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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
  • 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

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  • 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

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  • 9
  • To
  • 14

Earthkeepers

Greek

Cyprus

The Earthkeepers program begins with an invitation from a mysterious character known as the E.M., inviting the students to visit the CYCERE (Earthkeepers Training Center) in order to become Earthkeepers. A few weeks later, students arrive in order to spend three days at the CYCERE Exploring the natural environment, students learn basic ecological concepts and try to earn the four K.E.Y.S. needed in order to become Earthkeepers. Knowledge Through a sequence of four activities, students understand that all of the things necessary for life can be found in an appropriate balance upon the Earth – sun, air, water and soil. They also learn that the flow of the sun energy and the materials recycling are responsible for the existence of all the life – including us. As the training continues, students become aware of the interdependence of everything as well as that everything we do effects many other parts of the systems of life. When students complete the four activities, they receive the K key (Knowledge). With this key, they open the first box (K box) in order to find out the first secret meaning of E.M. Experience Students through a sequence of activities, derive catalytic sensory experiences that transform the unfamiliar natural world in a familiar and intimate world by changing the perspectives of the participants and involving them directly with nature. Completing these activities participants receive the key E (Experience), in order to open the second secret box and learn the second secret meaning of E.M. When students get the first two keys then they become Apprentice Earthkeepers. However, the program has not been completed yet because the activities of students continue both at their schools and homes, in order to receive the other two keys remaining, the Y key and the S key. Students through understand now that they are responsible for the protection of our planet – they have become now into Earthkeepers

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

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.

Andreas Ch. Hadjichambis

  • From
  • 6
  • To
  • 25+

Ecology of Cyprus Coastal Threatened Habitats

Greek

Cyprus

Andreas Ch. Hadjichambis

  • From
  • 18
  • To
  • 25+

Ecology of Cyprus Coastal Threatened Habitats

Greek

Cyprus