The means to fulfil the goals of the project is the long-term support of pupils’ education focused on the development of sub-areas that support the pupil’s active involvement in environmental activities.

Through the specific activities and means listed below, the following will be developed:

1. Sensitivity of pupils
2. Perception of regularities (laws of nature)
3. Environmental problems and conflicts
4. Research knowledge and skills
5. Action strategy to solve environmental problems

1. SENSITIVITY

Pupils express a positive attitude towards nature and the environment, describe how they feel outdoors, in the countryside, keep it clean, do not leave a mess outside, do not harm nature and at least some of them help protect it, take care of the environment.

Activities for pupils:

• Under the guidance of an adult, the pupil takes regular and long-term care of the plants in the classroom and in the garden.

Means to achieve outputs:

1. working in the garden
2. growing your plant from seed (in class)

Method of evaluation: Observation of cultivated plants, competition for the best flower decoration in the class.

• Tells (writes) the story of a selected plant or animal living in the school garden.

Means to achieve outputs:

1. pantomime the behaviour of his animal
2. creative story writing
3. mutual listening to the story

Method of evaluation: Finding commonalities in individual stories, mutual evaluation (smileys).

• Expresses his experience of sensory (visual, auditory, tactile, olfactory and gustatory) contact with nature in poetry or art.

Means to achieve outputs:

1. landscape painting
2. walking barefoot and blindly along a tactile path and describing sensations from individual natural phenomena
3. creative writing
4. preparation of herbal tea from the Herb Garden
5. blindfolded taste recognition
6. sound, smell, hearing pexeso = search for pairs of the same nature

Method of evaluation: Commented presentation of artistic works and poems, assessment of the correctness of the learned natural objects.

• Describes the observed changes of the selected herb or tree from the school garden in individual seasons.

Means to achieve outputs:

1. draws a tree in 4 seasons, notices important changes
2. describe the pictures and explain the changes in annual, biennial, perennial herbs
3. dramatization of the story

Method of evaluation: Exhibition of the best works on a bulletin board, evaluation of the correctness of assigning individual periods to a person’s life and explanation of changes.

Other topics:

Pupil:

• Uses the senses to recognize some natural objects (e.g., by sight, types of organisms, by touching natural objects from the tactile trail in the school garden, by hearing animal sounds, by smelling herbs from the school herb garden) and describes the differences between them.
• Based on observations, he is able to describe the landscape around the school and justify whether he considers it to be harmonious, disturbed, devastated, suggests any changes that may affect the character and shape of the landscape.

Means to achieve outputs:

1. make photos – capturing the landscape around the school, home, village and city
2. explanation in which landscape we like and why, what affects our feelings
3. work in groups to find positives and negatives in the given landscape, proposal of changes

Method of evaluation: Commented presentation of individual groups, photo exhibition with description.

• Interprets his experiences from being in nature in different ways (art work, poems or reflection).

Means to achieve outputs:

1. artwork – feelings from the landscape
2. observing nature alone, writing 5 things from the immediate surroundings and including them in a poem

Evaluation method: annotated presentation of poems and pictures

• maintains order in the school, the school garden and its surroundings,

Means to achieve outputs:

1. cleaning work around the school according to the schedule

Method of evaluation: Competition for the best decorated classroom, including flower decoration.

• Artistically depict the principle of changes over time of the selected plant in the school garden.

Means to achieve outputs:

1. draw a tree in different seasons
2. compares the changes in the life of a tree with the changes in human life and explains the changes
3. observes and photographs one plant in 4 seasons (tree, perennial)
4. create herbarium of 1 tree – fruit, flower, leaf in spring, summer in autumn, bud

Method of evaluation: Evaluation of the herbarium item, exhibition of artistic works.

2. PERCEPTION OF LAWS

Pupils describe basic laws in nature (food relations, cycle of substances and energy, relations between organisms and the environment). He observes the manifestations of these laws in nature. He looks for practical examples in his surroundings and connects them practically with his everyday life.

Activities for pupils

Pupil:

• Give simple examples of food links between organisms – build examples of food chains.

Means to achieve outputs:

1. dramatization on the topic of the food chain
2. creative processing of the food chain
3. group work with pictures on the topic of the food chain

Method of evaluation: Evaluation of the correctness of the assignment of images, annotated presentation of artistic processing of food chains.

• Distinguish between basic biotopes (pond, field, forest, garden, housing estate) and match to them the organisms found in them.

Means to achieve outputs:

1. matches the presented plants and animals to the environment in which they live (water, soil…)
2. uses the SEV BIOS program
3. field exercise – slipping in water, grass, observation of soil edaphone, collection of wood material

Method of evaluation: Evaluation of the correctness of classification (using keys), comparison of samples.

• Explain the principle of the carbon and water cycle in nature

Means to achieve outputs:

1. film about photosynthesis, growth, decomposition
2. game on the interactive board – Life in the forest
3. working with images – the cycle of life

Method of evaluation: The correctness of the arrangement of images from the cycle of life in nature.

Other topics:

• Explain different types of food chains, compile examples of food relationships in different ecosystems on his own.
• Based on their own observation, they will evaluate the properties of two water ecosystems and their importance for the landscape

Means to achieve outputs:

1. field exercise of observation, determination of organisms in different aquatic ecosystems
2. laboratory work – monitoring water purity, pH…

Method of evaluation: Observation of the species spectrum and water purity in different types of aquatic ecosystems and drawing conclusions

• Describe the flow of energy and circulation of substances and explain the difference between unidirectional flow and circulation,

Means to achieve outputs:

1. commented presentation, interpretation – cycle of matter and energy and one-way flow
2. images from the cycle Path of waste – will build a path of waste

• Identify introduced (invasive) organisms and explain how they affect the natural environment,

Means to achieve outputs:

1. walk in nature
2. paper on the given topic
3. photographs, draws an invasive plant

• Explain the difference between renewable and non-renewable energy sources.

Means to achieve outputs:

1. report on different sources of energy
2. visit to a thermal, nuclear, water, solar…
3. work in groups on individual energy sources and a commented presentation

• Differentiate basic biotopes and types of landscape use (garden, field, meadow, forest, pond, mountains, human settlement, cave) and assign the organisms found in them.

Means to achieve outputs:

1. work in groups on individual types of landscapes – creating a poster
2. matching plants and animals to the relevant ecosystem
3. role play – how a person uses the landscape, searching for other possibilities of use

3. ENVIRONMENTAL PROBLEMS AND CONFLICTS

Pupils analyse a selected specific environmental problem, discuss the problem, explain whether it is becoming a conflict and critically examine it, look for and propose possible solutions.

Activities for pupils

Pupil:

• He reveals an environmental problem in his immediate surroundings and describes whether it is affected in a certain way, who is involved in it or whether he himself is involved in it,

Means to achieve outputs:

1. walk around the school and observe, everyone finds at least 3 problems by themselves
2. joint sharing of problems, choosing the most serious
3. searching for possible culprits who are involved in the problem – brainstorming

Method of evaluation: Artistic, literary processing of the situation.

• Discusses with classmates about possible solutions to a given problem, respects the opinion of others and is able to adapt to the way of solving the majority,

Means to achieve outputs:

1. brainstorming possible solutions to the problem and deriving the solution according to the majority
2. group work, finding a common solution
3. Presentation of proposals

Method of evaluation: They evaluate how they discussed and looked for a common solution, present their proposals for solving the problem.

• After an agreement, the classmates formulate how to solve the problems that he observed during the normal operation of the school.

Means to achieve outputs:

1. During the interview, he discusses a problem he noticed at school
2. formulates possible problems associated with the normal operation of the school and a solution is derived from the joint discussion

Method of evaluation: Ability to participate, engage or even lead a discussion. The ability to agree in a class team on a common solution procedure.

Other topics

Pupil:

• Evaluates the effects of human activity on the species composition of the community and on relationships within the ecosystem.
• He will reveal environmental problems in his immediate surroundings (waste management, the shape of the river bed, greenery and the surrounding area around the school, the traffic situation in the vicinity, the cleanliness of the air. He analyses the problem from the point of view of historical and social contexts.

Means to achieve outputs:

1. walk around the school and observe, everyone finds at least 3 problems and takes a photo
2. joint sharing of problems, selection of the most serious ones
3. work in groups – on the topic of the problem, analysis from the point of view of various contexts – production of posters

Method of evaluation: Posters highlighting individual problems, provided with photographs of problem areas.

• Describes the causes and possible consequences of the selected problem from the environmental, economic and social point of view.

Means to achieve outputs:

1. discussion in the group about possible causes and solutions to the problem and deriving the solution according to the majority
2. presentation of the given problem to other groups in the class, an effort to defend their solution
3. creation of a poster on the topic of the given problem in the group with photographs
4. whole class discussion – searching for a clear solution

Method of evaluation: Pupils will evaluate how they discussed and looked for a common solution in a small group and in a large group, is there a solution?

• Explains when an environmental problem becomes an environmental conflict (e.g., a bypass in the village → advantages for some households, a disadvantage for others, a wastewater treatment plant → excellent for the cleanliness of rivers, but sometimes smells in the immediate vicinity…).

Means to achieve outputs:

1. work with the problem in the immediate vicinity – has a clear solution been found? No = turning the problem into a conflict
2. brainstorming – searching for different situations when a problem turns into a conflict
3. searching for problems and creating a bank of ideas on what to improve within the work of the Ecoteam, inferring whether any problem turns into a conflict
4. simulation games

• Explains that the problem/conflict has multiple solutions and gives examples of solutions at different levels – individual, family, school class, village council (e.g., when solving the cleanliness of the area around the school),

Means to achieve outputs:

1. simulation games

Method of evaluation: Sharing feelings from the simulation game

4. RESEARCH SKILLS AND ABILITIES

Activities for pupils

Pupils formulate basic research questions, propose a research procedure, design, collect, organize and evaluate the necessary data. They organize, evaluate and interpret them and based on them formulate conclusions and propose solutions.

Pupil:

• He observes nature, draws and describes his observations.

Means to achieve outputs:

1. field exercise + entry and drawing in the researcher’s diary

Method of evaluation: Comparing the plant with the drawing, checking the correctness of the description.

• Observes and investigates events using simple aids and tools (works with a magnifying glass, telescope, rain gauge, thermometer).

Means to achieve outputs:

1. work in the garden
2. observation of various organisms using a magnifying glass, microscope + make a drawing
3. work with a thermometer and a rain gauge – phenological observations

Evaluation method: Practical skills associated with the use of simple tools for student observation.

• Records observations in tables, simple graphs, searches for information in the literature

Means to achieve outputs:

1. work with the data obtained in mathematics lessons – recording in graphs
2. work with worksheets in the field – supplementing the table, graph
3. work with an encyclopaedia

Method of evaluation: Ability to record data in a graph, read data from professional literature.

• Performs a simple experiment (e.g., on plants → sufficient vs. insufficient light, sufficient vs. insufficient moisture, …) and draws a conclusion from his observation.

Means to achieve outputs:

1. long-term observation of 4 pieces of the same plants under different conditions – in the classroom – work in groups
2. discussion and drawing a conclusion, why the same plant has different growth (different conditions)

Method of evaluation: The procedure, description and conclusion of the experiment are recorded in the laboratory work, observation diary.

• Searches for information on the researched questions in professional literature and on the Internet, and compares with their observations.

Means to achieve outputs:

1. searching for information on the Internet
2. searching for information in encyclopaedias and magazines
3. selection of essential information
4. comparing the searched information with one’s own observation

Method of evaluation: Search and extracts of information on the researched topic, evaluation of the results and comparison with the results of own observation.

Other topics

Pupil:

• formulates a research question (hypothesis) and proposes methods for obtaining the data needed to answer it (e.g. where does the waste from our village go, where can I find out?, …),

Means to achieve outputs:

1. discussion
2. appropriately chosen questions by the teacher – a student formulates a hypothesis
3. mind map

• uses more complex aids and devices during observation (e.g., microscope, pH meter, chemical laboratory supplies,
• conducts experiments when investigating natural phenomena, when determining the state of the environment and when investigating the properties of living and non-living nature,
• records information from observations and experiments in tables and graphs, draws a picture or diagram and describes it,
• Collects and compares information from various information sources, interviews or questionnaires with the results of own observation. He evaluates and explains the obtained data. He presents the conclusions of his research.

Means to achieve outputs:

1. group work – creation of questions for the questionnaire on the given topic
2. data collection in the form of a questionnaire from a certain sample of people, data processing, evaluation
3. independent work – searching for information on a given topic from at least 3 sources

5. ACTION STRATEGY

Pupils acquire knowledge and skills that lead them to responsible environmental behaviour that has as little negative impact on the environment as possible. Their attitudes influence the actions of other people. Pupils are able to analyse a certain problem in their surroundings, plan a solution, implement it and present it in public.

Activities for pupils

Pupil:

• He chooses from ordinary daily activities those in which his behaviour can reduce their impact on the environment (e.g., saving water during hygiene, drinking school tea from a mug rather than buying drinks in plastic bottles from a vending machine, …….),

Means to achieve outputs:

1. discussion of everyday activities as they affect the environment
2. brainstorming ideas on how to reduce the impact of your behaviour
3. proposals for possible savings
4. drawing on the topic: Environmentally unfriendly behaviour x environmentally friendly behaviour

Method of evaluation: Commented presentation of artistic works

• With his ecological behaviour, he sets an example for others, possibly draws attention to the correct handling of waste, etc., and can justify his position.

Means to achieve outputs:

1. separate waste at school
2. separate waste at home
3. participation in cleaning around the school in work activities
4. composting bio-waste while working in the school garden

Method of evaluation: regular inspection of waste sorting in classrooms, inspection of cleaning around the school – eco patrol.

Other topics

Pupil:

• Analyses the operation of the school (household) in the areas of water, energy, environment and schools, waste, … proposes specific measures leading to greening of the operation.
• Plans actions and activities in the group that have an impact on the environment.

Means to achieve outputs:

1. creating an activity plan
2. exhibiting the plan of activities in the school hall
3. gradual monitoring and evaluation

• Drafts a letter to alert local government, the press to a selected environmental problem, describes the problem and its consequences, and explains the reasons why the problem needs to be addressed.

Means to achieve outputs:

1. the selected Ecoteam students write a letter + have it checked by the teacher
2. finds a competent person to whom to send the letter
3. they will send the letter or deliver it in person

Method of evaluation: Publication of the letter in electronic form is at www. on the school website or in the press

• With the help of the teacher, the school management and the village, they implement selected events, inform the media, evaluate the achievement of the goal and propose improvements for the future,

1. article in the local press about the implemented event
2. evaluation and brainstorming of improvement proposals for the future

• Calculates its own Eco-footprint, i.e. the impact of his behaviour on the environment, analyses the results and suggests how to reduce the impact on the environment,

Means to achieve outputs:

1. calculation of the ecological footprint of the family
2. calculation of the ecological footprint of the school

• Describes the life cycle of the selected product (production, transport, use, disposal) and evaluates the impact of individual phases on the environment.
• Assigns more ecological alternatives to commonly used products,

Means to achieve outputs:

1. sorting boxes of various types of products into environmentally friendly and non-friendly ones
2. test – ecological brands, ecological products

• Maps the availability of certified products that he normally uses in his surroundings.

Means to achieve outputs:

1. Group work – visiting a hypermarket, special shops
2. Eco-consumer test
3. Exhibition of environmentally friendly products with a description of where they were purchased.

Method of evaluation: Finds an environmentally friendly product in the store and convinces parents to buy it as an alternative to an environmentally unfriendly product.