ACTIVITIES IN BULGARIA
PRECIPITATION
WEATHER OR CLIMATE
: ANDRE CELSIUS. Meaning of the temperature scale. Contributions to science.
Dangerous jobs related to the climate : roofers and masons
PICTURES ABOUT ANDRE CELSIUS
Pictures about the work about ROOFERS & MASONS
Continental climate. Define. Features. Subtropical climate. Define. Features.
PICTURES DURING THE WORK :Continental climate. Define. Features. Subtropical climate. Define. Features.
World news related to climate change
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Name of the school : Osnovno Uchilishte Professor Ivan Batakliev, Pazardzhik, Bulgaria |
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Responsible person(s) for this activity |
Mariya Bonova |
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Other person involved in the activity Autre personne impliquée dans l’activité |
Zhasmina Hadzhiyska |
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Class(es) of students concerned Classe concernée |
6th & 7th |
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Number of students concerned Nombre d’élèves concernés |
14 |
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Dates of the activity (beginning & end) |
February
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What were the objectives of the activity? Quesl sont les objectifs de cette acxtivité ? |
The main objective of this activity was to help our students understand the environmental problems caused by climate change and to encourage them to take an active role in sharing that knowledge with others. By creating a paper newspaper using different materials—such as articles, drawings, interviews, and fact boxes—they were able to explore the topic in a hands-on and creative way.
Another key objective was to develop their skills in research, teamwork, and layout design. This project gave them the opportunity to work like young journalists—gathering information, writing about real issues, and presenting it in a format that others could read and learn from. Most importantly, I wanted them to realise that their ideas and voices matter, and that they can make a difference by informing others about the effects of climate change.
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Have the objectives been met? Avez-vous atteint ces objectifs ? |
Yes |
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Explain how you have worked. Expliquez comment vous avez travaillé. |
I had a lessons that would help my students understand the topic of climate change and guide them through the process of creating a newspaper by hand. I began by collecting a variety of printed materials—articles, magazines, leaflets, and worksheets—that included useful information and images about environmental problems.
I then divided the students into small groups, and each group was assigned one part of the newspaper. I supported them as they selected texts and images to use, either from the materials I had provided or from their own research. We printed or cut out these items, and students glued them onto large pieces of cardboard to form the different newspaper pages.
Throughout the process, I helped students organise their work and make sure their message was clear. I also encouraged them to be creative while staying focused on the main goal: to inform others about the problems caused by climate change and inspire positive action.
In the end, we displayed the finished cardboard newspaper in the classroom, and later shared it with other classes.
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Explain the work done by the students Expliquez le travail des élèves |
The students were actively involved in every stage of the activity. After learning about climate change and its effects, they worked in small groups to create different sections of our newspaper. Each group chose a specific environmental problem to focus on.
They began by gathering information from printed materials I provided. Then, they selected the most important facts and messages they wanted to share. Once their written content was ready, they started designing their newspaper pages. Using a large piece of cardboard as a base, students glued on their text and images. They worked together to plan the layout of their sections.
Students showed great teamwork, creativity, and focus. They took their roles seriously and were proud to contribute to a project that had meaning and purpose.
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What has been the final result ? Quel a été le résultat final ? |
The final result of the activity was a colourful, creative, and informative class newspaper displayed on large cardboard. Each group’s contribution came together to form a complete and impressive visual piece. We displayed the finished work in our classroom and shared it with other classes and teachers.
The activity also helped build a stronger sense of responsibility and care for the environment among the students. They developed a deeper understanding of climate issues and the importance of raising awareness. |
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I join to this report ….. Je joins à ce rapport |
Video : no
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A board representing a variety of climates
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Name of the school : Osnovno Uchilishte Professor Ivan Batakliev, Pazardzhik, Bulgaria |
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Responsible person(s) for this activity |
Mariya Bonova |
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Other person involved in the activity Autre personne impliquée dans l’activité |
Zhasmina Hadzhiyska |
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Class(es) of students concerned Classe concernée |
6th & 7th |
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Number of students concerned Nombre d’élèves concernés |
14 |
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Dates of the activity (beginning & end) |
February
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What were the objectives of the activity? Quesl sont les objectifs de cette acxtivité ? |
The main objective of this activity was to help our students understand the environmental problems caused by climate change and to encourage them to take an active role in sharing that knowledge with others. By creating a paper newspaper using different materials—such as articles, drawings, interviews, and fact boxes—they were able to explore the topic in a hands-on and creative way.
Another key objective was to develop their skills in research, teamwork, and layout design. This project gave them the opportunity to work like young journalists—gathering information, writing about real issues, and presenting it in a format that others could read and learn from. Most importantly, I wanted them to realise that their ideas and voices matter, and that they can make a difference by informing others about the effects of climate change.
|
|
Have the objectives been met? Avez-vous atteint ces objectifs ? |
Yes |
|
Explain how you have worked. Expliquez comment vous avez travaillé. |
I had a lessons that would help my students understand the topic of climate change and guide them through the process of creating a newspaper by hand. I began by collecting a variety of printed materials—articles, magazines, leaflets, and worksheets—that included useful information and images about environmental problems.
I then divided the students into small groups, and each group was assigned one part of the newspaper. I supported them as they selected texts and images to use, either from the materials I had provided or from their own research. We printed or cut out these items, and students glued them onto large pieces of cardboard to form the different newspaper pages.
Throughout the process, I helped students organise their work and make sure their message was clear. I also encouraged them to be creative while staying focused on the main goal: to inform others about the problems caused by climate change and inspire positive action.
In the end, we displayed the finished cardboard newspaper in the classroom, and later shared it with other classes.
|
|
Explain the work done by the students Expliquez le travail des élèves |
The students were actively involved in every stage of the activity. After learning about climate change and its effects, they worked in small groups to create different sections of our newspaper. Each group chose a specific environmental problem to focus on.
They began by gathering information from printed materials I provided. Then, they selected the most important facts and messages they wanted to share. Once their written content was ready, they started designing their newspaper pages. Using a large piece of cardboard as a base, students glued on their text and images. They worked together to plan the layout of their sections.
Students showed great teamwork, creativity, and focus. They took their roles seriously and were proud to contribute to a project that had meaning and purpose.
|
|
What has been the final result ? Quel a été le résultat final ? |
The final result of the activity was a colourful, creative, and informative class newspaper displayed on large cardboard. Each group’s contribution came together to form a complete and impressive visual piece. We displayed the finished work in our classroom and shared it with other classes and teachers.
The activity also helped build a stronger sense of responsibility and care for the environment among the students. They developed a deeper understanding of climate issues and the importance of raising awareness. |
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I join to this report ….. Je joins à ce rapport |
Video : no
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A POEM ON THE SEA
Links to the videos :
https://drive.google.com/file/d/1ZKiXdqrt0WfbnVMoMUgLfc-0PkpQ740Z/view?usp=sharing
https://drive.google.com/file/d/1ZKiXdqrt0WfbnVMoMUgLfc-0PkpQ740Z/view?usp=sharing
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Name of the school : Osnovno Uchilishte Professor Ivan Batakliev, Pazardzhik, Bulgaria |
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Responsible person(s) for this activity |
Mariya Bonova |
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Other person involved in the activity |
Adelina Simitchieva |
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Class(es) of students concerned |
5th |
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Number of students concerned |
24 |
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Dates of the activity (beginning & end) |
May
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What were the objectives of the activity?
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The objectives of this activity were:
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Have the objectives been met? |
Yes |
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Explain how you have worked.
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The activity was introduced to the students with a brief explanation about its purpose and its connection to the Erasmus project. I provided the students with some background information about the state of our oceans, the impact of pollution, and the importance of keeping the seas clean. My colleague, Mrs Simitchieva, also gave them some guidance on how to approach writing a poem, including suggestions on imagery, emotions, and possible vocabulary related to the sea.
Students were then asked to work independently, each writing their own poem inspired by the sea and the need to protect it. They were encouraged to be creative, sincere, and thoughtful in their writing. |
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Explain the work done by the students
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Each student wrote an individual poem expressing their thoughts, feelings, and concerns about the sea and the importance of keeping it clean. The students used different poetic styles and approaches, from lyrical and descriptive to more direct and message-driven.
After all the poems were submitted, we reviewed them together, and two poems were selected to be featured in a short video. These students rehearsed reading their poems aloud, and the selected poems were recorded as a creative contribution to the project. |
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What has been the final result ?
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The final result is a collection of original poems that reflect the students’ personal engagement with environmental issues, especially the protection of our seas. The two selected poems were filmed and the two short videos are included in the current report.
The activity helped students become more aware of environmental problems while also giving them space for creative self-expression. It was a simple yet meaningful way to connect climate education with language learning. |
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I join to this report …..
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Video : yes |