Lesson 1: Introduction to Natural Resources

Kaitlyn Glover 42773229

Class: Year 2

Date: 22/10/2014

Time: 60 minutes

Prior Learning and Rationale:

This is the first lesson in a unit of work The responsible use and reuse of natural resources.
In this lesson students will explore natural resources and identify those in the classroom that come from the
Earth. The knowledge and understandings that they develop in this lesson will be built on throughout the
unit of work.
KLA (s): Science
Outcomes & Indicators:
SCIENCE: ST1-9ES (BOS NSW, 2012, p.44): A student identifies ways that people use science in their
daily lives to care for the environment and the Earths resources
- Students identify that some common resources are obtained from the Earth including soil, minerals and
water
- Identify and describe how some resources obtained from the Earth are used in a variety of ways,
including at school (ACSSU032)
HSIE: ENS1.6 Demonstrates an understanding of the relationship between environments and

people
ENGLISH: EN1-1A: communicates with a range of people in informal and guided activities d
emonstrating interaction skills and considers how own communication is adjusted in different situations
Key Scientific Knowledge:
-Natural resources are those resources that are obtained from the Earth and are essential for human living.
They include air, water, coal, oil, minerals, plants, animals, sunlight (BOS NSW, 2012; Education Portal,
2013).
- Natural resources can be used and manipulated but they cannot be made by humans. They are formed in
and by the Earth through natural processes (Education Portal, 2013).
Whole class objective:
For the students to develop an understanding of the resources that come from the Earth by engaging in
whole group discussion.
Resources & Equipment:

SmartBoard
- Lead pencils

Natural Resources Smart Notebook File (See

resources tab)
Student science books

Classroom organisation:
Whole group sitting on the floor in front of the
SmartBoard.

Lesson development:
Intro: (approx 10 minutes)
Introduce the concepts and the lesson to the students by explaining that now we are going to have a look
at things that come from the Earth. Discuss students ideas about things that we use that come from the
Earth (including air, animals, coal, minerals, natural gas, oil, plants, sunlight and water (Educaiton Portal,
2013). Explain that all of these things are known as natural resources and they are essential for humans to
make the tools and other things we need to survive (Education Portal, 2013).
Body: (approx 30 minutes)
Work through the first page of the Natural Resources Smart Notebook as a whole group, discussing each
image and what it means e.g. what is this a picture of? what natural resource would be in a river?
Ask students who are showing respectful listening to share their suggestion and then ask for the other
childrens ideas e.g. do you all agree that it is water? Student who said water comes to the board and
rubs and reveals water.
Continue this with all images.
Then, students go back to their desk and in their science book draw two columns with the headings
Natural resource and Man-made resource (Demonstrate with page 2 on the smart notebook file). Students
spend 5 minutes looking/walking around the room and organising at least 4 objects of their choosing into
the 2 columns. E.g. pencil is made of wood so it would be a natural resource. Items made of plastic would
be man-made.

Students gather back onto the floor and share their findings. Students who are showing respect will be

asked
to come and write their object onto the smartnotebook page. Discuss if the column the object has
been written in is correct. Why? Or why not?
Conclusion: (approx 10 minutes)
Turn off the smartboard.
Ask the students to think of one thing they have learned in this lesson. Give 10 seconds to think, then pair
and share.
Ask questions to evaluate the knowledge and understandings that students have learnt in this lesson,
including What is a natural resource? (What is the meaning of a natural resource?), Can you give me an
example of a natural resource? What is something we use that natural resource for?
Differentiation of learning for individual children
Support:
For students to engage with the content by participating
in the group discussions with the teacher asking for
contributions from a range of students, with the students
needing support being asked first when there are more
options for answers.
In the activity to find resources, teacher will support
those students who need it through appropriate
questioning.

Extend:
For students who are understanding the concepts
to be extended by discussing the processes used
to extract the different resources e.g. coal and
minerals are mined from under the ground, and
oil is mined from under the ocean.

Lesson 2: Renewable and Non-Renewable Resources: Wind Energy

Kaitlyn Glover 42773229

Class: Year 2

Date: 29/10/2014

Time: 12-1

Prior Learning and Rationale: In lesson 1, students identified natural resources what they are, and what
they can be used for in the classroom.
In this lesson students will broaden their knowledge of how Earths natural resources are used in day to day
life. They will be introduced to the concept of renewable and non-renewable resources, and will explore and
be exposed to ways that Earths resources can be used sustainably such as using wind (renewable sources)
to generate energy.
This lesson exposes students to concepts that are covered in the syllabus in Stage 3. Therefore, it is giving
a basic introduction that will require explicit teaching and asking many questions.
This lesson will be followed by 2 lessons focusing on the sustainable use of water
KLA (s): Science
Outcomes & Indicators:
SCIENCE: ST1-9ES (BOS NSW, 2012, p.44): A student identifies ways that people use science in their
daily lives to care for the environment and the Earths resources.
- share their observations and ideas about the ways that Earths resources are used by people in their
daily lives
- explore ways in which people use science knowledge and skills in their daily lives to care for the
environment and use resources sustainably (ACSHE022, ACSHE035)
Adapted from ST3-6PW (BOS NSW, 2012, p. 66): A student describes how scientific understanding about
the sources of electricity is related to making decisions about its use.
- Students explore the variety of sources that can be used to generate electricity including burning coal,
solar, hydroelectric and wind electricity.
ENGLISH: EN1-1A: communicates with a range of people in informal and guided activities demonstrating
interaction skills and considers how own communication is adjusted in different situations
CREATIVE ARTS VAS1.2: Uses the forms to make artworks according to varying requirements.
MATHS: MA1-9MG: measures, records, compares and estimates lengths and distances using uniform
informal units, metres and centimetres
Key Scientific Knowledge:
- Renewable resources are natural resources that are infinitely available, or can be replaced or
replenished
- Non renewable resources are those resources from the Earth that are finite. The replacement of
these resources such as coal and oil, would take billions of years therefore its use is not sustainable.
(eSchooltoday, 2010).

Whole class objective:

For the children to identify natural resources
as a renewable or non-renewable resource
through research and whole group discussion.
For students to develop knowledge of the
concept of wind energy by experimenting and
creating wind-powered boats in small groups.

Classroom organisation:
- Whole group discussion on floor in front of smartboard.
-Teacher organises students into mixed ability groups of 4 to
work in a space in the classroom.
- Whole class goes outside together, to the grassed and
covered area.

Resources & Equipment:

Smartboard with Natural Resources Smart Notebook File set up - https://www.dropbox.com/sh/

knglgpezjqxz30r/AADR7f5y84RHUYfYlkuSMNyGa?dl=0

http://www.sciencekids.co.nz/sciencefacts/energy/windenergy.html
water tub half filled with water
Styrofoam tray x 6
Skewers x 20
Selection of poster board and paper
Sticky tape
Scissors

Lesson development:
Intro: (approx 10-15 minutes)
- Revise page 1 and 2 of Natural Resources Smart notebook file from Lesson 1
- Discuss the natural resources listed and ask childrens thoughts on which of these will one day run out,
and what will be there forever?
- On page 3 of the Natural Resources Smart notebook file, match the words Renewable Resource and
Non-renewable Resource to the correct meaning.
- Have students write the natural resources under each definition e.g. Coal under non-renewable
resource and air under renewable resource, and discuss.
Explain to students that most of our electricity comes from burning coal that has been dug out of the ground.
Coal is a non-renewable resource which means that eventually there will be none left. What will we do for
electricity then? What are other ways that we can make electricity?
- Look at http://www.sciencekids.co.nz/sciencefacts/energy/windenergy.html and discuss wind turbines
and their purpose.
Body: (approx 40 minutes)
Discuss how wind can also power sailboats. Show students the materials and explain that they are going to
work in groups of 4 to make their own sailboat that will be powered by the wind. When they are finished we will
test them outside in the water tub. Organise the class into groups and allocate each person to collect different
materials before moving to their desks where they will have 15 minutes to create their boat.
After 15 minutes, take the class outside to the water tub.
Two groups at a time will race their sailboats in the water tub. Repeating until all groups have had a turn.
Conclusion (approx 5 minutes):
Return to the classroom.
Discuss what they noticed about the sailboats and wind energy.
Discuss what else wind energy could be used for.
Differentiation of learning for individual children
Support:
For students to build their
understanding, they will be
encouraged to ask questions,
and slow down the learning.
They will also be working in
mixed ability grouping so
those that have the
knowledge can scaffold their
peers learning.

Extend:
Encourage capable students including Simon and Hannah, to extend their
scientific process skills by hypothesising about how the size and shape of the
sails on the boat will affect the boats response to the wind e.g. speed, and
recording the results at the end of the experiment.
Students understanding of renewable and non-renewable energy sources can
be extended through this online activity http://
www.childrensuniversity.manchester.ac.uk/interactives/science/energy/
renewable/

Lesson 3: Natural Resource: Water - Where does it come from?

Samantha Rudman - 42246172

Class:
Year 2

Date: 5/11/14

Time: 12-1

Prior Learning and Rationale: This lesson focuses in on the natural resource of water. The children will recap
their knowledge from lesson 1, where they discovered that water is a natural resource. This lesson challenges
children to think about where they find water, how it gets there, and what we use it for.
The students will be introduced to the water cycle and will conduct an experiment to see how the water cycle
works. Students will be challenged to hypothesise, test and collect data based on this experiment.
KLA (s): Science
Outcomes & Indicators:
ST1-4WS investigates questions and predictions by collecting and recording data, sharing and reflecting on
their experiences and comparing what they and others know
Students question and predict by:

responding to and posing questions (ACSIS024, ACSIS037)

making predictions about familiar objects and events and the outcomes of investigations
Students process and analyse data and information by:

describing changes in objects and events observed in investigations (ASSHE021, ASSHE034)

ST1-8ES (BOS NSW, 2012, p.44): describes some observable changes that occur in the sky and landscape
use a range of methods to describe observable, short-term changes in the sky, e.g. clouds
ST1-9ES (BOS NSW, 2012, p.44): identifies ways that people use science in their daily lives to care for the
environment and the Earths resources.
Earths resources, including water, are used in a variety of ways. (ACSSU032)
describe how some materials obtained from the Earth are used in a range of products at home or at
school
share their observations and ideas about the ways that water is used by people in their daily lives
Key Scientific Knowledge:
- The water cycle process: Water warms and evaporates, then cools in the atmosphere and condenses, then
forms together until water droplets are too heavy and precipitate to the ground, refilling the bodies of water.
(Weather Wiz Kids, 2013)
- Water is a natural resource that is constantly moving (Weather Wiz Kids, 2013; WWF, 2014)
- Water is vital for us to survive - drinking, plant and food growth. (NASA, 2010)
- How to conduct the experiment - https://www.youtube.com/watch?v=44GH2gs8avo
Whole class objective:
For the children to identify water as a natural
resource that is vital for earth and human
survival.

Classroom organisation:
Children will begin on the floor for a group discussion
Make 2 semi circles around a table for experiment
Desks to fill out their observations

For students to develop knowledge of the

water cycle and the scientific language that
accompanies it by hypothesising,
experimenting and observing.
Resources & Equipment:
Large glass jar with lid
Hot Water (Kettle) & Blue food dye
Ice (goes into the upside down lid of the
jar)

Matches
Water Cycle Experiment Worksheet (https://
www.dropbox.com/sh/dfbw5mx4e0u04s6/
AADQ_gTPsqDTwXK44PNgxjA5a?dl=0)
Blank SMART notebook file for brainstorming
normal white board & markers

Lesson development:
Intro: (approx. 10-15 minutes)
- Recap first intro lesson: Is water a natural resource? How do we know this? What would happen
without water?
- Pose some questions and allow time for thinking before getting answers. Type up answers on the IWB
blank file: Where do we find water? Where does water come from? Can it be made?
- Focus in on the idea that we get out water from rain > Where does rain come from? How does the
rain get into the clouds? Encourage childrens answers and give them time to think.
- Introduce the concept of The Water Cycle

Body: (approx. 40 minutes)

- Ask children why they think it is called the water cycle. Give them praise for their ideas and encourage
more
- Introduce the terms evaporation, condensation and precipitation. Have children repeat the words after
you, and write them onto the normal whiteboard. Ask the children what they think each one means. If
children get the correct answer, then draw that part on the board, explicitly explaining the term
- If the children do not get the term, then explain it and draw it after a few children have tried to answer.
- Continue this process until the cycle is drawn on the board and completed.
- Ask the children what the ingredients are to make a cloud, based on their knowledge of the water
cycle. The ingredients are warm water & cool air. Introduce another ingredient - Particles. Talk about
how dust and pollution in the air help clouds to stick together.
- Inform children that they are going to make a cloud as a class using these ingredients. Explain the
steps and get them to guess what each bit represents. Hypothesis what will happen.
- Conduct the experiment as seen in video tutorial - https://www.youtube.com/watch?v=44GH2gs8avo
- Make sure each step is done slowly and performed by the teacher due to hot water and matches
involved
- Ask children what they can see during each step and what part of the water cycle that corresponds
with
- Have the children return to their desks and fill in their observation sheet and stick it into their books.
Conclusion (approx. 5 minutes):
- Conclude the lesson by asking the children to share one new thing they learnt in the lesson.
Differentiation of learning for individual children
Support:
Have children who need support sit closest to the
teacher during discussion time. Ask simpler
questions specifically to children who may struggle
to allow them to succeed. Give them a stronger
buddy to work with on the observation sheets. Sit
with them and talk through the process during
worksheet and encourage them to draw first if they
are not strong writers.

Extend:
Ask higher order thinking questions during discussions
and have them explain and reason their answers. Ask
them to think about how they will represent their
observations in drawing to show the different steps in the
water cycle. Have them work alongside students who
need support either during their observation recording, or
after they have finished.

Lesson 4: Natural Resource: Water - How can we use it well?

Samantha Rudman - 42246172
Class: Year 2

Date: 12/11/14

Time: 12-1

Prior Learning and Rationale: In the previous lesson, children learnt about where water comes from, where it
goes, how it is something we need. In this lesson, children will investigate the school to discover the way water
is used. Using iPads photo functions, the children will explore the school and photograph areas in which water
is used across the grounds. The students will be encouraged to discuss water use, and will be challenged to
think about how to use water responsibly through creating water awareness posters to display around the
school.
KLA (s): Science
Outcomes & Indicators:
ST1-9ES (BOS NSW, 2012, p.44): A student identifies ways that people use science in their daily lives to care
for the environment and the Earths resources.
- share their observations and ideas about the ways that Earths resources are used by people in their
daily lives
- explore ways in which people use science knowledge and skills in their daily lives to care for the
environment and use resources sustainably (ACSHE022, ACSHE035)
ST1-5WT (BOS NSW, 2012, p.6) uses a structured design process, everyday tools, materials, equipment and
techniques to produce solutions that respond to identified needs and wants
Students explore and define a task by:
- identifying needs and wants of users/audiences, eg using interviews, observations and surveys
Students generate and develop ideas by:
- using techniques for documenting and communicating design ideas, including simple plans, drawings
and models, using familiar materials
- describing the features of design ideas and the materials they select

VAS1.2 (BOS, 2006, p.29) Uses the forms to make artworks according to varying requirements.
- thinks about how they can interpret the teachers or others requirements for art making (eg use of
materials, investigation of subject matter, scale and purpose of the work)
Key Scientific Knowledge:
- There is a limited amount of water on the earth so conserving it is important (Weather Wiz Kids, 2013)
- There are many ways to conserve water and simple tips can help us be responsible about water use
(Park&Co, 2014)
Whole class objective:
For the children to identify ways in which water is
used in their immediate environment through
collecting data.
For the children to reflect on responsible water use
by creating awareness posters for the school.

Classroom organisation:
- Children will be grouped into 6 groups of 4 to start the
lesson
- It will be conducted around the whole school. Set
boundaries
- Second half of the lesson conducted in the classroom,
on the floor and at desks.

Resources & Equipment:

6 x iPads
6 x Timers
A4 and A3 cardboard
Textas
Pencils
Air server capabilities on the IWB.
IWB
Lesson development:
Intro: (approx 10 minutes)
- Split children into groups of 4. Assign a leader to each group. Display the task on the IWB. You are
investigating the water use at this school. Your job is to walk around the school and photograph every
spot you can find that uses water. This includes taps, bubblers, sprinklersanything!
- Give each group a time keeper who is to ensure their group is gone no longer than 15 minutes
Body: (approx 40 minutes)
- Take the children out into the playground and have them start their timers, and set off. Wander and
supervise the outdoor area. Ensure that they know when and where to meet back together
- Gather children together at the meeting point and head back into the classroom
- Collect the iPads and have display some of the IWB using air server display. Discuss what we use the water
in this area for. Ask where they might use water at home.
- Discuss what responsible means and what it means in relation to water > how can we use the water in
the school (or at home) responsibly?
- Give children 25minutes to make posters either in small groups or individually to paste around the school or
to stick up at home near water usage areas to raise awareness about responsible water use.
Conclusion (approx 5 minutes):
- Collect the posters and ask children about where they should put them. Have some children volunteer to
share their poster and ideas with the class to conclude.
Differentiation of learning for individual children
Support:
Ensure that students needing support are placed in
groups with someone able to help them and guide
them during the investigation task.
Give one on one guidance to students needing
support during poster making and question what they
are going to create and why. Give suggestions and
encouragement.

Extend:
Ensure that students needing extension are given
extra responsibility in their groups, such as delegating
tasks, or note taking, or leading the group to locations.
Ask higher order reasoning questions during
discussion such as why and how questions.
If they need extension and finish their poster quickly,
have them go to the library to search for books about
water, and other ways we can use water responsibly.

Lesson 5: Air Pollution

Tahlin Higgins

Class:
Year 2

Date: 19/11/14

Time: 12:00-1:00

Prior Learning and Rationale: This lesson links to the previous lessons in the unit of work on the responsible
use and re-use of natural resources by learning about another natural resource air.
KLA (s): Science
Outcomes & Indicators
ST1-9ES: identifies ways that people use science in their daily lives to care for the environment and the Earths
resources.
identify that some common resources are obtained from the Earth, including soil, minerals and water.
explore ways in which people use science knowledge and skills in their daily lives to care for the
environment and use resources sustainably.
ST1-4WS: investigates questions and predictions by collecting and recording data, sharing and reflecting on
their experiences and comparing what they and others know
displaying data and information in a variety of ways, including drawings, simple texts, provided tables
and graphs, using digital technologies as appropriate.
KSK
The air in the Earths atmosphere is an assortment of gases oxygen, nitrogen, argon, carbon dioxide
and water vapour (Kerrod , 1995; Preston & Crawford, 2012). These gases provide a shield around out
planet and this combination of gases is what makes life on Earth possible (Cross, 1996).
Plants clean the air through the process of photosynthesis which is where they remove some of the
carbon dioxide that is present in the air with the help of water and light from the sun and then convert
this to oxygen by releasing it into the atmosphere (Suzuki & Vanderlinden, 2000).
Pollutants in the air such as those produced by burning coal and wood, raise the carbon dioxide levels
in the air which results in plants being unable to clean the air properly at an efficient rate (Suzuki &
Vandelinden, 2000).
Whole class objective:
For children to learn about the importance of the natural resource, air, and to become aware of the important
role trees play, by investigating air pollution through samples collected, and acting out the role of trees in
cleaning air.
Resources & Equipment:
8 small paper plates
vaseline
string
magnifying glasses x 6
permanent marker
A4 paper x 24 copies
Smart Notebook file

Classroom organisation:
On the floor then working at tables.

Lesson development:
Introduction
Ask What is air and why do we need it?
Brainstorm ideas on board.
Body
Discuss what air is.
Explain air pollution and how you can test for it.
Show the paper plates that have collected pollution in the air for 7 days in different areas such as a
garage and outside in the school playground.
Children work in groups of 4. One member from each group takes a plate, a magnifying glass and a
sheet of paper for each group member.
Each group is to look through a magnifying glass at their plate, inspecting it for pollution and draw what
they see.
Groups rotate plates and repeat the process.
Discuss the results as a class.
Ask students to think of what might clean air.
Explain the role that trees play in cleaning air.
Split children into same groups as before.
Ask children to act out the process of trees cleaning the air and give each group 5 minutes to prepare.
Each group performs.

Conclusion
Display Smart Notebook file and ask children to drag and drop the correct answers.
Differentiation of learning for individual children
Support:
For children to contribute to a class discussion by
verbally communicating what they noticed about the
different paper plates.

Extend:
For children to communicate why certain paper plates
may have more visible pollution and identify factors
that may have affected the results of the investigation
by participating in a class discussion.

Lesson 6: Recycling Paper

Tahlin Higgins
Class: Year 2

Date: 26/11/14

Time: 12:00-1:00

Prior Learning and Rationale: This lesson is the final lesson in a unit of work on the responsible use and reuse of natural resources and builds on knowledge gained in previous lessons.
KLA (s): Science
Outcomes & Indicators
ST1-9ES: identifies ways that people use science in their daily lives to care for the environment and the Earths
resources.
explore ways in which people use science knowledge and skills in their daily lives to care for the
environment and use resources sustainably.
ST1-16P: describes a range of manufactured products in the local environment and how their different purposes
influence their design.
explore ways that products may be designed and made to conserve resources, eg recyclable materials
and reusable containers.
KSK

Paper is created from wood fibres through a process where wood from trees is broken down using water
and chemicals, which makes a substance called pulp and extra water is removed and the pulp is rolled
out and left to dry (Spilsbury & Spilsbury, 2006).

Whole class objective:

For the children to understand how humans can demonstrate responsible use of natural resources, by recycling
where possible, such as by making their own recycled paper and therefore saving trees, which are needed to
clean the air.
Resources & Equipment:

Scrap paper

4 x deckles and moulds

4 plastic tubs
4 x bowls
1 x blender
Pieces of square felt x 8

Classroom organisation:
On the floor, then working in groups at their tables,
concluding the lesson back on the floor.

Lesson development: Part of lesson adapted from You Tube clip (Isbell, 2012).
Introduction
Remind children how trees clean one of Earths natural resources.
Ask children if they know what we get from trees.
Body
Explain how paper is made from trees and discuss the concept of recycling and the process that paper
goes through.
Split children into groups of four and present each group with scrap paper, two pieces of felt, a sponge,
a plastic tub, a deckle and mould and a bowl.
Instruct children to tear the scrap paper into small pieces and place in bowl. Ask children to have a look
to see if they notice the fibres after they tear the paper.
Select one group at a time to bring the bowl of paper to the front. Pour paper into blender and fill blender
with three quarters of water and blend until it has changed into pulp. Discuss changes with children and
pour mixture back into the bowl.

Repeat with other groups.

Groups pour blended mixture into a plastic tub, which will already be a third filled with water, and stir
mixture with hands. A group member will hold the mould on top of the deckle and dip it under the water,
capturing the pulp in the frame. Shake to ensure all the screen is covered with pulp.
Walk outside and place one piece of felt on the ground, rest the deckle on the felt on the same side that
went under the water first. Press down hard on pulp with a sponge, moving around the screen area to
soak up excess water from the pulp.
Lift the deckle and mould off the felt and place the second piece of felt on top of the pulp and press down
to remove any extra water. Leave to dry.
Conclusion
Ask children to say what they learnt during this unit of work on the responsible use and re-use of natural
resources.

Differentiation of learning for individual children

Support:
For the children to make their own recycled paper by
getting assistance from the teacher.

Extend:
For children to record the process of making paper by
writing a simple procedure.