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Are You a Responsible Consumer? Author: María Delgado García Description: My project tries to change the perception on consumerism in young students, as it often has a detrimental effect on nature, on human relationships, on human lives in general. Once they realise that excessive consumption of textiles does a lot of damage to them and to the environment, they will try to make intelligent choices in terms of purchases and try to improve the quality of the environment they live in. Evaluation Reviews Implementation Tags How clear is the work (how easy to understand)?: 4 = very much so How appropriate is the work to the course topic and activity?: 4 = very much so To what extent are the activities aligned with the learning outcomes?: 3 = mostly Do the assessment activities show the learning outcomes have been achieved?: 3 = mostly How logical is the progression of activities?: 3 = mostly How likely is it that students will be engaged?: 4 = very much so How realistic is the implementation of the work?: 3 = mostly How innovative is the work?: 4 = very much so Μaria Vasilopoulou: A very interesting but demanding project which helps students become aware of the impact of consumerism on the environment. The activities, covering a wide range of competences, are well aligned with the learning objectives, and the project outcomes depict students' awareness of responsible consumerism. The author implements the inter-disciplinary approach and whenever possible engages the whole school in it. I consider the research report activity quite demanding, but with the appropriate scaffolding and feedback, students will gain useful knowledge. I believe students will be actively engaged and enjoy the photography contest, school market day and video creation a lot. All in all, it is a well- designed project which serves its goals and can be used as a model. Gemma Molenaar: Congratulations on this project. It is a great piece of work with a lot of positive assets. First of all, I think this lesson plan would be very successful in a project-based environment, where the pupils can fully focus on this subject the whole time. Second, I really like the subject of the project. The students get the opportunity to investigate this case in a way that really speaks to them. They get confronted with the disadvantages of consumerism, and I think that by making it that clear to pupils at this age, they can benefit from that their whole lives. The reason why I didn't rate all of the categories the highest is because I have small doubts about the group size and the subjects involved in the project. I think that the group size of four pupils might be slightly large for a project like this; if you have an imbalanced group, then maybe not all of the students will participate a 100% within their possibilities, or maybe they won't be completely honest about some of these issues because of things like peer pressure. In my opinion, the project would be a bit stronger if it had a variety in formation, in which sometimes the students work alone, in pairs and maybe in the end in a larger group for an exchange. Maybe you could also have a critical look at the other subjects like maths and English. Especially the last one: if English is their second language, then maybe the quality of the work won't as high as it could be in their own language. But that also depends on the level of the students. Overall, the work is very well written and suitable for a fantastic project-based lesson for students of secondary school. If you implemented this plan in your own classroom, please share your findings and suggestions by taking this short survey. No tags found.
Can My School Bag Make a Difference Against Climate Change? Author: Ingrid Serre Description: The project goal is to have a zero-waste classroom environment while developing a good understanding of the climate change dynamic. Evaluation Reviews Implementation Tags How clear is the work (how easy to understand)?: 4 = very much so How appropriate is the work to the course topic and activity?: 4 = very much so To what extent are the activities aligned with the learning outcomes?: 4 = very much so Do the assessment activities show the learning outcomes have been achieved?: 4 = very much so How logical is the progression of activities?: 4 = very much so How likely is it that students will be engaged?: 4 = very much so How realistic is the implementation of the work?: 4 = very much so How innovative is the work?: 4 = very much so marlene lucas: It's especially interesting to take advantage of a students' everyday objects to start with. It will make them aware of how much potential trash they carry in their backpacks. The learning objectives are well defined and all the activities perfectly alligned with them. The combination of the subjects is natural and gives the project extra value. The tools and resources suit the objectives, and the videos are really appealling and inspiring. The project not only brings relevant content to students but also provides them with engaging and motivating learning activities. The methodology used for assessment is practical and very efficient, both from the learning and the teaching point of view. This is an outstanding plan, contratulations! Thanks for sharing, it's been an inspiration for me too. If you implemented this plan in your own classroom, please share your findings and suggestions by taking this short survey. collaboration secondary level citizenship english chemistry
Climate Change and I Author: Valbona Reci Description: This project aims at developing a new approach to the problem, alert people and specifically the young ones to what is happening to the environment around us and to our planet. It will lead pupils to think and act green now, because tomorrow will be too late. It will make students aware of the fact that our planet needs every one of us and we can save it TOGETHER. Evaluation Reviews Implementation Tags How clear is the work (how easy to understand)?: 4 = very much so How appropriate is the work to the course topic and activity?: 4 = very much so To what extent are the activities aligned with the learning outcomes?: 4 = very much so Do the assessment activities show the learning outcomes have been achieved?: 4 = very much so How logical is the progression of activities?: 4 = very much so How likely is it that students will be engaged?: 4 = very much so How realistic is the implementation of the work?: 3 = mostly How innovative is the work?: 4 = very much so Loredana Popa: Excellent plan. Very well-organised, detailed, with vast resources and well-thought activities correlated to the objectives. I particularly loved the idea of students as trainers as well as the fact that this project involves colleagues from several other school subjects and from other schools in the area, meaning the project has a chance to change something in the community. Tuba GÖREN: It is an eight-month plan for teaching climate change including a variety of activities which require collaboration. There may be some organisational difficulties while working with so many students, teachers and schools. If handled carefully, I think it is a great project plan. It can be said that the learning outcomes can be reached exactly. If you implemented this plan in your own classroom, please share your findings and suggestions by taking this short survey. collaboration geography collaborative learning social and civic competences action plan language school collaboration climate group work recycle student-centered 12 13 18 years
Climate Change, Plogging and Creating Musical Instruments with Recyclable Materials Author: Gonçalo Miguel Biscaia Rogeiro Costa Description: This project is a set of activities where students go explore videos and texts related to the theme of the environment and climate change. They will also develop slogans, posters, a presentation and a Padlet. Plogging is a sustainability activity where students will walk and pick up some recyclable garbage and also explore the location of the walk on Google Earth, using compasses and topographic maps. Students will also build some musical instruments using recyclable materials, and in the end they do a questionnaire in Kahoot and Menti. Evaluation Reviews Implementation Tags How clear is the work (how easy to understand)?: 4 = very much so How appropriate is the work to the course topic and activity?: 4 = very much so To what extent are the activities aligned with the learning outcomes?: 4 = very much so Do the assessment activities show the learning outcomes have been achieved?: 4 = very much so How logical is the progression of activities?: 4 = very much so How likely is it that students will be engaged?: 4 = very much so How realistic is the implementation of the work?: 4 = very much so How innovative is the work?: 4 = very much so Apostolia Mamma: A well-structured lesson plan whose collaborative activities align with the learning outcomes, promote student engagement and incorporate multimedia, technology and resources beyond the school curriculum. The educator supports and applies knowledge of student learning throughout and assesses learning outcomes appropriately. Multiple examples of student work are evident and the time frame seems sufficient to see outcomes. The implementation of the work is realistic. However, ways should be suggested to strengthen and extend the link between local community and school as it seems to be underutilised. Gemma Molenaar: Congratulations on this innovative and inspiring piece of work. I am impressed with this lesson plan. You managed to make a project which is detailed but also very clear. Anyone could read this and implement it in their own classroom the next day. What I specifically like about this lesson plan is that it has so many different features which other teachers can mix and match to make it their own. It has digital tools, students work on a presentation, they go outside. For example, when you want to do a project like this but have less time within your classes, you can take assets of the project and still have a great lesson for the students. The only thing that you could adjust is maybe some choice for the students, which can be great, but on the other hand it can also be very interesting to make the students an expert on one of activities, so that they can later show it to their classmates. For example, a group makes a guitar (or other thing) from recyclable materials, and another group prepares a walk in which they collect waste. Then they can really dig into the subject, but both in a different manner. Later they can exchange their experiences. But that is just a small suggestion to alternate the project. It could be an option as well but not necessarily better than the way you chose. If you implemented this plan in your own classroom, please share your findings and suggestions by taking this short survey. No tags found.
Creative Classrooms: a Gamified Approach to Climate Change with Minecraft Author: Emma Abbate Description: In this project, students have explored the most advanced practices in architecture and urban sustainability in order to cooperate to craft an environmentally friendly town aware of future generations’ quality of life. Evaluation Reviews Implementation Tags How clear is the work (how easy to understand)?: 4 = very much so How appropriate is the work to the course topic and activity?: 4 = very much so To what extent are the activities aligned with the learning outcomes?: 4 = very much so Do the assessment activities show the learning outcomes have been achieved?: 4 = very much so How logical is the progression of activities?: 4 = very much so How likely is it that students will be engaged?: 4 = very much so How realistic is the implementation of the work?: 4 = very much so How innovative is the work?: 4 = very much so Apostolia Mamma: The innovative plan by Emma Abbate does an excellent job using Minecraft to gamify sustainability, inspire creative thinking and tackle climate change through collaboration. It is of the utmost importance as well that it was implemented during the Covid-19 pandemic distant learning process, thus keeping students engaged, sharing a vision and steadily progressing towards sustainability goals. Throughout the project, students seek materials and resources appropriate for their personal approach to learning and actively engage in collaborative learning. Objectives are clearly stated and relate to meaningful skills, and assessment is integrated into learning. Undoubtedly, students will reach higher levels of engagement and thinking through this exceptional project. Tuba GÖREN: It is a 20-hour plan which is developed in sophisticated way. It is student-centred and requires them to work collaboratively, which includes peer learning too. Students are expected to develop their 21st-century skills, citical thinking, digital literacy, problem solving skills, etc. Moreover, they have the chance to use and develop their English language. The stages are clear-cut; necessary tools and resources are used to reach the learning goals effectively and efficiently. All stages are seen to be well thought and planned. The teacher is a facilitator and a guide during the implementation. If you implemented this plan in your own classroom, please share your findings and suggestions by taking this short survey. digital skills language arts geography collaborative learning 14-15 year old student-centered 20 students 2 terms 20 hours problem-based minecraft sustainable city critical thinking coding
Every Waste Adds Up! Author: Elisa Mozún Description: Analysing the problem of non-selective collection of waste in our center aims to awaken in students the need to take actions and try to achieve a more pleasant environment, in which the way of acting of the entire school community is sustainable and fair to our planet. Students will have to come up with real solutions and carry them out to manage the different types of garbage we produce every day. Evaluation Reviews Implementation Tags How clear is the work (how easy to understand)?: 4 = very much so How appropriate is the work to the course topic and activity?: 4 = very much so To what extent are the activities aligned with the learning outcomes?: 4 = very much so Do the assessment activities show the learning outcomes have been achieved?: 4 = very much so How logical is the progression of activities?: 4 = very much so How likely is it that students will be engaged?: 4 = very much so How realistic is the implementation of the work?: 4 = very much so How innovative is the work?: 4 = very much so Apostolia Mamma: A very detailed, well-structured project plan that provides numerous opportunities for students to reflect on their learning. All activities, materials and assessments are aligned and logically sequenced to the learning oblectives and students participate in meaningful decision-making processes that impact the school community. Moreover, the project is appropriately integrated into the school curriculum and the interdisciplinary method used certainly enhances the learning process. The innovative idea of manufacturing a reusable sandwich wrap as well as promoting the project through the media certainly trigger student interest, motivation and creativity. It is, therefore, absolutely certain that students will increase their environmental literacy and enthusiastically apply their environmental knowledge to the school and local community. If you implemented this plan in your own classroom, please share your findings and suggestions by taking this short survey. No tags found.
Forest Before Us - Forest After Us Author: Kristina Maratović Description: In this project, students will explore the process of forest destruction. This process began 10 years ago when local companies started cutting down trees and exporting to Italy. The land in our village (the part where the forest was located) was left without plants and trees. Students will compare the appearance of the environment before and after deforestation, discuss the social consequences, and propose their economic forest management plan. Evaluation Reviews Implementation Tags How clear is the work (how easy to understand)?: 4 = very much so How appropriate is the work to the course topic and activity?: 4 = very much so To what extent are the activities aligned with the learning outcomes?: 4 = very much so Do the assessment activities show the learning outcomes have been achieved?: 4 = very much so How logical is the progression of activities?: 4 = very much so How likely is it that students will be engaged?: 4 = very much so How realistic is the implementation of the work?: 4 = very much so How innovative is the work?: 4 = very much so Μaria Vasilopoulou: A well-conceived project with clear stages and carefully designed activities which are well aligned with the learning objectives. The progression of activities is very logical and the teacher offers the appropriate scaffolding to engage students into active learning. Students working in groups research the forest before felling through various materials they gather, discuss the issue of deforestation, and take action for reforestation and authorities’ notification - a visit to the Mayor to highlight the problem and suggest solutions. I like the fact that the local community is engaged too, as the matter of deforestation concerns all. To measure students' active participation in the tasks and in their group work, the teacher uses formative assessment. All in all, it is a simple but impressive project in the form of an action plan, of high quality on all counts, easy to adopt and implement. Tuba GÖREN: It is a well-developed plan. It increases students' awareness about deforestation and helps them to take action for reforestation. All stages are clearly and shortly explained. It can be easily used by other teachers. It also fosters the students’ social and civic competences, together with the sense of initiative and entrepreneurship, visiting the Mayor and proposing their action plan to protect the forest. If you implemented this plan in your own classroom, please share your findings and suggestions by taking this short survey. collaborative learning formative assessment parental engagement action plan language collaboration with external actors communicating in mother tongue 12 13 18 years
Green Is “In” Author: Dalia Kager Description: Students will learn what climate change is and what is our role and impact in it. In teams, students will create information leaflets about climate change. Students will include their parents and other family members by calculating a carbon footprint with them. We will analyse the results in the classroom and make a plan how to reduce the carbon footprint - how to reduce water, electricity and fuel consumption in the household. More activities in the plan. Evaluation Reviews Implementation Tags How clear is the work (how easy to understand)?: 4 = very much so How appropriate is the work to the course topic and activity?: 4 = very much so To what extent are the activities aligned with the learning outcomes?: 4 = very much so Do the assessment activities show the learning outcomes have been achieved?: 4 = very much so How logical is the progression of activities?: 4 = very much so How likely is it that students will be engaged?: 4 = very much so How realistic is the implementation of the work?: 4 = very much so How innovative is the work?: 4 = very much so marlene lucas: The activities are well aligned, leading students through an action plan. It seems they will enjoy the activities and work collaboratively, because they are dealing with reality. Knowledge becomes part of daily action. Digital competences are developed too. This is an outstanding piece of work, very clear and easily followed by others. Tuba GÖREN: It is an absolutely well-developed plan, which includes a variety of learning goals with their activities. It requires good collaboration both among the teachers and among the students. Students are expected to develop their research, ICT, creative thinking and problem-solving skills, which make the plan more sophisticated. It can be applied easily. If you implemented this plan in your own classroom, please share your findings and suggestions by taking this short survey. collaboration digital skills geography experiential learning formative assessment parental engagement development plan action plan global studies scientific and technological competence sense of initiative entrepreneurship climate student-centered 13-15 ages
Micro Eco-School Farming Author: Alexandra Duarte Description: Many teachers and students have their lunches at the school canteen every day, while many others go to the school cafeteria. In order to reduce the carbon dioxide emissions with the waste, this project aims at managing waste with compost bins, whose contents would later be used in the school grounds in farming patches. Simultaneously, water storage containers would be strategically placed around the school premises to collect and store rainwater to be later used in our micro farming, thus saving on the water consumption and on the bill. Whatever products harvested there could then be either used by the school itself – in the canteen, cafeteria or food bank - or sold in a monthly market to provide some income for new crops and other needed investments. Evaluation Reviews Implementation Tags How clear is the work (how easy to understand)?: 4 = very much so How appropriate is the work to the course topic and activity?: 4 = very much so To what extent are the activities aligned with the learning outcomes?: 4 = very much so Do the assessment activities show the learning outcomes have been achieved?: 4 = very much so How logical is the progression of activities?: 4 = very much so How likely is it that students will be engaged?: 4 = very much so How realistic is the implementation of the work?: 4 = very much so How innovative is the work?: 3 = mostly Apostolia Mamma: It is obviously a well-structured project whose objectives are clearly stated, observable and measurable. The activities planned are clear and promote inquiry, problem-solving strategies and creativity. What is more, students are engaged and motivated to demonstrate their skills through both guided and independent practice. Most importantly, school farming provides opportunities for students' personal development. Last but not least, the meaningful engagement of parents or the local community in children's learning is of vital importance. Enrichment activities such as field trips would help a lot in that direction, however, and provisions should be made for farm care during holidays. On the whole, it is a highly effective development project. Maria Vesselinova: This is a great project plan with several good ideas on how to promote eco-friendly values, attitudes and behaviours amongst students, teachers, parents and the whole community. The included activities are diverse, very well planned and aim at developing and enhancing a number of competences and skills which are essential for the 21st century. I believe that one of the greatest advantages of the project is the way it involves the school staff (both teaching and non-teaching) and many external actors – local authorities, companies, etc. I particularly like the idea that some of the produce will be distributed to less privileged families. Overall, this is an excellent project plan which is designed to solve real-world problems! Alexandra Duarte.docx (13 Kb) Download If you implemented this plan in your own classroom, please share your findings and suggestions by taking this short survey. maths biology sciences geography collaborative learning experiential learning inter-disciplinary learning project-based learning formative assessment parental engagement development plan social and civic competences sense of initiative and entrepreneurship action plan digital competence languages 13-14 years collaboration with external actors 12 13 18 years
Noguera Seeds Shelter Project Author: Maria Bañeres Farrero Description: The La Noguera Seeds Shelter Project is a school net project related to the Green Schools Project (from the Catalan Government) involving all primary and secondary schools (48 schools) of La Noguera (Lleida, Catalunya, SP). We grow vegetables in our playgrounds, organise plogging days in our towns and share experiences, seeds, workshops related to sustainability, climate change, environment protection, biodiversity, 3Rs... and we celebrate the World Environment Day all together. Evaluation Reviews Implementation Tags How clear is the work (how easy to understand)?: 4 = very much so How appropriate is the work to the course topic and activity?: 4 = very much so To what extent are the activities aligned with the learning outcomes?: 4 = very much so Do the assessment activities show the learning outcomes have been achieved?: 4 = very much so How logical is the progression of activities?: 4 = very much so How likely is it that students will be engaged?: 4 = very much so How realistic is the implementation of the work?: 4 = very much so How innovative is the work?: 4 = very much so Μaria Vasilopoulou: Noguera Seeds Shelter Project is a very carefully thought-out project in the form of a development plan, which comprises a rich variety of learning activities, where students are actively involved and highly motivated to learn by doing and consequently interact with the environment. The activities designed are well aligned with the learning objectives which aim primarily to make students environmentally conscious. As a school net project related to the Green Schools Project, it engages the whole school community and lends itself to the interdisciplinary approach. However, despite the wide range of activities, the element of collaboration among learners is missing something which would make the learning process even more successful. With regard to students’ assessment, Maria Bañeres Farrero uses multiple formative assessment techniques in order to record students’ performance, knowledge and action throughout the project. By and large, it is an inspiring project plan of great potential to adopt, implement and celebrate the World Environment Day (WED). If you implemented this plan in your own classroom, please share your findings and suggestions by taking this short survey. inter-disciplinary learning formative assessment development plan art language digital competence school collaboration mathematics physical education computer science communicating in foreign language natural science social science mathematical scientific and technological competence 3-16 years
Our Mission: Save the Earth with Our Five Incredible Superheroes [Natural Resources, Reduce, Reuse, Recycle and Rot] Author: José Luis Ortega Aparicio Description: This project will lead students to work together in teams by exchanging ideas on the different challenges they will have to face up to the future. The collaborative process throughout the project will require students to work in teams, exchange points of view, negotiate, reach agreements, and make decisions together in a respectful and democratic way. Evaluation Reviews Implementation Tags How clear is the work (how easy to understand)?: 4 = very much so How appropriate is the work to the course topic and activity?: 4 = very much so To what extent are the activities aligned with the learning outcomes?: 4 = very much so Do the assessment activities show the learning outcomes have been achieved?: 4 = very much so How logical is the progression of activities?: 4 = very much so How likely is it that students will be engaged?: 4 = very much so How realistic is the implementation of the work?: 4 = very much so How innovative is the work?: 4 = very much so Loredana Popa: An excellent and thorough action plan, explained in detail, with diverse and engaging activities that meet all the necessary requirements to be impactful both on the students and the community. A plethora of resources that can be used for the activities and the evaluation as well. Every step is explained, accompanied by suggested tools, and the goals reflect every school subject involved and the relevant items in the curriculum. Individual work, team work, scavenger hunts and gamification all make this a very successful plan that would genuinely be both extremely instructive and fun for the participants. Reflection, peer evaluation are also very well documented. Overall, a complete plan that has the potential to be multiplied and adapted in all schools. My only question is about the international teams, the Twinspace and the partner schools. Is this an eTwinning or Erasmus+ project? I also think 4 weeks might not be enough to carry out all the activities, since each session is only 50 minutes. Overall, a brilliant plan. Gemma Molenaar: This is for sure a project that needs to be published. It is so well written, understandable and detailed that anyone, anywhere could incorporate it the next day if they wanted to. It has a lot of different assets which can be used as a project but are also usable if you just choose one or two and make it your own project. It even has an adjustment for younger pupils. The theoretical base of the project is also very clear and relates perfectly to the assigments. Congratulations on this project. If you implemented this plan in your own classroom, please share your findings and suggestions by taking this short survey. No tags found.
Renewing the Forest Author: Carmen Guil Fernández Description: Our secondary school shares projects with Portuguese school centres. Therefore, I propose a collaborative project between the two territories, in which the Spanish-Portuguese students carry out joint activities around the protection of forests and actions during the fire and reforestation of the lands affected by the fire. Evaluation Reviews Implementation Tags How clear is the work (how easy to understand)?: 4 = very much so How appropriate is the work to the course topic and activity?: 4 = very much so To what extent are the activities aligned with the learning outcomes?: 4 = very much so Do the assessment activities show the learning outcomes have been achieved?: 4 = very much so How logical is the progression of activities?: 4 = very much so How likely is it that students will be engaged?: 4 = very much so How realistic is the implementation of the work?: 4 = very much so How innovative is the work?: 4 = very much so Μaria Vasilopoulou: “Renewing the Forest” is a large-scale Learning Design involving two schools, cross-border, in the form of an action plan very carefully designed and implemented. Students are engaged and collaborate in various well-planned activities, and develop multiple competences and skills. The learning objectives are successfully attained through the activities and students’ action to plant 100 trees in a common area in both countries succeeds in depleting borders. Their work is depicted in infographics shared in an exhibition in both Educational Centres and is disseminated on the schools’ websites and social media. Rubrics are used for evaluation and students' active involvement in the project. By and large, it is an outstanding work, very clear to adopt and implement. Sérgio Martins: First of all, I want to congratulate the author of the project, because I really liked doing this review. This proves to be a practical project that assumes itself as a project of cross-border intervention, in a region rich in environmental and cultural terms that will allow students to have an excellent living laboratory. This project aims to develop respect for their common environmental and cultural heritage in young people from two neighbouring steps and also aims to improve their ecological awareness by reinforcing their skills in Geography, Science, Mathematical History, English Language. This project also promotes great interaction between the social conscience of young people and the environment where they live, by investigating a problem that knows no boundaries with forest fires and the changes that have occurred through the destruction they cause. This project is easy to understand and uses simple methodologies for its execution, and reveals an interdisciplinary work and a connection to the environment, so that students in dialogue with local authorities can better understand the richness of their environment. The project presented here is fully framed with the objectives of the course and has a global application, and focuses on three important pillars of sustainability: the environment, economy and society. This work addresses an interesting topic, whether it is knowledge of the riches associated with the rural world and the natural heritage of a protected area. Knowledge of the environmentally sustainable economy and the importance of its preservation will give students a means of transmitting the potentialities of the most remote areas and the need to preserve these ecologically balanced environments, of a space that appeals to students' creativity and imagination. This project is easy to apply and promotes the development of various skills in students in order to obtain an appropriate result for the age level. This project also promotes an improvement in students' communication skills and their sense of responsibility and belonging to a region. There is a logic in the work in the development of activities, which also take place outdoors and which will lead to the involvement of students. The project has a good connection between the objectives and the activities, centering the student on the process, with the teacher being just a facilitator. This plan promotes a strong connection to the environment with innovation. If you implemented this plan in your own classroom, please share your findings and suggestions by taking this short survey. technology maths geography collaborative learning inter-disciplinary learning sense of initiative and entrepreneurship action plan language mathematical scientific and technological competence digital competence cultural awareness and expression learning to learn communicating in mother tongue rubrics communicating in foreign language 12 13 18 years
Respect the Forest Author: Laura Cardoș Description: Our city is located close to the Carpathian Mountains. Students from grades 8 to 12 will hike to a nearby forested peak, select representative trees, collect location data, and then research the ecological benefits of these trees. They will set up a phone data collection app and they will build a website where the community will find detailed scientific information about the environmental impact of local trees. Once the project is over, anyone hiking in the area will be able to add tree location data to the website. Evaluation Reviews Implementation Tags How clear is the work (how easy to understand)?: 4 = very much so How appropriate is the work to the course topic and activity?: 4 = very much so To what extent are the activities aligned with the learning outcomes?: 4 = very much so Do the assessment activities show the learning outcomes have been achieved?: 4 = very much so How logical is the progression of activities?: 4 = very much so How likely is it that students will be engaged?: 4 = very much so How realistic is the implementation of the work?: 4 = very much so How innovative is the work?: 4 = very much so Carmen Siurana Altabás: This is a great project with innovative ideas on how to protect the environment by understanding the role of forests in the mitigation of the climate crisis. I particularly like the way the ICT are integrated in this project and the different subjects participate in it. The final product, a student-built website, will be very interesting and useful. I also find very interesting the way the local institutions are involved. Overall, very well thought-out and organised multidisciplinary project. Maria Vesselinova: This is a great project plan with several innovative ideas on how to raise awareness of the important role trees play in mitigating the harmful effects of global warming. The inter-disciplinary approach makes it possible for the students to view and study this multifaceted topic from different perspectives. The activities are engaging, varied and age-differentiated. External actors are also involved. I strongly believe that the tangible result of the project – the student-built website – will make an enormous contribution to promoting respect for nature amongst the members of the local community. Overall, the project is very well structured and rich in activities which will not only expand students’ knowledge but will also develop their digital competences, communication skills, creativity and critical thinking. Great job, thank you for sharing! Laura-Ioana Cardos.docx (13 Kb) Download If you implemented this plan in your own classroom, please share your findings and suggestions by taking this short survey. environmental education biology geography collaborative learning inter-disciplinary learning project-based learning chemistry scientific and technological competence digital competence collaboration with external actors learning to learn 14-18 years physical education computer science differentiation geograpghy latin multidisciplinary project
The School Green Masterchef Author: Lígia Araújo Description: At a first stage, the project implies creating a SCHOOL GARDEN where the students grow vegetables and local aromatic herbs (to sell to parents and the school and local community). It also implies as a final product the creation of a COOKBOOK with many healthy and sustainable recipes, which will be applied in the menu of the school canteen, and the organisation of an ANNUAL FAIR OF ENTREPRENEURSHIP, where all the work, products and wonderful recipes will be sold and the profit gained will be shared by the classes for the purchase of educational materials and organising a study tour under the interest/topic of the global climate crisis. Evaluation Reviews Implementation Tags How clear is the work (how easy to understand)?: 4 = very much so How appropriate is the work to the course topic and activity?: 4 = very much so To what extent are the activities aligned with the learning outcomes?: 4 = very much so Do the assessment activities show the learning outcomes have been achieved?: 4 = very much so How logical is the progression of activities?: 4 = very much so How likely is it that students will be engaged?: 4 = very much so How realistic is the implementation of the work?: 4 = very much so How innovative is the work?: 4 = very much so Μaria Vasilopoulou: “The School Green Masterchef” is an outstanding LD, very carefully planned,with a rich variety of highly motivating activities which are clearly aligned with the learning objectives. Students are actively engaged throughout all stages of the project and through the creation of their school garden, which is very smartly connected with various school subjects and hands-on tasks, gain knowledge and develop a wide range of 21st-century key competences and skills. The author is aware of the know-how, and this is evident throughout the project. She manages to instil a firm ecological mindset to her young students through a student-centred , cross-curricular collaborative learning approach, and succeeds in turning a school project into a real-life entrepreneurial one, as their ANNUAL ENTERPRENEURSHIP FAIR connects the whole project to real life. Formative assessment, self- and peer assessment is implemented, and students' work is monitored and evaluated accordingly. All in all, a great LD, realistic and highly recommended to adopt and implement. Gemma Molenaar: Congratulations on this work. It is absolutely splendid. The project is so clearly written that I get a total image about what the plans are and what the learning outcomes will be. What I find particularly positive about this project is that it has a set and clear goal, which is the school garden with cookbook and the annual fair. Then all the subjects can be related to these three outcomes: measurements at maths, agriculture at geography and biology, translating the recipes and products in English. That way, the project is very broad, and the pupils are confronted with the theme in different ways. Which also adds up to the different ways of learning. I think this project could be very inspiring to other schools, especially primary schools. I hope that, when published, other schools in Europe will also incorporate this idea. It helps develop awareness about the environment at a young age in a playful and meaningful way. If you implemented this plan in your own classroom, please share your findings and suggestions by taking this short survey. No tags found.