You will learn
- Classify resources.
- Explain dependence.
- Describe uneven distribution.
- Evaluate use.
Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.
Student lesson
- Resources come from nature.
- Distribution is uneven around the world.
- Extraction can affect environments.
- Everyone depends on resources.
Words to know
something from nature people use
a natural material used to make goods
a solid natural substance from the ground
taking resources from the ground
1. Discover: The phone in your hand
Ms Kuffour holds up a phone. “Every part came from nature,” she says. “Metals from rocks, glass from sand, plastic from oil, power from many sources.” The class lists the resources in their school bags.
Think: Which resources in your bag came from far away?
2. Understand: Resources
Idea 1: Types
Natural resources include air, water, soil, forests, minerals, fossil fuels, sunlight and wind. People turn raw materials into food, buildings, tools, fuel and goods.
Idea 2: Uneven
Resources are unevenly distributed: oil in some countries, fertile soil in others, fresh water scarce in dry regions. This shapes trade, jobs and sometimes conflict.
Idea 3: Impacts
Extraction by mining, drilling and logging can damage habitats, pollute water and use land. Careful planning, rules and restoration reduce harm.
3. Worked examples
Example 1 (I show you): Trace
Product to resource.
- Phone.
- Metal.
- Mine.
Answer: Source.
Example 2 (We do it together): Classify
Resources.
- Water.
- Oil.
- Wind.
Answer: Types.
Example 3 (You try): Explain
Uneven.
Show the steps and answer
- Oil.
- Water.
- Soil.
Answer: Distribution.
Did you know?
Only about 3% of Earth’s water is fresh, and most of it is frozen or underground.
Why this matters
Everything we eat, wear and use begins as a natural resource.
4. Explore: Resource audit
List ten classroom objects, trace each to a natural resource, then sort the resources and mark which are scarce locally.
- List objects.
- Trace.
- Sort.
- Mark scarcity.
Think about it: what did you notice?
What did you notice? Most objects used several resources.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- A ___ resource comes from nature.
- A ___ material is used to make goods.
- A ___ is a solid natural substance from the ground.
- ___ is taking resources from the ground.
Guided practice
Question 1. Name a resource.
Water.
Question 2. Raw material?
Crude oil.
Question 3. Mineral?
Iron ore.
Independent practice
Level 1: Start
- Name a resource.
- Raw material?
- Mineral?
- Fresh water share?
- Extraction?
Level 2: Grow
- Why uneven?
- Why impacts?
- Why plan?
Level 3: Stretch
- Audit.
- Sort.
- Explain.
Answers are in the answer key below. Try first, then check.
6. Apply: Science in everyday life
Explain how mining can affect the environment.
Show a sample answer
Give two effects.
Another one. Tell a family member one thing from this lesson. Use the words you learned.
Show a sample answer
A clear sentence that uses at least one word from Words to know.
7. Common mistakes
Fix: Limited.
Fix: Uneven.
8. Lesson summary and revision card
- I can classify resources.
- I can explain dependence.
- I can describe uneven distribution.
- I can evaluate use.
9. Check and master
Answer all 14 questions. You will see feedback after each one.
Your result appears here after you answer every question.
10. Key takeaways
- Resources come from nature.
- Distribution is uneven around the world.
- Extraction can affect environments.
- Everyone depends on resources.
11. Next lesson
Next lesson: Renewable resources. Keep going with the next idea in this course.
Exam practice
These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.
- Define natural resource and extraction. [2 marks]
- Classify four resources. [3 marks]
- Explain uneven distribution. [3 marks]
- Safety rule. [2 marks]
Total: 10 marks.
Marking guide and model answers
- 1 each
- Each pair [1]
- Resources vary [1]; example [1]; effect [1]
- Any [1]; reason [1]
Score guide: 9 to 10 = secure. 6 to 8 = nearly there, revise the parts you missed. Under 6 = work through the lesson again with a grown-up.
Printable worksheet
- Name a resource.
- Raw material?
- Mineral?
- Fresh water share?
- Extraction?
- Why uneven?
- Why impacts?
- Why plan?
- Audit.
- Sort.
Homework
Trace one household product to its resources.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. Name a resource. | Water. | 1 |
| 2. Raw material? | Crude oil. | 1 |
| 3. Mineral? | Iron ore. | 1 |
| 4. Fresh water share? | 3%. | 1 |
| 5. Extraction? | Mining. | 1 |
| 6. Why uneven? | Geology. | 1 |
| 7. Why impacts? | Habitat loss. | 1 |
| 8. Why plan? | Reduce harm. | 1 |
| 9. Audit. | Table. | 1 |
| 10. Sort. | Chart. | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 Water.; 2 Crude oil.; 3 Iron ore.; 4 3%.; 5 Mining.. Level 2: 1 Geology.; 2 Habitat loss.; 3 Reduce harm.. Level 3: 1 Table.; 2 Chart.; 3 Sentence..
Quiz answers: 1 B, 2 C, 3 A, 4 B, 5 C, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 B, Challenge 2 C.
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Classify resources | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O2 Explain dependence | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O3 Describe uneven distribution | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O4 Evaluate use | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: “Resources will never run out.” Limited.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Classify and evaluate resources.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
For parents and guardians
In this lesson your child studies natural resources. You do not need to be an expert to help.
- Look at labels.
- Ask “Where did this come from?”
- Wash hands after soil.
- Ask “how do you know?” after each answer, and listen.
- Praise effort, not only right answers. Mistakes are how we learn.
- Ten to fifteen minutes a day is better than one long session.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: classify resources; explain dependence; describe uneven distribution; evaluate use.
Prerequisite knowledge. Grade 5 ideas: weather, water cycle, ecosystems and human impact.
Materials. Objects, sorting cards, paper. Low-resource options: use chalk or charcoal on a board or wall, drawings in the sand, and objects from the classroom instead of printed materials.
Preparation. Gather objects.
Suggested duration. 45–60 minutes. It can be split into two shorter sessions.
6–9. Teaching procedure, explanation notes, guided and independent activities
Introduction (5 min). Hold up a phone and ask, “What is it made from?”
Explanation (10 min). Teach resources.
Guided activity (10 min). Learners audit.
Independent activity (10 min). Learners explain.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. Where does it come from? Who uses it?
Teacher explanation notes. Start with real objects and safe, hands-on observation. Then talk about what was seen, then draw and write. Always say “how do you know?”. Keep to the safety notes, and use local, safe materials.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use real objects and pictures, short sentences and a partner. Let learners point, show or draw instead of writing. Extension. Ask learners to find a new example at home and explain how they know.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. “Resources will never run out.” Limited.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 10-mark exam practice and the worksheet on this page. All answers and marking guides are in the answer sections above. Re-check every answer before use.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Classify and evaluate resources. Enrichment. Look for one new example near your home or school, draw it and explain it to someone. Homework. See above.
Teacher reflection. After teaching, record: which ideas learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.
Sources and standards
This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points: Next Generation Science Standards, Cambridge Primary Science and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.
Research used to shape this lesson. Courseversity Science curriculum, Grade 6 Unit 10, topic 5; Next Generation Science Standards, Earth and human activity; Cambridge Lower Secondary Science, Earth and environment; IB Primary Years Programme, sharing the planet. These sources informed the lesson.