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Green Drive
Workshop

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What does the future of energy and transport look like?

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Overview

Get your learners considering how they can positively address the climate crisis through this interactive session focused on green transport.

KS3: Year 7 to Year 9

 

Description:

Throughout the 2-3hr workshop learners will take part in a series of activities lead by our education communications. These activities include:

  • A demonstration of the pillars for sustainability.

  • Sustainability goals challenge.

  • Match the energy sources to the energy resource and discuss the different future fuel sources.

  • Build and test an electric car to ‘travel across the UK’

  • Sustainability careers challenge.

 

This workshop can be extended by including:

  • ‘Myth buster’ ambassador session

 

Aim:

By the end of this activity students will

  • Understand what is meant by sustainability

  • Explore the future transport energy mix and understand the difference between renewable and non-renewable energy resources.

  • Explore the future of green transport

  • Take part in the electric car challenge

  • Understand how their skills and learning in school relate to real world sustainability careers and challenges.

  • Develop their creativity, problem solving, speaking, listening and teamwork skills.

Content:

The session incudes:

  • An introduction around sustainability and a sustainability stool demonstration.

  • Sustainability goals challenge.

  • A series of team discussion challenges to match the energy sources to the energy resource and discuss the different future fuel sources.

  • Build and test an electric car to ‘travel across the UK’. Learners must use problem solving to test and improve the car and take measurements throughout to monitor their tests.

  • Learners uncover a series of sustainability careers and the routes into these.


Benefits:

Gatsby benchmarks:

  • Linking curriculum learning to careers (4)

 
Enrichment:

Mathematics

  • Begin to model situations mathematically and express the results using a range of formal mathematical representations.

  • Use standard units of mass, length, time, money and other measures, including with decimal quantities

  • Round numbers and measures to an appropriate degree of accuracy.

  • Describe, interpret and compare observed distributions of a single variable through: appropriate graphical representation involving discrete, continuous and grouped data; and appropriate measures of central tendency (mean, mode, median) and spread (range, consideration of outliers).

  • Describe simple mathematical relationships between two variables (bivariate data) in observational and experimental contexts and illustrate using scatter graphs.

Science

  • Pay attention to objectivity and concern for accuracy, precision, repeatability and reproducibility

  • Make predictions using scientific knowledge and understanding

  • Make and record observations and measurements using a range of methods for different investigations; and evaluate the reliability of methods and suggest possible improvements.

  • Energy: Fuels and energy resources.

  • Energy changes and transfers: changing motion, dropping an object, completing an electrical circuit, stretching a spring, metabolism of food, burning fuels

  • Forces being needed to cause objects to stop or start moving, or to change their speed or direction of motion (qualitative only)

  • Current electricity: potential difference, measured in volts, battery and bulb ratings.

Design and technology

  • Design and Technology: Test, evaluate and refine their ideas and products against a specification, taking into account the views of intended users and other interested groups

  • Design and Technology: Understand developments in design and technology, its impact on individuals, society and the environment, and the responsibilities of designers, engineers and technologists

Logistics and planning:

The session is designed for around 30 learners, but larger groups (60) may be accommodated upon request. We ask that a teacher is always present throughout the activities, to support learner engagement and manage behaviour.

 

The room should be a large classroom or hall with space for a 14m track to be laid out.

The room also needs a projector, screen and power.

What other activities would go well with Green Drive?

Our team of Education Communicators have a range of scientific and educational backgrounds and can deliver a great session to your learners. As well as this we can involve ambassadors if requested to further enrich the sessions.

For a quote please email with student numbers and location.

Sessions can be adapted to suit school needs and requirements.

Fully COVID Compliant

Email: bookings@learnbydesign.co.uk for more information.

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"Thanks to the team from Learn by Design for some really engaging STEM activities - students loved the Robots workshop, and the Green Drive workshop gave them a great insight into the application of their science learning to real life contexts."

Teacher, Shirebrook Academy

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