The world of nature and its social perception constitute elements of our cultural legacy. Nature is present in art and protected by law. At the same time, young people with their poor knowledge of their regional and European environment rarely get into contact with it, thus our project- opposing this phenomenon. Therefore, the general objectives of the project are: · reducing the number of students with the deficit of nature syndrome. · reducing the intensity of deficit of nature syndrome. Specific objectives: · creating conditions for a direct contact with nature. · giving children the possibility of creative play in natural background. · working up student’s interests with nature. · developing a positive emotional contact with nature. · expanding students’ knowledge about nature. .giving students the possibility to know nature in a polisesoric way. · eliminating fear from contact with nature. · lowering the level of stress, hyperactivity and the level of developmental shortages. Each year 40 students will be selected from each of the school. Together 480 students within two years of the project. Students 12-13 year-olds with the deficit of nature syndrome: • Children from families, where ambitious parents arrange lots of extra classes for their kids. Such students do not have time for contact with nature. • Children coming from poor cultural backgrounds. Because of spending most of their time with media devices, they don’t feel the need for contact with nature. • Children in danger of computer or smartphone addiction or the ones already addicted. The project will also embrace children with various disabilities whose contact with nature is hindered due to their physical dysfunctions. The project will also embrace teachers. They will have the possibility to participate in international training sessionsas well as to participate in local activities: workshops, trainings and so on. They will enhance their competence and expand their workroom through the acquisition of knowledge embracing elements of upbringing preparing for living close to nature. We have planned various actions whose purposes are: getting to know the nature and establishing a positive, direct and emotional contact with it, i.e.: • trips • hare and hounds in an attractive area • setting up green gardens on the window sills • competitions • educational games • designing guides • camping with hare and hound games • meeting interesting naturalists • projects • workshops • art exhibitions • making albums • multimedia presentations • international meetings The following results shall be achieved: Immaterial ones: Pupils will: 1-learn the joy of free fun close to nature, 2-know the local flora and fauna and their role in culture and economy, 3-learn the methods of observation of the world of nature, 4 - become more sensitive to the beauty of nature, 5- get the courage to know the nature, 6- learn about the European ways of nature preservation, 7-know the natural legacy of one's country and Europe and its connection with cultural legacy, 8- spend more time close to nature. Teachers will: 1-make field lessons, 2-assist students with building their positive relations with nature, 3-learn to use nature for therapeutic purposes, 4-find out about institutions re-building people’s relation with nature 5- spend more time with students close to nature. Schools will: 1-enhance educational spaces by introducing plants, 2-set up school gardens, 3- set a file of lesson plans on nature and positive relations with it, 4 - establish a steady cooperation with EU schools, 5 - include into their teaching programmes the methods of field work in order to build a positive contact with nature. Material ones: Workshops scripts and teaching games Calendar with photographs of birds Pot gardens Guides on pot planting Albums from trips showing the beauty of nature Multimedia presentation "Forest in winter" "Wild animals" exhibitions School gardens Guides on polisensoric experiencing plants and their practical exploitation. Evaluation shall be made on every stage of the project. First, the ex-ante evaluation (a questionnaire form examining the starting-point situation), next- an on-going evaluation (observation and interview). The results achieved as well as the quality of local actions and international meetings shall be monitored systematically and appropriate recommendations shall be formulated. Initiatives drawn up in the project will be continued. Partner schools will be exchanging the teaching materials gathered along the project via e-mail. International school bases of teaching materials will be founded. Planned activities (innovations) will enter the curricula of the project schools, including "Aves of the faun" and "Synergy with nature" programmes. All action will be presented on school websites. The collected materials together with teaching aids will enrich school programmes of all the project partners.
The world of nature and its social perception constitute elements of our cultural legacy. Nature is present in art and protected by law. At the same time, young people with their poor knowledge of their regional and European environment rarely get into contact with it, thus our project- opposing this phenomenon. Therefore, the general objectives of the project were: · reducing the number of students with the deficit of nature syndrome. · reducing the intensity of deficit of nature syndrome. Specific objectives: · creating conditions for a direct contact with nature. · giving children the possibility of creative play in natural background. · working up student’s interests with nature. · developing a positive emotional contact with nature. · expanding students’ knowledge about nature. .giving students the possibility to know nature in a polisesoric way. · eliminating fear from contact with nature. · lowering the level of stress, hyperactivity and the level of developmental shortages. Each year about 40 students were selected from each of the school. Together 480 students within two years of the project. Students 11-15 year-olds (in the last year also the small group of older studets) with the deficit of nature syndrome: • Children from families, where ambitious parents arrange lots of extra classes for their kids. Such students did not have time for contact with nature. • Children coming from poor cultural backgrounds. Because of spending most of their time with media devices, they didn’t feel the need for contact with nature. • Children in danger of computer or smartphone addiction or the ones already addicted. The project also embraced children with various disabilities whose contact with nature was hindered due to their physical dysfunctions. The project also embraced teachers. They had the possibility to participate in international training sessionsas as well as to participate in local activities: workshops, trainings and so on. They enhanced their competence and expanded their workroom through the acquisition of knowledge embracing elements of upbringing preparing for living close to nature. We organised various actions whose purposes were: getting to know the nature and establishing a positive, direct and emotional contact with it, i.e.: • trips • hare and hounds in an attractive area • setting up green gardens on the window sills • competitions • educational games • camping with hare and hound games • meeting interesting naturalists • projects • workshops • art exhibitions • making albums • multimedia presentations • international meetings The following results were achieved: Immaterial ones: Pupils: 1-learnt the joy of free fun close to nature, 2-knew the local flora and fauna and their role in culture and economy, 3-learnt the methods of observation of the world of nature, 4 - became more sensitive to the beauty of nature, 5- got the courage to know the nature, 6- learnt about the European ways of nature preservation, 7-knew the natural legacy of one's country and Europe and its connection with cultural legacy, 8- spent more time close to nature. Teachers: 1-made field lessons, 2-assisted students with building their positive relations with nature, 3-found out about institutions re-building people’s relation with nature 4- spent more time with students close to nature. Schools: 1-enhanced educational spaces by introducing plants, 2-set up school gardens, 3- set a file of lesson plans on nature and positive relations with it, 4 - established a steady cooperation with EU schools, 5 - included into their teaching programmes the methods of field work in order to build a positive contact with nature. Material ones: Workshops scripts and teaching games Calendars with photographs of nature Pot gardens Albums from trips showing the beauty of nature Multimedia School gardens Evaluation was made on every stage of the project. First, the ex-ante evaluation (a questionnaire form examining the starting-point situation), next- an on-going evaluation (observation and interview). The results achieved as well as the quality of local actions and international meetings were monitored systematically. Initiatives drawn up in the project will be continued.