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 #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.

Antimicrobial Resistance #4 – Development of the open schooling projects

The aim of this activity is to promote knowledge construction and validation, creative action, as well as self-efficacy through collaboration among the students to create possible solutions to AMR while taking ownership of their learning. The activity introduces students to their mission to start an awareness-raising campaign for AMR consisting of different open schooling projects, thus having an impact at the local level. The different open schooling projects and guiding steps are summarised in the Students’ resources section below.

Antimicrobial Resistance #3 – Bacterial resistance to antibiotics: An authentic experience

The aim of this activity is to initiate collaboration between educational and non-educational agents, raise students’ awareness of science-related careers through meaningful interaction with experts, and enhance students’ interest in science through activities developed in an authentic context related to AMR.

The activity develops in two steps: (1) Meeting the experts in school and (2) Engaging in authentic activities at the experts’ facilities. It is important to note that aside from the relevant background of the experts (i.e., microbiologist, molecular biologist, biochemist, biotechnologist, geneticist), a set of criteria should be defined for their selection in terms of gender, ethnicity, religion and socioeconomic status in order to maximise inclusivity. Moreover, coordination meetings need to be arranged between the teachers and the experts before the interaction with the students.

Antimicrobial Resistance #2 – Should we ban the use of antibiotics for flu treatment?

The aim of this activity is to introduce students to sustained inquiry by training argumentation as a scientific practice. It provides students with the opportunity to reflect on the available information and prompts them to create possible solutions for the issue of AMR. Initially, there is an introduction to a simple definition of an argument, the components of an argument, the identification of an argument, and how to formulate a strong argument. After practising formulating arguments based on a rubric, the students get prepared to organise a debate on the topic: We should ban the use of antibiotics for flu treatment. Do you agree or disagree?

Air pollution #3 – Building the idea of pollution caused by PM

The aim of this activity is to help students gain an understanding of air pollution that is compatible with its scientific definitions. Specifically, it focuses on the understanding of air pollution as the presence of suspended particulate matter (PM) in the air. Students first analyse which pollutant is usually referred to by the media when describing urban air quality. Then, they carry out a learning lab activity exploring an analogy – they compare the pollution generated by an engine to what happens when a peanut is burned instead.

Air pollution #4 -How is scientific research carried out?

The aim of this activity is to develop students’ critical thinking about what we understand by high-quality research in science. This activity is conducted in two steps: (1) reflecting about different ways of answering a scientific question; and (2) analysing the processes of carrying out research using quality criteria such as: validity, reliability, and usefulness.

Air pollution #5 – Let’s do our research!

The aim of this activity is to develop the students’ inquiry competence. In this sense, students in groups, helped by a specific scaffolding tool, need to plan and carry out their own research about air pollution in/around their school.

Air pollution #6 – Forecasting air pollution in cities

The aim of this activity is for students to learn what the air pollution data collected around their school is useful for. A professional scientist from the Barcelona Supercomputing Centre (BSC) explains in a video how real data are collected both in national stations and by citizens. He also discusses how this data is used to make forecasts about air quality in our cities.

Air pollution #7 – Effects of pollution on human health

The aim of this activity is to make students aware of the consequences of air pollution exposure to human health. They also learn about some of the human body’s passive mechanisms that protect us against pollutants suspended in the air. Students analyse how different particles present in the air (such as particulate matter in suspension, dust, CO2…) may penetrate their bodies and which passive mechanisms our bodies use to prevent intrusion.