Impact on Planetary Health

In this WebQuest, you will investigate key aspects of planetary health, including sea level rise, ocean acidification, melting polar ice and glaciers, heatwaves, soil degradation and desertification. Imagine you are part of a team of environmental scientists. Your mission is to analyze these critical challenges, evaluate their impact on the planet and propose practical solutions to help mitigate their effects.

Through this WebQuest you will:

• Analyze environmental issues and propose viable solutions.
• Gather and evaluate information from credible sources, including scientific articles, documentaries and online databases.
• Apply scientific methods to conduct experiments and analyze data.
• Work effectively in transnational teams, enhancing collaboration and communication skills.
• Articulate findings through discussions, presentations and digital platforms.
• Understand global environmental issues and their impacts.
• Interpret experimental data and draw informed conclusions.
• Propose innovative solutions to environmental problems.
• Appreciate diverse perspectives through international collaboration.

Step 1: Team formation

Students form transnational teams using the shared Google Doc: https://docs.google.com/document/d/1Ob128yCkS--4yEdlSoxiZSru27Z59huZu94DeqlkA1w/edit?usp=sharing where they can find more instructions. Then investigate their assigned topic using credible sources, such as scientific articles, documentaries and online databases.

 

Step 2: Assignments

TEAM 1:Sea Level Rise

- Research Task: Investigate the causes and effects of sea level rise. 'What are the primary factors contributing to this phenomenon?'

- STEM Activity: Create a simple model to better understand the effects of glacial melt on water levels, simulating how melting glaciers contribute to sea level riseusing a container, water, and clay to simulate land. 

- Materials:

• A large, clear container (e.g., a plastic storage box or aquarium)
• Water
• Clay or modeling dough
• Ice cubes (to represent glaciers)
• Ruler or measuring tape
• Marker or tape
• Notebook and pen for observations

- Instructions:

• Fill the bottom of the container with a layer of clay to simulate the land. Shape the clay to create elevated areas and a lower basin where water will collect.
• Pour water into the container until it reaches the base of the elevated clay land. This represents the ocean or sea.
• Place a few ice cubes on the clay land to represent glaciers. Ensure that the ice cubes are situated above the water level, simulating glaciers on land.
• Mark the initial water level on the side of the container with a marker or tape.
• Observe and record the changes in water level as the ice cubes begin to melt. Use a ruler or measuring tape to measure the water level at regular intervals (e.g., every 5 minutes).
• Note the time it takes for the ice cubes to completely melt and the final water level.
•  
• Discussion and Analysis:
• Compare the initial and final water levels. Discuss how the melting ice (glaciers) contributed to the rise in water level.
• Relate this model to real-world scenarios where melting glaciers lead to rising sea levels, impacting coastal communities and ecosystems.

• Discussion: How does the melting of polar ice contribute to sea level rise? What are the implications for coastal communities?

• Post all your findings in the following padlet:

https://padlet.com/meddiet4health/sea-level-rise-icq8fuolg2wdxry5 

• Visit the page: https://experience.arcgis.com/experience/5f6596de6c4445a58aec956532b9813d and make observations on sea level rise in the interactive map.Post your observations in the above padlet, too.

 

TEAM 2: Ocean Acidification

- Research Task: Explore the chemical process of ocean acidification and its impact on marine life, particularly coral reefs.

- STEM Activity: Conduct an experiment using vinegar (representing carbon dioxide) and seashells (representing calcium carbonate) to observe the reaction and simulate ocean acidification so to better understand the chemical reaction that occurs when carbon dioxide dissolves in ocean water, leading to ocean acidification.

- Materials Needed:

• Clear glass jars or beakers (one for each group)
• White vinegar (acetic acid)
• Seashells (calcium carbonate) 
• Measuring cups or graduated cylinders
• pH strips or a pH meter (optional, for measuring acidity)
• Safety goggles and gloves (for handling vinegar)
• Notebook and pen/pencil for observations

- Instructions:

Form groups and arrange materials at each group’s workstation. Measure a specific amount of vinegar (e.g., 100 ml) using a measuring cup or graduated cylinder and pour it into the glass jar or beaker. Place a piece of seashell into the jar with vinegar.  Observe the immediate reaction: Can you notice bubbles forming around the seashells as the vinegar (acid) reacts with the calcium carbonate, releasing carbon dioxide gas?

- Initial Observations: Record their observations, noting the time when they started the experiment and any changes in the seashells' appearance (color, texture, size) over time.

- pH Measurement (Optional): If pH strips or a pH meter are available, measure the initial pH of the vinegar before adding the seashells and then periodically during the reaction to observe any changes in acidity.

- Longer-Term Observations: Allow the experiment to run for 10-15 minutes, and periodically check and record changes in the seashells' size, texture, and the intensity of the bubbling reaction.

Discussion Questions: 

• What did you observe when the seashells were placed in vinegar?
• What might be the long-term effects of ocean acidification on marine ecosystems?

- Post everyting to the following padlet:

https://padlet.com/meddiet4health/ocean-acidification-3a85vyz5z0dfci6w

- Comment on ''How does increased CO2 in the atmosphere affect ocean chemistry? What are the broader ecological consequences?''

 

TEAM 3: Melting Polar Ice and Glaciers

- Research Task: Examine the reasons behind the accelerated melting of polar ice and glaciers. What are the global consequences of this phenomenon?

- Post your findings to the following padlet:

https://padlet.com/meddiet4health/melting-of-polar-ice-6jev3026el6ixkni

- In the same padlet, post your opinions to the following questions: How does the melting of ice affect global weather patterns? What actions can be taken to slow down this process?

 

TEAM 4: Heatwaves

- Research Task: Investigate the causes and effects of increasing frequency and intensity of heatwaves. How do heatwaves impact human health and ecosystems?

- Post your findings to the following padlet:

https://padlet.com/meddiet4health/heatwaves-3ljx0l7jobmhqnus

 

TEAM 5: Soil Degradation and Desertification

- Take a look to the following video so to set up a small-scale erosion experiment using soil, water and different types of ground cover (e.g., grass, mulch). Observe and record the rate of erosion.

https://youtu.be/im4HVXMGI68?si=fo53YGtF0rN91UNY

Video summary: https://docs.google.com/document/d/1vWczuPqtHFcgzHasT0gisQIvRWt3mVCqIzQHUniperk/edit?tab=t.0

 

- Research Task: Study the factors leading to soil degradation and desertification. What are the socioeconomic impacts of these processes?

• Discussion: How does soil degradation affect food security and biodiversity? What sustainable practices can help combat desertification?

- Post evidence of experiment implementation, your findings and responses to the following padlet: 

https://padlet.com/meddiet4health/soil-degradation-and-desertification-z6vqemd33xby1f5u

 

Step 3: Presentation

Each group will summarize their findings and showcase the results of their STEM activity to the class, followed by a Q&A session to foster discussion and deeper understanding.

• Webquest evaluation: https://docs.google.com/forms/d/e/1FAIpQLSdJ2iX6eS0OJgmPBDF6pei7xLmkor4Nf3tj_gAmRUY7nDDhqg/viewform?usp=sf_link
• Students evaluation: collected data from the STEM activities, posts and discussions on padlets based on their research, their observations in arcgis, and the following rubric: 

 

Criteria	1 - Below Expectations	2 - Approaching Expectations	3 - Meets Expectations	4 - Exceeds Expectations	5 - Outstanding
Research Quality	Limited research with few credible sources. Information is mostly superficial.	Some research with a mix of credible and non-credible sources. Information lacks depth.	Adequate research using mostly credible sources. Information shows basic understanding.	Thorough research using credible sources. Information demonstrates good depth of understanding.	Extensive research using highly credible sources. Information shows exceptional depth and insight.
STEM Activity Execution	STEM activity poorly executed with minimal data collection. Little to no analysis of results.	STEM activity partially executed with some data collection. Limited analysis of results.	STEM activity executed as instructed with adequate data collection. Basic analysis of results provided.	STEM activity well-executed with thorough data collection. Good analysis of results with some insights.	STEM activity expertly executed with comprehensive data collection. In-depth analysis of results with valuable insights.
Presentation Quality	Presentation is disorganized and unclear. Limited use of visual aids.	Presentation is somewhat organized but lacks clarity in some areas. Basic use of visual aids.	Presentation is organized and mostly clear. Adequate use of visual aids to support points.	Presentation is well-organized and clear. Effective use of visual aids to enhance understanding.	Presentation is exceptionally organized and engaging. Creative and highly effective use of visual aids.
Collaborative Effort	Minimal evidence of teamwork. Uneven distribution of tasks.	Some evidence of teamwork, but distribution of tasks is imbalanced.	Clear evidence of teamwork with fairly distributed tasks.	Strong evidence of effective teamwork with well-distributed tasks.	Exceptional teamwork with seamlessly integrated contributions from all members.
Critical Thinking	Little evidence of critical thinking. Conclusions are superficial or missing.	Some attempt at critical thinking, but conclusions lack depth.	Evidence of critical thinking with reasonable conclusions drawn.	Strong critical thinking skills demonstrated. Insightful conclusions drawn.	Exceptional critical thinking skills. Highly insightful conclusions with innovative ideas.
Environmental Impact Understanding	Minimal understanding of the environmental impact of the chosen topic.	Basic understanding of environmental impact, but lacks depth.	Adequate understanding of environmental impact with some connections to broader issues.	Thorough understanding of environmental impact with clear connections to broader ecological issues.	Comprehensive understanding of environmental impact with insightful connections to global ecological systems.
Proposed Solutions	Few or no solutions proposed. Solutions lack feasibility or relevance.	Some solutions proposed, but they may be vague or lack practicality.	Reasonable solutions proposed with some consideration of feasibility.	Well-thought-out solutions proposed with clear consideration of feasibility and potential impact.	Innovative and highly feasible solutions proposed, demonstrating a deep understanding of the issue and potential for significant impact.

Through this WebQuest, students will collaborate to investigate critical global issues, such as sea level rise, ocean acidification, melting polar ice, heatwaves and soil degradation. By forming transnational teams, conducting scientific research, performing STEM activities and utilizing digital tools, students will gain invaluable skills in critical thinking, scientific inquiry, teamwork and digital literacy. The process will enhance their understanding of environmental challenges and foster innovative problem-solving and communication skills, deepening their knowledge and encouraging meaningful discussions on mitigating these pressing environmental issues.

https://experience.arcgis.com/experience/5f6596de6c4445a58aec956532b9813d

https://www.youtube.com/watch?v=im4HVXMGI68

 

This WebQuest was edited collaborativelly by a team of teachers from 2o Esperino EPAL Acharnon, 1st EPAL Nafpaktou participating to the to the Erasmus+ project "Mediterranean Diet for Overall Health" (MedDiet4Health) (Project number: 2023-2-EL01-KA210-VET-000183592) and uploaded by the teacher of Gymnázium Cyrila Daxnera of Vranov nad Topľou.

By engaging in these activities students not only gain theoretical knowledge but also develop practical skills that are crucial for their future careers in food the food systems.They develop critical thinking, research, scientific inquiry, teamwork, communication, digital literacy, environmental awareness and analytical skills. They form transnational teams to research environmental issues such as sea level rise, ocean acidification, melting polar ice, heatwaves and soil degradation. Through conducting experiments and utilizing digital tools, they gather and analyze data, propose solutions and present their findings, fostering creativity and innovation while enhancing their understanding of global environmental challenges.

This WebQuest reflects only the author’s views. The European Commission’s support for the production of this WebQuest does not constitute an endorsement of the contents which reflects the views only of the authors and the Commission cannot be held responsible for any use which may be made of the information contained therein.