Energy: Use It Wisely! Script

Warm-Up: Resource Sort (5 minutes)

"Good morning, everyone! Today, we're going to start with a fun challenge. I've given each of your groups some cards with different things on them. Your task is to talk with your group and sort these items into two piles: things that can be replaced easily or grow back, and things that cannot be replaced quickly."

"Take about three minutes to discuss and sort with your group. There's no right or wrong answer just yet, just discuss what you think!"

(Allow students to sort. Circulate and listen to their discussions. After 3 minutes, bring the class back together.)

"Alright, let's hear from some groups! What was one item you put in the 'can be replaced easily' pile and why? What about the 'cannot be replaced quickly' pile?"

(Listen to student responses, prompting them to explain their reasoning. Do not correct or confirm answers at this stage, just facilitate discussion.)

Introduction to Resources (10 minutes)

(Transition to Energy: Use It Wisely! Slide Deck - Slide 1: "Where Does It Come From?")

"Great job with the sorting! Today, we're going to talk about all the amazing things we use every single day, and where they come from."

(Slide 2: "Earth's Gifts: Resources")

"Look around you right now. What do you see? Your desk, your pencil, the lights in the room, the clothes you're wearing, even the air we breathe and the water we drink. All of these things come from our Earth! We call these things resources."

"Our Earth is like a giant store, full of all sorts of resources that help us live and do everything we do. But, just like in a store, some things are always in stock, and some things are limited."

"Today, we're going to learn about two main types of resources: ones that can be replaced easily, and ones that take a very, very long time to form again, or might even run out."

(Slide 3: "Renewable Resources: Nature's Helpers!")

"First, let's talk about Renewable Resources. Can you guess what the word 'renew' might mean? Think about when you renew a library book, or when something feels new again."

(Allow a few student responses for 'renew'.)

"Exactly! To renew means to make new again, or to replace. So, renewable resources are things that can be replaced naturally in a short amount of time. Nature helps these resources come back again and again!"

"Look at the examples on the slide: sunlight, wind, water, trees, and animals. The sun shines every day, the wind blows constantly, water cycles through rain and rivers, trees can be replanted, and animals can have babies. These resources keep coming!"

"Can you think of any other renewable resources? What about the food we eat? Where does it come from?"

(Allow a few student examples of renewable resources.)

(Slide 4: "Non-Renewable Resources: Limited Supply!")

"Now, let's look at the other kind: Non-Renewable Resources. The 'non-' part tells us these are the opposite of renewable. So, what do you think non-renewable means?"

(Allow a few student responses.)

"That's right! Non-renewable resources are things that cannot be replaced quickly. Once we use them up, they are gone for a very, very long time – sometimes millions of years – or even forever. It's like having a special toy that, once it breaks, you can't ever get another one just like it."

"On the slide, you see examples like coal, oil, natural gas, metals, and minerals. These are fossil fuels, formed over millions of years from ancient plants and animals. We burn them for energy, but they take so long to form that we can use them up much faster than nature can make them."

"Can you think about things you use that might come from these non-renewable resources? Think about cars, electricity, or even some plastics."

(Allow a few student examples.)

(Slide 5: "Using Resources Wisely")

"So, if some resources can run out, why is it important to use all resources carefully?"

(Prompt students for answers. Guide them to understand that non-renewable resources are finite, and even renewable ones can be overused or polluted.)

"Exactly! Non-renewable resources are limited, and if we use them all up, future generations won't have them. Even renewable resources, like water or forests, can be harmed if we're not careful. What can you do in your daily life to help use resources wisely?"

(Encourage students to share ideas like turning off lights, conserving water, recycling, walking instead of driving, etc.)

Resource Classification Activity (10 minutes)

(Slide 6: "Think and Classify!")

"You've done a wonderful job understanding renewable and non-renewable resources. Now it's your turn to practice! I'm going to hand out a worksheet where you will classify different resources. Remember to think: 'Can it be replaced easily, or does it take a very long time?'"

"You can work on this individually or with a partner. Take your time, think carefully, and do your best! I'll be walking around to help if you have any questions."

(Distribute the Resource Classification Worksheet. Circulate and provide support.)

Wrap-Up & Reflection (5 minutes)

"Alright, let's go over our worksheets together!"

(Review answers using the Resource Classification Answer Key. Call on students to share their answers and explanations for why a resource is renewable or non-renewable.)

"Fantastic work, everyone! You've learned so much about Earth's resources. Why is it so important for us to use non-renewable resources carefully? What happens if we run out?"

(Facilitate a short discussion about conservation and future impact.)

"Now, for our final thought of the day, I want you to complete this quick reflection. Think about one thing you learned today and how it might change how you use resources at home or at school."

(Distribute the Resource Reflection Cool Down. Give students 1-2 minutes to write.)

"Thank you, class! You've been wonderful resource explorers today!"

Resource Sort Warm-Up

Instructions:

1. Your teacher will give your group a set of cards, each with a different resource written on it.
2. As a group, discuss each resource. Think about whether it can be replaced easily or if it takes a very long time to form again.
3. Sort your cards into two piles:
   • Can Be Replaced Easily (or Grows Back!)
   • Cannot Be Replaced Quickly (Takes a Very Long Time!)
4. Be ready to share your ideas with the class and explain why you sorted each card the way you did!

Examples of Resources for Cards (Teacher will prepare these):

• Sunlight
• Wind
• Water
• Trees
• Coal
• Oil
• Natural Gas
• Animals
• Iron Ore (for metals)
• Sand

Resource Classification Worksheet

Name: ________________________

Instructions: Read each resource listed below. Decide if it is a Renewable Resource (can be replaced easily) or a Non-Renewable Resource (takes a very long time to form or is gone forever once used). Write "Renewable" or "Non-Renewable" in the space provided.

Why is it important to use non-renewable resources carefully?

Resource Reflection Cool Down

Name: ________________________

Instructions: Please answer the questions below in complete sentences.

1. What is one new thing you learned about resources today?
   
   
   
   
   
   
   

2. Think about a resource you use every day. Is it renewable or non-renewable? How can you use it more wisely?
   
   
   
   
   
   
   
   
   
   
   
   

Resource Classification Answer Key

Instructions: Review the classification for each resource below.

Why is it important to use non-renewable resources carefully?

Answer: It is important to use non-renewable resources carefully because they take millions of years to form and there is a limited supply of them. If we use them up too quickly, future generations will not have access to these resources for energy, building, and other important uses. Conserving them helps ensure we have enough for a longer time.