Good practices
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Working Group:Low Achievers in ScienceCountry:LatviaLanguages:English, LatvianAge of students (target group/s):6-12Links, resources:http://www.rwlnetwork.org/ Many teachers in a research pointed out that students usually like lessons outdoors. That is why they go outdoors very often. In this good practice, the experience of biology and natural science teacher Lienite Iesalniece from Dundaga secondary school is described.http://www.educationscotland.gov... Contact person information:Inese Liepina This email address is being protected from spambots. You need JavaScript enabled to view it. Beaver dam. Students went outdoors to study beavers. They examined a beavers' dam and tried to find out how it was constructed. They got to know what beavers eat and why they gnaw trees. Afterwards, they observed the coasts near the dam and focused on their possible impacts on the environment. After returning to the classroom, they discussed how the dams, made for producing the electricity, influence the environment. Lichens as bioindicators. The teacher showed different kinds of lichens to students. Their task was to find them on 10 trees and count how many different lichen groups (crusty, leafy and bushy lichens) were on a tree in the height of 0.5 m to 1.5 m. Based on results from this research, students decided what lichens were more or less influenced by the air pollution (crusty lichens are most resistant to the air pollution, bushy – most sensitive). Then they discussed the ways to decrease the air pollution. Evaluation of biodiversity. Students worked in small groups. They set up a square (1 m x 1 m) on the ground and made its borders (you can use sticks). Then they described environmental conditions in the area: humidity, light, distance from buildings, roads, trails, big trees, type of ecosystem etc. Students explored groups of living organisms in their squares and counted how many organisms from each group were there. If possible, they detected the species. Students chose one organism for a detailed observation. They could make use of a magnifier glass to draw the organism. Afterwards, students evaluated biodiversity in their ecosystems and discussed why the environment was appropriate for the organisms.Strong points and opportunities:Outdoor learning is proved to be motivating, students learn better in the real life situations.Limitations:School rules often do not allow to go outdoors, or parents are against it.Added value with regards to the 3 topics of the MASS project:The practice may be incorporated as an element or an overall rule in almost all pilot materials.Any prerequisites needed:School grounds need to allow safe outdoor learning. | ||
