When the bees took a day... C. Polytidou , Educator in the Municipal Conservatory of Edessa

1. When the bees took a day... C. Polytidou, Educator in the Municipal Conservatory of Edessa

2. IT CONSERNS… AND THE PURPOSE WAS… It concernsan educational program that was held for fifty kindergarten and elementary school pupils in the framework of the CCECs *. The purpose of the interventions was the environmental literacy of the trainees in relation to climate change. The aforementioned purpose was approached having as a learning object the effect of climate change on the pollination of peach trees * * by bees.

3. THEORETICAL FRAMEWORK… AND PRINCIPLES… The theoretical framework of the learning interventions made by the constructivism as a learning theory, the subjectivity that expresses the post-foreign ideology and the education for sustainability. The teaching principles that govern the learning intervention are those of the New School. The Principle of Psychological Acceptance and Support (the respect and acceptance of the child Nature (Rousseau) expressed through learning approaches that ensure the child feeling of safety, acceptance and support (Paraskevopoulos 1987, Kapsalis 1989)), the Principle of Self-Active Participation (the Free and self-active participation of the child in the educational process is a prerequisite for the mental and social emancipation of the child, having as a condition the mediation of the teacher ( Kossyvaki 1997, Spaulding 1992)), the principle of Wholeness (the human mind understands organized sets and not sums of individual elements (Matsagouras 2007)), the Principle of Offering Systematic Knowledge (in the Learning Act are offered organized and systemized valid and reliable knowledge, which introduce the child to the modern way of Thinking (Matsagouras 2007), the Supervisory Authority (it concerns the decisive role of experiences in the learning process, especially for elementary students School. The latter operate in a specific thought and therefore need the immediate supervision of things to conquer universal knowledge (Pestalozzi, Kossyvaki 1997)), the Principle of Inductiveness (according to which the thought must be directed by the specific in abstract, from close to distant, from the simple to the complex/movement of critical Thinking), the Principle of Differentiation (Principle of individualized teaching (Ioannidou-Koutselini 1998, Hair 1996)) and the principle of cross-Curricular Approach ( Upgrades qualitatively and enhances the learning process and knowledge resulting from it, as a result of the interdisciplinary approach and the functions that govern it, i.e. abstraction, synthesis and generalization,).

4. PHASES OF THE PROJECT • 1st phase: Conceptual approach of the concepts "Seasons", "Melissa"/Duration 7’ /discussion-post modernism. This was done through the investigation of the pre-existing experiences of the pupils (initial/diagnostic evaluation) on the weather phenomena and the flowering stages of the peach, always in correspondence with the seasons of the year. • Phase two: Pollination. Bees at work fair weather the season of spring/Duration 5 ́/Psychokinetic game with soundscape-modernist phase. In other words, the pollination stage was simulated with weather regularity. • Phase 3: Fruiting. Bees at work with fair weather/Duration 5 ́/Psychokinetic game with soundscape- modernism • Phase 4: Continuous rainfall during the pollination period. Bees out of work due to bad weather/Duration 5 ́/Psychokinetic game with soundscape- post modernism. In other words, the pollination stage was simulated with non-meteorological regularity. • 5th phase: Acargia/Duration 8 ́/Discussion on the impacts of climate change, through references to experiences and experience of each student involved-. post modernism. In particular, they occupied the student groups, comparatively, the consequences of the first and second indents.

5. 45’ Programme of Action In particular, during the realization of our reference program, elements of music-kinetic education and acoustic ecology were utilized. The learning scenario followed was semi-directed. During its development, soundscapes were created using sound sources of useless materials. Among the learning methods applied were role-playing, psychomotor games, the production of original discourse, the expression through painting, the craftsmanship. In particular, the learning process was applied to pre-school students and first class students. It concerned the approach of the concept of "climate change" The intervention took place in collaboration with the 50 students of the CCECs -Kindergarten "Colorful Tree" and the Municipal Conservatory of Edessa. February-March 2019.

6. Worth mentioning… Worth mentioning… …is the imaginative and original educational script, which facilitated the understanding and appropriation of the word "E PI KO NIA SI" –means pollination- through its speech in Greek, using voices from Animals: "bE" sheep, "PI" duckling, "KO" hen, "NIA" cat, "SI" snake. Thus, in a "tangible" way, the trainees approached climate change through its effects. * CCECs: Children's creative employment centers. Their aim is to provide pedagogical activities that are qualitative and creative, individual or group and to fill the free time of a child. They operated initially in Greek territory with a public character. They now exist with a subsidized private character. * * According to the demographic data of the trainees, 70% of them come from rural families active in the cultivation of peach trees, while 100% reside next to agricultural peach plantations. Outnumber girls (60%) compared to boys (40%).

7. Σας ευχαριστούμε (... thank you)!!!