You will learn
- Name natural resources.
- Tell renewable from non-renewable.
- Describe how resources are used.
- Explain responsible 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
- Sierra Leone has land, water, forests, fish and minerals.
- Some resources renew; others do not.
- Mining brings jobs and risks.
- Sustainable use protects the future.
Words to know
something from nature that people use
a natural solid material found in the ground
digging minerals from the ground
used in a way that lasts for the future
1. Discover: The resource map
Mei and Kofi make a resource map. They draw rice fields on plains, trees in forests, fish at the coast and symbols for diamonds, iron ore and bauxite. “Which ones can be replaced?” asks Ms Smith. “Trees and fish can grow back,” says Kofi. “Minerals cannot.” “So we must be careful,” says Mei. “Sustainable use leaves enough for the future.”
Think: Which resource does your area use most?
2. Understand: Resources
Idea 1: Our resources
A natural resource is something from nature that people use. Sierra Leone has fertile land for rice, cassava, cocoa and coffee; forests; rivers; fish in the Atlantic; and minerals such as diamonds, iron ore, bauxite, rutile and gold.
Idea 2: Renewable or not
Renewable resources, like trees, fish and crops, can grow back if managed well. Non-renewable resources, like minerals, cannot be replaced once taken. Mining digs minerals from the ground. It can bring jobs and income but can also harm land and water if it is not done carefully.
Idea 3: Sustainable use
Using resources in a sustainable way means using them so they last for the future: catching only a safe amount of fish, replanting trees, restoring mined land, and using fair rules so everyone benefits.
3. Worked examples
Example 1 (I show you): Sort
Renewable or not?
- Think.
- Sort.
- Say.
Answer: Fish renewable; iron ore not.
Example 2 (We do it together): Map
Mark a resource.
- Think.
- Draw.
- Label.
Answer: Rice on plains.
Example 3 (You try): Care
How to be sustainable?
Show the steps and answer
- Think.
- List.
- Say.
Answer: Replant trees.
Did you know?
Sierra Leone is one of the world’s sources of rutile, a mineral used to make white paint, and of bauxite, from which aluminium is made.
Why this matters
Understanding resources helps us plan for jobs and protect nature.
4. Explore: Resource sort
Make a resource map. Sort resources into renewable and non-renewable. For each, write one way to use it sustainably.
- Draw.
- Sort.
- Write.
- Share.
Think about it: what did you notice?
What did you notice? Many renewable resources can be lost if overused.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- A natural resource is ___.
- A mineral is ___.
- Mining is ___.
- Sustainable means ___.
Guided practice
Question 1. What is a natural resource?
Something from nature.
Question 2. What is a mineral?
Natural solid in ground.
Question 3. What is mining?
Digging minerals.
Independent practice
Level 1: Start
- What is a natural resource?
- What is a mineral?
- What is mining?
- What does sustainable mean?
- Name a mineral.
Level 2: Grow
- Why replant trees?
- Why careful mining?
- Why fair rules?
Level 3: Stretch
- Draw a resource map.
- Sort resources.
- Write sustainable ways.
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 of Sierra Leone.
Show a sample answer
Fish; iron ore.
Another one. List three resources used in your home.
Show a sample answer
Share.
7. Common mistakes
Fix: Minerals do not.
Fix: It can harm land and water.
8. Lesson summary and revision card
- I can name natural resources.
- I can tell renewable from non-renewable.
- I can describe how resources are used.
- I can explain responsible 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
- Sierra Leone has land, water, forests, fish and minerals.
- Some resources renew; others do not.
- Mining brings jobs and risks.
- Sustainable use protects the future.
11. Next lesson
Next lesson: Population and settlements. 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 four natural resources of Sierra Leone. [2 marks]
- Say the difference between renewable and non-renewable. [3 marks]
- Give two ways to use resources sustainably. [3 marks]
- Say why mining needs care. [2 marks]
Total: 10 marks.
Marking guide and model answers
- Four [2]
- Renewable [1]; non-renewable [1]; example [1]
- Two [2]; reason [1]
- Land [1]; water [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 natural resource?
- What is a mineral?
- What is mining?
- What does sustainable mean?
- Name a mineral.
- Why replant trees?
- Why careful mining?
- Why fair rules?
- Draw a resource map.
- Sort resources.
Homework
Draw a resource map of Sierra Leone.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. What is a natural resource? | Something from nature. | 1 |
| 2. What is a mineral? | Natural solid in ground. | 1 |
| 3. What is mining? | Digging minerals. | 1 |
| 4. What does sustainable mean? | Lasts for the future. | 1 |
| 5. Name a mineral. | Diamonds. | 1 |
| 6. Why replant trees? | Renew. | 1 |
| 7. Why careful mining? | Protect land. | 1 |
| 8. Why fair rules? | Share benefits. | 1 |
| 9. Draw a resource map. | Map. | 1 |
| 10. Sort resources. | Sort. | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 Something from nature.; 2 Natural solid in ground.; 3 Digging minerals.; 4 Lasts for the future.; 5 Diamonds.. Level 2: 1 Renew.; 2 Protect land.; 3 Share benefits.. Level 3: 1 Map.; 2 Sort.; 3 Ways..
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 natural 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 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 |
| O3 Describe how resources are used | 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 Explain responsible 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: “All resources renew.” Minerals do not.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Make a resource collage.
- 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 natural resources. Please talk about how your family uses water, land and wood. You do not need to be an expert to help.
- Talk about resources at home.
- Save resources.
- Avoid mine sites.
- 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 natural resources; tell renewable from non-renewable; describe how resources are used; explain responsible use.
Prerequisite knowledge. Grade 3 ideas: location, boundaries, regions, capital and landforms.
Materials. Outline map, symbols. 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 resource symbols.
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 resource map story.
Explanation (10 min). Teach 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 natural resources do we have and how do we use them wisely?
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. “All resources renew.” Minerals do not.
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 resource collage. 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 3 Unit 2, topic 8; NCSS C3 Framework, geographic representations and human-environment interaction; Cambridge Primary Humanities, places and people; IB Primary Years Programme, where we are in place and time. These sources informed the lesson.