Using Our Resources Unit Plan

USING OUR RESOURCES
GLENDALE, GRADE 2
S’18 Carissa Blair

Using Our Resources Glendale, Grade 2
Using Our Resources

Glendale, Grade 2
CARISSA BLAIR
OVERVIEW
Using Our Resources will consist of five lessons, taking place during the course of one week. Students
should take away the big idea: ‘people use the land and its resources to help them live.’ Children should
learn that people modify their environment as they build different types of environments. Topics explored
will include land and water resources, people settle, changing our environment, and connecting
communities. Students will be assessed informally and will have a cumulative project due at the end of the
week as a summative assessment. The science behind natural resources will be briefly discussed during the
unit, but further developed the following week during an earth science unit. Students will also have writing
incorporated into this social studies unit.
DAY 1/INTRODUCTION – USING OUR RESOURCES

 7.3.2.A – Identify the effect of local geography on the residents of the region (food, clothing,
industry, trade, types of shelter, etc.).
 S.K-2.D.1.2 – Understand that Earth has natural resources.
 4.3.2.B – Identify products and by-products derived from renewable resources.

On day one, students will learn about natural resources. This will build a foundation for how humans
impact the environment, and vice versa. Students will also read ‘The Tortilla Factory,’ and describe all of
the steps needed to get food from farm to table. Students will discuss the resources that they use in their
daily lives.
DAY 2/LESSON 2 – PEOPLE SETTLE

 7.4.2.A – Identify how environmental changes can impact people.
 S.K-2.B.3.2.1 – Identify natural events (e.g., fire, flood, extreme weather) and human actions (e.g.,
road construction, pollution, urban development, dam building) that can impact an ecosystem.
Students will begin the lesson with a video on urban, suburban, and rural areas. Students will then
popcorn read the section of the book, answering the reading checks. They will work in assigned groups to
describe each type of area in their own words.
Page 1
DAY 3/LESSON 1 – LAND AND WATER RESOURCES

 S.K-2.D.1.2 - Understand that Earth has natural resources.
 S.K-2.D.1.2.1 - Identify Earth’s natural resources.
 4.5.2.C - Identify how people can reduce pollution.
 4.5.2.A - Identify the natural resources used to make various products.

Day three will center around the Land and Water resources. Students will learn about natural resources,
how people use them, and how we can conserve them. Students will complete a jigsaw activity as they
review the materials in the book, based on the readings in the section.
DAY 4/LESSON 3 – CHANGING OUR ENVIRONMENT

 7.4.2.A – Identify how environmental changes can impact people.
 S.K-2.B.3.2.1 – Identify natural events (e.g., fire, flood, extreme weather) and human actions (e.g.,
road construction, pollution, urban development, dam building) that can impact an ecosystem.
 CC.1.4.2.V – Participate in individual or shared research and writing projects.
 CC.1.5.2.A – Participate in collaborative conversations with peers and adults in small and larger
groups.
After reading about how the environment has changed, students will receive their poster and checklist.
They will be assigned responsibilities, and be told how to start their poster.
DAY 5/LESSON 4 – CONNECTING COMMUNITIES

 S.K-2.B.3.3 – Describe how resources are conserved for human needs.
 CC.1.4.2.A – Write informative/ explanatory texts to examine a topic and convey ideas and
information clearly.
 CC.1.4.2.V – Participate in individual or shared research and writing projects.
 CC.1.5.2.A – Participate in collaborative conversations with peers and adults in small and larger
groups.
Students look into connecting communities and changes in transportation and communication. They will
continue to work on their poster, incorporating what new things they have learned from this section.
Students will double-check their work against the checklist, making sure they have met all criteria.
Page 2
SAINT FRANCIS UNIVERSITY

Loretto, PA 15940
EDUCATION DEPARTMENT
LESSON PLAN Format
Student Teacher Carissa Blair __________________ Grade 2nd

Subject _Social Studies – Environment and Ecology__________________
Time Needed for Lesson 30 minutes Lesson Concept Using Our Resources
PA STANDARD(S) (Write out standards):

7.3.2.A
Identify the effect of local geography on the residents of the region (food, clothing, industry, trade, types of shelter,
etc.).
S.K-2.D.1.2
Understand that Earth has natural resources.
4.3.2.B
Identify products and by-products derived from renewable resources.
Standard - CC.1.4.2.V
Participate in individual or shared research and writing projects.
CC.1.5.2.A
Participate in collaborative conversations with peers and adults in small and larger groups.
ASSESSMENT ANCHOR(S) (Write out the anchors):

S.K-2.D.1
Earth Features and Processes That Change Earth and Its Resources
OBJECTIVE(S) (Be sure to include all four parts):

During group direction, students will point to a minimum of two of earth’s natural resources in the image
on page 105 in the Social Studies book.
As a class, students will list a minimum of five products and by-products of local farms during the opening
discussion.
When prompted, students will write a resource that they use on a post-it and place it on the resource
board.
MATERIALS:
2nd Grade Social Studies Text, Harcourt – People We Know
Post-it notes
Pencils
Poster labeled “Daily Resources” – place on the chalkboard ledge in front of room
Poster board
ACTIVITIES (There are three sections here):

OPENING (hook, purpose and basic plan)
Ask students to open their Social Studies book to page 105.
Page 3
“People us the land and its resources to help them live. Our natural resources are used to give us the
things we need to live, like food and water. It is important that we take care of these resources. In this
unit, we will learn about various kinds of natural resources and how we use the land to get the things we
need.”
“Look at the picture in your book. What do you see? (tractor, plants, fields, crops, etc.) How do you think
a farm helps to meet your needs to live? (crops and animals for food and clothing)”
Ask for volunteers to read the quotes along the bottom of the page. Then ask: “How do you think we get
these items show resources we get from the land?” “What are some ways we use water to meet our needs?”
BODY:(Bulleted step by step)

 Have students turn to page 110
 Read The Tortilla Factory by Gary Paulsen aloud to the students
 “What other resources are needed that weren’t mentioned in the story?” Water for plants, fuel for machinery
 “How do you think the tortilla making business has changed?” Past was different, now is different.
 “Why do you think Gary Paulsen wrote the story this way? To tell a story about how food is made; to show food
is always needed and that the work of making it is never finished
 Review the response corner questions
1. The people and machinery mix the flour into dough
2. Farmers help me by growing the plants used to make food I can eat
 Before passing out post-its, instruct students to have their eyes and ears focused on the person
giving the instructions, and not to touch what is being passed out. As the post-its are passed out
say, “In front of you, I am placing a post-it. On this post it you are going to write one resource that
you use every day. When you have written this resource, silently stand up and place your post-it
on the poster.
 .
 Inform students that they are going to be working on a long-term group project.
 Assign students a group and an area of the room.
 Instruct students to have their eyes and ears focused on the person giving the instructions, and
not to touch materials being passed out.
 Pass out poster. Instruct students to divide one side of the poster into 3 equal parts. Demonstrate
how to brochure tri-fold. Have students put their names on the back.
CLOSURE (Wrap up and brief summary):

Instruct students to begin cleaning up. They should put away all materials and put their posters on the
window sill. When they are done putting all of their materials away, they may begin their afternoon clean-
up procedures.
ACCOMMODATIONS:
Preferential seating
Spelling help for students who are struggling readers
Use verbal praise, verbal cueing, redirection
ASSESSMENT (How you will determine that student has mastered objectives?):
Informal observation throughout lesson
Each student will place a post-it with a resource they use daily on the “Daily Resources” poster.
SELF-ASSESSMENT/REFLECTION (Complete this section if you have taught this lesson to peers or in
clinical placement): This lesson did not take nearly as long as I had hoped for. I need to add about 10
minutes worth. I filled the time by asking the students to name differences between farms (rural areas)
and cities (urban areas) in preparation for future discussions in this unit. Command of the class could
greatly approve.
Page 4

Loretto, PA 15940
LESSON PLAN Format

Subject _Social Studies_____________________________________
Time Needed for Lesson 30 minutes Lesson Concept People Settle__

7.3.2.A
etc.).
7.4.2.A
Identify how environmental changes can impact people.
S.K-2.B.3.2.1
Identify natural events (e.g., fire, flood, extreme weather) and human actions (e.g., road construction, pollution,
urban development, dam building) that can impact an ecosystem.

S.K-2.B.3
Ecological Behavior and Systems

Students will accurately describe rural, suburban, and urban communities by writing short, accurate
descriptions of each on a notecard.
MATERIALS:
Large notecard/half-sheets of paper
Pencil

Play YouTube video: Second Grade: Types of Communities- Urban, Suburban, and Rural
https://www.youtube.com/watch?v=jcEY8l8Ix2E
Page 5
 Have students open to page 124 in their social studies books
 As a class, look at “What to Know” in the top left and corner. Discuss the question.
 Read “Choosing a Place to Live” aloud to the students. Have a student read the ‘reading check’
question. Raise hands to answer.
 Call on students to read “Rural Areas” – 1 student per paragraph. Have another student read
‘reading check’ question. Raise hands to answer.
 Read ‘Children in History’
 Call on students to read “Urban Areas and Suburbs” – 1 student per paragraph. Have another
student read ‘reading check’ question. Raise hands to answer.
 Read summary to class.
 Before passing out materials, instruct students to have their eyes and ears focused on the person
giving the instructions, and not to touch materials being passed out. Pass out large notecards/half-
sheets. Students should put their name and shape on their card.
 Tell students that they are to get together with their SHAPE group. Each person is going to write
their own definition of what an urban, suburban, or rural area is based on their number.
 Instruct students that 1s with define urban areas, 2s will define suburban areas, and 3s will define
rural areas.
 Now students may get into their groups. Write which # defines which area on the board.

When everyone in their group is finished, students are to share their definition of their assigned area. If
all of their group agrees, they can place their notecard on the basket on the teacher’s desk. When every
group is done, students may begin clean-up duties.
ACCOMMODATIONS:
Partner work
Use of verbal praise, verbal cuing, redirection
Students will write a short summary of rural, suburb, or urban areas on a notecard.
Instructor will continuously, informally assess students for attention and participation throughout the
lesson.
clinical placement):
Students had major difficulties concentrating. It took the 20 minutes to get through the reading. I tried
redirecting the class nicely twice, and was much more stern. When they were unable to finish writing
their definitions, the students were very mad and frustrated. I think that this may have demonstrated for
them how much of an effect their joking around had. But, they are 7 and 8, so I’m not sure how long
lasting the lesson will be.
Page 6

Loretto, PA 15940
LESSON PLAN Format

Time Needed for Lesson 30 minutes Lesson Concept Natural Resources

S.K-2.D.1.2
Understand that Earth has natural resources.
S.K-2.D.1.2.1
Identify Earth’s natural resources.
4.5.2.C
Identify how people can reduce pollution.
4.5.2.A
Identify the natural resources used to make various products.

S.K-2.D.1
Earth Features and Processes That Change Earth and Its Resources

Students will actively will participate in their group throughout the class period as observed by the
instructor.
Students will fully complete the jigsaw activity worksheet within their groups during the group activity.
MATERIALS:
YouTube video: “Cartoons for Children. Natural Resources for Kids. Science Videos for Kids. Education
for 1st Grade” https://www.youtube.com/watch?v=RoJqLXY3tPc
Jigsaw Activity Page
Pencil

Play the following youtube video to introduce the idea of natural resources to the students. May search it
– “Cartoons for Children. Natural Resources for Kids. Science Videos for Kids. Education for 1st Grade”
Page 7
https://www.youtube.com/watch?v=RoJqLXY3tPc ~4min

 Instruct students to open to page 114 in their social studies books.
 “People use natural resources to live. A natural resource is something found in nature that people
can use.”
 Instruct students to have their eyes and ears focused on the person giving the instructions, and
not to touch what is being passed out. Pass out jigsaw activity page.
 Explain to students that we are going to do a jigsaw activity.
 ‘Each group is going to have a section in their book to read as a group. When they are done reading
their section, they are going to answer the reading check question together. When all groups have
finished, they will move to a second group where they will share their answers with their new
group. Each person in their second group will share information about different sections.’
 Assign each group 1 a section:
o See Neon Notecards for grouping instructions.
 Instruct each group to read their section together and work to answer the reading check answer
as a group. They should each write the answer to the reading check question in the correlating
section of the jigsaw.
 Allow 6 or 7 minutes for students to complete the task. Walk around and offer assistance as
needed.
 Once all students have completed their task, assign the students to their second group.
 Instruct students to share what they have learned with their group. They should listen to their
groupmates and answer the reading check question for each section.

Ask students to name some of the natural resources they use regularly.
Instruct students to put away their books and place their jigsaw activities in the basket on the desk, then
begin clean up duties.
ACCOMMODATIONS:
Students will fully complete the jigsaw activity worksheet within their groups.
Students will actively will participate in their group throughout the class period as observed by the
instructor.
Students took notes on their topic, but not the other students’ topics. They did discuss each area when
they got into their color/shape groups. Students required a lot of attention and support, but were
successful in their note-taking. The group of all boys required near constant supervision. Xavier needs
constant support and motivation. He can be a trouble maker.
Page 8

Loretto, PA 15940
LESSON PLAN Format

Time Needed for Lesson 30 minutes Lesson Concept Changing Our Environment

7.3.2.A
etc.).
7.4.2.A
Identify how environmental changes can impact people.
S.K-2.B.3.2.1
Identify natural events (e.g., fire, flood, extreme weather) and human actions (e.g., road construction, pollution,
urban development, dam building) that can impact an ecosystem.

S.K-2.B.3

Students, as a group, will create a poster namely about urban, suburban, and rural areas, meeting all of
the criteria set forth of the provided checklist.
MATERIALS:
Poster
Pencils
Crayons/colored pencils
Notecards with definitions from previous lesson.

Instruct students to open their book to page 132. Read ‘Changing Our Environment’ as a class. May use
popcorn reading or volunteers. Be sure to answer the reading checks as you go.
Page 9

 Instruct students that they are going to have time to work on their posters.
 Each of the three sections of their poster corresponds to one of the types of areas that we talked
about, that people settle in: Rural, Suburban, Urban
 Each section needs to include a title, picture, description, resources found in that area, and types
of communication used.
 Today, they should work on putting a title, picture, and description in each section.
 Put these three things up on the board.
 Then, dismiss students to their poster areas by shape (poster group). Students should take their
pencil boxes with crayons/colored pencils with them.
 One person from each group may get their poster and their previous notes.

At 2:27, Instruct students to put away their materials and place their posters on the window sill, then
ACCOMMODATIONS:
Use verbal praise, verbal cueing, redirection
Adult support by student request
Peer support (two students in the same group with the same number)
Students will work on their group poster, to be graded based on the checklist.
lesson.
Students took most of the time reading the book, so they did not have a lot of time to work on their
posters. I think I am going to have to add a day of just poster work. They were only able to get their
names on the poster, the poster folded, and their group color on the back.
Things did get loud, but I will talk about it next lesson. I am going to chalk it up to how I was rushing
them through.
Page 10

Loretto, PA 15940
LESSON PLAN Format

Subject _Social Studies – Using Our Resources __________________
Time Needed for Lesson 30 minutes Lesson Concept Connecting Communities

S.K-2.B.3.3
Describe how resources are conserved for human needs.
CC.1.4.2.A
Write informative/ explanatory texts to examine a topic and convey ideas and information clearly.

S.K-2.B.3

Students, as a group, will create a poster namely about urban, suburban, and rural areas, meeting all of
the criteria set forth of the provided checklist.
MATERIALS:
Posters
Pencils
Coloring materials

Ask, “how have transportation and communication changed over time?” Allow students to answer, and
elaborate if needed. Instruct students to turn to page 138 in their Social Studies textbook.

 Read Connecting Communities and subsections as a class. (popcorn, volunteers, etc.)
 Instruct students to have their eyes and ears focused on the person giving the instructions.
 Students are to add resources found in that area, and types of communication used to each section
Page 11
of their posters.
 Students are to have a teacher or aid help them check that all criteria are being met.
 Posters should be finished and turned in by the end of the class period.

At 2:27, Instruct students to put away their materials and place their posters on the window sill, then
ACCOMMODATIONS:
lesson.
Students will work on their group poster, to be graded based on the checklist.
Students were on task until about 5 minutes into the group project, then they fell hard. I will spend lots
of specific time explaining my expectations at the beginning of the next period. I do have to add an extra
period, just for work. I’m not sure how to guide their work other than give explicit instructions and use
the strikes without more adults. With it just being me, it’s difficult to be everywhere at once. A few times
I told students to go sit down and raise their hand until I could get to them.
Page 12
Page 13
Name: ________________________________________________
Put a star  next to the title of the section you read.
People Use Air People Use Water
People Use Land Caring for Our Resources
Page 14
My Resources Poster Checklist

Name: ___________________________
Group: ___________ Number: _____ Color: __________________
Does my poster have…

Titles?
____Urban?
____Suburban?
____Rural?
Pictures?
____Urban?
____Suburban?
____Rural?
Descriptions?
____Urban?
____Suburban?
____Rural?
Resources found in each area?
____Urban?
____Suburban?
____Rural?
Types of communication used?
____Urban?
____Suburban?
____Rural?
Page 15

Using Our Resources Unit Plan

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USING OUR RESOURCES

S’18 Carissa Blair

Using Our Resources

DAY 1/INTRODUCTION – USING OUR RESOURCES

 S.K-2.D.1.2 – Understand that Earth has natural resources.

 4.3.2.B – Identify products and by-products derived from renewable resources.

DAY 2/LESSON 2 – PEOPLE SETTLE

 7.4.2.A – Identify how environmental changes can impact people.

DAY 3/LESSON 1 – LAND AND WATER RESOURCES

 S.K-2.D.1.2.1 - Identify Earth’s natural resources.

 4.5.2.C - Identify how people can reduce pollution.

 4.5.2.A - Identify the natural resources used to make various products.

DAY 4/LESSON 3 – CHANGING OUR ENVIRONMENT

 7.4.2.A – Identify how environmental changes can impact people.

 CC.1.4.2.V – Participate in individual or shared research and writing projects.

DAY 5/LESSON 4 – CONNECTING COMMUNITIES

 CC.1.4.2.V – Participate in individual or shared research and writing projects.

SAINT FRANCIS UNIVERSITY

LESSON PLAN Format

Student Teacher Carissa Blair __________________ Grade 2nd

PA STANDARD(S) (Write out standards):

ASSESSMENT ANCHOR(S) (Write out the anchors):

OBJECTIVE(S) (Be sure to include all four parts):

ACTIVITIES (There are three sections here):

BODY:(Bulleted step by step)

CLOSURE (Wrap up and brief summary):

SAINT FRANCIS UNIVERSITY

LESSON PLAN Format

Student Teacher Carissa Blair __________________ Grade 2nd

PA STANDARD(S) (Write out standards):

ASSESSMENT ANCHOR(S) (Write out the anchors):

OBJECTIVE(S) (Be sure to include all four parts):

ACTIVITIES (There are three sections here):

OPENING (hook, purpose and basic plan)

CLOSURE (Wrap up and brief summary):

SAINT FRANCIS UNIVERSITY

LESSON PLAN Format

Student Teacher Carissa Blair __________________ Grade 2nd

PA STANDARD(S) (Write out standards):

ASSESSMENT ANCHOR(S) (Write out the anchors):

OBJECTIVE(S) (Be sure to include all four parts):

ACTIVITIES (There are three sections here):

BODY:(Bulleted step by step)

CLOSURE (Wrap up and brief summary):

SAINT FRANCIS UNIVERSITY

LESSON PLAN Format

Student Teacher Carissa Blair __________________ Grade 2nd

PA STANDARD(S) (Write out standards):

ASSESSMENT ANCHOR(S) (Write out the anchors):

OBJECTIVE(S) (Be sure to include all four parts):

ACTIVITIES (There are three sections here):

OPENING (hook, purpose and basic plan)

BODY:(Bulleted step by step)

CLOSURE (Wrap up and brief summary):

SAINT FRANCIS UNIVERSITY

LESSON PLAN Format

Student Teacher Carissa Blair __________________ Grade 2nd

PA STANDARD(S) (Write out standards):

ASSESSMENT ANCHOR(S) (Write out the anchors):

OBJECTIVE(S) (Be sure to include all four parts):

ACTIVITIES (There are three sections here):

OPENING (hook, purpose and basic plan)

BODY:(Bulleted step by step)

Group: _________ Number: _ Color: ________________