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Module 5: CLIMATE ACTION (SDG13) _CY
Section: Learning Tool 4
Learning Tool 4
Safe and Eco-friendly Environment at School and School Grounds
21st century skills addressed
With this tool, students are expected to:
- Understand the importance of following safety precautions at school and school grounds
- Raise awareness of simple conditions for developing and maintaining safe and eco-friendly environment
- Study the safety at school premises and grounds
- Develop creative, computer, and critical thinking skills
- Develop cooperation, presentation, and evaluation skills
- Revise safety precautions at school – actions in the event of a fire, exploring an evacuation plan
- Organize a clean-up event in the city
8th grade students (20-30 students)
What can we do to resolve the problem/situation?
Students discuss the topics “The sense of security”, “How to regain the sense of security?”. One of the students observes the group discussion and writes key words on the board. At the end of the discussion students compile a list “The sense of security”, “How to regain the sense of security?”.
Students look at and assess the safety and eco-friendly environment at the school premises and grounds. They take notes of their opinions in a free form. After that, students return to the classroom and discuss their observations in groups. They compile a list of their opinions.
Individual work: students complete a table (see annex No.1) about their contribution to the development of safe environment.
Work in pairs: students compare and discuss the information in the completed tables; they can add some more information, if necessary.
Work in small groups: students discuss the information in their group, draw a group table and present it to other groups.
Work on creating ideas: ideas for developing a safe environment at school and school grounds (see annex No.2):
Students start with self-assessment (Part 1).
Students are divided into pairs to get acquainted with each other’s opinions. They mark the points they have agreed about during the discussion (Part 2).
Students are divided into groups of four students each (Part 3).
Students in their groups discuss all proposed ideas and collect examples that are relevant for providing sustainable living. Students make a poster with their ideas and show it to other groups. (Part 4).
Students make the drawings on which they show the most important conditions for the development of a safe and eco-friendly environment at school and school grounds.
12 best drawing are selected. Students make a calendar “Safe and Eco-friendly Environment at School and School Grounds”.
The e-calendar is made (by taking photos or using computer programme). The e-calendar is published at the school homepage.
Students organize a clean-up event in the city.
Tips for the teacher
Tips for the teacher
Tips for the teacher
What is the problem/situation? What do we know about the problem/situation? What should we know? How can we know about it? How can we organize our research?
1. The teacher invites students to express their opinions on the topics “The sense of security”, “How to regain the sense of security?”.
2. The teacher encourages students to look at the school premises and grounds, guiding students’ responses to the ideas about a safe and eco-friendly environment. The teacher guides students towards a common opinion.
3. The teacher invites students to think about themselves as part of the world and their actions when living in society. Students work independently and complete the table (annex No.1). The teacher invites students to work in pairs, then in groups and asks students to develop a common table.
4. The teacher encourages students to answer a question “What are the most important conditions we have to meet in order to have a safe and eco-friendly environment?” individually. The teacher asks students to divide into pairs and make a list of conditions they both agree with.
5. The teacher divides students in groups of four, and asks them to make a list of conditions they all agree about.
6. The teacher divides students into groups of four again, and asks them to make a list of examples of eco-system services they agree about and which are important for the development of safe, eco-friendly, and sustainable living. The teacher regularly asks students to change the groups so they have an opportunity to get acquainted with as many opinions as possible.
7. The teacher asks students to work in groups and make drawings.
8. The teacher invites students to evaluate the drawings and choose the 12 best ones.
9. The teacher suggest that the students make a calendar, e-calendar.
10. The teacher encourages students to acquaint the society with their work and to post the e-calendar on the school homepage.
11. The teacher asks students to decide which territory in the city requires to be cleaned and invites students to take part in a clean-up even tin the city.
The annexes contain the samples of working sheets, tables that can be adapted to students’ abilities, age, and experience, as well as the objectives set by the teacher (length and number of classes). Students can do some tasks, for example, making drawings or e-calendar at home. When preparing the class, the teacher should make a copy of the evacuation plan. If the teacher wants to expand the list of safety issues, it is also possible to discuss electrical safety issues, or watch training videos about electric injuries.
Follow-up / Inspiration for the future
How the outcomes will be presented?
Students evaluate their own work as well as the work of other groups (drawings, a calendar).
The exhibition of students’ works at school, posting them on the school homepage or social network, and conducting the safety classes.
References / Further reading
President of Latvia Egils Levits invites everyone to participate in the World Clean-Up Event on September 21