Unit 08
12—15 | Unit 08

Landscape as a Source of Materials and Energy

All objects that humans use have their origins in the landscape in the form of materials that are extracted from it. Through our actions, we shape the landscape, degrade it, but then often reclaim it again. Pupils will realise that everything we need to live is taken from the landscape - near or far.

Age
12—15
Time requirement
5 lessons (45 min each)
Historical sciencesNatural SciencesSocial sciencesMathematicsLiterature

Content

The unit explores the intricate relationship between natural landscapes and the resources they provide. The lesson focuses on the non-living aspects of the landscape, shaped by natural processes, geological foundations, erosion, and human activity. Pupils will investigate geological processes, including tectonic movements and orogeny, to understand their impact on landscape formation.

Pupils will recognise that all objects used by humans originate from the landscape in the form of materials extracted from it, and even energy production reshapes the landscape. Human dependence on resources gained through mining presents several challenges, contributing to climate change and increased CO2 concentration in the atmosphere. As demands for resources become increasingly incompatible with a well-functioning cultural landscape—especially in today's era of climate change—it is essential to change our approach to the planet and explore recycling and circular economy practices.

Through a comparative analysis of renewable and non-renewable resources, pupils will grasp the long-term benefits of renewable options and the environmental challenges associated with resource extraction. The unit will cover the life cycle of products, the concepts of reducing, recycling, and renovation, and the effects of mining on cultural landscapes and communities.

By examining transformations of landscapes, particularly in areas impacted by mining, pupils will reflect on the human and material resources needed for landscape revitalisation. Finally, pupils will develop critical thinking skills by analysing ecosystem functions, assessing landscape features using maps, and proposing sustainable land uses and nature-led revitalisation. Through collaborative projects, pupils will visually present their ideas, fostering a deeper understanding of the landscape's role as a source of materials and energy while considering its ecosystem functions.

  • Pupils will understand geological processes, including tectonic movements and their impact on landscape shape.
  • Pupils will gain knowledge of the evolution of landscapes and recognise significant geological events.
  • Pupils will realise that the landscape is mostly a man-influenced environment.
  • Pupils will learn about various types of non-renewable resources and the risks associated with their overuse.
  • Pupils will analyse the environmental benefits and challenges of using renewable versus non-renewable resources.
  • Pupils will understand the long-term benefits of renewable resources compared to non-renewable ones.
  • Pupils will learn about the life cycle of a product and its environmental impact throughout the process.
  • Pupils will grasp the concepts of reducing, recycling, and renovation.
  • Pupils will learn about the effects of mining on cultural landscapes and the people who live there.
  • Pupils will analyse ecosystem functions and propose sustainable land uses post-extraction, developing their critical thinking skills.

All objects used by humans have their origin in the landscape in the form of materials extracted from it, and even energy production reshapes the landscape. Human demands on resources are becoming increasingly incompatible with a well-functioning cultural landscape, which we especially need in today's era of climate change. For successful climate change mitigation, it is essential to change our approach to the planet as an unlimited resource and seek new paths in recycling and circular use of materials, while also considering the ecosystem functions of the landscape in its use, transformation, and recultivation.

Activities

Pupils explore in discussion the process how the mountains of Europe was formed.

Pupils look at the landscape as man made environment and explore what materials needs to be extracted from the landscape to create objects of daily use.

A simple game engages pupils in a competitive exploration of mineral resources, teaching them about non-renewable resources.

A simple game simulating renewable and non-renewable resources.

Pupils will arrange cards according to the life cycle of a product and match landscape images to the different stages, while learning about the concepts of recycling and renovation.

Pupils will become familiar with the transformations of mining landscapes and will reflect on the advantages and disadvantages of various methods of reclamation.

Pupils will reflect on the ecosystem services of the landscape. They will then apply this knowledge when designing “their” landscape.