- Second Grade, Third Grade
- 90 minutes
Our community relies on different kinds of resources to operate successfully. In this lesson, your students will learn how capital, human, and natural resources are all important for the functioning of a productive society.
Students will be able to differentiate between capital, human, and natural resources. Students will be able to describe the role of capital, human and natural resources in a healthy society.
Introduction (5 minutes)
- To begin the lesson, ask for student volunteers to tell you about some goods and services their parents have paid for in the past week. Great introductory questions include: What things have your parents bought for you or your family in the past week? Where did those things come from? What services have your parents paid for?
- Explain that today, your class will be learning about three types of resources, or supplies of things, that our community relies on to function: human, capital, and natural.
- Gauge your students' prior knowledge by asking whether anyone can define these types of resources for you.
Explicit Instruction/Teacher Modeling (15 minutes)
- After some discussion, define human resources as the people who grow, make, and sell a product or service to their community. Give your class a few examples of human resources, such as: teachers, doctors, farmers, and factory workers. Write this definition and draw some examples on the board. Ask your class to think about these examples, using prompting questions like: What do these people provide? Which make physical things? Which provide services? How do you know?
- Tell your students that capital resources are goods that are made and used to make other things. Give your class some examples of capital resources, such as: tools, machines, and equipment. Write the definition and draw some examples on the board.
- Finally, define natural resources as raw materials that are provided by nature and used to create goods. List some examples of natural resources, such as: trees, water, sunlight, and plants. Write the definition and draw some examples on the board.
Guided Practice/Interactive Modeling (15 minutes)
- Gather your students into groups of three. If necessary, pass out a notebook or sheet of lined paper to each student.
- Assign each group a well-known location. Great examples include: hospital, school, zoo, and museum.
- Instruct each group to list at least one of each type of resource is used in their chosen location. For example: In a hospital, the human resources are doctors, nurses, and administrators. Hospitals use capital resources, such as sonogram machines, and natural resources, such as the water that's used to sterilize medical equipment.
- Set the timer to 10 minutes.
Independent Working Time (30 minutes)
- Have a few volunteers share some of the resources used at their chosen location.
- Break up the groups of three so that each student is working independently again.
- Pass out white paper, colored pencils, and markers for the students to use.
- Tell your class that each student will be creating a book that focuses on one type of resource.
- Instruct them to put the title, their name, and the type of resource (human, capital, or natural) on the front cover.
- Have students brainstorm ten examples of their chosen type of resource to cover in each of their books. They must write the name of each example, draw a picture of it, and list two uses for each one. Each example should be on a separate page of the book, for a total of ten pages (not counting the cover page).
- Enrichment: Ask your students to complete the Resources: Interview Me worksheet.
- Support: Have students who are struggling to understand the differences between the types of resources complete the Resources worksheet with a partner. If necessary, provide these students with additional examples to classify.
Assessment (10 minutes)
- During independent working time, walk around the classroom to ensure that every student understands the differences between capital, human, and natural resources.
- To further assess their understanding, have them write three examples of each type of resources on a sheet of lined paper or in their notebook.
Review and Closing (15 minutes)
- Facilitate a discussion of the three types of resources by inviting students to share their books with the class. Be sure to have at least one example of each type of resource presented.