Search Results Resources
You have searched in Resources with the following criteria: << Go Back
Primary
The search returned 39 results.
Andreas Ch. Hadjichambis
- From
- 6
- To
- 18
Fauna of the Akrotiri Peninsula
Greek
Cyprus
- Knowledge
- Skills
- Competencies
- Values
- Attitudes
- Behaviours
- Individual actions
- Collective actions
- Actions in Private sphere
- Actions in Public sphere
- Actions in Local scale
- Actions in National scale
- Preventing new environmental problems
- Solving environmental problems
- Addressing structural causes of environmental problems
- Developing healthy relationship with nature
- Achieving sustainability
- Sustain Environmental and Social Change
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.
Andreas Ch. Hadjichambis
- From
- 6
- To
- 18
Urban gardens: Green corners in our city
Greek
Cyprus
- Knowledge
- Skills
- Competencies
- Values
- Attitudes
- Behaviours
- Social Aspects of Environmental Citizenship
- Environmental Citizenship General
- Individual actions
- Collective actions
- Actions in Private sphere
- Actions in Public sphere
- Actions in Local scale
- Actions in National scale
- Preventing new environmental problems
- Solving environmental problems
- Achieving critical & active engagement and civic participation
- Practising environmental rights & duties
- Developing healthy relationship with nature
- Achieving sustainability
- Planning Actions
- Sustain Environmental and Social Change
Program description This program is performed within the school premises or in the surrounding area and it involves CYCERE’s Environmental Educators visiting the school unit periodically as to provide information and guidance for developing the urban garden. It is organised in such a way as to support the understanding of environmental concepts and to allow implementing activities during the whole academic year as for the students to better comprehend the importance and richness of the urban garden they designed. Basic steps of the program Initially, the Environmental Group of the school involving both students and teachers is selected and organised as to be in charge of the development of the urban garden. Researching for and selecting the area inside or nearby the school premises where the garden will be established follows and afterwards planning of the garden and management of the area and the soil take place. Then, the students are asked to select the seeds / seedlings to be planted based on the information and evidence provided for the requirements, the needs and the adjustments of the plants. The students are then split into small groups and planting of the garden and development in general begins. CYCERE is responsible for coordinating the student groups and to organise the activities in collaboration with the school. After the planting is completed, the students are asked to think about the maintenance of the garden by answering questions (such as: How often should each plant species be watered? What is the best way to eliminate weeds? What is the importance of gardens for our life?) as to adopt environmental friendly maintaining practices for their garden. The program is evaluated after it’s finished. It is worth to be mentioned that the schools participating in this program are awarded with the Green Flag ‘Urban Gardens: green neighbourhoods in my town’ that can be raised in their garden or their school. At the end, a valuation of the program takes place Note: The schools, which participate in this Environmental Education Program are being awarded with the Green Flag: Urban gardens: Green corners in our city, which can be placed in their school unit.
Irmeli Mustalahti
- From
- 15
- To
- over 25
Tieto kiertoon -malli. (Circulating Knowledge -model).
Finnish
Finland
The model is aimed at young people aged 15-30 who are interested in nature, environmental impact and sustainable development. The model aims to reach young people who are still looking for their study or working life paths, primarily at different stages of education.
