Day 1

Initiative

Details

Output from leaners

29thSeptember 

Sunday

Education, Ethics, and Faith

 

Activity Name: "Be the Eco-Hero!"

Year 1-3: Role-Playing and Action-Based Scenarios

Activity Name: "Be the Eco-Hero!"

Objective: Help young students understand their role in protecting the environment through hands-on role-playing activities.

Step-by-Step Plan:

Introduction (5-10 minutes):

1.Start with a simple discussion about how being kind and responsible is important in life, and that taking care of the Earth is part of this responsibility.

Talk about how their actions can help make the world a better place.

2.Role-Playing Scenarios (15 minutes):

Create different scenarios related to everyday sustainability activities and have students act them out.

Scenario 1: Turning off the lights when leaving a room.

Scenario 2: Sorting trash into recycling and garbage bins.

Scenario 3: Saving water by turning off the tap when brushing teeth.

Students act as the "Eco-Heroes," showing what they would do in each situation.

Discussion (5 minutes):

After each role-play, discuss why the action they took helps the Earth.

Ask students to share one thing they will do at home to be an Eco-Hero.

 

 

Year 4-6: Debate on Individual vs. Corporate Responsibility

 

Activity Name: "Who’s More Responsible?"

Objective: Encourage critical thinking about environmental responsibility and explore how individuals and corporations contribute to sustainability.

Step-by-Step Plan:

Introduction (5-10 minutes):

Discuss how ethics and faith influence our responsibility toward the environment.

1.Debate Setup (10 minutes):

Split the class into two groups:

Group 1: Individuals have more responsibility for sustainability.

Group 2: Corporations have a greater responsibility.

Groups prepare arguments with key points.

1.Debate and Discussion (10-15 minutes):

• Each group presents their argument.
• Class discussion follows on how both individuals and corporations can work together for sustainability.

2.Interactive Reflection (5 minutes):

Students individually write down:

One personal action they can take to be more eco-friendly.

One idea for a business to contribute to sustainability.

 

 

Understanding:Students will demonstrate knowledge of everyday sustainable actions through role-play.

Application: Each student will name one action they plan to take at home (e.g., turning off lights or recycling).

Engagement: Learners will actively participate in discussions and show excitement in becoming “Eco-Heroes.”

 

Critical Thinking:Students will present well-formed arguments in support of their stance on who is more responsible for sustainability (individuals or corporations).

Collaboration: Learners will work together in groups to build a case and listen to opposing views during the debate.

Reflection: Each student will provide both a personal action and a corporate suggestion for promoting sustainability, demonstrating their understanding of shared responsibility

 

Day 2-30thSeptember

Monday

Energy Transition and Climate Change

 

Year 1-3: Energy Efficiency Exploration

Activity Name: "Find the Energy Users!"

Objective: Help young students understand how electricity is used in the classroom and why saving energy is important for the environment.

Step-by-Step Plan:

Introduction (5-7 minutes):

1.Explain what energy is and how we use it every day (e.g., lights, fans, and computers).

2.Show a short video or images of renewable energy (e.g., solar panels and wind turbines).

3.Discuss why saving energy is good for the environment (less pollution and better for the planet).

Classroom Energy Audit (10-15 minutes):

1.Students will walk around the classroom and identify things that use electricity (lights, fans, computers, projectors).

Teachers can guide them by asking:

1. Is this device using energy right now?
2. Could we turn it off when not needed?

Students will each choose one device and think of a way to save energy (e.g., turning off the lights when we leave the room).

Group Sharing (5 minutes):

Students share one item they found and how they can save energy with that item.

Create a simple "classroom energy plan" on a poster or board (e.g., "Turn off lights during breaks").

 

 

Year 4-6: Critical Energy Efficiency Audit

Activity Name: "The Great Energy Audit!"

Objective: Encourage critical thinking about energy use and help students develop strategies for reducing energy waste, contributing to climate change mitigation.

Step-by-Step Plan:

Introduction (7-10 minutes):

1.Discuss the difference between renewable and non-renewable energy sources.

2.Talk about how energy use contributes to climate change and why saving energy helps the environment.

3.Show a video or infographic about the effects of energy waste on climate change.

Classroom Energy Audit (10-15 minutes):

1.Divide students into small groups and have them conduct a more detailed audit of the classroom.

2.Groups will note all devices that use electricity, how often they are used, and whether they could be turned off or used less (e.g., leaving the lights on when it's sunny outside).

3.Encourage students to think about the long-term effects of energy waste (e.g., using more fossil fuels, increased pollution, and climate change).

4.Each group writes down their findings and suggestions for saving energy.

Group Presentations (10 minutes):

1.Groups will present their findings to the class, sharing:

2.Which devices use the most energy.

3.What can be turned off or used more efficiently.

4.Long-term effects of energy waste and benefits of using less energy.

5.As a class, combine all ideas into a detailed "Classroom Energy Efficiency Plan" (e.g., reducing energy use by turning off lights during breaks, using natural light when possible, etc.).

 

 

 

Understanding: Students will identify basic devices that use electricity in the classroom.

Application: Each student will suggest one way to save energy in their classroom.

Engagement: Learners will actively participate in identifying energy users and share ideas to save energy.

 

 

 

Critical Thinking: Students will analyze the energy use in the classroom and think critically about how to reduce waste.

Collaboration: Students will work in groups to assess energy use and present their findings.

Action Plan: Learners will develop a detailed energy-saving plan, considering long-term benefits for the environment.

 

Day 3 -1st October

Tuesday

Cities and the Built Environment

Year 1-3: Build Your Own Green City in Qatar

Activity Name: "Green City Builders of Qatar"

Objective: Help younger students understand the basic elements of a sustainable city in Qatar by building or drawing their own simple green cities.

Step-by-Step Plan:

1. Introduction (5-7 minutes):
   • Introduce the concept of a "green city" and discuss why cities like Doha need green spaces, renewable energy, and eco-friendly transportation.
   • Show pictures of sustainable projects in Qatar such as the Msheireb Downtown Project, which uses solar panels and green buildings.
   • Talk about the importance of reducing heat and saving water in Qatar’s climate.
2. Building/Drawing Activity (15-20 minutes):
   • Materials: Provide building blocks, recycled materials, or drawing paper and crayons/markers.
   • Students will work in small groups to build or draw their own city that includes sustainable elements important for Qatar, such as:
3. Group Sharing (5 minutes):
   • Each group shares their city with the class, explaining what sustainable elements they included and why these are important for Qatar, especially with the hot climate and need for water conservation.
   • Materials: Provide cardboard, recycled materials, drawing supplies, and markers.
   • After they finish drawing, each student will share one thing they put on their plate and why they think it’s good for the environment.
   • Have a brief discussion about how small changes in the food we eat can help the planet. For example, eating more fruits and vegetables or using less plastic packaging.

• Green spaces: parks and shaded areas to reduce heat.
• Energy sources: solar panels to take advantage of Qatar’s sunny climate.
• Transportation: ideas like electric buses or shaded walking paths to reduce pollution and encourage walking.

 

 

Year 4-6: Critical City Design Workshop in Qatar

Activity Name: "Design the Future City of Qatar"

Objective: Encourage older students to think critically about urban planning in Qatar and how cities can be designed to meet specific sustainability goals.

Step-by-Step Plan:

1.Introduction (7-10 minutes):

Discuss how urban environments in Qatar, especially in places like Doha and Lusail, can impact sustainability.

Talk about some of the sustainability goals in Qatar, such as Qatar National Vision 2030, which focuses on environmental development.

Highlight real-world examples like Msheireb Downtown and the Qatar Cool District Cooling System, which reduce energy use and carbon emissions.

Discuss the challenges Qatar faces, such as extreme heat, water scarcity, and traffic congestion, and how cities can be designed to address these challenges.

2.City Design Challenge (20-25 minutes):

Students will work in groups to design their own sustainable city in Qatar, focusing on:

• Green spaces: shaded parks, rooftop gardens, and tree-lined streets to reduce heat and improve air quality.
• Energy sources: using solar energy, since Qatar is one of the sunniest countries.
• Water conservation: methods like using treated wastewater for irrigation.
• Transportation: designing electric buses, metro lines, and bike paths to reduce traffic and pollution.

Encourage students to think about how people in Qatar will live, work, and travel in their city, considering both environmental and social sustainability (e.g., access to clean water, green spaces for families, and reducing carbon emissions).

3.City Critique and Discussion (10-15 minutes):

Each group will present their city to the class, explaining how it meets Qatar’s sustainability needs.

Groups will critique each other’s designs by identifying strengths and potential weaknesses, such as:

Does the city have enough green spaces to help reduce heat?

Is there a good balance between nature and the urban environment?

 

How will the city design help Qatar achieve its sustainability goals, especially in terms of reducing water and energy use?

The class will discuss ways to improve each design, thinking about real-life challenges in Qatar.

 

Year 5 and 6 Workshop-Deep Qatar –

Ist October 9-10 Am

Understanding:Students will identify basic elements of a sustainable city in Qatar’s context.

Application: Each group will apply their understanding by creating a simple city with features like solar panels and green spaces.

Engagement: Learners will share their cities and discuss how their designs help Qatar’s environment

 

 

 

 

Critical Thinking:Students will analyze and evaluate their own and others' city designs, focusing on solutions for Qatar's environmental challenges.

Collaboration: Learners will work in groups to create a detailed city plan, taking into account Qatar’s climate and sustainability goals.

Presentation:Each group will present their city, explaining the sustainability features they included and receiving feedback from their peers on how to improve the design for Qatar

Day 4-2ndOctober

Wednesday

FoodPrint Detectives: Discovering the Impact of Our Meals

Year 1-3: Learning About Sustainable Food Choices

Activity Name: "Eat Smart, Save the Planet!"

Objective: Help younger students understand the impact of their food choices on the environment and encourage them to make greener choices in a simple, interactive way.

Step-by-Step Plan:

Introduction (5-7 minutes):

Explain in simple terms what a "FoodPrint" is (the effect our food has on the environment, like how much energy and water it takes to grow and transport food).

Use examples that kids can relate to, such as:

Local fruits and vegetables are better for the planet because they don’t have to travel far.

Eating too much meat can use a lot of water and energy.

Watch a Short Video (5-7 minutes):

Show the video about FoodPrint on YouTube: https://www.youtube.com/watch?v=OM7n7WrmUUg.

Pause the video to ask simple questions like:

• "Where does your food come from?"
• "Why do you think some food is better for the planet than others?"

Interactive Activity: Design a Low FoodPrint Plate (10-15 minutes):

Materials: Provide drawing paper and markers/crayons.

Ask students to draw a plate of food that is good for the planet. Examples:

• Include more fruits, vegetables, grains, and less meat or packaged foods.
• Think about food grown nearby (local farms) instead of food that travels from far away.

Group Reflection (5 minutes):

 

 

Year 4-6: Understanding FoodPrint and Making Sustainable Choices

Activity Name: "Track Your FoodPrint!"

Objective: Help older students critically analyze how their food choices affect the environment, and encourage them to make more sustainable decisions based on their FoodPrint.

Step-by-Step Plan:

1. Introduction and Video (7-10 minutes):
   • Begin with a discussion on what a FoodPrint is. Explain that everything we eat has an impact on the environment, from the resources used to grow the food to how far it travels to get to our plates.
   • Show the video: https://www.youtube.com/watch?v=OM7n7WrmUUg.
   • After the video, ask:
2. Research on Food and the Environment (10 minutes):
   • Divide students into small groups. Each group will research a specific issue related to food and the environment (such as water use for crops, food waste, transportation, or the effects of meat production).
   • Students can use online resources or printed materials to find out how their assigned topic impacts the environment.
   • After researching, each group will share one or two key facts they found with the class.
3. Calculate Your FoodPrint (10-15 minutes):
   • Activity: Each student will write down everything they ate yesterday, including snacks and drinks.
   • Using a FoodPrint calculator (either printed guides or online tools like https://globalcarbonatlas.org/emissions/carbon-story/), students will estimate the environmental impact of the food they ate.
   • Students will record their results and reflect on what surprised them about their FoodPrint.
4. Group Discussion and Reflection (10 minutes):
   • Have a class discussion about their findings:
   • Encourage students to think about how their food choices fit into Qatar’s sustainability goals, such as reducing waste and promoting local food production.
5. Share Results on Padlet (5 minutes):
   • Students will upload their reflections and FoodPrint findings on the Padlet link: https://padlet.com/maniaghai09_/the-next-generation-school-ain-khalid-sustainability-week-7cn22wvqkc4uiu5f.

• "What foods do you think have a higher FoodPrint and why?"
• "How can we reduce our FoodPrint by making better choices?"
• For example, eating local fruits will have a low impact, while eating packaged, processed, or imported food will have a higher impact.
• What types of foods have a high FoodPrint?
• What small changes can we make in our food choices to help the environment?

 

 

Understanding:Students will understand the basic idea of a FoodPrint and how their food choices affect the environment.

Application:Each student will create a low FoodPrint plate with sustainable food choices.

Engagement:Learners will actively participate in drawing their food plates and sharing their thoughts with the class.

 

 

 

Critical Thinking: Students will critically analyze their own food choices and calculate their FoodPrint.

Research and Collaboration: Learners will research key issues related to food and the environment and collaborate to share findings with the class.

Reflection and Action: Students will reflect on how they can reduce their FoodPrint and make more sustainable choices, sharing their results online.

 

 

DAy 5-3rd October

Thursday

The Green Squad

Green Squad – Awareness Campaign for Qatar Sustainability

Objective: Year 5 and 6 students will become "Green Squad Ambassadors," visiting different Year 1-4 classes to raise awareness about Qatar Sustainability and engage younger students in an interactive activity to promote environmental awareness.

 

Step-by-Step Plan for Green Squad (Year 5 and 6):

1.Introduction (5 minutes):

• Green Squad Ambassadors (Year 5-6 students) will enter each roster class and introduce themselves as part of a special team focused on helping Qatar become more sustainable.
• They will explain the purpose of their visit: to teach the younger students about Qatar's efforts to become more eco-friendly.
• Ambassadors will briefly explain Qatar’s goals from Qatar National Vision 2030, focusing on environmental development (reducing waste, saving water, using renewable energy like solar power).

2.Short Presentation (5 minutes):

• Ambassadors will show a few examples of how Qatar is working toward sustainability, including:
  • The use of solar energy (e.g., large solar farms in Al Kharsaah).
    • Water conservation efforts (e.g., efficient irrigation systems and recycling wastewater).
    • Green building initiatives like Msheireb Downtown, which focuses on using energy-efficient materials and designs.
  • Ambassadors can show pictures or a short video if possible to engage younger students.

Green Pledge (5 minutes):

1. Final Wrap-Up:
   • After the game, the Green Squad Ambassadors will ask the class to think of one small action they can take to help Qatar become more sustainable.
   • Ambassadors will hand out a simple Green Pledge card for students to fill out. Younger students can draw or write a simple promise to help the environment (e.g., turning off lights, recycling paper, or planting a tree).
2. Pledge Sharing:
   • Each student will share their Green Pledge with the class, and the Green Squad Ambassadors will thank them for being part of Qatar’s sustainability efforts.

 

 

 

For Parents and Students -Challenge 

 

 

Subject: Join Us for Qatar Sustainability Week and Be Part of the Challenge!

 

Dear Parents and Students,

We are happy to announce that our school will celebrate Qatar Sustainability Week as part of our “Stride Towards Sustainability” initiative. From September 30th to October 30th, we encourage all students, along with their families, to participate in a daily 30-minute walk, promoting healthy habits and supporting sustainability.

 

We invite parents to take the lead and make this an enjoyable and meaningful family activity, setting a powerful example of sustainable living. Your participation will not only help strengthen family bonds but also show our children the importance of making positive changes together. To record your involvement, students are encouraged to submit a daily photo of their walking session along with their family. Please upload these records, including the student's name, to the provided Drive link: https://forms.gle/CcbDJNyiVtbT35PK8 

 

The participant with the highest number of entries at the end of the challenge will receive a certificate of achievement.

We look forward to seeing our students along with their families stride towards sustainability, building lifelong healthy habits together. Your involvement makes all the difference!

Thank you for leading by example and supporting this important cause.

 

Best regards,
The Next Generation School
Ain Khalid