Casestudies en SP

Case
Studies
This publication was prepared in the frame

of the MASS (Motivate and Attract Students to Science) project
No. 539768-LLP-1-2013-1-CZ-COMENIUS-CNW.
Project Leader:

TEREZA, vzdlvac centrum (Czech Republic)
Project Partners:

Cyprus Center for Environmental Research and Education (Cyprus),
Estonian Physical Society (Estonia),
University of Cologne, Geographical Institute (Germany),
National and Kapodistrian University of Athens (Greece),
Children's Environmental School (Latvia),
SME Advies (Netherlands),
UNEP/GRID-Warsaw Centre (Poland).
www.mass4education.eu
/groups/mass4education
/mass4education
This project has been funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held
responsible for any use which may be made of the information contained therein.
2
Table of contents
Introduction.........................................................................................................5
Science for Digital Learners.....................................................................7

Observing Athens from space....................................................................8

Natural disasters. Lets talk about the flood!......................................10
Exploring the Earth virtually with NASAs Earth Now app............12
The battle against climate change.........................................................14
Early Inquiry......................................................................................................17

Do you think plants can really blush?...................................................18

Natural gas: a curse or a blessing?..........................................................20
Is it a creek or a sewer next to our school?..........................................22
Pond skaters without skates.....................................................................24
Low Achievers.................................................................. ...............................27

Environmental pollution: oil spill in the Gulf of Mexico................28

Moving soil.....................................................................................................30
What will the weather be like today?...................................................32
How to predict the weather?....................................................................34
Coping with waste.......................................................................................36
We would like to give thanks to almost 100 teachers and over 1100 students
in primary and secondary schools who tested the MASS educational materials,
and specially to those who contributed to the publication.
On the basis of their comments and remarks, we improved and adjusted
our materials so they can help make a real change in the classroom practice.
The Case Studies booklet was prepared as a practical guidebook for science teachers and
educators. It summarises the results of the piloting phase of the MASS project that took
place from September 2015 until April 2016 in eight European countries (Czech Republic,
Poland, Estonia, Latvia, Germany, Greece, Cyprus and the Netherlands).
This booklet includes 13 best examples of piloted practices related to three major challenges
in making science education more attractive to students:
Science for digital learners (science through digital learning; use of digital tools and
online applications),
Early Inquiry (effective implementation of Inquiry Based Education, IBE for the youngest
students),
Low achievers in science (methods attracting students with lower motivation).
All Case Studies are based on personal experience of the teachers who piloted our tutorial,
instructions, hands-on lessons. So, in case you get interested in any specific Case Study or
have some further questions about tools or methods used during science classes, feel free
to contact the specific educator or a MASS project partner directly.
We believe this booklet will bring a change at the classroom level by getting more teachers
confident in using methods and tools tested by their European colleagues. We also
hope that this publication will become an inspiration for many educators to use a wide
range of methods effectively and appropriately to the learning needs and preferences of
their students.
The MASS Project Team
We hope that you enjoy this booklet!
Every Case Study presented in this booklet is marked

with a set of symbols, for example:
15-16
allowing for an easy identification of:
a subject/thematic scope of the lesson on which
a specific Case Study was implemented,
Biology
Chemistry
Geography
Mathematics
Natural science
Physics
the age of students,
the partner country where the Case Study comes from
Czech Republic
Cyprus
Estonia
Germany
Greece
Latvia
Netherlands
Poland
Science for
Digital Learners
7
15-16
Observing Athens from space

It is always surprising how good students are at technology. Before lesson implementation,
I was concerned whether they will have enough time to learn the software and to
reach the educational goals. Now, after the implementation I strongly recommend
this kind of lessons in the classroom. Students managed to deal with this software
quickly and they were very motivated to observe satellite images, depicting their city.
Ten students attended the lesson Observing Athens from space and they were
divided into groups of two. We opened multi-temporal satellite images and students
observed the differences in the city of Athens over time. I incorporated this activity in
the lesson on "Geology and natural resources management. The lesson had a duration of one
didactic hour (45 minutes).
M. K., 2nd High School of Gerakas in Athens, Greece
FIRST STEPS PREPARATION & PLANNING

Despite the fact that I spent some time on preparation, students enjoyed the lesson and all in all it was worth it.
This preparation would only be necessary the first time someone implements the lesson and is needed for:
downloading and installing the software onto the computers of the IT classroom;
getting familiar with the software and preparing the lesson.
IMPRESSIONS & REFLECTIONS

In my lessons I often use digital tools such as PowerPoint presentations, videos, etc., but I had never used satellite
images and specialised software. Students had the opportunity to see how their city looked like years ago and to
observe the differences that occurred over time. Satellite images also helped to show students the real situation.
The students were really motivated to learn and to
work with the satellite images, a fact that kept me at
the background for almost the entire lesson. I was
STUDENTS PERSPECTIVE
engaged more actively only at the beginning of the
lesson, during the introduction, the presentation of
Now I understand better how to manage a map
the software and until the students become familiar
and to find differences between different years.
with it.
I liked the lesson because it was something difI started the lesson with an introduction about satellites
ferent and interesting. I got the opportunity to
and then we worked with the images. For this purpose
gain knowledge that otherwise I would not have
I used the information provided in the MASS tutorial,
gained.
so MASS materials helped me at the preparation phase.
Now I better understand the computer systems
and how we can get information about changes
Despite the fact that the students needed some time
that happen on Earth.
to get familiar with the software and orient themselves
I liked the lesson because it was interesting, difaround the area depicted in the images, they gained
ferent and modern.
a lot of knowledge in a modern way while having
a good time.
IMPACT ON STUDENTS
All students were engaged in the lesson. When I told them that we were going to analyse satellite images, the
students got excited. They were very motivated to find differences in their city, while they were impressed with
their findings and about the gained knowledge regarding their home town. The most surprising element was the
fact that they worked with satellite images and that they had the opportunity to see how their city looked like
30 years ago.
TIPS & TRICKS

Ask for some help with downloading and installing the software from your IT colleague.
Implement this lesson during a course that is attended by a small number of students, i.e. an optional lesson. It is easier to work with fewer students.
Divide your students into groups of two-three students (preferably two) in order to ensure that all group
members are participating.
GET INSPIRED!
More information about the use of satellite data and specialized SRS applications in science education:
http://www.mass4education.eu/geo-media/satellite-remote-sensing
CONTACT
If you would like to know more about the teachers experience, please contact our project partner in Greece
Thalia Mavrakou, e-mail: thmavrakou@phys.uoa.gr
Natural disasters.
Lets talk about the flood!
16
When I was preparing for this lesson, I was curious if my students would be able to use theoretical
knowledge in a practical context. Their task was to minimise the negative effects of floods. After
this lesson I could say: Yes! They managed to do that! Even though they struggled with a language
barrier. Furthermore, they were asking if they could work with digital tools more often.
Katarzyna Wolska, High School No. 19 in Warsaw, Poland

Before this lesson I had been testing the game for about one hour. My students didnt prepare in any special way.
I wanted to check if this topic would be interesting for them and how they would handle problems.
It didnt cause any problems to me to connect this activity with the curriculum as the topic was related to natural
disasters and the principles of sustainable development, which are both included in the geography curriculum
in school.

At the beginning of the lesson I made a short introduction on the topic of floods. We talked about the definition of a
flood and its causes. After that, the students started to play Floodsim. This game focuses on planning some activities
that should limit the negative effects of floods in Great Britain. These activities need to be planned in three years'
time. Some students asked if would be possible to play that game taking Polish data into account. As a summary
phase we were discussing the most effective ways to prevent the floods.
Despite the lack of previous preparation, students worked really well. If they had any language problems, they
collaborated with other classmates. Some of them used the translators available online.
I got really inspired by this lesson because it showed how serious games could improve not only geographical and
spatial competencies but also language and personal skills of my students.
IMPACT ON STUDENTS
Students stressed that this form of learning was more
interesting than the traditional one. They could gain
knowledge in an easier way than during the lessons
they had had before. They also got the practical
knowledge that they could use in everyday life.
They emphasized that this lesson helped them
understand what to do during floods to limit the damage.
For example they learnt more about the technical
means to cope with that, what public administration
can do in case of floods and how they should act to
protect citizens by planning some activities in advance.
10
The lesson was very interesting. I took part in
this kind of lesson for the very first time.
During this lesson I gained practical knowledge
that I can use in everyday life.
I prefer this kind of lessons rather than typical
learning with books.
I learnt new things in an easier way than during
the lessons I had had before.
TIPS & TRICKS

If you feel that you dont have enough time during one lesson unit, you can combine geography lessons
with other classes, for example ICT and English classes.
Dont worry about the language barrier. Your students can find different ways to cope with that. If you want
them to feel more comfortable, ask an English teacher to come to your lesson and help the youth.
If you dont have enough time at school for playing this game, let students play it at home. Then in the
classroom you can organise inter-class competition in minimising the negative effects of floods.
You can also use this lesson as a revision for the topic of floods.
GET INSPIRED!
More information about the use of different serious games in science education:
http://www.mass4education.eu/serious-games
CONTACT
If you would like to know more about the teachers experience, please contact
Katarzyna Wolska, e-mail: kwolska1@wp.pl
11
Exploring the Earth virtually

with NASAs Earth Now app
14
Students should learn about different research methods and measurement techniques in the subject
Natural Science. The app NASAs Earth Now enables to achieve these goals in a playful way. You can
overlay different climate data sets (recorded by satellites) on the world map with continents and
oceans. Students are assigned to carry out small research tasks and gather all the information they
can find regarding a certain continent or ocean (for oceans: salinity, surface temperature, sea level;
for continents: air temperature, carbon dioxide, etc.) Students are astonished that all of this becomes
possible using their smartphones and tablets which they normally only use for entertainment.
Liivi Plumer, Merivlja Elementary School in Tallinn, Estonia

I downloaded the app NASAs Earth Now myself before the lesson and tried all its functions. The students were also
asked to download the app before the lesson (it was homework for them).
Moreover I prepared a specific task for my students which they could carry out by working with the app. In the
introduction phase of the lesson the students were briefly instructed how to use it.
Getting familiar with the app took about half an hour.

The topic of measurements and investigations is
usually implemented with a textbook and workbook.
Using smartphones and tablets in the classroom is
something new and the app provided a suitable start.
During the lesson we made a short introduction to the
topic and read about it from the textbook. Afterwards
the students were divided into small groups and they
were named after oceans and continents. The groups
were encouraged to find the latest basic information
about their ocean/continent and to write down the
observed range of value as well as the unit of measure.
Some units of measure were new for students and
needed explanation. Therefore it was not possible to
remain in the background during the lesson; arising
questions had to be answered swiftly. At the end
of the lesson all observed "vital signs" with short
descriptions and measurement units were written on
the whiteboard and an open discussion took place.
I liked the unusual homework: downloading the
app.
I liked that I could use my smartphone during
the lesson. Mobile devices are usually not allowed at school.
I loved the research task to gather all the information (air temperature, carbon dioxide, salinity,
surface temperature, sea level, etc.) about the
continent or ocean which was assigned to me.
I really enjoyed the approach my teacher used
during the lesson. I felt really engaged in viewing
the Earth!.
The MASS materials gave a good idea how to diversify the lesson and the students enjoyed this new approach.
12
IMPACT ON STUDENTS
Using smartphones during the lesson was something new. As the homework was unusual, I think it raised the
students interest in the forthcoming lesson. Usually smartphones are not allowed during the lesson and suddenly
the students had to use them: it was exciting for them. Therefore they came along easily.
As not all students were able to use their personal smartphone, it was necessary to divide them into groups. This in
turn comprises the risk that not all group members are involved. The teacher has to supervise the group work and
make sure that students share the device.
I think the students got the information in a novel way and it may encourage them to explore the app themselves
afterwards. I cannot say if they got the information more easily but certainly they got it more playfully.
TIPS & TRICKS

Let the students download the app as homework: it will raise their interest in the forthcoming lesson.
Divide your students into groups. It may be necessary to ensure that every group has a smartphone/tablet
with Wi-Fi connection, not all students have smartphones with Internet connection. Ideally the school
provides free Wi-Fi access.
Make sure that all group members are engaged.
GET INSPIRED!
More information about the use of different apps in science education:
http://www.mass4education.eu/apps-for-smartphones-and-tablets
CONTACT
If you would like to know more about the teachers experience, please contact our project partner in Estonia
Kaido Reivelt, e-mail: kaido.reivelt@gmail.com
13
16-17
The battle against climate change

Generally, young people are able to participate confidently in the digital world. Digital tools
presented in the MASS materials are very appropriate for this age group. Im going to use these
materials more often because my students were really engaged during the lesson. I think they
learnt a lot. By cooperating with other classmates and using well-known tools, the difficult concepts
appeared much easier.
I. J., Complex of Upper Secondary Schools No. 19 in Wrocaw, Poland

This lesson was very similar to my everyday classes. As an English teacher I implement my own curriculum focused
on using digital tools and collaborative learning. This time I conducted the lesson in cooperation with one of the
science teachers. Preparations for this lesson arent much time-consuming. However, its really worth spending some
time on checking all the links, to avoid technical problems during classes.

This lesson involved investigating climate change and finding ways in which we can become climate clever. Students
researched what climate change is, the reasons for it, and the consequences for us and the environment.
Before the lesson I put all instructions and useful links on the virtual platform Edmodo, so the students could
download them easily. At the beginning of the lesson the tool Answer Garden was used to brainstorm on the
thematic vocabulary related to climate changes. Then each student worked individually, using the World Wide Web
to research causes and consequences of climate change.
Afterwards, they summed up the results in four working groups using Todays Meet app. In the same small groups
the students worked together to create an action plan containing measures for their school or home to battle climate
change and save our Earth. These action plans were presented on Slideshare.
Im going to use the MASS materials more often
because they improve many competences such as
collaborative learning and ICT skills. Moreover, they
support new ideas and concepts for content and
language integrated learning.
This lesson was great and full of positive
emotions. I want more.
IMPACT ON STUDENTS
The students were really engaged in all phases of the

lessons. By involving well-known tools, difficult topics
became more friendly for them.
The students pointed out that they could learn
something new find out how to decrease
climate change. They could also improve personal
competencies, such as language skills, by the
implementation of some unordinary tasks. Generally,
this lesson was very interesting for them and the time
passed very quickly.
14
Our teacher presented the topic in a very interesting way.

This lesson was really creative.
We could improve our personal skills.
Now I understand better what are social media
and how to stay safe on social media sites.
Now I know that social media are not only for
entertainment but they could also make us learn
something new.
TIPS & TRICKS

Minor difficulties were caused by the websites being in English. If you feel that your students might have
problems with that, you can use interesting examples in your own language or ask an English teacher for
support
GET INSPIRED!
More information about the use of different social media in science education:
http://www.mass4education.eu/social-media
Full lesson scenario with additional materials:
http://www.lo11.wroc.pl/strona=ij
CONTACT
If you would like to know more about the teachers experience, please contact our project partner in Poland
Gabriela Kuc, e-mail: gabriela.kuc@gridw.pl
15
16
Early Inquiry
17
Do you think
plants can really blush?
On a lesson implemented with the use of inquiry-based method, very often students conduct
specific experiments explained in details by a teacher. In my opinion, children prefer to discover
new, unknown things by themselves. And that was the approach I used.
All of us, that is my students and I, were satisfied with this activity. When I observed this lesson, I
noticed that all children worked enthusiastically having specific tasks to do. This group was quite
big so I formed a few smaller groups. Each of them analyzed another plant. The students enjoyed
comparing how plants reacted to a colour pigment.
Beata Krysiak, Primary School No. 85 in Warsaw, Poland

I decided to modify the MASS materials a little bit. I prepared new lesson plans, splitting the activity into two separate
lessons (45 minutes each). It was easy to find an appropriate topic in the curriculum, related to the lesson's topic.
Transport of water and nutrients in plants is included directly in the curriculum. However, it was more difficult to find
appropriate plants which could be used for the experiment. This lesson was conducted in autumn and at this time
of the year the variety of suitable plant species is very limited.

The first lesson was divided into three parts: an introduction, the main part, and an experiment. In the introduction
phase, the students were assigned to specific groups and got to know the short history of the rose family. The main
part was dedicated to posing research questions. The students tried to guess how they could check if a plant had any
"pipes" inside. The first lesson ended up with an experiment.
At the beginning of the next lesson we started from a short summary of what had been already done. The students
tried to write down observations made during the experiment. In the main part, each of the groups presented
their reflections. Then a short animation about water
transpiration was presented. At the end of this lesson,
we all discussed relations between the topic of the
lesson and everyday life.
IMPACT ON STUDENTS
The content and methods proposed were fully
appropriate for this specific students group (their
age and skills). The students enjoyed this task, tried
to take their measurements as precisely as possible.
Their research questions and conclusions were really
interesting. In my opinion, every lesson which includes
experiments or other practical tasks motivates and
attract students to science.
18
I liked this lesson very much because of

interesting experiments.
I could get to know a lot of new interesting
things in this lesson.
I could collaborate with my classmates. That was
fun!
Now I understand better what the plant needs
for its growth and how the water is transported
inside a plant."
TIPS & TRICKS

When you choose a specific plant species for the experiment, you should check how much time the plant
needs to change its colour. Children enjoy if they can see the results of an experiment immediately. So its
recommended to take such plants that can change their colour very fast.
I got so inspired by these materials that I use them for other topics. They are suitable when I plan the lessons
on various issues related to science. The main advantage of them is that they can be easily modified and
I dont need to follow the specific pattern.
GET INSPIRED!
More information about the lesson plan:
http://mass4education.eu/images/final_version/WG2/WG2_Lesson_plans_EN.pdf
CONTACT
Beata Krysiak, e-mail: matkapl@o2.pl
19
12-13
Natural gas: a curse or a blessing?

This lesson provides necessary knowledge regarding fossil fuels and energy in an interesting and
motivating way. I implemented the lesson in February with 26 first grade students. In general
I worked with the material provided with the lesson plan, while I adjusted the lesson to one didactic
hour (55 minutes).
At the beginning of the lesson and after a short introduction, the students were divided into groups
in order to gather information about the pros and cons of natural gas. Subsequently each group
made its decision on whether natural gas is a curse or a blessing. They presented their conclusions,
along with some arguments, to the entire class.
M. K., 2nd High School of Gerakas in Athens, Greece

I prepared a presentation about fossil fuels and particularly about natural gas. It was used as an introduction.

This lesson is well organised and the provided material was derived from different sources such as newspapers,
internet, etc. This motivated my students to search for data, to discuss and to share their arguments; students like to
express their opinions.
Furthermore, the students were happy to work in groups; a fact which led to the active participation of all students
during the lesson.
In order to fit the lesson into one didactic hour I
prepared a presentation to introduce the topic to
the students. By showing the students a video on
the formation and extraction of fossil fuels instead of
giving them a plain text to read, I saved some time and
I managed to fit the lesson into 55 minutes. Also, the
students got more motivated when the lesson was
started with the video.
IMPACT ON STUDENTS
The students worked with a smile and with interest
during researching the data and during the
presentation. The students were happy because they
had the opportunity to learn things on which they had
no previous knowledge but they had the appropriate
background to gain sufficient understanding. The
students were very motivated to gather information
in order to develop arguments and make the final
decision, as well as to work in groups.
20
I liked this lesson because it was very interesting
that we looked for information on our own.
Now I understand better which fuel I should
choose when I grow up.
I liked this lesson because I learned things that
I did not know.
I liked this lesson because I like to do research.
I liked this lesson because we worked in groups
and we gained new knowledge.
Now I understand better how much time is
needed for natural gas to be formed and how it
is extracted.
TIPS & TRICKS

If you dont have enough time to implement the entire lesson plan, you can use the following video from
YouTube to introduce the topic to your students and provide them with some theoretical background.
https://www.youtube.com/watch?v=8YHsxXEVB1M
GET INSPIRED!
CONTACT
21
Is it a creek or a sewer
next to our school?
12-14
Water pollution is a serious problem in the densely populated areas but students dont face this
topic in their everyday life. By investigating a water body next to the school, students can understand the importance of water in our ecosystems. Moreover, they can notice microscopic biodiversity around us.

I prepared all technical equipment (buckets, scoop-nets, thermometers, tests, etc.) before the lesson. I also asked the
students to wear comfortable shoes (rubber boots, if possible). I divided the students into small groups and I handed
out all the equipment and worksheets to them. The students were earlier informed about the aim of the lesson.

The lesson about water pollution is usually conducted
in a classroom. The students learn about the topic
with the help of a textbook and film clips. A bucket
with organisms from a nearby creek is also used. The
students can observe them using microscopes. But
this time we went outdoor to collect the organisms
and also made extra measurements to investigate the
level of water pollution. The students were excited that
they could research the creek themselves, and they
found many interesting organisms.
It was exciting to participate in the outdoor
lesson. It was a great fun to look for some
organisms in the creek!
The life of water organisms is so diverse.
I havent seen such creatures before.
The MASS materials inspired me to also make extra measurements (temperature, nitrate and nitrite level), otherwise
we would have searched for organisms only. The worksheet was also helpful. It helped the students to follow a task
they had to do next. It was necessary to encourage the students at the beginning of the lesson but as they found the
first organisms they got excited about the topic.
As most of the organisms were unknown to them, it was necessary to give instructions on how to determine the
species. Therefore, it was a little bit complicated to fill in the final table, as the students couldnt determine the
species themselves. A simple booklet or a small field guide about common species found in creeks would be useful.
IMPACT ON STUDENTS
The students were excited about the outdoor lesson as usually lessons take place in a classroom. It is also highly
motivating to study outside especially in good weather and sunshine! Living organisms always excite students and
investigating a nearby creek gives a good opportunity to find them. The students were surprised about the diversity
of organisms they found. I think they know them better now (instead of just looking at pictures). Preparations and
use of the scoop nets took more time than during a typical lesson but the pleasure of discovering exceeded the time
expenditure.
22
TIPS & TRICKS

Investigating a creek takes a whole lesson (45 minutes). Identification of the species and work with the
worksheet also takes the same amount of time.
A creek (or a pond) may have muddy shores. It is better to ask the students to wear rubber boots.
It is good to bring a small field guide about common freshwater species.
GET INSPIRED!
CONTACT
23
10-11
Pond skaters without skates

Water surface tension is a quite complicated topic to teach young students as physics is learned in
senior classes. Therefore demonstrating the phenomenon is necessary. In this class students could
experiment themselves; it is fun to prove that metal objects can stay on the water surface.

It is suggested to use live pond skaters to demonstrate the water surface tension. However, pond skaters cannot be
caught during winter so the experiment had to be adjusted. Luckily, using small objects for testing was also fun for
them.
The preparation of the experiment didnt take any extra time; suitable objects can be found in any household.
The students were notified that the next lesson would be about skating without skates and that we were going to
conduct an experiment.

The lesson on water surface tension is usually conducted with the aid of a workbook and textbook. Conducting an
experiment was something new.
We made a short introduction to the topic and counted animals that can move on the water surface. The physics
behind the phenomenon was briefly explained, although most of the fourth and fifth grade students did not
understand it fully yet. It would have been great to explore live pond skaters in the classroom but as it was not
possible to catch them, we conducted the experiment with small objects instead.
The MASS materials encouraged us to let the students
explore the phenomenon themselves and also
gave good ideas on how to organise the lesson. The
worksheet was also useful as it connected physics to
biology and environmental problems (what happens
with organisms if water quality changes?). Using
detergent to lower the water surface tension during
the experiment was a good discovery. The students
were so surprised! They were given the freedom to
experiment with their own bowl and were able to
work quite independently, so I could remain in the
background.
I didnt believe that paper clips and small metal
objects could float.
It was exciting to see how the objects sank when
we added detergent to the water.
IMPACT ON STUDENTS
Motivation of the students increased after hearing that we were going to conduct an experiment. Experimental
lessons are always welcome. The topic about water surface tension is complicated but demonstrations help a lot.
The students were surprised that the objects sank after they added detergent to the bowl. I think that if the lesson
had been conducted theoretically the result would have been weaker.
24
TIPS & TRICKS

The pond skaters without skates experiment can be successfully conducted with small objects. Prepare
plenty of paper clips, needles, pieces of glass, etc. or even let the students bring small objects themselves
for testing.
GET INSPIRED!
CONTACT
25
26
Low Achievers
27
Environmental pollution:
oil spill in the Gulf of Mexico
11-12
Students should participate in experiments at school because experiments facilitate better

understanding of acquired knowledge. However it is not always possible to conduct experiments
due to time constraints and/or lack of proper equipment and a laboratory classroom.
This lesson is an excellent example of how experiments could be conducted using every day materials.
I implemented the lesson during the physics class at the sixth grade. Nine students attended the
lesson and the lessons duration was 55 minutes (one didactic hour).
E. T., 2nd Primary School of Halandri in Athens, Greece

I prepared a PowerPoint presentation with the images provided. I also prepared materials for the experiment; this
step was easy since for the experiment every day materials are being used.

Generally, in my classroom I often use videos and experiments, so I liked the proposed lesson plan for this topic.
Since I am familiar with this kind of lessons I did not follow the proposed steps exactly, but I made some alterations
in order to adapt the lesson to my classroom.
In particular, I divided the students into groups of two in order to ensure the active participation of all students. Also, I
altered the sequence of the activities, so firstly they watched the video with the satellite images and then the images
that depict the environmental impact. I believe that when students realize the consequences of a phenomenon they
are more motivated to learn about it.
Afterwards, the students conducted the first
experiment and we discussed their observations
about oil and water. The students were engaged to a
great extent in the second experiment and they were
having fun, as they were curious to find material that
can remove the oil from water.
This lesson can be also implemented with fifth grade
students. The curriculum has a lesson concerning oil
spills.
IMPACT ON STUDENTS
The students were clearly motivated to learn and
they participated during the entire lesson. They were
excited by the satellite images and they were having
fun while conducting the second experiment in which
they had to find the proper material.
28
I liked the lesson because we gained new
knowledge regarding environmental pollution.
Now I understand better how harmful an oil
spill is for the environment.
I liked the lesson because we learned how an oil
spill can be removed from the sea.
I liked the lesson because we learned how we
can help the environment (find a solution).
I liked the lesson because we did an experiment
while working in groups.
Now I understand better problems caused by an
oil spill.
TIPS & TRICKS

I provided students with more materials in order to remove the oil from water (wooden sticks, cotton,
paper, a sponge, a piece of cloth, a piece of plastic, etc.).
In order to keep your classroom clean, if there is no sink nearby, you can bring an empty bottle of water in
order to collect the liquid residues from the experiment.
GET INSPIRED!
http://mass4education.eu/images/final_version/WG3/WG3_Tutorial_EN.pdf
CONTACT
29
9-10
Moving soil
This activity was held with 14 fourth grade pupils on December 4th during the natural science class.
This activity fit perfectly after the lessons: Structure of the Earth; Rocks; Soil, its formation. I worked
according to the lessons plan, only adjusting it slightly. The students in pairs thought about, wrote
and finally presented the solutions on how to stop erosion.
During the lesson the students wrote a summary with basic information: 1. What is erosion?; 2. What
accelerates erosion?; 3. How to stop erosion?
Their homework was: 1. To learn the summary based on what is written in the notebooks; 2. Using
the Instruction of soil observation", find and take a picture of soil erosion and of themselves and
send the picture to an E-class.
Ilona Gricne, J. Pilsudski Daugavpils State Polish Gymnasium in Daugavpils, Latvia

I prepared a presentation about erosion and a worksheet for the research.

This activity is intended to last 55 minutes, but our lesson is 40 minutes long, so I excluded the second experiment
finding erosion in the schoolyard. Even if the timetable was changed and we managed to go outside to look
for eroded areas, we wouldnt find them as in the
surroundings of the school there is none. It would be
perfect to go outside together after school on a small
excursion to investigate some of the eroded places
(the teacher must look for them beforehand). This
should be done in autumn or spring when the ground
I liked this lesson because it was interesting and
isnt frozen.
the topic was difficult.
During the lesson an idea came to my mind to take
a picture in an eroded area and send it to the E-class.
This promoted students (and their parents) research
activities. Not in all of the pictures erosion was found
(for example, the picture with a small swamp lake), but
it encouraged them to go out in nature! In the next
lesson the students who sent images were very proud
and inspired and other pupils were willing to take
pictures (so to find the eroded place). The daughter
of my colleague still badgered her mother for another
week: When will we go to see the erosion? The joke of
my colleague: Maybe next time you will want to find a
bear in the forest and take a picture with it! It is a good
idea to take a picture together with a blooming birdcherry tree, coppice, etc.
30
It is interesting to observe erosion and how

water accelerates it.
I liked the lesson because I could watch
interesting experiments.
Now I understand better how erosion is
forming.
Now I understand better how water washes out
the soil.
Now I understand better that erosion occurs in
various places.
Now I understand where is the path and where
the soil erosion is taking place.
IMPACT ON STUDENTS
The students were motivated to learn, even the students with low achievement. The students were surprised that in
the school surroundings there were a lot of erosion affected areas because the school is located in the valley.
TIPS & TRICKS

If there are no areas affected by erosion in the surroundings of your school, create a new task for your
students find an example of the area affected by erosion and take a picture of it and of yourself.
If possible, go outside on a small excursion to investigate some of the eroded places (you must look for
them beforehand). Do it in autumn or spring!
GET INSPIRED!
CONTACT
lona Gricne, e-mail: ilona.gricane@inbox.lv
31
What will the

weather be like today?
13-14
During one week in December we tried the activity What will the weather be like today? in the
mathematics class with 13-14 year old students.
On Monday we did the introductory activity. First there was an experiment and preparation
of the tools. We distributed responsibilities. The students were divided into small groups and
each group was given a work sheet that I had created for this purpose. Their tasks: each of the
group members had to fill this worksheet daily. In each group the students agreed among
themselves who would bring the weather forecast for the following day from this website:
http://meteo.lv/en/laiks/;
On Tuesday, Wednesday, Thursday, Friday weather measurements, putting observed weather
data into the table;
On Friday a discussion on progress made during the week.
Santa Briede, Amata Primary School in Amata, Latvia

In addition to the lesson plan, I made a table that each group had to fill out every day so the students' achievements
were seen throughout the week.
Before the tool preparation at school, previously I had made them by myself with my children (third and seventh grade
students for my son I am the advisory teacher and teacher of math). Also fifth graders could create instruments
after instructions!

This activity didnt fit in my ordinary teaching plan, but
the fact that I am a class teacher did help. However this
fit in our Eco school curriculum in the theme of school
surroundings. Eco coordinator from our school was
really happy about our activity! I can put this lesson
into the teaching plan of mathematics as a cognitive
method, activity for developing research skills.
I repeated the activity once more in the springtime.
Taking the measurements for the second time, the
students were more interested in the accuracy of the
measurements, in comparison with the meteorological
station readings.
IMPACT ON STUDENTS
The students were quite clearly motivated to learn.
They participated in their tasks with real interest.
32
A different kind of mathematics, in which I didnt
have to count.
All week was interesting. Every day our teacher
reminded us what we had to do. I helped my
friend too. It was great.
I felt like a real scientist! It is an art. Of course
it is not comparable with solving the tasks of
the olympiad? But still it was nice we talked,
worked and analysed. Thank you.
When preparing the rain gauge, I trained my
accuracy. I liked it. I also liked to work. My teacher
helped me when something didnt work out. I
would like to have more lessons like this.
It was interesting all the time. We were talking
about weather. I understand how to measure it
and write down the results."
There are students in my class who have difficulties with learning (they are learning according to the programme
Students with learning disorders). In my opinion the motivation of these students was higher than usually because
they knew clearly the conditions of the task; for example the experiment wont be accomplished at 100% if the
task is not finished or if their instrument is not made precisely. I paired up similar students and their work was
perfect!!! Practical things no comments at all!!! I had to explain all tasks to them in a little more detail, but they did
everything with a strong sense of responsibility and they definitely werent those to whom it became tiresome on
Friday! I dont know how it would be if the group consisted of 6 students and one with difficulties. In my opinion, the
result wouldnt be good, because work would be carried out mostly by others. In my case, they did everything by
themselves. So, I would recommend to gather low achievers together in one group.
TIPS & TRICKS

If you are a class teacher, take it as an advantage and carry out this activity also in your class lessons.
Make a measurement table for the whole week achievements of your students will be seen throughout
the week and it will be easier to draw conclusions.
Distribute responsibilities! Let the students work in groups but at the same time also individually.
Working in pairs is best. Then the work of students is more productive and accurate. Each pair makes a
different instrument.
Put low achievers together in one group. They work better if they are together
It is better to use something longer than a pencil as an anemometer. We improved the construction and
used wooden sticks instead if you put a pen cap with an arrow glued onto it, it works better!
GET INSPIRED!
The weather forecast:
http://meteo.lv/en/laiks/
CONTACT
Santa Briede, e-mail: briedesanta@gmail.com
33
13
How to predict the weather?

I have followed this lesson with a great interest. It was really attractive. The students worked actively
and enthusiastically. This class is small and some students were absent that day. However, I am
sure they would regret this as soon as they listened to their classmates. This lesson was completely
different from other geography lessons when we only use maps or analyse some texts and videos.
On the contrary, this time the students had to engage themselves to complete the tasks and present
summary results of their work.
Maria Gwizdaa-Czekaowska and Monika Koodziejek
Complex of Schools No. 2 in Koszalin Secondary School No. 4, Poland

I prepared this lesson in collaboration with Monika (technical activities teacher). Before the lesson, we had gathered
some of the materials needed to construct the measuring equipment. Moreover, one week before this activity
we had distributed appropriate instructions amongst the students. Their task was to read it and prepare all other
accessories that they needed to make the measuring equipment. This way we actively engaged the students in the
preparatory phase of the task.

The MASS materials were piloted with students who
have special educational needs (they are intellectually
disabled or maladjusted). In general, they engage more
in an activity if they can test something in practice and
immediately get the results.
This lesson was implemented one the basis of the
scenario prepared by the MASS project team. After a
short introduction to the topic, the students started
making the measuring equipment. Next, they checked
if it worked correctly. In the summary phase, we
discussed weather components together. We also drew
some conclusions on the results of the experiment.
I liked to collaborate with my classmates. It
was fun to make the measuring instruments
together.
This lesson was very interesting because I could
make my own measuring instrument.
After this lesson I better understand why I feel
bad when the weather is rapidly changing.
During the lesson I could find out more about
the work of meteorologists and how the
measuring equipment works.
IMPACT ON STUDENTS
In general, the students enjoyed this lesson (only two girls didnt want to collaborate). The content and methods
were appropriately selected for the students age. Therefore, the youngsters were motivated, engaged in the lesson
and interested in the topic. The students also tested the instruments outside and they felt satisfied with their own
work (the instruments worked correctly). Even one of the students (with limited perception ability) tried to make his
own instrument. He also asked if he could take this instrument home to show his parents what he had made.
This lesson required more individual work from the students than lessons they had had before. However, it really
worked, especially for this specific group!
34
TIPS & TRICKS

When we planned the lesson, we struggled with time limitation (it was hard to put all activities in one
lesson unit, 45 minutes). If you want to have more time, for example for individual work, you can ask your
students to make some observations at home or plan it as a part of another lesson.
You can use plastic (food) wrap or parts of latex gloves instead of balloons for making the barometer.
You should use really small cups for making the anemometer. The bigger ones can be too heavy.
GET INSPIRED!
CONTACT
Maria Gwizdaa-Czekaowska, e-mail: panlolek@op.pl
35
8-9
Coping with waste

This lesson plan was implemented in two third grade classes (of 12 and 10 students, respectively) of
primary school. The lesson fits well into the curriculum. We followed the lesson plan apart from the
activity of burying waste.
Firstly, the students watched some pictures and the video regarding waste and then they discussed
what they knew about waste. The activity shopping in the supermarket followed, in which the
students were divided into groups and they were asked to select products (what were the selection
criteria?) They chose products with different packages (milk, eggs, biscuits, etc.).
At the end of this lesson they explained why they chose these specific products and they talked
about recycling, incineration and landfilling.
M.P. & M.V., 2nd Primary School of Halandri in Athens, Greece

It took only a little bit of preparation. Some days before
the lesson implementation we had started collecting
different packages of milk, biscuits, water, etc. for the
activity shopping.

This lesson fits well in the third grade since the themes
of waste production, waste management and recycling
are included in the curriculum.
The students liked the shopping activity very much
and we believe that it is a good activity for learning
and having fun at the same time. All children were
engaged, both during the activity and the discussion.
Normally, we just follow the waste management and
recycling lesson plan that our textbook suggests but
from now on we will for sure incorporate the shopping
activity in our future lessons.
IMPACT ON STUDENTS
The students were clearly motivated to learn. They
were excited by the shopping activity and there
were AhA! effects when they learned how long it took
different materials to decompose.
36
Now I understand better why we should
recycle.
I liked this lesson because we learned and we
had fun in groups.
Now I understand better how to buy things that
are good for the environment.
Now I understand better that there are materials
that never disappear from the ground.
Now I understand better how to decrease
garbage.
TIPS & TRICKS

You can ask your students to bring to school some product packages for the activity or you can collect
product packages that you accumulate during the week together with your students.
GET INSPIRED!
CONTACT
37

Casestudies en SP

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Case

This publication was prepared in the frame

TEREZA, vzdlvac centrum (Czech Republic)

Cyprus Center for Environmental Research and Education (Cyprus),

Estonian Physical Society (Estonia),

University of Cologne, Geographical Institute (Germany),

National and Kapodistrian University of Athens (Greece),

Children's Environmental School (Latvia),

SME Advies (Netherlands),

UNEP/GRID-Warsaw Centre (Poland).

Observing Athens from space....................................................................8

Do you think plants can really blush?...................................................18

Low Achievers.................................................................. ...............................27

Environmental pollution: oil spill in the Gulf of Mexico................28

We hope that you enjoy this booklet!

Every Case Study presented in this booklet is marked

Observing Athens from space

FIRST STEPS PREPARATION & PLANNING

IMPRESSIONS & REFLECTIONS

TIPS & TRICKS

FIRST STEPS PREPARATION & PLANNING

IMPRESSIONS & REFLECTIONS

TIPS & TRICKS

Exploring the Earth virtually

FIRST STEPS PREPARATION & PLANNING

IMPRESSIONS & REFLECTIONS

TIPS & TRICKS

The battle against climate change

FIRST STEPS PREPARATION & PLANNING

IMPRESSIONS & REFLECTIONS

The students were really engaged in all phases of the

Our teacher presented the topic in a very interesting way.

TIPS & TRICKS

FIRST STEPS PREPARATION & PLANNING

IMPRESSIONS & REFLECTIONS

I liked this lesson very much because of

TIPS & TRICKS

Natural gas: a curse or a blessing?

FIRST STEPS PREPARATION & PLANNING

IMPRESSIONS & REFLECTIONS

TIPS & TRICKS

FIRST STEPS PREPARATION & PLANNING

IMPRESSIONS & REFLECTIONS

TIPS & TRICKS

Pond skaters without skates

FIRST STEPS PREPARATION & PLANNING

IMPRESSIONS & REFLECTIONS

TIPS & TRICKS

Students should participate in experiments at school because experiments facilitate better

FIRST STEPS PREPARATION & PLANNING

IMPRESSIONS & REFLECTIONS

TIPS & TRICKS

FIRST STEPS PREPARATION & PLANNING

IMPRESSIONS & REFLECTIONS

It is interesting to observe erosion and how

TIPS & TRICKS

What will the

FIRST STEPS PREPARATION & PLANNING

IMPRESSIONS & REFLECTIONS

TIPS & TRICKS

How to predict the weather?

FIRST STEPS PREPARATION & PLANNING

IMPRESSIONS & REFLECTIONS