Natural Resources Mapping

Overview

This lesson continues the unit “Exploring Our Global Landscape” by helping students identify different natural resources and describe where they are found around the world. Students will use a simple map and a sorting task to link resource distribution to the features of places.

Learning intentions

Students will:

• identify examples of natural resources (renewable and non-renewable)
• locate resource examples on a map using basic geographical knowledge
• describe how resources are distributed across regions of the world
• explain, using evidence from a class map or dataset, how a resource connection affects places and people

Success criteria

I can:

• correctly sort resources into renewable and non-renewable categories
• locate at least 3 resources on a map and label them with correct country/region names
• write a short description of where resources are found (for example “more common in…”)
• support my explanation with a reason linked to the distribution I observe

Curriculum links

• AC9HS6K04: exploring the geographical diversity and location of places in the Asia region, and its location in relation to Australia (using world geography to locate place examples)
• AC9HS6K05: Australia’s interconnections with other countries and how these change people and places (using resource locations as a basis for connections such as trade and supply)
• AC9HS6S02: locate, collect and organise information and data from primary and secondary sources in a range of formats (using a short dataset and map resources)
• AC9HS6S07: present descriptions and explanations, drawing ideas, findings and viewpoints from sources, and using relevant terms and conventions (producing a brief written/geographical explanation)

Lesson structure (60 minutes)

1. 0–7 min · Hook. Teacher displays 6–8 resource picture cards (e.g., wheat, solar panels image, oil, iron ore, bauxite, timber) and asks: “Which resources can be replaced quickly and which take a long time?” Students hold up a numbered card (renewable/non-renewable) and justify with one quick word (e.g., “grows”, “takes millions of years”).

2. 7–15 min · Mini-teach: types and patterns. Teacher draws a two-column chart: Renewable / Non-renewable, then adds a class definition of “natural resource” and “geographical distribution” (where things are found across places). Students copy the chart and complete a quick classification check on 4 teacher-called items.

3. 15–28 min · Map familiarisation. Teacher models how to use a wall map or printed world map to find Asia and Australia, then demonstrates locating one example (e.g., “oil is found in many places—examples include…”), without naming too many places. Students work in pairs with a map sheet: they locate and circle 5 suggested regions (e.g., Middle East, North Africa, North America, South-East Asia, Australia) and share one finding with the class.

4. 28–40 min · Data sorting and organising (resource cards). Teacher gives each pair a set of resource cards and a simple table with columns: Resource, Type, Example regions, One-sentence “where and why”. Students sort cards into renewable/non-renewable, then choose at least two regions to add to the table for each selected resource (using atlas/map references provided in class materials).

5. 40–52 min · Explain: distribution to connection. Teacher provides a prompt on the board: “Where is the resource found? How could this affect places and people (for example, jobs, trade, energy, living conditions)?” Students complete a short “I notice / I think / Evidence” paragraph for one chosen resource, referencing the map they used. Teacher circulates and checks that explanations link to distribution (not just “it’s important”).

6. 52–58 min · Share-out and refine language. Teacher invites 3–4 pairs to read or paraphrase their paragraphs; classmates use a sentence stem: “I agree because…” or “I wonder if…” Teacher records strong examples of geographical language (e.g., “more common”, “concentrated”, “spread across”, “near”).

7. 58–60 min · Exit ticket. Students answer: “Name one renewable and one non-renewable resource and one place/region where you found it.” Teacher collects for quick assessment.

Resources

• Wall map or large printed world map (with Australia and Asia clearly visible)
• Student world map sheets (one per student or pair)
• Picture cards of natural resources
• Resource card set with type and example hints (teacher-prepared)
• Simple student table template: Resource / Type / Regions / Sentence explanation
• Coloured pencils or highlighters
• Atlas or classroom reference sheets with basic region names
• Timer and board chart “Renewable / Non-renewable”
• Exit ticket slips

Assessment

• Observation checklist during sorting: correct renewable/non-renewable classification and map use
• Check students’ filled tables for accuracy of regions and completeness (at least 2 regions per selected resource)
• Exit ticket to gauge location understanding and correct resource categorisation
• During share-out, note whether explanations connect distribution to effects on places/people

Differentiation

• Support: provide sentence starters for the explanation (“I notice…”, “This is found in…”, “This can affect…”) and a word bank of region names
• Support: pre-highlight Asia and Australia on maps to reduce navigation load
• Extension: challenge students to add a second connection for the same resource (e.g., “aid”, “education”, “defence”, or “tourism” is not the focus today—keep it linked to trade/supply and jobs)
• EAL/SEN: allow drawing plus labels (students can show distribution with arrows or shading); provide a simplified table with fewer cells