 Structure of plants  Conditions for life of plants  Recognizing the differences between leaves Pre-school

That the child will be enabled to:  Create a model plant from plasticine/play- doh/plastelini.  Predict and hypothesise based on observation of an experiment  Deduce the conditions for living of plants from an experiment.  Collect leaves of different shapes, colours and sizes.  Categorise leaves according to different colours, shapes and sizes. Pre-school

 ACTIVITY 1: Make a model plant from plasticine/play-doh/plastelini incorporating the proper structure of plants-leaves, stem, roots & flowers ( Design and Make, Evaluating ).  ACTIVITY 2: Observe an experiment testing for the conditions required for plants to live ( Predicting, Experimenting and Hypothesisng )  ACTIVITY 3: Children collect leaves from the environment. They bring the leaves into the classroom and sort them according to colour, shape, size etc. ( Analysing- Sorting and Classifying ) Pre-school

 Plants  Water  Press  Play-Doh  Different kinds of leaves Pre-school

 Organisational skills  Effective questioning skills  Basic knowledge of the subject Pre-school

 Irish Primary School Curriculum “recognise and identify the external parts of living things” (pg. 24) “explore conditions for growth” (pg. 24) “sort objects into sets according to colour” (pg. 25) “observe colours in the local environment” (pg. 25)  Greek Pre-school Curriculum “recognise the basic characteristics of plants” (pg. 86) “understand that also plants are living things” (pg.86) Pre-school

The students should be able to  Describe how a greenhouse works  Explain why the earth can be described as a big greenhouse  Develop scientific literacy regarding the greenhouse effect.  Develop environmental consciousness  Improve their social skills by discussing the topic Expected Outcomes: PRIMARY

Teaching level:  Primary School children (10-12) Topics:  The Greenhouse effect  Environmental awareness  The role of the sun in the greenhouse effect  The role of society in the greenhouse effect PRIMARY

 Whole class learning Introduction Global Warming  Collaborative group work (Jigsaw) Children do research on Causes, Effects, Possible Solutions  Paired discussion Children share learning experiences  Group work Construct greenhouse model and subject poster  Field work Visit to greenhouse; discuss with farmer and take temperature measurements PRIMARY

Videos for example &feature=player_embedded photographs, articles, pen, paper, thermometers, questionnaire, recycling materials (e.g. plastic, plastic bottles etc), straws, lollipop sticks, glue, scissors, cling-film PRIMARY

 Basic knowledge of greenhouse effect  Organisational skills in order to form and guide the groups  Promote the discussion PRIMARY

 Irish curriculum: ‘To recognize how the actions of people may impact upon environments’ (pg 68)  Cypriot curriculum siniptikaanalitikaprogrammata.pdf ‘Protection of the environment and air pollution’ (pg 161)  Portuguese curriculum edu.pt/recursos/Lists/Repositrio%20Recursos2/Attachments/612/Prog %20_1CicloEB.pdf ‘Recognize the effects of air pollution (greenhouse gases, effect)’ (pg 130)  Greek curriculum DIM-D108/%CE%94%CE%95%CE%A0%CE%A0%CE%A3- %CE%91%CE%A0%CE%A3/12deppsaps_mel_per.pdf ‘Protection of the environment and preventive actions’ (pg 329) PRIMARY

Teaching level:  Secondary School children (14-16) Topics:  Carbonsinks/carbonsources  Plants as possible carbonsink  Wood as environment friendly building material Secondary

 Describe photosynthesis in terms of ‘light’ and ‘dark’ reaction.  Discuss on trees/forests as possible carbon sink  Critical thinking concerning information on carbon sinks and sources Secondary

 Context base learning Contest: ‘Develop an building construction with a negative CO 2 Output’  Student acts as backpack traveller ‘Student driven information gathering construction materials in relation to carbonsinks’  Debate/roleplay ‘Organize debate on possible usage of carbonsinks in construction’  Continuous learning at home ‘Create a webpage with suggestions for parent supported student learning’ Secondary

Multi-media: internet, videos, photographs, articels Secondary

 Flexibitity  Coaching skills Secondary

 Swedish curriculum: Understand the difference between claims based on facts and based on values ​​ in science, such as in the case of human radiation environment  Dutch curriculum: The candidate can describe energy flows and cycles of materials in an ecosystem and identify the factors affecting it and what causes/consequences of disturbance. Secondary

 Pedagogical seminars (develop organisation skills and learn how to make proper questions to the children)  Creation of a website where teachers can post/share material  Meeting with teachers from other countries (sharing experiences)