Scheme of Work: Natural Resources

Subject: Geography | Year: 6

Class/Set: ____________ Date/Term: ____________

Intent: To develop a robust understanding of the global distribution, extraction, and management of renewable and non-renewable natural resources, while evaluating the geographical and ethical implications of resource consumption and sustainability.

Timeframe / Lesson	Lesson Title	Learning Objective (LO)	Key Activities / Assessment
Lesson 1	What are Resources?	To define and categorise natural resources.	Define: the terms 'natural resource', 'renewable', and 'non-renewable'. Classify: various materials (timber, coal, solar, ores) using a Venn diagram. Justify: the classification based on the rate of replenishment.
Lesson 2	Global Distribution	To identify patterns in resource location.	Examine: world maps showing deposits of oil, gas, and precious metals. Identify: 'resource-rich' and 'resource-poor' regions. Discuss: how geological history dictates the location of non-renewable resources.
Lesson 3	The Energy Mix	To compare energy sources in the UK.	Analyse: the UK's transition from coal-reliance to a mix of wind, gas, and nuclear. Compare: the advantages and disadvantages of onshore wind farms versus fossil fuel power stations. Explain: the concept of 'Net Zero'.
Lesson 4	Mid-Unit Assessment	To demonstrate knowledge of resource types.	Complete: a formal mid-unit knowledge retrieval quiz (Assessment Point 1). Apply: Tier 3 vocabulary in short-answer explanations regarding distribution patterns. Review: peer-mark against a WAGOLL mark scheme.
Lesson 5	Water as a Resource	To investigate water scarcity and management.	Investigate: the difference between physical and economic water scarcity. Case Study: Locate and examine the impact of the Aswan High Dam or the Three Gorges Dam. Model: the journey of water from source to tap in an industrialised nation.
Lesson 6	Food and Land Use	To evaluate the impact of food production.	Map: 'food miles' for common items in a British lunchbox. Evaluate: the environmental cost of intensive farming versus organic methods. Debate: the necessity of importing out-of-season produce to the UK.
Lesson 7	Environmental Impact	To assess the consequences of extraction.	Examine: the process of open-cast mining or deforestation for palm oil. Analyse: the conflict between economic development and environmental conservation. Describe: the impact of resource extraction on indigenous communities.
Lesson 8	Sustainable Futures	To propose solutions for resource management.	Synthesise: learning to design a 'Sustainable City' plan. Explain: how the 'circular economy' (reduce, reuse, recycle) can preserve natural resources. Present: a 1-minute pitch on a new technological solution for energy or water.

Resources Needed:

• World maps showing mineral and energy distribution.
• Access to DigiMap for Schools or Google Earth.
• Data sets regarding the UK's National Grid energy mix.
• Sample 'food mile' labels or supermarket produce packaging.
• Blank Venn diagrams and 'Sustainable City' design templates.

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⚠ TEACHER’S GUIDANCE

🌍 Pedagogical Opportunities & Delivery

• Transition Readiness: For Year 6, focus on transitioning from descriptive geography ("This is a coal mine") to analytical geography ("The extraction of coal provides energy but causes significant environmental degradation"). Encourage the use of connectives like 'consequently', 'furthermore', and 'in contrast'.
• GIS Integration: Use Lesson 2 to introduce students to Geographical Information Systems (GIS). Layers on digital maps can visually demonstrate the correlation between tectonic plate boundaries and mineral deposits.
• Oracy and Debate: Lesson 6 provides a high-leverage opportunity for a formal classroom debate. Encourage students to use the 'PEEL' (Point, Evidence, Explanation, Link) structure when discussing food miles.

🔎 Misconception Alerts

• Renewable vs. Infinite: Students often confuse 'renewable' with 'unlimited'. Clarify that while wood is renewable, it is only sustainable if the rate of harvest does not exceed the rate of regrowth.
• Nuclear Energy: Many students incorrectly categorise nuclear power as renewable because it does not emit CO₂ during generation. Clarify: it is non-renewable because the uranium fuel source is finite.

✅ Assessment Point 1: Answer Key (Lesson 4)

• Task 1: Definitions
  • Renewable: A resource that can be replenished naturally over a short period of time (e.g., wind, solar).
  • Non-renewable: A resource that exists in a finite amount and takes millions of years to form (e.g., fossil fuels).
• Task 2: Distribution Factors
  • Question: Why is oil not found everywhere?
  • Answer: Oil requires specific geological conditions (sedimentary rock, heat, and pressure over millions of years) which only occurred in certain locations historically.
• Task 3: The UK Energy Mix
  • Question: Name one reason why the UK is moving away from coal.
  • Answer: To reduce carbon emissions and meet climate targets; coal is the most polluting fossil fuel.

🛡 Safety & Nuance Check

• Climate Anxiety: When discussing resource depletion and environmental impact, maintain a balanced perspective. Always conclude sessions with 'Sustainable Solutions' to empower students rather than leaving them with a sense of 'climate doom'.
• Global Inequalities: Handle discussions regarding 'resource-poor' nations with sensitivity, focusing on geographical factors (landlocked status, climate) rather than political or social stereotypes.