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.
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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.
|
|
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 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 |
Warmer Water in the Arctic Ocean
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Name of the school : Osnovno Uchilishte Professor Ivan Batakliev |
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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 |
5th grade |
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Number of students concerned Nombre d’élèves concernés |
24 |
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Dates of the activity (beginning & end) |
May 2026
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What were the objectives of the activity? Quesl sont les objectifs de cette acxtivité ? |
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Have the objectives been met? |
yes |
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Explain how you have worked. Expliquez comment vous avez travaillé. |
The activity was carried out through collaborative learning methods, group discussions, research tasks, and creative workshops. Students worked in small teams, exchanged ideas, and used both scientific information and artistic approaches to explore the topic of warmer Arctic waters. During the workshop, students also watched educational videos related to environmental problems in the Arctic region, including melting ice, endangered wildlife, and climate change. After watching the videos, they completed worksheets and discussion tasks that helped them analyze the information, reflect on the environmental challenges, and express their own opinions and ideas for possible solutions. |
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Explain the work done by the students Expliquez le travail des élèves |
Students worked in groups as “Arctic climate scientists.” Each group researched the following topics:
They prepared short presentations and digital slides. |
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What has been the final result ? Quel a été le résultat final ? |
The final result was increased environmental awareness among students and a better understanding of the global consequences of climate change. Students developed teamwork, communication, and research skills while producing informative and creative materials related to Arctic warming and environmental protection. |
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I join to this report ….. Je joins à ce rapport |
Video : yes https://www.youtube.com/watch?v=b-9xDztBhzE https://www.youtube.com/watch?v=j1wLb_CtioI
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THE FIREFIGHTERS
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Name of the school : Osnovno Uchilishte Professor Ivan Batakliev |
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Responsible person(s) for this activity |
Verka Maratilova |
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Other person involved in the activity Autre personne impliquée dans l’activité |
Maria Vachkova |
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Class(es) of students concerned Classe concernée |
1st grade |
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Number of students concerned Nombre d’élèves concernés |
9 |
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Dates of the activity (beginning & end) |
June 2026
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What were the objectives of the activity? Quesl sont les objectifs de cette acxtivité ? |
The main objectives of the activity were to introduce first-grade pupils to the important work of firefighters and to raise their awareness about the connection between climate change and the increasing number of natural disasters such as forest fires, heatwaves, and droughts. The visit aimed to help students understand how climate change affects people, nature, and emergency services. Another objective was to encourage responsible environmental behaviour and to develop respect for the work of firefighters who protect communities and the environment in difficult and dangerous situations. |
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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. |
The activity was carried out through experiential and interactive learning methods. In order to better understand the firefighter’s job, the pupils were taken to the local fire station where they met professional firefighters and learned more about their daily responsibilities. The firefighters showed the pupils around the station, presented their equipment, vehicles, and protective clothing, and shared important information about their work and the challenges they face. The pupils listened to presentations, asked questions, and observed practical demonstrations. Discussions were also organised about climate change, rising temperatures, and the increased risk of wildfires caused by extreme weather conditions. The activity successfully combined environmental education with real-life experience, helping pupils better understand the impact of climate change on society and emergency services. |
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Explain the work done by the students Expliquez le travail des élèves |
The pupils actively participated throughout the activity. They observed the firefighting equipment and rescue vehicles, listened carefully to the explanations of the firefighters, and asked many thoughtful questions related to fires and climate change. The children discussed ways to protect nature, save water, and prevent fires during hot summer periods.
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What has been the final result ? Quel a été le résultat final ? |
The final result of the activity was increased environmental awareness and improved understanding among pupils about the serious consequences of climate change. The children realised that rising temperatures and extreme weather conditions create more dangerous situations and make the work of firefighters more demanding and risky. The activity successfully encouraged pupils to think responsibly about protecting nature and reducing harmful human impact on the environment. At the same time, it strengthened their teamwork, communication skills, and appreciation for the important role of firefighters in society. |
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I join to this report ….. Je joins à ce rapport |
Video : no
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PLASTIC POLLUTION
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Name of the school : Osnovno Uchilishte Professor Ivan Batakliev |
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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 |
5th grade |
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Number of students concerned Nombre d’élèves concernés |
27 |
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Dates of the activity (beginning & end) |
May 2026
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What were the objectives of the activity? Quesl sont les objectifs de cette acxtivité ? |
The objectives of the activity were:
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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. |
The activity began with an introduction to the problem of plastic pollution and its negative consequences for the environment, marine ecosystems, animals, and human health. Students were presented with educational materials, videos, and discussions explaining how plastic waste affects the planet and contributes to environmental problems. After becoming familiar with the topic, the students took part in a creative workshop where they reused plastic bottles, caps, containers, and other waste materials to create artistic and practical objects. Through this hands-on activity, students developed their creativity while also understanding the importance of recycling, reusing materials, and reducing plastic consumption in everyday life. |
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Explain the work done by the students Expliquez le travail des élèves |
Students:
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What has been the final result ? Quel a été le résultat final ? |
The final result of the activity was a successful environmental awareness campaign combined with a creative recycling exhibition. Students improved their knowledge about plastic pollution and developed a stronger sense of environmental responsibility. The activity promoted teamwork, creativity, and sustainable thinking while encouraging students to adopt eco-friendly habits in their daily lives. |
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I join to this report ….. Je joins à ce rapport |
Video : no
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AIR QUALITY
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Name of the school : Osnovno Uchilishte Professor Ivan Batakliev |
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Responsible person(s) for this activity |
Zhasmina Hadzhiyska
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Other person involved in the activity Autre personne impliquée dans l’activité |
Yana Georgieva |
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Person outside the school involved in the activity Personne extérieure à l’école impliquée dans l’activité |
Parents |
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Class(es) of students concerned Classe concernée |
7th grade |
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Number of students concerned Nombre d’élèves concernés |
25 |
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Dates of the activity (beginning & end) |
30th January 2026
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What were the objectives of the activity? Quesl sont les objectifs de cette acxtivité ? |
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Have the objectives been met? Avez-vous atteint ces objectifs ? |
The objectives of the activity were successfully achieved through the active participation of the students in the laboratory work and practical tasks. Students became familiar with the main indicators of air quality and understood their importance for human health.
By using measuring devices and conducting observations in different environments, they successfully collected real data on air conditions. Students recorded their results, compared them, and drew conclusions about the factors influencing air quality, such as ventilation, the number of people in a room, and other environmental conditions.
Throughout the activity, students developed skills in teamwork, analysis, and critical thinking. They demonstrated a responsible attitude towards the assigned tasks and actively participated in discussions. As a result, their awareness and environmental culture were enhanced, as well as their understanding of the importance of maintaining a clean and healthy environment. |
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If your answer is no, why haven't you achieved your objectives? |
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Explain how you have worked. Expliquez comment vous avez travaillé. |
The activity began with preliminary preparation, which included organizing the teaching materials, equipment, and instruments needed for the laboratory work. Students were given safety instructions to ensure proper and secure handling of the tools and materials. The participants were then divided into teams to facilitate collaborative work.
During the activity, guidance was provided on how to use tables for recording data and how to document observations accurately. The work of the students was continuously monitored and supported, ensuring the correct use of equipment. Guiding questions were asked to stimulate thinking, encourage analysis, and help students draw conclusions.
At the end of the activity, the collected data was analyzed and summarized collectively, allowing students to reflect on their findings and better understand the results.
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Explain the work done by the students Expliquez le travail des élèves |
Students were introduced to the topic, objectives, and significance of investigating air quality. They participated in a discussion, developed an understanding of the key concepts, and distributed roles within their teams. Under the teacher’s guidance, they planned the course of the investigation, selected measurement locations, and prepared tables for recording results.
During the practical phase, students carried out measurements of various air quality indicators, following instructions for proper use of the equipment and adhering to safety rules. They carefully recorded the collected data, observed the conditions in different environments, and worked collaboratively within their teams.
After gathering the data, students compared their results, discussed their findings, and analyzed the impact of different factors on air quality. They formulated conclusions by linking their observations with the theoretical knowledge they had acquired.
At the end of the activity, students presented the results of their investigation to the class through oral presentations or short reports. They participated in discussions, answered questions, and reflected on their work. Additionally, they shared their impressions, evaluated their performance, and suggested ideas for improving air quality and protecting the environment.
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What has been the final result ? Quel a été le résultat final ? |
During the activity, students realized that air quality is closely linked to global climate change. They understood that increased levels of carbon dioxide and other pollutants contribute to the intensification of the greenhouse effect and lead to changes in the climate.
Through the conducted investigation, students made connections between everyday human activities—such as transportation, heating, and industry—and air pollution. This helped them recognize the need to take measures to protect air quality.
As a result, students proposed practical ideas for improving air quality, including:
In conclusion, the activity not only developed students’ scientific knowledge and skills but also fostered a responsible attitude towards the environment and a clear understanding that protecting air quality is an essential part of addressing climate change. |
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I join to this report ….. Je joins à ce rapport |
Video : no
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Dinosaurs, Fossils and Climate: A Time Travel Adventure
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Name of the school : Osnovno Uchilishte Professor Ivan Batakliev |
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Responsible person(s) for this activity |
Zhasmina Hadzhiyska
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Other person involved in the activity Autre personne impliquée dans l’activité |
Yana Georgieva |
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Person outside the school involved in the activity Personne extérieure à l’école impliquée dans l’activité |
Parents |
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Class(es) of students concerned Classe concernée |
7th grade |
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Number of students concerned Nombre d’élèves concernés |
25 |
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Dates of the activity (beginning & end) |
30th January 2026
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What were the objectives of the activity? Quesl sont les objectifs de cette acxtivité ? |
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Have the objectives been met? Avez-vous atteint ces objectifs ? |
The objectives of the activity were successfully achieved through the active participation of the students in the laboratory work and practical tasks. Students became familiar with the main indicators of air quality and understood their importance for human health.
By using measuring devices and conducting observations in different environments, they successfully collected real data on air conditions. Students recorded their results, compared them, and drew conclusions about the factors influencing air quality, such as ventilation, the number of people in a room, and other environmental conditions.
Throughout the activity, students developed skills in teamwork, analysis, and critical thinking. They demonstrated a responsible attitude towards the assigned tasks and actively participated in discussions. As a result, their awareness and environmental culture were enhanced, as well as their understanding of the importance of maintaining a clean and healthy environment. |
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If your answer is no, why haven't you achieved your objectives? |
-
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Explain how you have worked. Expliquez comment vous avez travaillé. |
The activity began with preliminary preparation, which included organizing the teaching materials, equipment, and instruments needed for the laboratory work. Students were given safety instructions to ensure proper and secure handling of the tools and materials. The participants were then divided into teams to facilitate collaborative work.
During the activity, guidance was provided on how to use tables for recording data and how to document observations accurately. The work of the students was continuously monitored and supported, ensuring the correct use of equipment. Guiding questions were asked to stimulate thinking, encourage analysis, and help students draw conclusions.
At the end of the activity, the collected data was analyzed and summarized collectively, allowing students to reflect on their findings and better understand the results.
|
|
Explain the work done by the students Expliquez le travail des élèves |
Students were introduced to the topic, objectives, and significance of investigating air quality. They participated in a discussion, developed an understanding of the key concepts, and distributed roles within their teams. Under the teacher’s guidance, they planned the course of the investigation, selected measurement locations, and prepared tables for recording results.
During the practical phase, students carried out measurements of various air quality indicators, following instructions for proper use of the equipment and adhering to safety rules. They carefully recorded the collected data, observed the conditions in different environments, and worked collaboratively within their teams.
After gathering the data, students compared their results, discussed their findings, and analyzed the impact of different factors on air quality. They formulated conclusions by linking their observations with the theoretical knowledge they had acquired.
At the end of the activity, students presented the results of their investigation to the class through oral presentations or short reports. They participated in discussions, answered questions, and reflected on their work. Additionally, they shared their impressions, evaluated their performance, and suggested ideas for improving air quality and protecting the environment.
|
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What has been the final result ? Quel a été le résultat final ? |
During the activity, students realized that air quality is closely linked to global climate change. They understood that increased levels of carbon dioxide and other pollutants contribute to the intensification of the greenhouse effect and lead to changes in the climate.
Through the conducted investigation, students made connections between everyday human activities—such as transportation, heating, and industry—and air pollution. This helped them recognize the need to take measures to protect air quality.
As a result, students proposed practical ideas for improving air quality, including:
In conclusion, the activity not only developed students’ scientific knowledge and skills but also fostered a responsible attitude towards the environment and a clear understanding that protecting air quality is an essential part of addressing climate change. |
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I join to this report ….. Je joins à ce rapport |
Video : no
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