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        <div id="content-top1">Page 36 - Outdoor Education and its Inclusion into Teaching at PdF MU</div>
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    <pre style="white-space:pre-line"><code>or overtaking, it is important to allocate trees for  3   The third, last part, with the help of available in-
                  card creation from the last numbers)           formation, is to find out the possible toxicity of
               5   Students who are the first to complete the route   the depicted ornamental shrubs
                  can stretch strings between the trees at the fin-  4   During the joint checking, we discuss the health
                  ishing line, on which incoming pairs or groups   risks of teaching in the forest, specifically poison-
                  gradually hang their filled tree cards  We check   ous trees and herbs  Students should conclude
                  the correctness of the additions on the tree cards   that the fruits of shrubs and herbs are often poi-
                  continuously as the groups come                sonous, as they are easily available to herbivores
               6   After the arrival of the last group, we check the   and omnivores  The content of the poison there-
                  correctness of the determination of individual   fore prevents them from being eaten  Contrarily,
                  tree species together with the help of the tree   the fruit on tall trees is completely safe
                  cards  The organization of tree identification in
                  a defined area and the tree identification along  8. Colour cube—colours of flowers
                  a specific route is briefly discussed       Learning task context: The context of the learn-
                                                              ing task: At the bottom of the arboretum there is
                 Notes for the organization: This type of task is suit-  a meadow with flowering herbs, which can be used
               able for implementation where we cannot freely  for artistic and creative activities, which are the op-
               enter the stand, but rather move along the road,  posite of the previous learning tasks working with
               for example when moving from place to place  The  the key and atlas
               specificity of the task is that the individual groups
               set off gradually, so it is necessary to entertain both  Aids: dice—ideally larger size with colour -coded
               the pupils waiting at the start and at the finish of the  sides (used colours white/yellow/pink/purple or
               route  At the same time, the correctness check takes  blue -violet/red)
               place only at the finish, i e  without direct contact
               with the observed tree species  (If we do not use the  Procedure:
               possibility of checking using tree species cards, it is  1   The teacher or chosen student rolls the dice
               advisable to collect one twig from each tree species   Depending on the colour that falls, the other
               along the way and use them at the finishing line   groups try to find and bring flowers of the ap-
               during the actual checking)                       propriate colour as quickly as possible  The flowers
                                                                 are not discarded but arranged in a row at the
               7. Recognition of ornamental shrubs according     selected location
               to a black and white image                     2   We repeat the whole procedure several times;
               Learning task context: At the turn of May and June,   students bring flowers of other colours, and when
               the arboretum is characterized by the flowering of   repeating an already thrown colour they must
               a large number of ornamental shrubs  Thanks to their   bring a flower of a different plant  If they cannot
               distinctive coloured flowers, they attract the atten-  find a flower of the appropriate colour, after a few
               tion of visitors  Therefore, it is appropriate to use this   minutes we will end their search and continue
               interest to get acquainted with selected species   with another throw
                                                              3   We collect all the plants that the students have
               Aids: Worksheet Ornamental shrubs (Arboretum      found and the individual groups show each oth-
               Křtiny), coloured pencils, information about individ-  er their flowers  They observe whether others
               ual tree species available from online information   brought identical flowers or different ones
               sources                                        4   Short discussion about the colour of flowers:
                                                                 Which colour of flowers is the most common here?
               Procedure:                                        What colours of flowers did you have trouble find‑
               1   Students walk along the route (learning task de-  ing? Why are most flowers white or yellow, or pink
                  scribed above), where they will come across flow-  and purple, and the least number of flowers are
                  ering ornamental shrubs, which are depicted on   red? Students should conclude that the colour
                  the worksheet  The task of students is to find these   must be attractive to the insects that pollinate
                  woody plants and colour their flowers and leaves   them  Because insects best distinguish between
                  according to reality                           white and yellow, most flowers have this colour
               2   Pupils can then look for the autumn form of shrubs   Contrarily, the most difficult for insects is to dis-
                  in electronic information sources  The students’   tinguish red, i e  there are the fewest plants with
                  task is to compare viburnum with elderberry    this colour of flowers






               |   34</code></pre>
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