Section. 1 Natural Resources. Prepare to Read. Objectives In this section you will 1. Learn about natural resources. 2. Investigate energy.

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1 1 Section Step-by-Step Instruction Objectives Social Studies 1. Learn about natural resources. 2. Investigate energy. Reading/Language Arts Learn how to identify the main idea of a paragraph. repare to Read Build Background Knowledge Tell students that in this section they will learn about natural resources and how people use them. Ask students to identify things in the classroom that are in their natural forms, such as a glass of water or a plant. Then have the students name several objects in the room made of raw materials, such as a desk or an item of clothing. Ask them to identify what raw material each was made from and how the raw materials were changed for human use. Conduct an Idea Wave (TE, p. T35) to help students share their ideas. Set a urpose for Reading review the Objectives. Read each statement in the Reading Readiness Guide aloud. Ask students to mark the statements true or false. Teaching Resources, Reading Readiness Guide, p. 245 Have students discuss the statements in pairs or groups of four, then mark their worksheets again. Use the Numbered Heads participation strategy (TE, p. T36) to call on students to share their group s perspectives. Section repare to Read Objectives In this section you will 1. Learn about natural resources. 2. Investigate energy Natural Resources Taking Notes Copy the outline below. Add letters, numbers, and headings as needed. As you read this section, fill in the outline with information about natural resources and energy. I. Natural resources A. Renewable resources B II. Energy A. Men constructing a wooden hut in Kenya Target Reading Skill Identify Main Ideas Good readers identify the main idea in every written paragraph. The main idea is the most important point the one that includes all of the other points. Sometimes this idea is stated directly. For example, in the first paragraph below, the first sentence states the paragraph s main idea. As you read, note the main idea of each paragraph. Key Terms natural resources (NACH ur ul REE sawr siz) n. useful materials found in the environment raw materials (raw muh TIHR ee ulz) n. natural resources that must be worked to be useful renewable resources (rih NOO uh bul REE sawr siz) n. natural resources that can be replaced nonrenewable resources (nahn rih NOO uh bul REE sawr siz) n. natural resources that cannot be replaced What Are Natural Resources? Everything that people use or consume is made with natural resources, or useful materials found in the environment. When people talk about natural resources, they usually mean such things as water, minerals, and vegetation. All people need water, food, clothing, and shelter to survive. eople drink water. eople eat food that the soil produces. So do the animals that provide eggs, cheese, meat, and wool. Homes are made from wood, clay, and steel. eople can use some resources just as they are found in nature. Fresh water is one of these. But most resources must be changed before people can use them. Natural resources that must be worked to be useful are called raw materials. For example, people cannot just go out and cut down a tree if they want paper. Trees are the raw materials for paper and wood. To make paper, the wood must be soaked and broken up to create pulp. (ulp is a kind of soup of wood fibers.) Machines collect the wet fibers on screens to form sheets of paper. Vocabulary Builder review Key Terms ronounce each Key Term, then ask the students to say the word with you. rovide a simple explanation such as, Natural resources are things found in nature that people use. 114 Identify Main Ideas Direct students attention to the. Tell them that identifying the main idea will help them to focus on the most important points of a paragraph. Model identifying main ideas by having students read the third paragraph on this page. Students should make a list of the three ideas presented in the paragraph. Then ask students Which of these three points is the most important and includes all the other points? (Most resources must be changed before people use them.) Give students Identify Main Ideas. Have them complete the activity in groups. Teaching Resources, Identify Main Ideas, p. 256

2 Renewable Resources The environment is filled with natural resources, but not all resources are alike. Geographers divide them into two main groups. The first group is renewable resources, or resources that can be replaced. Some resources are replaced naturally because of the way Earth works. In the water cycle, water evaporates into the air and falls as rain, snow, hail, or sleet. This happens over and over again. Therefore, Earth has an unchanging amount of water. Other materials that go through natural cycles include nitrogen and carbon. Some types of energy are also renewable resources. Using wind to make electricity will not use the wind up. Wind results from differences in the way the sun heats Earth. As long as the sun shines, there will always be more wind. Solar energy, or energy from the sun, is a renewable resource. No matter how much people use, there will always be more. Geothermal energy uses differences in heat between Earth s surface and its interior. This heat difference will not disappear in the foreseeable future. 0 The World: Natural Resources 30 N KEY Gold Silver Copper Lead Tin 60 N Nickel 30 S Tungsten Uranium Bauxite hosphate 60 S Diamond National border Disputed border Arctic Circle Equator 0 Tropic of Capricorn 30 S 60 S ACIFIC Antarctic Circle 150 W 120 W 90 W 60 W 30 W 0 30 E 60 E 90 E 120 E 150 E ATLANTIC W N S E SOUTHERN Video Explore the environment of an island nation. Identify Main Ideas Which sentence states the main idea of the paragraph at the left? INDIAN 150 W 120 W 90 W 60 W 30 W 0 30 E 60 E 90 E 120 E 150 E Interaction Find the United States on this map, and identify the natural resources shown on the map that the United States lacks. Infer How do you think the lack of these resources in the United States affects its trade with other countries? 0 miles 60 N 60 S 0 kilometers Robinson 30 N Tropic of Cancer ACIFIC Equator 0 4, S 4,000 Use Web Code lep-3213 for step-by-step map skills practice. Chapter 5 Section Show students The Natural Resources of an Island Nation. Ask students to name two important parts of Mauritius economy. (sugarcane and tourism) Ask students How are these related to Mauritius environment and natural resources? (Its climate is suitable for growing sugarcane, and its natural beauty attracts tourists.) Instruct What Are Natural Resources? Guided Instruction Vocabulary Builder Clarify the high-use words consume and evaporate before reading. Read What Are Natural Resources? using the ReQuest reading strategy (TE, p. T35). Ask students to study the map on p Ask students What are natural resources? (useful materials found in the environment) Ask students What are renewable resources? (natural resources that can be replaced) What are some examples of renewable resources? (water, wind, solar energy, geothermal energy) Have students examine the map and brainstorm what some of the natural resources shown might be used for. (ossible answers: gold, silver, diamonds jewelry; copper coins, wire; tin cans; lead pipes) Identify Main Ideas As a follow up, ask students to answer the question in the Student Edition. (Some types of energy are also renewable resources.) Vocabulary Builder Use the information below to teach students this section s high-use words. High-Use Word consume, p. 114 evaporate, p. 115 harness, p. 117 hybrid, p. 119 Definition and Sample Sentence v. to use something Larger cars consume more gasoline than smaller ones. v. to change from a liquid into a vapor uddles evaporate quickly on a sunny day. v. to bring under control and direct the force of something Windmills harness the energy of the wind. n. something made up of two different elements A hybrid car runs on gasoline and electric power. Interaction nickel and diamonds Infer Since the United States does not have these resources, it probably has to purchase them from other countries. Students may practice their map skills using the interactive online version of this map. Chapter 5 Section 1 115

3 Guided Instruction (continued) Ask students What are living resources? (living things that provide natural resources, such as plants and animals) Ask students to define nonrenewable resources and list examples. (resources that cannot be replaced; metal ores, most minerals, natural gas, petroleum) Ask students How does recycling help conserve nonrenewable resources? (Recycling recovers and processes used materials so they can be used again.) Ask students What are examples of fossil fuels? (coal, natural gas, and petroleum) Have students discuss how they are created and if they are renewable. (They were created over millions of years from remains of prehistoric living things. They are renewable, but if used up they would take millions of years to form again. So for the purposes of people living today, fossil fuels are nonrenewable resources.) Independent ractice Show students the Outline Transparency. Then ask students to create the Taking Notes graphic organizer on a blank piece of paper. Have them begin to fill in the outline by adding information about natural resources. Briefly model how to create and fill in the outline. Transparencies, Transparency B15: Outline Monitor rogress As students fill in the graphic organizer, circulate and make sure students are choosing appropriate headings and details. rovide assistance as needed. Solar cells on the roof of a house in Felsberg, Germany Living Resources Living things that provide natural resources, such as plants and animals, are also renewable resources. Like other resources, they must be properly managed so that people do not overuse them. For example, a timber company may cut down all the trees in an area for use as wood. But the company may then plant new trees to replace the ones they cut. Even if they do not, seeds left in the ground will probably produce new trees. Every day, the people of the world eat many chickens and ears of corn. But farmers always make sure to grow more corn and chickens to replace what people eat. If people are careful, they can have a steady supply of these renewable living resources. Nonrenewable Resources The second major group of resources is called nonrenewable resources, or resources that cannot be replaced. Most nonliving things, such as metal ores, most minerals, natural gas, and petroleum or crude oil are nonrenewable resources. If people keep mining minerals and burning fuels such as coal and oil, they will eventually run out. Therefore, people need to use these resources carefully. If they do run out, people will need to find substitutes for them. Although they are nonrenewable, many metals, minerals, and materials such as plastics can be recycled. Recycling does not return these materials to their natural state. Still, they can be recovered and processed for reuse. Recycling these materials helps to conserve nonrenewable resources. 116 For Gifted and Talented L3 Have students do library or Internet research to identify their region s resources. Then have them design posters to attract businesses to their region based upon the types of natural resources available. Teaching Resources, Rubric for Assessing a Student oster, p. 274 For Less roficient Readers L1 Reinforce students ability to read and interpret a natural resources map by giving them Reading a Natural Resource Map and having them answer the questions. Teaching Resources, Reading a Natural Resources Map, p

4 Fossil Fuels Most scientists think that coal, natural gas, and petroleum are fossil fuels, or fuels created over millions of years from the remains of prehistoric living things. If people continue using coal at today s rate, known supplies may run out in several hundred years. At current rates of use, known supplies of oil and natural gas may run out in less than 100 years. If oil and natural gas are fossil fuels, they are renewable, since living things today will become fossil fuels in millions of years. But if these fuels take so long to develop, they are nonrenewable for our purposes. What is the difference between renewable and nonrenewable resources? A Special Resource: Energy Many natural resources are sources of energy. eople use energy not only from fossil fuels, but also from the wind and the sun. Dams produce hydroelectric power by harnessing the power of falling water. Energy is itself a resource that is needed to make use of other natural resources. Consider cotton. It takes energy to harvest cotton from a field, to spin the cotton into thread, and to weave it into fabric. Workers use energy to travel to a garment factory. It takes energy to sew a shirt with a sewing machine. It also takes energy to transport the shirt by ship and truck to a retail store. Finally, the consumer uses energy to bring the shirt home. Located on the border between Oregon and Washington, the Bonneville Dam produces hydroelectric power. Strip Mining Coal The machine below extracts coal from this exposed deposit in Banwen yrddin, Wales, United Kingdom. Apply Information Do you think that coal is a recyclable, renewable, or nonrenewable resource? A Special Resource: Energy Guided Instruction Vocabulary Builder Clarify the high-use words harness and hybrid before reading. Read A Special Resource: Energy with students and have them examine the graph on p Circulate to make sure individuals can answer the Graph Skills questions. Ask students to name some different sources of energy. (ossible answers: fossil fuels, wind, water, sun) Ask students How is energy needed to make use of other natural resources? (It takes energy to convert the natural resource into a usable form, to make it into a product, to transport the product, and to consume the product.) Chapter 5 Section For English Language Learners L3 Tell students that natural resources maps often use symbols to represent different resources. The map key shows what each symbol stands for. Tell students the natural resources of their state. Students can then create a map key to show the symbols and the natural resources they stand for. For Advanced Readers L1 air students and have them complete Reading an Economic Activity Map. Ask each pair to use the map on page 115 and the map on the worksheet to compare Somalia s resources and economic activities. Teaching Resources, Reading an Economic Activity Map, p. 266 Renewable resources are natural resources that can be replaced, whereas nonrenewable resources are natural resources that cannot be replaced. Apply Information Coal is a renewable resource; over millions of years more coal will be created from the remains of living things. ractically, coal is generally considered to be a nonrenewable resource because its supplies are limited. Chapter 5 Section 1 117

5 Guided Instruction (continued) Have students name two countries that can sell oil and two countries that have to buy energy. (Mexico and Saudi Arabia sell oil; Japan and the United States have to buy energy.) Ask students to list energy alternatives to fossil fuels. (wind energy, solar energy, tidal energy, geothermal energy, biomass, atomic energy) Direct students attention to the graph on this page to help them answer the following question: What are the names of at least three countries that consume more petroleum than they produce? (ossible answers: India, China, Germany, Japan, and the United States) Have students list some ways of conserving energy discussed in the text. Then have them brainstorm other ways they could save energy at home or at school. (In text: hybrid cars, new technologies that conserve energy used for heat and light; other possible answers: turning off lights when not in use at home or in school, turning down heat or air conditioning at night or when not at home) Independent ractice Have students complete the graphic organizer by adding details about energy usage. Monitor rogress Show Section Reading Support Transparency FG 56 and ask students to check their graphic organizers individually. Go over key concepts and clarify key vocabulary as needed. Transparencies, Section Reading Support Transparency FG 56 Tell students to fill in the last column of their Reading Readiness Guides. robe for what they learned that confirms or invalidates each statement. Teaching Resources, Reading Readiness Guide, p. 245 Graph Skills Identify Germany and Japan Compare and Contrast the United States 118 ipes running across an oil field in Meyal, akistan Graph Skills Some countries produce more oil than they use. These countries can sell their extra oil to other countries. Others consume more oil than they produce and have to buy it from other countries. Identify Which of the countries on this graph have to buy almost all of their oil? Compare and Contrast Which country buys the most oil? ercentage of World Total 118 Skills Mini Lesson roblem-solving 1. To solve a problem, students should identify the problem, evaluate its effect, identify possible solutions, choose a solution, and determine its effectiveness. 2. Have students read the second paragraph on this page to identify some problemsolving steps used to meet countries energy needs Energy Have s and Have Not s eople in every country need energy. But energy resources are not evenly spread around the world. Certain areas are rich in energy resources. Others have very few. Countries with many rivers, such as Canada and Norway, can use water energy to create electricity. Countries like Saudi Arabia and Mexico have huge amounts of oil that they sell to other countries. Countries like Japan and the United States do not produce as much energy as they use. These countries have to buy energy from other countries. Meeting Energy Needs in the Future Over time, energy use worldwide has grown rapidly. Yet our supplies of fossil fuels may be limited. It seems likely that the world s people will need to find other sources of energy. Many possibilities exist. Already, some countries, such as Denmark and Germany, are developing renewable energy sources such as wind and solar energy. Other sources of energy that will not run out are tidal energy, from the rise and fall of Earth s oceans, and geothermal energy, or energy from the heat of Earth s interior. Biomass, or plant material, is a renewable source of energy. These energy sources can reduce a country s need for imported oil. Atomic energy uses radioactive materials, which are nonrenewable but plentiful. Some people oppose atomic energy because radioactive materials can be dangerous. Others support it as a plentiful energy source that does not pollute the air. Consumption roduction The World s Top etroleum roducers and Consumers 0 Canada China Germany India Iran Japan Mexico Russia Saudi Arabia USA Country SOURCE: Energy Information Administration 3. Have students apply the skill by asking them to reread the text under Meeting Energy Needs in the Future on pp Have students suppose they live in a cloudy, windless place with a limited oil supply, no large bodies of water, and no biomass available. Ask them how problem-solving can be used to help them meet their energy needs. (ossible solutions: geothermal or atomic energy)

6 Fossil fuels will last longer if people use less energy. New technologies, such as hybrid cars, can reduce a country s need for imported oil by burning less gas per mile. Other technologies offer energy savings in heating and lighting buildings and in making new products. If people manage to use less energy, they will not need to buy as much from foreign countries. They will also have an easier time meeting their energy needs in the future. Geothermal power In addition to producing energy, the geothermal power plant at Svartsengi, Iceland, heats the mineral-rich water of the Blue Lagoon. Infer Are fossil fuels used to heat this pool? Assess and Reteach Assess rogress Have students complete the Section Assessment. Administer the Section Quiz. Teaching Resources, Section Quiz, p. 247 Reteach L1 If students need more instruction, have them read this section in the Reading and Vocabulary Study Guide. Chapter 5, Section 1, Foundations of Geography Reading and Vocabulary Study Guide, pp Extend L3 Have students explore alternative energy by completing Alternative Sources of Energy. Use the activity as a springboard for a discussion about the use of renewable sources of energy. Why do some countries have to import energy? Section 1 Assessment Key Terms Review the key terms at the beginning of this section. Use each term in a sentence that explains its meaning. State the main idea of the paragraph on this page. Comprehension and Critical Thinking 1. (a) Identify Why is wood considered a renewable resource? (b) Apply Information What needs to happen after trees are cut in order for wood to remain a renewable resource? 2. (a) List Name some sources of energy other than fossil fuels. (b) Categorize What do these energy sources have in common, and how do they differ from fossil fuels? (c) Draw Conclusions Why might we need to use more of these energy sources in the future? Writing Activity Think about what you did this morning before you came to school. Write a journal entry describing the natural resources that you used and all of the ways that you used energy at home and on your way to school. For: An activity on natural resources Visit: HSchool.com Web Code: led-3501 For: Environmental and Global Issues: Alternative Sources of Energy Visit: HSchool.com Web Code: led-3504 Infer Fossil fuels are not used; geothermal energy is used. Some countries need to import energy because the energy they consume is greater than the energy they produce. Section 1 Assessment Key Terms Students sentences should reflect knowledge of each Key Term. Fossil fuels will last longer if people use less energy. Chapter 5 Section Comprehension and Critical Thinking 1. (a) It can be replaced by the growth of new trees. (b) New trees need to be planted. 2. (a) wind energy, solar energy, geothermal energy, hydroelectric power, tidal energy, biomass, atomic energy (b) All of the types of energy listed above except atomic energy are renewable resources, and fossil fuels are not. (c) Reserves of important fossil fuels will eventually run out. Typing in the Web code when prompted will bring students to detailed instructions for this activity. Writing Activity Use the Rubric for Assessing a Journal Entry to evaluate students journals. Teaching Resources, Rubric for Assessing a Journal Entry, p. 276 Chapter 5 Section 1 119