Nuffield STEM Futures

1. Introduction Nuffield STEM Futures

2. Lesson 1: The Four Ages of Civilisation:Introductory film 1

3. Activity 1.1:The Four Ages of Civilisation Learning outcomes You will be able to: • Explain the links between oil production and development of human civilisation. • Conduct internet research. • Write a creative script.

4. Activity 1.1:The Four Ages of Civilisation Pupil activity part 1 of 3 Your group has been allocated one of these Ages of Civilisation: First Age: hunter gathering – 50,000 B.C. to 8000 B.C. Second Age: farming and cities – 8000 B.C. to 1 A.D. Third Age: horse and sail – 1 A.D. to 1800 A.D. Fourth Age: Oil Age – 1800 A.D. to 2020 A.D. The Future: 2020 A.D. to 3020 A.D.

5. Activity 1.1:The Four Ages of Civilisation Pupil activity part 2 of 3 Scenario A family are sitting eating their evening meal. Write the script for their conversation which will include: • where the food came from • how it was prepared and cooked • utensils used for cooking and eating • what the family are wearing • what your surroundings are like.

6. Activity 1.1:The Four Ages of Civilisation Pupil activity part 3 of 3 • In your group, decide on the family character that each person will play. • Decide the exact date and place for your play. • Watch the animation and make notes on information useful for your play. Use the internet to add additional details. • Write a short drama script (250 words) to show your family’s way of life. Each character needs to add in their own part. • Rehearse your script and be prepared to act it out for the class.

7. Activity 1.1:The Four Ages of Civilisation Ages of civilisation animation link: http://www.nuffieldfoundation.org/futures-animations

8. Lesson 1: Plenary Discuss: • What are the key things that humans need from their environment? • How has oil changed our relationship with the natural world?

9. Lesson 2: What do humans need?

10. Activity 2.1:Humans and oil Learning outcomes You will be able to: • Extract information from an animated presentation.

11. Activity 2.1:Humans and oil

12. Lesson 2 Uses of oil

13. Activity 2.2:How does stuff flow? Learning outcomes You will be able to: • Construct a flow chart.

14. Activity 2.2:How does stuff flow? • In your groups discuss the cards you have been given. • Arrange them into a flow chart. • Discuss whether there is a sustainable system.

15. Activity 2.2:How does stuff flow? Linear problems Take – make – dump • In human systems raw materials are used to make products. • When these products wear out they are thrown away. • This process requires a lot of fossil fuel. • Some raw materials are running out.

16. Activity 2.3:Get Loopy Learning outcomes You will be able to: • Watch a film with a purpose. • Explain the main differences between linear and closed loop systems.

17. Activity 2.3:Get Loopy Use the ‘Get Loopy’ Nutshell to make notes as you watch the film. As you watch the film, record your questions, thoughts and feelings.

18. Activity 2.3:Get Loopy Linear problems Take – make – dump • In human systems raw materials are used to make products. • When these products wear out they are thrown away. • This process requires a lot of fossil fuel. • Some raw materials are running out.

19. Activity 2.3:Get Loopy Closed loop systems Waste is food • In nature materials move in cycles. • These cycles are powered by sunshine. • Humans can save materials by using cradle to cradle design.

20. Lesson 2: Plenary Discuss: • Why aren’t linear take ->make ->dump systems sustainable? • Why are natural closed loop systems sustainable?

21. Lesson 3: Cycles:Introductory film 2

22. Activity 3.1:Woodland flows Learning outcomes You will be able to: • Construct a concept map • Describe how natural systems move materials between the living and non living environment.

23. Activity 3.1:Woodland flows Pupil activity • In your groups discuss the cards you have been given. • Arrange them into a concept map, by linking them with arrows. • Label the arrows with the processes they represent.

24. Use renewable energy Use today’s sunshine not buried sunshine • Renewable energy is unlimited. • Renewable energy does not contribute towards global warming. • Renewable energy does not produce toxins.

25. Closed loop systems Waste is food • In nature materials move in cycles. • These cycles are powered by sunshine. • Humans can save materials by using cradle to cradle design.

26. Activity 3.2What powers natural systems? Learning outcomes You will be able to: • Explain a concept using a working model. • Explain that energy is needed to power natural systems.

27. Activity 3.2What powers natural systems? Pupil activity part 1 of 3

28. Activity 3.2What powers natural systems? Pupil activity part 2 of 3 • Set up the apparatus as in the previous slide. • Add 50 cm3 of water to the beaker. • Place the watch glass over the beaker. • Light the Bunsen burner. • Heat the water using a medium blue flame. • Write down a list of all your observations as the water heats up. • Write down detailed observations over 5 minutes.

29. Activity 3.2What powers natural systems? Pupil activity part 3 of 3 Questions to answer • What did the different components of the model represent? • Is this a linear or cyclic process? • What is powering the cycle? • Is any water lost? Explain. • Does this model represent the natural cycle accurately? • What other systems in nature work like this? • What is different about human systems?

30. Closed loop systems Waste is food • In nature materials move in cycles • These cycles are powered by sunshine • Humans can save materials by using cradle to cradle design

31. Lesson 3: Plenary How does a forest work? Discuss: How does waste become food in a forest? How has oil changed our relationship with the natural world? How are forests ‘powered’ by sunshine? Why don’t forests produce toxins? Why do human systems produce rubbish and toxins?