Nature’s Helpful Resources

Overview

In lesson 6 of Discovering Materials Around Us, students explore natural resources as materials and energy sources that come from nature. Through a story, discussion and collaborative sorting, they begin to recognise that some resources can be replaced over time (renewable), while others are limited and may run out (non-renewable).

Learning intentions

Students will:

• learn that natural resources come from nature and are used by people.
• identify simple examples of renewable and non-renewable resources.
• sort pictures and objects into two resource groups.
• explain one reason a resource is important to people, plants or animals.

Success criteria

• I can name a natural resource.
• I can sort a resource as renewable or non-renewable with help.
• I can explain that renewable resources can be replaced, while non-renewable resources are limited.
• I can share an observation or pattern from my group’s sorting.

Curriculum links

• Science — representing observations in provided templates and identifying patterns with guidance.
• Science — considering how people use scientific explanations to meet a need or solve a problem.
• Science — examining natural and made materials and considering how their properties influence their use.

Lesson structure (45 minutes)

1. 0–5 min · Hook: What comes from nature? Teacher displays a picture of a tree, a mobile phone, a glass of water and a lump of coal in the hook and picture discussion slides, then asks, “Which things began in nature?” Students turn and talk, make a prediction and share one idea. Avoid requiring students to classify the phone as a resource; explain that it is a made object containing materials that came from natural resources.

2. 5–12 min · Story and direct teaching. Teacher tells a short illustrated story from the natural resources story slides about a child packing lunch, travelling to school and turning on a light. Pause to identify resources involved, such as sunlight, water, plants, wood, coal, oil and metals. Introduce the words natural resource, renewable and non-renewable using child-friendly explanations: “Renewable resources can be replaced by nature, often in a short time. Non-renewable resources take a very long time to form and may run out.” Students act out “can grow or return” and “limited” and repeat the key words.

3. 12–17 min · Model a sort. Teacher models sorting three or four picture examples on the board using the sorting model slides: sunlight and trees under “renewable”; coal and oil under “non-renewable”. Think aloud: “Sunlight keeps arriving, so I will place it here.” Clarify that resources are not “good” or “bad”; people use resources to meet needs, and they need to use them carefully. Students help place one example and explain the reason using the sentence stem, “I think ___ is ___ because ___.”

4. 17–30 min · Group sorting investigation. Teacher places students in groups of four or five, assigns roles (sorter, reader, checker and speaker), and distributes the illustrated cards from the Natural Resources Sorting Cards. Students sort the cards into two labelled areas: renewable and non-renewable. They use the prompts on the group sorting instruction slides: “What is it?”, “Where does it come from?”, and “Could nature replace it?” Students may place uncertain cards in a “not sure yet” area for later discussion. The teacher circulates, asks questions and records observations about students’ explanations.

5. 30–37 min · Compare and revise. Teacher pauses the class and invites groups to explain one choice and one uncertain card. Students compare groupings, respectfully agree or suggest a change, and revise their sort if new reasoning helps. Teacher addresses misconceptions: wind and sunlight are renewable; coal, oil and many metals are non-renewable; trees are renewable when replanted and cared for, but they do not grow back immediately.

6. 37–42 min · Individual representation. Teacher distributes the natural resources sorting and drawing worksheet and models how to draw or paste one example in each group. Students complete the two-column sort and draw one way people use a selected resource. Students who need support may choose from displayed picture cards and dictate an explanation to an adult or partner.

7. 42–45 min · Plenary and exit response. Teacher returns to the opening question using the recap and exit-question slide and asks, “Why do people need to care for natural resources?” Students share a response with a partner, then complete an oral or written exit response: “___ is renewable/non-renewable because ___.” Collect worksheets and note students who can classify and justify a choice.

Resources

• the natural resources lesson deck
• the natural resources sorting and drawing worksheet
• the Natural Resources Sorting Cards
• Classroom objects or photographs: wooden pencil, water bottle, paper, metal spoon
• Two large labelled sorting hoops or floor mats: Renewable / Non-renewable
• Sticky notes or reusable adhesive
• Whiteboard and markers
• Pencils, crayons and glue
• Optional natural samples: leaf, small piece of wood, stone

Assessment

• During the hook and modelling, listen for students’ understanding that resources come from nature and are used to make or provide things people need.
• During group sorting, question students individually: “What is this resource?” and “What makes you think it belongs there?” Record names of students who classify confidently, need prompting or place a card in “not sure yet”.
• Use the worksheet and exit response to assess whether students can represent examples in a provided template, identify the renewable/non-renewable pattern and give a simple reason.

Differentiation

• Provide picture-supported vocabulary cards for nature, resource, renewable and non-renewable, with gestures and repeated oral rehearsal.
• Use sentence starters: “I can see ___”; “It comes from ___”; and “I think it is ___ because ___.” Accept drawing, pointing, oral explanation or scribing.
• Pair students strategically and allocate manageable roles; read card labels aloud for students with emerging literacy or English as an additional language.
• Extend confident students by asking them to explain why a tree may be renewable but still needs time, water and care, or to identify a resource used in their home or school.