© nuffield foundation 2010 nuffield stem futures waste

© Nuffield Foundation 2010

Nuffield STEM Futures

Waste


Lesson 1:Natural

systems: Introductory

film 3


Activity 1.1:Is waste a problem?

Learning outcomesYou will be able to:• Classify waste items as ‘technical’ or ‘natural’.• Sort images according to category.


Activity 1.1:Is waste a problem?

a. Select 3 cards you think have something in common and explain why.

b. Classify all your cards into 2 categories. Think of a name for each category. Explain why you have grouped them like this.

c. After a discussion with another group you may choose to re-sort them.


Activity 1.2:Natural processes

Learning outcomesYou will be able to:• Show the role of processes in natural closed

loop systems.• Listen in order to extract information.• Represent information in the form of graphic

notes.



Pupil activity part 1 of 3a. One pupil slowly reads out one of the ‘Natural processes’

cards. Repeat as the group needs you to.b. ‘Listeners’ build up a graphic to show the information.

Use sketches, arrows, symbols, colour and diagrams. Use as few words as possible.

c. Choose one pupil to read back the information using only their graphic notes.

d. The reader and other pupils listen and give feedback on missing or inaccurate information.

e. Each pupil should be a reader and ‘relay back’ information in turn.



Pupil activity part 2 of 3f. Write the summary sentences below onto your graphic

notes where they fit. As you learn more ideas about natural cycles, you could add to these notes.

Energy flows though living systems.There is no waste in natural systems. Waste from one living thing is food for another.Living things are food for other animals or decomposers.Carbon cycles from the air, through living things, and back.



Pupil activity part 3 of 3g. In your group, agree and write down one more summary

sentence for each of your graphic notes.

h. What did you learn about listening, extracting key information and making graphic notes?

i. How will these skills be useful in your learning?


Lesson 1: Plenary

Discuss:1.What is the difference between technical and

natural materials?

2.What are the key natural processes found in natural systems?


Lesson 2:Sustainable use of resources: Introductory

film 4


Activity 2.1:How much do we recycle?

Learning outcomesYou will be able to:• Extract information from a bar chart.• Estimate the number of drink cans used in

the UK.


Activity 2.1:How much do we recycle?

a. Estimate how many drink cans are used annually in the UK. (What information do you need?)

b. What percentage do you think is recycled?


Activity 2.2:Can recycling create a closed loop system for aluminium drink cans?

Learning outcomesYou will be able to:• Model the effectiveness of different recycling

systems.• Suggest strategies to help close the loop on

aluminium.• Use a spreadsheet to engage with a

mathematical model.



5 billion drink cans are consumed each year in the UK. See if you can visualise how much room 5 billion drink cans takes up.



Aluminium cans are 100% recyclable. A can may be recycled, remade, refilled and ready for resale in 60 days. About 200 tonnes of aluminium is used to produce drink cans each day in the UK.



For a 50% recycling rate, after one round of recycling:

amount recycled = original amount x 0.5



Examine the contents of the formula bar.What formulae are needed in cells E, E7, E8, E9, E10?



Use the spreadsheet provided to explore how much aluminium is left at the end of the year for different recycling rates. Choose recycling rates for at least five different countries including the UK. Choose rates ranging from 31% to over 99%.Use the graph of recycling rates for different countries in the spreadsheet Table 2. What do you notice about the effect of changing the recycling rate?


Lesson 2: Plenary

Discuss:

1.Can recycling materials stop them from running out?

2.How can we design systems to maximise recycling rates?


Lesson 3: Cradle to cradle

design: Introductory

film 5


Activity 3.1:Can we make torches more sustainable?

Learning outcomesYou will be able to:• Construct an exploded diagram of an artefact.• Extract information from a fact file.• Work as a member of a team to create a product. • Carry out internet research. • Explain the source, use and destination of some

materials in a product.• Suggest how precycling could improve the sustainability

of a product.


Pupil activity Part 1 of 2

Sort these products into 3 groups – which are normally recycled, upcycled, or downcycled?

A B C D

E F G




Example exploded view of torch

Pupil activity Part 2 of 2


Lesson 3: Plenary

Discuss:

1.How can we design products so that materials are more easily recycled?


Lessons 4 & 5:Dragons' den – making a pitch

for funding: Introductory

film 6


Lessons 4 & 5:Making a pitch for funding

Learning outcomesYou will be able to:• Make a presentation.• Conduct an effective internet search.• Plan and evaluate presentations.• Use closed loop systems thinking to design a

sustainable product.


Lessons 4 & 5:Making a pitch for funding

Your task: design a new sustainable version of a product e.g. bath, media player, home insulation, street light, clock. Your product needs to be within a closed loop system:•Waste = food•Use renewable energy based on today’s sunshine•Reduce toxicityMake a pitch to win funds from a panel of ‘Dragons’. You will have 5 minutes to give your presentation. You will be assessed on both the product design and the quality of the presentation.


Lessons 4 & 5: PlenaryDiscuss:1. Where should we intervene in a product’s life in

order to make it sustainable?• Waste is food• Non toxic• Powered by sunshineUse your Learning Nutshell to record your thoughts

about this pod.

© nuffield foundation 2010 nuffield stem futures waste

Documents

nuffield foundation

natural systems

natural processes cards

natural cycles

key natural processes

natural materials

natural closed loop

key information