Developmental Lesson Plan

Teacher Candidate: Brianna Graziano Date: 2/11/9

Group Size: 20 Allotted Time 35 Grade Level 3

Subject or Topic: Resources

Common Core/PA Standard(s):

PA Standard 6.1.3.B: Identify needs and wants of people. Identify examples of natural, human and
capital resources.

Learning Targets/Objectives:
Third grade students will be able to list the three different resources we use in todays society by
participating in a group sort, going on a scavenger hunt to find examples and discussing the different
types of resources we use today.

Assessment Approaches: Evidence:

 Scavenger Hunt 1. Observational
 Resources Sort (If they get to it) 2. Observational
 Exit Slip 3. See attached Scale

Assessment Scale:

Exit Slip
Proficient: 9/9
Basic: 7-8/9
Below Basic: <6/9

Subject Matter/Content:
Prerequisites:
Key Vocabulary:
 Natural: things made by nature that people can use to create a product. (land for growing
foods, stone for building with, and gold for making jewelry)
 Human: people needed to produce goods and provide services. (Teachers, dentists,
waiters, painters)
 Capital: goods that are used to make other goods or provide other services. (Bulldozers,
computers, and factories, pencils, buttons and hammers).

Introduction/Activating/Launch Strategies:
 Give each student a couple orange slices.
 Ask them to take a guess on whether the orange is a natural, human or capital resource.
 Have them brainstorm it in their heads.
5 Minutes*

Development/Teaching Approaches
 Hand out Community Studies Weekly to students
 Have 3 volunteers read each section (Human, capital and natural)
5 Minutes*

 Re-ask students what they think the orange slices were after reading the newspaper
(Natural, Human or Capital)
 Talk with the students about why the orange slices were a natural resource.

Class Discussion:
 Give the students some examples of the human, natural and capital resources, while going
over all the definitions.
 Examples (Capital-utensils in a restaurant, human-teacher in a school, natural, meat at a
restaurant)
 Write the definitions on the board with examples.
5 Minutes*

Foldable:
 Have students fill out their foldable with the definitions on the board.
 Make sure they provide examples as well as definitions.
 Check to make sure they have the correct definitions in their booklets
 Ask students to glue into their lap book.
5 Minutes*

Day 2 (20 min period)

Scavenger Hunt:
 Tell the students that we are going to go on a scavenger hunt for the different types of
resources that I have hid around the room.
 Give students an example of the 3 resources using a restaurant theme:

Natural- fruits, vegetables, meats at the restaurant

Human- waiters, cooks, dishwashers
Capital-pots, spoons, stoves, ovens and knives

 Hand out Resource Scavenger Hunt worksheets (See attached)

 Have the students work with their table mates and discover what natural, human and
capital resources are by looking around the room and going on a scavenger hunt.
 They must find sticky notes around the classroom with examples of natural, human or
capital resources and use their Scavenger Hunt sheet to categorize them.
Zoo themed….
 Natural- meat (for the lions), bananas (for monkeys), leaves for the (giraffes)
 Human- ticket seller, dolphin trainer, concession stand worker
 Capital- tickets, cage, shovel and bucket
10 Minutes*

Closure/Summarizing Strategies:
  As a class, review the human, capital and natural resources at the zoo from the scavenger
hunt.
 Do this on the board so they can check their papers.
 Hand out eagle bucks to the students that give the correct categorization.
5 Mins*

Resources Sort Ext Slip (See attached)

 Ask students to clear their desks
 Read the directions to all students before allowing them to complete this exit slip.
5-10 Minutes*

Accommodations/Differentiation:
 Make sure M., Ja., J. and T. are all on task.
 Read the directions for the exit slip aloud to the whole class.

Materials/Resources:
 Pennsylvania Community Studies Weekly Magazine
 Foldable pieces
 Sticky Notes
 Oranges
 Napkins
 Scavenger Hunt worksheet
 Exit Slip – (Resources Sort)

Reflective Response:
All of my students scored a 9/9 on their resources exit slip! I was so excited as I was
grading them to see that they all understood the difference between the three types of
resources. I asked them to sort 9 different items into its correct category of human, capital or
natural resource. I asked the students to check their own paper when we did the resources
scavenger hunt and made sure they all corrected their papers as we went over the correct
answers. My examples all related to a zoo theme, so they could tell in context, which resources
belonged in the correct category.
I thought I did a nice job presenting this lesson, because I know it can get confusing. I am
happy with how the lesson went. It took about 2.5 class periods to complete, which I was not
expecting. We had a delayed opening on Monday so we only got about 20 minutes with this
group. Once they got in here, we only had time to go over what each resource meant and then
to complete the scavenger hunt. We went over the correct responses for the scavenger hunt on
Thursday and completed the exit slip. I think that all parts of this lesson were necessary
because it gave them a lot of practice in different ways.