SDG 04 - Quality Education Archives

SDG Compendium: SDG 04 - Quality Education

BeMED 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 …

BeMED 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 …

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 …

Rain School by James Rumford – UN Book Club (SDG 4: Quality Education)

Captures the excitement of children starting school for the first time and wondering what it will be like. In this particular setting in Chad, the children and the teachers create a temporary school building each year which lasts for the nine months between the long rains. The message is one of collaboration, problem solving and hope with enthusiastic valuing of an education at its core. YouTube Read Along – https://www.youtube.com/watch?v=OEss6Bcwkac&t=16s [Right click and “Open in a new tab”]

Learn About SDG 4 – Quality Education (Early Years – Year 3)

Ensure Inclusive and equitable quality education and promote lifelong learning opportunities for all. LEARN about SDG 4 by clicking on this link. For all the details and statistics about the targets of SDG No 4 access this link.

Learn About SDG 4 – Quality Education (Year 4 – Year 8)

Ensure Inclusive and equitable quality education and promote lifelong learning opportunities for all. LEARN about SDG 4 by clicking on these links: ‘What can you do’ youtube video on SDG4 ‘Education for all’ youtube video on SDG4 For all the details and statistics about the targets of SDG No 4 access this link.

Learn About SDG 4 – Quality Education (Year 9 – Year 11)

Follow Up SDG 4 – This is the way we go to school! (Early Years – Year 2)

Sing along to this song. Watch it together and mime it with your kids!

Follow Up SDG 4 – Il-gideb ta’ Toninu! (Early Years – Year 2)

Read the Maltese poem attached. Why do you think Toninu wants to skip school? Do you enjoy going to school? Why? Now that you have to stay at home because of the virus do you miss school? What do you miss most about your school? Did you know that some children around the world cannot go to school every day? Why do you think it is not always possible for them to go to school? To help them answer this question you might want to show them this episode of Thomas the Train. Ask again after the video and if they have trouble coming up with an answer freeze at 0:47 and have them listen again or else read the transcript below: But unfortunately, not all children are able to go to school. In some places, families can only afford to send some of their children to school, and sometimes they choose to send boys instead of girls. Other times, children can’t go to school, because schools are too far away, or because the weather has damaged the roads, or there’s fighting going on where they live. You can also prepare flashcards with these ‘reasons’ hindering adequate access to schooling and ask them to hang them up with pegs on a clothes line across the room.

Follow Up SDG 4 – Obstacle race! (Early Years – Year 2)

Use the chairs and some old boxes you have at home and any other items to create an obstacle race for your kids. The main aim is to arrive safely at your destination which in this case is your school. At first you might want to make the journey quite easy and then start introducing an obstacle at a time. You can also stick the ‘reasons’ flashcards from the previous activity to each item on the obstacle course and explain why this obstacle hindered your child to arrive safely. Another variant could be to use an old pushchair to double up as a wheelchair to have them do the obstacle course in it and ask them how it feels like for students with disabilities. You can involve other siblings at home by dressing them up as animals and having them pounce on their sibling doing the obstacle race to simulate attacks from animals on their journey to and from school. At the end of the activity print out the school to home maze and ask them to find their way back home from school.

Follow Up SDG 4 – Fonzu l-Fenek (Early Years – Year 2)

A children’s song in Maltese featuring a day in the life of Fonzu l-Fenek./Kanzunetta bil-Malti għat-tfal dwar ġurnata tipika ta’ Fonzu l-Fenek. Sing along to the song and watch with your kids through this link. Show them this picture with the caption. Follow up questions you can ask: Is Fonzu a healthy rabbit? What makes you think so? What kind of food does Fonzu eat? Are fruit and vegetables healthy? How much should we eat a day? If we go to school on an empty stomach what might happen to us? Did you know that some kids manage to go to school but some are so tired and hungry by the time they get there that they hardly learn anything. So let us remember to eat a healthy breakfast before we go to school! Sing the song one more time!

Follow Up SDG 4 – Superheroes in action! (Year 3 – Year 4)

Do you miss school? Did you know that some kids never attend school? Join Chakra and Mighty Girl on their journey to Mumbai to discover why some kids never get the chance to attend school. – Watch here. Press on the zoom button to be able to read the speech bubbles! Now you know why some kids are not able to attend school. So it’s time to create your own superhero character by logging in here. Create and download your superhero character and save for the next step! Now login to this site to create a speech bubble. Close the ads window and scroll down! Upload your superhero character picture and add a speech bubble. Write a short message to students that cannot attend school because: they are sick/ they are injured/ they live very far away from school/ their school has been bombed/ their parents have lost their job so they cannot pay for their school uniforms and books…. Send them a strong message in your speech bubble. Save, download and if you want print!

Follow Up SDG 4 – Education can transform the World! (Year 5 – Year 8)

Why is education such an important tool? To understand the power of education for transforming lives refer to this publication.

Follow Up SDG 4 – Children on the move! (Year 5 – Year 8)

Build an understanding of what life is like for people forced to flee their homes. Understand that migration has and continues to affect everyone from this publication.

Follow Up SDG 4 – Unfair play! (Year 5 – Year 8)

Read the story: Iz-Zokkor! You can also listen to the voice recording by asking on the contact form of this website for mp3 file which will be sent to you upon request. Have you ever stopped to think from where the soccer balls you kick around at home, at school or at the football nursery come from? Where are they made? Who makes them? Do you have any idea??? FACTS ABOUT THE SOCCER BALL INDUSTRY Nearly 1/2 of the world’s soccer balls are made in Sialkot, Pakistan There are 650 stitches in 1 soccer ball It is estimated that 1/4 of the 35 million soccer balls made in Pakistan are made by children under the age of 14 In India, although it is illegal to keep children from going to school, tens of thousands of children work in the soccer ball industry, working 10-15 hours a day stitching together soccer balls Children miss school to stitch together soccer balls In India, the work is done at home, making child labour “invisible” Children as young as 6 years old have been found stitching soccer balls Children earn roughly 25c for every ball they stitch together. It takes about 4 hours to stitch one ball. This is the reality of some children in Meerut India. Browse online to try and check how much an average soccer ball costs from a local Sports shop? What percentage do you think these kids get from the selling price of each soccer ball? Luckily there are some companies that produce fair trade soccer balls. They make sure that no children or other people were abused in the production. Customize your own soccer ball with your favourite team colours with the fair trade logo included by accessing this link.

Follow Up SDG 4 – COVID 19 assistance! (Year 5 – Year 8)

The school closure has left a number of students stranded. Many lessons are now being delivered online but some students do not have any laptops and no internet access. The Ministry for Education and Employment has launched a scheme to assist these students. Access this link and watch the embedded video. How many households will be provided with a free internet service? How many students will be getting a laptop on loan to participate in online learning? In what ways do the meals provided by this initiative assist in providing a quality education for these students? Each SDG has a number of specific targets. Carry out some research to find out all the targets of SDG No 4. How many targets are there? Which of these targets will this initiative be fulfilling?

Follow Up SDG 4 – A time-bomb! (Year 9 – Year 11)

What is the state doing to assist these students? One of the plans to try and respond to these needs is the My Journey vision. Download the document from this link to investigate if this new vision truly responds to the needs of these students. Can you find anything in this document that is similar to those you have set in your SMART goals template? Besides the My Journey vision the Ministry has also launched the ALP – Alternative Learning Programme. Try to browse on the internet to check what it entails. Here is a video that you might find helpful. What do you think? Is the programme catering for any of the needs mentioned in the absenteeism document? A statement that we came across about the effectiveness of this programme is; ‘A time bomb ready to explode!’ To see why and to read about the Ministry’s reaction go to this link. What is your opinion? Discuss!