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[desc] =>
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(
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[3] => Array
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(
)
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[1] => Array
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(
)
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)
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[link] => https://book.coe.int/en/205-drugs
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(
)
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[3] => Array
(
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[link] => https://book.coe.int/en/196-migration
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[link] => https://book.coe.int/en/190-gender-equality
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)
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[6] => Array
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(
)
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[7] => Array
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[id] => 223
[link] => https://book.coe.int/en/223-people-with-disabilities
[name] => People with disabilities
[desc] =>
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[5] => Array
(
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[link] => https://book.coe.int/en/198-internet-media
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[0] => Array
(
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[link] => https://book.coe.int/en/199-internet
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)
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[1] => Array
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[id] => 200
[link] => https://book.coe.int/en/200-children-and-the-internet
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[desc] =>
[children] => Array
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)
)
[2] => Array
(
[id] => 201
[link] => https://book.coe.int/en/201-media-freedom
[name] => Media freedom
[desc] =>
[children] => Array
(
)
)
[3] => Array
(
[id] => 202
[link] => https://book.coe.int/en/202-cybercrime
[name] => Cybercrime
[desc] =>
[children] => Array
(
)
)
)
)
[6] => Array
(
[id] => 203
[link] => https://book.coe.int/en/203-health
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[children] => Array
(
[0] => Array
(
[id] => 204
[link] => https://book.coe.int/en/204-bioethics
[name] => Bioethics
[desc] =>
[children] => Array
(
)
)
[1] => Array
(
[id] => 206
[link] => https://book.coe.int/en/206-pharmaceutical-and-healthcare-europe
[name] => Pharmaceutical and healthcare Europe
[desc] =>
[children] => Array
(
)
)
[2] => Array
(
[id] => 207
[link] => https://book.coe.int/en/207-health-protection
[name] => Health protection
[desc] =>
[children] => Array
(
)
)
)
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[7] => Array
(
[id] => 208
[link] => https://book.coe.int/en/208-culture-heritage-nature
[name] => Culture, Heritage, Nature
[desc] =>
[children] => Array
(
[0] => Array
(
[id] => 210
[link] => https://book.coe.int/en/210-european-cultural-convention
[name] => European Cultural Convention
[desc] =>
[children] => Array
(
)
)
[1] => Array
(
[id] => 211
[link] => https://book.coe.int/en/211-intercultural-and-interreligious-dialogue
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(
)
)
[2] => Array
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[link] => https://book.coe.int/en/212-biological-diversity-bern-convention
[name] => Biological diversity - Bern Convention
[desc] =>
[children] => Array
(
)
)
[3] => Array
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[link] => https://book.coe.int/en/214-climate-change
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)
)
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[8] => Array
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(
[0] => Array
(
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[link] => https://book.coe.int/en/216-council-of-europe-and-european-union-different-roles-shared-values
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[desc] =>
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(
)
)
[1] => Array
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[link] => https://book.coe.int/en/217-eu-accession-to-the-european-convention-on-human-rights
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(
)
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)
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)
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1
Catalog
Landscape education activities for primary schools – Pedagogical booklet (Swedish version) (2021)
Aktiviteter inom landskapsutbildning för låg- och mellanstadiet - Pedagogiskt häfte
Hur kan vi väcka elevernas nyfikenhet och intresse för landskapet?
E uroparådets landskapskonvention föreskriver att dess parter åtar sig att främja skolkurser som tar upp, inom berörda studieämnen, de värden som hör till landskapet och de frågor som berör dess skydd, förvaltning och planering.
Detta pedagogiska häfte, Aktiviteter inom landskapsutbildning för låg- och mellanstadieskolor, syftar till att väcka elevernas nyfikenhet och intresse för landskapet genom att uppmana dem att tänka på vad de menar med ”landskap” och fundera över det med dess miljömässiga, sociala, kulturella och ekonomiska dimensioner, både i rum och tid.
Aktiviteterna kan få eleverna att föreställa sig vad deras roller kan vara, som individer och medlemmar av samhället, för att kunna engagera sig aktivt för landskapet.
Dessa aktiviteter kan utföras inom ramen för formell och informell utbildning.
Hur kan vi väcka elevernas nyfikenhet och intresse för landskapet?
E uroparådets landskapskonvention föreskriver att dess parter åtar sig att främja skolkurser som tar upp, inom berörda studieämnen, de värden som hör till landskapet och de frågor som berör dess skydd, förvaltning och planering.
Detta pedagogiska häfte, Aktiviteter inom landskapsutbildning för låg- och mellanstadieskolor, syftar till att väcka elevernas nyfikenhet och intresse för landskapet genom att uppmana dem att tänka på vad de menar med ”landskap” och fundera över det med dess miljömässiga, sociala, kulturella och ekonomiska dimensioner, både i rum och tid.
Aktiviteterna kan få eleverna att föreställa sig vad deras roller kan vara, som individer och medlemmar av samhället, för att kunna engagera sig aktivt för landskapet.
Dessa aktiviteter kan utföras inom ramen för formell och informell utbildning.
Förord
Inledning
I. Upplevelseaktiviteter
Inledning
I. Upplevelseaktiviteter
Aktivitet 1 – Se landskapet
Aktivitet 2 – Lyssna på landskapet
Aktivitet 3 – Röra vid landskapet
Aktivitet 4 – Lukta på landskapet
Aktivitet 5 – Smaka på landskapet
Aktivitet 6 – Känna landskapet
II. Identifieringsaktiviteter
Aktivitet 7 – Vad är det?
Aktivitet 8 – Är det vad det verkar vara?
Aktivitet 9 – Olika men lika
Aktivitet 10 – Ännu svårare
Aktivitet 11 – Nära eller långt bort
III. Analysaktiviteter
Aktivitet 12 – Vegetationens tillväxt
Aktivitet 13 – Tecken på djur
Aktivitet 14 – Mänskligt avtryck
Aktivitet 15 – Vad pågår här?
Aktivitet 16 – Vad formas först?
Aktivitet 17 – Landskaps magi
IV. Reflektionsaktiviteter
Aktivitet 18 – Planera området!
Aktivitet 19 – Vad tror du skulle hända om ...?
Aktivitet 20 – Du bestämmer
V. Rapportaktiviteter
Aktivitet 21 – Landskapsstigen
Aktivitet 22 – Vårt landskap
Aktivitet 23 – Mitt landskapsalbum
Aktivitet 24 – Sådant är mitt landskap
Avslutande ord
Aktiviteter inom landskapsutbildning för låg- och mellanstadiet - Pedagogiskt häfte
Hur kan vi väcka elevernas nyfikenhet och intresse för landskapet?
E uroparådets landskapskonvention föreskriver att dess parter åtar sig att främja skolkurser som tar upp, inom berörda studieämnen, de värden som hör till landskapet och de frågor som berör dess skydd, förvaltning och planering.
Detta pedagogiska häfte, Aktiviteter inom landskapsutbildning för låg- och mellanstadieskolor, syftar till att väcka elevernas nyfikenhet och intresse för landskapet genom att uppmana dem att tänka på vad de menar med ”landskap” och fundera över det med dess miljömässiga, sociala, kulturella och ekonomiska dimensioner, både i rum och tid.
Aktiviteterna kan få eleverna att föreställa sig vad deras roller kan vara, som individer och medlemmar av samhället, för att kunna engagera sig aktivt för landskapet.
Dessa aktiviteter kan utföras inom ramen för formell och informell utbildning.
Hur kan vi väcka elevernas nyfikenhet och intresse för landskapet?
E uroparådets landskapskonvention föreskriver att dess parter åtar sig att främja skolkurser som tar upp, inom berörda studieämnen, de värden som hör till landskapet och de frågor som berör dess skydd, förvaltning och planering.
Detta pedagogiska häfte, Aktiviteter inom landskapsutbildning för låg- och mellanstadieskolor, syftar till att väcka elevernas nyfikenhet och intresse för landskapet genom att uppmana dem att tänka på vad de menar med ”landskap” och fundera över det med dess miljömässiga, sociala, kulturella och ekonomiska dimensioner, både i rum och tid.
Aktiviteterna kan få eleverna att föreställa sig vad deras roller kan vara, som individer och medlemmar av samhället, för att kunna engagera sig aktivt för landskapet.
Dessa aktiviteter kan utföras inom ramen för formell och informell utbildning.
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