Exploring Sustainable Resources

Year Level

Year 5

Duration

60 minutes

Class Size

30 students

WALT (We Are Learning To)

Understand the different types of resources: natural, human, and capital.
Distinguish between needs and wants.
Discuss sustainable use of resources to meet current and future needs and wants, including perspectives from Aboriginal and Torres Strait Islander peoples.

Australian Curriculum Links

Humanities and Social Sciences - Economics and Business (Year 5)

Identify types of resources (natural, human, capital) and how they are used to produce goods and services (AC9HE5K01).
Understand the difference between needs and wants and recognise that resources are limited (AC9HE5K02).
Consider how people can use resources sustainably to meet needs and wants now and in the future, including the custodial responsibility of First Nations Australians (AC9HS4K06, elaborated for Year 5).
Recognise perspectives and values of Aboriginal and Torres Strait Islander Peoples about sustainable resource use (cross-curriculum priority: Aboriginal and Torres Strait Islander histories and cultures).

General Capabilities:

Critical and Creative Thinking: Exploring sustainability challenges and perspectives.
Intercultural Understanding: Sharing cultural perspectives on resource use.
Literacy: Using graphic organisers and discussion.

Success Criteria

I can name and classify resources into natural, human, and capital categories.
I can explain the difference between needs and wants.
I can describe ways to use resources sustainably.
I can discuss how Aboriginal and Torres Strait Islander peoples view sustainable use of resources.
I can share ideas respectfully regarding cultural perspectives.

Resources Needed

Visual aids showing examples of natural, human, and capital resources (illustrated cards or posters).
A selection of images or physical items representing various resources (e.g., water, tools, people working, money).
Large chart paper or whiteboard and marker.
Printed graphic organiser with three columns labeled: Natural Resources, Human Resources, Capital Resources.
Sticky notes or small cards for student sorting activity.
Video clip or story related to Aboriginal and Torres Strait Islander sustainable practices (visual, short—if available).

Lesson Plan Breakdown

1. Introduction (10 minutes)

Begin with a simple explanation and visual presentation of resources: natural, human, and capital. Use familiar examples (water, trees, people, tools, money).
Discuss what needs and wants are. Use familiar examples from daily life (e.g., water is a need, toys are a want).
Introduce the idea of sustainability: using resources carefully so that they are available for future generations.
Briefly mention how Aboriginal and Torres Strait Islander peoples have historically managed resources sustainably, highlighting respect for Country.

Differentiation: Use clear visuals and simple language; check understanding by asking volunteers to give examples.

2. Group Activity: Resource Sorting (15 minutes)

Activity:

Divide students into groups of 5 or 6.
Give each group a mixed set of resource cards/images.
Students collaborate to sort these into Natural, Human, or Capital resources using a graphic organiser on chart paper or worksheet.
Groups stick their sorted cards onto the correct sections.

Engagement for ADHD and Autism: Hands-on tactile sorting promotes focus and engagement. Visuals support understanding.

Differentiation: Provide additional support cards for groups needing it, or assign roles (reader, sorter, presenter) based on student strengths.

3. Whole Class Discussion: Needs, Wants and Sustainability (15 minutes)

Invite groups to present their sorting choices briefly.
Discuss the difference between needs and wants in relation to these resources.
Prompt students to think about which resources should be used carefully to last a long time (sustainability).
Introduce a brief story or video clip illustrating sustainable resource use by Aboriginal and Torres Strait Islander peoples, e.g., traditional land management or fire-stick farming.
Facilitate a respectful discussion on how different cultural perspectives shape how resources are used and valued.

Inclusion: Invite students to share their family or cultural stories related to resource use if comfortable.

4. Reflection and Sharing Cultural Perspectives (10 minutes)

Give students a chance to write or draw one way they can use resources sustainably at school or home.
Encourage students to share one thing they learnt about Aboriginal and Torres Strait Islander sustainable practices.
Reinforce the concept that everyone's cultural background brings valuable ideas about caring for resources.

5. Summary and Success Criteria Review (5 minutes)

Recap the learning objectives and success criteria on the board.
Peer check: Ask students briefly if they can meet the success criteria by giving thumbs up/down or calling out examples.

Differentiation Strategies

Use predominantly visual and tactile learning activities.
Provide written and oral instructions.
Assign peer buddies to support students who may need help focusing or understanding concepts.
Allow students with autism to engage via drawing or writing if speaking is a challenge.
Keep instructions clear and provide step-by-step scaffolding.

Extension Activities

Students research a resource used by Aboriginal or Torres Strait Islander peoples and create a small poster explaining its sustainable use.
Explore human impact on a local natural resource and propose actions to protect it.
Create a sustainability pledge as a class to reduce waste or save energy at school.

Assessment

Formative assessment through observation during group sorting and class discussions.
Check completed graphic organisers for correct classification.
Review student reflections for understanding of sustainability concepts and cultural perspectives.

This lesson integrates the Australian Curriculum's focus on Economics and Business for Year 5, emphasizing resource use, needs and wants, sustainability, and intercultural respect for Aboriginal and Torres Strait Islander perspectives, supported by practical, inclusive learning strategies for diverse learners .