Purpose: This project introduces to the United Nations’ Sustainable Development Goal # 13: Climate Action, which encourages all to take urgent action to combat climate change and its impacts and demonstrate the effects of climate change on every continent and its people around the world.
Students will use experimental data or research techniques, information on how the climate affects human health, and how human beings based on inventions and technological development growth affect climate change.
Exposing the problem and discussing different ways to improve this situation created by the man himself.
Methodology: Students use the scientific method to analyze the data and compare the results with their peers to find a solution. E-skills, digital literacy and digital jobs are focused on introducing career opportunities in STEM and ICT, meeting with scientists and engineers, developing 21st century skills and e-skills in order to make students more employable in the future
Concretely the methods used: observation method, historical and research. The collected data were analyzed and discovered significant relationships between the integration of this project into the curriculum and the engagement of students in the learning process and in real life. Interviews and case studies are the methodological tools that are used to obtain a better understanding of the behaviours, processes and practices observed on the ground.
Research Method: This study was descriptive in nature, with a qualitative approach, as it studied the study and analysis of students’ abilities to include individual work and group work. Pupils will conduct a material analysis of their products, including an environmental statistical report, share with other partner countries of the project in eTwinning, information on awareness-raising activities, information on climate exploration, reflect on environmental issues like Global Warming, based on the Edu-Arctic online lectures.
The steps in this research were divided into three phases, including:
1st preparatory phase, 2nd stage of implementation, 3. final stage.
The preparatory phase included the preparation of a project plan, student workbook, and learning. The project / event consists of five main stages. These five phases include 1) student orientation towards the problem, 2) student learning organization, 3) conduction of individual and group investigations, 4) development and presentation of work, 5) analysis and evaluation of the problem-solving process posed through the initial question.
Implementation combines the application of models to learn through the project through the assistance of alternative tools. This stage included (1) providing basic information about the material being studied, (2) problem solving, and student engagement (3) student division into several working groups, (4) assigning students tasks in a group discussion form for solving problems related to the topic of the project (5) discussions between student groups, (6) inviting students to draw conclusions based on their opinions.
The aim: The more families, schools and businesses participating in this initiative, the more it will positively affect the future of our planet.
Pupils should be part of this project for change, for a sustainable society. It is also important to create a low carbon lifestyle where human activity is the main catalyst. The students will become part of this moment so important for change, speaking in support of the policies and processes that will help us to be a sustainable society.
It is also important for everyone to modify our customs and to take action in our community to support sustainable choices, for example, bicycle lanes, market growth for bio-farmers marketplaces that make their livelihood lower carbon.
Pupils connect the subject to the world in which students live by seeing evidence that the subject is developed by the real world needs and the subject they learn has beneficial applications in a wide range of contacts. Learners acquire attitude skills, values for solving real-world problems by applying knowledge acquired at school by developing key competencies. One of the main goals is to train students to search for information from more diverse sources (the Internet, the Edu Eduart Arctic, Scientix, the school library, the community, local and central government representatives, bouquet, family, media or visual).
1. What are the main causes of climate change and how the temperatures have changed over the years?
2. How has technology and industry developed as a factor of climate change?
3. What is the impact of technological development and climate change in our health
4. How can my students and I take action to protect the environment?
• Access to lesson plans, activities, videos, and printables for teaching about the climate.
• A collaborative space to share ideas with like-minded educators, parents, specialists, community.
• Practical methods for integrating global challenges with the academic curriculum.
• Feedback from an interview, workshop made by students learning experience.
• Using different tools
We have created our project and during the STEM Discovery Week we have performed some activities in order to encourage our social circle members to adopt lasting lifestyles – and lead by example. We have created a dialogue with the community, an area deputy, representatives of central and local government, environmental specialist, transport, forestry, business meetings about climate action and technology use, as the industry has an impact on the environment, security for employees’ health community surveys. Sometimes it may be difficult to communicate the urgency of climate change through science and the media, but we and our students can explore the power of art to mobilize the public and the great potential for art-focused , using STEM to influence climate policies, can create a change in climate awareness and participate in the engagement of our communities. Students used photos, videos to created posters. Promoting changes were taking place in sectors including transportation, energy use and food production – all of these have an impact. The students were been part of this STEM project for change, helping us move towards a sustainable society. It was also important to modify our customs and take action in our community to support sustainable choices – from bicycles to farmers’ markets – that make a low carbon style available. Every little one can make a difference.
We know that we can do more and more.
• Help to create an ethical guardianship in our community and raise awareness of how lifestyle change can bring about change by participating in local green initiatives such as planting trees, recycling disks or bicycles to work the day – or the beginning of yourself. The more families, schools and businesses participating, the greener will be and the brighter future for our planet. #EduArctic #
Create, improve, or support our school or community’s recycling program.
Create and distribute in our community a climate action pledge encouraging our community to turn off lights, use public transportation or other actions to help combat climate change. Measure our carbon footprint and calculate how much energy or money our school could save by switching to eco-friendly products and practices. Share our results and discuss how our school and community can reduce our carbon footprint.
We have used Monitoring Sistem to measure the temperatures.
The project aims is to introduce children to the idea of global citizenship and tolerance at a crucial stage of their development – to show them that they are part of an international community. Climate change is one of the main causes of human health, the emergence of various diseases that are directly related to the greenhouse effect, the environment and technological development. Students will gather and process information on the cause-related process related to climate change in our health, technological development. Processing, systematization and presentation of statistical research.
We think to create this a cross-curriculum project from the identified need to develop more STEM and ICT skills.We thought to create a constructive debate through a conference highlighting the inclusion of the research priorities of our school pupils, climate change, and follow-up of awareness-raising messages for environmental conservation because “What’s happening in the Arctic does not remain in the Arctic”.
Incorporating e-learning by Coping with Edu Edu-Arctic lectures will increase motivation and will also develop key competencies to emphasize the importance of global environmental issues and improve knowledge in the areas of sustainable development and renewable energy, develop cooperative partnerships between schools and the wider community, in formal and informal learning.
The students have presented the knowledge through the booklet brochures, presentations, films, animations, quizzes … that was presented at the meeting of the students with the political party during the conference as part of their project. Students have explained their science knowledge (math, biology and geography), ecology and technology by using equipment to measure and analyze temperature, climate change, how climate change affects our health, the most widespread diseases as a result of the change in climes eg: cause of diabetes, cardiovascular diseases, as related to the climate.
The natural environment brings benefits to health and quality of life, while environmental pollution is high. Climate change is not just an environmental issue. It is also a matter of health. The public health system plays a critical role in preventing human diseases caused by climate change. As such, public health centres should be deeply involved in researching, developing and implementing adaptation strategies in climate change.
There is a critical need for research studies as climate change will change our public health needs in Albania and design optimal strategies to meet these needs, so we thought that part of our panel during the conference will include an interview with the director of the health centre in our city. Students will assess the impact of air pollutants by emphasizing that daily products emit pollutants and can have adverse effects on human health.
The number of pupils involved in the project: 80 students
- Objectives: Main objectives are to increase students’ interest in STEM education and careers and introduce them to all available new trends in technology, engineering and science in their region by visiting clean technology industries and strengthening links with them
to introduce some future digital jobs and prepare students for rapid technological changes by integrating ICT into classroom practice more
to highlight the importance of global environmental issues and improve the knowledge in the areas of sustainable development and renewable energy
to develop collaborative partnership between schools and the wider community in formal, non-formal and informal learning,
Execution of climate change, and the finding of the average temperature, through the mathematical actions, the graphical representation of temperature increase over the years.
Comparison of temperature and carbon levels in the air in the last 10 years as a result of climate change based on research and materials from the internet.
To identify the main causes of climate change.
It is argued that forestry affects climate change.
To create a constructive debate on the theme “Pros and Cons of Technology” and “The Future of our Health”
To analyze the issues that arise during the debate and their improvement from the man himself.
Research on climate change-related diseases.
To raise citizens’ awareness of environmental protection.
Developing skills, research and leadership in collecting and storing statistical data and information.
I want to describe my experience of the STEM Discovery Week 2018. In addition to my job as a teacher, I also work as a teachers’ trainer at the Faculty of Science Education at Technion, the Israel Institute of Science and Technology.
During the STEM Discovery Week, I did an activity with pre-service teachers and students from the 9th grade, who came to Technion for a visit.
My name is Stella Magid-Podolsky. I want to tell about my experience during the STEM Discovery Week at my school in Israel. The activity took place at the 8th grade.
During two days, students from the 8th grade science class learned, explored and checked alternatives to regular energy usage. Students were divided into teams, in which each team worked on a different source of renewable energy. On the second day of the activity, each team presented their research and outcomes to the audience of students and teachers.
The students’ reflection on this activity was great. This activity took place instead of a final exam and the students informed me that they liked this kind of assessment very much. During the activity, the students had a chance to express variety of skills, such as creativity, team work, brainstorming and presentation skills…..all skills that are so important in the 21st century.
Also, as a teacher, I enjoyed this activity very much!!!!!!
I had the chance not only be a transformer of knowledge, but also a mentor of every team.
Hope to do more activities as this one. The experience was great!!!
This activity is designed to connect STEM and Arts subjects, as a part of the CREATIONS project.
The main aim of the activity is at putting students’ knowledge of geometry objects and their properties into a real world context. Pupils of different ages, knowledge, sex and abilities participated in it. As part of this activity, students can deepen their interest in mathematics and other STEM subjects, and maybe even choose to become architects or engineers later in life, thus influencing their future professional orientation.
While the students created their own city, they also learned important mathematical concepts that will help them throughout life. Although this activity focuses on the subject of geometry, there are so many other elements of learning, including inquiry-based learning, problem-solving, collaboration, communication, independent learning, and more. There are also some components of social studies, writing, drawing, making collages, painting, recycling, researching about sustainability, problem solving and comprehension.
Students created a city using 2D and 3D geometry, practising with both plain and solid geometry.
This was a three months long project, with many workshops and activities, including:
- Making 2D paper collages with triangles, quadrilaterals, polygons and circles.
- Making paintings of the city.
- Brainstorming about how to make models and what the model of our city should look like, what is needed in the city, how we can build it, which materials we can use, how the city will be supplied with food, water and energy, and how it can become sustainable.
- Workshop at the Faculty of architecture (this was an activity organised within the #STEM Discovery week 2018).
- A Skype interview with a civil engineer about sustainable energy and wind turbines.
- Making 3D Models of the city.
- A peer learning workshop, in which our students held a workshop presenting geometry collages to other students in Belgrade.
- A workshop at the Centre for the promotion of science in Belgrade, in which we created 3D models by using 3D printers for wind turbines and 3D pens for houses. We also had the chance to visit the Technical Fair in Belgrade and check all new solutions and the principles of work for 3D printers. You can read more about this visit here.
See also the pictures from all phases of our project and all the workshop on Sway here below.