Futures Waste

© Nuffield Foundation 2010
Nuffield STEM Futures
Waste

Lesson 1:
Natural systems:
Introductory
film 3

Activity 1.1:
Is waste a problem?
Learning outcomes
You 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 outcomes
• Show the role of processes in natural closed
loop systems.
• Listen in order to extract information.
• Represent information in the form of graphic
notes.

Activity 1.2:
Natural processes
Pupil activity part 1 of 3
a. 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.

Activity 1.2:
Natural processes
f. 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.

Activity 1.2:
Natural processes
g. 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 outcomes
• 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 outcomes
• 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.

Activity 2.2:
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.

Activity 2.2:
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.

Activity 2.2:
For a 50% recycling rate, after one round of
recycling:
amount recycled = original amount x 0.5

Activity 2.2:
Examine the
contents of the
formula bar.
What formulae are
needed in cells E, E7,
E8, E9, E10?

Activity 2.2:
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 outcomes
• 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
Activity 3.1:

Activity 3.1:
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 outcomes
• 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 toxicity
Make 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: Plenary
Discuss:
1. Where should we intervene in a product’s life in
order to make it sustainable?
• Waste is food
• Non toxic
• Powered by sunshine
Use your Learning Nutshell to record your thoughts
about this pod.

Futures Waste

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