Students are familiarised with the concept of social and environmental justice through the story, photos, and videos of Caty Travel – a cat who likes travelling through Croatia and Serbia. Via web 2.0 apps (Linoit, WordArt) students analyse Caty’s “environmental” photos in order to build a socio-environmental fair neighbourhood (water/lake/sea) in which they would like to live using recycled materials. But before the building commences, they have to discuss and collaborate with their classmates in order to understand the principles and importance of nature-based solutions (NBS). Nature-based solutions must benefit biodiversity and support the delivery of a range of ecosystem services.
Learning scenario “The travelling Caty cat” is a result of collaboration between my colleague Ljiljana Mudrinić from Serbia and myself.
This learning scenario will fit perfectly in both national curriculum (Croatian and Serbian). This learning scenario is consistent with the fourth grade grade objectives, as students will learn to express themselves, describe and discuss the need to preserve nature.
Aims of the lesson:
- students will locate different places on map of Croatia and Serbia and use the vocabulary of spatial awareness
- the students from both countries will get familiarised with the concept and the objectives of social justice, the importance of green infrastructure for the benefit of the society, as well as the significance of NBS.
Outcome of the lesson:
- students used recycled materials to create a model of a socio-environmental fair neighbourhood (water/l lake/ sea).
During this lesson students were developing 21st century skills: Innovation, collaborative learning, STEM learning, PBL.
|1. Collaborative activities for both Croatian and Serbian 4th grade pupils.Pupils will get one cloud of words: https://wordart.com/create . Each pupil has to put one word on it: what do you think of when you hear a word pollution. |
2. At the same time Caty cat is travelling through Croatia and Serbia. She is seeing some strange and shocking photos of polluted water (Lake Peručac- Serbia, Adriatic sea- Croatia). Pupils are putting their first thoughts of that on Linoit.
3. Activities for pupils: write as many solutions for this problem on one lino it canvas.
4. Pupils are drawing on a piece of paper. They draw the neighbourhood- (lake, sea) they would like to live close by. Teachers from both countries are putting all the drawings on one lino it canvas.
5. This is part of the assessment activity: using recycled materials, students will create socio-environmentally fair neighbourhoods ( they can make healthy lake Perućac with all the living creatures and plants, trees around it; Adriatic sea – the bottom of the sea with all fishes and water plants in it). that will be beneficial for every member of the community, regardless of disability, age, poverty, or disadvantage.
6. and 7. Teachers will arrange one videoconference meeting where pupils from both countries will prepare everything they did through the past activities. Pupils wil present their final products.
Pupils from both countries are filling the evaluation form.
Teachers are collaborating on this form and they both get answers. They will present pupils the results.
Results of students evaluation:
Both countries will present their work at parents meeting, in their schools in front of other pupils and teachers.
Dissemination: videoconference Croatia- India (Primary school Hinka Juhna Podgorac, Branch school Budimci, 4th grade and Sanjivani International School Mumbai, 3nd graders and their teachers
Official school website