Qatar’s Desert Rose

Culture and Heritage
Resource Plan
SDG 11: Sustainable Cities and Communities, SDG 13: Climate Action, SDG 7: Affordable and Clean Energy
10 - 11 years
Language(s), Qatar History, Science

Overarching Goal(s)

To nurture learners as global citizens who are connected to their own national identity.
To equip learners with the knowledge, skills, motivation and understanding to demonstrate the importance of Glocalization as a sustainable model for learning.
To inspire students to act sustainability from both a local and global perspective.

Learning Outcomes

Learners consider, contrast, and compare their local heritage and identity within the context of global issues with local impact, and local issues with global impact.
Learners describe, explain and interpret the characteristics, structures and interactions of a theme, group, project or organization related to glocalization.
Learners discuss, plan and evaluate learner – initiated – action in a sustainable way.

Possible Duration (Hours)

7 hours

Sustainable Development Goals (SDGs) Connection

SDG 7: sustainable and modern energy to facilitate access to clean energy and technology, including renewable energy, energy efficiency and promote investment in energy infrastructure and clean energy technology. Priority for electric and hybrid cars used in parking allocated spaces.

SDG 11: Sustainable Cities and Communities – making cities and human settlements inclusive, safe, resilient and sustainable.

SDG 11.4: Strengthen efforts to protect and safeguard the world’s cultural and natural heritage by exploring the significance of the desert rose.

SDG 13.3: Improve education, awareness-raising and human and institutional capacity on climate change mitigation, adaptation, impact reduction. Priority for electric and hybrid cars used in parking allocated spaces – carbon efficiency (low carbon) and reducing air pollution.

The 17 Sustainable Development Goals, United Nations

English: https://sdgs.un.org/goals

Arabic: https://sdgs.un.org/ar/goals

United Nations (2024). The 17 Sustainable Development Goals. [online] United Nations. Available at: https://sdgs.un.org/goals.

Action Learning Outcomes

Learners discuss, evaluate, and plan student-initiated activities.
Learners undertake challenges that develop new skills.
Learners work collaboratively with others.

Content

The content of the lesson tool revolves around learning and understanding the cultural and heritage significance of the desert rose and its sustainable design architecture.

Resource Utilization and Identification: Locating the information at the National Museum of Qatar and their online resources.

Subject Matter: Exploring the historical context of the desert rose, Qatari culture and history, science investigation to understand the process of crystallization; sustainability efficiency in relation to the NMOQ’s architecture design. Presentations enhance languages, technology and communication skills.

Glocalization Connections: Connect the significance of desert rose designed by French architect, and global sustainable development goals applied to the architecture design.

Differentiation: Mix pairs or small groups to ensure that the low ability students are supported with a middle or high ability student.

Critical Thinking: Encourage students to critically analyze and interpret the historical context and Qatari cultural significance of the desert rose and the architecture design of the NMOQ.

Real-world Application: Informative presentations and applying sustainable energy conservation as lifelong learners and preserving Qatari culture and heritage.

Strategies

The strategies employed in this lesson tool are designed to foster analyzing, critical thinking, inquiry, collaboration, and innovative engagement. They include visible thinking routines, 3-2-1 strategy, responsive pedagogy, and problem-solving approaches that adapt to students’ needs and encourage active participation. Students apply meaningful learning experiences that connect to local culture and global connections.

Responsive and Adaptive Pedagogy: Adjust the pace and level of guidance based on student responses and engagement, considering the reading and researching abilities using and applying online resources..

Visible Thinking Routines: Implement the 3-2-1 strategy and ‘Think, Pair and Share’ routine to stimulate critical thinking and discussion.

Inquiry: Encourage students to inquire about the purpose behind the architecture design and sustainable connections, including the cultural significance of fostering a sense of curiosity and exploration through the learning engagements.

Collaboration: Facilitate a class discussion forum where students can share and compare their findings, promoting collaboration and the exchange of diverse perspectives.

Assessment for and as Learning: Use formative assessments like peer assessments/reflections of their presentations, and findings and encourage discussions to enhance critical thinking and analysis of crystallization and significance of the cultural and heritage desert rose.

Problem-Solving: Ask students to identify and propose solutions to sustainable challenges related to creating sustainable buildings and what actions could be recommended.

Learning Experiences

Learning Engagement 1: Historical and Cultural Significance of Desert Rose

Part 1: Desert Rose Quiz

Students will be provided with the following resource 1:

Desert Rose Quiz: https://rasekh.qa/wp-content/uploads/2024/04/Resource-1-Desert-Rose-Quiz.pdf

and the NMOQ Online resource:

National Museum of Qatar_Desert Rose)

They will work in pairs (or groups of three depending on class group size) to research using the NMOQ online link resource (National Museum of Qatar_Desert Rose) for the Desert Rose, and will read the facts carefully. They will work collaboratively to answer the multiple choice questions from the quiz resource to comprehend and learn the cultural significant facts about the Desert Rose.

Check responses:: Q1) b Q2) a Q3) b Q4) a Q5) d Q6) c Q7) b

Part 2: Science Experiment – Investigate will crystals form

Students will work in pairs to carry out their own scientific experiment on testing the process of crystallization.

Each pair will require:

Table salt (six to seven teaspoons)
Warm water (the teacher will prepare warm water in advance by boiling sufficient water in a kettle and allowing it to cool down). This can be prepared in the staff room beforehand to comply with safety compliances within a classroom.
A paper clip
A glass jar or transparent jar
A plastic straw
A teaspoon
Cotton string (20 cm in length)
An elastic band
A sticky label.

Before the students begin, they will write down their hypothesis in their notebooks on whether they think that crystals will form or not using scientific terminology.

They will follow the method below (teachers can display the method on the board, or print separately for each pair of students). They will record their results each day during the week (they might need to add two more days due to the weekend, that’s fine). After they have recorded their results they will need to write down the scientific conclusion referring back to their hypothesis, and explaining using scientific terminology. Ask the students if they think it was a fair test, and to explain their responses. What might they do differently next time if they were to repeat the experiment. They can add this to their notebooks.

Method

Each pair will be provided with sufficient water to fill in their transparent jar or glass jar with the warm water by the teacher.
Take a teaspoon and add six to seven teaspoons of salt to the warm water. Then stir until all the salt has dissolved.
Tie the paper clip securely to one end of the string by making a small knot.
Wrap the other end of the string around the middle of the paper straw making sure to leave approximately 7 cm of the string hanging as this will be immersed inside the water. The paper clip string should be hanging approximately halfway into the water (not right to the bottom of the jar).
Place the end of the string that has the paperclip inside the warm water jar leaving it to hang inside. Place the straw on top of the jar horizontally across, and bend the two ends either side of the jar. Use the elastic band around the top of the jar to hold the straw in place.
Each pair will use their labels to write their names and class, then stick the label to the front of the jar.
The jar will be placed in an area of the classroom where the pairs can observe throughout the week.
The jar will be left for 7 days (it can be up to 9 days to consider the weekend which should be mentioned and included in their results chart).
The students will make a chart in their notebooks to draw and record their observations each day of the week.

Results

Observations of experiment to test if crystals will form (process of crystallization) to be recorded on table format.

Day 1

Day 2

Day 3

Day 4

Day 5

Day 6

Day 7

Notes

Sketch

Students should be encouraged to show their results in a bar chart diagram.

After day 7 ( or 9), students will write down their conclusion using scientific terminology.

Students present their experiments using at least an A3 cardboard by including the following:

The investigation title, hypothesis, method, results and conclusion. They will present and share with the rest of the class and can use the science boards as part of a Science Fair Exhibition or Learning Gallery.

Peer assessment: Facilitate peer assessments, allowing students to evaluate each other’s presentations, reflections, or projects based on the subject criteria.

Learning Engagement 2: Desert Rose Design on National Museum of Qatar – Sustainability

Part 1: Visible Thinking Routine – “See-Think-Wonder”

Instructions for Teachers:

Resource 2: Visible Thinking Routine: “See-Think-Wonder” learning engagement: https://rasekh.qa/wp-content/uploads/2024/04/Resource-2-National-Museum-of-Qatar-Desert-Rose-Architectural-Design.pdf

Explain to the students that they will use the “See-Think-Wonder” visible routine to discuss and share their observations about Resource 2. Encourage them to think individually, share their thoughts with a partner, and then participate in a class discussion. Emphasize that it’s a collaborative and reflective process.

Students will observe and analyze the photo on resource 2 of the National Museum of Qatar.

Student questions.

Visible Thinking Routine: “See-Think-Wonder”

“See:” Look closely at the image of the building and write down what you see. Pay attention to details like colors, shapes, and patterns. Think about these questions:

What does the building look like?
What can you see outside the building?
Are there any special designs on the building?
What do you think it’s made of?

“Think:” Share your thoughts about what the building might mean for the culture it comes from. Try to think about:

What do you think people use the building for?
How does it make you feel when you look at it?
What assumption can you make about the people who designed and constructed the building?
Why do you think this building is important for understanding Qatari culture?

“Wonder:” Express any questions or things you’re curious about regarding the building. Some questions you might have:

What more would you like to know about this building?
How has this building developed, and what stories could it tell?
Why is it essential for us to learn about this building and the culture it represents?
How can understanding this building help people from different places understand each other better?
What do you find interesting about the building?
Are there any similar designs like this around the world?
What is inside the building?

Part 2: Sustainable Architectural Design of NMOQ

Students will work in small groups to create an informational video, powerpoint, model with labels, or leaflet about the architectural design of the desert rose. They should be encouraged to be creative as possible and make sure to include the following criteria:

Clear and concise title, and illustrations
Chronological order, and well-organized
Explain who designed the building (who is the architect, and where is he from)
NMOQ location, completion date, connection of where it is constructed around (cultural and heritage significance of the original palace of Sheikh Abdullah bin Jassim Al Thani)
Detailed description of what is inside the NMOQ
Paraphrase Jean Nouvel’s quote and demonstrate the connection between the architectural design and Qatari culture and heritage.
Number of visitors that it welcomed since it opened in 2019
How is the architectural exterior and interior design energy efficient?
How does the design consider low–carbon efficiency?
How are electric or hybrid cars accommodated in the parking spaces? How does this connect with sustainability efficiency?
List the certificates the NMOQ have been awarded
Cite references (the two links used, and any others that might have been used)
Use own words/paraphrase

Students will use the following online resources to help them research, learn and apply their understanding to create their informative creative presentations.

‘Iconic Architecture’ NMOQ, available at: https://nmoq.org.qa/en/about-us/architecture/

‘Sustainable from the Start: NMOQ’s Award Winning Design’, (2021), Available at: https://qm.org.qa/en/stories/all-stories/sustainable-nmoq/

Reflection: Individual Exit slip 3-2-1 strategy:

Students list responses on a sticky note and place it on the class learning wall.

Three things that they learned about the architectural design on the NMOQ.

Two things they found interesting and would like to learn more about.

One interesting thing that they learned and want to share with a family member of family, friend or teacher.

Checking for Understanding

Learning Engagement 1: Historical and Cultural Significance of Desert Rose

Online Resource Research: Students will be able to demonstrate their understanding of the cultural significance of the desert rose; process of crystallization through a science investigation.
Presentation: Evaluate students’ presentations to assess their understanding of the process of crystallization and scientific skills.

Learning Engagement 2: Desert Rose Design on National Museum of Qatar – Sustainability

Online Resource Research: Students will be able to demonstrate their understanding of the cultural significance of the desert rose in relation to the building design, and sustainable efficiency taking into consideration the sustainable development goals.
Presentation: Evaluate students’ presentations to assess their comprehension of the significance of the desert rose, design and sustainable development goals (SDG7, 11, 11.4, and/or 13.3).

General Checking for Understanding:

Peer Assessments: Facilitate peer assessments, allowing students to evaluate each other’s presentations, reflections, or projects based on the subject criteria.

3-2-1 Strategy – summarizing students’ learning, and encouraging students to think independently.
See-Think-Wonder – perceptions on connections to desert rose, and sustainability.

Key Vocabulary

architect, building, crystal, crystallization, cultural, desert rose, design, electric, hybrid, low carbon, process, salinity, sustainability

Resources

Resource 1: Desert Rose Quiz: https://rasekh.qa/wp-content/uploads/2024/04/Resource-1-Desert-Rose-Quiz.pdf and The NMOQ Online resource: National Museum of Qatar_Desert Rose)
Resource 2: Visible Thinking Routine: “See-Think-Wonder” Learning Engagement: https://rasekh.qa/wp-content/uploads/2024/04/Resource-2-National-Museum-of-Qatar-Desert-Rose-Architectural-Design.pdf

NMOQ online resources: ‘Iconic Architecture’ NMOQ, available at: https://nmoq.org.qa/en/about-us/architecture/

‘Sustainable from the Start: NMOQ’s Award Winning Design’, (2021), Available at: https://qm.org.qa/en/stories/all-stories/sustainable-nmoq

Resource Publisher

National Museum

The National Museum of Qatar (NMoQ) gives voice to Qatar’s rich heritage and culture. They welcome diverse communities to their vibrant and immersive space to come together to experience Qatar’s past, present, and future.

Visit National Museum