A SMART Guide for

Eco-Science Week

Where Curiosity Meets Discovery

Created By: TSS Academics H0

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The Science of Today is the Technology of
Tomorrow.
Edward Teller

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 Preface

Welcome to our annual Science Project Week!

Science project week is a journey of discovery and innovation.

As young scientists, learners have the unique opportunity to
explore the world around them, ask questions, and find answers.
Through their science projects, they will develop essential skills
such as critical thinking, problem-solving, and creativity. They
will also learn the importance of collaboration, communication,
and perseverance.

Encourage the learners to choose a project that aligns with their

interests and passions and that addresses one or more of the
SDGs. Learners will showcase their amazing creations and
discoveries. Let's work together to create a brighter tomorrow!

Happy Experimenting!

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1. Goal

2. Project Selection

3. Introduction to SDG’s and Project Planning

4. Project Development and Implementation

5. Project Completion and Presentation

6. Suggested Topics/ Ideas

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 Why not start Science Week off with a bang, by
introducing pupils to the theme “Eco-Science” in a
fun way to get them excited about the weak ahead?
Kick start the week with a simple but impressive
demo in an assembly to get your students excited
about the weak ahead. Try a game, an audio-visual
presentation, a mystery or special object, a pop-up
display which communicates the theme “Eco-
Here are some other ideas
Science.” Anything that inspires their inquisitive
to start the week:
minds is an epic start. Get the pupils to put on their
thinking caps and experience innovation.  Tell the children
about the plan for
Science Week and
give them a
challenge related to
the theme.
 Innovation is all
around us. Watch the
episodes of “Angry
Earth” a channel on
YouTube.

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1. Goal

To foster students' understanding of scientific

concepts through hands-on projects.

To promote environmental awareness and

sustainable practices.

To contribute to achieving the Sustainable

Development Goals (SDGs).

The Universe
Whispers
Explore….

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 2. Project Selection

Projects are sparked by a student’s innate

motivation to pursue a goal or challenge, question a
curiosity, or turn an interest into a purpose. Now
more than ever, we need to turn to open-ended,
student-centered projects to keep our students
engaged. For a completely learner-centric
experience, students can choose the SDG that they
are interested in and then choose from the list of
SDG project ideas below or have your class tackle
one SDG and allow students to choose a path under
that SDG!

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3. Introduction to SDG’s and Project
Planning

 Students should choose a project aligned with the theme and their
interests.
 Projects should address at least one of the Sustainable Development
Goals (SDGs), such as:

 SDG 3: Good health and well-being (e.g., projects related to clean

water, sanitation, or healthy food production)
 SDG 6: Clean water and sanitation (e.g., projects related to water
filtration, wastewater treatment, or water conservation)
 SDG 7: Affordable and clean energy (e.g., projects exploring
renewable energy sources or energy efficiency)
 SDG 11: Sustainable cities and communities (e.g., projects related to
urban gardening, green infrastructure, or sustainable transportation)
 SDG 12: Responsible consumption and production (e.g., projects
focused on waste reduction, recycling, or sustainable materials)
 SDG 13: Climate action (e.g., projects exploring climate change
impacts, mitigation strategies, or adaptation measures)
 SDG 14: Life below water (e.g., projects related to marine
conservation, pollution reduction, or sustainable fisheries)
 SDG 15: Life on land (e.g., projects focused on biodiversity
conservation, habitat restoration, or sustainable land management)
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Even though students are choosing their SDG
and/or project idea, you still need to give
them structure. Put your learners in the
driver’s seat so they can learn to self-monitor,
manage their time, evaluate their work, and
find ways to improve by seeking feedback
from their teacher and peers. These life skills
are highly valued in today’s and tomorrow’s
workplaces.

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 Project
Planning

Introduction to the SDGs and their relevance to

environmental issues.

Brainstorming of project ideas related to the chosen

topics.

Formation of project groups and assignment of roles.

Research on relevant scientific concepts and

environmental issues.

Development of project proposals, including objectives,

methods, and timelines.

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 4. Project Development and
Implementation

Brainstorm Ideas: Generate project ideas that align with

green approaches and SDGs.
gather information and identify potential challenges.
Set Goals: Define clear and measurable goals for your project.
Develop a Plan: Create a detailed project plan outlining the steps, resources,
and timeline.
Gather Resources: Acquire the necessary materials, equipment, and
funding for your project.
Implement Your Plan: Carry out your project according to the plan,
making adjustments as needed.
Monitor and Evaluate: Track your progress, evaluate outcomes, and make
improvements if necessary.

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 5. Project Completion and
Presentation

 Students should finalise the projects and prepare a presentation

to share their findings with the audience on the last day of the
week. It must include reflection on the project experience and its
impact on environmental awareness.

Presentations should include:

 Project title and overview: A brief introduction to the project and its goals.
 Research questions and hypotheses: A clear statement of the problem and
the proposed solution.
 Experimental design and procedures: A detailed explanation of the
methods used to conduct the project.
 Conclusions and recommendations: A summary of the findings and
recommendations for future action.
 Connections to the SDGs: An explanation of how the project contributes to
achieving specific SDGs.

Before the Project Presentations:

 Finalise Projects: Ensure that all projects are completed and ready for
presentation.

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Practise Presentations: Encourage students to practice their presentations in
advance to build confidence and refine their delivery.

Prepare Visual Aids: Assist students in creating effective visual aids, such as
posters, models, or slideshows, to enhance their presentations.

Rehearse Timing: Guide students in practicing their presentations to stay within a

specified time limit.

Gallery Walk/
Community
Outreach

 Set Up Display Area: Arrange the classroom or a designated space to

effectively accommodate the project displays.
 Provide Clear Instructions: Give students clear instructions on setting up
their displays and interacting with the visitors.
 Encourage Engagement: Encourage students to actively engage with
visitors, answer questions, and explain their projects.
 Provide Feedback: Offer constructive feedback on their presentations and
displays. Discuss the potential environmental impact of their projects and
how they can contribute to a more sustainable future.

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 Additional Activities and
Considerations

Student Engagement Sustainable Integration

 Encourage students to select  Ensure that the project week

projects that align with their activities promote sustainable
interests and passions. practices both within the school
 Provide students with guidance and broader community.
and support throughout the project  Encourage students to adopt green
development process. habits in their daily lives and
 Foster a collaborative and advocate for environmental
supportive learning environment conservation.
where students can work together
and share ideas.

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 6. Suggested Topics/ Ideas

Food Waste Project

What strategies can we
implement to reduce food
waste at school or within
our community?

Healthy Goals Project

What healthy goals can I set
for myself to improve my
overall wellbeing?

A Balanced Meal
How can we create a
healthy and sustainable
meal plan for our
families?

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 Food for Thought Project
Understand the steps in both industrial
and sustainable food systems. Where
does our food come from? Where does
our waste go? Does everyone have
equal access to food? How does
climate change impact our food
system? Focus on one aspect of the
food system

Food Supply Project

Research agricultural activities that
pose risks to natural habitats. Focus
on one activity that is important to
you. How can you develop ways to
address this issue, either directly or
indirectly? Alternatively, research
how COVID-19 or other pandemics
have impacted agriculture globally?

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 The Waste Project
How can we waste less energy in our
day-to-day lives? How can you use
this data to reduce your impact on the
environment? What statistics would
you need to collect to track your
daily, weekly, and monthly carbon
footprint? Once you have collected
and organized this data, what can you
learn from it? How will you adjust
your lifestyle?

Impact on Earth
How do people and their practices
impact the Earth and its climate? Think
about all the ways you have an effect on
the environment in your daily life.
Research how your actions impact the
environment in the long term. What
strikes you most? Focus on this
behaviour and how you can change it.
How will you convince others to change
their behaviors too?

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 My Nature Mission
Students can research the impacts of human
activities on ecosystems. They can choose a
specific ecosystem (e.g., a local forest or
nearby river) and investigate how pollution,
deforestation, or climate change are
affecting it. How do human activities impact
the balance of ecosystems? What can be
done to mitigate the negative effects of
human activities on ecosystems? How can
we promote sustainable practices to protect
ecosystems?

The Transportation Project

How can we improve transportation in
our city? How can we reduce
emissions? How can we bring the
community together and encourage
physical and mental health through
transportation changes?

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 Ocean Protection Project
Examine the health of the ocean,
the impact of pollution, plastics,
and climate change on local
species and habitats. What coastal
habitat is important to you? Why?
How can we inform people about
protecting coastal habitats? What
is currently being done to help?
How can you contribute in some
small way?

My Training Program
Choose a specific system (e.g.,
muscular, skeletal, respiratory etc.) that
is important to you. Understand how
this system works and the problem that
can occur in order to determine ways to
keep it healthy. Explain why this system
is crucial for good health. Design a
training program to maintain the health
of this system.

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 My Carbon Footprint Project
What actions can we perform to
reduce our carbon footprint? Do you
think climate change is important?
Why should we save energy? What is
your role in climate change, and what
impact do you have? Make a list of
your daily activities. How do these
actions affect the climate? Choose 1 to
focus on. How can you impart change
or raise awareness around this issue.

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 Unlocking Skills

Science week offers an excellent platform to cultivate students' curiosity and unlock
their potential. This is an ideal opportunity to foster their skills and awareness. A
powerful strategy to inspire students' interest in science week is to highlight
transferable skills. The accompanying table provides a comprehensive list of these
attributes. By engaging in hands-on experiments and projects, students can cultivate
their innate creativity and problem-solving abilities. To provide additional
motivation, consider rewarding students with a sticker or certificate for each skill
they effectively demonstrate during the week.

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 Beyond the Week

Exploration and curiosity don’t have to end once

Science Week is over! Some of the following ideas
could help you to expand the learning beyond the
Week: Have children to think and act like scientists and
engineers.
If you have the opportunity, consider running a STEM
club or curiosity lab. Find ways to link time into other
subjects. Encourage children to run their own STEM
activities at home or with other members of the class
and become STEM Ambassadors.
Ask pupils to research an invention and how this
influenced how we live our lives today and then write a
report for the school newsletter or website. Encourage
pupils to design and create their own display of
scientists through time – a photo exhibit of scientists
who changed the world with their discoveries,
inventions and innovations.

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 Model Project

Ditch the Dirt

About this Project

Over 1/3 of the world’s
population do not have access to
clean water. In many countries
children have to journey many
miles a day to collect water that
isn’t very clean. If they are lucky Time
they will have a way of filtering 2+ hours
it. Your task is to design a filter.
Kit list
 2 litre plastic bottle
Variety of plastic
containers to store your
water
 Dirty water (a mix of
mud, stones, twigs, leaves
etc.)
 Materials to make layers
e.g. stones, course sand,
fine sand, gravel, cotton
wool Measuring jug
 Paper towels Cloth e.g. j-
cloth
 Elastic band

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 Instructions:
1. Make a container for your water filter. You can make a
simple one by cutting through a 2 litre water bottle
approximately one third up from the bottom, then inverting
the top into the bottom. Alternatively, you can design your
own using the other plastic containers.
2. Look at the materials available to you and discuss/research
what type of contaminants they would be able to remove.
Contaminants can be divided into biological e.g. bacteria and
viruses, chemical, e.g. cleaning liquids and physical e.g. dirt
or broken glass.
3. Start to build your filter by experimenting with different
materials and combining layers of material in different ways.
Consider:
 The order of the layers
 The depth of the layers
 Changing these variables could alter how clean the water is
and the rate of filtration, both are important.

4. Pour 250 ml of dirty water into the top of your filter and see
how much (hopefully cleaner!) water you can collect in 5
minutes. Your aim is to collect at least 100 ml.
5. Stand 100 ml samples of both the original dirty water and
your cleaner water next to each other on a sheet of white
paper to compare.

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 Next steps:
Your water may look clean, but it is still not safe to drink. Research
what other things you might have to add to your filter to enable it to
filter out other contaminants that can’t be seen. Also find out about
other ways you can make water clean enough to drink e.g. solar
distillation. Many countries are working towards achieving 17 Global
Goals to eradicate poverty, including one on improving access to clean
water. Search it and see how it is linked to your project.

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Postal Address:
Group Head Office: 31 – Industrial Area, Gurumangat Road, Gulberg
III, Lahore, Pakistan

Website: www.thesmartschools.edu.pk

Contact No: + 92 (42)35773067 – 77

Ext: 102

Email Address:
[email protected]

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