Strand: Resources and Economic Activities.

Level One.

Class: Year Three: (7 - 8 years)

Processes: Inquiry and Values Exploration.

Setting: New Zealand / Other

Objectives:

Students will demonstrate knowledge and understandings of different resources that people use to make homes.

Students will,

* describe what resources are

* give examples of different types of resources used in building homes.

Facts:

Some resources are natural and some are man made.

Recycling materials aids sustainability.

People are investigating alternative resources such as recycled materials with which people can build their homes.

Trees are a major resource used by the New Zealand building industry.

Concepts:

sustainability scarcity needs resource recycle access

Understandings:

A resource is a stock that can be drawn on or a means of supplying a want.

Natural resources are things in nature that are useful to people.

Careless use of natural resources may result in severe depletion.

Renewable resources are resources that are able to be replenished.

Some resources take considerable time to replenish.

We all need homes and because of this need we use the resources we have or can afford to build them..

We use many different types of resources to build our homes.

We need to use our natural resources with care.

As the worlds population expands the worlds resources are being stretched.

Generalizations:

Often the environment in which people live in dictates the choice of materials used to build their homes.

If we are not careful with the way we use out natural resources there will be nothing left for future generations.

People use resources to help meet their needs and wants.

Major Generalization:

If the world's resources are to be sustained we must take care of them.

Principle:

Natural resources should be the world's most treasured asset.

Introduction To The Topic.

Lesson One.

Resources: Print "Wheel" graphic organizers for each group, pencils for group recorders, large sheets of paper and felt pens for recording children's ideas, survey letter for each child.

Set the scene for the study by discussing with the children the types of homes they live in. Elicit ideas from the children about their homes, the size, how many rooms, uses for the different rooms. Explain to the class that we are going to look at the type of resources we use to build our homes. Draw on children's knowledge by asking questions about what they think their homes are built from and why.

Organize children into groups by numbering off. (All the One's in one group,Two's make another group etc.) Each group is to choose a recorder, a chairperson and a reporter. Ensure that all children know what their given role is within the group.The recorder will need a pencil and a copy of a graphic organizer - "The Wheel" to record ideas about what the group thinks resources are. Explain that the word "Resources" goes in the centre and the ideas about resources go around the outside of the wheel. Explain to children that there are no right or wrongs. We are looking at what we THINK resources are.

Allocate a short time for group discussion. Move round groups and encourage discussion. Ensure that the recorders don't have too much difficulty getting ideas down. Call groups back together. Reporters report back to class on their ideas of what resources are.

Teacher records ideas from all groups on a large chart whether they are right or wrong. Chart is displayed for future reference.

Following the recording of ideas the class needs to explore the idea of resources. What did the children think resources were? How can we check that we are correct? (Use a dictionary to define resource).

Write the dictionary meaning of resource on a chart so it can be referred to. Assess how we did as a class.

Are there some things we need to find out? Do we know much about resources?

To complete the lesson explain to the children that we are going to do a survey of our homes to find out what resources have been used to build them and then we are going to find out as much as we can about these resources. Give each child a copy of a "Take home Letter" Survey Sheet.

Lesson Two.

This lesson is based on the results of the survey the children have done. Prior to the lesson the teacher will need to draw up a large chart.(example). Down the side of the chart list the resources commonly found in homes eg. glass, timber, bricks, particle board, aluminum, tiles etc. (It would probably pay to take a sneak preview of the results of the children's survey sheets). Cut up some small squares of paper. Use different colours (enough for one colour for each resource). Explain to the children that we are going to make a graph to find out about the different types of resources used to build our homes. Children take turns to share the resources used in their home. Select a colour for each resource and let each child whose home is made from that resource stick a coloured square on the graph.

After all the resources have been listed and the coloured squares are in place, summarize the results.

Which is the most commonly used resource and why do you think this resource is used?

Which is the least commonly used resource?

The teacher needs to record the interpretations the children make from the graph and then display it.

Lesson Follow Up.

Children could paint or draw their own home. They could write a short caption for their picture explaining the resources that are used to build it or they could label the resources used.

Lesson Three.

Choose a street near the school. The teacher will need to check the types of building materials used in the homes on the street so a materials list can be formulated.

Explain to the class that we are going to research the different types of materials used in house building in our area and that we are going for a walk to take a look at houses in a particular street.

Draw on the children's prior experience. Formulate a list with the class of materials children think the houses on this street will be built from. Make sure the children know how to keep a tally. Make up and give each child a tally sheet (example) which has had child input. Allow extra lines for materials not previously thought about. Explain to children that when they get back to school they are going to make a bar graph to find out about most widely used materials, least used etc. Children will need to find a buddy to work with.

On arrival back at school revise how the the class graph for Lesson Two was made. Hand out teacher made graph sheets with building materials listed down the side.Explain that this time we are just going to colour the squares on our graph paper and that we are going to use the tally marks we made on our walk to help us remember the materials used in the houses on the street.

Children work on individual graphs. Provide time for interpreting the graphs. Children may write their interpretations. Display and discuss findings.

Did we get the same results? If not why? Complete individual assessment sheet.

Teacher made chart summarizing children's generalisations.

Class discussion: What have we found out? What is the most widely used resource?

Lesson Four.

Use the Children's Page for small groups of children to listen to the Online story of the Three Little Pigs. This page needs to be book marked so children can access it easily. Explain to the class that three children at a time (one computer classroom) are going to listen carefully to the story and then they are going to print a copy of each worksheet based on the story and complete them. Explain that the children will need to think carefully about the resources the little pigs used to build their homes. They may choose to work with a buddy to do the written worksheets.

Alternative. Read the story of the "Three Little Pigs" to the class but be aware the worksheet on building material applies to the Online version of the story only and may need adjusting.

Each child will also need to print out a copy of the plan for a brick house which they have to make. The whole class will need to come together to discuss the way to make the brick house so that everyone is clear about what they need to do.

Teachers will need to group children in threes prior to lesson so that each group moves quickly to the computer with minimum of disruption. Children may need to be supervised by a Teacher Aide or a parent.

Follow Up

The children may wish to dramatize the story.

Class Discussion: What were the problems the little pigs faced when they built their houses? Did they make wise decisions about their building materials? Bring out ideas of availability, strength, effects weather would have on the homes. What do we need to think about when we build our houses?

Divide into three groups: Group One brick houses, Group two Straw Houses, Group Three Stick Houses. Choose a recorder, chairperson and reporter. Pretend you are the little pig who built his house from one of these materials. State reasons you might have for doing so.

Examples children may come up with:

Brick house - available material, strong, warm, keeps out weather, easy maintainence, attractive exterior, long lasting.

Straw house - readily available material, material is easily replaced, you could build it your self, nice golden colour, soft, doesn't necessarily have to be paid for, natural material.

Stick house - the sticks were available, relatively strong material, easily replaced, a natural material, the pig could probably build with these himself.

Each group has a reporter report back to the class.

The children could reform back into their groups and make some decisions about why they think each of the pigs should not have choosen their particular material to build their house with. Report back to the class.

Write "If I were a Little pig ..............

Display the brick houses. Discuss the worksheets and word search. How did we do? Who had problems? Why?

For Fun: Make an origami house.

Learn the song "Three Little Pigs"

Lesson Five.

Explain to the class that two of the little pigs in the story did not choose the materials for their homes very well. Brainstorm ideas for how we can find out more about resources used to make homes and where the resources come from. use leading questions so that the class comes up with the idea of visiting a house building site. Send home a letter with each child outlining plans for the visit and asking permission. Use KWL Technique. Make a chart listing all the things the children know about resources. Explain to the class there is no right or wrong but we will need to check that our knowledge statements are correct.

The day before the visit to the building site brainstorm a list of questions to ask the builder. Organize the children so that they each have one question to ask on the visit.

Visit the house being built.

Find out where the materials used in the building come from.

ie. How do we get concrete? What are the materials used to make it?

What are the walls made from? Are the resources natural or man made?

Where does the timber come from?

Look carefully at insulating materials (pink bats, wool,)

Look at the use of polystyrene, aluminum joinery, roofing materials.

Use the Children's Page and take a look at "A House being Built," Task Three. Children will need to complete the worksheet.

Use cameras or a digital camera to record the event. Make sure there are photos of the resources being used.

Follow Up:

Complete the "L" - "Learned"section of the KWL chart as a class. Look for children forming generalizations.

Assessment: (Individual). Make a chart showing man made and natural resources that the builder was using to build the house.Use a large coloured sheet of paper for the background. Write a Title, "Home Building Resources" Draw pictures of the resources you saw being used at the building site on separate pieces of paper and cut them out. Make two sub titles "Natural" and "Man Made" and sort your pictures accordingly. Paste them on your chart.

Thank you letters to builder / parent help.

Children display and write captions for photos taken at the building site.

Do the "Just For Fun" Task on the children's page.

Develop a "Building a House" story using "Kid Pix" Import digital photos taken at the building site.

Make a collection of resources used to build homes. Set up a display table. Children write labels for the resources. This could be used as an assessment activity. Check children individually or the children could work in pairs to test each other on how many resources they know.The Teacher will need to make an individual tick off checklist of the resources the class has displayed.

If it is difficult to visit a house being built other possibilities are, visiting a local building supply store such as Placemakers, visiting a local show home, or have a local builder come to class and interview him.

Lesson Six.

Colour print these photos of homes around the world. (Log home, igloo, tepee, stone house.) Display them at the beginning of the lesson.

Ask the children if they could imagine living in a house made out of snow, skins or branches. Where would we find such houses? Where might you find the houses shown in the photos? Why do you think people from all around the world make their houses differently? Climate plays a big part in the way we build our homes. Why is this? What sort of home might you build if you were living in a really hot country? In the desert?

Read " Let's Build a House" Mick Manning and Brita Granstrom, Published by Franklin Watts. This story will provide lots of discussion about homes around the world and provide information on the materials people use to build them with.

Number children off into small groups. Have a recorder, reporter, chairperson. on a large sheet of paper make a list of all the resources used by people around the world to make their homes. Children report back their findings. Display lists.

Print off extra copies of the photos of homes. Number children off into groups. Make sure each group has a chairperson and a reporter. Everyone will help with recording. Each group will need small strips of paper, felt pens and one house photo glued to a sheet of paper large enough for children to paste their writing strips. Ask the children to pretend that this is their home. Set children the task of explaining how they built their home and why. They will need to decide which country this home might be found in. Write the answers on strips of paper and paste them around the photo.

Display and and provide opportunities for each group to report and share ideas with the rest of the class.

Follow Up.

Use the Children's Page to look at homes around the world. "Task Three" has log homes, and "Task Four" has "Homes Built from Snow." The children will need to complete the "Make a Castle." activity.

Task Five on the children's Page looks at how Cob Houses are built and Straw Bale Houses.

Learn "Build a Home."

Lesson Seven.

By now children are probably gaining the realization that in New Zealand our primary building material is timber and that people around the world use the most accessible resources that they have to build with because of economic and climatic factors. Brainstorm - Is timber a sustainable resource? How can we find out? Are we depleting our natural resources? Use the KWL Technique. What do the children already know? How can we learn more? (Encourage children's ideas - using email, fax, visits etc).What do we need to find out about timber milling in New Zealand? Are we milling native or exotic timber? Which is most sustainable?

Follow Up.

Fax or email questions to Carter Holt Harvey. There may be children with parents who work at a timber mill. Set up a visit or arrange for a guest speaker. Contact Jeanette Fitzsimmons (Member of Parliament) by fax or email for her views on milling. What is the Green Party's view? Waitakere City Council are "Eco Conscious." Fax your local council for information about house building in your area. Interview your local building Inspector.

Complete the "Learned" part of the KWL chart as a class.

Lesson Eight.

Read the class "The Lorax" by Doctor Suess.

Summary of the story:

The land was beautiful, and colorful trees grew everywhere until... Once-ler came to town. He started cutting down the trees to make "Thneeds." Soon the business grew, a factory was built, and more and more trees were being cut down. The Once-ler would not listen to the Lorax, who spoke on behalf of the trees. The Bar-ba-loots were forced to move because without the trees they did not have food. The Swomee-Swans had to fly south because of the smog. The water pollution caused all of the fish to leave. The Once-ler kept chopping until the last tree was cut. The land was left gray and desolate. There is only one tree seed left, and it is up to the reader to decide what will be done with it.

Social Studies Relevance:

This book is a great tool in addressing many natural resource topics. From the story we can relate to the ways in which humans use natural resources to meet their needs, and the ways in which the environment is modified during this process. It is also very useful in discussing the decisions we make and the responsibility we have to use our resources wisely. Many current ecological concerns (pollution, conservation, endangered species, etc.) can be brought to the students' attention using this book.

Brainstorm problems that were found in the book. (Pollution, the animals had to move, smog, all the trees were cut down. . . ) Write the students' ideas on the board. Ask the students what caused these problems.

Guide the children to discover that the problems were all because of decisions that people made.

Vocabulary: Define consequence and stress the concept that all decisions have consequences.

Debate- Assign half of the class to speak on behalf of Once-ler (who was responsible for all the trees being cut down) and the other half of the class to speak on behalf of the Lorax (who tried to save the trees).

Have each half of the class break into groups of four or five. In these groups have them record ideas that defend their assigned position. The Once-ler groups should prepare ideas to convince others that cutting down the trees was not wrong.

The Lorax groups should prepare evidence that cutting down the trees was wrong. After working in small groups, students should meet with their half of the class and share the ideas gathered.

The teacher directs the debate. One group is given the chance to share one point and then the floor goes to the other group. They can respond to that point or present a new point from their view. Debate continues until both sides have presented all ideas. Conclude the debate by having the class members vote for which view they side with. They do not have to agree with the side they were assigned to defend.

Summarize children's ideas about our forests in New Zealand. What has the story of the Lorax made us think about?

Write the story of what you would do if you were given the responsibility of having the last Trufla Tree seed.

Final Assessment.

Make a diorama (example) showing a home you could live in. By looking at your diorama the rest of the class should be able to tell, the type of country your home is in (hot, cold, temperate), and the materials your house is built from. Your house can be in a place you have imagined but it must suit the climatic conditions and we need to be able to see why you have built the house from the materials you have chosen. You will need to be able to explain your choices to your parents or your friends at a Parent "Open Morning" which will be held so you can show your parents the work you and the rest of the class have done for this study.

Complete the assessment sheet.

Rounding Off.

The whole class needs to look back to the summary made of what the children thought resources were, Lesson One. Were our ideas about resources correct? What new things have we learned? Have our ideas about resources changed?

Teacher Information:

Books for children's reading relating to this topic can be sourced from the New Zealand National Library. The School Journal Catalog needs to be checked for reading material at appropriate levels.

Children's writing and assessment sheets can be kept in individual decorated folders made to A4 size. They can be stapled together at the end of the unit so children have a record of their work.

Choosing the Earth Building Technique is a very good New Zealand site outlining various earth building techniques including cob, adobe and straw bale. There is an interesting section on "Plastics for Building." and "Plastics - What are They?" Take a look at "Timber", "Paint"

Polystyrene is being used as a building product in New Zealand because of its excellent insulating properties. Take a look at the background information and lesson resources here.This site has useful photos and information on alternative building materials.

Why Do We Live Where We Do? This lesson is to help students understand that a dwelling reflects the physical and psychological needs of its inhabitants. Further, they will become aware that geography and environmental location influence architectural design.

School To Work Lesson Plans. Includes, Building a House, Architects and Contractors, Architects and Contractors, Framing and Roofing and lots more. Has printouts.

Make Way For Ducklings.

Tips For using "The Children's Page."

* In a "One Computer Classroom" I would colour print the pages eg. the photos of homes, Lesson Five and paste them into a "Big Book" made from strong paper. This is easy to display for discussion and can be referred back to easily. Vocabulary and generalizations children make during discussion can be recorded here as well.

* Off line Learning: To work this way the teacher needs to log on to the Internet.Open all the pages to be used by the children and log off the Internet. This is only useful if you have a password access to the internet. The children can not open any more pages unless they log back on. If they don't know the password they can't!

* Make a list of all the online tasks the children need to complete. Write the tasks up on a chart. Have the children's names down the side. Children can then check off their names as they complete the tasks. The Teacher can see at a glance who is falling behind.

* Generally I find that three children can work quite comfortably at one computer if it is a research type activity and they have suitable seating. Group the children in threes, record the groups on a chart. Set a time limit for each task. Use a digital timer. Children put a check beside their group when they have completed the computer task. This helps groups move through tasks quickly and with a minimum of help from the teacher.

I would love to hear from anyone using this Online resource.

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