Renewable and Nonrenewable Resources
The lights in your school stay on all day. The energy behind them might come from coal that took millions of years to form, or from sunlight that arrived this morning. One of those sources is shrinking. The other arrives free, every single day.
What You'll Be Able to Do
By the end of this lesson, you will be able to:
- State what students will be able to do.
- Set a clear target before content begins.
- Goal setting
- Advance organizers
- Understand to Analyze
- DOK 1 to 3
- Plain "I can" statements
- Standard code shown for reference
- Short, scannable cards
Words You'll Meet
Choose a card to see what each word means.
- Front-load the terms students will meet.
- Lower the language barrier before reading.
- Pre-teaching vocabulary
- Reduced extraneous load
- Remember to Understand
- DOK 1
- One card open at a time
- Click to reveal, no hover
- Plain, short definitions
Two Ways to Power a City
A coal power plant and a solar farm can both light up the same city. But they get their energy in very different ways, and only one of them can run out.
One Source Shrinks, One Does Not
The coal plant burns coal that formed underground over hundreds of millions of years. Once a chunk of coal is burned, it is gone, and the Earth will not make more for a very long time. The solar farm uses sunlight that pours onto the panels new every day. Both make electricity right now, but one supply keeps shrinking while the other keeps arriving. Why?
The best answer is B. What matters is how fast a resource forms compared to how fast we use it. Coal forms over hundreds of millions of years, far slower than we burn it, so the supply keeps shrinking. Sunlight is replaced as fast as we use it, so it never runs out. That single idea, the rate of use compared to the rate of replacement, is what sorts every resource into two groups.
- Anchor the lesson in a familiar phenomenon: two power sources, one that runs out.
- Raise a question students will want answered.
- Curiosity gap
- Phenomenon-based learning
- Understand
- DOK 2
- Concrete, familiar examples
- Short framing text
- Visual anchor
Resources That Run Out, and Resources That Return
People use the Earth for almost everything: the fuel in cars, the electricity in homes, the water we drink. All of these come from natural resources. Those resources fall into two groups.
A natural resource is anything from the Earth that people use, such as water, soil, minerals, sunlight, or fuels. Some of these are replaced quickly. Others take so long to form that, once used, they are gone for a very long time.
The difference between the two groups is not how useful they are. It is how fast they are replaced compared to how fast we use them.
- Cannot be remade as fast as we use them up
- Take millions of years to form or are limited in amount
- Examples: coal, petroleum, natural gas, nuclear fuel
- Can be replenished in a short period of time
- Replaced as fast as, or faster than, we use them
- Examples: solar, wind, geothermal, biomass, water
A nonrenewable resource is a natural resource that cannot be remade or regrown at a scale comparable to how fast it is used. Once it is used up, the Earth cannot replace it within a human lifetime.
A renewable resource is a natural resource that can be replenished in a short period of time. As long as it keeps being replaced as fast as we use it, it will not run out.
- Establish the two groups before studying examples.
- Define the sorting rule: rate of use vs rate of replacement.
- Advance organizer
- Comparison and contrast
- Categorization
- Understand to Apply
- DOK 2
- Two short, parallel comparison cards
- Plain "run out vs return" framing
- Key terms in bold
The Fuels That Run Out
Most of the energy people use today comes from nonrenewable resources. Two main kinds power the modern world: fossil fuels and nuclear fuel.
Coal, petroleum (oil), and natural gas are called fossil fuels. They formed from the buried remains of plants and tiny living things that died hundreds of millions of years ago. Heat and pressure deep underground slowly turned those remains into fuel.
Because that process takes so long, fossil fuels cannot be replenished in a short period of time. When we burn them faster than the Earth can make more, the supply keeps shrinking.
Nuclear energy is released when atoms of uranium are split apart in a process called fission. A small amount of uranium can release a large amount of energy, which is used to make electricity.
Nuclear energy is also nonrenewable. Uranium is a metal mined from the ground, and there is only a limited amount. Once the uranium is used, it is gone.
- Examine the main nonrenewable fuels.
- Show why slow formation makes them run out.
- Dual coding with the cross-section
- Cause-and-effect (slow formation to limited supply)
- Understand to Analyze
- DOK 2
- Key terms defined in place
- Labeled diagram paired with text
- Short paragraphs
The Sources That Come Back
Renewable resources are replenished in a short period of time, so they do not run out the way fuels do. Click each source to see where its energy comes from and why it keeps returning.
- Survey the five main renewable sources.
- Tie each to the natural process that replaces it.
- Dual coding with the interactive diagram
- Click to reveal one source at a time
- Pattern recognition (each is continually replaced)
- Remember to Understand
- DOK 1 to 2
- Click to reveal each source, no hover
- Labeled diagram paired with text
- Numbered, ordered sources
It All Comes Down to Time
What really separates the two groups is a race between two rates: how fast we use a resource, and how fast nature replaces it. That race decides whether a resource runs out.
Every resource is being used and replaced at the same time. If nature replaces it as fast as we use it, the supply holds steady, and the resource is renewable.
If we use it much faster than nature can replace it, the supply keeps shrinking, and the resource is nonrenewable. Coal forms over hundreds of millions of years, but we burn it in seconds, so the supply cannot keep up.
To sort any resource, ask one question: Is it replaced as fast as we use it? If yes, it is renewable. If it takes far longer to replace than to use, it is nonrenewable.
- Name the underlying rule behind both groups.
- Answer the opening phenomenon directly.
- Dual coding with the timeline figure
- Cause-and-effect (rate mismatch to running out)
- Single transferable rule
- Understand to Analyze
- DOK 2 to 3
- Key idea stated as one question
- Side-by-side timelines
- Short paragraphs
Why Does Resource Use Matter?
Knowing which resources run out is only half the picture. How many people use those resources, and how much each person uses, decides how much pressure we put on the environment. Driving question: why does the way humans use resources affect the environment?
Earth's human population keeps growing. More people need more food, more clean water, more energy, and more materials to build homes and make products. As the number of people rises, the total demand for natural resources rises with it.
That demand has effects we can see. Meeting it means more farming, more mining, more drilling, and more waste, all of which change the air, water, and ecosystems around us. Even renewable resources can be strained if a growing population uses them faster than nature replaces them.
Two people can use very different amounts of resources. Per-capita consumption means the amount of resources one person uses. A household in a large home with two large vehicles uses more energy and materials than a household in a small home that bikes and walks.
The same pattern shows up in everyday products. Single-use plastics are made, used once, and thrown away. Reusable products are used many times before they wear out. The choices people make every day add up to how many resources they consume.
Total resource demand depends on two things at once: the number of people, and how much each person uses. Both a growing population and rising per-capita consumption push demand up, and more demand means more impact on the environment.
- Introduce population growth and per-capita consumption as drivers of demand.
- Set up the human-impact argument of 7.MS-ESS3-4.
- Cause-and-effect reasoning
- Systems thinking (demand to impact)
- Understand to Analyze
- DOK 2
- Everyday, nonpolitical examples
- Key term defined in place
- Short paragraphs
How Can Technology Reduce Impacts?
If demand drives impact, then technologies and choices that lower demand can reduce that impact. These solutions fall into three groups. Each one comes with tradeoffs, so people weigh costs and benefits using evidence.
Renewable energy technologies make electricity without burning fossil fuels. Solar panels capture sunlight, wind turbines capture moving air, and hydroelectric dams capture flowing water. Using these in place of coal or gas reduces how much nonrenewable fuel we take from the Earth.
Efficient technologies do the same job using less energy. An LED bulb produces the same light as an old incandescent bulb while using a fraction of the energy. Energy-efficient appliances and electric vehicles also do more with less. Using less energy for the same task means fewer resources are consumed.
Conservation means using less and reusing more. Recycling turns used materials into new products instead of new raw materials. Reusable bottles and bags replace single-use items. Water-saving technologies, such as low-flow fixtures, cut how much water we use. Each choice lowers demand on natural resources.
For each pair, choose the option with the lower impact, the one that reduces resource consumption the most. You will get feedback right away.
- Show technologies and choices that mitigate resource impact.
- Let students compare options and get immediate feedback.
- Active comparison and decision making
- Immediate corrective feedback
- Apply to Analyze
- DOK 2 to 3
- Click to choose, no hover
- Plain paired choices
- Tradeoffs stated, not advocacy
Making Evidence-Based Choices
Scientists answer questions like this by constructing an argument: a claim backed by evidence and reasoning. Use what you learned to build one.
A Town Wants to Reduce Its Impact
A growing town wants to lower the impact of its rising population and resource use on the environment. Town leaders are weighing four strategies. Which would help the most? Build an argument supported by evidence.
Evidence: solar and wind make electricity without using up fossil fuels, lowering nonrenewable resource use.
Evidence: efficient lighting, heating, and appliances do the same jobs while using less energy.
Evidence: recycling reuses materials, so fewer new raw materials must be mined or harvested.
Evidence: low-flow fixtures and leak repairs reduce how much fresh water the town uses.
State which strategies you think would help the town the most. The town should ___ because ___.
Give facts from the lesson that support your claim. Evidence from the lesson shows that ___.
Explain how your evidence connects population, consumption, and resource use. This reduces the town's impact because ___.
- Have students construct an evidence-based argument, the core verb of 7.MS-ESS3-4.
- Apply the lesson to a real decision.
- Claim-evidence-reasoning scaffold
- Transfer to a new context
- Analyze to Evaluate
- DOK 3 to 4
- Sentence starters lower the writing barrier
- Evidence supplied for each option
- Resizable response box
Brain Check
Three quick questions before we put it all together. These are not graded. Pulling answers from memory now will help them stick.
- Strengthen memory through retrieval before the wrap-up.
- Surface misconceptions early.
- Retrieval practice
- Generation effect
- Productive struggle
- Understand to Apply
- DOK 1 to 2
- Ungraded and low stakes
- Immediate feedback
- Short tasks reduce load
Why Some Run Out and Some Return
You started with a question: why do some energy resources run out while others keep coming back? Now you can explain it, step by step.
- Tie the groups into one cause-and-effect idea.
- Answer the opening question directly.
- Schema building
- Elaboration
- Coherent narrative
- Understand to Analyze
- DOK 3
- Step-by-step beats
- Plain causal language
- Builds on prior sections
Check Your Understanding
Ten questions covering everything you explored, from fossil fuels and renewable sources to population, consumption, and evidence-based solutions. Answer every question, then submit.
Scientists don't just know the answer. They explain their thinking.
Write your own explanation first. Then submit your work to compare your thinking with a model answer.
In one or two sentences, explain why a nonrenewable resource like coal eventually runs out while a renewable resource like sunlight does not. Compare the rate a resource is used with the rate nature replaces it, not just where it comes from. Use the word rate.
- End the lesson with the student constructing the rate comparison in their own words, not selecting it.
- Give the one place where the student generates rather than clicks.
- Generation effect and self-explanation
- Systems thinking: rate of use compared with rate of replacement
- Self-check reveal for comparison, ungraded
- Analyze to Evaluate
- DOK 3
- Sentence-length response, not an essay
- Keyword scaffold ("rate")
- Model answer to compare against
- Check understanding against the lesson goals.
- Give students and teachers a clear signal.
- Retrieval practice
- Feedback loops
- Understand to Apply
- DOK 1 to 2
- Answer explanations provided
- Practice and classroom modes
- Plausible, evenly placed options
More Learning
The lesson is just the beginning. Dig deeper into fossil fuels, renewable energy sources, and how the rate of use compared to the rate of replacement decides whether a resource lasts. More investigations, simulations, and challenges are coming soon.
- Offer pathways beyond the core lesson.
- Signal that learning continues past the quiz.
- Interest-driven extension
- Transfer to new contexts
- Apply to Analyze
- DOK 2 to 3
- Optional and self-paced
- Clear labels for what is available
- No penalty for skipping
Connections
The resources we power our lives with connect to energy itself, the carbon cycle, and the choices that shape the planet. These lessons show how.