Natural Resources Day 1

Common Core Speaking and Listening Standard: Second grade

(CCSS.ELA-LITERACY.SL.2.2): Recount or describe key ideas or details from a text read aloud
or information presented orally or through other media.
(CCSS.ELA-LITERACY.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
Learning Objective: While watching a Brainpop video, students will be able to answer fill in
the blank questions about Natural Resources with 80% accuracy.
I Can Statement: I can use an informational text or video to answer questions about a subject.
Instructional Resources/ Materials:
Brainpop video: https://jr.brainpop.com/science/conservation/naturalresources/
Brainpop Worksheet
Vocabulary:
Natural Resource
Renewable Resource
Non-renewable resource
Fossil Fuel
Procedure:
PUT PAPERS ON CLIPBOARDS BEFORE LESSON
Call students to the carpet, sit with clipboard on your lap and eyes on me
Has anyone ever heard of natural resources?
What do we think that means? (do not give answer, just ideas)
I have a brainpop video to help us learn Natural Resources
o You will listen carefully as we watch the video in order to answer the questions on
your paper
Start Video (pause throughout to answer questions)
Go over paper
If extra time, try the brainpop quiz as a class
Differentiation Notes/ Instructional Strategies:
Universal support: pausing the video to thinking time
Assessment:
Did they complete the worksheet correctly?

Name:____________________

Natural Resources
1) What is a natural resource?
Something of value we get from the _______________.
2)

3 examples of natural resources we need to

live: _________, ___________, _______________.

3)

3 others: _________, ____________,

_______________.

4)

If the resource can grow back or be

replaced it is _____________.

5)
6)

Plants are ______________ resources.

__________ and __________ are nonrenewable
resources.

7)

List one thing we use natural resources for:

_____________________________________.

8)
9)

People are using natural resources

_____________ and causing problems in our
environment.
Some living things are losing their ___________.

10) When transporting fossil fuels, land and

______________ can become polluted.
11) Burning fossil fuels can cause _____ pollution.
12) We can ___________ resources or protect them
from loss.
13) We can reduce the amount of ________ we use
and conserve water.
14) We can ___________ things again and again.

15) We also ___________ glass, paper, plastic and

metals.

Natural Resources Day 2

State-Adopted Standard: Second grade (#):
(CCSS.ELA-LITERACY.SL.2.2): Recount or describe key ideas or details from a text read aloud
or information presented orally or through other media.

(CCSS.ELA-LITERACY.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
Learning Objective: Students will be able to differentiate man-made and natural resources with
80% accuracy.
I Can Statement: I can identify natural resources.
Instructional Resources/ Materials:
Natural or man-Made? Book
Natural Resource Worksheet
Vocabulary:
Natural
Man-made
Procedure:
Call students to the carpet at a level zero.
What did we begin learning about yesterday from our brainpop video?
What is a natural resource?
What is an example of a natural resource?
o Air, water, soil
Today I have a book for us to learn a little bit more about the difference between a natural
resource and a man-made resource.
What do you think man-made means?
Read Book
Natural resources are NOT things that people create
I have a worksheet to help us decide what things are natural resources and what are
manmade resources
Show worksheet and the process
o Do two examples together
You will go back to your seats and finish this page to show me that you know what a
natural resource is. Do we have questions?
Call each table to get papers and go back to their seats
Turn in when finished.
Differentiation Notes/ Instructional Strategies:
ELL students can do the Natural or Man Made sort. Explain to them that manmade are
things that huMANS make. If humans do not make it, it is natural.
Higher Achieving students should then provide an example of what each natural resource
can be used to make and vice versa.
Assessment :
What did they recall from the video? Could they answer questions?

Worksheet

Natural Resources Day 3

State-Adopted Standard: Second grade (#):
(CCSS.ELA-LITERACY.SL.2.2): Recount or describe key ideas or details from a text read aloud
or information presented orally or through other media.
(CCSS.ELA-LITERACY.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
Learning Objective: Students will be able to differentiate renewable and nonrenewable
resources with 80% accuracy.
I Can Statement: I can identify renewable and nonrenewable resources.
Instructional Resources/ Materials:
Conversation Book
Sort papers
Large construction paper
Vocabulary:
Renewable
Nonrenewable
Procedure:
PUT PAPERS ON DESKS BEFORE LESSON
Call students to the carpet at a level zero.
What is a natural resource?
Today I have a book for us to learn a little bit more about the difference between
renewable and nonrenewable natural resources.
Do we have any idea what renewable might mean?
What if I put the prefix non on there? What might nonrenewable mean?
Read book
I have a sort to help us decide what things are renewable and nonrenewable natural
resources.
Show worksheet and the process
You will go back to your seats and finish this sort to show me that you know what
renewable and nonrenewable resources are. Do we have questions?
Call each table to get paper and go back to their seats
Turn in when finished
Differentiation Notes/ Instructional Strategies:
Tell what each picture is to struggling students

Higher Achieving students should add additional resources to the sort

Assessment:
What did they recall from the yesterday?
Could they answer questions?
Sort

Natural Resources Day 4

State-Adopted Standard: Second grade (#):
(CCSS.ELA-LITERACY.SL.2.2): Recount or describe key ideas or details from a text read aloud
or information presented orally or through other media.
(CCSS.ELA-LITERACY.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
Learning Objective: After reading about the renewable resource, students will be able to
identify at least one way that they can conserve water.
I Can Statement: I can identify ways that I can conserve renewable resources.
Instructional Resources/ Materials:
What should I Save Water? Book
Worksheet
How much water do we use a day? Worksheet
Vocabulary:
Rationing
Procedure:
Call students to the carpet at a level zero.
What are some renewable resources?
Do these resources just come back automatically?
o No they take time, and we are using them faster than they are made
Today I have a book for us to learn a little bit more about why we need to be careful with
these natural resources even though they are renewable.
Read book
Open worksheet page
What daily activities do we use water for?
o Drinking
o Shower
o Washing hands
o Brushing teeth
o Dishwasher
o Toilet

o Washing Machine
Write in gallons
Each day EVERY person can use about _____ gallons of water! That is a huge amount of
water.
We need to do what we can to converse water or not use so much so we do not run out.
Think about how you can save water.
You will go back to your seats and write about how you can save water
Call each table to get paper and go back to their seats
Turn in when finished

Differentiation Notes/ Instructional Strategies:

Write for Mayron
Prompting questions for struggling students
o Where did they use water in the book?
o Do you clean yourself with water?
o Does water clean anything in your house?
Assessment:
What did they recall from the yesterday?
Could they answer questions?
Ways they can save water

Natural Resources Day 5

State-Adopted Standard: Second grade (#):
(CCSS.ELA-LITERACY.SL.2.2): Recount or describe key ideas or details from a text read aloud
or information presented orally or through other media.
(CCSS.ELA-LITERACY.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
Learning Objective: After reading about the renewable resource, students will be able to
identify at least one way that they can conserve energy.
I Can Statement: I can identify ways that I can conserve renewable resources.
Instructional Resources/ Materials:
What should I Save Energy? Book
Worksheet
Vocabulary:
Electricity
Fuel
Procedure:

Call students to the carpet at a level zero.

What are some renewable resources?
Do these resources just come back automatically?
o No they take time, and we are using them faster than they are made
Today I have another book for us to learn a little bit more about why we need to be
careful with these natural resources even though they are renewable.
Read book
Each day EVERY person uses a lot of electricity!
We need to do what we can to converse electricity just like water so we do not run out.
Think about how you can save electricity.
You will go back to your seats and write about how you can save electricity
Call each table to get paper and go back to their seats
Turn in when finished

Differentiation Notes/ Instructional Strategies:

Write for Mayron
Prompting questions for struggling students
o Where did they use electricity in the book?
o What do you like to do at home? Does that use electricity?
o Where do we use electricity at school?
Assessment:
What did they recall from the yesterday?
Could they answer questions?
Ways they can save electricity