Nuffield STEM Futures
Introduction
© Nuffield Foundation 2010
Lesson 1:
The Four Ages
of Civilisation:
Introductory
film 1
© Nuffield Foundation 2010
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.
© Nuffield Foundation 2010
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.
© Nuffield Foundation 2010
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.
© Nuffield Foundation 2010
Activity 1.1:
The Four Ages of Civilisation
Pupil activity part 3 of 3
a. 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.
© Nuffield Foundation 2010
Activity 1.1:
The Four Ages of Civilisation
Ages of civilisation animation link:
http://www.nuffieldfoundation.org/futures-animations
© Nuffield Foundation 2010
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?
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Lesson 2: What do humans need?
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Activity 2.1:
Humans and oil
Learning outcomes
You will be able to:
• Extract information from an animated
presentation.
© Nuffield Foundation 2010
Activity 2.1:
Humans and oil
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Lesson 2
Uses of oil
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Activity 2.2:
How does stuff flow?
Learning outcomes
You will be able to:
• Construct a flow chart.
© Nuffield Foundation 2010
Activity 2.2:
How does stuff flow?
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.
© Nuffield Foundation 2010
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.
© Nuffield Foundation 2010
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.
© Nuffield Foundation 2010
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.
© Nuffield Foundation 2010
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.
© Nuffield Foundation 2010
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.
© Nuffield Foundation 2010
Lesson 2: Plenary
Discuss:
1. Why aren’t linear take ->make ->dump systems
sustainable?
2. Why are natural closed loop systems
sustainable?
© Nuffield Foundation 2010
Lesson 3:
Cycles:
Introductory
film 2
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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.
© Nuffield Foundation 2010
Activity 3.1:
Woodland flows
Pupil activity
a. 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.
© Nuffield Foundation 2010
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.
© Nuffield Foundation 2010
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.
© Nuffield Foundation 2010
Activity 3.2
What 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.
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Activity 3.2
What powers natural systems?
Pupil activity part 1 of 3
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Activity 3.2
What powers natural systems?
Pupil activity part 2 of 3
a.
b.
c.
d.
e.
f.
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.
g. Write down detailed observations over 5 minutes.
© Nuffield Foundation 2010
Activity 3.2
What powers natural systems?
Pupil activity part 3 of 3
Questions to answer
1. 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?
© Nuffield Foundation 2010
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
© Nuffield Foundation 2010
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 Foundation 2010