The Land of the United States

Nonrenewable Resources
Grade Four
Background Information
This lesson focuses on what nonrenewable resources we, as country, utilize in the U.S. We will
also determine our own nonrenewable resource use and at least two ways we could reduce our
resource footprint. Additionally, students will be able to place three main nonrenewable
resources on a U.S. map.
Lesson Duration: Approx. 55 minutes
General Concepts:
Environment
Global perspective
Resources
Cause and Effect
Essential Vocabulary:
nonrenewable resources
fossil fuels
Skills:
Analyzing
Predicting
Inferring
Learning Outcomes/Objectives
1. Students will determine the amount of nonrenewable resources they utilize in their
household and its long term effects.
2. Students will determine two or more ways to reduce their use of nonrenewable resources.
3. Students will create a map that concludes three nonrenewable resources utilized in the
U.S.A.
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.
Anticipatory Set:
Begin by reviewing the definitions of renewable and nonrenewable resources. Ask the students
how we defined both the previous day.
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
Tell the students Today, we will be learning more about how we use nonrenewable resources
and its effect on our lives.
Procedure:
Using an interactive white board, go to the website footprintnetwork.org
(http://www.footprintnetwork.org/en/index.php/GFN/page/calculators/)
Demonstrate to the class how we access the calculator. Complete the first part of the
calculator so students understand how to use the program as well as what is appropriate
and expected of them.
o Demonstrate these sections:
Select U.S.A
Select New User
Randomly generate you avatar
Answer the prompts about you meet consumption
Then, have each student complete their footprint generator using the basic information
section of the calculator (for the sake of time)
o Select U.S.A
o Select New User
o Randomly generate you avatar
o Answer the prompts about you meet consumption
o Answer the prompts about you food source
o Answer the prompts about the trash you generate
o Answer the prompts about your home
o Answer the prompts about your mobility (transportation)
Once the students have finished, display, using apple tv, a few (2-3) of the footprints
created.
Discuss how each of the students footprints were different, but all utilized nonrenewable
resources like oil (cars), gas (heat our houses/food), coal (heat/ electricity).
Then ask the students to think-pair-share.
o Why should we care/ think about our nonrenewable resource use?
o How might depleting our nonrenewable resources affect our lifestyles?
Consider what we use these resources for.

Once the students have conferred, have some of the pairs share their thoughts/ what they
discussed.
o Ask the students to share their rationale/ what led them to their conclusion.
Next, divide the classroom in half (making two groups).
Have each group form a single file line.
o Note: Each student will represent 10 years of time.
Each group will line up behind their assigned station.
o Station A will have a water jug that is filled with dyed water.
The water will represent oil.
o Station B will have balloon that is filled with air but synched not tied shut.
The air in the balloon will represent natural gas.
o At station A, have each student pour some of the dyed water into a clear bowl.
Little by little the amount of oil in the jug will lower.
The students will note that with every passing 10 years we lose, and do
not replenish, our oil resources.
o At station B, have each student release some air from the balloon.
Little by little, the amount of natural gas in the balloon will lower.
The students will note that with every passing 10 years we lose, and do
not replenish, our natural gas resources.
Have the students return to their seats.
Through this exercise, we demonstrated how over time we run down the amount of
nonrenewable resources we have. If we do not regulate the amount of limited resources
we utilize, we may find ourselves without them.
Instruct the students to write a one page reflection on their nonrenewable resource use.
They should include the effects of continuous use of these resources over time. They
should also include at least two ways to reduce their use of these resources (Remind them
to recall/revisit their results and recommendations given by the footprint calculator.).
o Students may utilize additional resources (provided below) for their reflection.

Differentiation:
For all students:
o Students who prefer working in pairs may team up with their classmates to write a
two page paper about their nonrenewable resource use, the effects of this use, and
provide ways to reduce their utilization of these resources.
For advanced students:
o Students who are more advanced should use the advanced setting provided on the
footprint calculator. This setting requires them to have a deeper understanding of
their resource used as well as provides a greater scope to reflect on.
For students in need:
o Students who need more assistance will join the teacher and complete the
footprint calculator as a small group. This will allow the teacher to provide any
additional help students may need linguistically or in regards to content.
Closure:

Before the students transition, have the students take out their book of maps and draw the
three nonrenewable resources we discussed in class (coal, oil, gas).
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
footprint calculator. Additionally, formative assessment will occur when students turn in their
reflections on their nonrenewable resource use.
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:
Interactive White Board
Apple TV
Footprint Calculator:
o http://www.footprintnetwork.org/en/index.php/GFN/page/calculators/
(See page below)

Other Resources for Students when writing their reflections:

o Note: Sites vary in difficulty for different level readers
o http://www.eia.gov/kids/energy.cfm?page=nonrenewable_home-basics
o http://www.kids.esdb.bg/basic.html
o http://www.eschooltoday.com/energy/non-renewable-energy/what-is-nonrenewable-energy.html
o http://www.kidzworld.com/article/1423-fossil-fuel-energy
o http://sciencelearn.org.nz/Contexts/Future-Fuels/Science-Ideas-andConcepts/Non-renewable-energy-sources
Map:

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

Technology:

Apple TV will be utilized during the procedure when the students and teacher are
completing the footprint calculator.
The interactive white board will be used when projecting the footprint results created by
some of the students and to analyze the results.
Students will have access to computers/tablets to do supportive research for their
reflections.

Reflection on Planning:

I enjoyed developing this lesson because it allowed me to integrate science into the
history curriculum.
I feel I created a strong lesson that will strengthen the students understanding of
nonrenewable resources and build on the background knowledge created in the previous
days lesson.
I created this lesson with the intention of showing students that, much like science,
history is meant to be explored and developed. Nonrenewable resources are being utilized
but not replenished. The hands on, interactive activities should reinforce this concept.
I enjoyed integrating different forms of technology throughout the lesson. Not only does
it expose the students to difference resources and technologies, but it also exposes me, as
the teacher, to differing types of technology.

Content Outline:
o 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. We also do not want to pollute our environment with
unregulated amounts of gas, toxic fumes, and debris.
o Fossil fuel: an energy source formed from the remains of things that lived
long ago
Examples: coal, oil, natural gas
o 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!

Example of Footprint Calculator Results:

U.S. Map Utilized for Map Portfolio: