coe.hawaii.edu … · Web viewIn Hawaii, our island is very small and we are running out of space for our landfills. Much of the trash that we throw away can be recycled or reused

Lesson Plans for Natural Resources/Three R’s Unit~ Two Weeks

Lesson Title: 1 - Natural Resources

Standards: ELA Mathematical

Practices/ Standards

C3/HCPS Social Studies

HCPS Science/NGSS

RI.2.1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

RI.2.8: Describe how reasons support specific points the author makes in a text.

SL.2.2: Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

SS.2.7.3: Describe a variety of the earth’s natural resources (e.g., water, forests, and oil) and ways in which people use them.

SS.2.3.14.5: Compare a variety of the Earth's natural resources and how people use the

SC.2.8.2: Identify the limited supply of natural resources and how they can be extended through conservation, reuse, and recycling.

Na Hopena A’o/ GLO’s GLO #1: Self-Directed Learner: The ability to be responsible for one’s own learning. GLO #3 Complex Thinker: The ability to demonstrate critical thinking and problem solving. GLO #4 Quality Producer: The ability to recognize and produce quality performance and quality products.

Performance Task:The students will answer 5 reading comprehension questions from the worksheet Limited Resources.

What is a natural resource? What is a renewable resource? What does it mean to conserve a resource? What is water such an important natural resource? Give an example of something you will try to do to save a natural resource.

Learning Targets: I can explain what a natural resource is. I can give examples of natural resources. I can explain how we use natural resources.

Essential Questions: Why is conserving our natural resources important?

Materials/Resources: Book: Common Ground by Molly Bang Worksheet: Limited Resources

Blank Paper/Folder Paper Pencil

Instructional Strategies/Activities: Time: Standards: Teacher Activities: Student

Activities:Materials:

20-25 minutes

SS.2.7.3, SS.2.3.14.5, RI.2.8, SL.2.2

Teacher will introduce the lesson by reading the book Common Ground to the students. Throughout the book, the teacher will ask questions:

Look at the picture of the commons, what do you notice?

What two things do you think the villagers did to solve the problem of having too many sheep?

What do you think will happen in the long run? (Referring to the fisherman catching as many fish as possible, cutting down trees, using fossil fuels, and water)

Possible answers: the man has a lot of (8) sheep. The lady has only one sheep. The man in the corner has no sheep.

Book: Common Ground by Molly Band

20 minutes

RI.2.1, SS.2.7.3,SS.2.3.14.5,GLO #1, GLO #3,GLO #4

Teacher will go over the directions of the worksheet and explain the extension.

Students will read Limited Resources and answer 5 reading comprehension questions.

Limited Resources Worksheet

Pencil

Extension:

SS.2.7.3,SS.2.3.14.5,GLO #1, GLO #3,GLO #4

Teacher will put up pictures/words of the 4 problems from the book on the board.

Fishing Trees Fossil Fuels Water

Exit Pass: Students will choose one of the problems in the book, and write down a possible solution for it.

Pictures/words of the 4 problems

Blank Paper/Folder Paper

Pencil

Lesson Title: 2 - Natural Resources



C3/HCPS Social Studies HCPS Science/NGSS



Mathematical Practice 1: Make sense of problems and persevere in solving them.

SS.2.7.3: Describe a variety of the earth’s natural resources (e.g., water, forests, and oil) and ways in which people use them.

SS.2.7.4: Analyze and demonstrate ways to protect and preserve the local government.

SS.2.3.14.5: Compare a variety of the Earth's natural resources and how people use them.


Na Hopena A’o/ GLO’s Strengthened Sense of Responsibility: I willingly carry my responsibility for self, family, community and the larger society. A sense of

Responsibility is demonstrated by a commitment and concern for others. I am mindful of the values, needs and welfare of others. GLO #1: Self-Directed Learner: The ability to be responsible for one’s own learning. GLO #2: Community Contributor: The understanding that it is essential for humans to work together. GLO #3 Complex Thinker: The ability to demonstrate critical thinking and problem solving.

Performance Task (Formative/Summative):The students will sort pictures natural resources into four groups and come up with a 4-digit code.

CODE

The most important natural resource. We need this to survive.

(Picture of water)

We need these natural resources to give our body energy.

(picture of crops and cows)

We use this natural resource to help our plants grow and for solar energy.

(Picture of suns)

We need these natural resources to help us breathe.

(Picture of wind/air and trees.)

** To create a code, cut each picture(s) any amount from 1-9.

Learning Targets: I can explain what a natural resources is. I can give examples of natural resources and how we use them.

Essential Questions: Why are natural resources important? What is the most important natural resource that we have? Why?

Materials/Resources: Video: BrainPop: Natural Resources

https://www.brainpop.com/science/energy/naturalresources/ Video: YouTube: Man Vs. Earth

https://www.youtube.com/watch?v=VrzbRZn5Ed4&t=184s Lock Box Pictures (Natural Resources and Human Resources)

Instructional Strategies/Activities: Time: Standards: Teacher Activities: Student Activities: Materials:

10 minutes

RI.2.1, GLO #1, GLO #3

Teacher will show the Man vs. Earth Video. Before showing the video the teacher will tell the students that they will have to think of one question that they have after watching the video.

Students will watch the video and then come up with a question they have and write it down.

Computer YouTube

Video Paper Pencil

5-10 minutes

RI.2.1, GLO #3 Teacher will put the questions in a container and pick a couple of questions to ask the class. (Questions not picked will be saved for a later time)

The students will think-pair-share with a partner.

Partners who are willing to share their answers with the class, will share.

Questions

5 minutes

SS.2.7.3, SS.2.3.14.5

Teacher will show the BrainPop video on Natural Resources.

Students will watch the video.

Students will review what are natural resources and examples of natural resources.

Computer BrainPop

Video

10-15 minutes

MP #1, SS.2.7.3, SS.2.3.14.5, GLO #1, GLO #2, GLO #3

Teacher will explain to the class about the Lock Box Activity. (Teachers don’t have to use a lock, student’s can tell you or write down the code)

1. Each group will get a bag with natural resources.

2. Groups will sort the natural resources into four groups. Students will have to look at the code to figure out how to sort them.

3. After sorting it into groups, students will count the resources and come up with a 4-digit code to open the lock box.

Groups will sort the natural resources into four groups. The students will use that information to form a code for the lock box.

Pictures of natural resources

Code Lock box &

lock

Lesson Title: 3 - The Three R’s




HCPS Science/NGSS




SS.2.5.1: Demonstrate own roles and responsibilities in caring for others and the environment.




Responsibility is demonstrated by a commitment and concern for others. I am mindful of the values, needs and welfare of others. GLO #1: Self-Directed Learner: The ability to be responsible for one’s own learning GLO #3 Complex Thinker: The ability to demonstrate critical thinking and problem solving. GLO #4 Quality Producer: The ability to recognize and produce quality performance and quality products. GLO #5: Effective Communicator: The ability to communicate effectively.

Performance Task (Formative/Summative):The students will define the three R’s and give an example of how they do them.

Learning Targets: I can explain what the Three R’s are and give an example for each R.

Essential Questions: Why is it important to practice the three R’s?

How do these actions impact our world?

Materials/Resources: Video: BrainPop Jr. - Reduce, Reuse, Recycle

https://jr.brainpop.com/science/conservation/reducereuserecycle Worksheet: The Three R’s

Pencil Blank Paper Markers, Crayons


5 minutes SC.2.8.2 Teacher will introduce lesson with BrainPop Jr. Video on Reduce, Reuse, Recycle

Students will watch video.

Computer Video

5 -10 minutes

SC.2.8.2, RI.2.1, RI.2.8, SL.2.2

Teacher will show the BrainPop quiz.

Students will write their answers on their whiteboards.

Computer White

board Dry erase

markers

20 - 25 minutes

SC.2.8.2, RI.2.1,SS.2.5.1, SS.2.7.4, Strengthened Sense of Responsibility, GLO #1, GLO #3, GLO #4

Teacher will go over directions for the Three R’s Worksheet and explain the extension.

Students will work on the Three R’s Worksheet

Three R’s Worksheet

Pencil

Extension: SC.2.8.2, SS.2.5.1, SS.2.7.4, Strengthened Sense of Responsibility, GLO #1, GLO #3, GLO #4

Students will create a poster, that explains how to recycle and what to recycle, to place around the school campus.

White Paper

Markers Crayons

Lesson Title: 4 - Three R’s Sort




HCPS Science/NGSS








Responsibility is demonstrated by a commitment and concern for others. I am mindful of the values, needs and welfare of others. GLO #1: Self-Directed Learner: The ability to be responsible for one’s own learning. GLO #3 Complex Thinker: The ability to demonstrate critical thinking and problem solving.

Performance Task (Formative/Summative):The students will cut and sort examples of each R.

Learning Targets: I can explain what the Three R’s are and give an example for each R.

Essential Questions:

Why is it important to practice the three R’s? How do these actions impact our world?

Materials/Resources: Book: The Three R’s: Reuse, Reduce, Recycle by Nuria Roca Worksheet: Three R’s Sort Glue Scissors


5 minutes Teacher will review yesterday’s lesson and ask: “What are the three R’s?” and “What does each R mean?”

Students will answer questions.

10 minutes

RI.2.1, RI.2.8, SL.2.2 Teacher will read The Three R’s: Reuse, Reduce, Recycle by Nuria Roca

Students will review the three R’s

Book: The Three R’s

15-20 minutes

SC.2.8.2, SS.2.5.1, SS.2.7.4, GLO #1, GLO #3

Teacher will go over directions of the Three R’s Sort Worksheet.

Students will sort examples of the three R’s.

Sorting Worksheet

Scissors Glue

Extension: SC.2.8.2, SS.2.5.1, SS.2.7.4, Strengthened Sense of Responsibility, GLO #1, GLO #3, GLO #4

Students will work on poster from previous lesson.Students will create a poster, that explains how to recycle and what to recycle, to place around the school campus.

White Paper

Markers Crayons

Lesson Title: 5 - Reusable Bag




HCPS Science/NGSS


Mathematical Practice 4: Model with mathematics.


SS.2.7.4: Analyze and


demonstrate ways to protect and preserve the local government.


Responsibility is demonstrated by a commitment and concern for others. I am mindful of the values, needs and welfare of others. GLO #1: Self-Directed Learner: The ability to be responsible for one’s own learning.

Performance Task (Formative/Summative):Students will practice the three R’s by creating a reusable bag using an old t-shirt

Learning Targets: I can explain what the Three R’s are and give an example for each R. I can explain how making a reusable bags is practicing the three r’s.

o Reduce: Reduces the amount of plastic bags in the environment.o Reuse: Reusing the bag at the store.o Recycle: Turning an old t-shirt into a bag.

I can make a reusable bag out of an old t-shirt.

Essential Questions: Why is it important to practice the three R’s? How do these actions impact our world?

Materials/Resources: Scissors Old T-Shirt Blank Paper Pencil


10 - 15 minutes

SL.2.2, SS.2.5.1, SS.2.7.4

Teacher will show students pictures to give hints of what activity they will be doing. (plastic bag, t-shirt, groceries, store)

Students will be making a reusable bag

Teacher will review the activity and how it fits in with the three r’s.

Review each r with the definition

Connect the activity to the r.

Ex: Reduce - use less of something (Reduce the

Students will guess on the activity based on the pictures.

Students will explain how making a reusable bag is an example of the three r’s.

Computer Promethean

Board Pictures (t-

shirt, plastic bag, groceries, store)

amount of plastic bags in the environment)Reuse - use again (We can use the bag everytime we go to the store)Recycle - making something new from something used/old (using an old t-shirt to make a bag)

30-40 minutes

MP #4, GLO #1 Teacher will explain and demonstrate step-by-step directions on how to make a reusable bag.

Students will cut their t-shirt as the teacher is going over directions and showing each step.

Step 1: Cut off both sleeves from t-shirt.

Step 2: Cut the neckline area.

Step 3: Turn t-shirt inside out (if you want the design on the outside)

Step 4: Cut 1 inch wide slits (about 2 inches long) on the bottom of the t-shirt. Start from one end and cut till the other end.

Step 5: Tie two slits together (from opposite sides) until all slits are tied.

Step 6: Flip bag inside out (unless you want the fringe on the outside)

Scissors Old t-shirt Promethean

board

Extension: SL2.2, SS.2.5.1, SS.2.7.4,

Students will create Paper

Strengthened Sense of Responsibility, GLO #1

a pamphlet to explain how to make a reusable bag.

Pencil

Lesson Title: 6 - Government Agencies



C3/HCPS Social Studies HCPS Science/NGSS


SL.2.1: Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.


SS.2.3.1: Describe ways in which specific government agencies are responsible for environmental issues and concerns




Responsibility is demonstrated by a commitment and concern for others. I am mindful of the values, needs and welfare of others. GLO #1: Self-Directed Learner: The ability to be responsible for one’s own learning. GLO #2: Community Contributor: The understanding that it is essential for humans to work together. GLO #3 Complex Thinker: The ability to demonstrate critical thinking and problem solving. GLO #4 Quality Producer: The ability to recognize and produce quality performance and quality products. GLO #6 Effective and Ethical User of Technology: The ability to use a variety of technologies effectively and ethically.

Performance Task (Formative/Summative): Students will do a online scavenger hunt on opala.org to answer questions about Hawaii’s government agency.

Learning Targets: I can explain who takes care of our environmental issues. I can explain and give examples of what the City and County of Honolulu Department of

Environmental Services does for our community.

Essential Questions: Why is it important for our state to have a government agency?

Materials/Resources: Computer Website: Opala.org Government Agencies Worksheet

Pencil



5 minutes

Teacher will explain to the students that they will be doing a website scavenger hunt to find out who takes care of our environmental issues. They will also learn what the three bins (yard waste, recyclables, and trash) are, what gets put in them, and what happens to the items in each bin.

Teacher will show them which website to go to.

Computer Website:

Opala.org Promethean

Board (for displaying computer)

30 minutes

SS.2.3.1, SS.2.7.4, Strengthened Sense of Responsibility, GLO #1, GLO #2, GLO #3, GLO #6

Teacher will put the students in pairs. Students will work with their partner to find the answers to the questions on the worksheet.

Computer Pencil Worksheet

Lesson Title: 7 - Lock Box - Government Agencies




HCPS Science/NGSS




SS.2.3.1: Describe ways in which specific government agencies are responsible for environmental issues and concerns


Na Hopena A’o/ GLO’s GLO #2: Community Contributor: The understanding that it is essential for humans to work together. GLO #3 Complex Thinker: The ability to demonstrate critical thinking and problem solving. GLO #6: Effective and Ethical User of Technology: The ability to use a variety of technologies effectively and ethically.

Performance Task: Students will use the information that they learned from the previous lesson on opala.org to solve a lock box.

Learning Targets: I can explain who takes care of our environmental issues. I can explain and give examples of what the City and County of Honolulu Department of

Environmental Services does for our community.

Essential Questions: Why is it important for our state to have a government agency?

Materials/Resources: Lock Box/Lock Codes, Puzzle

Students will need to put their clues in this order to get the correct code. Teacher will make up their own code by drawing it in the puzzle pieces.

Teacher will need to draw numbers on here and make copies for each pair. Then cut out the boxes and put in a bag.

Teacher will need to make copies for each pair. This the paper they put their pieces on. If they don’t put the pieces nicely, they might not see the code.

Instructional Strategies/Activities:

Time: Standards: Teacher Activities: Student Activities:

Materials:

10-15 minutes

SL.2.1, SL.2.2, SS.2.3.1, SS.2.7.4

Teacher will review the answers from yesterday’s online scavenger hunt.o What is the government

agency that is responsible for our environmental issues? City and County of Honolulu Department of Environmental Services.

o What are the three bins? Blue for recyclables, green for yard waste, gray for trash.

o Where does each bin go and what happens to the items in each bin? Gray: Landfills or H-POWER where it gets burned into electricity. Green: Goes to the composting facility where it gets turned into mulch. Blue: Goes to the recycling center and it gets made into new products.

Students will answer the review questions from the teacher.

20minutes

SL.2.1, SL.2.2, SS.2.3.1, SS.2.7.4, GLO #2, GLO #5

Teacher will put the student into pairs and give them a bag with the puzzle pieces.

The students will work together to put the puzzle pieces together and find the 4-digit code.

Lock Boxes

Lock Puzzles

Lesson Title: 7 - Recycled Chair (~6 days)




HCPS Science/NGSS



Mathematical Practice 4: Model with mathematics.




Responsibility is demonstrated by a commitment and concern for others. I am mindful of the values, needs and welfare of others.

GLO #2: Community Contributor: The understanding that it is essential for humans to work together. GLO #3 Complex Thinker: The ability to demonstrate critical thinking and problem solving. GLO #4 Quality Producer: The ability to recognize and produce quality performance and quality products. GLO #5: Effective Communicator: The ability to communicate effectively.

Performance Task (Formative/Summative):Students will create a recycled chair using recyclables that can hold a child for 10 or more seconds.

In Hawaii, our island is very small and we are running out of space for our landfills. Much of the trash that we throw away can be recycled or reused. Look around our school and our community and see all of the things that can be recycled or reused (cans, plastic bags, cardboard, plastic bottles, paper). How would you reuse something like cardboard? Hmmm...it is a possibility that we can turn these things into furniture. People need furniture to live and work, but furniture can be expensive and materials to build furniture is running out. Our school and our homes can save money and natural resources by reusing materials to build our own furniture. So today, we are going to create a model of a chair that our school or our homes could use. Our goal is to design a chair that can hold a child or person. We will check to see if our chair’s design is functional by building it and doing scientific tests. You will be recording your data in this journal and will reflect about this entire experiment.

Learning Targets: I can create a chair using recycled materials. I can collaborate with my group members.

Essential Questions: What can we do with recycled materials we no longer need?

Materials/Resources: Engineering Design Process (EDP) Journal Timer Scissors Tape Recycled Materials (Boxes, cans, bottles, cardboard, etc.)



Day 1:

SS.2.4, SC.2.8.2, GLO #3

Teacher will pass out the EDP Journal. Teacher will read the problem (Under performance task)

Teacher will create groups of 3-4

Stage 1: Students will fill out the problem and write what they are designing.

Stage 2: Students will draw their design of a recycled chair with labels of what material they will be using.

EDP Journal

Pencil

students.

Teacher will go over stage 1: ask and stage 2: imagine. In stage 2, the teacher will go over the criteria and constraints.

Stage 1:

Stage 2:

Day 2:

SL.2.1, GLO #2, GLO #3, GLO #5

Teacher will review the problem.

Teacher will go over stage 3: Plan. Teacher will remind the students of the criteria and constraints.

Criteria: To design and create a piece of furniture (chair) that can hold a child. Chairs need to have at least one leg, a back, and stand by itself.

Constraints: Teams are limited to 1 roll of clear packing tape. Materials to create the piece of furniture are limited to the recycled items available.

Stage 3:

Students will meet with their groups to share their designs and come up with a group design. They need to make sure they meet the criteria.

EDP Journal

Pencil

Day 3:

SL.2.1, GLO #2, GLO #3, GLO #5, Strengthened Sense of Responsibility, MP 1

Teacher will go over stage 4: create.

Teacher will remind the students that if they make changes (from original plan) as they build, they need to log it in their EDP journal.

Stage 4:

Students will work in their groups to build their chair using recycled materials.

EDP Journal

Pencil Recycled

Materials Scissors Tape

Day 4:

SL.2.1, GLO #2, GLO #3, GLO #5, MP 4

Teacher will go over stage 5: experiment.

The teacher will go over the table and remind the class that they can make changes in between the three self-tests.

Stage 5:

Students will choose one group member to sit on the chair during the test. In between self-tests, groups should be making changes to make it better.

EDP Journal

Pencil Recycled

Materials Scissors Tape Timer

Day 5:

SL.2.1, GLO #2, GLO #5, MP 4

The teacher will time how long each group’s chair held a student.

Stage 5:

Groups will test their chair one by one during the class test.

EDP Journal

Pencil Timer

Students will log each groups time.

Recycled Chair

Day 6:

GLO #3, GLO #4 Teacher will go over stage 6: Improve.

Teacher will go over the reflection questions.

Stage 6:

Students will answer the reflection questions.

EDP Journal

Pencil

Documents

coe.hawaii.edu … · Web viewIn Hawaii, our island is very small and we are running out of space for our landfills. Much of the trash that we throw away can be recycled or reused