vision and scope of the material

The Alter Aqua educational material is the result of a fruitful cooperation of a committed team from Greece and Malta with the ambition to raise awareness and sensitise the educational community on the very crucial issue of Non-Conventional Water Resources across the Mediterranean, and particularly in the Maltese Islands.

The material has been developed based on the principles of Education for Sustainable Development (ESD). It aspires to be a flexible tool in the hands of the keen educator aiming to develop imagination, curiosity, creativity, observation, skills and knowledge to his/her students, as well as an attitude of “new water ethic” in line with sustainability.

As Alter Aqua is based on the experience of the Rainwater Harvesting Programme in the Greek Islands, it is expected that valuable experience and knowledge will be shared in the future with other water scarce Mediterranean countries, where the programme can be replicated, adapted to the local needs.

objectives of the material

The Alter Aqua material aims to build the capacities of the English-speaking educational community of the Mediterranean region, and particularly of the Maltese Islands on issues relating to  Non Conventional Water Resources (NCWRs). The material can be used by educators working directly within Environmental Education (EE) and Education for Sustainable Development (ESD), or indirectly across the curriculum. The main objectives for the students are:
• To be acquainted with the water cycle and the impacts of human activities on it;
• To be informed about the alternative or Non Conventional Water Resources;
• To explore the benefits and risks of the NCWRs at various levels: environmental, social and economic; 
• To be aware of traditional and cultural aspects of water and to find out how the past "wisdom" can be transferred and applied in modern systems of water management;
• To develop the skills of critical thinking, decision making and participation; 
• To acquire a positive attitude towards NCWRs and adopt responsible water consumption habits in their daily lives.

pedagogic approaches in the material

The material is addressed to teachers and students of late primary and early secondary level (8-13 years old). It has been developed in a multidisciplinary way involving disciplines such as Environmental Studies, Science, Meteorology, Home Economics, Mathematics, History, Language and Literature. The educational methods proposed include discussions, experiments, simulations, field work, role-play and surveys.

The Activities contain a “theoretic” part, to be used mainly by the educator and a worksheet to be reproduced for each student. They are based on learner-centred and experiential approaches, stimulating the learners to questioning, working together and reaching conclusions. All activities require very simple materials and equipment.

The teachers are welcome to apply them either as a whole or in parts, according to their needs, objectives and available time taking into account also the skills and interests of their students. To this end the Activities are presented on separate A3 sheets.

This printed kit is not an end on its own: it is part of an educational pack that includes also a printed poster with water saving tips for students, available in English and Maltese; as well as a series of hands-on material to support the educators in their work. Moreover, particularly for the case of Malta an accompanying CD is included containing a soft copy of the educational material applicable for interactive whiteboards, extended references for the Maltese Islands and other support material.

Structure - content of the material

The Alter Aqua educational material includes:

•  10 Activities, each including some basic information on the issue at hand, plus objectives, the process step-by-step, practical tips and references. Each activity is accompanied by a respective Worksheet for students.

•  Methodological guidelines for the educator, presenting in brief the main educational methods and practical tips for the implementation of activities.

•  An information sheet providing an overview of the Water Resources and challenges in Malta.

DOWNLOAD THE MATERIAL

Authors: Prof. Michael Scoullos, Iro Alampei (MEd), Vicky Malotidi (MEd)

Scientific coordinator: Prof. Michael Scoullos

Coordination of production: Konstantina Toli (MSc)

Pedagogic contributors (Malta): Marvic Refalo (3EMI), Elizabeth Saliba (3EMI)

Text editing: Anastasia Roniotes, Celia Roniotes

Art direction: Pavlina Alexandropoulou - PI Beliefs

Citation: Scoullos Michael, Alampei Iro, Malotidi Vicky “Alter Aqua: Educational Material on Non Conventional Water Resources: An application of Education for Sustainable Development (ESD)”, GWP-Med & MIO-ECSDE, Athens, 2012.

© GWP-Med & MIO-ECSDE, 2012, 2014

ISBN: 978-960-6793-09-7

The Alter Aqua poster

The poster is produced to function complementarily to the educational material.

It explores the water cycle in Malta and includes also tips and advices for responsible behaviour of young consumenrs.

DOWNLOAD THE POSTER IN ENGLISH LANGUAGE (pdf)

DOWNLOAD THE POSTER IN MALTESE LANGUAGE (pdf)

The posters are free! If you wish to receive the posters in large numbers to cover the needs of a class, a relevant seminar etc. please email us your request at info@mio-ecsde.org or info@medies.net

The Alter Aqua program

The current material is developed in the framework of the “Alter Aqua Programme” on Non Conventional Water Resources (NCWRs). It was initiated in 2011 by Global Water Partnership Mediterranean (GWP-Med) in partnership with the Ministry for Gozo (MGOZ) and the Eco-Gozo Project, aiming to mobilize NCWRs in the Island of Gozo, as a sustainable solution to address water scarcity issues, due to resources depletion, rising demand and climate change threats. Alter Aqua aims to optimise the use of NCWRs, such as rainwater harvesting, greywater and wastewater reuse, as a sustainable way of improving access to water in the water scarce Maltese islands. In 2014, the second phase of the Alter Aqua Programme was launched in partnership with the Ministry for Energy and Health, expanding activities in the island of Malta.

Read more on Alter Aqua in the respective webpage of GEP-Med.

“Water is one of the most valuable and vulnerable natural resources anywhere on earth, but this is especially true for the Mediterranean. Water shortage and the increased demand associated to uncontrolled development, intensive agriculture, mass tourism, overpopulation and overconsumption result in a complexity of interrelated problems affecting social, economic and natural aspects of everyday life.”

In order to properly address these problems an integrated policy approach is needed a basic component of which is Education, relevant well targeted programmes, and educational materials. “Water in the Mediterranean” is the result of a fruitful collaboration of NGOs from 7 Mediterranean countries (Cyprus, Egypt, Greece, Israel, Morocco, Tunisia, Turkey), and a group of postgraduate students of the University of Athens. The material was originally produced in English language in 2001, applying the bottom up approach.

It is extremely important that anyone about to use this material understands that appropriate education is a very significant tool in promoting the idea of better use, of conservation, respect and of integrated management of water. However, education alone cannot solve the problem. In depth understanding of all other means and aspects could create the needed synergy for concerted action and creative solutions. This is why particular effort has been invested in the present educational material to familiarize students with concepts, methods and ways of action.

The publication
Since then, and as the content was considered highly relevant and appropriate for teachers and students from the Mediterranean countries the material has been translated in various languages and is widely disseminated in the Mediterranean countries. The languages in which the Water kit is available are: ENGLISH, FRENCH, GREEK, ITALIAN, TURKISH, ARABIC and CROATIAN. The Spanish and Portuguese versions are in the pipeline and will be finalised depending on available funds.

Please find HERE a description and for each language use the following:
For ENGLISH here.
For ITALIAN here.
For FRENCH here.
For GREEK here.
For TURKISH here.
For ARABIC here.
For CROATIAN here.

Lessons learnt and recommendations for the publications:
- The Mediterranean puzzle: the more the merrier! The participatory process followed during the preparation of the water-kit (7 NGOs members from 6 Mediterranean countries) resulted in an educational material that is relevant to the Mediterranean reality, therefore meaningful to most ESD educators of the region.
- Hardcopies or E-copies? Need to find a balance... Although ALL publications are available online for free download, many educators, especially from the south Mediterranean prefer to work with the hardcopies (probably due to lack of PCs, internet access, or basic ICT knowledge). Unfortunately, hardcopies entail higher costs for production and dissemination.
- Print, yes, but where? For large-number publications in national languages it is less expensive to publish within the country. However sometimes this results in lowering the printing standards set by the MEdIES secretariat.

All versions are available in electronic form in the Publications section (ENERGY PERIOXH) of MEdIES and some of them can be even provided in hardcopy from the MEdIES Secretariat.

Launchings & Trainings: During the past decade, several official launchings of the material have been organised in collaboration with MIO-ECSDE member NGOs that act as focal points in the Mediterranean countries. These launchings were combined with experiential trainings by the MEdIES secretariat on how-to-use the educational material. We list them here Athens, Greece (2003); Rome, Italy (2004); Istanbul, Turkey (2004); Cairo, Egypt (2004); Morocco (2007); Beirut, Lebanon (2005 and 2009)

Lessons learnt and recommendations for the trainings:
- Good, but not enough…
All national seminars are organised with the close collaboration of MEdIES Secretariat and the national partners. This resulted in high engagement from both.
In most cases the trainings took place only once per country, to a restricted number of participants (low replicability level).
In some cases, the national partner repeated the training within the country and followed closely the dissemination process and application and evaluation of the water-kit (e.g. Italy).
TrainingsΆ follow up: In many cases there is not enough evaluation /feedback from the educators that implemented the water-kit (neither directly to the secretariat, nor through the national TASK GROUP member).
- THE CHALLENGE: Still working on a more structured strategy for the follow up of the implementation of the water material & other MEdIES material

The Turkish Example:
The Turkish translation of the Water kit has been completed already in 2002. The electronic version of the publication was completed in 2004 and for the period 2004-2007 it was available only electronically (CDs, website). However, by the end of 2007, due to the efforts of the Turkish NGO GSEL (Green Steps for Environmental Literacy) the amended second version of the package “Akdeniz'de su” has been produced in 20.000 hardcopies, and since 2008 it has been widely disseminated to schools in Turkey.

Contexte de «Les déchets dans notre vie»

Ce document pédagogique est en réalité la seconde version, mise à jour et enrichie, de la première base de travail, préparée par MIO-ECSDE, destinée aux éducateurs et aux élèves grecs de l?enseignement secondaire. Les exploitations expérimentales de cette base dans plusieurs établissements secondaires grecs en 2003 et 2004 nous ont fourni des retours utiles pour amender la version d?origine.

La première traduction en anglais a été réalisée en 2004. Au terme d?une large consultation par courriel en vue de l?élaboration de la version anglaise, 23 experts du groupe d?experts MEdIES se sont rencontrés pour peaufiner cette révision. Ces experts, pour la plupart issus du milieu associatif, ont fait des observations et ont suggéré des améliorations. Ils ont proposé que l?on ajoute des références à la gestion des déchets dans leurs pays afin que le document englobe des bases de données de toute la région Méditerranée en ce qui concerne les déchets. Toutes ces contributions ont été rassemblées, évaluées et intégrées au document original.

Tout ce matériel ont été recueillis, évalués et intégrés dans le texte original, ce qui entraîne à le LIVRE DE L\'ELEVE.
Entre-temps, un ensemble de directives supplémentaires pour les éducateurs a été développé pour les soutenir lors de l\'exécution des activités (LIVRE DE L\'ESEIGNANT)

Donc, cette édition enrichie et soigneusement revue, a l?ambition de servir d?outil approprié pour les éducateurs, impliqués dans des programmes d?éducation à l?environnement (EE) et d?éducation au développement durable (EDD) qui travaillent sur ce sujet peut attractif des déchets; ceux-ci puissent bénéficier des informations générales et des ressources documentaires, ainsi que d?une collection d?activités pédagogiques accompagnées de conseils méthodologiques pour son exploitation.

Ce document s?adresse essentiellement aux élèves du secondaire; cependant, il peut être utilisé pour sensibiliser d?autres groupes (par exemple des femmes, des élèves du primaire, etc.). C?est pourquoi le document offre des possibilités d?adaptation au cas par cas en fonction des besoins et des motivations des interlocuteurs, de la personnalité et de l?expérience des éducateurs, selon les programmes scolaires nationaux, mais aussi selon les situations régionales et locales.

Nous nous félicitons de cette version française et nous espérons qu\'il répondra aux besoins de la grande communauté des éducateurs dans la Méditerranée.

Traduction: Georges Cingal
Art Direction: Oxy creative team

Cette publication a été réalisée avec le soutien de la DG Environnement.

Télécharger le LIVRE DE L\'ELEVE (PDF FILES, 2.8 MB)

Télécharger le LIVRE DE L\'ESEIGNANT (PDF FILES, 2.1 MB)

Table des matières: LIVRE DE L\' ENSEIGNANT

Introduction
La Méditerranée dans le contexte environnemental et éducatif
Pourquoi se concentrer sur les déchets?
Les idées des élèves à propos des problèmes des déchets

Première partie
Caractéristiques générales du document pédagogique «les déchets dans notre vie»
1.1. Est-ce un document pour enseigner ou pour apprendre?
1.2. Caractéristiques pédagogiques générales
1.3. Conseils pour utiliser «les déchets dans notre vie»

Deuxième partie
Conseils méthodologiques généraux pour exploiter «les déchets dans notre vie»
2.1. Les aspects du développement des enfants et leurs conséquences pour l?éducation
2.2. Panorama des principales théories de l\'apprentissage
2.3. Auto-efficacité, estime de soi et Locus de Contrôle (LdC): quelques clarifications
2.4. Quand faut-il choisir une méthode pédagogique?
2.5. Conseils pour aborder les sujets
2.6. Objectifs pédagogiques dans «les déchets dans notre vie»
2.7. Evaluation

Troisième partie
Conseils méthodologiques pour conduire les activités
3.1. Travail en groupe
3.2. Techniques de discussion
3.2.A. Mener une séance de remue-méninges
3.3. Dessin d?arborescences faisant apparaître les éléments d?une question
3.4. Enseigner avec des objets
3.5. Construire des cartes conceptuelles
3.6. L?utilisation d?analogies dans l?enseignement
3.7. Construction de modèles physiques
3.8. Résoudre des problèmes à l?aide d?une approche orientée sur l?action
3.9. Conseils généraux sur les enquêtes
3.9.A. Mener des enquêtes à l?aide de questionnaires
3.9.B. Réaliser des enquêtes au moyen d?interviews
3.10 Faire une recherche bibliographique
3.11. Conseils pour conduire des expériences
3.11.A. Conduire des expériences basées sur le constructivisme
3.11.B. Réaliser une démonstration
3.12. Sortir de la classe
3.12.A. Organiser une sortie sur le terrain
3.13. Utiliser des cartes
3.14. Organisation de débats et de panels de discussion
3.15. La méthode du jeu de rôles
3.16. Valeurs au sein de l?éducation
3.16.A. L?approche des valeurs au sein de l?EDD
3.17. Sources, effet et implication académique de l?auto-efficacité
3.18. Lire, écrire, et présenter…
3.19. Astuces pour créer une pièce de théâtre
3.20. Engagement en faveur d?actions citoyennes
3.21. Entreprendre une campagne de sensibilisation
Quatrième partie:
Astuces pour mettre en oeuvre les activités

The current English educational material is actually the updated and enriched version of the first Greek material prepared by MIO-ECSDE, which was targeted to Greek educators and students of secondary level. The pilot implementation of this material in several high schools in Greece during 2003 and 2004 gave useful input for amendments. The translated first draft was prepared in English in 2004.

Further to a wide e-mail consultation for the elaboration the English version, 23 experts of the MEdIES Task Group met in order to discuss and work on its revision. These experts, many of which represented NGOs, made concrete comments and suggestions for improvements, and proposed resources referring to waste management in their countries, in order to move to a ?Mediterranean-wide? background resource, including waste topics and examples of the entire region. All this material was collected, assessed and incorporated in the original draft, resulting to LEARNER?s BOOK. Meanwhile a set of supplementary guidelines for the educators was developed to support them during activity implementation (EDUCATOR?s BOOK).

Therefore, ?Waste in our life? in this thoroughly revised and enlarged edition attempts to serve as an appropriate tool to facilitate formal and non-formal educators engaged in EE & ESD programmes, who work with the -not so attractive- topic of wastes, providing background information and knowledge resources, a collection of pedagogic activities, as well as methodology guidelines. Art Direction: Oxy creative team

Collaborating experts & NGOs: Ms Dhurata Bozo (PPNEA), ALBANIA * Mr Mohamed Mahmoud El-Sayed (AOYE), EGYPT * Mr George Cingal (EEB), FRANCE * Ms Bessie Mantzara & Mr Dimitris Papadopoulos (MIO-ECSDE), GREECE * Ms Dafna Gan (SPNI), ISRAEL * Ms Patrizia Bonelli, (Italia Nostra); Ms Romina Bicocci (LEGAMBIENTE), ITALY * Mr Ziyad Alawneh (LHAP), JORDAN * Mr Malik Ghandour (AMWAZ), LEBANON * Mr Mohamed Ftouhi & Mr Abdelghani Maroufi (CMEPE), MOROCCO * Mr Antonio Eloy (Amigos da Terra), PORTUGAL * Mr Milan Vogrin (DPPVN), SLOVENIA * Mr Angel Juarez , Ms Marta Puigdomenech (MEDITERRANIA), SPAIN * Ms Amina Arfaoui (ADPE), Mr Ameur Zeridi & Mr Youssef Nouri (APNEK), TUNISIA * Ms Serap Basol (GSEL), TURKEY.

The publication of “Waste in our Life” was made possible through the support of the Commission of the European Union DG Environment.

DOWNLOAD THE LEARNER'S BOOK (PDF FILE 2.8 MB)

DOWNLOAD THE TEACHER'S BOOK (PDF  FILE 2.1 MB)

Part I: Theory

1. Household waste management

1.1 Quantity

1.2 Composition

1.3 Hazardous waste
1.3.1 Hazardous household waste
1.3.2 Hazardous waste generated by professional activities
1.3.3 Used batteries

1.4 Household waste disposal and management
1.4.1 Waste collection methods
1.5 Disposal of bulky waste
1.5.1 Construction & demolition waste
1.5.2 End-of-life vehicles
1.5.3 Electric and electronic appliances

1.6 Problems arising from improper household waste management

1.7 Legal & policy frameworks on household waste management in the Mediterranean

2.Waste recycling

2.1 Recycling of paper

2.2 Recycling of glass

2.3 Recycling of aluminium

2.4 Recycling of tinplate cans and other steel products

2.5 Recycling of plastic

3. Product packaging

3.1 Types of packaging

3.2 Packaging materials/composite packaging

3.3 Problems related to packaging & ways to cope with them

Part II: Activities

CONTENTS OF EDUCATOR”s BOOK

Introduction

The Mediterranean within the environmental and the educational context

Why focus on wastes

Students? ideas relating to waste issues

3.7 Constructing physical models

Annex: Behaviour change models

The electronic version of the PORTUGUESE book “Mediterranean Food: Historical, Environmental, Health & Cultural dimensions” is now downloadable for MEdIES members.

DOWNLOAD THE PORTUGUESE VERSION OF THE  MED FOOD KIT (PDF FILE, 4.3 MB)

Sumário

Usando este material

Algumas notas ao educador

A alimentação como veí culo para o diá logo intercultural na Década das Nações Unidas para a Educaçã o para o

Desenvolvimento Sustentá vel (EDS)

Objectivos do material

Abordagens pedagógicas

Descriçã o dos conteúdos

Estrutura das actividades

Documentos de Apoio

1. A EVOLUÇÃO DA ALIMENTAÇÃO E DA NUTRIÇÃO NO MEDITERRÂNEO: UMA VISÃO GERAL DESDE A ANTIGUIDADE ATÉ AOS NOSSOS DIAS:

A. Introdução

B. Perí odos Pré-históricos

C. A trí ade Mediterrânica "vinha, oliveira e cereais" e outros alimentos

D. Antigas civilizações do Mediterrâneo

E. Alimentaçã o na Idade Média

F. O Mediterrâneo global

2. ALIMENTAÇÃO, BIODIVERSIDADE E AS PAISAGENS DO MEDITERRÂNEO

A. A geomorfologia da bacia do Mediterrâneo

B. O clima mediterrânico

C. Recursos Hí dricos

D. Biodiversidade no Mediterrâneo

E. Agricultura no Mediterrâneo                                     .

F. Pesca e aquacultura no Mediterrâneo                                                   .

G. Globalizaçã o, urbanizaçã o e os impactos sobre os há bitos alimentares

H. Turismo no Mediterrâneo

3. A DIETA MEDITERRÂNICA E OS CONSUMIDORES MODERNOS

A. A dieta para uma vida saudá vel

B. A dieta mediterrânica                                                .

C. O perfil contemporâneo dos padrões da dieta mediterrânica                             .

D. O impacto ambiental das nossas escolhas alimentares

E. Prá ticas sustentá veis na produçã o e transformaçã o de alimentos

F. Padrões de Agricultura sustentá vel

G. Comércio de alimentos

Actividades

SECÇÃO 1: PRODUTOS TÍ PICOS DO MEDITERRÂNEO

1.1 A precioso azeite de oliveira

1.2 O pã o de cada dia

1.3 A carne na dieta

1.4 A carne dos pobres: leguminosas

1.5 Fresco é melhor

1.6 Doce como mel

1.7 Todo o sal da terra

1.8. O peixe na á gua!

1.9. Vinhas do Mediterrâneo

1.10. Água na alimentaçã o

1.11 Recursos alimentares

1.12. Trabalhar para alimentaçã o

1.13. O jardineiro sustentá vel

SECÇÃO 2: O RITUAL NA COZINHA MEDITERRÂNICA

2.1. A dieta mediterrânica através do tempo

2.2. Falamos apenas de alimentaçã o?

2.3. Um recipiente para alimentos narra sua história

2.4. O nosso livro de receitas mediterrânico

SECÇÃO 3: A DIETA MEDITERRÂNICA E OS CONSUMIDORES MODERNOS

3.1. Porquê tanto alarido sobre a alimentaçã o mediterrânica

3.2. Somos o que comemos

3.3. "Pesquisar" alimentos

3.4. Resí duos alimentares

3.5. Comércio Alimentos: é ou nã o é justo

3.6. Do campo para a mesa

3.7. Os Alimentos e os problemas de saúde

Anexos

Receitas Mediterrânicas

Artigo sobre Comércio Justo

A participaçã o do Teatro

Glossá rio de produtos alimentares e refeições tí picas do Mediterrâneo

Bibliografia

ΤΟ ΔΩΡΟ ΤΗΣ ΒΡΟΧΗΣ: Παιδαγωγικό Υλικό για την Εκπαίδευση για την Αειφόρο Ανάπτυξη, Γραμματεία MEdIES
THE GIFT OF RAIN: Educational material for ESD, MEdIES Secretariat

Η πρώτη έκδοση του υλικού παρήχθη από την Γραμματεία του MEdIES την άνοιξη του 2009 και το 2013 ακολούθησε η δεύτερη έκδοσή, και οι δύο εκδόσεις ενταγμένες στο "Πρόγραμμα Συλλογή Όμβριων Υδάτων σε ελληνικά νησιά" που υλοποιείται από το 2009 στο πλαίσιο του περιβαλλοντικού προγράμματος "Αποστολή Νερό". 

Το υλικό αποσκοπεί στην ευαισθητοποίηση και την παρότρυνση των μαθητών της Α/θμιας και Β/θμιας να γνωρίσουν τις παραδοσιακές και νέες τεχνικές και πρακτικές συλλογής βρόχινου νερού. Διαμορφώθηκε στο πλαίσιο της Δεκαετίας του ΟΗΕ για την Εκπαίδευση για την Αειφόρο Ανάπτυξη (ΕΑΑ) (2005 – 2014) και της Στρατηγικής της UNECE για την ΕΑΑ, και ακολουθεί τις αρχές και τις κατευθύνσεις τους ως προς τη στοχοθεσία και τις παιδαγωγικές προσεγγίσεις.

Το ΔΩΡΟ ΤΗΣ ΒΡΟΧΗΣ απευθύνεται σε μαθητές των τελευταίων τάξεων του Δημοτικού σχολείου (Δ΄, Ε΄και ΣΤ΄) και του Γυμνασίου (Α΄και Β΄). Στηρίζεται σε μαθητοκεντρικές και βιωματικές προσεγγίσεις εμπλέκοντας τους μαθητές σε δραστηριότητες κατά τις οποίες ανακαλύπτουν, διερωτώνται, προβληματίζονται, ενημερώνονται μαζί και μέσα από την αλληλεπίδρασή τους στην εργασία σε ομάδες. Οι εκπαιδευτικές τεχνικές που προτείνονται στις δραστηριότητες είναι: η συζήτηση, τα μοντέλα, η δημοσκόπηση, η μελέτη στο πεδίο, τα παιχνίδια ρόλων και οι δραματοποιήσεις μέσα από τις οποίες προωθούνται θέματα σχετικά με τη στάση του υπεύθυνου πολίτη, τη πολιτισμική παράδοση και τις σύγχρονες ανάγκες και κατανάλωση, τη σύνδεση του σχολείου και της τοπικής κοινωνίας - όλα σχετικά με το νερό.

Οι εκπαιδευτικοί αναμένεται να αξιοποιήσουν το ΔΩΡΟ ΤΗΣ ΒΡΟΧΗΣ χρησιμοποιώντας το ως σύνολο ή τμήματά του σε σχετικά μαθήματα, στην ευέλικτη ζώνη, σε προγράμματα ΠΕ.

Το περιεχόμενο του υλικού αναπτύχθηκε διαθεματικά εμπλέκοντας τα συναφή επιστημονικά πεδία, όπως: Οικολογία, Γεωγραφία, Μετεωρολογία, Ιστορία, Γλώσσα και Λογοτεχνία, Λαογραφία, Οικιακή Οικονομία. Περιλαμβάνει 10 θεματικές ενότητες που απευθύνονται στους μαθητές και μπορούν να χρησιμοποιηθούν από τους ίδιους με την κατάλληλη υποστήριξη και διαμεσολάβηση του εκπαιδευτικού. Κάθε θεματική αναπτύσσεται σε ένα τετράπτυχο (2 σελ. Α4 ή 1 σελ. Α3) που περιλαμβάνει και το Φύλλο Εργασίας, και που ο εκπαιδευτικός μπορεί να τυπώσει και να αναπαράξει για να τους μαθητές του.

Το υλικό έχει εγκριθεί από τη Δ/νση ΣΕΠΕΔ του Υπουργείου Παιδείας, Δια Βίου Μάθησης και Θρησκευμάτων σύμφωνα με την 30309/Γ7, της 16-10-2010 απόφαση.

ΠΕΡΙΕΧΟΜΕΝΑ

ΧΑΙΡΕΤΙΣΜΟΣ

ΕΙΣΑΓΩΓΗ
Εισαγωγή στους στόχους, το περιεχόμενο και τις παιδαγωγικές κατευθύνσεις του υλικού.

00. ΟΔΗΓΙΕΣ ΓΙΑ ΤΟΝ ΕΚΠΑΙΔΕΥΤΙΚΟ
Γενικές οδηγίες για τους εκπαιδευτικούς που θα υλοποιήσουν τις σραστηριότητες.

1. Ο ΚΥΚΛΟΣ ΤΟΥ ΝΕΡΟΥ & Ο ΑΝΘΡΩΠΟΣ
Οι μαθητές κατασκευάζουν ένα μοντέλο του κύκλου του νερού και μαθαίνουν για τις επιπτώσεις των ανθρώπινων δραστηριοτήτων στις λειτουργίες του κύκλου.

2. ΤΟ ΝΕΡΟ ΣΤΟΝ ΤΟΠΟ ΜΑΣ
Οι μαθητές κάνουν έρευνα στο πεδίο για τον εντοπισμό και τη χαρτογράφηση των υδατικών πόρων -φυσικών και τεχνητών - του τόπου τους.

3. Η ΒΡΟΧΗ ΣΤΟΝ ΤΟΠΟ ΜΑΣ
Οι μαθητές κατασκευάζουν μία σχετική διάταξη για να μετρούν και να υπολογίζουν τη μέση βροχόπτωση στην περιοχή τους και συγκρίνουν τα αποτελέσματα τους με εκείνα των σχετικών Υπηρεσιών.

4. ΠΩΣ ΛΕΙΤΟΥΡΓΕΙ ΕΝΑ ΣΥΣΤΗΜΑ ΣΥΛΛΟΓΗΣ ΒΡΟΧΙΝΟΥ ΝΕΡΟΥ
Οι μαθητές μελετούν στο πεδίο συστήματα συλλογής του βρόχινου νερού, εντοπίζουν τα τμήματα λειτουργίας τους και τα αποτυπώνουν σε σκίτσα και μακέτες.

5. (ΣΕ) TI XΡΕΙΑΖΕΤΑΙ ΜΙΑ ΣΤΕΡΝΑ;
Οι μαθητές ενημερώνονται για τα πλεονεκτήματα και τις απαιτήσεις ενός συστήματος συλλογής του βρόχινου νερού και τοποθετούνται μέσα από σχετικό παιχνίδι ρόλων.

6. ΤΟ ΝΕΡΟ ΣΤΟ ΠΑΡΕΛΘΟΝ
Οι μαθητές αξιοποιούν αρχειακό υλικό, λογοτεχνικά αποσπάσματα,  κ.ά. για τους τρόπους προμήθειας και αποθήκευσης του νερού δεκαετίες πριν στον τόπο τους και εκφράζονται μέσα από δραματοποίηση.

7. ΤΟ ΝΕΡΟ ΠΟΥ ΚΑΤΑΝΑΛΩΝΩ, ΕΞΟΙΚΟΝΟΜΩ, ΣΥΛΛΕΓΩ
Οι μαθητές κάνουν μετρήσεις και υπολογισμούς για την ποσότητα του νερού που μπορεί να εξοικονομηθεί με τη χρήση του και αναλαμβάνουν δράση στο σχολείο τους.

8. ΤΟ ΝΕΡΟ ΣΤΟΝ ΤΥΠΟ
Οι μαθητές εργάζονται με άρθρα σε μέσα ενημέρωσης σχετικά με τη διαθεσιμότητα και τη διαχείριση του νερού στα νησιά και φτιάχνουν τη δική τους "εφημερίδα" για το νερό.

9. Η ΚΛΗΡΟΝΟΜΙΑ ΤΟΥ ΝΕΡΟΥ

Οι μαθητές μελετούν στο πεδίο τα ιδιαίτερα χαρακτηριστικά μνημείων του νερού - στέρνες, υδραγωγεία, δεξαμενές, κρήνες, κ.ά.- και διερευνούν την ιδιαίτερη λαογραφική και πολιτισμική σημασία τους.

10. ΣΤΑΛΑ - ΣΤΑΛΑ, ΛΕΞΗ - ΛΕΞΗ
Οι μαθητές ανακαλύπτουν τη γλωσσική παράδοση του τόπου τους σχετική με τα έργα για το νερό, δοχεία, κ.λπ.

Κατεβάστε εδώ ολόκληρο το παιδαγωγικό υλικό: ΤΟ ΔΩΡΟ ΤΗΣ ΒΡΟΧΗΣ (2η έκδοση)

3η έκδοση (2014) "ΤΟ ΔΩΡΟ ΤΗΣ ΒΡΟΧΗΣ ΣΤΗΝ ΠΟΛΗ"

Η τρίτη έκδοση δίνει πλέον έμφαση στο βρόχινο νερό και τους μη συμβατικούς υδατικούς πόρους στα αστικά κέντρα. H παρoύσα έκδοση έρχεται να καλύψει τα σχετικά θέματα και να ευαισθητοποιήσει μαθητές και εκπαιδευτικούς για τους μη συμβατικούς υδατικούς πόρους με έμφαση στην αξιοποίηση του βρόχινου νερού στην πόλη.

The electronic version of the ARABIC version of Mediterranean Food: Historical, Environmental, Health & Cultural dimensions is now download-able for MEdIES e-members.

DOWNLOAD THE FULL VERSION OF THE MED-FOOD IN ARABIC LANGUAGE (PDF FILE 14.6 MB)

CONTENTS OF THE BOOK

Using this material
A few notes for the educator
A. Food as a vehicle for intercultural dialogue within the UN Decade of ESD
B. The scope & the goals of the material
C. Pedagogical approaches
D. Description of contents
E. Structure of activities

Background Documents
1. EVOLUTION OF FOOD AND NUTRITION IN THE MEDITERRANEAN: AN OVERVIEW FROM ANTIQUITY TO OUR DAYS
A. Introduction
B. Prehistoric times
C. The Mediterranean triad “the vine, olives and cereals” and other staple foods
D. Ancient civilizations of the Mediterranean
E. Food in the Middle Ages
F. The global Mediterranean
2. FOOD, BIODIVERSITY AND THE MEDITERRANEAN LANDSCAPES
A. The geomorphology of the Mediterranean basin
B. The Mediterranean climate
C. Water resources
D. Biodiversity in the Mediterranean
E. Agriculture in the Mediterranean
F. Fishing & aquaculture in the Mediterranean
G. Globalisation, urbanisation and the impacts on dietary habits
H. Tourism in the Mediterranean
3. THE MEDITERRANEAN DIET & MODERN CONSUMERS
A. A diet for a healthy living
B. The Mediterranean diet
C. The contemporary profile of Mediterranean dietary patterns
D. The environmental impact of our eating choices
E. Sustainable practices in food processing & production
F. Sustainable patterns of agriculture
G. Fair food trade

Activities
SECTION 1: TYPICAL MEDITERRANEAN FOODSTUFF
1.1 The precious olive oil
1.2 The daily bread
1.3 Meat in the diet
1.4 The poor man's meat: legumes
1.5 Fresh is best
1.6 Sweet as honey
1.7 All the salt of the earth
1.8 Fish in the water!
1.9 Vines around the Mediterranean
1.10 Water in food
1.11 Food resources
1.12 Working for food
1.13 The sustainable gardener
SECTION 2: THE MEDITERRANEAN CUISINE RITUAL
2.1 The Mediterranean diet through time
2.2 Is it only about food?
2.3 A food pot tells its story
2.4 Our Mediterranean cookbook
SECTION 3: THE MEDITERRANEAN DIET & MODERN CONSUMERS
3.1 Why so much fuss about the Mediterranean diet
3.2 We are what we eat
3.3. “Researching” food
3.4. Food waste
3.5 Food trade: fair or not
3.6. From field to fork
3.7 Food & health problems

Insets

Bibliography

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