Green Guardians

Short description

In this project the pupils will learn about the dangers affecting our ecosystem and will discuss and propose any initiatives they can take at school, at home or in their towns/villages to be more sustainable and preserve their environment. They will therefore learn valuable concepts and skills that integrate with several subjects (science, technology, citizenship, art, English, mother tongue, etc.).

The project is linked to Goal 15 Life on land (Agenda 2030), which is one of the 17 Sustainable Development Goals established by the United Nations in 2015. “Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification, and halt and reverse land degradation and halt biodiversity loss”).

Aims

Students will:

•  Develop scientific skills, technical expertise and knowledge

•  Gain self-confidence and a sense of “capableness” along with new skills and knowledge related to the Agenda 2030

•  Experience relevant and hands-on learning

•  Experiment with different tools and techniques to create presentations and multimedia products

•  Learn to share, help and cooperate with their classmates and with students of other schools, appreciating different ideas and methods of working

•  Enhance ICT skills, by using the Twinspace apps and creating presentations in different formats

•  Enhance the use the Internet as a safe source of information and means of communication.

•  Improve their use of English

•  Contribute in modernizing learning processes in their schools.

Work progress

Mod 1, October

•  getting to know each other: ice breaking activities and sharing of messages

•  project’s logo creation

•  detailed schedule

•  collective activities (quizes, challenges, etc.) to plan  

•  webinar.

Mod 2, November

•  learning about goal 15 of the Agenda 2030 for Sustainable Development

•  national and international teams: discussing in general the problems that can be solved through commitment at home, school and in one’s towns/ villages (homework: interviews to parents, relatives, caretakers …)

•  international teams: sharing the results (collective padlet)

•  collective activities (quizzes, challenges, etc.) to plan

•  webinar.

Mod 3: – December

•  National and international teams: discussing how to reduce food waste at their homes and at school (homework: interview to parents, relatives, neighbours …)

•  international teams: sharing the results and drafting a guideline about reducing energy food waste (collective padlet)

•  Exchanging Christmas wishes using recycled paper and materials: collective photo-video

•  collective activities (quizzes, challenges, etc.) to plan

•  webinar.

Mod 4: January

•  National and international teams: discussing how to reduce family fuel waste (homework: interview to parents, relatives, neighbours …)

•  international teams: sharing the results and drafting a guideline about reducing fuel waste (collective padlet)

•  “Let’s walk to school” challenge: national and international teams: discussing the advantages of walking to school and having a “pedibus” (on-foot bus). The schools that already have one get ready to document its functioning to the other schools that may implement it

• international teams: sharing the results and drafting a simple vademecum for the implementation of a school pedibus.

Mod 5: February

•  Arranging a “less energy consumption day” challenge at school

•  National and international teams: carrying out the activities (switching lights guardians in the classrooms, in the hall, in thee canteen, in the school offices, etc. and interviews to the personnel working in these areas)

•  international teams: sharing the results and drafting a guideline about reducing energy waste (collective padlet)

•  collective activities (quizzes, challenges, etc.) to plan.

Mod 6: March

•  National teams: discussing how to reduce paper waste at their homes and at school (homework: interview to parents, relatives, neighbours …)

•  international teams: sharing the results and drafting a guideline about reducing paper waste (collective padlet)

•  collective activities (quizzes, challenges, etc.) to plan 

•  webinar.

Mod 7: April-May

•  Summing up the results of the projects and final collective interactive presentation

•  collective activities (quizzes, challenges, etc.) to plan

•  conclusion and farewell activities

•  project evaluation: pupils’ and teachers’ self-evaluation (questionnaire/survey: strong and weak points, hint for improvement and replicability of the project)

•  dissemination activities.