SDG 03 - Health and Wellbeing: Year 02

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 …

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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    

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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.

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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.

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