The inSTEAM Team offers a set of inclusive learning scenarios in the form of Inquiry Learning Spaces (ILSs) in the Go-Lab ecosystem.The ILSs are devoted  to three overall topics: climate change, renewable energy, water management.

 
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UNIT I: Clean Water (primary school)

Proposed implementation:
Each learning activity may be used as a standalone project. At the same time, if a teacher would like to design a holistic engaging student’s enterprise “Clean Water” (for a primary school) a set of three lessons could be used as a starting point. The students can launch with understanding the importance of fresh water in our life and existing methods to make it clean (“Making Water Ready-To-Drink”). Then they may explore a transformation of the culture of water consumption (“Past and Present”) in a family. The last step will be a social-economic evaluation of water footprint in a production and everyday usage of goods, in our case, jeans. (“How many jeans do you need?”)
The principles of universal design for learning (UDL) are introduced in these materials.

Making Water Ready-To-Drinkwork in processwork in processwork in processMatemáticas (2º Ciclo de Primaria), Ciencias de la Naturaleza (2º Ciclo de Primaria), Ciencias Sociales y Cívicos (2º Ciclo de Primaria), primera Lengua Extranjera (1.º, 3.º y 4.º de ESO)
How many jeans do you need?work in progressMatemáticas (2º Ciclo de Primaria), Ciencias de la Naturaleza (2º Ciclo de Primaria), Ciencias Sociales y Cívicos (2º Ciclo de Primaria), primera Lengua Extranjera (1.º, 3.º y 4.º de ESO)
Past and Presentwork in progressMatemáticas (2º Ciclo de Primaria), Ciencias de la Naturaleza (2º Ciclo de Primaria), Ciencias Sociales y Cívicos (2º Ciclo de Primaria), Educación Artística (2º Ciclo de Primaria), primera Lengua Extranjera (1.º, 3.º y 4.º de ESO)

UNIT II: Clean Water (secondary school)

Proposed implementation:
Each learning activity may be used as a standalone project. However, for comprehensive understanding of wastewater maintenance, we recommend to perform all suggested lessons. Secondary school students will cover the topics of the viruses and bacteria in different types of water, industrial wastewater treatment, and the reuse of the grey water.
The principles of universal design for learning (UDL) are introduced in these materials.

Sanitation of Wastewaterwork in progresswork in progresswork in progressBiología y Geología (1.º, 3.º y 4.º de ESO)
Física y Química (2.º de ESO)
Ciencias Aplicadas a la Actividad Profesional (4.º de ESO)
primera Lengua Extranjera (1.º, 3.º y 4.º de ESO)
Reuse of GreywaterBiología y Geología (1.º, 3.º y 4.º de ESO)
Física y Química (2.º de ESO)
primera Lengua Extranjera (1.º, 3.º y 4.º de ESO)
Viruses in WaterBiología y Geología (1.º, 3.º y 4.º de ESO)
Ciencias Aplicadas a la Actividad Profesional (4.º de ESO)
primera Lengua Extranjera (1.º, 3.º y 4.º de ESO)

UNIT III: Water Consumption (primary school)

Proposed implementation:
Each Inquiry Learning Space can be implemented in a standalone mode. Moreover, they can be combined in a more extensive project that addresses the specific topic of swimming pools and the large amount of water that they consume. If combined, then any sequence is possible, depending on teacher and students’ needs. However, an optimal order would have been to go through first the scientific ILS, then the socio-economic ILS and finally through the cultural ILS.
The principles of universal design for learning (UDL) are introduced in these materials.

Can water in swimming pools get lost?        
Swimming pools and the tourism industry        
Fill a pool without water        

UNIT IV: Global Water Crisis (secondary school)

Proposed implementation:
Each Inquiry Learning Space can be implemented in a standalone mode. Moreover, they can be combined in a more extensive project that addresses the topic of desalination and whether it can be the solution to the global water crisis. If combined, then the scientific ILS could be followed by the socio-economic ILS and these two can be seen as the background for moving to the open schooling ILS.
The principles of universal design for learning (UDL) are introduced in these materials.

Looking at the science behind desalination        
Desalination in your country/region        
Drought management plan        

UNIT V: Is Climate Change real?

Proposed implementation:
Each activity is a standalone activity and can be done separately. However they can also be combined. If combined, the proposed approach is for teachers to start with the scientific ILS and then do either the Open Schooling one or the Cultural one. If they wish to combine all three, then the artistic one can be viewed as a particular part of the Open Schooling one. In that case, the focus of the students (or of a group of them) will focus on spreading the word to their community through their artistic expression.
The principles of universal design for learning (UDL) are introduced in these materials.

Is Climate Change real? – Looking at the science behind the debate        
Is Climate Change real? – Spreading the word to your local community        
Is Climate Change real? – An artistic point of view        

UNIT VI: Greenhouse gases

Proposed implementation:
Each activity is a standalone activity and can be done separately. However they can also be combined. If combined, the proposed approach is for teachers to start with the scientific ILS and then do either the Open Schooling one or the socio-economic one. If they wish to combine all three, then the socio-economic one can be viewed as a particular part of the Open Schooling one. In that case, the focus of the students (or of a group of them) will focus on spreading the word to their community how dietary choice can affect the environment.
The principles of universal design for learning (UDL) are introduced in these materials.

Greenhouse gases: Friends or foes?        
Greenhouse gases: What’s your diet’s footprint?        
Greenhouse gases: Reducing human emissions