Natural Resources and Their Use

Active learning helps Year 3 students grasp natural resources by making abstract concepts tangible. When students map, sort, design, and explore, they connect classroom ideas to real-world contexts across Australia, building deeper understanding of finite and renewable resources.

• Year 3
• HASS
• 4 activities
• 30 min–50 min

Learning Objectives

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

Problem-Based Learning

⏱ 45 min·Pairs

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.

Prepare & details

Explain the concept of a natural resource and provide examples from Australia.

Facilitation Tip: During the Mapping Activity, provide labeled resource icons for students to place on a blank map of Australia, reinforcing spatial understanding of where resources are found.

Setup: Groups at tables with access to research materials

Materials: Problem scenario document, KWL chart or inquiry framework, Resource library, Solution presentation template

• Analyze
• Evaluate
• Create
• Decision-Making
• Self-Management
• Relationship Skills

Problem-Based Learning

⏱ 30 min·Small Groups

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.

Prepare & details

Analyze the impact of human use of natural resources on the environment.

Facilitation Tip: In the Sorting Game, use real objects or pictures of items like a wooden spoon, cotton shirt, or plastic bottle to help students physically group resources by renewable or non-renewable categories.

Setup: Groups at tables with access to research materials

Materials: Problem scenario document, KWL chart or inquiry framework, Resource library, Solution presentation template

• Analyze
• Evaluate
• Create
• Decision-Making
• Self-Management
• Relationship Skills

Problem-Based Learning

⏱ 50 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.

Prepare & details

Design a plan for sustainable use of a specific natural resource.

Facilitation Tip: For the Design Challenge, set clear constraints such as budget or environmental impact to focus students on practical sustainable solutions.

Setup: Groups at tables with access to research materials

Materials: Problem scenario document, KWL chart or inquiry framework, Resource library, Solution presentation template

• Analyze
• Evaluate
• Create
• Decision-Making
• Self-Management
• Relationship Skills

Problem-Based Learning

⏱ 40 min·Whole Class

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.

Prepare & details

Explain the concept of a natural resource and provide examples from Australia.

Facilitation Tip: On the Field Walk, bring a simple checklist of local features to observe, such as trees, soil, or water sources, to guide student attention.

Setup: Groups at tables with access to research materials

Materials: Problem scenario document, KWL chart or inquiry framework, Resource library, Solution presentation template

• Analyze
• Evaluate
• Create
• Decision-Making
• Self-Management
• Relationship Skills

Teaching This Topic

Teaching this topic works best when students first experience resources in context. Begin with concrete examples students know, like water or wood, before introducing less familiar ones like iron ore or wind power. Avoid overwhelming them with too many examples at once. Research shows that hands-on, inquiry-based activities build stronger retention than lectures, especially for young learners exploring environmental concepts for the first time.

What to Expect

Successful learning is visible when students can identify Australian resources on a map, categorize them correctly, explain their uses in daily life, and propose sustainable alternatives. They should also recognize the limits of non-renewable resources and the importance of conservation.

Watch Out for These Misconceptions

Common Misconception

During Mapping Activity, watch for students who assume resources like minerals are everywhere on the map.

What to Teach Instead

Use the Mapping Activity to highlight limited locations by providing a map with only specific resource icons to place, then ask students to explain why some areas have no resources marked.

Common Misconception

During Sorting Game, watch for students who believe all human uses of resources are safe and harmless.

What to Teach Instead

During the Sorting Game, include images of polluted rivers or deforested areas alongside regular products to prompt discussion about harmful effects.

Common Misconception

During Design Challenge, watch for students who think sustainability means stopping all resource use.

What to Teach Instead

During the Design Challenge, require students to include a conservation strategy in their plan, such as crop rotation or recycling, to reinforce the idea of balanced use.

Assessment Ideas

Exit Ticket

After Mapping Activity, provide students with a picture of an Australian landscape and ask them to write one natural resource visible or implied, state if it is renewable or non-renewable, and suggest one way people use it.

Discussion Prompt

After the Design Challenge, pose the question: 'What would happen if everyone in our town used water the way we designed our system?' Guide students to discuss pros and cons of their solutions.

Quick Check

During the Sorting Game, show images of products like a wooden chair, a plastic bottle, a glass jar, and a metal spoon. Ask students to identify the primary natural resource used for each and whether it is renewable or non-renewable.

Extensions & Scaffolding

• Challenge students who finish early to research one renewable energy project in Australia and present a 1-minute pitch on why it matters.
• Scaffolding for students who struggle: provide pre-sorted resource cards with renewable/non-renewable labels already attached during the Sorting Game.
• Deeper exploration: invite a local environmental scientist or farmer to share how they use natural resources sustainably in your region.

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.