Geography · Year 5 · Rivers and the Water Cycle · Spring Term

Natural Resources: Renewable and Non-Renewable

Identifying renewable and non-renewable resources and their global distribution.

• National Curriculum Attainment Targets
• KS2: Geography - Human Geography
• KS2: Geography - Natural Resources

About This Topic

Natural resources divide into renewable ones, such as wind, solar, and hydroelectric power, which replenish naturally, and non-renewable ones, like coal, oil, and natural gas, which form over millions of years and deplete with use. Year 5 students identify these through examples tied to global distribution: Middle Eastern oil reserves contrast with North Sea gas fields near the UK or African solar potential. This topic addresses why some countries hold more resources due to geological history and plate tectonics, while others invest in renewables.

Key questions link human geography to physical processes. Students explore how energy quests shape alliances, such as OPEC nations' influence, and evaluate non-renewable reliance's impacts: finite supplies lead to price volatility, environmental damage from extraction, and climate contributions from fossil fuels. UK curriculum standards emphasise sustainable use, preparing pupils for citizenship discussions on energy transitions.

Active learning suits this topic well. Sorting real-world examples, mapping distributions, and role-playing trade negotiations make global patterns concrete. Collaborative debates on energy futures build analytical skills, while hands-on models of resource depletion reveal long-term consequences, fostering informed environmental stewardship.

Key Questions

1. Explain why some countries are richer in natural resources than others.
2. Analyze how the quest for energy resources drives international relations.
3. Evaluate the consequences of our reliance on non-renewable energy.

Learning Objectives

• Classify natural resources as either renewable or non-renewable, providing at least two examples for each category.
• Explain the geographical factors, such as geological history and plate tectonics, that contribute to uneven distribution of natural resources globally.
• Analyze how the demand for specific energy resources influences international relations and trade agreements.
• Evaluate the environmental and economic consequences of a country's reliance on non-renewable energy sources.

Before You Start

Earth's Structure and Tectonic Plates

Why: Understanding plate tectonics and geological processes is foundational to explaining why certain resources are found in specific locations.

Types of Energy

Why: Students need a basic understanding of different energy forms to differentiate between sources like fossil fuels and renewable energy.

Key Vocabulary

Renewable Resource	A natural resource that can be replenished naturally over a short period, such as solar, wind, or hydroelectric power.
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.
Resource Distribution	The geographical pattern of where specific natural resources are located across the Earth's surface.
Fossil Fuels	Combustible materials like coal, oil, and natural gas formed from the remains of ancient organisms, used as primary energy sources.

Watch Out for These Misconceptions

Common Misconception

All natural resources are infinite and evenly spread worldwide.

What to Teach Instead

Resources form through specific geological processes over time, leading to uneven distribution; non-renewables like oil are finite. Mapping activities help students visualise concentrations, such as coal in Appalachia, while group discussions challenge assumptions about abundance.

Common Misconception

Renewable resources have no environmental costs.

What to Teach Instead

Renewables like biomass can cause deforestation if mismanaged, and large hydro dams alter ecosystems. Sorting and debate tasks prompt students to weigh pros and cons, using evidence to refine ideas through peer challenge.

Common Misconception

Resource wealth alone makes countries rich.

What to Teach Instead

Factors like technology, politics, and trade matter; Saudi Arabia's oil needs refining infrastructure. Simulations of trade negotiations reveal these dynamics, helping students connect distribution to human geography.

Active Learning Ideas

Sorting Cards: Resource Classification

Prepare cards with images and facts about resources like wind turbines, coal mines, and solar panels. In pairs, students sort them into renewable and non-renewable piles, then justify choices using criteria like replenishment time. Groups share one example per category with the class.

30 min·Pairs

World Map Mapping: Resource Hotspots

Provide outline world maps. Small groups research and mark locations of key resources, such as UK offshore wind farms, Saudi oil fields, and Brazilian hydropower, using coloured pins or stickers. Discuss patterns in distribution and links to country wealth.

45 min·Small Groups

Debate Circles: Energy Trade-offs

Divide class into teams to debate: 'Should the UK prioritise non-renewable North Sea gas or expand renewables?' Each side presents evidence on costs, jobs, and environment. Whole class votes and reflects on international relations implications.

50 min·Whole Class

Simulation Game: Resource Depletion

Use tokens representing non-renewable resources. In small groups, students 'extract' tokens over rounds while tracking renewal of green tokens. Calculate depletion rates and discuss consequences for future generations.

35 min·Small Groups

Real-World Connections

• Geologists working for oil and gas companies in countries like Norway and Saudi Arabia study geological formations to locate and extract fossil fuels, impacting global energy markets.
• Engineers design and build wind farms in regions with consistent wind patterns, such as the coast of Scotland or the plains of Texas, to generate renewable electricity.
• International diplomats negotiate trade deals for resources like natural gas between countries such as Russia and Germany, demonstrating how resource availability shapes global politics.

Assessment Ideas

Exit Ticket

Provide students with a list of 5-6 resources (e.g., coal, sunlight, timber, oil, wind, water). Ask them to categorize each as renewable or non-renewable and write one sentence explaining their choice for two of the resources.

Quick Check

Display a world map highlighting major oil-producing regions (e.g., Middle East, Russia) and major solar potential areas (e.g., North Africa, Australia). Ask students to identify one reason why these resources are concentrated in specific locations.

Discussion Prompt

Pose the question: 'If the UK relies heavily on imported oil, what are two potential problems this could cause for the country?' Encourage students to consider economic, political, and environmental factors in their answers.

Frequently Asked Questions

How do I teach Year 5 pupils about renewable vs non-renewable resources?

Start with familiar UK examples: North Sea oil as non-renewable, Scottish wind farms as renewable. Use visuals of formation timelines to show timescales. Sorting activities and maps build classification skills, while key questions guide analysis of distribution and sustainability.

What explains uneven global distribution of natural resources?

Geological events like ancient swamps forming coal or tectonic shifts trapping oil create hotspots. Countries like Australia excel in coal due to Gondwana remnants, while Iceland harnesses geothermal energy from volcanoes. Mapping exercises highlight these patterns and spark discussions on equity.

How can active learning help teach natural resources?

Active approaches like resource sorting, world mapping, and depletion simulations make abstract concepts tangible for Year 5. Collaborative debates on energy trade-offs develop critical thinking on international relations, while hands-on games reveal depletion consequences. These methods boost retention and connect geography to real-world decisions.

What are the consequences of relying on non-renewable energy?

Finite supplies cause scarcity and price spikes, extraction pollutes air and water, and burning contributes to global warming via CO2. UK faces import dependencies post-North Sea peak. Pupils evaluate through role-plays, linking to sustainable goals and policy shifts toward renewables.