manual for workshop facilitators healthy eco life … · web address: the production of this...

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MANUAL FOR WORKSHOP FACILITATORS HEALTHY ECO LIFE PROJECT

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Table of contents

Introduction................................................................................................................................................................................................3

Classroom workshops................................................................................................................................................................................5

Workshop No. 1 .......................................................................................................................................................................................5

Workshop No. 2 .....................................................................................................................................................................................18

Workshop No. 3 .....................................................................................................................................................................................27

Workshop No. 4 .....................................................................................................................................................................................35

Eco farm workshops ................................................................................................................................................................................42

Introduction ............................................................................................................................................................................................42

Workshop No. 1 .....................................................................................................................................................................................45

Workshop No. 2 .....................................................................................................................................................................................47

Workshop No. 3 .....................................................................................................................................................................................52

Workshop No. 4 .....................................................................................................................................................................................54

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INTRODUCTION Project name: Healthy Eco Life Project duration: 18 March 2010 – 18 July 2011 Key partner:

• Association NET+ / Udruga PET+, Croatia Project partners:

• Coram Life Education, UK • Association For Better World / Društvo za boljši svet, Slovenia • Dr. Andrija Štampar Institute of Public Health, Croatia • Eko Centar pz, Croatia

Web address: www.healthy-eco-life.com

The production of this publication was made possible through funding under the EC Health Program 2008-2013 The views expressed herein are those of the authors and can in no way be taken to reflect the views of the Executive Agency for Health and

Consumers or any other European Union body.

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Sponsors:

• Ministry of Health and Social Welfare • City of Zagreb - City Office for Health and War Veterans • Ministry of Science, Education and Sports • City of Maribor • Ministry of Agriculture, Fisheries and Rural Development of the Republic of Croatia • Konzum • National Foundation for Civil Society Development • Vip

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CLASSROOM WORKSHOPS

WORKSHOP NO. 1 Activity No.

Activity description

MIN Educator/ audio-visual content Instructions for educators Goals Props/equipment

1 Welcome

2 Educator introduction. Introduction of the program (aided with posters) “Healthy Eco Life” program includes several important health issues (diet, physical activity, emotional health) and draws a connection between health end ecology. We will play and learn together in 4 workshops and when the spring comes, all of us will visit an eco farm in Slavonia. There are no grades here, but it is important that we all listen to each other and participate in all the games. If there is something you don’t like or if you have a question, feel free to talk to the educator. Together we will find a solution. Today we shall do a short quiz on healthy living, learn a song which goes together with some physical exercise, do a play about the forest animals, make fruit and vegetable cocktails, create an advertisement for them, meet our mascot – Slavko the piggy and finally - make a decision to live healthier life.

It is important to make smooth transitions from one educator to another and have clearly distributed responsibilities. Short and clear sentences should be used when addressing children. Speak loudly, have a positive body language and a friendly facial expression. Try to remember children's names and keep all of them involved. Acknowledge their efforts and activities, stimulating them to get involved.

• Making children feel safe in the workshop

• Children find out the purpose of the program and the way HEEL program works

2 Initial test 10 Qwizdom- preliminary testing of workshops • Establishing the - Qwizdom

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participants (anonymous questionnaire) Educators introduce Qwizdom to participants; “Have you ever watched the TV show Millionaire? Do you remember the part where the audience votes? We will take our quiz in a similar manner. Educators give each participant a token and show them how to turn it on and how to use it. Then they explain Qwizdom rules: “Please give honest answers. The questionnaire is anonymous (children need to be explained what “anonymous” means) and nobody will know your answers. Your answers should be your own, don’t discuss them with your classmates. Your honest answers will help us make these workshops better and more interesting.”

While one educator talks, the other one makes technical preparations for Qwizdom. It is important to save answers into a separate folder.

initial level of knowledge, attitudes and behavior.

Evaluation quiz

3 Healthy Eco Life Song with physical exercise

10 The educator repeats the kinesthetic exercise along with a song “Healthy Eco Life” I am happy, I am healthy; I eat a variety of foods every day. I choose eco, I choose better; The nature is my place. Everybody move, raise your hands; May we always be in a good mood

The song needs to be repeated several times until everybody has learned all the moves

• Kinesthetic learning – connecting the left and right side of the brain

• Reinforcing the key messages of the program

4 The tree of life

10 The educator introduces the next activity: “Dear children, we will now do a play and

While one educator tells a story, the other

• Children learn about the

- Rope - Animal photos

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you will be actors. Two of you will play a tree - one will be a trunk and the other a tree top. The other 6 students will play different animals. You will be connected with a rope which shows the connection between animals and plants in the nature. I will call you, one by one, and you will pretend, with your body movements, to be these animals. Do you agree? I will put a picture of the animal you are playing on your back so the others understand what is going on.” “In a green forest, at the edge of the town lived a tree.” The educator takes two children by the hand; one o them is a tree (stands upright), and the other climbs on a chair and spreads their arms as a tree top.) A rope is tied around “the tree”. “Many animals lived on the tree and around it, some found their food on the tree while the others fed on these animals.” The educator calls in the third child and puts a picture of an insect on their back, ties them around the waist with the rope which is tied to a tree and continues to tell the story. “Under the bark of the tree live insects which eat parts of the bark and leaves of the

one helps children to join in by picking them out from the group, putting a photo of an animal on their backs, tying a rope around their waste and showing them how to form a food chain

connection between man and nature

- Toy-saw

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tree.“ The educator calls in the fourth child that plays a woodpecker, puts a picture of a woodpecker on their back and ties them with a rope which is tied to the insect and the educator continues the story. “This morning the woodpecker happily hopped on the tree while looking for insects. The whole forest echoed tk, tk, tk in the rhythm of the knocks of his beak.” The educator calls in the fifth child that plays the eagle. The eagle has spread his enormous wings and circled for hours above the tree looking for food. It saw the woodpecker, came down as fast as a lightning and...ate him. A little further down, at the foot of the tree, lived a mouse. He came out of his hole to nibble on something. (The educator introduces another child who plays a mouse). As it rustled at the foot of the tree someone quietly approached. (The educator

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introduces another child – a fox). That was a red fox; a dangerous hunter with a silent step. The fox lurked the mouse and jumped at him. Full and content, she jumped over a stream and hurt her leg on a sharp rock. Blood was dripping from her wound and that attracted another pair of dangerous eyes. A wolf! (The educator introduces another child as a wolf). The educator draws a conclusion: Let us look at all the animals once again. If there was no tree, the insects wouldn’t have anything to eat, so there would be no food for the woodpecker, nor for the eagle. If there was no tree, the mouse would have no place to live, the fox would have no lunch and the wolf would stay hungry. All these animals depend on each other, and the smallest animals depend on the tree. And so the life in the forest went on until one day a lumberjack came. (the other educator comes in with an imitation of a saw and a dreadful expression on their face: zzzz). The lumberjack has decided to cut down the forest. He came closer to the tree and cut it down (zzzz). (The educator cuts down the tree and the children who play the tree and the children who play the animals fall down)

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The educator makes a brief conclusion: if something changes in the nature, if we cut down a forest, extinguish an animal species, we will endanger other animal and plant species. The educator asks the children: How did you like the play? What do you think about animals eating other animals? (The educator asks the children if they had already seen shows about it on TV?) What do you think about the lumberjack? People need wood to make furniture, produce paper and keep themselves warm, which is why they sometimes need to cut down trees. But it is not good to cut down all the trees which grow in one area. If people do so, all the animals which coexist with these plants will be destroyed. People can take care of the nature by planting new trees in areas where the trees were cut down.

5 Discussion

2 Man also needs nature to survive. The educator asks questions about what man

By asking them questions, the educator helps children to reach a conclusion that the right answers are: sleep, air, water, food and company. During this time the other educator prepares

• Children are encouraged to interact and express their opinions.

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props for the “Live painting”

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We cannot live without...

5 “Live Painting” – the educator guides children to play the things they mentioned in the discussion: one child holds a balloon in their hand (trees give us oxygen), another child lies on the floor and holds bread in their hands (soil gives us food), the third child is a river and holds a pitcher full of water in their hands, the fourth child sleeps on the floor with a pillow (sleep), the fifth and the sixth child stand next to each other and hold two hearts (company of other people). The rest of the group has to guess what each symbol means. The educator guides them with questions about each need: “How do you feel when you don’t get enough sleep? Do you like to get up early? Why is the child with a bread lying down? (Cereal grains and vegetables grow from the soil which feeds us)? Where does water come from? How long can you go without breathing (try it)? How do you feel when you are surrounded by dear friends? Could you live alone in the world?

The educator announces a pantomime game; the performers are asked not to talk but to follow instructions given by the other educator who whispers instructions in their ear

• Learning about the basic human needs: sleep, food, water, air, company.

Balloon Bread Water pitcher Two cardboard hearts

7 Healthy plate

10 The educator announces a discussion about another basic human need - food.

It is necessary that children know when is their turn to place a

• Getting to know

different types

“Healthy plate” canvas and cards

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A drawing of a “healthy plate” is placed on the floor and children put pictures of food on top of sections which have different colors. Each child gets two or three cards with different types of food and needs to put them at the right place The educator says: a healthy plate represents our daily diet. Every day we should eat more cereals, fruit and vegetables, and less dairy products, meat, eggs and sweets. What do you eat? What kind of food do you eat most frequently? Is there some food you don’t like? (Back up questions: Do you eat breakfast? What do you eat for breakfast? What do you eat at school or at home? At what time do you have lunch and what is your favorite food for lunch? Do your eat fruit during the day? What is your favorite fruit? When do you eat sweets - as a desert or as a separate meal? When do you usually have dinner and what do you eat for dinner?)

card on the “healthy plate”. Children sit in a circle around the plate.

of food and the share they should have in everyday diet

with pictures of food

8 Green cocktails

20 The educator asks children if they have ever tried a cocktail made of fruit and vegetables. Educator: “We will now make fresh cocktails from fruit and vegetables we brought. Raw fruits and vegetables are extremely healthy because they are rich

The numbers of groups depends on the number of pupils in the class. It is important that there is a grown-up in each group (involve the teacher). When making cocktails,

• Learning about fruit and vegetables

• Learning how to prepare food

• Adopting a positive attitude

Fruits and vegetables Knifes Cutting boards Water to wash fruit and vegetables Blenders Glasses

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with vitamins.” The educator asks children if they recognize particular types of fruit and vegetables and helps them identify those they are not too familiar with. The educator shows equipment which is necessary to make a cocktail. They tell children they would use a blender to mix fruit and vegetables and shows them how to do it! Children are instructed that educators will help them with this part of the process. Children are then split into three groups and each group makes their own cocktail. When distributing fruits and vegetables to the three groups, the educator has to be careful that each group gets different ingredients so they can make three kinds of cocktails - three different flavors and colors. Note: bananas should be part of every cocktail because they provide natural sweetness Each group gets the necessary equipment (aprons, cutting boards, knifes etc.) Educators warn children to be very careful with knives. They help children split duties (washing fruit and vegetables, getting the

put some beetroot into one cocktail (a red one), some spinach or something green into the other (a green one) and yellow or paler vegetables into the third one (a yellow cocktail).

towards eating fruit and vegetables

• Adopting a positive attitude towards preparing food

Napkins, kitchen cloths

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water, preparing the glasses, cleaning up). When the cocktails are finished, children try them. They try their own cocktails and cocktails prepared by other groups. How did you like the taste? And the color? Which cocktail was the most delicious? Have you ever tried raw vegetables? How do you like it when vegetables are mixed with fruits like in our cocktails? Would you like to have cocktails like these again? Will you teach your parents how to make them?

9 My commercial

10 Children stay in groups formed for the previous activity. Now that you have tried our delicious cocktails, each group needs to create an advertisement for their cocktail. Think of words which are usually used in advertisements to describe products and make people buy them. Each group tries to describe their cocktail by using words which are appealing and which are normally used in marketing. A discussion about the types of words they choose for their advertisement. Educator: “When you were creating an

If children are shy, the educator can give them an example. “Ladies and gentlemen, try this fantastic cocktail made from the freshest fruit and vegetables. Only 5 minutes after drinking this cocktail your strength will double and you will be able to lift this table with one hand.”

• Gaining media literacy

• Learning critical thinking

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advertisement, did you tell the truth or you exaggerated a bit? What do you think, do people who make commercials also exaggerate and make products seem more appealing? Why do you think they do that? The educator explains that both children and adults can say NO to advertisements – each customer makes their own decision about what they buy and when.


3 The educator repeats the kinesthetic exercise with the Healthy Eco Life song.

• Kinesthetic learning – connecting the left and right side of the brain

• Reinforcing the key messages of the program

11 Meeting Slavko the piggy

3 The educator takes Slavko, who tells a story about himself. The story is attached.

By working the puppet, the educator breathes life into Slavko and makes children feel closer to him.

• Children start to understand the key messages of the program

- Slavko

12 Revision of what the children learned with Slavko the piggy

3 The educator encourages children to tell Slavko what they have been doing and what they have learned today. Slavko asks the children: Now that I have told you a story about myself, I want to know your story. What have you been doing in the workshop

One educator works the puppet and the other one talks to it.

• Reinforcing the knowledge gained through activities

- Slavko

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today? I was sleeping for a little while because I am tired from traveling from Slavonia so I didn’t' hear everything. Have you mentioned my animal friends My friends cannot live without the forest. What were the things you cannot live without? (children respond) How did you like that strange green drink? I would buy it immediately if I heard your advertisement. I always buy everything I see in an advertisement? What about you?

13 A healthy resolution

Slavko: this is so great! I have heard many interesting things, but, ooh, I will forget all of them by tomorrow. The educator: “What do you think about all of us doing one healthy thing before we meet for the next workshop. Slavko: I want to do it, I want to do it! Slavko asks the children – “Will you join me? Shall we all try to carry out one task? I have an idea - we will never eat sweets again.” Educator: “Slavko, you did not get it right! Remember the “healthy plate”, the game we played today. Sweets are all right, but only sometimes. I have a better idea, and you will like it more. You don't have to stop eating sweets. You could, for example, eat

A healthy resolution needs to be written on a poster with children’s names. The poster stays in the classroom. Children should be instructed to put a “+” sign next to their name when they carry out their “healthy task”.

• Connecting theory and practice

• Changing everyday habits. Learning about habits that make a healthy lifestyle.

- Slavko - A poster with a healthy resolution and a list of children’s names to put a mark on the poster when they carry out their “healthy task”

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fresh fruit instead of sweets once in the coming week.“ Slavko: Uh, great I think I can do that! Educator: What do you say kids? Can you join Slavko and next week have some fresh fruit instead of sweets, one time? instead of sweets eat some fresh fruit during the next week? The educator shows children a poster with healthy habits with their names on it and tells them to put a “+” sign next to their name on the day they carry out the task, and concludes: When we see each other, we will talk about your experience with our healthy resolution – to eat fruit instead of sweets. The educator thanks children for taking part in the workshop, tells them they did very well and waves them goodbye until the next week.

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1 Welcome

3 The educator greets the pupils and introduces the Healthy Eco Life activities for the day. Educator: Today we will be doing many interesting things – we will play the transport game, take a funny quiz on diet and ecology, make a soup, talk about the waste which is left after we use all the food we bought, prepare seeds for planting. Has anyone done this before?

While greeting the children, educators mention some of the children’s names they can remember.


• Introducing the topic

- Poster

2 Review of the previous week’s healthy resolution and its implementation

3 Educator: But before we start, I am interested in hearing about your first “healthy task. (looks at the list and checks if there’s a “+” sign next to each name) Educator: “Oh, I can see that the “+” signs are here. Some of you might have forgotten to put a sign next to your name (calls come children by their name and asks them about their experience with eating fruit instead of sweets) Was it a hard thing to remember? Did you tell your parents? Could you try replacing sweets with fruit again? Remember a “healthy plate” – sweets

Compliment children who have finished their assignments. Ask the ones who haven't to try finishing them before the next workshop or before the end of the program Encourage children to keep their resolution.


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represent a small part of a diet compared to fruit (educator shows a picture of a Healthy plate which is displayed in the classroom)

3 Physical activity (run-stop)

3 The educator is in charge of the game by giving instructions: run-stop-clap-hop. The educator asks children how much energy they have. If they don’t have a lot of energy, they let them sit down. If they have medium energy, they should stand up, and if they have a lot of energy they should jump. Educator: As you have so much energy, I have a great game for you. Let’s all get up. When I say run, we all run in place; when I say stop we all stop. Let’s try! Excellent! Let us go on! When I say clap-we will all clap, and when I say jump – we will all jump! Let’s try again! Excellent! And now let’s make a little switch: run means stop, stop means run, clap means jump and jump means clap. Let’s do it together! The educator tells children that this was not an easy task, but they did a great job

It is important to speak loudly enough and to give quick and clear instruction without any further explanations .

• Promoting physical activity and reinforcing its role in keeping us healthy and improving concentration

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4 Making a soup

15 The educator asks children if they eat soup. Educator: What is your favorite kind of soup? Today we are going to make a chicken soup. Besides being very tasty, it is also a remedy e.g. it helps you when you have a cold. When the workshop begins, the educator puts 5 l of water to boil. The water is already boiling. One of the educators stands close to the pot with the boiling water and makes sure the children are safe. The other one asks 6 pupils to assist – they will be little chefs! Children get aprons, knives and cutting boards. They wash and peel vegetables. The educator tells them that vegetables for the soup need to be cut into large pieces so that the soup would be clear. (Ingredients for the soup: 1 kg of white meat, 10 carrots (washed, peeled and chopped), 4 large onions (cut into quarters, 2 kohlrabies (peeled and cut into quarters), seasonal root vegetables – parsley, celery etc. ) The educator supervises the children as they

It is important to be clear when assigning tasks. Upon entering the classroom immediately start heating the water. While one educator explains, the other one prepares everything. Include the teacher.

• Learning about healthy foods

• Learning how to prepare food

• Creating a positive attitude towards eating fruit and vegetables

• Creating positive attitude towards cooking

2 large pots Cooker with two rings Electrical cord Water for washing vegetables Water for cooking Vegetables for the soup White meat for the soup Pasta Knives Vegetable cleaners Cutting boards Wooden spoons Soup plates Napkins

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prepare vegetables and meat. They put the vegetables into the water (onion, carrot, and other root vegetables, greens, bay leaf and salt) as well as meat and let the soup cook. Two cups of millet are also added. The soup is left to cook on a low to medium heat.

5 Transportation game/Food Road (locally-globally)

12 The basket contains food with labels (toy food). The educator and the children read the labels and establish which country the product comes from. There’s a big map (on the blackboard) on which children find 2 of the countries and the educator draws the transport route for 2 products coming from these countries. Children are split in small groups and each group gets a small map (A3) on which they draw the transport route from other countries (4 products per group). Each small group (up to 5 pupils) gets one small map and a worksheet with product names, the cities they travel through to get to Zagreb, and the number of days it takes for these products to reach the destination. Children use markers to draw transport routes and when they finish, the educators draws each route on the big map as well. After identifying an imported product the

The educator should present in the simplest possible way the advantages of local production

• Learning about the benefits of locally produced food

• Environmental and health consequences of food production

Basket Groceries (imported) A big world map Small world maps

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educator asks the children if this product is also manufactured in Croatia. The educator teaches the children that food which is produced locally is better because it is fresher, less fuel is spent so there is less pollution, and preservatives are often used for food which needs to travel a long way in order for it not to spoil. If we buy local produce, we also support small local manufacturers.


5 The educator repeats the kinesthetic exercise with the Healthy Eco Life song. I am happy, I am healthy; I eat a variety of foods every day. I choose eco, I choose better; The nature is my place. Everybody move, raise your hands; May we always be in a good mood

Let the children try to sing a song on their own. If they don't know a part of the song, the educator helps, at first with a body movement and then with lyrics

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Waste sorting 15 The educator brings in a waste bag and spills its contents on the floor. Educator: “This is today’s waste generated by one family. Let’s see what is in there. Ooooh, what a smell!”

Tell the children that the garbage in a bag has been washed so there is now danger of catching a disease and tell them to be careful with cans

• Promoting environmentally responsible shopping

• Learning about

Products with packaging Recycling bins models

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The educator goes through the waste and names things. They ask children if some of the items can be recycled (re-used). The other educator brings in recycling bins (paper, plastic, metal, glass, batteries, and other waste). Children sort the waste from the bag. Educator: why do we sort waste?

because their edges are sharp. Because lots of waste causes pollution. We protect the nature by re-using glass, paper and plastic. It takes hundreds of years for the plastic we throw away to decompose in the nature and they can cause harm to many animals

recycling • The role of

packaging in pollution.

8 Qwizdom-funny quiz on diet and ecology

6 The educator repeats how to use Qwizdom. The PowerPoint presentation Funny quiz is attached.

It is important to ask questions quickly; Don’t give children too much time to think

• Learning about healthy diet and ecology through entertainment

- Qwizdom set - Funny quiz PowerPoint

9 The game of trust

3 Educator: We will now play a game. Let’s split into 2 groups (one educator per group). One pupil steps out from the group, slowly turns their back to the group, closes their eyes and then slowly starts falling backwards. The entire group joins hands to catch them. They hold their hands together so the pupil does not fall. At the end of the

The educator encourages the individual to trust the group and believe they will catch them as they fall.

• Strengthening the group’s unity

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game there is an applause because pupils were very brave.

10 Bean sprouting

5 Educator (turning the attention back to the Healthy Eco Life poster): we had some fun. This was a very interesting physical exercise. Where on the poster does it belong? (children respond: emotional health) What other topics do we have in Healthy Eco Life? In the nature everything is alive. This means that a plant sprouts, grows, bears fruit, dies and turns to soil from which another plant grows. Have you ever planted anything? What can we plant in a garden? Do you like to eat beans? What do you know about how it grows? What does a bean seed look like? (the educator shows a bean). Today we will prepare beans for planting. We will put the seed on a plate and moisten it with water. It needs enough water not be dry but it shouldn’t be covered with water (it will rot). So we will leave it on a window sill of your classroom and in a few days you will see that the bean has sprouted. Now the bean can be planted in the soil. Take care of your seeds, water them regularly. Children place their seeds in wide glass bowls or put them on plates on which there

Include the teacher and ask them to monitor the progress every day.

• Gaining practical knowledge about sprouting

• Learning about the natural cycle from seed to fruit

- Beans Glass bowls Water

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is a little water and place the bowl or the plate in a spot where there is enough sunlight. Instruction: During the next 5-7 water the seeds and wait for them to sprout. Be careful not to add too much water nor leave the seeds dry.

11 Finishing and tasting the soup.

5 (in the meantime the soup is ready) The educator turns the attention back to the Healthy Eco Life poster Educator: Today we will make a connection between various topics that affect our health. We are on the subject of food again, and we will eat our chicken soup. First we will take out meat and vegetables that spilled their juices into the soup. The educator cuts the meat into pieces and puts it back into the soup and the millet is added. The soup is cooked for another 15 minutes. The educator tastes it and adds salt if necessary (lets a child taste it and decide if it needs more salt), and serves the soup in bowls.

Synchronize the millet cooking with the previous activities

• Encouraging the children to eat healthy cooked food – soup

Bowls Spoons Millet Colander Ladle

12 Revision with Slavko and the poster

3 Educator: Where is Slavko? I haven’t seen him today! It seems he is asleep again. Children, let us call him. (Children: Slavko!)

One educator plays Slavko and the other talks to him

• Revision - Poster - Slavko

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Slavko: I heard everything! I didn’t sleep at all! Ok, I know that it takes 5 minutes to make a soup. It is best to use vegetables that traveled from other continents. All the waste goes into one black trash bin and that’s it. (The educator encourages children to teach Slavko).

14 Healthy resolution until the next week (sports)

3 Slavko: I have decided to be better! So this week I will make a new healthy resolution. Last week I improved my diet and now I would like to become an athlete! This week I will play my favorite sport for half an hour or take a walk in the nature. Will you also do that, children? Which sports do you play? *Educator: I don’t play any sports. Can I play “gumi-gumi” (rubber band jumping) for half an hour? Or ride my rollerblades? (Motivate children to name as many physical activities as possible) Thank you for taking part in this workshop. See you in 7 days.

The educator adds a new healthy resolution to the existing name list. They invite the children to put a “+” sign next to their name when they finish the assignment.


• Changing everyday habits

Slavko List with names Pen Scotch tape




1 Welcome

3 The educator greets the pupils and introduces the Healthy Eco Life activities for

Before the workshop make informal

• Making children feel safe in the

- poster

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the day. We will do many interesting things today. Let’s look at our poster. In the last two workshops, we paid a little more attention to the physical activity and diet, and today we will talk pay some more attention to emotional health (recognizing your emotions and emotions of others and conflicts between people). We won’t neglect other topics, so we will do some physical exercises, and make some natural and healthy sweets. How does that sound?

conversation with the children to strengthen the relationship

workshop • Introducing the

topic

2 Review of the previous week’s healthy resolution and its implementation

3 The educator asks Slavko to remind everybody of the health resolution he made for the past week. Slavko proudly shows of his muscles and asks if it is possible that nobody can tell what the resolution was. He says how he was swimming and running every day. The educator asks him if he is sure he has done it every day? Slavko gets a little confused, bows his head and says “Well ok, maybe not every day, but...I did it once. I swam in a lake and ran to jump into the water. That was it!!!” Slavko asks children what they were doing. Children share experiences and talk about the sports they play. The educator asks if anyone went for a walk or a bike ride instead of playing sports. The educator further encourages children to continue with

Encourage children to keep their Healthy resolution.


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this healthy habit because it is very important for their health and it also brightens their mood. When we are physically active, we feel better.

4 Identifying emotions – PowerPoint presentation

10 As we have seen in the previous conversation, people feel various emotions (fear, anger, happiness, sorrow...). Each one of these emotions is natural and normal, but can choose how they will act when they feel a certain emotion. E.G. when I am angry, I can just say that I’m angry or I can yell at someone or even hit them. In order to be better at making a choice how to behave, it is useful to recognize our emotions. The educator announces they would play a PowerPoint presentation with photos of children – their faces showing different emotions. The educator tells children they need to guess which emotion the child’s face displays. The second part of the PowerPoint presentation shows children in different, potentially stressful situations (a child is afraid to sleep alone, they got a bad grade at school, they moved to another school and don’t know anyone.)

When working with children it is important to encourage them by reminding them of fears and problems they have successfully solved. PowerPoint slides show two young children in various situations and the goal is to make children feel stronger by encouraging them to give advice on how to solve problems they had already solved.

• Acquiring and enhancing the children’s ability to recognize their own emotions and the emotions of others

PowerPoint presentation Laptop Projector

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Children a) describe the situation b) give advice what a person could do In the third part of the PowerPoint presentation, the educator shows some happy situations. They ask the children to guess what is going on (a child is happy because they scored a goal, got a dog, or...there is no special reason).

5 Questions and answers about resolving conflicts between people

10 Children draw numbers and answer questions about their own experience with problem solving, exemplary behavior they witnessed in grown-ups, situations they were in and managed to handle them well etc. At the end, the educator thanks everyone who participated and shared their thoughts with the group. Attached are the questions and answers for the chain.

The educator should create a safe environment for children to express their attitudes. Motivate children to express their own attitudes through their own messages without judging those who don’t agree. The educator shows the appropriate way to react reactions and solve problems peacefully.

• Improving the ability to solve problems peacefully

Papers (or balls) with numbers

6 Tongue model

10 The educator turns the attention back to the Healthy Eco Life poster and underlines the 4 key topics of the program

Tongue model is used to encourage pupils to pay more attention to the educator’s

• Raising awareness of the difference between

Tongue model 4 food items with different flavors (sour pickles, raisins,

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“ So far, we talked about emotional health, and now we will talk about food. The educator shows a tongue model and taste buds. They explain how we taste different flavors (sour, sweet, salty, bitter) and ask children to come up with a particular food which has each of the flavors. Processed food contains different flavor enhancers that our tongue tastes very strongly and after that a mild flavor is not enough. It is like listening to quiet music right after loud music – you can’t hear anything. Our taste buds have tasted strong sweet and salty flavors and got used to them, but they are not natural. The educator announces the next activity – food tasting. Each child gets a small plate with 4 different food items. With a blindfold on, the child tries to identify the flavor, the part of the tongue which is responsible for tasting it and the item from which it comes from (sour pickle, raisin, grapefruit, salt).

messages, so it's good to let the children see it up-close.

processed and unprocessed food

grapefruit, salt)

7 Making a dessert – natural sweets

20 Educator: What do you think - did knights and princesses from the past have chocolates, potato chips and cookies as we do today? (No, they sometimes used honey or fruit as sweeteners). Today we have factories which produce sweets and make them a lot sweeter than

Educators give detailed instructions and provide all the necessary equipment. Every group has one educator.

• Positive attitude towards food preparation

• Learning about naturally sweet flavors

Cooking equipment Cooker Cereals Fruit Honey Bowls Spoons

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anything that exist in the nature. Now we will make a dessert from something which is naturally sweet. Can you give some examples? (bananas, apples, plums, grapes, apricots, raspberries...) Pupils get the kitchen utensils they need and they make apple and honey dumplings (they wash, peel and cut an apple into small pieces, mix them with graham flour, honey and cinnamon, make dumplings, boil them, roast breadcrumbs and serve them with sweet dumplings)

Knives Cutting boards Napkins, cloths Water for washing and cooking

8 Clapping orchestra

5 Children split into 2 groups placed on the opposite sides of the classroom (left and right). The educator explains that now they will play a little game, in which they will be an orchestra, but they won’t use any instruments and they will create rhythm by clapping their hands. The educator sets the rhythm. Everyone claps together so they can synchronize. The educator then shows how they will conduct when children on the left side of the classroom have to clap, and how when the children on the right side have to clap.. Children practice, and the educator sets the

Let children relax while playing the game, but restore discipline at the end .

• Group dynamic is strengthened

• Creativity and participation of the children

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rhythm showing alternately left then right side, but without a pattern (e.g. left side 5 times, right side 2 times, then all together three times etc.). After the children have learned this part well enough, the educator introduces dynamics and shows new ways of conducting “the orchestra”. When their palms are near the ground, children clap quietly, and when their palms are higher they clap loudly. By moving their fingers, the educator controls the speed of children clapping. If their fingers are still, children clap in the set rhythm, and if they flutters their fingers, children clap faster. In this way the change in dynamics is achieved: fast-slow and loud-quiet.

9 Planting a sprout

10 Educator: Now we are in a good mood. Let's go and see what happened with our bean seeds that we put in the water. There is a sprout and we ask children if they watered it regularly, if they found it interesting to see how a sprout slowly comes out from the bean? Educator: Now we will plant the sprouted beans in pots with soil so sprouts can get the nourishment necessary for further growth. The educator invites two children to plant beans in plastic bowls. They instruct the

The educator tells children to watch the plant growth and make sure it has enough sunlight and water to grow.

• Practical experience with sprouting and growing plants

• Daily care about the new plant (watering)

Sprouted beans Plastic cups Soil Water for watering

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children to plant the sprouted bean seed about 5 cm under the surface, to cover it with soil and water it.

10. Healthy Eco Life song with physical exercise

10 The educator encourages children to sing the Healthy Eco Life song, then introduces march-style singing, then only boys, only girls etc.


5 Slavko comes in to smell the beans. He tells children that he has never tried beans before. He asks children what they taste like and which flavors exist? (Children name them). Slavko - today something smells very, very nice. Have you cooked something? (natural sweets). And what is this natural sweet? I love to eat sweets. It makes me so happy. And what makes you happy? (children respond)

The topic which is discusses should be related to the poster as often as possible during the workshop

• Revision - Poster - Slavko

12. Healthy habit for the following week (mental health)

4 Slavko tells the children – I am really happy now and I had a great time here with you. Tonight, when I go to sleep, I'll think of all the nice things that happened today and I will also think of you. Oh, what a great day. Today I ran into a friend, I walked through the forest, I ate my favorite berries, enjoyed

The educator takes the poster and adds a new Healthy resolution – before going to slip I will remember three nice things which happened to me that day.


• Changing everyday habits

Slavko List with names Pen Scotch tape

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my time with you and learned a recipe for natural sweets. Do you ever do that? You might try. I have another healthy resolution: when you go to sleep, try to remember three nice things which happened that day. He thanks the children for a nice day they had together and all the ideas he heard in the workshop and says goodbye until the following week.

4.RADIONICA Activity No.



1 Welcome

3 Educators: Welcome to our last workshop in your school! Today we will talk about friendship, you will Slavko's friend, try different kinds of milk and find out why are plastic bags are not environmentally-friendlyIn the end we will decorate our linen bag.”

Both educators should equally take part in the workshop. Before the workshop the educators should decide what each one of them will do, based on their interests and skills


• Introducing the topic

- poster

2 Review of the previous

3 The educator asks the children how it went with keeping their last week’s healthy

Encourage children to keep their Healthy

• Connecting theory and

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week’s healthy resolution and its implementa-tion

resolution – comments on “+” signs next to children’s names and asks how it was to think of the nice things that happened to them before going to sleep. They explain how important it is to fall asleep happy and calm, with nice thoughts.

resolution.

practice

3 Friendship pyramid

10 Educator (turning attention to the poster): Today we will talk some more about emotional health. Friendship is very important in order to be happy. Do you have friends? How do you spend your time together? These are the words we associate with friendship (cooperation, honesty, understanding, fun, equality, trust). Split into smaller groups (5 pupils per group) – let each group make a word pyramid placing what they believe is the more important on top. Two of the less important words/concepts should be placed below, and the three least important words/concepts at the bottom. After you are finished with your pyramid, you will explain us why it looks the way it does. After all the groups are finished, a pupil from each group explains which word they singled out and why. Also, they explain if the group was unanimous in their decision or if they had doubts. Educator: All the words in this exercise are related to friendship. Each of us experiences

The educator needs to be careful not to hurt the feelings of those who might disagree. Children who are sensitive to other people’s reactions and aggressive children need special attention. The goal of this exercise is to introduce the terms and encourage the children to think about them.

• Raising awareness of the need for power and freedom and the need to belong

Plastic cards with the names of human needs which are satisfied through friendship

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friendship in their own way and will find a friend they can get along with. Do you have good friends? Have you ever had a person who pretended to be your friend and then you realized that was not the case? What are “Facebook friendships”? Should friends keep each other’s secrets? What does it mean to be a “real friend” as opposed to a “fake friend”? Did you have any conflicts with your friends that you managed to work out?

4 Slavko asks for help

10 Slavko: Yesterday I had a fight a friend – I was in the back yard and my friend wanted to take my favorite ball and play with the boys in the playground! He didn’t invite me to come along!” Educator: What happened then? Slavko: I didn’t give him the ball! We had a fight. Educator (to the children): Are we going to help Slavko? (Slavko thanks the children for their help and sends them a kiss.)

The educator encourages children to give advice and help with suggestions and questions. E.g.. Why didn't he go and play with the boys in the playground? Why didn't he ask the boys to come play in his back yard? He could have borrowed the ball a little later, after he is done playing with it. In any case, now you should go to your friend and settle the dispute with him.

• Role playing in resolving conflicts: conflict about the same prize; difference of opinions; being ashamed.

-Slavko

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5 Animal race

4 Educator: It's time to get moving ! Today we will play a game called animal race. Split into 4 groups, stand in the line one behind the other, the first in line should take a marker they will use as a baton. Each group will run imitating an animal. Pick a fast animal whose walk you will imitate (rabbit, kangaroo, tiger, crab - walks sideways). (The educator checks if the groups can imitate the walk of the animal they picked) The first in line, runs to the end of the classroom, comes back and gives the baton to the next person in line who repeats the same thing. The fastest animal wins.

Before the game starts, define how animals move. While the race goes on one of the educators maintains discipline, and the other prepares everything for the milk tasting

• Promoting physical activity

• Creating conditions (mental and physical) for easier learning

6 Tasting different kinds of milk

15 Educator: After this exciting race, we need a little refreshment. Have you ever thought about how many types of milk there are? Some have animal origin and some are made from plants. Today we will pretend to be a panel of judges – all of you will have to rate different types of milk. Based on your ratings, we will make a “milk chart” (types of milk which are prepared are: cow’s milk, goat’s milk, oat milk, soy milk, rice milk). Milk is poured into glasses and the educator gives children a glass to try. After the children rate it, the educator tells them which type of milk it was, shows them a

Encourage the pupils to participate in milk rating game as members of the jury. The educator presents the results in a fun way.

• Tasting different kinds of milk

• Learning important information about benefits of milk

5 types of milk Glasses Organic biscuits Animal pictures and Soy, rice and oat grains Articles about how milk is produced

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photo of the animal/the plant it comes from, informs children about its nutritional value, but also tells them some interesting facts about the animal or the plan. Soy, oat and rice are shown in a jar so children can see cereal grains and legumes the milk comes from. Each child rates one milk type – points awarded are summed up and the results are written on the blackboard – a top-milk-chart Between tasting different milk types, children taste organic oat biscuits.

7 Watching a PowerPoint presentation about the harmful effect of plastic bags on the environment and animals

5 Educator: Let’s see a PowerPoint presentation about the harmful effect of plastic bags in the nature. I am warning you, some of the scenes will be sad and shocking, but that will motivate us not to throw plastic bags in the nature and generally to use them less often. (Watching a presentation).

If children wish to make a comment during the PowerPoint presentation, the educator allows them to do so. .

• Learning about the harmful effect man can have on the nature

Film Laptop Projector

8 Discussion about waste disposal and recycling, and the role of a plastic

5 The educator tells children how long a plastic bag will stay in nature; they tell them how dangerous it is for animals who eat plastic bags and choke on them, how plastic bags can get entangled with their fins or wings, and wrapped around their bodies, the

The educator encourages a discussion by asking questions. At the end of the discussion, they give positive

• Learning about the harmful effect man can have on the nature – plastic waste, plastic bags

Plastic bags

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bag

educator reinforces information from the presentation about the whole “islands” of plastic bags in the sea, which pollute our planet.

examples of what each of us can do to prevent this from happening


4 Educator: Now we will cheer ourselves up with our song Healthy Eco Life.

• Promoting physical activity

• Motivation for learning

10 Making a personalized linen bag, with the child’s hand print and name

15 Educator: Let us go back to our plastic bag topic and to how harmful their effect can be. Do you have any idea how we could avoid using plastic bags? Would you like to have your own linen shopping bags? We have prepared some linen bags – one for each of you. They all look the same now but you will decorate them with your palm prints. You can also write your name. (Children make palm prints on their own linen shopping bags. They write their names with markers and add decorations to make their own, self-tailored shopping bag. The educator tells them they can carry their bag in the pocket or in their hand when they go to a store and help reduce pollution. At home they can make bags for their mom, dad, brother or sister)

Let children be creative in express themselves and make their own unique bag.

• Encouraging children to use linen instead of plastic bags

Linen bags Colors Brushes Markers Cloths Water for washing up


4 Educator: We are getting closer to the end of our Healthy eco life workshops in school. But there still a visit to the eco farm for all

Sum up and make conclusion about all 4 topics

• Revision - Slavko

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of you to enjoy and learn from. We would be very happy if one of you could describe the Healthy eco life poster in their own words and explain the 4 topics we had discussed are important for your health (one child begins, another one continues etc. until all the key messages from the poster are covered)

14 Healthy resolution – I am using my linen bag when I go shopping

3 Educator: We will write down our last healthy resolution – we will take this nice linen bag when we go shopping and we won’t take another plastic bag. Slavko: I will take my linen bag as well. Mine is so beautiful and it protects the environment.

Add a Healthy resolution to the poster with children’s names and compliment them for keeping the Healthy resolutions they made earlier.

• Connecting the theory about the harmful effect of plastic bags with children’s habits

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Qwizdom 7 Final evaluation Educator: Now you have a chance to show how much you’ve learned in our workshops. Once again we will take the token quiz, and remember that your answers are anonymous and they will help us organize workshops in the future. (Repeating how to do a Qwizdom, and taking the quiz). Final song with body movements and clapping. Saying goodbye to the children and the teacher and thanking them for taking part in the project. See you on the farm.

Remind children that they are not getting any grades so they can be relaxed while filling in the questionnaire

• Evaluation of the effect of workshops

- Qwizdom set

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ECO FARM WORKSHOPS

INTRODUCTION Activity No.



1 Welcome

5 The educator greets pupils and introduces themselves. Pupils then introduce themselves by saying their name, naming their favorite thing in the nature (natural phenomena, plants, animals etc.) and explaining why that particular thing is their favorite. Pupils are encouraged to think about the diversity of natural phenomena and how important this diversity is.

A flower, a cloud, rain, snow, sea, rivers, animals etc.

• Encouraging students to spend more time in the nature

• Raise awareness of the importance of natural diversity and the role each plant and/animal plays

2 Revision of the key messages of the “Healthy Eco Life” program

2,5 Revision of the key messages from the poster used in workshops in the school.

• Reinforcing the knowledge about the relation between ecology and health

Healthy eco Life poster

3 Introducing the Eco center

2,5 The educator explains pupils that Eco center produces only eco food (organic food) and

No artificial fertilizers are used in eco food.

• Understanding the concept of

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asks them if they know what kind of food that is. What makes it different? Can they explain what ecology is and name some environmentally friendly habits?

Pupils name some other environmentally friendly habits such as using public transportation, turning off home appliances when not using them and turning off the faucet while brushing teeth.

ecology

• Understanding the difference between eco-food (organic food) and conventional food.

4 Tour at the Eco center

10 The introductory tour includes the organic seed bank, the composting facility and the permaculture garden. Based on what they have seen, pupils will try to make a conclusion why it is important to keep old seeds, what is a composting spot and how it turns into soil and why the garden has curvy shapes.

In order to limit the time of the tour, pupils will get an assignment to find the exact spots (plants, seeds etc.)

It's important to keep the seeds so the old varieties would survive. Compost is a soil which has high nutritive values and which comes from decayed plants. A garden has curvy shapes so it would better fit into the natural environment.

• Learning about eco-farming specifics

Eco center resources

5 Splitting pupils into groups

5 Pupils are split into groups during a game. They have to stand side by side between the two lines that enclose a space which is maximum 40 cm wide. The educator tells them to imagine that they are on a bridge across a swamp full of crocodiles. They have to line up from the shortest to the tallest one. In order to do that, they have to

• Encouraging teamwork and cooperation

• Forming groups by random selection

Crape tape

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help each other so nobody falls into the swamp with crocodiles. When they line up, they count – the first, the second, the third, the fourth and then again from the beginning so they can split into four groups.

• Forming groups

with pupils who have different physical abilities

6 Forming

groups 3 Each group gets a badge in Healthy Eco Life

color and with the project logotype. 4 groups are formed: yellow, red, green and blue (the colors of the logotype i.e. the four topics: healthy diet, emotional health, environmental protection and regular physical activity)

• Enhancing group motivation

Each group will have a badge with the group’s name on it.

7

Introducing the daily program

2 Each group has their own educator to manage the program and guide the group through the workshops that the particular group will attend. Workshop facilitators introduce themselves

• Pupils are given a detailed plan and told about the activities they will take part in

• Meeting workshop facilitators

Print-outs with the daily program for each of the four groups

WORKSHOP NO 1. – bread making, from grains to bread Activity No.



1 Recalling the The educator places the drawing of the • Revision of the “Healthy plate”

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content of the “healthy plate”

“healthy plate” on the table and pupils put pictures of food where they belong. Together they observe where cereal grains are and they are asked about the amount of the cereals their diet should contain, compared to other foods.

diet pyramid canvas and cards with pictures of food

2 Learning about types of cereals

The educator asks children which types of cereals they are familiar with? The educator takes out jars containing various seeds and name tags and asks children to join each tag with the right seed.

Wheat, oat, corn • Learning about different types of cereal grains

Jars, cereal grains, name tags

3 Introduction to bread-making

Pupils are asked about types of bread they are familiar with? Which cereal grains are they made from? The educator asks questions to guide the children, mentioning different types of cereal grains. For example, do you know there is corn bread?

Wheat bread, corn bread, soy bread...

• Learning about different types of cereal grains

4 Whole wheat bread

The educator shows pupils a “white” and a “brown” wheat bread. They ask the children what the difference is. Why is one bread brown and the other one is white?

White and brown bread (whole wheat brown bread and brown bread with added coloring)

5 Grinding cereal grains

In order for the pupils to learn the answer to this question, the educator grinds wheat in

Grain mill

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front of them. Pupils observe the color of the flour. The flour is being compared to white flour bought in a store and the pupils are asked how we get white flour.

A bowl for the flour.

6 Apple comparison

The pupils are asked what an apple looks on the inside and if it is healthier to eat a peeled apple peeled or an apple with skin. Apple is compared with grains and the children are asked what they think, which is healthier – white flour which is made from the inside of the seed only, or the flour which is made from the whole seed. The educator explains that this kind of flour is called whole wheat flour and tells them why it is important to include it in your diet.

Also white. It is healthier to eat an apple with the skin. It is healthier to eat flour which is made from the whole seed.

• Learning about the whole wheat flour and why it is important for our health

Cereal grains, apple, Grain mill, white flour from a store

7

A tour around the garden with planted grains

Pupils go to the garden where they can see different cereal grains and find out more about them. Pupils are asked to try and identify some of the mentioned cereal grains. The educator introduces them with soy, barley, proso millet, buckwheat etc.

Pupils identify corn and wheat.

• Learning to recognize different cereal grains

Garden beds with cereal grains. .

8 Making bread Pupils come back from the garden to the space where they will attend the cooking

• Gaining Baker’s oven, solid fuel, flour, cereal

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workshop. There are ingredients and dishes for making bread waiting for each one of them. The educator puts the bread into the oven. While pupils are in other workshops the read is baking. Pupils will get it before they go home.

personal experience in bread making.

grain seeds, yeast, water, salt, plastic bowls, cutting boards, trays, kitchen clothes/napkins

WORKSHOP NO 2. - gardening Activity No.



1 Making plans for vegetables planting in the garden beds

5 The educator shows pupils some of the ideas for designing a permaculture garden bed (curvy lines and different shapes, like egg shapes, circles and spirals that already exist in the nature), a labyrinth or a mulch. Based on what they have seen, pupils make their own garden bed layout. They will have different plants at their disposal prepared by the Eco Center employees in advance. The educator helps them choose plants, paying attention to their height, the required

• Practical experience in permaculture gardening.

• Encouraging creativity and teamwork

Photographs or layout plans for permaculture gardens. Paper, pencils.

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spacing and the amount of seedlings

2 Composting education

15 Pupils go to see compost piles and make their own compost mass to learn the procedure on the basis of their own experience. Pupils come to the composting spot. The educator asks them if they now what composting is? They also ask them if they ever walked in the forest in the late fall or spring and if they noticed what the leaves look like? The educator shows them a piece of wood which is half and asks them to describe what the tree turns into (because they can see the decayed and composted parts of the tree. The educator explains that this is a natural process by which everything that originates from the nature decays and turns into soil from which a new life will grow. The educator shows the eco sign which consists of arrows connecting in a circle and explains that this process is illustrated by the sign. They ask pupils to think and say why and how plants decay. The educator asks pupils if they had seen some animals that live in the ground.

No. The leaves are half decayed. The soil. Plants are decomposed with the help from small creatures. Yes, earthworms, centipedes etc.

• Children gain practical experience in composting

Composter, plant waste (part watery part dry), rakes, hay forks, watering can, plastic bowls, gloves, glass dishes with magnifiers for observing animals, test tubes with suction pipes for extracting animals from compost heap, drawings of the animals which live inside the compost pile , ripe compost, sieve, a bucket for compost.

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Then they take some compost in their hand and ask pupils to look closely and observe a lot of tiny creatures. The soil in the educator’s hand is moving because there is a great number of creatures walking through it. Children pick some of them and place them into little boxes so they could further observe them under the magnifying glass. Educator: How many animals do you think there are in this handful of soil/compost? Now that we know how these little creatures are responsible for decomposing plants and turning them into soil, we have to create the perfect conditions for them to do a good job. What do you think they need to stay alive? We gave them plant waste (it’s their food), is that enough? That is correct, they need water. What else do they need, what is the thing that we, people, cannot live without? The educator invites pupils to make one perfect plant mass for the little creatures and repeats what they should provide them – food, water, air. How do we give them food?

Pupils comment on animals they can see, their similarities and differences. 100, 1 000, 5 000, 100 000… countless They need water Air (if children are not coming up with an answer, the educator can take a deep breath to remind them). We will cut fruit and vegetable leftovers and grass. into small pieces so the animals can eat them from all sides.

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The educator points out that the amount of water is just right when the plant mass doesn’t fall apart when we squeeze it but stays compressed and there is no water dripping from it. Educator: What can we do if it's too wet? What if it's too dry? How do we give the little creatures some air? The educator tells pupils to observe the compost and gives one more suggestion. If some solid waste like branches, hard shells, or straws are inside the pile, the pile will be much bigger and there will be empty spaces inside, filled with air. The pile is now placed inside the composter and the most important things are repeated one more time.

Pupils check how wet their plant mass is. Add more plant mass if it's wet Add more water or wet mass if it's dry. . Pupils notice that a composter has holes through which air can come through the pile. Pupils make a pile in this way and compare the volume before and after.

3 Garden bed composting

5 From the compost pile made earlier pupils take compost to use in their own garden bed. Under the educator’s guidance pupils spread the compost across the garden bed in

Pupils ask questions about spreading compost in the right way.

• Pupils learn how to prepare the soil for planting.

Rakes, garden hose, ripe compost, bucket.

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the right way, using the exact amount, depending on how big the surface is.

4 Mulching

10 Pupils take straw from the bale placed by the bed and put it over their garden bed in a thick layer (at least15-20 cm). The educator makes sure that the bed is completely covered. They asks the pupils why they think the straw is placed on top of the garden bed. The educator takes the pupils to the garden bed they made earlier and asks them to pull apart the straw with their hands and look at the soil beneath it.

To protect the garden beds. Pupils can see that the soil beneath the straw is moist and that weed grows slower because of it, and also that straw decays close to the ground (turning into a compost)

• Pupils learn about the importance of mulching based on their own personal experience.

Straw bale.

5 Planting the seedlings

15 The educator tells the pupils to pick their plants (seedlings) from the greenhouse and bring them back to the garden. Pupils sort their seedlings based on the layout plan they had come up with earlier. The educator asks what is important when planting a seedling and gives hints to students to help them make their own conclusion.

The mulch is set apart, a hole is dug and the water is poured into the hole, a seedling is placed inside the hole and after we cover it with soil, we need to press the soil around the root of the seedling.

• Gaining knowledge and experience in cultivating garden plants

Tools for making holes in the ground, watering bucket, seedlings, water.

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WORKSHOP NO 3. – getting to know farm animals Activity No.



1 Preparation 10 The educator introduces the next activity. Educator: We will now we visit our little ZOO with farm animals. Have you ever visited somebody who lives in the country? Which farm animal is your favorite? Do you know what farm animals eat? How do they get their food? The educator tells pupils that they will see baby goats - kids/baby cows - calves (depending on the season) and will be able to feed them. The educator will assist children to prepare corn and other cereal grains or grass for grown-up animals, depending on which animals they visit. Before the tour starts, the educator teaches children how to behave with animals; animals need to be treated carefully. People shouldn't make too much noise in order not to scare them. They have to be approached one by one or in small groups. Visitors need to be extra careful with young animals

• Encourage and prepare children to meet the animals

Corn, Cereal grains, basket for grass (clover)

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because their mothers defend them and they must not feel they are in danger. Children who are scared don’t have to approach the animals. They can help prepare food for grown-up animals (prepare corn, clean pots, bring water etc.)

2 Visiting the ZOO

40 Pupils take a 10 minute walk to the ZOO with the educator. They enter the ZOO slowly and in small groups so the animals wouldn't get scared. Children feed them, play with them and observe them and in this way get to know them better. The educator tells children about the origin of each farm animal species they see, about their habits, about what poses a threat to the particular species and about benefits that people get from that species.

• Learning about animals

Farm animals

3 Repetition

10 As they return from the ZOO pupils share their impressions with the help of the educator.

• Revision and sharing experiences

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WORKSHOP NO. 4 – physical activity Activity No.


MIN Educator/ audio-visual content Instructions for educators

Goals Props/equipment

1 Game 5 Te educator asks children how much time they spend playing, which are their favorite games, how much time they spend playing computer games, how much time they spend playing outdoors. They also ask children if they play any sports and if they like going for a walk, riding a bike, riding their rollerblades etc. and how they feel when they are physically active? The educator tells children they will now have fun playing different games, but points out it is important to work as a team and help each other in order to have better results. The educator can choose between the following games:

• Raise awareness of how important it is to play outdoors, engage in physical activity and play sports

2 Game with “tied feet”

The game is played in pairs. The educator ties the pair’s feet together (each child is tied to their pair). Pairs have to run together to an obstacle which is in their way, go around it and return to the starting point.

• Developing motor skills, agility and adaptability and encouraging teamwork

String (10 pieces)

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3 Game - “Running with obstacles”

The game is played in groups. Two children stand at a certain distance as obstacles that other children have to go around. Contestants have to jump over the child who either sits or squats on the ground, and the other child stands with their legs apart a little bit further away and contestants need to crawl through their legs. The game is played until everyone from the group has passed both obstacles.

• Developing motor skills, agility and adaptability and encouraging teamwork .

4 Game - “The Circle”

Children stand in a circle and grab each other around the waist and a ball s placed in the middle of the circle. Children pull each other, pushing their rivals towards the ball. The one who touches the ball is - out. Children have to move out of the way. They can walk or jump over the ball but they must not touch it. They have to be in the circle all the time. The winner is the last one who stays in the circle.


•

Ball

5 Game - “The centipede”

The game is played in groups. Children sit on the floor one behind the other and put their legs around the waste of the child in front of them.

• Developing motor skills, agility and adaptability and

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For the purpose of the game, they don’t use their legs, only their hands/arms. The goal of this game is to get to the finish line as soon as possible using their arms/hands only. They use their legs only to stay attached to the child in front of them.

encouraging teamwork

6 Game with the newspapers

Newspapers are placed on the floor so the children can walk on them; they can be placed in a zig-zag fashion or any other fashion as long as newspaper pages are one step away from each other. One child is blindfolded and the rest of the team helps them. The child who is blindfolded has to walk on the newspapers with the help of their team. The child lifts their foot and waits for the others to tell them where to step. They have to reach the finish line in the shortest possible time walking on newspapers only. Children take turns until everyone has had their turn. The first team to finish wins.


.

Newspapers.

7 Game “Fill the bucket with water”

The game is played in groups. Children stand in a line, one behind the other. A bucket full of water is placed at the head of the line, a and an empty bucket at the end of the line. The goal of the game is for the team to fill the empty bucket with water as soon as possible, handing a plastic cup full of water from the first to the last child in the line who


2 buckets, 6 plastic cups, water

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then pours the water into the bucket. Children stand at a distance from one another so they have to run with a plastic cup and be careful not to spill the water. The first team to fill the bucket wins.

8 Game “Roll the tire”

Old tires are used for this game. It can be played in groups. It resembles a relay race. Children stand at a distance from one another .They have to roll the tire to the next child. Each contestant rolls the tire and the first team to get to the finish line wins


Old car tires (5)

9 Game -“Numbers”

Children run around and when a number is called out, they have to form a group with as many members. If there are more or less children in the group, they are out of the game. Every time a different number is called out and the winner is a child or children who make it to the end of the game.


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10 Game - “Pulling ropes”

Children split into two groups. The rope is marked in the middle (with a band or a knot etc.), and lines are drawn on the floor. The first team to cross their line wins. When these lines are crossed, a team wins. Children decide who is in the front and who in the back and they work out their own tactic to pull the rope as strongly as possible.


A rope 5 cm thick, 15 m long

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11 Game – “Training ground”

A training ground is built for the competition by using old tires, a wooden plank, bricks and wooden posts. The tires are placed so that children can run on them, while the bricks and the plank are used to make a seesaw that children will run across. Wooden posts are placed in a zig-zag fashion so children have to go between them. When a child crosses all these obstacle, they have to jump while squatting until they reach the other team member. The first team to finish the training ground wins. , sack jumping can be added to the training ground. Sack race can also be added as a feature of the training ground.


Old tires (10), some old bricks, a wide wooden plank 4-6 m long, wooden posts

12 Thank you 2 The educator thanks the participants and encourages them to continue playing these games and show them to their friends

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