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Non-renewable Resources Teacher Resources
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Fifth graders are introduced to the important topic of renewable, and non-renewable, resources. They are expected to be able to correctly categorize different types of resources as renewable or non-renewable. Another emphasis of this lesson plan is to teach the importance of conserving our non-renewable resources. An important lesson plan in this era of over-consumption.
Elementary schoolers examine the influences that humans have on the natural environment along with the influences that natural environments have on people. After a class discussion on renewable and non-renewable resources, human inventions that caused a change in the environment, and the natural resources used to make four common human possessions, learners divide into groups. Each group is given two objects, and the groups must determine what materials were used to make the object and which of those materials are renewable and non-renewable. As a final activity, the Dr. Seuss book, The Lorax is read aloud and discussed.
A fascinating lesson on how solar power is utilized by people who live in the Himalayas is here for you. In it, learners perform a case study which will help them understand that solar energy is a renewable resource, that geography affects the distribution of solar energy, and that sunlight is a underused source of energy. This impressive, 19-page plan is chock-full of worksheets, maps, photographs, websites, and detailed descriptions of high-level activities. Terrific!
Fifth graders identify renewable vs. non-renewable resources and comprehend why conservation of resources is important. They are asked what they think the words natural and resource mean. Pupils then put the words together to define the term natural resource. Students brainstorm examples of natural resources. They define the terms renewable resources and nonrenewable resources and give examples of each.
Here's a fine activity on renewable and non-renewable sources of energy for your 5th graders. In it, learners list a number of natural resources on the board, then try to sort the resources into appropriate categories. This helps them to define and understand renewable vs, non-renewable resources. The discussion concludes with ways that the non-renewable resources can be conserved by everyone in the class.
Young scholars participate in a simulation of the equal and unequal distribution of the earth's renewable resources. They discuss renewable resources and how food resources can increase and decrease, participate in the simulation, and analyze the impact of increasing population on the resources.
Students evaluate data related to population growth, along with problems and solutons: resources availability. They are able to conclue that some ecosystem resources are finite. Students are shown "Resources" powerpoint, students come up with defintions of vocabulary words based on pictures; discuss where in the world the most energy is used and compare energy consumption to population.
Place learners into groups to research and present different renewable energy sources. As individuals listen to the class presentations, they take notes and then write a persuasive article defending the form of energy that they feel would be easiest to implement. As a wrap-up, they participate in a mock town meeting to discuss which system of alternative energy source the community will implement.
Challenge your young environmentalists to prove how much water they can conserve while engaging in a wet, watery task. They discuss how much water is used during daily activities, such as showering or doing the dishes. Then, in teams, they attempt to complete a series of tasks using only two liters of water. The team with the most water left over wins the challenge. This is a fantastic way to help learners think like conservationists, it also fosters a deeper understanding of the very real water crisis.
In this recycling worksheet, 5th graders read a selection about recycling, renewable, and non-renewable resources. They answer 6 questions based on the reading by defining words, separating trash into renewable and non-renewable resources, and write an essay detailing uses for re-using non-renewable resources.
Students identify the four basic natural resources. They distinguish bettween renewable and non-renewable resources. Pupils recognize that all natural resources are needed by living plants and animals. Students list consequences for continued use of non-renewable resources. They conduct an experiment in producing a biodegradable plastic from corn.
Students explore renewable and non-renewable energy sources. In this Energy Unit lesson, students complete activities to demonstrate the costs of using renewable and non-renewable energy sources. Students graph fossil fuel use and research different energy sources to present to the class.
Fifth graders, after brainstorming why conservation of resources is important, distinguish between renewable and non-renewable resources. They make a list of different types of natural resources on the board and then sort them into two categories. In addition, they reflect their findings in their science journals.
Students identify and explore renewable energy options and then research, develop and install a renewable energy system in their school or community. Students identify the use of renewable energy sources in the north, demonstrate their practical application, and establish project.