Implementation of "Biodiversity" (SoI-HR-596)

Author: Ana Šuman, Biology and Science teacher

School/Organisation: Jordanovac Elementary School, Jordanovac Hospital School at University Hospital Centre Zagreb, Zagreb, Croatia

Introduction

The Europeana learning scenario Biodiversity (EN-CUR-162) was implemented in the teaching of students undergoing hospital treatment at the University Hospital Centre Zagreb.

Learning and educational activities for children in hospitals have been an integral part of the Croatian education system for 80 years.

Hospital School

Osnovna škola Jordanovac is in the immediate vicinity of the Clinical Hospital Center Zagreb, which is the largest healthcare institution in the Republic of Croatia. Our School, in addition to conducting regular classes for students from its enrollment area, has been conducting classes and ensuring equal access to learning for children with medical needs who have been treated at the Hospital for over 22 years.

A team of 28 teachers, in accordance with good pedagogical practice and the National Curriculum, teaches students in the hospital focusing on individual adjustments to the educational needs and health condition of each child, ensuring a positive learning experience and a stimulating learning environment. Classes are conducted live in hospital wards and remotely for students who cannot participate in face-to-face learning due to health restrictions. Learning and teaching activities in the hospital take place in small groups or as individual lessons.

In addition to teaching all school subjects, the Hospital School conducts various educational projects, extracurricular, educational-entertaining and cultural activities. Teachers at the hospital regularly collaborate with healthcare staff, parents of children and students’ home schools to ensure optimal support and access to education for students with health problems.

During and after the end of participation in teaching at the hospital, we provide a pedagogical report for the school in which the student is enrolled with the activities and progress made by the student. Teaching in the hospital ensures continuity of education for students disrupted by long-term and frequent hospitalizations, contributes to the overall personal development of students, encourages the development of self-confidence, reduces stress caused by hospital stays, contributes to the humanization of children’s hospital treatment, and facilitates the continuation of education after the end of treatment.

The Biodiversity learning scenario (LS) was implemented in Biology teaching with the integration of Art activities for students participating in classes during treatment at the hospital ward of the Clinic for Child and Adolescent Psychiatry. All students receiving treatment at this hospital ward are actively encouraged to participate in classes because school activities are an integral part of the multimodal treatment approach.

The learning activities took place in a group of four 8th grade elementary school students (14 – 15 years old) with the participation of three 1st and 2nd grade high school students (15 – 16 years old). During the lessons, the student group had a permanent composition of 8th grade students, while high school students participated occasionally, according to their own interests and needs. The LS was implemented, adapted and upgraded during seven school hours (45 minutes) distributed over two two-hour and one three-hour lessons over three weeks.

The students in the group came from different schools in Croatia, they differed in terms of their general level of achievement in Biology learning to date, regularity of class participation during previous years of schooling, and the length of absence from classes during the 8th grade before joining the hospital.

Students who struggle with mental health problems often attend classes irregularly in their home schools. Absences from regular classes can be repeated over a longer period, often over several consecutive school years, which negatively affects the overall level of students’ educational achievements and additionally affects the mental health problems of children and youth. Therefore, individual adjustments and personalization of learning are necessary in teaching students to stimulate students’ interest in school activities, reliance on their own strengths, active participation and personal contribution, development of a sense of self-confidence and a sense of success in education.

Each student in the group has unique educational needs and requires an individualized approach to optimize teaching in accordance with the student’s capabilities, abilities and educational needs. Every year, about 500 primary school students (ages 7 to 15) participate in teaching in hospital wards. We also provide support and assistance in learning to hospitalized secondary school students (ages 15 to 18). School activities and learning in the hospital are available to all students, regardless of the specifics of individual educational needs, their health status, diagnosis, length of stay in the hospital, or the country from which the students come.

Students undergoing treatment for malignant and psychiatric illnesses, students with permanent disabilities, and students in the period before and immediately after organ transplantation need special support and assistance from teachers in the hospital, due to the complexity of their health conditions and long-term and frequent absences from classes at their schools.

The topics of the implemented Learning Scenario are general biodiversity, importance of biodiversity for natural life, factors that threaten biodiversity, extinct species and biodiversity protection. Biological and natural science concepts in the Learning Scenario are continuously represented in subject and cross-curricular curricula throughout the compulsory education vertical in Croatia. In the Croatian elementary school education system, the subject of Biology is taught in the 7th and 8th grades, which are attended by students aged 13 to 15. Teaching Biology is conceptually connected to the subject of Nature, which is taught in the 5th and 6th grades (aged 11 to 12).

The teaching scenario was originally intended for students of a lower chronological age (10-11 years) compared to the students aged 14-15 who participated in the learning during the implementation of the scenario in teaching in the hospital ward. In the regular course of schooling, students aged 14-15 in the Croatian education system adopt the curriculum outcomes and expectations of cross-curricular topics related to the concepts and terms from the selected teaching scenario in the previous grades.

Students who participate in classes at the ward of the Clinic for Child and Adolescent Psychiatry are often absent from regular classes for long periods in their enrolled schools, and the selection of a teaching scenario initially intended for younger students was purposefully selected as suitable for repeating and acquiring important concepts that students failed to acquire in previous grades.

The elements of the teaching scenario: the concept of biodiversity, biodiversity factors, causes of biodiversity threats and biodiversity protection, could have been applied without changes in the introductory part of the Story of Implementation (SoI). During the implementation, changes have been made regarding the topic of biodiversity in the world and the creation of a world biodiversity map, and topics about Croatian biodiversity were included in the learning and teaching activities.

The implemented teaching scenario, in accordance with the age, capabilities and previous knowledge of the students in the group, was upgraded with thematic content, activities and natural science concepts related to biodiversity, the impact of humans on biodiversity, life cycles and the connection of living beings in the biocenosis.

The learning Scenario Biodiversity (EN-CUR-162) contains important learning topics for children and young people at all levels of education, and at the same time provides the opportunity to conduct learning activities that contribute to a stimulating educational environment, create opportunities for a positive learning atmosphere, contribute to reducing stress in students, and develop teamwork, cooperation, and communication among students.

Key concepts and content framework

The biodiversity scenario was implemented in teaching in Biology classes conducted for students undergoing treatment in a hospital. The implementation and adaptation of the teaching scenario for eighth grade students contains these key terms:

biodiversity, biodiversity of Croatia, protected species, protection of biodiversity, extinction and survival of species, interdependence of living beings and the environment, association of species in a common habitat, domains of the living world, disruption of the natural balance, life cycle, reproduction of angiosperms, flower, parts of a flower, pollination, fertilization, seed, fruit, autotrophic organisms, heterotrophic organisms, feeding levels, producers, consumers, decomposers, food chain, artificial selection, varieties, pollinators, World Bee Day, Red books.

Content framework:

Biodiversity
Biodiversity of Croatia
Protection of biodiversity
Feeding levels and food chains
Diversity of plant species in human nutrition
Human impact on species diversity – Biodiversity at the level of plant varieties – Apple varieties
Life cycle of an apple
Biodiversity and pollinating insects
Europeana – a digital platform for European cultural heritage
Activities of free creative expression, actualization of teaching and reflection

Learning process

Lesson 1 – 1st and 2nd class

1. Biodiversity

Students brainstorm on the topic of “species of living things” and write down as many species as they know within five minutes. Students present their notes and, together, based on prior knowledge, classify the recorded species into domains and kingdoms of the living world.

Examples of questions that I use to stimulate learning activities:

List the basic characteristics of plants.
List the basic characteristics of animals.
List the differences between invertebrates and vertebrates.
What are the differences between plants and animals?
Explain the differences between fungi, plants, and animals.
Based on what criteria do scientists classify living things?
List the biological domains.
What are the basic characteristics of biological domains.
Based on what living things are classified into the same systematic categories?

Picture 1 – 2 Individual student records of species of living things (Picture_1_SDC_2025.jpg, Picture_2_SDC_2025.jpg)

Students determine the total number of species they listed during the introductory brainstorming activity on their notes. I ask a motivational question about the number of scientifically described species of living beings living on Earth today.

Students discuss the topic and present their findings that science is discovering new species today, that species have become extinct in the past, and that they are rapidly becoming extinct today, but they do not reach a consensus on the approximate number of known species living on Earth today.

I guide students to use available sources of knowledge and research the total number of known and classified species on Earth. Students compare the number of species they wrote down during the brainstorming activity with the total number of known species on Earth. Through discussion and reflection on previously known knowledge, I guide learning about the concept of biodiversity, processes related to biodiversity, components of biodiversity, causes of biodiversity decline, and activities and measures to preserve biodiversity.

An example of a question that encourages reflection on what is known:

What is biodiversity?
What are the components of biodiversity?
What does the biodiversity of an area depend on?
What is the importance of biodiversity?
What factors contribute to the decline in biodiversity?
Describe the ways in which humans affect biodiversity.
Describe the meaning of the term “extinct species”.
Describe some activities that contribute to the extinction of species.
Give some examples of extinct species or groups of organisms.
What are the reasons for the extinction of large reptiles in the Earth’s geological past?
Name some endangered species.

2. Biodiversity of Croatia

On the individual brainstorming notes from the introductory activity, students circle the species that live in Croatia. (Picture 1 – 2). Students work on the text of the introductory part of the publication Biodiversity of Croatia, pages 5 and 6, and record key information from the text.

Picture 3 – Working on the text of the brochure Biodiversity of Croatia (Picture_3_SDC_2025.jpg)

After individual work on the text, I encourage discussion about the essential components and state of biodiversity in Croatia.

Questions to guide discussion and learning:

What conditions have enabled the development of great biodiversity in Croatia?
What factors influence the biodiversity of Croatia?
What is the total number of known species in Croatia?
Which groups are the most numerous in terms of species in Croatia?
What are the scientific estimates of the total number of species in Croatia?
What are endemics?
List some endemics in Croatia and their areas of distribution.
What are the threats to biodiversity in Croatia?

3. Biodiversity protection

To continue learning, we use the Croatian Red Books, which aim to raise the level of knowledge about endangered species and habitats and raise public awareness of the need for their conservation. Students have access to a larger number of printed editions of the Red Books. Since students in the hospital come from different parts of Croatia, I encourage students to focus on those that are widespread in their homeland when choosing a species.

Students choose for the activity the Red Book of Mammals of Croatia and the Red Book of Birds of Croatia, learn about the content and method of presenting species. Students choose one species from the Red Books, and through individual work on the text, learn about the description of the species, the biology of the species, habitat, distribution, causes of endangerment, and existing and proposed protection measures. Students write down information about the endangered species on paper and present their notes to other students in the group.

Example of a question for systematizing what has been learned:

What are Red books?
Which Red books exist in Croatia?
List some legally protected species in Croatia.
List some measures and activities by which Croatia protects biodiversity.
What is the species’ threat category that you have chosen to study?
What species threat categories do you know?
Can you explain the meaning of some of the threat categories?

Pictures 4 – Students’ work on the text of the Red Books(picture_4_SDC_2025.jpg)

Pictures 5 – Students’ work on the text of the Red Books( Picture_5_SDC_2025.jpg)

Picture 6 – Students’ works – legally protected species Picture_6_SDC_2025.jpg

Lesson 2 – 3rd and 4th class

4. Feeding levels and food chains

Introductory learning activity – reflection on what is known by talking about the connection between living and non-living nature, the relationships between organisms of different species within the common habitat, the energy needs of living beings, the ways in which organisms obtain energy, and the role of plants as producers in ecological systems.

Examples of questions that I use to guide the conversation:

Define producer and consumer.
Name several types of detritivores.
Which living beings can directly use solar energy for their vital needs?
Why are consumers and detritivores considered heterotrophic organisms?
How do autotrophic organisms connect living and non-living nature?
Explain the saying that without the Sun there is no life on Earth.
List the groups of heterotrophic organisms and explain their position in the food chain.
Compare autotrophs to heterotrophs.
Describe the relationship between autotrophs to heterotrophs.
Name some food chains that include plants that humans also feed on.

Knowledge systematization activity:

Students classify the species from introductory brainstorming entry into groups according to their feeding levels. Working together, we check the accuracy of the task’s solution and provide feedback.

Photos 7 – 8 Classification of organisms according to their feeding levels (Picture_7_SDC_2025.jpg, Picture_8_SDC_Scientix_2025.jpg)

5. Diversity of plant species in human nutrition

Students use educational cards with images of different types of plants that people use in their diet. They name the plant species on the cards and determine which part of them (plant organ) is used in their diet.

Among the types of plants on the educational cards, each student chooses their favourite species that they use in their diet.

Discussion about the biodiversity of plant species that people use in their diet and the benefits of a regular and varied diet of plant-based foods.

To strengthen and develop social and emotional learning strategies, I encourage students to share personal experiences related to growing, harvesting, processing and using plant species in their diet.

Photo 9 – students’ choice of favourite types of fruit in their diet Picture_9_Scientix_SDC_2025.jpg

6. Human impact on biodiversity – Biodiversity at the level of plant varieties – Apple varieties

In the introductory part of the implementation of the LS, students analysed and discussed the negative impact of human activities on biodiversity and the measures taken to preserve and improve biodiversity.

In educational work with children and young people who are being treated in hospital for mental health disorders, I include examples of positive human impact on the living world, phenomena and processes in nature. With such a strategy, in addition to achieving educational achievements, I try to contribute to the general emotional well-being of students. For this reason, in the continuation of the implementation, the focus is placed on the biodiversity segment of domesticated apple varieties as a significant part of the natural and cultural heritage of Croatia that was created by human activity.

Using the Biology textbook, students learn about the procedures by which humans directly influenced the development of various varieties and breeds of domesticated species. They explore and describe the relationship between the systematic category of species and varieties/breeds.

I direct the continuation of the learning activity to apple varieties with a focus on the diversity of old apple varieties in Croatia.

Practical activity:

Students observe, compare and describe the morphology of the fruits of commercially available varieties of the apple species (Domestic apple, Malus domestica).

Picture 10 – Describing the morphology of the fruits of commercially available apple varieties (Picture_10_Scientix_SDC.jpg)

Using the leaflet of the Croatian Fruit Association, students determine which apple varieties belong to the samples of commercially grown apples.

Picture 11 – Students determine which varieties commercially available apple fruits belong to Picture_11_Sientix_SDC_2025.jpg

Since the fruits of old Croatian apple varieties were unavailable to us, we use the materials of the student project “Old apple varieties of Croatian Zagorje” to learn about old Croatian apple varieties.

Students compare the external appearance of the fruits of old varieties and commercially grown apple varieties, compare the ripening time of the fruits, the taste of the fruits and the use of the fruits of old apple varieties.

Using the example of the student project “Old apple varieties of Croatian Zagorje”, students discuss the topics of preserving native biodiversity, the impact of youth activities on the preservation of natural and cultural heritage, and the way in which the use of locally grown food affects the reduction of the ecological footprint.

Questions that I ask to evaluate what I have learned:

In what ways humans contribute to the diversity of species?
Explain with examples why man uses the procedures of selection and crossing.
What are varieties?
What are breeds?
Name some dog breeds.
Explain in what way has man directly influenced the development of the great diversity of apple varieties?

Students research the nutritional value of apples. They discuss the benefits of regularly consuming this fruit and the ways in which apples are used in the diet. I encourage students to share their experiences of how they use apples in their diet and their experiences of preparing apple products and desserts. Students systematizing what they have learned by creating a mind map with the central concept of “Apple”. After completing the mind map, students present the components, content, and links of the “Apple” mind map.

Picture 12 – Photo collage – Creating a mind map “Apple” Picture_12_Scientix_SDC_2025.jpg

Picture 13 – Student mind map “Apple” Picture_13_Scientix_SDC_2025.jpg

Lesson 3 – 5^th, 6^th and 7^th class

7. Apple Life Cycle

The concepts of organismal life cycles, organismal reproduction, and food chains and food webs are an integral part of the Science curriculum in previous grades. However, due to the specific circumstances that accompany the education of students participating in hospital classes, systematic repetition of the concepts was necessary for students to achieve the necessary levels of knowledge acquisition necessary for successful continuation of learning.

In these lessons, students repeat missed concepts and acquire new knowledge about the life cycle and reproduction of plants using the example of an apple.

Student practical activity: Section of an apple fruit and seed

Required equipment and materials: apple fruits, apple seeds, apple seeds and germinated apple seeds, Petri dish, watch glass, tweezers and magnifying glass.

Students observe and describe the external structure of an apple fruit, observe a longitudinal and transverse section of the fruit. Students describe the position of seeds within the fruit, determine the number of seeds in an apple fruit, and discuss the relationship between the structure of the fruit and the way fruits and apple seeds are dispersed. Using a magnifying glass, they observe the external structure of a dry seed and a swollen apple seed and draw the external appearance of apple seeds. Using tweezers, they remove the outer shell of the seed and using a magnifying glass, they observe the structure of a germinated seed.

Example questions to encourage learning about seeds and germination:

What are the internal conditions for germination? What are the external conditions for germination?
What is the role of the cotyledons?
What is germination?
How is the germ constructed?
Why is it important that the seed contains nutrients?
What develops from the germ?

Collage Picture 14 – Observation of the external structure and sections of apple seeds Picture_14_Scientix_SDC_2025.png

Students draw the structure of an apple seed and sprout and label the parts.

Picture15 – Drawing of the structure of an apple seed Picture_15_Scientix_SDC_2025.jpg

Practical activity: Sowing germinated apple seeds in jars

The students sowed the sprouted apple seeds left over from their practical work into jars.

Since the hospital ward does not have optimal conditions for the emergence and growth of a young apple plant, the jar was taken to the premises of the School Student Cooperative of the Jordanovac Elementary School. The Jordanovac Elementary School has a spacious park, orchard and garden. Our School has a long tradition of students’ cooperative work. The first School Student Cooperative was founded in 1956, and in 2015 the work of the Cooperative was restarted. The Student Cooperative helps maintain the school park, and the Gardening section grows vegetables, herbs and medical plants, also dried medicinal herbs for teas and dried apple fruits from the school orchard. Students in classes at the hospital and students in regular classes who participate in extracurricular activities of the Student School Cooperative often collaborate on joint school projects and activities.

Practical Activity: Depicting the life cycle of an apple using cards with photographs of developmental stages

Students use didactic cards to depict the life sequences of the species Domestic Apple. Students arrange the life cycle of an apple in the correct order and mark the sequence of developmental stages with ordinal numbers.

While students arrange the life cycle cards, I encourage learning about the structure and functions of the plant organism and the phenomena and processes associated with each developmental stage. Examples of questions that I use to guide and encourage reflection and learning are listed below the photographs of arranging the stages of the apple life cycle.

Apple life cycle – Germination and plant growth

Students arrange didactic cards showing the developmental stages of germination and plant growth.

Picture16 – Apple Life Cycle – Developmental Stages Germination and Plant Growth Picture_16_Scientix_SDC_2025.JPG

Examples of questions that I use to guide and encourage learning activities related to germination and plant growth:

Will every apple seed that falls on the ground germinate and grow into a new plant? Explain your answer.
Estimate the age of the apple sapling in the picture.
What are the organs of a flowering plant?
What are the vegetative organs (asexual organs) of a flowering plant?
What are the generative (sexual) organs of a flowering plant?
Can plants reproduce from parts of vegetative organs?
Give examples of vegetative reproduction.
What are the roles of the vegetative organs of a flowering plant?
Which group of organisms do plants belong to according to their mode of nutrition?
Describe the importance of photosynthesis for maintaining life on Earth.
Estimate how many years it takes for an apple sapling to develop into an adult tree with a developed trunk and crown?

Apple life cycle – Flowering, fertilization, fruit and seeds development

Students arrange didactic cards showing the flowering. pollination, fertilization fruit and seed development. By working on the text of the textbook, students learn and supplement their knowledge about the structure of a bisexual flower, the process of pollination, fertilization and fruit development.

Examples of questions to guide and encourage learning about the structure of a flower, pollination and fertilization in plants:

What is the role of a flower?
Describe the structure of the pistil.
In which part of the flower do male reproductive cells develop?
Describe the structure of the stamen.
In which part of the stamen are male reproductive cells located?
What is pollination?
In what ways are plants pollinated?
List the adaptations of the apple flower to pollination by insects.
Describe the structure and appearance of the apple flower.
Which animals pollinate the apple?
Describe the relationship between plants and pollinating animals.
What relationships between different species do you see in this life cycle diagram?
Describe the importance of this relationship for each species,
What is fertilization?
Where does fertilization occur in angiosperms?
What is the role of insects in the life cycle of plants?

Students systematize what they have learned by solving the worksheet. They label the parts of the flower on the diagram and state the roles of the main parts of the flower.

Picture 17 – Student worksheets -–Flower structure Picture_17_Scientix_SDC_2025 (2).jpg

Students label and name the generative organs on the diagram of the apple development cycle.

Using their previous knowledge, students describe the development of the fruit and the way the apple fruit is dispersed.

Picture 18 – Apple Life Cycle – Developmental stages flowering, fertilization, fruit and seeds development Picture_18_Scientix_SDC_25.jpg

Students systematize what they have learned by answering the questions:

List the stages of the life cycle of flowering plants.
What is the difference between the terms “life span” and “life cycle”?
Investigate the life span of an apple plant.
List some perennial plant species.
Investigate the life span of a beech, oak, and olive tree.
List examples of annual plant species.

Achievement of the learning outcomes is checked by solving the Life Cycle of Plants quiz.

The quiz is available at the link: testmoz.com/14405272

After completing the quiz, students work together to compare answers and receive feedback on the accuracy of their answers.

Quiz questions and answers are available here.

Picture 19 –The Life Cycle of Plants quiz in the Testmoz tool – screenshot, questions 1 to 3 Picture_19_Scientix_SDC_2025.png

8. The connection between plants and pollinating insects

Working in groups, students write down as many plant species as possible within five minutes. They analyze the recorded plant species and identify species that belong to flowering plants. Based on previous knowledge and personal experience, students determine the ways in which plants from the records are pollinated. In the introductory part of the scenario implementation, students made a selection of their favorite plant species in their diet.

Questions that I use to connect previous activities and motivate continued learning:

What would happen to your favorite plant species if pollinating insects disappeared?
In your opinion, to what extent does human nutrition depend on pollinating insects?
What do you know about the threat to bees and other pollinator species?

The continuation of the learning activity is focused on learning about the diversity of pollinating insects, the interrelationships between insects and plants, and the importance of pollinating insects for plant reproduction and food production. Learning and teaching continues with the guided reading method on the prepared working material “Biodiversity and Pollinators”. This learning material was created using illustrative photographs downloaded from Europeana.

When teaching students struggling with mental health difficulties, I try to find a balance between the use of traditional and digital sources of knowledge. Whenever possible, in order to encourage concentration, collaboration and communication among students, I give priority to the use of original reality and textual sources and encourage students to make purposeful and rational use of digital technology and screens.

In order to encourage students’ active participation in the process of reading, understanding what is read and analyzing the text, the digital presentation “Biodiversity and Pollinating Insects” is also available to students in print.

The presentation “Biodiversity and Pollinating Insects” in Croatian is available here.

Links to Sway presentation; https://sway.cloud.microsoft/W1yCpGIYwwzjg6UV?ref=Link

https://sway.cloud.microsoft/10NBwMz3FpOOjVts?ref=Link

In the methodical process of guided reading of the text, we use the printed form, while for observing illustrative photographs, students use the digital form of the working material. Students read the text divided into parts and analyse the photographs. After reading each part, I ask questions to stimulate student thinking.

The learning process is structured in such a way that I actively guide students through the reading, by asking questions, encourage analysis of the text and photographs, encourage the exchange of impressions, knowledge and ideas, and reflection on the components of the working material. I encourage the inclusion of cognitive processes of interpretation, information connection, and critical thinking with questions focused on the following topics:

diversity of pollinating insects,
adaptations to the diet of pollinating insects,
connection between the life cycles of flowering plants and pollinating insects,
connection between overall biodiversity and pollinating insects,
causes of the threat to pollinating insect biodiversity,
measures and actions aimed at preserving the biodiversity of bees and other pollinating insects.

Picture 20 -– Printed form of the presentation “Biodiversity and Pollinating Insects” Picture_20_Scientix_SDC_2025.jpg

Picture 20a -–Screenshot of part of the Sway presentation Biodiversity and Pollinating Insects

We systematize what we have learned by solving the quiz “Biodiversity and Pollinating Insects” in the Testmoz tool. The quiz is available to students in digital or printed form.

The quiz “Biodiversity and Pollinating Insects” is available at the link: testmoz.com/14405240 and here. After solving the quiz, students analyze the answers together and share feedback with each other.

Picture 21 – The Life Cycle of Plants quiz – screenshot, questions 1 to 4 Picture_21_Scientix_SDC_2025_testmoz_kviz_bioraznolikost_i_kukci.png

Picture 22 – students solving the quiz Biodiversity and Pollinating Insects (Picture_22_Scientix_SDC_2025.jpg)

9. Europeana – the digital platform for European cultural heritage

The presentation used in the lesson, the Sway presentation “Biodiversity and pollinating insects” and the Testmoz quiz Life cycle of flowering plants are illustrated with photos taken from Europeana. I introduce students to Europeana as a digital platform for European cultural heritage with diverse and reliable sources that can be used in the learning of all subjects.

Students access and search Europeana. We talk about the impression left on them by the photos from the presentation and the quiz. Students propose their own choices of photographs on the topic of the presentation. We discuss the terms of use of materials and the importance of respecting copyright.

Picture 22a – Students explore Europeana

10. Activities of free creative expression, actualization of teaching and reflection

The final part of the LS implementation includes free creative expression activities related to the learning topic, teaching actualization and reflection.

We conduct the actualization of learning and teaching through discussions on topics of personal engagement and students’ contributions to biodiversity conservation. I encourage students to share their experiences, guiding the conversation with questions:

Have you previously celebrated World Bee Day in your schools or carried out actions that contribute to the conservation of pollinators?
In what ways could you and the people in your community contribute to the conservation of pollinators and general biodiversity?

The teaching was also updated on the topic of the apple life cycle. The apple seeds that the students planted in jars developed and grew in the premises of the Student School Cooperative. I showed the students in class on the hospital ward photographs of twenty-day-old apple seedlings. The students in the hospital class have seen mature apple trees, some students have apples in their gardens, they have picked apples and taken care of the trees. But no student has ever seen a newly sprouted apple tree. The photograph of a young plant recently sprouted from a germinated seed was a completely new and surprising discovery for them. The students watched the sprouted apple tree with great interest.

Picture 28 – A photo of the young apple plants, along with flax seedlings (Picture_28_Scientix_SDC_SoI_25.jpg)

The interdisciplinary approach and cross-curricular connections in teaching in the hospital additionally encourage students to engage in activities, broaden and nurture their interests, and provide them with the foundation for continuous upgrading and integration of ideas, knowledge, and experiences. Students freely choose artistic expression activities related to learning topics and explore, shape and express themselves artistically, connecting their own artistic expression with biodiversity as an important biological and socio-humanistic topic. Through artistic expression, students nurture and express their individual characteristics and fulfill their need for creative expression.

Picture 23 – student drawing Picture_23_Scientix_SDC_SOI_25.jpg

Picture 24 – Student drawing Picture 24_Scientix_SDC_SOI_25.jpg

Picture 25 – Student drawing Picture_25_Scientix_SDC_SoI_25.jpg

Picture 26 – Student drawing Picture_26_Scientix_SDC_SoI_25.jpg

The artistic works created were created using various drawing techniques. The works of students who wished to do so were exhibited in the form of a mini exhibition in the hospital.

Picture 27 – Exhibition of student works in the hospital Picture_27_Scientix_SDC_SoI_25.jpg

Reflection

Students could present their reflection on the learning cycle either orally or in a written note. Reflection focused on the following aspects:

highlighting the content and activities that were stimulating and interesting,
assessing satisfaction with participation in learning and the level of contribution to joint activities,
identifying difficulties that affected the course and outcomes of learning,
highlighting terms and concepts that were not adopted at the desired level,
suggesting changes and additions to the content and activities of the lesson,
highlighting topics of particular interest that they would like to learn more about.

Outcomes

During the implementation and adaptation of the teaching scenario, the outcomes of the subject curricula of Biology, Science and Art were integrated, as well as the educational expectations of the 3rd cycle of the cross-curricular themes Learning how to learn, Sustainable development, Use of information and communication technology and Health.

Curriculum outcomes in the subject Biology in the 8th grade:

– educational outcome “Relates the complexity of material with the development of new properties and classifies organisms using various criteria, indicating their relatedness and diversity.” within the curriculum macro-concept Organization of the living world,

– educational outcomes: “Analyzes the influence of living conditions on the development of adaptations and biodiversity.” and “Relates different ways of reproducing organisms with the inheritance of parental traits and evolution.” within the curriculum macro-concept Processes and interdependencies in the living world,

– educational outcomes: “Indicates the importance of energy for the proper functioning of the organism.” and “Connects feeding relationships in the biosphere with the survival of organisms.” within the curriculum macro-concept Energy in the Living World,

– educational outcomes “Applies the basic principles of scientific methodology and explains the results obtained.” and “Connects biological discoveries with the development of civilization and the application of technology in everyday life.” within the curriculum macro-concept Natural Science Approach.

Curriculum and outcomes in the subject Science in the 6th grade:

– educational outcomes “The student explains the mutual relationships of living beings with respect to the common habitat”, “The student explains the meaning of cycles using examples from living and non-living nature” and “The student discusses the importance of maintaining a balanced state in nature and the causes of its disruption” within the curriculum macro-concept Processes and Interactions.

Curriculum outcomes in the subject Art in 8th grade:

– educational outcomes “The student shapes ideas as messages with which he communicates with the environment using artistic and visual language” and “The student demonstrates fine motor skills by experimenting and varying different art materials and procedures in his own artistic expression.” within the curriculum domain Creativity and Productivity.

Outcomes for student:

Based on the completed learning activities, the student knows and can perform:

Describes and compares the external appearance of animal and plant species, noting similarities and differences,
Classifies living things into domains and kingdoms based on observed common characteristics,
Identifies and describes the interdependence of living things and the environment,
Explains the importance of the mutual relationships between living things of different species that share a common habitat,
Researches biodiversity and discusses the importance of its preservation,
Explains the basic components and causes of biodiversity threats,
Discusses the impact of humans on biodiversity,
Learns about the elements of Croatian biodiversity and analyzes publications on biodiversity protection,
Lists and describes some endangered species and measures for protecting endangered species in Croatia,
Learns about the specific features of regional biodiversity in Croatia created by human activity,
Learns about the contribution of peers to the preservation of regional biodiversity,
Learns about global activities aimed at preserving biodiversity,
Explains the life cycle using the example of perennial flowering plants,
Connects the inability to adapt to changes in living conditions with the extinction of species,
Explains the importance of energy for the development of all life processes and the sustainability of life,
Discusses the importance of solar energy for the sustainability of life,
Explains human action on natural processes,
Analyzes their actions in the context of sustainable development and proposes a personal contribution,
Observes and collects data and draws conclusions during learning and teaching,
Studies various sources, assessing the accuracy of information in relation to acquired knowledge,
Chooses reliable sources of information,
Explains the importance of seasonality and the meaning of traditional food,
Participates in conversation and discussion,
Seeks and offers help in activities and learning,
Uses laboratory equipment and utensils responsibly and according to instructions when conducting experiments,
Applies precautions and protection measures when conducting experiments,
Systematically records data and presents the results of work and observations in various ways,
Solve digital tasks,
Expresses orally, in writing and art,
Searches and evaluates sources of knowledge,
Learns collaboratively and works in a team and achieves good communication with others,
Independently forms his/her own ideas and creatively approaches solving tasks,
Self-evaluates the learning process and assesses the progress made,
Plans future learning.

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PDM 1.0: the featured image used to illustrate this article has been found on Europeana and has been provided by the Hungarian University Federation of Cluj-Napoca.

Implementation of “Biodiversity” (SoI-HR-596)

Introduction