The marine ecology project primarily follows on from a previous CCR project, Climate Change Ready, and focuses on a sub-area of the topic. Investigations of fauna, flora and water in the waters adjacent to the participating cities and in the coastal regions are central areas of the project including aspects of the so-called blue economy. Sustainability strategies in the areas of tourism, history, fishing and shipping complement the biological aspect.
Some of the schools participated in the previous project. Other schools had already dealt with the topic of water and the surrounding nature.
The aim of the project is to teach students of the participating schools the basics of the work of the relevant departments of biology, chemistry, economics, history as well as politics and philosophy regarding the topic. Both theoretically and practically at non-school learning locations, they should also acquire in-depth knowledge and, if necessary, suggestions for sustainable action in their home country or their immediate vicinity, the coastal regions and in the partner countries. Approximately 15 to 25 pupils from grades 9-12 will be involved in the closer project per school. Within the intended and in part already implemented creation of internal school curricula including the topic of marine ecology, lower grades at the national level are also familiarized with the topic at the participating schools. Teachers from the various departments will take care of the work and thus ensure that the whole school is involved.
On the one hand, there will be activities within the school as part of the new internal curricula, in which the pupils of most grades will take part. It will be the responsibility of the individual teacher or department to complete this task.
As part of the international meetings, primarily non-school learning venues are chosen in all countries. Laboratories, NGOs, universities, public institutions as well as practical work in and on the water with chemical and biological studies are intended to impart basic knowledge and skills. Excursions with visits and lectures complete this practical work. Intended is reinforcing the development of key competences and increasing the levels of achievement and interest. In this sense, the impact of this methodology will, hopefully, be: Improved provision and assessment of basic and transversal skills (such as intercultural and language competences, critical thinking, digital skills and media literacy) and more strategic and integrated use of ICT’s and open educational resources in education.
Regarding project activities during learning activities, these could revolve around the field trips to be decided upon by each partner school, making use of the material developed in the lesson plans.
The focus on marine ecology should be anchored in the schools involved. All the cities in which the schools are located have a close economic and existential connection to the sea and are therefore interested in sustainable development and basic knowledge about the ecology of the sea, the protection of this ecosystem and the upcoming and already existing changes.
In addition, the participants should recognize that the situation in the participating countries may differ in detail, but that insights at different technical levels are of a generally applicable nature and that it must be in the interests of sustainable development to conduct and research across borders.
Some of the schools participated in the previous project. Other schools had already dealt with the topic of water and the surrounding nature.
The aim of the project is to teach students of the participating schools the basics of the work of the relevant departments of biology, chemistry, economics, history as well as politics and philosophy regarding the topic. Both theoretically and practically at non-school learning locations, they should also acquire in-depth knowledge and, if necessary, suggestions for sustainable action in their home country or their immediate vicinity, the coastal regions and in the partner countries. Approximately 15 to 25 pupils from grades 9-12 will be involved in the closer project per school. Within the intended and in part already implemented creation of internal school curricula including the topic of marine ecology, lower grades at the national level are also familiarized with the topic at the participating schools. Teachers from the various departments will take care of the work and thus ensure that the whole school is involved.
On the one hand, there will be activities within the school as part of the new internal curricula, in which the pupils of most grades will take part. It will be the responsibility of the individual teacher or department to complete this task.
As part of the international meetings, primarily non-school learning venues are chosen in all countries. Laboratories, NGOs, universities, public institutions as well as practical work in and on the water with chemical and biological studies are intended to impart basic knowledge and skills. Excursions with visits and lectures complete this practical work. Intended is reinforcing the development of key competences and increasing the levels of achievement and interest. In this sense, the impact of this methodology will, hopefully, be: Improved provision and assessment of basic and transversal skills (such as intercultural and language competences, critical thinking, digital skills and media literacy) and more strategic and integrated use of ICT’s and open educational resources in education.
Regarding project activities during learning activities, these could revolve around the field trips to be decided upon by each partner school, making use of the material developed in the lesson plans.
The focus on marine ecology should be anchored in the schools involved. All the cities in which the schools are located have a close economic and existential connection to the sea and are therefore interested in sustainable development and basic knowledge about the ecology of the sea, the protection of this ecosystem and the upcoming and already existing changes.
In addition, the participants should recognize that the situation in the participating countries may differ in detail, but that insights at different technical levels are of a generally applicable nature and that it must be in the interests of sustainable development to conduct and research across borders.