Implementation of “We’re Going on a Tree Hunt” (SoI-GR-561)

Author: Aglaia Anastasopoulou

This is an implementation of the learning scenario “We’re Going on a Tree Hunt” We’re Going on a Tree Hunt (LS-MT-302) – Teaching With Europeana , used as a starting point to create activities under the title “The Olive Tree, A Gift From Gods”, for a project about the olive tree in our school. The olive tree plays a very important role in the lives of Mediterranean people, in our case the Greeks. Originally offered to the Athenians as a gift from Athena, the goddess of wisdom, it is known as “liquid gold”, it symbolizes peace, and a wreath made by olive tree branches crowned the winners of the Olympic Games during ancient times. Taking into consideration its significance for our culture, I used the scenario mentioned previously to create a series of lessons for my 4^th grade students within the English lesson. Thirty eight 10 year old students (two classes-4^th grade) in our primary school took part in the lessons, for which the CLIL approach was used, integrating other school subjects such as Art, Information Technology, Environmental Studies, Physical Education, Language and History. The students worked in groups of 4 or 5. We had access to computers and overhead projectors as well as to materials used for craft work.

Aims

1. To raise the students’ cultural awareness through the realization of the significance of the olive tree for the Mediterranean people, discuss the traditions surrounding it and its role in various aspects of life
2. To enhance their English language skills, placing emphasis on the 4 Cs (Communication, Collaboration, Critical Thinking, Creativity)
3. To promote understanding of the natural world and the environment by exploring the growth cycle of the olive tree and its ecological importance
4. To discuss its historical significance for ancient civilizations and its geographical distribution promoting social awareness
5. To stimulate creativity and artistic expression
6. To enhance the students’ digital literacy

The Narrative

I used the specific scenario to activate the students’ schemata, their previous knowledge, and encourage them to inquire, think and guess about the tree we were going to “hunt”. The philosophy of the story implemented was closely related to the activities we were inspired to create, teacher and students together, since it places emphasis on group work, 21^st century skills (the 4 Cs), the students’ needs and it includes other subjects (CLIL approach). Thus, the learning scenario was mainly used as a starting point, a warm up for what is to follow.

1^st session (45 minutes)-Place: Computer room

• We studied the scenario, observed the pictures and the activities and a small discussion followed about well-known trees in Greece reaching the conclusion that the olive tree is the most famous (10 min.)
• The students gathered information regarding its origin and the myth surrounding it, places where it grows, its parts, what we get from it (olives, oil), its benefits and importance for our diet. Each topic was assigned to a different group and the students had to keep notes. The session took place in the computer room (15 min.)
• Each group presented its findings to class and they were assigned a worksheet about the parts of the tree (20 min).

2^nd session (45 minutes)- Place: Computer room

• The students discussed and selected key words that represent the olive tree according to the topic they were assigned as a group the previous day (5 min.)
• They created a poster using Word Art which features the chosen words (10 min.)
• The students created a booklet about the myth surrounding the origin of the olive tree, which is regarded to be a gift from Athena, the ancient Greek goddess of wisdom to the Athenians. Group work- each group illustrated a scene from the myth and thought of a caption (30 min.)

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After the 2^nd session we visited an olive grove nearby where the students had the opportunity to observe the natural habitat, the parts of the tree, exchange information with younger students, and have a walk around. They tasted olives and olive oil next to the trees they come from.

3rd session (45 minutes)-Place: Computer room

• Having experienced the previous sessions and the visit to the olive grove, the students formed groups to create a few questions for a small quiz about the olive tree (15min.)
• They created the quiz on Wordwall (15 min.)
• They took the quiz (15 min.)

4^th session (45 minutes)- Place: Classroom

• The students were divided in groups and they coloured ancient clay pots (amphorae) where the ancient Greeks kept olive oil (15 min.)
• Then, they created a craft with the olive branch using waffle paper, canson paper, scissors and glue (25 min).
• After the sessions were over the students were asked to reflect and complete a questionnaire (5 min.)

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Did you find this story of implementation interesting? Why don’t you read about the related learning scenario? Link to the learning scenario implemented: We’re Going on a Tree Hunt

Do you want to discover more stories of implementation? Click here.

PDM 1.0: the featured image used to illustrate this article has been found on Europeana and has been provided by the Deutsche Fotothek.