Part 1: Choose and Describe a Natural Resource

Inquiry focus: Scientists ask questions, observe carefully, work safely, and use evidence to explain ideas.

Examples: water, soil, trees, crops, sunlight, wind, minerals, or animals.

Sentence frame: How does __________ affect __________?

Sentence frame: My resource is __________. It comes from __________.

Justification: I chose this classification because __________.

Vocabulary Support

resource: something from nature that people use   renewable: replaced naturally in a short time

nonrenewable: replaced very slowly   evidence: facts or observations that support an idea

stakeholder: a person or group affected by a decision   impact: an effect or change

Part 2: Investigate with Evidence

Safety reminder: Do not taste or touch unknown materials. Report spills or injuries. Stop if a procedure becomes unsafe.

Observation: I can see, hear, feel, or measure __________.

Inference: I think __________ because __________.

The hazard is __________. We will stay safe by __________.

Source 1: Where did the information come from? ______________________________

Fact or observation: _________________________________________________

What it shows: _____________________________________________________

Source 2: Where did the information come from? ______________________________

Fact or observation: _________________________________________________

What it shows: _____________________________________________________

Consider effects on people, animals, plants, land, water, or air.

Stakeholder A: ____________________ may think ______________________________.

Stakeholder B: ____________________ may think ______________________________.

One solution is __________. This could help because __________.

Differentiate Your Response

Grades 5–6: Use the sentence frames. Draw a labeled picture if writing is difficult. Give one clear piece of evidence.

Grades 7–8: Compare two sources, explain possible uncertainty, and connect evidence to impacts and stakeholder perspectives.

Advanced extension: Propose repeated trials or redesign the investigation for a farm, lake, forest, or machinery-safety context. Explain what would stay the same and what would change.

Part 3: Claim, Reasoning, and Self-Check

Claim: I claim that __________________________________________________.

Evidence: My strongest evidence is ____________________________________.

Reasoning: This evidence supports my claim because ________________________.

Today's Success Criteria

I can tell the difference between an observation and an inference.

I can identify at least two hazards and describe a safe response.

I can ask a clear inquiry question and make a prediction.

I can identify what changes, what is measured, and what stays the same.

I can support a conclusion with recorded evidence.

I worked respectfully in my group role.

Teacher Answer and Support Guide

Accept accurate examples from local contexts. Renewable examples may include sunlight, wind, trees, soil, and flowing water. Nonrenewable examples may include coal, oil, natural gas, and many minerals.

Strong responses distinguish observations from guesses, name a realistic hazard, and suggest a safe action such as wearing protection, avoiding unknown materials, reporting spills, or stopping unsafe equipment.

Evidence should identify a source or recorded observation, state a relevant fact, and explain what that fact shows. Encourage students to question whether a source is trustworthy and whether evidence directly supports the claim.

For EAL support, allow oral, drawn, recorded, or written responses. Model: “I observe ___,” “I infer ___,” and “Our evidence shows ___.” Pair students with supportive language partners and assign clear roles such as facilitator, recorder, materials manager, safety monitor, or reporter.