SECH_Methodic Guide for Teachers

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METHODIC GUIDE FOR TEACHERS 52

Annex 3 Children explore forest and make observations in nature to learn about trees and life in forests. Children come close to the nature and appreciate the benefits that trees offer to nature and human beings. We made a special program with educators from environmental center of Panayia ➢ Activity one: Put in the right order the pictures from planting the tree until it is grown ➢ Activity 2: Find and match pictures with real plants ➢ Activity 3: Find nature things that make a special forest rainbow ➢ Activity 4: Find small insects and little animals that live in forest make observations Have a look: https://www.youtube.com/watch?v=Oh40Kudgqak Annex 4.1 Arts 4.1 Competition in the school: Make your tree of love and peace: A leaflet with the sketch of an olive tree (sketch1) was given to all children. Children were asked to transform it individually into their special peace and love tree decorating as they wanted. After finishing it, we posted the artworks on a board and without anyone seeing all children voted the best three artworks that they liked. The 1st best artwork taking more grates award was, to enlarge the child’s artwork so everybody could see it. (sketch1) METHODIC GUIDE FOR TEACHERS 53

Annex 4.2 Make a competition in the school with dolls and make the tree of our tradition See the procedure in e-book: https://www.storyjumper.com/book/read/136353332/EleniIpapa#page/22 These are the links for our award!!! https://pafospress.com/147438- 2/?fbclid=IwAR2Q9Wfh9b05dvJ_VEVHBH_ooapBAGImiTUqNzFWZL0pQQY0Ix_0i6rDMXU https://pafospress.com/saronei-ta-vraveia-to-nipiagogeio- kis/?fbclid=IwAR2rshCulayAJeQKiCt5RPAJGkc3xM2VP-NJdaus_kBcJt8uhKQvGleerdk METHODIC GUIDE FOR TEACHERS 54

Annex 4.3 Make a teamwork poster sending love and peace to others -Children firstly said their ideas of how to make a poster representing love and peace, then they draw the children on individually papers, we made the background, the heard on one other carton paper so as we could stick it on our poster, at the end we combined all the pieces together. We made this beautiful poster METHODIC GUIDE FOR TEACHERS 55

Annex 4.4 Social Studies -Students learn about Volunteerism and they take actions in school to fulfill the aim of helping and giving to others (the giving tree story starting point) -Students take actions to protect the environment (Recycling, cleaning areas from rubbish, campaign for recycling household oils. Link with volunteering actions involving and parents in our school: https://www.youtube.com/watch?v=MlG3sPuP7HM Annex 5 Technology & STEM -Students recognize different emotions -Students take a card of emotion and they must program bee stem to move in specific way to match the emotion card that they hold each time. METHODIC GUIDE FOR TEACHERS 56

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Sustainable Education and Cultural Heritage Our Beautiful Water Elena Corina Rogoveanu & pupils of Preparatory Grade “Stars” METHODIC GUIDE FOR TEACHERS 58

Learning Scenario Title Our Beautiful Water Author Elena Corina Rogoveanu – Grigore Mihaescu Secondary School, Vladesti, Valcea, Romania Age of students 6-7 years old Abstract Water is life. As children grow and understand the world around them, it is important they value water as being vital for their health and for a healthy environment. The aim of this activity is to teach little students about water sustainability and its critical importance not only in our daily lives, but to the environment also. By following the approach of Project Based Learning (PBL) and STE(A)M students will explore, investigate, and collect data about: sources of water, the need of water in our life, water cycle, water waste vs responsible consumption of water. Students will acquire a better understanding of how our actions could affect, positively or negatively, our water and, in consequences, the world around us. By representing WATER and by following the approach of Team-Based Learning (TBL), students will work collaboratively with students from Romania (LAND), France (AIR) and Georgia (ANIMALS), as part of the transnational team “Beautiful”. Keywords Water, sustainability, environmental education, PBL, STEAM, TBL Table of summary Table of summary Subject Language and Communication Citizenship Mathematics and Environmental Exploration Science Technology Outdoor experience Arts Topic Forms of Water Sources of Water Water Cycle Water Waste vs Responsible consumption of water Water and Sanitation METHODIC GUIDE FOR TEACHERS 59

Water and Plants Online teaching https://www.google.com/earth/versions/ material https://padlet.com/ https://www.canva.com/ https://quivervision.com/ https://wordwall.net https://docs.google.com/ Videoconference through Zoom Resources https://www.youtube.com/watch?v=bGWr5jXJfbs used https://www.youtube.com/watch?v=ncORPosDrjI https://www.youtube.com/watch?v=JcifpLbQ3og https://www.youtube.com/watch?v=C46U2peEui8&t=29s https://www.youtube.com/watch?v=ex5hGWrYrQY https://www.youtube.com/watch?v=DMfdMEA8e10 https://www.youtube.com/watch?v=ZcCAkWT7df4 https://www.youtube.com/watch?v=lANjs72j4OI https://www.youtube.com/watch?v=gIRR-VdIP1M https://globalchange.umich.edu/globalchange1/current/lectures/kling/blue_planet/#:~:text=1. - ,Composition%20and%20Structure%20of%20the%20Oceans,commodity%20in%20our %20solar%20system https://ecofriendlykids.co.uk/water/ https://ro.pinterest.com/pin/545709679846203192/ https://coloringhome.com/water-cycle-for-kids-coloring-page https://www.freepik.com/ https://www.kidssoup.com/craft-and-resource/apple-life-cycle-sequencing 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 The lesson encompasses together various aspects of the curriculum in a meaningful way. The activities were thought out to be easily integrated into curriculum for primary level. For example, the topic of water and sustainability is mentioned by Romanian curriculum, thusly: ✓ Exploring the characteristics of bodies, phenomena, and processes; ✓ Investigate the environment using specific tools and procedures; ✓ Solving problems in everyday life by capitalizing acquisitions about one’s body and about the environment; ✓ Applying rules of conduct in everyday life; ✓ Manifestation of moral and civic behavior in living contexts. METHODIC GUIDE FOR TEACHERS 60

Aim of the lesson By the end of the lesson students will be able to understand the importance of water in our lives by identifying sources of water and learning about water cycle, water waste vs responsible consumption of water. Outcome of the lesson ✓ Water Awareness Posters and Brochure ✓ Online Collaborative Paintings ✓ Water Paintings& Drawings ✓ Augmented reality Videos ✓ Info Sheets ✓ Water Tracker 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. Collaborative Learning: a strong focus on group work. STEM Learning: Increased focus on Science, Technology, Engineering, Mathematics subjects in the curriculum Outdoor Education: learning outside of the school building in the “real” environment 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. Edutainment: playful learning. Learning while having fun. Augmented Reality: by pointing devices like smartphones and tablets to objects of reality you receive extra information. Leadership and responsibilities – students will develop the ability to guide and motivate each other 21st century skills While 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) ✓ Information literacy (Understanding facts, figures, statistics, and data) ✓ Flexibility and adaptability (deviating from plans as needed) ✓ Initiative and self-direction (starting projects, strategies, and plans on one’s own) ✓ Social and cross-cultural interaction & meeting and networking with others for mutual benefit ✓ Productivity and accountability (maintaining efficiency and focusing on the problem) METHODIC GUIDE FOR TEACHERS 61

Activities Procedure Time Name of activity A flexible, comfortable, and friendly working environment has 50 min Brainstorming and previously organized in the classroom. Whole class is invited to Whole Class discover and explore the Corner of Water: a world globe, aquatic Discussion plants, aquatic animals, books, magazines, and encyclopaedias for little students. Annex 1 Why is our Earth called Blue Planet? Following, students start brainstorming around the question. With teacher’s guidance, a discussion about water will be held. ✓ How much water is on Earth? ✓ Why is water important? ✓ Could we live without water? ✓ Where does the water we drink comes from? ✓ Are humans the only ones who need water for living? Students are encouraged to share their opinions and talk freely about water and its importance. Explanation and Discussion Based on students’ responses, teacher explains the students that Planet Earth has been called the “Blue Planet” due to the abundant water on its surface. Liquid water covers most of the surface of our planet and that’s why people take it for granted. However, in some parts of the world the lack of clean water affects peoples’ health. Without water there would be no life, so it is important to value and preserve it. Water Tracker Children have many choices when it comes to beverages, and unfortunately, many children are reaching for sugar-laden drinks instead of water. In this part of the activity, students will learn about the importance of staying hydrated for their health. Driving-question: Do you drink enough water or not? The answers to the question will trigger students’ curiosity to collect information about the water they drink at school and at home. This part of the activity requires parents’ involvement. For one month, students will monitor their drinking water consumption. (Water Tracker Template) The results will be organized in charts and graphics. Exploration and investigation through the experiment “Make 50 min your own rain” On, In and Above the Earth Driving question: Would you like the rain disappears? The experiment focuses on what a cloud is and what makes it Annex 2 rain. Students will understand the connection between clouds and rain and recognize the pattern those clouds are necessary for rain. The activity starts by watching a video about what rain is METHODIC GUIDE FOR TEACHERS 62

and have a class discussion about the importance of rain and how we use water in our daily life. https://www.youtube.com/watch?v=C46U2peEui8&t=29s Teacher tells students that even though some people may not enjoy rainy days, the water we get from rain is very important for people, plants, animals, in fact, for our Earth. By working in small groups, the teacher directs and guides students to do each step of the experiment. Each group will receive two plastic glasses (one of the glasses needs to be drilled with a toothpick; use the toothpick to make small and big drops), a spoon, a glass jar, large cotton balls, blue tempera/acrylic paint. The drilled plastic glass will be putted at the top of the jar. Students will be pouring 20 spoons of water in the other plastic glass and colour the water in blue. The coloured water will be poured over the cotton ball. When the cotton balls will be fully filled with water, “the rain” will be seen inside the glass jar. Teacher Explanation: The clouds are made of tiny droplets of water. Up in the air, within a cloud, water droplets condense onto one another, causing the droplets to become bigger/ heavier. When they get too heavy to stay in the cloud, they fall to Earth as rain. Colorillo Time An online meeting through Zoom was held with students and 40 min & teachers from France, Romania, and Georgia. Through this session students painted collaboratively and shared ideas. 30 min Awareness Posters After the meeting students will create awareness posters 50 min Annex 3 related. Water: A friend in a Part 1 need is a friend Driving-Question: Who’s the best, best friend of a plant? indeed! After giving their opinions students are invited to watch the Annex 4 video “The needs of a plant”: https://www.youtube.com/watch?v=gIRR-VdIP1M Students are taken in an outdoor setting. Teacher explains that they will participate in a Seed Finding Adventure. They are asked to find in the school garden 5 seed sachets. Once they are done, have them open the sachets and examine the seeds they have found. Students receive the materials and directions on how to place seeds in a glove. To better understand the relationship between water and plants, students will investigate the germination of seeds by exploring what plants need to grow. Part 2: Augmented reality 50 min Driving-question: What other living beings need water to survive? By using Quiver app, students will work in small groups to colour, scan, play and have fun while learning about a monarch butterfly life cycle. During the lesson, students were immersed in experiences within which they gained in depth-understanding about the connection between water, plants, and all living beings. Students answers to METHODIC GUIDE FOR TEACHERS 63

Spread the word! the driving question of this lesson will be summarized in the Make your voice proverb: Water, A friend in a need is a friend indeed! heard Public event at school At the end of the activity, students and teacher discuss, give Annex 5 feedback, share thoughts and opinions. Teacher will help and support students to organize a public event at school. Representatives of local community, parents, students and teachers at the school will be invited to attend to an online session with an expert in SDG’s goals. After that, all the learning products produced will be presented by teams of students. An exhibition will be placed at the entrance of the school during the school year as an example of responsible actions to save water, protect and preserve the environment. Teacher will upload the results in a padlet that will be shared on social media channels. All the participants to the public event will complete an online survey aimed to find out the impact of the activities done within the project. Assessment A self-assessment rubric will be given to students at the end of the lesson: 1. I DON’T GET IT- I am very confused and I don’t understand 2. I SORT OF GET IT-I am a little bit confused. 3. I MOSLTY GET IT-I understand most of it, but improvement is needed. 4. I GOT IT! - Everything is clear. ******************************* AFTER IMPLEMENTATION ******************************** Student feedback Students are asked to give feedback at the end of every activity. They will also participate in giving feedback by completing an online survey. Teacher’s remarks. Addressing sustainability in primary education from a water perspective might be challenging and demanding, but it is needed. Therefore, I started the implementation of this LS by designing activities focused on the key role that water could play in teaching & learning related to sustainable development goals. The pupils of today are the grown-up population of tomorrow thus they firstly should become aware of the impact of their actions on the environment. METHODIC GUIDE FOR TEACHERS 64

As teachers we have the responsibility to take an 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. This Learning Scenario provides a collection of ecological activities that should start to be taught from an early age. The active engagement of students in the process of exploring, observing, reasoning, and questioning has proved its effectiveness. My students’ performance, ideas and results confirmed that. METHODIC GUIDE FOR TEACHERS 65

Annex 1 - Brainstorming and Whole Class Discussion On, In and Above the Earth Annex 2 - Experiment: Make your own rain Materials: ➢ two plastic glasses (one of the glasses needs to be drilled with a toothpick; use the toothpick to make small and big drops) ➢ a spoon ➢ a glass jar ➢ large cotton balls ➢ blue tempera/acrylic paint. Directions: ➢ Tell students they need to count and pour 20 spoons of water into the plastic glass without holes. ➢ Ask them to color the water in blue ➢ Ask them to put the cotton balls into the plastic glass with holes/drills ➢ The drilled plastic glass will be putted at the top of the jar. ➢ The coloured water will be poured over the cotton ball. ➢ When the cotton balls will be fully filled with water, “the rain” will be seen inside the glass jar. METHODIC GUIDE FOR TEACHERS 66

Annex 3 - Colorillo Time&Awareness Posters Water: A friend in a need is a friend indeed! Annex 4 - SEED IN A GLOVE Materials: ➢ Transparent plastic gloves ➢ Permanent marker ➢ Water can ➢ Small cotton balls ➢ 5 different types of seeds ➢ String METHODIC GUIDE FOR TEACHERS 67

Directions: ➢ Challenge students to a Seed Finding Adventure by placing the sachets with seeds in the school garden/playground/green space. ➢ Let students observe and touch the seeds ➢ Discuss the importance of seeds ➢ Write with the permanent marker on the plastic gloves numbers according with the type of the seed. Write one seed type/number per finger. Example: 1 for lettuce, 2 for cucumbers, 3 for onion, 4 for tomatoes ,5 for parsley (choose what type of seeds you want) ➢ Dip the cotton balls in water and wring them out ➢ Put 2-3 seeds of the same type into each cotton ball ➢ Place the cotton ball inside each finger of the glove. Make sure the type of the seed matches the label/number written on the finger. ➢ Blow a small amount of air into the glove and tie it with string ➢ Hang the glove into a warm place ➢ Daily observation will be made \\ https://www.youtube.com/watch?v=7PFDkv2wr7E METHODIC GUIDE FOR TEACHERS 68

Annex 5 - Spread the word! Make your voice heard METHODIC GUIDE FOR TEACHERS 69

Sustainable Education and Cultural Heritage Our Land is Beautiful Elena Carmen Stamate & pupils of 1st Grade “Butterflies” METHODIC GUIDE FOR TEACHERS 70

Learning Scenario Title Our land is beautiful Author Elena Carmen Stamate – „Grigore Mihaescu” Secondary School, Vladesti, Valcea, Romania Age of students 7-8 years old Abstract „Land - living environment for: plants, animals, people”. On our beautiful land we can find lots of incredibile species in different habitats: forests, desserts. Mountains, etc. All these places provide food, water and shelter to different organism. Unfortunately, our planet has begun to lose many species and habitas. By working on LAND topic, students will learn about biodiversity, habitats, environmental integrity, key opportunities for sustainable livelihoods. The proposed activities are accessible to school children, are attractive, carried out mostly in an integrated manner to maintain the curiosity and interest of children. Throughout the activities, children will discover themselves, will investigate, work in teams, and develop skills such as: creativity, communication, collaboration, problem solving. The activities that are presented below aim to help students know and appreciate the land, learn about the many choices humans give to it and how this affects our planet. Keywords STEAM, Land, sustainable livelihoods, biodiversity, habitats Table of summary Table of summary Subject Language and Communication Citizenship Topic Mathematics and Environmental Exploration Online teaching Science Technology material Outdoor experience Arts \"Earth's place in the solar system, the third planet from the sun\" \"Earth-living environment for: plants, animals, people\" \"How to Keep the Health of the Earth\" \"Curiosities\" https://www.google.com/earth/versions/ https://padlet.com/ https://www.canva.com/ https://quivervision.com/ https://wordwall.net https://docs.google.com/ Videoconference through Zoom METHODIC GUIDE FOR TEACHERS 71

Resources used http://www.esa.int/esaKIDSen/index.html http://www.esa.int/esaKIDSen/SEMYHFYXO2I_OurUniverse_0.html http://www.esa.int/esaKIDSen/SEMASM6445I_OurUniverse_0.html http://www.esa.int/esaKIDSen/SEMBIKQ982I_OurUniverse_0.html https://www.youtube.com/watch?v=xs7rW19sbIc https://www.youtube.com/watch?v=v6C05Optw78 https://www.youtube.com/watch?v=4kBISy0Ut1g https://www.youtube.com/watch?v=BD09BREpNvE https://www.youtube.com/watch?v=XIBlVNtzymU https://www.youtube.com/watch?v=zHR-t3ZfBjw https://www.youtube.com/watch?v=m5QnCI9pmM8 https://www.youtube.com/watch?v=YxEaekTZTyA https://www.youtube.com/watch?v=MCtvAwlw1UY https://puzzlefactory.pl/ro/puzzle/joac%C4%83/tehnologie/216952- sistem-solar https://www.youtube.com/watch?v=-CJyoiy2Epc https://www.youtube.com/watch?v=v0c6oBU-XQw https://www.youtube.com/watch?v=G1aBaK0pPOc https://www.youtube.com/watch?v=qiEEENzQEn0 https://www.youtube.com/watch?v=JmqphvwdEBM https://www.youtube.com/watch?v=Gcndv0gtwMc https://www.youtube.com/watch?v=84sG88x1Gfs https://wordwall.net/ro-ro/community/animale-%C8%99i- c%C4%83su%C8%9Ba https://www.youtube.com/watch?v=of3Z2DtIU5Q https://www.youtube.com/watch?v=diy4fzOPk8k https://www.youtube.com/watch?v=2glrvTW9gvs https://www.youtube.com/watch?v=UwuqFX7zxfo https://www.youtube.com/watch?v=xRz2tN1-6P4&t=8s 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 The project was designed to support the development of the competencies from Romanian National Curriculum, primary level: Communication in the mother tongue, Communication in foreign languages, Mathematical competence and basic competences in Science and Technology, Digital competence, learning to learn, Social and civic competences, Sense of initiative and entrepreneurship, Cultural awareness, and expression. Aim of the lesson Students will be able to understand that our planet has a great variety of biological diversity, they will understand that individual choices can help biodiversity, they will reflect about human actions and will explore the beautiful places of Earth. METHODIC GUIDE FOR TEACHERS 72

Outcome of the lesson Land Awareness Posters and Brochure Online Collaborative Paintings Land Paintings& Drawings Augmented reality Videos Info Sheets Creating an erupting volcano Representation of the interior of the Earth We plant flowers for a more beautiful class, for fresh air 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. Collaborative Learning: a strong focus on group work. Edutainment: playful learning: Learning while having fun. Augmented Reality: by pointing devices like smartphones and tablets to objects of reality you receive extra information. STEM Learning: Increased focus on Science, Technology, Engineering, Mathematics subjects in the curriculum Student Centred Learning: students and their needs are at the centre of the learning process. Peer Learning: students learn from peers and give each other feedback. 21st century skills Flexibility and adaptability: (deviating from plans as needed) Initiative and self-direction: (starting projects, strategies, and plans on one’s own) Social and cross-cultural interaction & meeting and networking with others for mutual benefit Productivity and accountability:(maintaining efficiency and focusing on the problem) Critical thinking: (students will reflect on the topic of the learning scenario) Problem solving: (finding solutions to problems) Collaboration: (working with others) Creativity and Innovation: (thinking outside the box) Information literacy: (Understanding facts, figures, statistics, and data) Communication: (talking to others) METHODIC GUIDE FOR TEACHERS 73

Activities Procedure Time Name of activity Teacher starts by explaining that we had the chance to be 50 min Brainstorming inhabitants on the most beautiful planet, on EARTH- THE and Whole Class BLUE PLANET. Unfortunately, people began to destroy it, forgetting that the Earth is not only theirs but ours and those Discussion who will come. Human activities have the effect of transforming the natural environment into an environment less conducive to the good development of the future generation. Deforestation, air and water pollution, soil erosion, landscape transformation, the disappearance of plants and animals are some of the serious problems of the present. Students are encouraged to describe how they see our planet, what they like, how they enjoy spending time in nature. They are invited to explore the wonders of planet by watching videos, reading encyclopaedias, magazines, observing the Earth Globe. At the end of the lesson, they are challenged to answer the question: If I were the Earth, what would tell the people? All students answer: If I were the Earth, I would tell people to take care of me. I would tell people to plant more trees. I would tell people to keep the Earth clean. I would tell people to care of animals. Art time! Let’s draw our Earth activity is aimed to make use of students’ findings in a real context. Students will decorate the corner of LAND in their classroom by creating drawings, mascots, planets, products related to the topic. (Annex 1) „Earth, the blue When we want to talk with our children about the Earth, we 50 min Planet\" need to start talking about those elements that make it unique. Whether it's appearance, shape, or structure, any of these contribute to the possibilities of our lives here. Although it looks perfectly round, the Earth is not. The shape of the Earth is spheroidal or ellipsoid, as it is flatter at the ends (where the two Poles are, North and South) and more convex in the middle. Here is an imaginary line, which divides the Earth into two parts and is called the Equator. Inside, the Earth is made up of several layers. (Annex 2) There are 3 of them and they have the following names: crust, mantle, core. For a better understanding, teacher provides some videos. https://www.youtube.com/watch?v=UwuqFX7zxfo https://www.youtube.com/watch?v=pvv7bHNK9mg https://www.youtube.com/watch?v=ISvRAjqTpds&t=13s Earth, a special planet, is our home, which we must protect. 50 min METHODIC GUIDE FOR TEACHERS 74

„We are As they get older, children's horizons of knowledge widen researching life on considerably. They will become more and more eager to know what is going on around them. It is the perfect time for us, as Earth” educators, to try to stimulate their desire to understand phenomena that we are constantly witnessing. Therefore, we can begin to provide them with information about the Earth. Everything in the world has a specific purpose. The Earth's magnetic field acts as a shield against incessant bombardment by solar particles. This field stretches from the core of the Earth to the limit where the solar wind meets. Among other things, the magnetic field also helps to orient some animals (especially during migrations) and ours, with the help of compasses. https://www.youtube.com/watch?v=UPXMGEUT_7U&t=3s https://www.youtube.com/shorts/L059c5sWOSw https://youtu.be/aETNYyrqNYE Students will create the scale model of land by answering to the questions: What are the most common landscapes? What are the types of land we have? What are some patterns in landforms on Earth? They will search, color, paint, cut paper, create models of trees, animals, people, etc. This activity will help them to understand various features of the Earth surface. An online meeting through Zoom was held with students and 50 min teachers from France, Romania, and Georgia. Through this Colorillo Time & session students painted collaboratively and shared ideas. Awareness After the meeting students created awareness posters related Posters to the topic. https://www.youtube.com/watch?v=YbMy4i4G6bI https://www.youtube.com/watch?v=SmgzeSZGPYI https://www.youtube.com/watch?v=vvLFpletPa0&t=19s https://www.youtube.com/shorts/c7QQ6PfQLtk \"Journey in nature\" By watching the videos, students will start their journey in 2 hours Outdoor experience nature. They will understand the importance of plants in people lives and they will learn all about cycle of plants. One month https://www.youtube.com/watch?v=AIRIRQe1d1E for https://www.youtube.com/watch?v=bKfYvIQRdAU observation Note to teachers: • Let your students know what they are planting and why • Discuss about the planting activities and encourage them to come up with ideas • Find a green place suitable for planting • Involve students in the process of taking care of their plants METHODIC GUIDE FOR TEACHERS 75

• Organize them to work in small groups and allow groups 2h rotate by having responsibilities in the planting process. Create a (Annex 3) Vulcano Making a volcano is great for students to understand Science. It is an activity that uses all four of our primary senses: smell, touch, sight, and hearing. Tell students that they will be able to smell the vinegar, touch the volcano, paint, see the bubbling explosions and hear the fizzing once the vinegar mixes with baking soda. (Annex 4) Procedures: 1. Building the shape by cutting the paper to create the base of the volcano 2. Cover the surface by decorating your volcano 3. Setting up for the eruption: Place the volcano on a tray large enough to catch the spill from the eruption. Add warm water, dish soap, food coloring and baking soda in a bowl and mix them together. Put the mixture into the empty soda bottle inside your volcano. Add the vinegar and watch the eruption. Tell others about your learning adventure 50 min I need a healty At the end of their research students set goals and identify land, so do you! strategies to help the school community achieve these goals for protecting our land: “I NEED A HEALTHY LAND AND SO DO YOU!”. Students become responsible citizens of the community they belong to by communicating the goals and strategies through by spreading the posters they created. The project will provide meaningful learning experiences by exploring an authentic context, drawing connections to the world outside the school and by valuing everyone’s contribution to a common goal: to understand that our land needs to be protected. Assessment A self-assessment rubric will be given to students at the end of the lesson: ✓ I DON’T GET IT- I am very confused and I don’t understand ✓ I SORT OF GET IT-I am a little bit confused. ✓ I MOSLTY GET IT-I understand most of it, but improvement is needed. ✓ I GOT IT! - Everything is clear. METHODIC GUIDE FOR TEACHERS 76

******************************* AFTER IMPLEMENTATION ******************************** Student feedback Students are asked to give feedback at the end of every activity. They will also participate in giving feedback by completing an online survey. Teacher’s remarks We started implementing this LS by designing activities focused on the key role that the proposed activities could play in teaching and learning related to sustainable development goals. When we want to talk to students about the Earth, we need to start talking about those elements that make it unique. Whether it is about appearance, shape, or structure, living environment, any of them contribute to the possibilities of our life here. At every step we realize that we are part of NATURE with body and mind. We live in it, and we know better than other beings how to know its laws and use them correctly. Annex Annex 1 METHODIC GUIDE FOR TEACHERS 77

Annex 2 EARTH LAYERS METHODIC GUIDE FOR TEACHERS 78

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„We are researching life on Earth” METHODIC GUIDE FOR TEACHERS 80

„Colorillo Time& Awareness Posters” Annex 3 „JOURNEY IN NATURE\" Here are some easy seeds to grow: STUDENT NAME: ✓ Lettuce ✓ Beans ✓ Peas What did you plant? ✓ Radish ✓ Sunflowers ✓ Marigolds ✓ Nasturtium What you will need: ✓ Biodegradable pots ✓ Soil ✓ Seeds ✓ Craft sticks ✓ Watering can Tip: Label each plant pot with the students’ name and type of seeds by using a permanent water METHODIC GUIDE FOR TEACHERS 81

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Annex 4 VOLCANO To build your volcano you will need: ✓ Scissorrs ✓ Paper ✓ Glue gun ✓ Paper Towl ✓ Coloured pencils/Tempera/Coloured markers Ingredients for the eruption: ✓ Four cups of warm water ✓ Liquid dish soap ✓ Red and yellow food colouring ✓ Baking soda ✓ White vinegar ✓ Box ✓ Funnel METHODIC GUIDE FOR TEACHERS 84

Sustainable Education and Cultural Heritage My Energy, our Energy Sevgi Seyda Ozkan & pupils of 4A Grade METHODIC GUIDE FOR TEACHERS 85

Learning Scenario Title My Energy, our Energy Author Sevgi Seyda Özkan – Sincan Primary School, Ankara, Turkey Age of students 9-10 years old Abstract Energy is the ability to do work. Scientists define energy as the ability to do work. Modern civilization is possible because people have learned how to change energy from one form to another and then use it to do work. People use energy to walk and bicycle, to move cars along roads and boats through water, to cook food on stoves, to make ice in freezers, to light our homes and offices, to manufacture products, and to send astronauts into space. There are many different forms of energy, including: Heat, Light, Motion, Electrical, Chemical, Gravitational. These forms of energy can be grouped into two general types of energy for doing work: Potential or stored energy-Kinetic or working energy. Energy can be converted from one form to another. For example, the food a person eats contains chemical energy, and a person's body stores this energy until he or she uses it as kinetic energy during work or play. The stored chemical energy in coal or natural gas and the kinetic energy of water flowing in rivers can be converted to electrical energy, which in turn can be converted to light and heat. Keywords STEM, Heat, Light, Motion, Electrical, Chemical, Gravitational, Kinetic Table of summary Table of summary Subject Science Technology Topic Outdoor experience Online teaching Arts Language and Communication materials Citizenship Resources used Mathematics and Environmental Exploration What is energy? Energy is the ability to do work https://www.canva.com/ https://quivervision.com/ https://wordwall.net https://docs.google.com/ https://padlet.com/ https://www.eia.gov/energyexplained/what-is-energy/ https://padlet.com/veronicadumitrescu3/ojamdmbubkms1imk METHODIC GUIDE FOR TEACHERS 86

https://wordwall.net/en-us/community/energy-resources https://testimiz.com.tr/testcoz/4sinif/fen-bilimleri/4-unite-isik-ve- ses/aydinlatma-ve-ekonomi/1515 https://www.youtube.com/watch?v=fjuvatIoSzY https://www.youtube.com/watch?v=63t0Y2ACoh4 https://www.youtube.com/watch?v=IprKa-hRsKI https://www.youtube.com/watch?v=uka56XBqmsI&feature=youtu.be 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 SCIENCE 4.5.1.1. Compares the lighting tools used in the past and today. 4.5.1.2. Makes designs for lighting tools that can be used in the future. 4.5.2.1. Makes research about appropriate lighting. 4.5.2.2. Discusses the importance of economical use of lighting tools in terms of family and national economy. 4.5.3.1. Questions the causes of light pollution. 4.5.3.3. It produces solutions to reduce light pollution. 4.6.1.1. It takes care to be economical in the use of resources. 4.6.1.2. Realizes the importance of resources and recycling necessary for life. SOCIAL STUDIES SB.4.5.5. It uses the resources around it without wasting it. VISUAL ARTS G.4.1.1. When creating visual art work Aim of the lesson By the end of the lesson students will be able to understand the importance of energy. Energy can be converted from one form to another. People use energy to walk and bicycle, to move cars along roads and boats through water, to cook food on stoves, to make ice in freezers, to light our homes and offices, to manufacture products, and to send astronauts into space. Outcome of the lesson Energy Awareness Posters Online Collaborative Drawings Energy Drawings METHODIC GUIDE FOR TEACHERS 87

Augmented reality Videos Info Sheets Trends 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. Edutainment: playful learning. Learning while having fun. Augmented Reality: by pointing devices like smartphones and tablets to objects of reality you receive extra information. 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. Collaborative Learning: a strong focus on group work. STEM Learning: Increased focus on Science, Technology, Engineering, Mathematics subjects in the curriculum Outdoor Education: learning outside of the school building in the “real” environment 21st century skills Flexibility and adaptability (deviating from plans as needed) Initiative and self-direction (starting projects, strategies, and plans on one’s own) Social and cross-cultural interaction: meeting and networking with others for mutual benefit Productivity and accountability (maintaining efficiency and focusing on the problem) 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) Information literacy (Understanding facts, figures, statistics, and data) Activities Procedure Time Name of activity What is energy? Teacher starts the lesson by inviting the students to think 40 min about the topic: Energy. A class corner with different Brainstorm and materials (books, pictures, energy sources, encyclopaedias for discussion young students) is set up for students to better understand the topic. Students start to brainstorm about what energy is, guided by teacher’s questions: METHODIC GUIDE FOR TEACHERS 88

Energy ✓ What is energy? 40 min in action ✓ Why is energy important for humans? Whole Class ✓ Could we live without energy? 3 Discussion & ✓ What sources of energy do you know? hours Research Students are encouraged to think about the answers and talk freely about energy and its importance. Our Energy Outdoor Experience The teacher gives information about energy. Videos are watched on the smart board. Questions and answers are made with the students. Using the video about energy resources Types of Energy | Energy Forms | Energy Sources and Uses - YouTube have the students separate the types of energy into renewable and non- renewable sources. This separation of the different types of renewable and non- renewable energy sources can be completed by the students as part of the discussion. Divide the whiteboard in half, one side labelled renewable energy sources and the other side non-renewable energy sources. Using the energy sources mentioned by the students in the brainstorming session earlier in the lesson through the course of discussion the students can help the teacher by writing them under the correct heading. Have the children consider the energy consumption within the local area. Can they determine how much energy the local community uses from renewable/non-renewable sources? Is there a geographical factor that influences the energy consumption within the local area? Encourage the students to reflect on the positive and negative impact of different types of energy. Based on what the students have learned, they identify which energy sources are easiest/most difficult to increase the supply of and why this may be the case. The students can share their opinions on a Padlet. This allows the students to reflect on their own learning and share their opinions with their peers. The teacher can also comment on the students’ comments. A school visit to a hydroelectric power station will be scheduled, either physically or virtually, so students can directly discuss with professionals about the recent developments in the field. https://www.youtube.com/watch?v=IprKa-hRsKI Talk to the students about energy produced by hydroelectric power/wind power. Discuss why it is important to move to low carbon greener sources of energy. Have the students brainstorm questions and things they would like to learn before their visit, to ask the energy specialist. The teacher encourages the students to film a short video (3-5 minutes) reporting on the experience of their visit to the power station. If the students did not participate in a visit to a power station, they can film a short video (3-5 minutes) reporting METHODIC GUIDE FOR TEACHERS 89

Is Energy Green? the information they have acquired from viewing relevant 40 min videos on the internet. This video can be uploaded to the + Social Studies virtual classroom and later disseminated to other classes in + the school. Furthermore, the students will create information posters Art which share their findings with their families and the wider community. Note to teachers: If it is not possible to visit a power station in your area perhaps consider a virtual visit to a power station in a near city or alternatively find relevant videos similar to the example above. Meeting an SDG expert Prior to the meeting, the teacher holds a short whole class discussion about the online event, explaining the students the 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 preserve energy? ➢ how does energy affect our lives? ➢ what are the effects of high energy consumption? ➢ 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. Teacher will offer constant support and guidance throughout the online meeting. Ask the students to brainstorm about all the key points they have learned in relation to renewable and non-renewable resources of energy. The students will reflect on their understanding of energy consumption and ways they can increase their energy conservation. After the meeting students will create awareness posters 40 min about energy. Divide the class into groups of 3-5 students and assign each group a renewable/non-renewable resource being consumed within the local area. The students will conduct more in-depth research. For example, they may like to focus on: ✓ a description of the energy source; where it is found; ✓ the processes used in its recovery; ✓ how it is stored; ✓ how is the energy released; ✓ what are the advantages and disadvantages of the energy source; ✓ how does it impact the environment; ✓ the role this energy source will play in the future. Each group will create a poster and a short presentation using Canva. The students may like to record their presentation. METHODIC GUIDE FOR TEACHERS 90

Sharing our Not only are the children offered the opportunity to present 40 min Energy! their findings and demonstrate their learning during this learning scenario, but they are also developing their skills of School event for public speaking. students Students will be given support from the teacher to organize a student school event, to present all their findings during this Learning Scenario. Learning Products will be shared during the school event, in order to raise awareness about energy consumption and about energy saving. Teacher will upload all the products into a Padlet, giving the students the chance to have all the info in one place. Students will have the chance to present their posters as well and receive feedback from the participants. Assessment Initial Assessment: Before the learning scenario begins ask the students to brainstorm the topic of energy. The students will have an opportunity to share what they already know about the topic. During this time allow the students to express their own ideas on the topic and areas that need further research. Formative Assessment: The students will create learning products at each stage of the learning scenario. The knowledge and data gathered throughout the learning scenario will be used to produce a final end presentation of findings. On reviewing the students’ learning products, the teacher will be able to assess their level of engagement and understanding. Final Assessment: During a class discussion have the students reflect on the overall learning scenario they have conducted. ******************************* AFTER IMPLEMENTATION ******************************** Student feedback All the students identified that they now know the difference between renewable and non-renewable energy sources. They also commented on how they enjoyed the project because lots of different subjects were involved –Outdoor experience for the scheduled visit, social studies and art when they designed awareness posters; computers and English when giving their presentation at the end of the project. The students said they have a better understanding of what is being discussed on the news when they hear reports about climate changes. Many students commented how they are encouraging their family to save energy at home. Teacher’s remarks The topic of energy consumption is of growing importance to the students in my class as they regularly hear news reports about climate change. METHODIC GUIDE FOR TEACHERS 91

I saw an increased enthusiasm within my students as they were aware of the importance of what they were learning especially when it is such a global issue. The resources used were presented in such a child friendly way, with each task fully engaging the students, that this daunting topic was easily accessible to all students. METHODIC GUIDE FOR TEACHERS 92

Annex – Photos taken during the activities METHODIC GUIDE FOR TEACHERS 93

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Sustainable Education and Cultural Heritage How to understand Reduction and be Sustainable? Veronica Dumitrescu & pupils of the3rd Grade, English Class METHODIC GUIDE FOR TEACHERS 96

Learning Scenario Title How to understand Reduction and be Sustainable? Author Veronica Dumitrescu – “Grigore Mihaescu” Secondary School, Vladesti, Valcea, Romania Age of students 9-10 years old Abstract Reduce, reuse and recycle can be seen as the main part of Sustainability. The next generation will be better prepared to cope with the daunting sustainability challenges if education for sustainable development is being taught and learned across education. As Sustainable Team, I taught my class how to reduce the use of food, how to reuse objects and how to recycle paper. Kids are learning together When materials can no longer be used again, how the waste is recycled and all these just through interactive activities. They learned how important are these changes for our environment and planet. By following the approach of Project Based Learning (PBL) and STE(A)M students will explore, investigate, collect and create data. By representing REDUCTION and by following the approach of Team-Based Learning (TBL), students will work collaboratively with students from Romania (RECYCLE), Turkey (ENERGY) and Georgia (FOOD), as part of the transnational team “Sustainable”. Keywords REDUCE, REUSE, RECYCLE, PBL, TBL Table of summary Table of summary Subject English Language and Communication Technology Topic Outdoor experience Arts Online teaching material How can we reduce waste? How can we recycle paper? How can we reuse products? https://www.google.com/earth/versions/ https://padlet.com/ https://www.canva.com/ METHODIC GUIDE FOR TEACHERS 97

Resources used https://quivervision.com/ https://wordwall.net https://docs.google.com/ Videoconference through Zoom https://www.youtube.com/watch?v=bGWr5jXJfbs https://www.youtube.com/watch?v=ncORPosDrjI https://www.youtube.com/watch?v=JcifpLbQ3og https://www.youtube.com/watch?v=C46U2peEui8&t=29s https://www.youtube.com/watch?v=ex5hGWrYrQY https://www.youtube.com/watch?v=DMfdMEA8e10 https://ecofriendlykids.co.uk https://www.youtube.com/watch?v=5ACfPVA-EE8 https://www.youtube.com/watch?v=gTamnlXbgqc https://www.youtube.com/watch?v=OasbYWF4_S8 https://youtu.be/6loQUg_wGOo https://youtube.com/shorts/F7hfAY4tbww?feature=share https://youtu.be/qP7369XyK8g https://youtu.be/w9lKOaShmz8 https://youtube.com/shorts/3gpYa5fo8lQ?feature=share https://youtu.be/J5JwbRpkwsA 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 I mention that all project activities had been integrated as part of our teaching process into the National Curriculum, aiming the development of children’s personal skills and abilities, focusing on developing a future responsible adult, perfectly integrated into a modern society. 1. Receiving simple oral messages 1.1. Identify the overall meaning of a clear oral message articulated in family context 1.2. Identification of the time and quantity expressed numerically (prices, numbers) in a clearly and rarely articulated audible message 1.3. Manifestation of readiness to receive oral messages 2. Oral expression in situations of usual communication 2.1. Request and provide information on numbers, prices, expressing the time 2.2. Participate in interactions in contexts of immediate need / on familiar themes 2.3. Simple description of a person / character 3. Receiving simple text messages METHODIC GUIDE FOR TEACHERS 98

3.1. Recognize the meaning of common phrases typical of life daily 3.2. Identify the global meaning of a simple text on topics familiar 3.3. Deciphering simple familiar messages received from friends, colleagues, teacher Aim of the lesson By the end of the lesson students will be able to understand the importance of reduction in our lives by identifying sources of recycling and learning about how to reuse, how to reduce and how to recycle. Outcome of the lesson REDUCTION Awareness Posters Online Collaborative Paintings REDUCTION Paintings& Drawings Augmented reality Videos Info Sheets Trends Project-Based Learning: students get fact-based tasks and they work in groups. Lifelong Learning: learning does not stop when leaving school. Collaborative Learning: a strong focus on group work. STEM Learning: Increased Technology and English subjects in the curriculum Outdoor Education: learning outside of the school building in the “real” environment 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. Edutainment: playful learning. Learning while having fun. Augmented Reality: by pointing devices like smartphones and tablets to objects of reality you receive extra information. Leadership and responsibilities: students will develop the ability to guide and motivate each other 21st century skills 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) Information literacy (Understanding facts, figures, statistics, and data) Flexibility and adaptability (deviating from plans as needed) Initiative and self-direction (starting projects, strategies, and plans on one’s own) METHODIC GUIDE FOR TEACHERS 99

Social and cross-cultural interaction & meeting and networking with others for mutual benefit Productivity and accountability (maintaining efficiency and focusing on the problem) Activities Procedure Time Name of activity To a better understanding of what we are going to achieve, let’s At the take a walk to a nearest supermarket to analyze what we can 50 min supermarket reuse, reduce, and recycle. A supermarket is the perfect place for students to learn about different kinds of food, from where does it come, what kind of fruits or vegetables come from their country and to understand what reduction means. It can be chore, but it can also offer several learning opportunities for little students. This includes using money and budgeting skills, promoting knowledge of food groups, and practicing English vocabulary. On their visit to the supermarket students can discover different sections of it. Explain to your students how things are brought, billed, and paid for. In this way students will gain a sense of responsibility; they will learn how to make right choices related to healthy eating. This part of the lesson will help students understand what 50 min waste is, how can we eliminate it and how can we protect our One way to reduce environment. is to reuse! For defining “waste” the teacher starts by walking through the class and asking students to raise their hand when they hear about a known behavior, something that they did or they usual do at school or at home. I use water to wash my face. I use toilet paper. When an object no longer works, I throw it in the trash. I use a lot of paper. I don’t turn off the light in my room during the day. The teacher goes to the recycle bin of the class and take out all the garbage on a flipchart paper. Students are challenge to choose an item and imagine what they would do with it to become useful. The teacher provides an example: I will use this plastic bottle to build my own pencil holder. By naming some of the products and by identifying the source, students will be able to know how they can recycle in real life. The box of Using scissors, glue and paper students will create the box of 50 min reduction reduction. Procedure: 1. Print out the template (Annex 1) METHODIC GUIDE FOR TEACHERS 100