The Land of the United States

Introducing Renewable & Nonrenewable Resources

Grade Four
Background Information
This lesson will focus on determining the similarities and differences between renewable and
nonrenewable resources; with this, students will identify the benefits of recycling our resources.
Additionally, students will be able to put the main resources utilized by the U.S. on a United
States map that will be added to the map portfolio.
Lesson Duration: Approx. 45 minutes
General Concepts:
Environment
Global perspective
Resources
Cause and Effect
Essential Vocabulary:
nonrenewable resources
renewable resources
fossil fuels
renewable energy
Skills:

Analyzing
Predicting
Comparing and Contrasting
Inferring

Learning Outcomes/Objectives
1. Students will determine how the physical resources of an area affect the people residing
there.
2. Students will explain the major effects people have on the physical resources of their
environment.
3. Students will compare and contrast renewable energy and nonrenewable energy.
Standards
Pa Standards:
Geography 7.4.4.A: Identify the effect of the physical systems on people within a community.
Geography 7.4.4.B: Identify the effect of people on the physical systems within a community.
NCSS Standards:

D2.Geo.1.3-5. Construct maps and other graphic representations of both familiar and unfamiliar
places.
D2.Eco.1.3-5. Compare the benefits and costs of individual choices.
D2.Eco.3.3-5. Identify examples of the variety of resources (human capital, physical capital, and
natural resources) that are used to produce goods and services.
D4.3.3-5. Present a summary of arguments and explanations to others outside the classroom
using print and oral technologies (e.g., posters, essays, letters, debates, speeches, and reports)
and digital technologies (e.g., Internet, social media, and digital documentary).
Anticipatory Set:

Today, we will be discussing the relationship between our environment and the people
that live here. We must know about how we both positively, or appropriately, and
negatively, or inappropriately, use our resources. Before we begin, we are going to watch
a video titled Renewable and Nonrenewable Resources (show video:
https://www.youtube.com/watch?v=Bh5lyOCUcRg).

Procedure:

After watching the video, have the students break into groups and discuss what they
believe renewable and nonrenewable resources are.
While they are discussing, pass out a white board, marker, and eraser to each group.
Have one of the students write the definition of nonrenewable and renewable on a white
board.
Once all of the students have finished discussing and recording their definitions, have
each group hold up their board. Allow students to utilize and draw pictures to
demonstrate their understanding of the definitions if they so choose. Go around to each
group and ask them to explain why they defined these words the way they did. Note:
Allow students to discuss their answers with one another, rather than just reading their
boards verbatim. Encourage other students to respond with why they do or do not agree.
Once each group has shared, the entire class will develop a singular definition for each
(Teacher will record definitions on the board).
o Renewable energy: energy from a source that is not depleted when used
o Nonrenewable resources: resources that the environment cannot replace after
being used
Once the class has determined that renewable resources are resources that the
environment can replace after they have been used, the same groups will record a list of
as many resources that can be renewed/ do not run out.

Some examples may include: trees, food (fruits, vegetables, meats from
animals)
They will then record a list of as many nonrenewable resources as they can.
Some examples include: oil, natural gas, coal
A representative from each group will come to the board and write or draw an example of
a renewable resource. Note: Remind the students that they may not repeat and answer
that has already been placed on the board.
Then, different representatives will come up to the board and illustrate or write an
example of a nonrenewable resources. Note: Remind the students that they may not
repeat and answer that has already been placed on the board.
Next, distribute a paper Venn diagram comparing renewable and nonrenewable resources
to some of the students.
o Explain to the students that within this Venn diagram examples as well as
characteristics of each must be used.
o Additionally, remind them we, as people, utilize both types of resources and that
we rely on them for needs like electricity, heat, etc
o Note: Allow students to draw pictures if they would like, as long as they convey
their understanding of these two types of resources.
For the rest of the students who prefer to do an online Venn diagram, demonstrate the
Venn diagram program made by ReadWriteThink.org (see resources).
o Students will access the program through the class website.
o First, they will type in their name and the project title Comparing Types of
Resources & press START.
o Then, they will title each circle with either Renewable Resources or
Nonrenewable Resources.
o To add entries, students will select Add New Item and type the entry in the
appropriate circle.
o When the students have completed their Venn diagram they will email it to me at
mkhertzog@ourschool.org.
Ask them to complete the comparing and contrasting of the two types of resources found
on Earth individually.
Once they have completed the Venn diagram, have the students turn and talk with a
partner to share the similarities and differences between the two types of resources.
Allow time for students to share their answers with the class.
Then, transition into the effects of overusing our nonrenewable resources.
Now that we know what renewable and nonrenewable resources are, we must learn how
they affect us and our environment.
Ask the students to infer why it is important to regulate, or monitor, the amount of
nonrenewable resources we are using, and how fast.
o Answer: We do not want to use our resources too quickly and run out. We also do
not want to pollute our environment with unregulated amounts of gas, toxic
fumes, and debris.

Explain that fossil fuels are fuels that are burned and used to create energy. They are not
renewable, and they often pollute, or negatively affect, the environment. Provide
examples including burning coal, oil, and natural gas.
Ask the students to then infer what the benefits of using renewable resources may be.
o Answer: Using renewable resources are beneficial because they do not run out or
disappear forever after being used. Since they can be used over and over, we do
not need to worry about destroying parts of our Earth that help us.
Explain to students that renewable energy is the utilization of renewable resources to
create energy. Some examples of this include hydroelectric energy (water), wind energy,
and solar energy (sun.)
Provide the students with research time. This time will be spent on approved websites
(see teacher/student resources below) to affirm and build on information discussed in
class.
Later, instruct the students to develop and create a flyer that advertises the importance of
utilizing our renewable resources over our nonrenewable resources due Monday (lesson
will be taught on a Friday).
Close the lesson by showing some examples of flyers that accurately and appropriately
conveyed the difference between renewable and nonrenewable energy, the benefits of
renewable energy, how we affect the environment by using resources for energy, and how
the resources from our environment help us/ affect us. Hand out a checklist to the
students with the requirements for the flyer (see below in teacher/student resources).
Differentiation:
For all students:
Allow students to draw/illustrate concepts instead of writing
Allow students to work in pairs rather than individually if needed
Allow students to develop a Venn diagram on the computer or tablet
For tier two students:
Provide premade Venn diagrams
Provide premade lists of examples of renewable and nonrenewable
Allow students to work in pairs rather than individually if needed.
Allow students to draw/illustrate concepts instead of writing.
For tier three students:
Provide the definitions of each type of resource
Provide premade Venn diagrams
Provide premade lists of examples of renewable and nonrenewable
Allow students to work in pairs rather than individually if needed.
Allow students to draw/illustrate concepts instead of writing.
Closure:

Before the students transition, have the students take out their book of maps and draw two
renewable and two nonrenewable resources in the United States.
Assessment:
Formative assessment
will occur throughout the lesson as the teacher makes observations on comprehension.
The teacher will monitor understanding and participation as they complete the Venn
diagram and the speed write on examples of nonrenewable and renewable resources.
will occur when the teacher collects the students flyers on the benefits of renewable
resources over nonrenewable resources. The teacher will utilize a basic checklist to
determine if the students met the objectives of the lesson and criteria for the assignment
Summative assessment
will occur during the map activity. Once their maps are completed, they will be put into a
portfolio that includes all twelve maps created during this unit. There will be a checklist
utilized on day twelve to determine the quality and completion of the map portfolio.
Materials/ Equipment:

Video: https://www.youtube.com/watch?v=Bh5lyOCUcRg
Guiding Lesson plan: http://ecosystems.psu.edu/youth/sftrc/environ-series/rnr-lesson
Venn Diagram: http://www.readwritethink.org/files/resources/interactives/venn_diagrams
(see document below for full size)

Renewable v Nonrenewable examples worksheet:

(see document below for full size)

Research Time websites:

- http://www.solarschools.net/resources/stuff/advantages_and_disadvantages.aspx
- http://www.energykids.eu/what-is-renewable-energy
- http://www.justgreencommunity.com/10-amazing-facts-about-renewable-energy/
- http://www.childrensuniversity.manchester.ac.uk/interactives/science/energy/advantages/
- http://www.energykids.eu/conventional-energy-sources
- http://www.eia.gov/kids/energy.cfm?page=nonrenewable_home-basics
- http://www.eschooltoday.com/energy/non-renewable-energy/what-is-non-renewableenergy.html

Flyer Checklist
(see document below for full size)

Example Recycling Flyer:

Map:
http://www.ce.utexas.edu/prof/maidment/gishyd97/class/maproj/webfiles/us2.gif
(See page below)

Technology:

The computer will be utilized during the anticipatory set when the teacher shows the
students the video on the differences between renewable and nonrenewable resources as
well as the affect people have on these resources.
The computer CAN be utilized during the creation of the Venn diagram who prefer
technology/computers/tablets over traditional pen and paper note taking.

Reflection on Planning:

I truly enjoyed developing this lesson, although it was difficult to find a clear direction.
There was so much content information on resources that it seemed daunting to delve into
what I found to be most important.
I feel that the process of building on knowledge and background as the lesson went on is
a good, beneficial tactic that will prove beneficial to students as they get into more
complex topics and ideas.
It may seem that the lesson has a lot of self-work time rather than teacher instruction, and
it does. I did this intentionally in hopes of showing students that, much like science,
history is meant to be explored and developed. Resources in the U.S. are constantly
changing and flowing, which can make this activity very interesting for the teacher on a
year to year basis.
I enjoyed mixing techniques for completing the assignments like drawing vs writing,
computer vs pencil and paper, etc. It helped me not only cater to different types of
learners but to explore other resources I was not previously familiar with.

Content Outline:
o
o

Natural resources: things from the natural environment that people use
Examples: trees, soil, water, air
Renewable resources: resources that the environment can replace after they are
being used
Examples: trees, food (fruits, vegetables, meats from animals)
Sustainable resources that do not regrow or renew, but we have a
constant flow during our lifetime.
Examples: the sun (solar power), wind (wind power), water
(hydroelectric power)
Renewable energy: energy from a source that is not depleted when used
Examples: solar power, water energy/ hydropower, wind energy
Question: What are the benefits of getting our energy from sustainable
resources?
Answer: We do not need to worry about abusing and losing our
nonrenewable resources or about running out of energy sources.
Demonstrate how we use water to create hydropower/ use
renewable/sustainable resources. Break students into groups to build
water wheels that represent the mechanics used to make hydroelectric
power. Using a combination of Styrofoam plates plastic cups, pencil,
straw, masking tape, and string, create a water wheel. After this, have the
students use a watering can to pour water into the cups, spinning the
wheel. Lastly, have the students write a brief paragraph about how our
water wheel helped us better understand hydroelectric power.
Source: http://howto.wired.com/wiki/Build_a_Plastic_Cup_Waterwheel
Nonrenewable resources: resources that the environment cannot replace after
being used
Examples: oil, natural gas, coal
Question: Why is it important to regulate, or monitor, the amount of
nonrenewable resources we are using, and how fast?
Answer: We do not want to use our resources too quickly and run out.

o
o

We also do not want to pollute our environment with unregulated

amounts of gas, toxic fumes, and debris.
Fossil fuel: an energy source formed from the remains of things that lived long
ago
Examples: coal, oil, natural gas
Recycling: 1) converting waste into new products 2) returning a product back to
its original form
Question: What are some examples of materials we recycle?
Answer: plastic (soda bottles, milk jigs, etc), metal (soda cans, food
cans, etc), paper (newspaper, magazines, etc), glass (glass bottles, broken
glass, etc), batteries, and more
Question: What are the benefits of recycling?
Answer: Recycling keeps harmful products like plastic out of our
landfills and our water supplies. Moreover, it allows us to reuse and
repurpose materials. This saves money and resources!