SECH_Methodic Guide for Teachers

Elena Corina Nicoleta Livia ROGOVEANU BARBU S.E.C.H. SUSTAINABLE EDUCATION & CULTURAL HERITAGE eTwinning Project Methodic Guide for Teachers Teaching & Learning with eTwinning

© All rights reserved. Reproduction and dissemination of material in this Methodic Guide for Teachers for educational or other non-commercial purposes are authorized without any prior written permission from the copyright holders provided the source is fully acknowledged. Copyright © 2022, by the Authors (Elena Corina Rogoveanu & Nicoleta Livia Barbu) Reproduction of material from this present Guide for resale or other commercial purposes is prohibited without written permission of the copyright holders. The images and content from the present guide are entirely the responsibility of the contributors. This Methodic Guide is an open access material distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license: https://creativecommons.org/licenses/by/4.0/ Contributors Consent Statement: Permission and consent was obtained from all contributors of this Guide. All contributors have read and agreed to this online published version. © Design: Nicoleta Livia Barbu Elena Corina Rogoveanu Biblioteca Națională a României ISBN 978-973-0-36848-2

Elena Corina Nicoleta Livia ROGOVEANU BARBU S.E.C.H. SUSTAINABLE EDUCATION & CULTURAL HERITAGE eTwinning Project Methodic Guide for Teachers Teaching & Learning with eTwinning Râmnicu Vâlcea 2022



Table of contents Note to teachers _______________________________________________________6 Acknowledgements ______________________________________________________7 Meet the TEAM ________________________________________________________9 Introduction _________________________________________________________ 11 The story of the project _________________________________________________13 Educational approaches with SECH __________________________________________18 Sustainability Learning Scenarios Learning Scenario Level of Topics Page education/ The water bridge of tolerance Age group STEM, Environment, Water 21 The giving tree Preschool level Pollution, Tolerance 40 4-6 years old 58 Our beautiful water Preschool level STEM, forests, Love, sustainable, 70 Our Land is Beautiful 5-7 years old green development 85 My Energy, our Energy Primary level 96 How to understand Reduction 6-7 years old STEM, sustainability, water, 107 and be Sustainable? Primary level environmental education, PBL, TBL 124 7-8 years old S.O.S. Recycle Primary level STEM, environment, land, Mathematics, Coeducation and 9-10 years old sustainable education, PBL Primary level Equality 9-10 years old STEM, Energy, source, renewable, Primary level environmental, sustainable 10-11 years old Primary level STEM, reduction, recycle, 8-12 years old sustainable, PBL STEM, recycle, reuse, reduce, sustainability, engagement STEM, Maths, gender, equality, sustainable education Info Sheets for Green Kids ______________________________________________132 Annex 1 – Learning Scenario Template ______________________________________141 Annex 2 – Info Sheet Template ___________________________________________144 METHODIC GUIDE FOR TEACHERS 5

Note to teachers The present Methodic Guide for Teachers represents an educational resource that can be used inside the classroom, when teaching about sustainability topics and using a STEM Approach for the activities you may choose to implement. The variety of Learning Scenarios are intended for both preschool and primary school levels. The Info Sheets present different concepts/values that Learning Scenarios also address through their activities. The intention of the Guide is to present already implemented Learning Scenarios that offer guidance and support for other teachers in implementing or adapting the same Scenarios in their classrooms. There are eight different Learning Scenarios that address sustainability and sustainable development. Each Learning Scenario contains learning objectives, teaching resources and activities for preschool and primary school. Teachers can choose any scenario appropriate for their students’ level. The activities are all detailed in the procedural instructions providing teachers with the possibility to choose to further investigate the concepts or adapt the activities for each lesson. In the Annex you can find Templates for both Learning Scenarios and Info Sheets so that you may create your own, on any other topics that you may wish. We sincerely hope you enjoy reading our Learning Scenarios and that they are useful in your teaching process and for developing sustainable competences with your students! Best regards, Elena Corina Rogoveanu Nicoleta Livia Barbu METHODIC GUIDE FOR TEACHERS 6

Acknowledgements The Authors would like to take this opportunity to gratefully acknowledge a number of teachers for their commitment and participation in the production of this present Guide. Our great appreciation also goes to all participating students who were the very heart of this project, who worked with joy and engagement during the implementation. Alongside this, a big thank you to the parents of our students from all 9 schools who participated in project’s activities and brought along positivity and constructive emotions. The project team is grateful also to Mrs. Fernanda Chima, the SDG Expert, for her valuable information and instructions, and her precious suggestions given to the students and teachers, as well. Last but not least, we would like to thank all those who provided support, shared their knowledge, offered insights, instructions and perspectives and who have contributed to a successful eTwinning project. List of contributors: 1. Elena Corina Rogoveanu / Scoala Gimnaziala “Grigore Mihaescu”, Vladesti, Vlacea, Romania 2. Nicoleta Livia Barbu / Gradinita cu program prelungit EDEN, Craiova, Romania 3. Sevgi Seyda Ozkan / Sincan Ilkokulu, Sincan, Turkey 4. Eleni Ioannou Papakyriakou / Preprimary School Kissonergas, Cyprus 5. Guadalupe Olivares Lozano / CEIP Virgen del Pilar, Badajos, Spain 6. Maria Claudia Tomescu / Scoala Gimnaziala “Mihai Eminescu”, Pitesti, Romania METHODIC GUIDE FOR TEACHERS 7

7. Carmen Elena Stamate / Scoala Gimnaziala “Grigore Mihaescu”, Vladesti, Vlacea, Romania 8. Veronica Dumitrescu / Scoala Gimnaziala “Grigore Mihaescu”, Vladesti, Vlacea, Romania METHODIC GUIDE FOR TEACHERS 8

Meet the TEAM ELENA CORINA ROGOVEANU Primary school teacher at Secondary School Grigore Mihaescu, Vladesti, Romania. eTwinning Ambassador, Scientix Ambassador, member of Career Adviser Network of the Scientix STEAM-IT project. As a teacher she wants not only to teach, but to make a change, to inspire and guide pupils. She is constantly looking to unlock her personal potential, improve and reinvigorate her teaching practices, deliver quality education, and remain committed to her profession. NICOLETA LIVIA BARBU Preschool teacher at EDEN Kindergarten, Craiova, Romania. She is teaching since 2002 and she absolutely loves her profession. She strongly believes that becoming a better teacher means having inspiration, motivation, eagerness to learn, discover and explore. She wants to teach in such a way that inspires kids to learn more, to do great things. She is an eTwinning Ambassador and a Scientix Ambassador. She is also a Lead Career Adviser for the CAN Network of the Scientix STEAM-IT project. ELENI IOANNOU PAPAKYRIAKOU Preschool teacher & Headteacher at Kissonergas Kindergarten, Cyprus. She is an eTwinning Ambassador for Pafos & Limasol, in Cyprus. She is both author and illustrator for children books. She likes learning new things and sharing them with her students. She loves her profession very much! Her dream is to contribute for a better future of the new generation. VERONICA DUMITRESCU English teacher and ICT at “Grigore Mihaescu” Secondary School, Vladesti, Vlacea, Romania, where she has been working for the last 16 years and she really enjoys it. For ICT she believes that technology takes you beyond the classroom: as a digital citizen, you need to be productive, organized and act responsibly. METHODIC GUIDE FOR TEACHERS 9

MARIA CLAUDIA TOMESCU Primary school teacher at “Mihai Eminescu” HighSchool in Pitesti, a very beautiful city in the southern Romania. She likes working with her students, she has been teaching for 35 years. She is a dynamic person, constantly trying to improve herself, looking for opportunities to expand her sphere of knowledge and human relations. She is happy she can do the same for her students. GUADALUPE OLIVARES LOZANO Primary school teacher for more than 20 years, also teaches English and Science at CEIP Virgen del Pillar, Badajos, Spain. Being a teacher means to get a job satisfaction that few will experience. Teachers and parents have the biggest influence on a child’s life. The visible results you’ll see from pupils are guaranteed to send you home with a sense of pride! For her, teaching is more than a job, but a true vocation. She tries to bring her passion in her job with the opportunity to install this enthusiasm in her pupils. SEVGI SEYDA OZKAN Primary school teacher at Ankara Sincan Primary School. She graduated Celal Bayar University with a major in Primary Education in 2002. For her, life is happiness, and happiness means learning. CARMEN ELENA STAMATE Primary school teacher for more than 27 years. She is teaching at “Grigore Mihaescu” Secondary School in Vladesti, Valcea, Romania. Being a teacher means dedicating yourself to those you educate, having a positive feeling towards students, offering them your respect, being aware you are influencing their lives. She likes this profession because if requires permanent learning, the soul is always young and she encourages her students continuously by always giving them wings towards the future. METHODIC GUIDE FOR TEACHERS 10

Introduction About our guide… ”The 2030 Agenda for Sustainable Development, adopted by all United Nations Member States in 2015, provides a shared blueprint for peace and prosperity for people and the planet, now and into the future. At its heart are 17 Sustainable Development Goals (SDGs), which are an urgent call for action by all countries- developed and developing- in a global partnership. They recognize that ending poverty and other deprivations must go hand-in-hand with strategies that improve health and education, reduce inequality, and spur economic growth- all while tackling climate change and working to preserve our oceans and forests”. United Nations, https://sdgs.un.org/goals The overarching idea of the present guide is to highlight the importance of learning about sustainable development from an early age. It is aimed to provide activities and opportunities for learning, play and social interaction through an innovative approach: connectedness between cultural heritage and sustainable education. The guide is focused on the key role that cultural heritage can play in sustainable education for kindergarten and primary level students. The pupils of today are the grown-up population of tomorrow thus they firstly should become familiar and appreciate their own culture and those of others and perceive cultural heritage as a common patrimony which requires protection and preservation. As teachers we have the responsibility to take action by sharing knowledge and providing practical tools to make learning appealing and fun while ensuring students consider the environmental, economic, and social impacts of their actions and decisions in the local and global community. METHODIC GUIDE FOR TEACHERS 11

The activities are designed to meet the needs of diverse school communities from different countries and to motivate both teachers and students to act and make a change. The active engagement of students in the process of exploring, observing, reasoning, and questioning will enhance skills of critical thinking and personal development. They will learn by working collaboratively about cultural heritage and main issues their communities confront. We hope this will lead to acquiring a better understanding of how our actions can affect, positively or negatively, the world around us. METHODIC GUIDE FOR TEACHERS 12

The story of the project… S.E.C.H, the agent of change Mother Earth has an agent of change! SECH is a detective who solves mysteries of all kinds. Due to COVID pandemic wanderlust has gripped him, and now he is suffering and frequently likes to vanish on some journey in different countries, discovering their cultural heritage and the environmental issues of the world around them. Students aged between 5-11 are invited to join him and learn about cultural heritage and sustainability. SECH hopes that the impact of solving mysteries will result in a growing awareness and appreciation for cultural heritage of partner countries, and in a meaningful sense of responsibility regarding the protection and preservation of the environment. Even though it is mentioned only once in the goal 11, target 11.4: “Strengthen efforts to protect and safeguard the world’s cultural heritage and natural heritage”, more precisely in the indicator 11.4.1 “Total per capita expenditure on the preservation, protection, and conservation of all cultural and natural heritage, by source of founding (public, private), type of heritage (cultural, natural) and level of government (national, regional, and local/municipal)”, cultural heritage plays a major role in sustainable development. Therefore, the starting point of the project was related to brainstorming the main issues of the school community or local community in terms of cultural heritage and sustainable development. “At Secondary School Grigore Mihaescu are learning students coming from disadvantaged socio-economical background. Lack of fairness and inclusion can lead to school failure. As teachers and leaders, we try to counteract school dropout, to contribute to personal and professional growth and social development of our METHODIC GUIDE FOR TEACHERS 13

students. The major problems that the local community confronts are mostly related to deforestation, landslides caused by deforestation and by human activities, and river water pollution. As inhabitants of a rural area, students are less likely to know the threats of climate change. By taking part in this project related to cultural heritage, protection and preservation of the environment, we can develop green life skills and sustainability competencies and contribute to transform individual and collective consciousness towards our community resources and beyond.” Elena Corina Rogoveanu, Secondary School Grigore Mihaescu, Vladesti, Romania “For me, sustainability represents the ability to create/develop products or results for better teaching methods/techniques that can equally and simultaneously transfer knowledge to the pupils. Whether through dedicated projects that can help students understand the changes caused by human activities or to teach them about their responsibility as individual citizens. I have implemented different projects with the pupils in my class, which have challenged the kids to analyze, research, become creative, encouraged them to take decisions on their own and communicate more. I believe the main issue my school community is facing is the low level of sustainability (in the very sense of it). It is not enough to teach young children how to have sustainable habits, but also about the necessity to change attitudes and open minds. Developing children's competences over sustainability, green skills, cultural heritage is one of my main objectives during this project and beyond.” Nicoleta Livia Barbu, EDEN Kindergarten, Craiova, Romania “My students and I live in a city where the population is constantly growing. Urbanization is a phenomenon that can easily influence the destruction of cultural heritage, the quality of the environment, and the quality of people's lives. Starting from these causes and their effects, we implemented with the help of eTwinning projects, activities involving children, parents, community members, in concrete actions of METHODIC GUIDE FOR TEACHERS 14

information, awareness, action. With small but valuable steps, change must begin with each of us.” Maria Claudia Tomescu, Secondary School Mihai Eminescu, Pitesti, Romania “We as teachers are an essential element to generate awareness and understanding on issues to take care of our Earth. If we look toward fulfilling the Sustainable Development Goals, schools have to transform knowledge into conscious actions so that students can become catalysts for future evolution. Schools must be a space for creative thinking, a source of inspiration and a starting point for developing a sense of awareness and responsibility. This project gives us the opportunity to involve our pupils to investigate, to cooperate, to discuss and to open their minds to other realities, to appreciate their cultural heritage as well as all to develop sustainable skills.” Guadalupe Olivares Lozano, CEIP Virgen del Pilar, Badajos, Spain “Interest and love for nature are instinctive in most children. In addition, the behaviors and beliefs formed by children at an early age are the ones that they take all life. Therefore, we started from the natural interest of children for plants and animals, for what, in general, nature applies to them. In order to be a friend of nature, you must have an ecological behavior, protect it, maintain its cleanliness and take care of its beauties, wherever you are. By protecting nature, we are protecting ourselves! The future refers to the preventive nature of actions, all proposing to ensure a cleaner world, in which the child knows that every gesture counts, both personally and as part of a group in the community.” Elena Carmen Stamate, Secondary School Grigore Mihaescu, Vladesti, Romania METHODIC GUIDE FOR TEACHERS 15

“The aim of our school is to train students who are loyal to their cultural values, who are innovative, open to development, who use information technologies effectively, who are active in social and sports activities, and who represent our country in the best way at home and abroad. With this project, they will learn cultural values better and will protect the future.” Sevgi Şeyda Özkan, Sincan İlkokulu, Sincan, Turkey “Grigore Mihăescu is a rural secondary school where most of the students come from disadvantaged socio-economic backgrounds. As a rural area, the main concern of the teachers and leaders is to combat school dropout and to contribute to students' social and professional growth. Taking part in this project will ensure the development of green life skills and sustainability competencies. Children's love for nature is well- known. Therefore, students understand that by protecting nature, they protect themselves. As inhabitants of rural areas, students are less likely to be aware all the time of the threats of climate and economic changes. At this point we all have to interfere to remind them about the protection and preservation of the environment and to contribute together to a Green Planet.” Veronica Dumitrescu, Secondary School Grigore Mihaescu, Vladesti, Romania “Our school community has less knowledge about cultural heritage and sustainable development. Although teachers of several subjects devote too much time to these topics, students' awareness of cultural heritage protection is still low. The situation with environmental issues, in particular with the greening of the city, is a difficult situation. I think more activity is needed in this direction.” Teona Japaridze, Oni Public School, Georgia “Our school participates in a program for ecological schools, these two years we also participate in an Erasmus program \"Change your mind 4.0\" with the main purpose the change of the way of thinking about the environment and about values METHODIC GUIDE FOR TEACHERS 16

such as love, democracy and peace. These are the main issues that we are going to fulfill also through cultural heritage and sustainable development.” Eleni Ioannou Papakyriakou / Preprimary School Kissonergas, Cyprus Starting by designing activities connected with SDGs goals, by defining and recognizing cultural heritage to understanding cultural heritage in all its forms, the educational objectives focused mostly on understanding the importance of living sustainably. The project work can be divided in four fundamental parts: ✓ “What’s with cultural heritage” ✓ “S.O.S. We only have one world” (transnational teamwork) ✓ SECH’s Club Monthly Challenges ✓ Milestones of Collaboration The active engagement of students in the process of exploring, observing, reasoning, and questioning was done by working both independently and in small groups. They learnt by working collaboratively in transnational teams about cultural heritage and main issues their communities confront. We tried to connect learning to the real world and engage it with our students’ interests and needs. Students were involved in understanding what cultural heritage is and what needs to be done to protect it by observing, exploring, researching on the internet, thinking critically, taking responsible decisions, solving problems regarding heritage and environmental issues, being creative and learning by doing. Cultural heritage can be considered a promising approach for tackling sustainability in a classroom for young learners. METHODIC GUIDE FOR TEACHERS 17

Educational approaches with SECH What was best for us? ✓ Project based learning (PBL) is an instructional approach which involves students in projects set around problems from the real world. It gives students the opportunity “to learn by doing”, to develop knowledge and 21st century skills. ✓ STEM stands for Science, Technology, Engineering and Mathematics. It is a unique approach that places students at the center of learning and contributes to building their agency. STEM emphasizes collaboration, communication, research, problem solving, critical thinking, and creativity, skills required in today’s world. ✓ Inquiry based learning (IBL) is an approach that is based on students finding their own information and constructing their own understandings. Students get deeply involved in their learning and fully prepared for all the challenges that may appear in the future. ✓ Team Based Learning (TBL) is a pedagogical strategy that promotes teamwork, collaboration and communication between students. Students are encouraged to self-learn, search, observe and analyze, communicate, collaborate, reason and solve problems in teams. Our common goal was to make students learning more effective, motivating and engaging. Teachers tried to connect learning to the real world and engage it with students’ interests and needs, by using PBL, STEAM, IBL and TBL approach, brainstorming and driving questions, group work in all the stages of their learning and encouraged students to present and share work regularly. The active engagement of students in the process of exploring, observing, reasoning and questioning was done by working both independently and in small METHODIC GUIDE FOR TEACHERS 18

groups. They learnt by working collaboratively in transnational teams about cultural heritage and main issues their communities confront. The students were involved in understanding what cultural heritage is and what is needed to be done to protect it by observing, exploring, researching on the internet, thinking critically, taking responsible decisions, solving problems regarding heritage and environmental issues, being creative and learning by doing. Activities were delivered using a multitude of pedagogical approaches: PBL – helped young learners to understand the concept of culture, by looking at their own culture and discovering the culture of partner countries; experiential learning- outdoor learning, playing outside to ensure direct observation and an education for a sustainable development; discussion-based learning – ensured pupils’ critical thinking, cultural awareness; learning by playing – ensure pupils’ collaboration, communication and competition; STEM based learning – developed students’ ability to solve real-life problems for them to experience, discover and explore; IBL-students learnt to think deeply, make real-world connections; Augmented Reality- using technology to learn; ”gallery-walk” method was a great way to discover and learn about our own culture; brainstorming – provide & collect ideas, thoughts, opinions during activities. Activities were student-centered, students worked as a whole class, small groups, peer-to-peer and even had independent research activities at home, with parents’ help (traditional food recipe). Students were allowed to make decisions, to analyze, experiment, discover, explore, research on the topics, and be creative. This freedom of expression made the activities easy to implement and learning became more fun! METHODIC GUIDE FOR TEACHERS 19

If you change yourself, you will change your world. If you change how you think, then you will change how you feel and what actions you take. And so, the world around you will change. Each one of us can leave a stamp on this world by making our lives meaningful in a thousand ways and making the lives of others better than they ever thought possible. LEARNING SCENARIOS “You must be the change you wish to see in the world.” Mahatma Gandhi METHODIC GUIDE FOR TEACHERS 20

Sustainable Education and Cultural Heritage The water bridge of tolerance Nicoleta Livia Barbu & pupils of “Little Bears” Group METHODIC GUIDE FOR TEACHERS 21

Learning Scenario Title The water bridge of tolerance Author Nicoleta Livia Barbu - EDEN Kindergarten, Craiova, Romania Age of students 4-6 years old Abstract The topic of marine animals and water pollution provides students with knowledge and real-life problems for them to experience, discover, explore. It also puts an accent on tolerance and its close values towards a sustainable, clean environment. Keywords STEAM, Tolerance, Water, Pollution, Awareness Table of summary Table of summary Subject Communication & Literacy Science Topic Technology Preparation time Outdoor Experience Social Studies Teaching time Art Free Play Online teaching material Water animals Water pollution Tolerance & values Protection of natural environment Communication & Literacy – 30 minutes Science – 30 minutes Technology – 30 minutes Outdoor Experience – 3 hours Social Studies – 30 minutes Art – 1 hour Communication & Literacy – 30 minutes Science – 30 minutes Technology – 30 minutes Outdoor Experience – 3 hours Social Studies – 30 minutes Art – 1 hour Laptop with internet connection Videoconference tools: Zoom , Google Meet METHODIC GUIDE FOR TEACHERS 22

Offline teaching Collaborative tools: Google Classroom , Word Cloud material Communication & Literacy: “The bridge – a story about tolerance”, Resources used different images Science: microscope, glass recipients, magnifying glasses, salt, pepper, oil, paint, seashells, sea star Technology: laptop with microphone and camera, papers and pencils, printed Quiver sheets, tablet or smartphone Outdoor Experience: scheduled visit to the Science Museum Social Studies: “The hedgehog story”, A2 white cardboard, paint of different colours, little cardboard stars Art: “The Little Mermaid” fairy tale, printed colouring sheets with different types of fish, coloured pencils, scissors, glue, blue A4 cardboard Free Play: selected images, pictures, books, encyclopedias, coloured pencils, colouring sheets, microscope, recipients in different shapes and colours, magnifying glasses, seashells, sea star, pencils, papers, colouring books, different construction sets, electric fishing game, magnetic fishing game. ➢ The bridge – a story about tolerance https://www.youtube.com/watch?v=3OrcaqIp4yo ➢ Marine Animals https://www.youtube.com/watch?v=Oxw6FoUNeT4 ➢ The hedgehog story https://www.youtube.com/watch?v=8kuft2poFf8 ➢ The little mermaid https://www.youtube.com/watch?v=pf_xz7GFCHw ➢ “A whole in the bottom of the sea” song https://www.youtube.com/watch?v=R1Qn2bcZRTo License Attribution ShareAlike CC BY-SA. This license lets others remix, tweak, and build upon your work even for commercial purposes, as long as they credit you and license their new creations under the identical terms. This is the license used by Wikipedia, and is recommended for materials that would benefit from incorporating content from Wikipedia and similarly licensed projects. Integration into the curriculum Integrating this LS into the National Curriculum can be made through an interdisciplinary approach, included in all subjects taught in preschool education, such as Science, Technology, Outdoor Experience, Communication and Literacy, Art, Social Studies National Curriculum mentions general competencies such as: ✓ identifying relations, operations and logical deductions in the close environment; ✓ stating simple explanations regarding structural and functional characteristics of the surrounding environment; ✓ using knowledge and basic Maths operations to solve problems and getting to know the environment. Aim of the lesson By the end of this Learning Scenario, students will be able to identify forms of marine animals, to explain water pollution. Students will be able to link tolerance and values with protection of surrounding environment. METHODIC GUIDE FOR TEACHERS 23

Outcome of the lesson Tangible outcomes: poster, drawings Intangible outcomes: awareness on water pollution, biodiversity, tolerance and shared values Trends Lifelong Learning – learning never stops, it is but a continuous process during lifetime. Active Learning – students are actively engaged with the lessons through discussions, observation, problem- solving, experiments, role-plays etc. Collaborative Learning – students focus on group-working and interaction Outdoor Education – learning outside of the school building in the “real” environment. Peer Learning – students learn from peers and give each other feedback Student Centered Learning – students and their needs are at the center of the learning process 21st century skills This Learning Scenario intends to increase the development of the 21st century skills in students as follows: Communication – students will work on their reading, writing, speaking, and listening skills to engage in productive discussions Collaboration – students will work in pairs and groups to complete the activities and tasks Creativity and Innovation – students will create & develop new ideas and will learn how to address to challenges Critical Thinking – students will explore ideas, discuss, and respect and credit others’ points of view Problem-solving – students will engage in solving real-world problems and will develop the ability to find a solution/answer Leadership and responsibilities – students will develop the ability to guide and motivate each other Activities This Learning Scenario is designed as a one-week project. Students can explore materials and resources related to the topic all week, as there are suggestions for free playing and games related to the subject. This Learning Scenario can be implemented both physically or online. Name of activity Procedure Time Teacher starts the lesson by asking the students the following question and gives 3 minutes to think about a possible answer: “The bridge of What if we would live in a perfect world, where everything is 30 min tolerance, water right, where there is no pollution, the environment is clean and and marine animals” people respect and share the same common values? COMMUNICATION & Students share their answers: we would be happy, we could live LITERACY in such a perfect world, we would eat healthier, we wouldn’t have any argues and fights. METHODIC GUIDE FOR TEACHERS 24

Teacher introduces the students to the new topic of discussion: “What is the connection between tolerance, water and marine animals?” Teacher plays the short video story “The bridge – a story of tolerance”, asking the students to reflect and brainstorm about values and guides students with the following questions: ✓ What are values? (Things that show us how to act and determine what is important to us.) ✓ Can we live without tolerance? (In an ideal world maybe, without tolerance people would be bad) ✓ Should everyone show tolerance? (If possible, everyone should show tolerance to each other) ✓ What do you think happens when we don’t show tolerance to each other? (People can be bad, act without reason, be irresponsible) ✓ Can you name some other values you consider important to you? (Friendship, respect, equality, peace, kindness, compassion, trust) There are also situations when people must have zero tolerance and these are human bad habits towards the environment. As a consequence of people’s bad habits, water pollution affects both the quality of water, marine animals and all living organisms from the water. Teacher asks the students to complete a chart about with they know about marine animals and what they would like to discover. Based on students’ provided answers, teacher presents the students a short video about marine animals and also information & curiosities about their life environment. Activity’s conclusion is that learning about marine animals and their life environment and tolerance and values, allows students to explore and learn in a very interesting way how to connect different topics. The activity can be concluded with a movement game. Teacher shows the students different movement cards and the students must act/move like different sea animals. (Annex 1) “The Magic If teaching online, you can have the discussions, share the videos 30 min Blue” and the movement cards and involve the students’ families to have fun while playing together. SCIENCE Teacher starts the activity by bringing inside the classroom a “Magic blue bag” and a little water fairy carrying a message for the students. Teacher asks the students to guess what they think might be inside the bag. Teacher reads the message to the students: “Dear students, Your learning journey is amazing! Today your will become little scientists and researchers and you are on your path to discover, explore and experiment furthermore into the topic! Make the METHODIC GUIDE FOR TEACHERS 25

most of it because hands-on science learning is so much fun! Wish you a great time to discover all that!” Teacher reveals the bag’s content: a microscope, magnifying glasses, glass recipients, seashells, a sea star, recipients with salt, pepper, oil, paint. Teacher explains what students are going to discover, explore and experiment: with magnifying glasses will explore the seashells and the sea star, on the microscope they will discover clean and polluted water. Students are divided in small groups to do the experiments and talk about their findings. Teacher walks from table to table and asks students to express findings and own opinions. Students use the glass recipients to perform the experiments: combine water with salt, pepper, oil and paint and observe it under the microscope. By comparison, they explain how is clean water and polluted water (oil, salt, pepper, paint). Students use magnifying glasses to enlarge seashells and the sea star and enumerate elements/characteristics that cannot be seen without the help of magnifying glasses. If teaching online, you may ask your students to use magnifying glasses to explore objects from their homes and hold a discussion about it via online meeting. The activity will be divided into 2 parts: an online meeting with an expert on SDG who will interact with the students & the 2nd part will introduce the students into the VR world of marine animals using the Quiver App. “Discover your Meeting an expert 30 min passion!” Prior to the meeting, the teacher holds a short whole class + discussion about the online event, explaining the students the TECHNOLOGY meeting’s objectives and presenting some information about the expert. Students are given a few minutes to think about a few questions to ask the expert: ➢ how can people keep the waters clean? ➢ how does pollution affect marine microorganisms? ➢ what are the effects on the environment? ➢ how can we help and become sustainable actors? During the last 10 minutes of the meeting, students are required to draw 3 things around their house/school/community and share/describe their work. Due to students’ age, teacher will offer constant support and guidance throughout the online meeting. Quiver Time 30 min Teacher starts the activity by explaining the basics of Virtual reality. Students work in groups of 3-4 students at a table, METHODIC GUIDE FOR TEACHERS 26

facilitating ideas exchange and colour the printed worksheets given by the teacher. By using a smartphone or a tablet, teacher opens the Quiver App and presents the students how their drawings come to life. The worksheets present a variety of marine animals and their life environment, for students to observe and explore. To conclude the activity, teacher plays the “A Hole in the bottom of the Sea” song and students enjoy dancing and moving, while having fun. Wonders of If teaching online, the online meeting with the expert will take Science place via a videoconference tool, involving parents as well. Teacher will share instructions and tutorial videos for the Quiver OUTDOOR App and will upload Quiver Worksheets to be printed, coloured and EXPERIENCE then to get a full VR experience using the Quiver App. A visit to the Science Museum is scheduled to enable students to directly discuss to the museum expert/curator and learn about animals and their life environment. Teacher helps the students prepare for this visit by holding a 3 hours discussion previous to the visit and guides the students by using some questions: ✓ Where do marine animals live? (Seas, oceans, rivers etc) ✓ What other organisms live in the water? (seashells, reefs) ✓ How does pollution affect the water and all marine organisms? ✓ Are there any other animals living around waters that can be affected by water pollution? (birds, insects) ✓ How can people act to maintain both water and the environment clean? ✓ Can people develop sustainable habits towards environment? During the visit, encourage your students to be curious and ask the museum expert questions. Teacher may record/write answers provided and explore furthermore into a discussion when returning back to school. If teaching online, you can search for a museum that holds virtual exhibitions related to the topic and share the link inside the virtual classroom. Discussions can be held after watching the virtual exhibition. An online meeting with a marine biologist can also be scheduled to further dive into the subject. Teacher starts the activity by presenting the students a short video story “The hedgehog story”. Teacher guides the discussion by asking the students the following questions: ✓ Why do you think hedgehog didn’t manage to have friends? METHODIC GUIDE FOR TEACHERS 27

“Together is ✓ How did the hedgehog feel without his colleagues and about… friends? TOLERANCE” ✓ What do you think tolerance is? SOCIAL STUDIES ✓ What did his friends do? How did they help him? 30 min ✓ How do you see the hedgehog in the end? Teacher explains the students that tolerance is amongst other values that are important for people to respect and share with everyone. But also provide an insight on how people can be/act when not using values to guide their actions. Students are required to think about one word expressing tolerance. Teacher explains the students the work process to produce the tolerance awareness poster: each student will be painted on one hand, will imprint the palm on a large cardboard and little cardboard hearts with students’ word representing a value will be glued on the upper side of the poster. The activity ends with mini-interviews of students answering the following question: What is tolerance? and each student must provide an answer, using their own words. “Little fish in large If teaching online, you may have a discussion about the topic, use 30 min ocean” a Google Docs to write down students’ ideas and words and create an online poster using Canva. ART Activity starts by watching the video of the fairy tale “The little mermaid”, students sit on chairs in a semicircle. They are given the opportunity to refresh their knowledge about marine animals. Teacher provides the students with printed papers with different kind of fish. (Annex 2) Students will have to colour, cut off and glue the fish on a blue A4 cardboard paper. Students are divided into small groups (3-4 students) because they are given the chance to improve collaboration, communication and help each other finish the task. After finishing the activity, teacher will arrange all cardboards on the board next to each other, all seeming like a blue ocean with fish swimming in blue waters. Teacher asks students to provide feedback to each other, by standing in front of the board and expressing what they like or can be improved at other colleagues’ works. If teaching online, you can share the video of the fairy tale, have a discussion and send the students the file with the fish to colour, cut off and glue them on a blue cardboard. They can present/share their finished work after. METHODIC GUIDE FOR TEACHERS 28

FREE A variety of materials will be at students’ disposal to make As PLAY learning by playing more attractive and interesting: images, needed pictures, books, toys, microscope, recipients in different shapes and colours, magnifying glasses, seashells, sea star, pencils, papers, colouring books, different construction sets, electric fishing game, magnetic fishing game. Assessment Assessment is beneficial for both students and teacher, as students can improve their learning process and teachers can better shape the future activities, better guiding students’ learning needs. Given the students’ age in kindergarten, most of the assessment will be done verbally. Formative assessment will be done using free discussions at the end of the activities in order to express students’ level of understanding for the topic. Teacher will encourage students to share their feelings regarding the activities and how they were conducted/done. Summative assessment will be done mostly through observations, conversations with family members and using the Word Cloud website to express what their learned during the activities. ******************************* AFTER IMPLEMENTATION ******************************** Student feedback At the end of each activity, students are asked to express verbally their ideas, opinions and thoughts regarding what they have learned. They will also provide feedback to each other after activities. Students expressed their feelings that now they are more aware how polluted waters affect the marine animals, why people should keep the water and the environment clean and how respecting values can contribute to a more sustainable, healthy life. Teacher’s remarks The most important step in the implementation of the Learning Scenario was to design the activities starting from a set of driving questions that triggers curiosity and a sense of purpose to the students while at the same time enhance their focus in the process of learning. Students were encouraged to take decisions, think unconventional solutions and collaborate. Instead of being afraid of making mistakes, they were motivated to take the lead, share and exchange knowledge and ideas with their peers while I was a supporter and a facilitator. I designed and planned the Learning Scenario and together with my students created a schedule, selected activities, explained the working process and decided the final output and the evaluation criteria. The activities provided within the Learning Scenario contribute to the development of students’ mind and allow students to be involved and make a difference. Project work allowed students to develop skills such as creativity, innovation, critical thinking, problem solving, decision making, learning to learn, communication, collaboration, citizenship, personal and social responsibility, ICT literacy and key competences needed for personal fulfillment and development, active citizenship, social inclusion and employment. METHODIC GUIDE FOR TEACHERS 29

Annex JUMP Annex 1 – Marine Animals Movement Cards Credit Images http://www.clipart-library.com like a DOLPHIN STRETCH like a SEA STAR WALK PADDLE like a CRAB like a sea TURTLE METHODIC GUIDE FOR TEACHERS 30

CLAP WOBBLE like a SEAL like a SEA JELLY SLITHER WIGGLE like a SEA SNAKE like an OCTOPUS CHOMP SWAY like a SHARK like an ANEMONE METHODIC GUIDE FOR TEACHERS 31

Annex 2 – ART Activity - Different type of fish Credit images: http://www.clipart-library.com METHODIC GUIDE FOR TEACHERS 32

Annex 3 - Photos taken while implementing the activities Communication & Literacy “The water bridge of tolerance” METHODIC GUIDE FOR TEACHERS 33

Science – “The Magic Blue” METHODIC GUIDE FOR TEACHERS 34

Technology –“Discover your passion” - Meeting an expert & Quiver App METHODIC GUIDE FOR TEACHERS 35

Outdoor Experience “Wonders of Science” METHODIC GUIDE FOR TEACHERS 36

Social Studies “Together is about … TOLERANCE” METHODIC GUIDE FOR TEACHERS 37

Art “Little fish in large Ocean” METHODIC GUIDE FOR TEACHERS 38

Free Play METHODIC GUIDE FOR TEACHERS 39

Sustainable Education and Cultural Heritage The Giving Tree Eleni I. Papakyriakou & pupils of “Little Einsteins”, “Knowledge explorers” Groups METHODIC GUIDE FOR TEACHERS 40

Learning Scenario Title “The Giving Tree” Author Eleni I.Papakyriakou – Preprimary School Kissonergas, Cyprus Age of students 5-7 years old Abstract Children need to understand that the beauty of love is a universal language without barriers. Anyone or anything understands love on a heart, or inner, level. Even something as simple as giving a hug to someone who’s hurting can change a life. Children also need to know that love is unconditional. It is essential to teach them that we give love to all and we give help to those that are in need because we love our fellow human beings. The Learning Scenario is based on the story “The Giving tree”. This story book is excellent to teach children the true meaning of love. The Giving Tree is a heartwarming story that provides morals and lessons for children of all ages. This book of few words and simple line drawings has become a classic. The story will touch your students' hearts as they listen to The Giving Tree and share in the journey between the boy and the tree. By following the approach of project-based learning, students co-operating in the project SECH can learn and share their activities. Keywords STEAM, Cooperation. Love, Values, Environment Table of sumarry Table of summary Subject Language and Communication Topic Science Environmental exploration Social studies Arts Technology Physical education Story sequence The life of a tree The human life circle The trees contribution in our lives The value of giving to the others METHODIC GUIDE FOR TEACHERS 41

Online teaching https://docs.google.com material https://canvas You tube Resources used Steam Bee Pdf Power point Video show Photo collage Story jumper ✓ https://www.youtube.com/watch?v=if_PTrX1dNA&t=73s ✓ https://www.youtube.com/watch?v=XFQZfeHq9wo ✓ https://www.youtube.com/watch?v=lxi6g_u8I0Q ✓ https://www.youtube.com/watch?v=JOGMzGDEQoU ✓ https://www.youtube.com/watch?v=xIfoqLM7fsY ✓ https://www.youtube.com/watch?v=5I7u5FMQxHA ✓ https://www.youtube.com/watch?v=9bFU_wJgvBI ✓ https://www.youtube.com/watch?v=GkVrSofcotk ✓ http://www.christart.com/christianbooks/read/4852/7 ✓ https://wordwall.net/resource/7133768/%CF%84%CE%BF- %CE%B4%CE%B5%CE%BD%CF%84%CF%81%CE%BF- %CF%80%CE%BF%CF%85- %CE%B5%CE%B4%CE%B9%CE%BD%CE%B5 ✓ https://funlearningforkids.com/apple-tree-number-sense-activity/ License Attribution ShareAlike CC BY-SA. This license lets others remix, tweak, and build upon your work even for commercial purposes, as long as they credit you and license their new creations under the identical terms. This is the license used by Wikipedia and is recommended for materials that would benefit from incorporating content from Wikipedia and similarly licensed projects. Integration into the curriculum National Curriculum educational objectives for preschool students are: ✓ Students should learn about emotions and how to recognize and name them ✓ Students should learn about themselves, about others and built positive attitudes among their classmates and other people. ✓ Students should learn about our environment and ways to protect it ✓ Students should learn about trees, their parts, and their contribution in humanity. Aim of the lesson By the end of the lesson’s students will develop a loving and positive attitude among their classmates, other people, and nature. They will learn the importance of sharing and giving to others. They will be able to take decisions in dilemmas to take actions to help others Outcome of the lesson ✓ Love Awareness Posters & leaflets ✓ Paintings& Drawings inspired from the giving tree ✓ Presentations in PowerPoints ✓ Participation in competitions METHODIC GUIDE FOR TEACHERS 42

✓ Campaign for saving our nature ✓ Planting plants in our yard ✓ Info Sheets Trends Project-Based Learning: students get fact-based tasks, problems to solve and they work in groups. Lifelong Learning: learning does not stop when leaving school. Parents and community involvement in the learning procedure. Collaborative Learning: small team and pair work. Interactive board & STEM Learning: Increased focus on emotions and Technology Outdoor Education: learning outside of the school, children’s contribution in community Student Centered Learning: students and their needs are at the center of the learning process. Peer Learning: students learn from peers and give each other feedback. Participation in school competitions: Students will be able to be evaluated from their peers by democratic secret voting Leadership and responsibilities – students will develop the ability to guide and motivate each other 21st century skills This learning scenario focuses on the 4C’s of 21st Century Skills- Critical Thinking, Communication, Collaboration and Creativity it will also strengthen among students many other 21st century skills, such as: Critical thinking (students will reflect on the topic of the learning scenario) Problem solving (finding solutions to problems) Communication (talking to others) Collaboration (working with others) Creativity and Innovation (thinking outside the box) making actions that have impact to themselves and to people around them. The scenario is also going to be a blended learning experience. It can be a blend of school site and other physical environments (companies, training centres, distance learning, outdoor, cultural sites, etc.) or blending different digital and non-digital learning tools. It will also include knowledge, skills, and attitudes needed by all for personal fulfilment and development, employability, social inclusion and active citizenship. Activities Name of activity Procedure Time Communication- 1.Watch the story in the computer and make a discussion with 80min language skills children about the meaning of the story Discuss: Brainstorming -What did they like from the story -How the tree treated the boy Story telling -How the boy treated the tree “The giving tree” -how did the boy feel at the end of the story METHODIC GUIDE FOR TEACHERS 43

Science 2.Give the students one idea to make a brainstorm cloud for 80mim Learn about plants the project and trees -Think and say at least two persons in their life that they give them a lot of love -Think and say two ways to become more giving persons -Think and say what we can learn for the trees -Think of things that they would like to learn emerged from the story -Think and name ways of helping others -Students can make a team poster artwork representing the story Annex 1 Children learn about the parts of the plants Students will be able to identify and describe the basic parts of a plant and their use. Annex 2 Environmental Children explore forest and make observations in nature Whole exploration Annex 3 day Excursion in a forest activity Arts-Social studies -Make a competition in the school make the tree of love and 80min Make the tree of peace 15min peace and love Voting (Annex 4.1) Make a tree for our 80min tradition -Make a competition in the school make the tree of our 15min tradition Make a poster Voting (Annex 4.2) 50min Social studies -Make a teamwork poster sending love and peace to others (All /environmental (Annex 4.3) year) studies -Students learn about Volunteerism and they take actions in 80 min Technology school to fulfill the aim of helping and giving to others and to Steam environment (Annex 4.4) -Children learn how to recognize emotions and name them -Children Play games with emotions -Play with bee steam programming her to go to specific emotion Assessment The lesson will be modified with project method, and it will relate to themes, lessons and activities that students will suggest in brainstorm. The evaluation of the project would be continuing, and assessments would be done to succeed the expected results. ******************************* AFTER IMPLEMENTATION ******************************** Student feedback Students are asked to give feedback during and at the end of every activity. METHODIC GUIDE FOR TEACHERS 44

Teacher’s remarks The project was successful! Students learned a lot of things and it was great that we succeed the expected results. It was a great experience for all of us sharing ideas and getting inspired from S.E.C.H team. Students were curious and enthusiastic with all the activities that we made! There is documentation for all the activities that we made, and I feel very proud for the work and the results that we succeed with my students. METHODIC GUIDE FOR TEACHERS 45

Annex 1 Making a poster and activities leaflet for the giving tree: -Children color and made a poster collage of an image of the story -Children were asked to color the tree leaflet (sketch 1) and draw what a tree gives to us METHODIC GUIDE FOR TEACHERS 46

Annex 2 Topic: Parts of a plant Parts of a Plant: Root, stem, flower, leaf In this hands-on science lesson, students will create their own plants to help them identify and remember the parts of a plant. Learning Objectives: Students will be able to identify and describe the basic parts of a plant and their use. METHODIC GUIDE FOR TEACHERS 47

Learning approaches: group-peer learning, face to face learning, scientist method learning (investigating, experimenting, observing making conclusions) use of computer as a tool. They will learn information’s working in groups. They will have to find out the answer in a question that they will be given watching a video in computer and then present it in the classroom. Materials and preparation: • Board markers • Interactive whiteboard, • tablets • projector • Leaf Shapes worksheet • Pencils Erasers Ground • coffee Paper flowers • Straws Green construction paper • White construction paper • Glue Scissors • Parts Of A Plant worksheet (one per student) • Coloured pencils • Computers • Sticky notes • flower leaf Attachments Leaf Shapes (PDF) Parts of a Plant (DOCX) Life Cycle of a Plant (PDF) • Real white carnation flowers • A plate with soil • A watering can • A glass of water • A real flower out of the pot with the roots and all the other parts • Confectionary blue colour • A balloon • A straw, tape Recourses ✓ to watch in groups:https://www.youtube.com/watch?v=18amLZ9vfG8 ✓ song for final activity: https://www.youtube.com/watch?v=9bFU_wJgvBI ✓ More resources story: https://www.youtube.com/watch?v=95QJCK6IeCw METHODIC GUIDE FOR TEACHERS 48

✓ Greek: https://www.youtube.com/watch?v=zzC6z6uzVu8 ✓ Experiment: https://www.youtube.com/watch?v=Uy9cWzm5rSY Introduction: (5 minutes) Show a real flower to children with the roots stem leaves flower ask a student to draw it on the interactive board. Be sure he/she includes roots, a stem, a flower, and leaves in his drawing. Ask all the students to tell you what it was drawn. Once someone answers plant, ask your students whether anyone can tell you the different parts of a plant. Allow your students to make suggestions for the labels. Explicit Instruction/student will search in computer through a small video about plants (20 minutes) Discuss the parts of the plants with students. I split students in 5 groups each group has something to investigate through a small video about plants. They use tablets or computers Great potential questions for each group to investigate include: • Group 1: How do we put correctly label the roots, stem, flower, and leaves. • Group 2: What do the roots do? How do the roots help keep a plant alive? • Group 3: What does the stem do? • Group 4: What purpose do leaves serve? • Group 5: What do flowers do? After they will investigate one question each group, they will announce to class what they learned answering their question. ✓ Group 1: Explain how they correctly put the labels on the plant ✓ Group 2: They will say that roots hold the plant into the soil. They take in water and minerals to help the plant stay alive. They can make a small experiment demonstration with soil in a plate, a watering can, a flower out of the pot with the roots. They make their observations while they pour water on the plant basis and on the plate with soil roots do not leave the soil to escape. ✓ Group 3: Define the stem as the part that carries water from the roots to the other parts of the plant. They can make a small demonstration with a straw, a balloon sticked on the straw and water inside and a flower on the top of the straw, squeeze the balloon of the water and see how steam works. ✓ Group 4: Show leaves on the plants and explain their role, making photosynthesis and also take out the extra water of the plant in atmosphere. ✓ Group 5: Explain what the role of the flowers is and how they help plants to multiply. They pour in a glass water drops of food colouring add a white flower in it and they observe how the flowers change their colour through stems absorption. METHODIC GUIDE FOR TEACHERS 49

Explain that the flower helps the plant reproduce, making seeds that will grow into new plants. They will tell their class that leaves take in the air and light that a plant needs to live. Independent working time (10 minutes) Ask your students to complete the Parts of a Plant worksheet independently. Differentiation Enrichment: Challenge advanced students to use their new knowledge about the parts of a plant to complete the Life Cycle of a Plant worksheet. Whoever finish has the chance to make his own plant as handcraft on a carton paper using different materials making labels for the parts of the plant. They can also play on the interaction board matching games with the parts of the flower. Support: Review the parts of a plant with students who are struggling by removing the labels from their plant. Discuss the roles of each part of a plant and challenger student to re-label the plant. Be sure to scaffold the correct labels by discussing the function of each part. That way, every kind of learner will be able to retain this information. Assessment Grade the Parts of a Plant worksheets as students finish them. Review and closing (5 minutes) Invite students to hear and learn a small song for the plants that they already have learned. Evaluation:The lesson was great! Children enjoyed this blended learning lesson, they were getting information through technology, and they were making the experiments and activities on their own. They liked a lot working on the interactive board and they made the leaflets with joy! Photos of the lesson: METHODIC GUIDE FOR TEACHERS 50