The aim is to understand bioeconomy, recycle
and reuse plastics. Students use 21st century skills for the
project.
Bioecomony, plastics
Introduction
GenB is a project funded by Horizon Europe,
the European Union’s funding programme for research and innovation, that runs
from November 2022 until May 2025. It is focused on educating and empowering
the Generation Bioeconomy (GenB), aware, sensitive, and interested in
environmental issues, sustainability and circularity. It aims to raise
awareness on Bioeconomy building on communication and education that encourage
and reward young BIOVOICES to take a role in steering the transition towards
more sustainable lifestyles.
License
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build upon your work even for commercial purposes, as long as they credit you
and license their new creations under identical terms. This is the license used
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incorporating content from Wikipedia and similarly licensed projects.
Overview
|
Subject(s) |
Language,
history, biology Multiple
subjects, interdisciplinary lesson |
|
Topic(s) |
Language,
biology lesson “alternatives to single use plastic”.
|
|
Age of students |
12-16 years old |
Preparation time Students
get to know each other Acquire
a basic concept of bioeconomy including an introduction of bio-based
products. Special emphasis will be given to building materials. Obtain
knowledge on communication using subject-specific vocabularies. Learn
to collaborate with each other while working intensively on bio-based
building materials in groups Teaching time 9 months Online teaching
material Kahoot
Quiz: https://kahoot.com/ https://library.genb-project.eu/VLToolkit?id=a030900000TSPnSAAX Offline teaching
material List here all
the offline tools, such as: paper, glue, etc. Resources used Bioeconomy:
https://youtu.be/2xvXkOMRTs4 [in English] Bioeconomy in Everyday Life (http://www.bio-step.eu) List here
links of ALL the resources used for this learning scenario (links to YouTube
videos, article pdf’s, links to online articles, etc.).
https://www.fao.org/in-action/sustainable-and-circularbioeconomy/resources/news/details/en/c/1329389/
Aim of the lesson
Knowing
about bioeconomy.
Used
olayful learning cards.
Action
cleaning beach
Knowing
the results of plastics in environment.
Recycling
plastics and reuse for other purposes..
List
the relevant trends that the lesson incorporates: http://www.allourideas.org/trendiez/results
Project-based learning: Students get fact-based tasks, problems to solve and they work in groups. This kind of learning usually transcends traditional subjects. Collaborative learning:
A strong focus on group work. Lifelong learning: Learning does not stop when leaving school.
Mobile learning: we get access to knowledge through smartphones and tablets. It is learning anytime, anywhere. STEM learning: Increased focus on Science, Technology, Engineering and Mathematics. Visual search and learning: Images and multimedia are more powerful than verbal stimuli. Open source learning: Teachers copy, share, adapt, and reuse free educational materials. BYOD (Bring your own device): Students bring their own mobile devices to the classroom. Learning materials: Shift from textbooks to web resources and open source books.
21st century skills
Add
here how the lesson plan corresponds to 21st century skills. To find
out more: http://www.p21.org/our-work/p21-framework.
STEM Strategy Criteria
Please indicate which Criteria correspond to
the specific Learning Scenario, contributing on a broader scale to the
development of a STEM School strategy, and briefly explain how you applied the
specific Criterion: https://www.stemschoollabel.eu/criteria
Examples:
Connections with industry: in the context of
this Learning Scenario, a school visit to a research centre will be scheduled,
either physically or virtually, so students can directly discuss with
professionals about the recent developments in the field.
Interdisciplinary instruction: in this
Learning Scenario, we will examine and implement a variety of activities in a
wide spectrum of subjects, ranging from ethics and philosophy (non-STEM) to
biology (STEM).
|
Elements and criteria |
How is this criterion addressed in
the learning scenario |
|
Instruction |
Using cards and play Debate Making art show with plastics |
|
Personalization of learning |
Skills that students develop: · Analytic thinking - comparison of different types of energy
production · Communication and collaboration - working in groups to finish a
task · Creativity - making of their own brochures · Digital citizenship - use of ICT and new technology |
|
Problem and project-based learning (PBL) |
1. Discuss about energy, the ways of producing energy
right now. Discuss about bioeconomy and ways of producing energy in the
future (including human waste and animal waste), and how much people know
about bioeconomy via a short video in which students interview by-passers
about bioeconomy. 2. Listen and watch about bioeconomy and biomass. 3.
Practice differentiating fossil fuels from biomass and renewable energy
sources (investigate, practice, design brochure, present brochure). 4.
Conclusion: Quiz about energy/bioeconomy |
|
Inquiry-Based Science Education (IBSE) |
Competency (Skill and abilities that we know how and when to apply) Specific Learning Outcomes) Identification of Environmental Issues Recognize and distinguish environmental from others, describe or give evidence Identify local environmental problems and their causes. Relate urbanization and industrialization with environmental issues.
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Curriculum implementation |
Acording to curriculum in language, biology . |
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Emphasis on STEM topics and competencies |
Using Stem and making activities |
|
Interdisciplinary instruction |
All learners will learn about the term ‘bioeconomy’ and
implement this term in everyday life. All learners will learn about biomass,
fossil fuel and renewable energy sources. · All learners will discover, through practical work and
worksheets, positive and negative facts about biomass, fossil fuel and renewable
energy sources. · Most learners will learn how to write a web brochure in pdf
format |
|
Contextualization of STEM teaching |
https://library.genb-project.eu/VLToolkit?id=a03Sf000007HPUHIA4 Making steam activities |
|
Assessment |
Assesment-Evaluate and make personal judgments about environmental issues-Take actions at their level to environmental stewardship. Measure student progress. Google forms, rubrics |
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Continuous assessment |
Assessment and Reflection (15 minutes): • Ask the participants to
reflect on what they learnt during the lesson. Encourage them to complete the
multiple-choice activity (File: “AssessmentMultiple Choice”) (quantitative) |
|
Personalized assessment |
21st-century
skills Students will improve the following 21st-century skills: · Learning Skills · Critical
Thinking · Creative Thinking ·
Collaborating · Communicating Literacy Skills: · Information Literacy · Media
Literacy · Technology Literacy Life Skills: · Initiative Social Skills · Productivity |
|
Professionalization of staff |
A
short video describes how the linear economy is increasing our global
ecological footprint and how circular economy may help safeguard and manage
our resources by making waste useful again. Biotechnology is discussed in
terms of its potential to revolutionize waste management and the production
of energy and fuels. In a classroom setting this could serve as a warm-up
activity for introducing high school students to a bioeconomy lesson plan, or
for getting the conversation started and sparking interest in the topic of
waste reduction.Te https://library.genb-project.eu/VLToolkit?id=a030900000TSPnPAAXchool |
|
Highly qualified professionals |
Cooperating with scientists Go to a lab |
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Existence of supporting (pedagogical) staff |
Explain the circular |
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Professional development |
https://www.asvabprogram.com/media-center-article/65 and with all school and staff |
|
School leadership and culture |
te
Re-Thinking Progress' explores how through a change in perspective we can
re-design the way our economy works - designing products that can be 'made to
be made again' and powering the system with renewable energy. It questions
whether with creativity and innovation we can build a restorative economy.
There's a world of opportunity to re-think and re-design the way we make
stuff! In the context of education, this video could serve as a tool for
disseminating background information on the subject, or serve as a warm-up
activity for introducing middle and high school students to a bioeconomy
lesson plan. |
|
School leadership |
Seminar with other teachers |
|
High level of cooperation among staff |
The learners will be involved in student-centred activities: · The learners will participate in debate activities. · The learners will be involved in decision-making. · The learners will be involved in inquiry-based learning and
project-based learning. · The learners
will improve their presentation skills. |
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Inclusive culture |
Supporting students with difficulties
by gaming cards |
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Connections |
c Connect with local
communitywith l30900000TSPnPAAXonnect |
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With industry |
Connect with industry |
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With parents/guardians |
Collaborate with parents |
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With other schools and/or educational platforms |
Collaborate with etwinning with other schools |
|
With universities and/or research centers |
Connect with universities |
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With local communities |
Connect with other communities and school |
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School infrastructure |
usiusi |
|
Access to technology and equipment |
Using laboratory |
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High quality instruction classroom materials |
Making an e-book
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Lesson Plan
Describe
here in detail all the activities during the lesson and the time they require.
|
Name of activity |
Procedure |
Duration |
|
|
Students play with a questionnaire -cards with questions
and answers (File: “Question cards - answer cards”). Some of them have the
questions and some of them have the answers. They will stand up and start
moving around. They will try and pair up with the participant that has the
answer to their question, to find the answers and pair up. After the matching
is done, they all read aloud the questions and answer, and they revisit their
definition. Do they have anything to change, add or omit? What is bioeconomy?
Can you name three renewable bio resources? How are plants used in
bioeconomy? Why is it important to use renewable resources? Can you give us
examples of products made from renewable bio -resources? How can bioeconomy
help to reduce the environmental impact of climate change? What are some of
the challenges in implementing bioeconomy practices? How does bioeconomy
promote sustainability? Can you give an example of a bio-based product you
use in your daily life? What role do forests play in bioeconomy? |
|
|
|
The teacher introduces the theme by giving some facts about the
consequences of using non-renewable resources and about the sustainability of
our planet. Could there be a solution? · The teacher shows a short film in class to introduce bioeconomy:
https://www.youtube.com/watch?v=2xvXkOMRTs4 [in English] · The teacher divides the class in groups of 3 or 4 students. · The teacher gives each group a box with several items or pictures
(e.g. usual plastic bottles and recycled or bio-based products; non-bio-based
fuels and bio-based fuels resulting from bioeconomy; electronic pieces;
cotton material and polyester material.
If the teacher can find real products, that will be preferable. |
|
|
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During whole year from September to June On September meeting October think of activities November planning what to do December Go to local community January make poster, recycling February Actions March Go to local community, parents, students May evaluation, results June Present to school , community Describe the role of individuals in maintaining, peace, harmony
and equity in nature, good neighbourly behavior, use and misuse of Common
Property Resources Recognize that the Earth resources are limited. Explain the dynamic nature of environment. Realize the extent of dependency of people on natural resources. Discuss human interactions with natural ecosystems/resources/Relationship between humans and environment. Explain the phenomenon of climate change. Conclude that enhanced green house effect leads to global warming.Define pollution ,List various types of pollution/ summarize various types of pollution including sound pollution, Explain air pollution (Including Indoor Air Pollution) – causes and effects.Explain pollution. (Pollution of soil, air and water – sources, impact on physical environment and all forms of life, control and preventive measures (modern and traditional) Noise pollution – sources, impacts and preventive measures.) Explain environmental disasters. Explain the concept of ecological footprint Issues-Discuss the advantage of forests. Recall people’s movements to protect their forests. List plants and animals which have come from other countries and their uses. Explain the meaning of conservation. Identify the various initiatives taken for conserving the environment. List the different protected areas Summarise the role of communities in forest management/conservation. How do we respond : Sensitivity, Show the extent of dependency of people on natural resources. Displays sensitivity towards the need for managing the resources. Analyze adaptation of various life forms for their survival. Display values like love and respect for nature and its laws.Exhibit respect for rights of others, including animals. Attitudes, concerns and world view towards the environment Relate environmental degradation to human wellbeing. Appreciate and respect the values (cultural, religious, spiritual, aesthetic) and practice towards nature and its conservation. Identify the environmental dimension embedded in religion and culture. Display habits, values, attitudes and emotions that maintain and promote environmental quality for human survival/wellbeing. For younger students: plan a exhibition to show /
explain what they've learned about bioeconomy to the whole school. If
possible plan and develop a scientific project.Using plastics as an art. |
|
Assessment
Describe
here the assessment method of the lesson, if any. For example, if you plan on
assessing your students with a quiz, include here questions and answer options
with color-coding the correct answers.
Assessment
with rubrics, google forms
Student feedback
Add
here the method with which your students will be able to give you feedback and
discuss the lesson.
Motivation, and intention to act-Adopt actions that promote environmental conservation. Adopt appropriate urgent action to resolve environmental problems.
Identify actions to solve environmental problems.
Identify that appreciation of someone’s environmental action is also an action in the right direction.
Join local organizations as a volunteer to create environmental awareness.
Teachers’ remarks
Add here your comments and evaluation AFTER
the implementation of this lesson, if any.
Encourage participants to present eco-friendly practices at home or in their community.
They can use
the videos to organise a Bioeconomy Contest, compost for the community/university/school/museum
garden.
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