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Additional info for Best Practice Guidelines for Teaching Environmental Studies in Maldivian Primary Schools

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UNICEF does not guarantee the accuracy of the data included in this report and accepts no responsibility for any consequences of their use. 5 Kick boards Swimming boards for children (ages 6-13) Environmental Studies in Maldivian Primary Schools This series has been developed for teachers of Environmental Studies at Primary level. How to utilise these materials is addressed in this Best Practice Guideline.

Sorting Out Purpose: Time: Material Required: Procedure: 46 5. Drawing Conclusions Purpose: Time: Material Required: Procedure: 6. Considering, Planning and Taking Action Purpose: Time: Material Required: Procedure: 7. Evaluation and Reflection Purpose: Time: Material Required: Procedure: Appendix f Environmental Studies Curriculum Links Grades 1-3 Grade 4-5 Number of lessons MODULE SECTIONS 1 OURSELVES Island Environment x 3 - 4 lessons Living by Traditional Knowledge x 3 - 4 lessons Environmental Impact Assessment x 4 - 6 lessons Common Diseases and Prevention x 4 - 6 lessons Weather x 4 - 6 lessons Safeguarding Drinking Water x 4 - 6 lessons x 4 - 6 lessons 2 EARTH 3 LIFE AROUND US Water Quality Monitoring Mangroves x 4 - 6 lessons Coral Reefs x 4 - 6 lessons Beaches x 4 - 6 lessons School Gardens x 3 - 4 lessons Energy used at Home and School x 4 - 6 lessons Conservation, Management and Reuse of Water x 4 - 6 lessons Managing Waste x 4 - 6 lessons Reduce, Reuse, Recycle x 4 - 6 lessons 4 RESOURCES FROM THE ENVIRONMENT Composting Waste x 3 - 4 lessons 5 INTERDEPENDENCE Food Web x 3 - 4 lessons Exploring My Atoll x 3 - 4 lessons x 4 - 6 lessons Ecological Footprints 6 SCIENCE AND TECHNOLOGY Wind Energy x 4 - 6 lessons Solar Energy x 4 - 6 lessons 47 Appendix G – TOOLBOX CONTENTS DRY KIT Item Details 1 Plastic vials/jars screw top 100-300ml.

Perhaps the most noticeable change is the focus on relating learning with the measurement and reporting of what students have achieved. This relationship helps make assessment an integral part of students’ day-to-day learning rather than a series of end-of-term tests. This goal is especially important in education for a sustainable future because of the wide range of objectives concerned with knowledge, skills, values/attitudes, and action. The approaches outlined in this Teaching and Learning guideline require teachers to use a range of assessment techniques rather than just ‘paper and pencil tests’.

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Best Practice Guidelines for Teaching Environmental Studies in Maldivian Primary Schools by UNICEF


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