SDG 04 - Quality Education: Year 08

BeMED 18. Young journalists in action!

Title Young journalists in action! Author Audrey Gauci Age Guide Year 7-10 Subject Area English Language (but can be adapted to other languages) Preparation Time Preparation of interview / questionnaires to conduct an investigation in a coastal village/town. Estimated Duration 20 mins – reporting skills 20 mins – information session on marine litter 40 mins – discussion and creation of interview questions 40 mins – investigation outside school / online 40 mins – evaluation and reporting of investigation Site Any site related to the theme chosen – preferably a coastal area where marine litter is most prominent. Educational objectives –   Adhere to the requirements of the English syllabus in relation to report writing –   Learn how to investigate, be critical and assess comments and opinions expressed by others –   Express themselves in journalistic-style writing –   Work in teams Report Writing Report writing involves the production of a formal, informative and systematically presented text concerning a situation, person, place or plan. Report writing needs to evidence three clear characteristics: (a) adherence to the original request or brief; (b) a sustained perspective of who the report is supposedly being written by; and (c) an awareness of intended audience. Candidates should be able to: –    Select which type of report to write in response to a question. –    Employ a formal style of writing. –    State the purpose of the report in the introductory paragraph. –    Organise content by means of separate paragraphs clearly marked with subheadings. – Demonstrate an awareness of intended audience. Learning Outcomes Creative learning: –    I can participate in writing for a wide range of purposes and genres. Expressive language: – I can report, both in speech and in writing, what others have said or written. Managing learning – I can edit and revise my own writing. – I can write appropriately for an audience and with a purpose. – I can vary what I write according to the intended reader Learning to know: – I can justify the importance of identifying problems, reflecting critically, thinking creatively and having a wider vision in order to plan for the future and become an effective agent of change. Learning to do: –   I can use the natural, social and built environment that surrounds me, as a context and source of learning. Learning to be: –   I am a critically reflective person and am able to evaluate decisions, choices and actions. Learning to live together: –    I will challenge unsustainable practices across educational systems, including at the institutional level. Link to SDGs SDG 4: Quality education SDG 11: Sustainable Cities and Community* SDG 13: Climate Change SDG 14: Life below water* SDG 15: Life on land* *depends on the theme students select Educational resources required Video tutorials on reporting, in particular to report writing: https://www.yre.global/video-tutorials Interview guide: https://www.scholastic.com/teachers/articles/teaching-content/how-conduct-journalistic-interview/ Appendix 18.1 – Optional PowerPoint (Kindly send email on [email protected] if you wish to obtain this Powerpoint) Internet connection Remote preparation Since both investigation and reporting are required, a session on appropriate reporting skills is …

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BeMED 17. Investigating the effects of marine litter on sea water temperature and pH level

Title Investigating the effects of marine litter on sea water temperature and pH level Author Ramona Mercieca Age Guide Year 7-8 Subject Area Geography, Integrated science Preparation Time 1 hour Estimated Duration Data collection 10 mins daily spread over 2 months Site School ground Educational objectives To develop fieldwork skills such as collecting and recording data To learn more about the effects of marine litter Learning Outcomes –     I can justify the importance of identifying problems, reflecting critically, thinking creatively and having a wider vision in order to plan for the future and become an effective agent of change. –     I can use the natural, social and built environment that surrounds me, as a context and source of learning. –     I am motivated to make a positive contribution to other people and their social and natural environment, locally and globally. –     I can reflect upon the consequences of my actions on present and future generations. Link to SDGs SDG 3: Good health and well-being SDG 4: Quality education SDG 11:  Sustainable cities and communities SDG 12:  Responsible consumption and production Educational resources required 2 big glass jars Sea water Plastic litter Digital pH reader Digital thermometer Data logger to measure air temperature, humidity and air pressure GLOBE Observer App to record cloud type and cover (optional) Appendix 17.1 – Data sheets Remote preparation Organize a beach clean-up event. Marine litter collected to be taken at school to be used in investigation. Collect sea water samples in a small jerry can. Planning Considerations Very important to focus on the FACTS, especially when researching and collecting data about the effects of marine litter. For beach clean-up event: ·      Healthy and Safety information (stay in groups, stay away from the sea and cliffs, hazard of roads and weather). ·      Brief outline of day and objectives for the day. Set up the day’s investigation aim and consider hypotheses.  Toilet stops and time for the lunch break. ·      Risk assessment/class list/medication/first aid kits Method Introduction In this activity students will investigate the effects of plastic litter on sea water temperature and sea water pH levels. Two large glass jars are filled with the same amount of sea water. In one of the jars the students put some plastic litter collected during the beach clean-up event done beforehand. The glass jars are to be placed outside exposed to the sun and rain. Development Every day students will take three readings of the sea  water temperature and pH level from  both jars and calculate the mean of the three samples. Moreover, the students will measure the air temperature, humidity and air pressure, describe the general outlook of the weather and observe cloud cover using the GLOBE Observer App (optional). Information collected is filled in the data sheets (Appendix 17.1). Conclusion  Once all data is collected students will present it in a graph and analyze it through mean values of repetitions (pH and temperature) by jar to both treatments (with plastics, without plastics).  The mean values are to be plotted along the …

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Learn About SDG 4 – Quality Education (Year 4 – Year 8)

Ensure Inclusive and equitable quality education and promote lifelong learning opportunities for all. LEARN about SDG 4 by clicking on these links: ‘What can you do’ youtube video on SDG4 ‘Education for all’ youtube video on SDG4 For all the details and statistics about the targets of SDG No 4 access this link.

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Follow Up SDG 4 – Education can transform the World! (Year 5 – Year 8)

Why is education such an important tool? To understand the power of education for transforming lives refer to this publication.

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Follow Up SDG 4 – Children on the move! (Year 5 – Year 8)

Build an understanding of what life is like for people forced to flee their homes. Understand that migration has and continues to affect everyone from this publication.

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Follow Up SDG 4 – Unfair play! (Year 5 – Year 8)

Read the story: Iz-Zokkor! You can also listen to the voice recording by asking on the contact form of this website for mp3 file which will be sent to you upon request. Have you ever stopped to think from where the soccer balls you kick around at home, at school or at the football nursery come from? Where are they made? Who makes them? Do you have any idea??? FACTS ABOUT THE SOCCER BALL INDUSTRY Nearly 1/2 of the world’s soccer balls are made in Sialkot, Pakistan There are 650 stitches in 1 soccer ball It is estimated that 1/4 of the 35 million soccer balls made in Pakistan are made by children under the age of 14 In India, although it is illegal to keep children from going to school, tens of thousands of children work in the soccer ball industry, working 10-15 hours a day stitching together soccer balls Children miss school to stitch together soccer balls In India, the work is done at home, making child labour “invisible” Children as young as 6 years old have been found stitching soccer balls Children earn roughly 25c for every ball they stitch together.  It takes about 4 hours to stitch one ball. This is the reality of some children in Meerut India. Browse online to try and check how much an average soccer ball costs from a local Sports shop? What percentage do you think these kids get from the selling price of each soccer ball? Luckily there are some companies that produce fair trade soccer balls. They make sure that no children or other people were abused in the production. Customize your own soccer ball with your favourite team colours with the fair trade logo included by accessing this link. 

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Follow Up SDG 4 – COVID 19 assistance! (Year 5 – Year 8)

The school closure has left a number of students stranded. Many lessons are now being delivered online but some students do not have any laptops and no internet access. The Ministry for Education and Employment has launched a scheme to assist these students. Access this link and watch the embedded video. How many households will be provided with a free internet service? How many students will be getting a laptop on loan to participate in online learning? In what ways do the meals provided by this initiative assist in providing a quality education for these students? Each SDG has a number of specific targets. Carry out some research to find out all the targets of SDG No 4. How many targets are there? Which of these targets will this initiative be fulfilling?

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