Earth's Resources and Environmental Stewardship

Classification of Natural Resources

Everything people use comes from nature. A natural resource is something we get from Earth, from living things, or from the Sun.

We use natural resources every day. We drink water, breathe air, eat food, wear clothes, and live in homes made from things that come from nature.

It is helpful to sort, or classify, natural resources into groups. In this lesson, we will learn 3 simple groups:

• Earth materials
• Living things
• Sun energy

When we know the group, we can better understand where something comes from.

1. Earth materials

Some natural resources come from the ground, water, or air. These are Earth materials.

• Rocks
• Soil
• Sand
• Water
• Air
• Metal from rocks in the ground

People use Earth materials in many ways. Sand can help make glass. Rocks can help make roads. Water helps us drink, wash, and grow plants.

2. Living things

Some natural resources come from plants and animals. These are living things.

• Trees for wood and paper
• Plants for fruits and vegetables
• Cotton plants for cloth
• Animals for wool, milk, and eggs

Living things give us food, clothes, and building materials. A wooden table comes from a tree. An apple comes from a plant. A wool hat comes from an animal.

3. Sun energy

Some natural resources come from the Sun. The Sun gives us light and heat. This is Sun energy.

Sun energy helps warm Earth. It helps plants grow. People can also capture sunlight and use it for power.

• Sunlight helps plants make food
• Sunlight gives light during the day
• Sunlight gives heat

Why classification matters

Many things we use are made from more than one natural resource. We can look at each part and ask, “Did this come from Earth materials, living things, or Sun energy?”

For example, a pencil may have wood from a tree, metal from the ground, and paint made from Earth materials. One object can connect to more than one group.

How to classify a natural resource

1. Look at the item.
2. Ask, “Where did it come from?”
3. Put it in one of the 3 groups:
   • Earth materials
   • Living things
   • Sun energy

Worked Example 1

Item: Apple

Question: Which group does it belong to?

An apple grows on a tree. A tree is a plant. A plant is a living thing.

Answer: Apple  Living things

Worked Example 2

Item: Rock

Question: Which group does it belong to?

A rock comes from the ground. It is not a plant, animal, or sunlight.

Answer: Rock  Earth materials

Worked Example 3

Item: Sunlight

Question: Which group does it belong to?

Sunlight comes from the Sun. It gives light and heat.

Answer: Sunlight  Sun energy

Worked Example 4

Item: Wooden chair

Question: Where did it come from?

A wooden chair is made from wood. Wood comes from a tree. A tree is a living thing.

Answer: Wooden chair  Living things

More examples

• Water  Earth materials
• Soil  Earth materials
• Tree  Living things
• Cotton  Living things
• Sunlight  Sun energy

Things to remember

• Everything we use starts in nature.
• Natural resources can be sorted into groups.
• The 3 groups are Earth materials, living things, and Sun energy.
• To classify something, ask where it comes from.

Brief Summary

Natural resources are things we get from nature. We can classify them into 3 groups: Earth materials, living things, and Sun energy. When we ask where something comes from, we can sort it into the correct group.

Renewable vs. Nonrenewable Resources

Our Earth gives us many useful things. These useful things are called resources.

People use resources every day. We use them to build homes, turn on lights, travel places, and make many things we need.

Some resources can come back again in a short time. These are called renewable resources.

Some resources take a very, very long time to be made in Earth. These are called nonrenewable resources.

It is important to learn the difference so we can make smart choices and take care of Earth.

What is a renewable resource?

A renewable resource is something from nature that can be replaced again. It can come back on its own, often in a short time.

For example, sunlight keeps shining each day. Wind keeps blowing. Trees can grow again when new ones are planted and cared for.

These are called renewable because we can use them and still have more later, especially when we take care of them.

Examples of renewable resources:

• Sunlight
• Wind
• Trees
• Water

What is a nonrenewable resource?

A nonrenewable resource is something from nature that cannot be replaced quickly. Once a lot of it is used, there is less left.

Some nonrenewable resources take so long to form that people cannot wait for new amounts to appear. They take much longer than a human lifetime.

Examples are coal, oil, and some metals.

Examples of nonrenewable resources:

• Coal
• Oil
• Natural gas
• Metals from rocks

How are they different?

• Renewable resources can be replaced again by nature.
• Nonrenewable resources cannot be replaced quickly.
• Renewable resources can last longer when we use them carefully.
• Nonrenewable resources can run low if we use too much.

You can think of it this way:

• Renewable = can come back
• Nonrenewable = does not come back soon

Why does this matter?

We need resources to live. We need light, heat, water, and materials to make things.

If we waste resources, there may be less to use later. That is why we should use what we need and not more than we need.

We can also choose to use more renewable resources when possible. We can save nonrenewable resources by being careful.

Ways to care for Earth:

• Turn off lights when you leave a room.
• Do not waste water.
• Recycle cans, paper, and bottles.
• Plant and care for trees.
• Use only what you need.

Worked Example 1

Question: Is sunlight renewable or nonrenewable?

Think: Does it come back again? Yes. The sun shines day after day.

Answer: Sunlight is renewable.

Worked Example 2

Question: Is coal renewable or nonrenewable?

Think: Can more coal be made quickly for people to use now? No. It takes a very long time.

Answer: Coal is nonrenewable.

Worked Example 3

Question: A family plants a new tree after cutting one down. Are trees renewable or nonrenewable?

Think: Can trees grow again? Yes, with time and care they can grow back.

Answer: Trees are renewable.

Worked Example 4

Question: A toy car is made using metal from the ground. Is that metal renewable or nonrenewable?

Think: Does metal from the ground get replaced quickly? No, it does not.

Answer: The metal is nonrenewable.

Let’s practice thinking

• Wind blowing in the sky → renewable
• Oil used to make fuel → nonrenewable
• Water in nature → renewable
• Coal from the ground → nonrenewable

Easy way to remember

Ask yourself: Can nature make more soon?

• If yes, it is probably renewable.
• If no, it is probably nonrenewable.

Summary

Resources are useful things we get from Earth.

Renewable resources can come back, like sunlight, wind, water, and trees.

Nonrenewable resources do not come back quickly, like coal, oil, and metals.

When we use resources wisely, we help care for Earth.

Waste Hierarchy is a smart way to make less trash and help Earth stay clean.

It teaches us to make good choices in order. We try the best choice first, then the next best choice, and so on.

The waste hierarchy steps are: Refuse, Reduce, Reuse, Repurpose, and Recycle.

These steps help us use Earth’s resources carefully. Resources are things we get from Earth, like water, trees, and metal.

Why does this matter?

When we throw away too many things, trash piles up. Making new things can also use a lot of water, energy, and materials.

If we make less waste, we help animals, plants, land, air, and water.

Let’s learn the steps.

1. Refuse

   Refuse means say no to things we do not need.

   If someone offers a plastic straw and you do not need it, you can say, “No thank you.” That is refusing waste before it starts.

2. Reduce

   Reduce means use less.

   You can use less paper, take only the food you will eat, or turn off the water when you are done.

   Using less means there is less waste later.

3. Reuse

   Reuse means use something again.

   You can use a water bottle many times. You can use both sides of a piece of paper. You can bring a lunch box instead of using a throw-away bag every day.

4. Repurpose

   Repurpose means use an old item in a new way.

   A jar can become a pencil holder. A box can become a toy house. Old paper can become art paper.

5. Recycle

   Recycle means turn old materials into new things.

   Paper, some plastic, glass, and metal can sometimes be recycled. We recycle after we try the other steps first.

The order is important.

We do not start with recycling if we can refuse, reduce, reuse, or repurpose first.

That is because the top steps usually make the least waste.

Here is the order from best to last:

• 1. Refuse
• 2. Reduce
• 3. Reuse
• 4. Repurpose
• 5. Recycle

You can remember it like this: Don’t take it, use less, use again, use in a new way, then recycle.

Worked Example 1

You are at a party. Someone gives you a plastic spoon, but you are eating finger food and do not need it.

What should you do?

You can say, “No thank you.”

This is refuse because you are not taking something you do not need.

Worked Example 2

You have a piece of paper with one side empty.

What is the best choice?

Use the other side of the paper.

This is reuse because you are using the same paper again.

It also helps reduce waste because you do not need a new sheet yet.

Worked Example 3

You finish a jar of jelly at home.

Should you throw it away right away?

No. First, think of a new use for it.

You can wash the jar and use it to hold crayons or buttons.

This is repurpose because the jar has a new job.

If you cannot use it again, then recycling may be the next step.

Worked Example 4

You bring lunch to school every day.

Choice A: Use a new paper bag each day.

Choice B: Use the same lunch box again and again.

Which choice is better in the waste hierarchy?

Choice B is better.

Using the same lunch box again is reuse.

It makes less trash than throwing away a paper bag each day.

Let’s practice thinking in order.

If you have an item, ask these questions:

1. Do I need it? If not, refuse.

2. Can I use less? If yes, reduce.

3. Can I use it again? If yes, reuse.

4. Can I use it in a new way? If yes, repurpose.

5. Can it be made into something new? If yes, recycle.

Examples at home and school

• Bring a reusable water bottle. That is reuse.

• Take only the snack you will eat. That is reduce.

• Say no to extra napkins you do not need. That is refuse.

• Turn a shoe box into a craft box. That is repurpose.

• Put clean paper in the recycle bin if it cannot be used again. That is recycle.

Things to remember

• The best waste is waste we never make.

• Try the steps in order.

• Recycling is helpful, but it is not the first step.

• Small choices can make a big difference.

Brief Summary

The waste hierarchy is a list of the best ways to handle waste. First we refuse what we do not need. Then we reduce, reuse, repurpose, and recycle. When we follow this order, we help take care of Earth’s resources and make less trash.

Citizen science means regular people help scientists learn about the world.

You do not have to be a scientist in a lab to help. Children, families, teachers, and neighbors can all help by watching nature, counting things, and sharing what they see.

Community action means people work together to help their neighborhood, park, school, or town. When people work as a team, they can take care of Earth’s resources like water, soil, plants, and animals.

This lesson will teach how people can help science and help their community in simple, safe ways.

Why is this important?

Scientists cannot be in every place at the same time. There are too many trees, birds, bugs, streams, and parks to check all alone.

When many people help, scientists can learn more. A child can count birds in one yard. Another family can look at flowers in a park. A class can watch the weather at school. All of these small observations help make a bigger picture.

Helping our community is important too. If people see litter on the ground, they can clean it up. If they notice birds need food or water, they can help make the space safer for animals. Small actions can make a big difference.

Main Idea 1: People can observe nature.

To observe means to look carefully. We can use our eyes, ears, and sometimes simple tools like a magnifying glass.

People can observe many things in nature, such as:

• birds at a feeder
• clouds in the sky
• plants growing in a garden
• bugs under a log
• rain in a rain gauge

When we observe, we pay attention to what is really there. We do not guess. We notice colors, sounds, numbers, and changes.

Main Idea 2: People can collect data.

Data is information we gather. For 1st graders, data can be simple things like counting, drawing, or making a short note.

Examples of data are:

• how many birds we saw
• what color the flowers were
• whether the day was sunny or rainy
• how many pieces of litter were on the playground

Counting is one way to collect data. If we see 2 birds in the morning and 1 bird later, we can count all the birds we saw.

$$2 + 1 = 3$$

That number helps us tell others what we observed.

Main Idea 3: People can share what they learn.

After collecting data, people can share it with a teacher, class, park helper, or scientist. Sharing helps everyone learn more.

A class might make a chart of birds they saw. A family might tell the town about trash near a stream. A school garden group might share which plants are growing well.

When many people share data from many places, scientists can find patterns. A pattern is something that happens again and again.

For example, if many people notice fewer butterflies, that is important. If many people see lots of rain in one week, that is important too.

Main Idea 4: Community action helps care for Earth.

Community action means helping together. We can work with classmates, families, and neighbors.

Here are some safe ways a community can help:

• pick up litter with an adult
• plant flowers or trees
• save water by turning off dripping faucets
• make a school garden
• watch birds and protect their spaces
• keep parks and playgrounds clean

These actions help keep land and water cleaner for people and animals.

Main Idea 5: We must be kind and safe in nature.

When we help with citizen science, we should be gentle with living things. We look closely, but we do not harm plants or animals.

We can remember these safety rules:

• stay with a grown-up or teacher
• do not touch unknown plants or animals
• wash hands after being outside
• leave nests, eggs, and animal homes alone
• pick up trash only when it is safe and with help

Good helpers care for nature and stay safe.

How citizen science and community action work together

Citizen science helps us learn. Community action helps us do.

First, people observe and collect data. Next, they think about what the data shows. Then, they take action to help.

For example:

1. Students notice trash near the playground.
2. They count 6 pieces of litter.
3. They tell the teacher.
4. The class and families help clean the area.

They used science to notice a problem and community action to help fix it.

Worked Example 1: Counting birds

Mia looks out the window and sees 3 birds on the grass. Later, she sees 2 more birds.

How many birds did Mia see in all?

We add the birds together:

$$3 + 2 = 5$$

Answer: Mia saw 5 birds in all.

This is citizen science because Mia observed nature and counted what she saw.

Worked Example 2: Watching the weather

A class keeps track of the weather for 4 days.

• Day 1: sunny
• Day 2: rainy
• Day 3: sunny
• Day 4: sunny

How many sunny days were there?

We count the sunny days: Day 1, Day 3, and Day 4.

$$1 + 1 + 1 = 3$$

Answer: There were 3 sunny days.

This data helps the class learn about weather patterns.

Worked Example 3: Cleaning up litter

Students find 4 pieces of paper litter and 3 plastic bottles on the school yard.

How many pieces of litter did they find?

We add both groups:

$$4 + 3 = 7$$

Answer: They found 7 pieces of litter.

After counting, they can work with adults to clean it up. That is community action.

Worked Example 4: Garden helpers

A school garden has 2 red flowers and 5 yellow flowers.

How many flowers are there all together?

We add the flowers:

$$2 + 5 = 7$$

Answer: There are 7 flowers all together.

If students watch the flowers each week, they are doing citizen science. If they water the garden and pull safe weeds with help, they are taking community action.

Things 1st graders can do

You can be a young scientist and a community helper.

• Count birds, bugs, or flowers.
• Draw what you see outside.
• Notice if the sky is sunny, cloudy, or rainy.
• Help care for a garden.
• Help pick up litter with an adult.
• Tell others what you noticed.

Even small helpers can do important work.

Let’s remember

Citizen science is when people help science by observing, counting, and sharing information.

Community action is when people work together to help take care of Earth.

When we watch nature, collect data, and take kind action, we help our plants, animals, water, and land.

Brief Summary

People of all ages can help scientists by observing nature and collecting simple data. This is called citizen science.

People can also work together to clean spaces, plant gardens, and protect living things. This is called community action.

When we learn about nature and help care for it, we become good Earth helpers.