Year 6 Geography homework categorising renewable and non-renewable resources alongside a world without non-renewables impact paragraph to consolidate essential environmental knowledge for primary pupils.
Independent learning tasks that consolidate classroom learning or prepare students for future topics, accessible to all students regardless of home resources.
Subject: Geography | Year: 6
Estimated Time: 30-40 Minutes Name: _________________________ Class/Set: ____________ Due Date: ____________
Why are we doing this? To consolidate your understanding of how natural resources are categorised and to examine how the raw materials found in nature are transformed into the everyday objects we use.
Categorise: Draw a table in your exercise book with two columns: Renewable and Non-renewable. Sort the following resources into the correct column: Wind, Coal, Solar, Natural Gas, Timber (Wood), Oil, Iron Ore, and Water.
Investigate: Choose two different objects in the room around you (for example, a wooden pencil and a plastic ruler). For each object, write down:
Explain: Imagine a world where we suddenly ran out of all non-renewable resources tomorrow. Draft a short paragraph (5-6 sentences) explaining how your daily routine would change. Consider your transport, heating, and the technology you use.
⚠ TEACHER’S GUIDANCE & MARK SCHEME (DO NOT PRINT FOR STUDENTS)
Task 1 Answer: Classification Table
| Renewable | Non-renewable |
|---|---|
| Wind | Coal |
| Solar | Natural Gas |
| Timber (Wood) | Oil |
| Water | Iron Ore |
Task 2 Answer: Resource Detective
Task 3 Answer: Impact Paragraph
Extension Answer: Silicon chips are made from Silicon, which is extracted from Silica Sand (Quartz).
Securing the distinction between finite and infinite materials addresses the common misconception that all natural assets are inexhaustible. By requiring pupils to categorise specific resources like iron ore and timber, this resource forces active retrieval of classification criteria rather than passive recognition. The structural transition from simple sorting to a predictive impact paragraph reduces extraneous load while promoting high-level synthesis of sustainability concepts. This progression ensures Year 6 learners move beyond substantive recall toward the evaluative disciplinary thinking required for secondary transition, specifically bridging the gap between identifying raw materials and understanding their global socio-economic value.
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