IMPLEMENTATION

HOW TO IMPLEMENT A DAYLIGHTING RIVERS PROJECT

DAYLIGHTING RIVERS has developed learning units that deal with environmental themes related to rivers: water cycle, river ecosystem, hydrogeological risk, river management, historical aspects and river pollution. The nex sections summarize the methodology ciclic methodology based on IBL, and will successfully engage students and teachers in knowing more about their local river.

INTRODUCTION of daylighting rivers project

To introduce the DAYLIGHTING RIVERS project to the students, you can start brainstorming about the local river. The presentation Introductory activity with the class can be used to this purpose. There are questions that can be posed to students to think about their town and rivers and engage them in knowing more about them.

WHAT WE KNOW - WHAT WE WOULD LIKE TO KNOW

BEFORE ANYTHING ELSE, you may want to know the initial interests and base knowledge of the “actors” (students and teachers); but also you might be interested to know how effective the learning process is and how effective is teaching with our materials.

The following links access to questionnaires aimed to such purpose. Questionnaires are in English and they should be submitted before (and after) the implementation of the project. You can contact us to get the data or in alternative, you can contact us to copy them.

Survey on students’ competences and interests: https://forms.gle/NSdJyDHyase3e6GP6

Survey on the on attitude toward STEM https://docs.google.com/forms/d/e/1FAIpQLSdaAlJtkNCbsCvtpvRnb-JJ-J8klMSV6e1XiAil5rDykgHUgQ/viewform

Survey on students’ career decision making https://docs.google.com/forms/d/e/1FAIpQLSdxXKDh9tR5FhBvhwvzApCPymq1CeBkTKEZ3nGU6pwikJT40A/viewform  

Teachers’ survey on competences and interests https://forms.gle/QuoJ2XU77V2UbWZk6
Teachers’ survey on teaching efficacy
https://docs.google.com/forms/d/e/1FAIpQLSeq-OlJcqVzRkEX1sKP-KwbJHFzo2fJi8LlVsxo5bdQD6S0sw/viewform

Teachers’ survey on teaching effectiveness https://docs.google.com/forms/d/e/1FAIpQLScTM4W4tyhpWTAfptunSbv4SQBW59WEVEQZ42JT4agRhdKpqw/viewform 

IMPLEMENTATION with the class

According to the interest shown by the students during the introductory activity of the project on environmental characteristics, human impacts, threats or aspects that are worth of promotion of your local river, you can choose one or more Learning Units from our list and adapt it to your context. The Learning Units developed in this project concern 5 macro-themes: Water cycle, The impacts of human intervention on river ecosystem, The hydrogeological risk, River management, Climate change.

22 Learning Units based on the Inquiry Based Learning are available:

  • Vegetal biodiversity of river ecosystems
  • Animal biodiversity of river ecosystems
  • Eutrophication
  • Integration of rivers into the city plan
  • Artifacts in the past and in the present
  • Rivers in art
  • Geology and geomorphology
  • Socio-economic effects
  • Hydraulic aspects
  • Microclimate
  • Effects of urbanization and land use

You can find the full list of Learning Units in English, Italian, Greek and Spanish here: https://www.daylightingrivers.com/learning-units-list/

CREATIVE-TECH TIME

Develop a Location Based Game!

LBG are particularly suited for creating educational experiences. Mobile media and augmented reality can fruitfully combine the advantages of educational video games with place-based learning. Georeferenced information collected in the field, pictures, data, stories etc. during the application of the Learning Units, can be communicated to a wider public in form of a game story, by storytelling. Location Based Games (visit the webpage “technologies”) allow players to play in a real environment and access information while having fun.

Alternatively, students can design an urban project of river regeneration, even using Geographic information system software (visit the webpage “technologies”).

DISSEMINATION!

Promote your results and outcomes! All project outcomes should reach a wider community. This gives the opportunity to students to practice communicating to a wider public and enhance such skills.

The dissemination can be done in:

  • Science fairs,
  • Open days,
  • Exhibitions,
  • Webinars
  • Seminars
  • Conferences
  • etc.

In addition, the community might be interested to know more about the river quality or characteristics. This information might be also useful for the local authorities and can give the chance of further collaborations with local institutions.

WHAT you have learnt

You may want to know how effective the learning process was and the efficacay of the project implementation.

Survey on students’ competences and interests: https://forms.gle/NSdJyDHyase3e6GP6

Survey on the on attitude toward STEM https://docs.google.com/forms/d/e/1FAIpQLSdaAlJtkNCbsCvtpvRnb-JJ-J8klMSV6e1XiAil5rDykgHUgQ/viewform

Survey on students’ career decision making https://docs.google.com/forms/d/e/1FAIpQLSdxXKDh9tR5FhBvhwvzApCPymq1CeBkTKEZ3nGU6pwikJT40A/viewform  

Teachers’ survey on competences and interests https://forms.gle/QuoJ2XU77V2UbWZk6
Teachers’ survey on teaching efficacy
https://docs.google.com/forms/d/e/1FAIpQLSeq-OlJcqVzRkEX1sKP-KwbJHFzo2fJi8LlVsxo5bdQD6S0sw/viewform

Teachers’ survey on teaching effectiveness https://docs.google.com/forms/d/e/1FAIpQLScTM4W4tyhpWTAfptunSbv4SQBW59WEVEQZ42JT4agRhdKpqw/viewform