Understanding Natural Resources

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Exploring Science: Introduction 1:35
The
introductory
video provides
context and
engages
students.

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Check Your Understanding
1. Who uses natural resources?
a. Everyone
b. Students
c. Engineers
d. Scientists
2. What is the difference between renewable and
nonrenewable resources?
a. Renewable resources do not harm animals,
while nonrenewable resources do.
b. Renewable resources are created in a
laboratory, while nonrenewable resources
are found in nature.
c. Renewable resources are natural resources,
while nonrenewable resources are not.
d. Renewable resources will be replenished in
a short time, while nonrenewable resources
take millions of years to be formed.
3. Where are natural resources found?
a. In middle eastern countries
b. All around the world
c. In the Midwest U.S.
d. Near major cities
4. When do people use natural resources?
a. To make energy
b. To eat
c. To build with
d. All of the above
5. Why do some people want to use renewable
instead of nonrenewable resources?
a. Renewable resources are less
expensive than nonrenewable
resources.
b. Renewable resources create fewer
pollutants than nonrenewable resources.
c. Renewable resources are easier to find
than nonrenewable resources.
d. Renewable resources provide more jobs
than nonrenewable resources.
This quick
quiz checks
and activates
prior
knowledge
Check Answers

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You Are There
You are asked to help your community decide which natural resource it should use to produce its energy.
As a research scientist, you will want to have answers for the following questions:
• Who will benefit from the use of this energy source? Who will be harmed?
• What effect could using this source have on the community and its ecosystem?
• Where is each type of natural resource found? Which natural resources are readily available for your
community to use?
• When has the use of a natural resource caused issues for a community or ecosystem in the past?
Could this happen again?
• Why might a resource not be ideal for this community?
Gather information as you investigate natural resources.
Use your science notebook to track your investigation.
Remember, your task is to help real people.
An engaging
assignment
provides an
authentic
scenario that
increases
student
participation.

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Renewable resources are natural resources that will be
replenished within a short period of time, such as wind, sunlight,
and water.
Based on the definitions, sort the scientists into those who believe humans
should use renewable resources instead of fossil fuels, and those who do not.
Nonrenewable resources, or fossil fuels, are natural resources
that will not be replaced within a lifetime, such as coal, oil, and
gas.
Students see
multiple
perspectives.
“We are close to the tipping point where global warming becomes irreversible. [Pulling out of
the Paris Climate Agreement] could push the Earth over the brink, to become like Venus, with a
temperature of two hundred and fifty degrees, and raining sulfuric acid.”
— Stephen Hawking, theoretical physicist
Pro-renewable Pro-nonrenewable

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In Support of the Theory of Climate Change
Based on the definitions, choose the quote you think best supports the theory
of climate change and the one that best opposes the theory of climate change.
Then add your own thoughts as someone who supports the theory and
someone who opposes the theory.
In Opposition of the Theory of Climate Change
In this open-
ended
assessment
students place
themselves in
the shoes of
people who
support or
oppose the
theory of
climate
change. Back to Quotes

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Students
explore where
in the U.S.
renewable
and
nonrenewable
resources are
found, and
what they are
used for.
Wind
Biofuel
Solar
Hydroelectricity
Oil & Natural Gas
Coal
Renewable resources and nonrenewable resources both come from nature. People use natural resources in everything we do, from
building materials for our homes to the food we eat to the electricity used to power our electronics. Animals also use natural
resources to eat, drink, and as places to live. While natural resources are found all over the U.S., different resources are found in
different places in the country. Select a natural resource to learn more about where it is found and what it is use for.

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Coal
Under the right conditions, when peat moss is exposed to higher temperatures and pressures it forms coal. Peat moss is formed when
dead plant matter in swamps was exposed to heat and pressure for millions of years as other layers formed on top of it. Because of
this, coal forms where swamps existed millions of years ago.
Humans are known to have burned coal for energy for the last 3000 years. Because of this, coal is the natural resource most
frequently used to generate electricity in the world, as well as the U.S.’s most abundant fossil fuel. But burning coal releases particles
into the atmosphere, which most scientists agree contributes to smog, acid rain, and rising ocean temperatures due to increased
carbon dioxide levels in the atmosphere. The process of coal mining can also be destructive to the environment, due to the removal
of plants, destruction of animal habitats, and contamination of nearby water.
Students
explore where
in the U.S.
renewable
and
nonrenewable
resources are
found, and
what they are
used for.
Wind
Biofuel
Solar
Hydroelectricity
Oil & Natural Gas
Coal

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If you were an Alaskan oil rig worker you might feel:
1. Frightened
2. Angry
3. Concerned
4. Unwanted
If you were an environmentalist you might feel:
1. Frightened
2. Angry
3. Concerned
4. Unwanted
Check Answers
Students
make text-to-
self
connections to
people to
understand
emotions.

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Energy Sources
Use these estimated percentages:
• Petroleum (35%)
• Natural Gas (30%)
• Coal (15%)
• Nuclear Electric Power (10%)
• Renewable Energy (10%)
Create a pie graph to show estimated percentages for energy sources in the U.S.
This
performance
task allows
students to
apply what
they learned
in a context
with multiple
correct
answers.

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Determine if the resource listed is renewable or nonrenewable.
Geothermal
renewable nonrenewable
Water
Air
Soil
Plants
Animals
Wood
Coal
Oil
Natural Gas
Wind
Solar
Geothermal
Petroleum
Hydroelectricity
Biofuels
Rocks
This activity
builds
confidence by
practicing a
sub-skill
students will
need when
they use a
close reading
to evaluate
data.

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Key Data: How Does Carbon Dioxide Affect The Environment?
When sunlight passes through the atmosphere and warms Earth’s surface, some
of this heat is radiated back toward space. But Earth’s atmosphere (which is
mostly made of nitrogen, oxygen, argon, water vapor, and carbon dioxide)
prevents this heat from escaping into space. This is what keeps the planet warm
enough to sustain life.
Scientists therefore believe that increases in carbon dioxide levels in the
atmosphere are leading to increased Earth temperatures, known as global
warming. Global warming, sea levels rising, extreme weather events, ice cap
loss, and other changes on Earth are collectively known as climate change.
Students use
a close
reading of text
to evaluate
the key data.

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Key Data
Look at the graphs and tables to learn more key data. Use the sliders to
indicate whether you think the data provided corroborates the theory
that climate change is at least partially due to human production of
carbon dioxide (CO2) from the use of nonrenewable resources. Highlight
the text evidence that supports your decision.
Atmosphere and
Temperature of
Inner Planets
Carbon Emissions
from Fossil Fuels
Sea Surface Temperature
U.S. Population
Number of Oil Spills
Per Year
Number of Bicycles Sold
Effects of Smog
Energy Production
in Each State
Notes:
U.S. increased by
more than
7800%
solar panels were
not created until
1954
Students
highlight text
to provide
evidence that
supports their
decisions.
Between 1790 and 2010, the population of
the U.S. increased by more than 7800%,
leading to an ever-increasing need for natural
resources. Since solar panels were not
created until 1954 and the first megawatt
wind turbine was not linked to a utility grid
until 1941, most of the energy for the
increasing population was provided by fossil
fuels.
Supports
Climate
Change
Disproves
Climate
Change
Unrelated
to Climate
Change

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Analyze Your Results
What does your data tell you about how nonrenewable resources affect
climate change? Record your thoughts in your science notebook.
Students use
the data to
determine
what causes
climate
change.

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Free Think:
What Data Would You Include In Your Decision?
ContinueThis Free
Think helps
students to
focus their
report.

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Key Event
Review the event. Then decide how much impact the event had.
Highlight text evidence that supports your decision.
Deepwater Horizon was a drilling rig which BP was using to
drill for oil in the Gulf of Mexico’s continental shelf. In April
of 2010, natural gas caused a fracture in the rig, allowing gas
to reach the platform where it caught fire killing 11 workers
and injuring 17 more. When the rig sank two days later, oil
from the broken underwater well began leaking into the
water. The resulting oil spill became the largest marine oil
spill in history.
The oil leaked from the broken well at a rate of up to 60,000
barrels per day until it was officially sealed five months later.
Scientists estimated that of the approximately 4,900,000
barrels of oil (equivalent to about 312 Olympic swimming
pools) that had leaked into the Gulf, only 800,000 barrels
(about 51 Olympic swimming pools, or 16.3%) were
removed. Four thousand people were hired by BP to help
clean up the spill. Many methods were used to remove the
oil from the water, including skimming it off the surface,
soaking it up, spraying chemicals on it to break it up, and
setting it on fire. The cleanup efforts cost BP $14 billion
dollars, in addition to $20 billion dollars in fines to the U.S.
government, $14 billion dollars in Clean Water Act penalties,
and billions of dollars in lawsuits.
Students use
a close
reading of the
text to
evaluate the
key events.

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Read the statements below. Determine if each statement is
relevant to deciding if oil spills impact the environment.
1. Kemp’s ridley turtles are the smallest sea turtles
on the planet.
1. Sea turtle eggs can be moved so that the baby sea
turtles are not affected by oil spills.
1. Hundreds of thousands of animals can be killed by
a single oil spill.
1. Oil from spills can still affect the ecosystem years
later.
1. Cleanup efforts can cause harm to animals and
their habitats.
1. Thousands of new jobs can be created by a single
oil spill.
1. Controlled burning is used to help clean up spilled
oil.
1. Cleaning up an oil spill can cost billions of dollars.
1. Not all of the oil spilled during an accident is
always recovered.
Cleanup efforts can cause harm
to animals and their habitats.
Yes No
Students
evaluate the
information for
relevance.

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Write an opinion piece on climate change.
This opinion
piece allows
students to
form their
opinion based
on the data.

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To Include, Or Not Include
Scientists need to consider all of the information before making a conclusion.
Some information will be hard facts, while other information will be opinions.
Choose which of the information below is hard facts that should be considered
when making your decision.
If U.S. coal mines are closed, coal miners
can work as solar panel installers instead.
Include Don’t Include
Students
gather
evidence for
their reports,
making
decisions as
to the
relevance of
facts.

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Your Decision
Based on your knowledge of renewable and nonrenewable resources, explain
which type of natural resource you believe should be used for your community.
Be sure to consider how the use of these resources will affect the ecosystem
(including humans), and how your community can monitor the impacts these
resources are having on the environment.
My Opinion Piece
Students are
now ready to
write their
report, using
their notes,
their data, and
their opinion
piece, and
facts they
selected.
My Objective Report
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Scientist’s Checklist
Complete the checklist now that you’ve finished your draft.
 I have considered my community’s
location
 My purpose is clear
 My conclusion is supported by facts
 I have included relevant facts
 I have removed irrelevant facts
 I have deleted opinions
 My writing is clear
 I have used my data
 I have edited my work
 My tone makes sense
The checklist
helps students
revise,
evaluate, and
prepare writing
for publication.
My Objective Report
Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Maecenas
porttitor congue massa. Fusce posuere, magna sed pulvinar ultricies,
purus lectus malesuada libero, sit amet commodo magna eros quis
urna.
Nunc viverra imperdiet enim. Fusce est. Vivamus a tellus.
Pellentesque habitant morbi tristique senectus et netus et
malesuada fames ac turpis egestas. Proin pharetra nonummy pede.
Mauris et orci.

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You’ve reached the end of this
lesson on the Natural Resources.
Congratulations!To prepare for
the class
discussion,
students
review
the class
results.

Understanding Natural Resources

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