Subjects: Maths

BEMED 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.

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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 …

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BeMED 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. …

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BeMed 3. Our Sea

Title Our Sea Author Amanda Pace, Mariella Grech & Melissa Grima Age Guide KG2 Subject Area Music, ICT, Arts & Crafts, Numeracy Skills (Sorting), Knowledge & Understanding of the World Preparation Time Approximately 2 hours (over a period of 2 days in which during this time the students paint the scene and the frame using paint, enhancing interaction and socialisation and colour a Picture of a fish with crayons.) Estimated Duration 60 minutes + a day outing Site School & a preferred sandy beach Educational objectives The aim of this activity is to raise awareness and enhance our students’ knowledge – from an early age – of the beauty of our environment, particularly marine life, what we can do to keep it clean (especially from plastic). During this activity, students will enrich their learning through multisensory approaches, increase their listening and communication skills as well as develop socially. Learning Outcomes Children who have a positive self-image. – I am able to ask questions in order to learn new things.Children who develop positive attitudes which enable them to take the initiative and become risk- takers. – I am motivated to engage with a range of learning opportunities present in my environment. Children are socially adept. Children who learn to collaborate with peers and adults. Children who are effective communicators. Children who are versatile and skilled with knowledge and information as well as meaning making and comprehension. – I sort objects into simple categories. Link to SDGs SDG 14: Life Below Water Educational resources required Sea Animals Colouring Pages (colouring book style pictures of a crab, jelly fish, seaweed, fish, turtle, etc. especially those found locally) such as can be found here: https://www.firstpalette.com/printable/sea-animals.html , https://www.pngwing.com/en/free-png-nwnxw, https://www.vecteezy.com/vector-art/127843-free-sea-creatures-vectors Video clips on You Tube: A whale’s tale: https://www.youtube.com/watch?v=ZgLa7bPB6DA Animals in the Ocean Action Song: https://www.youtube.com/watch?v=gGz176Oz4TY Save the Sea Animals: https://www.youtube.com/watch?v=ogtvFbBfPEA Sea Life Frame and Scene (as in photos): paint, large cardboard box, glue, googly eyes, recycled foam, scissors and wall nut shells. Trash Items for Recycling Trash Game Internet connection Remote preparation Learners are asked about the sea creatures and how we should take care of them when they have to draw them in preparation for this activity. The teacher will also explain what she intends to carry out when painting the scene, the frame and the sea creatures so that they know the reason why they are going to take part in this activity that is: to save our seas. Planning Considerations Student misconceptions: Learners may think that ALL sea creatures are being killed because of plastic pollution, however the teacher must explain that we should learn how to reduce plastic waste and recycle it so that we protect sea life from further harm. Safety Precautions: During the sorting activity the teacher must be very careful so that children would not hurt themselves with any sharp materials or glass that they can break easily. Tips: When painting the scene, it is best if it is done in the yard so that children have enough …

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Eco-Gozo Resources

Various resources for schools available here

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Drinking water – Tap water or bottled water

In this lesson, students are asked to consider the sustainability of a common, everyday practice (choosing the source of their drinking water). They will use sustainability criteria and research data to work collaboratively in evaluating the truth about the two drinking water options. By doing so, they will learn that calling something sustainable is not just a guess, but is based on a model that results in conclusive and measurable results.

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Water & Electricity Consumption Monitor

Do you usually note down meter readings to calculate how much electricity and water is consumed per month in your school? Want a helping hand? Below there is an attachment – an Excel sheet initially developed by Mr Saviour Tabone.  It is being further developed to also monitor waste, transport and tree planting in order to be able to provide numerical data. All you have to do is to type in the meter reading for electricity and water at the end of each month in the orange cells and automatically you will get how many units were used up and a bar chart/graph comparing consumption between months.

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The 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.

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Mad 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.

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Buy, 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)

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The very hungry school – A whole week’s work on consumption

‘The Very Hungry School’ story and associated worksheet provide a useful resource for literacy and maths work, as well as offering good preparation for ‘The Very Hungry School’ online pupil discussion.

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Project Learning Tree Releases New Early Childhood Curriculum

To connect students to nature at a younger age, Project Learning Tree releases a new curriculum guide and music CD to engage children ages 3-6 in outdoor exploration and play. Eleven field-tested, hands-on activities showcase over 130 “early childhood experiences”

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