Level : From 10 to 11
Key competencies : Digital / Foreign language / Learning to learn / Social and civic
• Educational and pedagogical: to develop pupils’ feelings, emotions and the way of looking at the nature with “green” eyes
• To be aware of and actively participate in protecting the natural environment and to become responsible, environmentally aware and active citizens of tomorrow
• To introduce pupils to environmental education by respecting plants and animals, taking care of them and fighting against the destructive elements
• To develop pupils’ oral and written abilities
• To motivate pupils to use English through the practice of the four skills: listening, speaking, reading and writing
• To make pupils actively participate to the learning process by making them reflect on their strategies
• To develop pupils’ creativity through their cognitive skills
• To promote their work by collaboration, cooperation and communication
• To expand the results of this collaborative work out of the pupils’ community(school, town, country)
• To develop digital competence in a didactical way
• To assist the pupils to express their concern over the issue through painting, photography, theatre education and general art
There are several steps that need to be taken in running this project. Obviously the first point below must take place. After that the steps may be chosen according to your time availability and curricular objectives.
a. Pupils introduce themselves and discuss their interests, hobbies, likes and dislikes and worries about the powerful kingdom of nature. Pupils send to their partners a detailed description of themselves and their partners create an avatar according to the information received. (they can use Voki or bitships.com or any of the suggested tools)
b. Talking about their immediate environment: their school and their town (usina tool like smilebox) Partners solve a little questionnaire about their partners’ school and town using a tool like photopeach for example.
Once the pupils know each other, they start working on the first part of the project: They can do one or all of the following activities
o find a mascot (art work)
o design a common logo on-line using a toll like DrawItlive.com
o create a song for the project.
The pupils can then vote for the best logo/mascot/song to represent the project
Dangers all around.
Observing, taking notes and sharing responsibilities as citizens of this world. Pupils work in small groups, select an animal/plant in danger.
a) Photograph competition. Pupils take photos of different places, animals, plants they have in their local environment. The best photo will be selected as the image which will be in a poster with an educational message. A good tool for this is Glogster.
b) Small groups work on the creation of a story about an animal/ plant which is in danger of extinction. The partner’s group will continue the story. A tool such as Storybird is good to use here.
c) A play for each story. Each group receive at random, the story created by another group and they prepare a pantomime/ play for it (video recorded).
d) Journalists. Different journalists interview the actors and the writers of the plays.
Witches. Learning about the stories from the past, how the nature is involved in many legends and real stories that one day were true. Use the eTwinning Live videoconference or directly invite an expert about witches to visit the class and tells about these amazing characters and stories that were part of the nature.
As an outcome pupils could create a common eBook about medicinal herbs and their healthy properties.
Humans. Powerful kingdom of nature is in our hands. Pupils learn about, analyse and decide what to do with our world through some of the proposed activities.
Interview adults working in the field of conservation.
Survey the adults and pupils in the project on their attitudes to conservation, nature, birds, animals etc. The questions to be asked may be prepared by the pupils from school a to be asked of the groups in school b etc. A simple tool like a Google form may be used here. The results of the surveys may be compared and presented in the TwinSpace.
The evaluation process was developed in different ways: interviews and surveys by our pupils. Here teachers could get a feedback of the best activities of the project and what to do to improve the ones that got less qualification.
Parents’ feedback was also very interesting and rich. The Great Celebration Day was an excellent moment (at the end) to check impressions with them and consider their opinions about the project we had been developing with their children all along the school year.
The both teachers also evaluated all the activities once they have been done and at the end of the project we could share our opinions of everything: pupils, teachers, parents, and also the school staff.
The powerfulnaturekingdom celebration Day. Using an eTwinning Live event, celebrate an on-line party where participants enjoy and present a famous nature event: The quizzes, songs, videos and diplomas could be present during the celebration.
The powerfulnaturekingdom dictionary. Create a dictionary w parallel as the project is developed. The most relevant words will be here in the languages of the partner countries
Powerfulnaturekingdom.et magazine. An on-line magazine/ newspaper could be prepared as the project is being developed. Here the participant schools could post the most relevant points created with the project.