Saturday, November 17, 2007


Natural Resources: Sources of Resources
Submitted by
Luwaina Martinez
In partial fulfillment of the requirements for the course
ED355 Language Arts
Division of the School of Education
University of Guam
Mangilao, Guam

Professor: Dr. Jacqui Cyrus

Language Arts: Integration Health, Science, & Social Studies
Lesson Length (2 hrs. 40 min.) Two class periods
5th Grade

Thematic Unit: Natural Resources
Lesson: Natural Resources (The Quest for Less)

Analyze Learners
  1. The class consists of 20 students with gender division consisting of 11 female students and 9 male. Their ages range from nine to eleven-year-olds. Nine students qualify for free lunches and are considered low socio-economic status.
  2. Class ethnicity is mixed with 9 Chamorro, 6 Filipino, 2 Korean, 2 Chuckese, and one Palauan. A language other than English is the primary language spoken in 5 student’s homes. Insecure with their English these students tend to be reserved and hesitant to contribute to class discussions.
  3. The student body represents various learning styles: 17% linguistic, 15% logical/mathematical, and 19% visual/spatial, 5% musical, 23% bodily kinesthetic, 12% interpersonal and 9% intrapersonal.


  1. One student, John Doe, is considered Autistic and has a one-to-one aid. His IEP is on file and lesson plan modifications and accommodations will be made accordingly. His desk is near the door with enough space to accommodate an additional chair for his aid.
  2. As per John Doe’s IEP, a program of expected behaviors and consequences will be established. Rewards for expected behavior will be given each half hour. Negative behavior will not be acknowledged but will be identified to John and to his parents on his daily planner.
  3. One student is paraplegic and a special desk is positioned near the door to accommodate his wheelchair. He has no learning disabilities.
  4. Modifications to the class seating arrangement have been made to accommodate and additional chair for the one-to-one aid.

What They Know

  1. Students know how different types of pollution occurs in school and in the community, some ways it can controlled and some ways to reduce or eliminate pollution. They understand the meaning and difference between “environmental hazard” and “biodegradable.” They are aware of pollution prevention and recycling programs on Guam. Students are familiar with the symbiotic relationship between ecosystems and human activity the origin of natural resources, “scarcity,” production, distribution, consumption of goods and services, and conservation practices. In addition, students can navigate, locate and retrieve electronic information.
  2. The students have practiced inserting hyperlinks into PowerPoint and are capable of preparing a PowerPoint presentation.
  3. Students know how to cite references.
  4. All students can log onto the class gmail account and the computer lab has been reserved for these two class periods. They have practiced editing documents in gmail.
  5. A photo release has been signed and returned by parents.

State Objectives

After review of the lesson on “Mining Natural Resources” students will :
  1. . . . locate data from the internet and categorize information using Microsoft Word with 95% accuracy.
  2. . . . compile research and using “bullets” for key phrases, insert onto a PowerPoint presentation with 90% accuracy.
  3. . . . using a digital camera takes group and individual pictures and insert onto PowerPoint presentation page with 100% accuracy.
  4. . . . create a multiple-paragraph expository composition with 80% accuracy.
  5. . . . identify the location of a source of raw material by linking to Google Maps and inserting hyperlink into PowerPoint presentation with 100% accuracy.

Select Media, Materials, and Methods
Computer with internet access
Digital Camera

Chart paper
Index cards

Utilize Media, Materials, and Methods __________________________________________________

  • Locate data from the internet and categorize information
  • John Doe will work on a specific portion of the research assisted by his aid.
  • Take a group and individual photos with the digital camera and save to “My Pictures” on the hard drive
  • A note was sent home with John Doe to allow parent the opportunity to prepare him for the photo shoot.
  • Using the index cards and pencils, students will create a multiple-paragraph expository of their research.
  • The one-to-one aid will work with John Doe to help him complete his flashcards.
  • Using chart page and markers, the students will create a “storyboard” of their research.
  • Using the “storyboard” create a PowerPoint presentation.
  • Adequate time will be allotted to John Doe to complete this portion of the assignment.

Require Learner Participation
  1. The students will work as a group to research the assigned natural resources.
    a. All or most of the information required can be found through links at the Wikipedia website:
  2. As a guide for their research the students will include the following information:
    a. A brief description of the resources and what it is used for.
    b. Describe the mining method in general, the size of the mine, and how the mining effects the environment.
    c. Determine if it is a renewable, nonrenewable resource or both.
    d. Any current events concerning this resource?
    e. Can it be recycled? How?
  3. Photos:
    a. Each group Photographer will take a picture of another group.
    i. (Gold & Copper photographs the Uranium group, Uranium photographs the Iron group, Iron photographs the Coal group, Coal photographs the Lead & Zinc group and the Lead & Photographer photographs the Gold & Copper group.)
    b. The group’s Photographer will take a photograph of each member of their group and one group member will take a photograph of the Photographer.
    c. The Group Photographer will then save the photos to “My Pictures” on the computer.
    i. Open a new folder labeled with the group name.
    ii. Save each group member’s picture by their name.
  4. By now the students should have summarized their research on index cards.
    a. Each student should type out their notes. Upload to the class gmail. (Each group should have only one document.)
  5. Each group member will provide the group Recorder the “bullets” or key points for their portion of the presentation.
    a. Using chart page and markers, in collaboration with group members, the Recorder will create a “storyboard” of their research.
  6. The group Producer will be responsible for compiling the PowerPoint presentation.
    a. Use the “storyboard” which has been laid out following the format described in #1.
    b. Each member should create their own page.
    i. The Producer will create the “Title Page” and the “Introduction.”
    ii. The Producer will compile the other member’s pages.
    iii. The Producer will ensure the presentation has a conclusion and reference page either by doing it themselves or assigning to a group member.
    The group picture will appear on the title page and the individual student’s photo in the introduction page along with the introduction of each student’s part.


  1. The presentation from each group should be 10-15 minutes in length.
  2. Each group member must present their findings.

Homework: Each student will edit the gmail document, save to their own file or flashdrive, and complete the essay including the following information. (Students who do not have access to a home computer will be given additional lab time to type their essay.)

The essay should include:

  1. What did you like best about the assignment?
  2. What did you like the least? Why?
  3. What is the most important thing you learned during this assignment?

Evaluate & Revise

Student Evaluation

  1. See “Natural Resources: Student Essay Evaluation.”
  2. Were the objectives met?
  3. Were the students able to locate data from the internet and categorize information using Microsoft Word?
  4. Did the students compile research and using “bullets” to for key phrases insert into a PowerPoint presentation?
  5. Were the students able to use a digital camera to take a group and individual pictures and insert onto PowerPoint presentation page?
  6. Were the students able to create a multiple-paragraph expository composition?
  7. Did the students identify the location of a source of raw material by linking to Google Maps and inserting a hyperlink into the PowerPoint presentation?
  8. See: Natural Resources: Research Methods

Media Effectiveness

  1. Students will complete the “Natural Resources: Technology Peer Evaluation.”
  2. See: Natural Resources: Student Presentation Evaluation.

Instructor Performance

  1. See: Natural Resources: Teacher Evaluation




Diavik Diamond Mines Inc. (2007). Retrieved November 14, 2007 from
Elementary: The Research Process. Instructional Fair. TS Denison. USA.
North Carolina State University. (2007). Student Presentations. Retrieved November 14, 2007 from
Rio Tito Diamonds. (2007). Retrieved November 14, 2007 from

U.S. Environmental Protection Agency. (June 2005). The Quest for Less: Activities and Resources for Teaching K-8. Retrieved November 14, 2007 from
Utah Education Network. (2007). Teacher Evaluation. Retrieved November 14, 2007 from
Wikipedia the Free Encyclopedia. (2007). Retrieved November 14, 2007 from

1 comment:

Jacqui Cyrus said...

Hi Luwaina:
Have you revisited your Natural Resources lesson plan? Do you plan to use in the classroom?