Lesson Plan Format for Teacher Education Candidates

Ithaca College School of Humanities and Sciences

Name

Hope Darcey-Martin

Lesson Title or Topic

Resources and Needs

Grade Level

3rd

Course Name or
Content Area

Social Studies

Context
1. This is the second lesson in a unit about human rights and water
access. The first lesson introduced human rights while this lesson
introduces natural resources, human needs and the importance of
water.
2. The long-range objectives to which this lesson contributes are
for students to understand the issues related to global and local
access to clean water and to begin to analyze how certain human
rights are respected for certain people and are not not respected for
others. Lastly, students should begin to explore ways to become
involved with social action on a local level.
3. The students for whom this lesson has been developed are in
3rd grade. It is a diverse group of 16 students. Several students have
IEPS and one student has a 1-to-1 aid. Many students need extra
support in math, writing, reading, and speech. The class has been
developing a community in which different needs are accepted.
Students are learning to honor each classmate and understand that
teachers and students all must support each other in different ways
throughout the day.
Central Focus
The central focus of the lesson is understanding the relationship between
humans and natural resources and that humans use resources to help them
survive and thrive. Students will also understand the importance of water
through a problem solving activity.
State/National Content Standards (Common Core State Standards)
Social Studies: CCSS framework conceptual understanding 3.8: The

concept of universal human rights suggests that all people should be

treated fairly and should have the opportunity to meet their basic needs.
CCSS framework conceptual understanding 3.8a: Across global
communities, governments and citizens alike have a responsibility to
protect human rights and to treat others fairly
CCSS framework conceptual understanding 3.9a: World communities use
human and natural resources in different ways.
3.9a. World communities use human and natural resources in different ways
3.10b. World communities have needs,
wants and limited resources. To meet their needs and wants communities
trade with others. Technological developments in transportation and
communication have influenced trade.
CCSS.ELA-Literacy.SL.3.1
Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 3 topics and texts,
building on others' ideas and expressing their own clearly.
CCSS.ELA-Literacy.W.3.8
Recall information from experiences or gather information from print and
digital sources; take brief notes on sources and sort evidence into provided
categories.
Objectives and Assessments
Learning Objectives

Formative Assessments

1.Identify basic human

needs and natural
resources.

1. Morning message responses to

the question, Can you think of a
basic human need? and Can
you think of a natural resource?
Students may have trouble with
the natural resource. This will
help me know how in-depth I
need to go with the definition. I
will see if students are able to
identify a resource on the
morning message board. I am
looking for each student to
attempt a need and resource. I
am expecting some possible
confusion between the two.
Students should be able to think
of something a human needs,

Summati
ve
Assessme
nts

such as water, food, shelter, etc.

especially since the previous
lesson touched upon what we
need to have a good life.
Partner and class discussion
and worksheet about needs and
resources: I am looking for
students to add resources and
needs to their worksheet
throughout the discussion. I am
looking for students to identify a
need, as something that humans
must have in order to survive, for
example shelter. Student
should then identify a natural
resource that meets that need,
for example trees.
2. Analyze the connection
between natural resources,
human needs, and human
rights.

2. Exit ticket question: Why is

water a natural resource and a
human right? Students should be
able to use their worksheet and
class discussions to realize that
humans use water to help meet a
basic need and that having basic
needs met is a human right.

3. Understand the
importance of water as a
natural resource.

3. Group discussions during water 3.

use activity. I expect students to
work with their peers to think of
all the hidden use of water. For
example, when thinking about the
piece of chicken students should
be able to think that chickens
need water to drink, water to
grow the feed, water to grow the
wood that makes the coup etc.
Students will notice how much
water is used in things that you
wouldnt assume and the amount
of water used. This, plus the read
aloud and the video clip of
household water use all should
lead them to the conclusion that
water is an important resource.

Prior Knowledge

-Students need to understand the

concept of human rights.
-Students must know how to conduct
themselves during small group
activities.

-This concept was explored in depth

during the previous lesson.
-Students have worked in small
groups in previous lessons. Listening
and being respectful of classmates is
reiterated in the class rules that are
posted.

Academic Language

Students will makes arguments during the water use group activity.
Students will speak and listen to their group members and try to determine
which product uses the most water. As I circulate among the groups I will
encourage students to explain why they made the decisions that did, for
example why do you think the pair of jeans used more water than the piece
of bread? Students will also be encouraged to ask each other these same
questions in order to come to a consensus and then share with the class.
Language demands

Language supports

Content Vocabulary:
-Natural resource,
-Human need,
-Human rights,

-Manufacturing

-I will have a sense of who understands the terms

natural resource and human need by what
students write for the morning message question.
Students will learn from each other when they
share their answers and I will add to the definition
in necessary. The terms and definition will be
added to the word wall for this unit after they are
defined. The terms will continue to be used in
orally, in writing and with pictures on both the
PowerPoint and the worksheet.
-Students explored human rights extensively in
the previous lesson and the term will be reviewed
in the intro
-During the water use activity students will need
to know what manufacture means. This will be

defined by me since it does not need to involve an

indent discussion.

Lesson Procedures: Instructional Strategies/ Learning Tasks

Opening: 5 minutes
1. When the students walk in the room in the morning they will
answer the following questions on the morning message white board:
Can you think of a basic human need? and Can you think of a
natural resource. As students are thinking remind them that it is ok if
they are unsure, we are going to be discussing these terms
throughout the lesson.
Step-by-Step Procedures
Time
10
minutes

2. After math class, use the freeze please attention

signal and tell students that they will transitioning into
social studies.
Remind students that they learned about human rights the last
lesson and made some really beautiful and informative
illustrations for homework.
Start PowerPoint slide 1: Read and state the objectives:
Objectives:
-Identify basic human needs as human rights
-Understand natural resources are important to meet those
needs.
Ask if anyone remembers Article 25 of the Declaration of
Human rights from the previous lesson. If students do
not remember when you move to
Slide 2: Remind them that it was about basic human needs
and we had gone over a few. Remind students by reading
the slide. This will help those who have difficulty reading
from the board. What are basic human needs? Reiterate
that basic needs help humans survive.
Slide 3:Next ask if anyone knows what a natural resource
is? Lets break down the term. What does natural mean?
(call on students to answer). Click slide to show the
definition for natural. What does resource mean? If
students do not know resource use a library as an
example. A library is a great resource for books. See if
this helps them understand that a resource helps you.
While you are discussing have the teacher's aide pass

around the worksheet so that there is less transition

time.
3.Slide 4: Remind students of their morning message task. Now
that we know the definitions do the responses make sense? Can
they come up with more? Ask to think for a minute and share
one with their neighbor. Circulate the room as students are
discussing. Take note of who is sharing and if students are asking
for clarification. Remind students to look at the pictures to
help them out if they are having trouble.
Slide 5: Call on a few students to share. Write down on projected
slides as a model so those who have difficulties with spelling can
add to their chart.
5
minutes

4. Slide 5:. Ask students to think about the question on the

bottom of their worksheet. Let them think for a minute then
direct them to share with their neighbor. Circulate the room
(along with the 3 other adults in the room) and ask questions
such as Do you notice anything about the two lists? Any
connections? if people are having trouble coming up with a
response. After two minutes ask for some volunteers to share to
the group. Using their idea create and write a sentence on the
board. Students may write their own or copy yours. Take note
of who creates their own sentence. Make sure the sentence
you write has something to do with how many of the resources
help meet the needs. For example, what need would plants help
meet? Hopefully at least one student will realize that cloth is
often made from plants. So how does cloth help mean a basic
need? Students will realize that cloth is made into clothing and
having clothing help keep you warm and/or protected.

5
minutes

5. Slide 6: On the count of three everyone tell me what resource

we are going to talk about today. 1,2,3 water! Ask students why
water is so important. The pictures will help some students.

10-15
minutes

6. Use egg shaker to get everyone to their bunch spots for a

read aloud. Some students have trouble staying in one play for a
long time and will appreciate the chance to stretch and a change
of location. Read the book A Cool Drink of Water by Barbara
Kerley. Answer student questions along the way. By the end of
the book students will see how everyone needs water and will
begin to see that people get water from different sources. This
will be explored more in the next lesson. In order to see if
students are gaining understanding ask them to add to their
brainstorm of why water is important.

5
minutes

2
minutes

7. Slide 7. Explain to students that they will now be doing an

activity that explores how much water it takes to create or
manufacture certain items. Define the work manufacture (man
made).
Tell students they will be getting in the same groups as the last
lesson in the same location. (Use the chart created from the last
lesson so students have a visual so there is no confusion and a
quick transition). Explain that each group will be receiving a
packet of pictures and a packet of numbers of gallons. (Hold is
an example). Their job is to match the number with the picture.
How much water does it take to create or manufacture the item.
Every picture has a match. They will need to discuss all the
different things that go into making the product. It will be
surprising! Ask them to try to make an argument why they
matched them the way they did. Afterwards, the teacher will
unveil the true answers.
Before transitioning to their groups pass around a 1 gallon jug of
water. Explain that this is 1 gallon in order to give them a point
of reference for the activity.
8. Transition students to the groups and have a teacher go with
each group. Circulate as groups discuss. Ask students why they
chose what they did. Ask questions such as, well how is
bread made?, What do chickens need in order to
survive?, Well, what do chickens eat? and What does
grain need to grow?. Try to have students think really
critically about their decisions and push themselves to
think of all the hidden ways water is used.
9. Ask students to rotate to all the stations clockwise (this term
has been used before but model for students) to see what other
groups did. When you ring the bell they will move to the next
group.
10. Transition students back to bunch. Ask volunteers to share
why they chose a certain amount for a particular product. After
they respond ask if anyone had a different argument. Even
though only a few people might share, the teacher had the
opportunity to circulate and listen to everyones contribution
during the group discussion.
10. Slide 8. Reach each amount and ask if anyone is surprised by
the answers. Allow students to ask questions about why they use
that amount. Remind students that every step or growth or
manufacturing uses water!
10. Slide 10: Tell students they they will watch a short video clip
(up to 1:55) about hidden sources of water. This will help
students who are still having trouble with the concept. Read
words during the video in case anyone has trouble seeing.

Closure 5 minutes:
11. Slide 11: Wrap up. Remind students of the objective of the day. Hand
out the exit ticket (Why is water a natural resource and a human right?).
Ask students to take 5 minutes to try and sneer the best they can. They can
add pictures to the words. Spelling and full sentences are not important for
this task.
12. Slide 12: Tell students that you will be talking about water as a natural
resource and a right further in upcoming lessons. Leave students to ponder
the following question Do you think everyone has the same access to
clean water around the world?.

Differentiation
Universal Design
Representation: Information will be accessible through various means of
representation including images, text, and video. Vocabulary is either pre
taught or added to the word wall after defined as a class. This is permanent
in the classroom and is available for students when they need it. It is
helpful for students who are absent to see what vocabulary was taught the
previous day.
Engagement:
-Students will be encouraged to think independently first but will then pair
and share and benefit from whole and small group discussion.
-Students were very engaged with the previous human right lesson. Water
is a natural resource that is crucial for all people and is therefore a topic
that is relevant for all students.
-Known attention signals are used so that everyone is clear about how and
where to transition. This minimizes distraction and confusion.
-Students in this class really enjoy small group activities and games. The
water use activity will allow them to express their opinion and listen to the
opinions of their peers.
Expression/Action:
-Students are all expected to write in the lesson but not without support
when needed. Students can write sentences or words and will always have
a model to copy from if needed. Writing is not an integral part of this
particular lesson but those who would like to write more have the
opportunity. Students are encouraged to push themselves appropriately by
being given choice. Teacher can monitor these choices and can
independently conference at a later date if there might be a discrepancy
between potential and achievement.
-Students will not be required to all orally share in front of the whole class.

Participation in full class discussion does not always mean a verbal

contribution. Students can learn from and learn to model from peer
contribution.
-The exit ticket is open to allow students to explain in a way that makes
sense to them. If the responses on the exit ticket are unclear or indicate a
possible misconception or confusion I will be able to meet with the student
or have a review the next day.
Students with Specific Learning Needs
IEP/ 504 Plans
(classifications/needs)

Supports, Accommodations, Modifications,

Pertinent IEP Goals

-Student with autism

-Student with Learning

Disability

Student has a behavior plan that outlines in

detail the steps that are taken when the
student become frustrated. The 1-to-1 aide
supports the student if they become unsafe
in the classroom. The student and aide can
take a walk/take a break if needed.This is
done in a way that honors the students
needs while allowing other students to
continue working in a calm and safe
environment.

-Student with 504/behavioral

plan

-This student needs academic and

emotional support. She is placed in a group
with a student who is strong in all subjects
and has taken the child this child under
their wing. They are consistently observed
working together without being asked.
-This student has difficulty with executive
functioning. There is consistent modeling in
this lesson by both teacher and students.
Every instruction is spoken orally and
written. The Needs/Resources worksheet
will help the student organize their
thoughts and make connections. -Since
human needs and resources are probably
new concepts, this student can copy notes
from the board and from peer discussions
after trying on their own. This will allow this
student to have multiple opportunities to
get their thoughts on paper.

Other Learning Needs

Supports, Accommodations, Modifications

-Students Who Need Extra

Challenge

-These students have the opportunity to

take a leadership position during the small
group activity.
-They can also write detailed explanations,
and are encouraged to ask questions (even
if they cant be fully answered at the time).
They questions can be added to
questions box in the front of the room so
that they can be fully addressed at a later
time.
-These students also have chances to help
support their peers through pair and share
and group work.

Instructional Resources/Materials
-PowerPoint/Smartboard
-Worksheet
-Packets for water use activity
-Exit ticket
-Cool Drink of Water by Barbara Kerley
-White board for morning meeting question.

Theoretical Principles/ Research-Based Practices

This lesson in based on universal design for learning when possible.
UDL aims to provide every students with access to curriculum so that
they all have opportunities to learn and grow (Mcguire, Scott & Shaw,
2006).
This lesson incorporates a cooperative small group activity. Using
small groups can foster social relationships between peers, allows
students to use problem solving skills collectively and allow students to
model from each other (Blumefeld, Marx, Soloway and Krajcik, 1996).
This lesson is built on the understanding that young students have
ability to explore complex real-world issues and can develop critical
literacy skills. This lesson introduces the issues of water use and access,
controversial issues that involve many conflicting perspectives. This
lesson allows students to explore concepts on a global scale but also look
introspectively at their own lives (Lewison, Flint & Sluys, 2005). Human

rights issues, such as access to resources, cannot be explored without

looking at inequality. Students can begin develop a critical eye in order to
analyze how and why people do not experience the same access and
what can be done to promote equity in their own lives (Leland & Harste,
2000).
References
Theory:
Blumenfeld, P.C., Marx, R.W., Soloway, E. and Krajcik, J.(1996). Learning
with peers: From
small group cooperation to collaborative communities. Educational
Researcher. 25(8),
37-40.
Leland, C.H., & Harste, J.C. (2000). Critical literacy: Enlarging the space of
the possible.
Primary Voices K-6, 9(2), 3-7.
Lewison, M., Flint, A.S., & Van Sluys K. (2002) Taking of critical literacy.
The journey of
newcomers and novices. Language Arts, 79(5), 382-392).
Mcguire, J. M., Scott, S. S., & Shaw, S. F. (2006). Universal design and its
applications in
educational environments. Remedial and Special Education, 27(3),
166-175.
Inspiration for activity:
Project Wet Foundation. (2011). Project wet: Curriculum and activity
guide. Bozeman, MT.
Resource for water amounts:
Unites States Geological Survey (USGS). (2014). The USGS Water Science
School.
http://water.usgs.gov/edu/sc1.html

Lesson Reflection
I assumed that students would relate to this lesson as they did
with the previous lesson. Everyone uses natural resources and everyone
has basic needs. Water is something that is intimately important for
students since they use it every day.

The lesson didnt seem quite as engaging initially (as was the
case with the first lesson). Students participated but they were very
confused about resources at first. It may have been helpful to start with a
book or something more engaging since students did not seem ready to
have to discuss natural resources as a class until they had a little more
information. I think more time needed to be spent on resources and then
move into natural resources. A short video clip may have helped with
visuals of resources. Once the discussion began to deepen students were
able to think more critically about natural resources and use the visuals
from the the PowerPoint to help in their understanding. In fact, several
students stated that oxygen and carbon dioxide are natural resources. At
first I said that they were not considered natural resources but I asked
them to explain why they thought they were. The students response was
that it is made my nature and it help you survive. This was such an
astute observation and I admitted that yes, according to our definition
they would be natural resources. I told them that I would investigate
further.
The students were excited about the activity. Students worked
really well together in their groups with little teacher guidance. When
students feel ownership and a sense of self governance they develop
motivation to participate and engage in discussion and problem solving.
It was helpful to help them push their thinking by asking questions. This
group seems to thrive in small group work but if the topic is relevant they
can attend and participate in large discussions as well. I think its
important to have a variety of grouping throughout the day, individual,
partner, small group and large group, in order to meet everyones need
and preference. While assessing their participation in the activity I was
able to hear students really think about what needs water. Students
bounced ideas off of each other and were able to find more hidden
sources of water as a result of peer input. If did this lesson again I might
add a small written component to the activity that could act a summary
of their reasoning. Then as each group circulated to see what other
groups came up with, they could read the reasons why (one person could
read aloud for students who have difficulties reading). I think this would
allow students to learn from their peers more fully. During the lesson they
did not get to hear every groups reasoning.
Although it seemed to be an engaging lesson, it was a little
difficult to truly assess all my formative objectives. Therefore, I after

reading their exit tickets I discovered that many students had difficulties
making the connections in writing. I think some students needed more
explicit practice making the connection back to human rights before they
were asked this question. If I did this lesson again I might create a
checklist of who I heard speak in a group. If I did not hear every voice, I
could ask them myself or ask if they could write their response.
When looking back at the exit tickets I found some
misunderstandings and confusion. A few students were not able to make
the direction connection between human rights, needs, and natural
resources. However, this could be partly because of how the question
was worded or it may have been too complicated to write out in a short
period of time. I definitely would need to do some re-engagement to try
to see where the confusion lay. I think it would be helpful to have a few
students share their answers so that its not simply the teacher reteaching. Once students hear their peer models they may be able to
make their own connections between needs, resources and rights. I would
also re-read parts of the Declaration of Human Rights Article 25 that was
introduced in the previous lesson. The right says that everyone has the
right to a good life. With this additional exposure students may be able to
determine that to have a good life you must have your basic needs met.
It might also be advantageous to present a case study of a person who
does not have their basic needs met. By personalizing it students can
better connect with the human rights aspects of resources and think
about them on a deeper level more real world level.
Upon reflecting on the lesson I was left with the conviction that
when given the opportunity students can think critically about very
complicated issues and truly are scholars.

Morning Message

Copy of Needs/Resources Worksheet

Sample Exit Ticket

Packet for Activity