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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
  • 13

Vegetable gardens: Reflection, Collaboration, Action

Greek

Cyprus

This one-day program involves participation in a series of activities theoretically and practically directed. It is organized in such a way as to support the understanding of environmental concepts and issues while hooking the students into a fascinating educational adventure. Mission The students receive their mission by other students complaining about the tasteless and odorless vegetables they eat and thus the students decide to create a vegetable garden at the environmental centre. The student’s mission is to help with the caring of the vegetable garden found at the centre and to expand the vegetable garden of CYCERE’s by developing their own section within the vegetable garden. 2. Research, experiment and discover The students are asked through their research to collaborate in experiential activities and experiments as to give an answer to questions such as: What vegetable species should we plant in our garden? What soil is more appropriate for planting? Why is it important for vegetation to be found on the ground? How is a plant developed? What are the plant’s development stages? Planting and caring of the garden The students are asked to think about the caring required by a vegetable garden (watering, digging, removal of weeds, fighting plant diseases) and to take care of CYCERE’s garden. In addition, they are asked to decide through a debate if they will use some chemical substances for fighting the plant diseases (conventional agriculture) or if they will avoid the use of such substances (organic agriculture). Reflection The students return back to the Biology lab where the tree of veggie-wishes is presented. Each student receives a vegetable-shaped paper and is asked to write down thoughts, impressions and suggestions regarding the development of a vegetable garden. Afterwards, each group presents their thought and hangs the paper on the tree of veggie-wishes. After finishing this activity, the students participate in a quiz. Action Before returning back to school, the students are asked to think whether they would like to develop a vegetable garden at their school / house and to justify their opinion. Through this program, the cultivation of research skills through in situs observation, the conceptual comprehension and the environmental awareness of the students regarding the development and conservation of a vegetable garden are promoted through a holistic approach and experiential learning. The methodological approaches implemented are intertwined with the principles and the philosophy of Environmental Education and the Education for Sustainability also promoting group work and collaboration.

Andreas Ch. Hadjichambis

  • From
  • 6
  • To
  • 18

Urban gardens: Green corners in our city

Greek

Cyprus

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.

Spaces of Quiet Sustainability

Jan Vávra

  • From
  • 15
  • To
  • over 25

Spaces of Quiet Sustainability: Self-provisioning and Sharing

English

Czech Republic

Spaces of quiet sustainability: self-provisioning and sharing is a three-year research project (2019-2021) aiming at the understanding of food self-provisioning and the sharing of food and other things. The research is focused on sharing networks around household production and participants’ values and motivations, spatiality of these networks and material flows, on economic and environmental effects of these processes and trends in self-provisioning.