Resource #V109201

Précis

A resource with activities in Chemistry, Physics and Biology that links to sustainability; it uses the Model Village as a microcosm where students can explore ideas and make hypothetical decisions.

Contextual Summary

All tasks within this resource are designed to appeal to students at key stage 4 working at lower or higher abilities.

Chemistry Activities
This section of the resource relates to the Chemical and Allied Industries part of the Science National Curriculum, focusing on building materials sourced from crude oil and limestone. The task links to using The Model Village to identify different building materials, their uses and possible alternatives to ensure a sustainable environment.

Physics Activities
This section of the resource relates to the Energy part of the Science National Curriculum, focusing on renewable energy sources. The task links to using The Model Village to plan for appropriate sites for renewable energy to provide a sustainable energy supply for the Isle of Wight.

Biology Activities
This final part of the resource relates to the Ecosystems part of the Science National Curriculum, focusing on sustainable activities. The task links to using The Model Village to identify suitable sites for various sustainable activities.

Curriculum Relevance

Science → Combined Science: Chemistry, Biology & Physics → Science Investigation

Implementation

The chemistry-focused activities require students to study different building materials and identify them as sourced from crude oil or limestone. They will then make decisions about the possible alternatives for building materials sourced from crude oil. Some students will then develop their ideas and consider the issues associated with limestone quarrying. Ideally, teachers will have introduced students to the fractions of crude oil and limestone products before their visit.

The physics-focused activities require students to make decisions about the appropriate sites for various renewable energy supplies. Students study The Model Village then complete a ?Planning for a Sustainable Environment? worksheet. Students will relate their knowledge of different renewable energy supplies to the real problem of selecting an appropriate site. Students will then consider the advantages and disadvantages, both locally and globally. Ideally, teachers will have introduced students to the various forms of renewable energy before their visit.

Finally, the biology-focused activities require students to study The Model Village and decide upon a suitable site for a list of sustainable activities. They will relate their understanding of sustainability and conservation to the real world. Some students will then develop their ideas and consider the issues associated with developing a sustainable environment. Ideally, teachers will have introduced students to sustainability and conservation before their visit.

Key Skills Practised

• Decision making
• Using models in a planning process

Learning Opportunities

Pre-Visit

Ideally, teachers will have introduced students to the fractions of crude oil and limestone products, sustainability and conservation, and various forms of renewable energy before their visit.

Learning Outcomes

Students will:
- make decisions based on available information
- relate different building materials to their appropriate uses
- identify building materials that have been produced from fractional distillation of crude oil and those that are products of limestone
- relate the use of building materials to the need for sustainability
- list the advantages and disadvantages of limestone quarrying
- relate appropriate sites on the Isle of Wight to the advantages and disadvantages of various renewable energy sources
- relate different sustainable activities to their appropriate site
- relate the use of various activities to the need to develop a sustainable environment
- be able to list the advantages and disadvantages of developing a sustainable environment.