The program was integrated without particular difficulties into the school curriculum since there are teaching hours available in which the teacher has a relative freedom regarding the content. Also, it was easy to combine activities related to the program with the teaching content of other courses. Finally, being an island school, concepts, images and activities related to the program were extremely familiar to the students.
The program was approached by teachers and students in a variety of ways. The activities carried out included visits from professionals related to the sea or the environment in general, experiments, games and craft creations. The objectives sought to be achieved were knowledge acquisition, information and awareness.
The program was approached by teachers and students in a variety of ways. The activities carried out included visits from professionals related to the sea or the environment in general, experiments, games and craft creations. The objectives sought to be achieved were knowledge acquisition, information and awareness.
In the 1st grade, the children were happy to explore the world of the oceans, to find out amazing things, but also how they can help improve the way of life of aquatic creatures. For many of them it was the first time they heard some information about oceans and seas.
The integrated activities (Communication in Romanian language, Maths and Environmental Exploration, Personal Development, Music and movement, Visual arts and practical skills) were designed for a week under the theme "A journey in the world of water". The students were invited to go on this journey, using an old map "received" from the pirate grandfather. The grandfather asked for their help to look for a treasure, which is said to have been hidden in this blue world. The map was placed on the board until the end of the trip. The students were divided into teams with the main goal of finding the treasure (a chest box with chocolate coins hidden in the classroom). The trip was done with the help of a boat made by students using the origami technique. Another smaller boat outlined the route on the map.
After the 6 teams of four students were formed, each team, in turn, was helped by a special fish if it was found by the team. The fish bowls were hidden around the classroom. (in the form of images pasted on the back of an envelope). Teams go in search of fish, discovering information and solving various learning tasks.
One of the tasks was to make some sensory bottles that represented the ocean areas and the specific living things, according to the models presented, leaving room for creativity. They completed this task as a family project by the end of the week. The sensory bottles were exhibited in the Oceanic Museum created as part of the "My Blue Home" project. Other tasks were creating dialogues using "story cubes", solving maths problems, experiments related to water pollution, learning a song, and drawing the ocean theme.
Another activity started in the Math and environmental exploration classes of the Learning Unit We Live (Intuitive Elements of the Earth, Water Transformations) and continued in the Personal Development and Visual Arts and Practical Skills activities.
The students were guided to become aware of the consequences of our actions on the planet, how we can intervene in preserving a natural balance. A globe was placed in the middle of the classroom on which the students threw the food packet wrappers and other useless things. The moment was, at first, a short block, but, following the explanation that it is a demonstration through which we emphasise what is really happening with Planet Earth (which is our home and is effectively suffocated by the garbage produced by man), they reacted. The time has come when every child must make a decision: What do we do? Do we care? What would be the next step? Do we like living in a clean/dirty house? What happens to plants, animals? The solution came of course: let's clean up, let's recycle. The garbage was taken one at a time and put in boxes on the assortments.
A short film called The story of the earth (Ecological education, The stories of Pișcotel) was watched. The bottom line is that the Blue Planet, our home, is also our responsibility. Just as we like to have a beautiful, welcoming room, where we like to live, play, sleep, in the same way we have to think about the planet we live in that is home to both people, plants and animals from all over the world. Water (which covers 70.8% of the planet in oceans, seas, bays, lakes, rivers, and other fresh waters) is said to be the same since the time of the dinosaurs. How is that possible? (brainstorming). The answer is provided by the Water Circuit in nature. Students have had information about this phenomenon since the preparatory class. The information is refreshed by watching a short presentation.
A debate followed, on whether humans only pollute the soil or the water as well, then experiments were carried out that showed that water is affected by human activities (Every time it rains, farm animal waste, pesticides, fertilisers and various bacteria and viruses are washed off the land, leaching into the waters. Furthermore, discarded fishing gear is the biggest pollutant in the ocean. Water pollution affects the health of millions of turtles, fish, and birds die from pollution, and contaminated water sickens around 1 billion people a year. At the same time, the ecosystem relies on a complex network of animals, plants, bacteria, and fungi. If one or more of these elements are damaged, whole aquatic environments are at risk. Since water absorbs carbon from the atmosphere, protecting it is imperative in the fight against global warming.
What should be our reaction? Let's first realise what would be the first steps to stop water pollution. Small placards were created with messages (* We turn off the tap! We save water! We are friends of nature!* etc.). Each child described a situation and the message on the placard, and together they toured the schoolyard and the school corridors to raise awareness among their peers about man's impact on the environment.
Through short presentations, the students got to know creatures that live in the oceans. They chose materials that could be reused and created fish, octopuses, whales, jellyfish, turtles, etc., being delighted with making products for the museum.
In the 2nd grade, the activities were initiated through a brainstorming session held with the children during the Mathematics and Environmental Exploration class - OCEAN - "Write what you think of when you hear the word OCEAN!". Afterwards, the children watched the video about the ocean - Under the sea: Ocean animal moves https://www.youtube.com/watch?v=hXtrIy95V80 and about ocean pollution - Why We Need to Stop Plastic Pollution in Our Oceans FOR GOOD https://www.youtube.com/watch?v=Yomf5pBN8dY.
To recognize various plants and animals from the marine environment, children made ocean fish from different recyclable materials: textiles, PETs, CDs, cardboard, different packaging etc. The children were challenged to look for curiosities about ocean creatures, which they then transcribed onto a paper support shaped like fish.
They captured the relationship between the well-being of the marine environment and the quality of human life through models that highlighted how overfishing and non-selective fishing methods, targeting young fish and fishing in spawning areas cause fish stocks to decline. This can affect food security and nutrition, especially for coastal communities that rely on fish as a primary source of protein. The children made models of fishing devices, trawlers, small fish, and spawning areas.
During the Math and environmental exploration lesson there was a discussion about the aquatic environment and pollution of the seas and oceans. An experiment was also done for students to understand the impact of oil pollution on marine life.
In a glass bowl with water, the teacher put a toy fish and then poured a few teaspoons of oil. The students observed that the oil remained on the surface of the water. The teacher walked the fish through the water and on the surface of the water. The students took the fish out of the water and noticed that it was slippery because it was oiled. We also put some feathers and woollen threads in the bowl. They became greasy. Following this experiment, the students understood what happens to marine plants and animals because of the pollution of ocean waters with oil: the level of oxygen in the water decreases, the quality of the water degrades, the life of the species in the affected environment is endangered, the marine animals get sick, the feathers of seabirds are affected.
To better understand what other ways of water pollution are, children watched the video "Water pollution for children". In this film the children saw other factors that contribute to water pollution, how marine life and aquatic plants are affected. Following this experiment and the watched film, the possible solutions to prevent this type of pollution were discussed with the students.
In the Visual arts and practical skills classes, we worked with recyclable materials so that the students made fish, octopuses from plastic cups and saucers, and from plastic strips they made algae representing a small part of the ocean environment. Other children represented the marine environment through painting.
In the 3rd grade, the journey through the fascinating world of the oceans began during the science classes, at the learning unit "Earth Sciences: Earth - environment of life".
The children watched a video about our planet and biodiversity https://www.youtube.com/watch?v=US58f-SwO0k. They discovered that water is a liquid body found everywhere in nature, vital to humans, plants and animals. Aquatic ecosystems occupy about 70% of the earth's surface and are made up of animals, vegetation, flora and other organisms that live in water. The goal was to set up a marine ecosystem as well, and thus the idea of setting up an Oceanic Museum in the school was happily received.
Various plants, marine animals, temperature, light, wind and their effects on the aquatic environment were documented, which drew up the observation sheet of the studied ecosystem.
Various experiments were conducted through which the children learned about the role of the oceans as a source of food, the impact of overfishing on fish populations, the effects of ocean pollution, and ways to combat it.
In the Visual arts and practical skills classes, the pupils made various marine creatures and models from recyclable materials that we later exhibited in the Oceanic Museum.
To create an atmosphere as authentic as possible, we tried to awaken the olfactory and auditory senses of the visitors by vaporising some essential oils and playing the audio of various sounds from the depths of the oceans with the help of media, i.e. tablet, audio system etc.
To promote the museum, posters were pasted at the entrance of the museum and flyers were distributed to parents and friends. Involvement in the creation of the Ocean Museum raised awareness to the problem of ocean pollution, its effects on marine ecosystems and aroused their curiosity about how they can help marine life.
Through games and experiments, 4th graders learned about pollution, climate change and selective waste collecting. From the presentations and studies done, the students discovered that the oceans are the vital point of our planet and all the creatures that live here. They cover almost three quarters of the earth and hold 97% of the planet's water. Oceans affect our lives and the lives of our loved ones, no matter how far from shore we live. Humans depend on the oceans for the air they breathe, the water they drink, the food they eat and even the products that keep them warm and safe. Plus, research has shown that being near the ocean can make you calmer and more creative. When one sits by the ocean and looks into the water, it gives the brain and senses a break, a state of awareness is entered, and insights and ideas that were eluding while sitting at the computer, are triggered. Ocean water can also inspire a person to be more compassionate and connected. In the state of rest, associated with the interaction with water, it is possible to experience feelings of awe, which can increase the capacity for connection and empathy. Additionally, a workout on or in the ocean water can be more beneficial to the human body and mind than training in a crowded, hectic gym.
The students talked and learnt about why ocean warming is dangerous, the vulnerability of oceans, pollution, and plastic waste. After the presentations of scientific content, the students, divided into groups, made models, collages, and experiments.
Through the water quality experiment, they observed the effects of pollutants such as oil, fertilisers, or soap in different containers of water. It discussed how these pollutants can affect marine habitats and the animals that live there.
How rising sea levels can cause salt water to seep into fresh water sources was observed by students by adding blue dye to a container of drinking water, over which salt water with red food colouring was added, at one end of the container. The salt water was observed to sink and spread along the bottom of the vessel.
Melting ice sheets and glaciers can contribute to sea level rise. This could be observed by filling two containers with water, over which a large stone was added to one of them (the stone being above the water level). Ice cubes were added to the other container. At the same time, ice cubes are added to the stone in the second container. The water level was marked on both containers. As the ice cubes melt, the water level rises in the rock container.
The museum was used as a framework for carrying out activities from various curricular areas. For example, after reading the book "The magic bus. In the depths of the oceans'', by Joanna Cole, visiting the museum helped the children to more easily carry out tasks such as creating a map of the imaginary space, identifying/discovering some information about the ocean (SINELG method), associating each sense with elements specific to the ocean (the QUADRANS method), to identify the causes/effects of human actions on the ocean, e
The integrated activities (Communication in Romanian language, Maths and Environmental Exploration, Personal Development, Music and movement, Visual arts and practical skills) were designed for a week under the theme "A journey in the world of water". The students were invited to go on this journey, using an old map "received" from the pirate grandfather. The grandfather asked for their help to look for a treasure, which is said to have been hidden in this blue world. The map was placed on the board until the end of the trip. The students were divided into teams with the main goal of finding the treasure (a chest box with chocolate coins hidden in the classroom). The trip was done with the help of a boat made by students using the origami technique. Another smaller boat outlined the route on the map.
After the 6 teams of four students were formed, each team, in turn, was helped by a special fish if it was found by the team. The fish bowls were hidden around the classroom. (in the form of images pasted on the back of an envelope). Teams go in search of fish, discovering information and solving various learning tasks.
One of the tasks was to make some sensory bottles that represented the ocean areas and the specific living things, according to the models presented, leaving room for creativity. They completed this task as a family project by the end of the week. The sensory bottles were exhibited in the Oceanic Museum created as part of the "My Blue Home" project. Other tasks were creating dialogues using "story cubes", solving maths problems, experiments related to water pollution, learning a song, and drawing the ocean theme.
Another activity started in the Math and environmental exploration classes of the Learning Unit We Live (Intuitive Elements of the Earth, Water Transformations) and continued in the Personal Development and Visual Arts and Practical Skills activities.
The students were guided to become aware of the consequences of our actions on the planet, how we can intervene in preserving a natural balance. A globe was placed in the middle of the classroom on which the students threw the food packet wrappers and other useless things. The moment was, at first, a short block, but, following the explanation that it is a demonstration through which we emphasise what is really happening with Planet Earth (which is our home and is effectively suffocated by the garbage produced by man), they reacted. The time has come when every child must make a decision: What do we do? Do we care? What would be the next step? Do we like living in a clean/dirty house? What happens to plants, animals? The solution came of course: let's clean up, let's recycle. The garbage was taken one at a time and put in boxes on the assortments.
A short film called The story of the earth (Ecological education, The stories of Pișcotel) was watched. The bottom line is that the Blue Planet, our home, is also our responsibility. Just as we like to have a beautiful, welcoming room, where we like to live, play, sleep, in the same way we have to think about the planet we live in that is home to both people, plants and animals from all over the world. Water (which covers 70.8% of the planet in oceans, seas, bays, lakes, rivers, and other fresh waters) is said to be the same since the time of the dinosaurs. How is that possible? (brainstorming). The answer is provided by the Water Circuit in nature. Students have had information about this phenomenon since the preparatory class. The information is refreshed by watching a short presentation.
A debate followed, on whether humans only pollute the soil or the water as well, then experiments were carried out that showed that water is affected by human activities (Every time it rains, farm animal waste, pesticides, fertilisers and various bacteria and viruses are washed off the land, leaching into the waters. Furthermore, discarded fishing gear is the biggest pollutant in the ocean. Water pollution affects the health of millions of turtles, fish, and birds die from pollution, and contaminated water sickens around 1 billion people a year. At the same time, the ecosystem relies on a complex network of animals, plants, bacteria, and fungi. If one or more of these elements are damaged, whole aquatic environments are at risk. Since water absorbs carbon from the atmosphere, protecting it is imperative in the fight against global warming.
What should be our reaction? Let's first realise what would be the first steps to stop water pollution. Small placards were created with messages (* We turn off the tap! We save water! We are friends of nature!* etc.). Each child described a situation and the message on the placard, and together they toured the schoolyard and the school corridors to raise awareness among their peers about man's impact on the environment.
Through short presentations, the students got to know creatures that live in the oceans. They chose materials that could be reused and created fish, octopuses, whales, jellyfish, turtles, etc., being delighted with making products for the museum.
In the 2nd grade, the activities were initiated through a brainstorming session held with the children during the Mathematics and Environmental Exploration class - OCEAN - "Write what you think of when you hear the word OCEAN!". Afterwards, the children watched the video about the ocean - Under the sea: Ocean animal moves https://www.youtube.com/watch?v=hXtrIy95V80 and about ocean pollution - Why We Need to Stop Plastic Pollution in Our Oceans FOR GOOD https://www.youtube.com/watch?v=Yomf5pBN8dY.
To recognize various plants and animals from the marine environment, children made ocean fish from different recyclable materials: textiles, PETs, CDs, cardboard, different packaging etc. The children were challenged to look for curiosities about ocean creatures, which they then transcribed onto a paper support shaped like fish.
They captured the relationship between the well-being of the marine environment and the quality of human life through models that highlighted how overfishing and non-selective fishing methods, targeting young fish and fishing in spawning areas cause fish stocks to decline. This can affect food security and nutrition, especially for coastal communities that rely on fish as a primary source of protein. The children made models of fishing devices, trawlers, small fish, and spawning areas.
During the Math and environmental exploration lesson there was a discussion about the aquatic environment and pollution of the seas and oceans. An experiment was also done for students to understand the impact of oil pollution on marine life.
In a glass bowl with water, the teacher put a toy fish and then poured a few teaspoons of oil. The students observed that the oil remained on the surface of the water. The teacher walked the fish through the water and on the surface of the water. The students took the fish out of the water and noticed that it was slippery because it was oiled. We also put some feathers and woollen threads in the bowl. They became greasy. Following this experiment, the students understood what happens to marine plants and animals because of the pollution of ocean waters with oil: the level of oxygen in the water decreases, the quality of the water degrades, the life of the species in the affected environment is endangered, the marine animals get sick, the feathers of seabirds are affected.
To better understand what other ways of water pollution are, children watched the video "Water pollution for children". In this film the children saw other factors that contribute to water pollution, how marine life and aquatic plants are affected. Following this experiment and the watched film, the possible solutions to prevent this type of pollution were discussed with the students.
In the Visual arts and practical skills classes, we worked with recyclable materials so that the students made fish, octopuses from plastic cups and saucers, and from plastic strips they made algae representing a small part of the ocean environment. Other children represented the marine environment through painting.
In the 3rd grade, the journey through the fascinating world of the oceans began during the science classes, at the learning unit "Earth Sciences: Earth - environment of life".
The children watched a video about our planet and biodiversity https://www.youtube.com/watch?v=US58f-SwO0k. They discovered that water is a liquid body found everywhere in nature, vital to humans, plants and animals. Aquatic ecosystems occupy about 70% of the earth's surface and are made up of animals, vegetation, flora and other organisms that live in water. The goal was to set up a marine ecosystem as well, and thus the idea of setting up an Oceanic Museum in the school was happily received.
Various plants, marine animals, temperature, light, wind and their effects on the aquatic environment were documented, which drew up the observation sheet of the studied ecosystem.
Various experiments were conducted through which the children learned about the role of the oceans as a source of food, the impact of overfishing on fish populations, the effects of ocean pollution, and ways to combat it.
In the Visual arts and practical skills classes, the pupils made various marine creatures and models from recyclable materials that we later exhibited in the Oceanic Museum.
To create an atmosphere as authentic as possible, we tried to awaken the olfactory and auditory senses of the visitors by vaporising some essential oils and playing the audio of various sounds from the depths of the oceans with the help of media, i.e. tablet, audio system etc.
To promote the museum, posters were pasted at the entrance of the museum and flyers were distributed to parents and friends. Involvement in the creation of the Ocean Museum raised awareness to the problem of ocean pollution, its effects on marine ecosystems and aroused their curiosity about how they can help marine life.
Through games and experiments, 4th graders learned about pollution, climate change and selective waste collecting. From the presentations and studies done, the students discovered that the oceans are the vital point of our planet and all the creatures that live here. They cover almost three quarters of the earth and hold 97% of the planet's water. Oceans affect our lives and the lives of our loved ones, no matter how far from shore we live. Humans depend on the oceans for the air they breathe, the water they drink, the food they eat and even the products that keep them warm and safe. Plus, research has shown that being near the ocean can make you calmer and more creative. When one sits by the ocean and looks into the water, it gives the brain and senses a break, a state of awareness is entered, and insights and ideas that were eluding while sitting at the computer, are triggered. Ocean water can also inspire a person to be more compassionate and connected. In the state of rest, associated with the interaction with water, it is possible to experience feelings of awe, which can increase the capacity for connection and empathy. Additionally, a workout on or in the ocean water can be more beneficial to the human body and mind than training in a crowded, hectic gym.
The students talked and learnt about why ocean warming is dangerous, the vulnerability of oceans, pollution, and plastic waste. After the presentations of scientific content, the students, divided into groups, made models, collages, and experiments.
Through the water quality experiment, they observed the effects of pollutants such as oil, fertilisers, or soap in different containers of water. It discussed how these pollutants can affect marine habitats and the animals that live there.
How rising sea levels can cause salt water to seep into fresh water sources was observed by students by adding blue dye to a container of drinking water, over which salt water with red food colouring was added, at one end of the container. The salt water was observed to sink and spread along the bottom of the vessel.
Melting ice sheets and glaciers can contribute to sea level rise. This could be observed by filling two containers with water, over which a large stone was added to one of them (the stone being above the water level). Ice cubes were added to the other container. At the same time, ice cubes are added to the stone in the second container. The water level was marked on both containers. As the ice cubes melt, the water level rises in the rock container.
The museum was used as a framework for carrying out activities from various curricular areas. For example, after reading the book "The magic bus. In the depths of the oceans'', by Joanna Cole, visiting the museum helped the children to more easily carry out tasks such as creating a map of the imaginary space, identifying/discovering some information about the ocean (SINELG method), associating each sense with elements specific to the ocean (the QUADRANS method), to identify the causes/effects of human actions on the ocean, e
CHALLENGES
A large number of teachers contributed to the realisation of the activities, which offered ideas and materials but at the same time created problems in coordination and division of work. Despite this, the interest and good mood of teachers and students, overcame any difficulties presented.
Another problem presented was the limited time, since some more complex activities required several teaching hours to be implemented. Also, finding the right space for the exhibition of student creations was a big problem as free space is not always available at the school.
Another problem presented was the limited time, since some more complex activities required several teaching hours to be implemented. Also, finding the right space for the exhibition of student creations was a big problem as free space is not always available at the school.
IMPACT & FEEDBACK
The students' knowledge of the subject was already at a satisfactory level, again being an island school. But this element did not reduce the interest and the level of involvement in the activities. There were concepts that were familiar to the students and they took great pleasure in creating structures using the sea as a base and inspiration or playing games with a sea theme. There was also a high level of participation when the particular subject was partially or completely unknown to them and was usually presented to them in the form of an experiment, welcoming a visitor to the school or an extracurricular activity. The same can be said for teachers, who were easily able to adapt their teaching using relevant content and showed a similar interest as students in concepts and knowledge they did not possess.
MULTIMEDIA
Construction
Experiments
Collecting microplastics
Experiment 1 - defrosting
Experiment 2 - water level rise
