SDG 03 - Health and Wellbeing Archives

SDG Compendium: SDG 03 - Health and Wellbeing

BeMED 17. Investigating the effects of marine litter on sea water temperature and pH level

Title Investigating the effects of marine litter on sea water temperature and pH level Author Ramona Mercieca Age Guide Year 7-8 Subject Area Geography, Integrated science Preparation Time 1 hour Estimated Duration Data collection 10 mins daily spread over 2 months Site School ground Educational objectives To develop fieldwork skills such as collecting and recording data To learn more about the effects of marine litter 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 use the natural, social and built environment that surrounds me, as a context and source of learning. – I am motivated to make a positive contribution to other people and their social and natural environment, locally and globally. – I can reflect upon the consequences of my actions on present and future generations. Link to SDGs SDG 3: Good health and well-being SDG 4: Quality education SDG 11: Sustainable cities and communities SDG 12: Responsible consumption and production Educational resources required 2 big glass jars Sea water Plastic litter Digital pH reader Digital thermometer Data logger to measure air temperature, humidity and air pressure GLOBE Observer App to record cloud type and cover (optional) Appendix 17.1 – Data sheets Remote preparation Organize a beach clean-up event. Marine litter collected to be taken at school to be used in investigation. Collect sea water samples in a small jerry can. Planning Considerations Very important to focus on the FACTS, especially when researching and collecting data about the effects of marine litter. For beach clean-up event: · Healthy and Safety information (stay in groups, stay away from the sea and cliffs, hazard of roads and weather). · Brief outline of day and objectives for the day. Set up the day’s investigation aim and consider hypotheses. Toilet stops and time for the lunch break. · Risk assessment/class list/medication/first aid kits Method Introduction In this activity students will investigate the effects of plastic litter on sea water temperature and sea water pH levels. Two large glass jars are filled with the same amount of sea water. In one of the jars the students put some plastic litter collected during the beach clean-up event done beforehand. The glass jars are to be placed outside exposed to the sun and rain. Development Every day students will take three readings of the sea water temperature and pH level from both jars and calculate the mean of the three samples. Moreover, the students will measure the air temperature, humidity and air pressure, describe the general outlook of the weather and observe cloud cover using the GLOBE Observer App (optional). Information collected is filled in the data sheets (Appendix 17.1). Conclusion Once all data is collected students will present it in a graph and analyze it through mean values of repetitions (pH and temperature) by jar to both treatments (with plastics, without plastics). The mean values are to be plotted along the …

BeMED 16. Outdoor Classroom Activity – Beach Fieldwork

Title Outdoor Classroom Activity – Beach Fieldwork Author Ramona Mercieca Age Guide Year 7 Subject Area Geography Preparation Time 1 hour Estimated Duration 4 hours Site Coastal Area Educational objectives To further students’ map reading skills. To develop fieldwork skills such as collecting and recording data. To learn more about their local area and describe how litter make them feel. Learning Outcomes – I can use the basic mapping skills which include a scale, a legend and compass points to plan journeys, latitudes and longitudes to locate places. – I can use appropriate sources to observe and record local weather. – 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 use the natural, social and built environment that surrounds me, as a context and source of learning. – I am motivated to make a positive contribution to other people and their social and natural environment, locally and globally. – I can reflect upon the consequences of my actions on present and future generations. Link to SDGs SDG 3: Good health and well-being SDG 4: Quality education for all SDG 11: Sustainable cities and communities SDG 12: Responsible consumption and production Educational resources required A4 map of beach site x1 (per group) Appendix 16.1 – Group Recording Sheets X5 (per group) Appendix 16.2 – Litter Survey Sheet x1 (per group) Pencils Clipboards Digital cameras Data logger Thermometer Digital pH reader GLOBE Observer App – optional Small container X1 (per group) Remote preparation Teacher needs to prepare the resources as indicated in the previous section. The outdoor classroom activity will be an opportunity for students to apply the knowledge and skills learned during geography lessons like using a map, observing and recording the weather, locating beach site using the coordinates. Before the outdoor classroom activity the students will do research about marine litter – its sources and effects on the marine environment. Planning Considerations It is very important to focus on the FACTS, especially when researching and collecting data re marine litter. Healthy and Safety information (stay in groups, stay away from the sea and cliffs, hazard of roads and weather). Brief outline of the day and objectives for the day. Set up the day’s investigation aim and consider hypotheses. Toilet stops and time for the lunch break. Risk assessment/class list/medication/first aid kits. Method Activity Outline: Half the day is spent at the beach collecting field data on weather, sea water temperature, sea water pH level and doing a litter survey. Introduction Introduce site and locate it on the map of the Maltese Islands. Briefly introduce the history of the area (fishing and tourism and coastal erosion). The students will be split in groups and each group will select a leader and is given a pack with the group’s recording sheets and a small container. Development Students explore and investigate the beach site by answering the questions on the …

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 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 …

I am Peace: A Book of Mindfulness by Susan Verde – UN Book Club (SDG 3: Good Health and Well-Being)

A lovely narrative storybook to lead younger children towards mindfulness and inner peace, thoughtfully illustrated by Peter H. Reynolds, that captures the thread of anxious thoughts as they run away. Reading the story leads the child through a mindfulness exercise, relieving stress and increasing well-being. The simplicity of the approach and gentleness of the illustrations and words have a direct effect on the reader. It encourages a sense of peace that can also be shared with others. https://www.youtube.com/watch?v=vnR5HDfR3JI (Right click and “Open in new tab”)

Learn About SDG 3 – Good Health (Early Years – Year 3)

Ensure healthy lives and promote well-being for all at all ages LEARN about SDG 3 by clicking on this link. For all the details and statistics about the targets of SDG No 3 access these links: UN SDG Tracker EU policies and actions

Learn About SDG 3 – Good Health (Year 4 – Year 8)

Learn About SDG 3 – Good health (Year 9 – Year 11)

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 3 – Be The Pond! (Year 3 – Year 4)

Be the Pond – Cosmic Kids Zen Den – Mindfulness for kids Take a short break. Sit down and do this exercise with your kids. De-stress, relax and enjoy!

Follow Up SDG 3 – Animals Save the planet! (Year 3 – Year 4)

Watch this video to explain why it is important to use other forms of transport. Some follow up questions: In what way are bicycles better than cars? Is it safe to ride a bicycle on our roads? Can you think of ways to render the bicycle use on our roads safer? Can you look up a picture of a recent bike lane that has been constructed lately in the various road widening exercises across the islands. Make them be on the look-out for signs of bicycle lanes if you venture out for a quick ride.

Follow Up SDG 3 – Media savvy! (Year 5 – Year 8)

Due to the Covid-19 measure many people had to stay inside to practice social distancing. Look up articles in the media that show how the emissions have decreased since fewer cars are on the roads.

Follow Up SDG 3 – Fair with Air! (Year 5 – Year 8)

Before the schools were closed a project named: Fair with Air that involved teachers and school children in the monitoring of Nitrogen Dioxide concentration was carried out in 25 schools. The aim of the project was to raise awareness about air pollution and the effects that the transport activities of teachers, parents and school children on air quality.

Follow Up SDG 3 – Bullying reprieve! (Year 5 – Year 8)

Watch these two videos: Video 1 – Protect yourself rules Video 2 – Anti bullying – it only takes one Spend a few minutes in silence.

Follow Up SDG 3 – Rare diseases! (Year 9 – Year 11)

In small countries like Malta, because there is a small number of patients with rare diseases, some medicines are not available or are very expensive. All Member States including small states like Malta should have fair, equal and affordable access.

Follow Up SDG 3 – Covid-19 stress busters! (Year 9 – Year 11)

Feeling…. Bored? Angry? Frustrated? Lonely? It is normal to feel that way due to the imposed measures to limit the spread during COVID-19 school shut down. It is a tough time for everyone. Here is an interesting manual that might help you while away the time and help you appreciate more life notwithstanding the current situation. Have a look! Many great ideas…

Follow Up SDG 3 – Kellimni.com (Year 9 – Year 11)

If you have something on your mind and you are not sure who you trust, who can listen to you right now, or who will understand you log into http://kellimni.com/

Follow Up SDG 3 – Brain Drain! (Year 9 – Year 11)

To make things worse many developing countries like Nigeria have a problem with the number of doctors and healthcare workers. In Nigeria there is a doctor for every 6000 people. Do you know why?