Question(s)
What is a natural resource?
What natural resources are in Maine?
How do I rely on natural resources?
Overview
Students will work together to create a working definition of “natural resource.” Using their definition, students will look outdoors, online, and at home to identify the natural resources in their area and the entire state of Maine. This activity will create a foundation for the rest of the watershed experience and is referred to in Finding Balance, Be a Watershed, and Natural Resources in your Watershed.
Standards (MLR)
Learning Objectives
- Students will be able to explain what a natural resource is.
- Students will be able to identify the natural resources around them.
- Students will be able to identify their use of natural resources.
Materials
- chalk/white board
- flipchart paper
- computer
- LCD projector
- paper and writing utensils
- Internet Access
Time Needed
90 min. or 2 classes
Activity Procedure
Defining “Natural Resource”
1. In small groups (3-5), give students a list of five natural resources (ex. lobster, lumber, air, granite, drinking water). Ask students to familiarize themselves with the list as a group. If they are not familiar with a term ask another student who is more familiar with it to explain. Once everyone is comfortable with the list have the group discuss what these resources have in common. Have one student be the note taker and write down key words or ideas the group talks about.
*If a group is struggling, give them another word (a non-natural resource), ask “How is this different from the others?”
2. Ask each group to come up with 3 key words or phrases they think best describe their group of words. Share these with the class.
3. Post/project the dictionary definition of “natural resource”
Natural Resource: industrial materials and capacities (as mineral deposits and waterpower) supplied by nature
Ask: “Does this definition fit your group of words?”
4. Ask the students to return to their groups and revisit their definition of natural resource. Make revisions so that it reflects ideas in the dictionary definition that students may have missed. Have them share their group definition with the class. Write these below the dictionary definition.
5. As an entire class, using the student-generated definitions, simplify the dictionary definition so that everyone understands it and can use it properly. This will remain your working definition for the rest of this WE. Write the final working definition on a flip chart sheet and post in the classroom for future reference.
Natural Resources in your School Yard
6. Bring students out to your schoolyard (see Taking Kids Outside) and ask them to find a quiet spot within your set boundaries. Working solo or in pairs, give students 5-10 minutes to list in their notebooks all of the natural resources around. You may want to bring the class working definition out with you.
Natural Resources in Maine
7. Back in the classroom, have students return to original groups and share their lists. Ask students to discuss what other natural resources Maine has to offer and add them to the list. To make the list as complete as possible have the students use the Internet and/or books available for further research.
Natural Resources at Home
8. Ask students to make a list of natural resources that they use in their daily lives over the course of the day and night. Encourage them to interview their family members about how they use natural resources. Note that some of these will be on the classroom list and some will not.
Natural Resource List
9. Have students return to the same small groups and share their lists of natural resource they generated at home. Which natural resources do we have in Maine? Which ones do we rely on from other places? Add any new resources that students had on their home lists to the groups existing list (from exploring their schoolyard and research). Each small group will create a single list of Maine’s natural resources.
10. As a class, create a compiled list of Maine’s natural resources. Go around the room and ask each student to add one resource to the list until each group’s list is represented. Post this list in the classroom for reference later.
Reflection/Formative Assessment Ideas
An alternative method to define a term with your students is to use the Frayer Model. This can also be used to assess understanding of new terms.
Extension Ideas
Have a great idea to share? Please leave a comment below.
Resources
Natural Resource Council of Maine – http://www.nrcm.org/
References
http://www.merriam-webster.com
http://www.ehow.com/list_6327311_list-maine_s-natural-resources.html
http://www.justreadnow.com/strategies/frayer.htm
Maine: A Natural Resource Rich State
Author(s):
Meredyth Eufemia, Gulf of Maine Research Institute
Gayle Bodge, Gulf of Maine Research Institute
Table of Contents
Question(s)
What is a natural resource?
What natural resources are in Maine?
How do I rely on natural resources?
Overview
Students will work together to create a working definition of “natural resource.” Using their definition, students will look outdoors, online, and at home to identify the natural resources in their area and the entire state of Maine. This activity will create a foundation for the rest of the watershed experience and is referred to in Finding Balance, Be a Watershed, and Natural Resources in your Watershed.
Standards (MLR)
Social Studies
D1 Geographic Knowledge, Concepts, Themes, and Patterns
3-5 Students understand the geography of the community, Maine, the United States, and various regions of the world.
a. Explain that geography includes the study of Earth’s physical features including climate and the distribution of plant, animal, and human life.
6-8 Students understand the geography of the community, Maine, the United States, and various regions of the world and the geographic influences on life in the past, present, and future.
a. Explain that geography includes the study of physical, environmental, and cultural features of the State, nation, and various regions of the world to identify consequences of geographic influences and make predictions.
Learning Objectives
Materials
Time Needed
90 min. or 2 classes
Activity Procedure
Defining “Natural Resource”
1. In small groups (3-5), give students a list of five natural resources (ex. lobster, lumber, air, granite, drinking water). Ask students to familiarize themselves with the list as a group. If they are not familiar with a term ask another student who is more familiar with it to explain. Once everyone is comfortable with the list have the group discuss what these resources have in common. Have one student be the note taker and write down key words or ideas the group talks about.
*If a group is struggling, give them another word (a non-natural resource), ask “How is this different from the others?”
2. Ask each group to come up with 3 key words or phrases they think best describe their group of words. Share these with the class.
3. Post/project the dictionary definition of “natural resource”
Natural Resource: industrial materials and capacities (as mineral deposits and waterpower) supplied by nature
Ask: “Does this definition fit your group of words?”
4. Ask the students to return to their groups and revisit their definition of natural resource. Make revisions so that it reflects ideas in the dictionary definition that students may have missed. Have them share their group definition with the class. Write these below the dictionary definition.
5. As an entire class, using the student-generated definitions, simplify the dictionary definition so that everyone understands it and can use it properly. This will remain your working definition for the rest of this WE. Write the final working definition on a flip chart sheet and post in the classroom for future reference.
Natural Resources in your School Yard
6. Bring students out to your schoolyard (see Taking Kids Outside) and ask them to find a quiet spot within your set boundaries. Working solo or in pairs, give students 5-10 minutes to list in their notebooks all of the natural resources around. You may want to bring the class working definition out with you.
Natural Resources in Maine
7. Back in the classroom, have students return to original groups and share their lists. Ask students to discuss what other natural resources Maine has to offer and add them to the list. To make the list as complete as possible have the students use the Internet and/or books available for further research.
Natural Resources at Home
8. Ask students to make a list of natural resources that they use in their daily lives over the course of the day and night. Encourage them to interview their family members about how they use natural resources. Note that some of these will be on the classroom list and some will not.
Natural Resource List
9. Have students return to the same small groups and share their lists of natural resource they generated at home. Which natural resources do we have in Maine? Which ones do we rely on from other places? Add any new resources that students had on their home lists to the groups existing list (from exploring their schoolyard and research). Each small group will create a single list of Maine’s natural resources.
10. As a class, create a compiled list of Maine’s natural resources. Go around the room and ask each student to add one resource to the list until each group’s list is represented. Post this list in the classroom for reference later.
Reflection/Formative Assessment Ideas
An alternative method to define a term with your students is to use the Frayer Model. This can also be used to assess understanding of new terms.
Extension Ideas
Have a great idea to share? Please leave a comment below.
Resources
Natural Resource Council of Maine – http://www.nrcm.org/
References
http://www.merriam-webster.com
http://www.ehow.com/list_6327311_list-maine_s-natural-resources.html
http://www.justreadnow.com/strategies/frayer.htm