HAPPY PLANET

ECOLOGICAL INITIATIVES IN OUR SCHOOLS

Here is the School newsletter “Happy Planet” – regular issues featuring articles, reviews of ecological books, interviews with local activists, and coverage of project activities.

ACADEMY OF WASTE HUNTERS - POLAND

The younger students are taking part in the program “Academy of Waste Hunters,” whose goal is to promote pro-ecological attitudes and teach children how to care for the environment.

As part of the first task, the children learned about the concept of the Circular Economy (GOZ – “gospodarka obiegu zamkniętego”), which is a system where waste becomes a resource and products are reused instead of being sent to landfills.

At the end of the lesson, the students created art projects using recycled materials, giving a second life to used packaging and other objects. Through this hands-on activity, they discovered that waste segregation and reuse play an important role in protecting our planet.

 

COMPETITION IN POLAND - BEST RECYCLED PROJECT

As part of the ecological Happy Planet project, our school held a competition for students in grades 1–3 titled “Best Recycled Project.” The task was to create an autumn tree using waste materials. The aim of the competition was to develop students’ creativity, promote the idea of reusing resources, and encourage attitudes of environmental responsibility.

The submitted works showcased the students’ inventiveness and their ability to creatively reuse waste such as cardboard, newspapers, paper rolls, plastic bottle caps, CDs, and pieces of packaging. Individual elements were assembled and painted to create colourful and impressive compositions. The projects stood out for their interesting forms, careful craftsmanship, and skillful use of a variety of recyclable materials.

The competition demonstrated that waste can become valuable artistic material, and the children approached the ecological challenge with great enthusiasm and engagement. The autumn trees they created helped promote the idea of creative recycling. The competition was another important part of the environmental activities carried out within the Happy Planet project.

 

 

OBSERVING THE PLANT LIFE CYCLE IN A GREENHOUSE

Younger students prepared seedlings of various plants in the classroom greenhouse. They independently sowed and planted lettuce, chives, beans, lamb’s lettuce, tulips, and pumpkins.

During the activity, students:

• learn about the stages of planting and caring for plants,
• discover what plants need to grow (light, water, warmth, and soil),
• develop responsibility and regularity in watering and observing changes,
• conduct observations of the plant life cycle—from a seed or bulb to a mature plant.

The classes are experimental and investigative in nature, fostering curiosity, patience, and care for the environment.

OBSERVATION OF THE PLANT LIFE CYCLE AFTER 10 DAYS

 

The students continued observing the plant life cycle of the seeds they had sown during earlier lessons. After 10 days, the children noticed the first clear changes.

For the seeds that had access to water, warmth, and sunlight, green sprouts and young stems began to grow. The students compared the growth rate of the plants, measured their height, and paid attention to the shape and color of the leaves.

The seeds that had warmth and sunlight but no access to water began to dry out.
The seeds that had access to water and warmth but no light showed the beginnings of sprouts and mold growth.

New plants—tulips, Hokkaido pumpkins, peppers, and tomatoes—were also added to the greenhouse.

Through daily observations, the students learned how essential light, water, and warmth are for plant development. The activity sparked their curiosity about nature and taught them consistency and responsibility in caring for plants.

 

AFTER 20 DAYS

The students continued observing the plant life cycle of the seeds they had sown during previous lessons. After 20 days, the children noticed new changes. For the seeds that had access to water, warmth, and sunlight, green sprouts and young stems appeared. The students compared the growth rate of the plants, measured their height, and paid attention to the shape and colour of the leaves. For the seeds that had warmth and sunlight but no access to water, the sprouts began to dry out, and the soil became cracked. For the seeds that had access to water and warmth but no light, development stopped and no new sprouts appeared. The tulips are growing beautifully, the tomatoes and peppers have sprouted, and the Hokkaido pumpkin developed in two pots. Unfortunately, despite the same conditions for all seeds, nothing developed in one of the pots. Through daily observations, the students are reinforcing their understanding of how important light, water, and warmth are for plant development, while also noticing that sometimes the right conditions are not enough.

Circular Economy – What Is It?

During our lessons, we discussed the concept of the Circular Economy (CE). In an art activity, the students learned about the journey of discarded waste as it is transformed into new products used in the economy. Through this, their awareness of waste segregation increased. The circular economy and the idea of viewing waste as a resource are becoming increasingly important in the context of caring for our planet. As a result of these activities conducted prior to the Clean Up the World campaign, the children approached the clean-up action with greater awareness. They collected litter thoughtfully, carefully sorting it into the appropriate bags and confidently applying their knowledge of the bag colours and their specific purposes. This proved to be an excellent way to foster pro-environmental attitudes from an early age and to encourage children to actively participate in environmental protection.

TOYS FROM RECYCLING

For one week, the students were asked to set aside various discarded items at home that, in their opinion, could be useful for creating a toy. They brought plastic bottles, caps, cardboard boxes, cans, yoghurt containers, and many other objects. The students were divided into groups and tasked with designing a toy or a functional item. They constructed a vacuum cleaner, a hamster obstacle course, a sprayer, and many other creative inventions. During the following lesson, representatives from each group presented and discussed their projects. These activities not only fostered creativity and teamwork but also strengthened the students’ understanding of environmental protection. By giving waste a second life, the children developed a deeper awareness of the importance of reusing materials and reducing the amount of rubbish produced. The lesson helped them form pro-environmental habits that can positively influence their everyday behaviour.

ECO STUDENT CODE OF CONDUCT

During a series of lessons, younger students explored the significant impact that nature has on human life, as well as the profound influence of human activity on the natural environment. They learned about the principles of an ecological lifestyle and the habits that individuals should develop in order to contribute to environmental protection on a daily basis. Through practical activities, educational videos, discussions, and worksheets from the “Waste Hunters” programme, students deepened their understanding of key ecological concepts. As a culmination of their learning, each class developed its own Eco-Student Code of Conduct, outlining responsible behaviours that support sustainable and pro-environmental actions.

MEASURING ENERGY AT POLISH SCHOOL

In October, which was celebrated as Energy Saving Month, students at Primary School No. 13 actively took part in a series of practical activities. They explored how much electricity is used by everyday household and school devices and learned how their daily choices influence overall energy use. At home, they measured the time they spent using common electrical appliances such as TVs, laptops, Bluetooth speakers, refrigerators, radios, dishwashers, smartphones, and electric kettles. They also checked the power ratings of these devices. Using the formula power × time, they calculated the total energy consumed in kilowatt-hours (kWh), gaining a practical understanding of how energy usage is measured. In school, the students conducted additional measurements using a wattmeter. This handy device allowed us to determine the real-time energy consumption of devices such as a laptop charger, a digital camera charger, an interactive TV, a short-throw projector, school speakers, an electric kettle, a radio, and a photocopier. The students were able to compare theoretical calculations with real measurements, observing how different appliances behave under actual operating conditions. Additionally, several students designed and built their own small energy-saving devices. They created simple models and prototypes that demonstrated how energy efficiency can be achieved through thoughtful construction and practical engineering solutions. This hands-on task encouraged creativity and showed students that even small inventions can contribute to reducing energy use.

A WEEK WITHOUT A CAR IN POLISH SCHOOL