Biology+lesson

== The average water consumption by a typical family

= = = = = = =//** The Wheat **//= Biology lesson, class 2 (8) Teacher: Mariana Anghel =Poland's National Parks= Biology lesson, class 3 (9) Teacher: Ireneusz Bańka **Konspekt lekcji z biologii – klasa III gimnazjum** Dział: Ochrona przyrody Temat lekcji: Parki narodowe w Polsce Cele lekcji: Świadomość potrzeby ochrony przyrody Uczeń:
 * [[image:1_copii.JPG width="160" height="209"]] || [[image:1_copii_Mariana_Anghel.JPG width="318" height="232" align="center"]] ||


 * tłumaczy pojęcie „park narodowy”
 * wskazuje na mapie Polski parki narodowe
 * prezentuje wybrane parki narodowe
 * omawia osobliwości parków narodowych

Metody i formy pracy: pokaz multimedialny Środki dydaktyczne: komputer, projektor multimedialny, ekran Prezentacja omawiana przez uczniów.

Agnieszka Gulczyńska, class 2A



=Poland= Zespół Szkół Nr11, Jastrzębie Zdrój, Poland OUR NEIGHBOURHOOD Research on the local environment Report 2009



=Romania= Scoala cu clasele I-VIII nr. 186 "Elena Vacarescu", Bucuresti, Romania OUR NEIGHBOURHOOD Research on the environment Report 2009





One of the activities which took place in School 186, ”Elena Văcărescu” Bucharest within the ** VIRTUAL EDEN ** project is **// Determining soil Ph with the help of litmus paper. //** The Ph of 3 soil samples, collected from different areas, will be determined. · Moeciu – Brasov County; · Ilfov County; · The yard of School 186, ”Elena Văcărescu”, Bucharest

** WORK SHEET **
 * Methods of separating substances from mixtures (decantation and filtration) **

Chemistry teacher Aura Toma
 * [[image:12.jpg width="288" height="179"]] || [[image:11.jpg width="287" height="178"]] || [[image:10.jpg width="288" height="179"]] ||







Biology teacher Felix Lupulescu

**// Proiect Comenius “Virtual Eden” – 2009-2010 //** **// Şcoala Nr.186 “Elena //****// Văcărescu //****// ”, //****// Bucureşti //** ** Nume prenume elev:...................................................... ** ** Clasa:...................... ** **__Fi__****__şa de observaţie //Magnolia sp.//__** **__ Luna Octombrie 2010 __** **__ Activităţi __** ** 1. Prin comparaţie cu luna septembrie 2010, stabiliţi caracteristica următorilor factori de mediu, ** ** specifică după părerea voastră pentru luna octombrie. Subliniaţi afirmaţia corectă ** ** a. temperatura: - mai scăzută ** ** - mai ridicată ** ** b. lumina: - mai puternică ** ** - mai slabă ** ** c. viteza vântului: - mai scăzută ** ** - mai crescută ** ** d. precipitaţii: - în cantitate mai mare ** ** - în cantitate mai mică ** ** 2. În concluzie, puteţi afirma că faţă de luna septembrie o serie de factori de mediu s-au modificat? ** ** 3. Care credeţi că este cauza modificării acestor factori? (realizaţi conexiune cu informaţii geografice legate de succesiunea anotimpurilor şi datele de începere ale acestora). ** ** 4. Ce culoare au frunzele magnoliei? Este diferită faţă de luna anterioară? Care ar putea fi cauza (corelaţi cu răspunsurile notate la activitatea nr. 1). ** ** 5. Ce puteţi afirma despre următoarele elemente ale copacului (prezente, abesente, modificate etc.) ** ** a. fructele: ** ** b. flori: ** ** 6. Incercaţi să număraţi frunzele de pe o ramură stabilită în prealabil de voi pentru a fi observată de- ** ** a lungul anului. ** ** 7. Faţă de luna anterioară numărul de frunze este mai mare sau mai mic. Notaţi numărul de frunze ** ** de pe ramura studiată luna anterioră şi cel al lunii octombrie. ** ** 8. Realizaţi o fotografie a ramurii studiate. ** ** 9. Care credeţi că este cauza scăderii numărului de frunze? ** ** 10. Realizaţi fotografii sugestive ale magnoliei din curtea şcolii. **

**// Proiect Comenius “Virtual Eden” – 2009-2010 //** **// Şcoala Nr.186 “Elena //****// Văcărescu //****// ”, //****// Bucureşti //** ** Nume prenume elev:............................................................................ ** ** Clasa:...................... ** **__Fişa de observaţie //Magnolia sp.//__** **__Luna Noiembrie 2010__** **__Activităţi__** **1. Prin comparaţie cu luna octmbrie 2010, stabiliţi caracteristica următorilor factori de mediu,** **specifică după părerea voastră pentru luna noiembrie. Subliniaţi afirmaţia corectă** **a. temperatura: - mai scăzută** **- mai ridicată** **b. lumina: - mai puternică** **- mai slabă** **c. viteza vântului: - mai scăzută** **- mai crescută** **d. precipitaţii: - în cantitate mai mare** **- în cantitate mai mică** **2. Ce efecte are modificarea acestor factori asupra frunzelor?** **3. Ce efecte are modificarea acestor factori asupra fructelor?** **4. La capătul crenguţelor se observă nişte structuri pufoase în formă de con. Ce componente ale unei plante ar putea să fie? Argumentaţi prin desfacerea cu ajutorul unui bisturiu a acesteia.** **5. Care credeţi că este cauza apariţiei mugurilor pe plante? (ce factor de mediu dintre temperatură,** **umiditate, lumină, precipitaţii se modifică şi influenţează direct dezvoltarea acestora)**

**6. Pe crenguţe au rămas şi o serie de organe de înmulţire, uscate? Care sunt acestea?** ** Profesor biologie Lupulescu Felix **

Biology, Chemistry, Mathematics, Computer Science, English What kind of environment do we live in? In this project students will be researchers who explore harmful effects to the environment. They will explore the global importance of good water, land and air, particularly in their location. Then they will publish the results of their research on the wiki.
 * Our Neighbourhoods**
 * Grade Level: ** 7th / 8th (13 year-olds)
 * Subjects: **
 * Overview of Lesson Plan: **
 * Goals: **

Group work Two weeks The culminating activity will be a student-written report which can take the form of an exhibition, an album, a Wiki page, or a meeting with a representative of an ecological department or organization. A microscope, hand magnifying glasses, balls of cotton wool/two-sided adhesive tape, test tubes, a lichen scale, etc. Students are divided into 3 groups. Each group is required to write a report on the state/ condition of purity of a chosen element of the natural environment.
 * 1) To make students more concerned about the environment they live in.
 * 2) To encourage students to develop pro-ecological attitudes.
 * 3) To make students improve their ICT skills
 * 4) To encourage students to develop confidence in using the target language.
 * 5) To develop collaboration skills.
 * Objectives: **
 * 1) Students will be able to demonstrate the impact of environmental pollution on the ecosystem;
 * 2) Students will be able to explain the notion of a lichen desert;
 * 3) Students will be able to explain what the symbiosis of algae and fungus rely on;
 * 4) Students will be able to describe how acid rain originates and its effects;
 * 5) Students will be able to propose ways of preventing pollution;
 * 6) Students will be able to present the results as diagrams;
 * 7) Students will be able to design a Power Point presentation
 * 8) Students will be able to publish their report on the Wiki;
 * 9) Students will be able to create a science glossary
 * 10) Students will be able to demonstrate the ability to work in a group
 * Methods: **
 * Time ** :
 * Culminating Activity **
 * Materials: **
 * Procedure: **

Tasks: Tasks: Tasks: 1. Make a map of the area where you take three samples of water. Mark reservoirs/water bodies on the map. Use http://maps.google.pl/. 2. Describe a local aquatic ecosystem. 3. Collect three samples of water from three different places and make analyses of the water : 4. Conduct an interview with a representative of the environmental protection department 5. Write a report. 6. Design a Power Point presentation with the results. [The Baltic Sea, The Black Sea] || Pour water through a filter and examine the remains/residues with a naked eye ||  || You can draw a picture of microscope specimens ||  || ( Determination of premature loss of leaves and needles, its colour and damage) ||  || Design a PowerPoint presentation with the results of your research. ||  || 1. Make a map of a research area. Use http://maps.google.pl/. 2. Write a short description of types of soil and ways of its usage. 3. Determine of soil pH. 4. Examine the influence of soil on the growth and development of plants. 5. Find so-called illegal landfills, mark them on the map and examine them. a. Their size b. Their composition c. Take a photo of them. 6. Conduct an interview with a representative of a company/enterprise which contributes mostly to the land pollution. 7. Write a report 8. Design a Power Point presentation with the results.
 * Group tasks **
 * Group 1 **
 * Topic: //Making a report on the state/condition of water purity.// **
 * 1) Make a map of a research location marking reservoirs
 * 2) A short description of water in the neighbourhoods
 * 3) An analysis of the purity of water (macroscopic, microscopic, possibly chemical)
 * 4) An interview with a representative of the environmental protection department or an office worker of a sewage plant.
 * 5) Writing a report
 * 6) A presentation
 * Group 2 **
 * Topic: //Making a report on the state/ condition of air purity.// **
 * 1) Make a map of a research location
 * 2) A short description of sources of air pollution
 * 3) An analysis of the state of air [based on the observation of samples of cotton wool set in various places; based on a lichen scale (Hawksworth & Rose qualitative scale for determining air pollution levels), based on an observation of trees]
 * 4) An interview with a representative of the environmental protection department
 * 5) Writing a report
 * 6) A presentation
 * Group 3 **
 * Topic: //Making a report on the state of soil purity.// **
 * 1) Make a map of a research location
 * 2) A short description concerning sorts of soils and ways of their usage
 * 3) An examination of the state/condition of soil (marking on the map so called “illegal landfills”, determining pH of soil, examining an influence of detergents on the growth and development of plants)
 * 4) An interview with a representative of company which heavily pollutes the soil / Environmental Protection Department
 * 5) Writing a report
 * 6) A presentation
 * WATER **
 * Instructions for Students: **
 * 1) Macroscopic
 * 2) Microscopic
 * 3) Chemical
 * Students’ observation sheet **
 * || ** Activity ** |||| ** Form of **** realisation ** || ** Result ** ||
 * 1 || Making a map |||| Draw/ sketch or use Google maps || http://mapy.google.pl/maps/mm?i ||
 * 2 || Description of water in the area |||| * Examples of still and running water
 * Locate a river basin
 * Search for information about whether water is controlled and monitored (in which places)
 * __ Find out the purity class of water __ || [river, lake, pond]
 * 3 || Analyses of water || Determination of odor of water || Make an olfactory test (in temp. ~30Celsius degree) and determine odor of the water:
 * Fishy
 * Floral
 * Rotten
 * No odor
 * others ||  ||
 * ^  ||^   || Macroscopic analysis || Determine the colour of water
 * ^  ||^   || Microscopic analysis || Make a microscope preparation/specimen and determine:
 * Live organisms
 * Residues of plants
 * Mineral pollutants
 * ^  ||^   || Examination of water pH || Make a test for pH (using litmus paper ) ||   ||
 * 4 || Presentation |||| Write a report on the state of water pollution in the area. Design a PowerPoint presentation with the results of your research. ||  ||
 * Analyse the results and determine a degree of water purity in the research area. ||
 * AIR **
 * Instruction for Students: **
 * 1) Place three balls of cotton in three diverse places in your neighbourhoods, and leave them for a few days. Alternatively you can use two-sided adhesive tape to fix it to leaves or bark of trees.
 * 2) Make a map of a research area Use  http://maps.google.pl/.
 * 3) Describe various sources of air pollution.
 * 4) Examine the research area looking for lichen. Use a lichen scale to determine approximate quantity of sulfur oxides.
 * 5) Make an observation on treetops, leaves and needles. Concentrate your observation on:
 * 6) Thinning of treetops
 * 7) Premature/untimely loss of leaves
 * 8) Withered part of a treetop
 * 9) Changes in colours of leaves / needles
 * 10) Mechanical devastation of leaves/ needles
 * 11) Release of shoots
 * 12) Conduct an interview with a representative of the environmental protection department.
 * 13) Write a report
 * 14) Design a Power Point presentation with the results.
 * Students’ observation sheet **
 * || ** Activity ** || ** Form of **** realisation ** || ** Result ** ||
 * 1 || Making a map || Draw/ sketch or use Google maps || http://mapy.google.pl/maps/mm?i ||
 * 2 || Characteristics of sources of air pollution || * Enumerate 2-3 sources of air pollution in the research area
 * Describe pollutants (e.g. dust, sulfur oxide) and their influence on live organisms. ||  ||
 * 3 || Examining content of dust in the air || * Place three balls of cotton in three diverse places in your neighbourhoods and leave them for a few days. Alternatively you can use two-sided adhesive tape to fix it to leaves or bark of trees. ||  ||
 * 4 || Determining the influence of air pollutants on plants || Observation :
 * Leaves
 * Needles
 * Treetops
 * 5 || Finding lichens in the research area || * Defining of species of lichen
 * Determination, based on a lichen scale, approximate quantity of sulfur oxides ||  ||
 * 6 || Presentation || Write a report on the state of air pollution in the area.
 * Analyses of the results and determine a degree of air purity in the research area. ||
 * LAND **
 * Instruction for Students: **

Take a photo of it. ||  || =CZECH REPUBLIC - SCIENTIFIC REPORTS=
 * Students’ observation sheet **
 * || ** Activity ** || ** Form of **** realisation ** || ** Result ** ||
 * 1 || Making a map || Draw/ sketch or use Google map || http://mapy.google.pl/maps/mm?i ||
 * 2 || Characteristics of soil in the research area || Determine
 * % farm land
 * Planted species
 * Sorts/ class of soil ||  ||
 * 3 || Determination of content of litter humus || Examine a sample of soil with the naked eye
 * A composition of litter (needles, leaves, dead insects, etc)
 * Assess thickness of a humus level ||  ||
 * 4 || Determining soil pH || Make a test for pH (using . litmus paper ) ||  ||
 * 5 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Determining the influence of detergents on the growth and development of plants || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Cultivate some seeds e.g. cress/ cuckooflower / on:
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">salt
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">dilution of soap
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">laundry soap ||  ||
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">6 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Tracing illegal landfills || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Trace illegal landfills to determine their size and composition.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Analyse the results and determine a degree of land purity in the research area. ||

Our school started working on project task at he end of the year 2009 but finishing it has taken us quite a long time due to early maternity leave of the Biology teacher. As a small school, we had only one qualified Biology teacher and finishing this project task had to wait untill a new one came. Mrs. Iva Navrátilová became a very keen member of our Comenius team and thanks to her we were able to continue our work.

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