Home » Learning Scenarios » Connecting with the Environment using our Senses (LS-MT-307)
Connecting with the Environment using our Senses (LS-MT-307)
ayrtoncurmi
April 28, 2020
Brainstorming, Citizenship, CLIL, Cooperative learning, Cultural awareness and expression, Early childhood & Primary education, English, Environment, External visit, Face-to-face, Formal, Gamification, Group dynamics, Inquiry-based learning, Language LS, Language subjects, Learning Scenarios, Literacy, Lower Secondary Education, Mind map, Project-based learning

This learning scenario by Ayrton Curmi focuses on English Oracy, Reading and Writing.
In this learning scenario, the students will use their five senses to connect with the environment. They will have the opportunity to discuss topics such as deforestation, endangered species and how human beings are affecting the environment around us.
This is a creative writing learning scenario where students will be able to work collaboratively towards a common goal. This learning scenario shall be delivered outside the school premises to make it easier for the students to feel the connection with the environment, in order to get creative and imaginative in their writing. They will also have the opportunity to self-assess and peer-assess each other’s work.
Using our senses to connect with the environment
Students shall be given the opportunity to visit a local garden. They will be divided in groups and each group will be given a ‘Senses worksheet’ to fill in.
‘I see’
Students will be given a few minutes to observe the environment around them. They will be asked to notice aspects which sometimes we tend to ignore.
‘I hear’
Students will be asked to close their eyes for two minutes and try to listen to different noises such as birds, cars, distant voices amongst others.
 ‘I touch/feel’
Students will be presented with a senses box. This box will consist of several items we usually find in nature such as flowers, fruits, leaves and twigs. The box will have a small aperture and each student should try to touch these items and describe what they are feeling.
‘I smell’
Students will take out the items from the senses box and they smell each item while describing their experience.
‘I taste’
Students will be given a fruit to eat. Each group will be given a different fruit. After eating their fruit they should write some points on its taste. Students can also point out some benefits of healthy eating.

Students using their senses to taste various fruit.

Students using their senses worksheet to create a mind map on A3 paper.

Students using their senses to smell different items from the ‘Senses Box’.

Students using their senses to observe and listen.
Implementation
This learning scenario promotes various 21st-century skills such as:
  • Critical thinking: the students discover facts for themselves.
  • Creativity and Collaboration: the students learn how to be creative to solve a problem, working constructively together to achieve a common goal.
  • Communication: the students need to discuss and express their thoughts in a way that others can understand.
  • Curiosity, wonder and questioning: the hands-on activities in this Learning Scenario give students a reason to wonder, think critically, ask questions, observe, assess information and work constructively with each other.
Edutainment: playful learning. Learning while having fun.
Students using their senses to connect with the environment.
Students using Mentimeter and SimpleMind on their Learnpad Workbook Tablet.
Assessment for Learning
During this learning scenario, various assessment for learning strategies were used. A variety of questioning techniques were adopted throughout this learning scenario. Students were given a writing checklist for self-assessment. After their writing they were given the opportunity to peer-assess each other’s work. After the lesson, each student was given an ‘Exit Ticket’. They had to answer three questions;
  • One thing I learned today.
  • One thing I found interesting today.
  • One question I still have.
Students using their writing checklist to self-assess their writing.
Would you like to know more about this learning scenario? You can download it below:
Europeana-DSI-4-LS-2020-Malta-Curmi2-pdf​Download
Europeana-DSI-4-LS-2020-Malta-Curmi2-doc​Download
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The featured image used to illustrate this article has been found on Europeana Collections and belongs to the public domain.
Edutainment
English
environmental impact
language skills
Oracy
Outdoor Education
2 Responses to "Connecting with the Environment using our Senses (LS-MT-307)"
Donadio Clara says:
May 10, 2020 at 8:09 pm
Very interesting, i’ll test it next year… ! So great idea around senses. Thx
Reply
anamendes says:
March 28, 2021 at 9:56 pm
I liked it a lot. It is essential that the love for the environment begins with the youngest students, but I think that LS can be implemented at other ages. Using the senses to connect with the environment, pay attention to it and give it value is increasingly important for the beginning of the preservation of our natural heritage.
Thanks for sharing.
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Level of Education: 
Early childhood & Primary Education
Lower secondary
Upper secondary
VET and adult education

Topic:
Art
History
Language subjects
Music
Philosophy
STEAM (STEM + Arts)
Environment
Diversity and Inclusion

Language:
English
French
Italian
Portuguese
Spanish

Type of implementation:
Face-to-face
Blended
Online

Key competences promoted:
Literacy
STEM skills
Digital literacy
Physical and emotional well-being
Citizenship
Entrepreneurship
Cultural awareness and expression

Methodology and trends:
Flipped classroom
Project-based learning
Cooperative learning
Gamification
Problem-based learning
Inquiry-based learning
CLIL
Game Based Learning

Type of education:
Formal
Non-formal
Informal

Type of Activity/Task:
Quiz
Role game
Group dynamics
Brainstorming
Mind map
Oral presentation
External visit
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The content presented on this site was produced under the Europeana DSI-4 projectwhich is co-financed by the Connecting Europe Facility of the European Union. The content has been developed by the Europeana DSI-4 Teacher Ambassadors, the Europeana Education User Group, the Europeana Foundation and European Schoolnet. This site is the sole responsibility of the organizer and it does not represent the opinion of the European Commission (EC), and the EC is not responsible for any use that might be made of information contained.
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