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Grade:
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3-5
Social Studies
Grade: 3-5

#4313. Consequences of human use of natural resources

Social Studies, level: 3-5
Posted Sat Dec 13 19:28:19 PST 2008 by Mrs. K. McGrath (Mrs. K. McGrath).
Hillcrest, Dearborn Hgts. United States
Materials Required: The Lorax by Dr. Seuss; computer with word processor
Activity Time: 2 -45 min sessions
Concepts Taught: consequences of the use of natural resources

LESSON PLAN
Identifying consequences of the use of natural resources

Student Teacher's Name: Kristina McGrath Date: December 13, 2008

Grade Level 3 Topic/Unit: Social Studies School: Hillcrest Elementary District: Crestwood

Content
Students will be able to identify the consequences of the use of natural resources and will be able to take a position on their use and develop a persuasive editorial using a word processing program.
Benchmarks
I will focus on meeting the following benchmarks:
State of Michigan Social Studies Standard 3-G5.0.1.
Michigan Educational Technology Standard 1.b.8.
Learning Resources and Materials
Students will need the following materials:

a. a classroom copy of Dr. Seuss's book The Lorax

b. access to a computer with a word processing program


Development of Lesson
Introduction
To generate interest in the subject of natural resources, I will read The Lorax by Dr. Seuss. By using the book as an example, I will be able to illustrate some of the consequences of using natural resources. I will explain the definition of natural resources and ask for some additional examples of natural resources in our state. The story uses the example of cutting down trees, with the character Once-Ler taking the position that cutting down trees was not wrong and Lorax taking the opposite position. I will ask the children to take one of these character's sides on this issue.
Methods/Procedures
After the introduction, the children will decide which position they would support: either continuing to cut down the trees or ceasing to cut down the trees. We will discuss as a class some of the important things trees give to us including lumber for our houses and school; apples, oranges, and other fruits; the paper we write with; the many jobs in the lumber industry; oxygen from photosynthesis, etc. Then we will discuss some of the consequences of cutting down the trees, including the loss of forests and animal habitats. We will also discuss what would happen if we stopped cutting down trees altogether, including loss of jobs, shortage of paper, shortage of building supplies, shortage of fruit, etc. The students will need to formulate their opinion and support their position statement. They will then need to type a written editorial to a newspaper defending their position, making sure to use the spell-checker to proofread and edit any mistakes in grammar and punctuation, and using the dictionary/thesaurus as needed. As a class, we will create a newspaper of editorials and print a copy for everyone.

Accommodations/Adaptations
I am fully aware that some students may need additional assistance and if so, I am prepared to offer that. I will walk around continuously to make sure that the students understand what is expected of them. I will help those children who need assistance by generating ideas through conversation about which position they would like to take and why. If they have additional trouble, I will help them. I also understand that I may need to allow for additional time to complete this assignment, but feel it will be worth it.

Assessment/Evaluation
I will assess the students based on their position statements and typed editorial for our classroom newspaper. They will be assessed on whether they gave clear support for their chosen position demonstrating knowledge in the area of consequences of the use of natural resources and proofread and edited their column, with a finished piece indicating very few mistakes; gave support for their chosen position, although not thoroughly demonstrating some knowledge in the area of consequences of the use of natural resources and proofread and edited their column, with a finished piece indicating some mistakes; or did not give support for their chosen position and did not demonstrate knowledge in the area of consequences of the use of natural resources and did not proofread or edit their column, with a finished piece indicating numerous mistakes.
I will be able to determine if students met the benchmarks by reading their editorials and their arguments for or against cutting down trees.

Closure
The students will be able to take their copy of our classroom newspaper home with them and I will ask them to share with their families their editorials and why they chose the position they did. In that way, they will be able to reflect on what they have learned.

Teacher Reflection