natural resources assignment

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Lesson 1: natural resources on earth.

Grade Levels

Planet Earth

Lesson Plans / Activities

This 5-E lesson plan helps students identify natural resources on Earth, natural resources that help seeds and plants grow, and plants that provide food for humans. Student sheets include booklets that students complete and assemble about Natural Environment, Seeds on Our Earth, and Plants. Rubrics and national education standards are also included. Lesson 1: Natural Resources on Earth  [742KB PDF file] This lesson plan is part of the Moon Munchies Educator Guide .

Forestry/Natural Resources Lesson Plans (9-12)

Keywords: sustainable forestry, silviculture, forest management; Grade Level: ninth and tenth grade (high school); Total Time for Lesson: 43 minutes; Setting: classroom

Keywords: dendrology, simple, compound, alternate, opposite, entire, toothed, lobed, deciduous, coniferous; Lesson Plan Grade Level: ninth through twelfth grade; Total Time Required for Lesson: one class period; Setting: This lesson is meant to be a follow-up to a lesson on the basic terminology and concepts necessary for dendrology. Students should be taken to an area that has a variety of different tree species

Keywords: forest history, reading the land, iron production, hot-blast furnace; Grade Level: ninth through twelfth grade (could be modified for college students); Total Time Required for Lesson: 50 minutes as one continuous time block; Setting: forested area near old iron furnace (adapted for the Monroe Furnace site)

Keywords: growth rings, cookie, sapwood, cambium, outer bark, heartwood, pith; Lesson Plan Grade Level: ninth through twelfth grade; Total Time Required for Lesson: 30 minutes of explanation and examples, teacher can decide on length of time to give students to research topic, one week from date of assignment given; Setting: an area where they can research historical events, computer lab works great for this lesson but sometimes makes the lesson easier for the students to complete because they can find a time line that can be cut and pasted.

Keywords: Archeology, local history, forest history, reading the land, Cooper Settlement; Lesson Plan Grade Level: ninth through twelfth grade; Total Time Required for Lesson: two class periods; Setting: local forested historic site (adapted for the Cooper Settlement, Drifting, PA)

Keywords: alternate, opposite, whorled, simple, compound, leaf arrangement; Lesson Plan Grade Level: ninth through twelfth grade; Total Time Required for Lesson: minimum 30 minutes, may expand to two or three class periods according to depth and amount of repetition to be sure students truly understand the concepts; Setting: This activity probably works best outdoors, ideally in an open area adjacent to a variety of different tree species. It can be adapted to areas of less species diversity or even inside a classroom if necessary by bringing a variety of different samples to the program site.

Keywords: cambium, springwood, summerwood, annual ring; Lesson Plan Grade Level: ninth through twelfth grade; Total Time Required for Lesson: 2 hours in 2 days (1 hour each day); Setting: shop or laboratory area

Keywords: Compaction, Cultivation, Habit, Rate, Resistant, Susceptible, Tolerant; Lesson Plan Grade Level: ninth through twelfth grade; Total Time Required for Lesson: 3 hours (four or five 42-minute class periods); Setting: parking/common areas on school grounds.

Keywords: media, rooting hormone, hardwood cutting, softwood cutting; Lesson Plan Grade Level: ninth through twelfth grade; Total Time Required for Lesson: 50 minutes; Setting: courtyard or area where trees or shrubs can be found, and classroom

Keywords: sustainable forestry, forest sustainability, forest harvesting, forest regeneration, interfering plants, overstory structure, high grading, stand age structure, stand vertical structure; Grade Level: ninth through twelfth grade and adults; Total Time Required for Lesson: 90 to 120 minutes; Setting: forest stand with small to large sawtimber trees (12 to 18 inches and larger), some overstory species diversity is desirable, nearby a stand with recent harvesting

Keywords: simple, compound, alternate, opposite, whorled, entire, toothed, lobed, deciduous, coniferous; Lesson Plan Grade Level: ninth through twelfth grade; Total Time Required for Lesson: 1 or more periods (repetition is good to check understanding and retention); Setting: This lesson is intended to be a way of reinforcing knowledge gained in the basic dendrology units. It can also be an excellent way of evaluating retention of and understanding of basic dendrology principles.

Keywords: Biltmore stick, board feet, DBH, hardwood; Lesson Plan Grade Level: ninth through twelfth grade; Time Required: 2 hours; Setting: Outdoor Woodlot on Campus

Keywords: orienteering, topographic map, compass, bearing; Lesson Plan Grade Level: tenth through twelfth grade ecology/natural resource management class; Total Time Required for Lesson: two 70-minute blocks (can be modified to fit different times); Setting: classroom and outdoors in a nearby forest

Keywords: forest products, tree measures, forestry tools; Grade Level: tenth through twelfth grade; Total Time for Lesson: five standard (40- to 45-minute) class periods; Setting: classroom and mature forest, wooded park, or older tree-lined residential neighborhood

Keywords: sustainability, silviculture, clearcut, shelterwood; Lesson Plan Grade Level: tenth through twelfth ecology/natural resource management class; Total Time Required for Lesson: 70-minute block (can be modified to fit different times); Setting: classroom

Keywords: forest products, renewable, non-timber, energy, ecology, environment, recreation; Grade Level: eleventh and twelfth grade; Total Time for Lesson: two class periods of 45 minutes; Setting: classroom

Keywords: forest management, biodiversity, watershed management, timber harvesting, wildlife management; Grade Level: eleventh and twelfth grade; Time Required: 40 minutes (one class period); Setting: library media center

Keywords: trees, logging, forest management, federal land use, ethics, politics; Grade Level: eleventh and twelfth grade; Time Required: 40 minutes (one class period); Setting: library media center

Keywords: charcoal, booms, splash dams, tannery, erosion, Great Depression, CCC, eco-tourism; Grade Level: eleventh and twelfth grade, could be adapted to college students; Total Time Required for Lesson: two 40-minute class periods; Setting: classroom

Keywords: urban forestry, community forestry, tree identification, keying, mapping; Lesson Plan Grade Level: twelfth grade; Class Size: 20 students; Total Time Required For Lesson: 3 hours (can be continuous or fragmented); Setting: downtown area, park, arboretum, or large school campus with a minimum of 20 healthy tree species

Keywords: urban forestry, community forestry, function, aesthetics, values; Lesson Plan Grade Level: twelfth grade; Class Size: 20 students; Total Time Required for Lesson: 50 minutes as one continuous time block; Setting: classroom

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What are Natural Resources

Natural resources are raw materials found on and below the Earth’s surface. They are naturally occurring materials formed without any human intervention.

Examples of Natural Resources

Earth’s most common natural resources are sunlight, air, water, soil, stone, plants, animals, and fossil fuels. They are essential for humanity to fulfill necessities like food, building, and clothing. They produce electricity, fuel for transportation, and make fertilizers.

However, items such as plastic goods, metal bodies, fabrics, and concrete are not natural resources but are obtained from them.

How Do We Use Natural Resources

Below are some significant natural resources found on Earth and how we use them for our needs.

Types of Natural Resources

There are two ways of classifying natural resources.

Based on Their Availability

Natural resources are of two types, based on their availability.

1. Renewable Resources

Renewable resources are resources that are renewed during our lifetime. They are available to us in abundance. However, the rate at which they are renewed may differ. Sunlight, air, water, plants, and animals are some examples of renewable resources on Earth.

Renewable resources are of two types: perpetually renewable and intermediate renewable resources.

Perpetually renewable resources are constantly replenished by the Sun’s and Earth’s natural processes, no matter how much energy we use each day or over a period. Solar energy is the best example. Its energy is used for almost all activities, from plant -producing food to running a windmill or ocean currents.

In contrast, intermediate renewable resources last only if we use them judiciously. They are resources like freshwater used for drinking, the soil we live in, trees for timber, and plants and animals for food.

2. Non-renewable Resources

Non-renewable resources are those natural resources that cannot be readily renewed by natural means quickly enough. They are available in limited quantities and thus can get exhausted with time. Fossil fuels, such as coal, petroleum, heavy oils, and natural gas, are non-renewable resources.

Based on Their Source

Natural resources are of two types, based on their source:

1. Biotic Resources

Biotic resources are resources derived from the living things of the biosphere . They include plants, animals, and fossil fuels. 

2. Abiotic Resources

Abiotic resources are resources obtained from nonliving and inorganic materials. Sunlight, air, water, and minerals like gold, silver, copper, and aluminum are all abiotic resources.

Why are Natural Resources Important

Natural resources are the source of food for all living organisms on Earth. Plants (autotrophs) are the primary natural resource on Earth for all other organisms (heterotrophs). Animals rely directly or indirectly on plants for their food. Some animals are also a food source for other animals, like lions prey on deer.

Both plants and animals provide raw materials for manufactured products. For example, leather bags and belts come from cows, cotton garments from plants, and silk garments from silkworms.

Natural resources like coal, natural gas, and oil provide electricity, run nuclear power plants, and are used as cooking fuel. Water is used to run thermal power plants.

Depletion of Natural Resources

Overutilization of non-renewable natural resources like coal, petroleum, and natural gas can deplete them faster due to their slow recovery rate. Thus, we must judiciously use and protect such resources so that they can last long. Also, we must replace them with renewable sources like solar, wind, and water for energy.

Ans. No. Plastic is not a natural resource.

• What are natural resources? – Alaska.edu
• Natural Resources – Fs.usda.gov
• What Are Natural Resources? – Study.com
• Natural Resources – Scdhec.gov

Article was last reviewed on Saturday, February 11, 2023

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7th grade - unit 4: earth's natural resources.

7th Grade Unit 4: Earth's Natural Resources Roadmap

  This page hosts Unit 4: Earth's Natural Resources, and a roadmap of the 3 subunits that will be covered.

Subunit 1: The Formation of Natural Resources

Below you will view and download:

🟦 Subunit Assessment Opportunities 

🟦 5E Lesson Sequence

Subunit 1: Assessment Opportunities

Subunit 1 Assessment Opportunites

View and download (by making a copy)- Subunit 1 Assessments

What should my students know and be able to do? What should I prioritize?

Subunit 1: 5E Lesson Sequence

Subunit description, 📂  download all lessons at one time for unit 4: subunit 1 from this folder.  📂.

In this subunit, students construct an explanation about how geoscience processes have created an unequal distribution of natural resources on Earth. They focus on the formation of oil, minerals and metals, and groundwater. Students apply what they learn to their Culminating Projects by considering the formation of the natural resources used to make the different types of materials selected for the utensil.

Subunit 2: Synthetic Materials

Subunit 2: Assessment Opportunities

Subunit 2 Assessment Opportunites

View and download (by making a copy)- Subunit 2 Assessments

Subunit 2: 5e lesson sequence, 📂  download all lessons at one time for unit 4: subunit 2 from this folder.  📂.

In this subunit, students will gather and analyze information about how synthetic materials are made from natural resources. They will also consider the pros and cons of using natural and synthetic materials to meet our needs.

Subunit 3: Maintaining Biodiversity and Ecosystem Services

Subunit 3: Assessment Opportunities

Subunit 3 Assessment Opportunites

View and download (by making a copy)- Subunit 3 Assessments

📂  download all lessons at one time for unit 4: subunit 3 from this folder.   📂.

In this subunit, students explore the concepts of biodiversity and ecosystem services. This concept helps them understand that all natural resources used to meet our needs and wants come from ecosystems. They analyze life cycle diagrams and Life Cycle Assessment tables to determine which type of material would have the least impact on ecosystem services. Students apply what they learn to come up with a recommendation for the best type of material for utensils to use in San Francisco Unified School District cafeterias based on that material’s impact on ecosystem services.

Unit 4: Earth's Natural Resources Documents

Below you will view and download: Unit Plan, Standards, Culminating Project Assessments and Rubrics, Common Misconceptions, Materials, Unit 0: Lift-Off Lessons and Resources.

7.4 Earth's Natural Resources: Overview

Overview  

Through investigations, students consider how natural resources are formed, obtained, and used by humans. Students also consider the impact their use of natural resources has on biodiversity and ecosystems. In Subunit 1, students construct an explanation about how geoscience processes have created an unequal distribution of natural resources on Earth. In Subunit 2, students gather and analyze information about how synthetic materials are made from natural resources. They also consider the pros and cons of using natural and synthetic materials to meet our needs. In Subunit 3, students learn about how biodiversity and ecosystem services provide benefits to all species, including humans. In the Culminating Project, they consider what type of material should be used to make utensils for San Francisco Unified School District (SFUSD) cafeterias. Currently, the food services department at SFUSD provides each school cafeteria with traditional plastic sporks and knives. Students consider whether to change to metal or biodegradable plastic utensils or to keep the plastic ones. To evaluate each choice, students consider four criteria: human needs, conserving natural resources, maintaining biodiversity and ecosystem services, and cost.

For the Group Culminating Project, students work together to prepare a presentation on what materials they think would be best to make the eating utensils used in SFUSD cafeterias. The presentation addresses conserving natural resources and maintaining biodiversity and ecosystems. For the Individual Culminating Project, each student writes a feedback letter about a group's presentation.

7.4 Earth's Natural Resources: Unit Plan

Unit 4: Earth's Natural Resources - Unit Plan

View and download (by making a copy) of Unit 4 Plan

“Disciplinary Core Ideas, Science and Engineering Practices, and Crosscutting Concepts” are reproduced verbatim from A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. DOI: https://doi.org/10.17226/13165. National Research Council; Division of Behavioral and Social Sciences and Education; Board on Science Education; Committee on a Conceptual Framework for New K-12 Science Education Standards. National Academies Press, Washington, DC. This material may be reproduced for noncommercial purposes and used by other parties with this attribution. If the original material is altered in any way, the attribution must state that the material is adapted from the original. All other rights reserved.

7.4 Earth's Natural Resources: Standards

Earth's Natural Resources

  View and download (by making a copy) of 7.4 Standards

Next Generation Science Standards Performance Expectations

NGSS Lead States. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press.

Disciplinary Core Ideas

ESS3.A: Natural Resources

• Humans depend on Earth’s land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past geologic processes. (MS-ESS3-1)

PS1.A: Structure and Properties of Matter

• Each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it. (MS-PS1-3)

PS1.B: Chemical Reactions

• Substances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants. (MS-PS1-3)

ETS1.B: Developing Possible Solutions

• There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. (MS-ETS1-2) (MS-LS2-5)

LS2.C: Ecosystem Dynamics, Functioning, and Resilience

• Biodiversity describes the variety of species found in Earth’s terrestrial and oceanic ecosystems. The completeness or integrity of an ecosystem’s biodiversity is often used as a measure of its health. (MS-LS2-5)

LS4.D: Biodiversity and Humans

• Changes in biodiversity can influence humans’ resources, such as food, energy, and medicines, as well as ecosystem services that humans rely on—for example, water purification and recycling. (MS-LS2-5)

Science and Engineering Practices

Constructing Explanations and Designing Solutions

• Constructing explanations and designing solutions in 6–8 builds on K–5 experiences and progresses to include constructing explanations and designing solutions supported by multiple sources of evidence consistent with scientific ideas, principles, and theories.
• Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students’ own experiments) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. (MS-ESS3-1)

*Obtaining, Evaluating, and Communicating Information (Focal Practice)

• Obtaining, evaluating, and communicating information in 6–8 builds on K–5 and progresses to evaluating the merit and validity of ideas and methods.
• Gather, read, and synthesize information from multiple appropriate sources and assess the credibility, accuracy, and possible bias of each publication and methods used, and describe how they are supported or now supported by evidence. (MS-PS1-3)

Asking Questions and Defining Problems

• Asking questions and defining problems in grades 6–8 builds from grades K–5 experiences and progresses to specifying relationships between variables, and clarifying arguments and models.
• Ask questions that can be investigated within the scope of the classroom, outdoor environment, and museums and other public facilities with available resources and, when appropriate, frame a hypothesis based on observations and scientific principles. (MS-PS2-3)

Engaging in Argument from Evidence

• Engaging in argument from evidence in 6–8 builds from K–5 experiences and progresses to constructing a convincing argument that supports or refutes claims for either explanations or solutions about the natural and designed world.
• Evaluate competing design solutions based on jointly developed and agreed-upon design criteria. (MS-ETS1-2) (MS-LS2-5)

Crosscutting Concepts

*Cause and Effect (Focal Crosscutting Concept)

• Cause and effect relationships may be used to predict phenomena in natural or designed systems. (MS-ESS3-1)

Structure and Function

• Structures can be designed to serve particular functions by taking into account properties of different materials, and how materials can be shaped and used. (MS-PS1-3)  

Stability and Change

• Small changes in one part of a system might cause large changes in another part. (MS-LS2-5)

Connections to the Nature of Science 

  Science Addresses Questions About the Natural and Material World

Scientific knowledge can describe the consequences of actions but does not necessarily prescribe the decisions that society takes. (MS-LS2-5)

Connections to Engineering, Technology, and Applications of Science

Interdependence of Science, Engineering, and Technology 

• Engineering advances have led to important discoveries in virtually every field of science, and scientific discoveries have led to the development of entire industries and engineered systems. (MS-PS1-3)

Influence of Science, Engineering, and Technology on Society and the Natural World

• All human activity draws on natural resources and has both short and long-term consequences, positive as well as negative, for the health of people and the natural environment. (MS-ESS3-1)  
• The uses of technologies and any limitation on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions. Thus technology use varies from region to region and over time. (MS-PS1-3)(MS-LS2-5)

Link to Connect the 7 th Grade Earth’s Natural Resources Unit with Prior Knowledge.

7.4 earth's natural resources: culminating project assessments and rubrics.

Culminating Project Assessments and Rubrics  

📂 Download ALL files from 7.4 Culminating Project Assessments folder. 📂 

7.4 earth's natural resources: common misconceptions.

Common Misconceptions  

View and download (by making a copy) Common Misconceptions

7.4 Earth's Natural Resources: Materials

View and download (by making a copy) Materials

The Unit 4: Earth’s Natural Resources Materials table includes all of the items needed to teach five sections of this unit in a classroom of 32 students (eight groups of four). A detailed breakdown of how these items are used throughout the unit can be found in your Teacher Background Section at the subunit level and in each individual lesson in your Teacher Edition. 

• Permanent materials have already been provided to all middle schools in the district and are expected to be reused from year to year.  
• Consumable materials are replenished on an as-needed basis from year to year.   
• Teacher-provided materials must be supplied by teachers each year. 

Unit 4: Earth’s Natural Resources Materials

7.4 Earth's Natural Resources: Subunit 0: Lift-Off Lessons

Subunit 0: lift-off  ,   📂  download all lessons at one time for subunit 0: lift-off from this folder. 📂 , 7.4 earth's natural resources: do you want to learn more about this unit.

Do you want to learn more about this unit?

View and download (by making a copy) of Resources

Here are some resources for Unit 7.4: Earth’s Natural Resources:

Energy Resources

U.S. Geological Survey (USGS): Energy Resources Program of the U.S. Geological Survey Pubs.Usgs.Gov, 2019. https://pubs.usgs.gov/fs/fs032-01/fs032-01.pdf.

USGS: Energy Frequently Asked Questions "Energy | USGS.Gov". Usgs.Gov, 2019. https://www.usgs.gov/faq/energy.

KQED Quest: How Were Fossil Fuels Formed? “ How Were Fossil Fuels Formed?: QUEST.” KQED Video. Accessed January 31, 2020. https://video.kqed.org/video/quest-how-were-fossil-fuels-formed/.

KQED Quest: Petroleum in the Bay Area Alden, Andrew. Petroleum In The Bay Area. QUEST, 2019. https://ww2.kqed.org/quest/2011/07/14/petroleum-in-the-bay-area/.

KQED Quest: How Solar Power Works Staff, QUEST. "How Solar Power Works". QUEST, 2019. https://ww2.kqed.org/quest/2014/11/14/how-solar-power-works/.

PBS NOVA: Wind Power "Wind Power | NOVA". KQED Video, 2019. https://video.kqed.org/video/nova-wind-power/.

Metals and Minerals

USGS: Minerals in Our Environment   Pubs.Usgs.Gov, 2019. https://pubs.usgs.gov/usgsof/2000/0144/pdf/of00-144.pdf. USGS: Gold Harold Kirkemo, Roger P. Ashley. "Gold". Pubs.Usgs.Gov, 2019. https://pubs.usgs.gov/gip/gold/.

USGS: Mineral Commodity Fact Sheets "Mineral Commodity Fact Sheets". Usgs.Gov, 2019. https://www.usgs.gov/energy-and-minerals/mineral-resources-program/science/mineral-commodity-fact-sheets?qt-science_center_objects=0#qt-science_center_objects.

Groundwater

USGS: Groundwater

"Groundwater Information By Topic". Usgs.Gov, 2019. https://www.usgs.gov/special-topic/water-science-school/science/groundwater-information-topic?qt-science_center_objects=0#qt-science_center_objects.

Note: Soil as a natural resource is not covered in the subunit, but you might want to have students research this during this unit.  

The Story of Stuff Project “Story of Stuff.” The Story of Stuff Project. Accessed November 5, 2019. https://storyofstuff.org/. American Chemical Society: Natural Resources & Synthetic Materials “Natural Resources & Synthetic Materials.” Natural Resources & Synthetic Materials | Chapter 6: Chemical Change | Middle School Chemistry. Accessed November 5, 2019. https://www.middleschoolchemistry.com/lessonplans/chapter6/lesson12. KQED Quest: Biodegradable Plastics: Too Good To Be True? Weinberger, Hannah. “Biodegradable Plastics: Too Good to Be True?” QUEST, September 19, 2015. https://ww2.kqed.org/quest/2014/06/12/biodegradable-plastics-too-good-to-be-true/.

Ecosystem Services

U.S. Environmental Protection Agency (EPA): Ecosystem Services “Ecosystem Services.” EPA. Environmental Protection Agency, August 12, 2019. https://www.epa.gov/eco-research/ecosystem-services.

Biodiversity Resources

KQED: Biodiversity “Ecosystem Services.” EPA. Environmental Protection Agency, August 12, 2019. https://www.epa.gov/eco-research/ecosystem-services.

Culminating Project Resources

Minnesota Pollution Control Agency: The Cost and Environmental Benefits of Using Reusable Food Ware in Schools: A Minnesota Case Study “Case Study: Schools Move to Reusable Utensils.” Minnesota Pollution Control Agency, April 2, 2018. https://www.pca.state.mn.us/living-green/case-study-schools-move-reusable-utensils . KQED: Plastic in the Pacific YouTube. YouTube. Accessed January 31, 2020. https://www.youtube.com/watch?v=g9fEbqxyNl0. Alberta Environment and Parks: Oil Sands Information Portal Alberta, Government of. Alberta Environment and Parks Oil Sands Information Portal. Accessed January 31, 2020. http://osip.alberta.ca/map/. Assessment Practice Items Stanford University: Stanford NGSS Assessment Project, Short-Response Items “Short-Response Items.” Short-response items | Stanford NGSS Assessment Project. Accessed November 5, 2019. https://snapgse.stanford.edu/snap-assessments/short-response-items.

Other Resources in 7.4 Earth’s Natural Resources “A World of Minerals in Your Mobile Device,” Usgs.Gov, 2019. https://pubs.usgs.gov/gip/0167/gip167.pdf .

Central Intelligence Agency. Central Intelligence Agency, February 1, 2018. https://www.cia.gov/library/publications/resources/the-world-factbook/fields/287.html .

“Deep Subjects— Wells and Ground Water .” epa.gov. https://www.epa.gov/sites/production/files/2015-08/documents/mgwc-ww-well.pdf .

“EPA Life Cycle Assessment Principles & Practice.pdf.” Google Drive. Google. Accessed November 5, 2019. https://drive.google.com/file/d/1We727KKeZC_xpNaM7h953wGcicyBzCvL/view .

Mineral Commodity Fact Sheets. Accessed November 5, 2019. https://www.usgs.gov/energy-and-minerals/mineral-resources-program/science/mineral-commodity-fact-sheets?qt-science_center_objects=0#qt-science_center_objects .

“San Francisco Groundwater Supply Project.” San Francisco Public Utilities Commission : SF Groundwater Supply Project. Accessed November 5, 2019. https://sfwater.org/index.aspx?page=1136 .

“The Cost and Environmental Benefits of Using Reusable Food Ware in Schools.” Minnesota pollution control agency, October 2019. https://www.pca.state.mn.us/sites/default/files/p-p2s6-16.pdf .

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These culminating project icons that follow were created or photographed by the San Francisco Unified School District and Stanford University and are all [CC BY-NC 4.0]: 

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Natural Resources

Natural Resources introduces students to the variety of substances that exist naturally in the world. Students will discover how humans use these resources for various purposes. They will also learn how to categorize resources in three different ways.

There are several suggestions in the “Options for Lesson” section that you can take advantage of during your lesson. One such suggestion is to go outside with your students and let them identify various natural resources. Another idea is to have students research a specific type of natural resource and present to the class.

Description

Additional information, what our natural resources lesson plan includes.

Lesson Objectives and Overview: Natural Resources explores the various resources that the Earth provides. Students will learn the different between renewable and nonrenewable resources. They will also be able to list examples that fall into each category. This lesson is for students in 4th grade, 5th grade, and 6th grade.

Classroom Procedure

Every lesson plan provides you with a classroom procedure page that outlines a step-by-step guide to follow. You do not have to follow the guide exactly. The guide helps you organize the lesson and details when to hand out worksheets. It also lists information in the yellow box that you might find useful. You will find the lesson objectives, state standards, and number of class sessions the lesson should take to complete in this area. In addition, it describes the supplies you will need as well as what and how you need to prepare beforehand. For this lesson, make sure you bring several items for the lesson opening.

Options for Lesson

This section of the classroom procedure page provides a number of suggestions for ideas or activities to incorporate into the lesson. A few relate specifically to the activity portion. For instance, you could have students work in pairs for the activity. You could also include additional photos for them to use. Students could complete an activity chart using items they find at home. Another suggestion is to take students outdoors to identify items that fall into each of the categories. Divide students into groups and assign each one a category of resources to research and later present to the class. One more idea is to give each students an item and have them figure out which type of resource it is. You can then rotate the items around the room.

Teacher Notes

The teacher notes page provides an extra paragraph of information or guidance as to what to expect from the lesson plan. It suggests incorporating a discussion on protecting Earth’s resources or on environment issues that world leaders face. The blank lines provide some space for you to write out any ideas or thoughts you have as you prepare.

NATURAL RESOURCES LESSON PLAN CONTENT PAGES

What are natural resources.

The Natural Resources lesson plan contains a total of three content pages. The lesson starts off by describing how people use many of the things that surround them. We use oil in our vehicles, soil and water in our gardens, and wood for building houses. Students will discover that the origin of all these things is in nature itself.

Anything we use that comes from nature is a natural resource. A lot of these things are essential or helpful to our survival, such as land, forests, animals, rocks, fossil fuels, and minerals. Human beings did not create these items. On the contrary, they have always been a part of the Earth. Humans simply use them quite often.

Many natural resources connect to each other. Water, for example, is one natural resource that is incredibly important. A limited supply of water would affect other resources, such as animals and plants. It would not just affect human beings.

Natural resources can be consumed directly or indirectly. An animal eating a plant is an example of direct consumption. However, the trees of a forest indirectly act as a means of climate control, flood control, and storm protection. On the other hand, the same trees could be used as raw materials for building houses or furniture.

Categories of Natural Resources

Students will learn about the three main ways to categorize natural resources: organic or inorganic, renewable or nonrenewable, and metallic or nonmetallic. Organic resources are those that come from living things. Examples include trees and plants, animals, single-celled organisms, and other living things. Nonorganic resources come from non-living things, like rocks, wind, or sunlight.

All resources are either renewable or nonrenewable. Renewable resources are always available and can easily be replaced or recovered. This includes animals, water, wind, and a few others. Nonrenewable resources, however, are not easily replaced. Fossil fuels like oil and natural gas are a major example of nonrenewable resources. Minerals form naturally, but replacing them takes thousands of years because of the process of the rock cycle.

Finally, students will learn the difference between metallic and nonmetallic resources. A metallic resource is one that contains metal, is shiny and hard, and can be melted to form other products. Copper, tin, gold, and iron are examples of metallic resources. On the opposite end are nonmetallic resources that contain no metal and tend to be softer and not shiny. Clay and coal are nonmetallic resources.

Using Natural Resources

The lesson explains that finding natural resources is easy because they exist all over the world. They provide many benefits from food and drink to farm products to medicines and more. We use natural resources for transportation in cars, boats, trains, planes, and many others. One of the main uses of any number of natural resources relates to building structures like homes, roads, and other construction. We also use them for energy to heat and cool homes and businesses.

Natural resources exist freely in nature. We categorize them in different ways and have found many beneficial uses for them. The lesson ends by asking students what natural resource they would miss the most if it no longer existed. This could be a great opportunity to discuss the impact various resources have on the Earth and its inhabitants.

NATURAL RESOURCES LESSON PLAN WORKSHEETS

The Natural Resources lesson plan includes three worksheets: an activity worksheet, a practice worksheet, and a homework assignment. Each one will help solidify students’ grasp of the lesson material and help students demonstrate their knowledge in different ways. The guidelines on the classroom procedure page outline when to hand out each worksheet throughout the lesson.

IDENTIFY THE CATEGORY ACTIVITY WORKSHEET

For the activity, students will review two images. Using the chart on the worksheet, they will list as many items as they can think of based on the photos. These items can be visible (like a table) or invisible (like air). There are six columns that list the various categories of resources that the items might represent. Students will write an X in the columns that each item matches. There is an answer key for this worksheet that lists items with the accompanying X’s for reference. For instance, for the item of water, students should place an X in the renewable, inorganic, and non-metallic columns.

FILL IN THE BLANK PRACTICE WORKSHEET

The practice worksheet requires students to read a passage about nonrenewable resources. There are 20 blanks throughout the passage and a word bank with 20 terms. Students must fill in the blanks using the options in the word bank.

NATURAL RESOURCES HOMEWORK ASSIGNMENT

There are two sections of the homework assignment. The first section requires students to match definitions with their correct terms. There are 10 definitions and 10 corresponding terms listed in a word bank. For the second section, students must look at three subsections of resources. They will mark items in the first section as renewable (R) or nonrenewable (N). Next, they will mark items in the second section as either organic (O) or inorganic (I). Finally, they will mark whether items in the last section are metallic (M) or nonmetallic (N).

Worksheet Answer Keys

The last three pages of the lesson plan document are answer keys for the three worksheets. All the correct answers are in red to make it easy to compare them to students’ work. The answer key for the activity provides many examples of items students may find in the pictures. Students’ responses may vary from those on this key. However, their work should mirror the answers on the practice and homework answer keys. If you choose to administer the lesson pages to your students via PDF, you will need to save a new file that omits these pages. Otherwise, you can simply print out the applicable pages and keep these as reference for yourself when grading assignments.

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Natural Resources Bingo

© Sally Crossthwaite

What types of natural resources are used to make the objects we use in everyday life? After playing this bingo game, your students will be ready to categorize common things we throw in the trash according to the resource from which they are made.

In this lesson, students will:

• learn that the earth is composed of several natural resources including plants, animals, rocks, and fossil fuels.
• learn that materials important to humans are made of these natural resources.
• categorize common things we throw in the trash according to the resource from which they are made.
• Bingo cards (1 per student)
• Natural Resources cards (1 set)
• B, I, N, G, O cards (1 set)
• two small boxes or envelopes to hold the cards
• earth image
• beans, magnets, or other items to mark bingo squares
• one copy of the earth image
• one set of B, I, N, G, O cards
• one set of Natural Resources cards
• enough Bingo cards for each student in your class to have one
• Color the earth image, cut it out, and paste it onto the front of a small box or envelope.
• Cut out the Natural Resource cards and B,I,N,G and O cards.
• Put the four Natural Resource cards into the “Earth” box/envelope, and the five B, I, N, G, O cards into the second box or envelope.

Explain to the students what natural resources are and that humans depend on them to make the things we need. Ask the students to list what the Earth’s natural resources are and list their responses on the board. You can bring in some examples (a potted plant, rocks, soil, a stuffed animal, molasses (to represent crude oil)) to help them come up with all of them. It may also be helpful to go outside to get more ideas. You should end up with a list that includes the following items: plants, animals, rocks and minerals, fossil fuels, water, and air. Make sure you take extra time in explaining what fossil fuels are. Explain that there is oil under the ground that we extract and use to make things like gasoline and plastic.

Now ask the students to list things that you throw into the trash (or recycling or compost bins) like used paper, aluminum cans, plastic bottles, and food scraps. After you’ve listed these items, ask the students to think about which natural resources were used to make these things. They should say trees for paper, rocks for aluminum and glass, fossil fuels for plastic, and animals and plants for food. For younger students, we suggest listing on the board all the specific objects that appear on the Bingo cards (see below). This way, students are fully prepared and the Natural Resources Bingo game can serve as a review for them. For older students, you may want to list more general categories only.

Plants                Animals                 Rocks & Minerals       Fossil Fuels

Cotton t-shirt       Leather baseball      Bricks                          Coal Carrot                     Hamburger              Concrete                      Plastic bottle Paper towels       Wool sweater           Glass window              Gasoline Book                      Leather shoe             Aluminum soda can    Plastic milk jug Banana                Beeswax candles       Tin soup can               Plastic bag Envelope                Feather pillow           Glass                           Plastic straw Newspaper          Ice cream                   Metal nuts and bolts   Balloon

• Divide students into groups of four to six. Although each student will have his/her own Bingo card, the students will be able to help each other and check each other’s answers in groups.  
• Explain the rules of Bingo to the class.  
• Each student has a unique bingo card with pictures of everyday objects. Each of these things is made from a natural resource. These pictures are arranged in columns headed by a letter in the word “Bingo.”  
• Explain that you (the teacher) will randomly pull a letter card and a Natural Resources card. For example: “B, Fossil Fuels,” or “N, Plants,” or “I, Animals.” Make sure you write the combination that you call on the board, so you can double-check a winning card. Return the cards to their receptacles after you have finished calling it and writing it on the board.  
• Each student can cover or mark with a pen or pencil one item on their card that is made from that resource and is in the correct letter column. (Note that it is possible for a student to have two boxes that match the combination called. However, on any one turn, the student can only mark one item.)  
• Also, note that some of the objects are made of many natural resources. For example, paper is made from trees, but water and fossil fuels are also used in the paper-making process. For this game, we will focus on the primary natural resources used to make the object. For example, although the paper-making process involves other natural resources, paper is primarily made from plants.  
• Before drawing another combination of cards, tell students that they need to check the work of the other students in their group. They have the opportunity to challenge another student if they don’t think they have made a correct choice. If there is a challenge, use this as an opportunity to discuss that object and the natural resources used to make it. Once all challenges have been discussed, continue with another card combination.  
• Tell students that you will continue to draw cards and they will continue to play until someone gets five in a row and yells, “bingo!”  
• When someone yells, “bingo,” check their card to make sure that they have identified the correct natural resource for each item used to make a bingo. If they have not, tell them which one(s) is incorrect and resume the game.

Lead a discussion with your students about waste. Prompt them to think about where their trash goes when it is thrown away, and how this affects the Earth. Ask the following questions for discussion:

» What are the natural resources that they throw in the trash the most? » Which resources do they use the most? » Why is it important to conserve natural resources? Because we need resources for food, transportation and everything else. If we use them up, we will not have the things we need, or the next generations will not have the things they need. » What would happen to the earth if we used more resources than it could make? We would run out of the things we need to live. » How can we conserve natural resources in our daily lives? Reducing, reusing, recycling, and composting.

sustainability : the attempt to meet the needs of the present without compromising the ability of future generations to meet their needs as well

natural resources : naturally occurring substances that are valuable to humans, including plants, animals, rocks, wind, sunlight, water and fossil fuels

fossil fuels : petroleum, coal, or natural gas, derived from the accumulated remains of ancient plants and animals and used as fuel

Sustainability is the attempt to meet the needs of the present generation without compromising the ability of future generations to meet their needs as well. An important part of achieving sustainability is learning to use our natural resources conservatively and wisely.

Natural resources are naturally occurring substances that are valuable to humans. We use natural resources for everything from paper and buildings to food and water. Natural resources include both renewable and non-renewable substances. Renewable resources, such as trees and plants, oxygen, water, and sunlight, can replenish themselves naturally. These renewable resources, if harvested at sustainable levels, are capable of being extracted from nature without depleting the resource over time. Non-renewable resources cannot be remade or regenerated fast enough to keep up with human demand. These include natural gas, coal, and oil - which are fossil fuels.

In order to live sustainably, we must first understand which kind of natural resources are used to make the things we use and consume everyday. In this activity students will learn what natural resources are and what types of everyday things are made from each of them.

Earth Sciences

• 3e. Students know rock, water, plants, and soil provide many resources, including food, fuel, and building materials that humans use.

Life Sciences

• 6c. Students know the natural origin of the materials used to make common objects.
• Adapted from an activity by SCARE, School and Community Assistance for Recycling & Composting Education, Glen Ellyn, Illinois. http://www.bookrescue.org/
• California Integrated Waste Management Board. (2007). K-3 Module, Unit 1: Conserving Natural Resources. Retrieved October 15, 2007 from http://www.ciwmb.ca.gov/Schools/Curriculum/CTL/TOC.htm#K3Module

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High school biology - NGSS

Course: high school biology - ngss   >   unit 9.

• Conservation and the race to save biodiversity

Understand: sustainability and natural resource management

• (Choice A)   Almond production will decrease, reducing profits for farmers. A Almond production will decrease, reducing profits for farmers.
• (Choice B)   Almond production will increase, increasing profits for farmers. B Almond production will increase, increasing profits for farmers.
• (Choice C)   Almond production will not change, and farming profits will be unaffected. C Almond production will not change, and farming profits will be unaffected.

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The Sustainable Use of Natural Resources: The Governance Challenge

Still Only One Earth: Lessons from 50 years of UN sustainable development policy

Over-exploitation of natural resources harms the health of ecosystems and the wellbeing of people. In the face of environmental crises and growing inequality, we need to act, including developing extended producer responsibility and supply chain legislation, guaranteeing green public procurement, supporting technical innovation to enhance resource circularity, and adopting decision-making processes that include and respect women, Indigenous Peoples, and local communities. ( Download PDF ) ( See all policy briefs ) ( Subscribe to ENB )

Natural resources are central to human wellbeing. We cannot live without the clean air we breathe, the plants we eat, or the water we drink. We need natural resources to put roofs over our heads and heat our homes. We need them to survive and to thrive.

The concept of natural resources refers to naturally occurring living and non-living elements of the Earth system, including plants, fish, and fungi, but also water, soil, and minerals. A prominent way to think about natural resources is to look at them in terms of depletion risk: do they regenerate, and, if so, at what pace? Some resources, such as trees and plants, are renewable because they regenerate relatively quickly. Others, such as copper and oil, take much longer to form and are considered non-renewable. Together, natural resources make up a dense web of interdependence, forming ecosystems that also include humans. As such, the distribution of resources shapes the face of our planet and the local distinctiveness of our environments. People have formed different types of cultural, spiritual, and subsistence-based relationships with the natural environment, adopting value-systems that go beyond economic framings.

Nature makes human development possible but our relentless demand for the earth’s resources is accelerating extinction rates and devastating the world’s ecosystems. Joyce Msuya , Deputy Executive Director, United Nations Environment Programme

The use of natural resources has long been considered an element of both human rights and economic development, leading the United Nations, amid its work on advancing decolonization in the 1960s, to declare that “[t]he right of peoples and nations to permanent sovereignty over their natural wealth and resources must be exercised in the interest of their national development and of the well-being of the people of the State concerned” ( UN General Assembly Resolution 1803 (XVII) ).

Natural resources are often viewed as key assets driving development and wealth creation. Over time and with progressive industrialization, resource use increased. In some cases, exploitation levels came to exceed resources’ natural regeneration rates. Such overexploitation ultimately threatens the livelihoods and wellbeing of people who depend on these resources, and jeopardizes the health of ecosystems. This risk of resource depletion, notably manifesting in the form of fishery collapses, demonstrates the need to regulate natural resource use to better preserve resources and their ecosystems. The very first UN conference on environmental issues, the 1972 UN Conference on the Human Environment held in Stockholm, Sweden, adopted fundamental principles in this regard.

Stockholm Declaration

• Principle 2: “The natural resources of the earth, including the air, water, land, flora and fauna and especially representative samples of natural ecosystems, must be safeguarded for the benefit of present and future generations through careful planning or management, as appropriate.”
• Principle 3: “The capacity of the earth to produce vital renewable resources must be maintained and, wherever practicable, restored or improved.”
• Principle 5: “The non-renewable resources of the earth must be employed in such a way as to guard against the danger of their future exhaustion and to ensure that benefits from such employment are shared by all mankind.”

The Stockholm Declaration not only addressed resource depletion, but also benefit sharing: the objective to ensure that natural resource use not only benefits the few, but the many, both within and across countries. It also speaks to the principle of inter-generational equity: ensuring that today’s resource use does not compromise the availability of natural resources for future generations. In fact, natural resource use relates to all three dimensions of sustainability: social justice, environmental health, and economic development. The sustainable use of natural resources strives for balance between these dimensions: maintaining the long-term use of resources while maximizing social benefits and minimizing environmental impacts.

Natural Resource Use Has More than Tripled since 1970

Although the 1972 Stockholm Declaration laid out the fundamental principles for sustainable resource governance, the state of play half a century later is sobering. The International Resource Panel (IRP), launched by the United Nations Environment Programme (UNEP), found that the global average of material demand per capita grew from 7.4 tons in 1970 to 12.2 tons in 2017, with significant adverse impacts on the environment, notably increased greenhouse gas emissions.

The IRP also showed that “the use of natural resources and the related benefits and environmental impacts are unevenly distributed across countries and regions” (IRP, 2019, p. 27). For one, the per capita material footprint in high-income countries is thirteen times more than in low-income countries: 27 tons and 2 tons per capita, respectively. As WWF notes , “If everyone lived like an average resident of the USA, a total of four Earths would be required to regenerate humanity’s annual demand on nature.” What’s more, since they generally rely on resource extraction in other countries, high income countries outsource part of the environmental and social impacts of their consumption. At the same time, the IRP has reported that “the value created through these traded materials in the countries of origin is relatively low” (IRP, 2019, p. 65). This imbalance highlights the global discrepancies in the distribution of benefits and negative impacts stemming from resource use, with countries “rich” in valuable resources not always benefitting from their extraction, distribution, and use, yet suffering the most environmental harm.

Human actions threaten more species with global extinction now than ever before. Intergovernmental Science-Policy Platform on Biodiversity and Ecosystem Services 2019 Global Assessment Report on Biodiversity and Ecosystem Services

Fostering Sustainable Resource Governance

A vast array of norms, institutions, and actors influence decisions on natural resources, which is why we speak of natural resource governance. A plethora of national legislation, intergovernmental agreements, regional organizations, certification mechanisms, corporate codes of conduct, and multi-stakeholder partnerships create a complex web of rules affecting how natural resources are used and benefits thereof are distributed.

Since Stockholm, numerous multilateral agreements have developed a range of operational guidelines, targets, and standards. Some intergovernmental frameworks, such as the Convention on Biological Diversity (CBD) are broad in focus, while others are resource-specific ( Minamata Convention on Mercury ) or relate to a specific geographical area ( Convention on the Conservation of Antarctic Marine Living Resources ). Industry initiatives and multi-stakeholder partnerships often focus on specific resources or sectors. Examples of such initiatives include the Forest Stewardship Council , the Roundtable on Sustainable Palm Oil , the Extractive Industries Transparency Initiative , and the Better Cotton Initiative .

Citizens also have agency over natural resource use: through the representatives we elect to government, our activist engagement, and our consumption and transport choices. For instance, carefully considering food production cycles—what we eat, where and how it is grown, and how it arrives on our plate—can go towards addressing the impact that agricultural expansion has on forests, wetlands, and grassland ecosystems (FAO, 2018; IPBES, 2019). However, this needs to be coupled with systemic change across governance structures.

These mechanisms and institutions are not always complementary; in fact, at times they stand in conflict with one another. Consider, for instance, an energy corporation invoking the Energy Charter Treaty to file arbitration claims against a country’s decision to phase-out coal—a decision taken in accordance with its obligations under the Paris Agreement on Climate Change .

Balancing Rights and Interests over Natural Resources

Determining how people can—and should— access, benefit from, participate in decision-making on, and have responsibility over natural resources has been shaped by concepts such as property and rights . 

On the one hand, property rights divide lands and territories into: private property, where rights are held by individuals or companies; common property, where rights are shared by a community; public property, where rights are held by government; and open access areas, where no specific rights are assigned (Aggrawal & Elbow, 2006). Property rights are closely tied to rights over natural resources, which include the right to use a resource, such as hunting in a forest; or management rights that grant authority to decide on use, for example imposing seasonal hunting restrictions. In terms of governance, different types of ownership and access rights can be held simultaneously by several actors: a wetland can be owned by the state, managed by a local council, and used as fishing grounds by communities. 

The notion of tenure security indicates that an individual’s rights over natural resources and specific lands are recognized and enforceable. These rights are key to avoiding conflict and fostering social security as well as long-term sustainable resource use.

On the other hand, there are individual and collective rights regarding quality of life. The United Nations Declaration on the Rights of Peasants and Other People Working in Rural Areas ( UNDROP ), for example, stipulates that “[p]easants and other people working in rural areas have the right to have access to and to use in a sustainable manner the natural resources present in their communities that are required to enjoy adequate living conditions” and that they “have the right to participate in the management of these resources” (Article 5). UNDROP highlights the importance of small-scale sustainable practices, and the need to strengthen the protection and recognition of groups who have experienced historical marginalization and violent conflict over resource use. 

Similarly, the UN Declaration on the Rights of Indigenous Peoples ( UNDRIP ) and International Labour Organization (ILO) Convention 169 ( ILO 169 ) protect the individual and collective rights of Indigenous Peoples. UNDRIP Article 8(2b) stipulates that states shall prevent and provide redress for “any action which has the aim or effect of dispossessing them of their lands, territories or resources.” Both texts also speak to the importance of ensuring the free, prior, and informed consent (FPIC) of Indigenous Peoples in relation to the use of their lands, with UNDRIP Articles 11(2) and 28 underscoring Indigenous Peoples’ right to redress for past FPIC infringements.

There is also the right to a healthy environment, enshrined in regional treaties, including procedural rights on access to information and decision-making processes, as well as the right to clean air, a safe climate, healthy food, safe water, a safe environment for work and play, and healthy ecosystems (UN Human Rights Council, 2019). Ultimately, the effectiveness of these advances in international law depends upon national governments’ readiness to implement them. To date, only 23 countries have ratified ILO 169, and many countries around the world have yet to adopt appropriate legislation to protect the rights enshrined in UNDRIP. To do so, and to protect associated rights under UNDROP and the right to a healthy environment, governments must adopt robust reforms across national policies, laws, programmes, and institutions that prompt shifts in country priorities and ensure the mainstreaming of environmental and social concerns across sectors, focusing especially on empowering marginalized groups. To ensure that decisions across society better address ecological and social wellbeing, prominent actors, including the UN Special Rapporteur on Human Rights and the Environment, are calling for human rights-based approaches to natural resource governance.

Overall, this constitutes a complex architecture, one that is dynamic in nature, often builds on customary practices, and requires balancing “competing” rights and interests through law and policy. Structures are seldom straightforward: there are often overlapping or even conflicting systems in place, and this influences the sustainability of resource governance.

States play a central role in balancing rights and interests. Regulations addressing the extractive sector determine how a corporation’s exclusive user rights may impact the general population’s right to a safe and healthy environment. Approaches to this balancing act, and the distribution, recognition, and safeguarding of rights, and the implementation of associated responsibilities, vary across states and change over time.

At times, this balance of interests favors more powerful actors. Stemming from historical legacies and trajectories in decision-making, structural inequalities exist across resource access, ownership, and tenure security (Oxfam, 2014). These issues disproportionately impact women , rural communities, and Indigenous Peoples, who are often cast as passive recipients to policy change, as opposed to rights holders and key actors in the sustainable management of natural resources. 

Women have faced historical exclusion from decision-making processes related to land and resources (UN Women, 2020). Due to enduring patriarchal gender norms across the world, they hold less control than men over the lands and resources they traditionally use and rely on for their livelihoods and wellbeing. Based on an analysis of 180 countries, the Organisation for Economic Co-operation and Development (OECD) found that out of the 164 countries that explicitly recognize women’s rights to own, use, and make decisions regarding land on par with men, only 52 countries guarantee these rights in both law and practice (OECD, 2019). As such, it is important that states ensure that women’s rights over natural resources are realized and protected through appropriate mechanisms. 

Indigenous Peoples also struggle to have their rights recognized. For instance, in Finland, Sweden, and Canada, legal disputes have arisen over the challenge of balancing between states’ sovereign right to govern and exploit natural resources, and Indigenous Peoples’ rights to self-determination over traditional territories and customary resource use. Globally, conflicts have also emerged over specific policy approaches, such as conservation methods relying on models of strictly protected areas, or the expansion of large infrastructure, such as the installation of hydraulic dams, which contribute to the displacement of Indigenous and rural peoples. 

The expansion of international investment treaties further aggravates existing power differentials. In fostering the commercialization and privatization of land and resources, and by often prioritizing investors’ rights and interests over those held by local peoples, they risk restricting public-interest policies and undermine the public’s access to remedial action (Cotula, 2015, 2016).

The Need for Inclusive Governance 

Activists and practitioners working to safeguard rights linked to natural resources and secure tenure have been lobbying for strengthened empowerment and participation of local groups, arguing that this fosters more sustainable and equitable resource governance. Alliances between women, youth, Indigenous Peoples, and local community groups have emerged, connecting local-to-global efforts, and bringing international attention to injustices. This includes grassroots alliances such as La Vía Campesina , which has lobbied to protect farmers’ and peasants’ rights since the 1990s and was instrumental in the creation and adoption of UNDROP. 

Inclusive decision making is key for sustainable resource governance. Just as gender norms have influenced structures for access and use, they have also shaped our behaviors and the knowledge we acquire, with women holding unique agroecological expertise linked to crop resilience and nutrition (UN Women, 2018). So, unless decision-making processes are gender-responsive and inclusive, they risk overlooking women’s specific needs and roles, and will fail to ensure the inclusion of ecological knowledge important for enabling sustainable practices. 

The same can be said for including Indigenous Peoples and local communities in resource governance. The second edition of the CBD’s Local Biodiversity Outlooks illustrates their significant contributions to the safeguarding and sustainable use of natural resources and biodiversity. Important benefits come with inclusive and community-led governance structures and decision-making processes, which, in addition to protecting and enabling sustainable use of resources, can strengthen community support systems and local economies, as well as revitalize Indigenous and local knowledges and languages.

The Need for Transformative Change

Despite efforts since the 1970s, current trends in natural resource use are unsustainable, with potentially devastating results. The 2019 IPBES Global Assessment Report underscored that transformative change is necessary to protect the resources upon which human life and wellbeing depends. The Report also acknowledges that, by its very nature, transformative change is often opposed by those with interests vested in the status quo. Civil society actors therefore underscore the importance for governments to address vested interests and foster inclusive decision making, along with a re-balancing of priorities with regards to rights and interests in order to ensure ecological integrity and social justice (Allan, et.al., 2019). The Local Biodiversity Outlooks mentioned earlier offer important examples of bottom-up approaches to resource governance that can foster sustainability while also addressing historical inequalities.

Bearing in mind global and local inequalities in the distribution of resource use and benefits, achieving transformative change requires bold governmental action, both domestically and in international fora. We need fundamental shifts in production and consumptions patterns, careful attention to value and supply chains, and the fostering of circular resource use and circular economies. Resource circularity breaks with the linear model of “extract-use-discard” towards a “waste-as-a-resource” model that fosters a reduced need for resource extraction, as well as encourages increased reuse, repair and recycling. These objectives are already enshrined in the 2030 Agenda for Sustainable Development , with governments aiming to achieve the sustainable management and efficient use of natural resources by 2030 . While implementation has been too slow (IPBES, 2019), there is increased attention to fostering resource circularity, hand in hand with efforts to promote secure labor standards and reduce environmental impacts of resource exploitation. Most notable in this regard are legislative initiatives that increase producers’ responsibility for the impacts of their products throughout their lifecycle. Placing responsibility for post-use disposal on manufacturers significantly increases the material recovery rate and incentivizes less wasteful product design (OECD, 2016).

To better balance the three dimensions of sustainable resources governance—social justice, environmental health, and economic development—we must rethink our economic, social, political, and technological systems that currently enable damaging production practices and wasteful resource consumption. Other ways of living are possible, from the ways we structure our societies and economies, the relationships we form with each other and with our ecosystems, to ensuring that the priorities of our leaders align with the interests of the many rather than the few. To realize these shifts, governments should develop extended producer responsibilities and supply chain legislation to enhance fairer distribution of benefits and harms stemming from resource use and promote the protection of human rights in ways that ensure ecological wellbeing and social justice. 

Decision making must be inclusive and account for the needs, rights, and knowledges of historically marginalized communities and groups. Governance structures must recognize and support pre-existing sustainable practices at local and regional levels, as well as nourish the emergence of more sustainable patterns of resource use and management. This will require strengthening tenure rights and re-distributing power across all stages of decision-making. 

Works Consulted

Aggarwal, S. & Elbow, K. (2016). The role of property rights in natural resource management, good governance and empowerment of the rural poor. USAID. https://www.land-links.org/wp-content/uploads/2016/09/USAID_Land_Tenure_Property_Rights_and_NRM_Report.pdf

Allan, J.I., Antonich, B., Bansard, J.S., Luomi, M., & Soubry, B. (2019). Summary of the Chile/Madrid Climate Change Conference: 2-15 December 2019. Earth Negotiations Bulletin , 12(775). https://enb.iisd.org/download/pdf/enb12775e.pdf

Cotula, L. (2015). Land rights and investment treaties. IIED. https://pubs.iied.org/sites/default/files/pdfs/migrate/12578IIED.pdf

Cotula, L. (2016). Rethinking investment treaties to advance human rights. IIED Briefing. https://pubs.iied.org/sites/default/files/pdfs/migrate/17376IIED.pdf

Food and Agriculture Organization of the United Nations. (2018). Sustainable food systems: Concept and framework. http://www.fao.org/3/ca2079en/CA2079EN.pdf

Forest Peoples Programme, International Indigenous Forum on Biodiversity, Indigenous Women’s Biodiversity Network, Centres of Distinction on Indigenous and Local Knowledge, & Secretariat of the Convention on Biological Diversity. (2020). Local biodiversity outlooks 2 . https://www.cbd.int/gbo/gbo5/publication/lbo-2-en.pdf

Intergovernmental Science-Policy Platform on Biodiversity and Ecosystem Services. (2019). Global assessment report on biodiversity and ecosystem services. https://www.ipbes.net/global-assessment

International Resource Panel. (2019). Global resources outlook 2019: Natural resources for the future we want. UN Environment Programme. https://www.resourcepanel.org/reports/global-resources-outlook

Organisation for Economic Co-operation and Development. (2016). Extended producer responsibility: Updated guidance for efficient waste management. https://doi.org/10.1787/9789264256385-en

Organisation for Economic Co-operation and Development. (2019). Social institutions and gender index 2019 global report: Transforming challenges into opportunities. https://doi.org/10.1787/bc56d212-en

Oxfam. (2014). Even it up: Time to end extreme inequality. https://www-cdn.oxfam.org/s3fs-public/file_attachments/cr-even-it-up-extreme-inequality-291014-en.pdf

UN Human Rights Council. (2019). Report by the Special Rapporteur on the issue of human rights obligations relating to the enjoyment of a safe, clean, healthy and sustainable environment. A/HRC/43/53. https://undocs.org/A/HRC/43/53

UN Women (2018). Towards a gender-responsive implementation of the Convention on Biological Diversity. https://www.unwomen.org/en/digital-library/publications/2018/11/towards-a-gender-responsive-implementation-of-the-convention-on-biological-diversity

UN Women (2020). Realizing women’s rights to land and other productive resources. 2nd ed. https://www.unwomen.org/en/digital-library/publications/2020/10/realizing-womens-rights-to-land-and-other-productive-resources-2nd-edition  

Additional downloads

Government of Canada, Global Affairs Canada

Government of Norway, Ministry of Foreign Affairs

Government of Sweden, Ministry of Environment

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Essay on Conservation of Natural Resources for Students and Children

500+ words essay on conservation of natural resources.

Natural resources are something that is occurring naturally on Earth. It forms an indispensable part of our lives. It comprises of air, water, sunlight, coal , petroleum, natural gas, fossil fuels, oil, etc. However, they are exploited by humans for economic gain. Natural resources are at depletion because of the overuse. Some of these resources are available in abundance with the capability to renew. On the other hand, some are non-renewable . Thus, it demands a responsible behavior for the conservation so as to ensure their sustainability.

Why Conserve Natural Resources?

Human beings depend upon the natural resources for their development activities. If the resources are not used wisely, it would create an imbalance in the environment. Thus would head us in opposition to an eco-friendly atmosphere. The need for conservation arises from the significance of natural resources. It is as follows-

• Water is a renewable natural resource . We use it for drinking, producing electricity, irrigation, in various industries and for a number of activities. Its scarcity would cause loss of vegetation, adverse effect on flora and fauna, erosion of soil, etc.
• Plants and animals provide a wide range of industrial and biological materials. Also, it assists in the manufacturing of medicine and for various other uses.
• It takes millions of years for the formation of natural resources.
• Fossil fuels are of great importance. A lot of energy is produced from coal, oil and natural gas all of which are fossil fuels.
• Forest is the most important natural resource which helps in economic development . Forest provides paper, furniture, timber, medicine, gum, etc. Also, it maintains a balance in the ecosystem. Moreover, it prevents soil erosion and protects wildlife.
• Land resources support natural vegetation, wildlife, transport. The land also provides us food, cloth, shelter, and other basic needs.

Get the huge list of more than 500 Essay Topics and Ideas

Ways to Conserve Natural Resources

Different ministries of the Government, national and international agencies have been working for the purpose of conserving the natural resources .

• Environment education must be imparted by including the same in the curricula of the schools.
• National Parks are making an effort for the safety of the natural resources.
• By reducing, reusing and recycling of non-renewable resources.
• Non-human species must be disturbed only to meet the basic needs.
• Planting of more and more trees to save our forest resources.
• Seeking alternatives to non-renewable resources.
• By increased use of bio-gas and bio-fuels.
• By preventing the dumping of industrial wastes into the river bodies. This is a measure to protect the rich marine life.
• Overgrazing must be prevented. Also, poaching of animals must be controlled.
• Practicing crop rotation techniques helps in maintaining the fertility of the soil.
• Burning of fossil fuels emits carbon-di-oxide which is a major greenhouse gas. It is responsible for the greenhouse effect. Thus, the burning of fossil fuels must be controlled.

These are some of the measures which we can undertake for the conservation of natural resources. As Human- beings, we have a social responsibility to fulfill towards nature. Thus, while using resources, we shall follow the principle of sustainable development.

Natural resources are a present for the creation. These help in satisfying the human needs to its fullest. Furthermore, the rational use of natural resources maintains the earth’s atmosphere. Also, the wise use leads to protection of bio-diversity. Humans cannot imagine their lives without natural resources. Thus, the conservation of the same is essential.

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• Natural Resources

An Introduction to the Natural Resources

Natural resources are the resources that exist without any actions or intervention of human beings in nature. This includes all of the valued characteristics like gravitational, magnetic, electrical properties and forces, etc. While talking about Earth, it consists of water , sunlight, atmosphere, land including all minerals along with all the vegetation, crops, and animal life that naturally subsists on or within these known and identified substances and characteristics. 

In this article, we will be learning about natural resources, conservation of natural resources, and the classification of natural resources. Let us first have a look at what natural resources are in detail and how they are conserved.

What are Natural Resources? 

Natural resources are the ones that come from nature. People cannot make natural resources, however, they can collect them. Some of the examples of natural resources include water, coal, wood, and iron. Some of the resources, for example, hydroelectric energy are not considered to be natural since they are made by people.

Classifications of Natural Resources

Let us now look at how natural resources are classified.

Natural resources are mainly classified into 2 different categories:

Renewable natural resources and

Non-renewable natural resources

Renewable natural resources are the resources that can be generated again once they are used. Some of the examples of renewable natural resources include sunlight, water, and wood.

(Image will be uploaded soon)

Non-renewable natural resources are the ones that exhaust after their frequent usage and sometimes it takes a really long time for them to regenerate. An example of this includes natural gas. Another example of a non-renewable natural resource is coal. Just as coal, there are many such natural resources that are limited which means that they cannot be recycled again. Most of these non-renewable natural resources cannot be recycled and hence it is important to conserve these natural resources. There are several natural resources that have a very high demand but have a lesser availability. 

Difference Between Renewable and Non-Renewable Resources

The main differences between renewable energy resources and non-renewable energy resources are given below.

Examples of the Non - Renewable Natural Resources

Examples of Non- Renewable natural resources are as follows.

Air: The existence of all living beings requires clean air. However, due to several reasons, the air gets polluted and it indirectly affects the health of living beings.

Water: A very small amount of freshwater is available on Earth. Out of this amount, some amount is portable which means that it can be used for drinking. Since there is a constant change in the climate, there is a change in the rainfall pattern as well. The melting of ice is dropped in winter as well. All these factors result in lowering the amount of this natural resource which is crucial to life on Earth.

Fossil Fuels: Natural resources like natural gas, coal, and petroleum would be over someday which means that they are exhaustible. It takes several millions of years for one dead organism to get converted into fuels. They are consumed at a faster rate than the rate that it is formed. The excess burning of these fossil fuels leads to air pollution since it gives out carbon dioxide which is a type of greenhouse gas.

Natural Resources and their Conservation

It is highly important that we conserve these natural resources since they are getting exhausted at an alarming rate. Apart from that, it has an adverse effect on the environment that is indirectly causing harm to living beings. However, if we follow some tips in our day to day lives, we can conserve these natural resources.

Use an alternative source of power like solar and wind energy

Plant more trees for preventing the soil erosion

Use pipelines for transporting oil

Treat the industrial sewage and wastage even before they get released into the water bodies

Include the rainwater harvesting system in the house

Use biogas in the house

Use biofuels instead of the conventional petroleum-based fuels

Ensure that the wastes are being recycled

Use electronic mails

Make use of the energy-saving tube lights and bulbs

Practice the method of crop rotation

Construct reservoirs

Natural Resources and Associated Problems

There are several problems that are attached to natural resources. Let us take a look at them.

The irrational consumption and overuse of these natural resources have led to several socio-economic and environmental problems.

Natural resources are available in a fixed quantity and are non-renewable.

There is an increasing scarcity of these natural resources as the population is increasing day by day.

Non-renewable natural resources take millions of years to form.

Hence natural resources are useful and helpful for humans under economical, technological, or social circumstances or supplies drawn from the earth, supplies such as metals, geothermal power water, fertilizers, food, building and clothing materials etc. The article covers all the important basic aspects of natural resources such as their classification, conservation, and associated problems.

FAQs on Natural Resources

1.What do you mean by conservation of resources?

Natural resources are the resources that are naturally available on the Earth. We do not need any human involvement for deriving these resources. These resources are important for all living things on Earth. Some examples of natural resources are sunlight, air, and water that the living things use directly. Many of these natural resources are renewable. Those resources can be recycled and reused. 

However, many natural resources are exhausting fast because of several reasons. It is because of this reason that the conservation of these natural resources is necessary so that living beings can preserve them and use them as required.

2.Why are natural resources important? Why is it important to conserve them?

We rely on natural resources in our day-to-day lives. Almost everything that we utilize on a daily basis comes from natural resources. Some of the examples of natural resources that we use are air, water, sunlight, coal, minerals, forests, land, etc. Here are some of the reasons why natural resources are important and why it is necessary for us to conserve them. Nature helps in maintaining the overall environmental balance and satisfies all our needs to the fullest. We use several industrial as well as biological materials, either directly or indirectly, for the production and manufacturing of a wide range of products which includes medicine. Resources are necessary for the development of a country.

Managing Project Resources and Assignments

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Cicala, G. (2020). Managing Project Resources and Assignments. In: The Project Managers Guide to Microsoft Project 2019 . Apress, Berkeley, CA. https://doi.org/10.1007/978-1-4842-5635-0_8

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Teaching With A.I.

CNDLS is here to support you as you navigate the uses of generative AI in your teaching and research. We’re developing an evolving set of resources on this site to help you understand the current state of Artificial Intelligence in higher education, including assignment design, policies for your course, and more.

Assignment Design

Review or (re)design assignments to ensure you’re achieving your learning goals.

Course Policies

Be transparent with students about expectations surrounding AI tools, and whether or not they can be used in your class.

Events & Opportunities

Attend a wide range of workshops designed to support many experience levels, and check out other opportunities.

Explore types of AI tools, understand how students are using them, and connect with us for help as you need it.

Related Topics

Read some of the key topics affiliated with using AI, including bias and data.

Latest on AI from CNDLS

This spring, we’re running a wide range of virtual workshops to help you think about the role AI plays in your teaching. See the Events and Opportunities section to view the schedule.

• Please reach out to CNDLS you have any questions about the use of generative AI tools like ChatGPT in the classroom, or want to request a workshop for your academic unit.
• Contact the Writing Program to discuss ways of thinking about the role of writing, teaching writing, and any other related issues.
• Refer to the Academic Honor Council ’s guidance in the Standards of Conduct regarding the use of AI tools in individual courses.

Points of Entry

• How are students using AI tools?
• How can I redesign my assignments and exams to maintain my learning goals for my students?
• What’s the University’s policy on students using AI in the classroom?
• How would I know if one of my policies has been violated (i.e. that student has used AI)?
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How - Select calculation options for resource and role assignments topic

Developing Projects > Manually Planning Future Period Assignments

When you add or replace an assignment to an activity that already has an existing assignment with manual future period values, the module adheres to your User Preference settings for assignment staffing, as described below.

Replacing a resource assignment

When you replace the resource or role assigned to an activity, any manual future period values entered for that assignment are preserved with the new assignment.

Adding a resource assignment to an activity that has an existing resource assignment

When you add a resource assignment to an activity that already has an existing resource assignment with manual future period values, the module adheres to your setting in the 'When assigning a resource to an existing activity assignment' field. If you choose to 'Always use the new resource's Units/Time and Overtime factor,' the manual future period values of the existing resource assignment may be respread across future period buckets based on the new resource's values. If you choose to 'Always use current assignment's Units/Time and Overtime factor,' unit values for the new resource are spread evenly over future period buckets and the manual future period values for the existing resource assignment are not changed.

Adding a resource assignment to an activity that has an existing role assignment, or vice versa

When you add a resource assignment to an activity that already has an existing role assignment with manual future period values (or vice versa), the module adheres to your setting in the 'When a resource and role share an activity assignment' field. If you choose to 'Always use resource's Price per Unit,' the manual future period values for the existing role assignment may be respread across future period buckets based on the new resource's values. Likewise, if you choose to 'Always use role's Price per Unit,' the manual future period values for the existing resource assignment may be respread across future period buckets based on the new role's values.

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Last Published Thursday, October 12, 2023

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• CBSE Notes For Class 10
• Class 10 Science Notes
• Chapter 16: Sustainable Management Of Natural Resource

CBSE Class 10 Science Chapter 16 Sustainable Management of Natural Resources Notes

According to the CBSE Syllabus 2023-24, this chapter has been removed from  NCERT Class 10 Science textbook .

CBSE Class 10 Science Chapter 16 Sustainable Management Of Natural Resource Notes

Introduction.

Natural resources are substances obtained from the planet that is used to sustain life and provide for human needs. A natural resource is something that comes from nature that humans use. Natural resources include things like stone, sand, metals, oil, coal, and natural gas. Air, sunlight, soil, and water are other natural resources.

The well-being of people depends on natural resources. We cannot survive without the freshwater we drink, the plants we consume, or the pure air we breathe. To build roofs over our heads and heat our homes, we require natural resources.

Pollution in Ganga

• The river Ganga is used as a sewage dump for more than 100 cities stretching across Uttar Pradesh, Bihar and West Bengal.
• Dumping of untreated sewage,  excreta and chemicals from industries increase the toxicity of the water.
• This makes it inhabitable for flora and fauna in the river system.
• In 1985 the GAP (Ganga Action Plan) project was initialised to curb the poor quality of the water of the river Ganges.

Reduce, Recycle and Reuse

The 3 Rs to save the environment can be performed by each individual in our society:

• Reduce: Reducing our usage and wasteful habits. E.g. not wasting food, turning off the switches to save electricity, repairing leaky taps, reducing the amount of water used for bathing, etc.
• Reuse:  Using things again instead of discarding them. For example, reusing plastic utensils and bottles. Many things cannot be recycled or require a lot of energy; instead, we can utilize them for other purposes.
• Recycle: Collecting discarded paper, plastic, glass or metal objects to manufacture different products rather than synthesizing them from scratch. It must have a mechanism to segregate and dispose of each type of waste separately.

To know more about Saving the Environment from Pollution, visit here .

Why Do We Need to Manage Our Resources?

Need to manage natural resources.

• Due to the ever-increasing population and rising demands of changing lifestyles, natural resources are being depleted at an alarming rate. To ensure sustainable, equal distribution of resources and reduction of damage to the environment, management of resources must be an integral part of our society.
• We must ensure judicious use of our natural resources as it is not unlimited, and management of such requires long-term planning in order to last generations.

Increase in Demand for Natural Resources

• The increasing population is increasing the demand for more resources that are getting depleted at an exponential rate.
• Changing lifestyles and advancements in technology are compelling industries to exploit our natural reserves to meet the demands.

To know more about the Management of Natural Resources, visit here .

Forests and Wildlife

• Forests are termed biodiversity hotspots.
• Biodiversity is the variety and range of plant and animal life in a particular habitat.
• Loss of biodiversity may result in loss of ecological balance and damage to the ecosystem.

To know more about the Conservation of Forests and Wildlife, visit here .

Stakeholders of Forests

When we consider the conservation of forests, we must consider the following stakeholders:

• People who habituate around forests are dependent on forest produce.
• The Forest Department of Government owns the land and resources.
• Industrialists: who use the forest to produce certain products, e.g. leaves of Tendu for bidis  and paper mills.
• Conservationists and wildlife enthusiasts who want to conserve nature in its pristine form.

To know more about the Stakeholders of a forest, visit here .

Monoculture

• Monoculture is the cultivation of a single crop in a given area.
• Excessive monoculture destroys the biodiversity of the area.
• Various needs of the people local to forest areas are neglected, such as leaves for fodder, herbs and fruits for consumption.

Industrialist’s Mentality and Influence

• Industrialists consider forests as a source of raw materials.
• Industries have more political power than the locals and only bother about meeting their demands. They do not care about sustainability and will move on from one habitat to another in search of raw materials.

People’s Intervention in Forests

• Human intervention is a necessity in the management of forest resources and landscapes.
• Resources must be utilised to ensure development while preserving the environment.
• Benefits must go to the local people to ensure economic growth and conservation takes place simultaneously.
• Examples: Bishnoi community in Rajasthan for saving Khejri trees in Jodhpur Rajasthan.

Damage to Forests and Wildlife

• Excessive and lawless utilisation of forests will deplete the resources quicker than they can be restored.
• Destroys the ecological balance and may damage the habitats of various species of flora and fauna.

Sustainable Development

• Sustainable development needs all stakeholders of forest resources to be satisfied.
• In reality, industries use forests at rates far below the market rates, which causes conflict between local dwellers and industrialists.
• West Bengal’s Arabari forests are well-known for being protected areas. This forest gained notoriety as a result of the participation of locals who established a community and worked with village police and forest officials to ensure that there was no significant deforestation, land poaching, or illegal wildlife hunting there.

Chipko Movement

• Originated in Reni Garhwal, high up in the Himalayas.

• The movement quickly gained popularity and media attention and forced the government to rethink the management of forest resources.
• The involvement of local people is equally important in the management of forest resources.

Water for All

• Water is a necessity for all terrestrial forms of life.
• In India, places having water scarcity are also places experiencing acute poverty.
• Despite the monsoon, there exists a failure to retain groundwater due to the loss of vegetation and the release of effluents from industries.
• Decrease in fresh usable water due to the destruction of the water table and disruption in the water cycle.

To know more about Water, visit here .

Rains and Irrigation Practices

• Intervention of the government to pursue mega projects neglected the local irrigation methods.
• Strict regulations on the usage of stored water and building tanks, dams and canals
• Optimum cropping patterns must be followed based on water availability.

Involvement of Local People (ex: kulhs)

• Himachal Pradesh had a canal irrigation system called kulhs where flowing stream water was diverted to man-made channels, which took it to villages down the hillside.
• The water was used first by the village farthest from the origin of the kulh. This helped water percolate in the soil.
• It was made defunct after the government irrigation system took over.
• Dams can store large amounts of water and generate electricity.
• Mismanagement of dams causes exploitation, and there is no equitable distribution of this resource.
• Criticism about large dams addresses: (i) Displacement of tribals without compensation (ii) Corruption and consumption of money without generation of benefits (iii) Environmental problems like deforestation.
• For irrigation, water from dams is used.
• Dam water is purified and made available for drinking in neighbouring towns and cities.
• Hydroelectric power is produced by dams and utilised to produce electricity.
• Dams stop flooding from taking lives and property.

Coal and Petroleum

Water harvesting.

• Water harvesting encourages soil and water conservation in order to sustain and increase biomass.
• Increases income for the local community but also alleviates floods and droughts.
• Examples: Rajasthan’s tanks, Khadins, and Nadis; Maharashtra’s Tals and Bandharas; Madhya Pradesh’s and Uttar Pradesh’s Bundhis; Bihar’s Pynes and Ahars; Himachal Pradesh’s Kulhs; Kattas in Karnataka; ponds in the Kandi belt of Jammu region; Eris (tanks) in Tamil Nadu and Kerala’s Surangams.
• Water harvesting constructions are crescent-shaped earthen embankments/concrete check dams built in areas that are seasonally flooded.
• The main purpose is to recharge groundwater.

The following is a list of the advantages of a rainwater harvesting system.

• Decreases the demand for water imports.
• Encourages energy and water conservation.
• Increases groundwater availability and quality.
• Does not need a filtering system for irrigation in gardens.
• This technology is comparatively straightforward and simple to install and use.

Groundwater

Advantages:

• does not evaporate
• recharges wells
• when flowing does not allow mosquitoes to breed
• does not come in contact with human contamination

To know more about Groundwater, visit here .

• Coal and petroleum are derived from fossil fuels, which are non-renewable. They will get depleted in due time. Hence, proper management of the consumption of fossil fuels is important.
• Their combustion pollutes our environment due to the production of oxides of carbon, sulfur and nitrogen. Therefore, we need to use these resources judiciously.

To know more about Coal and Petroleum, visit here .

Why Should Fossil Fuels Be Used Judiciously?

• Fossil fuels are formed over millions of years of degrading biomass and have a huge amount of carbon.
• When combusted in a limited supply of oxygen, they form harmful gases that pollute the atmosphere, which leads to global warming.
• Judicious use of fossil fuels addresses the efficiency of our machines and ensures the sustainability of our resources for the future.

Choices that Can Make a Difference in Energy Consumption

• Put your computer to sleep.
• Unplug any gadgets and equipment you are not using.
• Shower for fewer minutes.
• Set the refrigerator to 37–40 degrees F.
• Reduce your plug load by using a power strip.
• NCERT Solutions for Class 10 Science Chapter 16 Sustainable Management of Natural Resources
• Important Questions for Class 10 Science Chapter 16 – Sustainable Management of Natural Resources
• NCERT Exemplar Class 10 Science Solutions for Chapter 16 – Sustainable Management of Natural Resources
• Maths Notes For Class 10
• CBSE Class 10 Social Science Notes

Frequently Asked Questions on CBSE Class 10 Science Notes Chapter 16 Sustainable Management of Natural Resources

What is sustainable development.

Sustainable development is defined as an approach to developing or growing by using resources in a way that allows them to renew or continue to exist for others.

What are the types of natural resources?

Natural resources include oil, coal, natural gas, metals, stone and sand. Air, sunlight, soil and water are other natural resources.

What are the main reasons for water pollution?

1. Rapid urban development 2. Improper sewage disposal 3. Oil spills 4. Chemical waste dumping 5. Radioactive waste discharge

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