Overview


Subject/Sub-Subject: Social Studies/Economics


Title: Sort It Out - Natural, Capital and Human Resources


Summary:


The students will explore, sort and categorize primary source images of Natural, Human and Capital Resources into a 3-circle Venn Diagram. The students will then identify connections between the three types of Resources, by matching appropriate resources and writing and illustrating to show the connections between them.


Understanding Goal

Economics is a system.

Investigative Question

How are Natural, Human and Capital Resources connected in the production of goods and services?

Grade(s): 3, K
Audience: General
Learners: A class of 18 third grade students, with a wide range of abilities, to include English Language Learners, Special Education students, and Gifted students.
Required Vocabulary: N/A
Prior Content Knowledge: N/A
Standards

Virginia 3rd Grade Standard of Learning - SOL 3.7 - The student will explain how producers use natural resources (water, soil, wood, and coal), human resources (people at work), and capital resources (machines, tools and buildings) to produce goods and services for consumers.

Field Tests

Click on the title to expand the description of each field test

Sources

Sort It Out: Natural, Capital and Human Resources

Understanding Goal

Economics is a system.

Click on an image for more information.

Slideshow Icon View as a slideshow
The Quipo tree J.O. Whitehouse's boot and shoe factory, Poughkeepsie, N.Y. / The Major & Knapp Engr. Mf'g & Lith. Co., N.Y. School teacher in grade school teaching geography. Concho, Arizona "The doctor" Finn, kopaiushchii kartofel' (Finn, digging up potatoes) Tools for radio mechanics. Various radio tools Steam-hammer in full work Testing machine. Longest testing machine in the world Solntse Match Factory (1911), main tower, Usol'e Sibirskoe, Russia [Interior view of the Tophane Factory] / Constantinople, Abdullah Frres. President's desk, executive offices Loading sugar cane onto truck by means of large scissors grab, in sugarcane field near New Iberia, Louisiana Packard three-ton truck [Farm wagon, driven by an African American man, Reed Camp, South Carolina] Ernest Kendall, teacher of U.S. Capitol pages. Mr. Kendall at blackboard with student III Engineers National Bank. Exterior of Engineers National Bank Penasco, New Mexico. Doctor Onstine, medical doctor, making an examination in the clinic operated by the Taos County cooperative health association Washington School for Secretaries. Three women in office at Washington School for Secretaries II Washington, D.C. Firehouse Station No. 4. Lieutenant Mills pulling the main fire fighting hose from the truck so that it can be hooked to the nearest hydrant Grocery store clerk places loaves of bread on display racks. San Angelo, Texas The clerk and a customer in the general store. Mogollon, New Mexico View from Trans-Siberian Railway east of Krasnoiarsk; larch, pine, and birch trees, near Kosogor, Russia [Trees beside water] Delaware Water Gap from New Jersey Soil erosion at Arroyo Grande, California. Soil Conservation has one of its principal stations here

Required Materials

Files

nat_cap.zip
nat_cap_bib.doc
nat_cap_hu_res_cover.doc

Directions

Investigation

Step 1 Elicit a review of the definitions of human resources, natural resources, and capital resources. Record student supplied definitions on chart paper or on the chalk board.
Step 2 Activate background knowledge by eliciting several examples of human resources, natural resources, and capital resources from the students.
Step 3 Explain to students that they will be examining photographs of human, natural and capital resources. Introduce the Understanding Goal - these three types of resources are connected and necessary to provide goods and services to consumers.
Step 4 Explain the process of the activity to students. Students will work in groups of 2-4 students to sort the photographs into categories: human resources, capital resources, natural resources. As some of the photographs show more than one type of economic resource, a 3-Circle Venn Diagram will be used.
Step 5 Display a 3-circle Venn Diagram to the students. Discuss the criteria of each section of the Venn Diagram. Invite student guidance, to label each section of the Venn Diagram for economic resources.
Step 6 Walk the students through a sort of 3-5 photographs so that all students understand the placement of photographs during the sort. Be sure to ask students to explain WHY they placed each photograph in each section during this process.
Step 7 Divide the students into groups of 2-4 students. Keep in mind special needs, English Language Learners, Special Education, Gifted students and any students with difficult behavior when creating the groups. Determining groups in advance to allow for differentiation in grouping. Lower students, grouped together can work with the teacher.
Step 8 Distribute materials to students including a copy of the photographs, and the three circle Venn Diagram.
Step 9 Ask students will work in groups to sort the photographs of various resources. Tell students that they need to agree on where each photograph is placed, and they need to be able to explain why they chose to place it where they placed it. Circulate to foster discussion and facilitate completion of the activity with struggling groups or learners. Assign fast finishers to brainstorm, and record on the Venn Diagram, resources in each category that they see in their world each day.
Step 10 Explain to students that they need to find interconnected resources in their list after the sorting is finished. Discuss the following example: the teacher (human resource), desks and chairs (capital resource) and chalk (natural resource). Discuss how the three resources are interconnected and required to provide the service of teaching.
Step 11 Allow students to work independently to choose three connected resources, and illustrate how the three are connected to provide a good or service. Assign students to draw their connections and include captions and labels on white construction paper. Circulate to assist students with special needs or pull together a small group to complete this task together, as needed.
Step 12 Allow volunteers to share their work if time permits. Make sure to point out and discuss each type of resource in each example, and how the resources are connected and required to provide the good or service.

Best Instructional Practices


Understanding Goal

Economics is a system.

Investigative Question

How are Natural, Human and Capital Resources connected in the production of goods and services?


Analysis of Student Learning


The students were very engaged by the photographs and were easily able to identify the human, natural, and capital resources. At times the students disagreed in terms of where each photograph should be placed, but I found that this really led to great discussion between the members of each group. Some of the students struggled when it came time to identify interconnected resources, but with some help they were all able to complete the activity. The photographs proved to be a great resource in terms of the student's ability to identify human, natural and capital resources in their own world and throughout history.


Analysis of Best Instructional Practices (learn more)

Differentiated Instruction Differentiated Instruction (learn more)

Grouping Learners

Students are grouped based on needs. Struggling students can receive assistance from the teacher as needed.

Teaching for Understanding Teaching for Understanding(learn more)

Explicit Understanding Goal

The understanding goal was explicitly shared with students.

Check Misconceptions

Students' completion of the independent illustration allows the teacher to assess understanding of the connection between the three types of resources. Sharing these illustrations allows for correction of misconceptions by the teacher and other learners.

Assessing Understanding

The students use their knowledge to create a poster illustration with labels and captions, showing their understanding.

Learners Explain Thinking

The students are expected to explain their thinking through all portions of this activity, both with their classmates and to the teacher.

Reflections and Recommendations


The students really enjoyed and benefited from sorting the photographs and explaining why they sorted them the way that they did. Most students were very engaged and there were some really mature and thoughtful conversations going on. Some students struggled with identifying three interconnected resources. It took a great deal of one-on-one and small group support to help these students identify, illustrate and label this portion of the activity. If I were to teach this lesson again, I would do so with the assistance of an additional adult (teacher, assistant, etc.) to help with struggling students. These students would have really benefited from small group facilitation throughout this lesson. That said, I do think that all of the students gained further knowledge of human, natural and capital resources, in their world, and how they are interconnected to provide goods and services.

Credits

Authors and Contributors

Mary A Betz
Mount Vernon Woods Elementary School, Fairfax County Public Schools, Virginia

Library of Congress Items

Library of Congress items used in this Lesson Plan.

Thumbnail Library of Congress Item
The Quipo tree Detroit Publishing Co. c1910-1914. The Quipo tree. Library of Congress: Prints & Photographs, RR-Detroit Publishing Company Collection.
J.O. Whitehouse's boot and shoe factory, Poughkeepsie, N.Y. / The Major & Knapp Engr. Mf'g & Lith. Co., N.Y. Major & Knapp Engraving, Manufacturing & Lithographic Co. 187-. J.O. Whitehouse's boot and shoe factory, Poughkeepsie, N.Y. / The Major & Knapp Engr. Mf'g & Lith. Co., N.Y. Library of Congress: Prints & Photographs, Popular Graphic Arts.
School teacher in grade school teaching geography. Concho, Arizona Lee, R. 1940. School teacher in grade school teaching geography. Concho, Arizona. Library of Congress: Prints & Photographs, Farm Security Administration/Office of War Information Collection.
"The doctor" Unknown. c1919. "The doctor". Library of Congress: Prints & Photographs.
Finn, kopaiushchii kartofel' (Finn, digging up potatoes) Prokudin-Gorskii, S. M. 1905-1915. Finn, kopaiushchii kartofel' (Finn, digging up potatoes). Library of Congress: Prints & Photographs, Prokudin-Gorskii Collection.
Tools for radio mechanics. Various radio tools Horydczak, T. ca. 1920-1950. Tools for radio mechanics. Various radio tools. Library of Congress: Prints & Photographs, Horydczak Collection .
Steam-hammer in full work Unknown. 1883. Steam-hammer in full work. Library of Congress: Prints & Photographs.
Testing machine. Longest testing machine in the world Horydczak, T. ca. 1920-1950. Testing machine. Longest testing machine in the world. Library of Congress: Prints & Photographs, Horydczak Collection .
Solntse Match Factory (1911), main tower, Usol'e Sibirskoe, Russia Brumfield, W. C. 2000. Solntse Match Factory (1911), main tower, Usol'e Sibirskoe, Russia. Library of Congress: Prints & Photographs, Brumfield Collection.
[Interior view of the Tophane Factory] / Constantinople, Abdullah Frres. Abdullah frres. 1880-1893. [Interior view of the Tophane Factory] / Constantinople, Abdullah Frres. Library of Congress: Prints & Photographs, Abdul-Hamid II Collection .
President's desk, executive offices Unknown. 1909-1932. President's desk, executive offices. Library of Congress: Prints & Photographs, National Photo Company Collection .
Loading sugar cane onto truck by means of large scissors grab, in sugarcane field near New Iberia, Louisiana Lee, R. 1938. Loading sugar cane onto truck by means of large scissors grab, in sugarcane field near New Iberia, Louisiana. Library of Congress: Prints & Photographs.
Packard three-ton truck Unknown. 1910?. Packard three-ton truck. Library of Congress: Prints & Photographs, RR-Detroit Publishing Company Collection.
[Farm wagon, driven by an African American man, Reed Camp, South Carolina] Lomax, A. 1934. [Farm wagon, driven by an African American man, Reed Camp, South Carolina]. Library of Congress: Prints & Photographs, Lomax Collection .
Ernest Kendall, teacher of U.S. Capitol pages. Mr. Kendall at blackboard with student III Horydczak, T. ca.1920-ca.1950. Ernest Kendall, teacher of U.S. Capitol pages. Mr. Kendall at blackboard with student III. Library of Congress: Prints & Photographs, Horydczak Collection .
Engineers National Bank. Exterior of Engineers National Bank Horydczak, T. ca.1920-ca.1950. Engineers National Bank. Exterior of Engineers National Bank. Library of Congress: Prints & Photographs, Horydczak Collection .
Penasco, New Mexico. Doctor Onstine, medical doctor, making an examination in the clinic operated by the Taos County cooperative health association Collier, J. 1943. Penasco, New Mexico. Doctor Onstine, medical doctor, making an examination in the clinic operated by the Taos County cooperative health association. Library of Congress: Prints & Photographs, Prints & Photographs Reading Room.
Washington School for Secretaries. Three women in office at Washington School for Secretaries II Horydczak, T. ca. 1920-1950. Washington School for Secretaries. Three women in office at Washington School for Secretaries II. Library of Congress: Prints & Photographs, Horydczak Collection .
Washington, D.C. Firehouse Station No. 4. Lieutenant Mills pulling the main fire fighting hose from the truck so that it can be hooked to the nearest hydrant Parks, G. 1943. Washington, D.C. Firehouse Station No. 4. Lieutenant Mills pulling the main fire fighting hose from the truck so that it can be hooked to the nearest hydrant. Library of Congress: Prints & Photographs.
Grocery store clerk places loaves of bread on display racks. San Angelo, Texas Lee, R. 1939. Grocery store clerk places loaves of bread on display racks. San Angelo, Texas. Library of Congress: Prints & Photographs.
The clerk and a customer in the general store. Mogollon, New Mexico Lee, R. 1940. The clerk and a customer in the general store. Mogollon, New Mexico. Library of Congress: Prints & Photographs.
View from Trans-Siberian Railway east of Krasnoiarsk; larch, pine, and birch trees, near Kosogor, Russia Brumfield, W. C. 1999. View from Trans-Siberian Railway east of Krasnoiarsk; larch, pine, and birch trees, near Kosogor, Russia. Library of Congress: Prints & Photographs, Brumfield Collection.
[Trees beside water] Prokudin-Gorskii, S. M. c1905-1915. [Trees beside water]. Library of Congress: Prints & Photographs, Prokudin-Gorskii Collection.
Delaware Water Gap from New Jersey Unknown. c1900. Delaware Water Gap from New Jersey. Library of Congress: Prints & Photographs, RR-Detroit Publishing Company Collection.
Soil erosion at Arroyo Grande, California. Soil Conservation has one of its principal stations here Lange, D. 1936. Soil erosion at Arroyo Grande, California. Soil Conservation has one of its principal stations here. Library of Congress: Prints & Photographs.