Natural Resource Trade

Overview

Students will connect natural resources (science) to how people use them for trade (social studies) and then write an informative explanatory paragraph with a supporting diagram, integrating illustrations to aid comprehension. This lesson builds on earlier lessons about Native American cultures and natural resources.

Learning intentions

• Students will explain what natural resources are and name examples from their environment.
• Students will describe how people use natural resources for trade.
• Students will group related information to explain a topic clearly.
• Students will develop ideas with facts, definitions, and details.
• Students will include an illustration/diagram that supports the explanation.

Success criteria

• I can write an informative paragraph that introduces my topic and explains how natural resources are used for trade.
• I can include a diagram of trade resources that matches my writing.
• I can add facts, definitions, and details to develop my explanation.
• I can group my ideas so they make sense to a reader.

Curriculum links

• Writing—Introduce a topic and group related information together; include illustrations when useful to aiding comprehension (W.3.2a).
• Writing—Write informative/explanatory texts with effective selection, organization, and analysis of content (CCRA.W.2).
• Writing—Write informative/explanatory texts to convey ideas clearly (W.3.2).
• Writing—Develop the topic with facts, definitions, and details (W.3.2b).

Lesson structure (60 minutes)

1. 0–6 min · Activate knowledge. Teacher displays 3–4 resource picture cards (wood, clay/stone, plants, fish/animal products) and asks, “What could people make or use from each?” Students quickly name uses and trade ideas (1–2 words each).

2. 6–15 min · Mini-lesson: Natural resources → trade. Teacher explains: “Natural resources are things from nature that people use. Trade means exchanging resources or goods with others.” Teacher models grouping information by resource type on a simple T-chart: Resource → What it can become → Who might want it. Students copy one row into their notebook.

3. 15–22 min · Plan a diagram. Teacher introduces the student task: “Create a diagram that shows trade resources.” Teacher models a simple box-and-arrow plan: Center circle: “Trade Resources.” Branches: Resource (wood/clay/stone/etc.) → Product → Trade partner (who might trade for it). Students sketch their diagram with at least 3 branches.

4. 22–34 min · Compose the informative paragraph. Teacher provides a sentence frame set and a checklist:

• Topic sentence: “Natural resources are…”
• Explanation: “People use natural resources to…”
• Trade details: “For example,…”
• Closing: “This helps communities because…” Students write a 6–8 sentence informative paragraph that matches their diagram.

5. 34–45 min · Illustrate and connect. Teacher checks that the diagram and paragraph “agree” (same resources named in both). Students revise their diagram so each branch includes at least one clear label (resource or product), then underline in writing where that detail appears.

6. 45–52 min · Peer/parent share (single-student focus). Teacher uses “Look-Fors”:

• Is the topic clear?
• Are ideas grouped?
• Are facts/details included? Students read aloud their paragraph and point to the diagram part they think is strongest.

7. 52–60 min · Revise and exit check. Teacher offers one targeted revision prompt: “Add one more fact/definition detail OR improve grouping by moving a sentence that belongs to a different resource.” Students make one revision and complete a quick exit response: “My trade resource is ____. I used facts/details by ____.”

Resources

• Resource picture cards or printed images (wood, clay/stone, plants, fish/animal products)
• Notebook paper and pencils
• Diagram planning sheet (box-and-arrow or web template)
• Sentence starters and checklist cards
• Colored pencils/markers
• Timer

Assessment

• Teacher observes during planning: whether students include at least 3 trade-resource branches in their diagram.
• Teacher listens during share: whether the student can explain how resources connect to trade using clear details.
• Exit response: whether the student identifies a trade resource and adds a fact/definition detail in the writing.

Differentiation

• Support for early/spoken-language needs: provide a “word bank” (resource, natural, trade, exchange, make, use, want, trade partner) and allow labeling-only support if needed; offer sentence frames with word banks to reduce copying load.
• Support for advanced writer: require 2 different facts for two resources (for example, “wood can be used to build…” plus “clay/stone can be used to make…”).
• Clear grouping scaffold: provide a visible organizer (Resource → Product → Trade) so the paragraph follows the same order.
• For EAL or distractible learners: reduce choices—choose exactly 3 resources; write one sentence per branch.

Extension (optional)

• Create a “resource map”: add a simple classroom map (or paper landscape) with icons showing where resources might be found and arrows showing trade routes between locations. Then write 2 additional sentences explaining how distance or location affects trade.