You will learn
- Define natural resource.
- Sort renewable and non-renewable.
- Give uses of resources.
- Explain why to use them wisely.
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
- Natural resources come from Earth.
- Renewable resources can be replaced.
- Non-renewable ones will run out.
- Wise use protects the future.
Words to know
something from nature that people use
able to be replaced naturally
will run out one day
to take out of the ground
1. Discover: The gold mine
Kwame’s uncle works at a gold mine. Miners dig gold from deep rock. “Once it is gone, it is gone,” his uncle says. Nearby, farmers grow cocoa trees that give beans every year. “That resource renews,” Kwame notes.
Think: Which resource is renewable?
2. Understand: Resources
Idea 1: What are resources?
A natural resource is anything from nature that people use: water, soil, trees, minerals, oil and sunlight.
Idea 2: Two kinds
Renewable resources, like sunlight, wind and trees, can be replaced. Non-renewable resources, like gold, oil and coal, take millions of years to form and will run out.
Idea 3: Using wisely
We extract minerals by mining and drilling. Reduce, reuse and recycle to make resources last, and replant forests that we cut.
3. Worked examples
Example 1 (I show you): Sort
Sunlight.
- Replaces.
- Renewable.
- Daily.
Answer: Sunlight is renewable.
Example 2 (We do it together): Sort
Oil.
- Millions of years.
- Runs out.
- Non-renewable.
Answer: Oil is non-renewable.
Example 3 (You try): Wise use
Metal can.
Show the steps and answer
- Recycle.
- Reduce mining.
- Saves.
Answer: Recycling saves resources.
Did you know?
Recycling one aluminium can saves enough energy to run a TV for about three hours.
Why this matters
Wise use of resources keeps the planet healthy for everyone.
4. Explore: Resource sort
Sort resource cards into renewable and non-renewable and suggest ways to save each.
- Read the cards.
- Sort into two groups.
- Match each to a use.
- Write one saving idea per card.
Think about it: what did you notice?
What did you notice? Some renewable resources can run out if over-used.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- A ___ is something from nature that people use.
- ___ resources can be replaced.
- ___ resources will run out.
- To ___ is to take out of the ground.
Guided practice
Question 1. What is a resource?
From nature.
Question 2. Name renewable.
Wind.
Question 3. Name non-renewable.
Oil.
Independent practice
Level 1: Start
- What is a resource?
- Name renewable.
- Name non-renewable.
- What is extract?
- How save?
Level 2: Grow
- Why save oil?
- Why plant trees?
- Why recycle?
Level 3: Stretch
- Sort resources.
- Plan a saving.
- Explain a choice.
Answers are in the answer key below. Try first, then check.
6. Apply: Science in everyday life
Explain why recycling matters.
Show a sample answer
Examples.
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: Many run out.
Fix: Over-use can harm it.
8. Lesson summary and revision card
- I can define natural resource.
- I can sort renewable and non-renewable.
- I can give uses of resources.
- I can explain why to use them wisely.
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
- Natural resources come from Earth.
- Renewable resources can be replaced.
- Non-renewable ones will run out.
- Wise use protects the future.
11. Next lesson
Next lesson: Earth 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.
- Define natural resource. [1 mark]
- Sort four resources into renewable and non-renewable. [4 marks]
- Explain wise use of resources. [3 marks]
- Safety rule. [2 marks]
Total: 10 marks.
Marking guide and model answers
- From nature [1]
- 1 each
- Reduce [1]; reuse or recycle [1]; replant [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
- What is a resource?
- Name renewable.
- Name non-renewable.
- What is extract?
- How save?
- Why save oil?
- Why plant trees?
- Why recycle?
- Sort resources.
- Plan a saving.
Homework
List resources your family uses each day and one way to save each.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. What is a resource? | From nature. | 1 |
| 2. Name renewable. | Wind. | 1 |
| 3. Name non-renewable. | Oil. | 1 |
| 4. What is extract? | Take out. | 1 |
| 5. How save? | Recycle. | 1 |
| 6. Why save oil? | Runs out. | 1 |
| 7. Why plant trees? | Renew. | 1 |
| 8. Why recycle? | Less mining. | 1 |
| 9. Sort resources. | Table. | 1 |
| 10. Plan a saving. | List. | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 From nature.; 2 Wind.; 3 Oil.; 4 Take out.; 5 Recycle.. Level 2: 1 Runs out.; 2 Renew.; 3 Less mining.. Level 3: 1 Table.; 2 List.; 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 Define natural resource | 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 Sort renewable and 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 Give uses of 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 |
| O4 Explain why to use them wisely | 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 are endless.” Many run out.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Explain natural resources and wise use.
- 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. You do not need to be an expert to help.
- Talk about recycling.
- Ask “Where does it come from?”
- Reuse items.
- 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: define natural resource; sort renewable and non-renewable; give uses of resources; explain why to use them wisely.
Prerequisite knowledge. Grade 3 Earth ideas: types and uses of rocks, soils and how soil forms and moves.
Materials. Notebook, pencils. 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. Print resource 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). Hold up a metal can and ask, “Where did it come from?”
Explanation (10 min). Teach resources.
Guided activity (10 min). Learners sort.
Independent activity (10 min). Learners plan.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. Renewable? How can we save 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. “All resources are endless.” Many run out.
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. Explain natural resources and wise use. 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 4 Unit 7, topic 9; Next Generation Science Standards, Earth’s systems; Cambridge Primary Science Stage 4, Earth and space: rocks and soils; IB Primary Years Programme, sharing the planet. These sources informed the lesson.