Author: Erviola Konomi

Healthy food for sustainable Development of planet

Subjects:
Geography, Social Studies, Citizenship, Mathematics, Biology, Economy

Resources:

• Scientix webinar: Cracking STEM with Project-Based Learning (PBL)
• BLOOM School Box – Building a New Environmental Future
• Arctic Climate and Environment: What are the challenges we face?
• CarboSchools booklet: What we have learned, what we still don’t know and what we must do to combat climate change
• 2020 Annual Theme – Climate Change and Environmental Challenges

The event covers a variety of topics, such as health, food, climate, environment and agriculture. For a healthy diet from sustainable food systems.

AIMS: This project is about the Sustainable Development Goals and Human Face of Food. Investigations in the Social Sciences, measure globally how much change is needed to make the food system good for human health and sustainable for the planet. To making maths more interesting to students. The idea is to set numerous interesting activities where students have to do research, use the Internet and different online tools working in international team ( eTwinning project), sharing ideas, developing interest in mathematics, stimulating creative activity, gaining new experiences, in order to find how This lesson is part of an extension of the curriculum.

Materials: Video display or projection equipment
• Complete activity sheets
• Writing and drawing materials.

Project-based Learning: Healthy and sustainable nutrition requires changing our diet, improving food production and reducing food waste. Achieving scientifically-based goals by reporting a healthy diet within the boundaries of the planet will require considerable change, but it is at easy opportunities. Students get fact-based tasks, problems to solve and they work in groups. Students will develop an inquiry-based learning project.
Students will have the opportunity to get friends from other countries in eTwinning project and they will improve their foreign language skills, increasing their creativity, build and encourage their problem-solving skills in a fun way, supported related role modelling, career aspirations and gender equality.

Lifelong Learning: Learning Outcome
• Understand the Global Goals framework for sustainable development.
• Encourage students to think about agriculture, rural industries, and fisheries producing food throughout world.
• Encourage students to not only consider environmental impacts of these industries but also social impacts on equity, economic growth and human rights for those who work within them.

Learning objectives:
• To measure globally how much change is needed to make the food system good for human health and sustainable for the planet.
• More confidence in using National and English language in communication.
• Intercultural communication.
• To augment children’s motivation for learning STEM.
• The event covers a variety of topics, such as health, food, climate, environment and agriculture.
• Students will experience implementing the knowledge on familiar products.
• Improving ITC skills.
• More mathematical knowledge.
• To use the acquired knowledge at the mathematics lessons for the realization of the personal research.
• To use the online applications through the demonstration of the result.
• To create a favorable environment for the study of the mathematics in the other subjects, careers and professions.

The project is based on:
• Collaboration with the colleagues, teachers, specialists and international partners in eTwinning project.
• The increase of the motivation and children’s interest for the STEM field through the discovery.
• The stimulation of the esprit of observation and investigation.
• The promotion of the teamwork.
• Mutual collaboration and understanding from other subjects and specialists.
• Students’ curiosity to present their concepts.

21st-century skills: Students will improve the following 21st-century skills:
Learning Skills: Critical Thinking, Creative Thinking, Collaborating, Communicating

Literacy Skills: Information Literacy, Media Literacy, Technology Literacy

Life Skills: Initiative, Social Skills, Productivity

Assessment :
Students will be required to carry out presentations in the classroom (self-assessment; peer-assessment; assessment by the teacher)
Formative evaluation in addition to summative evaluation (assessment by teacher)
Assessment of the group work (group work skills are an important part of the project)

• Science exhibition/possible experiments/artefacts from the PBL (depends on the students age)

Tools and Resources:
Computers, Padlet, PowerPoint, GeoGebra, Quizzes, MovieMaker

Learning Space
School classroom, outdoors, online space.

The detailed description of the activity: Encourage students to use their learning from the entire curriculum to work on ideas that will contribute to the Goals progress. To learn about local science activities and encourage students to get in, to challenge a specific goal or set of goals in order to help learners’ own projects and actions come to life.

Activity 1: Preparing the lesson plan, which includes, animation movie or alternatively comic. Select some videos (short movies or extracts from movies) which can be useful to introduce to students that is time to create a plan and take action.

We have selected the following movies (from different genres, nationalities and styles) and topic about SDG.

Driving Question: What student have evidencing after watching the video? What would we have to change to make the Word more better? ‘What are the biggest problems faced by people around the world today?

Part II: They noticed that the Global Goals are more important. Our students participated in eTwinning project “Stem and Sustainable Environment” and “Climate and Home”

I have trained the students-teacher in our school about Scientix and eTwinning and I have registered them in “Climate Home” project in eTwinning.

Part III: I introduce to my students the theme by giving some facts about the Global Goals and United Nations. What this building stands for and what could happen there?

I divide students in different groups and I give them same questions about Global Goals:
• Where?
• Why?
• How?
Each group, based only on what they know so far, then they have to find characteristics that distinguish them. Through the “Discussion Network” technique, students discuss situations and data provided by different sources. Through the “Structured Record Keeping” method, the group leader keeps track of all discussions and possible solutions to the respective situations. He then summarizes them with the help of his teammates. As the teacher I promote the debate between groups.
• Groups work.

Part IV: Why SDGs? The teacher presents the driving questions to students:
“Which SDG is more important for students?
Students realize an exhibition to show and explain what they’ve learned about this topic to the whole school. We plan and develop a scientific project.

“Education is the key of every change in the World.”

The teacher gives each group an actual item: I should present an example of integration of different Goals in our real live activities. Students are focused in different goals:

Group 1: GOAL 3: GOOD HEALTH AND WELL-BEING

Ensuring healthy lives and promoting the well-being for all at all ages is essential to sustainable development. However, despite great strides in improving people’s health and well-being in recent years, inequalities in health care access still persist. More than six million children still die before their fifth birthday each year, and only half of all women in developing regions have access to the health care they need.

What can we do to help?
Students start by promoting and protecting their own health and the health of others by making well informed choices, practicing safe internet and healthy foods choices. They can raise awareness in the community about the importance of good health, healthy lifestyles as well as people’s right to quality health care services. Take action through schools, clubs, teams and organizations to promote better health for all, especially for the most vulnerable such as women and children.
We can also hold our government, local leaders and other decision-makers accountable to their commitments to improve people’s access to health and health care.

A meeting with experts in the field of medicine, on the causes and prevention of the most frequent diseases related to climate change. Statistics of these diseases interpreted by doctors and specialists in the field of medicine.
The health group investigates various diseases related to climate change.
Measures taken by the relevant institutions for controlling the quality of the food, meat quality and citrus by the farmers.

Our brain works, and is affected by diet and nutritional deficiencies. You’ll also discover less known, cutting-edge subjects such as the gut-brain axis, the microbiome, and the relationship between food and reproductive health. For exp. meat causes many problems, especially when it is industrially produced – from antibiotic residues to water pollution, deforestation and so on. So we want to suggest meat eaters, for whom vegetarian dishes are currently still too much of a compromise, an opportunity to eat a little less meat anyway – and thus eat healthier and more environmentally friendly.

Why all this? Quite simply: it’s all about the climate. After all, excessive meat consumption has many negative effects on the environment. With their production methods, the three founders want to reduce greenhouse gases and save water and agricultural land. The whole thing is even better for your health, because the patties contain more fibre, less cholesterol – and less fat.

Eating is a behaviour, and therefore is something that can be determined by cognitive processes. So, the relationship between cognition and eating behaviours is bidirectional. An example could be that our opinion about the impact of our diet on the planets’ health can influence our dietary choices. If we believe that a vegetarian diet is better for the planet or emits less CO₂, we might consider following such a diet to act environmentally friendly.

Students watched the video. 

Students make a quiz. So much of our bread goes to waste, but these start-ups have found innovative (and delicious) ways to keep ourselves from wasting bread. The fight against food waste will be effective if initiated and implemented locally and regionally. It is our duty to educate students in order to contribute to us prevention and reduction of food waste as consumers and citizens. Our students cooked the bread by replacing the yeast with the boiling liquid of the potato skins. Potato is one of the richest nutrient-rich vegetables.
But even more valuable and beneficial to the body is the potato skin, which mistakenly ends up in the trash can.
In this way, they reduce waste (potato skins) by using them in a healthy way as potato skins contain antioxidants, fibers, very small amounts of fats, vitamins B, C and minerals that affect the body’s retention and shape, relieve some diseases like diabetes, blood cholesterol, boost immunity, heal skin burns.

More information can find here.

Group 2: GOAL 4: QUALITY EDUCATION

Obtaining a quality education is the foundation to improving people’s lives and sustainable development.

Students watch the video.

Madelle Kangha, United Nations Young Leader for the SDGs and Founder of JumpStart Academy Africa I believe that educating and empowering young people everywhere, to become effective and productive members of society, is essential for sustainable growth and development.

The puzzle game develop to students critical thinking.

WE can start by doing simple things, for example, greening our home. Students see the video. There needs to be a future in which cities provide opportunities for all, with access to basic services, energy, housing, transportation and more.

Group 3: GOAL 12: RESPONSIBLE CONSUMPTION AND PRODUCTION

I ask students if they believe that their daily choices can affect the lives of farmers, since we all have power as consumers and global citizens.

• I ask students to think about what they can do to help achieve the Global Goals to improve the lives of those people who grow their food, their vegetables.

• A group of students plan to visit area farmers about discussions on this issue. The group of environmentalists plant trees or flowers in the public setting. Meeting with a local farmer, where students ask questions about work, passion, administration and how they think their work contributes to Global Goals.

Why?
Economic and social progress over the last century has been accompanied by environmental degradation that is endangering the very systems on which our future development and very survival depend.

If we don’t act to change our consumption and production patterns, we will cause irreversible damage to our environment.

“Education is the key of every change in the World.”

In the future in cooperation with the Municipality and our stakeholders we will create an urban farm in our locality, in our neighborhoods, on uncultivated vacant land, to cultivate knowledge, skills and take the health of our communities into our own hands.
Our mission is to bring diversity together change agent networks to address fraud issues, poverty, food insecurity and inequality from raising organic products to dozens of local families, selling them to restaurants to support and scale our operation, and training in community organizing for sustainable development, agriculture and entrepreneurship.

Plastic water bottles, straws, fresh packages and bags have become a part of our daily lives. But plastic doesn’t disappear when we’re using it: most block the ocean and landfill. It becomes a major environmental problem as most are not biodegradable. Therefore, our goal is to invite students to create a group of environmentalists where they can be divided into groups according to their creative abilities so that students can take action to protect the environment.

Purpose: To expand collaboration by involving students in eTwinning projects on this topic.

1. To make people in the community aware of the need to eliminate plastics as part of their responsibility to use plastic.
2. Empowering the community to go to zero loss.
3. Investigation of the effects of plastics on the environment.
4. A deep understanding about the effects of plastics on the environment.
5. Good communication skills and development of creative thinking.

Activists: We contribute to online discussions through etwinning collaboration.

1. Constructive feedback on their work / presentation.
   Students are given some materials and asked which of them is most harmful to environmental pollution? How is plastic used in everyday life? What can we do to change the situation?
   I ask students to research / discuss, share with each other on the effects of plastics on the environment.

1. There are two main ways to help: 1. Reducing our waste. 2. Being thoughtful about what we buy and choosing a sustainable option when ever possible. Reducing our waste can be done in many ways, from ensuring you don’t throw away food to reducing your consumption of plastic — one of the main pollutants of the ocean.
   Having created the idea of ​​what they want to create with bottles and plastic, I give students all the materials to work on.
   Outcome: Presentation of products to students and teachers.

• A group of young artists whose artwork or ornamental products are created with recycled materials and food packages.

Carrying a reusable bag, refusing to use plastic straws, and recycling plastic bottles are good ways to do our part every day. Making informed purchases about what we’re buying also helps.

Recycling plastic. Our goal is to minimize the use of plastics, reuse of plastics through recycling and their impact on the environment through waste reduction, the use of locally produced and organic food, raising environmental awareness.

Zero-waste fashion 

Resources: BLOOM-LS-TEAM3-Building-online, UN Act Now

Group 4: GOAL 13: CLIMATE ACTION

Climate Services ensure that the best available climate science is effectively communicated with agriculture, water, health, and other sectors, to develop and evaluate adaptation strategies. We participated in eTwinning project ”Climate Home”

Climate change is a global challenge that affects everyone, everywhere. We use Scientix webinar in our activity.

Students created the video about climate change.

What can we do to save the planet?

The group of Coding have created a game to give more knowledge about SDGs and Climate change, through games, ”A tourist tip of Edmodo to Albania ”. The group of tourists, along with the guide, go to a tourist village. Cicero explains the rules of the game to tourists, which are used in the game checkpoints, different orientation signs, information and queries that will teach you more information about tourist attractions. To see this attraction the tourists must answer correctly the questions about Climate Change. 

Students give code instructions to each other. Play the game (In this game students give instructions for moving the robot in squares, then keep track of the robot’s movements, create algorithm, in the bands, prepare a task, write the commands to complete the task). In this part of our activity I want to engage children in STEM and coding activities in a playful way. The event effectively supports young people to develop critical thinking, creativity, digital and collaborative skills, and science capital. The pedagogical method has a strong inclusive potential and fosters the STEM education and the inclusion of disadvantaged students both inside and outside the classroom.

The goals of Sustainable Development through entertainment games are better absorbed, promote critical thinking and develop competencies in real situations.

We are in collaboration with Crescendoschool about Climate change.

Students played same games about Global Goals to develop critical thinking and problem solving.

Group 5: GOAL 15: LIFE ON LAND

Sustainably manage forests, combat desertification, halt and reverse land degradation, halt biodiversity loss. Students see this video. After this, each group has to make a presentation of there finding. Groups give feedback to each other about the presentations. Here is the video.

The Sustainable Development Goals (SDGs) are an urgent call to action to all countries to preserve our oceans and forests, reduce inequality and foster economic growth. The SDGs on land management require consistent monitoring of land cover metrics. These metrics include productivity, land cover, soil carbon, urban expansion and more. This webinar series will highlight a tool that uses NASA’s land observations to monitor land degradation and urban development that meet the goals of the appropriate SDGs.  

SDGs 11 and 15 address sustainable urbanization as well as the use and changes in land cover. The SDGs yearns to “make cities and human settlements inclusive, safe, resilient and sustainable.” SDG 15 promotes “fighting desertification, drought and floods and seeking to achieve a world with neutral soil degradation.”

Group 6: Goal 16

Peaceful, just and inclusive societies are necessary to achieve the Sustainable Development Goals (SDGs). Our students created a presentation about Safety internet Day #SID202 and a video about the children rights. There will be a small discussion about things that students learnt from this video and what else they would want to know.

People everywhere need to be free of fear fromal forms of violence. It is important that governments, civil society and communities work together to implement lasting solutions to reduce violence, deliver justice, combat corruption and ensure inclusive participation at all times.
People must be able to contribute to decisions that affect their lives.
Laws and policies must be applied without any form of discrimination.

Part V: Offers these questions for self-reflection:
• What aspect of your work do you think was most effective? Why? How so?
• What aspect of your work do think was least effective? Why? How so?
• What specific action(s) would improve your performance based on the feedback you received?
• What did you learn from working on this task — about the content, topic, process, and/or yourself?

Reflection (reflecting upon one’s learning and reporting activity status and progress)
Self assessment, Peer assessment, Teacher assessment
What: process and product
Who: group and individual work
Observation and reflection
Self and peer evaluation
Peer feedback

• Assessment (type, instruments)
• Assigning students tasks in a group discussion form for solving problems related to the topic of the project.
• Create quiz in Kahoot about the knowledge about SDGs and climate change.
• Discussions between student groups, inviting students to draw conclusions based on their opinion. 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 can use photos, videos to create posters
• Gives feedback on the conceptual map and storyboard the group has created and provides suggestion on what each student in the group could do in order to improve the design of the group.
• Assesses how students take part in
• Individual participation in the creation of the mind map.
• Assesses how students ‘prepare the class’, take part in the discussion and perform lab work.

Peer feedback as the work progresses. Assesses students’ ability to be in charge of a workshop, to work with experts (contact, ask for collaboration, discuss and negotiate), to explain and present ideas to people who have not followed the project progression, receive ‘criticism’ and incorporate expert views into the project.

Self-assessment. Peer feedback: after the prototype, each
A meeting with experts in the field of medicine, on the causes and prevention of the most frequent diseases related to climate change. Statistics of these diseases interpreted by doctors and specialists in the field of medicine.

STEM and SDG Activities

Resources:

1. https://www.un.org/sustainabledevelopment/sustainable-development-goals/
2. Chandran, S., Unni, M. R., & Thomas, S. (Eds.). (2018). Organic Farming: Global Perspectives and Methods. Woodhead Publishing. Accessed 4th July 2019.
3. https://ec.europa.eu/programmes/horizon2020/en/news/sustainable-food-packaging-food-waste
4. European Parliamentary Research Service (2019). Farming without plant protection products. Accessed 4th July 2019.
5. Garcia, Jorge Miguel, and Paula Teixeira. (2017). “Organic versus conventional food: A comparison regarding food safety.” Food Reviews International 33, no. 4: 424-446. Accessed 6th July 2009.
6. EIT Climate-KIC Demo Days 2019https://edufootprint.interreg-med.eu/index.php?id=7298
7. https://edufootprint.interreg-med.eu/index.php?id=7298