Environmental Science Activities Manual: 3-5
||Environmental Education H8.00 ||Habits of Mind
||Methods 3.4 be
GRADE: ESAM: 3-5
CONTENT STANDARD: Environmental Science
CONTENT TOPIC: Energy and the Environment
CONCEPT: Energy consumption impacts the environment.
CONTENT OBJECTIVE: H8.00 To understand the kinds, uses and problems associated with renewable and non-renewable resources
INSTRUCTIONAL OBJECTIVES: The learner will:
8.01 define renewable and nonrenewable resources.
OUTLINE OF CONTENT:
8.02 list renewable
and nonrenewable resources.
8.03 categorize renewable and nonrenewable
I. Renewable resources
II Nonrenewable resources
B. Decrease Use
TN COMPONENT OF SCIENCE: Habits of Mind
To enable students to demonstrate ways of thinking and acting inherent on the practice of science; and to exhibit an awareness of the historical and cultural contributions to the enterprise of science.
METHODS - A variety of techniques is used by scientists to classify and solve problems.
TN STANDARD(S): The learner will understand that:
3.4b Problems and methodology influence each other.
BENCHMARK:The choice of methodology is dependent upon the nature
of the problem to be solved.
3.4e Problems may be solved in more than one way and have more
than one solution.
BENCHMARK: Alternative ways to solve a problem may lead to more
than one solution.
Pictures of resources from magazines and newspapers,
samples of resources (if available)
Today, we will learn that some resources can be easily replaced
and some can not be easily replaced.
(Introduce terms renewable and nonrenewable. Write
the terms and their definitions on the board. There are two kinds
of natural resources. The kind that can be replaced in a short
time is called RENEWABLE NATURAL RESOURCE. Air, wood, cotton,
food, water, land, and wildlife are renewable natural resources.
The kind that can be replaced on at a slow rate or not at all
are called a NON-RENEWABLE NATURAL RESOURCE. Minerals and fossil
fuels taken out of the earth are non-renewable natural resources.
Discuss examples of fossil fuels: coal, oil, and gas. It takes
millions of years for them to be replaced. Have students brainstorm
resources and list them on the board in the correct category.
Discuss why each one is placed in that category.) (Lead students
to draw conclusions as to the problems associated with renewable
and nonrenewable resources.) One solution is wise use of resources.
This is called conservation. Another solution is to recycle
(The following activities are suggested:
1. Give students magazines and newspapers. Instruct them to find pictures of resources, cut them out, and place on poster board in the correct category. Show pictures of resources. Have students use response cards to identify the category:
R = renewable. NR
2. Walk around your school pointing out uses of renewable and non-renewable natural resources.)
(Have students find pictures of or write essays on alternative sources of energy that may be used to replace nonrenewable resources.) Then, make a time line on adding machine tape (use 4.5 meters of tape). This will allow for a scale of 1 millimeter for every 1,000 years. Put a pencil line at the left, at the very end of the tape. Write 4.5 billion years ago. This represents
the origin of the earth. Put a mark 35 centimeters from the left end of the tape. Write 350,000 years ago. This represents the time when fossil fuels began forming. Put a mark at the right, at the very end of the tape. Write 100 years ago. This represents the time when people began to use fossil fuels extensively.
Today we have studied renewable and nonrenewable resources. Tell your neighbor an example of a renewable resource and a nonrenewable resource. List responses on the board under its correct heading renewable, nonrenewable. In your group, brainstorm and develop a method that would solve a problem related to renewable and nonrenewable resources.
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