Embedded Files
Training Aims
Equip teachers with the skills to utilise digital tools effectively in the classroom to enhance learning about the environment and agriculture.
Target Learners
Teachers of students aged 8–12
Module Introduction
This module equips teachers to use digital tools in environmental education, making topics like climate change and biodiversity engaging and approachable for students.
UNIT 1
Integrating Technology into Environmental Learning Programs
Unit Introduction
This unit focuses on introducing various digital tools like Google Earth and apps for biodiversity that enhance environmental education.
Cognitive Objectives
Evaluate digital tools for teaching ecology
Demonstrate tools in real lessons
Relate biodiversity threats to local/global contexts
Socio-emotional Objectives
Boost teacher confidence in using tech
Make lessons more engaging
Develop empathy for nature
Break down human/nature dualism
Behavioural Objectives
Use tech in lesson plans
Integrate tools in hands-on tasks
SDGs
SDG 4, SDG 11, SDG 12, SDG 15
Methodology
Hands-on activities, digital exploration, visual learning, group projects
ACTIVITY 1
ACTIVITY 1
Activity Title
Observing the shrinking of the Aral Sea with Google Earth
Target Age Group
8–10 years
Activity Summary
Use Google Earth to observe environmental change in the Aral Sea and understand human impact on water bodies.
Methodology / Approach
Visual learning, group collaboration, digital exploration
Materials
Google Earth, computers or tablets with internet access
Additional Info / Safety
Adapt for age group, ensure tech access, simplify concepts for younger students
Reflection Prompt(s)
What do you notice about how the Aral Sea has changed over time? Why do you think that happened?
ACTIVITY 2
ACTIVITY 2
Activity Title
Exploring Biodiversity with Seek by iNaturalist
Target Age Group
8–10 years
Activity Summary
Students use the Seek app to explore biodiversity by identifying plants and insects in their environment. They record species names in English and translate them into their local language. The activity strengthens observation skills and awareness of biodiversity.
Methodology / Approach
Outdoor exploration, visual learning, teamwork, use of digital tools, drawing and discussion
Materials
School tablets with Seek app, notebooks or paper, pencils/crayons, nature book or translation tool, safe outdoor space (garden, park, schoolyard)
Additional Info / Safety
Ensure all tablets are charged; supervise outdoor activity; adapt language and tasks to student age; avoid touching unknown plants/insects
Reflection Prompt(s)
What surprised you about what you found? Why is it important to know the names of living things? What would happen if we didn’t protect them?
ACTIVITY 3
ACTIVITY 3
Activity Title
The Life Cycle of a T-Shirt
Target Age Group
8–10 and 11–12 years
Activity Summary
Students explore the journey of a T-shirt from production to disposal through a TED-Ed video, quiz, and collage. They reflect on clothing’s environmental impact and learn how to make more sustainable choices.
Methodology / Approach
Visual learning, video, group quiz, creative collage-making, class discussion
Materials
TED-Ed video, computer, projector, speakers, tablets/laptops for Kahoot, magazines, scissors, glue, markers, paper, T-shirt outlines
Additional Info / Safety
Use child-safe materials; adapt video and quiz for age level; allow varied expression (drawing, speaking, collage); ensure inclusivity for all learners
Reflection Prompt(s)
What surprised you about how T-shirts are made? What can we do to help the planet with our clothes? How does fashion affect the environment?
UNIT 2
Creating Digital Content for Sustainability Education
Unit Introduction
This unit focuses on creating digital materials like infographics, posters, and videos to communicate sustainability topics in engaging and accessible ways.
Cognitive Objectives
Understand how to use digital tools to explain sustainability; simplify complex topics visually; identify key sustainability issues for learning purposes.
Socio-emotional Objectives
Foster creativity and teamwork; build responsibility and connection to sustainability; gain confidence using digital tools; promote sustainable behavior through communication.
Behavioural Objectives
Create an infographic or poster with a clear sustainability message; use storytelling for engaging content; share materials to raise awareness and inspire change.
SDGs
SDG 4, SDG 11, SDG 12, SDG 14, SDG 15
Methodology
Hands-on activities, group projects, visual learning, art and creative expression, project-based learning
ACTIVITY 1
ACTIVITY 1
Activity Title
Creating a Class Recycling Poster (Infographic) using Canva
Target Age Group
8–10 years (adaptation for 11–12 years included)
Activity Summary
Students collaborate to create a digital recycling poster using Canva. They learn about recycling, reuse, and sustainable resource use from an agricultural perspective.
Methodology / Approach
Whole-class collaboration, digital design, visual learning, guided brainstorming
Materials
Computer with internet and projector, Canva access, pre-selected templates, magazines/posters for inspiration, whiteboard for ideas
Additional Info / Safety
Safe classroom-based activity; teacher guides tech use; adapted to age and skill level; includes composting and reuse within agricultural learning context
Reflection Prompt(s)
What message did we send with our poster? What do you think people will learn from it? Why is recycling important in sustainable agriculture and daily life?
ACTIVITY 2
ACTIVITY 2
Activity Title
Telling a Story about Protecting Nature with StoryboardThat
Target Age Group
8–10 years (teacher-led), 11–12 years (group work)
Activity Summary
Students create a 3-panel digital story about nature protection using StoryboardThat. They explore ecosystems, identify problems, and suggest solutions through storytelling.
Methodology / Approach
Visual storytelling, collaborative digital creation, teacher guidance, group work
Materials
Computer/tablets with access to StoryboardThat, projector/screen, storyboard examples (optional)
Additional Info / Safety
Teacher supervision needed during tool use; adaptable for non-digital (paper) use; UDL strategies included; promotes biodiversity and sustainable action
Reflection Prompt(s)
What did our story teach us? Why is it important to protect nature? What can we do in real life to help the environment?
UNIT 3
Enhancing Experiential Learning through Technology
Unit Introduction
This unit explores how digital tools like Google Sheets and soil moisture meters can support experiential learning, linking environmental monitoring with sustainability education.
Cognitive Objectives
Understand the use of digital tools in environmental monitoring; collect, document and analyze plant and soil data; explain how environmental factors affect growth.
Socio-emotional Objectives
Develop teamwork and collaboration; build responsibility through plant care; increase confidence using digital tools for real-world problem solving.
Behavioural Objectives
Maintain a digital garden journal in Google Sheets; measure soil moisture with digital tools; reflect on data and suggest sustainable improvements.
SDGs
SDG 2, SDG 4, SDG 15
Methodology
Hands-on activities, group projects, experiments, scientific inquiry, project-based learning, visual learning
ACTIVITY 1
ACTIVITY 1
Activity Title
Measuring soil moisture to understand plant needs
Target Age Group
8–10 years (teacher-led), 11–12 years (independent group activity)
Activity Summary
Students use soil moisture meters to learn how water levels affect plant health. They measure, observe, compare, and reflect on soil conditions.
Methodology / Approach
Hands-on experiments, group work, visual learning, discussion
Materials
Soil moisture meters, plants or pots with soil, worksheets/notebooks
Additional Info / Safety
Supervision for proper tool use, simplify instructions for younger learners, use diagrams for diverse learners
Reflection Prompt(s)
What did the moisture meter show? Why is that important for plants? What surprised you about the soil in different areas?
ACTIVITY 2
ACTIVITY 2
Activity Title
Tracking the Growth of Broad Beans using Google Sheets
Target Age Group
8–10 years (teacher-led), 11–12 years (independent group activity)
Activity Summary
Students observe and measure broad bean growth, input data into Google Sheets, and create graphs to visualize and analyze how environmental factors influence development.
Methodology / Approach
Experiential learning, digital journaling, hands-on measurement, group work, data visualization
Materials
Broad bean seeds, plastic bottles, cotton wool/paper towels, rulers, soil, water, Google Sheets access on tablets/computers
Additional Info / Safety
Ensure careful use of containers and tech devices, monitor water use to avoid mold, adapt for handwritten journals if digital tools are unavailable
Reflection Prompt(s)
What helped the bean grow? What did your graph show? What would you change in your setup next time?
MODULE SUMMARY
This module equips teachers with practical strategies to integrate digital tools into environmental education, enhancing student engagement through interactive and experiential learning. By using platforms like Google Earth, Canva, Seek by iNaturalist, and StoryboardThat, educators learn to facilitate activities that combine technology with sustainability topics. The module fosters essential skills such as observation, data analysis, and creative communication while aligning with core environmental and educational goals.
ADDITIONAL READING, RECOURCES
Google Earth Voyager: Explore Environmental Stories
Seek by iNaturalist: Nature Identification App
Canva: Create Infographics and Posters
Piktochart: Design Digital Infographics
UNEP Earth School: Interactive Sustainability Lessons
StoryboardThat: Digital Storytelling Tools
GrowVeg Garden Journal: Track Your Gardening Projects
Mozaik Education: Interactive Educational Content
Audas, A. (2023). Using Digital Tools to Enhance a School Garden Curriculum. Edutopia
Lowan-Trudeau, G. (2023). Digital technologies and environmental education. The Journal of Environmental Education, 54(1), 1-7.
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