The motto of the team was: “We won't save everything we'd like to save, but we'll save more than if we didn't try at all” - sir Peter Scott.
My Blue Home - Ocean World is a project that offers children a colourful experience in the underwater world. The Ocean Museum represents the bringing to the surface of underwater beauties, putting children's imagination to good use. The development of creativity and the stimulation of curiosity were some of the main objectives behind the realisation of the exhibited works for the school museum. The "My Blue home" project and setting up a museum put the students in motion, but most importantly it did the same with teachers involved. It was like a journey, an adventure in the world of water that initiated them into this habitat.
The "Ocean Museum" was created with the involvement of teachers, students, and parents of students from the primary school within the Technological High School for Construction and Environmental Protection, Arad. It features an exhibition of content created by our school's children, showing their knowledge and interests about oceans and sustainability.
Any museum has a specific mission that includes educational, cultural, scientific research and even entertainment purposes. Museum exhibits convey interest in the study of an idea or an exhibit.
By this museum, the goal was to raise the alarm about the seriousness of plastic pollution in the oceans, and to create a museum with exhibits made entirely from waste in the hope of getting people to give up single-use plastic items, or at least support their recycling.
Thus, students were offered a very pleasant way to learn new things, being an original learning space. A single visit to the museum can capture attention by displaying detailed information on a particular subject. The environment created by the exhibits in the museum helps the one who explores them to construct his own experience and take back the information that arouses his curiosity.
Each class of pupils, starting from the age of 6 till the age of 10, in part, carried out a series of didactic and learning activities that resulted in many final products. This is how the My Blue Home Museum was born.
In the paragraphs below, each of the five levels of primary school were given a description, as they elaborated and expressed their knowledge and understanding towards the school museum through learning scenarios and practical activities.
The pupils in preparatory grade started this journey by watching the movie "Finding Nemo", discovering how the oceans breathe, how volcanoes erupt, what bioluminescence means and how fascinating the world of the oceans is. "Shining Stone" is a story that takes you to the world of oceans, telling the story of two seahorses. After listening to it, they coloured and ordered images taken from the story. A child brought a turtle to one of the Math and Environmental Exploration lessons, giving the children the opportunity to observe it. He also explained about her living environment, ways of care and feeding.
The children were delighted with the idea of making the Ocean Museum in the school, and to the proposal to reproduce a fragment of what impressed them, they reacted mostly unexpectedly spontaneously, coming up with a lot of ideas. Understanding the importance of the project, the students' interest in creating various exhibits for the future museum was very high. They brought recyclable materials from home, which, in class, they combined properly, working as a team, thus promoting the development of communication and collaboration skills, in addition to artistic and practical skills. They made models and drawings and were excited to learn that they will be on display in the museum.
My Blue Home - Ocean World is a project that offers children a colourful experience in the underwater world. The Ocean Museum represents the bringing to the surface of underwater beauties, putting children's imagination to good use. The development of creativity and the stimulation of curiosity were some of the main objectives behind the realisation of the exhibited works for the school museum. The "My Blue home" project and setting up a museum put the students in motion, but most importantly it did the same with teachers involved. It was like a journey, an adventure in the world of water that initiated them into this habitat.
The "Ocean Museum" was created with the involvement of teachers, students, and parents of students from the primary school within the Technological High School for Construction and Environmental Protection, Arad. It features an exhibition of content created by our school's children, showing their knowledge and interests about oceans and sustainability.
Any museum has a specific mission that includes educational, cultural, scientific research and even entertainment purposes. Museum exhibits convey interest in the study of an idea or an exhibit.
By this museum, the goal was to raise the alarm about the seriousness of plastic pollution in the oceans, and to create a museum with exhibits made entirely from waste in the hope of getting people to give up single-use plastic items, or at least support their recycling.
Thus, students were offered a very pleasant way to learn new things, being an original learning space. A single visit to the museum can capture attention by displaying detailed information on a particular subject. The environment created by the exhibits in the museum helps the one who explores them to construct his own experience and take back the information that arouses his curiosity.
Each class of pupils, starting from the age of 6 till the age of 10, in part, carried out a series of didactic and learning activities that resulted in many final products. This is how the My Blue Home Museum was born.
In the paragraphs below, each of the five levels of primary school were given a description, as they elaborated and expressed their knowledge and understanding towards the school museum through learning scenarios and practical activities.
The pupils in preparatory grade started this journey by watching the movie "Finding Nemo", discovering how the oceans breathe, how volcanoes erupt, what bioluminescence means and how fascinating the world of the oceans is. "Shining Stone" is a story that takes you to the world of oceans, telling the story of two seahorses. After listening to it, they coloured and ordered images taken from the story. A child brought a turtle to one of the Math and Environmental Exploration lessons, giving the children the opportunity to observe it. He also explained about her living environment, ways of care and feeding.
The children were delighted with the idea of making the Ocean Museum in the school, and to the proposal to reproduce a fragment of what impressed them, they reacted mostly unexpectedly spontaneously, coming up with a lot of ideas. Understanding the importance of the project, the students' interest in creating various exhibits for the future museum was very high. They brought recyclable materials from home, which, in class, they combined properly, working as a team, thus promoting the development of communication and collaboration skills, in addition to artistic and practical skills. They made models and drawings and were excited to learn that they will be on display in the museum.
Read More
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, etc.
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, etc.
CHALLENGES
The first challenge of making this museum was to find a room in which to set up the museum, without disrupting school activities, on one hand, and on the other hand, ensuring its long-term functionality as a setting/learning medium for the students of the school.
Another challenge was that there shouldn't be any repetition in the exhibits made by children from different classes. We also had to consider the fact that we would need space to display all the works done by the children. Some of the works were also exhibited in the hall at the entrance of the museum.
Also, mobilising the students to create the museum exhibits and effective teamwork was a challenge for the younger students. Arguments and debates were often encountered, a fact due to age-specific egocentrism.
Also in the series of challenges can be included the effort put in for the arrangement of the Oceanic Museum by the teaching staff and the additional time allocated to accomplishing this task, the design of the activities within this project, adapted to the level of the class to be perceived as they should, so that the students know how to act when they encounter similar situations. The solution came from the specifics of integrated teaching in primary classes and from the student's thirst for knowledge about the world around them.
Another challenge was that there shouldn't be any repetition in the exhibits made by children from different classes. We also had to consider the fact that we would need space to display all the works done by the children. Some of the works were also exhibited in the hall at the entrance of the museum.
Also, mobilising the students to create the museum exhibits and effective teamwork was a challenge for the younger students. Arguments and debates were often encountered, a fact due to age-specific egocentrism.
Also in the series of challenges can be included the effort put in for the arrangement of the Oceanic Museum by the teaching staff and the additional time allocated to accomplishing this task, the design of the activities within this project, adapted to the level of the class to be perceived as they should, so that the students know how to act when they encounter similar situations. The solution came from the specifics of integrated teaching in primary classes and from the student's thirst for knowledge about the world around them.
IMPACT & FEEDBACK
The children were delighted with the idea of being involved in making a museum. The fact that they searched for information, that they worked in a team, that they were also helped by their parents, added value to the results of their work, both scientifically and emotionally.
All the children who visited the museum were fascinated by the various exhibits, by the fact that they found known information, but also that they discovered new elements.
The ocean museum brought something new, a place for a story that is not found in many schools. Both students and parents were delighted to visit it. The students had reactions of amazement, barely restraining themselves from touching the exhibits.
The Oceanic Museum has brought a notable change both in the acquisition of new knowledge and the development of skills and competencies. New information related to underwater creatures, but also to the human influence on their quality of life, was acquired. Students learned new things about pollution and ways to combat it.
So, the feedback received from the students was significant. Teachers received such feedback both from the current students, but also from the former generation, who, after visiting the museum, were visibly impressed by the work of younger children.
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 life. For many of them it was the first time they heard some information or this kind of content. The family project of the sensory bottles that were exhibited in the museum was done with great enthusiasm. When visiting the museum, both students and parents were amazed by how beautifully the work of each student, from different classes, was displayed in perfect harmony, outlining a splendid museum.
The children's reaction was one of pride that their work is part of this project and they were impressed by the originality and diversity of their peers' work. Likewise, the parents had only words of praise. The creation of the Ocean Museum was also an opportunity to involve parents in school activities, the child's work with the parent was welcomed.
The children were delighted when they visited the museum and saw their products on display. They were curious and asked questions, learned new information and from the curiosities about the plants and marine animals exhibited in the museum.
The museum was visited by school and high school teachers, parents and other members of the local community. They were all impressed by the work of the students and teachers who created the Ocean Museum. Several students and teachers came to visit the museum several times and popularised the achievement of this museum among their close acquaintances as well.
School students popularised the opening of the MUSEUM with brochures and leaflets.
Visitors took part in a fascinating journey deep into the seas and oceans of the world.
At the end, we can conclude: “We know too well that what we do is nothing more than a drop in the ocean. But if the drop were not there, the ocean would lack something” - Mother Teresa
All the children who visited the museum were fascinated by the various exhibits, by the fact that they found known information, but also that they discovered new elements.
The ocean museum brought something new, a place for a story that is not found in many schools. Both students and parents were delighted to visit it. The students had reactions of amazement, barely restraining themselves from touching the exhibits.
The Oceanic Museum has brought a notable change both in the acquisition of new knowledge and the development of skills and competencies. New information related to underwater creatures, but also to the human influence on their quality of life, was acquired. Students learned new things about pollution and ways to combat it.
So, the feedback received from the students was significant. Teachers received such feedback both from the current students, but also from the former generation, who, after visiting the museum, were visibly impressed by the work of younger children.
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 life. For many of them it was the first time they heard some information or this kind of content. The family project of the sensory bottles that were exhibited in the museum was done with great enthusiasm. When visiting the museum, both students and parents were amazed by how beautifully the work of each student, from different classes, was displayed in perfect harmony, outlining a splendid museum.
The children's reaction was one of pride that their work is part of this project and they were impressed by the originality and diversity of their peers' work. Likewise, the parents had only words of praise. The creation of the Ocean Museum was also an opportunity to involve parents in school activities, the child's work with the parent was welcomed.
The children were delighted when they visited the museum and saw their products on display. They were curious and asked questions, learned new information and from the curiosities about the plants and marine animals exhibited in the museum.
The museum was visited by school and high school teachers, parents and other members of the local community. They were all impressed by the work of the students and teachers who created the Ocean Museum. Several students and teachers came to visit the museum several times and popularised the achievement of this museum among their close acquaintances as well.
School students popularised the opening of the MUSEUM with brochures and leaflets.
Visitors took part in a fascinating journey deep into the seas and oceans of the world.
At the end, we can conclude: “We know too well that what we do is nothing more than a drop in the ocean. But if the drop were not there, the ocean would lack something” - Mother Teresa
