This document describes a project conducted by a primary school class on protecting forest ecosystems. The project involved students working in groups to research and present on topics related to forests, including what forests are, their benefits, threats like fires, and protection. Each group studied one theme and presented their findings to the class. Activities included field trips, research, posters, poems, and planting trees. The goals were to educate students about forests and motivate them to value and protect natural environments.

1. An example of a
completed project
method concerning
the protection of the
forest ecosystem in B
class of Primary
school.

2. The project method
 Is a study on a specific topic of which the designing,
the implementation and the evaluation are executed
by a group of students or the entire class.

3. Requirements
 Differentiation of the roles both of the student and the
teacher.
 Experiential approach of learning.
 Group-centered learning process.

4. Objectives of the method
Students:
 To participate actively in the learning process.
 To practice in research.
 To set goals and a frame of reference.
 To promote communication and collaboration skills.
 To develop creative and critical thinking.

5. Every summer in Greece
fires destroy valuable
woodland.

6. The pain of this loss
and the deep anxiety
about our natural
environment and its
future created the
necessity for
awareness and
education about the
forest ecosystem, its
contribution to our
lives and its
protection.

7. Topic selection
Triggered by the major fires that destroyed large forest
areas across our country during August.
 we expressed in class our feelings we all experienced
and our thoughts.
 the children raised some initial questions and this was
the stimulus of the implementation of the work plan.

8. Team work
 The class was divided into five groups.
 Each group gave out roles to its members.
 Each group chose its name and created the flag of the
team.

9. Exploration
 Utilizing the teaching technique of brainstorming the
students mentioned whatever came to their minds
when hearing the word ‘’forest’’.
 Their ideas were marked down on the board and were
classified in the form of a simple concept chart.

10. Designing the thematic units
 What a forest is
 What the forest gives us
 Threats to the forest-forest protection
 Fires in forest-causes
 Consequences of deforestation

11. Designing the thematic units
 Each group undertook to study a theme section of the
subject with which they got involved under the general
title: The secrets of the forest

12. Objectives of the project
The students:
 To adopt positive attitudes towards the natural
environment.
 To understand what the forest is and to discover its
value.
 To understand the dangers threatening it.
 To develop values and actions to protect the forest.
 To enrich their experiences and develop critical skills
and creative thinking.
 To collaborate in groups and communicate with each
other for shared goals and objectives.

13. Activities
 We extracted information from books, magazines,
newspapers, the internet and the direct observation.
 We went out in the forest, we observed the animals, we
collected leaves and we made herbaria.
 Made posters and collages, wrote poems , made
questionnaires and assignments .
 We planted plants in the classroom and we watched them
growing .
 Each group presented its work to the whole class and to
other classes of co-located schools.

14. What a forest is
Name of the team:
Golden Eagles and Silver Nightingales

15. Animals living in a forest
Name of the team:
Golden Eagles and Silver Nightingales

16. What the forest gives to us
Name of the team
The Hares and the Does

17. Threats to the forest
Name of the team
The Sun

18. Forest protection
Name of the team
The Sun

19. Fires in forest- causes
Name of the team
The amazing children

20. Consequences of deforestation
Name of the team
The Shiny Sun

21. Pictures and poems made by the
children

24. Planting plants

25. Final evaluation
We evaluated
 The knowledge gained,
 the process,
 and the feelings emerged during
the process.