. Natural resources come from the earth and are used by humans daily. Lumber,
copper, and water are examples of natural resources; gravel, sand, soil, and clay are earth
materials that work as natural resources. The particle size of earth materials effects how it
interacts with water. Water falls faster through gravel and sand because they are made of
particles that are spaced further apart, and water travels slower through soil and clay because
the particles that make up soil and clay are spaced close together. We use some natural
resources to build things for us to use, but some natural resources like rocks, sand, soil, and
clay, help us by staying in the ground and filtering water as it percolates through the earth
materials. Humans are dependent on earth materials as natural resources to manufacture
objects and provide fuels. Manufactured materials can be reused, reduced, and recycled to
conserve natural resources. Human use of natural resources can be detrimental to the
environment, such as cutting down trees and depleting forests, endangering animals, and
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polluting water. Human use of non-renewable resources depletes our supply of those natural
resources, but there are conservation strategies we can use to help prolong their availability.
Essential Questions:
1. What would happen if the surface water went straight into the aquifer? What role do the soil
particles and rocks and gravel and sand play in cleaning the water before it gets to the
aquifer
2. How are materials taken form the Earth used as natural resources?
3. How are Earth materials used to make common objects?
4. What are ways in which humans alter the environment through the use of natural resources?
5. What natural resources are renewable and non-renewable?
Key Concepts:
1. Resource: A supply of something that someone has and can use when it is needed.
2. Natural Resource: Something that is found in nature and is necessary or useful to humans.
3. Renewable Resources: Any natural resources that can replenish itself naturally over time,
such as wood or solar energy.
4. Non-Renewable Resources: Any natural resource from the earth that exists in limited supply
and cannot be replaced if it is used up; Any natural resource that cannot be replenished by
natural means at the same rates that it is consumed.
5. Lumber: Timber; Wood; Trees sawed or split into planks or boards.
6. Copper: Red-brown metal found in the earth that is mined, melted, and molded for human
use.
7. Groundwater: Water held underground in the soil or in pores and crevices in rocks. Ex. rain
or melted snow seeping through earths surface.
8. Aquifer: Underground bed or layer that fills with groundwater, water from rain or melted
snow, that drains into the ground. In some areas the water passes through the soil on top of
the aquifer; in other areas it enters through joints and cracks in rocks.
9. Water filtration through the natural resources of earths surface (gravel, sand, soil, clay).
Rationale: In this unit students will learn about the rocks and minerals that make up most of the earths solid
surface that they encounter on a daily basis. Specifically, students will compare and contrast the different
properties that make up sand, soil, clay, and rocks. Students will also explore the natural resources native to
Michigan, and how these resources are manufactured into objects they depend on in their daily lives.
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Students will learn how to decrease their impact on the depletion of natural resources by reusing, reducing,
and recycling. It is important that students learn about the natural resources within Michigan because they
play a large role in how our state functions and survives. It is also important that students become aware of
what their state has to offer in terms of valuable materials and resources that other states are not as fortunate
to possess. Students need to understand the benefits of Michigans possession of these natural resources so
that they can value and protect them.
Unit Objectives:
1. At the end of this unit, the students will be able to explain the different size of particles of
Earth materials and how it affects the pace water flows through them. (i.e. clay, sand, soil,
gravel)
2. At the end of this unit, students will be able to identify and natural resources and explain
why they are considered a natural resource.
3. At the end of this unit, the students will be able to describe how humans are dependent on
earth materials and where these earth materials originate.
4. At the end of this unit, the students will be able to recognize the detrimental effects of
human use of earth materials in Michigan.
5. At the end of this unit, the students will be able to express different ways of how to conserve
or restore earth materials in Michigan (or in other contexts).
Grade Level Content Expectations (GLCEs), Content Standards, and Anti-Bias Standards:
E.SE.03.13 Recognize and describe different types of earth materials.
E.ES.03.04 Identify natural resources (metals, fuels, fresh water, and forests).
E.SE.03.51 Describe ways humans are dependent on the natural environment (forests, water, clean
air, Earth materials) and constructed environments (homes, neighborhoods, shopping malls,
factories, and industry)
E.SE.03.52 Describe helpful or harmful effect of humans on the environment (garbage, habitat
destruction, land management, renewable, and non-renewable resources).
3-G5.0.1 Locate natural resources in Michigan and explain the consequences of their use.
3-G5.0.2 Describe how people adapt to, use, and modify the natural resources of Michigan.
3-G1.0.2 Use thematic maps to identify and describe the physical and human characteristics of
Michigan.
ELA: R.CM.03.01 Connect personal knowledge, experiences, and understanding of the world to
themes and perspectives in text through oral and written responses.
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Part II: Resources
Planning Resources.
1. Battle Creek Area Mathematics and Science Center Outreach Staff and Teachers from
Participating Districts (2008). Earth and Me: Teacher Guide.
2. French, M. J., & Skochdopole, L. D. (1998). It's a Salmon's Life!. Science and Children,
35(4), 35-39.
3. Kotar, M., Guenter, C. E., Metzger, D., & Overholt, J. L. (1998). Curriculum Integration: A
Teacher Education Model. Science and children, 35(5), 40-43.
4. McConnell, David (2005). Our Michigan Adventure!. Hillsdale Educational Publishers,
Inc., Hillsdale, MI.
5. Michigan Department of Natural Resources (2015). Forestry. State of Michigan.
http://www.michigan.gov/dnr/0,4570,7-153-30301---,00.html
6. Michigans Natural Resources and Environment: A Citizens Guide (2001). Michigan
Legislature Legislative Service Bureau Science and Technology
Division.http://www.legislature.mi.gov/documents/Publications/NaturalResources.pdf
7. Michigan Maps. Michigan Advantage.org.
8. Nelson, D. (2007). Project Wet Curriculum and Activity Guide 2.0.
Classroom Resources: During our social studies and science units, we will be using many
classroom materials in order to engage our students and further their learning of the Natural
Resources native to Michigan. Below is a list of the materials that will be used within our
classroom.
Student textbook titled, Our Michigan Adventure
Student journal titled, Earth and Me
Comparing Earth Materials worksheet
Guided Research worksheet
Maps of the state of Michigan
Samples of gravel, sand, clay, and soil
4 water bottle funnels
Measuring cup
Magnifying glass
YouTube video https://www.youtube.com/watch?v=oNWAerr_xEE
Coloring utensils (markers, crayons, colored pencils)
Document camera and projector
Poster boards
Post-it notes
Glue
Scissors
Oil Spill! by Melvin Berger
Weslandia by Paul Fleischman
Dirt by Steve Tomecek
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Just A Dream by Chris Van Allsburg

The Giving Tree by Shel Silverstein
The Lorax by Dr. Seuss
Part III: Knowing Your Students and their Prior Knowledge
Students knowledge:
My classroom consists of a 50/50 split Spanish immersion program. This means I have an
A.M. class and a P.M. class. My morning class starts out with me, learning in English, whereas my
P.M. starts their day in immersed in a Spanish lead classroom. Right before lunch, they switch. My
morning class goes to the Spanish lead classroom and the P.M. class comes to my English lead
room. This situation leaves little time for subjects such as social studies and science since we only
have our students for half a day. So, unfortunately, our students have not been studying a specific
social studies or science unit up until this point.
Although it is difficult to find time for social studies and science in our daily schedule, we
have read a number of I Survived books to our students and discussed historical events in detail.
For example, we have studied the attack on the twin towers, Pearl Harbor, titanic, and the shark
attack of 1916 (occurred in a creek in New Jersey) allowed us to discuss the waterways amongst the
Earth and why it is unusual for a shark to reach and survive in a small creek. Other than these
specific historical events, science and social studies were not present within my classroom.
Students preconceptions and interests.

I created a pre-assessment item for my students to complete so that I could see everything
they knew or thought in terms of natural resources before beginning the unit. I used this
information to help guide the planning of my lessons and address misconceptions and interests.
Since my students do not get to see social studies and science very often within our classroom it
was apparent in their expressions when I passed out the pre-assessment worksheet that they were
very excited and motivated to begin learning. I asked students to answer the following questions
about water, lumber, or copper: Whatmakesthisresourceanaturalresource?Explainoneway
thatthisresourcehelpshumans.Explainonewaythatuseofthisresourcecanharmthe
environment.
When I began analyzing my students pre-assessment data, I immediately noticed that many
students were unaware of the terms lumber and copper. I anticipated that most students would
be unfamiliar with the term copper, but I was surprised to learn that most of them had not learned
the term lumber either. Since all but one student chose water as one of the natural resources on
the pre-assessment, I decided to only analyze my students answers for water. After analyzing my
students pre-assessment data, I have learned that almost all of my students know of a way or reason
humans use/need water. This leads me to believe that all of my students understand how valuable
water is to humans, which could potentially help them realize how important other natural resources
are to humans as well. I was also surprised that none of my students knew exactly what a natural
resource is. A couple students alluded to natural resources as being found in nature, but none of
them were able to truly define natural resources. I am not very surprised that most students could
not come up with ways human use of natural resources can harm the environment, but I was
surprised and confused as to find that many of them answered the question by giving examples of
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way water could possibly harm humans, such as drowning or choking. I think this might have been
a misinterpretation of the question, or else my students dont believe that our use of water can be
harmful to the environment. Based on the state my students are in now, I am excited for this unit
because I know there is a lot to learn. I have discovered that I may need to spend more time on
what natural resources are, how we use them, and how our use can be detrimental to the
environment. I will need to be explicit in my lesson plans when explaining scientific concepts, and
try to provide authentic ways for students to experience and come up with realizations on their own.
I think my students will need to have a lot of discussion amongst their peers, in whole group
settings and in small groups or pairs. This will spread ideas and hopefully enhance understanding.
Linguistic, social and academic challenges, resources and supports.

Throughout this unit there are multiple supports and resources for linguistic, social, and
academic challenges. First, there are multiple modes of delivering information to my students, such
as readings, visual presentations (PowerPoint/Prezi), guided notes, and small and whole group
discussions. These different modes of delivery help to reach all types of learners, and provide
students with multiple attempts to process the same information. Having students work in small
groups also supports students with social and academic challenges. It provides a safer and more
comfortable setting for shy students to express their thoughts and not feel overwhelmed. It also
helps bring a number of ideas to the table and supports student who may be more academically
challenged.
Another support I will provide is during the small group research project at the end of the
unit. Each student will conduct their own research, and do their best to thoroughly explore the
natural resource assigned to them. Then, as an additional support, students will meet in their small
groups and share all of the information they found during their individual research. This will allow
for all students to share their findings and feel heard within their group, while also supporting those
who experienced difficulties during their research. Additionally, for those students who are
academically gifted, they will be expected to conduct a more thorough research of their natural
resource. As for students with behavioral concerns, they have individual plans they abide by daily
that are tailored to their specific conditions.
Overview of Lessons and Assessments (20 points)
Activity Activity Description (1-2 sentences) I-AIM I-AIM

Title Section Function
(Experiences (Which of
, Patterns, the 13
Explanations functions
, or does this
Application? activity
) represent?
)
1 Predict Ask students to think about their favorite toy. Experience Establish A
materials Then pose the question, What materials were Question
used to used to make your favorite toy? Where did
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make prized those materials come from?

possession
2 Brainstorm Students will write in their journals and Experience Elicit
where the brainstorm what materials make up their toy. Students
materials Students will then share their ideas as a whole Initial
originate group and discuss where these materials might Ideas
have come from.
3 Discuss Elicit a whole group discussion about Natural Experience/ Explore
Natural Resources. Patterns Phenomena
Resources Students will investigate objects around the For
room and propose the natural resources used Patterns
to make the objects.
Students will record their observations, and

we will discuss their findings as a whole
group.
Be sure to bring up water as a natural

resource.
4 Examine the Students will explore their ideas of Earth Experience Experience
differences materials as a natural resource by observing the Phenomena
between differences between gravel, sand, silt, and clay.
Earths Through looking (with and without
materials magnifying glass) and feeling, students will
compare the particle size of each material.
Through feeling the different materials,
students will determine the different particle
size of each resource.
Students will answer the following question

on the Comparing Earth Materials
worksheet; How do you think these materials
might be valuable to humans?
5 Predict the Based on their previous observations of the Experience Establish A

flow of particle size, ask students to make predictions Question/
water about, What would happen if we were to pour it Elicit
through on top of each of these materials? Students
each Earth Students will write their predictions in their Initial
material journal, and share with their group. Ideas
6 Set Up An Each table will put one earth material in its own Experience/ Explore
Investigatio funnel made out of a pop bottle. Then, the class Patterns Phenomena
n will observe as 1 cup of water is poured on top of For
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each substance and record how long it takes the Patterns

water to trickle through the gravel, sand, clay, and
silt. By writing in their journals, students will
record the difference in time it takes the water to
pass through each substance, how much water
gets through, and the color of the water.
7 Share and As a whole class we will record each groups Patterns Explore
Compare findings and identify the pattern that smaller Ideas
Data particles filter water slower than larger particles. About
Patterns/
Identify
Patterns
8 Compare Students will compare their own experiences with Explanations/ Compare
experiences earth materials and particle sizes to relate to the Application Student &
with particle scientific ideas of groundwater. Scientific
size and https://www.youtube.com/watch? Ideas
apply to the v=oNWAerr_xEE
functions of Show example of water seeping through
groundwater earths unsaturated and saturated layers using
a funnel and discuss its relation to
groundwater.
Pause the video at various points to explain
and discuss groundwater and the function of
water filtration through Earths soil.
Discussion questions to ask
o What would happen if the
surface water went straight
into the aquifer?
o What role do the soil particles
and rocks and gravel and sand
play in cleaning the water
before it gets to the aquifer
9 Human Use Introduce 5 Great Lakes as a major natural Application Apply to
of Great resource of Michigan. Discuss connection Similar
Lakes as a between watersheds, the great lakes, and aquifers. Contexts
Natural Trace the process water takes in Lansing to with
Resource get from natural resource/Earth to faucet Support
1 Before and After learning about the role gravel, sand, silt, and Application Reflect on
0 After clay play in the natural filtration of water Changes
percolation, students will revisit the previously and Ideas
explored question; How do you think these
materials (gravel, sand, silt, clay) might be
valuable to humans? How have your previous
ideas changed? Students will write out their
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answers to the question in relation to their initial

ideas.
1 Investigate Students will complete an individual water log. Application Apply To
1 Human They will track their water use for 24 hours. Novel
Dependence Discuss the trends and or patterns that they Contexts
of Water. noticed. Pool each students data on a class chart. With
Then discuss and introduce water conservation Fading
strategies. Support
What do you think you could do to help preserve
the Great Lakes?
Implement the conservation strategies by
completing another 24-hour water log.
Discuss as a class how much water was saved for
one day and describe the strategies used.
Find out how much was saved for the week,
month, and year.
1 Forests as a Have students list things they believe are made N/A N/A
2 Natural out of wood. Write the answers in list form on the More Social More
Resource board. Show Bill Nye Clip and have students Studies Social
look for things in the video made out of wood. Focused Studies
Students will participate in writing prompt about Focused
what their day would be like if they couldnt use
anything made out of wood.
1 History of Give students a brief history of lumbering in N/A N/A
3 Lumbering Michigan. Show students locations of forests and More Social More
lumbering on specialty maps. Talk about negative Studies Social
human impact on forests. Focused Studies
Read The Lorax by Dr. Seuss and discuss Focused
possible conservation strategies.
1 Copper as a Ask what copper is and let students hold it. Learn N/A N/A
4 Natural about uses for metal copper, such as electricity, More Social More
Resource appliance, motor vehicles, and building Studies Social
construction. Talk about metals conducting Focused Studies
electricity. Focused
1 History of Give students a brief history of copper mining in N/A N/A
5 Copper in Michigan. Discuss the extraction process and the More Social More
Michigan dangers that align with the process. Show Studies Social
students locations of copper mines in Michigan on Focused Studies
specialty maps. Also, mention that copper is a Focused
recyclable material. Talk about the negative
effects of copper mining on the environment.
1 Introduce As a class, discuss other natural resources in N/A N/A
6 Research Michigan. Assign each student a natural resource More Social More
Project and native to Michigan that they will research and Studies Social
Presentation become experts on. We will provide a guiding Focused Studies
. sheet as support for student research on their Focused
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laptops. (This will take a few days)

Some of the information students will be required
to find are:
History of the natural resource in Michigan
(When people began to use this resource and
what they used it for, how this resource has
been used in the past, or how it has been
extracted if the process is different today etc.)
Location of the resource in Michigan
How humans are dependent on this resource
Possible ways to conserve the resource
1 Preparation, Students will meet in their expert groups and N/A N/A
7 Presentation work to prepare a poster board presentation on
, and their natural resource of Michigan.
Discussion Students will present the information they
researched and take guided notes on each
presentation. After presentations we will discuss
the natural resources presented and wrap up the
unit.
Assessments:
1. Assessment: We will review students journals as a way to follow student learning through
the lesson and assess their understanding of how particle size affects the pace of water flow.
In addition, we will observe class discussions for student understanding, as well as
administer an exit slip that asks students to use particle size to explain the filtration of water
through the earths surface.
Objective: At the end of this unit, the students will be able to explain the different
size of particles of Earth materials and how it affects the pace water flows through
them. (i.e. clay, sand, soil, gravel)
2. Assessment: We will examine students initial understandings by asking them to determine
the materials used to make their prized possession (i.e. toy), and push them to think about
where the materials originate. Students will complete a water footprint, which tracks all of
the water they use in one day. Students will complete an exit slip that will require them to
trace a natural resource from the earth to human use. Students will also complete a
worksheet where they will have to determine three uses for water, forests, and copper. As a
summative assessment students will research a natural resource of Michigan and determine
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where it originates, human dependence, consequences of human dependence, and

conservation strategies.
Objective: At the end of this unit, the students will be able to describe how humans
are dependent on earth materials and where these earth materials originate.
3. Assessment: We will observe and monitor whole group and small group discussions about
the consequences of human use on natural resources. Students will complete a worksheet
where they will have to list the detrimental effects of human use of water, forests, and
copper, as well as brainstorm some ideas for conservation strategies. As a summative
assessment students will research a natural resource of Michigan and determine where it
originates, human dependence, consequences of human dependence, and conservation
strategies.
Objective: At the end of this unit, the students will be able to recognize the
detrimental effects of human use of earth materials in Michigan.
4. Assessment: Students will complete a worksheet where they will have to list the detrimental
effects of human use of water, forests, and copper, as well as brainstorm some ideas for
conservation strategies. Students will complete a water footprint, which tracks all of the
water they use in one day. After talking about conservation strategies, students will compete
a second water footprint using the conservation strategies discussed in class. Then they will
compare their water use before and after utilizing conservation strategies. As a summative
assessment students will research a natural resource of Michigan and determine where it
originates, human dependence, consequences of human dependence, and conservation
strategies. Students will present their research in small groups to the other third grade
classrooms.
Objective: At the end of this unit, the students will be able to express different ways
of how to conserve or restore earth materials in Michigan (or in other contexts).
Out-of-school learning: opportunities to expand and enrich the curriculum outside of class
(home assignment):
Our unit provides students with many opportunities to make connections between school
and the outside world. Students will learn about the natural resources native to Michigan, and will
see that most everything around them derives from a natural resource. Students will learn about
human dependence of these resources, and also the detrimental effects of our use. Consequently,
students will brainstorm and learn about ways to conserve our natural resources and decide on a
way to positively impact their community through conservation.
There are a few assignments or tasks that we will ask our students to do in order to make
connections between school, home, and the outside environment. We will students to go home and
look for objects made of wood, copper, and uses for water. Students will also complete a water
footprint, which requires them to track all of their water use for an entire day. After talking about
conservation strategies, students will compete a second water footprint using the conservation
strategies discussed in class. Then they will compare their water use before and after utilizing
conservation strategies. As a summative assessment, students will also be asked to research a
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natural resource of Michigan and determine where it originates, human dependence, consequences
of human dependence, and conservation strategies. Although students will complete research for
this project in school, we will ask them to research their natural resource within their homes and
bring in one article, book, or page of information upon receiving this assignment.
Part V: Individual Lesson Plans
Name: Tori Howe and Eemma Iseman

Grade Level: 3rd Grade
Learning Objectives:
Lesson 1: At the end of this unit, the students will be able to describe how humans are dependent on
earth materials and where these earth materials originate.
At the end of this unit, students will be able to identify natural resources and explain why they are
considered a natural resource.
Lesson 2/3: At the end of this unit, the students will be able to explain the different size of particles
of Earth materials and how it affects the pace water flows through them. (i.e. clay, sand, soil, gravel)
Guiding Question: How are Earth materials used to make common objects?
Big Ideas and Scientific/Social Studies Principles:

A natural resource is something that is found in nature and is necessary or useful to humans.
Natural resources come from the earth and are used by humans daily. Lumber, copper, and water
are examples of natural resources; gravel, sand, soil, and clay are earth materials that work as
natural resources. The particle size of earth materials effects how it interacts with water. Water
falls faster through gravel and sand because they are made of particles that are spaced further apart,
and water travels slower through soil and clay because the particles that make up soil and clay are
spaced close together. We use some natural resources to build things for us to use, but some natural
resources like rocks, sand, soil, and clay, help us by staying in the ground and filtering water as it
percolates through the earth materials. Humans are dependent on earth materials as natural
resources to manufacture objects and provide fuels. Manufactured materials can be reused,
reduced, and recycled to conserve natural resources. Human use of natural resources can be
detrimental to the environment, such as cutting down trees and depleting forests, endangering
animals, and polluting water. Human use of non-renewable resources depletes our supply of those
natural resources, but there are conservation strategies we can use to help prolong their availability.
Overall Time Estimate: 50 minutes for Lesson one and 95 minutes for lesson 2 and 3 combined.
Lesson Plan 1: Predict materials used to make prized possession.
Connection to I-AIM Section and Function:

1. Ask students to think about their favorite toy. Then pose the question, What materials were
used to make your favorite toy? Where did those materials come from? (Experience
Establish A Question).
2. Students will write in their journals and brainstorm what materials make up their toy.
Students will then share their ideas as a whole group and discuss where these materials
might have come from. (Experience Elicit Students Initial Ideas).
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3. Elicit a whole group discussion about Natural Resources. (Experience/Patterns Explore

Phenomena For Patterns)
Students will investigate objects around the room and predict the natural resources used
to make the objects.
Students will record their observations, and we will discuss their findings as a whole
group.
Be sure to bring up water as a natural resource.
Materials:
Journals (one per student/39)
Pencils (one per student/39)
Students will investigate objects around the room to predict what natural resources they
come from.
Introduction (10 minutes)

As an introduction to this lesson, I will ask students to think about their favorite toy at home.
Take a minute to think about your absolute favorite toy at home.
Then I will pose the question, what materials do you think were used to make your favorite toy?
Then think about where those materials might have come from.
Students will then brainstorm ideas and record their predictions in their journals.
Main Teaching Activities (35 minutes)

After students record their predictions about the make-up of their toy, gather the class and students
will share their responses in a whole group setting. During this discussion, probe them to think
about where the materials they mentioned originate. Additionally, ask them how humans obtained
and used these materials in the first place. For example: A student chose a stuffed animal as his or
her prized possession, and claimed it is made up of cotton or stuffing. Challenge student thinking
by asking questions such as, where do you think the cotton/stuffing came from? Where would
someone go to get cotton/stuffing in order to make a stuffed animal? If student responds by saying
the materials come from the store, a response could be, well, where did the cotton/stuffing come
from before it reached the store? Who put it in the store for it to be sold? Where did they get it
from? Etc.
Stemming from this discussion, the term natural resources will be brought up whether a student
mentions it or the teacher brings it up. Ask students about their understanding or prediction of what
natural resources are;
What does natural mean? What does resource mean? So, what does natural resources
mean? What is a natural resource? Can you think of any examples?
At this point bring up that all of their toys and the materials they mentioned are made from some
natural resource, and some might even be a natural resource of Michigan.
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Following the discussion, students will walk around the room and pick 2 objects and identify the
natural resources used to make it. Students will record their findings in the journal.
Conclusion (5 minutes)
Initiate a think-pair-share where students will explain their findings to a partner. Then, discuss
student findings in a whole groups setting. This way all students are by at least one person if they
do not get to share during the whole group experience. As this lesson comes to a close, ask the
students the following question in order to prepare them for the following lesson;
Now for tomorrows lesson, I want you to think about what a natural resource of Michigan
would be. Brainstorm some ideas and bring them with you to tomorrows lesson.
Accommodations:
Within this lesson, students will be asked to write thoughts down in their journals. This will allow
me to support those students who are shy about sharing their ideas in a whole group setting, and
thus I can read their thought process later on. My mentor and I will also help those who struggle
with writing by helping students form their thoughts into sentences, and possibly by writing for
them if necessary. The whole group discussion will also give all students a chance to share their
journal entries with the class and hear ideas from others, whilst not pressuring students to share if
they are uncomfortable.
Lesson Plan 2 and 3: Examine the differences between Earths materials; Predict the flow of water
through each Earth material; Set Up An Investigation; Share and Compare Data.

1. Students will explore their ideas of Earth materials as a natural resource by observing the
differences between gravel, sand, soil, and clay. (Experience Experience Phenomena)
a. Through looking (with and without magnifying glass) and feeling, students will
compare the particle size of each material.
b. Through feeling the different materials, students will determine the different particle
size of each resource.
2. Based on their previous observations of the particle size, ask students to make predictions
about, What would happen if we were to pour it on top of each of these materials?
(Establish A Question Elicit Students Initial Ideas)
a. Students will write their predictions in their journal, and share with their group.
3. Each table will put one earth material in its own funnel made out of a pop bottle. Then, the
class will observe as 1 cup of water is poured on top of each substance and record how long
it takes the water to trickle through the gravel, sand, clay, and soil. By writing in their
journals, students will record the difference in time it takes the water to pass through each
substance, how much water gets through, and the color of the water. (Experience/Patterns
Explore Phenomena For Patterns)
4. As a whole class we will record each groups findings and identify the pattern that smaller
particles filter water slower than larger particles. (Patterns Explore Ideas About
Patterns/Identify Patterns)
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Materials:
4 pop bottle funnels
Samples of gravel, sand, soil, and clay (one sample of each per table)
Measuring scale
4 cups of water to pour through funnels
4 measuring cup
Magnifying glasses (5)
Stop watches (4)
Journals (1 per person/39)
Pencils (1 per person/39)
Comparing Earth Materials worksheet (1 per person)
Predictions and Observations worksheet (1 per person)

So yesterday we talked about Natural Resources. Can anyone remind me what natural resources
are?
Call on 3 students, and then make sure the definition is clear before moving on. Next ask students,
What are some natural resources of Michigan that you came up with?
Open the floor and write students ideas on the board. During this time prompt them by asking how
they know the resource they named is a natural resource.

Guide the conversation toward Earth materials and mention that gravel, sand, soil, and clay are also
natural resources in the ground. Then ask students to come up with ways these resources make-up
products that we use. Mention that we use some natural resources to build things for us to use, but
some natural resources like rocks, sand, soil, and clay, help us by staying in the ground and doing
something that is valuable to us. Give students one minute to talk with a partner and brainstorm
some ideas. Call on each pair to share a product that they discussed and write them on the board as
they are mentioned. Next have one person from each table group collect the supplies (sample of
gravel, sand, clay, soil, and a magnifying glass) and bring it back to their tables. Also, instruct one
student to pass out the Comparing Earth Materials worksheet. Then give the following
instructions:
On each table there is a sample of gravel, sand, clay, and soil. Your table group will make as many
observations as you can about each earth material. Take turns looking at the materials with your
bare eye and the magnifying glass. As you make your observations, you will record your findings
on the Comparing Earth Materials worksheet that was just passed out to each of you. You can
fill out the worksheet as a group, but everyone must complete their own worksheet because all of
you have your own opinions and might make different observations than someone else in your
group!
Students will begin their observations, and the teacher will be circulating the room to monitor
student engagement and conversations.
After making observations of the gravel, sand, soil, and clay, students will answer the question on
the bottom of the Comparing Earth Materials worksheet; How do you think these materials might
be valuable to humans?
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Breaking Point between Lesson 2 and Lesson 3
After students make their observations and talk with their table groups, bring the lesson back to a
whole group discussion about what was observed. Call on each table group to share their findings,
and compare and contrast the observations amongst each group. Then, pose the following
questions, What would happen to if we were to pour it on top of each of these materials? What
would happen to the earth materials, too? Which earth material do you think water will travel
through the fastest? The slowest? What do you think the water will look like after it passes through
each earth material?
Pass out the Predictions and Observations worksheet and have students write predictions based on
what will happen to water when poured on top of each material under the Predictions section of
the worksheet. Then, measure out 50 grams of each substance and place each substance in its own
pop bottle funnel (this may be done ahead of time) while asking students to share their predictions.
Line up all of the funnels in front of the classroom and pull popsicle sticks to determine which 4
students will use the stop watches first. Tell the timers that they will start their stopwatch when
the water is poured into the funnel and stop the stopwatch when the water stops running through the
funnel. Call up one timer at a time and make sure all students can see the pop bottle funnels
(Remaining near their table groups, standing up if needed).
When everyone is ready and focused, pour 1 cup of water onto one of the four substances. After the
water falls through, tell students to write their observations down on their worksheet under the
section Observation #1, as well as the time it took for the water to get through the substance. Do
this for all four substances. Next, ask students, What do you think would happen if we poured water
on top of the clay, sand, soil, and gravel again? Would the water get through the funnel? Would
the speed to the water slow down or speed up? Have students talk amongst their table groups for 2
minutes and then ask for some students to share to the whole group.
Then, pull popsicle sticks to pick 4 new timers and 4 students in charge of pouring the water.
Assign one timer and one water pourer to each material. Have the class gather around the table
and when the teacher says, go, all of the water pourers will pour one cup of water on top of the
earth material their assigned to as the timers keep track of how long the water takes to travel
through the funnel. Students will then go back to their seats and write the observations they made
on their worksheets under the section Observation #2, as well as the amount of time the water
took to travel through the funnel, if it did at all. Ask students the following questions to think/write
about in their observations. What was different about observation #1 and observation #2? Did the
water fall through each substance at the same pace? Why or why not? Is some of the water
missing? Where did it go? Did anything stay the same? Did anything change or happen
differently? Why might this have happened?

Tell students to share their findings with their table groups and compare them to their predictions.
Then, ask students to share their findings out loud in a whole group setting and we will discuss why
they think this happened. If not brought up naturally, revisit the question; Did the pace of the water
change from the first time we poured water on the materials and the second time? Why or why not?
Why did the water take longer to fall through clay compared to gravel? Discuss these questions as
a whole group. To close out the lesson, ask students the following question, What do you think will
happen if we leave this experiment overnight? Will anything change? Will it stay the same? Write
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your predictions in your journal. Talk about these predictions the next day as an introduction to the
next lesson and observed what happened to the earth materials and the water.
Accommodations:
Within this lesson, I am meeting the needs of diverse learners by having students work in small
groups so that certain students will receive the extra support, and so students can express
themselves through speaking since often times students are able to share more through speaking
than writing. By bringing the small group discussions to a whole group, I am ensuring that all
groups will be exposed to the correct information. The whole group discussion will also give all
students a chance to share their findings, whilst not pressuring others to share if they are
uncomfortable. I am also providing a visual aid by demonstrating an experiment to students, as
well as allowing them to draw their observations on the comparing earth materials worksheet in
addition to writing. Providing the opportunity to draw observations will support those who are less
comfortable with writing, and vice versa.
Lesson Plan 4: After learning about the role gravel, sand, silt, and clay play in the natural filtration
of water percolation, students will revisit the previously explored question;
How do you think these materials (gravel, sand, silt, clay) might be valuable to humans?
How have your previous ideas changed? (Students will write out their answers to the
question in relation to their initial ideas.)

I-AIM Section (Experiences, Patterns, Explanations, or Application?)
I-AIM Function (Which of the 13 functions does this activity represent?)
Application/Reflections on Changes and Ideas
Materials:
https://www.youtube.com/watch?v=oNWAerr_xEE
Powerpoint Presentation about Groundwater
Groundwater Worksheet
Pencils

Activate Prior Knowledge: Can anyone tell me what we did and what we learned about on
Monday in Science and Social Studies? Thats right, we learned about gravel, sand, silt, and
clay! In our experiment we watched water go through these different earth materials. Who
remembers what material the water traveled fastest through? What about what material the
water traveled slowest through? Clay! Thats right! Yesterday we talked about how the
smaller the particles are and the closer they are together, the harder it is for water to get
through it. So I wonder what this would like if it was to rain and the water was going to go
into the ground? Lets turn to our partners and share our predictions!
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Who would like to share their partners prediction? (I will take a few predictions). Alright, lets see
if our predictions are right! Students will watch the video: https://www.youtube.com/watch?
v=oNWAerr_xEE. Pull up my PowerPoint about what happens to water after is starts to seep
through the earth materials soil, gravel, sand, and clay. Students will fill out this worksheet while
they follow along with the Powerpoint.
After the Powerpoint and taking notes go over the worksheet and the key terms, surface water,
ground water, aquifer, etc.. Next quiz the students on the material they just learned by asking the
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class the following assessment questions: What is surface water? What is ground water? Where is
an aquifer? How does clay help us by staying in the ground? Etc.
Accommodations:
For one of my resource room students I will assign a partner to help assist him in filling in the
blanks on the worksheet. Having a partner for guidance in the note taking process gives this student
the extra support he needs.
Another accommodation is allowing students to share their predictions and ideas with their partners.
This allows students who might be too shy to share their ideas to the whole class to share in a less
stressful situation. Think pair shares also allow opportunities for students to gather their thoughts
and discuss with a partner before sharing with the whole class.
Lesson Plan 5: Discuss connections between watersheds, and aquifers. Trace the process water
takes in Lansing to get from natural resource/Earth to faucet.
Connections to I-AIM Functions:
Application/ Apply to Similar Contexts with Support
Introduction:
Activate students prior knowledge: What did we learn about last time we had science? Yes, we
learned about ground water and aquifers, thats right. Can somebody remind me what groundwater
is? What is an aquifer? Does anyone have any idea where we might get our water from? Turn to a
partner and share your predictions! (Have students share a few of their predictions with the whole
class.)
Materials:
Prezi: http://prezi.com/8jf6zr64wv4-/?utm_campaign=share&utm_medium=copy,
Main Teaching Activity:
Open up Prezi about aquifers and the journey water takes from the ground to our faucets. Below is
the information in the Prezi, Ill read it over and ask students questions.
Slide 1: An aquifer is a full body of ground water. (Q: Who can remind me what ground water is?)
Remember, ground water is water that is in the ground below your feet!
Slide 2: Lansing gets their water from 124 wells that extract (take out) (Remind students about their
vocabulary word extract is and what it means) water from the Saginaw Aquifer. The Saginaw
Aquifer is 440 square miles. It stretches from 25 to 600 feet below the surface. It is one of the most
spectacular natural resources in all of Michigan!
Slide 3: It is called the Saginaw Aquifer because it connects to the Saginaw Bay where it
discharges (pushes out) water. The water does not sit in a big space, like an underground lake, but
fills the spaces between rock particles. The rain and snow help replenish the water.
Slide 4: So how do we get the water? The water is extracted from the Saginaw aquifer through
wells. Then it is pumped to two conditioning plants. The John Dye Plant and the Wise Road Plant.
Slide 5: Water is mixed with minerals and chemicals for cleaning. It is then filtered through sand
and gravel to remove any extra residue. Chlorine is added to water to kill any bacteria or viruses
that the water might pick up before it reaches our faucets at home! Fluoride is added to water help
prevent tooth decay or cavities.
Slide 6: After treatment, water is pumped to a single distribution system where it is then pumped to
homes and businesses throughout the Lansing area!
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Slide 7: Now lets review: We get our water from the Saginaw aquifer, which gets pumped from
wells, and then it goes to get cleaned, next it gets distributed to homes and businesses and us!
Okay! Now everyone stand up and lets do this together! We worked together to make movements to
each of these parts of the process of getting our water.
Conclusion: After, practicing the process of how we get out water in our homes and businesses in
Lansing, ask: Does anyone think this water could run out? Why or Why not? Remember what we
discussed about aquifer and ground water yesterday. That is something to think about, turn to a
partner and discuss. Okay, now you are going to write what you and your partner talked about and
answer those questions.
Accommodations: A few accommodations in the lesson to make sure learning is best for all
students is think-pair-shares and engagement strategies. Allowing students to share their predictions
and ideas with their partners allows students who might be too shy to share their ideas to the whole
class to share in a less stressful situation. Think pair shares also allow opportunities for students to
gather their thoughts and discuss with a partner before sharing with the whole class. Another
accommodation is engagement strategies where students are able to get out of their seats and act out
their learning. This allows students to be mentally and physically involved in the learning process.
Lesson Plan 6: Students will complete an individual water log. They will track their water use for
24 hours. Discuss the trends and or patterns that they noticed. Pool each students data on a class
chart. Then discuss and introduce water conservation strategies.
Connections to I-AIM Functions:
Application/ Apply To Novel Contexts with Fading Support
Materials:
Water Footprint Worksheet
Chart Paper for keeping track of water use in the classroom
Prezi with water footprint data
Introduction:
So for the past week you have kept track of your water usage in the classroom. You also took home
your water footprint worksheet over the weekend where you kept track of your water usage at home
for one day. I took that information for the whole class and put into a few graphs for you to see.
Share with your partner what you might think these graphs will look like. (Give students time to
share their ideas with a partner and share their ideas with the class.)
Main Teaching Activity:
Go over the Prezi that is inserted below. While going over this Prezi ask questions to expand student
thinking. Allow students to share how they feel about the recorded data. Have them share their
questions. This should be an opportunity for students to discuss and reflect on the data provided
from their water footprints; Did they expect this much water to be used? Do they need this much
water? Should they use less? Are there ways to conserve water? Should they conserve water? Let
students guide the discussion with their own inquires and ideas.
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Conclusion:
After going through Prezi have students share ways they plan on conserving water at home and in
the classroom. Engage in a whole group discussion where students can share conservation
suggestions with the class.
Have students take home another water footprint worksheet after they learned about conservation
strategies. For the next lesson collect the water footprint data with conservation strategies and
compare the difference.
Accommodations:
Allowing students to share their predictions and ideas with their partners allows students who might
be too shy to share their ideas to the whole class to share in a less stressful situation. Think pair
shares also allow opportunities for students to gather their thoughts and discuss with a partner
before sharing with the whole class.
Part VI: Post-Teaching Reflection
a) Reflection: Part 1
NaturalResourcePreandPostAssessment
Picktwoofthenaturalresourceslistedbelow.
1. Copper
2. Lumber
3. Water
Resource#1:_________________________________
Whatmakesthisresourceanaturalresource?
Explainonewaythatthisresourcehelpshumans.
Explainonewaythatuseofthisresourcecanharmtheenvironment.
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Resource#2:_________________________________
Whatmakesthisresourceanaturalresource?
Explainonewaythatthisresourcehelpshumans.
Explainonewaythatuseofthisresourcecanharmtheenvironment.
Paired and Sorted Student Post-Assessment Responses:

Pre-test Responses Post-Test Responses/Sophisticated
Total Sophisticated Responses (0) Total Sophisticated Responses (6)
What makes water a natural resource? What makes this resource a natural
K: Because water travels in the ground it helps resource?
trees grow. (intermediate/water) K: because of the great lakes and the aquifers
J: Water is not made from anyone. (water)
(intermediate/water) J: It is a natural resource because it cant be made
Am: Water is not man made. (intermediate/ water) by anyone
M: It can make air. (intermediate/lumber) Am: Because its from the earth and because it
comes under ground. (lumber)
S: it is in the great lakes and the ocean (water)
Explain one way that this resource helps M: it comes from nature (lumber)
humans? Explain one way that this resource helps
K: If people dont drink water they could die and humans?
water is good for you. (intermediate/water) K: People need water to live and be healthy
J: Lumber helps humans survive. (sophisticated/ water)
(intermediate/lumber) J: It helps humans by helping them build houses
A: Because everyday people everywhere people (sophisticated/ lumber)
drink it. (intermediate/water) A: This natural resource helps humans by helping
An: Because you drink it and clean with it and if us breathe. (sophisticated/ lumber)
you are in the wild you can stay alive you put An: So we can clean and drink we can tuke bath
water on everything like meat to clean the jerms. and showers and clean are clothes (sophisticated/
(intermediate/water) water)
Me: It helps them if they have a sour throat. S: it will help us survive in the world.
(sophisticated/water)
Explain one way that use of this resource can Me: we drink it (sophisticated/water)
harm the environment. Explain one way that use of this resource can
K: If trees dont have water it could kill the trees harm the environment?
and the leaves will start to fall. J: There can be too less trees and people and
A: By putting all water in storage by keeping it. animals can suffocate. (sophisticated/lumber)
(intermediate/water) A: By the lumberjacks cutting down too many
An: you can choke on it (beginning/water) trees and the animals dont have a home.
(sophisticated/ lumber)
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S: Because it could have pollutesin (pollution). An: we can use to much and run out we would be
(intermediate/water) very thirsty it would take a long time to come back
M: Water cant harm humans. and we would be lost with out water.
(intermediate/water) (sophisticated/ water)
S: it can get polluted and if we drink it will make
us sick (sophisticated/water)
M: we use to much you run out of water and the
land is dry (sophisticated/water)
Pre-Test Intermediate Responses/Post-Test
Total Intermediate: (9)
What makes this resource a natural What makes this resource a natural
resource? resource?
Ko: You can swim in the water. (beginning/water) Ko: It comes from the ground.
Ma: It is a resource because it is liquid. (intermediate/lumber)
(beginning/water) Ma: it was come from clouds (intermediate/water)
Explain one way that this resource helps Explain one way that this resource helps
humans? humans?
Ma: To drink. (intermediate/water) Ma: We need showers. We need baths. We drink it.
(intermediate/water)
Explain one way that use of this resource can Explain one way that use of this resource can
harm the environment? harm the environment?
Ma: Big waves. (beginning/water) Ma: we dont have water. we have not water. we
can be died. (intermediate/water)
Post-Test Beginning/Post-Test
Total: Total:4
What makes this resource a natural What makes this resource a natural
resource? resource?
DJ: From the sink. (beginning/water) DJ: The water gives you life it is helpful.
T: The sun makes it a resource. (beginning/?) (beginning/water)
Explain one way that this resource helps T: water
humans? Explain one way that this resource helps
MW: It keeps you digiguadid (dehydrated). humans?
(beginning/water) MW: so we can survive (beginning/water)
Da: Because it is helphy (healthy) Da: it helps by help live on earth
(beginning/water) (beginning/water)
Explain one way that use of this resource can Explain one way that use of this resource can
harm the environment? harm the environment?
DJ: It wont. DJ: some water is dirty
M: It can flood the house. Ma: we can rurunot (run out) (beginning/water)
T: It cant. T: If we run out
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Analysis of learning for students who began in the intermediate group:
I grouped these students post-assessment answers as intermediate responses because they all
appeared to have a strong grasp of the content and material being tested. These students either
answer two of the three questions correctly, or all three of the questions correctly. However, these
students answers were not as specific or elaborate as the answers grouped in the sophisticated
category. Based on the analysis of the pre and post assessments, the student responses in the
intermediate group do appear to have changed over the course of the unit. A majority of the pre-
assessment answers were very vague, or not specific to the question being asked, and their post
assessment answers provided much more accurate and explicit responses. For example, when asked
to list one way water helps humans, one student answered, It helps people. In his post-assessment
he responded to the same question differently; We need it so we dont get dehigrated
(dehydrated). This student basically restated that water helps people, but never gave an example of
how humans use water. His growth is shown in his post-assessment answer becuas it displays his
ability to describe why humans need water as opposed to just stating it. In another case, when
asked why lumber is considered a natural resource another student answered, You can make
houses. Her post-assessment answer said, Lumber is made out of trees. Although this students
post-assessment answer did not elaborate on the fact that trees come from the earth and that lumber
is not a man-made product, it is inferred within her answer and she has shown growth from her pre-
assessment response that did not even correlate to the question being asked. Another students
simply answered, water in his answer to the pre-assessment question of how human use of water
can harm the environment. He displayed a lot of growth in his post-assessment by answering, we
take the fishis (fishs) homes. This student grew from giving a one-word guess to actually
understanding that if humans use too much water, we could potentially drain out lakes and rivers,
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and thus, take the fishies homes. As a whole, this group of students displayed a lot of growth in
their understanding, especially in their ability to understand the question and answer it accurately.
Analysis of learning for students who began in the beginning group:
This group of students were placed in the beginning group because they showed a minimal
amount of growth in terms of understanding, and according to their pre-assessments they began the
unit in the beginning group as well. These students answers were not explicit to the question being
asked, did not contain the correct answer, or very vaguely referred to the correct idea. For example,
when asked why water is considered a natural resource this student answered, Moistries
(moisture). His post-assessment answer was, People can be helthy (helthy). Another student
answered with a question mark when asked how human use of water can harm the environment.
Her post-assessment answer said, Bugs ants flys werms (worms). These responses do not show
much growth from the pre-assessment to the post-assessment, and might even show a lack of
understanding in the question being asked. These students appear to have not retained as much
information and understanding from the unit. However, there was a small amount of growth
present. For example, when asked why water is considered a natural resource, a students pre-
assessment answer said, If you drink alote (a lot) of whater (water) you will growe (grow) more,
and her post-assessment answer said, Claen (clean) lakes. This shows that she now understands
that water comes from lakes, but may or may not realize that is what makes water a natural resource
and not a man-made resource. Another student answered we could (could) animals and people
drwon (drown) to how human use of water can harm the environment. His pre-assessment said,
Choke on it. This student displayed some growth in the sense that he mentioned harming animals
as a part of the environment, but animals drowning is not directly correlated to the detrimental
effects of human use of water. So, I would say these students displayed minimal growth between
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their pre and post-assessments, but I think if they had a little more intensive instruction they would
be able to pick up more of the pieces to the puzzle.
Part 2:
I was happy to see that student ideas progressed from the intermediate group to the
sophisticated group. Many students met the expectations I had set for them and a few exceeded
them. Many students were able to show their understanding of what makes a natural resource a
natural resource, how we are able to use this natural resource, and how we can harm the
environment by using this natural resource.
My learning expectations for the students in the intermediate group was for students in the
intermediate group to have responses that explain why water, lumber, or copper is a natural resource
that it comes from the ground and is not man made. Some student responses that showed
progression to sophisticated responses were: K: because of the great lakes and the aquifers (water),
J: It is a natural resource because it cant be made by anyone, Am: Because its from the earth and
because it comes under ground. (lumber), and S: it is in the great lakes and the ocean (water).
Student thinking progressed from saying it cant be made by humans to why it cant be made by
humans (because it comes from the great lakes, aquifers, etc.)
For the question what do humans use water for I expected students to provide a few
examples, some that I was looking for is: water helps us survive by drinking it, water helps us
transport objects, water is used for a source of power, it helps us survive by helping our sources of
food survive. Student responses in the intermediate group still largely revolved around their
immediate lives, (it helps us K: People need water to live and be healthy (water), J: It helps humans
by helping them build houses (lumber), A: this natural resource helps humans by helping us breathe
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(lumber), and An: So we can clean and drink we can tuke bath and showers and clean are clothes
(water).)
For the third question I expected that students will learn that humans can harm water in
different ways such as pollution or overuse. Some student responses that showed progression into
sophisticated responses were J: There can be too less trees and people and animals can suffocate.
(lumber), A: By the lumberjacks cutting down too many trees and the animals dont have a home.
(lumber), An: we can use to much and run out we would be very thirsty it would take a long time to
come back and we would be lost with out water. (water), S: it can get polluted and if we drink it will
make us sick (water), and M: we use to much you run out of water and the land is dry (water).
My learning expectations for students in the beginning group was to have responses that
explain why water is a natural resource that it is natural and can be found in the ground or it comes
from the earth. A few of the answers I received for the first question that showed progression into
the intermediate group were: Ko: It comes from the ground (lumber), and Ma: it was come from
clouds (water). These responses showed that students now understand that a natural resource comes
from the earth or sky.
For the second question I expected students would provide a few examples of how humans
use water, such as in the home to clean, to drink, to play in, but also for them to know that there are
many ways that it valuable to humans. Some of the responses I received were: Ma: We need
showers. We need baths. We drink it. (water) and Ko:it helps us make pennies (copper).While there
was some progression I would have liked to see students thinking about how water, lumber, copper,
can help us in other ways. Many students focused on their immediate needs for water such as
survival, taking showers, etc.
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For the last question I expected that students would know and answer that humans can harm
the environment by using water and at least provide one way that this happens. Some responses that
I received were: Ma: we dont have water. we have not water. we can be died. (water) and Ko: The
water can run out then we will have to wait for it to rain. Student ideas changed from how a natural
resource can hurt them to how we are affected negatively by using a natural resource.
Part 2:
Many students showed their understanding of natural resources as a result of my teaching in
this post-assessment. Some of the patterns I saw was that many students learned what makes a
natural resource a natural resource that it either cant be made from humans or it is from the earth.
Another pattern for learning was that students ideas of how we use natural resources were focused
on their immediate needs and not on more abstract ways on how we use natural resources. (Such as
using water as transportation, or burning lumber for electricity, etc.)
One thing I would have changed was to focus only on two natural resources. I would have
focused only on teaching water and lumber as natural resources in Michigan. Trying to integrate
copper and other natural resources took a lot of time. I think it would have been more valuable for
students to focus on just two natural resources which would have allowed more depth in their
learning rather than breadth of learning about many resources.
Something else I would have changed in my teaching was to spend a few more lessons
focusing on human impact. I would have planned some activities that would have allowed students
to see how human impact affected them in more relevant ways. I should have made these ideas
more concrete for students, for example when we looked at the data from the water footprint, such
as bringing in a gallon jug and having students fill up a kiddie pool, or having students walk a mile
holding a jug of water and showing students that many people in different countries walk 40 miles
30
every day carrying gallon jugs of water. I think making these ideas more concrete and relatable for
students would allowed them to see the importance of conservation.
After teaching this lesson I researched possible conservation strategies for our students in
the Lansing area. I saw that there were opportunities to turn our school into a certified green school.
However, this has to be started at the beginning of the school year. So my last change in my
teaching would be to teach this lesson at the end of the year which would allow me as a teacher to
start a conservation club where students could make a real impact in their school and community.
Students would be able to make a difference and turn their school into a green school by starting a
recycling program and water conservation in their school. I think this would have been a great
opportunity for students to participate in civic responsibility and to own their learning.
One important thing I learned that will help me be a better science teacher in the future
would be to work to make abstract ideas such as natural resources more relevant to student lives.
This requires a lot of planning and reflection, but it creates more meaningful learning opportunities.
I had worked really hard to make the lessons meaningful and engaging for students, but I believe I
had only scratched the surface. I believe as long as I create opportunities for feedback and reflection
that my science pedagogy will continue to grow and improve.
Collaborative Teaching Reflection
What was the process of collaboration like?
Due to our schools combination of an extended day, absence of planning time and specials,
the college of education with approval from our mentor teachers, allowed the interns at Averill
Elementary to have an allocated time for planning every Friday morning. This provided the
opportunity for Tori and I to collaboratively work on this unit plan together throughout the entire
31
planning process and implementation of the unit. If we encountered a need for additional time, Tori
and I took it upon ourselves to meet at a coffee shop or online over Google Hangout, to be sure that
no one person had a larger workload than the other.
During the planning process we first brainstormed ideas for our integrated unit, then then
worked together to create an outline. We then discussed the needs of both groups of students based
off of what we know about our students, prior knowledge, interests, and our pre-assessment data.
After creating a more finalized outline we could then look at our individualized lesson plans.
How did you and your collaborator divide the work load? What were the strengths of
collaborating?
We worked collaboratively through the entire planning process, but due to its collaborative
nature and time constraint we typed it on one computer while both imputing ideas that we
discussed. When we needed more time to work on the unit, we either met up or utilized Google
Hangout to finish our unit plans, so that no one person would be responsible for a heavier work
load.
I believe that collaborating with another teacher allowed me to improve my pedagogy by allowing
me to see how another teacher, with different and valuable experiences, would teach the same
lesson. I was not only able to improve my teaching ideas on this one unit, but it allowed me to use
Toris education philosophy to inform ALL of my teaching.
Another strength of collaborating with Tori on this unit plan was the ability to bounce ideas
off each other to constructively work through the planning process. We were able to discuss what
worked and didnt work in our own classrooms and that helped us make an authentic and engaging
unit plan that was specific to our students needs.
What were the challenges? What would you do differently the next time you collaborated?
32
The challenges we faced, we did not encounter when we were creating our integrated unit
plan, but when we were confronted with time constraints. Having two different types of classrooms,
challenged our planning because we had to create two unique timelines in which we would
implement our lesson plans. Tori is in a 50/50 split Spanish immersion class where she has two
classes of students each day, while I am in the English track at Averill Elementary with only one
class of students for the whole day. I was only allocated two days a week to teach science/social
studies, while Tori needed to teach her science/social studies unit every day to finish in her mentor
teachers allocated time for that subject. This at first seemed like a challenge, but later in the unit we
realized that it was a strength, by allowing us time to be reflective about what went well the first
time a lesson was taught and what should be changed if it was taught again. After Tori taught her
lesson she was able to thoughtfully reflect on how it went, which helped to inform me how to better
teach it in my classroom. I would then discuss with Tori how the changes impacted student learning
in my classroom.
I thought that collaborating for this unit went well and was extremely helpful. If I had the
choice to do things differently I wouldnt. Tori and I were able to work together as professionals and
I believe that this had a positive impact not only on student learning but also on my teaching.
33

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TE803 SS2015 Unit Plan Howe/Iseman

TE803 Spring 2015

Part 1: Unit Overview and Instructor Background Knowledge

Averill 3rd Grade Team

Big Ideas/Enduring Understandings.

1. Constructing explanations (for science) and designing solutions (for engineering).

2. Obtaining, evaluating, and communicating information.

3. Flows, cycles, and conservation.

4. Structure and function.

A natural resource is something that is found in nature and is necessary or useful to

Part II: Resources

Just A Dream by Chris Van Allsburg

Part III: Knowing Your Students and their Prior Knowledge

Students preconceptions and interests.

Linguistic, social and academic challenges, resources and supports.

Overview of Lessons and Assessments (20 points)

Activity Activity Description (1-2 sentences) I-AIM I-AIM

make prized those materials come from?

Students will record their observations, and

Be sure to bring up water as a natural

Students will answer the following question

5 Predict the Based on their previous observations of the Experience Establish A

each substance and record how long it takes the Patterns

answers to the question in relation to their initial

laptops. (This will take a few days)

Location of the resource in Michigan

How humans are dependent on this resource

Possible ways to conserve the resource

where it originates, human dependence, consequences of human dependence, and

Part V: Individual Lesson Plans

Name: Tori Howe and Eemma Iseman

Big Ideas and Scientific/Social Studies Principles:

Lesson Plan 1: Predict materials used to make prized possession.

Connection to I-AIM Section and Function:

3. Elicit a whole group discussion about Natural Resources. (Experience/Patterns Explore

Be sure to bring up water as a natural resource.

Introduction (10 minutes)

Main Teaching Activities (35 minutes)

Connection to I-AIM Section and Function:

Introduction (10 minutes)

Main Teaching Activities (70 minutes)

Breaking Point between Lesson 2 and Lesson 3

Conclusion (15 minutes)

Connection to I-AIM Section and Function:

Powerpoint Presentation about Groundwater

Introduction (10 minutes)

Main Teaching Activities (35 minutes)

Part VI: Post-Teaching Reflection

Paired and Sorted Student Post-Assessment Responses:

Analysis of learning for students who began in the intermediate group:

he responded to the same question differently; We need it so we dont get dehigrated

Analysis of learning for students who began in the beginning group:

be able to pick up more of the pieces to the puzzle.

environment by using this natural resource.

humans (because it comes from the great lakes, aquifers, etc.)

from the earth or sky.

survival, taking showers, etc.

Many students showed their understanding of natural resources as a result of my teaching in

using water as transportation, or burning lumber for electricity, etc.)

learning rather than breadth of learning about many resources.

students would allowed them to see the importance of conservation.

that my science pedagogy will continue to grow and improve.

Collaborative Teaching Reflection