You will learn
- Name shared resources.
- Say why to share fairly.
- Tell renewable from non-renewable.
- Name protecting actions.
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
- Air, water and soil are shared by all.
- Some resources can be replaced and some cannot.
- We must share fairly and conserve.
- Everyone can help protect them.
Words to know
something useful from nature
able to be replaced naturally
cannot be replaced once used up
to use carefully and protect
1. Discover: One planet
Ms Smith holds up a globe. “We all share this planet,” she says. “The air that Sierra Leone breathes also reaches other countries. Rivers cross borders. The ocean touches many lands.” Mei asks, “Can we use up water?” “Fresh water is limited,” says Ms Smith. “Sunlight and wind are renewable. Oil and coal are non-renewable. We must conserve.”
Think: What shared resource do you use every day?
2. Understand: Shared
Idea 1: Shared
Air, water, soil, forests, oceans and energy are resources that people everywhere share. Air and oceans move around the world, and rivers flow through many countries. What one place does can affect another.
Idea 2: Types
Renewable resources can be replaced naturally, such as sunlight, wind and trees (if replanted). Non-renewable resources cannot be replaced once used up, such as coal, oil and gas. Fresh water is limited even though it is renewable through rain.
Idea 3: Care
To conserve resources, we use only what we need, save water and energy, reduce waste, plant trees and share fairly so that others and future children also have enough.
3. Worked examples
Example 1 (I show you): Name
Shared resource.
- Think.
- List.
- Say.
Answer: Air.
Example 2 (We do it together): Sort
Renewable or not?
- Think.
- Sort.
- Say.
Answer: Sunlight yes; oil no.
Example 3 (You try): Act
One action.
Show the steps and answer
- Think.
- Plan.
- Say.
Answer: Turn off lights.
Did you know?
Only about 3 percent of Earth’s water is fresh water, and most of that is frozen in ice or deep underground.
Why this matters
Sharing and conserving resources protects everyone now and in the future.
4. Explore: Resource sort
Sort pictures into renewable and non-renewable resources. Choose one resource and write two ways to protect it.
- Sort.
- Choose.
- Write.
- Share.
Think about it: what did you notice?
What did you notice? Many could be saved.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- A resource is ___.
- Renewable means ___.
- Non-renewable means ___.
- To conserve is ___.
Guided practice
Question 1. What is a resource?
Useful from nature.
Question 2. What does renewable mean?
Can be replaced.
Question 3. What does non-renewable mean?
Cannot be replaced.
Independent practice
Level 1: Start
- What is a resource?
- What does renewable mean?
- What does non-renewable mean?
- What does conserve mean?
- Name a renewable resource.
Level 2: Grow
- Why share fairly?
- Why conserve?
- Why save water?
Level 3: Stretch
- Sort pictures.
- Choose a resource.
- Write actions.
Answers are in the answer key below. Try first, then check.
6. Apply: Social Studies in everyday life
Give a renewable and a non-renewable resource.
Show a sample answer
Sunlight; oil.
Another one. Find one way to save a resource at home.
Show a sample answer
Share.
7. Common mistakes
Fix: Some do.
Fix: They can.
8. Lesson summary and revision card
- I can name shared resources.
- I can say why to share fairly.
- I can tell renewable from non-renewable.
- I can name protecting actions.
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
- Air, water and soil are shared by all.
- Some resources can be replaced and some cannot.
- We must share fairly and conserve.
- Everyone can help protect them.
11. Next lesson
Next lesson: Water conservation. 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.
- Name three shared resources. [3 marks]
- Give a renewable and a non-renewable resource. [2 marks]
- Name three ways to conserve resources. [3 marks]
- Say why we share fairly. [2 marks]
Total: 10 marks.
Marking guide and model answers
- Three [3]
- Renewable [1]; non-renewable [1]
- Three [3]
- Everyone needs [1]; future [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
- What is a resource?
- What does renewable mean?
- What does non-renewable mean?
- What does conserve mean?
- Name a renewable resource.
- Why share fairly?
- Why conserve?
- Why save water?
- Sort pictures.
- Choose a resource.
Homework
Draw the Earth and three shared resources.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. What is a resource? | Useful from nature. | 1 |
| 2. What does renewable mean? | Can be replaced. | 1 |
| 3. What does non-renewable mean? | Cannot be replaced. | 1 |
| 4. What does conserve mean? | Use carefully. | 1 |
| 5. Name a renewable resource. | Sunlight. | 1 |
| 6. Why share fairly? | Everyone needs. | 1 |
| 7. Why conserve? | Future. | 1 |
| 8. Why save water? | Limited. | 1 |
| 9. Sort pictures. | Sort. | 1 |
| 10. Choose a resource. | Choose. | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 Useful from nature.; 2 Can be replaced.; 3 Cannot be replaced.; 4 Use carefully.; 5 Sunlight.. Level 2: 1 Everyone needs.; 2 Future.; 3 Limited.. Level 3: 1 Sort.; 2 Choose.; 3 Actions..
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 Name shared 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 Say why to share fairly | 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 Tell renewable from non-renewable | 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 Name protecting actions | 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 never run out.” Some do.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Make a conserve poster.
- 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 learns about shared resources. Please save water and energy together. You do not need to be an expert to help.
- Save water.
- Switch off lights.
- Plant trees.
- 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: name shared resources; say why to share fairly; tell renewable from non-renewable; name protecting actions.
Prerequisite knowledge. Grade 2 ideas: communities, cultures, environments and rights around the world.
Materials. Globe, picture cards. 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. Prepare picture cards.
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). Tell the one planet story.
Explanation (10 min). Teach shared resources.
Guided activity (10 min). Resource sort.
Independent activity (10 min). Discuss.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. What resources do we share and how do we care for them?
Teacher explanation notes. Start with a picture, story, map or local example. Then talk about what was seen, then draw and write. Always ask “how do you know?” and invite more than one view. Treat every family, culture and community with respect, and never ask learners to share private information.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use pictures, maps, real objects and short sentences, and let learners work with a partner. Let learners point, show, act or draw instead of writing. Extension. Ask learners to find a new example from their own community 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 never run out.” Some do.
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. Make a conserve poster. Enrichment. Find one new example near your home or school, draw or write about 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: NCSS standards and C3 Framework, Cambridge Primary Humanities 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 Social Studies curriculum, Grade 2 Unit 10, topic 5; NCSS C3 Framework, global connections and taking informed action; Cambridge Primary Humanities, people and the world; IB Primary Years Programme, sharing the planet. These sources informed the lesson.