professionals from the media

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.

Connecting schools and society #1 – How to prepare a video shoot

The aim of this activity is to foster students’ skill to communicate their own knowledge to others in an interesting and sustainable way. They learn to take the perspective of others and deal intensively with the topic in order to decide what information is relevant and how to present it best. This encourages creativity and deepens their own knowledge. In addition, students learn how to use media professionally and to create educational videos independently of the topic.

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.

Antimicrobial Resistance #3 – Bacterial resistance to antibiotics: An authentic experience (Sequence 1)

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 between experts and students, and enhance students’ interest in science through activities developed in an authentic context related to AMR. The activity evolves 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 listed for their selection in terms of gender, ethnicity, religion and SOE 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.