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.

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.

Air pollution #2 – What do we think about clean and polluted air?

The aim of this activity is to develop students’ modelling competence, enabling them to identify their own initial ideas about both clean and polluted air. They are asked to create drawings and written descriptions of how they imagine clean and polluted air, both as seen with the naked eye and in smaller scales.

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 #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.