History & Geography · Grade 7

Active learning ideas

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.

• Ontario Curriculum Expectations
• ON: Natural Resources around the World: Use and Sustainability - Grade 7

• 20–50 min
• Pairs → Whole Class
• 3 activities

Activity 01

• 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.

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.

What to look for

Provide students with a list of 10 Canadian natural resources (e.g., diamonds, salmon, sunlight, coal, maple syrup, wind, iron ore, forests, uranium, rivers). Ask them to sort these into three columns labeled Renewable, Non-renewable, and Flow Resources on a worksheet.

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

Activity 02

• 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.

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.

What to look for

Pose the question: 'Which type of natural resource (renewable, non-renewable, or flow) presents the greatest sustainability challenge for Canada, and why?' Facilitate a class discussion where students justify their choices with specific examples and reasoning.

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

Activity 03

• 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.

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.

What to look for

On an index card, have students write the definition of one resource category (renewable, non-renewable, or flow) in their own words and provide one specific Canadian example for that category. Collect these as students leave.

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

A few notes on teaching this unit

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.

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.

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Watch Out for These Misconceptions

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

  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.

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

  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.

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Methods used in this brief

• Jigsaw
• Inquiry Circle
• Think-Pair-Share