2. Brosura

Lesson Plans and Teaching Activities

Table of contents:

1. The Latvian Forest, its wildlife and resources 

2. The Belgian Forest and its resources (trees and wilds plants) 

3. The Portuguese Forest and its resources 

 The Green Message Tree4.

5. The  Forest in Romanian Literature  

6. Wood as a natural resource 

7. Danube Delta and Letea Forest 

8. The Benefits and Functions of the Forest - How the forest influences our daily life 

9. Forest Bathing 

10.  PANAS-GEN 

1. THE LATVIAN FOREST, ITS WILDLIFE AND RESOURCES

Teacher: Martins Danne

Date: 19th May 2021

Duration: 150 minutes

Topic: The Latvian Forest, its wildlife and resources

Keywords: Forest, Products, Biodiversity, Wildlife, Natural protection

Lesson objectives:

• To make students aware of forest diversity in different countries.

• To learn about the importance of various trees in forests.

• To learn about the role of forests in conserving biodiversity.

• To make students aware of the diversity of products people can aquire from forests.

• To learn the sustainable way of using different forest gifts - mushrooms and berries.

• To learn the importance of creating nature conservation areas for forests - nature reserves

and nature parks.

Activity No 1 Introduction to Latvian forests

Aim: To introduce the students to Latvian forests

Estimated time: 30'

Procedure: Students and teachers watch a presentation about Latvia and its forests.

Tip: In order to make the theme as exciting as possible to other students, the presentation also

includes information about their respective countries.

After the presentation, the students take part in a carefully prepared online test (on Kahoot.com),

in which everyone has the opportunity to show their knowledge and ingenuity.

Activity No. 2 Introduction to the most common trees of the Latvian forests

Aim: To introduce the students to the most common trees of the Latvian forests

Estimated time: 30'

Procedure: Students and teachers take a test on the Kahoot.com website about the ten most

common trees in Latvia. This activity was fully interactive, as students are actively involved in

finding the right answers while listening to the questions asked. Students will gain valuable

information about the great practical importance of each tree species in the life of local Latvian

people and in the national economy in general.

Activity No. 3 Introduction to the most common animals of the Latvian forests

Aim: To introduce the students to the most common animals of the Latvian forests

Estimated time: 30'

Procedure: Students and teachers watch a very comprehensive presentation about the most

common animals of the Latvian forests. After the presentation, the students take part in online test

prepared on Kahoot.com.

Tip: To make the information given to students easier to understand, it can be structured in several

separate sub-topics. These include: herbivores, carnivores, reptiles and birds. During the

presentation, a very thoughtful narration should accompany beautiful and informative illustrations

that allow students to delve even deeper into the topic.

Activity No. 4 presentation about the gifts of the forest

Aim: To introduce the students to the diversity of products people can acquire from forests

Estimated time: 30'

Procedure: Students and teachers watch a very comprehensive presentation about the diversity of

products people can acquire from forests. After the presentation, the students take part in online

test prepared on Kahoot.com.

Activity No. 5 presentation about Latvia's nature conservation areas

Aim: To teach students the importance of nature conservation

Estimated time: 30'

Procedure: Students and teachers watch a presentation about some of the most important forest

conservation areas in Latvia. After the presentation, survey will be taken using Google Forms to

find out students' views on the importance of nature conservation and sustainable forest

management.

2. THE BELGIAN FOREST AND ITS RESOURCES (TREES AND WILDS PLANTS)

Teachers: Sainthuile Laure and Durieux Nancy

Date: 18th May 2021

Duration: 150 minutes

Topic: The Belgian Forest and its resources (trees and wilds plants)

Keywords: Forest, Products, Biodiversity, Sustainability, Erasmus Experience, cooking with wilds

plants, trees.

Lesson objectives:

• To make students aware of the importance of taking care of the Forest.

• To make students aware of the importance plants

• To make students aware of the importance of taking care of the trees

• To increase awareness of the forest's importance in our daily lives.

• To learn about the natural Belgian environments.

• To motivate students' cooperation in groups.

• To motivate students to learn, to strengthen relations, to develop intervention and new skills in

the fields of media, ICT and communication in foreign languages.

• To develop skills of tolerance, acceptance, integration behaviours and emotional intelligence.

Lesson Steps:

Opening session and Welcoming

1º Students present the book "cooking with wilds plants »

2º Students will be invited to play an online Game using the Quizizz application and to answer some

questions about what they learn.

https://quizizz.com/admin/quiz/60a278c77dbe63001bc976d3

3º Students present the "Botanic atlas"

4º Students will be invited to play an online Game using the Quizizz application and to answer some

questions about what they learn.

https://quizizz.com/admin/quiz/60a263b79a0719001be14071

5º Students and teachers present a little escape game about the forest using the genially application

https://view.genial.ly/607ea1fe4298ce0d07462ee0

6º Students and teachers present some posters about the forest. They were made by art classes

7º The session will be closed with the a video presentation of Chimay

https://www.youtube.com/watch?v=oTJ0PXyv8oQ

Resources: Computers, Internet

3. THE PORTUGUESE FOREST AND ITS RESOURCES

Teachers: Sandra Oliveira, Antonieta Costa, Helena Alves and Iolanda Silva, Agrupamento de Escolas de

Fafe, Portugal

Date: 20th May 2021

Duration: 150 minutes

Topic: The Portuguese Forest and its resources

Keywords: Forest, Products, Biodiversity, Sustainability, Erasmus Experience

Lesson objectives:

• To make students aware of the importance of taking care of the Forest.

• To increase awareness of the forest's importance in our daily lives.

• To learn about the natural Portuguese environments.

• To motivate students' cooperation in groups.

• To motivate students to learn, to strengthen relations, to develop intervention and new skills in

the fields of media, ICT and communication in foreign languages.

• To develop skills of tolerance, acceptance, integration behaviours and emotional intelligence.

Lesson Steps:

Opening session and Welcoming

1º Students and teachers will watch a presentation on a video about the city of Fafe (a region in the North

of Portugal) and a Natural Park - Estrela Park.

2º Students will be invited to play an online Game using the Wordwall application and to answer some

questions about what they learn.

https://wordwall.net/resource/16267009

3º Students and teachers will watch the presentation "We are an EcoSchool". Some activities developed

in our school, regarding sustainable activities and behaviour will be presented.

4º Students and teachers will watch a presentation about our local Biodiversity entitled "Our Forest our

Treasure". Some posters made by the Portuguese students will be presented.

 5º The Brochure "MYTHS AND MOTIVES ABOUT FORESTS IN ART" will be presented. It will

allow comparing natural environments of the partner countries.

https://www.flipsnack.com/19361/booklet-myth.html

6º. The Photo Contest "Sustainable city" will be presented.

7º Students and Teachers watch a Video about cork, a great Portuguese forest product.

https://www.amorim.com/pt/media/galeria-de-videos/cork-the-natural-born-technology/2038/

8º. Students will be invited to play an online Game using the KAHOOT application and to make a CORK

QUIZZIZ. The results will be presented.

9º Presentation "What about sustainability and the Future - The Climate Change Challenge"+ APP. This

app, developed by students, allows us to simulate space travel; it is possible to see our forests from space,

reducing the ecological footprint.

10º Students and will be invited to share their feelings and personal experience using an online tool -

Padlet : "What about my Erasmus Experience".

https://padlet.com/sandrasoliveira/6ab1vv2z0prd

11º For the Evaluation Survey, students will be asked to evaluate the project using an online tool -

Mentimeter. Students sum up the project in 3 key words :1 noun (a thought), 1 adjective (a feeling), 1

verb (an action) and thus create a collaborative Wordcloud.

https://www.menti.com/upou15p53w

12º The session will be closed with the presentation of the results through the project website

https://ae-fafe.pt/erasmusmais/

Resources: Computers, Internet

4. THE GREEN MESSAGE TREE

Teacher: Florentina Barciuc, Liceul Teoretic Emil Racovita, Galati, Romania

Date: 21st May 2021

Activity No. 1 The Green Message Tree

Aim:

 • To encourage students to think and act green when it comes to forests

Materials needed:

 • Brown, green, light blue coloured paper or poster boards; scissors; glue or

adhesive tape.

Estimated time: 30'

Procedure:

• Introduce the topic by explaining how we should all be responsible for

protecting the forests and the environment in general.

• The teacher explains that the students are going to work in groups and

build a tree to encourage the community (school, local community) to

adopt a green attitude towards the forests and the environment.

• Cut the brown paper in the shape of a trunk and some branches; the green

paper is to be cut under the shape of leaves. Use glue or adhesive tape to

attach them to a light blue paper/poster board.

• Students write on the leaves some good/healthy practices that help protect

the forest and the environment in general. (They can write about avoiding

junk mail, like brochures from supermarkets; not using pesticides;

recycling paper; avoid using paper bags and replace them with reusable

fabric ones; planting trees any time they have the chance; use

biodegradable detergents; not leave rubbish behind when going for a

picnic; when redecorating avoid changing furniture and restore the one

you have etc.

• Exhibit the tree in a place that is visible for others and leave some empty

leaves for.

Follow -up:

• Can each one of us actually do something to protect the forests/the

environment?

• What did the others think about your initiative?

• Did you add enough leaves with "green" habits?

Tip:

 • The activity can be done in a digital format using an interactive board.

Activity No. 2 The Forest Club

Aim: • To encourage people to spend time in nature

Materials needed: • Paper, coloured pencils, pictures; animation websites

Estimated time: 50'

Procedure:

 • Encourage students to think about a forest close to where they live.

• Explain that they are going to try to set up a club and the starting point is

to advertise the activities that the club suggests (go for a nature walk,

search for bugs, plants and trees, go birdwatching, climb trees, explore the

area by bike, find your way with a compass and a map).

• They should work in groups and create an advertisement for the club in the

form of a poster or an animated video. The next school year they can pick

another forest to do similar activities.

Follow -up:

 • Think about the benefits of spending time in nature.

5. THE FOREST IN ROMANIAN LITERATURE

Teacher: Mariana Constantin, Emil Racoviță Theoretical Highschool, Galați, Romania

Date: 17th May 2021

Duration: 50 minutes

Topic: The Forest in Romanian Literature

Keywords: Forest, Romanian Literature, poets, characters, symbols

Lesson objectives:

• To make students aware of the importance of the itinerary motif of the forest

• To become aware of the symbols of the forest

• To learn about the creatures of the forest as literary characters

• To motivate students' competitional spirit

• To motivate students to learn, to strengthen relations, to develop intervention and new skills in

the fields of media, ICT and communication in foreign languages.

• To develop skills of tolerance, acceptance, integration behaviours and emotional intelligence.

Lesson Steps:

The etymology of word "forest"

1º Students will be invited to listen to the sound of the forest (a video) while the teacher talks about the

etymology of the word "forest".

2º The teacher invites them to look at a 3D element, an animal of the forest, a steg, to play with it for a

few moments.

3º Students and teachers will watch the presentation about the Romanian poets and writers who dealt with

the motif of the forest: Mihai Eminescu, Lucian Blaga, Liviu Rebreanu, Ion Creangă, Mircea Eliade. They

read lines translated into English from different literary works.

4º Students have to play a game - Matching Pairs. They have to match the photo of the writer and the

specific tree one can find in his literary work.

5º The teacher presents some photos and information about the creatures of the forest in the Romanian

folklore: negative characters like The Mother of the Woods, The Zmeu, The Căpcăun (Ogre) and positive

characters like The Fairy Godmother (Zâna), The Iele.

6º. Students are invited by the teacher to write on a collaborate board some words that show what

symbolizes forest in literature.

7º Students will be invited to play an online Game -Time to Climb. The results will be presented.

The link to the Nearpod lesson created by me:

https://share.nearpod.com/l6k59h7Y6gb

Resources: Wikipedia, Nearpod Application

6. WOOD AS A NATURAL RESOURCE

Teacher: Nicoleta Dominteanu, Social Sciences teacher at Emil Racoviţă Theoretical High

School, Galaţi

Date: 21st of May 2021

Wood as a natural resource

Aim: • To learn about the value of wood as a natural, renewable resource.

Lesson objectives:

• To increase awareness of the importance of taking care of the forest.

• To encourage students to value the importance of the forest in our daily lives.

• To learn about the natural Romanian environments.

• To motivate students to learn, to create bonds and improve foreign

language communication skills, ICT and media skills.

• To develop such skills as: critical thinking, debating, tolerance,

acceptance, integration and emotional intelligence.

Materials needed: 

• Laptop, Internet connection.

Estimated time: 30'

Procedure • The teacher introduces the topic using a presentation that the students

follow.

https://view.genial.ly/60a14f65c0967f0d0f04a7c5/presentationnatural-

resources-wood

• The presentation tackles three main ideas: "Wood is the "greenest" resource in the world, we should use more of it!", "Climate change means we should spend more money on protecting forests!" and "Forestry is not about trees, it is about people!". The participants at the activity express their views, for or against each idea, using Padlet as a tool.

https://padlet.com/nicoleta_dominteanu/224mppyno94rjziu

Follow -up: Think about practical solutions to actively participate in protecting

the forest and increasing the forrested land in your local area.

Annex 1

1. Hello! I am Nicoleta Dominteanu and this presentation is about natural resources. There are several

natural resources that our planet offers us: water, soil, air, but today we are going to talk about wood as a

natural resource.

2. Here are some of the advantages of using this type of material as an economic resource. First of all, it is

recyclable, which means that we can reuse it. Then, when we say that it is beautiful, we refer to the fact that

it can be turned into furniture, decorations and even jewelry. It is strong and long-lasting, that is why it is

great for construction; we can see houses that are even a hundred years old. In addition, wood is a great

insulator, in terms of both sound and heat. Of course, there are several other uses.

3. After the fall of the Communist regime in 1990 when the forest reached 7 million hectares, numbers have

constantly been decreasing to reach about 3 million hectares nowadays. The main cause for decrease is the

change in property, namely the fact that the state assigned forests to private property. Another reason for

this was illegal deforestation. Here are the details in numbers, when it comes to the forest fund in Romania.

4. For the reason that it is such a precious resource we have to use it rationally and encourage both

afforestation and reforestation in order to preserve its value. In Romania there is an afforestation program

whose target is to reach almost 13000 hectares of new forest in 2021 using both natural and artificial means.

However, the figure is too low compared to the massive phenomenon of deforestation.

5. With 27% forested area, Romania is on the 8th place in Europe. The potential of forests in Romania, low

land prices and corruption at the local level have attracted companies from other Member States, which

have taken land grabbing actions, followed by illegal deforestation. The negative consequences of excessive

deforestation have a double component.

The economic component which refers to the fact that around 50,000 jobs have been lost to the local

economy, compared to only 3,000 created by foreign companies. The Romanian Court of Accounts reported

illegal cuts that led to losses of at least EUR 5 billion. In addition, the costs of reducing the risk of floods

for the coming years are estimated at around EUR 17 billion.

The environmental component, referring to the increased risk of floods, landslides and other natural

disasters, which have already led to significant loss of human and material life.

6. Two thirds of Romania's forest fund is state-owned, managed by Romsilva, and one third is privately

owned. Although there are clear laws regarding logging, we still face illegal deforestation, corruption or

illegal logging. According to statistics, if in this second a 20 m tree is cut down legally, in the next second,

another tree is cut down illegally.

7. First of all, these forests represent the form of forest ecosystems unspoilt by man. In these forests, nature

has taken its course and generated the most complex ecosystems. They are the only places where the lesson

of biodiversity is taught, literally.

8. The story of identifying and protecting virgin forests begins in 2011, through the Save the Virgin Forests

campaign initiated by The World Wildlife Fund-Romania. The catalogue of virgin forests was established

and many of these areas have become UNESCO heritage.

7. DANUBE DELTA AND LETEA FOREST

Teacher: Delia Humelnicu, Liceul Teoretic "Emil Racovita", Galati, Romania

Date: 21st May 2021

Activity No. 1 Didactic film: Danube Delta and Letea Forest

Aim: 

• To encouraging students to explore natural environments using films related to green spaces and forest areas;

• To development the ability to synthesize information and highlight important elements;

• To encourage the dialogue between students, acceptance of reality through the perception of the other

• To cultivate beauty among students, by popularizing protected, special areas, favoring the quality of tourism

Materials needed: • Laptop, no longer than 10' movies with protected areas, national parks,

forest reservations.

Estimated time:  45'

Procedure:

• Introduction to the theme of films, explaining the characteristics of the 

protected area (Danube Delta), to get students' attention.

• The teacher explains how the whole activity will take place, starting with

the 2 movies that will run in the next minutes, then dividing the students

into groups (both in the classroom and online, in the rooms, each group

created being responsible for making a pitch (respectively a short

presentation, of about 1 minute, through which they will capture the

attention of others, similar to a short speech through which students are

asked to popularize the area (Danube Delta, in our case, but it can be any

region / national park / Globe reservation).

• For a maximum of 10 minutes, students watch the presented films, being

asked to write down some elements that seem interesting and with which

they will be able to build the pitch.

• After watching the videos, for 10 -15 minutes students will discuss in rooms

/ groups the elements they watched and which seem to be the most

interesting and will build the pitch, through dialogue and collaboration.

• Each team will delegate a representative who will present the team's pitch,

in an attractive manner, as an advertisement

• After the presentations, the students are asked to vote for the most

interesting pitch, using the menti.ro application (any team can vote, except

for the team in which they worked on the presentation of the pitch);

• During the presentations, the most interesting aspects of the visualized

spaces will be highlighted, and by repeating some information, learning

through play is achieved.

Follow -up:

• Is it interesting to visit that place (Danube Delta, in our case)?

• What is the importance of protecting green spaces?

• What are the elements that endanger their stability?

• What is their role in today's society and how can we each contribute to their preservation?

• Would you like to be a tourist there?

Tip: 

- The activity can be done in a digital format using an interactive board, laptop or TV.

- The activity can also be organized physically, in the classroom, with the students divided into groups.

8. THE BENEFITS AND FUNCTIONS OF THE FOREST - HOW THE FOREST INFLUENCES OUR DAILY LIFE

Teacher: Corina Rotaru, Liceul Teoretic "Emil Racovita", Galati, Romania

Date: 21st of May 2021

Activity No. 3 The Benefits and Functions of the Forest - How the forest influences our daily life

Aim: To understanding and analyze the role of forests in terms of the benefits they

bring

Materials needed:

• post-it notes, flipchart or blackboard,

• markers

Estimated time: 30'

Procedure:

 • The teacher prepares cards; on each he writes one benefit of the

forest for human life: oxygen production; production of water

vapors in the atmosphere; supporting sloping lands;

wood for construction; recreational space; food source; shelter and

place of refuge; wood for fire; water retention on the slopes;

raw material for ornamental objects and wooden houses. There will

be as many cards as there are students in class, but the teacher will

prepare more cards with benefits of major importance.

• On the whiteboard, flip chart or other wall board the teacher draws a

triangle with the tip down. 10 levels are drawn in its perimeter.

Students draw a ticket with a benefit, then stick it where they think

it belongs in terms of importance for people's lives on one level of

the triangle, starting from the top of the inverted triangle (most

important benefits. Each benefit will correspond to a single level.

The number of cards stuck, corresponding to a level, respectively a

benefit, will be larger at the top of the drawing (where the base the

inverted triangle will allow more cards to be placed) which denotes

the importance that those benefits (e.g. air and water) have in human

life.

• After placing their card, students bring argument to support their

option. Most likely, there will be different answers. In those

situations, students may agree to change the level at which they

have placed certain benefits.

It is important for the teacher to point out the fact that there is no

wrong answer, but only different perceptions, and certain general

trends- some benefits are essential to life, others have an optional

character. It can be agreed with the group even deleting the dividing

lines, and keeping two broad categories of benefits.

• After reviewing the benefits of the forest, the teacher will discuss

the historical perspective: has the importance of accepting benefits

for people changed over time? what remained of the same

importance, what diminished? If so far we have focused on the

impact that the forest has on society, what is the situation in the

mirror - what impact do people have on the forest? How has it

changed over time? Why?

• Can the forest be also seen from a financial perspective? Bring

arguments. What did you find out about the role of forests in our

society? How do you think it would be advisable to treat forests in

the future? Bring arguments.

Follow -up:

• Students will be encouraged to create an investment program that

reduces to minimum forest degradation.

9. FOREST BATHING

Teacher: Sabina-Maria Vasilescu, Liceul Teoretic Emil Racovita, Galati, Romania

Date: 17th May 2021

Duration: 50 minutes

Topic: Forest Bathing

Keywords: Forest, Wellbeing, Connection

Lesson goals:

• To make students aware of the importance of taking care of the Forest.

• To increase awareness of the forest's importance in our daily lives.

• To motivate students' cooperation in groups.

• To develop skills of tolerance, acceptance, integration behaviours and emotional

intelligence.

Lesson Steps:

1. Students are divided into two groups and they are explained that they are going to be part

of a test.

They are invited to scan their feeling and state of mind before starting the test.

2. The two groups of students are going to receive two different pictures. In one picture they

can see a forest in in the other picture they see sky scrapers, no nature (source: the

internet or personal pictures). Students are invited to look at the picture for 3 minutes.

3. Students will take the Panas Test (Annex)

4. Students are united in one group and invited to say how they felt during the time they had

to watch the pictures, the role of nature in their lives, for a healthy mindset. Students are

also invited to think of what "coping" methods they used during the pandemic lockdown

(sports, connection with nature, a pet, family, etc)

5. Students are asked if they know what "Forest Bathing" (Shinrin -yoku) is, then provided with

and explanation

*Forest Bathing= The term emerged in Japan in the 1980s as a physiological and psychological

exercise called shinrin-yoku ("forest bathing" or "taking in the forest atmosphere"). The

purpose was twofold: to offer an eco-antidote to tech-boom burnout and to inspire residents to

reconnect with and protect the country's forests.

6. Students are invited to a guided meditation in the forest.

https://www.youtube.com/watch?v=-9eSQNbeezI

https://www.youtube.com/watch?v=lgSbF_xH9LU&t=360s

https://www.youtube.com/watch?v=6am3OS-Ejzk

Resources

Computers, Internet, forest or a park (if social/pandemic circumstances allow it)

10. PANAS-GEN

About: This scale is a self-report measure of affect.

Items: 20

Positive affect: questions 1, 3, 5, 9, 10, 12, 14, 16, 17, & 19

Negative affect: questions 2, 4, 6, 7, 8, 11, 13, 15, 18, & 20

Reliability:

Watson, Clark, & Tellengen (1988) demonstrated internal consistency for the PANAS ranged

between .86 - .90 for positive affect and .84 - .87 for negative affect.

Test-retest reliability for the PANAS (1 week) were reported as .79 for positive affect and .81 for

negative affect (Watson et al., 1988).

Validity:

Correlation of the PANAS to HSCL = .74 for negative affect and -.19 for positive affect.

Correlation of PANAS to BDI = .65 for negative affect and -.29 for positive affect.

Scoring: Very slightly or not at all A little Moderately Quite a bit Extremely

All questions 1 2 3 4 5

The total score is calculated by finding the sum of the 10 positive items, and then the 10 negative

items. Scores range from 10 - 50 for both sets of items. For the total positive score, a higher

score indicates more of a positive affect. For the total negative score, a lower score indicates less

of a negative affect.

References:

Watson, D., Clark, L. A., Tellegen, A. (1988). Development and validation of brief measures of

positive and negative affect: The PANAS scales.

Journal of Personality and Social Psychology, (54), 1063-1070.

This scale consists of a number of words that describe different feelings and emotions. Read each

item and then mark the appropriate answer in the space next to that word. Indicate to what extent

you GENERALLY feel this way, that is how you feel ON AVERAGE.

Use the following scale to record your answers.

Very slightly or not at all A little Moderately Quite a bit Extremely Very slightly or

not at all

Interested o o o o o o

Distressed o o o o o o

Excited o o o o o o

Upset o o o o o o

Strong o o o o o o

Guilty o o o o o o

Scared o o o o o o

Hostile o o o o o o

Enthusiastic o o o o o o

Proud o o o o o o

Irritable o o o o o o

Alert o o o o o o

Ashamed o o o o o o

Inspired o o o o o o

Nervous o o o o o o

Determined o o o o o o

Attentive o o o o o o

Jittery o o o o o o

Active o o o o o o

Afraid o o o o o o

3. ATLASUL BOTANIC