Activities Archives

Fun & Games: Activities

SeaStuff – All about marine life around the Maltese islands and beyond

Website includes an A-Z list of species, a guide how to see and observe marine life, links to articles/weblinks on how to help protect the sea, tips on snorkelling, and lots of videos showing the different marine life observed in the seas around Malta and Gozo and Antigua.

Play to fight the nature crisis

1. Restore the forest by collecting native seeds and avoiding invasive plant seeds. They can damage the environment! Click on the screen to activate. Use the arrow keys to move the players. You can plant seeds using the spacebar. 2. You can also help restore the ocean. Dive down to the ocean sea floor to plant sea grass, but avoid swimming into coral reefs and animals. 3. Our grasslands are burning! Make sure to jump on the fences three times to rewild the saigas. They will eat away the long grass and prevent wildfires. But be careful, don’t step into the fires!

EcoSystem Restoration Game – UN

PLAY THE GAME, SCORE FOR NATURE Would you like to learn more about the nature crisis & how to take action in real life? Play and get ready to revive forests, oceans, grasslands & cities. Get our fun communication assets and share them with your networks to inspire others! Use ⬅⬆➡ on your keyboard or play on What’s your high score for nature? Play now

Our daily choices – It’s up to you! 2050

Our choices shape our future. Simple daily choices such as what we eat or how we move can affect our health and that of our planet. According to studies, a varied diet rich in fruits, vegetables, and cereals protects our health. Being physically active, walking, cycling and reducing the use of motorised vehicles also contributes to our health and helps protect our environment. Create your own character and play out your day. Bring along your friends and family for the ride. Look for hidden gems and decide which world you want to help shape. It is up to you!

Lessons in Grass – learning outdoors

Interested in outdoor education? Want to know how to teach math, languages, arts and crafts and much more outdoors? Lacking inspiration? Do you seek ideas, lessons or worksheets on fractions, human body, universe – outdoors? What will you try first? What will you get? 14 lessons with reflection methods 53 pages 6 worksheets 130 photos 17 useful tips 12 bugs:) The lessons are playful and for various subjects. For example: Why so early: https://lessonsingrass.com/lessons/laboratory/#early Pizza Fractions: https://lessonsingrass.com/lessons/numbers/#pizza Square Meter: https://lessonsingrass.com/lessons/numbers/#metre LOADS of lessons here too!

Learning Corner for 5-18 year olds by European Commission

If you’re a primary or secondary school pupil, this is where you’ll find games, competitions and activity books to help you discover the EU in a fun way, in the classroom or at home. You can also find out more about studying or volunteering abroad. If you’re a teacher and want to help your pupils learn about the EU and how it works, this is a source of teaching material for all age groups. As well as finding inspiration for lesson plans, you can also discover networking opportunities with other schools and teachers across the EU. You can find material about food, farming, fisheries, environment, climate, energy, culture and much more… NOTE: This resource is available in various languages. Links to the Maltese and English versions can be found below. More direct links in attachments below too.

BEMED Educational Resource Pack – Clean Seas by Eco-Schools Malta

Plastic pollution is one of the greatest environmental disasters affecting the oceans. Once discarded into the natural environment, plastic can take up to 500 years to disappear. Every year, more than 8 million tons of plastic litter is thrown into the ocean. Drifting between waters, it can be ingested and can strangle or suffocate many animal species. Under the effect of the sun, it breaks into fragments called microplastics that can be ingested by fishes and enter the food-chain, which can have lasting impacts on human health.

BeMED 15. Creating a Collage from Plastic Waste to Reduce Plastics in the Marine Environment

Title Creating a Collage from Plastic Waste to Reduce Plastics in the Marine Environment Author Lino Xerri Age Guide Year 7 Subject Area Art Preparation Time Preparation of a large cardboard to support the collage with the students’ works. Estimated Duration 90 minutes Site If lesson is held out of class, the hot glue gun is to be portable and images of marine life are to be projected in a different way instead from an interactive board. Educational objectives Learning to express creatively one’s ideas Learn how to fight against marine pollution by reusing Develop technical skills of plastic sculpture Learning Outcomes – I can investigate, observe and gather data information about my environment. – I can demonstrate and discuss the developments in my work as I gain new techniques, skills and confidence with 2-Dimensional and 3-Dimensional media. – I can justify the importance of identifying problems, reflecting critically, thinking creatively and having a wider vision in order to plan for the future and become an effective agent of change. – I have a future-oriented perspective for how I live my life as a citizen of the world. Link to SDGs SDG 14: Life below water Educational resources required Plastic bottles, craft knife, permanent marker, hot glue gun, round-edged scissors, paint brushes, palettes, watercolour paints, interactive board. Appendix 15.1 – Sea Creatures Remote preparation Students will research and document by producing sketches and photocopies of marine creatures. Planning Considerations Working with plastic as a medium requires the use of round-edged scissors and a craft knife. Teacher supervision must be constant and the student per teacher ratio must be adequate. Method Introduction Discussion about the importance of keeping the sea clean, especially closed basins like the Mediterranean, is highlighted. The beauty of the sea that surrounds our islands and about the creatures that live in it must be a positive keynote to mention. The teacher shows images of sea creatures (Appendix 15.1) and helps students observe the shapes, lines and colours perceived in the images. Teacher gives a demonstration on how to draw a fish on a plastic bottle using a permanent marker and how to cut it out. Development Students are grouped in teams so that although they work on an individual piece, peer suggestions and help are still considered. They use a permanent marker to draw fish, seahorses, shells, seaweed and other marine creatures on plastic bottles and other plastic items they have brought with them. Using scissoring skills and with the help of the teacher, they cut out the figures they drew using a rounded-edge scissors and craft knife. Students paint the back of the plastic figures using bright watercolours to obtain a translucent effect. They are instructed to observe the shapes, lines and colours of the marine creatures they have researched and documented beforehand in the remote preparation for this lesson. Students affix the figures using hot glue on a pre-prepared cardboard in order that all the student’s creations are displayed as a large collective collage of an …

BeMED 13. BIDMAS with Marine Litter

Title BIDMAS with Marine Litter Author Christian Saliba Age Guide Year 6 Subject Area Mathematics Preparation Time Nil Estimated Duration 45 – 50 minutes Site Classroom Educational objectives Through problem solving and the practice of addition, subtraction, multiplication and division, the students will learn about the harm so many items are causing on our environment when we throw them away haphazardly, regardless of the length of time they take to decompose. Learning Outcomes – I can select and use an appropriate operation and strategy when solving a problem. – I can rehearse adding/ subtracting ThHTU ± ThHTU using informal and standard written methods. – I can check the result of a calculation and/or real life problem by using an equivalent calculation or an inverse operation. – I can use the relationship between addition and subtraction. – I can consolidate the understanding and the usage of the four operations. – I can use written methods for: HTU × TU/U. Link to SDGs SDG 3: Good health and well-being SDG 11: Sustainable cities and communities SDG 13: Climate action SDG 14: Life below water Educational resources required Small whiteboard per group Appendix 13.1 – Fact sheet Appendix 13.2 – Flashcards with the questions (need to be printed and cut separately) Appendix 13.3 – Questions and answers for teachers Timer/alarm Internet connection Remote preparation The teacher will discuss with the students the damage done to marine life. The students will also be provided with a fact sheet (Appendix 13.1) which will give them information on how long it takes for different types of litter to decompose. Planning Considerations It would be interesting to take the students near the seashore, and see floating litter, or litter on the shore, to become more aware how serious and actual this problem is. An alternative to the outing, one can show the following videos showing the local marine litter. · https://www.youtube.com/watch?v=67sGc_CWkVI · https://www.youtube.com/watch?v=780hcUlJtF8 Method Introduction This activity is targeted for students in year 6 who already have the knowledge and ability to work out sums in addition, subtraction, multiplication and division. Marine litter will be incorporated with story sums to increase awareness regarding marine litter. o Development The class is divided into 4 groups – A, B, C, D – at the beginning of the lesson. A small white board will be given to each group. A video (https://www.youtube.com/watch?v=Yomf5pBN8dY) related to marine litter is shown to the students, after having told them to pay attention since afterwards they will need to participate in a conversation related to what they see in the video. When the video ends, the educator will ask the students to describe what they have seen and mention some facts. After the introductory video the competitiveness and fun will kick in. The student will be shown another video related to marine litter but this time the students will be asked to write items that contaminate marine life as shown on the video (https://www.youtube.com/watch?v=017bBeXhYz4). This video is “Sources and impacts of marine litter” by Jane …

BeMED 11. Single–Use Plastic Hunt

Title Single–Use Plastic Hunt Author Ms Maria Baldacchino Age Guide Year 5-8 Subject Area Environmental Studies Preparation Time 15 minutes Estimated Duration 3 lessons of 45 minutes each Site School/Home: Students may spread the knowledge to the family and become the owners of positive change. Educational objectives To reduce / eliminate the use of single-use plastics from our daily usage. Learning Outcomes – I can justify the importance of identifying problems, reflecting critically, thinking creatively and having a wider vision in order to plan for the future and become an effective agent of change. – I can critically assess processes of change in society and envision a more equitable and sustainable world. – I can identify priorities and evaluate potential consequences of different decisions and actions. – I can involve myself and others in real-world issues to bring about a positive difference. – I am a critically reflective person and am able to evaluate decisions, choices and actions. – I am responsible for my actions and capable of anticipating, adapting to and facing change. – I can reflect upon the consequences of my actions on present and future generations. – I am motivated to make a positive contribution to other people and their social and natural environment, locally and globally. – I can live in harmony with myself, others and the natural world at a range of levels from the local to the global. – I have a future-oriented perspective for how I live my life as a citizen of the world. Link to SDGs SDG 6: Clean Water and Sanitation SDG 12: Responsible Consumption and Production SDG 14: Life Below Water Educational resources required Internet connection Appendix 11.1 – Activity Sheet – Word Search: Ways to reduce your single-use plastic Appendix 11.2 – Activity Sheet 2 – Single-Use Plastic Lifecycle Appendix 11.3 – Activity Sheet 3 – Single-Use Plastic Hunt Appendix 11.4 – Activity Sheet 4 – Ways to Reduce your Single-Use Plastic Remote preparation Teachers may assign research on what are single-use plastics and brainstorm with the students on ideas to reduce these single-use plastics. Method Introduction The activity is to convey the message and instill the correct mentality of protecting our marine life, by outlining the basic items we use on a daily basis that may seem innocent but create a big negative impact on the marine environment, once disposed of. The first activity is a word search, Appendix 11.1. The words are based on the information provided in Appendix 11.2 – Single-Use Plastic Lifecycle, which shows information on common plastic items used on a daily basis such as straws, coffee pods, plastic bottles, and the like. At the end of this activity the following video link may be accessed: How plastic hurts the world: https://www.youtube.com/watch?v=VUUUxOl715s Development The next step is for the students to go on a Single-Use Plastic Hunt, using Appendix 11.3, of plastic household items which they will colour in and strike off by using the famous X marks the spot. They will assign …

BeMED 9. Largest to smallest – the story of a plastic particle

Title Largest to smallest – the story of a plastic particle Author Neville Dimech Age Guide Year 4 Subject Area Science, Geography, English language Preparation Time 10 minutes to collect resources needed. 5 minutes to familiarise oneself with the PowerPoint presentation. Estimated Duration 45 minutes Site Classroom with interactive board. Educational objectives To create awareness of the issue of plastic litter which ends up in the seas, oceans, seabed and ocean floors as well as sandy beaches. Learning Outcomes – I can classify materials as natural or man-made. Link to SDGs SDG 12: Responsible consumption and production SDG 14: Life below water Educational resources required plastic items such as a plastic cup, a plastic straw, a small plastic toys used on the beach, balls, buckets, spade, plastic water bottles, empty sun cream bottles, empty yogurt cups, plastic and cotton ear buds, cigarette butts, and more. Appendix 9.1 – Powerpoint PLASTY Interactive whiteboard Internet Connection Planning Considerations At the end of the lesson the students are told that the resources used in this lesson will be stored and reused by other students/during other lessons. Method Introduction Engage (10 minutes) The teacher places on the table some plastic items such as a plastic cup, a plastic straw, small plastic toys used on the beach: balls, buckets, spade, plastic water bottles, empty sun cream bottles, empty yogurt cups, plastic and cotton ear buds, cigarette – butts, and more. The teacher asks the students to look carefully at the items. Ask: Where do we find these? A round of ideas and opinion is taken. These can be written on the interactive or white board or on a large flip chart. Development Inquire (25 minutes) Ask: What happens to plastic when it is out in the natural environment? A round of ideas and opinion is taken. These can be written on the interactive or white board or on a large flip chart. Where does plastic come from? A round of ideas and opinion is taken. These can be written on the interactive or white board or on a large flip chart. Watch the interactive Power Point (Appendix 9.1). Largest to smallest – the story of a life particle. The Story of the life of a plastic particle, “Plasty” from its birth in a plastic manufacturing factory to microplastic fragments ending at the bottom of the ocean floor. The learners will direct the story of “Plasty” and note that from whichever route and life-story they choose, “Plasty” will still end up at the bottom the sea. As they trace the life of the plastic particle they realize that it is not on its own in the end… The students choose what the plastic raw material will become. They follow what happens to the plastic. They conclude that many different plastic items eventually find their way to the sea. The plastic items end up as very small pieces – “micro-plastics.” Conclusion Evaluate (10 minutes) The students come to the conclusion that plastic materials will end up in …

BeMED 8. A Turtle’s Life

Title A Turtle’s Life Author Esther Sammut Carbone Age Guide Year 2–6 Subject Area Social Studies, Science Preparation Time Viewing and discussing the 3 video clips (links provided): 45 minutes Optional – Making cardboard turtles or origami: 30 minutes Estimated Duration 2 hours in total Introduction: 30 minutes; Development: 55 minutes; Conclusion: 30 minutes. Site On a sandy beach Educational objectives To understand that marine litter affects wildlife, through the lifecycle of a turtle and the threats it encounters until it reaches maturity and beyond. To understand that marine litter affects us and future generations through its durability, spreading and accumulation in food chains. To raise awareness of the nature and magnitude of the marine litter matters with reference to the dominance of land based sources of marine litter, dominance of plastic among the marine litter items, the top ten items in marine litter, the lifetime of different waste materials especially plastic objects, the micro-plastics issue and sources, the 5 garbage patches, the spread of litter from source countries. To understand that action is needed by everyone in everyday life to tackle the marine litter matters. To identify some of these actions with emphasis on daily waste minimisation efforts besides wildlife rescues and to encourage to start taking action. Learning Outcomes – I can recognise the relationship between understanding others and the wellbeing of all in the present and the future. – I can identify the root causes of inequality and injustice and actions that lead to a better quality of life, equity, solidarity and environmental sustainability. – I can use the natural, social and built environment that surrounds me, as a context and source of learning. – I can involve myself and others in real-world issues to bring about a positive difference. – I can reflect upon the consequences of my actions on present and future generations. – I can live in harmony with myself, others and the natural world at a range of levels from the local to the global. – I can identify the root causes of inequality and injustice and actions that lead to a better quality of life, equity, solidarity and environmental sustainability. – I can use the natural, social and built environment that surrounds me, as a context and source of learning. – I can involve myself and others in real-world issues to bring about a positive difference. – I can reflect upon the consequences of my actions on present and future generations. – I can live in harmony with myself, others and the natural world at a range of levels from the local to the global. Yr 2: – Identify practical ways of reducing, reusing, recycling, and repairing waste as well as refusing items and rethinking everyday practices to safeguard planet Earth. – Ask questions about the environment around them. – Work individually and in groups, share and discuss ideas and listen to other ideas Make connections to everyday life situations Yr 3-6: – I can ask questions …

BeMED 7. Accumulation

Title Accumulation Activity 3 of 3 about plastic pollution Author Saviour Bonnici Age Guide Year 4-8 Subject Area Physical Education Preparation Time 3 minutes Estimated Duration 30 to 45 minutes Site Gym/ Yard / Outdoor space No. of participants Whole class Educational objectives This is a fun physical education activity with the aim of teaching students about micro-plastics and our impact on the sea, fish life and our health. This activity provides a realistic and practical example of how micro-plastic accumulates in the food web. Learning Outcomes – Speed. Agility. Stamina. Quick reactions. – I understand that I am responsible for my actions and am capable of anticipating the problems of consuming plastic and adapt to reduce it. Link to SDGs SDG 12: Responsible consumption SDG 14: Life below water SDG 15: Life on Land Remote preparation Playing ‘Uncontrollable’ (Lesson plan 5) and ‘Plastic Breakdown’ (Lesson plan 6) before this activity will prepare students for this activity, however this is optional. Equipment needed Three types of coloured bibs · 6 green bibs · 4 yellow bibs · the rest (according to number of participants) red bibs Internet connection is needed to watch the video links provided in the background information. Method Objective: Catch your food Student Organization: Small Fish (S) – 6 students wearing green bib (or any other colour) Medium Fish (M) – 4 students wearing yellow bib Top Predator Fish (P) – 2 students Fish Food (F) / Plankton – The majority of the remaining students wearing a red bib (FR). It is VERY IMPORTANT to leave only a few without bibs (F). Playing the Game Part 1: Fish food is eaten by small fish · The playing area represents the Ocean · The fish food run in the Ocean · Instruct the small fish to go and eat (catch) all the fish food. · For now, the other fish are waiting. · Whenever a fish food is caught, he/she is transported to a designated captured area where they will remain. Everyone keeps a record of how many fish food they captured. Game is paused when all fish food is caught. Part 2: Small fish eaten by Medium fish Medium Fish introduced. Now the small fish will be eaten by the medium fish and transported to the captured area. Part 3: Medium fish eaten by the Top Predator fish Top Predator Fish introduced. Same as part 2 and the game ends here. Part 4: Explanation See Recap section below Recap The reason for the fish food with the red bib (FR) is now revealed. They are the micro-plastic. The others are the actual fish food (F). The small fish do not know the difference so when they eat, micro-plastics enter the food web. The higher the food web hierarchy, the more micro-plastic accumulation. Apart from killing marine life, when we humans eat fish especially the top fish, we inevitably also ingest the micro-plastics. Actions students can take: · When encountering plastic rubbish, try to …

BeMED 6. Plastic Breakdown

Title Plastic Breakdown Activity 2 of 3 about plastic pollution Author Saviour Bonnici Age Guide Year 1-8 Subject Area Physical Education Preparation Time 3 minutes Estimated Duration 30 to 45 minutes Site Gym/ Yard / Outdoor space No. of participants Whole class Educational objectives Through this interactive activity students learn how plastic breaks into microplastic. It is important for students to conceptualize the process of plastic breakdown, for them to act against the effects of micro-plastics. Additionally, this is a great activity to work on teamwork and improve their physical abilities mostly by responding to quick stimulus, running and agility. Learning Outcomes – I am able to react to acoustic and visual stimuli through a change in speed while running, and at the same time changing direction quickly and effectively. – I am able to understand that I am responsible for my actions and capable of anticipating the problems of consuming plastic and adapt to reduce it. Link to SDGs SDG 12: Responsible consumption SDG 14: Life below water SDG 15: Life on Land Remote preparation Playing ‘Uncontrollable’ (lesson plan 5 in this resource pack) before this activity will help students to better conceptualize micro-plastics. But this is optional. Equipment needed 4 Bibs Internet connection is needed to watch the video links provided in the background information. Method Objective: Students must quickly react to form new groups otherwise they risk being left behind. Part 1: Familiarize With The Game 1) A class of say 25 students, hold hands – representing a plastic bag floating in the sea, the playing area (Diagram 1). 2) The teacher calls out a smaller number. Students must quickly form new groups consisting of the mentioned number. This represents the plastic bag disintegrating into smaller pieces. 3) Smaller numbers are called in sequence, each time forming new groups until eventually the number 1 is called out and students are now single individuals – this is the micro-plastic. The single plastic bag problem has now multiplied into unmanageable micro-plastics. 4) The teacher explains about the process of plastic breakdown. Check the Recap section below for information. Part 2: Introducing Marine Life 5) Restart the game. 6) Same as part 1 but this time 4 students wearing a bib represent marine life. These will be roaming around the playing area (diagram 2). All the other students representing the plastic bag try to catch the marine life. Rule: A catch is valid if the plastic group has the correct amount of members last called by the teacher. If for some reason the group splits while catching, this does not count. Being large the plastic will not be able to catch marine life at first. The situation turns when there are too many plastic pieces engulfing marine life. Recap When Part 1 is over the teacher explains about disintegration of plastic. Environmental factors such as the sun and salt, breakdown the plastic bag into very small pieces which are impossible to collect. The video …

BeMED 5. Uncontrollable

Title Uncontrollable Activity 1 of 3 about plastic pollution Author Saviour Bonnici Age Guide Year 1-8 Subject Area Physical Education Preparation Time 3 minutes Estimated Duration 30 to 45 minutes Site Gym/ Yard / Outdoor space No. of participants Whole class Educational objectives Students will learn about the negative impacts of using a lot of plastic while engaging in physical activity. Learning while moving, and having fun, greatly improves the long-term memory of the learnt material. Students will understand that less plastic = healthier oceans = healthier fish, Earth and humans. Students will acknowledge that as long as humans continue to use huge amounts of plastic, the waste problem continues to be uncontrollable – it is up to us to reduce the consumption. Students will realise how wind and storms aggravate the plastic pollution in the sea. Learning Outcomes – I am able to throw an implement from a standing and moving position using the correct technique (alternate limbs) and correct grip. – I can identify the root causes of injustice (plastic rubbish) and can take actions that lead to a better quality of life and environmental sustainability. – I understand that I am responsible for my actions and capable of anticipating the problems of consuming plastic and adapt to reduce it. – I can involve myself and others (family and friends) in real-world issues (plastic rubbish) to bring about a positive difference (reduce single-use plastic consumption). – I am now equipped with a future-oriented perspective for how I live my life as a citizen in my country and in the world. Link to SDGs SDG 12: Responsible consumption SDG 14: Life below water SDG 15: Life on Land Equipment needed The teacher will need to mark the areas (diagram below) by either: 1) Mark the midline and rubbish bin area with markers or cones. OR 2) If equipment isn’t available improvise by using either 2 chairs or 2 bottles to mark the midline peripheries. Same goes for the rubbish bin area. The teacher will also need safe throwable material by either using: 1) Bibs, markers and/or soft balls (at least 10 pieces but the more the better) OR 2) If this is not available any other plastic material such as plastic bottles, caps & wrapping. Internet connection is needed to watch the video links provided in the background information. Safety Precautions Use soft objects to throw that do not have a sharp edge – markers and softballs are great. Method Objective: The team with least amount of plastic before time expires wins the game. Part 1: Introducing Plastic in the Sea The game 1. Playing area is divided in 2 sections (diagram above) – Beach and Sea. 2. The Beach is occupied by the Teacher and 2 other students. These are the bad guys. The rest of the students are on the ‘Sea’ area – the good guys. 3. The bad guys have a few markers/bibs/ or any other type of safe throwable equipment – representing …

BeMED 4. Oh No! Plastic in my food! Plastic everywhere!

Titles Oh No! Plastic in my food! Plastic everywhere! Author Anita Muscat Age Guide Year 1-3 with adaptations for Year 6 Subject Area English, Science, Fine motor skills when colouring and handling scissors for the younger students. Preparation Time Depends on what activity is chosen and how it is carried out Estimated Duration 30 to 45 minutes Site Classroom and/or school hall / yard Educational objectives Students will learn that all creatures living in the sea are interconnected and that anything which affects one of them will probably affect others further up the chain as well. Students will become aware of what micro-plastics are, where they come from and the harm they cause. Students will learn that our plastic consumption has somewhat spiralled out of control but this trend can be reversed if we all do our part. Students will learn that many countries around the world are aware of the harm caused by plastics and what they are doing to address the problem. Learning Outcomes Year 1 and 2 – Understand that planet Earth supports life and therefore we must take care of Earth’s resources. – Identify practical ways of reducing, reusing, recycling and repairing waste as well as refusing items and rethinking everyday practices to safeguard planet Earth. – I can handle scissors safely to cut freely, along straight and curved lines. Year 3 – I can ask questions about the world around me. – I can carry out a simple practical investigation with the teacher’s support. – I can make simple conclusions from my direct observations. Year 6 – I can access information from a range of sources with ability and efficiency. – I can write for an audience and with a purpose. – I can create and write my own book/s experimenting with different genres. – I can find answers to simple questions on a scientific topic. – I can identify simple cause and effect relationships. – I can explain that the environment is an ecosystem that can be harmed through pollution, destruction of the natural environment, acid rain, overfishing and overpopulation. – I can observe and describe how the sea is becoming polluted and its effect on marine life. Link to SDGs SDG 14: Life below water Educational resources required Posters, pictures, books and videos containing information about the different forms of life in the sea. Appendix 4.1 – Template: How to draw a fish (1) Appendix 4.2 – Template: How to draw a fish (2) Appendix 4.3 – Template: How to draw a fish (3) Appendix 4.4 – Photos: 3D Fish Appendix 4.5 – Poster: Lifecycle of a plastic water bottle Appendix 4.6 – Poster: How long does it take for trash to decompose Appendix 4.7 – Powerpoint: Can we end plastic pollution Appendix 4.8 – Powerpoint: Plastics and the environment Appendix 4.9 – Poster: Food chains Cereal boxes, coloured paper, paper puncher/scissors Internet connection Remote preparation Year 1 – 3 : Prepare various different sized, rectangular pieces of cardboard (used cereal boxes). Sizes …

BeMed 3. Our Sea

Title Our Sea Author Amanda Pace, Mariella Grech & Melissa Grima Age Guide KG2 Subject Area Music, ICT, Arts & Crafts, Numeracy Skills (Sorting), Knowledge & Understanding of the World Preparation Time Approximately 2 hours (over a period of 2 days in which during this time the students paint the scene and the frame using paint, enhancing interaction and socialisation and colour a Picture of a fish with crayons.) Estimated Duration 60 minutes + a day outing Site School & a preferred sandy beach Educational objectives The aim of this activity is to raise awareness and enhance our students’ knowledge – from an early age – of the beauty of our environment, particularly marine life, what we can do to keep it clean (especially from plastic). During this activity, students will enrich their learning through multisensory approaches, increase their listening and communication skills as well as develop socially. Learning Outcomes Children who have a positive self-image. – I am able to ask questions in order to learn new things.Children who develop positive attitudes which enable them to take the initiative and become risk- takers. – I am motivated to engage with a range of learning opportunities present in my environment. Children are socially adept. Children who learn to collaborate with peers and adults. Children who are effective communicators. Children who are versatile and skilled with knowledge and information as well as meaning making and comprehension. – I sort objects into simple categories. Link to SDGs SDG 14: Life Below Water Educational resources required Sea Animals Colouring Pages (colouring book style pictures of a crab, jelly fish, seaweed, fish, turtle, etc. especially those found locally) such as can be found here: https://www.firstpalette.com/printable/sea-animals.html , https://www.pngwing.com/en/free-png-nwnxw, https://www.vecteezy.com/vector-art/127843-free-sea-creatures-vectors Video clips on You Tube: A whale’s tale: https://www.youtube.com/watch?v=ZgLa7bPB6DA Animals in the Ocean Action Song: https://www.youtube.com/watch?v=gGz176Oz4TY Save the Sea Animals: https://www.youtube.com/watch?v=ogtvFbBfPEA Sea Life Frame and Scene (as in photos): paint, large cardboard box, glue, googly eyes, recycled foam, scissors and wall nut shells. Trash Items for Recycling Trash Game Internet connection Remote preparation Learners are asked about the sea creatures and how we should take care of them when they have to draw them in preparation for this activity. The teacher will also explain what she intends to carry out when painting the scene, the frame and the sea creatures so that they know the reason why they are going to take part in this activity that is: to save our seas. Planning Considerations Student misconceptions: Learners may think that ALL sea creatures are being killed because of plastic pollution, however the teacher must explain that we should learn how to reduce plastic waste and recycle it so that we protect sea life from further harm. Safety Precautions: During the sorting activity the teacher must be very careful so that children would not hurt themselves with any sharp materials or glass that they can break easily. Tips: When painting the scene, it is best if it is done in the yard so that children have enough …

BeMED 1. Save the Sea

Title Save the Sea Author Valeria Caruana Age Guide KG1-Year 1 Subject Area Environmental Education; Personal, Social and Emotional Development Preparation Time 5 minutes Estimated Duration 45 minutes Site Classroom Educational objectives To learn how important it is to keep the sea clean and also to learn that plastic in the sea can do a lot of harm for underwater sea life. Learning Outcomes – I approach new situations positively and with confidence. – I show interest in my immediate and wider environment. – I am confident in taking up opportunities to be creative and imaginative. – I am competent and confident to ask questions and make discoveries. – I am motivated to engage with a range of learning opportunities present in my environment. – I can use the natural, social and built environment that surrounds me, as a context and source of learning. – I can involve myself and others in real-world issues to bring about a positive difference. Link to SDGs SDG 14: Life below water Educational resources required Appendix 1.1 – Handout – Save the Sea Appendix 1.2 – Flipchart – interactive game (Kindly send email on [email protected] if you wish to obtain this Flipchart) Appendix 1.3 – Powerpoint – interactive game colours interactive whiteboard internet connection Remote preparation A video will be shown in the beginning of the lesson so the children will learn about the features of the sea turtle. Planning Considerations It is important to help children develop a sense of awe about life below the sea to heighten their motivation to protect this life. Method Introduction Introduce the turtle character to the children. Loggerhead turtles are the most common turtles in Malta. They like to eat shrimps, jellyfish, horseshoe crabs, sponges, small fish and others. They can live up to 50 or more years. These turtles are known for their big head and strong jaws. Their reddish-brown shell is heart shaped. This video will help: https://www.yout-ube.com/watch?v=EIffdbFZMPQ Development Show the worksheet (Appendix 1.1) to the children and explain what they have to do. They need to choose the correct food for the sea turtle and cross out the plastic objects that will harm the turtle. Then they can colour the pictures they have chosen as food for the turtle. Conclusion This video is a good example of the damage done by throwing plastic in the sea https://www.yout-ube.com/watch?v=xFPoIU5iiYQ&t=2s. Explain how sad the sea creatures are because there home is full of plastic. Follow-up activities As a follow up they can play the interactive game (Appendix 1.2/1.3) where they have to choose the turtle’s friends and put them in the sea next to the turtle and put the trash in the bin. If they choose the wrong objects (plastic objects) they will hear a buzzer sound. If they choose the correct sea creature they hear a ‘yeah’ sound. (When using the presentation instead of the flipchart the educator will have to press the buzzer/yeah sound) Background information for educators https://www.nationalgeographic.com/animals/reptiles/l/loggerhead-sea-turtle/#:~:text=The%20largest%20of%20all%20hard,feet%20stabilize%20and%20steer%20them. Adaptations Prepare individual flash cards of the objects found on the handout to …

BeMED 2. Looking after Sea Animals

Title Looking after Sea Animals Author Anthea Pisani Age Guide KG1-Year 1 Subject Area Communication and Language; Understanding the World; Personal, Social and Emotional Development Preparation Time 60 minutes (go through the script, prepare 2 felt charts: happy and a sad sea turtle, colour and laminate the pictures of the objects or cut the pictures for each individual student). Estimated Duration 30 – 40 minutes Site Classroom Educational objectives The students will go through the importance of disposing of waste properly. There will also be an emphasis on the importance of reducing waste mainly by using alternative materials instead of plastic and depending less on crude oil. Learning Outcomes Children who have a positive self-image. Children who believe in themselves fully aware of their potential and capabilities. – I show interest in my immediate and wider environment Children are socially adept. Children who develop empathy, respect and acceptance of different points of view. – I am caring and show concern towards others Children who are effective communicators. Children who are aware of different language systems, notably Maltese and English. – I listen to and understand simple stories in my language. Children who are versatile with the use of numbers, data handling, shapes and measurement and print in context as a means of production of knowledge and information as well as meaning making and comprehension. – I sort objects into simple categories. Children who nurture positive attitudes towards learning and become engaged and confident learners. Children who develop a range of cognitive skills to include labelling/identifying, recognition, sorting, hypothesising, predicting, comparing, sequencing and grouping. – I explore associations and cause-and-effect – I classify and sort objects by size, shape, texture and function Link to SDGs SDG 11: Sustainable Cities and Communities SDG 12: Responsible Consumption and Production SDG 14: Life Below Water Educational resources required The video ‘ A wonderful memory of the last nest of the season in Ghadira’ produced by Nature Trust – FEE Malta that can be accessed through this link: https://youtu.be/H5VFMu1B8rQ Two felt charts (ideally in different colours) Sea turtle hand puppet or soft toy Appendix 2.1 – Script: Sea Turtles; Appendix 2.2 – Template: Happy Sea Turtle Appendix 2.3 – Template: Sad Sea Turtle Appendix 2.4 – Template: Sea Creatures and Objects Game Internet connection Remote preparation The learners ideally already separate waste in the classroom and they are involved in school programmes which deal with the protection of wild animals like the hedgehog (Eco-Schools, etc.). For students whose school is situated near the sea, a clean up activity can be organized prior to this lesson so the KGE will prepare pictures related to the items found on the beach. Planning Considerations During the discussion at the beginning of the lesson reference is made to the fact that sea turtles live in the sea, they eat what they can find that is edible for example jellyfish, small crabs, shrimp, etc. However they are not able to digest objects made from plastic, oil, etc. So if …

18+1 IDEAS FOR ACTIVITIES WITH STUDENTS ON PLASTIC WASTE

This new educational material for students (in English and Greek) promotes the minimisation of single use plastics and the proper recycling in our lives. The material is produced in the framework of the MEdIES project “Plastic waste? Into the blue bin, away from the blue sea”, and is designed to be used by students aged 10-12 years old. It aims to raise awareness on the state and impact of marine litter, especially single-use plastics, as well as on proper recycling, and to motivate a behaviour shift at a household, school and community level. The material comes to support the educational interventions of MEdIES in schools (designed for late primary & early secondary level) but it can be used autonomously by schools/teachers working on these issues. It is a 48-page long publication available in PDF. Download the material in the English language from here

Outdoor Learning Pack

Take learning outside with this great resource… Learning doesn’t just take place inside, so why not be inspired by this fantastic and comprehensive pack from the Woodland Trust for Scotland, and use the great outdoors as a key teaching tool? Bursting with tips, tools, case studies and lesson plans, this valuable resource contains all sorts of useful ideas for outdoor learning. However, the type of learning described is something quite different from ‘outdoor pursuits’: it’s all about taking your normal everyday curriculum, and teaching it outside. From Wild Art to Word Art, with plenty of Science, English and Maths in there too, these materials will help you get started with learning in the natural environment! Thanks to Woodland Trust Scotland.

Been there together GAME

BEEN THERE TOGETHER is an alternative to mobile games, which pull the player into virtual reality. On the contrary, BTT encourages player’s perception of their surroundings and active participation in society. It helps people… ● create relationships ● train social courage ● leave their virtual bubble ● feel more comfortable in their environment How does it work? Today, more than ever, we need to empower community resilience and group collaboration. Questions and challenges provided by the game point to specific societal issues, stimulate discussion and collaboration. From a fun activity to a tool that allows us to better understand and work with several social problems. LET’S BE THERE TOGETHER and empower communities through collective action!

Multimedia animation “The impact of our food”

This multimedia animation is a card game in which you have to sort foods according to one criteria among three: the carbon footprint (greenhouse gas emissions), the water use or the land use. Using this game, you will be able to compare the environmental footprint of different common foods. At the end of the game, you can download a pdf file containing all the cards in a printable version to play in offline mode.

Make your own paper

Students investigate the paper-making process by trying it themselves. Students are thrilled to find that they can make paper and that their product is practical, as well as beautiful. You can also watch these videos of the paper-making process used in this activity: How to Make Paper (5:55) and How to Make Home Made Paper (10:41).

Wild Classrooms Workout

Come on! Work out your wild side! Get your students and children up and moving while teaching them the importance of species and habitats with Wild Classroom’s Work Out Your Wild Side challenge! Enjoy daily exercises tied to fun facts about species found in each of our five habitat-themed weeks. Pick and choose your exercises or complete all five weeks in full. Follow up the challenge by having your students/children complete the reflective writing assignment!

Eco-Hive

ECOHIVE IS THE LARGEST EVER INVESTMENT IN THE WASTE MANAGEMENT SECTOR THAT WILL DRIVE MALTA TOWARDS A CIRCULAR ECONOMY. Similar to the dual role of bees both as pollinators for flowers, fruits and vegetables, and as honey producers, this project will process waste in the most sustainable and resource-efficient way possible while also turning it into precious resources – energy and agricultural compost. Hence, the name ECOHIVE. “ECO” ties to the environment and sustainability, while “HIVE” reminds us of a beehive, constantly active and buzzing with energy. Four new waste management plants will form part of the ECOHIVE project. ECOHIVE KIDS is the section dedicated to students. Make the most of it! There are lots of resources and ideas… Have you ever wondered what happens to the things that we throw away each day? Where do they end up? You might be the one in charge of taking the rubbish bag outside your door…but what happens to it after it is collected by the garbage truck? It comes to us! As WasteServ, all waste is processed, treated and turned into resources at the complex facilities. To help us in our mission, the help of Commander Yellow and General Buzz have been engaged. With fierce determination and focus, our superheroes are committed to fight the Garbage Monster. Read their stories to find out how!

Make seed paper… paper that grows!

When is a recycled product better than the original? When it’s paper that turns into flowers. Here is a good way to recycle used paper and make a beautiful greeting card for someone special. Make your own artsy paper that has wildflower seeds in it! Use colored markers to paint a design or message on it. Give it to someone special to plant in a pot or in the ground. Keep it wet and warm, and it will “recycle” into something far better than old, used paper. What you need: Used printer paper, cross-cut into tiny pieces by a paper shredder. Use 1-1/2 cups for each card. Large bowl of warm water Window screen material Small embroidery hoop Food coloring (optional) Blender 9 x 13-inch baking pan Packet of wildflower or other seeds Bath towels or several layers of felt squares Waxed paper Colored markers What to do: Soak the paper pieces in the bowl of water overnight. Put the soaked paper into the blender, then fill the blender halfway with fresh water. Blend until the mixture is soupy. Add food coloring, if desired, and blend some more. Fill the baking pan one-quarter full of water, then pour in the blended paper mixture—or pulp. Slip the embroidery hoop with screen in from the side so that it slides beneath the pulp and seeds. If necessary, spoon some of the pulp over the screen. Lift the screen gently, catching the pulp mixture evenly on top and letting the water drain off. Lay the screen on a bath towel or felt layers to drain. Sprinkle some seeds on top of the wet pulp, and gently pat them into the surface of the pulp. When the bath towel or felt has soaked up as much water as it can, pick up the hoop and turn it over onto a sheet of waxed paper to dry. (Seeds will be on the bottom.) You may have to gently hit the hoop on the table or counter surface to loosen the pulp from the screen. If the pulp does not stick together, try putting more pulp on the screen next time. Let the paper dry for at least 24 hours. If the paper does not lie flat, place a heavy object (like a book) on it for a few hours to flatten it. Decorate it with markers on the un-seeded side. To plant the paper: When you plant the paper, lay it on the surface of the soil and sprinkle about one-quarter-inch thick layer of soil on top. Water the soil lightly and keep the seeds wet until they sprout and have a few days to grow roots. Good luck and happy recycling!

Recycle this! game

Use the “airburst” tool to guide the recyclables into the proper bins before they fall into the trash. f you throw a plastic bottle in the trash today, that bottle will sit in a landfill—or worse, float in the ocean—for thousands of years. No one knows what Earth—or humans—will be like in thousands of years. But that plastic bottle will still be a plastic bottle! So why do Americans use 2,500,000 plastic bottles every hour? And why do they throw most of them in the trash? They can be recycled! Here are some other “trash” items that instead can be recycled: Cereal box or other kinds of cardboard and paper: Making a ton of new paper from recycled paper saves up to 17 trees and uses 50 percent less water than does creating new paper from trees. Aluminum cans: If we recycled all our aluminum cans for one year, we could save enough energy to light Washington, D.C. for 3.7 years. The amount of aluminum currently recycled in 1 year is enough to rebuild our entire airplane commercial fleet every 6 months. Glass bottles: The energy saved by recycling one glass bottle can light a 100-watt light bulb for four hours or run a computer for 30 minutes. Food cans and other metals: In 2008, Americans recycled 7 million tons of metals, eliminating the equivalent of nearly 25 million metric tons of carbon dioxide, or taking 4.5 million cars off the road for one year. It’s important to recycle or reuse as many materials as possible. It saves energy. It saves Earth’s resources. It saves the land and the oceans from being over-run with garbage!

Follow Up SDG 3 – If you’re happy and you know it! (Early Years – Year 2)

An all-time favourite with all kids. A fun way to learn about the importance of being active and happy. Sing along with your kids! You can sing it again by including important steps we all must do to stay healthy and practice proper personal hygiene. Phrases they all can mimic and sing along to: Wash your hands. Brush your teeth. Eat some fruit. Ride a bike.

Follow Up SDG 3 – Germs (Early Years – Year 2)

Germ activity Place some water in a bowl. Sprinkle some pepper on the water surface. Then have your child put some of the “germs” on their hands and rub them together. Shake hands with each other or let them touch different surfaces to learn about how germs can be spread. Than ask them to place some washing liquid on the tip and dip into the water again and watch what happens.

Follow Up SDG 3 – Eating Naughty Cars (Year 3 – Year 4)

Watch this video together with the kids to learn more about the concept of the game. The idea is to remove (eat) those cars that are creating a problem to our health and well-being. Ask the kids to make a dino from a used sock and stand next to a window overlooking a busy road. If you don’t have any windows overlooking busy roads try to log into the live cams network across Malta here.

Follow Up SDG 1: The Banana split game – Continuation on Fairtrade (Year 5 – Year 8)

If one of your parents/ guardians or a delivery person brings green groceries to your door, check the bill and try to find out the price you paid for one banana. How much do you think the persons working on the plantations get from the price you pay for that banana? Go to this link and play this game. Try to understand if people along the supply chain are getting their fair share?

Follow Up: Card games / Snakes and Ladders!! (Year 5 – Year 8)

– Download the ppt presentation and read the notes related to each slide. – Play at leisure with your family to understand better the challenges these small scale farmers have to face each day to survive. – Print out the card games and snakes and ladders. Enjoy and learn!

Follow Up: The rice game! (Year 5 – Year 8)

Watch this video to get an idea of the game concept: Resources you will need: 1kg rice/ a buff per player/ a plate per player/a marker (non-permanent).

Nature for all Discovery Zone

Welcome to the #NatureForAll Discovery Zone. Curated from #NatureForAll partner resources, and ranging from videos to lesson plans, comic books to coloring books, this collection will help you connect people with nature, instill love of nature and learn about nature wherever you are. Refer to the link below for loads of online resources where you can browse hundreds of partner resources, from comic books to lesson plans. and a Conversation Space – A unique online platform allowing you to interact with nature enthusiasts interested in connecting people with nature.

Earth School

In response to the COVID-19 crisis, an unprecedented coalition has come together to launch “Earth School,” which provides free, high-quality educational content to help students, parents and teachers around the world who are currently at home. Initiated by the United Nations Environment Programme (UNEP) and TED-Ed, Earth School takes students on a 30-day “Adventure” through the natural world. The curated Earth School content features videos, reading materials and activities — which will be translated into 10 languages — to help students gain an understanding of the environment while considering their role within it. This is the biggest online learning initiative in UNEP’s history and is available for free on TED-Ed’s website.

Don’t Waste Waste Game

Are you a pro at separating your waste? Through Don’t Waste Waste’s new Game, you will learn everything there is to know about it and how YOU can make a difference to your surroundings. Whilst competing, you will increase your knowledge in environmental awareness, the importance of recycling and how you could adopt eco-friendly initiatives. If you get to the top, you will become a recycling master. Are you up for the challenge? Come on, don’t waste waste, play the game! http://dontwastewaste.gov.mt/game/

Eyes on the Earth – NASA Climate Kids

All about climate change – weather and climate, air, sea, freshwater, carbon, energy, plants and animals and technology and much more. All in an easy to understand setup and fun way to learn about. Global climate change made easy and fun to learn about through playing, making, knowing, keeping, watching, dreaming and teaching!!

Making seed paper

All about Energy – Be an Energy Star

Our planet is in trouble For thousands of years our planet has given us energy, lots of energy! But in the process we have put our planet under stress and now it needs our help. If we want to keep our planet healthy we must find better ways of getting and using energy. Join Energy Star in the flight to save our planet by being energy efficient. There is so much to learn and explore, and don;t forget to take action! This site was suggested by Peyton Vogel and her friends.

Fun and Games in Nature – LEAF website link

Through this link you will be lead to our sister website www.leafmalta.org and the resource section aimed at enjoying the outdoors.

Alter Aqua Resources – Water Across the Curriculum

The Alter Aqua educational material is the result of a fruitful cooperation between the EkoSkola Team and MEdIES team from Greece with the ambition to raise awareness and sensitise the educational community on the very crucial issue of Non-Conventional Water Resources across the Mediterranean, and particularly in the Maltese Islands.

The Earth Dog Story – Earth Dog returns to Save the Environment

The Earth Dog Story, first published in 1992, returns as an app in iTunes and an eBook as part of the U.S. Department of Energy environmental outreach program with Weekly Reader. Earth Dog is a superhero who teaches kids about taking care of the environment.

Early Childhood Activities for a Greener Earth

This book by Patty Born Selly, Published by Redleaf Press helps to educate young children about the environment through experience and play. These activities encourage children to develop a sense of wonder, curiosity, and joy for nature.

Road to Rio + 20 workbook – Activities and Lesson plans

This publication is designed to introduce young people to the issues that will be central to Rio+20, by first providing you with a useful context of the project (Part 1 -Overview) and then moving forward to what you and the young people you work with can do as part of a classroom or youth group activity (Part2 – Activities & Lessonplans).

Save Our Water website

A website packed with information – how to get real about water. Ways and means to save water, how to build a water wise garden, fun ways for children to save water, and loads of water wise games.

Nab the Aquatic Invader!

Nab the Aquatic Invader! is a fun way to learn about aquatic invaders. By using this site you can check out lots of unusual species that create real problems in the Atlantic, Pacific, Gulf, and Great Lakes regions. There are many ways that this site can help you with your class projects. By doing the activities and playing the games on this site, you will learn about nature and be inspired to help the environment by “nabbing” these pesky critters and seeing that you can make a difference. You may want to start out at your grade level, but if you are a “junior detective” don’t be afraid to take the “super sleuth” challenge. And, if you are in the higher grades, feel free to check out the “junior detective” case file activities.

Games Page on the United States Environmental Protection Agency

This webpage contains links to loads of games, videos and quizzes related to the environment, energy, water, mystery solving, science, recycling, waste and much more…

Catch the Wind, Harness the Sun: 22 Super-Charged Science Projects for Kids

This entertaining book gives kids, teachers, and parents 22 exciting activities for using sun and wind power to produce and play with renewable energy. Ages 8 to 13 will enjoy environmental science while fighting global climate change.

Which Switch? Game – Switch Campaign by OPM

The Office of the Prime Minister provided EkoSkola with giant size ‘snakes and ladders’ canvas games. Instead of the usual ladder there is an energy saving bulb whilst the snake has been replaced by a bolt of lightning indicating an electric shock (for those who are not energy and water conscious!). It has also hints how to use up less electricity and water…

National Geographic Kids Website

Loads of information, videos, fun and games from National Geographic especialy for kids (all ages!)…