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1
EDUCATIONAL PACKAGE FOR
BASIC SCHOOL TEACHERS
THE TRAVEL OF A WATER
DROP TO THE BALTIC SEA
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BERAS Implementation “Baltic Ecological Recycling Agriculture and Society “
Compiled by: Onutė Gervienė, teacher expert in biology and chemistry at Kaunas region Šlienava Basic School
BERAS Implementation is part-funded by EU (Baltic Sea Region Programme 2007-2013).
This publication reflects the views only of the author, and the EU cannot be held responsible for any use which
may be made of the information contained therein.
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CONTENTS INTRODUCTION......................................................................................................................................................................................4 1. PROBLEMS OF ENVIRONMENTAL PROTECTION IN THE BALTIC SEA.......................................................................6
1.1. POLLUTION OF THE BALTIC SEA FROM HOUSEHOLDS .....................................................................................................................9 1.2. POLLUTION OF THE BALTIC SEA WITH COMPOUNDS OF NITROGEN AND PHOSPHORUS FROM AGRICULTURE .............................13 1.3. ACTIONS FOR IMPROVEMENT THE CONDITION OF THE BALTIC SEA .............................................................................................17
2. DESCRIPTION OF THE BALTIC SEA .........................................................................................................................................18 2.1. THE BALTIC SEA: WHAT DO THE NUMBERS TELL US? ...................................................................................................................18 2.2. THE ECOSYSTEM OF THE BALTIC SEA ............................................................................................................................................22 2.3. WHO LIVES AROUND THE BALTIC SEA?.........................................................................................................................................26
3. FRIENDLY FARMING IN FAVOUR OF THE BALTIC SEA ..................................................................................................31 3.1. THE SOIL .........................................................................................................................................................................................31 3.2. THE QUALITY OF SOIL ....................................................................................................................................................................32 3.3. AGRICULTURAL METHODS.............................................................................................................................................................35 3.4. ECOLOGICAL RECYCLING AGRICULTURE......................................................................................................................................41 3.5. ECOLOGICAL AGRICULTURE ..........................................................................................................................................................45 3.6. ECOLOGICAL FARMING ..................................................................................................................................................................46 3.7. ECOLOGICAL ANIMAL HUSBANDRY ...............................................................................................................................................51
4. DIET FOR A CLEAN BALTIC ........................................................................................................................................................54 4.1. FOOD ...............................................................................................................................................................................................55 4.2. OUR FOOD .......................................................................................................................................................................................56 4.3. PROPER NUTRITION ........................................................................................................................................................................59 4.4. BIOLOGICAL AND CHEMICAL POLLUTION OF FOOD – THE DESTROYER OF THE HEALTH OF HUMANS AND THE BALTIC SEA .....64 4.5. THE INFLUENCE OF FOOD CONSUMPTION ON THE BALTIC SEA.....................................................................................................69 4.6. THE SHORTER THE PATH FROM FIELD TO FORK, THE HEALTHIER THE FOOD, THE CLEANER THE SEA.........................................74
5. INSIGHTS.............................................................................................................................................................................................79 5.1. THE VISION OF THE CLEAN REGION OF THE BALTIC SEA .............................................................................................................79 5.2. THE EU STRATEGY FOR THE BALTIC SEA REGION .......................................................................................................................80
ANNEXES .................................................................................................................................................................................................81 6.1. PUPIL’S ACTIVITY SHEET NO. 1......................................................................................................................................................81 6.2. PUPIL’S ACTIVITY SHEET NO. 2......................................................................................................................................................82 6.3. PUPIL’S ACTIVITY SHEET NO. 3......................................................................................................................................................82 6.3. PUPIL’S ACTIVITY SHEET NO. 3......................................................................................................................................................83 6.4. PUPIL’S ACTIVITY SHEET NO. 4......................................................................................................................................................84 6.5. PUPIL’S ACTIVITY SHEET NO. 5......................................................................................................................................................85
LIST OF LITERATURE........................................................................................................................................................................87
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INTRODUCTION
We are happy and proud to live near the Baltic Sea. Many of us have admired the wavy amber Baltic Sea
surf, the golden sand dunes and have many times refreshed your bodies in the salty sea water. The sea’s
beauty has been subject for many poems, however ordinary people loo for health, peace and rest while at the
sea.
Eventually, the Baltic Sea – our natural marvel - is becoming endangered – the cost is polluted with
malodorous algal debris and oil contaminants. The Baltic Sea suffers from overfishing, oil spills and
pollution from the surrounding areas with nutritional substances nitrogen and phosphorus. Numerous
environmental programs have been developed to solve the Baltic Sea problems. The Baltic Sea Region
Programme with the BERAS Implementation project “Baltic Ecological Recycling Agriculture and Society”
is one of them. Kaunas region Municipality is an active partner in the project.
The aim of the project – to solve the problem of the Baltic Sea eutrofication by promoting ecological
agriculture and educating society in all countries of the Baltic Sea’s region. The duration of the project is 3
years (2011-2013).
The activities of the project: development of ecological agriculture politics, development of ecological
consciousness of farmers, students, teachers and pupils, respect to the environment, education (seminars,
consultation, forums), creation of health food network, preparation of education programmes, education
packages, investment plans and plans on progressive agriculture.
One of the intended results of the project: creation of an educational package to teachers, the aim of
the package is to help teachers to prepare for lessons integrating ideas of ecological education to the
programmes of subjects. This methodological publication consists of six parts. The first part discusses the
environmental problems of the Baltic Sea and how these problems are solved in the extent of the whole
region and our country. The second part more comprehensively familiarizes with the Baltic Sea and its
unique ecosystem which is influenced by especial geographical and hydromorphological conditions. The
attention is paid to the fragility of the ecosystem of the Baltic Sea which requires our attention and
protection. The third and the fourth chapters are dedicated to particular aims of the preservation of the Baltic
Sea while farming safer and eating healthier. The fifth chapter discusses tomorrow’s goals for the
preservation of the Baltic Sea. The publication consists not only of theoretical material, but also from
lessons’ plans, afternoon scenarios, various tasks, examples of recipes and annexes.
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The educational package “The Travel of a Water Drop to the Baltic Sea” is of recommendational nature,
therefore teachers are encouraged to create their own lesson plans and scenarious for events. We also
encourage them to use their own work experience and by showing good example to their students, excersize
positive thinking in order to save the Baltic Sea.
For more information about the project in the Lithuanian language – www.beras.lt in English –
www.beras.eu
Project coordinators Laimutė Ruzgienė and Edita Žaromskiene
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1. PROBLEMS OF ENVIRONMENTAL PROTECTION IN THE BALTIC SEA In 1940, when human’s activity in the sea’s watershed was not such intense, the Baltic Sea’s water was
clear, with low amounts of biogenic (nitrogen and phosphorus) substances and did not “blossom” so
intensively. Pollution with biological substances became more intense in 1950 when chemical fertilizers
were introduced, industry and transportation became more intense. Due to the human’s economical activity,
during the period of 1960-1980 the amount of these nutrition substances in the Baltic Sea increased twice.
After the negative impact of the pollution with these substances had been noticed, it was decided to reduce
the emission of these pollutants in the Baltic countries by 50 percent.
The Baltic Sea is also one of the most sensitive water
bodies in the world. The change of water with the large
oceans is very slow; therefore it is especially sensitive to
pollution. The main problems scourging the Baltic Sea
within the last decades are fish catch-off, oil spillages and
pollution from the surrounding territories, especially too
large amount of entering nutritional substances – nitrogen
and phosphorus and the related eutrophication.
Previously clear water of the Baltic Sea within the last
century has become highly eutrophicated, i.e. overfilled
with nutritional substances. This is a serious problem. The
main nutritional substances stimulating eutrophication are phosphorus and nitrogen. Due to humans’
economic activity the natural amount of nitrogen and phosphorus has greatly increased in the Baltic Sea.
Now there is four times higher amount of nitrogen and eight times higher amount of phosphorus in the sea
than that in 1900, and the seashore water blossoms 30-40 times more frequently than in the beginning of the
20th century.
These substances in the form of phosphates and nitrates stimulate the process of photosynthesis during
which the biomass composes. Eutrophication is a phenomenon when due to too large amount of nutritional
substances in water algae and other vegetation over thrive and the balance of organisms flounders. During
eutrophication the clarity of water reduces in water bodies, the composed biomass of phytoplankton makes a
perfect substratum for the procreation of bacteria, and some kinds of algae are even toxic. Further other
processes follow – putrefaction of biomass, composition of sulphurous hydrogen and other substances
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polluting water. Thus fishes suffocate in a large scale as well as other water organisms, and humans face the
danger to get various diseases.
About 80 percent of nutritional substances enter the Baltic Sea by rivers and directly from the surrounding
territories. The main sources of nutritional substances are agriculture and households’ waste water. Although
the inflow of nutritional substances to the Baltic Sea has reduced slightly in the recent years, the signs of
eutrophication have not decreased.
The governments of the Baltic countries have confirmed that eutrophication is one of the main problems of
the Baltic Sea and have obliged to reduce the pollution with nutritional substances. The main aim of one of
the action plans prepared by the Helsinki Commision HELCOM and approved by the Ministries of
Environment of the Baltic countries is to reduce the inflow of phosphorus to the Baltic Sea by 42 per cent
and to reduce the inflow of nitrogen by 18 percent, however, the means foreseen for the achievement of the
aim are still too weak or their implementation is hindered.
It may be reasonably stated that the Baltic Sea is one of the most polluted seas in the world; therefore it is
especially important, following the principle of sustained development, to solve not only the region’s
economical and social, but also environmental problems as well.
Taking into account the influence of agriculture on the pollution of the Baltic Sea, there are three scenarious
by which water quality in the Baltic Sea could be modelled in the future (figure 1). It is clear that the future
belongs to ecological recycling agriculture.
Fig 1. Future scenarious of the Baltic Sea
Vegetable farms
Animal husbandry
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Tap, toilet Sewerage networks
Sewage cleaning equipment
Rivers and lakes
THE BALTIC SEA
Water supply, well
Soil
Water vapours
Fall
Underground water
Nitrogen oxides, sulphur oxide from industrial companies
Pollutants from housholds
Dangerous substances from industrial companies
Dangerous substances from industrial companies
Nitrogen, phosphorus from agiculture
Fig. 2.Travel of a water drop to the Baltic Sea
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1.1. Pollution of the Baltic Sea from households
Phosphoric compounds enter water bodies together with the waste of chemical preparations containing
phosphoric compounds used in household, industry, utility services’ sphere and other fields. The usage of
these chemical preparations increases rapidly. This is various washing and cleaning detergents. Especially
large amounts of phosphoric compounds (sodium tripoliphosphate form) are contained in washing
detergents where they are used for the softening of water and the improvement of washing effectiveness.
Phosphorus increases the effectiveness of washing process – it binds the hardness of water, removes
sediments and prevents them from formation. Also it acts as the carrier of other parts of the detergent.
Likewise phosphates in the form of ortophosphatic acid may be found in chemical preparations designed to
clean, process the metals against corrosion, etc. Phosphates can be easily removed installing effective water
waste cleaning technologies. Therefore improving the cleaning of waste water and at the same time using
detergents without phosphates, the amount of emitted nutritional substances would lessen. The application
of both means would be much more effective to the marine environment than applying just one of them.
Water pollution is the consequence of human behaviour and economic activity. Water pollutants include the
products of natural metabolism of humans and animals, biological secretions and chemical substances used
in agriculture, industry, household. Water may be polluted with mineral, organic, and biological pollutants.
The biggest threat is pollution with biologival substances.
Topic of the lesson: Water pollution
Grade: 8–10
Subject: Biology, chemistry
Method: Practical work
Motivation:
The map indicates the pollution of the Baltic Sea. The polluted
areas mark so called dead zones: darker areas – constant dead
zones, lighter areas – seasonal dead zones. The places marked by
circles indicate the recorded pollution with chemical nutritional
substances – so called eutrophication.
Map of the pollution of the Baltic Seas (Source: HELCOM)
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Fig. 3. The total amount of nitrogen and phosphorus leakage into the Baltic sea according to human activity
Analyzing the problematics of the pollution of the Baltic Sea’s water, it is purposeful to offer the pupils to
perform practical work.
1. Explain the phenomenon of the water blossoming indicating the reasons of its origin:
Water blossoming _______________________________________________________
2. Indicate the impact of water blossoming to a water body:
1)________________________________________________________________
2)________________________________________________________________
3)________________________________________________________________
4)________________________________________________________________
5)________________________________________________________________
3. Analyze the scheme on the impact of a settlement to water bodies. Make conclusions, indicate the reasons
of eutrophication.
The total amount of nitrogen leakage into the Baltic sea according to human activity
The total amount of phosphorus leakage into the Baltic sea according to human activity
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Reasons:
a)________________________________________________________________
b)________________________________________________________________
4. Perform the structural task.
4.1. Familiarize with chemical pollutants of water.
Chemical
pollutants Characteristics of pollutants
Detergents These are detergents which enter natural water bodies together with household waste
water.
Mineral
fertilizer
Often used in large amount in agriculture. Leached from the soil by falls to natural water
bodies in the form of nitrates.
Water body
Settlement Farmland Farm
Nitrates
Phosphates
Organic fertiliser Nitrates Phosphates
Pesticidess
Nitrates
Phosphates
Ammonia
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Chemical
pollutants Characteristics of pollutants
Heavy metals The most toxic metals. Their comparative weight is larger than 4.5g/cm3. These are lead
and mercury. Industry and vehicle transportation are their source.
Phenols Enter the environment from chemistry industry companies.
Water acidity The concentration of hydrogen ions increases – pH. This is dangerous for plants and
animals.
4.2. Name the sources of the origin of chemical pollutants:
1)________________________________________________________________
2)________________________________________________________________
3)________________________________________________________________
4)________________________________________________________________
5)________________________________________________________________
4.3. Indicate the damage caused by chemical pollutants to live organisms:
1)________________________________________________________________
2)________________________________________________________________
3)________________________________________________________________
5. Link water pollutant with the sources of their origins with the help of arrows.
Phosphoric compounds Agriculture
Compounds of zinc and copper Car washes and cleaning companies
Nitrates Corrosion of the pipes of water supply system
6. Why are the Scandinavian countries interested in the problems of pollution of the Baltic Sea?
a)________________________________________________________________
b)________________________________________________________________
7. Plan a nature protection campaign with your classmates. Consult with the nearest ecological organization
or the municipality ecologist and implement your ideas.
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1.2. Pollution of the Baltic Sea with compounds of nitrogen and phosphorus from
agriculture
About 40 percent of phosphorus and 60 per cent of nitrogen which enter the Baltic Sea fall on agricultural
activities. Nitrogen and phosphorus are contained in the composition of fertilizer and animal manure.
Already in 1950 in Western Europe the usage of nitrogen and phosphorus in agriculture started to increase,
and in 1980 the usage of these compounds reached a grand scale. When manure or mineral fertilizers are
stored, transported, or used to fertilize fields, a large part of them remain in the environment. Nitrogen
compounds in the form of nitrates and ammonium compounds are very soluble in water, so the with
underground water is transferred into the rivers. Phosphates do not enter deeper layers, so it is washed from
the surface of the fields with rain water, especially during strong rains or when snow melts. Sooner or later,
these compounds will reach the Baltic Sea. Large quantities of pesticides enter the Baltic Sea which are
used to combat weeds and agricultural pests. DDT (asphyxia), and pesticides enter the Baltic Sea with the
agricultural production wastewater.
Topic of the lesson: What would you choose?
Aim: To discuss how pesticides are used for annihilation of weeds, fight against diseases
and pests, how much they are needed and what their consequences are.
Subjects: Nature sciences.
Grades: 8–10.
Place: Classroom
Method: Drama-discussion
Motivation: Is it possible to create an ecological recycling agriculture farm in Lithuania?
Course:
1. Provide a situation:
Farmers require from the Government that it would help to annihilate pests which annually destroy a
large part of harvest. Farmers want that the Government would give credit (loans) to buy expensive, but
effective foreign pesticides.
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The representatives of green organizations, after learning these farmers' intentions, disagreed. They are
opposed to the wishes of farmers, because, as they claim, pesticides sprayed on fruits and vegetables
enter fruits, roots and poison plants, which may be harmful to human health.
2. The pupils stand in two corners of the class: those who support the farmers go to one corner; those
supporting the Greens go to another corner. At first they discuss in groups, then, electing the leaders,
discuss all together.
Development of the task:
Taking an example from the past we should learn how to change the method of our actions in order not to
destroy the resources our lives depend on, and instead would endeavour to restore these resources and to
create fertile soil.
Then you may offer the pupils to perform the task.
1. Explain the definitions:
Agrotechnique – ______________________________________________________
Pesticides – _________________________________________________________
2. Examine pesticides.
2.1. Familiarize with the types of pesticides.
2.2. Indicate the purpose of pesticides:
Rodenticides are a type of pesticides designed to annihilate rodents.
Bactericides –______________________________________________________
Insecticides –______________________________________________________
Pesticides
Fungicides
Insecticides
Akaricides
Bactericides
Herbicides
Rodenticides
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Fungicides –_______________________________________________________
Herbicides –_______________________________________________________
Akaricides –_______________________________________________________
3. Examine the types of this fertilizer.
3.1. Fill the scheme.
3.2. Describe these types of fertilizer:
Organic fertilizer – _____________________________________________________
Mineral fertilizer – ____________________________________________________
4. Fill the scheme of the types of organic fertilizer.
5. Examine mineral fertilizer.
5.1. Fill the scheme of the main mineral fertilizer.
Organic fertilizer
Fertilizer
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5.2. Please indicate the meaning of the following mineral fertiliser to the vegetation of plants:
Nitrogen _____________________________________________________________
Potassium _____________________________________________________________
Phosphorus ___________________________________________________________
7.1. Please write at least 14 various chemical compounds consisting of 14 substances – Na, Mg, K, Ca,
Fe, Al, C, N, O, Si, P, S, Cl, H – present in the soil, i.e. so-called soil comprising elements.
7.2. Please write ionic forms of those elements which enter the soil together with fertiliser when you
know that the following compounds are present in the fertiliser: KNO3, CaHPO4, NaNO3, Ca(H2PO4)2,
NH4NO3.
7.3. Familiarize with the aims of agronomy and animal husbandry, provide examples. Complete the
table.
No. Aims of agronomy Examples Aims of animal husbandry Examples
1. To grow food for people Cucumbers To obtain food products Eggs
2. To grow food for animals To prepare raw material for light industry
3. To grow production for food industry To grow work power for the performance of
work
4. To grow production for perfumery
industry
To grow animals for sport and recreation
5. To grow production for pharmacy
industry
To obtain organic fertiliser used in
agriculture
6.
After sometime a discussion may be organized on the same issue for the second time, however, at first
factual material must be collected. In fact, it may be offered by the teacher as well.
A similar discussion may be organized on other issues as well:
Can the usage of herbicides be justified?
Mineral fertilizer
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Should we condemn the fact that mineral fertiliser is being used in our farmland?
Is it possible to create a farm without waste in Lithuania?
DO YOU KNOW THAT:
Due to the excessive amount of nitrogen in soil, the fertility declines. In the excess of nitrogen
plants cannot absorb necessary substances contained in the soil.
According to the data of HELCOM , in 2001-2006, 641 thousand tons of nitrogen and 30 200
tons of total phosphorus entered the Baltic Sea (per year). Compared to 1995-2000, the inflow of nitrogen
and phosphorus to the Baltic Sea decreased respectively by 13.7 and 15.3 per cent.
WORLD WILDLIFE FUND warns that due to the intensive human activities, the ecosystem of the Baltic
Sea is the most vulnerable one in the world.
For the generalization of the chapter you may offer the pupils to perform the task on Pupil’s activity sheet
No. 2 on the following topic: What can be changed in order to protect the Baltic Sea?
1.3. Actions for improvement the condition of the Baltic Sea
The concern regarding the pollution of the Baltic Sea arouse in the beginning of the 20th century. Scientists
understood that in order to reduce the pollution of the Baltic Sea, the efforts of one or several counties are
not enough, therefore:
In 1974 a convention was signed on the protection of the marine
environment of the Baltic Sea area – the Helsinki Convention.
In 1980 the Helsinki Commission (HELCOM) was established
which had to control the implementation of the Convention, to
prepare recommendation, to cooperate with local and
international organizations in the field of scientific and
technological researches.
In 1992 the Helsinki Convention was renewed.
In 1992 the convention on the protection of the marine environment of the
Baltic Sea area was signed whose aim is to protect the marine environment
of the Baltic Sea (sea water, bottom and depths, nature resources) from all
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sources of pollution (from ships, land, air). The Helsinki Convention establishes that the countries of
the Convention apply the principle of prevention, i.e. adopt protection measures as substances or
energy, which have directly or indirectly entered the marine environment may cause danger to
human health, harm live resources and marine ecosystems, damage places of resort or to impede
other legal activity in the sea.
In 1992 the Helsinki Commission, while implementing the common action programme on the
protection of the environment of the Baltic Sea, made a list of the heaviest sources of the pollution of
the Baltic Sea.
132 objects have been included to the list made in 1992.
Lattely the list has been constituted of 86 “hot spots”
In 1998 “Agenda 21” was approved seeking to start the activity of sustained development in the
region of the Baltic Sea.
The strategic action plan on the protection of the Baltic Sea prepared by
the Helsinki Commission will help to achieve the aim of the countries
which have signed the Helsinki Convention – to reduce the pollution of
the Baltic and to preserve the sea by joint efforts.
In 2007 HELCOM action plan for the Baltic Sea – On November 15, 2007, in Cracow the Ministries
of Environment of the Baltic countries approved the plan of actions obligating to take measures to
reduce the pollution of the Baltic Sea essentially and to achieve its good condition until 2021.
In 2010 the strategy of the Baltic Sea region was approved.
2. DESCRIPTION OF THE BALTIC SEA
2.1. The Baltic Sea: what do the numbers tell us?
The Baltic Sea, a part of the Atlantic Ocean, is deeply interjected to the northern
part of Europe. Its area is 419 000 km². The deepest place – the Landsort Trench –
which depth is 459 m. The Baltic Sea washes the shores of Lithuania, Latvia,
Estonia, Finland, Sweden, Denmark, Germany, Poland and Russia. Only 99 km of
the Baltic shore belong to Lithuania. 54 km of them fall to the Curonian Lagoon.
The depth of the Baltic Sea on the Lithuanian coast is approximately 50 m. The
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average depth of the sea is about 60 m. Through the narrow straits of Denmark the Baltic Sea links to the
North Sea. The Baltic Sea spreads from southwest to northeast. The furthest point is near the polar circle
(65o 40' n.l.) and the southern - about 53o 45' n.l. Thus the sea takes 12 degrees under latitude, and from 9o
10' to 30o 15' of the eastern longitude. Thus the different parts of the Baltic Sea belong to different
geological and climatic zones. The Baltic Sea has also large gulfs – the Gulf of Bothnia, the Gulf of Finland,
the Gulf of Riga, also several small gulfs – the Curonian Lagoon, the Vistula Lagoon, etc. The area of the
surface waters of the Baltic Sea is approximately equal to the area of the Black Sea; however, according to
the amount of water it belongs to small seas. The volume of the water of the Baltic Sea is 22 000 km2, the
volume of the Black Sea is 537 000 km2. If we would straighten the line of the Baltic’s shore, it would
stretch about 7000 kilometres.
The Baltic Sea has several large islands: Zealand (7016 km2), Gotland (3001 km2), etc. The sea washes the
shores of nine industrial countries.
The relief of the bottom is not smooth; it affects the whole circulation. About 200 rivers enter the sea which
brings in average 400-500 km3 of sweet water annually. From 200 to 1200 km2 of water per year penetrate
to the Baltic Sea from the North Sea, and 1200-1700 km3 of water – from the Baltic Sea to the North Sea.
The Baltic Sea may be described as relatively small, close aquatorium in which intense activity of humans is
being performed; therefore the ecosystem of the sea is constantly damaged.
Salt had entered and enters the water of seas and oceans both from land rocks due to their erosion and decay
and from the sierra located on the bottom of the oceans due to the new incrustation from stagnant magma
covering those sierras.
The Baltic Sea is shallow; the prevailing depth is 40-100 m. If the water of the sea would suddenly vanish
then rivers, streams, underground streams and rain would fill the sea approximately in 30-50 years as, for
example, the rivers flowing through the territory of Lithuania every year bring about 15.4 km2 of surface and
underground water to the sea (according to another data, more than 1100 km2 of water flow to the Baltic Sea
each year in total).
As the Baltic Sea is quite shallow, and the rivers bring a lot of sweet water, the salinity of the water of the
Baltic Sea is in average three times lesser than that of the ocean. The sea’s salinity is low not also because
plenty of sweet water enters it, but also because the Baltic Sea connects with the North Sea and through it to
the Atlantic Ocean by narrow straits of Belts and Sound, impeding salty water to enter the Baltic Sea.
According to approximate estimations, through these straits only a little more than 430 km3 of salty ocean
water enter the Baltic Sea in average per year. Due to the fact that salty water enters the Baltic Sea only
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through the narrow straits of the Great Belt, the Little Belt and the Sound, the exchange of water in the
Baltic Sea is very slow. Besides, the bottom of the Baltic Sea consists of the system of deeper watersheds
and spillways situated between them. These spillways additionally aggravate the path of salty water from the
mouth of the straits towards the eastern and northern parts of the Baltic Sea. It has been theoretically
calculated that the water in the Baltic Sea completely exchange only within 30 years.
Slow exchange of the Baltic Sea water with the ocean, is one of the reasons why the Baltic Sea is especially
sensitive to pollution. Toxic substances which enter the sea remains here longer than in other seas: they
accumulate in the water and live organisms and settle slowly as water temperature is quite low.
Topic of the lesson: Water of the Baltic Sea
Grade: 5–6
Subject: Integrated lesson: natural science-chemistry
Method: Experiment
Motivation: Water does not equal water
Aims:
To develop the understanding of endless change of the nature, the circulation of water and substances as
unite mixtures in the nature.
Tasks:
To understand the difference between sweet and salty water;
To learn to disperse unite mixtures;
To be able to explain that only water evaporates from salty water.
You will need:
Dishes with drinking-water of various salinity, disposable glasses or cocktail straws, glasses with pure and
salty water, pieces of glass, a spirit lamp or a candle, a distillation apparatus, copper (II) sulphates or
potassium permanganate solution, ties of two colours or caps.
Research of the theme:
In our everyday life we usually use sweet water from water supply system or wells, we are surrounded by
sweet water pounds, lakes and rivers. Probably everyone who tastes the sea water faces a natural question:
21
why is the sea water salty? Analysing this question it is suitable to talk also about the fact that the salinity of
water in many places of the sea is unstable and this is because in the western part of the Baltic Sea the water
is more salty when northern-western wind blows which bring salty water from the North Sea. And, vice
versa, the salinity of the sea lessens when south-eastern wind blows.
The salinity depends on the time of the year. Usually the salinity is larger in summer, when the vaporization
of the water is more intense, and the least in spring, when ice melts and plenty of sweet water is brought by
rivers. Thus the salinity of the Baltic Sea’s water constantly changes and all organisms must adapt to
constantly changing salinity also. Therefore they live in constant stress condition and are more sensitive to
the pollution of the sea than the organisms of other seas.
This lesson may be started a bit unusually with “treats”. While preparing for the lesson, together with the
pupils you may prepare a nicely set table with three jugs of various water, disposable glasses, in order each
pupil could taste the water of various tastes.
We suggest pouring distil water to one of the jugs (you may purchase it in a drug store) or at least boiled
water, light mineral water, spring water or at least a bit salted water to another jug, and the third jug should
contain a bit salty water (not to salty, otherwise it will be unsavoury).
Autonomous activity of the pupils:
We offer water to all wishing to taste it from different jugs and ask to decide which water is tastier. The
opinions are written on the blackboard. Summarizing the opinions of the pupils, we will easily make a
conclusion that water without any salts is not tasty. Sweet water is most tasty, i.e. water with a small amount
of melted salts.
After the explanation of the concept of sweet water, we encourage the pupils to tell about the sea and its
salty water. We encourage the pupils to think why sweet rain emerges from salty sea. Maybe the pupils will
provide their guesses. Write them on the blackboard and remind that these are hypotheses. The pupils should
write their guesses (hypotheses) also on the sheets of their activity.
Practical activity of pupils:
As the hypotheses of the pupils have already been written on the blackboard, we suggest them to check the
hypotheses by testing them. We divide the pupils into groups and each group receives two glasses with salty
and not salty water (it would be the best to use distillate water. If you do not have such, you may give rain or
boiled water). The children will ascertain by themselves that, if water contains salts, then after the
evaporation of the water, the salt sediments remain on a piece of glass. Thus it is possible to differentiate
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salty water from not salty water even without tasting it. The knowledge of the pupils may be entrenched also
by other tasks (for example, 6.6 Problems of the quality of the Baltic Sea’s water in the lessons of various
subjects).
Generalization:
After the pupils complete their autonomous activity, we ask them to make a conclusion from these
experiments.
For reflexion:
The Baltic Sea is the youngest in the world and its ecosystem is one of the most unique sea ecosystems on
Earth. The uniqueness is partially determined by the fact that the water of the Baltic Sea is only saltish, i.e. it
is saltier than the water of rivers. The water of many other seas is much more salty than that of the Baltic.
2.2. The ecosystem of the Baltic Sea
One of the most important tasks of sustained development in the region of the Baltic Sea is the protection of
the ecosystem of the Baltic Sea. At present the change of the Baltic’s ecosystem due to the excess of
chemical substances, most often the compound of nitrogen and phosphorus, the decline of biological variety
and negative impact of navigation and other activity rise the major part of the problems. The Baltic Sea is
one of the youngest in the world, its ecosystem is one of the most unique on Earth. However, many of us
lack the knowledge about the organisms living in the Baltic Sea. Therefore it is important that pupils would
be familiarized with this topic as wide as possible. It is especially important when talking about pupils living
near the sea.
The organisms of the Baltic Sea are allied to the organisms of sweet waters as well as the oceans’ as the sea
is saltish and its salinity is much lesser than that of the oceans.
The first level of nutrition in the Baltic Sea is algae. The sort composition of unicellular and colonial algae
(phytoplankton) is similar to the composition typical to sweet water. Multicellular algae is something
different. Brown algae (Phaeophyta) and red algae (Rhodophyta) prevails in the sea, otherwise rarely seen in
our lakes and rivers. The names of these algaes tell about their colour. Also there is green algae
(Chlorophyta), which reaches more than ten centimetres. Green algae is also typical to sweet water.
Without green algae, rock weed (fucus sp.), furcelaria (Furcellaria sp.) and rhodophyta (Ceramium sp.) are
most prevalent in the Baltic Sea. In the thick of algae invertebrates and fishes hide. Some animals feed on
them.
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The second level of nutrition in the seas, as well as in sweet water, is mostly (but not only) animal plankton,
or zooplankton. It is mostly constituted from crustaceans: Ceramium sp., Chydorus sp., amphipoda and
Balanus sp. The Baltic herring and the Baltic sprat belong to the third level of nutrition as well as many of
sea fish eggs.
The cod is allocated to the forth level of nutrition. This is a sub-kind of the Atlantic cod. It grows to 80 cm
in length and lives near the bottom, feeds on bottom invertebrates, Baltic herring, Baltic sprat, fish fry.
The seal is a representative of the fifth level. Seals feed on various fishes, even cods. One seal eats up to 2
tons of fishes per year. It grows to 1.4-1.8 m of size, weights up to 150 kg. The seal lives mostly in the
northern part of the Baltic Sea, but sometimes it reaches the shore of Lithuania.
Formerly the dwellers of Lithuania not only caught fish, but also used to shoot seals. Thus when they took
the sixth level of nutrition. Now our fishers mostly catch Baltic herrings, cods and Baltic sprats.
Topic of the lesson: The Ecosystem of the Baltic Sea
Grade: 6-7
Subject: Nature, biology
The first topic of the lesson
Method: I know – I‘d like to know – I have learned - excursion- research.
Motivation: To ask the pupils to fill in a two-columned table
I already know that I’d like to know
At the beginning of the lesson ask the pupils to write down what they know about the ecosystem of the
Baltic Sea and to share their knowledge with their friends. Then you may ask if the pupils know enough or if
they would like to learn more? Ask the pupils to fill the second column of the table and write down their
wishes on the blackboard. It will emerge in the summary that the pupils will wish to learn more about the
ecosystem of the Baltic Sea.
Thus, let us begin the lesson “The ecosystem of the Baltic Sea”
Aims:
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To familiarize the pupils with some of the plants and animals of the Baltic Sea, with the simplest nutritional
sea chains and to show how organisms cooperate in order to provide nutritional substances.
Having learned this topic, a pupil should be able to:
know that the following organisms and animals live in the Baltic Sea: algae, crayfish (crustaceans),
Baltic herrings, Baltic sprats, cods, seals, worms, molluscs;
understand that in the sea, like in other ecosystems, nutritional substances go in around, therefore
there is never a lack of them.
You will need:
Live and collective specimens of sea plants and animals, posters and other visual material, sieve for
plankton, handglass, microscopes, objective pieces of glasses, several bowls.
Examination of the theme:
If your school is located near the sea, you have excellent possibilities to discuss this theme interestingly and
thoughtfully with the pupils. You may go to the sea and to the Marine Museum, you may invite an
experienced fisherman to the class – a “sea wolf” or other specialist on the sea world. Those living far from
the sea must manage a little lesser possibilities; however, even in this case the success depends on the
resourcefulness of the teacher.
Excursion:
While going with the children to the sea do not forget to take the plankton sieve, handglass, objective pieces
of glass and bowls. Wade in the sea and grope with the sieve, then wash its inside in the bowl. Thus you will
considerably concentrate small water animals in order the specimen would be more interesting to watch
through the handglass. Amphipods may be found among the algae washed out to the shore, you may catch
them simply by hand. You will definitely find sea acorns on rocks, wooden poles and other hard surface.
You should also look for other plants washed out to the shore.
The pupils will independently research the found plants, caught animals, will ask questions and under the
management of the teacher will discuss what these animals feed on, who are they eaten by, etc.
Autonomous activity of pupils:
Bring your catch to the class. Here you will perform more comprehensive research. For the analysis of this
theme, microscopes (binoculars) would be very useful. As it is very difficult to prepare algae preparations
during the lesson, the teacher should prepare them in advance.
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Observing crayfishes, algae and other organisms through the microscope, the children not only will learn a
lot, but also will have a great pleasure. We should not demand to know the names of the species; in this
stage it is much important to discover the world not seen by the naked eye, to perceive the large variety of
organisms.
The pupils may draw the organisms seen through the handglass, microscope or by the naked eye in their
activity sheets.
Name of organism Picture of organism
Second lesson of the theme “The ecosystem of the Baltic Sea”
Method: Educational excursion.
Before going to the Marine Museum, divide the pupils into groups of 4-5 children; each group will receive
different tasks. It would be the best to write the tasks in the pupils’ activity sheets, leaving space for
inscriptions or drawings. For example, possible content:
1. Find a Baltic plaice and indicate its:
Size
Colour
Position of eyes
You may draw it
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2. Look for a cockroach of the sea.
Where does it live: on the bottom, in the depth of water?
What does it eat: crayfishes, worms, inanimate drops?
Who is it – a crayfish, mollusc or insect?
How does it look like? (Draw it)
The pupils will walk in the museum freely, separately or in groups.
After the excursion, the pupils will share their impressions; each group will discuss its tasks and answers,
and then will present to the whole class one variant of the group’s answers. Also an exhibition of drawings
may be prepared.
For generalization and reflection:
Ask the pupils to fill this three-column table.
I have already known that I wanted to know this I have found out – I have learned
2.3. Who lives around the Baltic Sea?
About 85 millions of people live in the area of the Baltic Sea, 15 millions
of them live within the distance of 10 km from the sea. Not all countries
call it the Baltic. The Latvians call it the Great Sea, the Estonians use the
names of the Baltic and the Western Sea. The Germans next to Baltiches
also use the name Ostsee (The Eastern Sea). The Finns, Danes and Swedes
also use the name “the Eastern Sea”.
The length of the Baltic Sea from west to east, from the Skagen Horn (in
the seashore of Denmark) to Tornea on the northern coast of the Gulf of Bothnia reaches 1800 kilometres.
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The width of the sea to the north southern direction from Klaipėda to Karlksrona is about 370 km. From
Klaipėda to Stockholm – about 460 km, to Copenhagen – 580 km, and to Helsinki – about 650 km.
There are the territories of nine states near the shores of the Baltic Sea. All the countries belong to the Baltic
Sea basin, however, one should have in mind that more than half of the Belarus territory should also taken
into account because of the rivers Nemunas and Neris which start in this country. The name “Baltic
countries” is most often applied to Lithuania, Latvia and Estonia. These countries are united by their
geographical location, historical past, similar economical and ethnocultural heritage, however, the influence
of the sea to agriculture and culture is felt much more intensively in Latvia and Estonia than in Lithuania.
The Baltic region was the first multilateral region in the world for which common aims and actions had been
confirmed, and the “Baltic Sea Region’s Agenda 21” is the means to develop this cooperation. The agenda
was approved with the participation of the Council of the Baltic Sea countries and the European Union.
“Baltic 21” links the Northern countries and states situated around the Baltic Sea, and the Russian
Federation represent only the northern and western parts. The European Commission is also a participant of
“Baltic 21”. Following the principles of “Baltic 21”, further development of the region must be ensured by
regional cooperation based on the principles of sustained development, democracy, openness and clarity.
The activity of “Baltic 21” covers the main social, economical and environmental protection issues.
Topic of the lesson: Region of the Baltic Sea
Grade: 7-8
Subject: Social sciences, mathematics
Method: Mutual learning. Mixture. Drama.
Motivation:
The teacher may read an invitation to a cruise on the Baltic Sea on the condition that each passenger will
name the countries situated near the Baltic Sea in a row, indicating their capitals.
Aim:
To familiarize the pupils with the geographical situation of the Baltic Sea, the aims of the activity of “Baltic
21” and its particular activity.
After the end of the lesson the pupils should be able to:
know what countries are situated near the Baltic Sea and how the activity of the organization “Baltic 21”
is related with them;
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be able to tell why harbours are important to the countries in the Baltic sea region.
You will need:
Interactive board, computers, calculators, glue, paints or colourful felt-tip pens and pencils, books,
photographs, posters or other illustrative material.
Examination of the theme:
At the beginning of the lesson you may show the pupils the prepared material on the interactive board,
familiarizing with the region of the Baltic. Also a geography teacher may tell about the countries situates
near the Baltic Sea. The pupils should be familiarized with the aims and reaches of the organization “Baltic
21”.
The pupils prepare the tasks on the interactive board or on the pupils’ activity sheets. After the tasks are
performed, the pupils are divided into nine groups according to the number of the countries of the Baltic
region. The pupils are grouped according to the flags of the countries which they draw upon coming to the
lesson:
Sweden, Finland, Russia,
Estonia, Latvia, Lithuania
Poland Germany, Denmark.
Then students proceed to work self-sufficiently using computers and directories.
Each group represents one country. The following tasks are commissioned to the groups:
To prepare a short narration about the represented country. The narration may be supplemented with
a poem or an extract from a book written by a writer of that country or its tale
The group also prepares a “travel sheet” and writes the name of its country, capital, the name of the
country they are travelling to, also the names of the travellers on the sheet.
The Captain of the group should prepare to tell how it is possible to travel from the capital of the
group’s country to the capital of the neighbouring country, what types of transport may be used.
You should agree on how you are going to “travel” around the Baltic Sea – clockwise, counter clockwise,
and the country you will start from.
Open the map on the Baltic Sea and its region provided on the interactive board. The area
marked in green is allocated to the Baltic Sea’s region ©BALANS, and let start the trip.
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The first group presents its country, the captain of the group tells how he / she would travel to the capital of
the neighbouring country and submits a short description of his/ her country to the captain of the
neighbouring country. Now it is time for another group to present its country and to deliver the description
of both countries to the captain of the third country. The game is continued until all nine countries of the
Baltic Sea have been presented. To avoid monotony, two or three breaks may be organized. The breaks may
be used for talking about harbours. If the school is located near the sea, you may organize an excursion to
the port or a meeting with a sailor. If there are students in the class whose parents work at the port or on
ships, invite them to talk to the class.
Topic of the lesson: A Journey around the Baltic Sea
Grade: 8–10.
Subjects: natural sciences, social science
Method: Learning by sharing one’s own experience
Aim: To familiarize with the countries of the Baltic region
In this lesson the pupils work actively with books, maps and the Internet.
Course of the lesson:
Let’s start with your native town and travel in pairs. During the travel you will:
Visit all the Baltic countries
Dive with an experienced diver
Fish in a river
Visit two islands
Go to the sea on a fishermen’s boat
Tell a curious journalist about your school
Research the flora and fauna of a beach or grassland
Solve a problem
Visit nine capital cities
Taste national dishes
Be able to say hello and tell your name in nine languages
You may decide to travel to the west or east of the Baltic Sea. Draw your trip on a map. Tell others about
your travel.
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Describe your travel in the Baltic Sea in such way it would be interesting for the others to read. Remember
that the Baltic Sea is affected by humans in all states of its seashore, thus cooperation is vitally important in
the protection of the marine environment and solving similar problems.
For reflection:
„Baltic 21“ – is an important step of the cooperation of the countries on economical, social and
environmental issues. The data of the reports of organizations indicate constant economical growth, the
reduction of nitrogen in the Baltic Sea, increasing usage of renewable energy.
“Baltic 21” not only stimulates the progress in the Baltic region as well as sustainable development, but also
takes care of the coordination of the actions with environmental requirements, therefore one of the main
important tasks of “Baltic Region’s Agenda 21” is to preserve the ecosystem of the Baltic Sea, to increase its
resources and to protect its environment.
DO YOU KNOW THAT?
The Yoldia Sea, the Ancylus Lake, the Littorina Sea, the Limnaea Sea, Bahr Varank – these are
the names of the Baltic Sea in various times.
The Baltic Sea borders Sweden, Finland, Russia, Estonia, Latvia, Lithuania, Poland, German
and Denmark. You say you have known that? Mhm. Close your eyes and list all countries. Haven’t you
forgotten anything?
The Baltic Sea is one of the largest saltish water bodies on Earth. And it looks so small. Its area is 419 000
km2. Large numbers, but a small Baltic emerges before the eyes. The deepest place is the Landsort Trench.
The depth is 459 m. Shall we dive? The main fishes are Baltic herrings, plaices, cods, eels. Maybe they are
not very exotic, however, very tasty. The main fact: “The change of the water is very slow in the sea,
therefore the Baltic Sea easily surrenders to pollution. Thus do not pollute it and do not allow other to do so!
This sea is all we have.
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3. FRIENDLY FARMING IN FAVOUR OF THE BALTIC SEA
The Baltic Sea, rich in forests, lakes, rivers and streams carved, soil variability, is famous for deep
agricultural traditions and developed farming practices. It is generally acknowledged that modern agriculture
is a result of reliance on fossil fuels and external energy input, soil, water and other natural resources, over-
exploitation and degradation of their quality, disrupt agricultural ecosystems balance, a long-term
sustainable farming practices. Currently, the question of what remains on earth for the generations to come
is particularly important. Any farmer will tell you, that whatever you take from the land, you should give it
back. No more, no less. If you give less - the land will be poor, if you put in more – the surplus will end up
in brooks and rivers and finally will flow into the Baltic Sea, which is already calling for help.
3.1. The Soil
The soil (ground) is the upper layer of ground consisting of shredded rocks (sand, clay, gravel, etc.),
unanimous organic substances and live organisms. The thickness of soil may reach 2 metres. It may be
recognised from its darker colour in comparison with inorganic rocks.
The pollutants of soil, differently from those of air or water, settle for a very long time – for hundreds of
years or even longer (for example, some of radio nuclides). Soil absorbs air pollutants falling together with
rain and entering natural waters.
Artificial (chemical) fertilizer may be very dangerous to the soil. It is interspersed to the soil wishing to give
plant required elements: nitrogen (N), phosphorus (P), potassium (K). Fertilizer is harmful when it is used
unbalanced. The soil is also negatively affected by toxic materials used for the protection of plants from
pests.
Heavy metals also enter the soil, which emerge during technological processes in industrial companies, also
due to the activity of autotransport. Pollutants of all kinds penetrate the cultures growing in the soil.
Soil is by no means one of the main natural resources; however, it is also one of the most polluted. It is
important to the life existing on earth as it feeds vegetation, and vegetation on its side provides food and
oxygen to people and plants. Those who perform ecological farming foster the quality of soil carefully
controlling what they out and take from the soil, monitors the impact of their activity in the productivity and
composition of the soil.
Talking about friendly farming, it is important to offer the pupils to establish the qualities of the soil of their
settlement while performing practical work.
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3.2. The Quality of Soil
Cultural plants grow the best when the pH of the soil is about 7. When plants intensively grow, they take a
lot of cations (K+, NH4+, Ca²+, Na+), and return H+ ions to the soil. Thus the growing by itself acidifies the
media, and the segmentation of organic substances alkalifies. When a balance settles between two processes,
the medium is neutral. In the farmland which is few fertilized with organic fertilizer, production prevails,
thus pH lessens. Other reason of the reduction of soil’s pH is acidic falls emerged due to the pollution of air.
The organic substances of soil are called humus. The amount of humus determines the fertility of the soil.
Especially in fecund soils (black earth) the amount of humus is up to 10 per cent, and in especially in fecund
soils – 1 percent. The largest amount of humus is in the upper layer. Plants do not take humus, but it is a
source of mineral food substances. Using humus as food, soil organisms mineralize it. Besides, humus
improves the structure of soil and increases its resistance against erosion. The main perpetrator of the
reduced amount of humus is the very human and human’s irrational activity.
Topic of lesson: Qualities of soil
Aim: To familiarize with the qualities of soil, to establish acidity, the amount of moisture and organic
substances, fecundity.
Subjects: Nature sciences, geography, mathematics.
Grades: 7–10.
Method: Practical work – research
Motivation: Do you know what soil is the best to grow vegetables?
Means: Samples of soil, one or two trowels, metal plate, plastic bags, a heater, a scale, test-tubes,
spoons, water (better distilled), litmus.
Place: Outside and class (it would be better a laboratory with a traction cabinet).
Duration: About 2–3 hours
Course:
Establishment of acidity
1. The pupils divide into groups; each group takes 2-3 g of soil and tips it to a test-tube. Then they
pour 20 ml of fresh water.
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2. The test-tubes are plugged and shaken 20-30 minutes. Then they are allowed to settle.
3. The hydrogen indicator pH of the solution is measured with a piece of litmus.
After the reasons of the established pH are considered and its consequences to soil organisms,
harvest and the methods to regulate the acidity of soil.
4. Which agriculture cultures required the most acid soil if:
Wheat germinates when pH = 7;
Rye germinates when pH = 5;
Potatoes germinate when pH = 6.
Establishment of the amount of water and humus
Go outside and divide into groups.
1. Each group will dig a hole of about 60 cm deep and takes samples of soil from the depths of 5, 15, 30 and
60 cm (2-3 spoons of soil). Tip the samples to different bags, put labels to them marking the place and the
depth. Bury the holes.
2. Return to the class and research the samples working in groups and using your senses:
What is the colour of soil samples?
Do the samples have some smell?
How the colour and smell of a soil sample is related with depth?
3. Think about what determines these differences of the samples. Answer to the following questions:
In what depth is there the largest amount of gravel? Sand? Clay? Organic substances?
What part of weight could be comprised by water in the samples?
Think about weight of dry organic substances in sea samples?
Deliberate and write the answers on a paper sheet.
4. Suggest the ways to check guesses and to establish better the amount of water and organic substances in
the samples. Write the suggestions. 5 minutes will be enough for this task.
Then distribute sheets with scientifically based methodology (see 6.3 Pupil’s activity sheet No. 3). Does
the methodology offered by the pupils match this one? What are the mistakes?
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The groups will perform researches following the received methodology.
5. Analyze soil fecundity.
5.1.Fill the scheme.
5.2.Explain the types of soil fecundity:
Natural or _____________, fecundity _______________________________
Artificial fecundity __________________________________________________
5.3. Write the factors determining the fecundity of soil:
1) ____________________
2) ____________________ Factors for the fecundity of
soil
3)
_____________________
6. Ask the pupils to compare the received results with the guesses of their own. Did they mistake a lot?
Which group had mistaken the least? Have you calculated the amounts correctly?
Is the soil you have researched fecund or no?
What amount of humus is contained in the soil? In the best soils of Lithuania? In the worst soils
of Lithuania?
Why this soil contains such low amount of humus (such large amount of humus)?
Development of the task:
1. The pupils dig only one hole and each group establishes the amount of water and humus in various
depths, then they draw graphs of the dependence of the amount of water and humus from the depths and
compare them.
Soil fecundity
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2. It would be very useful to similarly research the soil taken from different places:
Top and foot of an arable hill,
From the same place in spring and after harvesting,
A field fertilized and not fertilized with organic fertilizer,
Forest and cultivated field, etc.
The amount of arable land decreases, at the meantime the amount of mouths needed to be fed
increases. You may suggest some of interested pupils narrow topics for a scientific work whose aims
would be to analyze possible reasons determining the pH of the soil and the impoverishment in local
agroecosystems. After the work will be finished, it would be useful to organize a small conference.
The methods used in ecological farms for the maintenance and improvement of the conditions of the soil are
as follows:
By long-term and various plant rotations it is sought to destroy weeds and pests’ cycles, to allow the
soil to renew and fill it with useful nutritional substances. For example, leguminous cultures, such as
clovers, “bind” nitrogen form the atmosphere;
Using organic fertilizer, it is sought to improve the structure of soil and to protect from soil erosion;
By strict restriction of the usage of artificial fertilizer and chemical synthetic pests it is sought to
avoid long-term changes of the chemical composition of the soil and dependence on pesticides;
Seeking to avoid the erosion of soil and wash out of nutritional substances from soil, after the
harvesting fields are sowed with various cultures designed for the green fertilizer;
Planting hedges and grasslands it is sought to avoid the erosion of soil and the loss of nutritional
substances.
3.3. Agricultural Methods
At present more than six milliards people live on Earth. If each human in the world would propagate such
life style and consumption model which exist in the Baltic Sea’s region, we would need two same planets
more. However, many of us believe that we may choose and change something. One of the ways to spread
this news is to help children to understand that there is a limit of such usage and if we will act now, there is
still hope. We must act not only for general future, but also for our physical health.
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Extensive (primitive) agriculture is an economic based on manual work, organic fertilizer and plants species
cultivated from old times. Its productivity was low; however, requested input was also low.
Intense agriculture means to produce more within a shorter period of time. Such process is largely
mechanized and uses plenty of chemicals. Global corporations often perform such intense agriculture in
underdeveloped countries in order to receiver larger profit. Very often the environmental and social
standards or regulations of poor countries are not such strict as those in developed western countries. Due to
such production the environment is being harmed and polluted. Besides, workers are paid with very low
wage and they do not wear protective clothing while spraying chemicals and pesticides. Too intense usage
of fertilizer impoverished land – nitrogen, phosphorus and other substances are washed out of the soil and
flow to lakes and seas. The abovementioned effect, known as eutrophication, is an existing environmental
problem of the Baltic Sea.
Intensive agriculture differs from extensive agriculture as manual work is replaced with machines work, and
organic fertilizer is mostly replaced by mineral fertilizer produced industrially; pesticides are used to
annihilate pests and weeds, and old species resistant to pests and diseases are replaced with new species bred
using genetic methods. The productivity of intense agriculture is larger, however, the input is also much
larger. Besides, agriculture machines, mineral fertilizer and pesticides impoverish the soil, pollutes the
environment and food products. The transfer of intense agriculture farms to ecologic agriculture of closed
cycle, also strong interface of communities and the development of agriculture in the whole region of the
Baltic Sea may save the sea and preserve the world by the example.
Analyzing this question you may ask the pupils to fill a questionnaire and to invite them for a discussion on
the progress of farming.
Topic of lesson: progress of farming: for and against
Aim: To discuss positive and negative sides of intensive and extensive farming.
Subjects: Nature sciences.
Grades: 9–10.
Place: Classroom
Course:
1. The pupils are given with a questionnaire (see 6.4 Pupil’s activity sheet Nr. 4). Each pupil will fill
the questionnaire within 15 minutes at his / her own discretion.
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2. After the questionnaires have been completed, the pupils must divide into two corners of the class: in
one corner those pupils who do agree with intense agriculture will go, and to the other – those who
do not agree with this method of farming.
3. Firstly the pupils will discuss their arguments in groups, then the groups will discuss together.
Development of the task:
Ask the pupils to perform the task (example)
1. Analyze the methods of farming development.
1.1. Fill the scheme.
1.2. Explain the methods of farming development:
Intense agriculture ________________________________________________
Extensive agriculture ______________________________________________
1.3. Fill the table.
Comparison of intensive and extensive farming
Characteristics of intense farming Characteristics of extensive farming
2. Perform the data interpretation task.
2.1. Nitrogen fertilizer is often and in large amounts used in agriculture.
The table provides the data reflecting the factors contributing to the eutrophication of lakes the most.
Reasons of the eutrophication of the Baltic Sea
Reason Constituent part (%)
Agriculture 59
Methods of farming development
38
Reason Constituent part (%)
Residents 25
Wood processing industry 8
Fishery 2
Other activity 6
2.2. Draw a diagram basing on the data provided in the table.
2.3. Indicate two reasons whose impact on eutrophication comprises 84 percent:
____________________________________________________________________________________
______________________________________________________________________
2.4. Name the changes of the local water body, and from it – the changes of the Baltic Sea, which have
emerged due to eutrophication:
____________________________________________________________________________________
______________________________________________________________________
Development of the task:
You may perform an ecological task on the next lesson together with the children.
1. It is possible to grow nutritional plants more in four ways. Explain how to do it:
1) To increase the area of farmland _____________________________________
%
Reasons
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2) To improve soil _________________________________________________
3) To annihilate tare _________________________________________________
4) To decrease the harm made by pests and diseases to cultural plants ________________
__________________________________________________________________
2. Perform the task of the analysis of the text.
2.1. Learn what problems emerge when agrochemical substances are used in farming.
The growth and development of plants are regulated by chemical substances which are similar to animal
hormones. Those chemical substances are called phytohormones. The largest group consists of the
phytohormones regulating each stage of the development of plants. It was thought that after the discovery of
phytohormones the problem of food will be solved – using them, we will be able to raise an abundant
harvest of fruits, vegetables and crop. However, the plant under the effect of phytohormones rise very large
but their stalks are weak, so these plant wreck quickly. In some cases phytohormones are toxic. This
substance protects crops, potatoes from rotting, increases fertility. They are used in the manufacture of
herbicides. Besides, phytohormones accumulate or slow the ripening of fruits; they are used for the
reproduction of plants by cuttings.
Fertilizing plants with mineral fertilizer, this fertilizer may become a source of the pollution of soil, water
and raised food products. Nitrates, entering deeper layers of ground from soil, pollute the water of wells.
Green algae rapidly breed in water bodies – it is said that water blossoms. The residues of algae settle on the
bottom and the water body starts to weed.
Some insecticides remain not decomposed for a long time, therefore their pollute soil. Due to such
insecticides as chlorine organic compounds, for example, DDT, the nutrition chain may flounder.
2.2. What substances are called phytohormones?
Phytohormones – _____________________________________________________
2.3. Phytohormones are used:
1)________________________________________________________________
2)________________________________________________________________
3)________________________________________________________________
4)________________________________________________________________
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5)________________________________________________________________
6)________________________________________________________________
2.4 Why mineral fertilizer is dangerous to the nature? Please indicate three reasons.
1)________________________________________________________________
2)________________________________________________________________
3)________________________________________________________________
Development of the task:
1. Ask both groups discuss again later, for example, next week. During this time the pupils will collect
factual material from newspapers, magazines, books, ask the parents or specialists and will rethink
all information once again.
2. The pupils may divide into four groups. One group will collect information on positive and negative
consequences of the usage of agriculture machines, the second group – information on pesticides, the
third – on fertilizer, the forth – on old an new species. Such researches performed by the very pupils
and received information would make the discussion especially rich and comprehensive.
These are the question which should be answered:
What agriculture machines are used in local farms?
What is the purpose of these machines?
Approximately how many of working hands and time you save using agriculture machines?
What fuel do these machines use? How much does it cost?
Do the machines buy off to their owner?
Do farmers use horses?
What pesticides (fertilizer) are used by local farmers?
What is the amount of annually used pesticides? What is their amount for 1 ha in average?
What do these pesticides kill? Don’t they harm the enemies of pests?
Can these pesticides (fertilizer) harm people working with them? The users of agriculture products?
Approximately how many of working hands and time you save using pesticides (fertilizer)?
How much do the pesticides (fertilizer) used by local farmers cost? Do they buy off to farmers?
What species of cultural plants are raised by local farmers?
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What countries are these species brought from?
How these new species differ from the old ones?
Is it possible to grow new species without mineral fertilizer and pesticides?
Generalization: Thus a farm friendlier to the environment is necessary wishing to reduce the eutrophication
of the Baltic Sea. During the BERAS Implementation project there was a possiblity to get acquainted with
the ecological recycling agriculture farms.
3.4. Ecological Recycling Agriculture
Ecological Recycling Agriculture – ERA is a type of farming, based on local and renewable resources that
can be found in the farm or nearby (fig. 4).
Fig. 4 Schematic illustration of the Ecological Recycling (ERA) farm
Ecological recycling agriculture:
has a good balance between crop amd animal production with animal density on each farm adapted
to the farm‘s own fodder production;
Locally produced fodder Good ballance
between crop and animal production
Ecological recycling agriculture
Animal wellfare and ballanced nutrition
Locally produced organic fertilizers
Ensuring soil fertility
Ballanced crop rotation
Plant protection
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combines diverse crop rotation with a high share of symbiotic nitrogen-fizing legumes like clover-
grass leys, other fodder crops and food crops for sales;
seeks to produce a sufficient amount of fooder for animals on the farm;
builds a link within the whole food chain from farmer to consumer.
Ecological recycling agriculture is one of the best ways to ensure a long and healthy life in the Baltic Sea
region. Organic farms are often considered to be environment-friendly because they use 50-70 percent less
energy for production. Nowadays recycling agriculture is not a fashion, but the rather a necessity. The main
principle of ecological recycling agriculture is to be nature-friendly, protect the environment, ensure the
welfare of animals and create new opportunities for people in the village and in the city.
Ecological recycling agriculture is a well-thought system of farming, based on sustainability, prevention,
health, environmental conservation, accountability. The inner cycle (fig. 5) shows the main flowns of
nutrients and orgranic matter between soil, stable and croops. Key elements of the copr ritation are the
legumes included e.g. in the leys. As hyms building vrips they ensure a sustainable soil fertility and nitrogen
supply to the following crop and are beneficial for plant protection. A garge share of the harvest from the
farm feed its animals. On ERA farms, ruminants (animal husbandry) play a main role as they can digest
cellulose which means they can feed on crops that cannot be used for human nutrition. Their manure is
returned to the soil and contributes to soil fertility.
Fig. 5. ERA farm has a positive impact on climate and the environment
Ecological recycling agriculture farm
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One of the most important principles of ERA is biodiversity support and nurturance. It’s characterised by the
symbiosys of diverse plants and animals and the natural environment. A balanced number of animals
ensures sufficient amounts of fodder and manure on the farm. ERA famr reduces energy consumption as
well as transportation costs. Every ERA farm has a positive effect on the reduction of nitrogen and
phosphorus leaks through local waters of the Baltic Sea.
There are a few examples of ERA farms in Lithuania. For example, D. Gaigalas organic farm in Jonava
region has been awarded as "The most advanced organic farm 2008”. It is an ERA farm of 70 hectares. D.
Gaigalas’ farm is one of the few organic farms in Lithuania which uses black fallow for crop rotation.
R. Mongirdas’ ecological livestock farm in Raseiniai region, with 300 hectares of land, in the
competition "The most advanced organic farm in 2008” was awarded a price for business income investment
in organic production. R. Mongirdas started an ecological farm in 2004 and since then he has not only
created one of the most advanced organic dairy farms, but also provided work and shelter for six families.
Another fine example of ecological recycling agriculture is Z. Kajenas farm which is situated in
Ignalina region. It is a modern farm of 195 hectares equipped with the most advanced machienery. A.
Lekaveckas’ ERA farm in Zarasai region has 35 hectares with 28 cows, and the most advanced modern
sewage tank.
Tomas Dabašauskas ERA farm
Tomas Dabašauskas, previously an engineer, has been farming for over 30 years in Trakai region
Nuproniai village. The farmer started with 30 hectares of land. The farm has been established on the former
farm of grandparents and great-grandparents. The farmer started with a crop farm but then realized that
animal husbandry is more beneficial. Since 1994 has become an ecological recycling agriculture farm.
At present, the farm occupies 130 hectares, 75 hectares of which - own land. The farm has 35 dairy
cows, Charolais beef cattle, also various species of birds, pigs, as well as fish in the pond. All animals are
fend on the fodder which is produced on the farm. The farmer together with his wife Maryte takes care of
the farm, fields and animals and at the same time of the healthy and clean environment. Although there is
quite a large barn in the yard, there is no bad smell on the farm. Next to the barn there is an air-tight slurry
tank underground. The slurry goes there by underground pipes, thus the yard remains dry, clean, moreover,
it does not pollute the environment. The manure accumulated in the barns is used to fertilize fields. The farm
yields oat, buckwheat, rye, and barley. Most of the crops are used for consumption of the farm, some of it is
sold.
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Tomas Dabašauskas’ farm is frequently visited by novice organic farmers, students and pupils. Field
days and seminars are organised to share the experience of ecological farming. The farmer’s children and
grandchildren are his followers.
Feliksas Vaitelis ERA farm
Feliksas Vaitelis ERA farm is situated in Kėdainiai region. According to the owner, cattle breeding is
a good way out to farmers with low production land.
F. Vaitelis has been breeding herd limousines since 2000. He feels the pulse of the market perfectly
and says that whenever there is support from the government, the demand of beef production is increased.
The farmer has benefited from animal production due to the fact that he did not have to make investments to
build barns for cattle breeding, instead he used an old garage which used to serve as a grain dryer.
F. Vaitelis has passed his knowlegde on his two sons who have established farms in the
neighbourhood. Feliksas has 70 cows, his son Donatas – 50, another son Mantas – 20. Both sons have
ecological farms. The family members support and help each other. Felix owns 225 hectares of land, his son
Donatas has 110 hectares, and Mantas - 50 hectares of land. In total Vaiteliai have about 750 hectares of
land. More than half of the area is used to grow organic crops.
F. Vaitelis has been breeding cattle called “limousines”. Recently the farmer has bought a bull called
“Angus”. He is going to use it to achieve the so-called heterosis effect. The owner expects to grow more
cattle for meat production.
DO YOU KNOW THAT?
Ecological recycling agriculture may save the Baltic Sea from pollution?
The soil contaminated by fuel may be cleaned bacteria that is able to consume hydrocarbons in
the fuel?
An earthworm can live even in the soil with a pH lower than 4.5, it can also serve as an indicator of non-acid
soil indicator?
It takes few days to clean weather, a few years to clean water, however, it may take thousands of years to
clean the soil.
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3.5. Ecological Agriculture
Ecological Agriculture ensures healthy farming and healthy food for today and tomorrow, by protecting soil,
water and climate, promotes biodiversity, and does not contaminate the environment with chemical inputs or
genetic engineering. (fig. 6).
Fig. 6. The Advantages of Ecological farming
The principles of ecological farming:
• long-term crop rotation - a necessary condition for efficient use of available economic resources;
• severe restriction of chemical synthetic pesticides, synthetic fertilizers, livestock antibiotics processing
- food additives, processing aids, and other overhead materials;
• complete ban on the use of genetically modified organisms;
• Priority in the use of farm resources, such as animal manure, which is used as fertilizer or animal feed
produced on-farm;
• selection of plant and animal species that are resistant to diseases and adaptability to the local
conditions;
• livestock enclosures free, open-air, feeding organic feed;
• differences between animal care specialist livestock technologies.
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Organic farmers consider water not only as a necessary element of the farming cycle, but also as a vital
resource for sustainable life on earth, that is why it needs to be handled carefully. It goes without saying that
farmers use water more efficiently, because they know that it is vital to plant and animal existence. Although
the use of water is not widely regulated by EU, it is, however, of crucial importance to practice organic
farming methods in order to:
• preserve water resources;
• maintain water quality.
Wherever it is possible, organic farmers stop the outflow of water in order to preserve the natural
water resources such as streams and wetlands. Seeking to reduce soil erosion, farmers strive to improve soil
structure by using crop rotation, selecting plants and using organic manure.
Organic farmers understood the ways of stopping the outflow of water and improve the overall
quality of the soil, as well as helping to reduce the need for crop irrigation drier areas. In those areas where
the problems are due to salinity, it is important to preserve trees and natural vegetation, which has long roots
- it helps to maintain a lower water level and to prevent the opening of salts to the surface.
Organic farming helps to maintain and improve the quality of water by reducing agricultural use of
chemical substances, which inevitably will eventually fall into lakes, rivers, streams and other water bodies.
In ecological agriculture the use synthetic chemical fertilizers and pesticides is limited, in addition to
limited use of antibiotic to promote livestock growth. This way the leakage of chemicals into lakes, rivers
and the Baltic Sea is reduced. It also reduces the risk of eutrophication.
3.6. Ecological Farming
Ecological farming is a form of farming considering the nature as a live orgasnism. Further health
and fertility of this organism is establishes differently than in the usual agriculture. This is a versatile system
which supplements and conditions the means favourable for the environment, using which it is possible to
regulate the ecological system. At the same time it is possible to withdraw the usage o f chemical synthetical
means. As we completely depend on the functioning of the ecological system, it is necessary to sustain it as
fully as possible, to protect it and to restore it. This direction of farming requests global thinking:
implementing each means, the course of the whole process must be considered.
Topic of the lesson: Ecological farming
Grades: 8–10
Subject: Biology, ecology, chemistry.
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Method: Practical work.
1. List three assumptions for ecological farming:
1) ________________________________________________________________
2) ________________________________________________________________
3) ________________________________________________________________
2. Analyze the definition of ecological approach. What is common between ecological farming and
ecological approach?
Ecological approach is such approach when the ecological criteria of the human activity are equal to
other: economical, social, cultural, etc.
3. Explain the biological method on fight against weeds and pests:
Biological method of fight ______________________________________________
4. Using additional literature and the biological knowledge acquired earlier, provide examples of biological
fight.
Examples of biological fight:
No. Biological fight with weeds No. Biological fight with insects pests
Generalization: Ecological farming sustains ecological balance as it is based on the usage of natural
processes and knowledge. Ecologically raised products are produced using natural methods and without
using chemicals, but instead using sun light and heat, fecund soil, water and microorganisms. Ecological
media is media which has fecund soil – it is created using ecological compost or animal manure; here it is
also very important to fertilize plants. Plants must be raised sustaining the biological variety of the soil.
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Real farms in the region of the Baltic Sea show us how ecological farming, based on closed cycle of the
usage of energy and resources, in which organic fertilizer, rotation, composting, rotting of grass-legume
cultures neutralizing symbiotic nitrogen, may restore the fertility of the soil, to return life to the sea, to
reduce the emission which changes the climate and to provide complete food.
Topic of the lesson: A farmer
Grades: 5–7
Subject: Biology, chemistry, nature.
Method: Project.
Motivation: From old times families have gardens next to thei houses, and those residing in cities have
gardens somewhere further, beyond the cities. In this land they grow fruits and vegetables and consume part
of them immediately, and leaving part of them for another time of the year when plants do not grow. Such
gardens and people looking after them is a big wealth of families. This lesson entrenches the significance of
a family garden and the family members taking care of them, cherishing tradition of environmental
protection and approaches.
Course:
I activity
The children receive a task to answer the questions at home (see Pupil’s activity sheet No. 5, theme “Our
family’s garden”)
II activity
Discussion. Discuss the answers of the pupils. Make this with a small group or groups which share their
thoughts with the class. Then discuss about the importance of the continuity of family gardens tradition.
The significance of a garden to the quality of a family’s life in respect to food, economy and
environmental protection.
The meaning of a garden to the welfare of community and environment, health of human and nature.
III activity
The exhibition of pupils’ drawings or pictures on their gardens. For example:
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IV activity
A guest participated in the lesson.
Some pupil’s parent may be invited to the lesson who will tell about fruits and vegetables growing in
their garden, the traditions of garden nurturance and its benefit to the family and environment. If
grandparents come, they tell about old traditions of farming when there were no large farms yet.
You may prepare pieces of advice for fruit buyers:
o Imported fruits. In order to ascertain that fruits will remain fresh and in good condition in
stores: pesticides are used 8-15 times during the growth of fruits. After harvesting fruits are
sprayed with fungicides. Then fruits are processed with antioxidants for the retention of their
colour. Before selling fruits are processed with wax in order they would remain fresh as long
as possible. Fruits processed in such way will remain fresh for 20-30 days.
o Local fruits. During growth pesticides are used only 3-5 times lesser. After harvesting fruits
must be stored in cool premises. As fruits have not been processed with pesticides, they
remain fresh in local stores about 5-7 days.
o Ecologically prodeced fruits. Pesticides are not used at all in ecological farming. Instead
natural enemies are used (such as insects or birds). Good lightening and air circulation is very
important when fruits are grown in this way.
This helps the pupils to understand the advantages of small farms when pesticides and artificial fertilizer
are not used, when it is sought to use the lands as better as possible – following the example of natural
farming.
While developing the task, a trip to the owner of a local ecological farm may be organized.
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Topic of the lesson: Visit to a farmer
Grades: 5–7
Subject: Biology, nature, mathematics.
Method: Excursion.
Motivation: After the project “Our family’s garden” a trip to the farm of some pupil’s parent is organized; if
there is no such possibility, when you may travel to visit another farmer.
Course:
Planning of work
I activity
Divide the pupils to groups of 5-6 children. Choose the farm according to the method of farming:
ecological farm, a farm maintained following the principles of natural farming, homestead farm.
Discuss the purposes of the visit to the farm, what you want to know
Allocate works:
o Who will prepare questions? For example, what cultural plants are grown in the farm? What
area is sowed with them?
o What is used for fertilizing? Are chemicals used for elimination of pests and weeds? What is
used for the watering of the plants? What food products are made home, and what food
products are bought in a store?
o Who will talk with the farmer and his family’s members?
o Who will take pictures?
o Who will prepare a poster?
II activity
Visit to a farmer. The children communicate with the farmer and perform the activities in accordance
with the allocated roles.
III activity
Preparation of the results of the trip at home.
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It may be suggested to glue the plan and pictures on a large white sheet, to write the results of the
work.
IV activity
Presentation of works in the class. Posters are hanged in the class and other pupils are familiarized
with the results of the research. You may offer the pupils to perform the researches of the acidity of
the soil in their gardens, flower yards or even flowerpot using the methods known from chemistry
lessons. Think if the plants lack something, then offer the ways to change it.
DO YOU KNOW THAT?
According to the research performed in 2002 (Fertility of soil and biological variety), a number
of dung chafers increased twice.
The amount of earthworms increase by 50%;
The amount of migrating insects increase by 60%;
The amount of spiders doubles.
For the growth of ecological plant such methods of land ploughing and cultivating must be used which
sustain ir improve the organic substance of the soil, ensure the stability of the soil and improve the
biological variety of the soil as well as protect the soil from savaging and grazing-out.
Small distances between food producers and users and food reprocessing companies help to protect the
environment, provide economical benefit, provide employment possibilities in rural locations – all this will
be useful for farmers and food industry in the future.
3.7. Ecological animal husbandry
Animal husbandry is one of the fields of ecological farming, where the skills of farmers are very important
and often used. Here there are many methods and principles aimed to provide animals a comfortable and
tranquil life considering their natural needs. Ecological animal husbandry is an activity related with land;
therefore the amount of animas in a farm should be strictly coordinated with the area of land. Only in this
way secondary products of the activity of animal husbandry becomes not waste and pollution, but fertilizer
for plants, and exactly this is how the cycle of ecological production closes.
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An important principle of ecological animal husbandry is to create the environment close to the needs of
different sorts of animals. This principle may be implemented in the presence of certain requirements:
Possibility to constant pasture in the open air;
Adaptation of grazing land to the requirements of animals’ nutrition and behaviour;
Prohibition to tie and isolate animals;
Usage of proper brancard;
Keeping of small amount of animals in an open area;
Endeavour to lessen the duration of the transportation of animals;
General ecological principle also prohibits that the floor in the premises designed for animals would
be made from grids.
Ecological farming restricts the removal or shortening of certain body parts of animals:
Tails – sheep, pigs, etc.;
Beaks – chickens, turkeys, etc.;
Horns – cows, sheep, etc.
The methods of the care of animals are adapted to the needs of each kind. For example, fowl birds may be
allowed to rest for a long time between the periods of egg laying. They also may be kept in small groups in
order hierarchic relations would emerge which are typical to birds living under natural conditions.
The new regulation of the European Union on ecological production indicates in its several articles some
requirements for animal husbandry, for example: the requirement that the personnel who takes care of
animals should have essential knowledge and skills required to ensure the health and well being of animals.
It is emphasised in ecological farming that an animal should suffer as less pain and suffers as possible.
Therefore the time designed for the transportation of animals is strictly controlled, and the methods of
slaughter must be as rapid and painless as possible.
In ecological farms animals are kept together all the time, they pasture together and live as natural life as
possible. After the examination of the theme, a project “How a farmer may become a millionaire in
Lithuania” may be suggested.
Topic of the lesson: Flows of materials and energy in ecosystems
Grade: 10
Subject: Biology, economy
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Aim: To understand the peculiarities of the activity of agroecosystems, to model the methods of the usage of
non-used production of agroecosystems.
Methods: Creation and presentation of a farming business plan
Means: Internet, press, computer programs „Word“, „Excel“, „Point-Brush“
Methodology of the performance of the project:
The project is offered only after the examination of the theme “Flows of materials and energy in
agroecosystems” only after the pupils have already familiarized with the exceptional features of these
ecosystems comparing them with natural ecosystems.
The class is divided into 4-5 groups depending on the number of pupils in the class. The members of the
groups become the competing teams creating business plans, choose their names, formulate the aim of the
activity, and swear to save the secrets of the team’s work.
Each group must investigate the situation of agriculture in the market (Internet), to foresee non used or used
in a small degree fields of the receipt of profit in the field of agriculture;
After the research of possibilities, a group creates a business plan establishing additional sources of income
to farmers.
The business plan must be aesthetically attractive, qualitatively useful, real;
Presentation of the project:
Independent assessors are invited to the presentation of the project – the representatives of the
administration of the school, parents-farmers, other members of the school’s community who become the
buyers of the business plan. Before the presentation of the project, assessment criteria are established.
Assessment:
That business plan will receive the highest point which will be “bought” by the buyers; other works will be
evaluated by the agreement of the independent assessors. Aesthetically performed works may be presented
for the evaluation by the school’s community as well.
DO YOU KNOW THAT?
It is recommended to have such amount of animals in an ecological farm as it is
required to accumulate organic fertilizer sustaining natural conditions of posture. The
animals should be raised applying ecologically clean and cheap technologies, which
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save money, are the safest to the environment and do not produce waste.
Each animal must be kept, fed and maintained considering its breed, age, physiology and
behaviour.
Animal food used in ecological farms must be of good quality, satisfying the needs of animals and
birds’ organisms. Forced feeding is forbidden.
We, users, must change our lifestyle, to choose products responsibly.
4. DIET FOR A CLEAN BALTIC
The concept “Diet for a Clean Baltic” has originated during the BERAS project. The concep defines
food which is produced in natural ecosystem. It means that food may be the cause of the Baltic sea
eutrofication.
Most of our food is produced in farms. There are 7 000 000 000 people on earth who used 14 000 000 000
000 square meters of arable land in order to produce food. That means that there are 2000 square meters
land for each person. This should be enough for everyone to eat good and nutricious food. You can easily
count a bit of your share: If you eat one kg of potatoes and you know from your own or a friend’s garden
that potatoes give 3 kg per square meter – you know that one third of a square meter is planted exclusively
for you!
If this 2000 square meters were taken care of according to the principles of Ecological Recycling
Agriculture (p. 42.), we would solve many environment problems – including the eutrophication of the
Baltic Sea.
These principles also apply to public kitchens. If they made reasonable choice and used the food
products respectively, they would contribute to preserving the clean ecosystem. The following principles
define Diet for a Clean Baltic:
Tasty, attractive and healthy. If the Diet for our Green Planet is to have a broad impact, factors
such as taste, smell, visual presentation and packaging etc. need to be addressed.
Organically produced. Food will preferably come from an ERA farm, or at least be organically
produced according to EU (or stricter) requirements.
20% meat. The animals are needed on the farm, but the number of animals should not exceed the
farm’s capacity to grow its own fodder. The majority of meat consumed should come from
ruminants. Dairy products are not included in the 20%.
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Locally produced. Locally produced food can be defined as food produced and consumed within a
specific area where the sender is evident. The bigger the metropolitan region, the bigger the
catchment area that can be called “local “.
Seasonal. Seasonal food is fresh, healthy and genuine. It is food that at any one moment or period is
at its best and available on the local market
Reduced waste. Reducing waste contributes to a more healthy climate and environment. The food
waste that is generated anyway should go to animal fodder or biogas production.
Together with Ecological Recycling Agriculture and Sustainable Food Societies the Diet for our Green
Planet concept has the potential to influence all aspects and actors of the food chain – from field to fork – in
a direction that will contribute to saving the Baltic Sea.
Staple Production Market Consumer
Fig. 7. The food chain “From field to fork”
4.1. Food
Food is the totality of nutrition products consisting of organic and inorganic substances. Food is necessary
for the formation of body’s tissues and their renewal, for the maintenance of vital activity, production of
energy. Food consists of vegetative and the products of animal origin, synthetical products. The safety of
food, as well as the safety of water, is ensured by the same normatives on pollution. Food provides energy
for the functioning of the organism. Most humans would die after 4 weeks if they would not receive food
due to intoxication by the products of the metabolisms of own tissues. Food provides necessary vitamins and
microelements in case of the lack of which disease emerge. Improper nutrition may affect reproduction,
development of chronic-degeneration diseases, damages of immune system, development of allergies, etc.
The greatest danger to health arises due to microbiological contamination of food, toxins present in plants or
animal meat, fish. Chemical pollution of food due to the substances used in agriculture or the pollution of
the environment with heavy metals, solution also has impact on health.
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4.2. Our food
You probably know that health also depends on our food. There is a lot of written and spoken about that.
But let us think how the content of our plate looks like. Is it really useful for our health and safe for the
Baltic Sea? Have you heard anything about healthy and safe nutrition? Maybe we may airily comment the
thought of Hippocrates “Let your food be your medicine” as “But probably such food has the taste of
medicine”?
Eating, as everything else in life, is a matter of fashion. Those who care about this fashion not always care
about their health. Wishing to sell more products, manufacturers create various advertisements and
attractively pack the products. Their main concern is profit, they are not really interested in the influence of
products on health; after eating, various waste remains: boxes, foil, packs. Decomposing, they travel to the
Baltic Sea together with a water drop.
Topic of the lesson: Ecology at dinner time
Aim of the lesson: To provide knowledge on the responsibility of the user, competences of learning
participants
Attitudes:
Responsibility for own decisions and choices.
Understanding that people have different needs and to respect alternative lifestyle.
Knowledge and capabilities:
To respect health and safety;
To know how to assess the possibility of own choice;
To know the safety of used food products to the human and the Baltic Sea.
Grades: 7–9
Subject: Nature, biology, geography
Methods: Applied active methods of work
The lesson is divided into 4 stages:
In the 1st stage it is sought to ascertain possessed knowledge and expectations. Method: “I know – I
want to know – I have learned”.
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The pupils individually write in their note books what they know about the sorting of food products. A
discussion on the main generally known facts takes place. The teacher fills the first column. The aroused
doubts are written in the second column. The pupils think what else they are interesting in. The answers
are written in the second column. The teacher reviews the results of both columns and prepares to
present the material in accordance with the questions raised by the pupils; for those wishing to
investigate the theme deeper, a list of literature is provided.
In the 2nd stage it is sought to familiarize more widely with the relevancy of various sorts of food, the
differences of natural and processed food and the impact on health. Mutual learning.
The teacher divides the pupils to small groups of 4-5 children. All participants have copies of different texts
and must perform five tasks:
o Generalize what was read;
o Familiarize other groups with the information;
o Answer to the questions of other groups.
Topics:
o „Peculiarities of ecological products”
o „What food is the healthiest?”
o „Healthy and ecological food in the Lithuanian market?”
o „process of product reprocessing and standards”
o „Control of trade in food products”
o „Does “natural” means “ecological”?“
In the 3rd stage the pupils are familiarized with the creation of labels for new products; comparison
and analysis. Marks of certificates. Method: work with the information in couples “How to recognize
the sorts of appropriate food products?” Is the package suitable for reprocessing?
The teacher divides the pupils into groups. In the groups the pupils receive samples of products. The
groups must determine what sorts of commodities are marked by those labels, to analyze the labels and
to compare them. The pupils present the results to other groups. (The user must know what he / she eats;
the safety of the product and package in respect of the environment is also important in order a person
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would be granted the right to buy or not to buy such product). The pupils analyze the scheme of nutrient
inputs to the Baltic Sea (see Fig. 8).
Fig. 8. Nutrient inputs into the Baltic Sea (HELCOM)
In the 4th stage it is discussed what new the pupils learned and the method “I know – I want to know
– I have learned” is used again.
For the purpose of entrenching, the third column “I have learned” is filled.
DO YOU KNOW THAT?
People already do not believe that the nature will feed them and try to help it building food
production companies.
Do you know what food the nature has created for the first year of human’s life? Probably
you have already answered: mother’s milk.
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FATS, OILS, SUGAR, TO BE USED
MILK, CHEESE, YOGURT
MEAT, POULTRY, FISH, PULSES, EGGS, NUTS
VEGETABLES FRUITS
2-4 portions
4.3. Proper Nutrition
Each day the organism of the human must receive about 40 of various nutrition substances: proteins, fats,
hydrocarbons, mineral substances, vitamins. Neither food product has the required amount of all nutritional
substances. The human must know what food products and in what amount must be eaten wishing to satisfy
the needs of the organism.
The pyramid of healthy nutrition is the contour of that the human must ear every day. These are not strict
instructions, and just recommendations which will allow you to choose food products. Following the model
of the healthy nutrition pyramid you will eat various foods every day and will receive all required nutritional
substances and at the same time required norms of calories, thus being able to maintain the normal weight of
the body.
In the healthy nutrition pyramid (see Fig. 9) all food products are divided into five main groups: bread, other
corn products, potatoes; vegetables, fruits; milk and its products; meat, fish, eggs, leguminous vegetables,
nuts. Every day it is necessary to eat as varied food from each group of products as possible. When varied
food is used, it is more likely that the needs of the organism will be satisfied. Neither products’ group has all
required nutritional substances; therefore the food of one group cannot replace the products of other groups.
All groups of the healthy nutrition pyramid are significant. In order to be healthy, the food products of all
groups must be used.
Fig. 9. Healthy nutrition pyramid
Bread, corns, pasta, potatoes
The basic of the pyramid consists of non fat and non sweet products of bread, corns, and groats. The food
products of this group provide energy to the organism and it is the main source of nutrition fibres. Besides,
corn proteins have all essential amino acids, but their amount is lesser than in animal proteins. This lack
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must be compensated with the food products of animal origin. Corn cultures contain mineral substances,
microelements (Na, K, Ca, Mg, P, Fe) and vitamins (B group, PP). Daily 6-11 portions of the products of
this group must be eaten. One portion contain: 1 slice of bread, ½ glass of pasta, rice, flakes or other
porridge.
Vegetables
Vegetables are very important for nutrition. They contain plenty of mineral substances, microelements,
vitamins dissolving in water, especially vitamin C, and carothine, organic acids. Vegetables stimulate
digestion inducing the secretion function of all digestive glands. Besides, vegetables contain plenty of
nutrition fibres. 3-5 portions of vegetables should be eaten daily. One portion consists of: ¾ glass of
vegetable juices, ½ glass of fresh vegetables, ½ glass of cooked vegetables, 1 glass of fresh leave vegetables,
one average potato.
Fruits
Fruits contain plenty of nutritional fibres, vitamins C, P, B, provitamin A-carothine, mineral salts (especially
potassium), and various microelements. Fruits strengthen resistance to infections and stress. Daily 2-4
portions of the fruits of this group must be eaten. One portion: one average fruit (apple or orange); ½ cup of
granulated fruits or berries; ¾ cup of pure fruit juice; ¼ kg of dried fruits.
Milk, yogurt, cheese
Milk and its products is nutritive food, easily absorbed by people of various age. Our organisms receive
valuable proteins, calcium, phosphorus, all main vitamins – A, D, B, PP, C, etc., from these products. These
are the products of anima origin, having a lot of fat, therefore they should not be eaten in large amounts. It is
recommended to eat daily 2-3 portions of these products. One portion consists of: one cup of milk, yogurt or
60 g of cheese.
Meat, poultry, fish, leguminous vegetables, eggs, nuts
This group is comprised mostly from the products of animal origin. They have plenty of necessary
substances: proteins, fats, amino acids, polyunsaturates, mineral substances, vitamins, microelements, other
biologically significant compounds. Meat proteins have the largest biological significance as they contain all
amino acids required for the human. It is recommended to eat 2-3 portions of this group daily. One portion
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consists of: 60-100 g of non fat meat; 60-100 g of chicken or fish; one egg; ½ glasses of boiled beans; 2
spoons of earthnuts.
Fats, oils, sweets
In the top of the pyramid fats, oils and sweets are situated; this is food which should be eaten in moderation
as they almost has no useful substances and is very calorific. This is oil, cream, butter, margarine, sugar,
sweet drinks and desert, sweets. There are no recommendations on the portion of these products as they
should be eaten in very small amounts.
Prepare seasoning from oil, vinegar, spices and cut parsley. It is better to wash zucchini and grate coarsely
unpeeled. Cut nectarine or peach, pumpkin seeds and lentil also mix with zucchini. Serve sprinkled with
pumpkin seeds.
Topic of the lesson: Healthy nutrition
Grades: 5–6
Subject: Nature, technologies, healthy lifestyle
Tasks of learning
With the help of the nutritional pyramid (Fig. 9), the pupils will be able to indicate 5 main food product
groups and to explain why it is necessary to eat varied food.
Following the examples, the pupils will be able to explain the rules of healthy nutrition.
Course of the lesson
1. In the beginning of the lesson the analyzed nutritional substances should be remembered, their amount in
various products and meaning to the organism. This may be done suggesting the groups of pupils to find and
review the following definitions: nutritional substances, organic substances, fats, proteins, hydrocarbons,
vitamins (the teacher should foresee how to do it: or different groups will review one definition each and
provides explanations to the class, or reviews all definitions and all together briefly discuss them).
2. The examination of the new theme may be started from the demonstrative object of the healthy nutrition
pyramid (Fig. 9), its observation and discussion.
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3. The pupils will understand and remember better, if they will model the pyramid by themselves. For this
purpose use a prepared modelling means. Using the model, ask the pupils to describe the main groups of
food groups and to indicate the daily amounts of their portions.
4. For the evaluation as how the tasks of pupils’ learning have been implemented various tests may be used,
for example: Healthy nutrition. What does the healthy nutrition pyramid show? Other forms of assessment.
Interfaces with the residential environment
In this lesson the pupils are encouraged to relate the knowledge on healthy nutrition with what they have
already heard or noticed at home, stores or coffee houses.
For reflection
It may be suggested to the pupils to calculate their normal body mass. The overweight and obesity may be
calculated using the body mass index (BMI).
BMI = mass (kg): height² (m²).
Development of the task: What are the criteria of your choice?
During this task critical thinking is developed and possibilities are provided to express the opinion basing it
on values and facts. Each pupil argumentatively answers to the questions about products.
Why would I buy this product (for example, banana, curd, bread)?
Why I would not buy this product (for example, banana, curd, bread)?
After the pupils answer to these questions individually, they will discuss them in small groups. The teacher
also may ask spontaneous questions, for example: What makes you think so? The product’s price, method of
its preparation, duration of cooking, etc.
You also may use the exercise of the establishment of values joining it with the method of four corners.
In a short time genetically modified food (GMF) will be served on our table. Some people think that
genetically modified food will solve the problems of food of our planet; however, some people follow the
opinion that genetically modified food is threat to the world.
Pupils are divided into groups and collect information (from the source present in the class) on GMF. After
the collection of required information from articles, Internet, each group must define:
Why we will buy this banana, curd, bread …!
Why we will not buy …!
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1. Moderation
People of developed countries suffer from the surplus of food (obesity causes diseases), and people of poor countries suffer from the lack of food.
2. Variety Various foods should be eaten. Some state that a human being must eat about 60 different products per month. Such nutrition will always ensure necessary vitamins, proteins and other required substances.
7. Products of ecological farms
Fruits and vegetables raised in ecological farms are the healthiest: they do not contain harmful residues of chemical substances (pesticides, nitrates). Products made in ecological farms have not been processed in the chemical way (not purified technically, not preserved, without artificial dyes and flavours). Eating this food you will safe not only your health, but the environment as well.
3. Natural products We should eat as much natural, chemically not processed products as possible. It is much better to eat honey and dried fruits than sugar – a chemical compound produced from sugar beets. Wholemeal is much healthier than white flour containing starch and proteins – gluten, and not contain cellulose, vitamins of the group B and other useful substances, contained in wheat corns and lost while producing white flour. Do not use a lot of salt, sugar and try to feel the natural taste of dishes.
6. Culture The digestive system is related with the nervous system. Eating may be a nice tradition when all members of a family sit to a nicely served table covered with tastefully prepared dishes. Their vibrancy not only stimulates appetite, but also signals that the food contains various vitamins, for example, orange carrots contain vitamin A, bronze buckwheat porridge – vitamin B, spinaches – vitamin C. Eating hastily, flustering, food will not be digested properly.
5. Regularity
What and how often people eat depends from national traditions. It is healthy, especially to children, to eat 4-5 times per day, preferred at the same time. Remember that the last meal should be eaten 3 hours before going to sleep.
4. Proper proportions Our menu should be prevailed with vegetable food: corn, vegetables and fruits. The human being used to eat meat from the very day of origin, however, in small quantities (Inuit are an exception as they do not have a choice due to the climate, or sparse tribes of vegetarians residing in the equator zone). Meat, especially animal fat, stimulates blood-vessel diseases or the occurrence of tumours. Therefore more and more people, taking care of their health, try to use more vegetable food and eat meat moderately.
RULES OF HEALTHY
NUTRITION
If the opinions of the groups differ, they also should name it and explain why.
Development of the task: Lifestyle and health
This sheet of tasks is designed for the discussion on the generalization of healthy lifestyle. Autonomously or
in groups provide suggestion on the advertisement campaign in the class or school and how healthy lifestyle
should be propagated, which may influence the situation of the Baltic Sea.
Rules of healthy nutrition
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4.4. Biological and chemical pollution of food – the destroyer of the health of humans and
the Baltic Sea
One of the main food related problems is its quality. In all countries the concern regarding the safety of food
increases, starting with the preparation of raw materials, food transportation, and finishing with the pollution
of prepared food due to which the thread of poisoning with food arises. Differently from infectious diseases
(dysentery, abdominal fever, salmonella poisoning, etc.) which arise when bacteria breed in the organism,
food toxic infections are caused by large infection comprised in the food product causing the poisoning.
Toxins of food origin may be of two origins:
Naturally composing when food deteriorates;
Extruded by microorganisms consisting in food.
The disease emerging after eating of food contaminated with toxins is called food toxicoinfection.
It is enough for these diseases to arise those bacteria would procreate and extrude toxin in food but not in the
human’s organism. Therefore if the emerged toxin is thermostabile, poor preparation and heating will not
reduce the risk to health. Bacterial stirrers of food toxicoinfections are various and quite spread in the
environment and food products. This is pathogenic types of the intestine stick, enterococas, spric aerocs and
anaerobs, etc. Bacteria will cause the disease in case of at least one of the following conditions:
There is a large infection in a product which remains after the preparation of food; bacteria enter the
product in the environment of food preparation and they breed in the product;
There is a large amount of bacteria or the extruded toxins in the consumable food. The affect of
bacteria’s toxins to organism may be from short-term intoxication displayed by symptoms of average
strength to strong intoxication raising dangerous disorders and long-term consequences. Toxins are
complex ferments which may destroy proteins and tissue structures. Besides, then a large amount of
bacteria enters, an infectious disease may emerge. In those cases, when food toxicoinfection arises
due to bacteria’s toxins, it is easier to establish threshold limit than when the disease arises due to
infection.
Green tasks
At chemistry lessons you may offer the pupils to perform the “Green tasks””
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Based on the provided information establish which chemical compounds are preservatives and how
each of them are encoded on food products’ labels:
o E422 – trihydroxylic alcohol, non toxic;
o E460 – polysaccharide having fibre structure;
o E220 + H2O → H2SO4.
15 year-old boys need 12.5 MJ of energy daily, and girls need 11.7 MJ of energy. How many pre
cents of the energy required daily enter the organism eating ¼ of the package of butter (1 package
contains 250 g) if the energetic value of 100 g butter is 3.15 MJ?
Which of the fats – butter, oil, fat or suet – are saturated fats of animal origin (containing saturated
fatty acids)?
The daily norm of consumed fats of 15 years old boy is 105 g. Thus one pupil ate (per one day): 200
g of curd (having 22 g of fat), 50 g of butter (having 42 g of fat), a couple of slices of ham (having
16.5 g of fat), a pork rissole (having 36.5 g of fat, one smoked mackerel (having 16 g of fat). Did this
pupil exceed the daily amount of fats? If so, make a new menu for him.
Write the formulas of the BNRR listed in the scheme without forgetting to pay attention to the
number of hydrogens contained in the molecule of each acid.
H2 -H2 -H2
Cl17H35COOH → oleinic acid → linoleic acid → linolenic acid
Olenoic acid is the raw material required for the manufacture of margarine (CH3(CH2)7CH =
CH(CH2)7COOH). Please explain for which type of reactions the reaction of the composition of
margarine acid (Cl17H35COOH) belongs to.
Write the equations of the chemical reactions taking place during photosynthesis and prove that the
photosynthesis of plants provide necessary constituent parts of food for people and all animals.
Please explain what the following statement means: sucrose (otherwise – sugar) gives the organism
only “vain” calories”.
Please name the facts you know proving that:
o There may be harmful substances entering food in industrial production;
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o The food processing industry while reprocessing may remove valuable constituent parts of
natural food. It is purposefully to acknowledge the pupils with the affect of metals entering
the organism, water or breathable air.
It is highly recommended to acquaint your students with the impact of the metals which enter our bodies
with food, water and weather.
Name of metal Affect to organism
Zn
Cu
Co ir Ni
Pb
Hg
Cd ir Ti
Bi, Sb, As, Mn, Au,
Fe
Cr, Ni, Co, As, Pb,
Hg, Cd
Harms liver and heart muscle
Harms liver and kidneys
Harms liver
Harms heart muscle, brain cortex
Harms kidneys, heart, brain cortex
Harms heart muscle
Harms blood-vessels and lymph-vessels
Carcinogens and may cause cancer.
Tasks
1. This scheme shows what happens when soils are fertilized with plenty of mineral fertilizer. Replace
the numbers 1, 2, 3 and 4 with the words: human, water, plants and animals.
2. Why is very good solubility of nitrates in water is useful for plants, but harms a human being?
Surplus of NO3 in the soil
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3. May the harmful excess of nitrates in drinkable water depend on:
1) The distance of irrigable land from a river;
2) The location of irrigable land on a steep slope;
3) The location of a homestead, well and irrigable land in both cases. Choose the best
place for a new homestead and a new well?
4. 1 kg of spinaches may absorb to 900 mg of nitrates which enter the soil with fertilizer, in the
meantime the toxic dose for adults is 600 mg per day.
Please calculate in per cent the amount of nitrates entering the organism after eating 200 g of such
spinaches.
5. Babies and young mammals die from cyanosis. This disease emerges due to the water having more
than 100 mg/l of nitrates.
Please calculate how much of nitrates are contained by 25 g of such water which causes cyanosis of
babies.
Which quality of nitrates helps remove them from salad?
6. Potassium nitrate KNO3, put to the products of meat packaged in zinc boxes stimulates the corrosion
of these boxes.
Please explain why it is not allowed to put potassium nitrate preserving smoked meat products.
7. Tell chemical names of those salts (remember popular names indicated in the left and find out the
purposes these salts are used for):
a. Table salt NaCl;
b. Bitter salt MgSO4 · 7H2O;
c. Mirabilite NaSO4 · 10H2O;
d. Indian saltpetre KNO3;
e. Chile saltpetre NaNO3;
f. Norwegian saltpetre Ca(NO3)2.
8. Which salts are contained in mineral water if the label says the following:
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9. Why it is more useful to fertilize the soil with dolomite than to calcify it?
10. Which of the listed salts are suitable to produce the preparation supplementing the lack of this
element in the organism?
a. MgSiO3;
b. MgCl2;
c. Mg(PO4)2?
11. Sewerage waters of mines contain a lot of salts, including calcium, magnesium chlorides, sulphates
and sodium sulphate. Write the chemical formulas of these salts.
12. Neighbours livening nearby acted differently in winter. One of them peppered the snow with various
salts: sodium chloride, magnesium chloride, and the other one – only with gravel and sand. How did
their yards look like in spring? Please explain why the trees, bushes and all plants growing next to
the paths peppered with salts looked badly.
13. Why:
a. Sodium chloride NaCl is put to dishes;
b. Sodium carbonate Na2CO3 is put to water;
c. Sodium nitrate NaNO3 is put to soil?
d. How do these salts reach the Baltic Sea?
14. Please explain why the table salt is used:
a. For the preservation of food;
b. To pepper roads in winter.
What is the damage of that to the Baltic Sea?
Cations: Anions:
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15. Please calculate in per cents how much the organism receives the required table salt per day eating 5
sweet raisins and 10 g of no lesser sweet figs if 100 g of raisins contain 25 mg NaCl, and 100 g of
dried figs contain 34 mg of this compound.
16. Formulate your opinion to the table salt and other food supplements, their threats to the Baltic Sea.
For reflexion:
Please comment on the opinion that the protection of the Baltic Sea starts in the kitchen.
DO YOU KNOW THAT?
Only the clean Baltic Sea may be a source of health and beauty. Sea water may be both
medicine and cosmetics.
Swimming in the sea has curative qualities? This depends on the concentration of sea salt
melted in the sea. It is most healthy to swim in the Dead Sea in which the concentration of
salt is four times larger than in other seas.
4.5. The influence of food consumption on the Baltic Sea
Consumers think of ecological products as a set of tangible and intangible teatures to suit their needs. Some
features organic products are more likely to make a decision to buy, other are less important when choosing these
products. The choice of consumers (of different age groups) to buy eco-friendly products is presented in Figure 10.
01020304050607080
<20 21-30 31-40 41-50 >51
Respondentų amžiaus grupės
%
Saugūs produktai Juos gaminant neteršiama aplinka
Pasitikėjimas gera kokybe Geresnis skonisNėra GMO
Fig. 10. The motivation of consumers to buy quality food
Safe products
Quality products Contain no GMO
Respondents by age group Environment-friendly
Taste better
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Having analysed the results of the survey it is clear that all the respondents would buy ecological production
because it is safe and qualitative, however, consumers do not overestimate the fact that ecological food
production does not harm the environment.
Ten (you may create more) simple ways to help the Baltic Sea to retain:
1. Find out as much as possible on the real situation of the Baltic Sea
Do you know that warnings exist regarding more careful usage of seafood which may be contaminated? Or
that some beaches face the real threat of disappearance? Read labels and signs and ask questions. Collecting
information on which beaches and where have already been closed or which seafood is contaminated it will
be easy to ascertain what has to be done in order this situation would not repeat in the future.
2. Become a smart buyer
The fact what seafood or fish do we choose for our table also had great impact on the environment. The best
choice is wild fishes whose migration is still natural. Artificial pounds in which fish are raised not only harm
the environment but also use water and other resources. You just need to ask in a store or restaurant where
do they get fish and seafood from.
3. Save water
Use a lesser stream of water while bathing or washing your hands. Do not allow the water to flow while
washing dishes by hands, brushing teeth, shaving or washing the car. Water your lawn only in mornings or
evenings in order water would vapour less.
4. Lessen the pollution you cause
The lesser amount of herbicides and pesticides you will spray in the fields, the lesser chemicals will enter
the sea and the lesser amount of the substances will be in the water you will swim in. Use compost, straws,
residues of green food as fertilizer to your garden and vegetable garden. Use washers and dish detergents
without phosphates. Exactly after the human’s activity the compounds of phosphates are left which cause
the blossoming in lakes and rivers. Instead of dangerous chemicals try soda or vinegar.
5. Lessen the mount of discharged waste
Sort your trash, use soap while washing your car. If you still want to use chemicals for your lawn or
vegetable garden, do not do it on a windy day or before rain. Install drainage, hoe the soil and then your land
will not become hardly cultivated and the plants will not need any additional chemicals and fertilizer. Install
the systems of dangerous waste collection near the garage which would collect all possible waste of
vehicles. Point the leaders directly to watering systems. Collect the excrement of pets. Each day
approximately 15 tons of pets’ excrement enters the sea.
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6. Recycle your waste or to sort out them correctly
Never dispose of persistent waste, such as used diapers or plastic bags down to the toilet. These wastes not
only pollute water, but also may damage sewage pipelines. It is difficult to imagine, but cigarette butts
dropped on the ground also pollute ground water.
7. Lessen the pollution caused by oils
Fix the oil filter of your vehicle in order not a drop of oil would fall from your vehicle. Especially large
amounts of oil waste enter the sea from the tankers transporting oil. Thus seeking to reduce the pollution of
the Baltic Sea especial attention should be paid to the recycle of used oils. Thus it is important to pour fuel
to the vehicle very carefully. Use biofuel or choose even better solution – drive as least as possible. Walk,
bike or use public transport.
8. Pay attention to the wild flora of the sea
Never leave a fishing-line, line or netting in water. Fishes may tangle in fishing equipment and injure
themselves. Do not let helium balloons to the sky as after the gas finishes they may descend to the ocean and
animals may swallow them as food. Lessen the usage of polystyrene at the maximum. Polystyrene fragments
to small parts and fishes swallow them as food.
9. Do not be indifferent
Participate in seashore cleaning campaigns. Report about illegal landfills or littering to local officers or
closest department of environmental protection. Find out where you can leave used batteries for recycling,
paints, electric devices or other used things. If there are no sorting systems near the sea, encourage the local
authority to install such systems.
10. Understand why…
The Baltic Sea is the youngest in our planet which has formed from melting ice mass barely 10-15 thousand
years ago.
Topic of the lesson: The influence of increasing consumption of humans on the ecosystem of the Baltic
Sea
Aim: To ascertain the reasons of the increasing consumption of humans, foresee consequences, model the
ways to restrict the increase of the consumption of humans.
Grade: 7–9
Subject: Geography, history, economic, mathematics
Method: Group work, projective learning
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Means: Internet, encyclopaedias, press, computer programs „Word“, „Excel“, „Point- Brush“
Constituent parts of the project:
1st group collects information on the change of the consumption of people in the countries of the
Baltic region within the latter period, establishes correlation with economical development of the
region, religion, traditions;
2nd group collects information on the spread of ecosystems and globalization, ascertain how these
processes influences the change of the consumption skills;
3rd group collects information on the spread of agroecosystems, their impact on natural ecosystems,
methods of the increase of fecundity, distribution of production;
4th group collects information on the usage of natural energy resources for the satisfaction of the
needs of the humankind and the affect of this to natural ecosystems;
5th group models the methods to restrict the consumption of humans.
Methodology of the performance of the project:
The pupils are divided to groups accidentally;
When the members of a groups receive the task, they plan the course of the performance of work,
foresee the sources of information collecting;
The collected information by the common agreement is generalized and provided printed by a
computer;
For the presentation of the project announcements are prepared with generalization and conclusions;
After the presentation of the parts of the project, common conclusions are formulated.
Topic of the lesson: Do I know how to choose the food products healthy for me and the Baltic Sea?
Aim of the lesson: To develop children’s abilities to choose food products responsibly.
Tasks: The pupils will develop their abilities to choose food products responsibly in the closest store of their
town or village. To know priorities and threats while shopping.
Grade: 6–8
Subject: Ethics, mathematics, nature, technologies.
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Methods: Applied active work methods.
Course of the lesson
The lesson is divided to 4 stages:
In the 1st stage it is ascertained what food products are most often bought by children in stores and
why? Are they inclined to try new products or to buy those tasted earlier?
Methods: „Brainstorming“. The teacher asks the question: „What products do you buy for your
pocket-money?” The pupils name the products, the teacher writes them on the blackboard.
2nd stage – Establishment of priorities (it is ascertained which products bought by the pupils are the
healthiest to health and safest to the Baltic Sea).
Methods: Analysis, grouping, individual and group work, “Nine-edge diamond”. The teacher
distributes to each pupil a copy of a diamond consisting of 9 rhombuses and asks to fill in those
diamonds, writing the healthiest products in the upper rhombuses, and the least healthy products – in
the upper rhombuses from the list on the blackboard. The pupils work individually. After the
individual work is done, the teacher decides the pupils in couples and asks to discuss the inscriptions
and to formulate a single opinion. When the discussions in the couples are finished, the pupils are
divided into larger groups until a single solution is found.
In the 3rd stage a positive approach on the food products save to the Baltic Sea is formulated.
Methods: „Cube“. The teacher’s preparation for the lesson: prepares the tiles of the cube, questions
for the description of the product. At the lesson: divides the pupils into groups, allocates one product
for each group from the priority list of products of the “Nine edge diamond”, and distributes the tiles
of the cube to the groups as well as questions. The pupils fill the tiles of the cube, writing the answer
to the following questions on each wall:
o Describe the package of the product (colour, size, if suitable for recycling, etc.)
o With what you may compare this package?
o What this package is made from or how?
o Why it is worth to choose exactly the product packed in this package?
In the 4th stage the pupils study the walls of the cube and present the works.
Methods: Active questionnaire. Pupils: one representative of the group presents the work of the
group. The members of other groups must closely listen to the speaker and mark the matching
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answers in order they would not repeat the said thoughts later. The teacher observes and evaluates
the pupils’ work, generalizes the provided conclusions.
4.6. The shorter the path from field to fork, the healthier the food, the cleaner the Sea
The nature has always been our provider. However, the modern man tempted by civilisation does not want
to notice the free gifts of the nature.
It is not an accident that spring is full of green. This is how the good nature takes care of us. After winter the
exhausted organism of the human being needs vitamins, mineral substances and chlorophyll the most, which
helps our body to recover and strengthen. Our ancestry felt and knew the significance of herbs thus
consumed them in large amounts. Even now some countries, for example, China, Korea and other wild
plants are valued very much.
The most important constituent part of food products – chlorophyll (which paints the plant in green) affects
the organism really positively. Small doses of it increases the blood pressure, and a large amount reduces it
(those with low blood pressure should use herbs carefully). Chlorophyll helps to normalize haemoglobin and
strengthens the conditions of the whole organism.
The cellulose of food herbs is highly required to the microflora of the intestine, positively affects the
mucous membrane of guts, and stimulates peristalsis. This helps the organism to clean from contaminants.
It was proved that food herbs are more valuable than culturized herb plants as they select the place of growth
by themselves and their biochemical composition depends on them. Each herb has different composition of
vitamins and microelements. All food herbs have a lot of rare vitamins and mineral substances, but the most
important is that they are of natural organic form, this is not a pill and they can be obtained free of charge.
According to hygienists, 100 g of fresh the common nettle contain 20 mg of vitamin C – this is 2.5 times
more than in lemons, 10 times more than in apples and potatoes; there are vitamins B2 and K. 50 mg of
carotene, 5.5 per cent of valuable proteins, 6.6 percent of fats, 15 per cent of hydrocarbons (half of them is
wine sugar which is the sugar which dissolve the easiest and enters the blood immediately). Therefore the
calorific content of the common nettle equals to that of potatoes; it is 2 times more nutritious than carrots
and almost 3 times than culturized spinaches. The common nettle contains the following microelements: 4.1
mg of iron, 1.3 mg of copper, 8.2 mg of manganese, 4 mg of boron, 2.7 mg of titanium, 6.03 mg of nickel.
The mineral substances of nettles distinguish themselves in strong alkaline reaction which improves the
resistance of the organism. Thus it is healthy and nutritious to eat nettles. No less valuable other popular
herbs are: dandelions, ground elders, deadnettles, yarrows, cow parsleys and many others. Already in early
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spring, when the snow melts, those herbs start to germinate and various tasty salads, slumguillions, soups,
porridges, may be cooked, jams may be vitaminized, juice may be made, pot liquors may be drank. Thus
herbs help to strengthen the organism and to save money, you will not need to buy expensive foreign fruits
or hothouse herbs and vegetables. While collecting herbs you will be able to admire the nature, breath fresh
air and have good exercise bowing for the herbs.
Talking about food herbs it is possible to organize objective occupations during which children will be
familiarized with the food herbs growing in the residential surrounding and to learn how these food herbs
may be used.
Topic of the lesson: Food herbs
Grade: 5–10
Subject: Nature, biology, geography, healthy lifestyle.
Motivation: In the ancient times peoples used up to 3500 food herbs for nutrition, and in the end of the 16th
century – only 100 sorts of food plants. It is important to mention that more than 1000 various food plants
are used in the Eastern countries, and in the Western countries – just 2-3 per cent of all known edible plants.
And how many of plant species do you use?
Problem: Very often people lack of stores even if they go to the nature for a short time. As all plants our
ancestries used to collect, eat, use for curing have disappeared from our forests, grasslands or wetlands.
Wouldn’t it be worth to remember the experience of our ancestries and to try to reduce the split between us
and the nature? To reduce the amount if pollutants in the nature which enter underground water and travel to
the Baltic Sea?
Aim:
To encourage to interest in the food herbs growing in our land, to learn to recognize them, to encourage
them to grow the plants in the vegetable gardens, to use for food.
Tasks:
1. To familiarize with the variety of food herbs in the closest natural environment.
2. During the cognitive excursion to show the main principles of food herbs’ gathering.
3. To teach to evaluate the tasty qualities of wild food plants more accurately.
4. To encourage to interest, to grow food herbs in vegetable gardens and to use them.
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Duration:
1st activity – one week (to collect material from various sources);
2nd activity – 30-45 minutes for the pupils of 5-6 grades;
2nd, 3rd activities – 1 hour 30 minutes for the pupils of 7-10 grades;
4th activity – autonomous task (the work is continued at home).
Place:
The nearest natural environment
Teacher’s preparation for the lesson:
The teacher must be familiarized with the variety of food herbs growing in the chosen territory.
Pupil’s preparation for the lesson:
The pupil should be familiarized with the morphology of plants. The pupils should be able to use plants’
recognitions keys.
Course:
1st activity: To collect material on food herbs, to present it for the classmates at the lesson, to prepare
a stand.
On the next day, in case of good weather, the lessons are performed following the planned course. Before
excursions the pupils are familiarized with the principles of plants collection.
2nd activity: Berries and fruits.
During the lesson the pupils are asked hat edible fruits and berries do they know growing in the wild nature
of Lithuania? What fruits and berries have they collected? The pupils are offered to familiarize with the
berries and fruits during the excursion.
The pupils must show them to the teacher before eating.
In the end of the excursion a quiz is organized – to know wild plants fruiting berries and fruits in Lithuania.
Cards are used.
3rd activity: Food herbs: food and medicine
o 1st task: Collection of food herbs
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The pupils present their material on collected food herbs.
How much and what food herbs are used by the pupils or their families’ members.
Which of them do they find in the nature by themselves?
What parts of food herbs do they use?
During the excursion up to 15 food herbs are shown. In the end of the excursion the seen plants were
discussed as well as the possibilities of their usage. For example – the goosefoot is a very tasty and valuable
“weed”. It contains plenty of proteins, calcium, phosphorus, magnesium, potassium, carotinoides, vitamin C.
The whole overground part of young goosefeet is suitable for food; in summer only leaves are used, in
autumn the seeds are used as well. The goosefeet may be used instead of spinaches. Leaves and young
sprouts may be eaten fresh or boiled. Prepare them immediately, while they are still fresh. You may dry
them and store for winter. The ground elder is a common “weed” of parks and vegetable gardens. If this
plant is not weeded or mowed it quickly makes a wide, dense brushing. It grows in shady places. From old
times the goosefoot was one of the main nutritional plants in the regions or our climate. This is one of the
most useful food plants, containing plenty of vitamin C, mineral substances, proteins, essential oils. The
common dandelion in the Russian folk medicine is called the elixir of life. Its leaves contain a lot of
hydrocarbons, iron, phosphorus, calcium, magnesium, carotene, vitamin B2, C, E. Its blossoms improve the
metabolism, clean the organism, refreshes the liver and pancreas damaged by the poisons of civilization. All
parts are edible. Young leaves are used for salads, garnish to meat, fish dishes. It is used for soups, spicy
dishes. Blossoms are also edible – they are out to salads, puree, soups, for the decoration of dishes. In order
the leaves would not be bitter, wash them before usage and keep in salted cold water for half an hour. This
plant may be even pickled as cabbages.
o 2nd task. Recipes from food herbs.
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Exchange of recipes and their presentation are organized.
Several recipes from food herbs:
For generalization:
Food herbs may be used very differently; this is only the matter of our imagination. If we want to be healthy,
we need to provide versatile food rich in nutrition substances on our tables.
Chopped wild plants may be put to salads, i.e. they may be eaten green, flavoured with various seasonings –
oil, mixture of oil and lemon juice, cream (sour milk, butter milk), tomatoes sauce or the mixture of cream
and tomatoes sauce, soy sauce, etc. This is an excellent supplement to secondary dishes.
It is possible to prepare various slumguillions and soups (o flavour usual soups with wild herbs).
It is possible to prepare various dressing from the mass of green plants – for pancakes, dumplings, scalded
vegetables (for example, paprika or aubergines), to use them for sauces.
Juice of fresh wild plants is very valuable, just you should not use a lot of them – in glasses – a spoon or two
will be enough.
At the end of the activity pupils are offered to exchange their own recipes.
Development of the task
No matter whether your school is next to or far away from the Baltic sea, it is recommended to choose forms
that will appeal to pupils, such as integrated lessons, projects lasting for a week of a month.
To summarise the chapter, use pupil’s activity sheet No. 2 “What can be changed to protect the Baltic Sea?”
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5. INSIGHTS
5.1. The Vision of the Clean Region of the Baltic Sea
Specialists state that the Baltic Sea region's environmental problems will be solved positively mainly
through the activity of HELCOM and individual or
bilateral agreements. The Agenda of the Baltic Sea is
important to Lithuania while implementing the priorities
and principles of sustainable development. The
management of the landscape, regional economic and
social inequality, household management, sustainable
transport and manufacturing - these and many other
problems are successfully solved in the neighbouring
countries. Scandinavian countries promote and develop
the cooperation of business and science representatives,
and a lot of attention is paid to education.
It is important that the cooperation would be continued and developed in the field of environmental
protection and sustainable development education, implementing the specific action plan of the region
related to agriculture, forestry, energy, industry, tourism and transport. The better will be the results of these
efforts, the greater the benefit to the entire region and the whole Europe will be. It is exactly this willingness
should help to retain and develop the activity of “The Baltic Sea Region’s Agenda 21”. It is important that
interested people would work for the favour of the Baltic region, would share sustainable development
experience and encourage others to show interested in it.
Thus strong cooperation of the Government, officials, environmental, protection, educational institutions,
scientists of various fields and society and the participation in the projects related with the marine
environment’s protection are required.
The preservation of the Baltic Sea’s environment is determined by many factors. Children and young
people's education, personal assumption of responsibility, active participation of the society in social,
economic and environmental decision-making should lead to the successful implementation of the “Baltic
Sea Region’s Agenda 21”; also it is very important to educate the society and encourage the interest in the
marine environment’s current problems. The achievement of these goals would be contributed by more
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stringent maritime protection standards, clearly visible for future generations. In order to achieve this, it is
required to enhance public awareness mechanism spreading relevant information through formal and non-
formal education and training institutions.
5.2. The EU Strategy for the Baltic Sea Region
The EU strategy for the Baltic Sea region was adopted by the European Council in 2009. The strategy
focuses on the ecological problems which arrise due to the pollution of the Baltic Sea with nutrients,
especially nitrogen and phosphorus. Following this integrated system, the European countries will be able to
indicate their own needs and look for the required resources in order to maintain the sustainable
environment of the Baltic Sea region and ensure the development of economy and society. This strategy
aims to establish a coordinated systematic tool to solve the main problems of the region and suggest
solutions.
The strategy aims:
to enable a sustainable environment;
to develop the region’s prosperity;
to increase accessibility and attractiveness;
to ensure safety and security in the region.
to reduce nutrient inputs to the sea to acceptable levels;
to preserve natural zones and biodiversity including fisheries;
to reduce the use and impact of hazardous substances;
to become a model region for clean shipping;
to mitigate and adapt to climate change.
DO YOU KNOW THAT?
Helsinki Commission (HELCOM) takes care of the protection of the Baltic Sea. It seeks to
protect the environment of the Baltic Sea from pollution.
In this Commission, the representatives of the countries of the Baltic Sea - Denmark, Estonia,
Finland, Germany, Latvia, Lithuania, Poland, Russia, Sweden, and the European Community – work. The
Helsinki Commission is comprised from the Ministries of Environment of each country. “The Ministry of
Environment is the main institution which is represented in this international organization. Here the
principal issues related with the Baltic Sea are solved.”
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Annexes
6.1. Pupil’s activity sheet No. 1
Recognize and mark wit arrows the organisms of the ecosystem of the Baltic Sea
Baltic herring
Crustaceans
Cod
Plaice
Algae
Seal
Baltic sprat
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6.2. Pupil’s activity sheet No. 2
What can be changed protecting the Baltic Sea?
IN THE WORLD
IN THE COUNTRY
IN THE CITY, VILLAGE
IN THE SCHOOL
AT HOME
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6.3. Pupil’s activity sheet No. 3
Methodology of the establishment of the amount of water and humus
1. Take a tablespoon of soil from the depth of 5 cm and spread it in a thin layer on a metal plate. Weight the
soil together with the plate.
Weight of wet sample = ......................
2. Heat the soil sample on weak fire (about 100ºC) for 2-3 hours. Wait until the soil will get cool, then
weight again.
Weight of dry sample = ......................
3. Heat the soil sample on the fire of a gas burner until all organic substance will burn (it would be better to
do this in an exhaust booth or with the window open). Wait until the sample will get cool and weight again.
Weight of sample (without water and humus) = ......................
4. Calculate the amount of water and organic substances (humus) in per cent in the sample. Remember that
calculating the amount of humus, the weight of the dry sample is considered as 100%.
Water amount = ...................... %
Humus amount = ...................... %
Place for calculation:
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6.4. Pupil’s activity sheet No. 4
Questionnaire
Intensive agriculture widely using agriculture machines, pesticides, mineral fertilizer and new species of
plants
is good as:
1. ___________________________________________________________________
_____________________________________________________________________
2. ___________________________________________________________________
_____________________________________________________________________
3. ___________________________________________________________________
_____________________________________________________________________
4. ___________________________________________________________________
_____________________________________________________________________
5. ___________________________________________________________________
_____________________________________________________________________
Is bad as:
1. ___________________________________________________________________
_____________________________________________________________________
2. ___________________________________________________________________
_____________________________________________________________________
3. ___________________________________________________________________
_____________________________________________________________________
4. ___________________________________________________________________
_____________________________________________________________________
5. ___________________________________________________________________
_____________________________________________________________________
My final opinion (underline the chosen statement):
I agree with intense agriculture. Please argue your choice. I do not agree with intense agriculture. Please argue your choice.
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6.5. Pupil’s activity sheet No. 5
Our family’s garden
Does your family have a garden? If so, what is its history, who takes care of it?
Where is your garden / vegetable garden situated?
What vegetables, fruits or berries grow in your garden?
How are vegetables and fruits grown in your garden?
How the land of your garden is cultivated?
How your family fight against weeds in your garden?
Could the person taking care of the garden come to our class or to accept us to your garden and tell about
grown plants?
After answering to the questions, please draw your garden or take pictures of it and bring the work to the
class.
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6.6. Problems of the quality of the Baltic Sea’s water in the lessons of various subjects
Quality of water
Works
“Green” usage
Arts
Drawing of posters, cartoons
History
Historical review of the human‘s
influence on the environment Mathematics
Processing of data on environment
Ethics
Traditions and ecological ethics
Foreign language
International projects and relations with
peers in other countries
Society sciences
Global problems and international cooperation
Natural sciences
Measurement of water quality
Impact on human health
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List of literature
1. The Centre for Environmental Policy http://www.aapc.lt/naujienos.htm[interaktyvus]. [as of 2012-08-10]
2. Baltic 21 Newsletter. Stockholm: Baltic 21 Secretariat, 2008, 1.
3. Baltic 21 report for the Prime Ministers of the Baltic countries: progress of 5 years in the region seeking for sustainable development [interactive]. 2004, 1: 3 [as of 2010-01- 08]. <http://www.baltic21.org/attachments/ report_no_1_2004__5_year_report_to_prime_ ministers.pdf>.
4. The Baltic Sea’s action plan [interactive]. Klaipėda, 2009 [as of 2010-01-16]. http://www.jtc.lt/?module=page&id=8
5. Buehl D „Interaktyviojo mokymosi strategija“, Garnelis 2004.
6. Drigotas M.“Baltijos jūra švaresnė dėl prastos ekonominės situacijos“ www.GRYNAS.l [interaktyvus]. [as of 2012-09-05]
7. Drigotas M“ Visuomenininkai: Baltijos jūra Lietuvoje – be „šeimininko““, www.GRYNAS.lt [interaktyvus]. [as of 2012-09-05]
8. Galkutė L.„Žemei reikia draugų“, Žaliasis pasaulis 1998.
9. Granstedt A. „Farming for the Future with a focus on the Baltic Sea Region“, 2012
10. Gervienė O, Kantautienė A. F. MKP „Sveika gyvensena ugdymo procese“ Recommended by the Ministry of Education and Science of the Republic of Lithuania on 2006-06-29, Nr.ISAK-1372.
11. GurevičiūtėG, LekevičiusE., Galkutė L, Motiejūnienė E „Nojaus laivas, ekologinis ugdymas mokykloje“, AKSTIS 1997.
12. Danilčenko H, Petniūnienė V „Darnus daržas“, Lututė 2003.
13. . The Food and Agriculture Organization of the United Nation "Livestock’s Long Shadow–Environmental Issues and Options. Reference checked on 2010-09-29.
14. The Food and Agriculture Organization of the United Nation "Livestock’s Long Shadow–Environmental Issues and Options.". Reference checked on 2010-09-29.
15. Biology teachers of Kaunas district „Informacinė metodinė e–priemonė biologijos mokytojui“. 2008. Publication approved byt he Expert Commission of the Education Development Centree, prot. No. T-28, 2008-02-20.
16. Koszmider M, Kozanecka G „Žaliosios užduotys, Aplinkos apsauga per chemijos pamokas“, Šviesa 1998.
17. Lekevičius E, Motiejūnienė E, Kunskaitė L „Gamta ir žmogus 5 klasei, mokytojo knyga“ Alma littera 1997.
18. Ministry of Environment of the Republic of Lithuania „Darbotvarkė 21: Subalansuotos plėtros veiksmų programa, Rio deklaracija: apie aplinką ir plėtrą, miškininkystės principai“ Vilnius, 2001.
19. Martinionienė J „Ekologijos užduotys“, Šviesa 1999.
20. Motiekaitytė V, Steponėnaitė L „Baltija 21 – vyriausybinės bendradarbiavimo veiklos gerinant Baltijos jūros aplinkos būklę. VertinimaS “ Mykolo Riomerio universiteto Politikos ir vadybos fakulteto Aplinkos politikos katedra , 2010 m.
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21. World Wide Fund for Nature: The Baltic countries do not apply sufficient measures to protect the Baltic Sea BNS September 3, 2009 16:38 www.grynas.lt/gamta/article.php?id=23877315[interaktyvus]. [žiūrėta 2012-08-11]
22. Robbins, John. The Food Revolution. Conari Pr; 1 edition. July 11, 2001. ISBN 1573247022
23. Ruskule A, Kuris M ,Leiputė G ,Vetemaa M ir Zableckis Š „Atrask Baltijos jūrą. Spalvingas ir verdantis jūros gyvenimas“, Tallinna Raamatutrükikoda 2009.
24. Sabaitė J Kaip išsaugoti Baltijos jūrą: užduotys valdininkams ar mums patiems?Janina Sabaitė, www.GRYNAS.lt [interactive]. [as of 2012-08-13]
25. The Baltic Sea Portal, Solutions and actions to ease the Baltic’s problems [interaktyvus]. [as of 2012-08-13]. <http://www.itameriportaali.fi/en/suojelu/en_GB/suojelu/>.
26. Oficcial gazette “Valstybės žinios“ Helsinki Convention on the Protection of the Marine Environment of the Area of the Baltic Sea“.. 1997, No. 21-499.
27. Oficcial gazette “Valstybės žinios“ Helsinki Convention on the Protection of the Marine Environment of the Area of the Baltic Sea“. 1997, No. 21-499.
28. Guide prepared by a group of authors „Švietimas kaitai: Darnaus vystymo mokymo ir mokymosi vadovas“. The guide reflects the experience obtained within the project „Švietimas kaitai“ in various countries situated near the Baltic Sea. The project was funded by the „Gandrs” of EU Comenius 2.1. programos.
29. Website http://ec.europa.eu/agriculture/organic/animal-welfare/husbandry_lt
Sources of illustrations: 4 p. ESA nuotr.; 7 p. Naftos tanklaivių navigacijos keliai Baltijos jūroje (HELCOM.); p. 15 Baltijos jūros užterštumo žemėlapis (HELCOM); p. 16 (HELCOM); p. 25, (HELCOM); p. 27 (šaltinis jurbarkosviesa.lt); p. 27 p. (© BALANS); p. 5,8,40,41,42,51,67 61 dr. Adelė Astromskienė, “Ekologinės žemės ūkio gamybos uždaro ciklo ūkis: praktiniai patarimai ir rekomendacijos. P. 54 (HELCOM); p.46, 75 pictures by author; Colourful drawings in the heading “DO YOU KNOW THAT?” (source: “Darnaus vystymo mokymo ir mokymosi vadovas“).
