The Four Ages of Civilisation

Nuffield STEM Futures

Introduction

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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.

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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

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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Lesson 2: Plenary Discuss:

1. Why aren’t linear take ->make ->dump systems sustainable? 2. Why are natural closed loop systems sustainable?

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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.

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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.

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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.

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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

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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