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Upper Secondary

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Andreas Ch. Hadjichambis

  • From
  • 13
  • To
  • 25+

Environmental crime on the coast

Greek

Cyprus

This one-day program includes the participation of students in a series of activities with theoretical and practical direction and is based on the pedagogical methodology of problem solving. It is organized in such way as to support the understanding of environmental concepts and issues by anchoring students in an exciting learning adventure for them. Mission: Students arrive on the Coast and are informed that as members of the “Department of Environmental Crimes Investigation” they are called upon to solve a crime involving the area. Solving the mystery requires students to go through different document collection stations, to evaluate testimonies by participating in various experiential activities. Creation of sand dunes: Students drawing information from scientific articles, tables of abiotic factors and study of specific life factors, know the ecosystem of dunes and study how to create and develop them through experimental and playful way. Food webs: Students, using the evidence they collect about the food relationships of Coastal organisms, discover the Food webs of the Coast. Thus, they delve deeper into the concepts of food relationships, while at the same time recognizing organisms in the area and their relationships with each other. The effect of garbage: Students study and discover various presumptions that are related to the time of decomposition of different waste and their effect on the Coastal ecosystem. Through the data they collect and activities related to their rate of deconstruction, students wake up environmentally and realize the effects that anthropogenic waste can have on natural ecosystems. The coast and the humans: Students identify and study various presumptions that are directly related to the presence of human on the Coast and the consequences of anthropogenic activities in the ecosystem. They explore and outline human’s relationship with the shores. Solving the Problem: The data collected and answered specific questions that help the students in solving the mystery unfolding on the Coast are processed. They understand the importance of sustainable coastal management and protection and develop environmentally friendly attitudes and values. Action: Students returning to their school are asked to continue their action at the individual and collective level (class, school, community) to protect the coasts.

Andreas Ch. Hadjichambis

  • From
  • 6
  • To
  • 18

Biodiversity: The diversity of life

Greek

Cyprus

This daylong program is based on a sequence of activities that give emphasis both on theoretical and practical aspects as well as on the aspects of the expression and evaluation. It is organized in such a way that supports the conceptual development of students on both environmental concepts and issues and at the same time, its design enables a smooth transition from the simple to the complex, from the familiar to the unfamiliar and from the easiest to the most difficult. 1. Mission Students receive at their schools a letter from the educators of the Environmental Center. This letter invites students to compete to the “Game of Life” so as to enrich their knowledge and to win prizes. 2. What is biodiversity? Students, at the first two rounds, by watching a short documentary and creating a poster, they gradually develop an understanding of biodiversity as well as of the three levels of biodiversity. 3.What’s the value/importance of biodiversity? Students, at the third round of the game, through an entertaining pantomime, are asked to present to their students or to guess by watching their students, the reasons that render biodiversity important. 4.Why is biodiversity threatened? At the fourth round, students, by participating into a theatrical game, they are asked through a role-play in order to discover all the dangers that threaten biodiversity and lead gradually into its reduction. 5.What can we do about biodiversity? At the next two rounds of the game, students by watching a short presentation and by participating into an experiential game, the led into the attitudes and behaviors that human should develop so as to contribute for the protection of biodiversity. 6. Summing Up At the last round of the game students are asked to participate into a quiz concerning biodiversity. In that way, students sum up everything that they have learned about biodiversity during their visit.

Andreas Ch. Hadjichambis

  • From
  • 6
  • To
  • 18

Recycling, 5R: Sustainable Consumption

Greek

Cyprus

This daylong program includes the participation in a sequence of activities that give emphasis both on theoretical and practical aspects and it is based on the methodology of decision making. It is organized in a way that supports the understanding of environmental concepts and through a hooking mission introduces students in issues related with the recycling and the sustainable consumption. 1. Mission. Students’ mission is to visit the mini-shop that has been set up at our Environmental Center, especially for the needs of this program, in order to buy the products they need for preparing a pic-nic. However; before their visit at our mini-shop students are asked to participate in a sequence of activities in order to complete a mysterious circular diagram which will reveal to them a “Green Code”, necessary for their shopping. 2. Studying the products and the raw materials. Students learn that for the production of several products different raw materials are used coming from several natural ecosystems. 3. Reuse. Students develop their crearivity and imagination as they seek and discover different constructions and ways to use of an item. 4. Recycle. Students study and sort out rubbish and waste at the recycle bins. In addition, the learn about the process of recycling through a more experiential way – by making recycled paper. 5. Refuse. In this activity students learn to reject the purchase of a product if the material from which is constructed in not environmental-friendly. 6. Reduce. Students study several packages as well the amount of rubbish resulting from these and thus they realize the need to find alternatives through which will reduce the volume of garbage. 7. Green Code. At this point, students are ready to complete the mysterious circular diagram, prioritizing first the 4Rs. 8. Eco-shopping . Having in their hands the circular diagram with the green code, students visit the mini-shop, they make decisions, they shop ecologically and they prepare for their pic-nic.

Andreas Ch. Hadjichambis

  • From
  • 6
  • To
  • 18

The land of the Salt Lakes

Greek

Cyprus

This daylong program is based on a sequence of activities that give emphasis both on theoretical and practical aspects as well as on the aspects of the expression and evaluation. It is organized in such a way that supports the conceptual development of students on both environmental concepts and issues and at the same time, its design enables a smooth transition from the simple to the complex, from the familiar to the unfamiliar and from the easiest to the most difficult. 1. The lake, a unique ecosystem. Students are gathered into a special screening room where they have the opportunity to watch an excellent eco-documentary entitled Akrotiri Peninsula – An Environmental Tour created by the CYCERE as an introduction to its programs. Through an interactive discussion concepts related with the Salt Lake are highlighted and are discussed. In addition, the role and the functions of the Salt Lake are considered into the framework of the culture and the human societies. The emphasis of the program is focused on the flora and the fauna adaptations to the salinity of the Salt Lake. The pressures and the threats that the Salt Lakes receives are also considered and the need for conservation through appropriate environmental management practices as well as the adoption of attitudes and behaviors friendly to the environment are also stressed. 2. Study and discover. Students study and discover the variety of organisms found in the salt marshes. They are organized in groups and they are asked to solve a problematic situation. Students observe, record, collect samples and make measurements of biotic and abiotic factors at some stations around the lake. 3. The salt lake and the man. Students are gathered in the ecology laboratory where they observe through stereoscopes and microscopes, they plan and execute experiments, they analyze data and compare their results. They discuss their concerns that arise and they draw conclusions. In addition, they Investigate the relationship between the man and the ecosystem of the salt lake and they model populations using computer software. They understand the need for sustainable management of the salt lake developing positive attitudes and values towards the environment. 4. Expression – Evaluation. Students participate in artistic activities and in activities of creative expression. At this time, the program is also evaluated.

The Secrets of the Lake

Andreas Ch. Hadjichambis

  • From
  • 6
  • To
  • 18

The Secrets of the Lake

Greek

Cyprus

Andreas Ch. Hadjichambis

  • From
  • 13
  • To
  • 18

Tracer Readers: Mystery at the lake

Greek

Cyprus

According to the program, the students work in groups of two as to research an environmental issue associated to the reduction of the Mallard population of the Despotic Lake. Specifically, the students are transformed into “Tracers” and aim at collecting information and data from different digital characters and through measurements from the lake ecosystem as to solve the problem. During the activity each group shares a tablet with GPS application. The application activates files, images, videos and data associated to the environmental research depending on the geographical position of the user motivating the students to interact with the natural environment and learn more about it.

Andreas Ch. Hadjichambis

  • From
  • 6
  • To
  • 18

Traditional uses of Cyprus plants

Greek

Cyprus

This daylong program is based on a sequence of activities that give emphasis both on theoretical and practical aspects as well as on the aspects of the expression and evaluation. It is organized in such a way that supports the conceptual development of students on both environmental concepts and issues and at the same time, its design enables a smooth transition from the simple to the complex, from the familiar to the unfamiliar and from the easiest to the most difficult. 1. The plants in our lifes. Students are gathered into a special screening room where they have the opportunity to watch an excellent eco-documentary entitled Akrotiri Peninsula – An Environmental Tour created by the CYCERE as an introduction to its programs. Through an interactive discussion concepts related with the traditional uses of plants are highlighted and are discussed. In addition, the role and the functions of the plants are considered into the framework of the culture and the human societies. The emphasis of the program is focused on the collection and the treatment processes of the plants. The need for conservation through appropriate environmental management practices as well as the adoption of attitudes and behaviors friendly to the environment is also highlighted. 2. Study and discover. Students study and discover the traditional uses of plants in Cyprus. Students are divided in groups and every group tries to achieve its own task through a well-designed game of hidden treasure. During the game students encounter riddles and surprises trying to collect the different elements needed for their task. 3. The need to preserve the traditional knowledge. .Students are gathered into the ecology laboratory where they organize and analyze their data in order to create a presentation to the other groups. In addition, students explore the relationship between man and the uses of plants. Finally, students understand the need to preserve the traditional knowledge associated with plants and develop positive attitudes and values towards the environment. 4. Expression – Evaluation. Students participate in artistic activities and in activities of creative expression. At this time, the program is also evaluated.

Andreas Ch. Hadjichambis

  • From
  • 6
  • To
  • 18

Ecosystems of the Akrotiri Peninsula

Greek

Cyprus

This daylong program is based on a sequence of activities that give emphasis both on theoretical and practical aspects as well as on the aspects of the expression and evaluation. It is organized in such a way that supports the conceptual development of students on both environmental concepts and issues and at the same time, its design enables a smooth transition from the simple to the complex, from the familiar to the unfamiliar and from the easiest to the most difficult. 1. The nature is our home. Students are gathered into a special screening room where they have the opportunity to watch an excellent eco-documentary entitled Akrotiri Peninsula – An Environmental Tour created by the CYCERE as an introduction to its programs. Through an interactive discussion concepts related with the ecosystems are highlighted and are discussed. In addition, the role and the functions of the ecosystems are considered into the framework of the culture and the human societies. The emphasis of the program is focused on ecosystems of the Akrotiri peninsula. The pressures and the threats that these ecosystems receive are also considered and the need for conservation through appropriate environmental management practices as well as the adoption of attitudes and behaviors friendly to the environment are also stressed. 2. Study and discover. Students study and discover the variety of ecosystems that surround them. They are organized in groups and they follow an educational path. They observe, they record, they collect materials and information, they make measurements of biotic and abiotic factors and they notice the structure of the different ecosystems. 3. The ecosystems and the man. Students are gathered into the ecology laboratory where they organize their data and create models of the ecosystems that have studied. They present their models to their peers, they discuss and they draw conclusions. In addition, students explore the relationship between man and ecosystems. They discover relationships of mutual benefit, effects, problems and they identify the need for sustainable management of ecosystems and in the end they develop positive attitudes and values towards the environment. 4. Expression – Evaluation. Students participate in artistic activities and in activities of creative expression. At this time, the program is also evaluated.

Andreas Ch. Hadjichambis

  • From
  • 6
  • To
  • 18

Flora, plant exploration

Greek

Cyprus

This daylong program is based on a sequence of activities that give emphasis both on theoretical and practical aspects as well as on the aspects of the expression and evaluation. It is organized in such a way that supports the conceptual development of students on both environmental concepts and issues and at the same time, its design enables a smooth transition from the simple to the complex, from the familiar to the unfamiliar and from the easiest to the most difficult. 1. The life of plants. Students are gathered into a special screening room where they have the opportunity to watch an excellent eco-documentary entitled Akrotiri Peninsula – An Environmental Tour created by the CYCERE as an introduction to its programs. Through an interactive discussion concepts related with the plants and the flora are highlighted and are discussed. In addition, the role and the functions of the plants are considered into the framework of the culture and the human societies. The emphasis of the program is focused on the identification and the classification of the plants. The pressures and the threats that these plants receive are also considered and the need for conservation through appropriate environmental management practices as well as the adoption of attitudes and behaviors friendly to the environment are also highlighted. 2. Study and discover. Students study and discover the variety of plants in several ecosystems. Students are divided in groups and are asked to follow a driving question. Students observe, record, collect samples and other information about the plant habitats and distinguish several microhabitats. 3. The plants and the man. Students in the ecology laboratory, use both a print and an electronic identification kit in order to identify the plants recorded. Students classify and categorize the plants; they relate them to their habitats, they identify their adaptive features, they discuss their concerns and they compare their results. In addition, they investigate the relationship between man and the flora of a place and they identify the need for sustainable management of ecosystems developing positive attitudes and values towards the environment. 4. Expression – Evaluation. Students participate in artistic activities and in activities of creative expression. At this time, the program is also evaluated.

Andreas Ch. Hadjichambis

  • From
  • 6
  • To
  • 18

Fauna of the Akrotiri Peninsula

Greek

Cyprus

This daylong program is based on a sequence of activities that give emphasis both on theoretical and practical aspects as well as on the aspects of the expression and evaluation. It is organized in such a way that supports the conceptual development of students on both environmental concepts and issues and at the same time, its design enables a smooth transition from the simple to the complex, from the familiar to the unfamiliar and from the easiest to the most difficult. 1. The animal kingdom. Students are gathered into a special screening room where they have the opportunity to watch an excellent eco-documentary entitled Akrotiri Peninsula – An Environmental Tour created by the CY.C.E.R.E. as an introduction to its programs. Through an interactive discussion concepts related with the animals and the fauna are highlighted and are discussed. In addition, the role and the functions of the animals are considered into the framework of the culture and the human societies. The emphasis of the program is focused on the identification and the classification of the animals. The pressures and the threats that these animals receive are also considered and the need for conservation through appropriate environmental management practices as well as the adoption of attitudes and behaviors friendly to the environment are also highlighted. 2. Study and discover. Students study and discover the variety of animal species in several ecosystems. They are organized in groups and they are asked to solve a driving-question. They observe, they record, they collect materials and information about the animals and the habitats that were recorded. 3. The animals and the man. Students in the ecology laboratory, use both a print and an electronic identification kit in order to identify the animals recorded. Students classify and categorize the animals; they relate them to their habitats, they identify their adaptive features, they discuss their concerns and they compare their results. In addition, they investigate the relationship between man and the fauna of a place and they identify the need for sustainable management of ecosystems developing positive attitudes and values towards the environment. 4. Expression – Evaluation. Students participate in artistic activities and in activities of creative expression. At this time, the program is also evaluated.