Ukázka z Ekoprojektu Ukázka z Ekoprojektu 20082008

1010thth Junior Eco-Expert Project Junior Eco-Expert Project

2.Group 12.Group 1 Environmental Education of Children in Kindergartens and in Environmental Education of Children in Kindergartens and in

the Lower Grades of Basic Schoolsthe Lower Grades of Basic Schools The Czech Republic:The Czech Republic: Alena Židová,Alena Židová, Karolína Musilová,Karolína Musilová, Tereza Šavrdová,Tereza Šavrdová, Jana Jana Šnokhousová,Šnokhousová, Radek Hlávka,Radek Hlávka, Lenka Bártová,Lenka Bártová, Michaela Šímová,Michaela Šímová,

MichaelaMichaela Nečasová,Nečasová, Jana AnderlováJana AnderlováAustria:Austria: Steiner Daniel, Scheibreithner Carina, Steinbrecher Victoria, Steiner Daniel, Scheibreithner Carina, Steinbrecher Victoria,

Walchshofer Sandra, Steiner JuliaWalchshofer Sandra, Steiner JuliaPoland:Poland: Cholewa Anna, Gabzdyl Jozef, Turoń Maciej, Wiśniewski JakubCholewa Anna, Gabzdyl Jozef, Turoń Maciej, Wiśniewski JakubHungary:Hungary: Horváth Kitty, Kalina Réka, Kálmánczhey Kata, Tóth DianaHorváth Kitty, Kalina Réka, Kálmánczhey Kata, Tóth DianaTeacher:Teacher: Izabela Bielesz , Dipl.ing.Milena Hlásková, Mária Kónia-BotrágyiIzabela Bielesz , Dipl.ing.Milena Hlásková, Mária Kónia-Botrágyi

3.Environmental Education of Children in Kindergartens 3.Environmental Education of Children in Kindergartens and in the Lower Grades of Basic Schoolsand in the Lower Grades of Basic Schools

June 2June 2ndnd

In the morning:In the morning:

Arrival, getting to know each other, dividing into groups.Arrival, getting to know each other, dividing into groups.

In the afternoon:In the afternoon:

Pedagogical methods of environmental education.Pedagogical methods of environmental education.

June 3June 3rdrd

Meeting point:one of the kindergartens in Veselí nad LužnicíMeeting point:one of the kindergartens in Veselí nad Lužnicí

Programme:Programme:

One of the very serious ecological problems is waste, which man producesOne of the very serious ecological problems is waste, which man produces ..

The Programme will be focused on it.The Programme will be focused on it.

Topic:Topic:

Impact of man on the environment - waste, water cycleImpact of man on the environment - waste, water cycle

June 4June 4thth

Meeting point: Hajnice Field Station for Environmental Education.Meeting point: Hajnice Field Station for Environmental Education.

Programme:Programme:

Getting to know Protected Landscape Area Třeboňsko, Losí Blato Nature Getting to know Protected Landscape Area Třeboňsko, Losí Blato Nature

Reserve, collecting and identifying products of nature, diversity of species in Reserve, collecting and identifying products of nature, diversity of species in the Reserve.the Reserve.

Topic:Topic:

Environment conservation in protected areas.Environment conservation in protected areas.

June 5June 5thth

Data processing,getting the presentation ready.Data processing,getting the presentation ready.

´´The more the man respects ´´The more the man respects nature, the better and more nature, the better and more noble-minded this man is. noble-minded this man is.

Who respects nature, loves it Who respects nature, loves it too.Love of nature should be too.Love of nature should be

imprinted to children in imprinted to children in families and at school as one families and at school as one

of the most precious character of the most precious character qualities of the man.´´qualities of the man.´´

Jan Ámos Jan Ámos KomenskýKomenský

4.4.We would like to remind We would like to remind youyou of one of the most of one of the most

renown Czech personalitiesrenown Czech personalities: : pedagogue, philosopher andpedagogue, philosopher andliterary worker, J. A. Komenský.literary worker, J. A. Komenský.

5.5.

Environmental education should develop in children basic hygienicEnvironmental education should develop in children basic hygienicand social-cultural skills and habits towards the nature, to theand social-cultural skills and habits towards the nature, to theproducts of human labor, and to the people themselves, and correctproducts of human labor, and to the people themselves, and correctrelation and behaviour of man to the environment.relation and behaviour of man to the environment.

Elements of environmental education have to penetrate to the wholeElements of environmental education have to penetrate to the wholeeducation influence. They should develop expression skills andeducation influence. They should develop expression skills andcompetence towards the environment, they develop hygieniccompetence towards the environment, they develop hygienichabits. They also develop emotional relations to the nature andhabits. They also develop emotional relations to the nature andaesthetics perception of the nature. They gain tangible piece ofaesthetics perception of the nature. They gain tangible piece ofknowledge about nature and its parts. It is important to developknowledge about nature and its parts. It is important to developcompetences and habits in maintaining cleanliness, in taking care ofcompetences and habits in maintaining cleanliness, in taking care ofplants and tidying up the surroundings.plants and tidying up the surroundings.

To fulfill these educational targets it is necessary to create enoughTo fulfill these educational targets it is necessary to create enough stimuli.The base is astimuli.The base is a play which is reflected in all educational activities. Through the play children receiveplay which is reflected in all educational activities. Through the play children receive primary knowledge about the life of people, their work, mutual relationship and primary knowledge about the life of people, their work, mutual relationship and

relation relation to the nature. To the most valuable methods belong direct observation of plants andto the nature. To the most valuable methods belong direct observation of plants andanimals during walks in gardens, meadows, forests, along brooks.Children are in touch animals during walks in gardens, meadows, forests, along brooks.Children are in touch with surrounding nature, learn the characteristics of nature by using their senses, bywith surrounding nature, learn the characteristics of nature by using their senses, by working experience. It is also important to choose correct teaching aids: fairyworking experience. It is also important to choose correct teaching aids: fairy--tales,tales, rhymes, pictures, films, construction sets,models,toys,tools,and aids needed for rhymes, pictures, films, construction sets,models,toys,tools,and aids needed for

workingworkingactivities, drawing, modelling. We have been preparing educational programmes foractivities, drawing, modelling. We have been preparing educational programmes forkindergartens since 1998. Ecology-based educational programmes are programmeskindergartens since 1998. Ecology-based educational programmes are programmes with ecological contents, environmental contents, respectivelly biology or conservation with ecological contents, environmental contents, respectivelly biology or conservation contents (that is, dealing with nature conservation and landscape protection). Commoncontents (that is, dealing with nature conservation and landscape protection). Commondenominator to all educational programmes is impact on adopting ecological way of denominator to all educational programmes is impact on adopting ecological way of thinking, programmes are aimed at non-comsumer way of life and man´s respnsibility thinking, programmes are aimed at non-comsumer way of life and man´s respnsibility for the state of environment.for the state of environment.

EcologyEcology-based educational programmes use elements of-based educational programmes use elements ofcorrelation, problem-solving and project correlation, problem-solving and project teaching, ethic, aesthetics, work education, drama education.teaching, ethic, aesthetics, work education, drama education.The impact is on professional level, and up-to date information The impact is on professional level, and up-to date information given, development of creativity, communication skills and team given, development of creativity, communication skills and team work, problem solving and providing pupils with practical work, problem solving and providing pupils with practical knowledgeknowledge;; these pieces of knowledge are gained, for example these pieces of knowledge are gained, for example

by by having contact with products of nature, materials and stays in having contact with products of nature, materials and stays in gardens, outdoor, and so on.gardens, outdoor, and so on.

6.Methodical recommendatios for preparing and tutoring of 6.Methodical recommendatios for preparing and tutoring of ecological educational programmesecological educational programmes

1. 1. Ecological educational programme has strictly defined aim with clearly Ecological educational programme has strictly defined aim with clearly

ecological dimension and impact on context, which means that we are sure ecological dimension and impact on context, which means that we are sure

about what we intent to tell the students,what to teach them,what to about what we intent to tell the students,what to teach them,what to motivate motivate

them for.them for.

2. 2. Ecological education programme is always skilled and topical.Ecological education programme is always skilled and topical.

3. 3. Content of ecological educational programme follows, the syllabus of learnt Content of ecological educational programme follows, the syllabus of learnt

subject and-if possible-it involves topics how to develop this topic in school subject and-if possible-it involves topics how to develop this topic in school

curricullum.curricullum.

4. 4. Eco-pedagogists don´t stuff students and do not impress them with loads of Eco-pedagogists don´t stuff students and do not impress them with loads of

erudition. On contrary - they see to it that each and every student has the erudition. On contrary - they see to it that each and every student has the

opportunity to formulate and express his/her opinion or idea.opportunity to formulate and express his/her opinion or idea.

5.5.In the frame of ecological educational programme,we also use activating andIn the frame of ecological educational programme,we also use activating and interactive methods, based upon mutual cooperation of students. We stress interactive methods, based upon mutual cooperation of students. We stress

thethe balance, variability and balanced implementation of particular parts of balance, variability and balanced implementation of particular parts of ecological educational programmes - educational, motional, entertaining, ecological educational programmes - educational, motional, entertaining, contesting, brainstorming and creating activities.contesting, brainstorming and creating activities.6.6.In ecological educational programmes, we prefer to use original educationalIn ecological educational programmes, we prefer to use original educational teaching aids. If the programme takes place indoor, we practice it in as teaching aids. If the programme takes place indoor, we practice it in as pleasant setting as possible. At the very beginning, we make atmosphere of pleasant setting as possible. At the very beginning, we make atmosphere of mutual communication, give basic facts about the programme, introduce mutual communication, give basic facts about the programme, introduce

tutortutor and workshop. We make the rules of behavivour clear.and workshop. We make the rules of behavivour clear.7.7.A part of ecological educational programme is always a final revision with A part of ecological educational programme is always a final revision with active attendence of students when certain topic is revised by several ways,active attendence of students when certain topic is revised by several ways, like for example contest,play,discussion,dramatic play,trial,preparing of TVlike for example contest,play,discussion,dramatic play,trial,preparing of TV report or scientific conference and so on.report or scientific conference and so on.8.8.Each participant of ecological environmental programme usually brings Each participant of ecological environmental programme usually brings home a product of his own, like a leaflet with topical information about the home a product of his own, like a leaflet with topical information about the state of the environment, invitations to join clubs.state of the environment, invitations to join clubs.

7.Kindergarten7.KindergartenKindergarten Mezimostí has been Kindergarten Mezimostí has been

educating children of pre-school educating children of pre-school age since.age since.

Last year, the reconstruction of the Last year, the reconstruction of the interior was completed, and a new interior was completed, and a new garden is being created now.garden is being created now.

There are two classes in this There are two classes in this kindergartn, both of them are kindergartn, both of them are focused on ecological education. focused on ecological education. Six teachers and three members Six teachers and three members of the auxiliary staff take care of of the auxiliary staff take care of the children.the children.

Mutual cooperation between our Mutual cooperation between our secondary school and this secondary school and this kindergarten has been going on kindergarten has been going on since 1996.since 1996.

Our students prepare educational Our students prepare educational programmes and learn how to programmes and learn how to work with children.work with children.

8.Programme-kindergarten8.Programme-kindergarten

1.Water cycle and water pollution1.Water cycle and water pollution2.Sorting out waste2.Sorting out waste What is waste?What is waste? How do we sort it out?How do we sort it out?3.What does not belong to nature?3.What does not belong to nature?4.Game - evolution4.Game - evolution (egg – chicken - hen)(egg – chicken - hen)5.The end of the programme: a song with a movement 5.The end of the programme: a song with a movement

activityactivity

9.Water Cycle9.Water Cycle All living things must have water. It allows foods and gases to pass All living things must have water. It allows foods and gases to pass

through the cells of plants and the tissues of animals. Water circulates through the cells of plants and the tissues of animals. Water circulates

through the enviroment in a cycle that, like the carbon-oxygen cycle, relies through the enviroment in a cycle that, like the carbon-oxygen cycle, relies

on the sun for power.on the sun for power.

Heat from the sun evaporates water from oceans, lakes, and streams. TheHeat from the sun evaporates water from oceans, lakes, and streams. The

vapors form clouds that can be blown many miles by the wind. When thevapors form clouds that can be blown many miles by the wind. When the

air cools or becomes loaded with moisture, the vapor falls as rain, snow,air cools or becomes loaded with moisture, the vapor falls as rain, snow,

sleet or hail.sleet or hail.

Much of the water soaks into the soil where it can be used by plants.Much of the water soaks into the soil where it can be used by plants.

Some find its way deeper into the earth and becomes part of the Some find its way deeper into the earth and becomes part of the

groundwater suply in the form of springs or wells. Eventually that water groundwater suply in the form of springs or wells. Eventually that water

also returns to lakes and oceans where it can once again evaporate and also returns to lakes and oceans where it can once again evaporate and

continue its way through the cycle.continue its way through the cycle.

Water CycleWater Cycle

1)Transpiration1)Transpiration

2)Evaporation2)Evaporation

3)Precipitation3)Precipitation

4)Soak-in (ground water)4)Soak-in (ground water)

5)Stream to ocean5)Stream to ocean

10. Excursion: We visited Losí Blato Nature Reserve10. Excursion: We visited Losí Blato Nature ReserveLosí Blato (Marshland) Nature ReserveLosí Blato (Marshland) Nature ReservePeat land is covered by the growth of coniferous forests, 1km east of Peat land is covered by the growth of coniferous forests, 1km east of

Mirochov Mirochov CommunityCommunityCadastre:Cadastre: Mirochov, …… Mirochov, ……Acreage:Acreage: 202.61 hectares 202.61 hectaresProtective zone:Protective zone: 84.40 hectares 84.40 hectaresAltitude:Altitude: 470 – 490 metres above sea level 470 – 490 metres above sea levelProclaimed:Proclaimed: 1994 1994The area is a follow-up of the valuable Příbrazské peatland which is now The area is a follow-up of the valuable Příbrazské peatland which is now completelly destroyed by peat exploitation. A part of the Nature Reserve completelly destroyed by peat exploitation. A part of the Nature Reserve comprises of open stands of submountainous Swiss mountain pine trees.comprises of open stands of submountainous Swiss mountain pine trees.Habitat is very rich – exploited turbary in various stages of siltation,old Habitat is very rich – exploited turbary in various stages of siltation,old

system system of drainage channels, and aboundant spring areas are sources of water for live of drainage channels, and aboundant spring areas are sources of water for live fenlands and peat lands. The whole site is a refuge for endangered peatland fenlands and peat lands. The whole site is a refuge for endangered peatland flora and fauna. flora and fauna.

11.CHKO Třeboňsko11.CHKO TřeboňskoThe Třeboň Protected Landscape Area was established in 1979 following its The Třeboň Protected Landscape Area was established in 1979 following its Inclusion in the Unesco system of Biosphere Reserves in 1977. It is situatedInclusion in the Unesco system of Biosphere Reserves in 1977. It is situatedin the southern part of the Czech Republic and occupies an area of 700 sq. Km.in the southern part of the Czech Republic and occupies an area of 700 sq. Km.In contrasts to most protected areas in the world, the Třeboň Protected In contrasts to most protected areas in the world, the Třeboň Protected Landscape Area and Biosphere Reserve is not an example of a virgin Landscape Area and Biosphere Reserve is not an example of a virgin landscape with minimum human impact.On the contrary, it is a landcape that landscape with minimum human impact.On the contrary, it is a landcape that has been remodelled and reshaped to a great extent. Over the centuries, a uniquehas been remodelled and reshaped to a great extent. Over the centuries, a uniquemosaic of fishponds, forests, streams, grass-and arable lands, and human mosaic of fishponds, forests, streams, grass-and arable lands, and human settlements have gradally replaced the original vast forests and swamps. The settlements have gradally replaced the original vast forests and swamps. The Třeboň region today represents an example of a successful co-existence of Třeboň region today represents an example of a successful co-existence of nature with a prosperous local economy. The diversity of biotopes, both natural nature with a prosperous local economy. The diversity of biotopes, both natural and man-made, has resulted in an unsurpassed concentration of plant and animal and man-made, has resulted in an unsurpassed concentration of plant and animal species in a relatively small area, an exceptionnal phenomenon under species in a relatively small area, an exceptionnal phenomenon under Central European conditions. The most valuable parts of the region are preserved Central European conditions. The most valuable parts of the region are preserved as National Nature Reserves, Nature Reserves,or National Nature Monuments as National Nature Reserves, Nature Reserves,or National Nature Monuments

and and Nature Monuments.Nature Monuments.

Since 1991, part of the Třeboň region´Třeboň Fishponds´, has been includedSince 1991, part of the Třeboň region´Třeboň Fishponds´, has been included

in the system of ´Wetlands of International Importance´designated by the in the system of ´Wetlands of International Importance´designated by the

Ramsar Convention. Peat bogs, another notable element of the Třeboň Ramsar Convention. Peat bogs, another notable element of the Třeboň

region, have been under the protection of this Convention since 1993.region, have been under the protection of this Convention since 1993.

Photo:An aerial view on the Nadějská Fishpond System.

Landscape protectionLandscape protection in in TREBONSKOTREBONSKO

Scheibreithner, Steinbrecher,Scheibreithner, Steinbrecher,

Steiner, Steiner, WalchshoferSteiner, Steiner, Walchshofer

HistoryHistory

Until 12Until 12thth century century

→ → forests forests forests and forests and

fishponds modified fishponds modified ““The Trebon Protected The Trebon Protected

Landscape Area” Landscape Area” established 1979established 1979

Unesco system of Biosphere Reserves in Unesco system of Biosphere Reserves in 19771977

1991: Trebon fishponds → “Wetlands of 1991: Trebon fishponds → “Wetlands of International Importance”International Importance”

peat bogs: since 1993peat bogs: since 1993

InterestingInteresting factsfacts

450 ponds450 ponds biggest pond: 4.3 sq. km biggest pond: 4.3 sq. km

(“ROZMBERG”)(“ROZMBERG”) longest pond: 7 km long (“STANKOV”)longest pond: 7 km long (“STANKOV”) 2nd biggest pond: “the world” (“SVET”)2nd biggest pond: “the world” (“SVET”) most frequent trees: spruce and pine most frequent trees: spruce and pine

TREBONTREBON

center of regioncenter of region headquarter for headquarter for

landscape protectionlandscape protection place for nestingplace for nesting Many speciesMany species Sandpits: important for the bioversity and Sandpits: important for the bioversity and

landscape protectionlandscape protection

12.Hajnice Field Station for Environmental 12.Hajnice Field Station for Environmental Education of ChildrenEducation of Children

It was established by rebuilding a former military compound-It was established by rebuilding a former military compound-

firing range. It has been working since 1998. Spring throughfiring range. It has been working since 1998. Spring through

autumn, educational programmes for kindergartens and basic autumn, educational programmes for kindergartens and basic

schools take place here. Also, specialized training programme for schools take place here. Also, specialized training programme for

students of Secondary Technical School for Protecting and students of Secondary Technical School for Protecting and

Creating of the Environment takes place here.Creating of the Environment takes place here.

Hajnice Field Station for Environmental Education Hajnice Field Station for Environmental Education of Childrenof Children

HajniceHajnice

Working sheetsWorking sheets Working sheet number 1 Working sheet number 1 -- Reserve Losí Blato Reserve Losí Blato Task:Task: Form the rules how to behave in nature reserves: Form the rules how to behave in nature reserves:

For example:For example: 1) 1) Do not drive your vehicle into the reservation!Do not drive your vehicle into the reservation! 2)2) Camp only in designated backcountry sides! Camp only in designated backcountry sides! 3)3) Do not climb the rocks! Do not climb the rocks! 4)4) Do not play audio device loud! Do not play audio device loud! 5)5) Do not leave designated pathways! Do not leave designated pathways! 6)6) Do not build new roads and buildings! Do not build new roads and buildings! 7)7) Do not destroy, disturb, possess or remove any plant, animal, or Do not destroy, disturb, possess or remove any plant, animal, or mineral substance!mineral substance! 8)8) Never feed wild animals! Never feed wild animals! 9)9) Keep children under kontrol at all times! Keep children under kontrol at all times! 10)10) Do not use open wood fires – only in established fire sites in Do not use open wood fires – only in established fire sites in

designated campsites!designated campsites!

Working sheet number 2 – Forest receptionWorking sheet number 2 – Forest reception Task number 1Task number 1:: Look carefully at our example of Look carefully at our example of

food pyramid and try to make up your own and draw food pyramid and try to make up your own and draw it into this empty pyramid.it into this empty pyramid.

Food pyramid is a simplified version of how to Food pyramid is a simplified version of how to express food chain relation in nature, each species is express food chain relation in nature, each species is followed by another one so that the previous species followed by another one so that the previous species is the source of food (energy) for the following is the source of food (energy) for the following species.species.

Task number 2Task number 2:: Go through a maze of lines and try Go through a maze of lines and try to link each animal to its source of food. Use color to link each animal to its source of food. Use color pencils.pencils.

Teaching aidsTeaching aids:: writing tools, color pencils writing tools, color pencils

Working sheet number 3 - How old am I?Working sheet number 3 - How old am I? The base of this activity is in determining how The base of this activity is in determining how

old the tree is. Each group tries to choose a old the tree is. Each group tries to choose a tree, which they think is the oldest. Then we tree, which they think is the oldest. Then we explain to the children, how we count tree age. explain to the children, how we count tree age. ((The circumference of the tree trunk at the The circumference of the tree trunk at the height of 130 cm is measured. The height of 130 cm is measured. The circumference in cm we divide by two, then by circumference in cm we divide by two, then by three, and from the results we get the range of three, and from the results we get the range of the age of the tree.the age of the tree.)) We explain to the children We explain to the children that each tree grows by 2that each tree grows by 2-3 cm per annum.-3 cm per annum.

Teaching aidsTeaching aids:: measuring tape measuring tape

Working sheet number 4 – WaterWorking sheet number 4 – Water a)Teaching aids:a)Teaching aids: pH indicator papers pH indicator papers dishesdishes working sheetworking sheet writing toolswriting tools We presume that children have already known properties of water, We presume that children have already known properties of water,

alkalinity, acidity and pH indicators from school education. We can alkalinity, acidity and pH indicators from school education. We can show children how pH indicator papers tint (pH – neutral – color does show children how pH indicator papers tint (pH – neutral – color does not change, pH – acid – indicator paper turns to red, pH – alkaline – not change, pH – acid – indicator paper turns to red, pH – alkaline – indicator paper turns to blue).indicator paper turns to blue).

First we let children observe the color of water. If it is Clear, turbit. If First we let children observe the color of water. If it is Clear, turbit. If there are some organisms floating in it etc. We let them observe if water there are some organisms floating in it etc. We let them observe if water is without odour or if it smells bad, why it is so. Then they determine pH is without odour or if it smells bad, why it is so. Then they determine pH of water. They write everything down into their working sheet. The of water. They write everything down into their working sheet. The leader prepares three dishes with water, consequently children leader prepares three dishes with water, consequently children determine pH of water.determine pH of water.

b) Task:b) Task: Determine water properties Determine water properties Colour of water:Colour of water: Odour:Odour: The odour is caused by:The odour is caused by: Water pH:Water pH:

Working sheet number 5Working sheet number 5 Will you identify the plant?Will you identify the plant? Teaching aids Teaching aids :: Cards with pictures of plants,plant key, writing Cards with pictures of plants,plant key, writing

tools,color pencils,working sheettools,color pencils,working sheet We will observe and identify plants which grow in the vicinity We will observe and identify plants which grow in the vicinity

of the town.of the town. Each group chooses one pupil who will come to me and chooses Each group chooses one pupil who will come to me and chooses

one card-on. It is a picture of a plant.The task is to find the one card-on. It is a picture of a plant.The task is to find the plant,observe it ,write down its main characteristics,try to draw plant,observe it ,write down its main characteristics,try to draw it and find it in the plant key.At the end, each group get the it and find it in the plant key.At the end, each group get the plant familiar to others.plant familiar to others.

Name of plant:………………………………………Name of plant:……………………………………… Leaf:…………………………………………………Leaf:………………………………………………… Flower:………………………………………………Flower:……………………………………………… Stalk:…………………………………………………Stalk:………………………………………………… Picture of plant:Picture of plant:

Working sheet number 6 – life in natureWorking sheet number 6 – life in natureEach plant lives in a certain habitat onlyEach plant lives in a certain habitat only. We call its environment. This place . We call its environment. This place

is appropriate for life only in case there is water, air, light, suitable is appropriate for life only in case there is water, air, light, suitable temperature, food source.temperature, food source.

Task number Task number 11:: Classify and write down Classify and write down into particular plant layers. into particular plant layers. (see the (see the example)example)

Teaching aidsTeaching aids:: writing tools writing tools P – mossP – moss

A – A – haircap moos haircap moos B – lily.of – the – HalleyB – lily.of – the – Halley C – great sallowC – great sallow D – small – leaved lime D – small – leaved lime E – european elderE – european elder F – dandelionF – dandelion G – privetG – privet H – european birchH – european birch I – st John´s wortI – st John´s wort J – scots pineJ – scots pine K – common lilac K – common lilac L – nettleL – nettle M – cloverM – clover O – reindeer mossO – reindeer moss

Working sheet number 7 - Working sheet number 7 - After I grow upAfter I grow up Task number 1Task number 1: Can you identify what will grow out of these : Can you identify what will grow out of these

seeds?seeds?

Task number 2Task number 2:: Look around you carefully. Which trees Look around you carefully. Which trees grow round you? Try to collect as many leaves as you can grow round you? Try to collect as many leaves as you can from different trees and identify them. Color those which you from different trees and identify them. Color those which you have found.have found.

Teaching aidsTeaching aids:: writing tools, color pencils writing tools, color pencils

SummarySummary

We discovered and believe that it is the best and crucial thing to We discovered and believe that it is the best and crucial thing to

start teaching environmental education in the kindergarten, start teaching environmental education in the kindergarten,

because what seems to be today a game for children will be because what seems to be today a game for children will be

something obvious for them in the future.something obvious for them in the future.

Thank you for your attention…

Realizátorem projektu je Střední odborná škola ekologická a potravinářská, Veselí nad Lužnicí, Blatské sídliště 600/IRealizátorem projektu je Střední odborná škola ekologická a potravinářská, Veselí nad Lužnicí, Blatské sídliště 600/I

Název projektu: Název projektu: Zkvalitnění vzdělávání pedagogických pracovníků v oblasti udržitelného rozvoje na školách Jihočeského krajeZkvalitnění vzdělávání pedagogických pracovníků v oblasti udržitelného rozvoje na školách Jihočeského kraje ČP: CZ.1.07/1.3.06/04.0018ČP: CZ.1.07/1.3.06/04.0018

Projekt je financován ze státního rozpočtu ČR a ESF v rámci Globálního grantu CZ.1.07/1.1.10 Zvyšování kvality ve vzdělávání v Jihočeském kraji, Operačního programu Vzdělávání pro konkurenceschopnostProjekt je financován ze státního rozpočtu ČR a ESF v rámci Globálního grantu CZ.1.07/1.1.10 Zvyšování kvality ve vzdělávání v Jihočeském kraji, Operačního programu Vzdělávání pro konkurenceschopnost