An important part of achieving sustainability is learning to use our natural resources conservatively and wisely. Sustainability is the attempt to meet the needs of the present generation without compromising the ability of future generations to meet their needs as well. If they have not, tell them which one(s) is incorrect and resume the game. When someone yells, “bingo,” check their card to make sure that they have identified the correct natural resource for each item used to make a bingo.
Tell students that you will continue to draw cards and they will continue to play until someone gets five in a row and yells, “bingo!”.Once all challenges have been discussed, continue with another card combination. If there is a challenge, use this as an opportunity to discuss that object and the natural resources used to make it. They have the opportunity to challenge another student if they don’t think they have made a correct choice. Before drawing another combination of cards, tell students that they need to check the work of the other students in their group.For example, although the paper-making process involves other natural resources, paper is primarily made from plants. For this game, we will focus on the primary natural resources used to make the object. For example, paper is made from trees, but water and fossil fuels are also used in the paper-making process. Also, note that some of the objects are made of many natural resources.However, on any one turn, the student can only mark one item.) (Note that it is possible for a student to have two boxes that match the combination called. Each student can cover or mark with a pen or pencil one item on their card that is made from that resource and is in the correct letter column.Return the cards to their receptacles after you have finished calling it and writing it on the board. For example: “B, Fossil Fuels,” or “N, Plants,” or “I, Animals.” Make sure you write the combination that you call on the board, so you can double-check a winning card. Explain that you (the teacher) will randomly pull a letter card and a Natural Resources card.These pictures are arranged in columns headed by a letter in the word “Bingo.” Each of these things is made from a natural resource. Each student has a unique bingo card with pictures of everyday objects.Explain the rules of Bingo to the class.Although each student will have his/her own Bingo card, the students will be able to help each other and check each other’s answers in groups. Divide students into groups of four to six.Newspaper Ice cream Metal nuts and bolts Balloon Paper towels Wool sweater Glass window Gasolineīook Leather shoe Aluminum soda can Plastic milk jugīanana Beeswax candles Tin soup can Plastic bagĮnvelope Feather pillow Glass Plastic straw Plants Animals Rocks & Minerals Fossil FuelsĬotton t-shirt Leather baseball Bricks Coal For older students, you may want to list more general categories only. This way, students are fully prepared and the Natural Resources Bingo game can serve as a review for them. For younger students, we suggest listing on the board all the specific objects that appear on the Bingo cards (see below).
They should say trees for paper, rocks for aluminum and glass, fossil fuels for plastic, and animals and plants for food.
After you’ve listed these items, ask the students to think about which natural resources were used to make these things. Now ask the students to list things that you throw into the trash (or recycling or compost bins) like used paper, aluminum cans, plastic bottles, and food scraps. Explain that there is oil under the ground that we extract and use to make things like gasoline and plastic. Make sure you take extra time in explaining what fossil fuels are. You should end up with a list that includes the following items: plants, animals, rocks and minerals, fossil fuels, water, and air. It may also be helpful to go outside to get more ideas. You can bring in some examples (a potted plant, rocks, soil, a stuffed animal, molasses (to represent crude oil)) to help them come up with all of them. Ask the students to list what the Earth’s natural resources are and list their responses on the board. Explain to the students what natural resources are and that humans depend on them to make the things we need.
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