Renewable, Non-Renewable Resources: A Sustainable Science Project

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Renewable, Non-Renewable Resources: A Sustainable Science Project

Grade 4Science1 days

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In this project, 4th-grade students explore natural resources, differentiating between renewable and non-renewable types, and investigate their uses in daily life. They evaluate the advantages and disadvantages of each resource type, analyze the environmental impact of resource use, and propose sustainable solutions for resource management. The project culminates in students developing a conservation plan and designing a project that promotes a sustainable solution, fostering a deeper understanding of responsible resource consumption and environmental stewardship.

Natural ResourcesRenewable ResourcesNon-Renewable ResourcesConservationSustainabilityEnvironmental ImpactResource Management

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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we make choices about using resources that protect Earth's future?

Essential Questions

Supporting questions that break down major concepts.

What are natural resources?
What's the difference between renewable and non-renewable resources?
How do we use natural resources?
What are the advantages and disadvantages of using renewable resources?
What are the advantages and disadvantages of using non-renewable resources?
How can we conserve natural resources?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:

Students will be able to define natural resources, renewable resources, and non-renewable resources.
Students will be able to differentiate between renewable and non-renewable resources.
Students will be able to describe how natural resources are used in daily life.
Students will be able to identify advantages and disadvantages of using renewable resources.
Students will be able to identify advantages and disadvantages of using non-renewable resources.
Students will be able to explain ways to conserve natural resources.
Students will be able to evaluate the impact of resource use on the environment.
Students will be able to propose sustainable solutions for resource management.

Entry Events

Events that will be used to introduce the project to students

"Mystery Blackout"

The town's power grid suddenly fails, leaving everyone in darkness. Students investigate clues (data on energy consumption, resource depletion rates, and environmental impact reports) to determine the cause – a critical shortage of a key non-renewable resource – and propose sustainable solutions to prevent future blackouts, sparking inquiry into renewable energy alternatives.

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Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.

Activity 1

Renewable vs. Non-Renewable Sort

Students differentiate between renewable and non-renewable resources through a sorting activity. They will learn the characteristics of each type and classify various resources accordingly.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Define 'renewable resource' as a resource that can be replenished naturally over time (e.g., sunlight, wind, water).

2. Define 'non-renewable resource' as a resource that cannot be easily replenished once used (e.g., coal, oil, natural gas).

3. Provide a list of various resources (e.g., sunlight, wind, coal, oil, trees, natural gas, water).

4. Students sort the resources into two categories: renewable and non-renewable, justifying their choices.

Final Product

What students will submit as the final product of the activityA sorted list of resources, clearly divided into renewable and non-renewable categories, with justifications for each classification.

Alignment

How this activity aligns with the learning objectives & standardsAddresses the learning goal: Students will be able to differentiate between renewable and non-renewable resources.

Activity 2

Resource Use Detectives: Our Daily Footprint

Students investigate how natural resources are used in their daily lives. They will track their resource consumption and analyze the impact of their activities.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Keep a log for one day, tracking all activities that use natural resources (e.g., turning on lights, using electronics, eating meals, transportation).

2. For each activity, identify the specific natural resources being used (e.g., electricity uses coal/natural gas, food uses water/soil).

3. Reflect on which activities consume the most resources and how resource use can be reduced.

Final Product

What students will submit as the final product of the activityA detailed log of daily activities, the natural resources used, and reflections on resource consumption and reduction strategies.

Alignment

How this activity aligns with the learning objectives & standardsAddresses the learning goal: Students will be able to describe how natural resources are used in daily life.

Activity 3

Renewable Resource Pros & Cons Debate

Students explore the advantages and disadvantages of using renewable resources. They will research different renewable energy sources and debate their effectiveness and environmental impact.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Research different types of renewable energy (e.g., solar, wind, hydro, geothermal).

2. Identify the advantages (e.g., clean energy, sustainable) and disadvantages (e.g., weather-dependent, expensive) of each resource.

3. Prepare arguments for and against the use of specific renewable resources.

4. Participate in a classroom debate, presenting the pros and cons of each resource.

Final Product

What students will submit as the final product of the activityA presentation summarizing the advantages and disadvantages of different renewable resources, along with a participation in a classroom debate.

Alignment

How this activity aligns with the learning objectives & standardsAddresses the learning goal: Students will be able to identify advantages and disadvantages of using renewable resources.

Activity 4

Non-Renewable Resource Realities

Students investigate the advantages and disadvantages of using non-renewable resources. They will examine the impact of these resources on the environment and explore the reasons for their continued use.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Research different types of non-renewable resources (e.g., coal, oil, natural gas, nuclear).

2. Identify the advantages (e.g., readily available, high energy output) and disadvantages (e.g., pollution, depletion) of each resource.

3. Analyze the environmental impact of extracting and using non-renewable resources.

Final Product

What students will submit as the final product of the activityA report outlining the advantages and disadvantages of using non-renewable resources, including an analysis of their environmental impact.

Alignment

How this activity aligns with the learning objectives & standardsAddresses the learning goal: Students will be able to identify advantages and disadvantages of using non-renewable resources and evaluate the impact of resource use on the environment.

Activity 5

Conservation Crusaders: Saving Our Resources

Students learn practical ways to conserve natural resources. They will develop and implement a conservation plan for their classroom or school.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Brainstorm ways to conserve resources at school and at home (e.g., reduce waste, save water, conserve energy).

2. Develop a conservation plan for the classroom or school, including specific actions and goals.

3. Implement the conservation plan and track progress.

4. Reflect on the effectiveness of the plan and suggest improvements.

Final Product

What students will submit as the final product of the activityA detailed conservation plan with specific actions, goals, and a reflection on its effectiveness.

Alignment

How this activity aligns with the learning objectives & standardsAddresses the learning goal: Students will be able to explain ways to conserve natural resources.

Activity 6

Sustainable Solutions Architects

Students propose sustainable solutions for resource management. They will design a project that promotes the responsible use of resources and reduces environmental impact.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Identify a specific resource management issue (e.g., water scarcity, deforestation, pollution).

2. Research potential sustainable solutions to address the issue.

3. Design a project that promotes a sustainable solution (e.g., a community garden, a recycling program, a water conservation campaign).

4. Present the project to the class, explaining its goals, methods, and potential impact.

Final Product

What students will submit as the final product of the activityA detailed project proposal outlining a sustainable solution for a resource management issue, including goals, methods, and potential impact. Presentation of the project to the class.

Alignment

How this activity aligns with the learning objectives & standardsAddresses the learning goal: Students will be able to propose sustainable solutions for resource management.

Activity 7

Resource Explorer: Defining Natural Resources

Students begin by exploring and defining natural resources. They will identify examples of natural resources and discuss their importance in our daily lives.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Brainstorm a list of things we use every day (e.g., electricity, food, clothing).

2. For each item, identify where it comes from (e.g., electricity from power plants, food from farms).

3. Define 'natural resource' as something found in nature that is used by people.

4. Categorize the items from Step 2 as natural resources.

Final Product

What students will submit as the final product of the activityA chart listing everyday items and their corresponding natural resources, with a clear definition of 'natural resource'.

Alignment

How this activity aligns with the learning objectives & standardsAddresses the learning goal: Students will be able to define natural resources.

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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Natural Resources Portfolio Rubric

Category 1

Understanding of Natural Resources

Demonstrates comprehension of what natural resources are and their importance in daily life.

Criterion 1

Definition and Identification

Accurately defines natural resources and identifies examples in everyday items.

Exemplary

4 Points

Provides a clear and comprehensive definition of natural resources, accurately identifies a wide range of examples, and explains their significance.

Proficient

3 Points

Defines natural resources accurately and identifies several examples with clear connections to everyday items.

Developing

2 Points

Provides a basic definition of natural resources and identifies some examples, but may lack clarity or detail.

Beginning

1 Points

Struggles to define natural resources and provides few or inaccurate examples.

Category 2

Differentiation of Resource Types

Demonstrates the ability to distinguish between renewable and non-renewable resources.

Criterion 1

Classification and Justification

Correctly classifies resources as renewable or non-renewable and provides sound justifications for each classification.

Exemplary

4 Points

Accurately classifies a wide variety of resources, providing detailed and insightful justifications based on the replenishment rate and environmental impact.

Proficient

3 Points

Classifies resources correctly and provides clear and logical justifications for each classification.

Developing

2 Points

Classifies most resources correctly but may have some errors or incomplete justifications.

Beginning

1 Points

Struggles to classify resources correctly and provides minimal or unclear justifications.

Category 3

Analysis of Resource Use

Demonstrates an understanding of how resources are used in daily life and the impact of resource consumption.

Criterion 1

Tracking and Reflection

Tracks resource use accurately, identifies specific resources used in daily activities, and reflects on consumption patterns.

Exemplary

4 Points

Maintains a detailed and comprehensive log, accurately identifying resources used in all activities and providing insightful reflections on consumption patterns and reduction strategies.

Proficient

3 Points

Maintains a clear log of daily activities, identifies the natural resources used, and provides thoughtful reflections on resource consumption.

Developing

2 Points

Tracks some daily activities and identifies some resources used, but reflections may be superficial or incomplete.

Beginning

1 Points

Struggles to track daily activities or identify resources used, and provides minimal reflection.

Category 4

Evaluation of Resource Advantages and Disadvantages

Demonstrates the ability to evaluate the pros and cons of using renewable and non-renewable resources.

Criterion 1

Pros and Cons Identification

Identifies and explains the advantages and disadvantages of different renewable and non-renewable resources.

Exemplary

4 Points

Provides a comprehensive and nuanced analysis of the advantages and disadvantages of various renewable and non-renewable resources, considering environmental, economic, and social factors.

Proficient

3 Points

Clearly identifies and explains the advantages and disadvantages of different renewable and non-renewable resources.

Developing

2 Points

Identifies some advantages and disadvantages but may lack depth or accuracy in explanations.

Beginning

1 Points

Struggles to identify or explain the advantages and disadvantages of renewable and non-renewable resources.

Criterion 2

Environmental Impact Analysis

Analyzes the environmental impact of extracting and using non-renewable resources.

Exemplary

4 Points

Provides a detailed and insightful analysis of the environmental impact, including specific examples and potential long-term consequences.

Proficient

3 Points

Analyzes the environmental impact of using non-renewable resources with clear and accurate explanations.

Developing

2 Points

Mentions some environmental impacts but lacks detail or specific examples.

Beginning

1 Points

Shows limited understanding of the environmental impact of non-renewable resources.

Category 5

Resource Conservation and Sustainable Solutions

Demonstrates the ability to propose and implement strategies for resource conservation and sustainable solutions.

Criterion 1

Conservation Plan Development

Develops a detailed conservation plan with specific actions, goals, and a reflection on its effectiveness.

Exemplary

4 Points

Develops a comprehensive and innovative conservation plan with clear, measurable goals, specific actions, and a thorough reflection on its effectiveness, including suggestions for improvement.

Proficient

3 Points

Develops a detailed conservation plan with specific actions, goals, and a reflection on its effectiveness.

Developing

2 Points

Develops a basic conservation plan with some actions and goals, but the reflection may be superficial.

Beginning

1 Points

Struggles to develop a conservation plan or provide a meaningful reflection.

Criterion 2

Sustainable Solution Proposal

Proposes a sustainable solution for a resource management issue, outlining goals, methods, and potential impact.

Exemplary

4 Points

Proposes a highly innovative and practical sustainable solution, providing a detailed plan with clear goals, methods, and a compelling analysis of its potential impact.

Proficient

3 Points

Proposes a sustainable solution with clear goals, methods, and a reasonable analysis of its potential impact.

Developing

2 Points

Proposes a solution with some sustainable elements but may lack detail or a clear analysis of its impact.

Beginning

1 Points

Struggles to propose a sustainable solution or outline its goals and methods.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning

Question 1

How has your understanding of natural resources changed after completing these activities?

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Question 2

Which activity helped you understand the difference between renewable and non-renewable resources the most? Why?

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Question 3

How confident are you in your ability to identify renewable and non-renewable resources?

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Question 4

What is one thing you can do in your daily life to conserve natural resources?

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Question 5

Which of the proposed sustainable solutions did you find the most impactful and why?

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Question 6

Did this unit change your perspective on environmental issues? If so, how?

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