April 29th to May 10th
What we did in our activity
In our activity, Find out what we breathe and clean it – Nature-Based solution, we explore explanatory videos on air quality and the different possible solutions to improve it, based on natural resources.
Through a small experiment in which a simple paper plate becomes a catcher of polluted air particles, also built by the students, we were able to prove that the air we breathe is not just “clean” air. It is more but it is not seen.
As a solution to help minimize air pollution, we design and build small gardens that can be built in any location, rural or urban.
What materials and resources helped us to implement the (online) activity
The online teaching material that we used was:
- Nature Now: https://www.conservation.org/video/nature-now-videowith-greta-thunberg
- Edu Glogster: http://edu.glogster.com/
- Google Docs: https://www.google.com/docs/about/
- Google Meet: Google Meet (conhecido anteriormente como Hangouts Meet) – Videoconferências gratuitas
- Google Forms: Formulários do Google – criar e analisar inquéritos, gratuitamente.
The offline teaching material that we used was: Computer, plates, yarns, hole punch, crayons, petroleum jelly/Vaseline
How we involved our audience (online)
In order to involve my students it took quite dynamic sessions, where everyone had an active role from the beginning. I constantly asked for feedback and created a lot of peer work.
The pedagogical value of our activity
The pedagogical value of this activity is fundamental to contribute to students´awareness of care and respect for the environment.
Sensitize students to the impontance os spreading the green area to mitigate and prevent air pollution.
Increased awareness of the potential of Nature-Based solutions to provide various benefits in a series of sustainability challenges that cities face, such as improving environmental quality, while contributing to economic activities and social well-being.
Why others should use this or similar methods with their students
We strongly advise teachers to use the educational tools described in the LS of this activity (see here) because, in fact, it is in the students´ interest to understand what is going on when they are unable to observe at the outset (such as air pollution) and it is also in their interest to be an active part in solving the problem, from the design of a project to its conception on the ground and subsequent evaluation. They feel they can do a lot with so little.