newsletter_2008_1.pdf - 5.84 MB - The Baltic Sea Project
newsletter_2008_1.pdf - 5.84 MB - The Baltic Sea Project
newsletter_2008_1.pdf - 5.84 MB - The Baltic Sea Project
Create successful ePaper yourself
Turn your PDF publications into a flip-book with our unique Google optimized e-Paper software.
<strong>The</strong> <strong>Baltic</strong> <strong>Sea</strong> <strong>Project</strong><br />
„Evolution of<br />
Environment“<br />
Conference in Vilnius<br />
<strong>The</strong> Solovetskie Islands<br />
Expedition in Russia<br />
NEWSLETTER No. 1 (31) <strong>2008</strong> ISSN 1237-489X
<strong>The</strong> <strong>Baltic</strong> <strong>Sea</strong> <strong>Project</strong><br />
<strong>The</strong> <strong>Baltic</strong> <strong>Sea</strong> <strong>Project</strong> Newsletter is<br />
published twice a year<br />
Circulation (current issue): 3500 copies.<br />
First issued in Finland in June 1990 (500 copies)<br />
All issues are available electronically at<br />
http://www.b-s-p.org<br />
Editor: <strong>The</strong> Lithuanian National coordinator Rūta<br />
Jociūtė-Žolynienė<br />
Publisher: Lithuanian Young Naturalists' Centre,<br />
Džiaugsmo str. 44, Vilnius, Lithuania,<br />
phone +370 5 2382600, fax +370 5 2670090.<br />
Proofreader: UAB "Magistrai", Gedimino ave. 43-3,<br />
Vilnius, Lithuania, phone +370 5 2619891,<br />
www.magistrai.lt<br />
Production: Joint-stock company KOPA<br />
Design: Jurga Dovydėnaitė<br />
Print: Joint-stock company KOPA<br />
www.kopa.eu, phone +370 5 2331212<br />
Authors are responsible for the choice and<br />
presentation of facts contained in signed articles,<br />
and for the opinions contained therein, which<br />
are not necessarily those of the BSP organisers.<br />
Published texts may be freely reproduced and<br />
translated (except where reproduction rights are<br />
reserved) provided that mention is made of<br />
the author and source.<br />
Financial assistance: <strong>The</strong> <strong>Baltic</strong> <strong>Sea</strong> <strong>Project</strong><br />
Newsletter is published in Lithuania with financial<br />
support from the Ministry of Education and Science<br />
of the Republic of Lithuania.<br />
Distribution: <strong>The</strong> BSP Newsletter is sent free of<br />
charge to all BSP participants, organisations<br />
and other research institutions and government<br />
authorities.<br />
All correspondence should be addresed to:<br />
Rūta Jociūtė-Žolynienė<br />
Lithuanian Young Naturalists' Centre<br />
Džiaugsmo St. 44, 11302, Vilnius, Lithuania<br />
Tel.: 00 370 5 238 2600<br />
Fax: 00 370 5 267 00 90<br />
E-mail: ruta.jociute@b-s-p.org<br />
www.bspinfo.lt<br />
Logotype: Modified after Karin Peterson<br />
& Kjell-Ake Holmberg/Hompe<br />
Cover: Students during the Summer camp in<br />
Lithuanian Young Naturalists' Centre.<br />
Photo: Vytautas Eidėjus.<br />
<strong>The</strong> BSP objectives are to:<br />
● increase the awareness of the students of<br />
the environmental problems in the <strong>Baltic</strong> <strong>Sea</strong> area<br />
and give them an understanding of<br />
the scientific, social and cultural aspects of<br />
the interdependence between man and nature,<br />
● develop the students’ ability to conduct<br />
research on changes in the environment,<br />
● encourage students to participate in<br />
developing a sustainable future.<br />
<strong>The</strong> BSP works with the following means:<br />
● building networks of schools, teachers and<br />
educational institutions in the <strong>Baltic</strong> drainage area,<br />
● creating and developing educational<br />
approaches and joint programmes for<br />
environmental and international eduaction,<br />
● organising joint activities and events,<br />
publishing the BSP Newsletter and issuing other<br />
relevant information.<br />
<strong>The</strong> basic characteristics of the BSP schools:<br />
● active participation in looking for solutions<br />
to the environmental problems in the <strong>Baltic</strong> <strong>Sea</strong><br />
area,<br />
● networking,<br />
● pilot function in promoting environmental<br />
education in the spirit of the Rio Declaration,<br />
Agenda 21 & <strong>Baltic</strong> 21 and Agenda 21 for the <strong>Baltic</strong><br />
region.<br />
<strong>The</strong> educational approachfor the BSP is to:<br />
● achieve balance between a holistic view and<br />
individual subject studies,<br />
● change the role of the student from passive<br />
recipient to active constructor,<br />
● change the role of the teacher from supervisor to<br />
guide in a learning process,<br />
● use networks to provide participants with<br />
opportunities to learn and pass along new ideas,<br />
● use international co-operation as an inherent<br />
element of school work.<br />
ISSN 1237-489X<br />
© Lithuanian Young Naturalists' Centre, <strong>2008</strong><br />
<strong>2008</strong>
CONTENTS<br />
EDITORIAL 4<br />
EvENTS<br />
International BSP Conference in Lithuania 5<br />
<strong>The</strong> Solovetskie Islands 15<br />
<strong>Baltic</strong> <strong>Sea</strong> Tour de <strong>Baltic</strong> 19<br />
BSP Summer Seminar in Ogresgals 20<br />
BSP PROGRAMMES<br />
<strong>The</strong> Spring Awakening 22<br />
Winter birds in Poland 24<br />
EXPERIENCE<br />
School Environment helps to learn Nature‘s Secrets 25<br />
<strong>The</strong> first Research of Nature 27<br />
vARIA<br />
<strong>The</strong> <strong>Baltic</strong> <strong>Sea</strong> and Lake Victoria - learning from each other 28<br />
<strong>The</strong> Concept of an Ecological House of the New Generation 30<br />
Insects around us 32<br />
Floods at the <strong>Sea</strong>side 33<br />
<strong>The</strong> Moss of Książ Landscape Park 34<br />
WHO ARE WE?<br />
School in Gdynia 35<br />
Our Goal is to protect the Environment 36<br />
FOR CONSIDERATION<br />
What can we do? 37<br />
What can be done to reduce the Amount of Waste left in the Environment? 39<br />
BSP Coordinators 41<br />
BSP Meetings and Conferences in <strong>2008</strong> 43<br />
Contributions 43<br />
CONTENTS<br />
3
EDITORIAL<br />
Dear Readers,<br />
You are reading the second issue of our magazine.<br />
Half a year has passed and many things have happened<br />
since the first issue of the magazine; however, one of<br />
the most important events is the international <strong>Baltic</strong> <strong>Sea</strong><br />
<strong>Project</strong> Conference “Evolution of Environment”. This conference<br />
attracted many participants from all of the <strong>Baltic</strong><br />
countries and Japan; <strong>Project</strong>s that have been implemented<br />
for several years were presented.<br />
I must say a sincere thank you to all my helpers—teachers<br />
and schoolchildren from Žemyna Gymnasium of Vilnius<br />
and colleagues from the Lithuanian Young Naturalists'<br />
Centre who assisted me throughout the event.<br />
I am particularly grateful to professional teacher Gražina<br />
Drebickienė from the Žemyna Gymnasium of Vilnius,<br />
director of the Gymnasium Rūta Krasauskienė and director<br />
of the Lithuanian Young Naturalists' Centre Ona Sigutė<br />
Versockienė, who contributed greatly to the success of this<br />
conference.<br />
More about the conference on page 5.<br />
Faraway exotic countries have always attracted people;<br />
therefore, in this issue you will find an article on an expedition<br />
to the Solovetskie Islands in the White <strong>Sea</strong> near the<br />
North Pole in the Russian Territory. <strong>The</strong> photos which were<br />
taken by participants of the expedition were a real surprise.<br />
Nature can be so bewitching!<br />
More about the expedition on page 15.<br />
Other events and trips are of no less interest so do not<br />
forget to read about them too.<br />
In a new section “Experience”, teachers share their experiences.<br />
In these articles you will find many things of interest.<br />
In the section “Who we are?” two schools from the<br />
towns of Gdynia (Poland) and Lapės (Lithuania) introduce<br />
themselves.<br />
<strong>The</strong> articles from the section “For Consideration” call for<br />
consideration and discussion.<br />
<strong>The</strong> letter from the coordinator of the programme “Bird<br />
Ecology” Andrzej Sliwinski did not go down well when he<br />
stated that protocols about winter birds were only received<br />
from Polish schools.<br />
<strong>The</strong> coordinator’s protocol is on page 24.<br />
I would like to remind readers that the new coordinators<br />
Vytautas Eidėjus (Phenological Studies Programme) and<br />
Peter Uhl Pedersen (Coast Watch Programme) are also waiting<br />
for your protocols. We are particularly interested in your<br />
opinions about the renewed protocol of the Phenological<br />
Studies Programme. A new Work Box will help you fill in<br />
this protocol. It is presented on www.bspinfo.lt. Birdsongs<br />
are also available here.<br />
Dear participants of the <strong>Baltic</strong> <strong>Sea</strong> <strong>Project</strong> and readers of<br />
this magazine, I kindly invite you to take an active role in<br />
all our programmes!<br />
Currently, part VII of the book “Learner’s Guide” is being<br />
prepared. Teachers and schoolchildren can also write articles<br />
for this book.<br />
More about requirements — on the back cover of the<br />
magazine or by e-mail through Per Werge per.werge@<br />
nykat-gym.dk<br />
Do not forget to visit the official website of the project<br />
www.bspinfo, where you will find information about future<br />
or recent events and other important references. We look<br />
forward to your comments and suggestions!<br />
Thank you for choosing this magazine. I trust that this<br />
issue of the magazine will be interesting and useful as we<br />
are always working for you! Your suggestions are always<br />
welcome at ruta.jociute@b-s-p.org or Džiaugsmo St. 44,<br />
LT-11302 Vilnius, Lithuania.<br />
Rūta Jociūtė-Žolynienė<br />
National and General Coordinator of the <strong>Baltic</strong> <strong>Sea</strong><br />
<strong>Project</strong> associated with UNESCO ASPnet <strong>Project</strong><br />
E-mail: ruta.jociute@b-s-p.org<br />
http://www.bspinfo.lt<br />
Photo: Ingrida Ažusenytė
Evolution<br />
Environment<br />
ThE BalTiC SEa PRojECT ConfEREnCE<br />
Between the 9th and 12th of April, in Vilnius Žemyna<br />
Gymnasium and the Lithuanian Young Naturalists' Centre,<br />
an international <strong>Baltic</strong> <strong>Sea</strong> <strong>Project</strong> Conference “Evolution<br />
of Environment” was held.<br />
<strong>The</strong> conference was attended by 120 schoolchildren and<br />
teachers from Sweden, Denmark, Germany, Russia, Poland,<br />
Latvia, Estonia, Lithuania and Japan.<br />
During the conference, 27 reports on investigations and<br />
observations carried out by the schoolchildren were presented.<br />
Most of the reports were on investigations carried<br />
out within the framework of the following <strong>Baltic</strong> <strong>Sea</strong><br />
of<br />
EvENTS<br />
Photos: Kristina Arvasevičienė, Rūta Jociūtė-Žolynienė, Romualda Fedosejevaitė, Naohiro Ii<br />
<strong>Project</strong> programmes: “Phenological Studies”, “Air Quality”,<br />
“Water Quality”, “Bird Ecology” and “ Environment History”.<br />
Summaries of the reports are available on other pages.<br />
Unfortunately, due to limited space, not all of the reports<br />
have been published. We offer our sincere apologies to the<br />
authors.<br />
During the conference, seven activities were organized,<br />
namely, environmental economics, art, dance, technologies,<br />
theatre, sand art and observation of the first signs of<br />
spring.<br />
5
EvEnTs<br />
WoRKShoPS<br />
looking for Spring<br />
Nature never sits still. From season to season, the weather<br />
changes, as the hours of daylight and darkness do. Animals<br />
and plants have adapted to fit in with this annual pattern<br />
of events, and their life cycles are finely tuned in to the<br />
changing conditions. Everything has its season. Wildlife<br />
takes its cue from the environment. For example, the<br />
warm weather of spring triggers many animals and plants<br />
to burst into action. Trees burst out in bud, and young animals<br />
appear. <strong>The</strong> first skylark of the year is not heard on<br />
exactly the same day every year. <strong>The</strong> study of nature’s calendar<br />
is called phenology.<br />
<strong>The</strong> word phenology comes from the Greek words “phaino”<br />
(to show or appear) and “logos” (to study). It is one of the<br />
oldest branches of environmental science, dating back<br />
thousands of years. Observations of phenological events<br />
have provided indications of the progress of the natural<br />
calendar — when seasons begin and change — since preagricultural<br />
times. <strong>The</strong> best information comes from Robert<br />
Marsham, who began recording his “Indications of Spring”<br />
back in 1736 on his family estate near Norwich, Norfolk. He<br />
continued to note down significant dates for the next 62<br />
years, recording some 27 natural events for more than 20<br />
animals and plants.<br />
Between the 9th and 12th of April, during the international<br />
<strong>Baltic</strong> <strong>Sea</strong> <strong>Project</strong> Conference “Evolution of Environment”,<br />
which was held in the Lithuanian Young Naturalists' Centre<br />
based in Vilnius, both schoolchildren and teachers participated<br />
in the workshop “Clock of Nature”. <strong>The</strong> group<br />
consisted of 24 schoolchildren and four teachers from<br />
Lithuania, Latvia, Sweden, Finland, Poland, Russia and<br />
Japan. After a sportive introduction around the simulated<br />
<strong>Baltic</strong> <strong>Sea</strong>, participants listened to a report on phenology<br />
and the observations of nature in spring. This was only the<br />
beginning. After the lecture, the group went on an extreme<br />
2.5 hour trip to search for the first signs of spring. I cannot<br />
tell how many kilometres we covered but every one of<br />
6<br />
us had corns on our feet “as is a gift for our efforts �”. We<br />
crossed hills covered with forests, went down steep sandy<br />
scarps, crossed a river using hanging “monkey” bridges,<br />
passed a waterfall, and climbed some steep mounds. You<br />
never know where spring is hiding.<br />
And spring is indeed already here. <strong>The</strong> first sign is litter<br />
strewn all over the place. Participants on the trip recorded<br />
about twelve phenological signs. We heard a lark, a thrush,<br />
a starling and a finch. Parks and forests were full of violets,<br />
windflowers and coltsfoots; bumble bees were humming<br />
in sallow blossoms and thousands of frogs were seen<br />
jumping on the road. Ants on the march and pink nut-tree<br />
pussies also bore witness to spring. Unfortunately, it was a<br />
cloudy day and there were no butterflies in sight.<br />
<strong>The</strong> schoolchildren and their teachers returned from the<br />
trip tired out but in good spirits; and more importantly—<br />
they had found the first signs of spring!<br />
I invite everybody to spend leisure time outdoors, watch<br />
the phenological phenomena, and be active in the <strong>Baltic</strong><br />
<strong>Sea</strong> <strong>Project</strong> Programme “Phenological Studies”. Do not<br />
forget that we will soon be looking for the first signs of<br />
autumn (the autumn observation table will be available<br />
on the website www.bspinfo.lt).<br />
Vytautas Eidėjus<br />
Phenological Studies programme coordinator<br />
E-mail: vytautas.eidejus@gf.vu.lt
Ecological Economics and Sustainable<br />
fishing<br />
BSP students participating in the conference in Vilnius<br />
learned and discussed one afternoon about theories of<br />
ecological economics and sustainable development. <strong>The</strong><br />
students also applied their new theoretical insights to<br />
an actual case: fishing for cod in the <strong>Baltic</strong> <strong>Sea</strong>. <strong>The</strong> two<br />
seminar leaders from Nacka Gymnasium in Sweden, Carina<br />
Bladh and Rolf Erikson, teachers of economics and biology<br />
respectively, have complimentary bases of knowledge<br />
and a common interest in this new academic field that<br />
integrates fundaments of ecological, social and economic<br />
sciences. <strong>The</strong>y wish it could be a more frequent theme in<br />
education, at least in upper secondary schools, and the<br />
enthusiasm and sharpness of the seminar participants in<br />
Vilnius proved that it should be.<br />
<strong>The</strong> seminar addressed questions and issues of importance<br />
when defining sustainable development, and the students<br />
were guided into the thoughts and ideas of ecological<br />
economics, a fairly new scientific discipline that aims to<br />
integrate environmental and social considerations into<br />
economic calculations and decisions. For example, gross<br />
national product (GNP), the most widely used measure<br />
of growth and welfare, does not take into account costs<br />
of environmental and social degradation when summing<br />
up the economic values of goods and services produced<br />
within a country. It should be replaced by new welfare<br />
indexes like the Human Development Index (HDI) or the<br />
Index of Sustainable Economic Welfare (ISEW), which also<br />
include other important factors for the well being of human<br />
and which give a much truer picture of the state of development<br />
and justice in the world. <strong>The</strong> over-exploitation<br />
of our world’s resources was illustrated by the “ecological<br />
footprint”, showing how much of the productive surface of<br />
the globe is used up by different counties and their populations.<br />
Not surprisingly, there is a need for more than one<br />
globe if everyone lives their lives as we do in the Western<br />
world, whilst the ecological footprint of poor people in<br />
poor countries is very little. <strong>The</strong> “tragedy of the commons”,<br />
when resources like air, water, fish, etc, which are owned<br />
by everyone but over-exploited by a greedy few, was also<br />
discussed.<br />
After a rather long session of theories and discussions<br />
about how to form global sustainable development and<br />
after a refreshing break, the students were invited to play<br />
roles as <strong>Baltic</strong> <strong>Sea</strong> fishermen. Ships from the nine riparian<br />
states went out to fish for cod in a game specially constructed<br />
in order to demonstrate the effects of the tragedy<br />
of the common. Consequently, after a few “years” of<br />
unregulated fishing and despite the natural reproduction<br />
of fish, there was no cod left in the imaginary <strong>Baltic</strong> <strong>Sea</strong>.<br />
When the game restarted, the fishermen were advised to<br />
discuss and make agreements. <strong>The</strong>n the fish stock lasted<br />
longer, and the participants could envision the possibility<br />
that the reproduction and population growth of cod in the<br />
<strong>Baltic</strong> <strong>Sea</strong> could be managed in favour of big and sustainable<br />
catches, although egoistic interests of catching more<br />
than others always lurked under the surface and threatened<br />
to deplete the stock once more. <strong>The</strong> game session<br />
was concluded by listening to the remarks and analyses of<br />
the observers who had taken notes of everything that happened<br />
in and around the imaginary <strong>Baltic</strong> <strong>Sea</strong>.<br />
<strong>The</strong> last part of the seminar described the actual situation<br />
of cod and fishing in the <strong>Baltic</strong> <strong>Sea</strong>. Graphs on biomass,<br />
catches, economic balance, etc. all show a dramatic<br />
decrease, and there is no doubt that cod and cod fishing<br />
will soon become history in the <strong>Baltic</strong> <strong>Sea</strong>. <strong>The</strong> reason for<br />
this situation was analysed with the help of economic<br />
models, showing how competition and short-term profits<br />
govern the fishing policy and how EU subsides and illegal<br />
fishing make the situation even worse. <strong>The</strong> presentation<br />
also focused on cod as a predator and its effect on other<br />
organisms and the food chain in the <strong>Baltic</strong> <strong>Sea</strong>. It was<br />
shown how the total ecosystem will change completely<br />
and irreversibly because of the overfishing of cod. In a sustainable<br />
perspective, this is disastrous for the cod and for<br />
the ecosystem, but it is also unacceptable for the society<br />
in which fishing is an important economic activity and for<br />
the consumers who will miss a first class food product,<br />
which, if well managed, could be a cheap and common<br />
“everyday” meal. <strong>The</strong> session ended with the formation of<br />
small groups in which the students discussed what could<br />
be done to stop the overfishing of cod in the <strong>Baltic</strong> <strong>Sea</strong>.<br />
Carina Bladh<br />
Rolf Erikson<br />
Nacka Gymnasium, Sweden<br />
E-mail: rolf.erikson@nacka.se<br />
EvENTS<br />
7
EvEnTs<br />
SUMMaRiES<br />
<strong>The</strong> index of nemunas Water Quality<br />
Authors: Mantė Agnė Jurkevičiūtė, Aušra Pockevičiūtė<br />
Teacher: Virginija Kerevičienė<br />
Alytus Dainavos Secondary School, Lithuania<br />
Water is one of the most important chemical compounds<br />
in the world. <strong>The</strong> ecological situation is getting worse and<br />
worse and it makes us think about the survival of humanity.<br />
Our aim is to investigate the quality of Nemunas water<br />
(the biggest river in Lithuania). Whilst carrying out chemical<br />
researches we have experimentally measured water<br />
quality according to the indexes:<br />
● pH<br />
● Nitrate<br />
● Nitrite<br />
● Total Alkalinity<br />
● Total Hardness<br />
● Free Chlorine<br />
● Total Chlorine<br />
● Iron<br />
● Copper<br />
● Dissolved oxygen<br />
It is true to say that when people are involved in water’s<br />
cycle they not only force it to work for man’s benefit, but<br />
they also start to pollute it. Since the 20th century water<br />
pollution has become a major problem in a global context,<br />
and one of the biggest for our civilization. It has<br />
been suggested that it is the leading worldwide cause<br />
of death and disease, accounting for the deaths of more<br />
than 14,000 people a day. In Lithuania most of the water<br />
is not cleaned thoroughly enough. When this partly clean<br />
water accesses open mines, it can pollute underground<br />
water. Groundwater pollution is much more difficult to<br />
abate than surface pollution because groundwater can<br />
move great distances through unseen aquifers. Pollutants<br />
in water include a wide spectrum of chemicals, pathogens,<br />
and physical chemistry or sensory changes. Many of the<br />
chemical substances are toxic. Pathogens can produce<br />
waterborne diseases in either human or animal hosts.<br />
Specimens were taken from different parts of the River<br />
Nemunas so we could compare the results and estimate<br />
the influence of man’s activities on water quality. We<br />
used two scholastic water analysis laboratories, namely,<br />
8<br />
Stock photos: Image DJ, PhotoDisc<br />
“WaterWorks” and “Visocolor”. We recorded comprehensive<br />
results of our analysis and findings. We also recorded citizens’<br />
and school students’ opinions about river pollution<br />
and recreation in its vicinity. Furthermore, the work was<br />
supplemented by a photographic cycle “Water through<br />
the prism of 24 hours” and historical facts. <strong>The</strong> researches<br />
were carried out between 2007 and <strong>2008</strong>.<br />
BSP air Quality Programme<br />
in Tartu nature School<br />
Authors: Kirsi Kriit, Janne-Mai Liias<br />
Teacher: Sirje Janikson<br />
Tartu Nature School, Estonia<br />
<strong>The</strong> students of Tartu Nature School have participated in<br />
the BSP Air Quality Programme for four years. We carried<br />
out observations in three different parks in Tartu (Toome,<br />
Raadi and Emajõe).<br />
First we estimated the needle loss of fir trees (Picea abies).<br />
In Toome Park we found more damaged trees (II class) and<br />
in Raadi Park we found both damaged and healthy trees,<br />
but none of the trees were badly damaged. Secondly, we<br />
observed the age of needles on a branch. In Toome Park<br />
the average generation of needles was five years, in Raadi<br />
Park 7–8 years.<br />
We also examined the occurrence of lichens on five trees.<br />
In Toome Park the average coverage of lichens was 59%,<br />
but most of it was crustose lichens, and to a lesser degree<br />
fructicose lichens. In Raadi Park the average was 42% but<br />
there were more foliose lichens than fructicose lichens. In<br />
Emajõe Park the average was 22% and we found two different<br />
species of crustose and foliose lichens. <strong>The</strong>re were<br />
no fructicose lichens.<br />
We noticed tar spot fungus only on the maples in Raadi<br />
Park. Tar spot fungus is a fungal disease. <strong>The</strong> fungus grows<br />
only where the air is clean, but it is still a disease for the<br />
maple tree because it is a parasite that lives on the maple<br />
leaf. It does not cause much damage as the fungus covers<br />
only a small part of the leaf.<br />
Toome Park is located in the centre of the city on a hill.<br />
According to the fir tree watch, the air in the park is slightly<br />
polluted but still relatively clean judging by the lichens.
In Emajõe Park the air is polluted, which isn’t unusual,<br />
because the park is next to a busy street. In Emajõe Park<br />
there were no fir trees, so we studied Colorado Spruce<br />
(Picea pungens) instead. <strong>The</strong> results cannot be compared<br />
to those of the fir trees because the Colorado Spruce is<br />
more resistant than the fir tree.<br />
In Raadi Park we found a lot of different species of lichens;<br />
there were also some fructicose lichens which shows the<br />
air is clean. This result is also confirmed by the fir tree watch<br />
and the growth of tar spot fungus.<br />
Based on our observations we can say that the air in Raadi<br />
Park is the cleanest, which is presumably because it is in<br />
the suburbs.<br />
<strong>The</strong> attitude which We should take<br />
when looking at asia<br />
from various Wiewpoints<br />
Authors: Akane Aoki, Eri Adachi, Tmotaka Isono, Ryohei<br />
Itsuaki, Nana Kifushi, Yukiko Kishimoto, Anna Kunimatsu,<br />
Yuka Nishizaki, Satomi Minagawa<br />
Teachers: Naohiro Ii, Masako Nakamura<br />
Ikeda Senior High School attached to Osaka Kyoiku<br />
University, Japan<br />
Currently, we are working on ESD (Education for Sustainable<br />
Development) in our integrated studies classes in school.<br />
<strong>The</strong> first year group of senior high school will have this<br />
lesson for one hour a week, and the second year group will<br />
have it for two hours. Though not every school works on<br />
ESD, all of the students in our school work on this topic,<br />
as it is one of the ASP schools. <strong>The</strong> themes of the study are<br />
environment, human rights, poverty, peace, multiculturalism,<br />
biodiversity, endangered species, health, women’s<br />
equality, and agricultural development.<br />
Having studied all these topics, we would like to make<br />
a presentation about our thoughts on environmental<br />
issues in Asia from various viewpoints. <strong>The</strong>re was a famous<br />
speech by Severn Suzuki at the Earth Summit in Rio in 1992,<br />
about the environment, poverty, the divide of economic<br />
power and other issues. After taking a closer look at her<br />
speech, we realized that there are several points that relate<br />
to issues happening in Japan and other Asian countries<br />
today. <strong>The</strong>refore, we wanted to explain these, using specific<br />
examples and showing a diagram of the vicious circle<br />
which we compiled. We then came up with a solution on<br />
how to break this vicious circle, and we also compiled a<br />
report from Asia’s point of view bearing the problems of<br />
Japan, our homeland, in mind. Finally, we reached the con-<br />
clusion that what we really need to do is reduce the divide<br />
between the socially vulnerable and socially invulnerable.<br />
View points<br />
● Different opinions between developed countries and<br />
developing countries.<br />
● Destruction for survival.<br />
● Conflicts in emerging from poverty.<br />
● Poverty caused through robbing necessity for living.<br />
● Environmental destruction for countries’ own personal<br />
gain.<br />
● Grabbing resources from others.<br />
● Conflicts caused by environmental destruction.<br />
● Scramble for limited resources causing conflict.<br />
● Sharing happiness<br />
● <strong>Sea</strong>rching for happiness for the Earth<br />
● Individuals’ search for profit<br />
Biological Diversity<br />
in the natural Environment<br />
EvENTS<br />
Authors: Gatis Brikmanis, Didzis Dobelis<br />
Teacher: Lilita Skulte<br />
Aizpute Secondary School, Latvia<br />
Aim of the project: to make a training film about biodiversity<br />
and the possibility of preserving nature in its natural<br />
environment near Dzintere’s castle mound.<br />
Tasks of the project:<br />
● to find information about biodiversity in river areas,<br />
and aspects which help ensure this;<br />
● to survey the territory;<br />
● to establish the species of fish, plants, birds and trees;<br />
● to consult with ornithologists and fishermen; to make<br />
an informative film and educational material.<br />
9
EvEnTs<br />
<strong>The</strong> Tebra is 69 km long and together with the River Durbe<br />
it builds up to become the River Saka, which flows into the<br />
<strong>Baltic</strong> <strong>Sea</strong>. 14 km from Aizpute we found a semi-natural<br />
environment and wide range of biodiversity by the river<br />
Tebra. If our attitude towards nature and its management<br />
does not change, the biodiversity of the environment will<br />
be reduced.<br />
<strong>The</strong> territory „Dzintere” is located some distance up to sea<br />
from Apriķi self-government and there the valley of Tebra<br />
reaches its maximum level — in some places more than<br />
15 metres. <strong>The</strong>re are escarpments on both riversides. <strong>The</strong><br />
Dzinteres castle mound is located on the Tebra riverside in<br />
this area. <strong>The</strong> fight between the cours and cursanders in<br />
1262, when the castle was burnt down, is mentioned in the<br />
chronicles.<br />
We studied information about the biodiversity of trees,<br />
birds, plants and water-plants in river areas; and aspects<br />
which help ensure this. By the time we came to conduct<br />
the survey we had already established species of trees,<br />
birds, plants and fish. <strong>The</strong> type of forest was also defined<br />
— European board-leaved forest. Fishermen and ornithologists<br />
helped us to establish species of fish and birds. We<br />
filmed the river and its surroundings before we carried out<br />
our research on the area and completed the film and educational<br />
material.<br />
<strong>The</strong>re was one very important species of bird noted by the<br />
fishermen — the kingfisher. It is an indicator of biological<br />
diversity in nature. <strong>The</strong> territory ‘’Dzintere’’ and the castle<br />
mound remain unspoilt, because people have left it in its<br />
natural state, and this is the most important factor for natural<br />
resources. <strong>The</strong> film and educational material we have<br />
compiled puts emphasis on the importance of keeping<br />
the natural environment the way it is. We also show how<br />
to solve problems which are caused by inappropriate agricultural<br />
actions.<br />
Our target audience is:<br />
● agriculturists who have farmland near the River<br />
Tebra;<br />
● competent institutions (self governments);<br />
● students — because we can make them show an<br />
interest in how important it is to save our natural environment.<br />
10<br />
Development and Environment<br />
of the Bledow Desert<br />
Authors: Michał Prażanowski, Kamil Tkacz<br />
Teacher: dr. Jolanta Mol<br />
II LO im. Marii Konopnickiej w Katowicach, Poland<br />
<strong>The</strong> Błędów Desert is regarded as a great natural peculiarity<br />
not only in Poland. It is situated in the eastern part of<br />
the Silesian Upland. <strong>The</strong> origin of this landscape however<br />
is not natural. It is connected to human industrial activities<br />
dating back to early medieval times when a strong centre<br />
of mining and metallurgy was created. To begin with let us<br />
just clarify: “the Błędów Desert” is only a geographic name,<br />
introduced into literature in the mid-19th century to define<br />
this unique area situated between Błędów, Chechło and<br />
Klucze. Recent and especially present development of the<br />
landscape of the Błędów Desert has created a large sandy<br />
area with active aeolian processes. Here a battle between<br />
sandstorms and plants is being observed — unfortunately<br />
the landscape is quickly heading for extinction. <strong>The</strong> Błędów<br />
Desert as such is a man-made form and it is disappearing<br />
due to man. <strong>The</strong>refore, it is man’s responsibility to rescue<br />
this barren landscape, as only he has the resources to do<br />
so. It is worth saving!
Mine Waste heaps Reclamation<br />
as a Process of alternative Use<br />
of Waste Banks<br />
Authors: Wojtek Łagan, Paweł Bryll<br />
Teacher: mgr. Marzena Jerczyńska<br />
III LO im. Mikołaja Kopernika w Wałbrzychu, Poland<br />
<strong>The</strong> problem of post-mining reclamation is close to me<br />
because of my origin. Wałbrzych is my hometown. It is a<br />
town which used to be vibrant with life and was one of<br />
the main coalfields of Poland. Today its landscape is dominated<br />
by the remains of pit-shafts and lots of mine waste<br />
dumps. <strong>The</strong> dumps are quite a serious problem in our<br />
region. Mine waste heaps, among other factors, cause soil<br />
erosion as well as water and air pollution. Reclamation of<br />
the heaps seems to be one possible solution to reduce<br />
or even eliminate their harmful influence. <strong>The</strong> process<br />
of reclamation enables us to introduce flora as well as<br />
fauna and therefore restore the landscape of the area.<br />
Together with secondary succession, which is a natural<br />
process, post-mining reclamation leads to restoration of<br />
the areas damaged by coal extraction. While in Wałbrzych<br />
there is the problem of mine heaps which are no longer<br />
used, in other regions of Poland, where coal extraction<br />
is still taking place, the number and size of heaps is constantly<br />
growing. I will show in my work that there is also<br />
a possibility to reclaim the heaps in use, and the results<br />
are even better in comparison with the closed heaps.<br />
Reclamation of the heaps not only restores the landscape<br />
but also improves air quality, and therefore has some positive<br />
impact as far as global warming and acid rain are concerned.<br />
After reclamation, a lot of mine waste dumps have<br />
become local attractions, sport centres or other unique<br />
places that catch people’s attention.<br />
Bearing all this in mind, I think the process of mine waste<br />
heap reclamation is worth a closer look, hence the presentation.<br />
EvENTS<br />
Photo: imeleon.com<br />
oaks are the Witnesses of family history<br />
Author: Gintarė Petraitytė<br />
Teacher: Birutė Jasinskienė<br />
Mastaičiai Basic School, Kaunas Region, Lithuania<br />
Lithuanian people have a very old and nice tradition. <strong>The</strong>y<br />
plant oaks in order to mark the most important event in a<br />
family, or even the whole nation.<br />
At my grandparents’ farm, in Smailiai village in the Kaunas<br />
district, two very old oaks grow. <strong>The</strong>y are over one hundred<br />
years old. I’ve often wondered when, and on what occasion<br />
they were planted.<br />
Having asked my mother and my grandfather, and studied<br />
old photographs and documents, I found out that these<br />
oaks were planted by my grandfather’s grandfather. <strong>The</strong>y<br />
were planted in 1922 when the new village was established.<br />
<strong>The</strong> name of the village was taken from my grandparents’<br />
surname.<br />
<strong>The</strong> giant oaks suffered severely in 1999 when the farm<br />
was destroyed by fire. Since then, they have started to dry<br />
out, and they may disappear one day. Thus, in order to continue<br />
the family tradition, my mother and I have planted<br />
two young oaks next to the old ones.<br />
Every five years our extended family visits my grandparents’<br />
farm. <strong>The</strong>y come from all over the world, they share<br />
memories of their youth and childhood, and they are<br />
happy to learn the family history.<br />
11
EvEnTs<br />
<strong>The</strong> specific Variety of Plants and<br />
Evaluation of air Pollution using<br />
Bio-indicators in Žverincius ˙ ˇ forest<br />
in the nemunas loops Regional Park<br />
Author: Marija Kardokaitė<br />
Teacher: Rasa Kučinskienė<br />
Prienai „Žiburys“ gymnasium<br />
<strong>The</strong> objective of this work is to examine a variety of plants<br />
and measure air pollution according to the extent of conifer<br />
tree defoliation and species of lichen.<br />
<strong>The</strong> Žvėrinčius Forest is situated in the Prienai District to<br />
the North West of Birštonas, on the right hand side of the<br />
Nemunas River. <strong>The</strong> forest is unique in several aspects:<br />
Geographic location — one of the most unique spots in<br />
Lithuania, situated in the Nemunas Loops Regional Park.<br />
Historical past — mentioned in sourcebooks in 1518 when<br />
Žygimantas the Old delegated his Birštonas estate administration<br />
to a forester and set the amount of beasts to be<br />
hunted. Žvėrinčius (“beast place”) derives its name from<br />
territories designated for the Lithuanian Dukes hunting<br />
grounds.<br />
Botanical aspect — characterized by a variety of species: 75<br />
types of plant are inventoried, and four types of pine tree,<br />
considering the cortex, are set; the rarest one — shingle<br />
pine or f. annulata - and the most common (60%) — ridged<br />
pine — are among them. <strong>The</strong> investigation is carried out<br />
in four archetypal sectors — pine wood, forest outskirts,<br />
sparsely poulated forest and swamp. <strong>The</strong> formation of vegetation<br />
in habitats is set. <strong>The</strong> wealth of species and rated<br />
accrete is estimated. Due to prevailing species (Pinus silvestris,<br />
Picea abies, Juniperus comunis) the forest is attributed<br />
to Vaccinio–Piceetea (Braun–Blanquet).<br />
Ecological aspect — this is important in establishing the<br />
conifers response to the changing surroundings. <strong>The</strong> work<br />
examines the type and level of conifer defoliation. Three<br />
types of foliose and fructicose lichen (Hypogymnia physodes,<br />
Pseudevernia furfuracea, Cladonia chlorophaea) predominate.<br />
<strong>The</strong> forest belongs to the 3rd – 4th zone of air<br />
pollution.<br />
Recreational aspect — attracts plenty of tourists with its<br />
fitted cycling routes, rest zones, and sculptures; a natural<br />
monument — Žvėrinčius Oak — which is said to have witnessed<br />
the times of Grand Lithuanian Duke Vytautas, is<br />
located here.<br />
12<br />
“little Rivers” in the leningrad Region —<br />
the River Tikhvinka<br />
Authors: Dmitriy Plutalov, Nikolay Litvinenko, Maria<br />
Trofimova<br />
Teachers: Irina Trofimova, Tatiana Sigacheva<br />
St. Petersburg Secondary School No. 509, Russia<br />
<strong>The</strong> purpose of the present work is to form community<br />
awareness and the responsible attitude of pupils towards<br />
the environment, based on knowledge of the problems of<br />
the Tihvinka River (a world heritage site).<br />
Russia is rich in water resources. <strong>The</strong> dense river system<br />
with its waterways of 5–9 kilometres long comprises 76%<br />
of the total amount of rivers (known as “little rivers”), and<br />
includes the Tihvinka River. Every year surface waters are<br />
increasingly polluted by industrial, domestic and agricultural<br />
waste, which makes river waters ecologically unfavourable<br />
and unserviceable, even for irrigation and industrial<br />
use.<br />
<strong>The</strong> protection of water sources from pollution, and their<br />
preservation and efficient usage determine the conditions<br />
in which we will live in the future.<br />
That is why we decided to undertake research and estimate<br />
the ecological condition of the Tihvinka River, and<br />
how it relates to “little rivers” in the Leningrad region.<br />
is the increased Mortality of <strong>Sea</strong> Birds<br />
a Result of the overfishing of Cod<br />
in the <strong>Baltic</strong> <strong>Sea</strong>?<br />
Authors: Irina Galiulina, Josefine Malmkvist<br />
Teachers: Carina Bladh, Rolf Erikson<br />
Nacka Gymnasium, Sweden<br />
We, Irina Galiulina and Josefine Malmkvist, are first year<br />
students in the upper secondary school program of natural<br />
sciences at the Nacka Gymnasium in Sweden. We have<br />
studied the cascading bottom up and top down effect<br />
in the trophic web of pelagic waters in the <strong>Baltic</strong> <strong>Sea</strong>, in<br />
which phytoplankton constitutes the lowest and primary<br />
level; and cod, which is parallel to sea birds and seals, is<br />
the top predator, feeding on sprat, herring and other small
fish. <strong>The</strong>se small fish have increased in number during the<br />
last few decades and as they feed on, and compete for<br />
zooplankton, their food source has accordingly decreased<br />
in abundance and biomass during the same period. This<br />
fact, alongside nutrient enrichment and eutrophication,<br />
is a possible explanation for the frequent algal blooms in<br />
the <strong>Baltic</strong> <strong>Sea</strong>. <strong>The</strong> phytoplankton is no longer efficiently<br />
grazed. <strong>The</strong> same discussion may be valid for the increase<br />
in small fish. <strong>The</strong>re are not enough predators to eat them,<br />
mainly due to over fishing and the low reproduction of<br />
cod. <strong>The</strong>y will continue to multiply, and with a limited<br />
food supply, this will result in high numbers of individual<br />
fish that are starved, small and lean, and low in nutritional<br />
value.<br />
Parallel to the reports on over fishing of cod, high numbers<br />
of sprat and herring, and frequent algal blooms, there have<br />
been more reports on the increased mortality of sea birds<br />
of late. For example, the survival rate of young Common<br />
Guillemots nesting on the cliffs of islands in the middle of<br />
the <strong>Baltic</strong> <strong>Sea</strong> appears to be lower. <strong>The</strong> parents feed their<br />
chicks by diving for small fish to bring home to the nest.<br />
Despite previous efforts, the fish nowadays are less nutritious;<br />
this might be a major factor affecting the mortality<br />
of young Common Guillemots, and therefore could be a<br />
direct result of the over fishing of cod. Our bird ecology<br />
study will examine this possibility.<br />
Porpoises<br />
Authors: Almut Lütge, Mechthild Lütge, Nina Graßnick<br />
Teacher: Hans-Joachim Hartje<br />
Robert-Bosch-Comprehensive School, Germany<br />
Porpoises are divided into six different species: Finless<br />
Porpoise, Common Porpoise, Vaquita, Spectacled<br />
Porpoise, Burmeister’s Porpoise, Dall’s Porpoise. <strong>The</strong><br />
Common Porpoise (Phocoena phocoena) also known as harbour<br />
porpoise is one of the most popular cetaceans found<br />
in European coastal waters. It belongs to the family of<br />
toothed cetaceans and is a dolphin-like aquatic mammal.<br />
Porpoises are distinguished externally from dolphins by<br />
their chubbier shape, they are usually smaller in size —<br />
maximum length about two metres — and they have a<br />
blunt, rather than beaklike, snout. <strong>The</strong>y also have different<br />
markings; they usually have a black back and white belly,<br />
but occasionally they are totally black. Male and female<br />
porpoises can be distinguished by their reproductive<br />
organs, and their overall length. <strong>The</strong> calves become sexually<br />
mature after about four years, and the female gestation<br />
period is 11 months. Porpoises come close to the coast in<br />
early summer to give birth. <strong>The</strong>y usually live in groups of<br />
between two and five, and feed mostly on small fish, par-<br />
EvENTS<br />
ticularly herring, capelin, and sprat. Generally they stay<br />
close to the shore, where they root about with their snouts<br />
like hogs, and they are often seen rolling and tumbling<br />
in the water as they rise to the surface to breathe with a<br />
puffing sound. Porpoises inhabit cool and cold water in<br />
the Northern Hemisphere, such as the North Atlantic, the<br />
Pacific, the Arctic and the Black <strong>Sea</strong>. Sometimes they are<br />
also found in rivers, like the Elbe or the Thames. <strong>The</strong> majority<br />
of porpoises live in the North-west Atlantic; there are<br />
about 15,000 in the eastern coastal waters of Greenland,<br />
but in other areas there aren’t as many. This number is<br />
continuously on the decline, therefore porpoises are classified<br />
as endangered in the 2000 Red List and are also protected<br />
by other international agreements. It is illegal to<br />
hunt porpoises, but some people ignore these regulations.<br />
<strong>The</strong> reasons for the threat to porpoises are human disturbance,<br />
habitat loss, prey loss, prey depletion, pollution and<br />
entanglement in nets. When they get entangled in fishing<br />
nets, they drown due to lack of air. Industrial fishing<br />
also makes it difficult for them to find prey. Pollution, for<br />
example, caused by chlorinated hydrocarbons, decreases<br />
their fertility; furthermore heavy metals cause damage to<br />
their internal organs. Human disturbance, like for example<br />
water sports, frightens the porpoises and disturbs them<br />
while they are bearing and rearing their young; and the<br />
sonar devices on ships damages their hearing. In addition<br />
to this they can sustain injuries from ships’ propellers and<br />
die as a result of infection.<br />
<strong>The</strong> public is only now beginning to become aware of<br />
the threat to porpoises, but in order to protect them it is<br />
necessary to learn more about them, their lifestyle and<br />
habitat. So it is the primary aim of the Robert-Bosch-<br />
Comprehensive School to investigate the living conditions<br />
of the remaining porpoises in the <strong>Baltic</strong> <strong>Sea</strong>, as a part of the<br />
UNESCO-<strong>Baltic</strong>-<strong>Sea</strong>-<strong>Project</strong>. <strong>The</strong>refore groups of students<br />
are observing and recording porpoises and their habits<br />
around the Danish island of Arö.<br />
13
EvEnTs<br />
air Pollution from Sulphur oxides in<br />
Vilnius<br />
Authors: Romualda Fedosejevaitė, Simona Kavaliukaitė<br />
Teacher: Gražina Drebickienė<br />
Vilnius Žemyna Gymnasium, Lithuania<br />
Work purpose — examine and compare how air pollution<br />
from sulphur dioxide is changing in the Vilnius Old Town,<br />
and Justiniškės, Pašilaičiai, Fabijoniškės, and Šeškinė districts.<br />
<strong>The</strong> research on air pollution was carried out every October<br />
between 2003 and 2007.<br />
Conclusion: the most polluted areas in 2007, as in 2006,<br />
were <strong>The</strong> Vilnius Old Town and Šeškinė district; the least<br />
polluted districts in Vilnius in 2007 were Justiniškės and<br />
Fabijoniškės; air pollution from sulphur oxides was higher<br />
in 2007 compared to earlier research results; pollution<br />
is on the increase due to the higher volume of traffic in<br />
Vilnius, and new supermarkets being built. Also, Vilnius is<br />
preparing to become European Capital of Culture in 2009,<br />
and therefore a lot of restoration and construction work is<br />
taking place in the city.<br />
14<br />
<strong>The</strong> Change in Vegetation Types<br />
(Vicissitude) in Vilnius<br />
Authors: Julija Salanovičiūtė, Sidonija Stankauskaitė<br />
Teacher: Regina Kryžiuvienė<br />
Vilnius Žemyna Gymnasium, Lithuania<br />
In June 2007 the government adopted a new “sprouting”<br />
law. <strong>The</strong> law was an important step forward, as it was recognised<br />
that care of the cities` vegetation was deteriorating,<br />
and not enough attention was being paid to the plants<br />
inventory and database.<br />
<strong>The</strong> purpose of the work is to examine protected territo-<br />
ries in Vilnius, and check on their security and vegetation<br />
changes. Studies also need to be carried out on how the<br />
variety of plants has changed where planting has taken<br />
place in newly built streets and squares.<br />
<strong>The</strong> research has shown that there are 13 protected areas<br />
in Vilnius. <strong>The</strong>y occupy 7,700 hectares. <strong>The</strong>se areas are<br />
particularly sensitive to the process of urbanization, therefore<br />
recreation and other activities are controlled. A map<br />
has been prepared with all the protected territories highlighted.<br />
Our examination showed that changes in vegetation have<br />
been influenced by:<br />
● Urbanization<br />
● Air pollution, exhaust fumes<br />
● Plant diseases and acclimatization<br />
● Different citizens` opinions.
<strong>The</strong>se islands are located in the White <strong>Sea</strong>, near<br />
the Arctic Circle.<br />
<strong>The</strong>ir general area is 347 square kilometers. Among a great<br />
number of small islands, there are six major islands: three<br />
larger islands: Big Solovetskii (9246.9 km2), Anzer (24 km2),<br />
and Big Muksalma (17.6 km2) and three smaller islands:<br />
Small Muksalma and Big and Small Zayatskie. Along the<br />
major islands there are chains and groups of small islands<br />
covered by forests and bushes and also small stony islands<br />
called lud and heaps of stones called korg jutting out of the<br />
water.<br />
In 1998 the historical and architectural complex of these<br />
islands was nominated for the UNESCO World Heritage List<br />
of cultural monuments.<br />
It is really one of the most unique historical, architectural<br />
and religious complexes in Russia.<br />
One of the most esteemed Orthodox monasteries in<br />
Russia is located on the main island. <strong>The</strong>re are also about<br />
20 churches and other monastic objects and places of pilgrimage,<br />
including a church constructed with the help of<br />
Peter I on the islands. In the 19th century, one of these<br />
churches was equipped as a beacon and has been and is<br />
a unique historical and technical object that still operates.<br />
Monks also constructed a lot of objects that have technical<br />
and historical value: dams, systems of channels connecting<br />
lakes, water supply systems, an artificial pool with sea<br />
water for breeding fish, and unique labyrinths constructed<br />
in the 16–18 centuries.<br />
<strong>The</strong> purpose of these mysterious labyrinths remains<br />
unknown. <strong>The</strong>y labyrinths have been dated at different<br />
periods, including the 3rd century of our era.<br />
In the following year, UNESCO monitoring will be held on<br />
the islands. A group of students and teachers has decided<br />
to prepare material to change the nomination of this object;<br />
it can be nominated as a historical and natural object.<br />
<strong>The</strong> islands really represent a unique natural and landscape<br />
complex.<br />
On the limited territory, plenty of types of landscapes are<br />
combined: tundra (the most southern border of distribution<br />
of its biome), a coniferous taiga, mixed woods, meadows,<br />
various types of coasts, bogs (riding, local and aapa),<br />
and lakes<br />
<strong>The</strong> ornithological fauna of the islands is also very interesting<br />
and includes loons, eiders, ravens, various kinds of sea<br />
gulls, grey cranes (on the Russian list of endangered species),<br />
sea eagles (also on the Russian endangered species<br />
list), and fish hawks.<br />
Unique flora include six kinds of orchids, oaks (an oak of a<br />
very interesting form — clustering oak), dancing birches,<br />
and sundews.<br />
Beluga Cape<br />
EvENTS<br />
Photos: Stanislav Babitch<br />
<strong>The</strong> Solovetskie Islands<br />
When talking about the details of an expedition, we may<br />
say that the most fascinating and hard was our journey<br />
to Beluga Cape. What kind of animals are white whales or<br />
belugas in nature, what do they look like, and is it true that<br />
15
EvEnTs<br />
they’re really white? Those were the most important questions<br />
for us.<br />
While making our way to Beluga Cape, we saw ravens and<br />
were quite surprised and then thought that Solovki could<br />
be considered the raven’s most northern habitat. We also<br />
saw polar loon. During the pursuits of the road to the cape<br />
we discovered lots of berry fields (crowberries Empetrum<br />
and great bilberry Vaccinium uliginosum L.), mushrooms,<br />
and, what was a kind of relief and reward, we found a sea<br />
eagle aerie.<br />
That aerie was also a sign that we are on the right road to<br />
the cape, and some time later we found the log path which<br />
was supposed to lead to the cape. Walking on the log path<br />
was more like a journey to the past: sometimes it seemed<br />
that we were in the jungle or that we were characters in<br />
Ray Bradbury’s A Sound of Thunder. Since the log path itself<br />
was built on marshland, it was a bit scary and dangerous<br />
to cross it. Altogether, there were different types of landscapes:<br />
upper swamps, lower and transitional ones, water<br />
meadows, and real taiga. During our way through the forest<br />
we found such plants as orchids (five types) and a dwarfish<br />
birch and mushrooms. A small lizard was also found.<br />
16<br />
We reached the cape and perched in the observation cabin.<br />
It was a bit stormy that day but that was not an obstacle,<br />
and we finally managed to view white whales with calves<br />
and their breeding games and realized that they really are<br />
white as snow. Finally the goal of the whole expedition<br />
was achieved. Later we were also told that this cape is the<br />
only place in the world where the observation for belugas<br />
can be done from the shore.<br />
<strong>The</strong> Botanical Garden<br />
For about two weeks, precisely 12 days, we have been<br />
living in a Solovki’s Botanical Garden.<br />
It is not a place known as much as its monastery, but it<br />
is still quite famous to specialists because it is one of the<br />
most northern botanical gardens in the world, situated<br />
only 160 kilometers from the Arctic Circle.
It is really a unique place! Just imagine; the introduction<br />
of more than 100 varieties of plants was carried out there.<br />
Workers at the garden add all new and new species annually.<br />
For example in 2005, 47 kinds and grades of trees and<br />
bushes and 55 kinds and grades of grassy plants were<br />
planted; and it is all done in semi-polar conditions, where<br />
the mid-summer temperature reaches only +11.3°C!<br />
<strong>The</strong>re are a lot of other interesting places to have a look<br />
at.<br />
And one of the most important is the aapa bog, also<br />
situated near the garden. Here a big colony of sundews<br />
(Drosera) lives. Believe me; it will make indelible impression<br />
on you and your companions. Keeping a watch on<br />
sundews hunting after poor insects draws you in so much<br />
that you can spend all the day observing it.<br />
Littoral Zone — the site of coast which is flooded during<br />
inflow and is drained during outflow. Settles down<br />
between water levels in the highest inflow and the lowest<br />
outflow. Flooding and drainage of the littoral zone occurs<br />
EvENTS<br />
two times a day. On a drained strip there are many brown<br />
seaweed, but most of them are in the bottom part of littoral<br />
zone and close to the line of small water.<br />
Here seaweed forms a continuous belt basically of three<br />
kinds of a fukus. And there are enough gammarus dubeni,<br />
invertebrate sea animals. On the silted littoral zone, it is<br />
possible to see small sandy knolls. <strong>The</strong>se are the traces of<br />
the activity of a large polychaete, the lobworm (Arenicola<br />
marina). In silty sand live a lot of folding mollusks. <strong>The</strong><br />
most widespread is macoma baltica, mya Arenaria. It is easy<br />
to spot this mollusk by crescent traces about 5 centimeters<br />
long that it leaves. It gives out itself by large apertures on<br />
the surface of silty sand. On stones and other surfaces live<br />
motionless cancroid (Semibalanus balanoides). In the top<br />
part of littoral zone are usual saltish maximum plants: -<br />
saltwort, sea aster, triglochin sea and others.<br />
As a result of our research, we found 10 kinds of sea invertebrates<br />
in the littoral zone of the White <strong>Sea</strong> in area of the<br />
Filippovsky fish ponds:<br />
17
EvEnTs<br />
Multishield worms:<br />
Lobworm (Arenicola marina)<br />
Molluscs:<br />
1) mya arenaria<br />
2) mytilus edulis<br />
3) macoma balhtica<br />
4) littorina obtusata<br />
5) littorina littorea<br />
6) buccinum undatum<br />
7) arctica islandica<br />
Cancroids:<br />
Gammarus dubeni, Semibalanus balanoides and<br />
<strong>The</strong> family of Orchidaceae.<br />
In the moderate areas, there are Orchidaceae — perennial<br />
ground grasses with underground rhizomes or tubers and<br />
usually with not bright flowers. Very often they are not<br />
appreciable in glades, in the thickets of bushes, deciduous<br />
and coniferous woods and sometimes are sharply allocated<br />
with bright candles of inflorescences among greens<br />
of flat and mountain meadows and bogs.<br />
18<br />
Results of Research<br />
We have placed the results of our research in the table.<br />
Table. Orchidaceae found on Solovetsky Islands.<br />
Species Description<br />
1. Coeloglossum viride perennial plant, 10–30 (40) сm in height<br />
Flower: white or greenish and odorous. A<br />
2. Platanthera bifolia plant with two brilliant green leaves; perennial<br />
plant. Up to 60cm in height<br />
3. Gymnadenia<br />
conopsea<br />
4. Dactylorhiza traunsteineri<br />
5. Dactylorhiza<br />
maculata<br />
6. Listera ovata<br />
7. Listera cordata<br />
Flower: pink or purple. Leaves: 4–7; perennial<br />
plant, 30–60 (75) mm in height.<br />
Flower: pink-violet. Leaves: 2–5; perennial<br />
plant, up to 30–40 cm in height<br />
Flower: pink-violet. Leaves: usually spotty;<br />
perennial plant, up to 40–60 cm in height.<br />
Plant up to 60 cm in height; with rather large<br />
leaves; perennial plant.<br />
Plant small, up to 30 cm in height; with threecornered,<br />
heart-shaped leaves; perennial<br />
plant.<br />
D. Savkina, V. Shekhter, D. Omelchenko, A. Matchina,<br />
P. Mosin, A. Kvaktun, K. Kuzmina<br />
Students<br />
V. Gavrilova, E. Babitch<br />
Teachers<br />
Prof. S. Babitch<br />
Expedition leader<br />
Department of Regional Economics and Environmental<br />
protection<br />
Saint-Petersburg State University of Economics<br />
Sadovaja Str. 21, 191023 Saint-Petersburg, Russia
<strong>Baltic</strong> <strong>Sea</strong> <strong>Project</strong> Tour de <strong>Baltic</strong><br />
introduction<br />
<strong>The</strong> <strong>Baltic</strong> <strong>Sea</strong> is shared among the countries with coastal<br />
areas bordering it. We share a common environment — for<br />
better or for worse. <strong>The</strong>refore, all 15 Danish BSP schools<br />
showed great interest in embarking on a network-building<br />
tour by visiting Gdansk, Kaliningrad, Vilnius, Riga, Tallinn<br />
and St. Petersburg.<br />
In every city, we visited BSP schools and possible new BSP<br />
schools. <strong>The</strong> meetings with colleagues and students were<br />
interesting and inspiring. Not only do we share environment<br />
but also history. Traveling by bus through all the<br />
countries gave us a very intimate experience of just how<br />
different and yet similar all our countries are.<br />
Purpose of the tour<br />
GDanSK To ST. PETERSBURG in 12 DaYS<br />
<strong>The</strong> idea was to create direct links between teachers<br />
and students in the <strong>Baltic</strong> countries and Denmark and to<br />
encourage students and teachers to interact with each<br />
other about projects relating to the BSP programmes.<br />
This was achieved in almost every school, where visiting<br />
teachers and the teachers being visited exchanged contact<br />
information. <strong>The</strong> greatest barrier apart from the daily<br />
structural obstacles of meeting curricular demands seems<br />
to be language. Interacting through internet resources<br />
in a language that is not your mother tongue is a great<br />
challenge — both for teachers and students. It seems as<br />
though many teachers do not recognize their own communication<br />
skills in a foreign language since they are so<br />
used to being very communicative in their own. So the language<br />
barrier causes them embarrassment — a situation<br />
that is not attractive.<br />
<strong>The</strong> impetus to enhance cross-border communication in<br />
spite of these barriers could be the wish to motivate students<br />
by enabling them to have direct interaction with<br />
fellow students in other countries.<br />
We were presented with different approaches to the BSP<br />
programme, and in the following a few examples are<br />
chosen to illustrate this.<br />
We visited a high school that has a very interesting BSP<br />
activity about air pollution in Vilnius due to traffic. A report<br />
presented by two enthusiastic and capable students, Roma<br />
and Simona, informed us that air pollution is steadily rising<br />
in Vilnius. This was measured both by observing acid spots<br />
on leaves and by measuring the content of SO 2 in the air.<br />
<strong>The</strong> high school showed a very conscious approach towards<br />
and is therefore expected to be interested in cooperation<br />
with Danish schools.<br />
new BSP communication site — the<br />
possibility to interact directly<br />
EvENTS<br />
To facilitate direct communication between teachers and<br />
students in different countries, a communication site has<br />
been established. <strong>The</strong> address is www.unesco-asp.dk/bsp.<br />
<strong>The</strong> idea is to mix the internet interaction between the students<br />
with the work you have to do in school to enhance<br />
the motivation of the students to share both topics and<br />
BSP-initiated activities. Each BSP programme has its own<br />
section with descriptions, material that can be downloaded,<br />
and the contact information of the international<br />
programme coordinator. <strong>The</strong>re is a discussion forum for<br />
each topic and possibilities to upload files, text and images<br />
that you intend to share with others. By following the same<br />
activity patterns, it is possible to compare results from the<br />
same observations and activities, thereby enhancing not<br />
only the learning potential, but also the potential to get to<br />
know each other across borders.<br />
<strong>The</strong> greatest barrier for everybody is the English language<br />
that is not the mother tongue of any of the participants.<br />
This barrier could be resolved by using more images and<br />
illustrations and less text.<br />
Janus Hendrichsen<br />
Consultant<br />
Ungdomsbyen, Islegaard Alle 5, Rudovre, Denmark<br />
E-mail: jh@ungdomsbyen.dk<br />
19<br />
Photos: Rūta Jociūtė-Žolynienė
EvEnTs<br />
BSP Summer Seminar<br />
in Ogresgals<br />
<strong>The</strong> <strong>Baltic</strong> <strong>Sea</strong> <strong>Project</strong> seminar was held in Ogresgals, Latvia<br />
from the 27th to the 29th of August. We spent three days<br />
in the lovely Ogresgals primary school, which is our BSP<br />
school and also the Eco–school with the green flag. <strong>The</strong>re<br />
were students and teachers from Aizpute, Riga, Lielvarde,<br />
Staicele, Valmiera, Rujiena, Vecpiebalga, and Ogresgals.<br />
First we greeted friends from other parts of Latvia and<br />
created work groups. <strong>The</strong>n we studied air quality by the<br />
amount of species of lichens and lichen diversity. On the<br />
first day we investigated the quality of air around Ogresgals<br />
School. Some of us conducted this research in the school,<br />
and they compared the species of lichens. We determined<br />
that there is a big diversity of lichens on the trees near the<br />
school. This means that the air quality near the school is<br />
good. It was very hard to qualify some of the lichen species<br />
because of their similarity. But there was one – bitter<br />
lichen – that everyone recognized because of its horrible<br />
bitterness. We came to the conclusion that the air near<br />
Ogresgals School is comparatively pure.<br />
We determined water quality using indicators. We<br />
researched water quality in the Ranka River and in<br />
Ogresgals Spring as well. Ogresgals’ inhabitants take drinking<br />
water from this spring. After determining the results,<br />
we summarised and analysed them and tried to make conclusions<br />
for the presentation.<br />
<strong>The</strong> first evening was exciting. We had sport activities, different<br />
tasks, and games.<br />
<strong>The</strong> second day of the seminar began with art. We made<br />
bowls, frames, and coloured balls using natural materials.<br />
<strong>The</strong>se art activities were very interesting, and the result –<br />
20<br />
original works of art – was surprising for many of us. In the<br />
afternoon we went on an excursion to Dole Island. Dole<br />
Island lies in Latvia’s biggest river – the Daugava. Before<br />
Riga HES was built, the island was 8.7 km long. Now it is<br />
partially flooded and connected to land – the territory of<br />
the city of Salaspils. <strong>The</strong> island’s length is 5.2 km, breadth<br />
– 2-2.5 km, and area – 975 ha. Dole Nature Park covers the<br />
entire territory of the island. <strong>The</strong> majority of this island<br />
is a plane. In the relief we can see the old branch of the<br />
Daugava – the Lebjava riverbed. <strong>The</strong> branches of the riverbed<br />
divide the island into two parts. <strong>The</strong> nature of the<br />
lower part of the island hasn’t changed. But the upper side<br />
has changed greatly. We observed the rapid growth of private<br />
building and areas where walking is prohibited. It was<br />
sad to see a dead oak tree – an important and well-known<br />
protected nature object. But its death is partly the result<br />
of irresponsible human behaviour. We are thankful for our<br />
National BSP coordinator Velga Kakse. She was an excellent<br />
guide during the excursion to Dole. In the evening we<br />
had a nice picnic with a camp fire, sandwiches, sausages,<br />
and rain.<br />
<strong>The</strong> last day of the seminar was the presentation day. Each<br />
group presented the results of the air and water quality<br />
and answered questions. It was interesting to see the<br />
groups present the themes “Save energy!”, “Don’t pollute<br />
air!”, “Don’t pollute water!”, “Sort garbage!”. One group<br />
created a silent show, another revealed the problem via<br />
common situations between friends and families, and<br />
another set submit with pantomimic faces. Everybody did<br />
well. <strong>The</strong> performances were very interesting to watch, and<br />
the variety, creativity, and talent of some of the groups was<br />
surprising.<br />
Photos: authors
All three days of the seminar were full of new knowledge<br />
as well as kind and friendly emotions. We were happy to<br />
take part in this seminar – but it was too short.<br />
Laura Adere, Ance Liene Satrovska, Janis Zardins and<br />
Selvijs Ozolins<br />
Students<br />
Agita Berzina<br />
Biology teacher<br />
Vecpiebalga Secondary School, p/n Vecpiebalga Cesu,<br />
Latvia<br />
E-mail: agitab@navigator.lv<br />
Baiba Berzina, Agate Reuta, Ieva Cirule, Martins Kalve<br />
and Valdis Alzins<br />
Students<br />
Anda Deksne<br />
Chemistry teacher<br />
Rujiena Secondary School, Rigas str. 30, Rujiena, Latvia<br />
E-mail: andadeksne@hotmail.com<br />
EvENTS<br />
21
BsP PROGRAMMEs<br />
<strong>The</strong> Spring Awakening<br />
PhEnoloGiCal oBSERVaTionS<br />
Weather in the spring in Lithuania is fairly volatile. March<br />
and April are rich in cloudy days, whereas there is more<br />
sun in May. It’s considered that spring has begun when<br />
migratory birds arrive, the first butterflies are seen, and hazel<br />
trees, coltsfoot, and violets start to blossom. This period is<br />
also called early spring or pre-spring. <strong>The</strong> aforementioned<br />
plants all start blossoming at different times. When warm<br />
southern weather dominates in the spring, hazel trees are<br />
the first to blossom, followed by alder and coltsfoot. And<br />
when wintry eastern winds and cold dry air flows from<br />
the continent dominate, coltsfoot is the first to blossom,<br />
followed by alder and hazel trees. If Atlantic weather<br />
is dominant in the spring, the first to blossom is alder,<br />
followed by coltsfoot and hazel trees. <strong>The</strong>se conclusions<br />
were drawn by the founder of phenological studies in<br />
Lithuania, Professor Stasys Nacevičius, upon completion of<br />
his long-term observations.<br />
<strong>The</strong> movement of tree and bush sap is the first sign of<br />
spring. <strong>The</strong> blossoming of trees and bushes pollinated<br />
by the wind (hazel trees and willows) is the second sign<br />
of spring. <strong>The</strong> third sign is the blossoming of perennial<br />
herb plants (such as violets and snowdrop windflowers)<br />
in leaf-bearing forests. By observing the impact of spring<br />
phenomena on the life of plants, the proper dates for various<br />
agricultural works can be established and thus timely<br />
preparations for these works can be made.<br />
We watch the environment, and enjoy the first spring flowers<br />
from the very moment they appear. We teach children<br />
to love nature as soon as they start going to school. We<br />
observe nature, yet we don’t document our observations.<br />
We started to document the first heralds of spring only in<br />
the spring of 2002. We take into account just some of the<br />
plants included in the phenological protocol. Phenological<br />
observations are carried out by 5th-8th form pupils. <strong>The</strong><br />
22<br />
Photos: Aušra Žemaitytė, Rūta Jociūtė-Žolynienė<br />
objectives and tasks of such observations are as follows:<br />
to establish what phenomena show the approaching of<br />
the spring and to observe where and when the heralds of<br />
spring are first to appear. <strong>The</strong>se include Tussilago farfara<br />
(coltsfoot), Hepatica, Anemone nemorosa (snowdrop windflower),<br />
Corylus avellana (common hazel tree), Salix caprea<br />
(goat willow), and other plants entered in the phenological<br />
observations protocol. We listen to the birds singing, and<br />
we can hear them both next to our home and school. We<br />
examine phenological observation protocols, learn how to<br />
fill them in, and learn to collect and analyse data.<br />
Deimantė Stulgytė and Solveiga Dabrišiūtė have been<br />
taking part in phenological observation activity since<br />
the fifth form. At present, they are in the eighth form. <strong>The</strong><br />
pupils analysed and tried to establish when spring was<br />
early and when it was late, taking into account the available<br />
data. <strong>The</strong>y studied the characteristics of plants, as well<br />
as their ecological significance and use. <strong>The</strong> observations<br />
made by the pupils are consistently documented, and the<br />
plants being analysed are described in a comprehensive<br />
manner. Here is a short analysis they made:<br />
Tussilago farfara (coltsfoot) starts blossoming in the beginning<br />
of April and in May. It grows next to ditches, clayey<br />
hillsides, and at roadsides. It is a melliferous medicinal<br />
plant. With the number of people falling ill with coldrelated<br />
diseases, more attention should be paid to health<br />
and health promotion. A number of medicinal plants help<br />
to strengthen the human immune system. Coltsfoot is one<br />
of these.<br />
Hepatica nobilis blossoms in April and May. It is usually<br />
found on hillsides and in forests. This plant is poisonous<br />
and sometimes poisons cattle. It is grown in gardens, and<br />
can be various types and colours.
Anemone nemorosa (snowdrop windflower) blossoms in<br />
April and May, when trees still don’t have any leaves. Even<br />
though the plant is beautiful it is not suited for bouquets<br />
because it withers quickly and can be harmful due to its<br />
poisonous attributes. It can be grown in gardens.<br />
Corylus avellana (common hazel tree) blossoms before the<br />
leaves open. <strong>The</strong> wood is well-suited for making furniture<br />
and rims. Hazelnuts are eaten fresh, and oil is produced<br />
from nuts, and is then used in confectionary, cosmetics,<br />
and production of lacquers and varnish. Marc is used for<br />
producing halvah. Forest animals also like hazelnuts. Hazel<br />
trees help to regulate the level of humidity, improve the<br />
soil with their leaves, and are well-suited for strengthening<br />
hillsides and protection areas.<br />
Salix caprea (goat willow) blossoms in April, prior to the<br />
opening of leaves. It rarely lives for more than 60 years.<br />
<strong>The</strong> tree needs plenty of light and is resistant to cold and<br />
drought. It is a melliferous plant. <strong>The</strong> bark is used for production<br />
of black varnish. Wood is used as firewood, for<br />
various carvings, and for production of cellulose.<br />
We observe our plants at Aleksotas hillsides, next to the<br />
observational platform, which we pass by every day on our<br />
way to and from school. We selected the earliest observations<br />
for the past six years and present them in the following<br />
table and graphs:<br />
Year<br />
2002<br />
2003<br />
2004<br />
2005<br />
2006<br />
2007<br />
2007 April<br />
2005 April 2006 April<br />
Month<br />
Corylus avellana<br />
(common hazel<br />
tree)<br />
Salix caprea<br />
(goat willow)<br />
Hepatica nobilis<br />
Anemone<br />
nemorosa<br />
(snowdrop<br />
windflower)<br />
Tussilago farfara<br />
(coltsfoot)<br />
February 22<br />
March 2 2<br />
April<br />
February<br />
March 17 2<br />
April<br />
February<br />
2<br />
March 7 21<br />
April<br />
February<br />
March<br />
11<br />
April<br />
February<br />
March<br />
7 5 4 13 8<br />
April<br />
February<br />
12 14 12 29 17<br />
March 22 30<br />
April 15 28 5<br />
5<br />
7<br />
12<br />
14<br />
15<br />
28<br />
0 5 10 15 20 25 30<br />
Day<br />
Salix caprea - first blooms<br />
of sallow<br />
Corylus avellana - first<br />
blooms of hazelnut<br />
Illustrations: authors<br />
2005 2006 2007<br />
2004<br />
2003<br />
2002<br />
April 5<br />
April 12<br />
April 17<br />
April 8<br />
April 13<br />
April 4<br />
April 11<br />
March 21<br />
March 7<br />
April 2<br />
March 2<br />
March 17<br />
March 2<br />
March 2<br />
March 30<br />
March 22<br />
February 22<br />
April 29<br />
0 5 10 15 20 25<br />
Day<br />
30<br />
Tussilago farfara - first<br />
blooms of coltsfoot<br />
Anemone nemorosa -<br />
first blooms of wood<br />
anemone<br />
Hepatica nobilis - first<br />
blooms of blue anemone<br />
In accordance with our phenological observation data for<br />
the past six years, the earliest spring was in 2002, the latest<br />
– in 2007. <strong>The</strong> time periods between the awakening of the<br />
spring plants are usually two weeks. Our elders establish<br />
the time when various vegetables and flowers may be<br />
sown in gardens by taking into account the time of awakening<br />
of spring plants.”<br />
<strong>The</strong>se activities are integrated in the educational schemes<br />
of environmental science, Chemistry, and Biology. During<br />
these lessons pupils learn to observe natural phenomena,<br />
to work in teams and cooperate, and develop their sense<br />
of responsibility, love for nature, and creativity. During educational<br />
trips pupils learn about the biological diversity of<br />
their native land. <strong>The</strong> most dedicated BSP participants of<br />
the environmental development and phenological observations:<br />
Here are the impressions of Egidijus Ževkovas after a trip<br />
with the BSP project participants:<br />
“This winter break was an exciting one. After Christmas I<br />
went to Poland together with other BSP project participants.<br />
At first, I felt somewhat uneasy knowing that I will<br />
meet BSP participants from other schools. In the bus, I sat<br />
next to Marija, a girl I got along great with. We visited three<br />
cities. Before going to Sopot we visited some interesting<br />
sites. <strong>The</strong> one that I remember best was Hitler’s military<br />
headquarters – the “Wolf’s lair”. Sopot is a resort town, and<br />
I liked it. I would like to visit it in summer. <strong>The</strong>n we went to<br />
Gdansk. It is the most beautiful city I’ve ever seen, and the<br />
most beautiful part of it is the market square. Afterwards,<br />
we went to Malbork, the former capital of the Teutonic<br />
Order. We visited the castle of Malbork, where various arms<br />
are exhibited. I liked the castle a lot. <strong>The</strong>n we went to the<br />
site where the Battle of Grunwald took place. <strong>The</strong>n a long<br />
trip home followed. I didn’t want to go home and would<br />
have continued to travel…”<br />
Zita Ganusauskienė<br />
Chemistry and Biology teacher methodologist<br />
Kaunas Jonas Dobkevičius Secondary School<br />
V. Čepinskio str. 7, Kaunas, Lithuania<br />
E-mail: zitagan@gmail.com<br />
BsP PROGRAMMEs<br />
23
BsP PROGRAMMEs<br />
Winter Birds in Poland<br />
Mute Swan. Photos: author, P. Nowak<br />
Only six schools from Poland took part and sent the results<br />
in the annual wintering birds count in January <strong>2008</strong>.<br />
● 3-LO im. M. Kopernika from Wałbrzych,<br />
● Szkoła Podstawowa no. 34 from Katowice,<br />
● Specjalny Ośrodek Szkolno-Wychowawczy im.<br />
L. Braille’a from Bydgoszcz,<br />
● Szkoła Podstawowa nr 86 from Kraków,<br />
● 1-LO im. H. Sienkiewicza from Łańcut and<br />
● 1-LO im. T. Kościuszki from Miechów.<br />
<strong>The</strong> most numerous bird species were Mallards Anas platyrhynchos,<br />
1060 individuals, and Mute swans Cygnus olor,<br />
410. Mute swans were mostly observed in Cracow on the<br />
Vistula River. One bird had a yellow neckband with the<br />
number 66EE on it. It was a male, ringed on 23 September<br />
2006 in its third calendar year at Sulejów Reservoir. We<br />
were also able to read five numbers on yellow rings placed<br />
on the right legs of swans.<br />
<strong>The</strong> numbers were:<br />
● 69MA — female in it second calendar year, ringed on<br />
14th July 2007 on the ponds in Borków,<br />
● 70MA — male in its third calendar year, ringed at the<br />
same time and place,<br />
● 76EA — male in its second calendar year, ringed on 12<br />
July at the ponds in Psary,<br />
24<br />
Long-tail Duck<br />
● 76ET — male cygnet, ringed on 9 September 2005 at<br />
Bolmin Reservoir, and<br />
● 96ET — male cygnet, ringed on 8 August 2006 at the<br />
ponds in Secemin.<br />
<strong>The</strong> scientific terminology of the age of birds is presented<br />
here.<br />
● Bird in its first calendar year — from hatching till<br />
the end of the year.<br />
● Bird in its second calendar year — from 1 January to<br />
31 December of the following year.<br />
<strong>The</strong> next years are numbered according to this rule.<br />
All these data we have thanks to bird banding, which is an<br />
aid to studying wild birds that involves attaching a small<br />
individually numbered metal or plastic ring to their legs,<br />
wings or necks so that various aspects of the bird’s life can<br />
be studied by the ability to re-find the same individual later.<br />
This can include migration, longevity, mortality, population<br />
studies, feeding behaviour, and many other aspects.<br />
<strong>The</strong> most interesting observations were the presence<br />
of male Mandarin Duck, Aix galericulata, and female<br />
Long-tailed Duck Clangula hyemalis, both in Cracow. <strong>The</strong><br />
Mandarin Duck probably escaped from a zoo or private<br />
breeder while the Long-tailed Duck, which predominantly<br />
winters on the <strong>Baltic</strong> <strong>Sea</strong>, was a real rarity.<br />
Mandarin Duck<br />
Andrzej Sliwinski<br />
Teacher and Bird Ecology programme<br />
coordinator<br />
LO im. T. Kosciuszki<br />
Maria Konopnicka str. 2, Miechow,<br />
Poland<br />
E-mail: andrewsl@wp.pl
Nature is magnificent, beautiful, and mysterious, but<br />
also extremely fragile and vulnerable. Humans are part<br />
of nature; therefore, they must feel the pulse of life and<br />
the related problems. However, more often than not it’s<br />
strange to see that many people have turned away from<br />
the singing of birds, flowers, and sunsets. With the rapid<br />
advancement of technologies, the nature of negative environmental<br />
factors changes: the risk posed by traditional,<br />
i.e. natural, threats is decreasing, whereas the risk posed<br />
by modern, i.e. anthropogenic, threats is increasing, determined<br />
by increasing environmental pollution. Who can<br />
change all this?...<br />
People turning away from nature, as well as their unethical<br />
behaviour in the natural environment, is shameful for<br />
everyone; therefore, the greatest burden of this shame<br />
should be assumed by family and the school where young<br />
people are educated. Acquired knowledge doesn’t automatically<br />
change one’s behaviour. In order for behaviour to<br />
change, one’s relationship with the environment and the<br />
world must change. To achieve this goal, the conditions<br />
for the formation of proper values in young people must<br />
be created. People must love and protect what’s around<br />
them and what’s familiar to them; therefore, one of the<br />
key objectives of environmental science or biology teachers<br />
is to encourage pupils to learn more about the natural<br />
environment, and to value and protect it. <strong>The</strong> use of the<br />
environment closest to school as an example in the educational<br />
process is the simplest way to achieve this goal. <strong>The</strong><br />
environment close to our school is very diverse. Here, you<br />
can see sparrows chirping in the bushes, spiders making<br />
their webs, butterflies sitting on colourful flowers, partridges<br />
hiding under spruces and in boxes made by pupils<br />
in the winter, hawks holding their prey, bacteria colonies<br />
grown by taking sample crops at various locations next<br />
ExPERIEncE<br />
School Environment helps<br />
to learn Nature’s Secrets<br />
Lichens found on trees help to evaluate the quality of air. Photo: Rasa Radžiūnaitė<br />
to the school, and plenty of other exciting things. <strong>The</strong><br />
most important thing is to draw pupils’ attention to the<br />
life around them. By observing and studying the environment,<br />
pupils expand their knowledge, learn more about<br />
the environmental processes, and acquire new skills. Major<br />
attention is paid to the following tasks:<br />
● Observation and study of natural objects;<br />
● Development and implementation of ecological and<br />
environmental projects;<br />
● Education of the school and town communities;<br />
● Spreading of good practice during district, national,<br />
and international conferences; and<br />
● Participation in district, national, and international<br />
environmental projects.<br />
● Our school has been taking part in the <strong>Baltic</strong> <strong>Sea</strong><br />
<strong>Project</strong> since the very beginning; therefore, we have<br />
carried out numerous research and project tasks. In<br />
2007, we took part in the following two programmes:<br />
● Phenological observations; and<br />
● Air quality.<br />
<strong>The</strong> studies which need to be carried out in the process of<br />
implementation of the programmes were integrated in the<br />
Biology and Nature and Humans academic subjects. 5th<br />
and 6th form pupils carry out phenological observations<br />
in the spring, whereas 7th, 8th and 9th form pupils perform<br />
air quality studies using certain organisms as biological<br />
indicators. <strong>The</strong>se works are performed in the autumn.<br />
7th form pupils determine the quality of air by observing<br />
black spots on maple leaves, 8th form pupils – by observing<br />
certain indicative characteristics of lichens, and 9th<br />
form pupils – by observing conifers. Every academic year,<br />
pupils carry out various studies under the <strong>Baltic</strong> <strong>Sea</strong> <strong>Project</strong><br />
programmes. Such activities help pupils to understand<br />
25
ExPERIEncE<br />
and value the environment and environmental problems,<br />
improve their study-related skills, and form proper values.<br />
Our work includes not only studies under the <strong>Baltic</strong> <strong>Sea</strong><br />
<strong>Project</strong> programmes, but also other environmental activities<br />
such as various projects, study of the immediate environment,<br />
surveys, promotions, activities aimed at educating<br />
the school and town communities, etc. In May of 2007,<br />
our school received the Green Flag international award for<br />
our environmental activities.<br />
Pupil work carried out in 2007 and <strong>2008</strong>:<br />
1. <strong>Project</strong>s:<br />
● <strong>The</strong> impact of cars on the environment;<br />
● Biochemical studies of water in bodies of water in<br />
Kaunas District;<br />
● Beware of nitrates;<br />
● Our air;<br />
● Food and pollution;<br />
● Bacteria around us.<br />
2. Surveys:<br />
● Sorting of waste;<br />
● <strong>The</strong> journey to school.<br />
3. Promotions:<br />
● Waste paper collection means forest protection;<br />
● Sort your waste.<br />
4. Leaflets:<br />
● Our waste is our problem;<br />
● <strong>The</strong> impact of cars on the environment;<br />
● <strong>The</strong> water from my well.<br />
● Biology teachers carried out the following pupil surveys<br />
and statistical analysis:<br />
● Teaching methods at school;<br />
● Pupils’ ecological and environmental activity.<br />
● <strong>The</strong> objective of these works was to establish how<br />
pupils’ active work during lessons and after-school<br />
activity helps them to acquire the required knowledge,<br />
and to establish the extent to which pupils are<br />
interested in environmental issues. 373 5th-8th form<br />
pupils took part in the surveys.<br />
26<br />
Pupils study the spruce needles. Photo: author<br />
<strong>The</strong> study results are computer-processed. Photo: Giedrė Lakickaitė<br />
Conclusions:<br />
More than one half of the surveyed 5th-8th form pupils like<br />
environmental studies.<br />
Pupils prefer active learning methods during their classes.<br />
Traditional and active educational methods are equally<br />
important for knowledge acquisition.<br />
Pupils learn about environmental changes during lessons<br />
and through various sources of information.<br />
Most pupils at least sometimes contribute to environmental<br />
activities, and the number of 8th form pupils constantly<br />
undertaking environmental activities (sorting of waste,<br />
cleaning of the environment, use of non-traditional energy<br />
sourced at home, etc.) is increasing.<br />
Most pupils want to study and learn about the environment,<br />
and are aware of why they should take care of the<br />
environment.<br />
We can see not only that pupils like to actively participate<br />
in the educational process, but also that this active participation<br />
brings evident results. Thanks to the specific tasks<br />
that they perform and their contacts with the environment,<br />
pupils learn to feel their duty in relation to nature<br />
and want to maintain a positive relationship with the environment<br />
even after finishing school.<br />
<strong>The</strong> mysterious world of spiders. Photo: author<br />
Rasa Salemonienė<br />
Biology teacher<br />
Kaunas District Garliava Jonučiai Secondary School,<br />
Vasario 16-osios str. 8, Garliava, Kauno r., Lithuania<br />
E-mail: rs0322@one.lt
<strong>The</strong> first<br />
Research<br />
of Nature<br />
I am a teacher of primary classes, and I am always searching<br />
for new ways and methods of teaching my students<br />
various subjects. I want to make my lessons more interesting<br />
and attractive. Last year I was offered the opportunity<br />
to join to the BSP programme. Because I work with<br />
primary classes, I decided to choose Phenological studies.<br />
Last spring our class enjoyed doing the BSP programme in<br />
Phenological studies.<br />
<strong>The</strong> primary goals were to promote love for nature, to<br />
make lessons untraditional and more interesting, and to<br />
improve knowledge not only of nature but also of English.<br />
I was quite pleased with the results. My students enjoyed<br />
observing nature. <strong>The</strong>y found learning more interesting<br />
and it increased their motivation to learn. It was also very<br />
useful for me. I had a possibility to integrate a lot of subjects<br />
and to attract my students to learning.<br />
We live in the territory of the Rambynas Regional Park.<br />
<strong>The</strong>re are 703 different species of plants and 206 species of<br />
birds registered in the park. <strong>The</strong>re is a large colony of white<br />
storks that has settled in a small pinewood forest near the<br />
Nemunas River. Some white storks made their nest on the<br />
roof of our school. It was therefore not very difficult for us<br />
to see the first white storks. We are waiting for them this<br />
spring too.<br />
<strong>The</strong> BSP was a great opportunity for us to become<br />
acquainted with many species of plants and birds known<br />
only from TV and handbooks. We searched and found out<br />
about the appearance, manner and behaviour of the birds<br />
of Lithuania. This project gave us the opportunity to have<br />
a lot of interesting lessons and walks in nature. We became<br />
closer to it.<br />
<strong>The</strong> students are improving their English too; they keep<br />
notes in which the results of their observations are<br />
recorded. Some English words are interesting and funny<br />
for students, for example, cuckoo, snowdrop, etc.<br />
My students have already felt the excitement of researching<br />
nature, and I am sure that what they learn now will<br />
remain in their hearts forever.<br />
Ligita Kazlauskienė<br />
Teacher<br />
E-mail: ligita-kazlausk@one.lt<br />
Students of 4th class<br />
Vilkyškiai Secondary School, Vilkyškiai, 99254,<br />
Pagėgiai Local Goverment, Lithuania<br />
E-mail: vilkyskiu_vidm@takas.lt<br />
ExPERIEncE<br />
Photos: authors<br />
27
vARIA<br />
<strong>The</strong> <strong>Baltic</strong> <strong>Sea</strong> and Lake victoria<br />
- learning from each other<br />
Lake Victoria and the <strong>Baltic</strong> <strong>Sea</strong> are both examples of<br />
endangered water resources that are shared by a number<br />
of countries. However, the two regions represent different<br />
stages in the development of cooperation between countries<br />
with common interests in natural resources. While the<br />
countries bordering the <strong>Baltic</strong> <strong>Sea</strong> have interacted for a<br />
long time in order to promote sustainable development in<br />
the region the same process has just started around Lake<br />
Victoria. Thus, there are reasons to transfer the experiences<br />
from the <strong>Baltic</strong> <strong>Sea</strong> cooperation to the Lake Victoria region.<br />
A group consisting of people from schools and environmental<br />
organisations in Sweden, Kenya, Uganda, and<br />
Tanzania responded to this challenge. <strong>The</strong> Swedish part of<br />
the group, teachers from Nacka gymnasium, together with<br />
young environmentalists from Fältbiologerna, are active<br />
in BSP, with experience to engage students and young<br />
people around the <strong>Baltic</strong> <strong>Sea</strong> in environmental studies<br />
and educational programs, meetings, and actions. <strong>The</strong><br />
East African project group consists of teachers and Wildlife<br />
Club patrons from the three countries. <strong>The</strong> purpose of<br />
the project is to demonstrate “the good example” and<br />
“the best practice” of BSP activities to youth environmental<br />
organisations and upper secondary schools in Kenya,<br />
Tanzania, and Uganda and to inspire them to replicate this<br />
in their own region, towards their own fellows and with<br />
focus on their own environmental problems, resulting in<br />
the formation of a Lake Victoria network for schools and<br />
environmental clubs. <strong>The</strong> network is named Lake Victoria<br />
Youth Cooperation (LVYCo).<br />
<strong>The</strong> formation of LVYCo has been ongoing for three years<br />
and is funded by the Swedish International Development<br />
Cooperation Agency (Sida). During the first year there was<br />
a conference on web based information in Kisumu for<br />
teachers, Wildlife Club patrons, and young student environmentalists<br />
from Kenya, Uganda, Tanzania, and Sweden.<br />
<strong>The</strong> link to BSP was also established by inviting the same<br />
people from LVYCo to the conference on sustainable fish-<br />
28<br />
City parade in Mwanza, Tanzania. Photos: Susanne Mellvig<br />
ery in Nacka, Sweden where they could meet BSP delegations<br />
from all around the <strong>Baltic</strong> <strong>Sea</strong> (see BSP Newsletter<br />
No. 2, 2004). This conference was officially opened by the<br />
Swedish Minister for the Environment Lena Sommerstad<br />
who pointed out the importance of meeting and working<br />
together and learning from each other.<br />
During the second project year there were a lot of LVYCo<br />
activities in each country in order to involve more schools<br />
in the project from one per country to ten per country in<br />
East Africa, thus making 30 schools in the project to date.<br />
This work was crowned with two big LVYCo conferences,<br />
one in Mwanza, Tanzania in February 2006, and another in<br />
Entebbe, Uganda in May 2007.<br />
<strong>The</strong> conferences were attended by approximately 220 participants;<br />
195 from the Lake Victoria region (65 from Kenya,<br />
Uganda, and Tanzania, respectively) and 25 from Sweden.<br />
Among these participants, the majority were students<br />
and young people. <strong>The</strong> conferences were also attended<br />
by a number of NGOs and Governmental organizations<br />
in the region. Mr Peter. Toima, Regional Commissioner of<br />
Mwanza, opened the first conference by noting the importance<br />
of involving young people against the pollution in<br />
Lake Victoria.<br />
<strong>The</strong> guiding theme of the Mwanza conference was “Save<br />
Lake Victoria – Stop Pollution” indicating the thematic<br />
frames for the meeting sessions. <strong>The</strong> conference covered<br />
ten themes focusing on the pollution of the lake and one<br />
teacher was assigned to take the overall responsibility for<br />
each theme, and one student involved in the project from<br />
the pioneer schools acted as study leader within the group.<br />
Each theme and workshop consisted of 20 participants.<br />
Each group among the ten groups (themes) presented its<br />
finding with posters, drama, songs, etc. with facts and conclusions.<br />
Additionally, three experienced facilitators, one<br />
from each country (Kenya, Uganda, and Tanzania), made<br />
presentations on related topics.
Lunch break with entertainment<br />
During the conference, the participants had the opportunity<br />
to visit fish landing sites, fishermen camps, an international<br />
fish market, wetlands, a dumping site, and a waste<br />
water treatment plant. In these areas, the participants<br />
gained a clear picture on the extent of pollution in Lake<br />
Victoria, the over fishing of the Nile perch, the problem of<br />
plastic bags, which are out of control in the dumping site,<br />
the re-use of fish waste in chicken feed, the overcrowding<br />
of people in fishermen camps, which has resulted in<br />
the spread of HIV/AIDS in the area. <strong>The</strong> situation that the<br />
participants faced in this study visit in Mwanza was said<br />
to be similar to Kenya and Uganda. Thus, the study visit<br />
challenged the participants to deal with the situation in a<br />
better way in the better future.<br />
<strong>The</strong> next conference, one year later in Entebbe, was<br />
opened by Mr. Patrick Ssembele from the Uganda Ministry<br />
of Education who stressed the importance of a new educational<br />
policy in the East African region, especially in<br />
the fields of environmental sciences, which should promote<br />
practical research and learning by doing. This vision<br />
became the guiding theme of the conference “Lake<br />
City parade in Entebbe.<br />
vARIA<br />
City parade in Entebbe<br />
Victoria - Our Concern” focusing on the development of<br />
a common program for investigations and activities in<br />
order to strengthen the common goals of the network and<br />
empowering its young members. This time, seminars and<br />
workshops were to a much greater extent prepared and<br />
led by students and young environmentalists.<br />
<strong>The</strong> students were trained in measuring chlorophyll in<br />
order to assess the grade of eutrophication, to take and<br />
handle tissue samples for analysis of heavy metals, and to<br />
watch and identify birds and use bird inventories for environmental<br />
mapping. <strong>The</strong> student delegates also spent their<br />
time producing their own handbook for young environmentalists<br />
and debating on how to correctly practice their<br />
democratic rights in order to protect the environment. For<br />
example, DDT against malaria will be allowed in Uganda,<br />
and students learnt to evaluate the risk of toxic biomagnifiaction<br />
and discussed optional antimalaria methods and<br />
ways to stop the use of DDT.<br />
<strong>The</strong> three scientific programs, chlorophyll measurements,<br />
heavy metal sampling, and bird inventory will be<br />
run parallel in all schools all around the lake and provide<br />
the students with a common foundation for data, discussions,<br />
and analysis. Newsletters, policy handbooks, learner<br />
guides, national gatherings, and regional conferences will<br />
be arenas for making joint conclusions and future plans.<br />
Rolf Erikson<br />
Teacher<br />
Nacka Gymnasium, Griffelvägen17, 131 40 Nacka, Sweden<br />
E-mail: rolf.c.eriksson@nacka.se<br />
29
vARIA<br />
<strong>The</strong> Concept of an Ecological<br />
House of the New Generation<br />
At present, ecological houses are not popular in Lithuania,<br />
and usually only individual ecological solutions are implemented.<br />
<strong>The</strong>refore, our goal is to develop a comprehensive<br />
and feasible system. In the search for the best solutions,<br />
the process of improvement of the project, drawing preparation,<br />
layout production, comparative calculations, and<br />
information analysis lasted for three years. <strong>The</strong> third house<br />
model features a comprehensive energy-saving system<br />
reducing pollution emission: passive ventilation, hybrid<br />
power-based and natural waste water removal systems,<br />
and an original house structure.<br />
We designed an original passive ventilation system,<br />
inspired by nature (Australian termite mounds) and considering<br />
the experience of eastern nations. <strong>The</strong> operation<br />
of the system is based on the principle of gas convection<br />
and Bernoulli’s law. <strong>The</strong> ventilation operates only thanks to<br />
its structural peculiarities. <strong>The</strong> circulation of air takes place<br />
due to the temperature difference that occurs when using<br />
solar energy to heat the air, the volume of air increases as<br />
it is heated in the “solar chimney”, which results in natural<br />
air flow convection and formation of vacuum in the<br />
model (≈ -6 Pa), which makes fresh air enter the house.<br />
<strong>The</strong> system ensures constant circulation of the inside and<br />
30<br />
Model of Ecological House. Photo: authors<br />
environmental air equal ≈ 0,0015 m3 /s (1,9 L/s). During the<br />
summer, fresh air is supplied through underground ventilation<br />
channels (“Canadian wells”), where it is cooled and<br />
then supplied to the house, whereas the house’s atrium is<br />
cooled using “wind catchers”, which ensure air conditioning<br />
in the building during the warm season. In the winter, a<br />
combined ventilation system is used. Fresh air is heated by<br />
a waste heat exchanger or “pneumatic collector” – a solar<br />
collector intended for air heating. <strong>The</strong> collector assembled<br />
in the model is able to produce much more than just the<br />
amount of heat required for ventilation – it can also produce<br />
the heat required for heating. Thus upon installation<br />
of our system, heating of the building is possible as well,<br />
because the capacity of our “pneumatic collector” reached<br />
250 W, which is the equivalent of 5000 W in a real building.<br />
Furthermore, a hybrid power system was used to heat the<br />
building. <strong>The</strong> system comprises solar energy collectors, a<br />
biofuel boiler, and a heat pump. Solar energy is efficiently<br />
used in solar collectors (where both air and water are<br />
heated), and thanks to the “water collectors” hot water is<br />
supplied where needed. An additional amount of heat to<br />
ensure constant temperature during the cold season is
obtained by burning biofuel using heat pumps (geothermic<br />
energy). Plans were to install a heat pump in the house<br />
model, yet due to technical problems only an imitation<br />
was assembled in the model, and a biofuel boiler model<br />
was chosen for the purpose of conducting experiments.<br />
<strong>The</strong> usefulness coefficient of the designed boiler reaches<br />
90 percent. Centralised heating was connected via copper<br />
pipes, and a floor heating system was installed instead<br />
of radiators. Study results demonstrated that the system<br />
stops the uninterrupted circulation (convection) flow,<br />
which occurs when using regular radiators. In this manner,<br />
the floor in the model was heated uniformly to reach the<br />
temperature of approximately 35ºC and to reduce the variable<br />
relative humidity to 60 percent.<br />
A local sewerage system was installed for removal of waste<br />
water. It is a passive waste water treatment system operating<br />
without any additional energy. A horizontal macrophyte<br />
filter was installed in the system, in which waste<br />
water treatment is based on the biological decomposition<br />
processes. Due to the insufficient dimensions of the model,<br />
a fake horizontal macrophyte filter was installed; however,<br />
to conduct tests a separate treatment device of this type<br />
was produced from organic glass. Macrophyte plants were<br />
used in the filter: rushes and other small-height marsh flora.<br />
During the tests, the efficiency of the filter was observed,<br />
and physical characteristics of water such as colour, transparency,<br />
odour, and nitrate quantity were studied. During<br />
the experiment it was established that the coefficient of<br />
cleaning water reaches 60 to 70 percent, i.e. it is 20 percent<br />
lower than the recommended norms. This error could<br />
occur due to the insufficiently large area of the filter, which<br />
is 0.5 m2 . <strong>The</strong> recommended area is 10 m2 .<br />
It goes without saying that the building structure has a<br />
great impact on energy saving. In our previous project<br />
models, more regular systems were used, and the projects<br />
themselves were oriented only towards individual residential<br />
houses. In this project we took into consideration both<br />
Kostas and Ignas - authors of the house model. Photo: authors<br />
individual residential houses and administrative (office)<br />
buildings, because they are some of the main energy consumers.<br />
<strong>The</strong> house structure resembles a “dug-out”; when<br />
looking from a distance it looks like a mountain. <strong>The</strong> 0.5 m2 building (real size – approximately 350 m2 ) has two storeys,<br />
and an internal yard – atrium, which ensures a sufficient<br />
quantity of natural light in the entire house. <strong>The</strong> structure<br />
of this house is oriented considering the cardinal directions,<br />
and the greatest number of windows is found in the<br />
south, ensuring that the maximum solar energy amount<br />
is used. Plans are to use ecological construction materials<br />
(clay, wood, lime, glass, non-ferrous metals) for the project,<br />
and to grow plants on the roof.<br />
This project was presented to our school community<br />
during ecology classes.<br />
Upon completing all tests and comparative calculations,<br />
we established that our project is promising and offers<br />
numerous advantages. Compared to a normal building of<br />
the same area, our house consumes 50 to 60 percent less<br />
energy, produces lower quantities of harmful substances,<br />
and the project itself complies with the aesthetic standards<br />
of modern architecture. However, our project has<br />
some disadvantages, too. Construction of such a building<br />
costs twice as much compared to construction of an<br />
ordinary structure house, and a rather large plot of land<br />
is needed. We also developed a scheme under which the<br />
state and accreditation entities could partially finance construction<br />
of these houses, which would certainly increase<br />
their popularity and help to reduce the number of environmental<br />
problems.<br />
Ignas Ambrazevičius, Algimantas Kostas Sabulis<br />
Students<br />
Prienai “Žiburys” Gymnasium<br />
J. Basanavičiaus str. 1, Prienai, Lithuania<br />
E-mail: ziburys@centras.lt<br />
vARIA<br />
31
vARIA<br />
Insects around us<br />
Insects are the biggest systematic group. <strong>The</strong> enormous<br />
variety of morphologic forms as well as the biological<br />
diversity of insects allows them to exist in all biological<br />
niches and land biocoenosis and to some extent sweet<br />
water biocoenosis.<br />
This aspect inspired me to analyse entomofauna of a<br />
mountain belonging to the Kamienne range. <strong>The</strong> spot of<br />
my research was Stożek Mountain in the Suche Mountains<br />
in the Sudety Wałbrzyskie Landscape Park. <strong>The</strong> Suche<br />
Mountains are the highest, the biggest, and the most<br />
differse part of the Kamienne Mountains. Sożek Wielki<br />
together with Stożek Mały, which are to the south, form an<br />
isolated group in the northwestern part of the mountain<br />
range. <strong>The</strong> name ‘stożek’ is strictly connected with the shape<br />
of a regular cone. Stożek Wielki is built of Permian melaphyre.<br />
<strong>The</strong> soil in the area is mainly acid, brown soil often<br />
connected with beechwood and spruce trees of anthropogenic<br />
origin. <strong>The</strong> highest parts of the mountains are covered<br />
with spruce trees. Spruce and beech forest covers the<br />
vast surface of Stożek. Young beech trees and herbaceous<br />
plants grow near the summit whereas the top itself is covered<br />
with spruce trees monoculture. On part of the north<br />
slope of Stożek Wielki there’s a wet valley with numerous<br />
herbaceous plants like nettle (Urtica sp.), ragwort (Senecio<br />
sp.), butterbur (Petasites sp.), and touch-me-not (Impatiens<br />
sp.).<strong>The</strong> foothills of Stożek from the Unisław Śląski side are<br />
covered with xerothermic meadows. In addition the nearest<br />
area you can find damp meadows, xerotherms, and the<br />
mixed forest of Dzikowiec Mountain. <strong>The</strong> Ścinawka River<br />
flows at the foot of Stożek.<br />
<strong>The</strong> objective of my work is to show the variety of interesting<br />
and rare protected insects that appear in the area<br />
32<br />
Nymphalis antiopia<br />
of Stożek Massif and neighbouring ecosystems. I started<br />
catching the insects at the end of April 2006 and continued<br />
until the end of September. <strong>The</strong> research and documentation<br />
methods I applied were:<br />
Digital photographing – crucial in the case of protected<br />
species as well as big and easily identifiable ones;<br />
Catching with entomological scoop and net; poisoning and<br />
preparation were done in accordance with entomological<br />
norms. Protected insects were marked on the spot or they<br />
were set free (bumble-bees, some beetles).<br />
Trap method - jars hidden underground with some bait<br />
inside (meat, carrion, cheese, fruit).<br />
I identified the specimens with the help of illustrated<br />
guides and the Internet.<br />
In conclusion, considering my studies and after analyzing<br />
the species of entomofauna from the chosen area, it<br />
was easy to characterize the insects. <strong>The</strong> connection of<br />
the insects and the plants is unquestionable. <strong>The</strong> review<br />
of habitats shows how entomofauna biodiversity changes<br />
with the increasing number of plant species. Moreover, it<br />
seems obligatory to care for these habitats, which provide<br />
protection to entomologically priceless species or even<br />
whole families (like Lycaenidae).<br />
Łukasz Foryś<br />
Student<br />
Marga Czyż<br />
Teacher<br />
III LO im M. Kopernika w Wałbrzychu ul. Jordana<br />
454-303, Wałbrzych, Poland<br />
E-mail: dariuszczyz@op.pl<br />
Thomisimus<br />
Rutpela maculata Rhaqium mordax. Photos: author
Floods at<br />
the <strong>Sea</strong>side<br />
We’ve almost forgotten what snow looks like. Is it just<br />
Mother Nature’s trick or a sign of global warming? For several<br />
years in a row now, winters in Lithuania have hardly<br />
resembled the winters that our parents remember. <strong>The</strong><br />
warming trends are evidenced by various natural disasters<br />
occurring around the world. In Lithuania, this means<br />
floods.<br />
Spring floods cause numerous problems for the people<br />
living by the delta of River Nemunas. Floods occur due<br />
to excess ice blocking Nemunas riverbed, whereupon an<br />
abundance of water spreads to meadows and forests and<br />
covers vast areas. <strong>The</strong> spreading water and ice damage riverbanks,<br />
flood villages, and destroy roads. Most residents<br />
in these areas are able to reach land only by boat or special<br />
transport. <strong>The</strong> floods cause serious damage every year.<br />
In early February this year, the water level on the Šilutė–<br />
Rusnė road reached 37 cm. Rescue teams lift vehicles using<br />
tractors along the 400 metres of flooded road. Curious<br />
sightseers from numerous Lithuanian cities and villages<br />
come here to see the terrible flood, yet the locals will certainly<br />
say that the flood is fine and expected.<br />
Old local residents know how to prepare for floods. A boat<br />
is tied next to each farmstead. Food stock and fodder are<br />
stored in a safe place. Cattle are kept in special mounted<br />
sheds.<br />
Šilutė fire protection rescue service is very busy during<br />
floods. It undertakes extraordinary measures in order to<br />
save people and their property. An amphibious vehicle is<br />
used to evacuate people from their flooded homes. Where<br />
needed, the rescue service ensures urgent delivery of doctors<br />
to the flooded area.<br />
vARIA<br />
Photos: author<br />
<strong>The</strong> only solution that would help to reduce the damage<br />
incurred by residents from the floods to Rusnė Island is an<br />
overpass above the road range that is so often flooded.<br />
<strong>The</strong> overpass would help to solve the problem of communication<br />
with Rusnė.<br />
Violeta Lukočienė<br />
Teacher<br />
Šilutė primary school, Lietuvininkų str. 38, Šilutė, Lithuania<br />
E-mail: violetaluk@nkm.lt<br />
33
vARIA<br />
<strong>The</strong> Moss of Ksiaz<br />
Landscape Park ¸ˇ<br />
<strong>The</strong> objective of my research was the moss in the<br />
Pełcznica River gorge.<br />
Moss (Musci, Bryopsida) is widespread and a very old group<br />
of plants. <strong>The</strong>y existed even in the Palaeozoic era. In Poland<br />
there are 670 species, which can be divided into:<br />
● Peatmoss (Sphagnidae),<br />
● Andreaiedae (Andreaiedae),<br />
● <strong>The</strong> Bryidae (Bryidae),<br />
● <strong>The</strong> Buxbaumiidae (Buxbaumiidae),<br />
● Haircap moss (Polytrichidae).<br />
<strong>The</strong>y are tiny, green land plants. Some of them have<br />
adapted to living in water. I would like to present the different<br />
species of moss which appear in the area of the<br />
Pełcznica River gorge near Książ Castle.<br />
In the protected area there are 73 classifications of moss,<br />
which can be divided into the following groups:<br />
● ground species a part of forest groupings<br />
34<br />
Dicranella heteromalla. Photo: http://www.kuleuven-kortrijk.be Mnium hornum. Photo: http://www.kuleuven-kortrijk.be<br />
Atrichum undulatum. Photo: http://www.gymnosperms.org<br />
● mountain species of the Pełcznica River gorge<br />
● calciphilous moss in regard to the altitude group (lowland,<br />
upland, subalpine)<br />
<strong>The</strong> species I have observed in this area are described by<br />
the varieties that we can notice most often while walking<br />
along the routes. <strong>The</strong> number and diversity of the species<br />
here is influenced by the forest groups in the area.<br />
Alder Forest (Alnetum incanae) <strong>The</strong> Sudety Mountains type<br />
appears in the lowest part of the gorge along the Pełcznica<br />
River on both banks at 100-150 meters above sea level. It<br />
grows on alluvial, rocky soil that occasionally floods (every<br />
few years).<br />
<strong>The</strong> moss layer consists of: Dicranella heteromalla, Pohlia<br />
nutans, Mnium hornum.<br />
Dry ground forest grows in higher parts of the gorge at<br />
150-300 m above sea level on clay, sandy, and rocky soil.<br />
<strong>The</strong> moss layer consists mainly of: Atrichum undulatum,<br />
Plagiomnium affine, Hypnum cupressiforme.<br />
Beechwood grows on poor, acid soil. <strong>The</strong> soil is shallow and<br />
very rocky, temporarily dry. <strong>The</strong> wood grows on the sides<br />
in the highest parts of the gorge at 200-400 m above sea<br />
level.<br />
<strong>The</strong> rich moss layer consists mainly of: Pohlia nutans,<br />
Dicranella heteromalla, or Dicranum scoparium.<br />
Bartek Czajka<br />
Student<br />
Marga Czyż<br />
Teacher<br />
III LO im M. Kopernika in Wałbrzych<br />
ul. Jordana 454-303, Wałbrzych, Poland<br />
E-mail: dariuszczyz@op.pl
School in Gdynia<br />
X Secondary School in Gdynia has existed since 1992 –<br />
this year our school is celebrating its 15th anniversary. Our<br />
school was established as a result of the transformation of<br />
the pedagogical school for teachers. It inherited the traditions<br />
and the name of patriotic teachers, which clearly<br />
refers to the school’s history. <strong>The</strong> building itself housed<br />
pedagogical schools for over 50 years. All of them were<br />
very respected and popular among students. Today, our<br />
school has earned respect as a well-organized institution,<br />
one of Gdynia’s top secondary schools. It has numerous<br />
didactic and educational achievements on its scorecard, as<br />
well as a special ambience. We are proud of the fact that<br />
100% of our graduates have continued their studies in<br />
various universities and colleges.<br />
What do we do as part of BSP?<br />
Since we joined the <strong>Baltic</strong> <strong>Sea</strong> <strong>Project</strong> two years ago, participation<br />
in the programme has become one of the most<br />
important environment-friendly activities that take place<br />
in our school. What is more, it plays a significant part in<br />
international cooperation and among schools within the<br />
Polish borders.<br />
We have been trying to take advantage of the location of<br />
our school - the coastline of the <strong>Baltic</strong> <strong>Sea</strong>. <strong>The</strong> majority<br />
of our activities are connected to learning about the sea<br />
ecosystem, a place of extraordinary flora and fauna, as<br />
well as an area exposed to the influence of anthropological<br />
activities. We act under the school name: <strong>The</strong> Club of<br />
<strong>Baltic</strong> Researchers.<br />
We have monitored the seacoast systematically – observing<br />
the condition of the beaches and organisms dwelling<br />
in selected sections of the coastline. We have cooperated<br />
with the <strong>Sea</strong> Station in Hel, along with students and doctors<br />
from the oceanography faculty of Gdańsk University.<br />
We have realized projects on the biodiversity of the maritime<br />
belt area. We have organized classes in the Hel sealarium,<br />
where our students work as volunteers. For the last<br />
two years we have taken part in the students’ field workshop<br />
at the mouth of the Rewa River, where we recognized<br />
various species and observed the migration of ichthyofauna.<br />
We have reached the local fishermen and gathered<br />
information about the condition of the water in the gulf<br />
from them. We also asked for the presence of endangered,<br />
rare or even new, invasive species.<br />
Not only do we actively participate in scientific conferences<br />
WHO ARE WE?<br />
concerning sea matters, such as “<strong>Sea</strong> mammals and man in<br />
a coastal ecosystem - is coexistence possible?”, but also in<br />
films and activities that were held as a part of the <strong>Baltic</strong><br />
Festival, as well as in lectures related to the biology and<br />
ecology or even chemistry of the waters held by Gdańsk<br />
University. Each year we run an interdisciplinary contest,<br />
“<strong>The</strong> <strong>Baltic</strong> <strong>Sea</strong> - the sweetest sea in the world”, which<br />
draws great interest from the students. Teachers of all subjects<br />
are involved in this undertaking and the questions<br />
concern almost every subject. <strong>The</strong>re are many winners.<br />
<strong>The</strong> contest appoints specialists in different areas: biology<br />
of the sea, chemistry and physics of the sea, history of the<br />
<strong>Baltic</strong> countries and their languages. Our other activities<br />
cover taking part in scientific cruises, inviting guests whose<br />
work is linked with the <strong>Baltic</strong> <strong>Sea</strong>, organizing lectures and<br />
even a qualified course in order to obtain a fishing license<br />
(with the cooperation of the appropriate local authority<br />
centre). Students need to assimilate knowledge of species<br />
dwelling in Polish waters, their times, conservation times<br />
and limits, as well as information about the dangers of<br />
individual organisms.<br />
Some of our activities have been described in BSP <strong>newsletter</strong>s:<br />
● “Cassubia - yesterday, today and tomorrow” (2006/2)<br />
● “Visiting the Hel marine station” (2006/1)<br />
● “Educational cruise across the Gulf of Gdańsk”<br />
(2006/1)<br />
Representatives from our school successfully took part in<br />
the international conference BSP “Diversity & Sustainabi-<br />
lity” (2006), where our project about Cassubia was presented.<br />
We participated in the workshop “Sustainable fishery”<br />
in Bornholm (2006) as well, and this year, in September,<br />
we also went to Katowice to participate in a workshop for<br />
teachers entitled “Biological diversity on the industrial<br />
areas of Upper Silesia and sustainable development in the<br />
<strong>Baltic</strong> <strong>Sea</strong> region”.<br />
Patrycja Wojtkowiak-Skóra<br />
Teacher<br />
E-mail: patrycjawojtkowiak@o2.pl<br />
Ilona Krzyżańska<br />
Teacher<br />
E-mail: odgyfcal@yahoo.com,<br />
X LO im. Gdyńskich Nauczycieli Bohaterów II Wojny<br />
Światowej, Ul Władysława IV no. 58, Gdynia, Poland<br />
35<br />
Photos: authors
WHO ARE WE?<br />
Our Goal is to protect<br />
the Environment<br />
Environmental protection is one of the main priorities<br />
at Kaunas District Lapių Basic School. This work can be<br />
grouped into the following three categories: research, raising<br />
public awareness, and environmental improvement.<br />
We like to carry out environmental research at our school.<br />
However, carrying out such tasks has one disadvantage<br />
– only 3-5 pupils can be involved at a time, whereas the<br />
number of those who would like to participate is much<br />
higher. Thus, when teaching about the environment, its<br />
laws and environmental protection, diverse work methods<br />
must be applied.<br />
One such task is awareness raising. Let me tell you about<br />
my work with young children. <strong>The</strong> Black Stork Club of<br />
young forest friends was founded at our school 12 years<br />
ago. Together with members of the club we joined the<br />
national Society of Young Forest Friends (SYFF). With<br />
vast experience in working with children, we came to the<br />
conclusion that we must start teaching them at a much<br />
younger age. In the spring of 2006, we founded the Little<br />
Stork Club at Lapių kindergarten, attended by the youngest,<br />
i.e. pre-school class, children.<br />
Thus, in their free time, the members of the Black Stork Club<br />
work with six-year-olds. <strong>The</strong> first meeting was held during<br />
the pupil’s autumn break. In the beginning, we introduced<br />
the SYFF, and its objectives and tasks. We taught six-yearold<br />
children how to recognise various trees. Our young<br />
learners already know that autumn maple leaves have to<br />
be drawn with black spots (Rhytisma acerinum) on them,<br />
which show that the air around us is clean. Last autumn,<br />
we took part in the national lesson called Mushrooms for<br />
the Forest Rather Than for Our Table. <strong>The</strong> children were<br />
impressed by the variety of mushrooms found around the<br />
world, as well as the colours (e.g. bright blue) of some of<br />
the mushrooms. <strong>The</strong>y were happy to play various active<br />
games dedicated to the topic of mushrooms, and to take<br />
part in contests.<br />
During the pupils’ winter breaks we always decorate a<br />
36<br />
Do you know what maple leaves should look like in autumn? Older pupils teach nursery school pupils<br />
Christmas tree at the kindergarten, and our Christmas tree<br />
is a special one… We teach the children how to decorate<br />
the tree at home and tell them that Christmas trees should<br />
be purchased only at special places rather than cut in their<br />
own forest. During Christmas celebrations at the kindergarten<br />
we invite new members to our Small Stork Club.<br />
In the spring, we organise phenological exhibitions. We tell<br />
about the <strong>Baltic</strong> <strong>Sea</strong> <strong>Project</strong>, which our school joined some<br />
years ago, and demonstrate our phenological research<br />
protocol. We instruct on how to fill in the document. <strong>The</strong><br />
phenological exhibition at the kindergarten is open for one<br />
week, and the children themselves, as well as their parents<br />
and teachers, contribute to it. Furthermore, children learn<br />
about the plants flowering in the spring (and there are so<br />
many of these in our area!)<br />
At the beginning of summer, events dedicated to environmental<br />
protection are attended by the school’s 1st-4th<br />
form pupils and kindergarteners. We wrote about the Fox<br />
Path in BSP Newsletter No. 1-2 (28), and we are planning to<br />
hold a Paper Day this year.<br />
We also undertake awareness-raising campaigns aimed at<br />
older pupils and at the Lapių Seniūnija (administrative unit)<br />
community. Positive results can be achieved only thanks to<br />
the cooperation of all members of the community and a<br />
variety of implemented tasks.<br />
Another type of activity – good works for the environment<br />
– is carried out as well. <strong>The</strong>se are dedicated to tree planting,<br />
cleaning the environment, taking care of historical<br />
sites and architectural monuments, seed collection, and<br />
nesting-box building. We’ll tell more about this in our next<br />
Newsletter.<br />
Rasa Stankienė<br />
Teacher<br />
Kaunas District Lapės Basic School<br />
A. Merkio str. 3, Lapės, Kauno r., Lithuania<br />
E-mail: anemone@one.lt<br />
New members are invited to<br />
the Small Stork Club.<br />
Photos: author
For thousands of years man has fished to eat and trade.<br />
Alongside the development of the technology surrounding<br />
fishing, we have started to fish larger and larger quantities,<br />
never considering what consequences this might bring to<br />
the marine ecosystem; never thinking for a moment that<br />
the resources of the sea might not be infinite. Now, however,<br />
we can no longer ignore the fact that the cod in the<br />
<strong>Baltic</strong> <strong>Sea</strong> are being overfished and very rapidly moving<br />
closer and closer to extinction.<br />
According to the EU-commission the fishing of cod must<br />
be reduced by at least 80% in the near future, otherwise<br />
they will be completely extinct in the <strong>Baltic</strong> <strong>Sea</strong>.<br />
To prevent this from happening, a number of protection<br />
measures, besides lowering the allowed fishing quota, are<br />
necessary. <strong>The</strong> most important steps are: to start using<br />
fishing nets with larger meshes, give more funding for<br />
research, create reserves where fishing is forbidden, and<br />
stop the pollution of the <strong>Baltic</strong> <strong>Sea</strong>. We also have to make<br />
sure that rules that have been approved are being followed<br />
by stricter supervision and distinct consequences. To make<br />
this possible, it’s essential that politicians and society, as<br />
well as the individual, become properly informed of the<br />
situation and take responsibility. <strong>The</strong> individual can for<br />
example boycott cod from exposed areas such as the <strong>Baltic</strong><br />
<strong>Sea</strong> in order to make a change.<br />
As mentioned earlier, one important step towards a more<br />
sustainable fish population is lowering the maximum<br />
Photos: authors. Stock photos: Image DJ, PhotoDisc<br />
What can we do?<br />
FOR cOnsIDERATIOn<br />
allowed quota. If we continue fishing the large amount that<br />
we are today, there won’t be any cod left in the very near<br />
future. <strong>The</strong> best thing would be to stop fishing it entirely,<br />
but since many refuse to do so, lowering the quota is the<br />
next best thing we can do.<br />
Along with this we also must ensure that more of the<br />
young cod survive and that they live long enough to produce<br />
offspring. To do this, we must: introduce a total ban<br />
when the cod are mating, create reserves, and use nets<br />
with larger meshes.<br />
Today the consequences of breaking the rules are not<br />
severe enough to stop fishermen from ignoring them<br />
from time to time. <strong>The</strong> lack of supervision doesn’t help the<br />
matter either. So if we’re serious about saving the cod we<br />
have to see to it that the rules are obeyed, and make the<br />
punishments harsher if they are not.<br />
37
FOR cOnsIDERATIOn<br />
Fishermen who fish more than allowed don’t do so because<br />
they’re violent criminals; they do it because they don’t<br />
know any better. Either that or they don’t see any other<br />
way to survive economically. What we (our governments)<br />
need to do is to increase people’s knowledge on the matter<br />
so that they know how bad the situation in the <strong>Baltic</strong> <strong>Sea</strong><br />
is and understand that if they keep on fishing like they are<br />
today, they’re only postponing the problem. If the quotas<br />
are lowered, a large number of fishermen will be out of<br />
work. To prevent unemployment, we need to give them<br />
the opportunity for new education so they can begin new<br />
(cod friendly) careers.<br />
An essential threat to a sustainable cod population is the<br />
overload of nutrient substances in the <strong>Baltic</strong> <strong>Sea</strong>. Many different<br />
kinds of algae (e.g. planktonic algae and filamentous<br />
algae) thrive in this overload, which makes it possible for<br />
them to flourish, divide, and grow much more rapidly than<br />
before. When these algae eventually die, they fall down to<br />
the bottom of the sea where bacteria and other organisms<br />
break them down. <strong>The</strong> issue is that these organisms, which<br />
will increase in number as a consequence of the extra feeding,<br />
consume oxygen. In many parts of the <strong>Baltic</strong> <strong>Sea</strong> the<br />
population of oxygen-consuming organisms have grown<br />
so large that they’ve entirely deleted the oxygen from the<br />
bottoms. <strong>The</strong> cod’s eggs need a rather high content of salt<br />
in the water in order to survive and to develop. In the <strong>Baltic</strong><br />
<strong>Sea</strong>, only the deepest bottoms are salty enough for the<br />
cod to spawn, and it’s exactly these areas which now have<br />
become mostly oxygen-free. This has strongly restrained<br />
the cod’s reproduction. To change this and give the cod<br />
stock a chance to recover we must stop polluting and<br />
eutropicating the <strong>Baltic</strong> <strong>Sea</strong>. Thus, an important measure<br />
is to make the industries and big cities clean their sewage,<br />
wastewater, and outflow before letting it back into the sea.<br />
38<br />
This could be done through stricter environmental regulation<br />
and more and improved sewage treatment works.<br />
In addition to the measures mentioned earlier, a boycott<br />
could be an effective solution to the cod situation in<br />
the <strong>Baltic</strong> <strong>Sea</strong>. If no one bought cod products, the shops<br />
wouldn’t gain anything from including them in their stock.<br />
Consequently cod fishermen wouldn’t be able earn a living<br />
on fishing. <strong>The</strong>oretically this should be a very good way for<br />
common citizens to use their power as consumers in order<br />
to improve the cod situation. But would a boycott really<br />
provide the desired results?<br />
Professional fisherman Rolf Petterson doesn’t consider a<br />
boycott to be a solution. “It won’t help, it won’t help; the<br />
fish will just be exported instead. We fishermen, we are not<br />
affected at all by boycotts. For a boycott to help, the entire<br />
world would have to participate, and that’s not very likely.”<br />
“However fishermen from Eastern European states don’t<br />
care about quotas or regulations. <strong>The</strong>y don’t think the<br />
same way as we do. People who’ve experienced great poverty<br />
don’t care about measures that long-term could save<br />
the cod. If they need the fish today in order to make their<br />
living, they simply catch it.”<br />
Rolf doesn’t think that a total fishing prohibition in the<br />
<strong>Baltic</strong> <strong>Sea</strong> would help. “No, the Eastern European fishermen<br />
would continue anyway…” he finishes with a deep sigh.<br />
In conclusion there are several ways in which the cod could<br />
be saved from extinction. However, with the continuing<br />
rate at which the cod population is now decreasing, in the<br />
near future these measures might no longer be enough.<br />
Aurora Björnberg, Anna Koulkova and Sandra Johansson<br />
Students<br />
Nacka gymnasium, Griffelvägen17, 131 40 Nacka, Sweden
Photos: Rūta Jociūtė-Žolynienė<br />
Once I was walking in a park and drinking a bottle of lemonade.<br />
When I finished the bottle, I threw it down and went<br />
on. Suddenly, I heard someone calling me:<br />
“Hey, please don’t leave me here, keep the environment<br />
clean,” the voice said. “Protect the environment.” I turned<br />
around and saw that the empty waste bottle was talking<br />
to me.<br />
“I have more exciting things to do than collecting waste and<br />
putting it in the waste bin,” I said in a sarcastic manner.<br />
“<strong>The</strong>re are so many people like you who don’t care about<br />
the environment, about the world, and about themselves.<br />
People want to destroy the world as soon as possible…”<br />
“Leave me alone, waste bottle!” I said and wanted to go.<br />
“Whenever people can go on foot, they will surely use their<br />
car; and whenever they can throw waste in special places<br />
intended for that, they will certainly not do it…”<br />
“I don’t care at all! I’ll leave waste wherever I want. I’ll use<br />
my car if I want to, even though I’m only going a hundred<br />
metres!” I shouted, as no one can tell me what to do, let<br />
alone a waste bottle!<br />
“You are wrong to say that. You cause damage not only to<br />
yourself and others, but to the environment as well,” the<br />
waste bottle said.<br />
“But I only threw down one bottle…”<br />
“Don’t you care at all about what’s going on around you?<br />
If everyone left a bottle in the environment every day, all<br />
we’d see around us just a few days later would be waste.”<br />
“Well, we have waste collection vehicles and street cleaners<br />
who collect waste,” I said.<br />
“And what would happen if no one cared about that? What<br />
would we do, if no one collected waste? Would we live with<br />
waste around, as if nothing had happened?”<br />
“I don’t know. Leave me alone, I don’t care!” I shouted.<br />
“Well, you should care, because this can happen in just a<br />
few years. You’ll go to a park and see waste around you,<br />
go down the street and see waste around you, and there<br />
FOR cOnsIDERATIOn<br />
What can be done to<br />
reduce the Amount<br />
of Waste left in the<br />
Environment?<br />
will be plenty of waste next to your home, too! Have you<br />
ever thought where all that waste goes? Do you know that<br />
waste damages not only the environment, but you, too?”<br />
“It only takes up space at waste dumps. Well, it also stinks<br />
as it decomposes. That’s all the damage…”<br />
“As waste decomposes, it not only stinks, but also has a<br />
negative impact on people’s health. As much as 90 percent<br />
of waste is next to forests and spreads toxic substances.”<br />
“So what, I don’t live next to a forest! So waste isn’t dangerous<br />
for me.”<br />
“Have you ever thought that you’re not the only one living<br />
on earth, and that there are three billion other people?<br />
Don’t you care about them? Don’t you care that waste<br />
might be dangerous for your children or grandchildren, as<br />
the amounts of waste continue to increase?”<br />
“So what should I do? Should I work as a street cleaner, go<br />
after people and collect waste?” I asked sarcastically. “Let<br />
those who suffer from waste take care of it.”<br />
“Why don’t you, people, see what’s around you? You’re a<br />
human being, but you think in a primitive manner. You<br />
don’t care what’s going on around you!”<br />
“I do care about what’s going on around me, but I don’t<br />
care about some waste. And I’m not going to change.<br />
<strong>The</strong>re must be a ministry of waste or something like that<br />
responsible for waste, right?”<br />
“Would you like to know who’s responsible for waste? For<br />
the time being, we all are. In other words – nobody. Many<br />
people think exactly the way you do. <strong>The</strong>y believe that<br />
waste is not their business and that it should be collected<br />
by someone else.”<br />
“Let the authorities take care of waste. It’s not our business!”<br />
I said decisively.<br />
“Yet the authorities don’t care either. Sure, there are some<br />
people who do care, but as soon as they see that it’s a difficult<br />
duty, they abandon it. <strong>The</strong>refore, you should care<br />
about what to do with waste, for your own well-being.<br />
Do you know that each resident in Lithuania throws away<br />
39
FOR cOnsIDERATIOn<br />
approximately 275 kilograms of waste a year? And this<br />
quantity is increasing…”<br />
It was the first time in my life that I thought about waste.<br />
Perhaps waste really has a negative impact on us, people?<br />
Perhaps we should deal with it somehow?<br />
“I don’t understand why waste can’t stay at the dump until<br />
it decomposes? It shouldn’t take long, right?”<br />
“You should know that different amounts of time are<br />
required for different types of waste to decompose. For<br />
instance, paper decomposes in two years, whereas up to<br />
200 years are needed for decomposition of plastic containers.<br />
It takes glass bottles 1000 years to decompose. Do you<br />
still think these are short periods of time?”<br />
“Well, these are very long periods of time. So it will take<br />
you about 200 years to decompose.”<br />
“That’s right. And it isn’t only you that throws waste everywhere.”<br />
“I never thought it took so long for waste to decompose,”<br />
I said, disgusted with myself. “I promise not to throw any<br />
waste around anymore...”<br />
“You don’t have to promise anything,” the waste bottle<br />
interrupted me. “All we need is some effort, dedication,<br />
and results.”<br />
“Wait, but does it make any difference if I stop leaving<br />
waste around? Can the situation change if only I do so?<br />
Everybody has to do so!” – I said decisively.<br />
“You’re quite right. But you should always remember that<br />
even one person can make a difference.”<br />
“But I’m not a magician…”<br />
“You don’t need to be a magician. All you have to do is<br />
spread the word, because words are powerful tools. As<br />
soon as you see someone throwing down waste, you<br />
should ask them not to do it…”<br />
40<br />
“I don’t think this will help. Nowadays people don’t understand<br />
the power of words. And I’m one of those people<br />
myself. We have to act.”<br />
“Sure, we do have to act, yet the first thing to do is educate<br />
people on the topic of waste management.”<br />
“We need advertising! Well, no, we won’t be able to change<br />
what’s inherent in people. Parents should teach their children<br />
about waste processing. Small children do what they<br />
see others doing. When children see that their parents<br />
recycle waste at home, they’ll also do it. We don’t need any<br />
advertising; we should hold lectures for adults and make<br />
them aware of the problem!” I said, happy with my plan.<br />
“Waste bottle, I promise you that from now on I will try<br />
to educate not only my friends and family members, but<br />
other people as well. I stand for a clean and beautiful life<br />
and future!”<br />
“Your words surprise me. I didn’t think I’d ever manage to<br />
convince you. I’d like to wish you the best in implementing<br />
your plan and making as many people as possible aware of<br />
the necessity of keeping the environment clean. <strong>The</strong> environment<br />
will be very grateful!”<br />
“I acknowledge my previous mistake. I promise that I’ll<br />
change.” Upon saying these words, I picked up the plastic<br />
bottle that taught me so many things. I learned that waste<br />
may not be thrown wherever we like. We must throw it in<br />
special containers, depending on the type of waste. So<br />
my plastic bottle had to go to the plastic waste container.<br />
Along my way I collected some other waste, too. I was feeling<br />
so good. I understood that even though I might be<br />
alone, I can still make a difference. I was sure of that.<br />
Neringa Kėvalaitė, Virginija Buzaitė, Aistė Juodytė and<br />
Ieva Janušauskaitė<br />
Students<br />
Prienai Žiburys Gymnasium<br />
J. Basanavičiaus str. 1, Prienai, Lithuania<br />
E-mail: ziburys@centras.lt
BSP coordinators<br />
DEnMaRK<br />
ESTonia<br />
finlanD<br />
GERManY<br />
National coordinator:<br />
Soren Levring<br />
Sonderskovskolen<br />
Grundvigs Alle 100<br />
DK-6400 Sonderborg, Denmark<br />
E-mail: soren.levring@sonderborg.dk<br />
National coordinator:<br />
Karin Kuum<br />
Estonian Youth Work Centre<br />
Uuslinda Str. 10<br />
EE-11415 Tallinn, Estonia<br />
Tel. 00372 6 380758<br />
Fax. 00372 6 380756<br />
E-mail: keskkond@etk.ee<br />
National coordinator:<br />
Liisa Jaaskelainen<br />
National Board of Education<br />
Box 380<br />
Kumpulantie 3, Finland<br />
E-mail: liisa.jaaskelainen@oph.fi<br />
Network coordinator:<br />
Tuovi Ronkainen<br />
Urjala upper secondary school<br />
Finland<br />
E-mail: tuovi.ronkainen@urjala.fi<br />
National coordinator:<br />
Ute Gronwoldt<br />
Integrierte Gesamtschule<br />
Friedrichsort<br />
Steenbarg str. 10<br />
D-24159 Kiel, Germany<br />
E-mail: igf@igf.de<br />
laTVia<br />
liThUania<br />
RUSSia<br />
SWEDEn<br />
PolanD<br />
BsP cOORDInATORs<br />
National Coordinator:<br />
Velga Kakse<br />
Ministry of Education and Science,<br />
Centre for Curriculum Development<br />
and Examination<br />
Valnu Str. 2, LV-1050 Riga, Latvia<br />
Tel. 00371 7 814354<br />
Fax. 00371 7 223801<br />
E-mail: velgak@latnet.lt<br />
National coordinator:<br />
Rūta Jociūtė-Žolynienė<br />
Lithuanian Young Naturalists'<br />
Centre<br />
Džiaugsmo Str. 44<br />
11302 Vilnius, Lithuania<br />
Tel. 00370 5 2382600<br />
Fax. 00370 5 2670090<br />
E-mail: ruta.jociute@b-s-p.org<br />
National coordinator:<br />
Prof. Stanislav Babitch<br />
Department of Regional Economics<br />
and Environmental protection<br />
Saint-Petersburg State University of<br />
Economics<br />
Sadovaja Str. 21<br />
191023 Saint-Petersburg, Russia<br />
E-mail: stanislavbabitch@mail.ru<br />
National coordinator:<br />
Jonas Oskarsson<br />
Katedralskolan<br />
Samuel Odmansv Str. 1<br />
S-35239 Vaxjo, Sweden<br />
Tel. 0046 0 47041752<br />
E-mail: jonas.oskarsson@katedral.<br />
vaxjo.se<br />
National coordinator:<br />
Dr. Jolanta Mol<br />
Stowarzyszenie Komputer I Sprawy<br />
Szkoly "KISS"<br />
Ul. Raciborska 3<br />
PL-40074 Katowice, Poland<br />
Tel. /fax. 0048 32 2 519811, 0048 32<br />
2 061581<br />
E-mail: jola.mol@pro.onet.pl,<br />
bspnews@kiss.pl<br />
www.bsp-pl.org<br />
41
BsP cOORDInATORs<br />
finlanD<br />
Pine Needle <strong>Project</strong><br />
Coordinator:<br />
Simo Korpela<br />
Meri-Pori Environmental Upper<br />
Secondary<br />
Rieskalantie<br />
FI-28800 Pori, Finland<br />
E-mail: simo.korpela@satabaana.net<br />
Programmes<br />
coordinators<br />
air Quality Programme<br />
Bird Ecology Programme<br />
Coordinator:<br />
Dr. Beata Wegrzynek<br />
Silesian University<br />
ul. Wierzobowa 10/10<br />
PL-42500 Bedzin, Poland<br />
Tel. 0048 32 2009448<br />
Fax. 0048 32 2555873<br />
E-mail: bwegrzyn@us.edu.pl<br />
Coordinator:<br />
Andrzej Sliwinski<br />
LO im. T. Kosciuszki<br />
Maria Konopnicka str. 2<br />
PL-32-200 Miechow<br />
Poland<br />
Tel. 0048 41 3831035<br />
E-mail: andrewsl@wp.pl<br />
Coast Watch Programme<br />
42<br />
Coordinator:<br />
Peter Uhl Pedersen<br />
Birkevang 303<br />
3250 Gilleleje, Denmark<br />
E-mail: peter.uhl.pedersen@<br />
skolekom.dk<br />
oicosophy Programme<br />
Environmental history<br />
Programme<br />
Coordinator:<br />
Volker Stiehl<br />
Hauptstrasse Str. 14<br />
D-38274 Klein Elbe, Germany<br />
E-mail: stivol@t-online.de<br />
Coordinator:<br />
Bo Persson<br />
Ekbackeskolan<br />
Västra Storgatan Str. 15<br />
S-28300 Osby, Sweden<br />
E-mail: bo.persson@lut.mah.se<br />
Phenological Studies Programme<br />
Rivers Programme<br />
Water Quality Programme<br />
Coordinator:<br />
Vytautas Eidėjus<br />
Lithuanian Young Naturalists'<br />
Centre<br />
Džiaugmso Str. 44<br />
LT-11302 Vilnius, Lithuania<br />
E-mail: vytautas.eidejus@gf.vu.lt<br />
Coordinator:<br />
Susanne Mellvig<br />
Nacka gymnasium<br />
Griffelvägen 17<br />
S-13140 Nacka, Sweden<br />
Tel. 00460 8 7188154<br />
Fax. 00460 8 7188298<br />
E-mail: susanne.mellvig@nacka.se<br />
Coordinator:<br />
Liesma Abolina<br />
Ilguciems secondary school<br />
Dzirciema Str. 109<br />
LV-1055 Riga, Latvia<br />
Tel. 00371 7 814354<br />
E-mail: liesma@promedia.lv
BSP meetings and conferences in <strong>2008</strong><br />
April, 1 st<br />
April, 9 th -12 th<br />
Competition "Tales and legends in<br />
<strong>Baltic</strong> Countries"<br />
International conference for teachers<br />
and students "Evolution of environment"<br />
in Vilnius<br />
May, 8 th "Agenda 21 NOW!" internet conference<br />
May, 25 th -30 th<br />
September, 22 nd -24 th<br />
November, 6 th -8 th<br />
Contributions:<br />
International Environmental camp<br />
school in Pori<br />
International workshop with Poland for<br />
students "Fishery course no. 4"<br />
Meeting for BSP National and BSP<br />
Programmes coordinators<br />
Would you like to contribute to our Newsletter?<br />
You are very welcome!<br />
We are looking forward to receiving and publishing your<br />
contributions, such as:<br />
● accounts of your work<br />
● art works for the covers (size: 42x24 cm)<br />
● letters to the editor, in which you are welcome to<br />
express your opinion on various environmental issues<br />
and articles published in the Newsletter<br />
● newspaper and magazine clips presenting environmental<br />
issues in your country (the original article must<br />
be included)<br />
● activity pictures presenting you and your students performing<br />
the BSP activities<br />
<strong>The</strong>re are, however, a few rules which you HAVE TO<br />
observe if you want your article to be published in the BSP<br />
Newsletter. <strong>The</strong>re are:<br />
1. Keep your articles short, precise and interesting<br />
2. All contributions are to be e-mailed to<br />
ruta.jociute@b-s-p.org<br />
or sent by post (on CD) to:<br />
Rūta Jociūtė-Žolynienė<br />
Lithuanian Young Naturalists' Centre<br />
Dziaugsmo St. 44<br />
LT-11302 Vilnius, Lithuania<br />
Hosted by Poland.<br />
All BSP countries can participate.<br />
E-mail: jolanta.mol@pro.onet.pl<br />
Hosted by Lithuania.<br />
All countries can participate.<br />
E-mails: rastine@zemynosgimnazija.vilnius.lm.lt<br />
ruta.jociute@b-s-p.org<br />
Hosted by Germany.<br />
All counties can participate<br />
E-mail: martin.jarrath@agenda21now.org<br />
Hosted by Finland<br />
E-mail: simo.korpela@satabaana.net<br />
Denmark and Poland.<br />
E-mails: soren.levring@sonderborg.dk<br />
jolanta.mol@pro.onet.pl<br />
Hosted by Lithuania.<br />
E-mail: ruta.jociute@b-s-p.org<br />
3. No article is to exceed two A4 pages (text plus pictures)<br />
4. All articles are to be composed as WORD documents<br />
5. Please DO NOT include any photos, pictures, illiustrations<br />
or any other scanned materials direcly IN the Word<br />
document; they are to be enclosed as SEPARATE attachments<br />
6. All photos and illiustrations are to be saved in JPEG<br />
format (more than 1 Mb size)<br />
<strong>The</strong> next issue will be published in December <strong>2008</strong>.<br />
www.bspinfo.lt<br />
Webmaster:<br />
Sergej Asociakov, info@gamtininkai.lt
<strong>The</strong> UNESCO Associated Schools <strong>Project</strong><br />
BSP teacher,<br />
help your pupils change future city life!<br />
On a global scale, there are now more than six billion<br />
people on Earth and of them three billion in towns and<br />
cities. By 2050, the UN expects there to be nine billion on<br />
Earth and of them six billion in urban areas. All growth in<br />
population will appear in towns and cities.<br />
Thus, in the next 40 years, cities must be extended to<br />
double their present size — i.e. new towns must be built<br />
for three billion people in 40 years.<br />
12<br />
10<br />
8<br />
6<br />
4<br />
2<br />
Billions<br />
WRiTE a ChaPTER foR ThE nExT BSP lEaRnERS' GUiDE<br />
on “URBan EColoGY”!<br />
0<br />
Source: UN 1998<br />
1950 1970 1990 2110 2130 2150<br />
Big cities as part of the total<br />
World population 1950-2050<br />
Due to the expected climate changes, the arable land in<br />
many semi-arid countries will dry and undergo desertification.<br />
People will be forced to flee from these areas — to<br />
neighbouring urban areas and cities or to towns in other<br />
countries.<br />
Most of these cities are located on the coast, and the centre<br />
is often a very low “downtown”, which will be flooded by an<br />
increase in the sea level. This further increases the need for<br />
newly built urban districts “uptown”.<br />
Hence the earth will need new towns for probably four<br />
billion people or more within 40 years. How will this<br />
happen?<br />
Cities are the most consuming regional installations:<br />
Nearly all resources must be transported to town: water,<br />
food, goods, building materials, and energy. And most<br />
of the production and waste must be sent far away if the<br />
city is to avoid poisoning. A demanding arrangement.<br />
Unsustainable. Energy-wasting.<br />
This is why we need a handbook, the Learner’s Guide, to<br />
point out the most promising solutions for our pupils to<br />
avoid this future scenario of would-be suicide for cities.<br />
Sustainable solutions may be better town planning for less<br />
traffic; recycling of resources, water household and cleaning;<br />
better insulation and heat technology for less energy<br />
consumption; sustainable energy technology (geothermal<br />
heat, wind, sun and wave power, fuel cells, nuclear<br />
power[?], biomass); new transport technology; and a<br />
changed urban lifestyle.<br />
How?<br />
This is a question for all of us. <strong>The</strong> Learners Guide No. 8<br />
should build on the same tradition as the former seven<br />
guides for describing the real state of the problem and<br />
deliver plans for interdisciplinary teaching of our pupils<br />
and students in order to make them aware and competent<br />
actors in their future (urban) life as citizens.<br />
Do contact your national coordinator about your ideas<br />
and educational outlines, and you will be welcomed to the<br />
editorial group as a contributor to the guide. <strong>The</strong> editorial<br />
work will be followed by a teacher training course during<br />
week nine in 2009 at a site in one of the BSP countries in<br />
which promising new solutions for urban ecology are at<br />
hand. <strong>The</strong> Learners Guide should be printed by 1 June<br />
2009.<br />
Per Werge<br />
Editor<br />
E-mail: per.werge@nykat-gym.dk