MATH-MEETS-ECOLOGY.docx
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Students participate in a self-learning activity combining math and ecology. Working in small groups, they visit a forest and count the different types of trees, using percentages to represent their findings. Students identify the dominant tree types to classify the forest. They also search for evidence of human intervention. The activity aims to practice calculating percentages while enhancing inquiry skills, collaboration, communication, and creativity. It brings together math concepts and understanding the forest environment.
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Hence, we talk about pedagogic approaches that are promoting connections.
Cross-curricular (connecting curriculum) is a major theoretical underpinning of these approaches. Barnes labelled cross-curriculum approaches as liberating.
Barnes (2012, p.236) argued that: “Today cross-curricular approaches are believed to open up a narrowed curriculum, ensure greater breadth and balance and potential give each child the opportunity to find what Robinson and Aronica (2009) call their ‘element’”.
Barnes (2012, p.239-240) argued that: “…neuroscience, psychology and social science lead us to suspect that effective, lasting, transferable learning in both pure subject and cross-curricular contexts may be generated by: emotional relevance, engagement in fulfilling activity, working on shared challenges with others.”
Throughout the course of this module we saw how different, creative, pedagogic (inherently cross-curricular) approaches attempted to strike such emotional relevance with pupils, such a motivating engagement and all these within a ‘sharing’ context with others.
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2) The goal was to stimulate students' interests, creativity, and natural competitiveness through tasks that incorporated different subjects but did not focus strictly on textbooks.
3) Over the 3 days, students rotated through rooms focused on topics like geology, languages, logic puzzles, art, and sports to complete challenges and earn diplomas in those areas before receiving a final summary.
scenario_-_travel_agency.docx
1) The document describes an educational situation where students role-play working at a travel agency to plan trips to Spain, Turkey, and Greece. Students are divided into interdisciplinary, interclass groups to complete tasks integrating 11 subject areas over 4 days.
2) The tasks require students to research the partner countries using various sources and skills, such as finding information on landmarks, currency conversions, flight costs and times. Students present their research in graphic presentations and displays in the makeshift "travel agency" setting up in their school.
3) The project aims to comprehensively introduce students to the partner countries' cultures and histories while practicing skills like working in groups, using instructions, and presenting results.
scenario_kinoteka.docx
1) An educational situation was implemented where students from grades 4-6 were divided into interdisciplinary groups to create short films over the course of two days.
2) On the first day, students learned about filmmaking and attended screenings of two films. They also prepared questions for an actress who visited the next day.
3) On the second day, the actress visited and students began writing scripts and planning their films. The third day was spent filming and editing their movies.
4) At the end, a film festival was held where each group presented their short film to conclude the educational situation.
Experiences_and_impressions_from_Poland.pdf
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Scenario_of_geocaching.docx
The document describes a scenario for an outdoor geocaching game to be played by children and youth aged 10 to 14 in the surroundings of Tuławki, Poland. The objectives of the game are to teach the participants about geocaching, encourage exploration of the local surroundings and cultural heritage, and provide an alternative sightseeing activity. The 5 hour game involves working in groups with GPS and maps to search for geocaches, complete tasks involving map reading, identifying rocks and trees, solving puzzles, and recording stories. The effects are the participants learning about geocaching, becoming more familiar with the local area, and improving their skills in combining fields of knowledge.
brochure_text.docx
The Primary School in Tuławki is located 15 km from Olsztyn, Poland and has about 160 students and 23 teachers. It is a small, rural school with beautiful facilities including a new playground, fully equipped kitchen and canteen, library, and gym. The school also has its own bus and teaches English and German to provide students opportunities to participate in exchange programs.
plakat.pdf
This document provides recipes for several Polish soups and dishes. It includes recipes for chicken soup, bigos (hunter's stew), liver with apple and onion, sauerkraut pierogi, and Polish "schabowy" (pork chops). The chicken soup recipe calls for boiling chicken, vegetables, herbs and pasta in water for an hour. The bigos recipe combines cabbage, sauerkraut, meat and mushrooms in a stew that improves after two days.
Characters_of_Slavic_Mythology.ppt
The document discusses the benefits of meditation for reducing stress and anxiety. Regular meditation practice can help calm the mind and body by lowering heart rate and blood pressure. Making meditation a part of a daily routine, even if just 10-15 minutes per day, can have mental and physical health benefits over time.
Characters_of_Slavic_Mythology.pdf
The document discusses the benefits of meditation for reducing stress and anxiety. Regular meditation practice can help calm the mind and body by lowering heart rate and blood pressure. Making meditation a part of a daily routine, even if just 10-15 minutes per day, can have mental and physical health benefits over time.
Kopia_Tulawki_presentation.pptx
The document summarizes information about a primary school in Tuławki, Poland. It discusses that there are around 160 students and 23 teachers at the small but pleasant school. It also notes that the school participates in and wins various sport competitions. The school is located about 10 km from the city of Olsztyn, the largest city in the Warmia and Mazury district, known for its old town, university and over 3,000 lakes. The document concludes with brief descriptions of key facts about Poland, including its capital Warsaw and other historic sites.
_Erasmus__Poland_Tulawki.pdf
The document provides information about places to visit in the Trójmiasto region of Poland, which includes the cities of Gdańsk, Gdynia, and Sopot. It describes important historical sites like the Gdańsk Shipyard and Westerplatte Peninsula, museums such as the Museum of the Second World War, as well as natural areas and attractions including the Sopot Pier, Oliwa Park, and Elbląg Canal. Additionally, it mentions science and relaxation destinations in and around the cities like the Gdynia Aquarium, Ergo Arena sports complex, and beaches at Krynica Morska.
Zero_waste.pdf
Zero waste is a technology that aims to reduce environmental pollution by processing and not wasting everyday items. It involves sorting trash into recyclable categories like plastic, metal, paper and glass which are then processed into new materials, as well as separating out mixed waste which is more difficult to recycle and poses health and environmental risks. The document encourages learning to properly sort waste in order to facilitate recycling and reduce pollution.
SUSTAINABLE_FASHION.pdf
Sustainable fashion aims to achieve a carbon-neutral industry through creating less waste, ensuring fair wages and working conditions, and reducing greenhouse gas emissions. It is an inclusive term describing efforts to build a fashion sector based on equality, social justice, animal welfare and environmental protection. Sustainable fashion helps save water and animal lives while creating less waste and emissions.
How_to_Recicle.pdf
The document discusses the benefits of recycling by reusing trash to create new things, following the three R's of reduce, reuse, recycle. It notes that not recycling contributes to pollution from factories that change the climate, and trash ends up in natural areas killing animals and the environment. Color-coded recycling containers are described for different materials like plastic, paper, glass and metal, with the importance of recycling stressed, especially for young people to help their future.
evaluation.docx
The document lists websites, social media pages, and press articles related to the dissemination of an Erasmus+ project involving schools in Spain, Poland, Greece, and Turkey. It includes links to project partner school websites and social media pages in each country promoting activities and results of the international collaboration on the topics of motivation and learning. Newspaper articles from participating regions also describe European exchanges and workshops between students and teachers exploring ways to enhance student engagement in learning.
Recyicling.pdf
Recycling is the process of recollecting and transforming rubbish. Individuals play an important role by sorting their trash into the proper bins - blue for paper/cardboard, green for glass, yellow for plastics, and brown for organic waste. While contamination is a major problem, recycling helps reduce it, and everyone can help lower pollution by sorting their items carefully and raising awareness of recycling with others.
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Changes in vegetation cover refer to variations in the distribution, composition, and overall
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MATH-MEETS-ECOLOGY.docx
- 1. 2o Geniko Lykeio Neas Ionias Magnisias, Volos, Greece Motivation Rules Education No.2020-1-PL01-KA229-081841 WORK OFFICE SELF LEARNING ACTIVITY 1. Math meets Ecology Students work in the forest combining Math with Ecology Objectives: ● Objectives: - practise percentages -recognize types of trees, -recognise types of forest, - detect human intervention in forests ● results (knowledge, skills, attitude): -practise percentages, -enhance their inquiry skills, -encourage collaboration, -encourage communication, -promote creativity, -bring forward the conceptual understanding of percentages in Mathematics and use them to represent research data. In this activity: ✔ students will study, which are the dominant trees that exist in the part of the forest we chose to study. Identification of forest types is done as follows: If a certain tree category dominates e.g. conifers, then we have coniferous forest and respectively, if the dominant trees belong to two categories (e.g. conifers and broad-leaves), then the forest under study is mixed. We name a mixed forest, eg a fir and beech forest (we mention the tree species that is found in a higher percentage (%) in its area first. ✔ Students count the trees in their allocated sector one by one. We determine that a trunk larger than 10cm is a tree; anything less is a bush and is not counted. When students finish this task they return to the check point to sum the total number of trees they counted. Then, they scatter again. They use visual prompts to identify the tree types. Using chart 1 below,in teams, they register the types of trees found in the forest area. Then they meet at the check point to combine their findings. ✔ When they have the total number of trees they find the percentage each tree type covers in the designated forest area. Students calculate the percentage among trees.
- 2. 2o Geniko Lykeio Neas Ionias Magnisias, Volos, Greece ✔ Students scour their sectors in the designated forest area. They search for traces of human intervention in the forest. They detect them, they record them, photograph them or they collect and observe their characteristics. SUBJECTS ● Math, Chemistry, Geography, Foreign Languages, Biology, Physics 21st CENTURY COMPETENCES Collaboration X Information, media and technology X Communication X Leadership & Responsibility Critical Thinking and Problem Solving X Initiative & Self-direction X Creativity & Innovation X Social & Cross-cultural KEY COMPETENCES Communicative, linguistic and audiovisual competence X
- 3. 2o Geniko Lykeio Neas Ionias Magnisias, Volos, Greece Digital competence X Mathematical competence X Social and civic competence Interaction with the physical world competence X Learning to learn competence X Personal initiative and entrepreneurship competence WORKING METHODS observation, co-operative learning, experiencial learning, calculating, hands-on learning, autonomous-student-based learning, making connections of knowledge and real life situations, ICT, inquiry based learning FORMS OF WORK ● Work in small groups of 4 CURRICULAR MATERIALS AND OTHER DIDACTIC RESOURCES Visuals of trees: photos Printed charts for students to record their findings Google form to evaluate the activity in the end ICT tools for students to present the findings of their research (powerpoint, google slides, canva, prezi etc)
- 4. 2o Geniko Lykeio Neas Ionias Magnisias, Volos, Greece Lesson Plan © 2023 by Motivation Rules Education