COD-3 2020: Session 7 by STOSKIENE RITA

Today visits to the tapioca flour factory, the rum factory and the cascade Carbet in the rain forest are excellent examples of adaptation and resilience of species, which seek to survive the constant change of environmental, economic, social, financial, political, health, justice and education systems. In this social response, family and school education must be a political priority, maintaining the focus on an integrated approach to skills that promote lifelong learning. Only in this way can we preserve and share multiculturalism as a whole. In this sense, having the rain forest as a outdoor classroom for learning skills, articulated with the current curriculum the Portuguese Educational System, we propose the following project:

Task to development de key competences for a lifelong learning

Theme: Discovering the “Green Giants” of the Rain Forest - Guadeloupe

Place: Outdoor classroom - Rain Forest - Guadeloupe

Students: 9th grade (14-15 years) - groups of 3 students

Objective: To develop key competences for lifelong learning.

Teaching situation: Field outings, outdoor learning, guided discovery teaching and peer review, with close and distance monitoring by teachers.

Outdoor Classroom Work Project

1) Communication in mother tongue: French and Creole – Task 1 - Find a green giant, create a friendship and write a story;

2) Communication in foreign languages: Portuguese, English, Finnish, Danish, German and Lithuanian – Task 2 - Give it a name in the different languages and write a billing story;

3) Mathematical competence and basic competences in science and technology: Science and Mathematics – Task 3 - Systematic classification; Size scale (tree/students); Trigonometry;

4) Digital competence: ICT – Task 4 - Compass/GPS and made an eBook;

5) Learning to learn: Natural Sciences – Task 5 - Describe the “green giant” friend with the sense organs: see, hear, feel, smell and imagine the taste;

6) Social and civic competences: History and Geography – Task 6 - When the “green giant” was born; The climate changes of the habitat; Cardinal points; Logistic of the visit;

7) Sense of initiative and entrepreneurship: Civic Education – Task 7 - Protection and conservation of the habitat; eBook dissemination;

8) Cultural awareness and expression: Physical Education; Visual Education; Technological Education – Task 8 - Orienteering and trekking (equipment, exercise, food and hydration); Draw a sheet (fingerprint); Create a rudimentary instrument (sound of the forest)/take a photographic mural/take video “the green giant dance”.

Evaluation of the work project of flexibility and curricular autonomy: Interdisciplinary Formative Evaluation - Qualitative Assessment.

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