"Ion Simionescu" School, Iasi, Romania

2. European Eco-friendly and Educated Citizen” by Erasmus+, Stay 3E, https://creativecommons.org/licenses/by-sa/4.0
“STAY 3E:
Stay Eco-friendly, Entrepreneurial, European
Providingpracticalsolutionsforeffectiveteachingandenjoyablelearning
at primarylevel”
“EUROPEAN ECO-FRIENDLY AND EDUCATED
CITIZEN”
OPTIONAL COURSE
2017-2018
COORDINATOR: SIMONA IORDACHE
“Ion Simionescu” School Iasi
This project has been funded with support from the European Commission.
This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any
use which may be made of the information contained therein.

3. “EUROPEAN ECO-FRIENDLY AND EDUCATED CITIZEN”
OPTIONAL COURSE
TYPE OF COURSE: TRANSDISCIPLINARY
DURATION/ ORGANISATION: 1 year
TARGET GROUP: 4th, 5th, 6th grades
REASON:
Young people must have an eco-responsible behaviour in order to understand the importance of
environmental conservation and protection, to reduce pollution, to avoid waste of natural resources, to learn
how to exploit the environment components.
I. FOREWORD
Ecological education, due to wide personal, social, regional, national and global implications, is one
of the main objectives of governmental politics and strategies around the world.
School can help students acquire knowledge, skills, attitudes related to a healthy environment, form
an adequate behaviour and be fully aware of the necessity of rational use, conservation and protection of the
environment at local, regional and global level.
Ecological education proposed by this optional transdisciplinary integrative course is based on the
fundamental knowledge and skills acquired by the previous study of biology, geography, physics,
chemistry, sociology, history and so on.
The course is practical along its way.
-It spots its own concepts, principles and rules,
- It studies the interaction between mankind and environment
- It forms attitudes and skills that are indispensable to behaviour that is conscious, active and responsible
towards environment.

4. I. CONCEPTUAL LANDMARKS
The optional course ”European Eco-friendly and Educated Citizen” aims at the formation of citizens
who are involved in social life and the issues of the environment.
This course is based on the methodological principles of the evolution of the “Environment- Society”
system – so it represents a process oriented towards the development of an ecological conscience through
attitudes, responsible behavior and values in mankind-environment relationship that will guide students to a
conscious activity of existence on Earth of the present and future generations.
From this perspective, a large methodological spectrum is required in order to form/ develop the
students‟ personality at different ages. The educational process of this course covers the three domains of
student personality: cognitive, affective and psychomotor.
This course main objective is to form a complex perspective on environment, related to the new
tendencies of civilization development, of human interaction with nature and the consequences of this
interaction, to the necessity of being aware of environmental problems and their solving ways, and also to
form a responsible behavior to the maintaining of environment quality.
OBJECTIVES:
 creating a link formal – informal education, related to professional development
 determining pupils to have the right attitude towards environmental protection and healthy lifestyle
 involving children in civic actions, volunteering activities
 promoting social entrepreneurship among children
 promoting intercultural dialogue
 developing a sense of belonging to European values and culture
 encouraging children to express their feelings freely, to develop their abilities, to improve life skills,
based on knowledge, responsibility, creativity, cooperation
 disseminating good practice examples and teachers‟ experience
 personal, professional, social development by improving abilities and competences in an
international context
 improving the teaching process
 developing organizational skills, in the context of European cooperation.
IMPACT:
- Students will understand the impact of human activities on nature capacity to provide us the vital
things that are needed for human existence
- Students will transform themselves from „eco-careless‟ in children interested in environment issues
and actively implied in solving such problems.
- Students will be involved into the stages of a project and the benefits of collaborative teamwork, in
order to reach the goals they have previously established.

5. CHAPTER I
ECO-CITIZENS AND HEALTHY ENVIRONMENT
Prof. Nicoleta Prepelita
Ion Simionescu School, Romania
CONTENTS:
A) A CLEANER ENVIRONMENT, A BETTER LIFE
 The environment – habits and attitudes
 Alimentation - habits and attitudes
 Leisure time and outdoor activities - habits and attitudes

B) LITTLE ECOLOGISTS- AMBASSADORS OF THE ENVIRONMENT
 The necessity of promoting environmental protection
 Ways of protecting the environment
SPECIFIC SKILLS OF THE OPTIONAL COURSE ”EUROPEAN ECO-FRIENDLY AND
EDUCATED CITIZEN”
At the end of this course, students will be able to:
1. Use the acquired knowledge (notions, rules, principles) specific to ecology and environment
protection
2. Investigate the parameters of the environment
3. Manifest a behavior that is eco-friendly.
METHODS: research actions, heuristic conversation, demonstration, questioning, didactic project.
Purpose: to allow participants to use their own knowledge, their own experience, to achieve new
information (based on observation, experiments)
EVALUATION: observation, final products analysis, debates.
DISSEMINATION: newsletters, conversation, press releases, website
Each group will create a newsletter/ informational report that will be used for the “European Eco-Citizen
Guide”.
The research will be led by an experienced guide, in order to achieve a final product and taking into
consideration:
- identifying common problems;
- finding the specific aspects for each country;
- finding new solutions to current problems.

6. COMPETENCES CONTENT ACTIVITIES
A. A CLEANER ENVIRONMENT, A BETTER LIFE
1. The environment – habits and attitudes
C.1. Identify all elements of
environment;
C.2.Make the difference between
traits of human – environment
relationship;
C.3. Manifest desire to participate
in activities that protect the
environment in the schoolyard,
neighborhood, park, forest and so
on.
C.4. Do activities that raise
awareness of school community to
environment
 Environment: home,
school, community;
 Relation between people
and environmental factors;
 Roles of nature elements
around us in the life of
people, plants and animals:
air, water, soil;
 Compliance of the hygiene
rules in everyday life.
 Presentation of short texts and stories
about animals and plants from the local
environment, in order to identify their
traits;
 Study walks, trips, hikes, in order to
learn about the neighbourhood in
different seasons;
 Watching some films, PPT
presentations about environment;
 Games related to the identification of
plants, animals and their environment;
 Creating a code of behavior in nature
and the presentation of it in school and
community;
 Activities for environment protection:
schoolyard, neighborhood, park, forest.
2.Alimentation - habits and attitudes
C.1.Elaborate nourishment
hygiene;
C.2.Talk about the importance of
ecological nourishment for a
healthy life.
C.3.Learn a responsible behavior
regarding one‟s own diet.
 Relation between the
environmental factors and the
creatures of Earth;
 Nourishment and health;
 Rules of healthy
nourishment;
 Nourishment hygiene
 Presentation of documentaries/
collages/ slides on bad effects of toxic
food (fast-food, excess of sweets);
 Writing a list of healthy food;
 Writing a healthy menu;
 Writing a list of food preserving
rules; Practicing the reading and
understanding of the food labels;
 Games
4. Leisure time and outdoor activities - habits and attitudes
C.1. Acquire the availability and
willingness to participate in local/
national environment protection
activities;
C.2.Manifest of a responsible
behavior regarding the
environment protection;
 Role of family, school,
local public administration,
NGOs in environment
protection;
 Code of rules of human
behavior in natural
environment;
 How we protect the
environment.
 Making an ecological portfolio
”Nature pollution by humans”;
 Creating the code of rules of human
behavior in natural environment;
 Role-plays on environment
protection;
 Making of photo- exhibition about
human interventions on nature.

7. COMPETENCES CONTENT ACTIVITIES
B LITTLE ECOLOGISTS- AMBASSADORS OF THE ENVIRONMENT
5. The necessity of promoting environmental protection
C.1. Generalize basic notions on
ecological education;
C.2. Be aware of the necessity of
maintaining the natural balance
through rational human
intervention on environment;
C.3. Do practical activities of
environment cleaning.
 Citizens‟ rights and
obligations regarding the
environment;
 The necessity of protecting
the environment;
 Ecological clubs roles in
the formation of future active
responsible citizens
 Founding a school club on ecology;
 Making posters, leaflets etc in order
to inform and make people aware of
the necessity of environment
protection;
 Role-play: ”What can I do for
environment protection”;
 Games on ecology;
 Organizing meetings with
representatives of ecological
organizations and associations;
 Environment cleaning: schoolyard,
neighborhood, park, forest etc
6. Ways of protecting the environment
C.1 Form skills related to the
solving of different environment
problem-situations;
C.2. Manifest an adequate
behavior in the natural
environment;
 Ways to protect the natural
environment;
 Role of family, school,
local public administration,
NGOs into the conservation
and protection of
environment;
 Code of rules regarding
the human behavior in natural
environment
 Practical activities to protect local
natural environment;
 Portfolio of information on human
and animal behavior in case of
earthquake, tsunami and other
natural disasters;
 Solving problem-situations;
 Meetings of children‟ ecology club -
”Through collaboration we solve
problems”.

8. CHAPTER II
ECONOMY AND THE QUALITY OF THE ENVIRONMENT
Prof. Laura Mocanu
Ion Simionescu School, Romania
CONTENTS
A) S.O.S. – NATURE IN DANGER
 Our Global Economy‟s Impact on the Climate
 People, the Planet, and Economic Growth
B) POLLUTION AND ITS EFFECTS ON HEALTH
 Climate Change and Social Justice
 What Is Our Relationship with the Earth?
 Reinventing a Clean and Just Economy
C) MAN AND NATURE
 How Do People Change the World?
 Crisis and Opportunity
STUDENT’S SKILLS
Specific skills: At the end of this chapter, students will be able to:
1. Identify options for addressing an environmental issue and evaluate the consequences of each option
2. List the advantages and disadvantages of short-term and long-term solutions to an environmental issue or
problem
3. List reasons why an individual or group chooses to participate or not participate in an environmental
activity at home, school, or in community
4. Explain the political, legal, and budgetary options for resolving local, state, and national environmental
issues
5. Explain how personal actions can impact an environmental issue; e.g., doing volunteer work in
conservation
6. Develop a plan for improving or maintaining some part of the local environment and identify their role in
accomplishing this plan
7. Identify examples of how personal beliefs can influence environmental decisions
8. Give examples of education, economic, and government institutions influence on an environmental issue,
and the role of citizens in policy formation
9. Explain the importance of characteristics (such as, trust, patience, self-discipline, respect, and open-
mindedness) that enable people to function together to resolve environmental issues

9. Skill in Communication: Constructing and defending an argument; Working effectively in groups;
Communicating plans and processes for reaching goals; Receiving and acting on instructions, plans, and
models; Communicating with a variety of tools and skills
Skills on Connections with Community: Recognizing and acting on responsibilities as a citizen; Preparing
for work and lifelong learning; Contributing to the aesthetic and cultural life of the community; Seeing
oneself and one‟s community within the region, nation, and world; Contributing and adapting to scientific
and technological change
TEACHING AND LEARNING METHODS: research actions, heuristic conversation, demonstration,
questioning, didactic project, problem-solving, critical, creative, and analytical thinking, observation,
lecture, debate, explanation.
EVALUATION METHODS: observation, projects, portfolio.
RESULTS: posters, short movies, presentations, articles, 1 themed public activity, photos
DISSEMINATION: newsletters, conversation, press releases, website, posters, brochures.
Each group will create a newsletter/ informational report that will be used for the “European Eco-Citizen
Guide”.
The research will be led by an experienced guide, in order to achieve a final product and taking into
consideration:
 identifying common problems
 finding the specific aspects for each country
 finding new solutions to current problems.
RESOURCES
1. Naomi Klein (2015).This Changes Everything.
2. Bill Bigelow (2014). A People's Curriculum for the Earth Teaching Climate Change and the
Environmental Crisis.
The publication provides a collection of articles, role plays, simulations, stories, poems, and graphics for
teaching about climate change.
3. http://ec.europa.eu/clima/sites/campaign/schools/teachers_en.htm#
This website belongs to the European Commission and contains materials that can be used to engage
secondary schools pupils in the discussion about climate change and the role they can play in combating it.
4. http://greeen-eu.net/
This website belongs to a group of European organizations with the common interest environmental
education. The website offers teaching materials, free webinars, and examples of best practices related to
climate change.
5. http://www.consilium.europa.eu/en/policies/education-economic-growth/

10. COMPETENCES CONTENT ACTIVITIES
A. S.O.S. – NATURE IN DANGER
1.Our Global Economy’s Impact on the Climate
C.1.Identify the fossil fuels needed
to power the production process of
different objects from raw material
to final product, including
transportation to factories overseas.
C.2.Examine the global economy‟s
current dependence on fossil fuels
and the threats this poses for people
and the environment.
C.3.Recognize that there are
different and often opposing views
about the causes of and solutions to
global warming.
C.4.Explain how people worked to
bring about their country‟s rapid
transition to renewable sources of
electricity.
C.5.Explore personal ideas about
globalization, climate change, and
how our world will be in the future.
 Fossil fuels
 Capitalism
 Climate Change
 Globalization
 Greenhouse Gases
 Incentives
 Renewable Energy
 exploring related stories and movie about
the types and the amount of resources used
for manufacturing different objects – t-
shirt, jeans, smartphone; completing
themed handouts;
 sharing personal findings on what fossil
fuels are burned;
 interpreting tables and graphics related to
global warming;
 debate on global warming issues;
 discuss what incentives that direct people
and businesses in their economic decisions
in a free market;
 describing the data trend related to the
level of carbon dioxide from 1990 to the
present;
 creating themed drawings;
 making a poster of renewable sources of
energy;
2. People, the Planet, and Economic Growth
C.1.Analyze the quotation that
describes the conflict between the
finite resources of the planet and
the current push for growth.
C.2.Break down a case study that
illustrates the relationships among
people, the environment, and
economic growth.
C.3.Working with a group of
students to develop a solution to the
conflict presented in the case study;
 Environmentalism
 Social Inequality
 EconomicDevelopment
 Capitalism
 recording and sharing thoughts about
related quotes;
 case study on exploring issues related
to economic growth and its impact on
people and the environment -
Sompeta, India; completing related
handouts;
 brainstorming on strategies of
providing electricity that are better for
people and the planet;
 evaluate diferent methods that society
uses to measure progress–GDP (
Gross domestic Product); find
alternative measures of progress;

11. COMPETENCES CONTENT ACTIVITIES
B. POLLUTION AND ITS EFFECTS ON HEALTH
3.Climate Change and Social Justice
C.1. Compare responses to the
1989 Exxon Valdez oil spill and the
pollution caused by the oil industry
in Nigeria.
C.2. Define the term, “climate
debt” based on textual information.
C.3. Analyze a proposed plan for
wealthy countries to pay Ecuador
not to sell its oil.
 Climate Debt
 Climate Justice
 Social Inequality
 Legacy of
Colonialism
 Economic
Development
 watch the news story about the 1989
Exxon Valdez oil spill.
 respond to the questions on the Climate
Debt Analysis handout.
 discuss how the economic growth of
wealthy countries has impacted both poorer
countries and the environment.
 write arguments to explain personal
position on the strategy of having wealthy
countries compensate poorer countries for
not exploiting their oil reserves.
 explore strategies for raising money from
the wealthy to help cover the costs to
transition away from the fossil fuels;
 completing related handouts;
7. What Is Our Relationship with the Earth?
C.1.Write definitions of the
concepts of “extractivism” and
“regeneration” based on textual
information;
C.2.Identify, describe, and evaluate
both historical and modern-day
examples of “extractivism”and
“regeneration.”
C.3.Determine how extractivism
and regeneration differ in the ways
that each places value on people
and the planet‟s resources.
C.4.Discuss whether it is possible
to have economic growth that
values both people and the
environment.
C.5.Create posters that visually
capture the idea of extractivism or
regeneration, using stories from
their study for inspiration.
 Extractivism
 Regeneration
Legacy of
Colonialism
 Social Justice
 Economic Growth
 Types of pollution
 The effects of the
pollution on human‟s
health
 completing related handouts;
 brainstorming about the meanings of
extractivism and regeneration;
 working in small groups to find and share
examples of extractivism and regeneration;
 watching video which illustrates the
values of extractivism and regeneration
coming into conflict in modern-day Greece.
 create a poster that visually captures the
idea of extractivism or regeneration, using
stories from their study for inspiration.

12. 8. Reinventing a Clean and Just Economy
C.1.Examine a case study in which
an entrepreneur creates a
decentralized renewable energy
company to provide both economic
and environmental benefits to the
community.
C.2.Identify non-economic factors
that can influence economic
decision making.
C.3.Analyze strategies for
reinventing the economy based on
impact, benefits, fairness and
potential barriers.
C.4.Create two-minute videos that
could be used to educate the public
about these strategies to reinvent
the economy.
 Capitalism
 Economics
 Incentives
 Just Transition
 Renewable Energy
 completing themed handouts;
 watching a video about an entrepreneur in
the field of green energy production
 focus group on the theme;
 proposing strategies that would change the
economy to reflect humanitarian values,
create good jobs, and protect the air, land and
water;
 creating a short video, in small groups of
students, that would be used to educate the
public about one of the strategies found;
 students‟ presentation on a community
organization that promotes a clean and just
economy
COMPETENCES CONTENT ACTIVITIES
C. MAN AND NATURE
9. How Do People Change the World?
C.1.Describe the impact of citizens
who have taken action to address
various problems in society.
C.2.Identify strategies used by
citizens in a case study to come
together, communicate their
concerns, and work towards their
goals.
C.3.Consider local issues that may
require action by members of the
community.
C.4.Evaluate the power of
government, corporations, and
citizens in shaping how society
looks and runs.
 Activism
 Civic Engagement
 Democracy
 Environment
 The 3 R‟s of the
environment – reduce,
reuse, recycle
 brainstorming on the theme “How do
people change the world?”
 watching video of how members of a
community organized themselves about an
issue of importance to them;
 discuss about the strategies and the
attitudes of the activists in the movie;
 brainstorming on themed topics: Who do
you think are the most powerful forces in
society?Government?Corporations?Citizens?
Who decides how society looks and runs?
 brainstorm and research various types of
protest and list each on index card or sticky
notes;

13. 10. Crisis and Opportunity
C.1.Explain how a crisis can be a
moment of change, and that our
response to crisis can lead to
something better or worse.
C.2.Analyze the recovery effort of
the town of Greensburg, Kansas
following its destruction by a super
tornado in 2007.
C.3.Create specific plans for how
they would reimagine and rebuild a
model “green school” if a crisis like
a natural disaster destroyed your
school.
 Civic Engagement
 Economics
 Democracy
 Environmental
Stewardship
 Social Justice
 exploring related stories and movie of
how citizens reinventing their town, re-
energized civic participation, sought
solutions that benefited everyone, and
created an alternative economy that worked
in partnership with nature for the success of
the community.
 completing handout on “Can a crisis also
be an opportunity?”; discuss students‟
responses as a class;
 imagination exercise: the school has been
destroyed by a major storm and it is up to
you to rebuild it. Develop a plan to reinvent
the school as a model “green school”;

14. CHAPTER III
MAN – ENVIRONMENT RELATIONSHIP IN EUROPE
Prof. Alexandru Andronic
Ion Simionescu School, Romania
CONTENTS:
A) A BRIEF HISTORY
The relationship with the environment
B) POLLUTION SOURCES IN EUROPE
Pollution sources
C) EUROPEAN ECO-CITIZEN - RECYCLE REDUCE REUSE
Principles for reducing waste
D) TOGETHER FOR ENVIRONMENTAL PROTECTION
Buy green
COMPETENCES CONTENT ACTIVITIES/DIDACTIC
GAMES/APPLICATIONS
A. A BRIEF HISTORY
8.The relationship with the environment
C.1. Foster respect and
responsibility towards nature
C.2.Identify the effects of
human activity on the
environment.
C.3.Enumerate at least three
means of environment
protection
C.4.Describe the relationship
between different parts of the
environment
C.5.Name the different parts of
the environment
Key concepts:
 Nature, environment
protection, man‟s effect
on the environment,
natural balance, food
chain.
 Warm-up: “Balance in nature”- Game: “Cat
and mouse”
 Matching exercise: Comparison between
different series of effects on the environment
 Gallery tour – “The ten steps” : Matching
pictures, words and concepts
B. POLLUTION SOURCES IN EUROPE
9.Pollution sources
C.1. Identify pollution sources
in Europe
C.2.Identify means of reducing
the effects of pollution on the
Key concepts:
 Pollution, recycling,
renewable energy,
environment policies
 Warm-up: Life web: Means by which students
can positively influence the environment through
every-day behavior
 Presentation: Power-point presentation on

15. environment
C.3. Engage in environmental
protective behavior.
pollution in Romania and Europe, comparative
study, analyzing the effects of pollution on health
and environment
 Producing posters and similar promotional
material made of recycled material, attempting to
find solutions for the problems created by
pollution.
COMPETENCES CONTENT ACTIVITIES/DIDACTIC
C. EUROPEAN ECO-CITIZEN - RECYCLE REDUCE REUSE
10.Principles for reducing waste
C.1. Demonstrate
responsibility towards the
environment through
purchasing products with a low
environmental impact.
C.2. Identify products that help
protect the environment
C.3. Identify principles of
consumption that limit waste
production
Key concepts: 3R:
Recycle - reduce -
reuse,
 Purchase recycled
materials, Responsible
consumers.
 Brainstorming: The significance of Earth Day.
 Group-work: The four-principle plan for
reducing waste: Recycle, Reduce, Reuse,
purchase recycled items
 Creative activity: Design a poster on any of
the following themes: paper recycling, plastic
recycling, glass recycling, electronic products
recycling; The posters are to be displayed in a
hall at school. The activity can be done multiple
times at school level with different groups of
students.
D. TOGETHER FOR ENVIRONMENTAL PROTECTION
11. Buy green
C.1. Make smart decision
regarding green purchases
C.2.Describe 7 ecological
principles that help guide
purchasing options regarding
different products.
 Key concepts:
Ecological criteria for
product purchases
 Role-play: Going to the mall
 Interviews with ecological shopping advice
 Shop smart
 Shop for durable products
 Avoid excessive
packaging
 Purchase second- hand
 Share with friends
 Purchase ecological and economical products
 Purchase products made from recycled
material
 Community service: Cleaning the local river
and parks, planting trees in deforested areas.

16. CHAPTER IV
RIGHTS AND RESPONSIBILITIES
Prof. Anca-Oana Nechifor
Ion Simionescu School, Romania
CONTENTS:
A) THE ENTREPRENEUR'S RIGHTS
 Profile of an entrepreneur and his rights
 Progress and possibilities; ideas that have changed the world
B)THE ENTREPRENEUR'S RESPONSIBILITIES
 Responsibilities of the entrepreneur in the local community
 Entrepreneurial spirit in examples next to us
 Innovation and creativity-Business, business planning, business plan.
 Can I be a Successful Entrepreneur?
COMPETENCES CONTENT ACTIVITIES/ GOOD PRACTICE
EXEMPLES/ APPLICATIONS/ DIDACTIC
GAMES
A. THE ENTREPRENEUR’S RIGHTS
12. Profile of an entrepreneur and his rights
C.1.Construct models to
follow.
C.2.Identifying the rights of
an entrepreneur.
C.3 Learn about
entrepreneurial skills.
C.4. Establish features
common to entrepreneurs as
a basis for assessing their
own potential.
 Key themes
approached / specific
terms: entrepreneur,
business, business,
management, marketing,
accounting.
• The Rights of an
Entrepreneur
• Key features / skills of
an entrepreneur /
manager.
• .Passion, self-
confidence, creativity,
desire for work,
perseverance, willingness
 Presentation of short texts and stories about
people who have made a positive difference in
the world.
 Watching some films, PPT presentations,
case studies of successful people / businesses in
the local environment;
 Achieving the portrait of an entrepreneur
with skills / skills / abilities / entrepreneurial
capacities;
 Building an assessment grid where students
will assume the values and qualities of a
successful entrepreneur.
 Diary.

17. to learn, communication.
13. Progress and possibilities; ideas that have changed the world
C.1. Enumerate three ideas
for entrepreneurship
C.2. Make the difference
between the idea of business
and the idea of social
entrepreneurship
C.3. Create motivation for
social entrepreneurship.
 Key themes approached
Social entrepreneurship
as:
 -facilities that value
and promote the work of
disadvantaged persons.
 -free selling products
at a price affordable to a
disadvantaged
population.
 -faction that gives the
profit for the cause of
disadvantaged people.
Analysis of case studies:
-Study Case 1-Christopher Benz, 31 New York,
N.Y. and Bali, Indonesia
http://www.craftnetwork.com/
Case Study 2-Sm Goldman, 29, and Ned
Tozun, 29, http://www.dlightdesign.com/
-Study Case 3-Scott James, 37,
http://www.fairtradesports.com/;
Presentation of documentaries / collages /
slides on company sites;
Diary;
• Games.
B. THE ENTREPRENEUR’S RESPONSIBILITIES
14. .Responsibilities of the entrepreneur in the local community
C.1.Identify the obligations
of an entrepreneur;
C.2.Identify local resources
that could be used as
opportunities in an
entrepreneurial activity.
Key themes addressed
• The moral and legal
obligations of an
entrepreneur;
• Resources from the
community, which can be
used by an entrepreneur.
 Presentation of short texts or stories through
which the obligations of an entrepreneur can be
identified.
 Making a "map" of resources in the
community, such as a tourist map with material
and immaterial goods that can be considered as
resources.
 • Practical exercise from the community -
they will walk through the city and
surroundings and photograph those things or
resource people. The photos taken will be
printed and an exhibition entitled "The Riches
of My Community" will be presented. Diary.
15. Entrepreneurial spirit in examples next to us

18. C.1. Provide examples close
to the Romanian business
environment;
C.2.Develop interviewing
skills.
Key themes addressed
 Companies in Iasi /
Romania can offer
examples of "good
practice" towards
employees, business
partners, the environment
and the community.
 -Founders of successful
business-about ethics and
profitability.
 Presentation of PPT-founders of successful
business in Iasi or Romania.
• Making an interview by the students -
preparation of an interview guide: the purpose
of the interview, the elaboration of the
questions addressed to the entrepreneur (40-60
minutes).
• Role-play simulation of the interview by
students.
• Diary.
16. Innovation and creativity-
C.1.Learn about business,
business planning, business
plan.
C.2. Plan and develop a
business;
C.3.Create a business plan;
C.4. Produce promotional
materials (business card and
flyer).
Key themes addressed
 -Innovation and creativity
in the choice of business
idea and entrepreneurship.
 -Great important steps in
starting a business-the idea
of a business and
prospecting the market,
presenting the idea of a
business to potential
partners.
 -Promotion materials-
business card and company
presentation flyer.
 -Training partners – rules.
 -Innovation and creativity
in the choice of business
idea and entrepreneurship.
 -Planning your business
and conceiving your
business plan.
 Introducing the concept of creativity through
the film "what creativity can do" and presenting
its concept / importance in producing a change
at the community level.
http://www.youtube.com/watch?v=QdlBJ-q-4JE
• Case studies: androids, the oil crisis and the
retention of young employees.
• Case study - Example of a business idea and
identifying important steps in starting a
business.
• Making business cards and company
presentation flyers.
• Presentation of PPT-attracting partners.
• Diary.
• Business plan-sheet A5 paper, markers.
17. Can I be a Successful Entrepreneur?
C.1.Evaluate the
entrepreneurial potential of
young people and encourage
their development;
 My Entrepreneur Diary • Logs with completed evaluation forms
• Self-evaluation sheets-a little man's sketch.
• Students complete for themselves:
a) On the head of the little man - which are the

19. C.2. Compare personal
characteristics with those of
a successful entrepreneur.
best things I know now.
b) On the hands of the little man - which are the
most powerful / important skills
c) Right to the heart - what are the most
important values?
In short: what the student knows, what he can
do, what matters the most to him. Every student
presents, the teacher highlights the most
relevant aspects for an entrepreneur.
The activity ends with homework -Asking a
friend for a feedback on their qualities, doing
the exercise with a little man, but this time with
a different opinion.

20. CHAPTER V
NATURAL RESOURCES
Prof. Gina Lili Hriscu
Ion Simionescu School, Romania
CONTENTS:
A) WORKSHEETS, TESTS, QUESTIONNAIRES
 Our natural resources
 Water`s day
 Forest-the Earth's green lung
B) POSTERS
 The story of the water drop
 Kingdom of animals
C) DIDACTIC GAMES
 Water`s game
 The miraculous oxygen
COMPETENCES CONTENT ACTIVITIES
A. WORKSHEETS, TESTS, QUESTIONNAIRES
18. Our natural resources
C.1.Identify of all natural
resources of the Earth;
C.2. Make the difference
between nonrenewable and
renewable resources ;
C.3. Identify the location of
some mineral resources, such
as bauxite, iron ore, and tin.
C.4. Develop personal skills
group interaction skills and
social and political
participation skills.
 Natural resource is
everywhere: at home, at
school, in our community;
 Relation between people
and natural resources;
 Roles of mineral resources
in our modern life;
 One day in our life
without water.
 Presentation of short texts and stories
about main natural resources;
 Watching some films, PPT presentations
about natural resources;
 Tests about natural resources/mineral
resources/renewable resources/
nonrenewable resources;
 Make a PowerPoint presentation about
natural resources in our
community/country/world.
 Develop a plan for analyzing the degree
of human intervention that students will
carry on for a week for one natural resource
like water, air, soil, oil, forest, bird, etc .

21. 19. Water`s day
C.1.Elaborate a plan to
celebrate water`s day;
 Festival of water;  Presentation of documentaries/collages/
slides on bad effects of pollute water.
C.2. Talk about the
importance of water on
healthy life.
C.3. Learn about a
responsible behavior
regarding the natural
resource-water.
 Water- water the cradle of
life;
 Rules for clean water.
 Writing a list about the importance of
water in our life;
 Test about the most important physical
properties of water;
 Making a table with the principal source
of water in your community/country/world;
 Role play: “Water and man”;
 Exhibition of models.
20.Forest-the Earth's green lung
C.1. Identify trees and other
woody plants;
C.2. Identify causes of
diseases in plants;
C.3. Explain the effects of
some human activities on
natural resources-forest,
using the situation given;
C.4. Manifest a responsible
behavior regarding the forest
protection;
 Role of forest in our life;
 One day without forest;
 How we protect the
forest.
 Dreaming in green
 List of most popular trees in our
community/country;
 Creating photo - exhibitions about
wilderness in nature;
 List three examples of energy transferred
between components of the ecosystems in
forests;
 Test about ecosystems in forests.
 Create a model of lung with trees.
B. POSTERS
1.The story of the water drop
C.1.Learn about the key
aspects of the water cycle.
C.2.Re-create the water
cycle using actions.
C.3.Make a model ofwater
cycle to observe the process
in action
 Water Cycle;
 The snow;
 The rain
 Creating posters, leaflets etc in order to
inform about water cycle;
 Role-play: ”What can I do if I want a
water drop”;
 Draw and label at least four kinds of
water forms you have seen.

22. 2.Kingdom of animals
C.1. Prepare the student
for a career in the broad field
of natural resources and
wildlife conservation;
C.2.Emphasise on
understanding
of the relationship between
animal species and their
habitat requirements;
C.3. Apply this knowledge to
the management of
ecosystems as a means of
protecting wildlife.
 Compete for resources
between wild and
domesticated animals;
 Wild, domesticated
species and humans share
land and resources
 The advantages of
domesticated species over
wild species
 Carnival of animal species;
 Make a posters with a few wild species (
animals) in your community/country;
 Make posters with domestic animals
which are kept in your community/country.
 Role play: “Who is the king” and make a
poster at the end
C. DIDACTIC GAMES
3.Water`s game
C.1. Develop the ability to apply
social, cultural and political
principles to natural resources
issues.
C.2. Develop the ability to
communicate clearly and work
cooperatively with others,
especially within the context of
public involvement processes
involving resource management on
public lands
 Battle of the rivers
 Battle of the oceans
Games like:
 playing card with names of rivers in your
country;
 “Do not upset river brothers”
 “Labyrinth water”.
4.The miraculous oxygen
C.1. Identify physical properties of
air and oxygen
C.2. Develop skills related to the
solving of different environment
problem-situations;
C.3. Develop the ability to
communicate clearly and work
cooperatively with others.
 The power of oxygen
 Be like oxygen
 Bingo cards with properties of oxygen;
 Games : -“Find the oxygen”;
- “Say No to pollute air”
- “Why I need oxygen”.

23. CHAPTER VI
LITTLE ECO-ENTREPRENEUR’S GUIDE – YOUR ROLE IN EUROPE
Prof. Maria Forgaci
Ion Simionescu School, Romania
CONTENTS:
A) DISCOVERY METHODS (OBSERVATION, EXPLORATION)
 Observation;
 Learning by discovery
 Role Play
 Group work
 Making a poster
B) EXPOSITORY METHODS (CONVERSATION, BRAINSTORMING)
 Conversation;
 Solving problems;
 Brainstorming
METHOD CONTENT ACTIVITIES
A. DISCOVERY METHODS
1. Observation  "A drop of water, a
drop of life"
 ,,Feathers in oil
spots``
 Watching documentaries.
 Visit to the Ecological Information and
Documentation Center.
 Experiment with petroleum drops and
feathers.
 Analysis of growing plants (wheat, corn,
vegetables, flowers, etc.).
2. Learning by discovery  "From the Mysteries
of the Forest"
 "From seed to plant"
 Collection of materials from nature
 Planting seeds and tracking their evolution
3. Role Playing  ,,Detectives of
cleanliness``
 ,,Why is Ozonel
worried?``
 ,,Press`` conference…
 Creating a story from Ozonel.
 Sketch about the friends of nature.

24. 4. Group work  Principles of
reducing waste”
 “River game”
 Group work – The four principles of
reducing waste
Reduce/Reuse/Recycle/Buy recycled
products.
 Group work – Each team has a flipchart
sheet on in the middle of which is drawn
a river. On both sides of the river they
have to draw everything they consider
necessary for a community – houses,
schools, factories, shops, forests, fields,
farms etc. When they finish, their
drawings will be put side-by-side, to
make up a river that passes through
different communities. The teacher and
pupils analyze the drawings, ask and
answer questions etc. They think about
the waste produced by each community
that ends up in the water of the river,
emphasizing the idea that each
community pollutes the river.
5. Making a poster „Using natural and
recycled resources”
Creative activity – making posters on certain
statements
 By recycling an aluminum can, you
save enough energy to make a TV
work for 3 hours!
 An aluminum can which you throw
away will still be there for 500 years!
 The quantity of wood and paper we
throw away every year is enough to
heat 50.000.000 houses for 20 years.
 A bottle needs 4000 years to
disintegrate in the soil.
 By recycling plastic, you save twice
as much energy than by burning it.
The posters made by pupils will be
displayed in the classroom.

25. D. EXPOSITORY METHODS (conversation, brainstorming)
1. Conversation  ,,Tree - beauty and
waste``
 Conversation about Christmas tree
2. Solving problems  ,,Ecologist Street``
 ,,From nothing
make a small game``
 Adding chips, tables, schemes.
 Producing panes with eco-educational
messages.
 Worksheets about ecology and
environment.
 Practical waste-recovery activity.
3. Brainstorming  "What would happen
if .......?
 "The Earth laughs,
the Earth is crying "
 `„What does the
Earth Day represent?”
The key question is intended for students in
order to get their attention and interest, to
find out what they can do for a cleaner
environment.
Starting from the Earth Day-22nd
April-and
its importance, the questions aim at defining
words such as recycling, pollution, saving
energy etc. The teacher identifies the types of
pollution. What do exhaust gases from cars,
planes and smoke from factories pollute?
Answer: the air. What does plastic and paper
waste pollute? Answer: the soil. The teacher
discusses with pupils about what they can do
every day to help protect the environment.