Classifying Natural Resources

Active learning works especially well for this topic because students need to physically engage with the concept of natural resources to truly grasp the differences between renewable, non-renewable, and flow resources. Sorting, discussing, and simulating real-world scenarios helps solidify understanding beyond abstract definitions.

• Grade 7
• History & Geography
• 3 activities
• 20 min–50 min

Learning Objectives

1. Classify specific Canadian natural resources as renewable, non-renewable, or flow resources based on their characteristics.
2. Analyze the primary sustainability challenges associated with the extraction and use of each resource category in Canada.
3. Compare the defining characteristics of renewable, non-renewable, and flow resources.
4. Identify examples of renewable, non-renewable, and flow resources found within Canada's diverse geography.

Jigsaw

⏱ 30 min·Pairs

Sorting Activity: Resource Categories

Students are given a list of 20 Canadian resources. They must work in pairs to categorize them as renewable, non-renewable, or flow, and then rank them by their importance to their local community.

Prepare & details

Explain the key characteristics that define renewable, non-renewable, and flow resources.

Facilitation Tip: During the Sorting Activity, circulate and ask guiding questions like, 'Why did you place this resource in this category?' to probe student thinking.

Setup: Flexible seating for regrouping

Materials: Expert group reading packets, Note-taking template, Summary graphic organizer

• Understand
• Analyze
• Evaluate
• Relationship Skills
• Self-Management

Inquiry Circle

⏱ 50 min·Small Groups

Inquiry Circle: The Life of a Product

Groups choose a common item (e.g., a smartphone or a pencil) and research all the natural resources required to make it. They create a 'resource map' showing where these materials come from.

Prepare & details

Analyze examples of each resource type found in Canada.

Facilitation Tip: For the Collaborative Investigation, assign roles clearly—such as researcher, recorder, or presenter—to ensure all students contribute meaningfully.

Setup: Groups at tables with access to source materials

Materials: Source material collection, Inquiry cycle worksheet, Question generation protocol, Findings presentation template

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Think-Pair-Share

⏱ 20 min·Pairs

Think-Pair-Share: What is 'Sustainable'?

Students brainstorm a definition of sustainability. They share examples of how a renewable resource (like fish) could become non-renewable if it is not managed correctly.

Prepare & details

Differentiate the sustainability challenges associated with each resource category.

Facilitation Tip: In the Think-Pair-Share, set a 2-minute timer for pairs to discuss before sharing with the class to keep the conversation focused and inclusive.

Setup: Standard classroom seating; students turn to a neighbor

Materials: Discussion prompt (projected or printed), Optional: recording sheet for pairs

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

Teaching This Topic

Experienced teachers approach this topic by grounding abstract concepts in hands-on, relatable examples. Avoid relying solely on lectures; instead, use simulations and real-world connections to make the differences between resource types tangible. Research shows that students retain information better when they can see the immediate impact of their choices, such as in the fishing game simulation.

What to Expect

Successful learning looks like students confidently categorizing resources with accurate reasoning and discussing sustainability challenges with examples from Canada’s geography. They should also articulate why managing these resources matters for both the economy and the environment.

Watch Out for These Misconceptions

Common Misconception

During the Sorting Activity, watch for students who assume all living things are renewable resources without considering overuse.

What to Teach Instead

Use the fishing game simulation in the Sorting Activity to demonstrate how renewable resources can be exhausted; set a limit on fish regrowth and observe what happens when students take too many.

Common Misconception

During the Collaborative Investigation, watch for students who confuse flow resources with renewable resources due to their sustainability.

What to Teach Instead

Have students create a 'storage vs. immediate use' comparison chart during the Collaborative Investigation to clarify that flow resources like wind cannot be stored naturally like forests can.

Assessment Ideas

Quick Check

After the Sorting Activity, provide students with a list of 10 Canadian natural resources and ask them to sort these into three columns labeled Renewable, Non-renewable, and Flow Resources on a worksheet.

Discussion Prompt

During the Think-Pair-Share, facilitate a class discussion where students justify which type of natural resource presents the greatest sustainability challenge for Canada, using specific examples from the Collaborative Investigation.

Exit Ticket

After the Think-Pair-Share, have students write the definition of one resource category and provide one Canadian example on an index card before leaving the classroom.

Extensions & Scaffolding

• Challenge students who finish early to research and present one innovative way Canada is using a flow resource (e.g., wind or tidal energy) to generate electricity.
• For students who struggle, provide a partially completed sorting chart with 3-4 resources already categorized to reduce cognitive load.
• Deeper exploration: Have students create a infographic comparing the environmental impact of extracting a non-renewable resource (e.g., oil) versus harnessing a flow resource (e.g., wind).

Key Vocabulary

Renewable Resource	A natural resource that can be replenished naturally over time, such as forests, water, and wildlife.
Non-renewable Resource	A natural resource that exists in limited quantities and is consumed much faster than it can be formed, like fossil fuels (coal, oil, natural gas) and minerals.
Flow Resource	A natural resource that is continuously available or replenished by natural processes, but must be used when and where it occurs, such as solar energy, wind, and tidal power.
Sustainability	Meeting the needs of the present without compromising the ability of future generations to meet their own needs, often referring to resource management and environmental protection.