Córdoba and Lidingö-Stockholm, the homes of our students, differ greatly in terms of water access. Contrary to Cordoba’s limited water resources due to its location in a dry region of Andalusia in Spain, Stockholm is a city surrounded with water and as a result with an abundance of water resources. Therefore, in our second part of Swedish/Spanish mobility, students will learn and investigate the following about living in Stockholm:

➢ Drinking water quality 

➢ What is the source of Stockholm's drinking water? 

➢ How is it treated before it is distributed to residents? 

➢ The Baltic sea water quality 

➢ How clean/polluted is it? 

➢ What are the reasons behind sea’s pollution? 

➢ What measures are taken for life below water? 

➢ Water and transportation in the city 

➢ What role does water transportation play in Stockholm, and what types of water-based transport are available? 

➢ How does Stockholm's water transportation system integrate with its land-based transportation system, and is it easy to transfer between the two?

➢ What are some common challenges or issues facing Stockholm's transportation system, and how is the city working to address them? 

➢ How does Stockholm's transportation system contribute to the city's sustainability goals, and what initiatives are in place to promote eco-friendly transportation? 

➢ Water and architecture 

➢ How has Stockholm’s location on the water influenced the city's architectural styles and building materials? ➢ How do environmental concerns, such as rising sea levels, impact the design and construction of buildings along the water? 

➢ Climate change and action with Greta Thunberg 

➢ How has Greta Thunberg's youth-led climate movement influenced young people in Stockholm and around the world to get involved in climate activism? 

➢ How has Greta Thunberg's activism influenced public opinion and policy on climate change in Stockholm and beyond? 

➢ What examples of sustainability/environment friendly choices have you noticed in the daily activities with your host family/at Vittra school/in Sweden? 

As they participate in daily activities, the students will be asked to take footage (photos and videos recorded with their phones) that will demonstrate their acquired facts and knowledge, reflections and as a result answers to the above questions. On Friday, the last day of the mobility, they will work in groups of 4 (2 Swedish + 2 Spanish students) to create a video report in which they will present their newly learned perspectives on Stockholm’s water resources and its impact on the city. They will use a preferable film editing software such as iMovie or Canva to edit the video and submit it as a final product on Google Classroom.