The document outlines a hands-on tree planting initiative under the 'Green Earth Initiative' aimed at high school biology students to enhance environmental awareness and ecological stewardship. It details objectives, resources required, and a structured methodology for the activity, including pre- and post-planting education on tree biology and care. Additionally, it analyzes the strengths, weaknesses, opportunities, and threats related to implementing the project.

1. Tested
activities in the
classroom
Green Earth Initiative
Tree Planting Day
CSR2VET project
“Green Earth Initiative, Tree Planting
Day” is an activity as hands-on
tree planting experience for high
school biology students. It aims to
raise environmental awareness and
promote ecological stewardship
while providing students with
practical knowledge about trees,
their importance, and the process of
planting and caring for them.
The activity has been designed,
implemented and evaluated by
Cezeri̇ Green Technology Vocational
And Technical Anatolian High School.

2. Objectives
2
• To instill an appreciation for the environment and the role of
trees in maintaining ecological balance.
• To teach students about the biology of trees, including their
anatomy and the process of photosynthesis.
• To provide a hands-on experience in planting and nurturing
trees.
• To foster teamwork, responsibility, and a sense of community
involvement.
Resources • Tree saplings (appropriate for the local climate and ecosystem)
• Shovels and gardening tools
• Gloves and safety equipment
• Watering cans or hoses
• Soil and compost
• Educational materials on tree biology and environmental
impact
Tipology
and duration
Learning
outcome
Typology
This is a hands-on, experiential learning
activity.
Duration
The activity can be completed in a single
day, but it’s advisable to have pre-activity
sessions on tree biology and post-activity
follow-ups for tree care. The entire project
can span a few weeks to a few months.
1. Knowledge of tree biology,
including parts of a tree,
photosynthesis, and the
role of trees in ecosystems.
2. Practical skills in tree
planting and care.
3. Awareness of
environmental issues and
the importance of tree
conservation.
4. Teamwork and leadership
skills.
5. A sense of responsibility
and connection to the
local community and
environment.

3. 3
1. Pre-Activity Session: Conduct a classroom session on tree biology, emphasizing the
importance of trees in the environment and their role in carbon dioxide absorption and oxygen
production.
2. Selecting a Planting Site: Identify a suitable site within or near the school premises,
considering factors like soil type, sunlight, and local climate conditions.
3. Sourcing Saplings: Procure tree saplings that are native or well-suited to the local ecosystem.
4. Planting Day: On the designated day, students and teachers gather at the planting site. In
small groups, they dig holes, plant saplings, and add soil and compost. Proper planting
techniques should be demonstrated and supervised.
5. Aftercare: Teach students how to water, mulch, and care for the newly planted trees. Assign
responsibilities for ongoing care, such as watering schedules.
6. Follow-Up Sessions: Conduct post-activity sessions to monitor the growth of the trees and
reinforce the importance of tree care and environmental stewardship.
Tools to evaluate the activity
1. Observation and Participation Assess students’
active participation during the planting day, including
their ability to follow planting guidelines and work
collaboratively.
2. Quiz or Assessment Administer a quiz or written
assessment to evaluate students’ understanding of
tree biology and ecological concepts related to tree
planting.
3. Presentation or Report Have students create
presentations or reports on the activity, emphasizing
what they’ve learned, their contributions, and their
experiences.
4. Growth Monitoring Continuously monitor the growth
and health of the planted trees, and involve students
in this process. Assess their commitment to tree care.
5. Peer and Self-Evaluation Encourage students to
assess their own participation and that of their peers,
promoting self-reflection and teamwork.
By following this plan, students can actively engage
in a tree planting activity that not only enhances their
understanding of biology and ecology but also instills
a sense of environmental responsibility and community
involvement.
Methodology / Implementation

4. 4
Strengths
Hands-On Learning
The activity provides students with a practical, experiential
way to learn about tree biology and environmental
conservation.
Environmental Impact
Planting trees contributes positively to the local environment
by enhancing air quality and promoting biodiversity.
Educational Integration
The activity aligns with the biology curriculum, reinforcing
classroom learning with real-world experience.
Weaknesses
Resource Limitations
The availability of resources
such as suitable planting
sites, tools, and saplings
can be limited.
Seasonal Limitations
The activity may be
constrained by seasonal
factors, as tree planting
is typically done during
specific times of the year.
Knowledge Gaps
Students may have limited
knowledge about tree
biology and environmental
concepts, which could
affect the effectiveness of
the learning experience.
Opportunities
Long-Term Impact
The activity can lead to a long-lasting positive
impact on the environment if students and
the school commit to ongoing tree care.
Community Partnerships
The project can foster partnerships with local
environmental organizations, businesses, or
government agencies for additional support
and resources.
Educational Outreach
Students can share their experiences and
knowledge with the broader community,
raising awareness of the importance of tree
planting.
Threats
Weather-Related Challenges
Unpredictable weather conditions, such
as droughts or heavy rain, can impact tree
survival and student participation.
Resource Shortages
The availability of saplings and resources
required for tree planting may be affected by
budget constraints or external factors.
The
SWOT
Analysis

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Funded by the European Union. Views and opinions expressed are
however those of the author(s) only and do not necessarily reflect those
of the European Union or the European Education and Culture Executive
Agency (EACEA). Neither the European Union nor EACEA can be held
responsible for them.