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- Ask students to identify uses for the following resources:
• kerosene
• lamp oil
• wood
Explain that each of these resources were sought after at one time to provide heating, light, and cooking for people living in the United States. Ask students to suggest reasons these resources are no longer a primary source of energy in the United States and to identify what replaced them.
- Display the following list of energy resources and technology, and explain how they have changed over time. Provide examples, videos, slides, or photographs to facilitate understanding of each resource:
• wood (deforestation)
• coal (pollution, mining issues such as labor unions and mine safety, competition with oil and gas)
• petroleum (transportation, environmental considerations)
• nuclear (contamination/waste)
• solar, wind (cost, aesthetics)
- Display the following terms on the board or overhead, and instruct students to write down three examples of each:
• natural resources
• human resources
• capital resources
• Ask students to share their responses and record them on the board or overhead under column headings for each type of resource. Explain the difference between natural, human, and capital resources. Ask students if any of the recorded responses should be moved to other columns.
- Instruct students to use their textbooks to identify pictures of the various types of resources. Discuss the pictures they identify.
- Assign a teacher-selected reading, worksheet, or other reinforcement activity, using available teacher resources.
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