What can we do to help planet earth?
SUMMEM learning pathways:
Judit Nogueras and Anna Gargallo. Escola Pia Catalunya
SUMMEM, the educational project of the schools of Catalonia, has three basic pillars: learning itineraries, cooperative learning, and formative evaluation. Our idea is to show examples of these Learning Itineraries that contemplate cooperative learning and formative evaluation. In this case, we focus on the Itinerary of the Escola Pia de Calella developed during the 2023-24 school year. “From the Earth to the Moon” is a transversal didactic proposal for basic education that integrates digital and technological competences with ethical values. It includes contextualized activities such as the construction of a lunar city to encourage creativity, responsibility, and critical thinking.
Objective and methodology:
In a digitized world, it is essential that children and adolescents develop digital competencies in a critical and safe way. This itinerary integrates digital competence from kindergarten to high school, adapting the activities to each stage. Younger children work with simple interactive tools, while older children develop advanced skills such as programming and problem solving.
The common thread is the preparation of a trip to the Moon in the year 2040. Through this narrative, they work on digital competencies, computational thinking and values such as digital responsibility and cybersecurity. Students are the protagonists of an imagined future that is built from the present.
Context, organization and development:
The project is supported by the Escola Cristiana Foundation, Habilis and Blanquerna University, with European funding, to acquire materials such as robots, 3D printers and virtual reality glasses.
During the 2023-24 academic year, the teaching team was trained with methodological and practical sessions on the use of technological tools. The figure of a mentor and two commanders, responsible for the project in each building, facilitated execution and coordination. At the end of the course, each participating school presented its results at Blanquerna University.
Introduction to the project:
The project is developed from kindergarten to secondary school, dedicating one hour per week in kindergarten and primary school, and introducing formative capsules in secondary school. The main objectives are:
- Encourage digital responsibility.
- Reflect on the ethical use of technology.
- Promote computational thinking and the transfer of learning to a future lunar dwelling.
- The activities follow four methodological axes: collaboration, creation, experimentation, and perseverance.
Activity highlights:
Infant (3-5): disconnected activities related to rockets and spacesuits. Work with augmented reality to animate drawings of the first astronaut to go to the Moon.
Initial cycle Primary (6-7): Programming with Scratch Junior and robots to build space houses and explore the Moon.
Middle Primary (8-9): Solving challenges with Scratch and Makey Makey, creating 3D greenhouses with Tinkercad and using 3D printers.
Upper Primary (10-11): Creation of robots with Lego Spike, programming with Micro:bit to communicate on the Moon and simulation of a lunar station.
Secondary (12-16): Visual narratives with Scratch about space travel, investigation of suitable landing zones according to NASA data, construction of lunar habitats with Tinkercad and virtual reality, and efficient use of water. We also work on robotics applied to lunar exploration.
Final product:
Participation in the project grants recognition of the B2 level of Digital Teaching Competence demonstrated from the development of a personal digital portfolio with detailed evidence of achievement in the 6 areas: professional engagement, digital content, teaching, and learning, assessment and feedback, student empowerment and digital competence development.
Conclusions and impact:
The project has connected the education of the present with an imagined future, where students have not only acquired technological skills, but also reflected on ethical and sustainable issues. The activities have been integrated into the school’s interdisciplinary pathways, with 3D printed badges to recognize students’ achievements.
Thanks to this experience, the students have developed digital competencies in a creative and innovative way, with an eye on a future in which they will be active players in a technological world.
judit.nogueras@calella.epiaedu.cat y anna.gargallo@balmes.epiaedu.cat
