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Mathematical competence and basic competences in science and technology. One part of key competences. How could it be teached by the project "rainforest"?
I have the following ideas to this questions:
On our way through the rainforest we walk to a waterfall. Here the students could measure up how much water is falling down by some container and stopp the time. If they have this parameter it is possible to work with in different ways. They can calculate how much water will fall down at one day, week, month or year. They can document this in a diagramm and presentate it.
Also it is possible that they make a transfer. For example: How many people get enough drinking water alone by this waterfall? What will happen, if their comes less water? and so on.
Another possibility is, that they use a formel "Strahlensatz" to ascertain how long is that tree? Without climbing up, or Laser, or cut it. By this experiances the students see that they can use mathematics in a practical way what belongs to them and they train mathematic in different ways.
Also the plants in the rainforest are very typical. The students can definate them by recherches in the internet, books asking an expert. They can count them in a definite area and control it after a fixed time and compares what they find.
This results they can transform in diagramms to. They can take photos, draw a picture and so on and produce apower point session for example. The plant could be clustert in special arts.

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Tropical and subtropical coniferous forests

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The most important is to let children or young adults choose if there is a possibility. The key competence „cultural awareness and expression“ demands cultural knowledge to be able to be cultural creative. This includes local, national and European heritage. Thinking about activities with pupils in the beautiful rainforest which could refer to this aim the following ideas came to my mind:
1. Find a place in the rainforest and either draw a picture or create something out of the plants or write a poem / an essay about what you see.
2. Present your outcome to the group and explain why you have chosen to do it in that way, what it means to you and how it is related to your culture / the Guadeloupian culture.
3. Do a research about Guadeloupian artists / authors / the flora and fauna of the rainforest (for example in different groups, exchanging the results afterwards).
4. Which personal impact does the rainforest have on you?

There are uncountable ideas for activities which refer to the eight key competences and through our exchange we have already ideas for our schools. Thank you very much for your ideas.

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Learning to learn

The main aim – to organize pupil’s own learning. What can they do:

1)    To prepare for the visit to rainforest in this form:

Method to analyse the knowledge:

-       I know (to analyse the prior knowledge) – I want to know (to plan the goals of the learning) – now I know (filling after activities)

To share their knowledge in pairs/groups and to fill up own knowledge

To set up individual gaols of learning about rainforest, to plan the time, the resources which are needful, to think about more opportunities, who can help me to know more about that (maybe I can go to the local library or my neighbour is very interested in that, etc..)

Discuss about why we are learning, not only what.

2)    Activities

To prepare a mind map about plants, tree, climate with the features, which are specific to them  - structuring of information.

To find the facts about  this rainforest  - finding the information (diferent types of it), to find out what institution takes care about it, what are the main challenges they facing with.  – to assimilate previous knowledge with the new one.

To compare rainforest with your national forests – similiarities and differences. It’s an opportunity  to see the fact from the point of internacionalism.

To share in the group about your discoveries during the activities – for collaboration.

To mark yourself new things, which you got from others, by sharing information.

3)    At the end.

Self – assessment and reflection about how did you seek your gaols, what are the successes  and what should be improved. What is better for you – to work individually or in group?

To plan the goal for the future – what is the question, which you could go deeper in learning about rainforest.

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When we developing our mother language competency, we focus on developing the following skills:

- speak clearly, understand the purpose, feel the audience, speak in public,

- listen carefully and attentively,

- reading, finding and using information, understanding meanings and experiencing emotions

- write to express your thoughts and feelings.

Rain forest.

Tasks for pupils

1.       Remember the personification as a figure in fixtion literature (eq fairy tales), why is it used, what does it give to the narrative?   Discuss the information about the river on the park stand: how  children can imagine this river / waterfall?

2.       Encourage: can you listening with your eyes closed. Inhale - what you smell, feel. Sensory, feels stimulates imagination and empathy. Encourage: can you imagine yourself as a river - what can you tell us about yourself?

3.       Start discussion of what is happening here, by the river - maybe natural phenomena (air, uraganies, plants), maybe humans‘ conversations, emotions, maybe climate change...

4.       Write a creative story based on the information about the river (children take pictures) on the subject "What does the river tells me?". Thinking about children with different abilities: some may be given a narrative scheme, questions or beginning of sentences.

5.       The opposite task is:  to prepare the short information about the object of your own choice or prepared by the teacher according to the model presented in the park,- in personification style, like the description of the river (they can used a geography textbook or encyclopedia, or description of scientific or scientific popularization texts).

6.       Integrated topics for international projects - Forests, Trees, Rivers.

Tasks - to search for descriptions of fiction in your language literature, then they can translate these fragments into English, to exchange with partners from other countries, to compare what features are described by authors, what are similarities and differences.

Working in groups, children will read, speak, write, listen - thus developing their communication skills in their mother language.

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My task of today. It was really inspiring to hear other tasks for different key competences. Together it is always possible to invent more and better.

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International activities for a forest excursion
Key competence: Communicating in a foreign language. Our task was to imagine international activities we could do on a forest excursion like the one we did to the Chute de Carbet.
1. Communicating in a foreign language is an international activity per se.

2. Discovering nature in another country, we learn more about the Earth. We can develop towards global citizenship and responsibility of our home planet.

3. Learning through doing is the most effective way to learn communication skills. We
can effectively carry this out on a forest excursion. Ideally, we would have one or more teachers / guides on the trip, since it is important to have a model when learning to communicate in a foreign language.
4. Use of the different information signs found along the path: vocabulary, meaning, images, using “vous” or “tu” -forms... After the excursion, students could make their own signs for a forest path at home for example.
5. Situations in the forest: Greeting people you meet on the path / Asking questions / Warning of possible dangers... Little scenes can be played out to enforce learning and to get more practise through doing. Listening and speaking skills, cultural context as well.
6. There are ample possibilities of different cross-curricular international activities related to forests, nature, ecology, economy. These are suitable for more advanced learners, who are able to communicate and to ask questions to find out: what is the importance of forests here, economically and ecologically, also recreational use. This can also be a pre-excursion activity for beginners, in their own language. For beginners this can also be simplified to learn vocabulary about activities in the forest: trekking, climbing, swimming... Is there something you can collect and eat or use for other things? What about at home? and so on.
7. Photos: later an exhibition or “pecha-kucha” can be organized to talk about the pictures taken by students. Video also is possible, also of the situations played out: greeting others, asking for directions or the weather, real or imagined dangerous situations, discovering an exotic plant or exceptional scenery... lots of typical phrases to be learnt, also cultural conventions about talking to people and characteristics of the nature and the relationships people have with nature.
8. Other: Art, poems, stories and songs related to forests.
Photo: Puppies. They are learning their key competences in a natural way all the time. Adult dogs are a model, other puppies are peers and the surroundings where they grow provides the rest of their learning environment.

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Key kompetences are not only needed to adapt to the changing and interconnecting world but also important so people can build their individual education potentials. Today all the eight key competences were mentioned. The results we brought together were very kreative and gave me a good idea how to put them into practice in different aktivities.