Young students of the 5th elementary school “Helmeo” St. Paraskevi are inspired by their achievement. They purchased a small olive grove at the foot of Mount Kilimanjaro in Tanzania! Such as described “K” school principal Hara Buta during a skills development workshop ecological consciousness and raising children’s awareness of its dangers changing of the climate, this year the school participated in the international program along with others from different regions of the world. Each school presented in pictures and short texts an extreme event related to climate change.

Greek children presented images of the biblical destruction left by fires on the island of Evia last summer. Schoolchildren in Poland and India captured and showed their peers the effects of floods as extreme weather events in their areas. Students from Tanzania presented photos of deforestation on Kilimanjaro, Africa’s highest mountain. “Our students raised money and sent it to children in Tanzania who planted 362 seedlings. Tree planting took place in March, just before the rainy season in the area, to water the seedlings,” notes Ms. Buta.

“The fight against climate change requires the cultivation of environmental consciousness in schools, as students are a diverse audience, they change habits more easily than older people, they represent a large part of the population, they can act as multipliers, influence and convince older people, relatives and friends,” the Ministry of Education said in a statement.

5th initial st. Paraskevis participated in the international climate program, “planting” olives in Tanzania.

Thus, in the new curricula of all courses, which are implemented as experimental ones, special attention is paid to climate change, the integration of modern scientific data and the introduction of relevant actions and activities. For example, in the kindergarten program, for the first time, much attention is paid to the relationship of the child with the environment. At the level of knowledge, students are invited to identify the geomorphological characteristics of their environment, to highlight the elements that show the dependence of man on Nature and the influence of human activity on it. At the activity level, students are encouraged to classify the animals and plants of their place, collect and classify various natural materials from the natural environment, record energy sources, and think with the kindergarten teacher about solutions to conserve natural resources and protect the environment. protection.

On the other hand, Chemistry, Biology, Computer Science, Geological Geography, Philosophy, Music and Fundamentals of Economics include topics on climate change. For example, philosophy includes applied ethics topics such as environmental ethics and animal rights. In AOTH, the impact of economic development on the environment is explored through empirical activities, for example. a case study of Easter Island and whether its economy has collapsed due to the overexploitation of timber and natural resources.

According to the ministry, important events are also held within the framework of master classes, which are included in the mandatory schedule of kindergartens, primary and secondary schools in the country. Directly intertwined with environmental education is the thematic cycle “I care about the environment”, which consists of the sub-themes “Ecology – a global and local natural heritage” (this year it is taught in kindergarten, 1st and 4th primary grades and 1- and secondary school). school) and “Climate Change – Natural Disasters, Civil Protection”, which this year are taught in the 2nd and 5th primary and 2nd secondary schools.