Science · Grade 1 · Materials, Objects, and Structures · Term 2

Natural Resources and Our Needs

Students will identify natural resources used to make everyday objects and discuss their importance through brainstorming and concept mapping.

• Ontario Curriculum Expectations
• K-ESS3-1

About This Topic

Natural resources are materials from the environment that people use to meet daily needs, such as wood from trees for chairs, cotton from plants for clothing, and water from rivers for drinking. Grade 1 students identify these resources in everyday objects through close examination and discussion. They trace origins, for example, explaining that a wooden chair starts with trees in forests, and compare natural resources to human-made materials like plastic toys.

This topic fits within the Materials, Objects, and Structures unit by fostering skills in classification, prediction, and basic systems thinking. Students brainstorm uses, create concept maps linking resources to objects, and predict consequences of resource depletion, like no more paper if trees vanish. These activities introduce conservation gently while aligning with Ontario curriculum expectations for understanding material properties and human dependence on nature.

Active learning shines here because young students grasp concrete connections best through touch and talk. Sorting real objects into natural and human-made piles, or role-playing resource hunts, turns abstract ideas into shared discoveries that stick.

Key Questions

1. Explain where the materials for a wooden chair come from.
2. Compare objects made from natural resources to objects made from human-made materials.
3. Predict what would happen if we used up all of a certain natural resource.

Learning Objectives

• Identify natural resources used to create common objects.
• Compare objects made from natural resources with objects made from human-made materials.
• Explain the origin of materials for a specific object, such as a wooden chair.
• Predict the consequences of depleting a specific natural resource.

Before You Start

Properties of Objects

Why: Students need to be able to observe and describe the characteristics of objects to compare natural and human-made materials.

Living and Non-living Things

Why: Understanding the difference between living and non-living things helps students identify the origins of natural resources like plants and minerals.

Key Vocabulary

Natural Resource	Materials that come from the Earth and are used by people, such as trees, water, and minerals.
Human-made Material	Materials that are created or changed by people, often using natural resources, like plastic or paper.
Origin	The place or source where something begins or comes from.
Depletion	The process of using up a natural resource so that there is less or none left.

Watch Out for These Misconceptions

Common Misconception

All objects come directly from factories, with no natural start.

What to Teach Instead

Many everyday items begin as natural resources processed by people. Hands-on sorting of real objects helps students trace paths from nature to finished products, building accurate mental models through peer comparison.

Common Misconception

Natural resources never run out.

What to Teach Instead

Trees and water renew but can deplete with overuse. Prediction activities where groups simulate shortages reveal limits, encouraging discussions that correct this view with evidence from class models.

Common Misconception

Human-made materials are always better than natural ones.

What to Teach Instead

Each has strengths, like plastic lasting longer but wood feeling warmer. Comparing objects side-by-side in stations lets students test properties, shifting preferences to informed choices.

Active Learning Ideas

Sorting Centre: Natural vs. Human-Made

Gather 20 everyday objects like wooden blocks, plastic toys, cotton balls, and metal spoons. Students sort them into two piles, then label with pictures of sources like trees or factories. Discuss why natural items renew slowly.

30 min·Small Groups

Concept Mapping: From Resource to Object

Provide objects like a chair or shirt. In pairs, students draw lines from the object back to its natural resource, adding words like 'tree' or 'plant.' Share maps with the class to spot patterns.

25 min·Pairs

Prediction Role-Play: Resource Run-Out

Choose a resource like wood. Groups act out daily life, then pretend it is gone and improvise solutions. Record predictions on chart paper for whole-class vote on best ideas.

35 min·Small Groups

Resource Hunt Walk

Take students outside or around school to find natural resources like leaves or rocks. Photograph or sketch them, then match to classroom objects back inside.

20 min·Whole Class

Real-World Connections

• Furniture makers in High Point, North Carolina, source wood from local forests to construct tables and chairs, demonstrating the direct link between natural resources and manufactured goods.
• Textile workers in Bangladesh transform cotton, a natural resource, into clothing sold in stores worldwide, highlighting global supply chains for everyday items.
• Recycling plant operators sort materials like aluminum cans and plastic bottles, showing how human-made items can be processed and sometimes remade into new products.

Assessment Ideas

Quick Check

Provide students with pictures of common objects (e.g., wooden block, plastic toy, cotton t-shirt, glass jar). Ask them to sort the pictures into two groups: 'Made from Natural Resources' and 'Made from Human-made Materials'. Discuss their choices as a class.

Discussion Prompt

Present students with a scenario: 'Imagine we ran out of trees. What are three things we would not be able to make or have anymore?' Record student responses on a chart, prompting them to explain their reasoning.

Exit Ticket

Give each student a sticky note. Ask them to draw one object and write down the natural resource it comes from. For example, a drawing of a book with 'tree' written below it.

Frequently Asked Questions

How do I teach Grade 1 students about natural resources in everyday objects?

Start with familiar items like chairs or clothes. Guide students to touch and name materials, then trace back: wood from trees, fabric from plants. Use concept maps to connect ideas visually. This builds vocabulary and links personal needs to nature in 20-30 minute lessons.

What activities distinguish natural resources from human-made materials?

Set up sorting stations with objects like sticks, paper, plastic cups, and cloth scraps. Students categorize, discuss sources, and justify choices in small groups. Follow with a gallery walk to share findings, reinforcing differences through evidence and talk.

How can active learning help Grade 1 students understand natural resources?

Active approaches like object sorting and outdoor hunts make abstract sources concrete for young learners. Manipulating real items builds sensory memory, while group predictions on depletion foster empathy for conservation. These methods boost engagement and retention over lectures alone.

How to address predictions about using up natural resources in Grade 1?

Use simple scenarios: what if no trees for paper? Role-plays let students act out impacts and brainstorm renewals like planting. Chart predictions before and after to track thinking shifts, tying to curriculum goals on sustainability basics.