Science

Related to: SDG 7, SDG 9, SDG 11, SDG 12, SDG 13

Intro: Renewable energy sources combat climate change. The future of humanity and the planet depends on how we generate electricity: it is important to have a reliable, sustainable and decarbonized energy system. In energy generation processes, renewables do not release greenhouse gases, making them the cleanest, most viable solution for preventing environmental degradation. They are a far better alternative than fossil fuels, helping to conserve the finite natural resources of the earth that produce neither greenhouse gases nor polluting emissions.

Activity:

1) Watch this National Geographic video that provides a general overview of different types of renewable energy sources. For further information, visit the following URLS:

https://www.nrdc.org/stories/renewable-energy-clean-facts

https://www.igs.com/energy-resource-center/energy-101/types-of-renewable-energy

2) Look around your home for 5-10 minutes. Take note and observe - What kind of sources of energy are you using? Think about what sort of environmental impact this has. Is it good or bad?

3) Taking into account what you have just learned, draw your ideal visual illustration of what types of energy you would want to use in your household (this could be hand drawn on paper/ designed on google drawing).

Takeaways:

Ask your students what they have learnt about:

• The detrimental effects fossil fuels has on the environment

• Alternative energy sources aside from fossil fuels

• The overall importance of renewable energy sources

Related SDGs: Affordable and Clean Energy; Industry, Innovation, and Infrastructure

Grade levels: 3-7

Intro: In this lesson, students will learn about the different types of energy, how they behave, and how they interact with and affect the environment. They will be able to differentiate between renewable and nonrenewable sources of energy, and evaluate how we can utilize them to limit our footprint on the environment.

Activity:

1. After distributing these guided notes to each student, play this Bill Nye episode. It is about 25 minutes long, plus however long is needed to take notes.

2. Correct the notes as a class and clarify any misconceptions

3. Watch this video on renewable energy if class is within grades 3-5, and this video if the class is in grade 6-7

4. Read this article

5. Between both the videos and article, take note of the advantages and disadvantages of renewable energy

6. Brainstorm ideas to solve the disadvantages through industry, innovation, and infrastructure

Takeaways:

• Scientific understanding of energy transfer

• Understanding the differences between renewable and nonrenewable energy sources

• Acknowledging the pros and cons of each type of energy

• Proposing possible infrastructural solutions to make energy more efficient and sustainable

Related SDGs: Industry, Innovation, and Infrastructure; Sustainable Cities and Communities; Affordable and Clean Energy

Grade levels: All

Intro: In this activity, students will use their knowledge of environmental problems, science, and creativity to design their own product that can help the world in some way. It may be an appliance, a machine, or a city layout! Here are some ideas to get you started:

• Compost system

• Air freshener

• Grey water irrigation system layout

• Recycled fashion

• Biofuel vehicles (cars, trucks, bikes, or anything you can imagine!)

• Planting/Harvesting machine

• Smart lighting

• Sustainable city blueprint (with labels and details on how the system functions in terms of energy, roads, safety, and education)

Activity:

1. Students will create a drawing of their own sustainable product. Encourage them to think creatively, and make sure to add color and labels!

2. They may also wish to consider a suitable price for the product and advertising tactics

3. At the end of class, they will present their plans and advertise their product to the rest of the class, explaining how it functions, and what makes it sustainable

Takeaways:

• Creative thinking and problem solving

• Navigating potential solutions to climate change

• Introduction to product design, advertising, and brand purpose

Related SDGs: Sustainable Cities and Communities; Affordable and Clean Energy; Industry, Innovation, and Infrastructure

Grade levels: All

Intro: In this activity, each student will use their knowledge of environmental problems and sustainable energy to design their dream house that is efficient and may reduce carbon emissions. It may be a suburban home, a backyard, a van, a building, or an entire city!

Example #1

Example #2

Example #3

Example #4

(No need to watch all of them, but students may use them for reference if they so wish.)

Activity:

1. Students will create a drawing or blueprint of their own sustainable home. Encourage them to think creatively, and make sure to add color and labels! Here are some ideas for facilities to include:

• Solar panels

• Energy efficient air-conditioner replacement

• Grey water system

• Compost system

• Garden

• Construction material (recycled wood, concrete, eco-bricks, etc)

• They may also wish to consider a suitable price for the product and advertising tactics

2. At the end of class, they will present their plans and advertise their house to the rest of the class, explaining how it functions, and what makes it sustainable

Takeaways:

• Creative thinking and problem solving

• Navigating potential solutions to climate change

• Introduction to product design, advertising, and brand purpose

Grade Levels: All

Related SDGs: Life below water

Intro: Oil spills are an extreme danger to earth's waters, ecosystems, sea animals, and corals. In 2020, we approximately lost 1000 tonnes of oil to the environment from tanker spills. This activity simulates what happens in oil spills to let students observe the effects of these spills and allows for discussion on causes, effects, and ways to help.

Activity:

1. Fill a container with water dyed blue like the ocean

2. Pour oil on top (can be dyed black)

3. Allow the students to write observations on what is happening

4. Allow discussion on the possible causes of oil spills

5. Explain how oil spills affect bodies of water, animals, plants, and ourselves

6. Provide pictures of real-life situations to showcase the degree and size

7. Provide materials such as sponges, spoons, cotton balls, feathers or other materials students suggest in order to find ways to clean up

Take-Aways:

• Creative thinking and problem solving

• Connections to the real world

• Learning causes and effects

• Figuring out solutions

• Practices the skill of observation and data gathering

Grade levels: 6-7

Related SDGs: Clean Water and Sanitation, Life Below Water

Intro: Access to clean water are limited and restricted for some parts of the world, causing many individuals to live with polluted water that can not be used for drinking, cooking and many other uses. In order to solve this issue, civil, environmental and mechanical engineers have been contributing in developing various technologies and systems in which can purify polluted water. This activity will allow students to understand the process of water filtration and showcase it using the problem-solving and engineering concepts/skills learnt in class.

Activity:

• Research on water treatment processes (aeration, coagulation, sedimentation, filtration, and disinfection) and different types of filtrations used.

• Follow the instruction on this article for creating a water filter using plastic bottle.

• Create a CER on the results of the experiment, addressing which way (order of material used in the experiment) of filtration works the best.

Takeaways:

• Understand how filtration and the water treatment process works

• Create creative design methods (problem solving)

Grade level: 8

Related SDGs: Climate action, Responsible Consumption and Production

Intro: We only have one earth. Education is a critical component in the increasingly urgent planetary battle against climate change. Climate change is detrimental to mankind as changes in weather and climate patterns can put lives at risk. Through this project, students are able to have a deeper understanding about climate change, sustainable farming and how the natural environment is self-sustaining. The model is able to represent first-hand the interconnectedness of our environment, and how just one imbalance in one organism can impact the ecosystem hence to an extent, creating undesirable conditions.

Activity:

• Research on water treatment processes (aeration, coagulation, sedimentation, filtration, and disinfection) and different types of filtrations used.

• Follow the instructions on this article for setting up the terrarium.

• Sketch a model on how interconnectedness is seen in the terrarium.

• Have individual investigations (topics can vary such as 'how does sunlight or the lack of it impact the terrarium?').

Takeaways:

• Understand the impact of imbalance of one organism to the whole ecosystem.

• Developing 'Science and Engineering Practices' Skills.