Environmental education by various activities

Intellectual output will be carried out according to these four levels (stages):

1. Level – Preparatory – Some of the activities are described in previous section. To summarize the first level: students will be learning from many different points of view about environment and ecology, the teachers will be educators in this very first step. Preparatory stage will be designed for learning new things about environment through other subjects (CLIL).

2.  Level – Performing. In the second stage we will organize school event – an open day activity for wide range of public (parents, citizens, local authorities, in fact all neighbourhood). This event – Spring Celebration (Festival) will be organized by teachers in cooperation with students. It will be exhibition, demonstration, happening, as well  there will be workshops too. The main idea of such event will be to present all knowledge which students would have learnt at school.  Outside the school, there will be stands (tables, panels, boards, chairs, flipcharts, chairs). The students will be divided in small groups and they will present all activities which are described in the first stage: they will make exhibition of Land art (pictures pinned to boards – exhibit them), they will analyse the water which will be brought by people, they will be able to teach people vocabulary and give them exact pronunciation of these words, they will exhibit healthy plants and herbs, and at the same time they will serve tea and food (herbal tea and bread with healthy spread on it) to people, they will present mathematical problems, diagrams, charts, info about environment in numbers, brain teasers (logical tasks), then some students will perform dancing, singing, playing the musical instrument, dressed like fairies, they will display many handmade things (out of different materials, stone painting and so on), whey will organize sport activity too like short runs (to highlight that moving activities are very healthy for human beings) – playing badminton, rope games, ball games and so on.

In this second stage the students will be active they will explain, demonstrate, do research, analyse (water), perform, serve (tea for people) and the teachers will be observers, they will watch students how they interacting with visitors.

3. Level – Analysis and study. In this stage we will make different analyses – we will analyse the first step which take part inside the school - during the lessons (learning process). We will share these analyses and compare them with other schools. The study will reflect also the CLIL involvement in this process. We will make a synthesis what and how did we process the teaching and what were the forms, approaches, methods and so on. Secondly, we will do analyses of the event and what results will we achieve and by what methods they will be done. The competences and experiences which will be actively presented by our students will be very important and significant too. The expected competences and skills will be: language, social, ICT, creative (crafting) skill, and others too, like: serving the customers, interacting with people, preparing the exhibitions, cooperation with teachers. We will also analyse the social aspect, it means what effects and influences will be achieved by this event in interaction among students, parents, teachers as well as other people.

4. Level – Methodology level. In the last stage we will carry out the pedagogical document which will be determined as educational material which can be used in teaching process and it can be a part of school curricula for any school interested in that scope. According to the outcomes (results, achieved goals, new findings) of the third stage (done by analyses and studies) of all activities which are carried out before the event as well as after the event, we will work out together a document on the methodological principles showing how to teach environmental issues in other subjects. To be more specific, we want to work over the environmental education activities and their implementation into other subjects using the CLIL methods. In this last stage school and project coordinators together with experts in subject fields (professionals, trained and skilled educators) will cooperate systematically in order to give integrated highly profiled pedagogical document. We believe this intellectual output will enrich and it will bring innovative ways of teaching into the school system (and learning process) in European dimension.  Our intention, by creating this pedagogical material, will be to carry out a document which will be supplementary in the teaching process in which the basic principles of environmental education are missing, or, are not sufficient.

Media – Event, Exhibition