Forests toolkit #3 – How is the debate on forests portrayed by the media?

The aim of this activity is to enable students’ engagement in meaningful science-society interaction and the development of critical thinking competence in the area of “Forest use vs. Forest Protection”. It enables students to gain insights into the work and considerations of a journalist and highlight core aspects which distinguish journalism from opinion-makers with different agendas. At the same time, students gain insight into local forest-related issues.

Forests toolkit #1 – Humans and the forests: Interviews with three generations

Forests are one of our most important natural resources, and part of the solution to the challenges we face. People and stakeholders have different interests in forests, underpinned by environmental, economic, cultural and social values. Often, these interests and values conflict with one another. How to manage forests is a complex and highly topical issue.

The aim of this activity is to place the forest theme in an authentic, local and historic context, and to highlight its relevance to students’ everyday lives. Conducting this activity contributes to highlighting different perspectives on the topic of Forest use vs. Forest protection.

Antimicrobial Resistance #4 – Development of the open schooling projects (Sequence 1)

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 (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.

Biodiversity and Agriculture toolkit

Protecting biodiversity while ensuring food security for people is one of the major challenges of our time. Human intervention in nature affects biological diversity, with traditional agriculture playing a central role. Land use change, pesticides and disease control measures lead to a drastic decline in various plant and animal populations.
How can we strike a balance between environmental protection and food security? To bring younger elementary school students into contact with these topics, this toolkit introduces key concepts in biodiversity and agriculture through outdoor learning activities.

Air pollution #1 – What is Air Pollution? (upper primary students)

The aim of this activity is to present air pollution as an important socio scientific issue (SSI) both relevant in their everyday life but also, for science. This activity is facilitated by providing students with different tools including authentic news from local newspapers, and in-person or video presentations of different stakeholders such as researchers on air pollution or local policymakers.