Heikinpohja school, Savonlinna, Finland
We set the following goals for our project:
Community learning
Development of communication skills
Shared expertise
Studying biodiversity
In order to stimulate study motivation, we held teaching discussions with the students. We challenged them to raise questions about biodiversity. Based on their own questions, we led them to think about things that we could study in the nature around us. We also thought together how to report our research so that we can tell our foreign friends about it.
We chose the conditions of the forest and the lake that surround us as a research object. In addition, we wanted to collect information about the spruce varieties growing in the nearby forest.
The students designed the tools for carrying out the research and reporting by themselves, after they had sought influences from the from literature and internet.
A good example of the students’ innovativeness and design skills is the ice thickness measure device, which was partly handmade and partly 3D printed.
The students collected information about the thickness of ice and snow regularly. This information was collected in tables that were published on the home page made for the project. The information collected by the students was compared to official data sources (Finnish Meteorological Institute and Natural Resource Center)
While studying the diversity of the forest, we got a tip from the researchers of the Natural Resources Center to study the spruces in our nearby forest. We found several varieties of spruce in the forest surrounding our school. We study them both as a whole and in the research laboratory we set up for the project.
Our project culminated in a study trip to Punkaharju, where we were able to visit the research park and forest museum Lusto. Punkaharju is located in the middle of a beautiful lake landscape, about 30 kilometers east of Savonlinna.
We had prepared for the field trip by sending questions about biodiversity to the researchers of the Natural Resources Center, Egbert Beuker and Petteri Vanninen.
What damage does frost cause to the forest and its fauna? In which direction is Finnish nature going? How many trees are cut down (per day)? What do you think is the worst natural disaster in Finland? What is the rarest tree in Finland? In which place do most natural disasters occur? What is the most common tree in Finland? Is there any good in natural disasters? What is it like to do research as a job? How many six species are there in Finland? What is the most important animal for the forest? Which animal causes the most trouble/destruction in the forest? What is the most important tree in Finland? How tall are the tallest trees in the world? Where are they located?What is the biggest forest fire in Finland? How old can trees live? What is the oldest tree in Finland? What is the most common cause of forest fire?
The students had found out what products can be made from wood. One product we got to taste on our trip was sap, the liquid that drips from the birch.
The students also got the experience of planting a spruce. Here they were guided by expert Esko Oksa. The information about the place where the spruce was planted was recorded and given to each planter. In this way, they can observe the development of the spruce they have planted for the duration of their own lives.
Forest museum Lusto is a versatile learning environment. There you can get to know forest culture from a historical, economic and technological point of view. Experts help students with their questions and reflections.
The project was rewarding in every way, both for us teachers and for the students. Without the researchers of the Natural Resources Center, we would not have had such a broad learning experience about the forest and natural diversity. The students’ motivation and skills to explore the surrounding nature increased considerably as a result of the project.
Feedback
Here are some students feedbacks about the project (translated into English):
About air pressure, Slovenia, and trees like spruce. I also learned some things in class. The researchers also told me new things, and even though I’ve been to the Punkaharju tree species park before, I learned a lot from there, e.g. about planting trees and measuring temperature, etc. I didn’t really know anything about Slovenia.
During the autumn and winter period, I learned to at least work better in groups, I also learned better to search for information about different things.
It was pretty exciting and fun. It’s nice that we have really interesting projects in environmental and natural science. The Slovenians seemed like really nice guys.
It was interesting because it was interesting to see Slovenians and talk to them. It was nice to see that they were also excited about our project.
I think it was a nice addition to this project and made this project even bigger.
It was a fun experience, I might even want to get to know schoolchildren from another country again.
I learned a lot about different types of spruces, and a lot more about Finnish nature, I learned a lot through Lusto about Finland in the old days and how spruces brought from different countries and places react to the environment of Punkaharju. I learned about the natural disasters that happened in Finland.
Microscope task and how to do it. Also a visit to Lusto and there in the Punkaharju tree park, when we got new information, to taste the sap and plant a tree with the group. Also here near the school when I went to see what different spruce trees are here.
The growth and density of spruces is affected by the soil, for example, a spruce from Rovaniemi might not survive here in Savonlinna.
Measuring the snow was really fun. The depth of the snow varied a lot. It was great to watch. When spring came, you noticed it from the depth of the snow.
Ice measurement, Slovenia project, project and discussion with experts when I have never discussed with an expert.
The most interesting thing was to use the microscope and visit the research park and get to taste the sap and all the outdoor activities in the forest.
The most pleasant and interesting part of our project was hearing from Slovenians about their country.
The most interesting was probably visiting Lusto and the Slovenians.
I found research to be the most enjoyable part of this project.
Teachers in Savonlinna
Eero Kovanen
