Students brainstorm what are natural resources that they use every day. Then they examine how the American colonists adapted to and modified their environment. Next they explain the Columbian Exchange. Finally, they create a poster about the Columbian Exchange.
Students read an introduction explaining how living things interact with natural resources in their environment and how American Indian tribes practiced a sustainable lifestyle. They review the lesson objectives, examine an image of a colonial log house, and respond to a word cloud prompt by listing natural resources that people use in their everyday lives.
Teacher MovesPreview the experience, highlighting key vocabulary and objectives. After students submit word cloud responses, guide a discussion to ensure major categories of natural resources are identified, then work with the class to develop a clear definition of “natural resource” as something that exists without human interaction and can be used for economic gain.
Students view an image of a New England kitchen and read background text describing how people throughout history have adapted to and modified their environments to meet basic needs. They learn specific examples of how American colonists used natural resources for homes, food, clothing, and trade, and how England relied on colonial raw materials within a mercantile system. Students then answer two multiple-choice questions distinguishing ways colonists adapted to their environment from ways they modified it.
Teacher MovesClarify examples of adaptation versus modification as students discuss or review their answers. Summarize how colonists’ activities affected the environment, emphasizing that human use of resources can deplete natural systems, damage ecosystems, and introduce invasive species, and connect this to modern efforts to protect the environment.
Students read an explanation of the Columbian (Great) Exchange, using the example of cacao and chocolate to understand how plants, animals, and diseases moved between the Americas and Europe. They learn how this exchange reshaped diets, economies, transportation, and health, including the impact of horses and European diseases like smallpox on American Indian societies. Students then post to a class wall explaining what the term “the Great Exchange” means and why it is an appropriate name.
Teacher MovesReview student wall posts and select one or more strong or thought-provoking responses to share with the class. Use these examples to reinforce that the Great Exchange involved the large-scale transfer of crops, animals, and diseases between the Old and New Worlds, transforming geography, biology, economies, and people’s health on both sides of the Atlantic.
Students create a poster about the Columbian Exchange that shows plants, animals, and diseases moving from Europe to the Americas and from the Americas to Europe, using The Great Exchange article or their own research as needed. They design the poster using a digital drawing canvas or by uploading a digital or photographed version, then review their classmates’ posters to see different representations of the exchange.
Teacher MovesClarify expectations for the poster, ensuring students include examples moving in both directions and accurately label items as plants, animals, or diseases. Encourage students to consult reference materials for accuracy, facilitate peer review of posters, and prompt discussion about patterns they notice in what was exchanged and its consequences for people and environments.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
©2026 Exploros. All rights reserved.