Antimicrobial Resistance #3 – Mutation and resistant bacteria spread (Sequence 2)

The aim of this activity is to help students facilitate students’ comprehension of three key concepts concerning antimicrobial resistance and its connection to the growing environment. The first idea to underscore is that bacteria grow exponentially under ideal environment conditions. The second one is the idea that in some bacterial replication some random DNA mutations can occur, the apparition of this mutations are random. The third idea is that, despite the death of some bacteria due to antibiotic presence in the environment, those that randomly mutate and develop resistance continue to proliferate.

Antimicrobial Resistance #1 – A visit to the doctor (Sequence 2)

The aim of this activity is double. Firstly, to know students’ initial ideas of key elements on the topic of the teaching and learning sequence, including ideas such as pathogenic microorganism, targeted medicine, and antimicrobial resistance. Secondly, presenting the topic of ARM by introducing different medical cases to analyse.

Biodiversity #2 – Biodiversity and birds

The aim of this activity was to initiate a collaboration between educational, non-educational and research agents, to raise students’ awareness of science-related careers through a meaningful interaction between experts and students, and to increase students’ interest in science through activities developed in an authentic context related to biodiversity and birds.

Biodiversity #3 – People and nature

We are very pleased to present PEOPLE AND NATURE, a booklet created by the team of the Faculty of Education, University of Ljubljana, in the framework of the Multipliers project (Horizon 2020). As educators, we know that learning goes far beyond the walls of the classroom. It thrives in the fresh air, outdoors and surrounded by the wonders of nature. The aim of this activity is to present biodiversity and ecosystem services as an important socio scientific issue (SSI) both relevant in their everyday life but also, for science. This activity is facilitated by providing students different activities and tools to explore biodiversity in forest, water and wind erosion, sounds, landscape changes etc.

Forests toolkit #4 – Different perspectives on forest use

This teaching-learning sequence consists of two activities that can be used as an introduction for students’ work with the theme Forest us vs. Forest protection. It particularly familiarizes students with some different perspectives on and relationships with the forest. The two activities are especially suitable for use in topics such as Forest use vs. Forest protection, where several subjects (e.g. science, cívics, Language, technology) can be combined.

Clean Water & Sanitation #5 – History Research on Local Water System and Uses

The aim of this activity is to raise awareness of the impact of technological progress on everyday life and of health and hygiene improvements brought about by the advent of drinking and wastewater treatment processes. The project results are shown in panels, designed by the different groups of students in cooperation with the art history and history and water utility experts and can be the object of exhibitions open to other students, families and the general community.

Clean Water & Sanitation #4 – Water Blind Tasting

Research shows that tap water is just as safe as bottled water and is often not significantly different in taste. In contrast, tap water is generally a better option, since it has a much lower environmental impact and costs considerably less. This experience is useful for working out common perceptions around the topic and discussing water drinking habits.

Perceptions at the tasting experience can be compared to the results of analytical tests on several types of drinking water, allowing participants to debunk myths and fake news regarding water quality and taste.

Clean Water & Sanitation #3 – Authentic learning task “Your home water”

The aim of this activity is to engage students in an analysis of locally distributed waters, encouraging collaboration to build and evaluate knowledge. The authentic learning task involves the student group in the evaluation of analytical certificates of their home/school waters, with analysis, assessment and critical considerations on the characteristics of specific tap waters and the related impact on human health.