Students from Greece, Spain and Italy collaborated in the eTwinning project “Are you ready for… merry go round with a red vest?” during the school year 2021-2022.
Inspired by the book Made on Earth of Wolfgang Korn, the students discovered the meaning of globalization and of circular economy. They realized that they can be part of the change that will better our world and make us all live together in peace.
Here you can find the activities carried out by students in order to identify actions that can promote the protection of our environment. They studied the habits of children in different parts of Europe through Statistics and they created posters to encourage good behaviors in schools, to support sustainable development.
- Roberta Colombo, I. C. Merate, Italy
- Margarita Dakoronia, 32nd Primary School of Piraeus, Greece
- Despina Armenaki, 3rd Primary school of Chios Greece, Chios, Greec,me
- Anatoli Vrocharidou, 4th Primary school of Menemeni, Thessaloniki, Greece
- Athanasia Glezaki, 3rd Primary School of Zakynthos, Zakyntos, Greece
- Chrysoula Georgakopoulou, 54th Primary School of Piraeus, Greece
- Inmaculada Mollá Todolí, CEIP El Bracal – Muro de Alcoy, Spain
- Maria Pau Vilaplana, CEIP El Bracal – Muro de Alcoy, Spain
- Statistics and Mathematics
- Science and Technology
- Social studies
- Native language and/or English as second language
Science and Tecnology:
- Understand and reproduce the life cycle of products
- Recognize the connections between human behaviour and greenhouse effect and between human behaviour and pollution
- Know what waste is with particular regard to plastic waste
Statistics and Mathematics:
Learn to conduct investigations using the statistical inquiry cycle:
- posing and answering questions
- gathering, sorting, and displaying data
- reading data from tables and charts
- communicating findings based on the data
Use creativity and imagination to represent own ideas, thoughts and feelings through Technology and Art
- Develop awareness about the impact that behaviours can have on environment
- Promote responsible production and consumption
- Support and promote positive social and environmental relations in schools and cities
- Strengthen participation in community life
21St century skills
- Sense in entrepreneurship
- Problem solving skills
- Communication skills
- Ability to work in a team and collaboration
Connection to STEM careers
Employability skills developed:
- communication: learn to listen and to speak to each other respecting roles, turns, ideas
- problem solving: explore complex problems by building the understanding through research and by analysing the causes and effects
- creativity: generate new ideas by combining different concepts
- team building: work well with others by understanding and respecting different cultures, beliefs and backgrounds; contribute to group decision making, recognizing the value of others’ ideas and contributions
- aiming high: work with care and attention to details and use a positive approach to new challenges
Materials: PC, smart board, paper, pencils, colored pencils, felt-tip pens, cardboard
Online tools and resources:
- Science and technology
- Mathematics and Statistics
- Google form
- Google sheets
- Social studies
Age of students: 7 – 11 years old
At first we collected plastic and paper waste from one or more days before the start of the activities.
Afterwards we displayed it to students and asked them what would happen to all this stuff.
At last, in a brainstorming, we asked ourselves if all this waste was good for the environment and what we could do to minimize its environmental impact.
We introduced students to the concept of waste and pollution, greenhouse effect and life cycle of a product and we then reflected on how human behaviour can impact the environment.
We asked students to answer to questions like these ones:
- Are there some habits that can impact our environment?
- In your opinion, do students have the same behaviour in all schools and in all countries?
- Are there some actions that can help schools to become more environmentally-friendly?
We invited students:
- to choose a habit that can impact the environment to investigate
- to create questions for a survey to compare their behaviour with their European friends’ one.
We created the survey using google forms and shared it with our European mates, inviting them to answer.
Once the survey’s responses were acquired, we invited students to:
- collect data, organize them in tables and create charts by using a tool or by hand,
- analyze data and charts,
- share their results with their European mates.
We proposed them to read the results of the other schools’ surveys.
For this task we worked with the whole class or in small groups, according to the students’ needs and possibilities.
Social studies activities
We invited students to think on how they could improve their habits to enhance a more sustainable development. Furthermore, they reflected on what they could do to share their new knowledge in their school and community.
We supported their attention and motivation using videos and songs about this topic.
At the end we asked students to work in a team and to draw a poster with a motto to promote good habits connected with their surveys.
We evaluated both the products and the process of the students’ learning path. To do this we payed particular attention to the outcomes of brainstorming and discussions, to the products and to the posters.
To keep students engaged in their learning process and have a formative assessment we made questions at the beginning and at the end of each lesson. We asked students to write or speak for a few minutes about the most meaningful thing they learnt and we collected their answers.
As a final assessment we evaluated students’ products: charts and tables, the ability to read and to connect data with real life and the Art posters.
We collected all the surveys and results in this e-book.
We created a sustainability corner in our schools.
Have a look to our virtual Art exhibition that was created in order to involve the community.
You can also play this sustainability game: by solving all the quizzes, you will earn your environmental awareness certificate.
The cooperation between teachers was one of the main points of the project and allowed us to go on with the activities, in spite of some problems connected with the CoronaVirus emergency.
We used several online tools and applications to facilitate collaboration and communication between students and teachers. Besides, most of the activities were implemented in class so that students were able to work collaboratively, exchange and discuss.
Teachers adapted the activities and the teaching methods to the needs of their students, with regards to their age, country and interests.
Most of the activities were implemented in English as a second language. However, given the early age of some students, teacher’s mediation was essential in many activities.
After the project, students understood that STEM subjects help in understanding real life problems. During the process they learnt that they can be an active part of the change, because they can act for a more sustainable development. This fact made them feel very proud of their work.
It was also very interesting for them to observe the questions asked by their European mates, to give their answers and to observe similarities and differences in the various types of habits.