Geography · Year 1 · Human and Physical Features · Summer Term

Natural Resources and Their Use

Introduction to natural resources (e.g., water, wood) and how humans use them.

• National Curriculum Attainment Targets
• KS1: Geography - Human and Physical Geography

About This Topic

Natural resources are essential materials provided by the Earth, such as water for drinking, washing, and farming, and wood or stone for building homes and tools. In Year 1, pupils identify these resources in their daily lives and local environment. They explain water's roles, compare how wood bends easily for frames while stone offers strength for walls, and consider impacts of shortages. This topic fits KS1 human and physical geography by linking everyday human needs to the natural world.

Through guided discussions and observations, pupils build vocabulary for materials and uses, practice simple comparisons, and develop prediction skills via scenarios like a day without water. These elements support early geographical enquiry and introduce sustainability concepts without overwhelming young learners.

Pupils connect personally when they handle real samples or track usage. Active learning benefits this topic because sorting objects, charting water use, and role-playing predictions make resources tangible. Children discuss findings collaboratively, which strengthens understanding and sparks curiosity about responsible use.

Key Questions

1. Explain how we use water in our daily lives.
2. Compare different natural materials used to build houses.
3. Predict what would happen if we ran out of an important natural resource.

Learning Objectives

• Identify at least three natural resources used in their home or school.
• Explain one way water is used in daily life.
• Compare two different natural materials used for building, noting a key difference in their properties.
• Predict one consequence of running out of a specific natural resource, such as wood.

Before You Start

Objects and Materials

Why: Students need to be able to identify and name common objects before they can identify the materials they are made from.

Living and Non-Living Things

Why: Understanding the difference between living and non-living things helps students grasp that natural resources come from the non-living or living parts of the environment.

Key Vocabulary

Natural Resource	Materials found in nature that people use, such as water, wood, and stone.
Water	A clear liquid that is essential for all living things. We use it for drinking, washing, and growing food.
Wood	A hard material that comes from trees. It is used for building, making furniture, and for fuel.
Stone	A hard, solid mineral material that comes from the ground. It is used for building walls and roads.

Watch Out for These Misconceptions

Common Misconception

Natural resources never run out.

What to Teach Instead

Resources like water and wood are limited and can be used up if not managed. Role-playing shortage days helps pupils experience impacts firsthand, prompting them to rethink endless supply ideas during group talks.

Common Misconception

All everyday items come directly from nature.

What to Teach Instead

Many items start as natural resources but humans change them, like turning wood into paper. Sorting activities with real objects clarify this process, as pupils handle and discuss transformations collaboratively.

Common Misconception

Water only comes from taps, not nature.

What to Teach Instead

Water originates from rain, rivers, and seas before reaching homes. Water cycle models or rain collection experiments make natural sources visible, helping pupils connect taps to the environment through observation.

Active Learning Ideas

Sorting Stations: Natural vs. Man-Made

Prepare stations with items like rocks, wood scraps, plastic toys, and fabric. Pupils in small groups sort items into 'from nature' or 'made by people' trays, then label uses with sticky notes. Regroup to share one example per category.

35 min·Small Groups

Water Audit: Track and Draw

Pupils draw pictures of three ways they use water at home or school, such as brushing teeth or watering plants. Pairs compare drawings and add a class chart. Discuss patterns in a whole-class circle.

25 min·Pairs

Material Hunt: House Builders

Hide natural material samples around the classroom or playground. Small groups collect items, then build simple house models and explain choices, like wood for roofs. Present to class.

40 min·Small Groups

Prediction Circle: What If?

Pose scenarios whole class, such as no water for a week. Pupils share predictions through talk or drawings. Vote on most likely outcomes and link back to resource importance.

20 min·Whole Class

Real-World Connections

• Construction workers use wood to build the frames of houses and stone to build strong walls. Architects design buildings considering the properties of these materials.
• Water treatment plant operators ensure that the water we use for drinking and washing is clean and safe, managing the flow of water from rivers and reservoirs.
• Forestry workers manage forests to provide wood for paper and building materials, making sure new trees are planted for the future.

Assessment Ideas

Quick Check

Show students pictures of common objects (e.g., a wooden chair, a glass of water, a stone path). Ask them to point to the object and say which natural resource it is made from. Ask: 'What is this made from?'

Discussion Prompt

Gather students in a circle. Ask: 'Imagine we had no water for one whole day. What are three things you could not do?' Record their answers on a chart. Then ask: 'Why is water important?'

Exit Ticket

Give each student a small card. Ask them to draw one natural resource they learned about and write one sentence about how people use it. For example, drawing wood and writing 'We use wood to build houses.'

Frequently Asked Questions

What hands-on activities teach Year 1 natural resources?

Sorting real items into natural and man-made categories works well, followed by building simple structures with wood, stone, and fabric scraps. Water tracking charts, where pupils log daily uses with drawings, build awareness. These 20-40 minute tasks use classroom objects, encourage talk, and link to key questions on uses and comparisons.

How to compare building materials in KS1 geography?

Provide samples like sticks, rocks, and clay for pupils to test strength, flexibility, and weight through play-building. Groups discuss pros, such as wood for light roofs versus stone for sturdy walls, then share via photos or models. This 30-minute activity aligns with standards and develops descriptive language.

Ideas for discussing resource scarcity with Year 1?

Use prediction games: describe a no-water day and have pupils draw or act outcomes, like thirsty plants. Follow with talks on saving water. Short role-plays in circles keep it light, fostering empathy and basic conservation ideas without anxiety.

How does active learning help teach natural resources?

Active approaches like material hunts and usage audits engage senses, making abstract ideas concrete for young pupils. Collaborative sorting and building prompt peer explanations, correcting misconceptions on the spot. These methods boost retention by 30-50% through personal involvement, turning passive listening into memorable enquiry.