Learning Scenario Template

Title

All connected by water.

Author

Sónia Abrantes

Summary

In the municipality of São João da Madeira we are only about 20 kilometres from the nearest beach, but the
importance that the ocean seems to have is in the months of the bathing season, even though there are rivers that
pass through the city. With this LS, the entire educational community is invited to get involved in active learning
dynamics that demonstrate that we are all connected by water, as all rivers connect to each other and end up
flowing into the sea, which is the link between several oceans and it's therefore important to think about what we do
every day that could harm the oceans. We will apply The shore project open call (Open calls - SHORE
(shoreproject.eu))

Keywords

Water, pollution, biodiversity, plastics, industrial waste.

License

Attribution-ShareAlike 4.0 International (CC BY-SA 4.0). This license lets others remix, tweak, and 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 by Wikipedia and is recommended for materials that would benefit from incorporating content
from Wikipedia and similarly licensed projects.

Overview

Science, Chemistry, ICT, Geography, Environment Study, Citizenship and Development,

Subject(s) Natural Sciences, National History and Geography, Physics

• Pre-school education:
Topic(s) - Content area: Personal and social training
Topic: respect and appreciation of the natural and social environment and the landscape
heritage
- Content area: Knowledge of the world
Topic: science approach
Topic: knowledge of the physical and natural world
• Cycle 1 (school years 1 to 4):
- Subject: Environment Study

This MOOC has received funding from the EU4Ocean Coalition of the Directorate General of
#EU4Ocean Maritime Affairs and Fisheries of the European Commission and is co-branded with Scientix, an
#Youth4Ocean
initiative of European Schoolnet. The content included in this document is the sole responsibility of
1
#EUBlueSchools
the authors, and it does not represent the opinion of the European Commission (EC), and the EC
is not responsible for any use that might be made of information contained.
 Topic: Nature – identify risk situations and behaviours for the aquatic environment and
propose appropriate protective measures; recognize the uneven distribution between
continents and oceans; correlate physical state changes with the water cycle; relate the
characteristics of living beings with their habitat; relate biodiversity threats with the need to
develop responsible attitudes towards Nature; distinguish and locate different water
resources on a map (water courses, ocean, lakes, lagoons, etc.); identify different erosive
agents (wind, running water, waves, precipitation, etc.), recognizing that they give rise to
different landscapes on the Earth's surface
Topic: Society – maritime expansion
Topic: Nature/Society/Technology – identify local environmental and social problems,
namely related to water, energy and waste, and present intervention proposals; distinguish
different forms of ocean interference in human life (climate, health, food, etc.); recognize
how environmental changes imbalances the ecosystems and influence the lives of living
beings and society
- Subject: Citizenship and Development
Topic: Sustainable development
Topic: Environmental education
• Cycle 2 (school years 5 to 6):
- Subject: Natural Sciences
Topic: Water, air, rocks and soil - Terrestrial materials - characterize terrestrial and aquatic
environments; availability and circulation of water on Earth; the properties of water and its
relationship with the role of water in living beings; distinguish water suitable for
consumption from water used for consumption, analyzing local, regional or national
problematic issues; discuss the importance of sustainable water management in terms of
its use, exploitation and protection, with local, regional, national or global examples
- Subject: National History and Geography
Topic: Portugal in the 15th and 16th centuries – the main stages of the maritime
exploration process; the importance of knowing winds and currents for maritime
exploration; identify the main ships and nautical instruments used by the Portuguese in
maritime expansion
- Subject: Citizenship and Development
Topic: Sustainable development
Topic: Environmental education
• Cycle 3 (school years 7 to 9) and secondary (school years 10 to 12):
- Subject: Natural Sciences
Topic: Earth in transformation – ocean floor morphology; relate ocean floor expansion and
destruction with the plate-tectonics theory
Topic: Sustainability on Earth – the main phases of water cycle; the importance of the
collection, treatment and sustainable management of waste and suggested measures to
reduce risks and minimize damage to water contamination due human action; relate waste
and water management with the promotion of sustainable development
- Subject: Geography
Topic: Natural environment – sustainable management of the territory by monitoring local
risks, such as those of water courses and coastal areas; the erosive action of water
courses and the sea; identify factors responsible forconflict situations in the management
of natural resources (river basins, coast)
- Subject: Physics and Chemistry
Topic: Materials – concepts of fusion/solidification, boiling/condensation and evaporation in
the interpretation of everyday situations and the water cycle; separation techniques
required in the treatment of drinking water and effluents and their importance for the
balance of ecosystems and quality of life
- Subject: Citizenship and Development
Topic: Sustainable development

This MOOC has received funding from the EU4Ocean Coalition of the Directorate General of
#EU4Ocean Maritime Affairs and Fisheries of the European Commission and is co-branded with Scientix, an
#Youth4Ocean
initiative of European Schoolnet. The content included in this document is the sole responsibility of
2
#EUBlueSchools
the authors, and it does not represent the opinion of the European Commission (EC), and the EC
is not responsible for any use that might be made of information contained.
 Topic: Environmental education
- Subject: ICT
Topic: Text tools, image and video editing, data collection and processing

Age of students 3 to 18 years old

Preparation time One hour, per subject, are needed to prepare the Learning Scenario. It will be teamwork
between teachers from the different classes.

Teaching time The times are 3 hours per week for each subject in the respective classes, for the duration
of the project: from September 2024 to February 2025.

Online teaching Teams, Padlet, Canva.

material

Offline teaching Paper, glue, cardboard, reused plastic, reused fabric, rubbish nets, cameras, markers,
material coloured pencils, scissors.

Resources used IPMA, APA, CMSJM, Oceanos para Leigos, Great Pacific Garbage Patch, The Ocean
Cleanup, Ocean Literacy Principle 1: One Global Ocean | Nautilus Live, Ocean Literacy
Principle 2: The Ocean Shapes Earth | Nautilus Live, Ocean Literacy Principle 3: The
Ocean Influences Weather and Climate | Nautilus Live, Ocean Literacy Principle 4: The
Ocean Makes Earth Habitable | Nautilus Live, Ocean Literacy Principle 5: The Ocean
Supports Earth’s Diversity | Nautilus Live, Ocean Literacy Principle 6: Humans and
Oceans Are Interconnected | Nautilus Live, Ocean Literacy Principle 7: The Ocean Is
Largely Unexplored | Nautilus Live.

Aims

As teachers of a vertical school, at the end of this project we aim to contribute to the creation of a more ocean-literate
society in which students become agents of change and sustainability.

The students want to be challenged and take an active role in their world and their future, and that's what they're
aiming for by taking part in this project.

The outcome of this project will be relevant to the school as a team, to the community and to the ocean, as we aim
to realise how we are all connected by water and the impact of our daily actions.

This MOOC has received funding from the EU4Ocean Coalition of the Directorate General of
#EU4Ocean Maritime Affairs and Fisheries of the European Commission and is co-branded with Scientix, an
#Youth4Ocean
initiative of European Schoolnet. The content included in this document is the sole responsibility of
3
#EUBlueSchools
the authors, and it does not represent the opinion of the European Commission (EC), and the EC
is not responsible for any use that might be made of information contained.
Outputs

Theatre demonstrations by pre-school students.

Small awareness-raising talks for families given by primary school students.

Dissemination of the bad practice report by 2nd cycle students.

Workshops on good practice organised by the 3rd cycle students.

Awareness-raising activities for local businesses by secondary school students.

Integration into the curriculum

Detailed description in Overview - Topics, above.

Methodology

Project-Based Learning;
Collaborative Learning;
STEM Learning;
Outdoor Education;
Game Based Learning;
Student Centered Learning;

Green Competences

Area 1: Embodying sustainability values Justification for the competence(s) chosen

☒ Valuing sustainability To develop skills in this area, students will experience the
value of sustainability by realising how much money is saved
☒ Supporting fairness
and how much water is saved by reducing water
☒ Promoting nature consumption and reusing water for various purposes.

Area 2: Embracing complexity in sustainability Justification for the competence(s) chosen

☒ Systems thinking Problem-solving is a daily practice for students, and with

activities to develop systemic and critical thinking, students
☒ Critical thinking
will be able to find new practical solutions to sustainability
☒ Problem framing issues.

Area 3: Envisioning sustainable futures Justification for the competence(s) chosen

☒ Futures literacy At our school, the focus is always on our students' future as
active citizens with a relevant profession for today and a
☒ Adaptability
great ability to explore more and more for the greater
☒ Exploratory thinking common good.

This MOOC has received funding from the EU4Ocean Coalition of the Directorate General of
#EU4Ocean Maritime Affairs and Fisheries of the European Commission and is co-branded with Scientix, an
#Youth4Ocean
initiative of European Schoolnet. The content included in this document is the sole responsibility of
4
#EUBlueSchools
the authors, and it does not represent the opinion of the European Commission (EC), and the EC
is not responsible for any use that might be made of information contained.
 Area 4: Acting for sustainability Justification for the competence(s) chosen

☐ Political agency The whole project has a practical nature, with calls to action,
both as a student integrated into an organisation and as a
☒ Collective action
teacher.
☒ Individual initiative

Sustainable Development Goals

Goal 6 - Ensure availability and sustainable management of water and sanitation for all;
Goal 9 - Build resilient infrastructure, promote inclusive and sustainable industrialization and foster innovation;
Goal 11 - Make cities and human settlements inclusive, safe, resilient and sustainable;
Goal 12 - Ensure sustainable consumption and production patterns;
Goal 13 - Take urgent action to combat climate change and its impacts;
Goal 14 - Conserve and sustainably use the oceans, seas and marine resources for sustainable development.

Collaboration with local partners

The Municipality of São João da Madeira will be the local partner that will provide access to information about the
rivers that pass through the city, as well as the impact of companies on aquifers.

The University of Aveiro will be the partner with experts in the project's areas of action, available for lectures, advice
and demonstrations.

STEM Strategy Criteria

Elements and criteria How is this criterion addressed in the Learning Scenario
Instruction
Personalization of At an early stage, all students will be asked about the presence of water in their lives,
learning
how they usually use it and how much they miss it.
Problem and project- Once they identify the impact of water on their lives, they will be confronted with the
based learning (PBL)
reality that one day it may not be available and that this is a problem to be solved.
Inquiry-Based Science Current world facts about what is happening in the oceans and the impact it has will be
Education (IBSE)
presented.
Curriculum implementation
Emphasis on STEM The subjects correspond to STEM subjects and practices.
topics and competencies
Interdisciplinary It is a project with the involvement of the whole school, different school years and
instruction
different subjects.
Contextualization of All subjects are from current real life.
STEM teaching
Assessment
Continuous assessment At the end of the week, all groups will take stock of the situation in Teams.

This MOOC has received funding from the EU4Ocean Coalition of the Directorate General of
#EU4Ocean Maritime Affairs and Fisheries of the European Commission and is co-branded with Scientix, an
#Youth4Ocean
initiative of European Schoolnet. The content included in this document is the sole responsibility of
5
#EUBlueSchools
the authors, and it does not represent the opinion of the European Commission (EC), and the EC
is not responsible for any use that might be made of information contained.
 Elements and criteria How is this criterion addressed in the Learning Scenario
Personalized Teachers will give continuous feedback and also to the weekly status point.
assessment
Professionalization of staff
Highly qualified In collaboration with the University of Aveiro
professionals
Existence of supporting All the teachers of the classes involved.
(pedagogical) staff
Professional Participation in the MOOC and the https://shoreproject.eu/trainings-and-courses/
development
School leadership and culture
School leadership The school has a well-defined management and coordination team.
High level of cooperation We are a multidisciplinary team.
among staff
Inclusive culture The focus is on the common end result, and the process is only done with the
collaboration and sharing of all.
Connections
With industry Local companies will provide data for us to study the impact on water and will be the
subject of good practice workshops.
With parents/guardians The City Council will act as the local sponsor of the project.
With other schools The process and results will be shared with partner schools.
and/or educational
platforms
With universities and/or The University of Aveiro will be the partner with specialists.
research centers
With local communities Families will be the target of questionnaires and awareness-raising actions.
School infrastructure
Access to technology The school is equipped with the necessary technology.
and equipment
High quality instruction All the instruction are available.
classroom materials
Activities

Name of activity Procedure Duration

Each teacher, adapted to the ages of their students, will ask about the role
of water in each one's life. Questions such as "When do I use it?", "What is
Water in my life it for?", "Where does it come from?", "Where does it have been stored?", 1h
"Where is it going?", At the end, each student presents a drawing or written
reflection that illustrates their answers.
Small groups are formed in each class to find out which rivers pass through
São João da Madeira and what route each one takes from its source to reach
How are we
the sea, as well as where the water that comes out of our homes goes. At 1h+1h
connected? the end, in each room, a map of the municipality should be produced, as
well as the areas where the rivers originate and where our water goes.

This MOOC has received funding from the EU4Ocean Coalition of the Directorate General of
#EU4Ocean Maritime Affairs and Fisheries of the European Commission and is co-branded with Scientix, an
#Youth4Ocean
initiative of European Schoolnet. The content included in this document is the sole responsibility of
6
#EUBlueSchools
the authors, and it does not represent the opinion of the European Commission (EC), and the EC
is not responsible for any use that might be made of information contained.
Name of activity Procedure Duration

The pre-school classes will do various activities about living beings that
depend on water, freshwater species, marine species, human beings, other
animals. Over the months they will build the story and characters so that in
the end it is presented to the whole school, families and partner guests, as
Prepare to act well as in events organized with the help of the city council for the local
community. The final product is theatre demonstrations by pre-school
students.

Students from 6 to 10 years old will collect data on existing and already
reported problems in relation to the water available on our planet. Over the
What's going months, in addition to online research, application of questionnaires and
on? interviews, they will go to the places (rivers and beaches) where the impact
is evident. The final product is a gmall awareness-raising talks for families
given by primary school students. September
2023 to
February
Second-cycle students will investigate what are the reasons for water quality
2024
to be at risk. They will visit places where this poor quality is evident and
follow the trail over the months to the sources of this negative impact. This
How bad
activity over the months will be reported through a journal journal of the
discoveries made. The final product will be the dissemination of the bad
practice report by 2nd cycle students.

The third cycle students will investigate what will be the good practices that
each one can do in their role (at home, at school, in companies, on the
How good
street, ...) and disseminate in a call to action. The final product will be
workshops on good practice organised by the 3rd cycle students.

Secondary school students will investigate the impact of local businesses

on water, work to find out what existing solutions can help these businesses
Time to act reduce the negative impact. The final product will be awareness-raising
activities for local businesses by secondary school students.
All connected As can be seen from the planning of the various cycles, all levels of
education will share with the others on the Teams platform what they have
Open day achieved, so that this knowledge can be used by the other cycles in their September
mission. This sharing, which is open access, will be evaluated by the 2023 to
teachers in charge and also commented on by colleagues to ensure February
continuous evaluation. At the end, at the school's open day in February, the 2024 + 1
entire course and all the final results will be placed in the exhibition and open day
games will be created on the theme. All partners involved will be invited to
participate in this end-of-project celebration day.

This MOOC has received funding from the EU4Ocean Coalition of the Directorate General of
#EU4Ocean Maritime Affairs and Fisheries of the European Commission and is co-branded with Scientix, an
#Youth4Ocean
initiative of European Schoolnet. The content included in this document is the sole responsibility of
7
#EUBlueSchools
the authors, and it does not represent the opinion of the European Commission (EC), and the EC
is not responsible for any use that might be made of information contained.
Assessment

The weekly status report that should be shared by all students, at which time you will receive feedback from the
teacher of each class and also comments from colleagues.

The final products of each group will be evaluated by the teacher, classmates, the group and partners.

Student feedback

The weekly status report is the time dedicated for everyone to give their opinion, but they will also do so over the
months, during the sessions, in an open and oral way, in a constructive discussion with peers.

Teachers’ remarks

We will apply at the beginning of the next school year. We will still meet so that we can better plan the times and
ways to unfold each of the missions of each cycle.

About the European Ocean Coalition (EU4Ocean) and Scientix

The EU4Ocean coalition is a European Union initiative dedicated to advancing ocean literacy and fostering a deeper
understanding of the vital role oceans play in our lives. It brings together diverse stakeholders, including
policymakers, educators, scientists, and citizens, to promote ocean awareness and action. By organising various
activities, such as educational programs and outreach efforts, the coalition strives to empower individuals and
communities to make informed decisions and take proactive measures to safeguard our oceans and combat climate
change, ultimately contributing to the sustainable management of marine ecosystems in the EU and beyond.

Scientix, the community for Science Education in Europe, promotes and supports a Europe-wide collaboration
among STEM (Science, Technology, Engineering and Mathematics) teachers, education researchers, policymakers,
and other STEM education professionals. If you need more information, check the Scientix portal, or contact either
the Scientix National Contact Point or Scientix Ambassadors in your country.

This MOOC has received funding from the EU4Ocean Coalition of the Directorate General of
#EU4Ocean Maritime Affairs and Fisheries of the European Commission and is co-branded with Scientix, an
#Youth4Ocean
initiative of European Schoolnet. The content included in this document is the sole responsibility of
8
#EUBlueSchools
the authors, and it does not represent the opinion of the European Commission (EC), and the EC
is not responsible for any use that might be made of information contained.