HAPPY SCIENCE

• • • • SCHOOL GARDEN/PLANTS

      • WE DESIGN OUR SCHOOL GARDEN

         

        

        

        OUR SCHOOL GARDENS

        The partner schools have school gardens at their school. We plants different plants, fruit and vegetables in them.

         

        IN POLAND

        Creating the school garden ...

        PLANTS INSIDE THE POLISH SCHOOL

        PLANTING IN SPRING

        IN SPAIN

        Planting potatoes, beans, peas, onions, strawberries and radishes.

        

        

        

        

        

        IN PORTUGAL

        Planting of native species on our land in the mountains of the island...

        

        

        

        

        

        

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        HERBARIUM

         

        Second-grade students made a herbarium showing the leaves of trees and shrubs found in Poland. The art works were preceded by a discussion and presentation of selected tree species. The aim of the classes was to deepen students' knowledge of nature, expand English vocabulary and trigger and develop creative activity.

         

        LAYERS OF THE FOREST

        Lesson topic: We learn about the layers of the forest.

        The lesson was carried out with the use of the project method.

        The aim of the project was for students to learn about the layers of the forest, as well as the plants and animals found there.

        The project was implemented in two forms of work - individual and group work.

        In a group, the students prepared a model showing 4 layers of the forest - forest floor, undergrowth, undergrowth and tree crowns. Each layer contained its characteristic animals and plants. Students eagerly used natural materials in their work, such as pine cones, dry leaves, branches and tree fruits.

        Individually, students created lapbooks presenting the forest as an ecosystem. They included many colorful photos showing forest animals and plants. There were intriguing curiosities and riddles as well as descriptions of animals and plants, which allowed for even better understanding and remembering the presented knowledge.

        COMPARING OUR SCHOOL GARDENS DURING DIFFERENT SEASONS

        IN AUTUMN

         

        

        

        

        

        

        

        

        

        

        

        

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        IN WINTER

        

        

        

        

        

        

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        IN SPRING

         

        

        

        

        

        

        

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        IN THE SUMMER

        

        

        

        

        

        

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        GARDEN PRODUCTS IN PORTUGAL

        In Portuguese school in Madeira there was a sale of products produced in the school garden.

        GARDEN OBSERVATIONS - YOUNGER GRADES

        As part of the project activities, younger students took part in outdoor classes in the school garden. They enthusiastically carried out nature observations – identifying plants, insects, and birds, and recording their findings in worksheets prepared in English. With great passion and engagement, they described what they saw, while learning new vocabulary and simple language structures. Such activities developed their curiosity, teamwork skills, and a positive attitude towards learning foreign languages and science. The use of CLIL elements and outdoor teaching enabled a natural integration of subject and language content, making learning more attractive and practical.

        

        

        

        

        

        

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        HERBARIUM

        

        

        

        

        

        

        Making geranium and coleus seedling in Poland

        

        

        

        

        

        

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        Perennials, Bulbs, Grasses and Ferns

        of Poland, Spain and Portugal

         

        Seven international student groups working within the project collaborated to create presentations entitled “Perennials, Bulbs, Grasses and Ferns of Poland, Spain and Portugal.” Each group was composed of pupils from the three partner countries, which allowed them to exchange knowledge, compare local plant species, and combine different perspectives.

        The students first carried out research in their own regions, documenting typical perennials, bulbs, grasses, and ferns through photographs, drawings, and short descriptions. Next, during online meetings and through the TwinSpace platform, they shared their findings with their international teammates. Together they discussed similarities and differences between the flora of Poland, Spain, and Portugal, and decided how to organize the content of their joint presentations.

        The collaborative work resulted in creative, well-structured presentations that highlighted both the diversity of European plants and the shared scientific curiosity of the young learners. Through this activity, students practiced teamwork in an international context, improved their digital and language skills, and developed a deeper understanding of biodiversity in their countries.

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      Planting new plants - the next spring ... in Poland

      PLANTS FROM DIFFERENT CLIMATE ZONES

      Topic: Plants from Different Climate Zones – Sowing and Transplanting into Pots
      During the lesson  students learn about the differences between climate zones and plant adaptations. They learn how to sow and plant potted plants. They also develop teamwork and nature observation skills.

      Main activities:
      Station 1 – Planting succulents and cacti
      Station 2 – Sowing seeds from temperate/tropical zones
       

      

      THE LESSON OF GEOGRAPHY

      Topic: Summary of Earth’s Landscape Zones
       

      Short brainstorm: What zones did we learn about? Students list: tropical rainforests, savannas, deserts, steppes, taiga, tundra, Mediterranean, mountains, etc. Group Division and Task Assignment: each team randomly draws or selects a landscape zone to present as a diorama. Diorama Creation:  students work in groups to create their dioramas using the materials provided. Student Presentations: each group presents their diorama.

      

      PLANTS IN SPAIN

      The students were asked to bring glass jars to plant aromatic plants in, placing stones at the bottom for decoration This way, they would be in charge of watering and caring for the plants in class.

      

      

      

      The Use of Plants in Chemical industry

      As part of the project, students explored the use of plants in chemical industry. Their task was to create multimedia presentations, videos, and other educational materials showcasing various plant species used in the production of cosmetics, such as aloe vera, lavender, chamomile, calendula, green tea, and coconut oil. The students analyzed the properties of these plants, their effects on skin and hair, as well as methods of processing their active ingredients.

      Each presentation also included a reflection on the advantages and disadvantages of using plant-based cosmetics. Among the benefits, students listed the natural composition, lower risk of allergies, soothing and moisturizing effects, and the ecological nature of such products. They also pointed out some drawbacks, such as a shorter shelf life, the need for proper storage conditions, and the higher cost of certain natural preparations.

      Through this activity, students developed their skills in information retrieval and critical analysis, as well as teamwork and presentation creation. They gained interdisciplinary knowledge in biology, chemistry, and ecology, and learned about the basic processes involved in plant-based product processing. Additionally, the project supported the development of pro-health and pro-environmental awareness, encouraging students to make more conscious consumer choices.

      https://www.canva.com/design/DAGjM_p-FNc/FfM2zhULiQZ8hUxHb4M2PA/edit?utm_content=DAGjM_p-FNc&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

      https://view.genially.com/67dffe29fd22e196734eacd5/mobile-use-of-plants-in-the-cosmetics-industry-and-dangers-from-using-wrong-c

      https://view.genially.com/67dffe29fd22e196734eacd5/mobile-use-of-plants-in-the-cosmetics-industry-and-dangers-from-using-wrong-c

      

      

      

      

      

      

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      GROUP 2

      Alicja, Jagoda, Amelia, Natalia (Poland); Leonor, Maria (Portugal); Carla, Yannat, Jamie (Spain)

      

      

      

      

      

      

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      GROUP 3

      Dominik, JanZ, Jan S., Filip (Poland) Martim F, Nuno (Portugal);  Lukas, Lola, Vicente (Spain)

      

      

      

      

      

      

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      GROUP 1

      Zuzanna, Maja D., Iga, Maja S. (Poland); Carlota, Laura (Portual); Valeria, Andrea, Martina (Spain):

      

      

      

      

      

      

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      GROUP 4

      Zofia, Wiktoria, Tosia, Karina (Poland); Martim G., Nuno (Portugal);  Julio, Ainara, Daniela (Spain)

      

      

      

      

      

      

      

      

      

      

      

      

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      GROUP 5

      Amelia, Karol, Lena J., Lena Z. (Poland), Rodrigo, Raul (Portugal); Rocío, Matheo, Borja (Spain)

      

      

      

      

      

      

      GROUP 6

      Małgorzata., Mikołaj, Oliwia, Roksana (Poland); Salvador, Valéria (Portugal), Rubén, Indara, María(Spain)

      

      

      

      

      

      

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      GROUP 7

      Martyna, Rozalia, Szymon, Ziemowit (Poland); Mário, Ricardo (Portugal); Ainhoa, Francisco, Remi (Spain)

      

      

      HOME MADE COSMETICS

      As part of the Happy Science project, students had the opportunity to explore the properties of cosmetics and the chemical substances they contain. During the lessons, they analyzed the composition of popular cosmetic products, learning about the role of emulsifiers, preservatives, fragrances, and colorants. Special attention was paid to the impact of these ingredients on human health and the environment. Students developed their research skills by applying the scientific method and learning to analyze product labels. In the next phase of the project, they were encouraged to create their own natural cosmetics at home. Using safe and readily available ingredients, they made products such as scrubs, balms, masks, creams and bath salts — boosting their creativity while learning about safety principles. The results of their work were short videos documenting the step-by-step process of making the cosmetics. These materials were uploaded to the TwinSpace platform and served as inspiration for peers from partner countries. Through this activity, students not only expanded their knowledge of chemistry and biology but also developed digital and language skills by presenting their work in English.

      PHOTOSYNTHESIS

       

      GROUP 2

      Alicja, Jagoda, Amelia, Natalia (Poland); Leonor, Maria (Portugal); Carla, Yannat, Jamie (Spain)

      

      

      

      

      

      

      GROUP 1

      Zuzanna, Maja D., Iga, Maja S. (Poland); Carlota, Laura (Portual); Valeria, Andrea, Martina (Spain)

      

      21st Century Herbarium
      Objective: Learning about local plants and recognizing them.

      During a walk around the local area, students found various plants, took photos of them, and identified them using mobile apps (PlantNet, Seek). They recorded the names of the plants, where they were found, and interesting facts (e.g., whether they are edible or medicinal). Then, in international groups, they created multimedia presentations. The activity concluded with a reflection on why it is important to know the plants around us.

       

       

      GROUP 3

      Dominik, JanZ, Jan S., Filip (Poland) Martim F, Nuno (Portugal);  Lukas, Lola, Vicente (Spain)

      

      

      

      

      

      

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      GROUP 4

      Zofia, Wiktoria, Tosia, Karina (Poland); Martim G., Nuno (Portugal);  Julio, Ainara, Daniela (Spain)

      

      

      

      

      

      

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      GROUP 5

      Amelia, Karol, Lena J., Lena Z. (Poland), Rodrigo, Raul (Portugal); Rocío, Matheo, Borja (Spain)

      

      

      

      

      

      

      FLOWERS OF POLAND, SPAIN AND PORTUGAL

      International student groups within the Happy Science project collaborated to prepare joint materials entitled “Flowers of Poland, Spain and Portugal.” Pupils first researched and documented characteristic flowers in their own countries. They then exchanged results with their international peers, shared photos and descriptions through TwinSpace, and discussed how to organize the content together. This cooperation led to the creation of common presentations that combined knowledge from all three countries, while also enhancing students’ digital, language, and teamwork skills.

      POLISH NATURE

       

      GROUP 7

      Martyna, Rozalia, Szymon, Ziemowit (Poland); Mário, Ricardo (Portugal); Ainhoa, Francisco, Remi (Spain)

      

      

      

      

      

      

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      SPANISH NATURE

      

      

      

      

      

      

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• • • HAPPY SCIENCE
    • SCHOOL GARDEN/PLANTS
    • BIRDS/ANIMALS
    • OUTDOOR CLASSES
    • EXPERIMENTS
    • SCIENCE
    • ENGLISH and ICT
    • TEACHERS' COURSES AND TRAININGS
    • STUDENTS' EXCHANGES
    • COLLABORATION AND EVALUATION
    • DISSEMINATION