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1: Team's Theme

The Covid-19 infection has spread throughout the entire Earth. Learners need to escape by completing tasks related to climate change to eventually get through the ozone layer and fly away to another planet.

2: Brainstorm items

Items needed for escape room: A mask, map, chest with balloons, glow in the dark sticks, puzzle and an aircon.

Items in the "world": As it will be situated in a geography classroom - textbooks, posters of maps on walls, big clock on projector, desks, etc.

3: Basic storyline

As a group of 6-8 grade 6 Geography learners, you need to escape getting the Covid-19 infection by completing these simple tasks in under 7 minutes. You only get 7 minutes to complete everything as Covid-19 waits for nobody and as the temperature will rise while you are busy (we obviously can't let the temperature get too high for the learner's safety which is why we can't go longer than 7 minutes). The temperature will rise to represent that climate change is happening at this moment. They need to escape before they get too hot. This will take place in the Geography classroom. There are 4 steps to follow to get to another planet and escape Covid-19.

Step 1. As you enter the Geography classroom, the lights will lower and the temperature will slightly rise. There will be a map and clue on the teacher's desk, which says: [Use this map to see which 6 countries have the most Covid-19 cases at the moment. Use the first letter of each country to make up a 6 letter word that relates to climate change.] The word is Carbon. As soon as you've completed this, the spread of the virus is slowed down. At the end of the first clue, the following is said [Use the 6 letter word to unlock the chest next to the teachers' desk].

Step 2. On the chest is the next clue that says [Once the chest is opened, you will see 6 balloons. Each balloon has a glow-in-the-dark stick which will allow you to see more clearly. A balloon can only be popped for every greenhouse gas that the group can name. You don't need all 6 glow in the dark sticks. Give as many greenhouse gasses that you can think of but remember, time isn't on your side. Once you have as many sticks as you'd like, switch off the lights completely and look at the glow-in-the-dark clue written on the walls]. The classroom gets warmer and darker.

Step 3. The clue on the wall says "Use the code to open the lock on the table at the back of the classroom" and then underneath "1859" is written which is the year the greenhouse effect was discovered. The classroom gets warmer as the learners carry on.

Step 4. The learners should then enter the code into the lock. Inside is a 'slide the block puzzle'. The clue inside the says [Blindfold one learner with the mask inside. The blindfolded learner must solve the puzzle with the learners' help. The only person who can physically work on the puzzle is the blindfolded one.] As soon as the puzzle is completed, the learners will see that it is a collage of what causes climate change (factories, cars, farming, etc. After the puzzle is completed, the doors are opened, lights are switched completely on and the temperature is put back to normal. This means that the learners have escaped via the ozone layer in time. If the learners don't complete this activity in time, the clock on the projector will run out and make a bell noise. This will imply that they have not escaped and now have Covid-19.

4: Completion

There are 4 solutions in the escape room. Learners need to use the 6 letter word to insert it into the chest. The balloons are needed to be popped so learners can get glow-in-the-dark sticks to see more clearly through the rest of the escape room. Next learners need to switch the lights off which allows them to see the  digits they need to insert into the lock to do the puzzle. The learners finally need to do the puzzle in order to finish the escape room.

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Subject: Grade 6 Geography
1. The students need to be able to explain how Covid-19 relates to the effect of greenhouse gases.
2. The students need to be able to explain what a greenhouse gas is and some examples of greenhouse gasses.
3. The students need to be able to provide solutions to the problems and what they can do to reduce greenhouse gas emissions.

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Goal 13: Climate Action
Issue: How Covid-19 is affected by greenhouse gases

Greenhouse gases such as carbon dioxide and methane which is a result of animal farming practices, oil manufacturing and the burning of fossil fuels, among other examples, get trapped in the earth's atmosphere. The heat from the sun rays as well as infrared radiation gets trapped beneath the ozone layer. Infrared radiation refers to the energy which gets passed between two objects by electromagnetic waves and heats up the lower atmosphere. Prolonged exposure to IR results in damage to the eyes and skin (such as cancer of the skin cells). The lingering of these gases all contribute to the greenhouse effect which warms up the earth's temperature and results in consequences not only on the environment but all living species. We can link this to modern day happenings in society such as the Covid-19 pandemic.

There are pros and cons to which Covid-19 has had on the environment and more specifically on climate change. The lockdown period across countries has resulted in losses of jobs as the companies can no longer pay for the excess amount of employees. This results in the decrease of people's financial stability and thus they buy less products. This causes companies to manufacture less, lowering the emission of gases. Travelling was banned which also lowered the amount of oil manufacturing and the burning of fossil fuels. Therefore, the result of lockdown has a positive effect on the climate. However, with the lowering of the restrictions there was a large splurge in travels and the buying of products. Manufacturers also need to produce enormous amounts of certain products (such as masks) in a short amount of time which increases the amounts of greenhouse gases.

The Grade 6's will have to test out the following activity which demonstrates how greenhouse gases can get trapped in the Earth's atmosphere:
Activity: Effects of greenhouse gases
Apparatus: Glass jar, two thermometers and a piece of paper
Steps: Place one thermometer in the sunlight and one thermometer in a glass jar (with the lid on) in the sunlight. Record the temperature every 2 minutes between the two thermometers until 20 minutes have passed. Ask the class why the temperatures are so different and how this relates to what is happening in real life in the environment.

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We have chosen to incorporate four sustainable development goals into our grade 6 Geography lesson. The four goals are, Affordable and clean energy (goal 7), Climate action (goal 13), Sustainable cities and Communities (goal 11) and Clean water and sanitation (goal 6). We have chosen to incorporate these into our lesson as they can relate to each other and build on each other. They also all relate to what the subject at hand, being geography, according to the CAPS document. The way in which we will begin the lesson is to speak about what sustainable development is and how it relates to environmental education. They main part of the lesson will relate to Climate action as global warning is a major issue regarding the deterioration of the environment. We will begin the lesson by speaking about the causes of climate change such as pollution and the unsustainable use of resources. The students will then be asked to give a way in which climate can be prevented or fixed at this point and how they as members of the community can assist in this goal to take action against climate change and global warming. This will then lead to the the information regarding water sanitation as water pollution is a big cause of the deterioration of the environment. This will relate to the content that they learn about regarding water conservation. They would be placed in groups to speak about how to conserve water in their communities. This will make the lesson personal and realistic as it will relate to their lives outside school. They will be excited to go and educate people in their community about this, ending up in then education others about the conservation of the environment. This will encourage them to take action and contribute to to the sustainable development of the environment. This will then relate to the goal regarding clean and affordable energy. Water is a renewable source of energy, however just because it is renewable does not mean that it should be wasted. This relates to part of environmental education as it is about education people about the careful use of resources. We will teach them that pollution is the main form of these resources becoming unusable and this is a dangerous aspect of environmental deterioration as water, especially is vital in living and sustaining the community and cities surrounding us. This will then be relates to goal 11 being the goal regarding sustainable cities and communities. I will allow the students to think about why they think certain areas are densely populated and why others aren't. The conservation and availability of resources as people are more likely to live in areas where there is access to resources in a proximal vicinity. However, economic challenged come into play in this aspect as some people do not have the finances to live in these flourishing areas and therefore are forced to live in areas that do not have the correct facilities to facilitate proper sanitation and removal of waste. This lack of facilities leads to pollution as rubbish is not thrown in bins, but rather on the ground which ultimately ends up in the water by the wind patterns. Water pollution can have devastating affects on the community as people can get sick, loose jobs and not be able to produce merchandise due to the lack of an important resource. To end off the lesson the students will be asked to go out into their community and explain these goals to someone as well as how to help reach them. They can explain to the member of their community practical ways in which they can contribute and allow them to understand that the environment is under immense strain and therefore all the help possible is needed. This will then allow the students to also do their part in environmental education as they will teach people who do not understand the concept about it , but also learn to understand the concept at a deeper level and physically engage with the knowledge. Visual aids will be used throughout the lesson to explain the devastating effects unsustainability has had on the the world around us.

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The Sustainable Development Goal that I have chosen to incorporate into my lesson is goal 13, Climate Action. I would incorporate this SDG into a lesson for a Grade 6 class, during the weeks of teaching the CAPS topic, Climate and vegetation around the world. I would begin the lesson by explaining the definition of climate and what climate change is, this will ensure that all of the learners understand the issue before I properly address it and dive into the lesson. Thereafter, I would explain the causes and consequences of climate change on the natural environment, society, as well as the economy. I would place focus on the consequences and effects of climate change on plants, animals and the environment as to link the SDG to Environmental Education. I would then create a link between the causes of society and the economy to the environmental consequences as to spread awareness to the students of the impact that their and others' decisions can have on climate change, although it may seem small. I would then elaborate further on the fast development of climate change and the different actions that can be taken in order to slow it down and lower it's effects. I would use visual aids such as videos and photos to keep the class interested and focused on the topic, this will also help the learners develop a deeper understanding of the impact of climate change as they can physically see examples of the consequences. I would end off the lesson by allowing the students to separate into groups to discuss the issue and come up with questions that they may have, and then continue by answering the questions of each group to the best of my ability.

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Jenna Felton
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The SDG that I have incorporated into my geography lesson for grade 6, is goal 6. Clean water and sanitation. This Topic forms part of the CAPS curriculum, but this topic isn't one that should be unfamiliar to anyone, as we've all dealt with this crisis not too long ago. South Africa went through a stage of having water restrictions which grade 6s would still remember, as each households water consumption had to decrease. I would start off my lesson by asking the students what they did to use less water during the time of water restrictions. After that, I will show them what the results of wasting water looks like ( having a slideshow of pictures that show how people are living in conditions where clean water is not a source for them to consume. I would show people living in unsanitary conditions and people getting sick because of this dirty water and unsanitary conditions). Students need to understand that we don't only need clean water for drinking but we also need it for agriculture, industry, fisheries and waste management. Students need to be made aware of these issues and become educated in order to educate others. This includes the knowledge on how to use water and prepare water that is not clean so that sanitation can be improved and diseases decrease. It also includes how to manage wastewater. The main thing that learners should take from this lesson are that our actions impact not only our country but the entire planet at large, this includes people, animals and plants. Bringing awareness to something does not always mean that you have to use less of it, it just means that you have to work smart with what you have. Learners will then be required to go home and do research about what we as individuals or a community can do to lessen the strain that this crisis is placing on our planet and then bring their research to class . (such as irrigation systems, Jojo tanks and flushing toilets only when it's really needed)

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The SDG that I have chosen to incorporate into my lesson is Goal 2 which is zero hunger. I would teach it to grade 5 learners in the Natural Sciences classroom. The way that I can incorporate the hunger issue not only in South Africa, but around the world is by teaching my learners about malnutrition. I could explain what happens when your body doesn't get enough nutrition (what diseases can develop) and what we can do to help others to stay fed. I can also discuss the food pyramid with the proportion of each food type that each and every person is required to eat.

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The sustainable development goal that I have chosen is Life Below Water (goal 14). I would incorporate this goal in a Grade 6 Natural Science classroom. The Grade 6 Natural Science CAPS document includes the purification and mixture of water and its resources. I would take the class on an outing to the aquarium and show the students how much enjoyment they get out of seeing the different marine animals. I would enlighten the students of how important it is to have a sustainable and clean ocean. The plastics and toxins entangle and kill the marine life, corals and reefs. The pollution also wipes out entire animals groups which affect the food chain. I will teach the importance of how to sustainably help save the oceans and what roles we can play therein. It is important to note that the ocean has a major impact on all organisms, whether in the sea or on land. The ocean regulates our rainwater, drinking water, climate, food, and even the oxygen. Therefore, students must understand that destroying the ocean will eventually lead to the extinction of human kind.

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The sustainable development goal I have chosen to incorporate into my lesson is goal 7, affordable and clean energy. I would incorporate this into a grade 6 Natural Science lesson. In grade 6 content regarding different methods of using renewable and non-renewable resources to create energy is taught (according to the CAPS document). I would incorporate this SDG as it will further explain to the learners the importance of using resources carefully and not exploit them. In grade 6 they often learn about wind, solar and water power used to generate electricity and I would use this content to add to their knowledge of these resources and focus on teaching them why to use it carefully. This reason being that if not used carefully it will damage the environment, causing damage to vegetation and sea life which will eventually pass the stage of return. I will explain to them that just because these resources are renewable doesn't mean we can waste them. Then I will add that the non-renewable resources should be used even more sparingly and that these cause devastating damage to the environment around us. I would explain that it causes air pollution, water pollution and sometimes noise pollution which are not affordable, clean ways of producing energy. These consequences just create more problems, needing more money to be spent to stop them, such as more water purification methods and plants are needed to clean the water because of all the pollution. Thus, incorporating examples of unclean ways of producing energy as well as linking it to their previous knowledge of the content being covered. This will be aided with visuals on both the clean and unclean ways to produce energy as well as pictures representing the consequences. To end off the lesson I will ask the students ways in which they think we can produce energy in a cleaner way and how we can make it more affordable than it is now.

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The sustainable development goal I have chosen is Climate Action (Goal 13), I would incorporate this topic into a grade 6 geography lesson on climate and vegetation around the world (CAPS Document) as it is already in the curriculum and would therefore  make it more accessible to educate the learners on environmental education. I would start the lesson by addressing the topic of climate change and asking the learners questions, to engage them in the lesson as well as develop and understanding of their prior knowledge on the issue. From there, I would teach the students about what climate change is, human impact, the greenhouse gas effect and what global warming is doing to our planet. I would make use of visual aid in order to keep the learners interested and to help them develop an understanding of the topic and lesson. I would end off the lesson by having a class discussion addressing ways in which the learners can make a difference, by limiting their pollution and and carbon emission levels and how they can take this knowledge with them and apply it to their everyday lives.

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The SDG I chose is Clean water and sanitation (goal 6). I would address this goal in a grade 4 geography lesson  based on water. This is a perfect way to teach learners as it is already in the curriculum and it makes it easier to include EE. The work in the geography CAPS textbook has a chapter on resources and water conservation. The learner will understand why it is important to conserve water as well as understand the ways in which water is wasted in everyday life. Another point is how water is polluted from factories and poor residential areas.This will create awareness amongst the learners, of how water may be wasted at their own homes, town or in their area , and encourages them to think how they could contribute to water conservation at home or in their area, for example a jojo tank to catch rain water. Lastly, they will see how water is polluted and try find ways to prevent it.The important aspect is that the learners are thinking and finding ways to support the goals of clean water and sanitation.

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The SDG that I would incorporate into a lesson is Goal 11 - Sustainable Cities and Communities. I would teach about this goal in a grade 6 Geography lesson about Population – why people live where they do (focus: South Africa and World) outlined in the CAPS document. This goal would be easy to incorporate into a lesson because of the section of Geography that is what is required of the curriculum. I would use this lesson to show the decisions people make about where and why people live and how it has been developed over time. I would ask the students about what they understand about sustainable development and what it means to live a sustainable lifestyle. I would ask the students for ideas about how they think a city could be developed sustainably and how as a community can we make a difference in regards to the environment and the sustainable development thereafter. I would make use of multiple different ways to present the content to the learners who learn differently. As homework, I would ask the students to do some research and creating an understanding of what sustainability is and to bring examples of sustainable cities