Subjects: PE

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!

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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 …

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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 …

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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 …

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