PUBLIC
This pedagogical card has been drafted and developed with students with learning difficulties, aged 14 to 18, of the Agrupamento de Escolas Joao de Deus of Faro

KEY COMPETENCES
 Communication in the mother tongue
 Scientific and mathematical competences
 Learning to learn
 Social competences and citizenship
 Humanist culture and expression of sensitivity

OBJECTIVES
 To trace an urban itinerary through the gardens and the green spaces of the town
 To build awareness about the improvement of the urban environment and the importance of the green spaces in towns
 To increase motivation as regards the preservation of the local natural heritage
 To develop entrepreneurship, citizenship and solidarity

GARDENS EXPLORED _The gardens of the town of Faro, Portugal

MATERIALS
 Plans of the town, districts, green sites and all the documents available at the MPD
 Drawing materials
 Mobiles /cameras
 Publications allowing for the identification of the local flora and fauna in the gardens, including invasive species

DEVELOPMENT
1.In the classroom. To read and identify the green sites of the town, of the district chosen on the plan
 To locate the existing green zones with the GPS coordinates of the mobile
 To identify the roles of these spaces, size and equipment
 To carry out surveys on the number and quality of the gardens in the region
 To choose one or more gardens of the district to be analysed on site

2.On site. Personal approach to the garden
 To invite to touch the plants, perceive their texture, forms, smell and their different green, the colours of the soil and the sound of the water seeping into the ground saved from concrete
 To be aware of the scope of the garden : natural sites humanize the town, the gardens establish a rapport of proximity with nature, they offer different uses : walking, reflecting, reading, talking, playing, eating, resting, studying, working…
 Among these gardens, many have been transformed into vegetable gardens which implies other uses : to learn how to take care of the garden, plant, cut, transfer, water, clean are all tasks to be carried out by young and aged people in these small spots
 To rally the students so that they identify the main faults of the area where they live : observing, classifying : the deterioration of plants, lack of space, plant diversification….

3.On site. Collective scientific approach to the garden
  In group, to observe and identify all that is visible in the garden. Use of proper botanical and scientific vocabulary
  To learn how to identify the plants with the help of documents on flora : to distinguish the native species from the invasive ones. To know the biodiversity and adaptability of the native and exotic flora and fauna. To take pictures of the unidentified species to proceed to their identification in the classroom

4.In the classroom. To employ the plans to design proposals of re-qualification of the deteriorated green spaces or to create new green sites in the urban network
 To propose functional alternatives for a sustainable and durable improvement. To consider the needs identified on site in order to make these gardens convivial, healthy spaces where art is present, too
 To trace a new urban itinerary through the re-qualified or recreated gardens and the other green sites of the town
 To present the project on boards in the school to parents, general public and the authority responsible for the urban planning of the town

EXTENSION
 To post articles on the web page of the school
 To propose a collaboration on the planning of the town concerning the green sites studied : waste collection, garden maintenance, plantations

EVALUATION
It takes into account the ability to :
Master the mother tongue, oral and written communication
 draft the project minding grammar rules and spelling
 present and support the project using the proper vocabulary
 enrich the technical vocabulary connected to the theme of work

Develop social and civic competences
 communicate the project
 dare to speak and address
 debate and accept other opinions during the team work
 develop awareness about one’s own citizenship, inclusion in the municipal project, solidarity and entrepreneurship

Develop basic scientific and technological skills
 implement and improve ICT competences both for the digital presentation of the project and the use of software for the plans/cards
 apply scientific knowledge related to geography, biology, geology
 use specific scientific terminology related to the reality studied as regards botany and natural sciences

Learning to learn
 rally the knowledge helpful to the analysis of the site (biology, geology, philosophy, history, geography)
 carry out researches and select information
 work individually, describe the different phases to realise a project

AUTHOR
Anabella Vaz
Agrupamento de Escolas Joao de Deus, Faro, Portugal

TRANSLATER
Mary Gino
Association Acquamarina, Trieste, Italie