Science Archives - EkoSkola

Subjects: Science

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.

BeMED 19. Gathering data to measure the extent of beach litter on a beach – Biology/Science Fieldwork

Title Gathering data to measure the extent of beach litter on a beach – Biology/Science Fieldwork Author Cynthia Caruana Age Guide Year 8–11 Subject Area Integrated Science, Biology, Education for Sustainable Development Preparation Time 30 minutes Estimated Duration 120 minutes on site 60 minutes follow-up for learners (in case of report or publication) Site Rocky/ Sandy beach of your own choice All learning resources are being provided for: Golden Bay Sandy Beach, Għajn Tuffieħa in Malta Resources can be adapted for other beaches. Educational objectives – Learners will investigate the litter that may be found at the beach, including its origin and possible method of dispersal as well as identify whether litter is biodegradable and non-biodegradable. – Learners will assist in a clean-up and learn to dispose of the litter found on the beach in their appropriate waste bag. – Learners will use simple calculations to find the area studied and the percentage frequency of the litter found as well as weighing mass of micro-plastics and waste found. – Learners will use observation skills, estimation, data collection and skills of analysis together with teamwork. Learning Outcomes – I can describe what is littering the beach and investigate the frequency of the most common litter items. – I understand the relationship between humans and marine organisms. – I can critically assess and give a rating to the quality of a beach in terms of its litter. – I recognize the importance of taking action to reduce the impact of the beach litter problem. Link to SDGs SDG 12: Responsible Production and Consumption SDG 14: Life below Water SDG 15: Life on Land Educational resources required Appendix 19.1 – Background information Appendix 19.2 – Consent form Appendix 19.3 – Map of area under study (Golden bay, Malta) Appendix 19.4 – Traced map Appendix 19.5 – Weather forecast Appendix 19.6 – Worksheet 1 Appendix 19.7 – Adapted worksheet Appendix 19.8 – Different origins of litter Learners will bring their own: · Tablet/writing materials · Photo camera/mobile · Gloves · Small jar for collecting micro-plastics · Spade and bucket Equipment needed for each working group: · Frame Quadrat · Sieve · Waste bags for collection: grey bag for plastics, black bag for general waste, white/organic waste bag and reusable container such as bucket for glass · Weighing scales (1 to share between groups) · Tape measure (1 to share between groups) Remote preparation (if applicable) · 1 week before activity day, learners’ parents/guardians need to sign consent form to allow them to participate in activity (Appendix 19.2) · 1 day before activity day, learners will need to download or print (depending if tablet will be used) a map of the area (Appendix 19.3), the area is to be traced on a sheet of tracing paper (Appendix 19.4) · Weather Forecast for activity day (Appendix 19.5) · Download or print-outs of worksheet for data collection (Appendix 19.6 or 19.7) · Proper attire for lesson including boots and waterproof jacket Planning Considerations Weather: if inclement weather …

BeMED 14. Under-the-water Experience

Title Under-the-water Experience Author Ms Sharon Giordimaina Age Guide Year 6 Subject Area Science and Technology, Education for Sustainable Development Preparation Time 15 minutes Estimated Duration 60 minutes Site Just in case the school would be interested to organize a follow-up activity. A safe diving-experience site can be found in the respective country or a submarine outing organized for school children. Educational objectives Students will learn about some below-the-water species and plants. – I can investigate and give examples of the adaptations of plants to suit their environment. – I know that the environment is a system which can be harmed. – I know about dangers posed to the environment such pollution and the destruction of marine life. Learning Outcomess – I can identify priorities and evaluate potential consequences of different decisions and actions. – I can involve myself and others in real-world issues to bring about a positive difference. Link to SDGs SDG 12: Responsible consumption and production. SDG 14: Life below water. Educational resources required Appendix 14.1 – Sea plants and animals templates plastic waste to create an under-the-water scenario. Appendix 14.2 – Handout activity with a list of species to tick the ones found in the sea. Appendix 14.3 – Handout activity – Under the sea short questions. Appendix 14.4 – A list of reflective questions. Appendix 14.5 – Flashcards – Vocabulary related to marine life. Appendix 14.6 – Video links Internet connection Remote preparation Introduction through a video-clip about a diving experience (https://youtu.be/isFBQFhfI_s) or part of it. Setting up a below-the-water scene, using Appendix 14.1. Students could also be invited to draw or colour in these creatures themselves during previous expressive-arts-related activities. Planning Considerations It might be necessary to give some basic information about marine life, marine pollution with a possible link to water pollution. Method Introduction – Talk briefly about sea life and see what the students know about this ecosystem. Have they ever learnt about it in detail? How do they feel when they are at sea or dive shortly under the sea? – Share a video-clip about undersea creature on earth (https://youtu.be/nvq_lvC1MRY). Invite students to observe and look closely at life under the sea. – Introduce some vocabulary related to the sea plants and creatures. – Discuss how these can be affected by plastic residues thrown on the ground. Development – Invite students to talk about the under-water scenario they can see, created with the use of Appendix 14.1. Have they ever experienced an under-water observation? Are they curious to experience it? – Distribute the handout with a list of species (Appendix 14.2). Go through it together. Then give some ample time for them to look around/think of sea life under water and write what they can see or be found in that habitat. Refer to the short questions in Appendix 14.3. – Debate about what is proper and improper in the scenario. – Speak shortly about the divers’ experiences, how prepared they should be and what they would ask if they were …

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. …

BeMED 9. Largest to smallest – the story of a plastic particle

Title Largest to smallest – the story of a plastic particle Author Neville Dimech Age Guide Year 4 Subject Area Science, Geography, English language Preparation Time 10 minutes to collect resources needed. 5 minutes to familiarise oneself with the PowerPoint presentation. Estimated Duration 45 minutes Site Classroom with interactive board. Educational objectives To create awareness of the issue of plastic litter which ends up in the seas, oceans, seabed and ocean floors as well as sandy beaches. Learning Outcomes – I can classify materials as natural or man-made. Link to SDGs SDG 12: Responsible consumption and production SDG 14: Life below water Educational resources required plastic items such as a plastic cup, a plastic straw, a small plastic toys used on the beach, balls, buckets, spade, plastic water bottles, empty sun cream bottles, empty yogurt cups, plastic and cotton ear buds, cigarette butts, and more. Appendix 9.1 – Powerpoint PLASTY Interactive whiteboard Internet Connection Planning Considerations At the end of the lesson the students are told that the resources used in this lesson will be stored and reused by other students/during other lessons. Method Introduction Engage (10 minutes) The teacher places on the table some plastic items such as a plastic cup, a plastic straw, small plastic toys used on the beach: balls, buckets, spade, plastic water bottles, empty sun cream bottles, empty yogurt cups, plastic and cotton ear buds, cigarette – butts, and more. The teacher asks the students to look carefully at the items. Ask: Where do we find these? A round of ideas and opinion is taken. These can be written on the interactive or white board or on a large flip chart. Development Inquire (25 minutes) Ask: What happens to plastic when it is out in the natural environment? A round of ideas and opinion is taken. These can be written on the interactive or white board or on a large flip chart. Where does plastic come from? A round of ideas and opinion is taken. These can be written on the interactive or white board or on a large flip chart. Watch the interactive Power Point (Appendix 9.1). Largest to smallest – the story of a life particle. The Story of the life of a plastic particle, “Plasty” from its birth in a plastic manufacturing factory to microplastic fragments ending at the bottom of the ocean floor. The learners will direct the story of “Plasty” and note that from whichever route and life-story they choose, “Plasty” will still end up at the bottom the sea. As they trace the life of the plastic particle they realize that it is not on its own in the end… The students choose what the plastic raw material will become. They follow what happens to the plastic. They conclude that many different plastic items eventually find their way to the sea. The plastic items end up as very small pieces – “micro-plastics.” Conclusion Evaluate (10 minutes) The students come to the conclusion that plastic materials will end up in …

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 …

BeMED 4. Oh No! Plastic in my food! Plastic everywhere!

Titles Oh No! Plastic in my food! Plastic everywhere! Author Anita Muscat Age Guide Year 1-3 with adaptations for Year 6 Subject Area English, Science, Fine motor skills when colouring and handling scissors for the younger students. Preparation Time Depends on what activity is chosen and how it is carried out Estimated Duration 30 to 45 minutes Site Classroom and/or school hall / yard Educational objectives Students will learn that all creatures living in the sea are interconnected and that anything which affects one of them will probably affect others further up the chain as well. Students will become aware of what micro-plastics are, where they come from and the harm they cause. Students will learn that our plastic consumption has somewhat spiralled out of control but this trend can be reversed if we all do our part. Students will learn that many countries around the world are aware of the harm caused by plastics and what they are doing to address the problem. Learning Outcomes Year 1 and 2 – Understand that planet Earth supports life and therefore we must take care of Earth’s resources. – Identify practical ways of reducing, reusing, recycling and repairing waste as well as refusing items and rethinking everyday practices to safeguard planet Earth. – I can handle scissors safely to cut freely, along straight and curved lines. Year 3 – I can ask questions about the world around me. – I can carry out a simple practical investigation with the teacher’s support. – I can make simple conclusions from my direct observations. Year 6 – I can access information from a range of sources with ability and efficiency. – I can write for an audience and with a purpose. – I can create and write my own book/s experimenting with different genres. – I can find answers to simple questions on a scientific topic. – I can identify simple cause and effect relationships. – I can explain that the environment is an ecosystem that can be harmed through pollution, destruction of the natural environment, acid rain, overfishing and overpopulation. – I can observe and describe how the sea is becoming polluted and its effect on marine life. Link to SDGs SDG 14: Life below water Educational resources required Posters, pictures, books and videos containing information about the different forms of life in the sea. Appendix 4.1 – Template: How to draw a fish (1) Appendix 4.2 – Template: How to draw a fish (2) Appendix 4.3 – Template: How to draw a fish (3) Appendix 4.4 – Photos: 3D Fish Appendix 4.5 – Poster: Lifecycle of a plastic water bottle Appendix 4.6 – Poster: How long does it take for trash to decompose Appendix 4.7 – Powerpoint: Can we end plastic pollution Appendix 4.8 – Powerpoint: Plastics and the environment Appendix 4.9 – Poster: Food chains Cereal boxes, coloured paper, paper puncher/scissors Internet connection Remote preparation Year 1 – 3 : Prepare various different sized, rectangular pieces of cardboard (used cereal boxes). Sizes …

Eco-Gozo Resources

Various resources for schools available here

Biology Fieldwork – Plastic Oceans and Coastal Fieldwork

The DQSE Biology syllabus indicates the use of diverse fieldworks during the scholastic year. The idea of introducing a coastal fieldwork arose from the need to expose Biology students to the theory and practice of coastal and marine ecosystems.

CoReflect – Collaboration and reflection

Project CoReflect (Title: Digital support for Inquiry, Collaboration, and Reflection on Socio-Scientific Debates) is a three year (2008-2011) research program, funded by the European Commission, under the FP7 Science in Society program. Bringing together eight diverse and multi-disciplinary teams from seven European states, the project members promoted evidence-based practice in science teaching and learning, by collaborating to iteratively design, enact, critique, and validate problem-based innovative inquiry learning environments.

A different approach to Global Warming across the curriculum

Is Global warming man made or a natural process? CoReflect provides a set of lesson plans which tackle Global warming through a number of subjects, going across language and debate to chemistry, research skills and observation. The age group is more aimed at secondary school students. Below are links to the CoReflect website and the lesson plans

Consumer Classroom – also in Maltese…

Consumer Classroom is a new collaborative website for teachers about consumer education. It provides free, high quality resources for teachers along with interactive and collaborative tools to help teachers prepare lesson plans to share with students and other teachers from across the EU. Sign Up now on www.ConsumerClassroom.eu

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.

Early Childhood Activities for a Greener Earth

This book by Patty Born Selly, Published by Redleaf Press helps to educate young children about the environment through experience and play. These activities encourage children to develop a sense of wonder, curiosity, and joy for nature.

Road to Rio + 20 workbook – Activities and Lesson plans

This publication is designed to introduce young people to the issues that will be central to Rio+20, by first providing you with a useful context of the project (Part 1 -Overview) and then moving forward to what you and the young people you work with can do as part of a classroom or youth group activity (Part2 – Activities & Lessonplans).

Earth Preservers Website

Earth Preservers is an environmental news and information website for kids that relates the environment to a wide-range of current events and topics. Resources include short films and documentaries, interactive quizzes, classroom resources, poll questions, and a monthly newsletter.

Games Page on the United States Environmental Protection Agency

This webpage contains links to loads of games, videos and quizzes related to the environment, energy, water, mystery solving, science, recycling, waste and much more…

EPA United States Environmental Agency

This webistes provides loads of resources, games, news and info to students, teachers and parents. Topics included are climate change, sustainable energy, Earth Day, science experiments, environmental games

Virtual Pond Dip

The Virtual Pond Dip introduces some common organisms and encourages an exploration of the incredible ‘world within a world’ of a real pond. Click on each organism to read the factfile that links to more detail.

Lesson Plans on Energy Efficiency and Renewable Energy

Energy Works Michigan has just released free downloadable lesson plans on energy efficiency, solar energy, and wind energy.

Catch the Wind, Harness the Sun: 22 Super-Charged Science Projects for Kids

This entertaining book gives kids, teachers, and parents 22 exciting activities for using sun and wind power to produce and play with renewable energy. Ages 8 to 13 will enjoy environmental science while fighting global climate change.

Friends Environmental Education Network (FEEN)

In 1999, a group of educators from Friends schools began the Friends Environmental Education Network (FEEN) to further environmental stewardship and green practices in schools. Since then, FEEN share ideas, inspiration, and friendship. FEEN participants firmly believe that a commitment to sustainable living and environmental stewardship needs to be a fundamental component of a Quaker education. This website provides input about various green practices, projects, etc all realted to nature, environment, food, green buildings & spaces, etc.

Lesson Plans Database: Science & Health Education Partnership

The Science and Health Education Partnership (SEP) lesson plan database provides K-12 teachers reviewed, quality hands-on lessons created by SEP classroom partnership teams and staff.

Project Learning Tree Releases New High School Curriculum

Nine activities in PLT’s Exploring Environmental Issues: Focus on Forests teach students about forest health, watersheds, climate change, who owns America’s forests, and more.

A Student’s Guide to Global Climate Change

This website covers the science, impacts to society and ecosystems, and solutions to climate change. The information is presented in videos, animations, interactive graphics, and “expeditions” where students can explore how climate change affects places around the world.

Interactive Earth Science Animations

These educational animations contain text, graphics, and video links on earthquakes, volcanoes, and earth structure. Produced by Incorporated Research Institutions for Seismology (IRIS) sponsored by the National Science Foundation.

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.

Easy to Be Green: Simple Activities You Can Do to Save the Earth (Little Green Books)

Everyone’s talking about the environment these days, especially kids. But what can kids do? A lot! This book is filled with cool coloring pages, Earth-saving tips, fun facts, and easy activities kids can do to help the environment. It’s just what kids need to be green all by themselves!

365 Ways to Live Green for Kids: Saving the Environment at Home, School, or at Play – Every Day!

In the greenconscious world we live in today, parents realize the importance of teaching the lessons of green living, early on.

The Everything® Kids’ Environment Book

Everything we do has an impact on the world around us–from the clothes we wear and food we eat to the gardens we grow and the trash we throw away. And to take the best care of the earth–and ourselves–it’s important to make smart choices.

Oscar and the Bird: A Book about Electricity

Author: Geoff Waring Beautiful picture book gives enough information to satisfy a thirst for information within pictures that are full of the wonder that lies behind the science.

Creating Our Future

Using an action-planning model, students visualize their desired future, identify objectives, develop a plan to address local and global issues, and implement their vision through action and service learning. How do we create a just and humane world for ourselves and for future generations? Help students identify and plan what they want their future to look like. Using an action-planning model, students visualize their desired future, identify objectives, develop a plan to address local and global issues, and implement their vision through action and service learning. (All lesson plans, resources and more are available from http://www.facingthefuture.org)

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)

Armenia Tree project

The new edition of the Armenia Tree Project’s (ATP) Plant an Idea, Plant a Tree manual outlines lessons to understand environmental issues and identify practical solutions. The manual was introduced in 2005 when ATP published Armenia’s first teacher’s manual for environmental education, compiled and written by Dr. Karla Wesley. (http://www.armeniatree.org/whatwedo/eea.htm) ATP is developing environmental education as a core program area in order to prepare the nation’s youth for becoming the next generation of environmental stewards. By actively engaging youth in a process to better understand and appreciate the value of a healthy and sustainable environment, ATP seeks to protect the trees we plant today from future exploitation. AS you leaf through the curriculum you will find various related lessonplans for all age levels.

Extraction, Production, Distribution, Consumption, and Disposal of Products

Students are surrounded by “stuff” – from blue jeans to the latest cell phone – in their everyday lives. Pique your students’ natural interest in stuff with interdisciplinary, standards-aligned lessons that will build 21st century skills

PollinatorLIVE: A Distance Learning Adventure

While pollinators may come in small sizes, they play a large and often undervalued role in the production of the food we eat, the health of flowering plants, and the future of wildlife. A decline in the numbers and health of pollinators over the last several years poses a significant threat to the integrity of biodiversity, to global food webs, and to human health. PollinatorLIVE: A Distance Learning Adventure will provide a series of live interactive Web casts, Web seminars, and satellite field trips about pollinators, gardening, and conservation. All resources are free and geared toward grades 4–8.

Earth Day Network

Teach about the history of the environmental movement with Earth Day Network’s newest curriculum unit. This online resource for all ages and users provides lesson plans, activity ideas, and digital multimedia resources for the classroom. http://www.earthday.org

Film About Environmental Education

A Simple Question explores the remarkable STRAW Program — a collaboration among elementary school students, ranchers, government agencies, and environmental professionals to restore habitat and save the endangered California freshwater shrimp.