Nuffield STEM Futures

© Nuffield Foundation 2010© Nuffield Foundation 2010

Nuffield STEM Futures

Introduction

© Nuffield Foundation 2010

Lesson 1: The Four Ages of Civilisation:Introductory

film 1


Activity 1.1:The Four Ages of Civilisation

Learning outcomesYou will be able to:• Explain the links between oil production and

development of human civilisation.• Conduct internet research.• Write a creative script.



Pupil activity part 1 of 3Your 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.



Pupil activity part 2 of 3ScenarioA 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.



Pupil activity part 3 of 3a. In your group, decide on the family character that each

person will play.b. Decide the exact date and place for your play.c. Watch the animation and make notes on information

useful for your play. Use the internet to add additional details.

d. Write a short drama script (250 words) to show your family’s way of life. Each character needs to add in their own part.

e. Rehearse your script and be prepared to act it out for the class.



Ages of civilisation animation link:http://www.nuffieldfoundation.org/futures-animations


Lesson 1: Plenary

Discuss:1.What are the key things that humans need

from their environment?2.How has oil changed our relationship with the

natural world?


Lesson 2: What do humans need?


Activity 2.1:Humans and oil

Learning outcomesYou will be able to:• Extract information from an animated

presentation.


Activity 2.1:Humans and oil


Lesson 2

Uses of oil


Activity 2.2:How does stuff flow?

Learning outcomesYou will be able to:• Construct a flow chart.



1. In your groups discuss the cards you have been given.

2. Arrange them into a flow chart.3. Discuss whether there is a sustainable

system.



Linear problemsTake – 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.


Activity 2.3:Get Loopy

Learning outcomesYou will be able to:• Watch a film with a purpose.• Explain the main differences between linear

and closed loop systems.



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



Linear problemsTake – 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.



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


Lesson 2: Plenary

Discuss:

1. Why aren’t linear take ->make ->dump systems sustainable?

2. Why are natural closed loop systems sustainable?


Lesson 3: Cycles:

Introductory film 2


Activity 3.1:Woodland flows

Learning outcomesYou will be able to:• Construct a concept map• Describe how natural systems move materials

between the living and non living environment.


Activity 3.1:Woodland flows

Pupil activitya.In your groups discuss the cards you have been given.

b.Arrange them into a concept map, by linking them with arrows.

c.Label the arrows with the processes they represent.


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


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


Activity 3.2What powers natural systems?

Learning outcomesYou will be able to:• Explain a concept using a working model.• Explain that energy is needed to power

natural systems.



Pupil activity part 1 of 3



Pupil activity part 2 of 3a. Set up the apparatus as in the previous slide. b. Add 50 cm3 of water to the beaker.c. Place the watch glass over the beaker.d. Light the Bunsen burner.e. Heat the water using a medium blue flame.f. Write down a list of all your observations as

the water heats up.g. Write down detailed observations over 5 minutes.



Pupil activity part 3 of 3Questions to answer1. What did the different components of the model

represent? 2. Is this a linear or cyclic process? 3. What is powering the cycle? 4. Is any water lost? Explain.5. Does this model represent the natural cycle

accurately?6. What other systems in nature work like this? 7. What is different about human systems?


Closed loop systemsWaste is food• In nature materials move in cycles• These cycles are powered by sunshine• Humans can save materials by using cradle to

cradle design


Lesson 3: Plenary

How does a forest work?Discuss:1. How does waste become food in a forest? How has oil

changed our relationship with the natural world?2. How are forests ‘powered’ by sunshine?3. Why don’t forests produce toxins?4. Why do human systems produce rubbish and toxins?

Nuffield STEM Futures

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