HASS · Year 3 · Places and Environments · Term 3

Natural Resources and Their Use

Exploring different natural resources found in Australia and how they are used by people.

• ACARA Content Descriptions
• AC9HASS3K04

About This Topic

Natural resources are materials from the Earth that people use to meet needs, such as water from rivers, minerals like iron ore from Western Australia, forests for timber in Tasmania, and fossil fuels from Queensland. Year 3 students identify these resources across Australia, connect them to everyday uses in homes, farms, and industries, and explore renewable options like wind and solar power versus non-renewable ones like coal.

Aligned with AC9HASS3K04, this topic builds skills in explaining resource concepts, analyzing environmental impacts from extraction and use, such as soil erosion or habitat loss, and planning sustainable practices like recycling water or replanting trees. Students develop geographic thinking about places and human interactions with environments.

Active learning benefits this topic because hands-on classification of local materials, mapping Australian resources, and group design of sustainability plans make concepts relevant and actionable. Teachers see engagement rise as students debate real impacts and propose solutions tied to their communities.

Key Questions

1. Explain the concept of a natural resource and provide examples from Australia.
2. Analyze the impact of human use of natural resources on the environment.
3. Design a plan for sustainable use of a specific natural resource.

Learning Objectives

• Identify at least three different natural resources found in Australia and explain their origins.
• Classify Australian natural resources as renewable or non-renewable.
• Analyze the environmental impact of extracting and using a specific Australian natural resource.
• Design a simple plan for the sustainable use of a chosen natural resource.
• Compare the uses of natural resources in different Australian industries.

Before You Start

Materials and their Properties

Why: Students need to be able to identify and describe different materials to understand what natural resources are made of.

Living and Non-living Things

Why: Understanding the difference between living and non-living things helps students categorize resources like timber (from living trees) versus minerals (non-living).

Key Vocabulary

Natural Resource	A material or substance that occurs in nature and can be used for economic gain or human needs. Examples include water, minerals, and timber.
Renewable Resource	A natural resource that can be replenished naturally over time, such as solar energy, wind, or forests that can be replanted.
Non-renewable Resource	A natural resource that exists in finite quantities and is consumed much faster than it can be formed, like coal, oil, and natural gas.
Sustainability	Using resources in a way that meets present needs without compromising the ability of future generations to meet their own needs. This involves careful management and conservation.

Watch Out for These Misconceptions

Common Misconception

Natural resources never run out.

What to Teach Instead

Many resources like minerals are finite and deplete with use. Mapping activities reveal limited locations in Australia, while role-plays of overuse scenarios help students visualize scarcity and value conservation.

Common Misconception

All human uses of resources are harmless.

What to Teach Instead

Extraction often causes pollution or habitat damage. Hands-on models, such as simulating mining with sand trays, let students observe changes firsthand and connect to Australian examples like Great Barrier Reef impacts.

Common Misconception

Sustainability means stopping all resource use.

What to Teach Instead

Sustainable use balances needs with protection. Group planning tasks clarify ongoing use with strategies like rotation farming, fostering discussion on practical Australian solutions.

Active Learning Ideas

Mapping Activity: Australian Resources

Provide maps of Australia. Students locate and label key natural resources like bauxite, coal, and water sources. In pairs, they note uses and one environmental impact per resource, then share with the class.

45 min·Pairs

Sorting Game: Resource Categories

Prepare cards with images and names of resources, uses, and impacts. Small groups sort into renewable/non-renewable and sustainable/unsustainable piles. Groups explain choices and adjust based on class feedback.

30 min·Small Groups

Design Challenge: Sustainable Plan

Choose a resource like water. Small groups brainstorm and draw a plan for sustainable use, including steps like collection, conservation, and monitoring. Present plans and vote on the most practical.

50 min·Small Groups

Field Walk: Local Resources

Walk school grounds or nearby area to identify natural resources. Students photograph or sketch findings, note uses, and discuss sustainability in whole class debrief.

40 min·Whole Class

Real-World Connections

• Geologists in Western Australia explore for iron ore, a key non-renewable resource used globally to make steel for buildings and vehicles. Their work involves understanding the land and the ore's formation.
• Farmers in regional Queensland utilize water from the Great Artesian Basin, a vast underground renewable resource, for irrigation. They must manage its use carefully to ensure it lasts for future farming seasons.
• Renewable energy engineers design and install solar panels on rooftops in Adelaide and wind turbines in coastal areas, harnessing natural power sources to reduce reliance on fossil fuels.

Assessment Ideas

Exit Ticket

Provide students with a picture of an Australian landscape (e.g., a mine, a farm, a forest). Ask them to write down one natural resource visible or implied, state if it is renewable or non-renewable, and suggest one way people use it.

Discussion Prompt

Pose the question: 'Imagine our town needs more water. What are two ways we could get more water, and what are the pros and cons of each for our local environment?' Guide students to discuss options like building a new dam versus collecting rainwater.

Quick Check

Show students images of different products (e.g., a wooden table, a plastic toy, a glass jar, a metal car). Ask them to identify the primary natural resource used to make each item and whether it is renewable or non-renewable.

Frequently Asked Questions

What are natural resources in Australia for Year 3?

Natural resources include water from the Murray-Darling Basin, minerals like gold and iron ore from Western Australia, timber from eucalypt forests, and energy sources such as coal and solar. Students learn these support mining, agriculture, construction, and power generation, with emphasis on Australian contexts to build geographic knowledge.

How does human use of natural resources impact the environment?

Uses like mining erode soil and pollute waterways, logging reduces habitats for wildlife, and overusing water strains arid regions. In lessons, students analyze cases such as coal mining in Queensland affecting ecosystems, leading to discussions on long-term consequences and the need for regulations.

How can teachers design lessons on sustainable use of resources?

Start with local examples, then have students assess impacts and create action plans. Integrate cross-curriculum links to science for renewables. Use visuals of Australian sites and culminate in class commitments, like a school recycling pledge, to reinforce planning skills from AC9HASS3K04.

How does active learning support teaching natural resources?

Activities like resource sorting, mapping hunts, and sustainability design challenges engage students kinesthetically and collaboratively. These methods connect abstract ideas to tangible Australian examples, dispel myths through evidence, and build skills in analysis and planning. Teachers note higher retention and enthusiasm when students handle materials and debate real impacts.