Miscellaneous: Lesson plans/Activities
Tinkering for Sustainability Learning Activities
The Learning Activities of the Tink@school Project are now available in English and the Partners’ languages (Greek, Italian, Dutch, Icelandic). The activities are designed for students in upper primary and lower secondary school level, around 3 main axes: Re-use & Reduce; Tinkering solutions; & Tinkering for change. The activities are accompanied by a Facilitator’s Guide with tips for facilitation, a glossary and more ideas for materials and resources. Download all resources from here. Partners in the project: University of Iceland (project leader), Centre for Research and European Studies, Bartolomeo associazione culturale. NEMO Science Museum, MIO-ECSDE and MEdIES.
MoreERASMUS+ ESD Train the Trainer towards the Green Deal – Educational Resources
Nature Trust – FEE Malta through a KA122-VET project set out to train as many of its educators as possible about three main themes highly relevant in Education for Sustainable Development. The first mobility was aimed at giving educators more confidence in using technology and adapting its use to promote ESD topics. It mainly consisted of learning to produce animations, that is short videos, to drive a message across. They had the opportunity to interact with other educators from different countries and different ages, discuss different approaches and perspectives and also through hands on workshops produce such animations. Participants were then asked to share their experience with other educators to widen the exposure experience. Those more adventurous later went a step further and guided their students to do the same. Here are the resulting animations: Learning to use Stop Motion for animations – part of an ERASMUS+ project Sustainable Mobility Animation produced by Ms Censina Curmi & Ms Stephania Gauci. This animation focuses promoting the use of sustainable means of transport while keeping our environment safe and clean. https://youtu.be/LyIQkmIKIqI Pauli’s First Day at School – Being an Eco-Warrior Ms Censina Curmi together with the Eco-Schools Committee at St Paul’s Missionary College created this animation using Clipchamp to share with other students and the whole community. Their Eco-Code is… S – Switch off the lights P – Pick up waste M – Make it happen C – Change the world Together we can make a better place. https://youtu.be/LGlV2xsr1h8 Farm Animals Ms Melissa Grima, Mr Christian Saliba and Ms Valeria Caruana from St Francis School, Victoria, Gozo produced this animation on their second attempt! A lot of info about farm animals on the Maltese Islands. https://youtu.be/Pc7R7-eYG5M The Great Pacific Garbage Patch Ms Josephine Jesse Mercieca and Ms Lorna Camilleri produced this animation as a first attempt. The aim is to raise awareness about single used items and how they end up in the sea and how they effect the bird and sea life. Wildlife mistakenly eat garbage thinking it is food. They are asking for our help. https://youtu.be/8PI2yisPJGA Using pallet wood to build a wall garden – reusing and upcycling Ms Josephine Jesse Mercieca, from Gozo College Sir Arturo Mercieca Rabat Primary School produced this animation to show how the EkoSkola Committee used discarded wood to build wooden pots for a wall garden. https://youtu.be/lueyL7-P9TE Save marine life with Ceku the Turtle Litter – damage and how long it stays in the environment Ms Melissa Grima, Mr Christian Saliba and Ms Valeria Caruana from St Francis School, Victoria, Gozo created this stop motion video to help children understand the damage done by litter when it ends up in the environment and how long it takes to breakdown. https://youtu.be/0G1oG7v-4ds 7. Green Dreams – New beginnings Ms Judith Smith and Ms Karen Vella Pace from St Nicholas College, Rabat Middle School created this stop motion to show that we can always improve drab places by adding greenery – Plants, trees, flowers attract insects and wildlife, making places attractive and …
MoreOur 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!
MoreLessons on Global Citizenship
What does it really mean to be a citizen of today’s world, especially in order to build a better place for all? Is it superhero strength and futuristic skills? Or is it connecting back to our most basic but important human values and the capacities of listening and empathising? Thanks to Keep Scotland Beautiful for sharing Global Citizenship live lessons. They are an invitation to explore these questions and a reminder of the immense capacities of kindness, caring and positive action moved by hope that we humans have, despite all the negative messages that we constantly hear.
MoreLessons on climate change – SubjectToClimate
New Jersey Climate Change Education Hub The resources you and your school need to effectively teach climate change. These comprehensive resources are built around the official NJ Student Learning Standards and expand on the work of the New Jersey Department of Education but they can still be easily adapted to your school/teaching contest. loads of great ideas of how to teach children about climate change.
MoreLessons 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!
MoreLearning 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.
MoreBEMED 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.
MoreBeMED 20. Tourism and its impact on the Environment
Title Tourism and its impact on the Environment Author Audrey Gauci Age Guide Year 10-11 Subject Area European Studies Preparation Time Research on the impact of tourists on the environment – especially in relation to marine litter. Preparation of interview / questionnaires to conduct an investigation in a touristic village Estimated Duration 40 mins – reporting skills 40 mins – creation of investigation 40 mins – evaluation and reporting of investigation Site Any touristic locality Educational objectives Develop one of the European Studies projects by investigating and reporting on tourism and its impact on marine litter. Project Titles – The Impact of Tourism on the Environment Research, investigate and critically analyse themes: Protection of the Environment Candidates should be able to: – identify and understand the sources of air, land, water, noise and light pollution. – demonstrate some awareness of the possible environmental damage and solutions through the following case studies: the Mediterranean Sea and the Blue Plan. – identify and explain preventive measures to lessen their impact. – demonstrate an understanding of the extent to which modern farming practices, industry, tourism and transportation in Europe are responsible for environmental damage. Sustainable Development Candidates should be able to: – identify and understand the conflict of interest inherent between conservation and development in Europe, especially in the Mediterranean regions. Learning Outcomes Information management: – I can define the term sustainable development and its three pillars: economic, social, environmental. – I can analyse and explain the term biodiversity. I can discuss some of the threats it is experiencing, e.g. urbanisation, deforestation, over hunting/fishing. – Through examples I can identify and list conflicts of interest between economic development and environmental conservation. – I can discuss the concept of marine sustainability and pollution prevention giving examples drawn from the Mediterranean area, e.g. fisheries policy , Blue plan, Blue flags. – I can define and discuss the concept of Blue flag in terms of sustainable development of beaches and marinas. – I can analyse the benefits of having a sustainable fishing industry in the Mediterranean, drawing on examples of the bluefin tuna and swordfish. – I am aware of which sources I can consult to learn more about the EU’s environment and fisheries policies. – I can actively participate in processes and encourage negotiations for alternative sustainable futures. – I will challenge unsustainable practices across educational systems, including at the institutional level. Link to SDGs SDG 4: Quality education for all SDG 11: Sustainable Cities and Community SDG 13: Climate Change SDG 14: Life below water SDG 15: Life on land Educational resources required 1. Video tutorials on reporting: https://www.yre.global/video-tutorials 2. Interview guide: https://www.scholastic.com/teachers/articles/teaching-content/how-conduct-journalistic-interview/ 3. Case study on Sustainable tourism:- https://www.yre.global/international-collaboration-2/2020/9/23/sustainable-tourism-is-it-possible Remote preparation As part of their European Studies project work, student need to investigate and draw a report on one of 5 topics. One of the themes is Tourism and its impact on the Environment. Since both investigation and reporting are required, a session on appropriate reporting skills is carried out before the students actually go outside the school. Informative tutorials can be accessed online (Educational …
MoreBeMED 19. Gathering data to measure the extent of beach litter on a beach – Biology/Science Fieldwork
Title Gathering data to measure the extent of beach litter on a beach – Biology/Science Fieldwork Author Cynthia Caruana Age Guide Year 8–11 Subject Area Integrated Science, Biology, Education for Sustainable Development Preparation Time 30 minutes Estimated Duration 120 minutes on site 60 minutes follow-up for learners (in case of report or publication) Site Rocky/ Sandy beach of your own choice All learning resources are being provided for: Golden Bay Sandy Beach, Għajn Tuffieħa in Malta Resources can be adapted for other beaches. Educational objectives – Learners will investigate the litter that may be found at the beach, including its origin and possible method of dispersal as well as identify whether litter is biodegradable and non-biodegradable. – Learners will assist in a clean-up and learn to dispose of the litter found on the beach in their appropriate waste bag. – Learners will use simple calculations to find the area studied and the percentage frequency of the litter found as well as weighing mass of micro-plastics and waste found. – Learners will use observation skills, estimation, data collection and skills of analysis together with teamwork. Learning Outcomes – I can describe what is littering the beach and investigate the frequency of the most common litter items. – I understand the relationship between humans and marine organisms. – I can critically assess and give a rating to the quality of a beach in terms of its litter. – I recognize the importance of taking action to reduce the impact of the beach litter problem. Link to SDGs SDG 12: Responsible Production and Consumption SDG 14: Life below Water SDG 15: Life on Land Educational resources required Appendix 19.1 – Background information Appendix 19.2 – Consent form Appendix 19.3 – Map of area under study (Golden bay, Malta) Appendix 19.4 – Traced map Appendix 19.5 – Weather forecast Appendix 19.6 – Worksheet 1 Appendix 19.7 – Adapted worksheet Appendix 19.8 – Different origins of litter Learners will bring their own: · Tablet/writing materials · Photo camera/mobile · Gloves · Small jar for collecting micro-plastics · Spade and bucket Equipment needed for each working group: · Frame Quadrat · Sieve · Waste bags for collection: grey bag for plastics, black bag for general waste, white/organic waste bag and reusable container such as bucket for glass · Weighing scales (1 to share between groups) · Tape measure (1 to share between groups) Remote preparation (if applicable) · 1 week before activity day, learners’ parents/guardians need to sign consent form to allow them to participate in activity (Appendix 19.2) · 1 day before activity day, learners will need to download or print (depending if tablet will be used) a map of the area (Appendix 19.3), the area is to be traced on a sheet of tracing paper (Appendix 19.4) · Weather Forecast for activity day (Appendix 19.5) · Download or print-outs of worksheet for data collection (Appendix 19.6 or 19.7) · Proper attire for lesson including boots and waterproof jacket Planning Considerations Weather: if inclement weather …
MoreBeMED 18. Young journalists in action!
Title Young journalists in action! Author Audrey Gauci Age Guide Year 7-10 Subject Area English Language (but can be adapted to other languages) Preparation Time Preparation of interview / questionnaires to conduct an investigation in a coastal village/town. Estimated Duration 20 mins – reporting skills 20 mins – information session on marine litter 40 mins – discussion and creation of interview questions 40 mins – investigation outside school / online 40 mins – evaluation and reporting of investigation Site Any site related to the theme chosen – preferably a coastal area where marine litter is most prominent. Educational objectives – Adhere to the requirements of the English syllabus in relation to report writing – Learn how to investigate, be critical and assess comments and opinions expressed by others – Express themselves in journalistic-style writing – Work in teams Report Writing Report writing involves the production of a formal, informative and systematically presented text concerning a situation, person, place or plan. Report writing needs to evidence three clear characteristics: (a) adherence to the original request or brief; (b) a sustained perspective of who the report is supposedly being written by; and (c) an awareness of intended audience. Candidates should be able to: – Select which type of report to write in response to a question. – Employ a formal style of writing. – State the purpose of the report in the introductory paragraph. – Organise content by means of separate paragraphs clearly marked with subheadings. – Demonstrate an awareness of intended audience. Learning Outcomes Creative learning: – I can participate in writing for a wide range of purposes and genres. Expressive language: – I can report, both in speech and in writing, what others have said or written. Managing learning – I can edit and revise my own writing. – I can write appropriately for an audience and with a purpose. – I can vary what I write according to the intended reader Learning to know: – 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. Learning to do: – I can use the natural, social and built environment that surrounds me, as a context and source of learning. Learning to be: – I am a critically reflective person and am able to evaluate decisions, choices and actions. Learning to live together: – I will challenge unsustainable practices across educational systems, including at the institutional level. Link to SDGs SDG 4: Quality education SDG 11: Sustainable Cities and Community* SDG 13: Climate Change SDG 14: Life below water* SDG 15: Life on land* *depends on the theme students select Educational resources required Video tutorials on reporting, in particular to report writing: https://www.yre.global/video-tutorials Interview guide: https://www.scholastic.com/teachers/articles/teaching-content/how-conduct-journalistic-interview/ Appendix 18.1 – Optional PowerPoint (Kindly send email on [email protected] if you wish to obtain this Powerpoint) Internet connection Remote preparation Since both investigation and reporting are required, a session on appropriate reporting skills is …
MoreBeMED 10. Posidonia oceanica – litter within and without
Title Posidonia oceanica – litter within and without Author Johann Gatt Age Guide Year 4-8 Subject Area Science, Mathematics, Arts and crafts, Languages, ESD Estimated Duration 2½ hours – an outdoor session on a sandy beach. Site Any sandy beach ideally with visible posedonia banquettes. Also ideally there is a wooden ramp that extends as close as possible to the shoreline to render access to learners using mobility assistive devices. Educational objectives To identify from drawings plant parts of the seagrass Posidonia oceanica and outline the life cycle in simple words. To mention two marine species that live and thrive within the posedonia meadows. To list key benefits of the seagrass Posidonia oceanica. To mention threats leading to the potential loss of posedonia meadows. To discuss solutions that could help protect the existing meadows and prevent further loss of Posidonia oceanica. To propose some possible non-conventional methods to protect the species. Learning Outcomes – I am able to creatively and innovatively take considered action and challenge assumptions underlying unsustainable practice. – I am sensitive to divergent disciplines and perspectives, cultures and minority groups without prejudices and preconceptions. – 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 reflect upon the consequences of my actions on present and future generations. – I am able to collaborate with other learners and the educators facilitating the session. Link to SDGs SDG 14: Life below water Educational resources required Appendix 10.1 – details of Game a set of printed photos in display file to be used during game and explanation – Appendices 10.2 to 10.9: Appendix 10.2 – Benefits Appendix 10.3 – Distribution Appendix 10.4 – Life Cycle Appendix 10.5 – Parts Appendix 10.6 – Protection Appendix 10.7 – Species living in it Appendix 10.8 – Threats Appendix 10.9 – Uses 2 small dice: one red, one green A cup or non transparent holder for dice Deep tray, dish or flat surface to throw dice on (at the beach) Timer/alarm (optional) Internet Connection for remote preparation Remote preparation For Year 4 – 6 students: Video to be used as a discussion primer in class https://www.youtube.com/watch?v=TPCgLonKaf0 For Year 7 – 8 Learners: Video Importance of Posidonia Oceanica as an introductory tool to the outdoor session https://www.youtube.com/watch?v=3-X8VX_sK1Y Planning Considerations – Check if ERA/Local Council permits are a pre-requisite before visiting site. – Clearance from the respective Health and Safety body overseeing outdoor site assessment. – Pre-visit to the site to check for health hazards or potential threats and basic amenities. – Re-visiting again a few hours before the activity. – Look for ideal spots and resources in situ. Ideally many of the resources are to be sourced from the site to avoid carrying a lot of material, but in full respect and senstivity to the site being used. – Strict adherence to ERA permit at all times to avoid disturbing the site. …
MoreMediterranean Environmental Learning – Free online training courses
Several self paced online training courses are available in this catalogue thanks to MIO-ECSDE. You just have to sign up for free and choose the courses you wish to do. Catalogue includes various topics such as marine litter, odour pollution, wetlands, waste management, pollutants, waste water…
More18+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
MoreCoastal Resilience Education Toolkit
7 activities related to climate change, water, seashore and effects by humans. Mostly for older students… Activity 1: The Human Impacts Game Activity 2: The Mystery of the Disappearing Shells Activity 3: Become an Ecological Engineer Activity 4: Neighborhood Water Budget Activity 5: Tallying Up Temperature Rise Activity 6: Water Quality Testing at Home Activity 7: Waterfront Field Lab Lesson Plan
MoreOur Future with Clean Air
Years: All, 1, 2, 3, 4, 5, 6, 7, 8, 9 Duration: 60mins Subjects: Art, Cross Curricular, D&T, English, PSHE, Science 60 minute to 240 minute lesson plans, which can be completed as individual lessons or a series of lessons. While the effects of poor air quality are felt worldwide, the sources are usually local. Every day, air pollution and carbon emissions are produced by our commutes to work, by heating our homes, or through our daily lifestyles. Understanding how we live – and the restrictions we face in those choices – is key to improving air quality. Solutions at a local level can make a big difference. Through scientific investigation, discussion and a variety of writing activities, we can empower our pupils to create local change in their own lives, those of family and friends, school life and local communities. Engaging young people on these issues is critical – they are future voters! Many young people want to be heard and it is the responsibility of educators to give them a platform to voice their opinion. The resources contained within this pack are the result of the collective effort of partner organisations across Europe, and the many young people who tried and tested them. These resources aim to empower young people to lead the way towards a clean air and zero carbon future! Curriculum Objectives English Key Stage 2 (Age 7-11) Year 3 and 4 (Age 7-9) Discuss and record ideas. Discuss words and phrases that capture the reader’s interest and imagination. Draw and justify inferences with evidence. Year 5 and 6 (Age 9-11) Ask questions to improve their understanding. Assess the effectiveness of their own and others’ writing. Discuss and evaluate how authors use language, considering the impact on the reader. Distinguish between statements of fact and opinion. Draw inferences and justify them with evidence. Identify the audience for and purpose of writing, selecting the appropriate form and using other similar writing as models. Note and develop initial ideas, drawing on reading and research where necessary. Perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear. Proof-read for spelling and punctuation errors. Propose changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning. Provide reasoned justifications for their views. Punctuate bullet points consistently. Select appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning. Age 7-11)https://www.sustainablelearning.com/resource/our-future-clean-air?destination=teaching-resources Identify scientific evidence that has been used to support or refute ideas or arguments Record data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs Report and present findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations Take measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate Use test results to make predictions to set up further comparative and fair tests Year 3 (Age 7-8) Ask relevant questions and use different types of scientific enquiries to answer them Identify …
MoreOutdoor 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.
MoreOur Planet, Our Future
The Teacher’s Hub provided by the European Commission contains a selection of classroom exercises and relevant materials for the “Causes”, “Impacts” and “Solutions” modules of the interactive site for students “Our planet, our future”. In each section, you’ll find an introduction worksheet, various thematic worksheets and one answer sheet. Our Planet, Our Future: Fighting Climate Change Together Climate change is one of the most serious challenges facing our world today. Our planet is experiencing significant and accelerated climate change that began over a century ago. This educational tool is developed by the European Commission. It is based on information contained in “Our Planet, Our Future: fighting climate change together”, initially published in 2015 ahead of the Paris climate conference and updated in 2018.
MoreDING DONG – Ready for the Green challenge
As a teacher, you are always looking for new, engaging content to teach. Here is the Ding Dong challenge toolkit, including sustainability tips. Download yours in your language and start the Ding Dong challenge with your pupils: English (EN) български (BG) čeština (CS) dansk (DA) Deutsch (DE) español (ES) eesti (ET) suomi (FI) français (FR) Gaeilge (GA) ελληνικά (EL) hrvatski (HR) magyar (HU) italiano (IT) latviešu (LV) lietuvių (LT) Malti (MT) Nederlands (NL) polski (PL) português (PT) română (RO) svenska (SV) slovenčina(SK) slovenščina (SL) Resources and materials
MoreBeen 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!
MoreMultimedia 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.
MoreMake 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).
MoreWild 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!
MoreEco-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!
MoreMy Earth Day Pledge – 22nd April
Attached please found a downloadable pledge form which can be used by anybody.
MoreESD for 2030 Toolbox
The ESD for 2030 roadmap sets out the urgent challenges facing the planet and underlines the implementation of the new Education for Sustainable Development: Towards achieving the SDGs (ESD for 2030) framework, which aims to increase the contribution of education to building a more just and sustainable world. The ESD for 2030 roadmap outlines actions in five priority action areas on policy, learning environments, building capacities of educators, youth and local level action, stressing further ESD’s key role for the successful achievement of the 17 SDGs and the great individual and societal transformation required to address the urgent sustainability challenges. It also underlines six key areas of implementation: country initiatives on ESD for 2030, ESD for 2030 Network, communication and advocacy, tracking issues and trends, mobilizing resources, and monitoring the progress. To complement the ESD for 2030 roadmap, UNESCO has developed this ESD for 2030 toolbox to provide an evolving set of selected resources to support Member States, regional and global stakeholders to develop activities in the five priority action areas and activities in support of the six key areas of implementation. For further information and suggestions, please contact [email protected]
MoreIntroduction to the 17 Sustainable Development Goals (Early Years – Year 3)
Fun, games, crafts, discussions and more for all the family! Stay tuned! Join the fun and the discussions online! Information is mostly in the form of short videos for the following streams: 1) Early Years 2) Late Primary/ Middle School and /or 3) Secondary Follow-up activities: 1) Early Years – Games, crafts and storytelling 2) Late Primary/ Middle School – Coming up with solutions! 3) Secondary – Posters with statements as discussion primers. Parents/ guardians, siblings and educators are very welcome to join in the games, fun and discussions! Please do! The SDGs, also known as the Global Goals, are 17 goals and 169 targets set to achieve by the year 2030 to end poverty, protect the planet and ensure prosperity for all as part of a new sustainable development agenda. Achieving the SDGs requires the partnership of governments, private sector, civil society and citizens alike to make sure we leave a better planet for future generations. LEARN about the SDGs by clicking on the following links:
MoreIntroduction to the 17 Sustainable Development Goals (SDGs) (Year 4 – Year 11)
The SDGs, also known as the Global Goals, are 17 goals and 169 targets set to achieve by the year 2030 to end poverty, protect the planet and ensure prosperity for all as part of a new sustainable development agenda. Achieving the SDGs requires the partnership of governments, private sector, civil society and citizens alike to make sure we leave a better planet for future generations.
MoreUnderstanding Food and Climate Change – An Interactive Guide
Understanding Food and Climate Change: An Interactive Guide explores the links between what we grow, eat, and throw away, and the impact of climate change. But why explore the relationships between food and climate change? Because food is an essential human need and offers the potential for personalizing climate change. Food production depends on natural resources that are linked to climate and weather. Understanding the global food system can help your students comprehend how personal choices about food can impact climate change. By talking about food, we can demonstrate why climate change matters to all of us. The link below leads to an interactive e-book with loads of information and activities. The Center for Ecoliteracy offers a no-cost suite of digital education resources that explore the fundamental relationships between climate change and the food systems that sustain human life. These publications consider the potential for food systems-oriented climate change mitigation and adaptation. The first two resources in the suite are Understanding Food and Climate Change: An Interactive Guide and Understanding Food and Climate Change: A Systems Perspective. Understanding Food and Climate Change: An Interactive Guide incorporates text, video, photography, and an array of interactive experiences to deliver climate science alongside multicultural, interdisciplinary viewpoints. Its aim is to promote awareness and understanding of global climate issues, their intersection with food systems, and promising strategies for addressing climate change. This resource includes suggested activities and connections to both the Next Generation Science Standards and the National Curriculum Standards for Social Studies Thematic Strands. The companion publication, Understanding Food and Climate Change: A Systems Perspective, is a collection of essays that addresses topics that educators will encounter when teaching about food and climate change. These essays offer subjects for class discussion or student research and provide extensive resources for further investigation. This resource applies systems thinking to inspire readers to think in terms of systems, both human and natural. Used together, these publications serve as a strong foundation for developing and deepening our understanding of how we interact with nature. They are valuable resources for anyone engaged in shaping a more positive future. Copyright © 2018 Center for Ecoliteracy 2150 Allston Way, Suite 270 Berkeley, CA 94704-1377
MoreNature 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.
MoreEarth 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.
MoreEnvironment and school initiatives: Issue 83
Find here a variety of tools and ideas – which may support your own daily work for ESD.
MoreGlobal themes for international learning
Our five global themes have associated classroom resources, including resources to use with a partner school, as well as project templates to shape classroom activities. Global themes Identity and belonging Sustainable living Conflict and peace Fairness and equality Rights and responsibilities The British Council believes that the inclusion of children and young people into the regular education systems of their respective countries is an entitlement and a fundamental human right regardless of their gender, ethnicity, ability, socioeconomic background, health or medical condition. We are committed to working with school systems to create more inclusive classrooms and have brought together international thinking and practice in this area to examine it further. Read about how some practitioners are tackling issues of inclusion in our Core Skills for All brochure.
MoreSong: Eating Responsibly
St Benedict College Birzebbugia Primary created this song as their EkoSkola Eco-code. Original lyrics by Ms Isabelle Incorvaja and original music composed by Maestro John Zammit. The song is all about responsible food consumption as the lyrics indicate…
MoreIt’s Time to Help! – Joint effort between Eco-Schools to produce resources
The major stimulus to launch the project „It´s Time to Help” (ITTH) was the idea of international cooperation among European schools involved in Eco-School Programme. All these schools have realized the methodology concept of “Seven Steps of Eco-School”; however, each Eco-School under the conditions of their country and their climate regions.
MoreEAThink 2015 – Food Learning units
“EAThink2015 – eat local, think global” is a project that aims to enhance European students and teachers critical understanding and active engagement on global development challenges with a specific focus on food security and sovereignty, sustainable food systems and smallholder farming.
MoreMARLISCO educational material on marine litter targeting formal & non-formal educators
Within MARLISCO the educational material “Know Feel Act! To Stop Marine Litter” has been prepared to inform, sensitise and enable European teachers and students to take action to tackle the problem of litter in our seas and coasts. The material has been designed to primarily serve youth aged 10-15 yrs, but can be used also by educators outside the formal schooling system.
MoreSong: Sustainable is Possible…
Eco-Schools are using this song to promote sustainability and the Eco-Schools Programme through a music video. You can use the lyrics , song and perhaps even record your own music video.
MoreCoReflect – Collaboration and reflection
Project CoReflect (Title: Digital support for Inquiry, Collaboration, and Reflection on Socio-Scientific Debates) is a three year (2008-2011) research program, funded by the European Commission, under the FP7 Science in Society program. Bringing together eight diverse and multi-disciplinary teams from seven European states, the project members promoted evidence-based practice in science teaching and learning, by collaborating to iteratively design, enact, critique, and validate problem-based innovative inquiry learning environments.
MoreConsumer Classroom – also in Maltese…
Consumer Classroom is a new collaborative website for teachers about consumer education. It provides free, high quality resources for teachers along with interactive and collaborative tools to help teachers prepare lesson plans to share with students and other teachers from across the EU. Sign Up now on www.ConsumerClassroom.eu
MoreThe Bee World Project
The BeeWorld Project promotes the understanding and value of bees in schools. By connecting schools worldwide, the program encourages schools and communities to share their learning experiences of these fascinating creatures and what they are doing to help.
MoreEkoSkola f’Tagħna t-Tfal – Ġunju 2013
F’din il-ħarġa insibu sora f’forma ta’ diskussjoni bejn naħla u żunżana… Kif għandna nġibu ruħna meta naraw naħal jew żunżan???
MoreThe Enviromental Effects of Smoking
What are cigarettes made up from?… Air pollution from cigarette smoke… Cigarette related littering… Tobacco hurts people and their environment… Cigarette filters – silent killers… want to learn more? Download the PDF document given below. You will find more information and links about the topic.
MoreThe 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.
MoreEarly 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.
MoreRoad 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).
MoreEkoSkola f’Tagħna t-Tfal – April 2012
Do we know enough about Fairtrade products? What is the difference? Are we aware that products we buy might have been made by children? Or by adults who work very long hours and are underpaid? We should put in more effort to look for Fairtrade products and buy them instead of the usual ones. Naf biżżejjed dwar prodotti Fairtrade? X’inhi d-differenza?
MoreTake 2: The Student’s Point of View
The Take2 Youth Media Program takes advantage of today’s youthful fascination with technology to motivate active learning in environmental science, English, and media literacy. Working individually or collaborating in teams, students create short documentaries or public service announcements that are designed to inform, entertain, or advocate on issues illustrated by the footage provided.
MoreNab 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.
MoreFairtrade Song
Here is a link to this Fairtrade Song. Music and lyrics (not pictures) property of and copyright to Rob Wix SCIntillate Education Services (Corwen) Limited & Huw Ellis Ysgol Bryn Gwalia, 2009. It is an initiative of SCIntillate – Science development education through science.
MoreExplaining Fairtrade to Students
St Joseph School Blata l-Bajda did a lot of work on fair trade. Here the students are sharing a powerpoint presentation which they themselves made to explain what is Fairtrade to their fellow students…
MoreFriends Environmental Education Network (FEEN)
In 1999, a group of educators from Friends schools began the Friends Environmental Education Network (FEEN) to further environmental stewardship and green practices in schools. Since then, FEEN share ideas, inspiration, and friendship. FEEN participants firmly believe that a commitment to sustainable living and environmental stewardship needs to be a fundamental component of a Quaker education. This website provides input about various green practices, projects, etc all realted to nature, environment, food, green buildings & spaces, etc.
MoreLesson Plans Database: Science & Health Education Partnership
The Science and Health Education Partnership (SEP) lesson plan database provides K-12 teachers reviewed, quality hands-on lessons created by SEP classroom partnership teams and staff.
MoreProject Learning Tree Releases New High School Curriculum
Nine activities in PLT’s Exploring Environmental Issues: Focus on Forests teach students about forest health, watersheds, climate change, who owns America’s forests, and more.
MoreSustainable Schools Project Kits and Guides
Shelburne Farms’ Sustainable Schools Project has released three new resources in celebration of National Education for Sustainability Week. All of these resources are available as free downloads from the Sustainable Schools Project Website.
MoreX’inhu l-NCF? – Sketch għat-tfal tal-primarji
Audrey Gauci, bil-għajnuna ta’ Elizabeth Saliba preparaw dan l-isketch biex permezz tiegħu jispjegaw lil studenti taħt l-għaxar snin x’inhu l-NCF u kif ser jaffetwa lilhom.
MoreMad about Air and more
Designed for 5-10 yr olds, these lesson plans and colourful posters provide useful information and suggestions on how to make a difference. The accompanying lesson plan has curriculum links into geography, maths, citizenship, ICT and English.
MoreEarth Day Activities and resources
The Educatall team provides a long list of activities, games, ideas for workshops by topic.
MoreMother earth song
Mother Earth it’s a great place to be – is an environmental children’s song! Youtube link shows students singing this action song with lyrics at the bottom of the screen.
MoreClimate change and lifestyles guidebook for youths
Loads of information, activity ideas, tips, online resources and case studies about climate change – considering the food we eat, things we buy, transport, energy, third world countries, water, jobs, lifestyle, good life, leisure and entertainment and above all ways to take action. All this is available in the UNESCO produced downloadable pdf Guidebook.
MoreCreating Our Future
Using an action-planning model, students visualize their desired future, identify objectives, develop a plan to address local and global issues, and implement their vision through action and service learning. How do we create a just and humane world for ourselves and for future generations? Help students identify and plan what they want their future to look like. Using an action-planning model, students visualize their desired future, identify objectives, develop a plan to address local and global issues, and implement their vision through action and service learning. (All lesson plans, resources and more are available from http://www.facingthefuture.org)
MoreBuy, Use, Toss? A closer look at the things we buy.
Buy, Use, Toss? A Closer Look at the Things We Buy, is a free interdisciplinary curriculum unit from Facing the Future that leads students through an exploration of the system of producing and consuming goods that is called the materials economy. Students learn about the five major steps of the materials economy (Extraction, Production, Distribution, Consumption, and Disposal) and are asked to analyze the sustainability of these steps to determine how consumption can benefit people, economies, and environments. (All lesson plans, resources and more can be found from http://www.facingthefuture.org)
MoreArmenia Tree project
The new edition of the Armenia Tree Project’s (ATP) Plant an Idea, Plant a Tree manual outlines lessons to understand environmental issues and identify practical solutions. The manual was introduced in 2005 when ATP published Armenia’s first teacher’s manual for environmental education, compiled and written by Dr. Karla Wesley. (http://www.armeniatree.org/whatwedo/eea.htm) ATP is developing environmental education as a core program area in order to prepare the nation’s youth for becoming the next generation of environmental stewards. By actively engaging youth in a process to better understand and appreciate the value of a healthy and sustainable environment, ATP seeks to protect the trees we plant today from future exploitation. AS you leaf through the curriculum you will find various related lessonplans for all age levels.
MoreExtraction, Production, Distribution, Consumption, and Disposal of Products
Students are surrounded by “stuff” – from blue jeans to the latest cell phone – in their everyday lives. Pique your students’ natural interest in stuff with interdisciplinary, standards-aligned lessons that will build 21st century skills
MoreFilm About Environmental Education
A Simple Question explores the remarkable STRAW Program — a collaboration among elementary school students, ranchers, government agencies, and environmental professionals to restore habitat and save the endangered California freshwater shrimp.
MoreEnvironmental Experiences for Early Childhood
Just as more attention is being focused on the need to connect students to nature at a younger age, PLT has published a new curriculum guide and music CD to engage children ages three to six in outdoor exploration and play. Eleven field-tested, hands-on activities showcase over 130 “early childhood experiences”
MoreSea Turtle Education Program
SEE Turtles, a non‐profit conservation project, educates and inspires students and adults to take an active role in protecting sea turtles. This school outreach program includes hands-on educational trips to Costa Rica and Mexico, engaging classroom presentation by sea turtle experts, lesson plans on sea turtle ecology, threats, and more. http://www.seeturtles.org/1350/school-programs.htm…
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