Students need to be divided into four teams. Each team explores a different period of the island's history, but with an emphasis on the characteristic "footprint" of the period on the ecosystem. Within the teams, students distribute responsibilities, and all have access to a common research diary document. They need to compare their own research results with others with a critical attitude towards information sources. Upon completion of the research, the team makes a presentation based on the research diary, which presents the important conclusions of their research. When researching, we advise teams on some web-sources of information.
" Medicinal herbs" Field classes: students are in the forest vegetation reserve - Kočje, island of Korčula. We will divide the students into 5 groups. Each group will be named after an endemic plant of the Republic of Croatia. The name of the group and a brief description of the endemic plant will be given to students in a QR code.
A) Biodiversity Students divided into 5 groups were given a piece of rope (5 m long). Each group has the task to find an "island" with the most different plant and animal species, and to identify them as much as possible. After the activity, the students need to be explained the reason for the analysis of that "microcosm" - that microcosm is a part of a bigger, bigger even bigger one. In the end, we conclude that this microcosm makes the Earth as we know it today. So that little piece of land is very important in the whole biological chain.
B) Recognize me! Recognition of edible, medicinal wild plants in nature.
C) Introduction to the topic. The teacher uses the ppt presentation when describing medicinal herbs.
Using the Mentimeter application, students write down terms, ie associations - keywords on the topic.
D) Investigate me! We will divide the students into pairs. Each couple will receive one medicinal plant (rosemary, oregano, thyme, basil, laurel, parsley). Students need to search the Internet - the goal is to find the main information related to the plant: terminology, habitat, application, healing or application (concise and concise information). The requested information should be written down on paper. Students have 15 minutes for this activity. Each group presents key information written on paper to the class. During the student's presentation on the LCD screen is a picture of the plant in question.
E) Herbicides, pesticides, yes or no? Students watch a short YT record of pesticides https://www.youtube.com/watch?v=GLllZ-qiXJA The teacher further explains the use/ purpose of herbicides, and the impact of herbicides on plants in general, and wild plants in general and medicinal plants. Assignment for students: students are divided into 3 groups. Two groups are apple growers, one group uses herbicides and the other does not. Apple growers should justify the use or non-use of herbicides or pesticides. Third group - the rest of the class evaluates where and why they will buy apples.
F) We learned everything! Recapitulation of material via the Kahoot! https://kahoot.com/schools-u/
G) “Forest vegetation of Croatia” We will divide the students into three working groups. Each group will, using the given web sources, explore a particular type of forest in Croatia (Pannonian, mountain and coastal forests). In addition to the default web resources, students will be able to use their own resources (books, magazines, oral presentations by experts…). Students will present their research using the appropriate presentation tool which they will share with students from other groups. After the presentation of each group of students, there will be peer evaluation, critical reflection on the topics covered and drawing common conclusions. The presentation and teamwork of students is directed and modeled by teachers all the time.
Part 3 (Future) Debate Should Kočje become a tourist destination?
A debate is a formalized discussion in which the affirmative team (A) defends (represents) and the negative team (N) challenges (refutes) a predetermined thesis. The rules for conducting the debate are:
- Each team consists of 3 members (A1, A2, A3 vs. N1, N2, N3).
- The first speakers in the teams can speak for a maximum of 6 minutes, while the second and third speakers speak for a maximum of 5 minutes.
- Cross-examination lasts 3 minutes.
- Each team is entitled to a total of 8 minutes to negotiate (as well as time to think).
- Reflection time cannot be used during speech or cross-examination. In addition to these limitations, teams use the time to negotiate as they see fit.
- The timekeeper makes sure that the participants in the debate adhere to the time limits. His role is to show the speakers how much time they have left during the debate, using pre-arranged signs.
- Speakers speak standing. Speech reading is not allowed.
- The winner of the debate is decided by the judge.
- The judge decides on the winner solely on the basis of the demonstrated quality of the debate. Judges' personal beliefs about the thesis must not play any role.
- Judges should orally explain their decision to help teams learn based on their own performances. Evaluation must be neutral and constructive.
- No intrusions or comments are allowed during the debate. Debaters must behave politely, respecting opponents and refraining from excessive aggression in speech.
PREPARATION OF THE DEBATE THESIS TO UNDERSTAND THE ESSENCE OF THE PROBLEM
- Understand the meaning of keywords in the thesis.
- Find a certain point of dispute of the affirmative and negative side (it is always a value or a principle).
- Trying to understand why someone would represent the A side and someone the N side,define the key dilemmas and hence the main reasons and criteria.
DETERMINE THE CRITERIA AND EXPLAIN IT CREATE ARGUMENTS
Based on point 3, by adding and writing down ideas, and subsequent grouping and evaluation, create arguments
RESEARCH - divide materials and research tasks - find evidence.