SUSTAINABILITY IN THE ENVIRONMENT: THE MODEL VILLAGE, GODSHILL
Designed to support a school trip to The Model Village, Godshill
SCIENCE Key Stage 4
Variants: High Ability students
Combined Science: Chemistry, Biology & Physics
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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.
All tasks within this resource are designed to appeal to students at key stage 4 working at lower or higher abilities.
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.
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.
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.
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
Using models in a planning process
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.
Why not complete this resource on a day trip?
The Isle of Wight can be reached in as little as 12 minutes! If you're located close to the south coast then a day trip is easily achievable...
This resource could be completed as part of the following day trip:
Magical Miniatures! from £7.49pp
Have you ever seen a model village inside a model village? Come to Godshill for many more magical miniatures!
- 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.
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This page was last updated on: 01/06/2016