3

CONTENTS

EDITORIAL - J. Mol . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

LOGO COMPETITION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

TO THE READER

INVASIVE PLANT SPECIES – THE THREAT FOR LOCAL BIODIVERSITIES - B. W´grzynek . . . . . . . . . . . . . . . . . . . . .

VARIA

COD CONFERENCE (ESD)

BSP COD CONFERENCE IN NACKA/STOCKHOLM SEPTEMBER 2004 - S. Mellving . . . . . . . . . . . . . . . . . . . . . . . . . . .

PROGRAMMES

AIR QUALITY

’THE BALTIC SEA PROJECT IN SECONDARY SCHOOL 47 IN WARSAW - M. Dziuba . . . . . . . . . . . . . . . . . . . . . . . . . . .ESTIMATION OF AIR QUALITY USING BIOINDICATORS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .ESTIMATION OF AIR QUALITY USING BIOINDICATORS - PROTOCOL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .AIR IN OLSZTYN CITY (POLAND) - E. Morawiec, P. Witort . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .ENVIRONMENTAL HISTORY

ENVIRONMENTAL HISTORY WORKSHOP - REPORT AND EVALUATION - K. Zabicka . . . . . . . . . . . . . . . . . . . . . . . .LEARNING FROM ENVIRONMENTAL HISTORY IN THE BALTIC COUNTRIES - P. Eliasson . . . . . . . . . . . . . . . . . . . .THE HISTORY OF THE AREA KOÂCIUSZKO IRON PLANT (POLAND) - K. Kowalik . . . . . . . . . . . . . . . . . . . . . . . . . . .LANDSCAPE PARK OF THE BESKID OF MYÂLENICE - D. Dylàg . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .THE MATCH FACTORY IN CZ¢STOCHOWA - L. Czaja . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .BIRD ECOLOGY

BIRDS OF UPPER SILESIA IN POLAND - K. Szade . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .FROM STORKS COUNTING TO BSP - P. Nowak . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .DUMB SWAN MONITORING - S. Sad∏o . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .COAST WATCH

COASTAL OBSERVATIONS ON THE ISLAND OF SAAREMAA - E. Ader . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .WATER NEAR US IN BOGS AND ON THE COAST, ESTONIA - T. Erala . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .RIVERS

SUMMER CAMP AT LAKE VÕRTSJÄRV (30–31 AUGUST 2003) - H. Muoni, L. Margna . . . . . . . . . . . . . . . . . . . . . . . . .THE CHEMICAL CONDITION OF THE LYNA RIVER WATER (SPRING 2003) - A. Achramowicz . . . . . . . . . . . . . . . . .

NETWORING

DENMARK

VISIT TO ESBJERG FISHERIES AND MARITIME MUSEUM AND SAILING WITH CLAUS SØRENSEN . . . . . . . . . . . .DANES NETWORING WITH ESTONIA - T. Troester . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .BSP IN CHINA: “INFORM OTHERS OF YOUR WORK” - B. Zimmermann . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .LATVIA

BSP SUMMER CAMP IN LATVIA - I. Cirule, B. Berzina . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .POLAND

ECOLOGICAL EDUCATION IN OUR SCHOOL - T. Kaminska . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .BALTIC CRUISE, POLAND - M. Kuziemka . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .THE SCIENTIFIC SESSION - M. Grynienko, M. Gargas, K. Harecka . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

SEMEP

SISTER PROJECTS

CROATIAN SEMEP DAYS BAKAR, 9–12 OCTOBER 2003: KVARNER - D. Serman . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

BSP PROGRAMME REPORTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

NATIONAL COORDINATORS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

BSP QUESTIONAIRE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

TEACHERS’ TRAINING COURSE IN SALACGRIVA, LATVIA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

4

5

6

8

9111314

1516182021

222425

2526

2728

293132

35

353637

38

41

44

49

50

4

EDITORIAL

Germany finished three years hosting the BSP asgeneral co-ordinator. Ute Grönwoldt has donean excellent work organising international work-shops for the BSP schools, editing Newsletters,answering promptly all our questions. She wasalways helpful to all national co-ordinators andteachers. She printed her farewell speech in thelast Newsletter and I introduced myself in the sa-me one.

Therefore, as the new editor of the Newsletterwelcome to about 350 BSP schools from the nineBaltic countries! I wish us all further success andsatisfaction in work with the Baltic Sea Project.

During recent years two very valuable Lear-ners Guides have been added to the list finansed bythe Danish Ministry of Education: Learners’ GuideNo. 4 “Rivers” and Learners’ Guide No. 5 Educa-tion for Sustainable Development “Baltic 21”.

This year a new BSP Learners’ Guide “was born” entitled: “Environmental History” edited by Per Eliassonfrom Sweden. He has done huge, noble work during last nine years establishing the Environmental History pro-gramme for the Baltic Sea schools. With the financial support of general and national co-ordinators he organisedsix laborious courses for teachers starting in 1996 in Visby, Sweden, then in St. Petersburg, Russia, Norrköping,Sweden, Sonderborg and Skjern, Denmark, and finally in 2003 in Jurmala, Latvia. I had the honour to work withthe editing committee of LG 6: Per Eliasson, Christian Bo Bojesen and Niels Kornun (Denmark) and Mirdza Zom-mere (Latvia) who are very hard-working and capable teachers. During those meetings and workshops we haveshared experiences, met researchers and practised our methodological skills in real investigations. Finally LG 6 isready and it will be presented for the first time at the “International consultation on education for sustainable de-velopment - Learning to change our world” in Göteborg, Sweden, 4-7 May, 2004.

Moreover I would like to mention all teachers and students who participate in the BSP and contribute to theirexperiences in our publications. Without their enthusiasm, devotion, universal, ecological knowledge and excellentjob we would have neither Newsletters nor Learners’ Guides.

This is the first Polish “BSP Newsletter”. I am sure that everybody can find something interesting. I would like to invite you, dear teachers, students and other interested readers, to join the adventure of writing

an article about your work on sustainable development in your region.Thank you very much all national coordinators, all programme coorinators for your excellent cooperation and

your reports. Thanks also to all people who wrote interesting articles.

We have one Baltic Sea and we are one Baltic Sea family so we share responsibility for our BalticSea Region!

Jolanta Mol, General co-ordinator of the Baltic Sea Project within UNESCO ASPnete-mail: bspnews@kiss.plhttp://www.bspnews.kiss.pl

Photo by Mariusz Grzelak

Poland takes over the general co-ordination of the Baltic SeaProject on the threshold into the decade 2005 – 2015 signed by United Nations as a decade for education for SustainableDevelopment.

5

LOGO COMPETITIONVARIA

Any questions and the logos (picture 300 dpi) should be sent by e-mail: bspnews@kiss.plor by the letter to:

STOWARZYSZENIE KOMPUTER I SPRAWY SZKOLY „KISS”UL. RACIBORSKA 340-074 KATOWICE

POLAND

The present is waiting for the winners!Good luck!!!

The deadline for sending the projects is 30th June, 2004

ALL THE BSP SCHOOLS ARE INVITED TO THE BSP PROGRAMMES LOGO COMPETITIONThe rules of the competition:

1. This competition is only for BSP schools.2. Each school can send only one or two logos for each programme. If there are

more logos in one school, the best must be chosen by the school coordinator.3. The logo should be square in shape (15cm x 15cm) or round (diameter 15 cm),

coloured or black and white.4. The picture can be made with different techniques but it must be flat (easy to scan).5. The image should be simple enough to be used on our website as well as T-shirts,

letterheads or business cards.6. The image should be simple enough to be reproduced in black and white as well

as in colour.7. The logo should be suitable for adaptation to a variety of formats and maintain its

appearance well in different sizes. 8. The logo may incorporate the name “Baltic Sea Project” or the initials “BSP” as well

as abbreviations of the programmes (AQ (Air Quality), WQ (Water Quality), BE (BirdEcology), EH (Environmental History), PhS (Phenological Studies), R (Rivers), CW(Coast Watch).

9. Only one logo for each programme will be selected by a jury based upon theartistic quality of the design and the ways in which it symbolises the programme.

10. The jury reserves the right to suggest slight modifications to the winning logo(s) tomake them more appropriate for the use of the BSP. These modifications will becompleted in collaboration with the winner(s).

The name of the programme the logo is designed for must be written on the backsideas well as the name of the author, school and country. The logo projects will be notsent back to their authors, whether or not selected.

6

TO THE READER

One of the most importantproblems of environment

protection nowadays is the intro-duction of exotic species, at leastsome of which may be harmfulfor local biodiversity. Foreign ag-gressive plants and animals arecalled invasive species. Invasiveplants threaten ecosystems in ma-ny ways: they displace native flo-ra and vegetation, cause changein the whole natural biocoenosis(e.g. by excluding native animals,fungi, bacteria which use nativeplants for nourishment, repro-duction or as a shelter), they canbring about soil degradation, da-mage to flood defence structuresand increased risk of flooding(species growing on rhe riverbanks), develop a fire risk. Thereis also strong impact on people li-ke human health effect (poisono-us and alergic plants), structuraldamage to buildings, paving, ro-ads, river banks, archeological si-tes and blocking sight lines on ro-ads etc. Invasive organisms are ofinterest to the Conference of theParties of the Convention on Bio-logical Diversity (CBD), whichcalls on the Parties to "prevent

the introduction of, control oreradicate those alien species,which threaten ecosystems, habi-tats, or species" (Article 8h). TheWorld Conservation Union(IUCN) prepared guidelines forthe prevention of biodiversityloss caused by alien invasive spe-cies approved by the 51st Me-eting of the IUCN Council, GlandSwitzerland, February 2000. Themain goal and objectives are: • to increase awareness of alieninvasive species as a major issueaffecting native biodiversity, • to encourage prevention ofalien invasive species introduc-tions as a priority issue requiringnational and international actionto minimise the number of unin-tentional introductions and toprevent unauthorised introduc-tions of alien species, • to ensure that intentional intro-ductions, including those for bio-logical control purposes, are pro-perly evaluated in advance, withfull regard to potential impactson biodiversity, • to encourage the developmentand implementation of eradica-tion and control campaigns and

programmes for alien invasivespecies, and to increase the effec-tiveness of those campaigns andprogrammes, • to encourage the developmentof a comprehensive frameworkfor national legislation and inter-national co-operation to regulatethe introduction of alien speciesas well as the eradication andcontrol of alien invasive species, • to encourage necessary rese-arch and the development andsharing of an adequate knowled-ge base to address the problem ofalien invasive species world-wi-de.The problem of plant invasionsconcerns more or less the entireworld, especially developed re-gions with strong human impacton environment. Alien plant spe-cies have been able naturalisedwithout suppressing the localspecies and have become a partof natural ecosystems or to over-come the local competition. Thesespecies can feel very well in newenvironment - they grow, repro-duce and distribute very fast andoften they have no natural ene-mies in new habitats. As a resultthe newly arrived plants competethe local species out of their habi-tats often becoming dominatingspecies in the ecosystem. Cre-ating an important "biologicalpollution" they have become a se-rious threat to natural ecosystemsand species maintenance. Espe-cially "botanical polluted" areurban and industrial areas, sour-randings of human settlements,here is relatively low local speciescompetition. In many placesplant cover has established onlypartly or does not exist. In sucha situation it is easy for foreignspecies to occupy new territories.The next step can be penetration

INVASIVE PLANT SPECIES – THE THREATFOR LOCAL BIODIVERSITIES

Canadian Goldenrod in postindustrial areas in Black Silesia, Poland. (by Barbara Tokarska-Guzik)

7

TO THE READER

the areas of semi-natural or natu-ral character. Invasive plants cancreate very poor in species com-munities, consisting even the on-ly one or two species, instead ofnatural varied and unique ones.Among the most troublesome in-vasive species in Poland as wellasin many European countries, aretwo species from Eastern Asia -Japanese Knotweed (Reynoutriajaponica) and Sachalin Knotweed(Reynoutria sachalinensis). Theyare shrublike, herbaceous peren-nial plants that can grow to over2-3m in height, spreading quicklyto form dense thickets that exclu-de native vegetation and greatlyalter natural ecosystems. Thesespecies are designated noxiousweeds in many European coun-tries as well as in 36 states of theUSA. There are also some speciesfrom Daisy family (Asteraceae) ofNorth American origin: yellowflowering Canadian Goldenrod(Solidago canadesis), Giant Gol-denrod (Solidago serotina), Glo-riosa Daisy (Rudbeckia hirta),Green-headed Coneflower (Rud-beckia laciniata), Jerusalem Arti-choke (Helianthus tuberosus) -a type of sunflower and many re-presentatives of aster genus. Pinkand purple flowering ornamental

Himalayan Balsam (Impatiensglandulifera) was imported fromAsia. It propagates vigorously bythe exposive release of up to 500seeds per plant over a 5-metre ra-dius. Nowadays it is found nearwater sources, such as along stre-ams, rivers and lakes not only inwaste places and around homesi-tes, but also in protected areas li-ke some Polish national parks andnature reseves located in the mo-untain and lake districts. All thesespecies were introduced as orna-mental plants, Jerusalem Articho-ke also for its edible tuberous ro-ots. Then they escaped from gar-dens and parks and invade ruralsettlements, shrubberies, agricul-tural habitat, rapidly colonize wa-ste ground and last time they po-ses a significant threat to me-adows and even forest plant com-munities. Once established, popu-lations are extremely persistent. Very troublesome for the envi-ronment and dangerous for pe-ople are two species from Ho-gweed (Heracleum) genus - (He-racleum sosnowskyi, Heracleummantegazzianum). They are bien-nial plants, which in the first yearform a large rosette and strongroot system, in the second - greatsize and inflorescence with a con-

siderable number of seeds. Ho-gweeds with their giant shape,very fast growth and green massoppress the other plant speciesand form their own community.They were introduced as cultiva-ted plants, great expectancy wasalso put on them as a cultivatedfodder and decorative nectarplants. Nowadays, the distribu-tion of the Hogweeds is out ofhuman control and the specieshave spread widely especiallyalong roads and rivers. As thestinging plants they are very dan-gerous for humans causing skinand mucous membrane burns,particularly dangerous for chil-dren.Another group of invasive spe-cies are alien trees planted in Po-land like American species: FalseAcacia or Locust Tree (Robiniapseudacacia), Red Oak (Quercusrubra), Green Ash (Fraxinus pen-nsylvanica), Box Elder (Acer ne-gundo) or American Wild Cherry(Prunus serotina). They can tole-rate a variety of adverse condi-tions including pollution, poor inmineral element soils, high salini-ty and drought. They are welladapted to some types of unpro-ductive environments, and can beused in various rehabilitation

Japaneese Knotweed along Rawa riverside in Black Silesia, Poland. (by Barbara Fojcik) Himalayan Balsam (by Barbara Fojcik)

8

COD CONFERENCE VARIA

projects, e.g. planted on heapspoils, industrial wastelands, cer-tain acidic sites and margin of ro-ads. The problem is when thesespecies disperse and penetratenatural forest and opress our na-tive trees and plants growing inthe lower levels of the forest.In Polish lakes, ponds and riverscan be found two invasive spe-cies - Sweet flag (Acorus cala-mus) that was used to plant inthe ponds of manors and Ameri-can Waterweed (Elodea canaden-sis) introduced occasionally inXIX century. Nowadays thesespecies are stabilised in naturalwater ecosystems.

These examples show that weshould be very careful with intro-duction of alien species, the mostelementary precaution principlesmust be followed. Managementof invasive species is very diffi-cult and expensive. To extinguishalien plant population sometimesall the possible complex of agri-cultural, technical and biologicalmethods must be applied. Moni-toring, including our gardenplants, is very important becauseactivities are the most effectivefor small initial populations. Inthe struggle with invasive specieslocal governments play an impor-tant role, they must take respon-

sibility where and what to plant,how to grow and control the di-stribution of the planted species.In the work of determining locali-ties of invasive plant species andlimiting their distribution alsoschools can take part, developingan observation system of foreignaggressive plant species in theirsurrounding as well taking partto limit their distribution area.

Ms dr Beata W´grzynekSilesian Universityul. Jagielloƒska 28PL - 40-051 Katowicebwegrzyn@us.edn.pl

BSP COD CONFERENCE IN NACKA/STOCKHOLM SEPTEMBER 2004

During the last two years therehas been an intensive debate

in Sweden concerning the over fi-shing and risk of extinction of thecod in the Baltic Sea. Sweden hasnegotiated within EU and withthe other countries around theBaltic Sea in order to protect theBaltic cod population. NackaGymnasium in the Stockholm ar-chipelago is an Upper SecondarySchool that is actively taking partin the BSP network and engagedin the scientific and political di-scussions regarding the Baltic codand eager to pass on the aware-ness of the cod problem to otherBSP schools. Therefore, with thesupport from the School Authori-ty and the Ministry of Educationin Sweden, Nacka Gymnasiumplans to arrange a BSP meetingduring a week in September nextyear that will address mostaspects and problems regardingthe cod and the cod fishing in theBaltic Sea. Two schools from each BSP coun-try are invited to send delegations

consisting of four Upper Seconda-ry students and one or two te-achers. The organizers will provi-de for full accommodation andother costs in connection to theparticipation in the meeting and, ifnecessary, in some cases also forthe travelling costs. In return, theorganizers wish that the participa-ting schools should be within mu-nicipalities that are bordering theBaltic Sea having a cod fishing tra-dition. The students that are re-presenting the school must be 17 –19 years old, both boys and girlsand sincerely interested in envi-ronmental issues. They must pre-pare themselves and contribute tothe meeting by performing somepre-studies. One school delegation from eachcountry shall study the local histo-ry of cod fishing by i) intervie-wing an old fisherman accordingto a common protocol, ii) investi-gate and correlate historical re-cords on local prizes on cod andcatch sizes of cod fish (a supplyand demand analysis) and iii) put

together a collection of local reci-pes from the last century how toprepare cod reflecting the socio-economic status of cod as a meal.The delegation from the otherschool from each country shallstudy the local opinion and thepublic awareness regarding the fi-shing of cod in the Baltic Sea by i)performing a common interrogati-ve questionnaire among the pe-ople on the street (a Gallup), ii) in-vestigate what and how much hasbeen written about the problem inthe major news papers during thelast two years and iii) present theofficial and political stand pointson the issue. The results from the-se studies shall be stored into websites that have been designed andprepared with common protocolsand interrogative questionnairesby students from Nacka Gymna-sium. All information regardinghistory of cod fishing around theBaltic Sea will thereby be availableand comparable within one website and all information regardinglocal opinion and public aware-

9

ness from all the countries borde-ring the Baltic Sea will be in thesame form within another web si-te. These two web sites will consti-tute two of the studying themesfor the meeting. Students fromNacka Gymnasium will designand store with information sevenother web sites that will constituteadditional studying themes for themeeting. Also these other themesall concern the cod in the BalticSea and they are listed below;– habitat and living conditions;

trophic level and interactions,abiotic regulation factors.

– reproductive biology; spawning,egg and larvae development, su-rvival rate for young fish.

– protective measurements; fi-shing regulations, restrictionsand stops, natural reserve areas,fish breeding and cultivation.

– other examples and lessons; overfishing of the Newfoundlandand North Sea cod populations,signals of warning, critical limitof extinction.

– contemporary fishing; economicand social importance, catches,methods, sustainability, mar-kets.

– international conventions; eco-nomic politics, interest groups,stakeholders, negotiations, agre-ements, lobbyism.

– consumers influence; boycotts,ethics, comparable situationsand actions.

Participating students from diffe-rent countries will be grouped to-gether and assigned to a studyingtheme on which they are expectedto present facts, viewpoints andideas. This work will be scheduledto various and different timed du-

ring the week and it will be led bythe students from Nacka Gymna-sium who designed and equippedthe web sites. The results from allnine studies will be summarizedin a conclusive form. The groups of students will alsobe assigned to give voice to thelast shoal of cod in the Baltic Seathrough nine different artisticexpressions and performances.This creative work will also bescheduled to various and differenttimes during the week and led bypersonnel from Nacka Gymna-sium and it will hopefully resultin a concluding cultural event.The artistic expressions forms willbe art/paining, sculpture, photo-graphy, film/video, dance, dra-ma, music/song, poetry and wri-ting/short story.During times in between thesemajor activities there will be op-portunities to listen to lectures byexperts and to participate in edu-cational visits and tours. And the-re will time to socialize and havea good time together.

Susanne MellvigNacka Gymnasium, Griffelvägen 17, S-131 40 Nacka,Tel.: +46-8 715 7778e-mail: susanne.mellvig@nacka.seSweden

AIR QUALITYPROGRAMMES

Ihave always been close to natu-re. I used to live in Powsin a be-

autiful place next to Kabacki Fo-rest. My family and I often used tovisit a nearby botanical garden,we loved long walks in the foresttoo. This is why, when we had tomove to Bemowo - a big moderndistrict in the north of Warsaw-I was not very happy about it.Fortunately it turned out that my

new flat was quite near anotherlarge forest - Puszcza Kampinow-ska. The flat is big and comforta-ble and the fact that the area isgreen makes me a happy girl. I ama student of class 1a in SecondarySchool 47. I have chosen this scho-ol as it has an interesting environ-mental program.One day our computer studies te-acher Mr. M. Wàsowski told us

that our school had joined an in-ternational ecological project: TheBaltic Sea Project and asked whe-ther my class would like to takepart. Together with our class te-acher Mrs. A. Smosarska (biologyteacher) we decided to join theproject. Other teachers joined aswell: Mrs. J. Sakiewicz - geogra-phy teacher, Mrs. M. Kokowska -computer studies teacher and

’THE BALTIC SEA PROJECT’ IN SECONDARY SCHOOL 47 IN WARSAW

Cod fish Marek Szewczyk and Grzegorz Kurzeja, Poland

10

AIR QUALITY PROGRAMMES

Miss A. Latuszek - English te-acher.Considering our school and localneeds and possibilities we havechosen to work on EnvironmentalHistory - precisely on the historyof compost near Puszcza Kampi-nowska. Air Quality - we intend to exami-ne the quality of air in Warsawusing the lichen method. Rivers we are going to study thequality of water in Vistula River.Although we are working in threeseparate groups we cooperatea lot. Each team worked out its ownprogram and schedule. Air Quali-ty team intends to:– recognize various kinds of lichen

on tree barks– study the level of pollution of

the air with dust – state the acidity of rainfalls– specify the causes of the air pol-

lutions– point to different ways of limi-

ting the pollution – the influence of traffic on the qu-

ality of air – cooperate with the professional

stations examining the quality ofair

Rivers team is going to: – work on bioindicators of the le-

vel of water pollution – examine water ecosystems– analyze the causes of pollutions – examine the chemical composi-

tion of water Environmental History team isgoing to:– study recycling- especially the

history of Warszawa- RadiowoRecycling Plant

– research segregation of rubbishin the district we live in

Each team prepared maps andspecial forms to note down the re-sults of the research. We analize the data in chemistrylab in our school and during ourcomputer studies class we workon presentation of the results (re-ports). The Air Quality team chose toexamine – areas near our school –Bielaƒski Forest and Moczyd∏oPark. They discovered that air inour district is polluted – 2nd and3rd level on biological scale. Ourschool is located near a busy stre-et. The research was carried out in

November and December and itwill be repeated in late April andMay. The Environmental Historyteam found out that people livingin Warsaw produce 530 tons ofrubbish every day. 1/5 is recycled, 1/6 is burned andthe rest is waste. All we do ‘The Baltic Sea Project’ isvery interesting. The research wedo make us more aware of how tobe environmentally friendly.

Ma∏gorzata Dziuba kl. 1aTeacher: Mr. Marek Wàsowski Teacher: Mrs. Alina SmosarskaSecondary School 47 in Warsaw, Poland

11

AIR QUALITYPROGRAMMES

I FI

R T

REE

S

The

inve

stig

atio

n is

con

duct

ed o

n 10

ful

ly-g

row

n fir

tre

es.

If f

ir i

s no

t av

aila

ble

use

spru

ce o

r pin

e.

1. N

EED

LE L

OSS

ESC

ompa

re w

ith t

he f

igur

es b

elow

and

try

to

clas

sify

eac

h tr

ee i

n on

e of

the

thr

ee c

ate-

gori

es.

2. A

GE

OF

NEE

DLE

S O

N A

BR

AN

CH

(GEN

ERA

TIO

NS

OF

NEE

DLE

S)U

se th

e fig

ures

to h

elp

you

to d

eter

min

e th

e nu

mbe

r of

gen

erat

ions

of n

eedl

es o

n th

e 10

tree

s yo

u ar

e in

vest

igat

ing.T

he B

alti

c Se

a Pr

ojec

t

EST

IMA

TIO

N O

F A

IR Q

UA

LIT

Y U

SIN

G B

IOIN

DIC

AT

OR

ST

est:

cond

itio

n of

fir t

rees

, lic

hens

, tar

spo

t fun

gus

- met

hods

3. F

EAR

SH

OO

TS

Not

e th

e oc

curr

ence

of

fear

sho

ots

on 2

0 br

anch

es o

f ea

ch o

f yo

ur s

tudi

ed t

rees

usi

ngsc

ale:

non

e =

1 (0

-4 b

ranc

hes)

, occ

ur =

(5-9

bra

nche

s), c

omm

on =

3 (1

0-20

bra

nche

s)

II L

ICH

ENS

EXA

MIN

E T

HE

OC

CU

RR

ENC

E O

F LI

CH

ENS

ON

5 T

REE

S O

F T

HE

SAM

E SP

ECIE

STh

e st

udie

d tr

ee s

houl

d:•

grow

not

far f

rom

one

ano

ther

, but

not

in th

e sh

adow

of o

ther

tree

s•

have

str

aigh

t, no

t sla

nt, s

tem

s•

be a

ppro

xim

atel

y of

equ

al th

ickn

ess

(dia

met

er a

t lea

st 4

5 cm

), i.e

. rou

ghly

the

sam

e ag

e•

shou

ld h

ave

no s

hado

win

g br

anch

es b

elow

the

heig

ht o

f 3 m

eter

s•

not g

row

nea

r ope

n w

ater

and

too

clos

e to

a ro

ad•

with

out d

isea

se o

r see

ing

dam

ages

If y

ou s

uspe

ct t

hat

the

air

is s

tron

g po

llute

d, c

arry

out

you

r in

vest

igat

ion

on r

ich

bark

spec

ies

such

as

ash

(Fra

xinu

ssp

.), e

lm (U

lmus

sp.),

lind

en (T

ilia

sp.),

asp

en (P

opul

us tr

em-

ula)

or m

aple

(Ace

r sp.

). O

ther

wis

e, th

ere

is a

risk

that

you

will

not

find

any

lich

en a

t all.

1. C

OU

NT

ING

TH

E N

UM

BER

OF

KIN

DS

OF

DIF

FER

ENT

TY

PES

OF

LIC

HEN

• C

ount

the

num

ber

of li

chen

kin

ds (

spec

ies,

gen

us)

of t

he t

hree

diff

eren

t ty

pes

– cr

us-

tose

, fol

iose

, fru

ctic

ose

(com

pare

with

figu

re b

elow

) on

each

tree

, all

the

way

roun

d th

est

em o

f the

tree

from

0.5

to 1

.5 m

eter

s ab

ove

the

grou

nd.

Cru

t lic

hen

are

flat

and

gro

w c

lose

toth

e ba

se. L

ecan

ora

sp. a

nd P

ertu

saria

amar

aar

e ex

am-

ples

ot t

his

type

.

Leal

lich

en fa

sten

to th

e ba

se w

ithhy

pae-

like

thre

ads.

Hyp

ogym

nia

phys

odes

,P

arm

elio

psis

ambi

gua,

Pla

tism

atia

gla

uca

belo

ng to

this

gro

up.

Leca

nora

con

izac

oide

s

Hyp

ogym

nia

phys

odes

Cla

ss I

norm

al0-

20%

Cla

ss II

dam

aged

40-6

0%C

lass

III b

adly

dam

aged

80-1

00%

Fear

sho

ots

Mai

n br

anch

12

PROGRAMMESAIR QUALITY

Zon

eO

ccur

renc

e of

lich

en

1N

o lic

hens

at a

ll.

2O

nly

som

e lic

hens

sur

vive

- m

ainl

y cr

usto

se o

n th

e lo

wer

tru

nks

and

a fe

wfo

liose

lich

ens

such

as

Xan

thor

ia p

arie

ntin

a

3Bo

th c

rust

ose

and

folio

se a

re f

ound

in r

ough

ly t

he s

ame

num

ber.

Am

ong

oth-

ers

Hyp

ogym

nia

phys

odes

begi

ns to

be

foun

d on

the

tree

trun

ks

4A

lso

fruc

ticos

e be

gins

to b

e fo

und

such

as

Usn

easp

., R

amal

ina

sp.,

Bryo

ria

sp.

• A

sses

s th

e ai

r qu

ality

usi

ng th

e sc

ale

belo

w. Z

one

1 re

pres

ents

hig

hly

pollu

ted

air,

zone

4vi

rtua

lly u

npol

lute

d ai

r.

2. D

ETER

MIN

ING

TH

E D

EGR

EE O

F C

OV

ERA

GE

OF

TH

E LI

CH

ENS

• St

udy

the

cove

rage

in %

of

all t

ypes

of

liche

n –

crus

tose

, fol

iose

and

fru

ctic

ose

– al

l the

way

aro

und

the

trun

k of

eac

h tr

ee.

Find

a p

lace

on

the

trun

k w

here

ther

e is

a s

ubst

antia

l lic

hen

grow

th, a

bout

1.3

met

res

abov

eth

e gr

ound

and

pla

ce t

rans

pare

nt p

aper

div

ided

int

o sq

uare

s, t

o th

e tr

unk.

On

the

pape

rm

ark

the

cove

rage

of v

arie

d ty

pes

liche

n us

ing

a di

ffer

ent c

olou

red

felt-

tippe

d pe

ns. C

ount

the

squa

res

whe

re y

ou fi

nd th

e lic

hen

with

in th

e bo

unds

of t

he s

quar

ed p

aper

. Mak

e th

e te

ston

bot

h si

des

of th

e tr

unk.

Try

to d

eter

min

e th

e pe

rcen

tage

of c

over

age

of e

ach

liche

n gr

oup.

• R

egis

ter t

he re

sults

in th

e ta

ble.

• A

sses

s th

e po

llutio

n zo

ne o

f eac

h in

vest

igat

ion

site

acc

ordi

ng to

the

follo

win

g:

Zon

eC

over

age

of th

e li

chen

s in

%

10

2Le

ss th

an 2

5

3Be

twee

n 25

-35

435

and

mor

e

III T

AR

SPO

T F

UN

GU

S (R

HY

TIS

MA

AC

ERIN

UM

)

EXA

MIN

E T

HE

OC

CU

RR

ENC

E O

F T

HE

TA

R S

POT

FU

NG

US

ON

MA

PLE

TR

EES

Tar

spot

fun

gus

(Rhy

tism

a ac

erin

um)

is a

pat

hoge

n of

the

map

le t

rees

, esp

ecia

lly s

ycam

ore

map

le (A

cer

pseu

dopl

atan

us),

norw

ay m

aple

(Ace

r pl

atan

oide

s) a

nd s

ilver

map

le (A

cer

sacc

har-

inum

). Th

e ta

r-lik

e sp

ot is

a fr

uitin

g st

ruct

ure

of th

e fu

ngus

that

sur

vive

s th

e w

inte

r on

fall-

en le

aves

. For

tuna

tely

, tar

spo

t do

es n

ot c

ause

ser

ious

har

m t

o es

tabl

ishe

d tr

ees.

It

is a

lso

into

lera

nt to

air

pol

lutio

n, s

o it

can

be u

sed

as b

ioin

dica

tor.

• Ex

amin

e th

e oc

curr

ence

of t

he b

lack

glo

bula

r sp

ots

on 1

0 fa

llen

leav

es (i

n th

e au

tum

n) o

fea

ch 5

-map

le tr

ee, n

ot g

row

ing

so c

lose

to e

ach

othe

r, if

poss

ible

in d

iffer

ent p

art o

f you

rlo

calit

y. L

ack

of s

pot s

how

s th

at a

ir is

pol

lute

d.•

Ass

ess

the

air

qual

ity u

sing

the

scal

e be

low

. Zon

e 1

repr

esen

ts h

ighl

y po

llute

d ai

r, zo

ne 4

unpo

llute

d ai

r.

Zon

eO

ccur

renc

e of

tar s

pots

1N

o sp

ots

at a

ll.

2O

nly

leav

es (s

ome

or a

ll) o

f 1 tr

ee h

ave

blac

k sp

ots.

3Le

aves

of 2

-4 tr

ees

have

bla

ck s

pots

.

4Bl

ack

spot

s oc

cur o

n le

aves

of e

ach

tree

.

Bus

h lic

hen

have

a b

ushy

body

and

are

atta

ched

toth

e ba

se a

t asi

ngle

poi

nt.

Bry

oria

ca

pilla

ris,

Usn

ea

filip

endu

la a

ndP

seud

over

nia

furf

urac

eaar

eex

ampl

es o

fbu

sh li

chen

.

Usn

ea b

irta

Tar

spot

on

norw

ay m

aple

leaf

13

PROGRAMMES AIR QUALITY

Date . . . . . . . . . . . . . . . . . . . . . . . . . . School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Class/Group . . . . . . . . . . . . . . . . . . . . . .

Address . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Natural conditions and topographical situation (coastal, inland, mountain, plain) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Possible local source of pollution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

I Fir trees

1, 2, 3. Investigating forest damage in fir trees

Name of the tree (fir, spruce or pine) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

II Lichens

1. Counting the number of kinds of different types of lichen

Name of the tree (English or Latin name) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

The Baltic Sea Project

ESTIMATION OF AIR QUALITY USING BIOINDICATORSTest: condition of fir trees, lichens, tar spot fungus – protocol to be sent to co-ordinator

Tree no. 1 2 3 4 5 6 7 8 9 10 Mean value

1. Needle loss class (1, 2, 3)

2. No. generations of needles

3. Occurrence of fear shoots (1, 2, 3)

Tree no. No. kinds of crustose lichens No. kinds of foliose lichens No. kinds of fructicose lichens Zone

1

2

3

4

5

Mean value zone:

14

PROGRAMMESAIR QUALITY

2. Determining the degree of coverage of the lichen

Name of the tree (English or Latin name) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Mean value :

Zone :

III. Tar Spot Fungus

Name of the maple tree (English or Latin name) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Zone . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

IV. Discussion of the result and the state of the air on a separate paper.

1

2

3

4

5

Total coverage of the whole

overhead film in %

Tree no. Coverage of crustoselichen in %

Coverage of folioselichen in %

Coverage of fructi-cose lichen in %

In spring 2003 the research intocleanness of the air was carried

out on six different cemeterieswhich are located in differentparts of Olsztyn. From each ceme-tery a few trees were chosen andthe specific composition of the li-chens that covered those trees wasresearched. The lichens were fo-und mainly on deciduous trees,seldom and in less quantities onconiferous trees and birches. Spe-cies like: Lecanora sp., Lepraria sp.,Hypogymnia physodes (L.), Physciatenella (Scop.), Parmelia sulcata,Xanthoria sp. (L.) were found ineach area. Most of the cemeteriesfructose lichen Evernia prunastriwas found. The achieved resultsclassify this air to third zone ofsettled scale made by BSP. TheSO2 concentration in the air me-

asured 70 mg/m3 on the Hawk-sworth and Rose’s lichen scale.The least SO2 concetration resi-stant species were found on the

cementery in Gutkowo. This is thewestern area of the city centre.Such a situation appears becauseof majority of western winds,which bring all pollution to theeast. At the cemetery at Sielskastreet (Dajtki) only crustose andfoliose lichens were found and in

less quantities. It shows that thearea is heavily polluted with sul-phur dioxide. Detached housesare main emitors of SO2 in thisarea. For heating the house the in-habitans use materials, which con-tain sulphur. Our research resultsovercup the results of the researchwhich was carried out by Woje-wódzki Inspektorat Ochrony Âro-dowiska w Olsztynie.

Ewa MorawiecPaulina WitortTeacher: Leszek TerleckiIII Liceum Ogólnokszta∏càceim. M. Kopernika10-256 Olsztyn, ul. Sybirakow 3tel. +48 (89) 526-44-22e-mail: lo3@lo3.olsztyn.pl Poland

AIR QUALITY IN OLSZTYN (POLAND)

15

ENVIRONMENTAL HISTORY

ENVIRONMENTAL HISTORY WORKSHOP - REPORT AND EVALUATION

The Workshop took place in Jan IIISobieski Castle in Rzucewo from 16October – 19 October 2003. Thirtyeight teachers from twenty five BSPSchools participated in the Confe-rence. One of the three topics cove-red during the Conference wasEnvironmental History (EH) whichmeant to prepare and encourage te-achers to start working on the pro-ject.Environmental History Workshopwas prepared and led by Mrs. Kata-rzyna Zabicka. The workshop wasdivided into three parts. First partdealt with the subject of studies ofEH. Second part covered both me-thodology of preparing BSP projectin general and EH. Third part wasthe practical usage of the knowled-ge we acquired. In the meantime“Learners’ Guide no.5 Baltic 21”was introduced to the participants.Practical part meant dividing eachgroup into subgroups according tothe type of school teachers wereworking in. The aim that each teamfaced was to create an exampleoutline of the future project basedon EH. Demands for team work were:– find local problem/conflict– determine the field of problem– define the field of research– demands to the product– define the fields of study– prepare timetable – presentation– connection(s) to the national cur-

riculum. After hard and longitudinal workteams worked out the following ide-as for projects:– Primary Schools: Dogs in big ci-

ties, Pollution caused by industryin our area,

– Lower Secondary School: Resultsof feeding swans in Kolobrzeg,Garbage in households,

– Upper Secondary School: Eutro-

phication of lakes, Revitalisationof rivers, Supermarkets versussmall shops.

We decided to present one of pro-jects from Upper Secondary School:1. The aim of the project: Improve-ment of water quality of the river:• recognition of river water condi-

tion – present,• determining of sources of degra-

dation – past and present, • looking for a way of improving ri-

ver water quality for the futuregenerations,

2. The field of research: the impactof urbanized areas on biodiversity,physical and chemical characteri-stics of river water (smell, look,extinction of life in water, lack ofbirds, contamination of water, pro-tests of society).3. Demands to the products:• participation of teachers of chemi-

stry, biology, geography, history,English, German, Computer Stu-dies,

• several outdoor activities,• using of different sources of infor-

mation: data searching, data selec-tion, data processing,

4. Fields of study: analysing of wa-ter quality, interpretation of results,5. Timetable: • Week 1 - 3: preparatory work, cre-

ating group, finding the pro-blem/conflict,

• Week 4 - 6: making a list of activi-ties for students and for teachers,

• Week 7 - 27: research, looking forinformation sources in connectionwith history of the problem, pro-cessing of results, analysing andsegregation of information, prepa-ring of presentation, translating,multimedia processing,

6. Presentation,7. Connection(s) to the national cur-riculum: biology, chemistry, ecolo-gical path, geography, history, fore-ign languages.All projects presented above areeither in progress or are to be star-ted.Feedback:Participants felt that during theworkshop they had the opportunityto:– enrich their knowledge of how to

work on BSP projects,– systemize their information about

Environmental History,– get interested in EH, – be prepared to work with project

on EH,– exchange knowledge and expe-

rience of their up until now work.Conclusions for the future work we-re that seminars should be:– more specific due to being general

they lack time for thorough pre-sentation of each and every theme

– organized more often – at leasttwice a year.

Polish team:Anna Adamczyk Michal AugusiakElzbieta GrzybekIwona Konopnicka-JuszczykAgnieszka MachalskaDorota MrozBarbara TokarskaKatarzyna Zabicka

PROGRAMMES

Jolanta Mol and Anna Strykowska

16

ENVIRONMENTAL HISTORY

InMay a new book, number sixin the Baltic Sea Projects Le-

arners Guide series, will appear -Learning from Environmental Historyin the Baltic Countries. Environmental History has beena programme in the Baltic Sea Pro-ject since 1995. We have developeda special approach to investigationsof peoples’ relationship to nature inthe past. Words such as “conflicts”,“chronology” and “actors” havebeen used frequently. Our main go-al is not better historical knowledgeper se. It is rather that the studentsare able to develop an “action-competence” by discovering thattheir present environmental situ-ation is the result of what real, onceliving, people have done in thepast. We can summarise and gene-ralise what these people did in pro-cesses such as “industrialisation” or“urbanisation”. However it is stilla matter of what real people, offlesh and blood so to say, did in ourown home-town. When they madedecisions about the future, they de-cided over our present situation.And this is just what we do today.We are the history for the peoplecoming after us. In this sense weare created by history and we our-selves create history. When we talkabout our common environmentthis is quite obvious.

Start from contemporary questionsWhen students raise contemporaryquestions and then go on to workwith the history of the physical arti-facts in their own local society, theycan understand how and why theywere built. When students workwith the creation of industrial land-scapes in Norrköping and Gelsen-kirchen, they can understand thechanges that industrialisation bro-ught to real people a hundred years

ago. But these changes were of dif-ferent kinds for different groups.This was discovered by the stu-dents at Kungsholmen who stu-died the building of the sanitationsystem in Stockholm in the late1800s and its impact on water bor-ne diseases and mortality. Somegroups benefited from the changesbrought about by industrialisation,others did not.

Investigate conflictsConsequently conflicts arose. Howcan we see the traces of these con-flicts between different groups inour society today? When studentswork with the oil-shale industry inKohtla-Järve or the changing natu-ral environment in the coal-miningarea of Katowice, they can under-stand that the use of our natural re-sources gives rise to conflicts. Butconflicts may also evolve out of theway in which we use our naturalheritage as a source of history, a ty-pical conflict between cultural con-servation and environmental pro-tection. This conflict was investiga-ted in the famous Nydam mooroutside Sönderborg.

Use chronologyWhen studying these changes andconflicts, it is important to usechronology. An explanation of thecauses and effects of differentchanges has to be accompanied byan analysis of the impact of politi-cal and economic events outsideour own local society. When stu-dents studied the changing use ofthe natural environment in a localfarm in Vecpiebalga chronological-ly over a period of 120 years, theyunderstood the connections to themajor political changes that tookplace during the same period inthis area. It is evident from thelandscape that these political chan-

ges impacted on the natural envi-ronment. This was also understo-od by the young children in Ma-staiciai who discovered that therewas only one old oak in their fo-rest surrounded by younger trees.They also used their knowledgeoutside school when they carriedout an inventory of similar old tre-es in other forests in the neighbo-urhood, in order to push for theirprotection.

Networking for environmentNetworking is the basic principle inthe Baltic Sea project. The argumenthere is that by studying similarthings in different places and thencomparing the results you can di-scover new features and draw newconclusions. This is also the mostimportant challenge for the Envi-ronmental History programme inthe BSP. A good example of this ap-proach is the study of the fresh wa-ter pearl mussle in Pedersöre andthe students cooperation with stu-dents in Hudiksvall. When theycompared their results, they wereable to draw new conclusions abo-ut their own situation.

Environmental history and historical consciousnessWhen we try to understand ourpresent environmental problems,we interpret what has happened inthe past. Today we are aware thatthese problems are not only acci-dents caused by lack of knowledgeor disregard. They are structuraland built into the systems and the-refore a product of our history. Wemust interpret the past, to under-stand the present in order to deve-lop a competence for future action.This is usually called historical con-sciousness. That is why we workwith environmental history in edu-cation.

LEARNING FROM ENVIRONMENTALHISTORY IN THE BALTIC COUNTRIES

PROGRAMMES

17

Multitude of approachesThe book contains examples takenfrom school projects concerningenvironment and history carriedout in the nine countries around theBaltic Sea. They are very differentand mirror the complexities inhe-rent in our perceptions of environ-ment and history. Some of them le-an towards existential values, wor-king with local history and envi-ronment as a part of the students’identity. Some of them are more di-rected towards natural science,starting with investigations of pol-lution and the biology of certain

species. Some have a very clear so-cial history perspective while oth-ers adopt a political or economic hi-storical perspective. Each of the dif-ferent projects starts with a short in-troduction, offering suggestions asto how the article in question couldbe related to the concept of envi-ronmental history.

The goal - competence for future action.Our ambition in the EnvironmentalHistory programme in the BalticSea Project has never been to forceschools to carry out uniform pro-

jects, but to encourage networkingand diversity. At the same time ho-wever, we have tried to encouragecertain concepts of environmentalhistory in practical use. This is be-cause we are convinced that thisconcept, used in different ways,will help our students to achieveour goal - to develop a competencefor future action.Environmental History Programme co-ordinator: Mr Dr Per EliassonSenior lecturer in Environmental HistoryLäratutbildningen, Malmo HögskolaS-205 06 Malmö Tel.: +46-40 24 0006e-mail: per.eliasson@lut.mah.se

ENVIRONMENTAL HISTORY

LEARNING FROM ENVIRONMENTAL HISTORY

What? Students working with environmental history start from current environmental questions - they don't study the past independent from the presentStudents working with environmental history start from conflicts about the environment- they are thereby able to avoid both a one sided natural science, as well as a moralistic,

perspectiveStudents working with environmental history start with studies of the local environment inorder to draw conclusions about other areas from their results- they don't start with the great trends in world history in order to illustrate them on a local

scale

How?Students working with environmental history can accomplish practical results- they don't only use their results inside the school but present them to the community in

order to change the situationStudents working with environmental history use chronology as an important tool both inexplanations and in narratives- they are consequently able to avoid treating questions as ”eternal” and without any histo-

rical context

Why?Students working with environmental history have a perspective of the future that allowsthem to develop a competence for future action- they are not just satisfied with a better understanding of the present situation

PROGRAMMES

18

ENVIRONMENTAL HISTORY

Katowice aglomeration is thearea lying in the central part

of Silesia. It is 1237 km2 with a po-pulation of 2.1 mln. It is a poli-cenrtic conurbation including se-veral towns with industrial ori-gins. The present shape of Kato-wice aglomeration is the result ofintensive industrial processes anddynamic urbanization, datingfrom the beginning of the 19thcentury. Katowice aglomerationis the only area of this type in Po-land, where on relatively smallarea there is a big concentrationof industry. The towns whichform Katowice aglomeration are:B´dzin, Bytom, Chorzów, Cze-ladê, Dàbrowa Górnicza, Jaworz-no, Katowice, Knurów, Mys∏owi-ce, Piekary Âlàskie, Ruda Âlàska,Siemianowice Âlàskie, Sosnowiecand Zabrze. All these towns com-prise on so called Upper SilesianIndustrial Area (GOP). In the cen-ter of this aglomeration lies Cho-rzów the town which was calledKrólewska Huta. (Royal Factory)in the past. Chorzów one of thebiggest towns of Black Silesia, liesin the central part in the north ofUpper Silesia.The most important water struc-ture is the Rawa, running thro-ugh the southern part of thetown. It is about 12 km long. Theaverage annual temperature inChorzów is 7,7 st. C. The annualrainfall is about 730 mm. Thewinds usually blow from south –west. The sun shines about 4 ho-urs a day on average, and thereare about 100 sunless days ina year. The pollution from indu-strial plans affects the climate ina negative way. The soils appe-aring in the Chorzów area areconnected with ice formations.They are rather poor within Cho-

rzów itself. The air is intensivelyexploited mainly by the industry.The history of the area where Ko-Êciuszko ironworkss were builtgoes back to the Medieval Ageswhen the surroundings of to-day’s Chorzów were the part be-longing to the Vistulans. Sincethen the land changed hands andrulers until it was destroyed bythe Tatars. Only then, in 1257 itwas decided that the village sho-uld be rebuilt and populated aga-in. In the 13th century farmer’s re-surections opened the way fordevelopment of industry. Richand easy to explore resources ofcoal, as well as progress in mi-ning technologies strted invest-ment and quick profits. In 1822the Royal Factory (as it was thencalled was opened). In 1822 the first mining settle-ment was founded and namedRoyal Factory. The I World War stopped furtherdevelopment of the town. In theyears 1797-1802 the factory wasthe largest ironworks in Europe.The settlement which was builtnext to it had 110 houses and 778in habitants in the year 1840. The

industrial development was real-ly fast. The settlement grew lar-ger and finally Chorzów receivedtownship rights. In 1870 therewere 19000 inhebitants. After1945 the industrial plants weredeveloped and new housing esta-tes were buit together with shop-ping facilities, services and cultu-ral facilities. In the 60`s, thanks toMr. Zi´tek, a huge park of 600 hawas built, which serves as a re-creational area both for Chorzówand Katowice until now. Thetown of Chorzów can be proud ofbeautiful historic buildings, espe-cially those which come from thefirst half of the 19th century andfrom the period of secesion. Roy-al Factory, today called KoÊciusz-ko, was the second biggest andmost modern in Upper Silesia aswell as in Europe, was exeptiona-ly useful during the Napoleonicwars for Prusia. It supplied thePrusian army with guns and bul-lets. Since 1830 the factory was atits best and especially one man,the factory inspector Mr. Eck,overcame many difficulties bymaking new inventions and im-provements.

THE HISTORY OF THE AREAKOÂCIUSZKO IRON PLANT (POLAND)

PROGRAMMES

19

ENVIRONMENTAL HISTORY

The years 1858-1861 brought cri-sis in mining and iron industryand KoÊciuszko ironworks wasnot an exception. In 1871 Share-holding Society is founded inBerlin and the plant has its revi-val. The plant produced elementsfor bridges, railway carriages andiron constructions in many of itsspecialized parts. During the warthe factory started producingwheels what became useful afterthe war when the plant receivedmany profitable orders. Betweenthe wars the factory was being

modernized and newly equip-ped. In some parts of the factoryproduction had doubled. Ko-Êciuszko ironworks had a greatinfluence on the rebuilding of thecountry after the war. Again in1945 it is modernized and recon-structed to suit the needs of thehard times. With the help of So-viet Union and Czechoslovakiatwo new fully, automatized, fur-naces are installed. This strengh-tenes the position of the factoryand its role in the development ofPolish industry.

KoÊciuszko Iron-works exports its pro-ducts to 20 countries.The industrial deve-lopment of this regionbrings bigger and big-ger numbers of wor-kers to Silesia what inconsequence beginsto change the existingworkers settlementsinto big towns. Thefactory is 200 yearsold. In 1989 it was puton a list of 80 mostpolluting organismsin the country. In theyears 1989-1995 it un-

derwent the necessary recon-struction what found approval ofall the authorities responsible forthe well - being of the region. Sin-ce 1994 the inhabitants have notcomplained about the pollutionsemitted by the factory. In the year2000 the factory was divided intotwo separate plants: KoÊciuszkoand Royal. The Royal factory issolely productive plant, whereasKoÊciuszko deals with renova-tions and media supply. Thechanges which took place in the90s mean that water is pollutedby communal wastes rather thanindustrial activity of the factory.The improvement of the ecologi-cal, industrial and social situationis the condition which the regionof Katowice aglomeration has tofulfill in oder to become a realmember of the European Union.

Student: Kamil Kowalik, Teacher: dr Jolanta Mol.II Konopnicka Secondary School,ul. G∏owackiego 6 Katowice, POLANDtel. +48 32 251 73 34web: www.nasza-szkola.pl

PROGRAMMES

20

LANDSCAPE PARK OF THE BESKID OF MYÂLENICE

During the tenth conference ofthe Polish schools BSP UNE-

SCO, which took place from 16th

to 19th of October 2003 in Rzuce-wie near Gdaƒsk, we joined theEnvironmental history program-me with a complete project, whichis aimed at establishing a landsca-pe park in the surrounding area ofMyÊlenice. The Beskid of MyÊlenice, which in-cludes four mountain ranges: theBarnasiówka, the Babica, the Ko-skowa mountain and the Lubomirand ¸ysina range, is full of uniquelandscape qualities. The landscapemainly consists of the qualities ofliving nature (among others; a lar-ge number of vascular plant spe-cies, forests, fallow-deer), qualitiesof inanimate nature (among oth-ers; sandstone monadnocks, calledthe Devil’s Stones), qualities of cul-tural environment (among others;cemeteries from the First WorldWar, wooden monuments – chur-ches, manor-houses, a synagogue). It is observed that natural envi-ronment has been considerablydevastated by many negative fac-tors caused by the growing touristcommotion (among others; moreand more litter is found in the up-permost and dorsal areas of themountains, disadvantageous in-fluence of the natural calamityarea – Cracow agglomeration,proximity of the currently moder-nised Cracow-Chy˝ne highwaywhich causes the contamination ofsoil with heavy metal compounds,the considerable increase of noise,excessive deforestation and cha-otic summer-resort developmentof building grounds in the well-head areas of rivers and springs.The final result of this is the sewa-ge contamination of the last sour-ces of drinking water. It is not our goal to close the Be-

skid of MyÊlenice. We believe thatit should be more accessible to pe-ople who search for active rest andfor average tourists (pedestrians,cyclists). The postulate to introdu-ce protection – through establi-shing a landscape park – also invo-lves launching resources in orderto create a particular tourist andrecreation infrastructure (parkinglots, camping-sites with sanitaryauthorities, information boards,a web of routes for cycling, andbackpacking with antirust surfa-ces, skiing tracks on the Che∏mmountain and service-gastronomybase of supplies, scenic points on

the highest mountain of Lubomir,pavilions with regional publica-tions, periodic folk and touringventures. Every tourist or a holi-day-maker shall be a welcome gu-est in this park – the nature, whichis going to be aided without dama-ging the already impoverishedsubstance shall be the host itself. Our initiative has been supportedby the municipal authorities. Themayor of MyÊlenice adresseda proper appeal to all involved pa-rishes: Pcim, Tokarnia, WiÊniowa,Lubieƒ, Su∏kowice, Dobczyce. On-ly three of them answered by sen-ding their opinions to MyÊlenice.Here are their excerpts: The Department of the Administra-tion of the Pcim Parish informs thatthe project of establishing a landscapepark has been presented, in order toget an opinion, to the Commission ofAgriculture Forestry and Environ-mental Protection of the Pcim Town

Council. The project was also presen-ted during rural conferences – the at-titude of the inhabitants and Commis-sion was negative. WiÊniowa Parish: (...) currently wecannot assume an attitude towardsestablishing of the landscape park ofThe Beskid of MyÊlenice, because itrequires direct consultation with theinhabitants during rural conferences. Su∏kowice Parish: (...) the plan of es-tablishing the landscape park of TheBeskid of MyÊlenice is a great ideaand it has our Parish’s full support.In the times of high degradation of thenatural environment separation of thearea that includes unique natural,culture and historical qualities will al-low us to break away from grim reali-ty and enjoy the treasures of the natu-re to the full.Currently, after administrationalchanges in our country, the wholeof the landscape park, which isnow being designed now, lies wi-thin the boarders of administrati-ve district of MyÊlenice. Howeveradequate decisions are up to theprovince administration. It cannotbe however one-man decision ofthe voivode currently holding anoffice. More consultations with the inha-bitants and the involved parishesshould take place. A special pleni-potentiary for the matter of thelandscape park should be appoin-ted in order to take over activitiesthat so far have been run by My-Êlenice parish, and he also shouldbe a causative factor of furtherpronouncements in this matter. Special attention should be drawnto the management, tourist and re-creational utilisation. A very inte-resting outlook is unfolding hereespecially in the context of ecoto-urism and agrotourism which arevery popular all over the worldnow.

ENVIRONMENTAL HISTORY PROGRAMMES

21

ENVIRONMENTAL HISTORY

The match factory is situatednot far away from the center

near the railway track Warsaw –Vienna. It is the oldest factory inCz´stochowa founded in 1882.From 1882 to 1902 an enormousgrowth of production was obse-rved. This was caused by favora-ble conditions such as: growingdemand for safety matches, lackof competitive factories and tsaristauthorities policy aiming to thedevelopment of match produc-tion.In the 1884 the match factory gavethe jobs to 7,51 percentage of pe-ople in the whole Cz´stocho-wa's district.In the year 1913 The Match Facto-ry in Cz´stochowa was damagedby the fire. Then it was moderni-zed and adapted to modern pro-duction. In the interwar period theextent of production depended onthe outlet and owners’ policy.Matches of Cz´stochowa couldhave been purchased in the wholecountry. But they were also expor-ted to Germany, Russia, the Ne-therlands, France, Belgium andBalkans. Before the First World

War the factory was one of themills with the highest number ofworkmen in Cz´stochowa. In thefirst year of the First World Warmill was producing commodityusing reserves placed in wareho-uses. When the reserves run out,the factory stopped functioning.The production was started againin 1919. Thorough repairs weremade and in 1920 the match facto-ry gave job to 600 people, mainlywomen.In the thirties the factory extendedthe assortment of matches. To common white matches (48matches a box) joined white im-pregnated and luxury matches(packed 43 a box). In 1937 factorystarted producing red impregna-ted matches and illustrated ones. The difference between them wasthe size and the colour of substan-ce used to striking matches. During the Second World War thegreatest growth of production oc-curred, because the match factorywas producing huge orders to ar-my and German administration.So, the war didn’t affect the situ-ation of The Match Factory in Cz´-

stochowa in any serious way and250 people were working there. Nowadays production process inthe Match Factory in Cz´stochowalooks approximately in the follo-wing way: aspen tree trunk isunloaded at loading platform,after this the bark is removed andthe machines cut wood into shortblocks. Blocks are sliced and trans-formed into sticks.Afterwards they are impregnated,dried, polished and classified. La-ter sticks go to the automatic ma-chine, which parafines the sticks’endings and dips it in match-mass, to form the head of thematch. After drying the match isready. Boxes are made of cardbo-ard. Reams of cardboard are cutby the latest machine, which givesthem a box shape, prints the labelsand covers the sides with red pho-sphate.At present in the factory employsstaff of 100 people.

School coordinator: Lena CzajaZespó∏ Szkó∏ im. J. Kochanowskiegoul. Warszawska 142, Cz´stochowa,Poland

POLISH MATCH FACTORY IN CZ¢STOCHOWA

The first can be defined as a few-day or even a few-hour excur-sions, of small groups of touriststhat are interested in the observa-tion of the wildlife, into the coun-try. The second is a traditional andvery well known form of holidaymodified only in the area of finan-cing or self-financing, because in-habitants of cities pay for their ac-commodation in the country hel-ping their hosts with the harvestor potato lifting. The most impor-tant directions of the developmentof the park – apart from ecoto-urism and agrotourism – areexploitation of the forest resour-ces, hunting, fishing, healthy food

production, artistic craft, handi-craft and art. Soon it may becomethe main source of income for thelocal inhabitants. I believe that the Parishes of the re-

born administrative district of My-Êlenice can afford a decision thanksto which our grandchildren andour grand grandchildren will be

able to admire the mountains ofMyÊlenice not only in the virtual re-ality of old photographs, but usingmodern technologies of environ-mental protection in a natural form.We hope that after the publicationof this short text in the BSP bulle-tin, our parishes from the admini-strative district of MyÊlenice willbe able to afford a decision.BSP co-ordinator: Mgr Dariusz DylàgComplex of Secondary Schools 8 Jagielloƒska Str. 32-400 MyÊlenice, Polandtel. 0048 (012) 274 00 70jacekslosarz@almalo.edu.plalmanet@almalo.edu.pl

PROGRAMMES

22

BIRD ECOLOGY

Upper Silesia is a region of So-uth Poland with a population

of over 3 million. The biggest cityof the region is Katowice, with itsthousands inhabitans. This part ofmy country is usually associatedwith highly polluting industry li-ke coal mines an ecological disa-ster and steel factories which cau-sed during the last decades. In thiswork I want to present another fa-ce of Upper Silesia. Apart from theindustrialized terrains, the regionprovides good habitat for manyrare kinds of birds. Over 300 spe-cies were observed here (over 70%stated in Poland), from which abo-ut 200 kinds are nesting. One of the most important, fromthe ornithological point of view,places of the Upper Silesia are fishponds situated in the Valley ofUpper Vistula, the longest Polishriver. Disappearance of naturalwater-marshy areas and swamps,caused mainly by the drain ageprocess, has led to the loss of ma-ny natural bird habitats in Polandand all over Europe. In this situ-ation the mentioned complex offish ponds has a significant me-aning for various rare water birdspecies and has become an impor-tant place of their breeding andstops during spring and autumnmigrations. The Valley of the Up-per Vistula comprises 130 tho-usands ha, 8% of the area are wa-ter reservoirs. There are 80 com-plexes of fish ponds and big Go-cza∏kowice water reservoir (3200ha), where birds find good condi-tions. Species endangered in Euro-pe, nest here quite commonly:Red-necked Grebe (Podiceps grise-gena), (it is estimated that at least1% of European population nesthere), Bittern (Botaurus stellaris),Little Bittern (Ixobrychus minutus),Redshank (Tringa totanus), Whi-skered Tern (Chlidonias hybridus),Night Heron (Nycticorax nyctico-

rax) (almost all Polish population),Little Crack (Porzana parva), Ferru-ginous Duck (Aythya nyroca). Lastsummer a bird sensation was ne-sting of Avocet (Recurvirostra avo-setta) on the Gocza∏kowice rese-rvoir. You can also see White-ta-iled Eagle (Haliaeetus albicilla) andmany other predators gratefullysailing on the sky: Honey Buzzard(Pernis apivorus), Sparrowhawk(Accipter nisus) or Marsh Harrier(Circus aeruginosus) Birds preferthe Valley of the Upper Vistula,because of an abundance of foodand good nesting places. To pro-tect, this important for all Europearea, a sensible fish farming andcooperation between fishermenand ornithologists are needed. In the agriculture areas of UpperSilesia you can also find intere-sting kinds of birds. Open terra-ins with groups of bushes andtrees are favoured by Shrikes (La-nius). Its European populationquickly decreases. Red-backedShrike (Lanius collurio) and thebiggest shrike — Great Grey Shri-ke (Lanius Excubitor) are stated asbreeding species. Two others,Woodchat Shrike (Lanius senator)and Lesser Grey Ghrike (Laniusminor) are extremely scarcelymet. Agriculture in Upper Silesiais mostly extensive what is con-ducive to a lot of species e.g.:Whitethroat (Sylvia communis),Pheasant (Phasianus colchicus),Partridge (Perdix perdix), Kestrel(Falco tinnunculus). Noteworthy isthe high population of Buzzard(Buteo buteo), what is a result ofprotecting activities taken in thesecond half of 20th century. Buz-zards play an important role in li-miting population of numerousrodents.Next area that provides great con-ditions for birds is the BeskidyMountains. These medium high,but wooded mountains border

with Upper Silesia from the So-uth. The vast, virgin forests areshelter for such endangered spe-cies like Capercaillie (Tetrao uro-gallus) and Black Grouse (Tetraotetrix). Drumming of woodpec-kers can be often beheard amongforest silence: Black Woodpecker(Dryocopus martius), Grey-headedWoodpecker (Picus canus), GreatSpotted Woodpecker (Dendrocoposmajor) and a specially interestingand rare Three-toed Woodpecker(Picoides triadactylus). Grey Wag-tail (Motacilla cinerea) and Dipper(Cinclus cinclus) live in turbulentmountain rivers. Upper Silesia is one of the regionsin Poland where changes to theenvironment, introduced by man,are most advanced, but duringlast 10 years situation the becomemuch better. Emission of toxic sul-fur dioxide (SO2) and heavy me-tals has been significantly reducedand many activities protecting theenvironment hae been taken. Thegreat diversity of habitats makeUpper Silesia an area, which isworth special care. There is a needof further efforts aiming to main-tain the situation of reasonableequilibrium between the economi-cal development and saving of thebiodiversity.The Mentioned birds form onlya small part of species you can ob-serve in Upper Silesia. Many ofthem have already died out inother regions of Europe.

Student: Krzysztof Szade e-mail: kszade@poczta.onet.plwebsite: www.foto-szade.prv.pl Photos: Krzysztof SzadeTeacher: dr Jolanta MolSchool: Upper Secondary Konopnicka School Ul. G∏owackiego 6 40-052 Katowice, Poland website: www.nasza-szkola.pl

BIRDS OF UPPER SILESIA – POLAND

PROGRAMMES

23

BIRD ECOLOGY

Photo captions:1. Buzzard (Buteo buteo)2. Whitethroat (Sylvia communis)3. Great Spotted Woodpecker

(Dendrocopos major)4. Red-backed Shrike male

(Lanius collurio)5. Grey Wagtail (Motacilla cinerea)6. Yellowhammer

(Emberiza citrinella) 7. Mute swan (Cygnus olor)

All photos by Krzysztof Szade

1 2

3

6

4

5

7

PROGRAMMES

24

BIRD ECOLOGY

School Ornithological Club “IBIS”from Miechów, Poland.Our main task since the year 2000has been counting young whitestorks in their nests. The Whitestork Ciconia ciconia is a perma-nent element of Poland’s pictureand typical feature of agriculturallandscape. According to informa-tion provided by Polish Associationof the Friends of Nature “pro Natu-ra” Polish population of storks is es-timated at more than 40 000 pairs.They favour north-eastern Polandwhere population density variesfrom 20 to more than 40 pairs per100 square kilometres. In our re-gion- southern Poland the density ismuch lower and varies from 0 to 10pairs. In the year 2000 we checked25 nests, in 2001 it was 47, in 2002 itwas 42 and in 2003 again 47. Somenests were abandoned, in some ofthem there were no young storks sothe average amount of young storksfrom the nests with the hatch wererespectively: 3 ; 2.2 ; 2.6 and 2.8.

We also count birds every autumnon their way to wintering areas, asa part of international counting, or-ganised by BirdLife International. Inthe year 2002 we noticed 1800 birdsfrom 60 species. The rarities were:Great white egret – Egretta alba ,Little stint – Calidris minuta andWigeon – Anas penelope. In theyear 2003 we observed 2537 birdsfrom 56 species. That time raritieswere 40 individuals of Curlew –Numenius arquata, Grey plover -Pluvialis squatarola and Pintail –Anas acuta. Every year we count

birds on the fish ponds in Nadni-dziaƒski Landscape Park, which aresituated near the medieval town ofWiÊlica 60 kilometres from Miechow.Last year we started the water birdstudies in our region as a part ofBSP programme – Bird Ecology. Wedid our midwinter counting as wellas spring counting. The first one to-ok place in Cracow, on the VistulaRiver. It was on 11th of January. Theweather was perfect, 12 degrees be-low zero, sun was shining and thevisibility was good. We covered thedistance of approximately 7 kilome-tres and 3264 birds were counted,mostly Black-headed gulls – Larusridibundus, Mallards – Anas platyr-hynchos and Mute swans – Cygnusolor. Birds were fed by the Cra-cow’s citizens. Rarities were a pairof Goosander – Mergus merganser,two males of Scoup – Aytha marilaand male of Mandarin duck – Aixgalericulata which probably hadescaped from the ZOO.

The second one was on 11th of Mayon the fish ponds. Among manycommon species were two very ra-re. The first one was Shelduck – Ta-dorna tadorna which population inPoland is estimated at 120 – 140 pa-irs. We saw only a male, so we arenot sure whether they are breedingthere or not. The second one wasRed-crested pochard – Netta rufinawhich population in Poland, accor-ding to “Polish Red Data Book ofAnimals”, is estimated at 15 – 20 pa-irs. One pair breeds on these ponds. In April nests colonies of Rook- Co-rvus frugilegus were counted. Thisbird is an indicator of agriculturallandscape. Our joining the Europe-an Community will be connectedwith higher use of fertilizers, weed-

killers and insects exterminants.That’s why it was so important to co-unt all colonies earlier. We found inour area 13 colonies with 763 nests.On 31st of January we were coun-ting again wintering water birds inCracow on Vistula River. This yearthe weather conditions were not assevere as they were last year. The ri-ver wasn’t covered with ice at alland the air temperature was higher.Most winters fish ponds and dam-reservoirs freeze up. As a result,such water bodies are suitable onlyfor irregular wintering. The mainexception is Vistula River which ge-nerally doesn’t freeze up, especiallythe urban part in Cracow. This timethe number of birds observed waslower, because other water bodieswere also free from ice. 1897 birdswere counted, mostly Black-headedgulls – Larus ridibundus - 605, Mal-lards – Anas platyrhynchos - 530and Mute swans – Cygnus olor -439. Some of them had yellow neck-bands.

Birds were fed as usual by the Cra-cow’s citizens. Rarities were a groupof thirty Cormorants – Phalacroco-rax carbo and a male Goldeneye–Bucephala clangula.Last but not the least is our coopera-tion with a local newspaper. I writearticles referring to our work or de-aling with current ecological pro-blems – for example: poachers or airpollution. Teacher: Andrzej ÂliwiƒskiStudent: Piotr NowakLO im. T. KoÊciuszki, ul. M. Konopnickiej 232-200 Miechów, Polandandrewsl@wp.pl

FROM STORKS COUNTING TO BSP

Counting water birds in Cracow on Vistula River. Andrzej and Piotr

PROGRAMMES

25

PROGRAMMES COAST WATCH

MUTE SWAN MONITORING

For a couple of years our scho-ol ornithology club has been

co-operating with Polish-wideSociety of Bird Protection inGdaƒsk the Ornithology Rese-arch Institute and the Polish Sec-tion of Swan Research at The Po-lish Academy of Sciences inGdaƒsk.One of the very importantaspects of our work is watchingringed swans. The aim of birdmarking is to find out detailsconcerning birds’ biology: theirlifespan, migration times and ro-utes, winter sites and others.Ringing for scientific goals wasinitiated in Europe in 1899. ThePolish ringing centre was set upin 1931 and now it is located inGdaƒsk.So far about 20000 swans havebeen ringed with standard alumi-nium rings. Out of those 1000 ha-ve been banded and about 1500marked with plastic leg rings.Aluminium rings always havetwo letters and four figures, ie:AS 1404, AC 1636, AP 4971

Colour marking (bands and legrings) makes it much easier toidentify birds on water reservo-irs. Poland, Germany and coun-tries to the south of Poland useyellow rings. Scandinavians, Li-thuanians, Latvians and Esto-nians – blue and the urban popu-lation of mute swans in Copenha-gen – red ones.

Plastic bands and rings have twoletters and two figures, ie: FM 01.We record the number of swans inthe coastal area, get symbols fromthe rings and send the data to theringing station which gives us fe-edback including among others:– name of species and strain– sex and age

– date and place of ringing– precise co-ordinates– name of person who did the

ringingWe open a file on each markedswan in our area in which we re-cord the cases (dates) of its appe-arances. We have got more than70 files of that kind. The numberir still rising.On the beaches in Ko∏obrzeg youcan see swans which were ringedin Gdynia, Szczecin or fish farmsin the south of Poland. But mostof the swans have been markedin Ko∏obrzeg.They stay here all year. Some ofthe swans have been noticed atour place only once but most ofthem have been here for a coupleof years.The project is still carried on.

The pictures taken by student Szymon Sad∏o.Maria AdamiakAndrzej Kropid∏owskiZespó∏ Szkó∏ nr 2, Ko∏obrzegPoland

COASTAL OBSERVATIONS ON THE ISLAND OF SAAREMAA, ESTONIA

On 27 September 2003 the stu-dents of the science classes

(10b, 11b, 12b) of Saaremaa Co-educational Gymnasium carriedout a series of coastal observationsby the Veere Bay along the nor-thern coast of Saaremaa – Esto-nia’s largest island. Saaremaa Co-educational Gymnasium has beena member of the Baltic Sea Project(BSP) since 1991. The field trips we-re supervised by our biology te-achers, Mrs. Inge Vahter and Mr.Mart Mölder. In September we ha-ve a traditional two-day camp by

Lake Sarapiku for the students ofscience classes. The first evening inthe camp is spent by the camp fire,we get to know each other, singand play games. The following daywe observe and explore the coast.We do research in three stages: thefirst stage is the preparatory stagetaking place prior to the field trip.The teachers explain the studentsthe aims and methods of observa-tion. The second stage is made upof observation sessions during fieldtrips. During the third stage of theresearch project, the students of

Form 10 and Form 11 prepare re-ports on their observation resultsand present them to their fellowstudents.In the morning of day two 40young researchers were taken tothe Bay of Veere. The coastline tobe studied was 6.5 km long andabout 10 metres wide, extendingfrom the sea to the steep coast. Thestudents formed 13 groups, eachgroup studying a 500-metre-longstrip of gravely and shingle shore.The first groups (including the au-thors of the present account) star-

26

COAST WATCH

ted their field study in the vicinityof the Veered port, which is a majorfishing and trading port on Saare-maa Island. There have been plansof building a deep-sea port at Ve-ere, though it is more realistic thatthe location of the new port will besome kilometres away at Küdema.The observations were carried outin keeping with the BSP internatio-nal coastal observation guidelines.Our task was to establish whichplants were growing in the obse-rvation area. Zostera marina, algaeand other plants were found. Wealso had to find the length of Fucusvesiculosus, to make sure if the al-ga was growing on the substrateand of any other algae were gro-wing on the plant. The instances ofinflorescence of the algae were alsorecorded. The coastal fauna and thetraces of their activity were studiedas well. We also monitored theamount of rubbish and pollution inthe observation area. The coast wasrather littered, mostly with plasticbags and bottles, metal and glasscontainers; occasionally one couldalso come across of a boot, a pair of

socks or tights, a car tyre, tubes,cardboard packages, aerosol conta-iners, filling and insulation mate-rials. The students of form 12 ga-thered the rubbish into big plasticbags and we took it to special con-tainers in Veere port.The final stage of our research, i.e.,group presented the results, con-clussions we explained our to otherstudents. Each group had gatheredsome interesting specimen charac-terising their observation area: sto-nes with fascinating patterns andfossils, feathers, an Aurelia, a canwith bottle corks, objects coveredwith Balanus. The students discus-sed the current and future state ofthe region considering the vicinityof the port and the shipping route.They brought out several factorsendangering the coastal environ-ment, such as erosion, constructionwork, litter, and oil spill. The cur-rent state of the coast was still esti-mated to be good. The water wasclean and transparent, algae werefound in that part of the bay thatcuts deeply into the land.Other students mede individual re-

search in some other coastal re-gions of Saaremaa County. October3rd 2003 students studied a 500-me-tre-long area at Kallaste harbour,Muhu Island. September 26th 2003, 6students observed the coast of Ku-ressaare Bay along a 2500-metre co-astline. September 28th a student lo-oked through 500 metres of theKaugatuma coast, the Sõrve Penin-sula. The total length of the coastli-ne was 10 km studied, describedand recorded.The research was kindly supportedby the Estonian Fund for Nature.We kindly say thank you for thierassistance we wish hereby to ack-nowledge.The research project was the mostan interesting experience and a gre-at fun. The coast got cleaned andwe enjoyed the project process verymuch. We are sure that in the futu-re there will be more students to jo-in our se project.Ethel Ader, Mariliis MehikLiis Saat, Liis SulusteEva Toom, Triinu UnnamCo-educational Gymnasium,Saaremaa, Estonia

WATER NEAR BY US IN BOGS AND ON COAST, ESTONIA

Our school, Järve Gymnasiumis located in town Kohtla-

Järve in the North-East part ofEstonia, not far from Finnish bayand Peipsi lake.This year we took aim in environ-mental projects to go more intonature with our students – to look,to see, to touch, to smell and tofeel by themselves. We had twotrips: one in May and another inSeptember 2003.

1. Seli and Kotka bogs – pearlsfrom the nature of Ida-ViruCounty.

It was the most beautiful weatherin May, when 29 students went totrip to Seli and Kotka bogs. At firstwe took a bus to reach near thetrails in Kotka and Seli bogs andafter that we walked along thetrails looking on morasses, bog-lakes and very special plants. Wecollected them and tried to findout their names. We also saw thedifferences of landscape in twobogs during our trip. We foundout, that those bogs are very spe-cific and very important places asclean water reservoirs near ourindustrial area.

2. To the beach in September – towatch and clean up!

Other children were very sur-prised, when students of 6., 10.and 11. gray told, that they go to

On Saka beach we found only small amount of trash.

PROGRAMMES

27

RIVERS

SUMMER CAMP AT LAKE VÕRTSJÄRV, ESTONIA(30–31 AUGUST, 2003)

To start with, our environmen-tal club Scarabaeus is having

a great importance in keeping ac-tive our members as well as theother students in Tartu KivilinnaGrammar School (Estonia). Ourhigh school students have a possi-bility to take up studies in envi-ronmental technology. It unitesboth chemical experiments in thelab and lectures out of the schoolas well as many educational acti-vities. Here is an example of ouractivities.Recently we carried out a 2-day-long summer field-camp at the la-ke Võrtsjärv – second biggest lakein Estonia with its area of 270,7km2. This educational course wasput through from 30th till 31st Au-gust 2003.Firstly, the aim of this field studywas to gain knowledge about lakemonitoring with more specific me-asurements than only eyes, paperor simple thermometer. The pro-ject had also objectives to educateus in the field of treating GPS, pic-

king mushrooms, recognisingcommon plants as well as givinga short introduction about macroinvertebrates. Our teachers wereHelgi Muoni, Tiina Sõber, AigiKikkas, Ain Vellak.During those 2 days we measuredthe air temperature, cloudinessand the amount of precipitation inevery two hours. In the first daywe had two lectures – by scientistsHenn Timm and Diana Sarik. Ourevening was filled with educatio-nal lessons “What to do with mu-shrooms?” and “Do you know themost common herbs growing inyour home region?”. Evening acti-vities culminated with a quiz anda birthday party (one of the biolo-gy teachers, Tiina Sõber, celebra-ted her birthday with us).Second day was planned as theboat trip on lake Võrtsjärv. Theboat was rented from theVõrtsjärve Limnology Station andcalled therefore “Bioloog” (theBiologist). The weather was quitewindy and we had to fight against

rain clouds up in the sky as it hadrained 24h in succession since thefirst day. During the 2-hour-longtrip on the lake we learned moreabout the geography and vegeta-tion of the lake as well as we co-uld measure some biological andchemical characteristics in the wa-

The water sampler takes samples fromthe different water layers up to 40metres.

the beach today. But so it hap-pened again, that we had thefinest sunshine during our coast-watch day in September, whenthere is usually cold and rainyweather in Estonia. We drove bybus to Saka beach, the nearest

coast to our town Kohtla-Järve.There we had two assignments: 1) to watch coast nature and fillthe work-list 2) to pick up every piece of trashto clean up shore-sand.Most of those hours, we spent onthe coast, we worked on ourwork-lists. We were very sur-prised, that there was so little oftrash – people have been very con-siderable there.

Tiina EralaJärve GymnasiumKatse 2, Kohtla-Järve, Estonia

September 2003 on Saka beach.

Teacher Mall Schmidt explained to Liis Veski differences of mosses.

PROGRAMMES

28

RIVERS

ter by ourselves. Thanks to themodern instruments from the lim-nology station we were able to ob-serve the change in figures of thechemical compounds as we mo-ved from one water layer to ano-ther.

On the whole, we all enjoyed thefield camp, where the members ofthe environmental club Scaraba-eus and other students from TartuKivilinna Grammar School couldmeet and spend time together.Even though in the first day theweather did not support our acti-vities with a shiny day, we still re-lished the rainy side of it.

Helgi Muoni, Liina MargnaEnvironmental Club ScarabaeusGrammar SchoolTartu Kivilinna, Estonia

A sieve with small holes enables tocatch micro organisms and prepares a sample for future investigation.

THE CHEMICAL CONDITION OF THE LYNARIVER WATER, POLAND (SPRING 2003)¸yna is the left-bank tributary ofPrego∏a. Its total length is about289 km, from this in borders ofprovince (and State) 3/4 of itslength is included. The surface ofits drainage area in area of coun-try is about 5327 km.The source of the river is near vil-lages ¸yna and Or∏owo, situatedin a picturesque canyon. The areasource of ¸yna is in region of themorainal hills about average ofheight about 170 m over sea level,in neighbourhood the localityPrawdiƒsk ¸yna spills itself in re-servoir barrage. Between lakeUstrych and village RuÊ the riverhas mountainous character.Strong meandration in the bottomof its flow appears. On terrain ofwarmiƒsko-mazurskie province itflows by the row of the lakes.¸yna outruns Poland's border inStopki and passes to Prego∏a inRussia. The most important punc-tual sources of dirts ¸yny are thesewages of different stages of thebrush-up that are brought from ci-ties provinces warmiƒsko-mazur-skie by which it flows.The aim of this research has beento specify the chemical deteriora-

tion of the ¸yna River’s waterswhich flows through the city ofOlsztyn. The research was suppo-sed to prove average urban areainfluence on a chemical conditionof the river. The content of pho-sphates, nitrates, oxygen in thewater and its pH was analysed.On the basis of it the clarity class

of the ¸yna River was establishedin April 2003.For the researches the two me-asure points along the bank of¸yna were chosen in Brzeziny(before Olsztyn) and in the cityforest (outside Olsztyn). The che-mical analysis was carried out inApril 2003 in Wojewódzka StacjaSanitarno-Epidemiologiczna inOlsztyn in participation of theschoolgirls from III Liceum Ogól-nokszta∏càce in Olsztyn. On the

basis of carried out analysis of the¸yna River it was stated thatspread oxygen content in its wa-ters pointed at the first clarityclass and perfect oxygen condi-tion in the early spring period,when its consumption in life pro-cesses of organisms is the smal-lest in all year. Turbulence, tem-perature and proper water reac-tion, were conductive to spre-ading element. The low BOD5,showed about a small attendanceorganic substances and not largeextent of organisms develop-ment.The city did not have any big in-fluence on the oxygen content,what can be concluded from a ve-ry similar amounts spread in thewaters of the river before as wellas outside the city.The content of nitrogen and pho-sphorus compounds in three firstmeasurements was low and fulfil-led demands of the first class. Itwas probably merit of very long,frosty winter, which effectively li-mited surface confluence.These compounds content clearlyincreased outside Olsztyn and theinfluence of the city was evident

PROGRAMMES

29

NETWORKING

VISIT TO ESBJERG FISHERIES AND MARITIMEMUSEUM AND SAILING WITH CLAUS SØRENSEN

Esbjerg Gymnasium is partici-pating in a Comenius project:

SOS (Save Our Seas)with schools from Estonia, France,Germany, Romania and Swe-eden.The school parcitipate with oneclass 1Y – probably for 3 yearsThe first year (02/03) the class ma-de 2 bigger projects in groups (ca.3/group)Each group made an english resu-me1. Project:Resume from one group Ida, Ni-coline og Ninna:We’re in 1y at Esbjerg gymnasium(upper secondary school), and weare so lucky as to be one of theclasses which are in an internatio-nal program called SOS (Save OurSeas). In connection with that wewere at the Fisheries and Mariti-me Museum and out sailing onthe Claus Sørensen, on a daywhen we had only biology/histo-ry. During the day at the Fisheriesand Maritime Museum we dissec-ted two fish and studied them.After that we went to the aqu-arium to look and study fish,which were alive. Finally we wentout sailing on the cutter ClausSørensen, to see which fish it waspossible to catch near Esbjerg atthat time.

1) The Laboratory experimentsIn the laboratory at the Fisheriesand Maritime Museum we got theassignment of examining a her-ring (sild, Clupea harengus) anda sculpin (ulk, Cottus scórpius)and afterwards dissecting them todecide where they lived, what

they fed on, and how they survi-ved in the sea. We got a numberof questions, and from the answer,we were able to conclude whichdifferences there are between stre-amlined fish and not-streamlinedfish. The streamlined fish, inclu-ding the herring, most often livenear the surface and are not hun-ters, whereas the not-streamlined

fish, including the sculpin live ne-ar the bottom and often hunt fishand other sea animals. By dissec-ting the fish, we had an opportu-nity to compare the two types offish, and they proved to be verydifferent. This was what we spentthe first hour of our day doing. 2) A tour of the aquariumAfter finishing in the lab, we werehanded another pile of papers,this time with questions to whichthe answer should be found in theaquarium of the museum. The qu-estions were once again about dif-ferences and similarities betweenthe different types of fish. Basedon the knowledge we had gainedduring the laboratory experi-ments, it was easy for us to decidethose things. This time, though, itwas all put in a greater perspecti-ve, because we had more than twokinds of fish to examine. In thatway, it became more interesting. We finished the tour in the aqu-arium with a well-deserved lunchbreak, before we bicycled down tothe harbour, to find the ClausSørensen.3) The sail on the Claus SørensenOur last activity during the daywas a sail on the Claus Sørensen.The purpose of this sail was to de-cide which fish we could catch ne-ar the coast of Esbjerg with trawl,

Katarzyna ˚abicka, PolandHans Joergen Bruun Olesen, Denmark

DENMARK

for the phosphorus and nitrogenriver condition, what showed abo-

ut pollutionof the riverwaters bymunic ipa land indu-strial sewa-

ge. However, it was insignificantand the results classified to thefirst class. On the basis of rece-ived results one can say about theclarity of surface of the ¸yna River

in this period. The river thanks tooxygen richness is capable of self-clearness on the further stage. Agata AchramowiczTeacher: A. Macikowska, L. TerleckiIII Liceum Ogólnokszta∏càceim. M. Kopernika10-256 Olsztyn, ul. Sybirakow 3tel. +48 (89) 526-44-22e-mail: lo3@lo3.olsztyn.pl Poland

30

DENMARK NETWORKING

and based on the types of fish wecould conclude which conditionsthe Esbjerg seaarea offered. All notthat surprising, as we used thetrawl we caught the following fish:• Sprat (Brisling, Sprattus sprat-

tus)• Plaice (Rødspætte, Pleuronéctis

flefus)• Flounder (Skrubbe, Pleu-

ronéctus flefus)• Sand Leance (Tobis, Am-

mod_tisláncea)• Sculpin (Ulk, Cóttus scórpius)• Pipefish (Tangna°l, Syngnâthus

rostilla)• Sand goby (Sandkutling, Poma-

toschistos minutes)• Sand crab (sandkrabbe, H_as

araneus)• Shore crab (strandkrabbe,

Cárcinus máénas)• Swimming crab (Svømmekrab-

be, Portúnus depurator)• Edible crab (Taskekrabbe,

Cáncer pagúrus)• Common shrimp (Hestereje,

Crángon vulgáris)• Starfish (Søstjerne, Aatérias ru-

bens)• Oyster (Østers, Ostréa edúlis)We think it was an interesting as-signment. It was a very excitingday and we enjoyed the sail on theClaus Sørensen, as the weatherwas perfect. The work with the re-port has given us an insight intoand knowledge about fish, whichwe would otherwise not havehad. 2. Project:Examination project: The differentgroups worked with the NorthSea (Ecology, fishery), the Wad-den Sea (ecology, protection andimportance), Fishery (Consump-tion – industrial), Pollution fromEsbjerg (Waste water cleaning,dumping) and Water qualityHere are the summary of 2 gro-ups:First group: Made by: Simon, Go-ran and Søren.We have chosen to write about the

Waddensea, and dumping ofdredged material, one of the mostdiscussed pollution subjects. TheWaddensea is home to an ama-zing and unique animal life. Theanimals as well as the plants havetheir own way of surviving underthe remarkable conditions theWaddensea offers. But we hu-mans are threatening the faunaand flora of the Waddensea. Forexample by dumping polluted se-diment from the harbors, it in theWaddensea. Many are against this

method, as they think that thecontamination is getting too big.These people think that we shouldtake care of the sediment on land.Authorities have rejected the pro-posal because they don’t haveenough space to store the hugeamount of polluted dredged ma-terial anywhere. This method wo-uld be 4 to 8 times as expensivepr. m3 sediment. The two toxicgroups that cause most damageare PAH and TBT. TBT was main-ly use in paint for the bottom ofships. This year the governmenthas forbidden the use of paint forship bottoms if the paint containsTBT. From the year 2008 a totalban on paint containing TBT isexpected. This means that all theships, which are painted with theTBT-paint, are going to be repain-ted. TBT tends to accumulate in li-ving organisms and in the food

chain. With Some small animals, itresults in deformation and sexchanges. The part of TBT-pollu-tion that comes from the sedimentdoesn’t seam to affect the faunathat much; on the other hand theTBT that comes from the paint hasbeen proven to be very damaging.PAH contains various aromatichydrocarbons. Some PAH’s can becancer-causing to animals as wellas humans. It tends to damage thegenes and the reproduction abili-ty. The naturally occurring PAH’s,

are mostly created in volcaniceruptions or forest fires, naturallythis is only a very small part of thepollution in the Waddensea, be-cause there are no volcanoes inDenmark. The offshore industrycauses the most pollution. Second group: The plaice and thesea (Made by Flemming, Jens andNiels Ole).The plaice is Europe’s most im-portant flatfish. It has excellent si-ght in daylight but is almost blindat night. It mainly feeds on diffe-rent marine animals such as biva-lves, worms and other minor fish.The characteristics of the plaiceare its red spots on the topsideand the fact that it is dextral. Mini-mum catch size for a plaice is 27cm.The plaice lives on sand or claybottom at a dept of 200 meterswhere the water is saline and cool.

31

DENMARKNETWORKING

It is sexually mature at the age of 4to 6 years and the female spawnsup to _ a million eggs. The eggshatch after 1 to 2 weeks and thefry measures 5 to 6 mm. The firstcouple of months of their livesthey live on low waters for instan-ce in the Wadden Sea. The plaicewas caught with trawl, Danish se-ine and net. Nevertheless to avoiddepleting of the population thegovernment has set a quota sys-tem. The problem with this quotasystem is that the quotas are verysmall, so small that the fishermencannot make a living. Furthermo-re increased amounts of by-cat-ches are thrown back into the sea.The plaice is very dependent onthe climate. If the water tempera-ture drops below the freezing po-int, its immune system weakensconsiderably.In the course of time the marineenvironment has changed. Hu-man activity has left traces – the

ocean has functioned as a wastesite for chemicals. New alien ma-terials such as PAH and TBT (ananti fouling toxic, used to protectthe bottom of ships) have showntheir effect on marine animals.The hormone balance has been di-sturbed which has lead to a muta-

tion of sex in the female snails.Another man-made problem isdeoxygenation, which waste wa-ter is the source of. Nutrient saltfound in the water feeds the algae,which increase the amount of or-ganic material produced. Since themarine animals do not consumeall this organic material, it dropsto the bottom of the ocean. De-composition of this material requ-ires oxygen. However, such largeamounts of oxygen are not alwaysto be found on the bottom. This le-ads to the release of toxins. Fish insea farms are particularly vulnera-ble since they have no opportuni-ty to abandon the area.Generally speaking we are poiso-ning our selves through the foodchain. The ocean is also a naturalresource for humans.Hans Joergen Bruun OlesenEsbjerg GymnasiumStengaardsvej 345DK-6705 Esbjerg OE, Denmark

DANES NETWORKING WITH ESTONIA

AsI look back at my visit in Es-tonia, many impressions co-

me to mind. I have a vivid recollec-tion of the arrival by sea, the first si-ght of the Tallinn skyline, the woodsand the waterfront of Pirita, and asthe harbour came into sight, the di-scovery of the decaying buildings ofhalf a century of occupation: a run-down former military installationon the wharf, a lifeless factory who-se tall chimney loomed like a starksentinel. This first glance at the com-posite nature of Estonia addeda more restrained note to the Medie-val fantasy which the newcomerimagined. But as the ship slowed tocome alongside, I could make outsome more contemporary feature,the huge sign proclaiming "Hotel"as if it were some political messageand the daring steel-and-glass spirerecently built for a bank. I had cau-

ght a glimpse of a complicated play,set on a stage with at least three lay-ers of reality, the Hanseatic back-drop, the middle ground still clutte-red with remnants of half a centuryof despondency, and in the fore-front some visible attempts at mo-dernism. During my stay in Estonia,I was intrigued by some contrastswhich reflected the complex situ-ation of a country having only re-cently recovered its independence.Meeting people, I tried to under-stand Estonia as it had really beco-me, not necessarily as I had read orheard about. It was obvious that thecountry had made outstanding pro-gress in less than ten years, thanksto a mixture of vitality and clearthinking, but it could easily be sen-sed that the remarkable performan-ce of the economy had not beenmatched in some other areas. Tra-

velling through the country, I gathe-red a variety of conflicting impres-sions, everywhere, people engagedin building or renovating, but alsosome older apartment buildingswhere, for lack of a clear status ofownership, facades and staircasessometimes seemed beyond repair,more big and fast cars, a growingvariety of lifestyles, but also somepeople just scraping through. ButI also learned to recognize and ap-preciate the strength, the quiet de-termination of the people I met.I was impressed by the calm confi-dence of many citizens, especiallythe family I lived with, in the futureof their reborn State.

Student: Thomas Troester, class 2yAmtsgymnasiet i SönderborgGrundtvigs Alle 86DK-6400 Sönderborg, Denmarke-mail: BZ@posthus.amtsgym-sdbg.dkhttp://www.amtsgym-sdbg.dk

32

Crystal clear weather. The sunshone on the Siberian and

Mongolian planes beneath me, thesnow glittered from the mounta-ins when we crossed in over Chi-na, I saw terraced fields and I evencaught sight of the Great Wall cre-eping along the mountain tops.I saw the straight line of a road,the compact houses with snow-co-vered roofs, and the small pondsnearby, frozen in a very specialblue colour. I was on my way toBeijing and my first visit to China,ever.The capital of the People’s Repu-blic of China had been whitewa-shed by a severe and unexpectedsnow fall just prior to our arrival.The air, therefore, was fresh andcold, and 60.000 Beijing workerswere shovelling the snow away,and in a few hours removing themany broken trees and branches.The city and its hustling - bustlingtraffic was soon back to normal.The dry air enabled the remainingsnow to simply evaporate.I had the important BSP principle“Inform others of your work” onmy mind when on Saturday 8 No-vember 2003 I had been asked bythe National Commission forUNESCO in Denmark to representmy country and the BSP Learners’Guide 5 at the International Fo-rum for Education for SustainableDevelopment, in Beijing. The Fo-rum was organised by UNESCOof the People’s Republic of China,by the Chinese National WorkingCommittee for the UNESCO Pro-ject on Education for Environ-ment, Population and SustainableDevelopment (EPD), by BeijingMunicipal Education Commis-sion, by Beijing Academy of Edu-cational Sciences, by Chaoyang

District Government in Beijingand by the UNESCO Office in Be-ijing.It was a great honour for me topresent the outcome of the co-ope-ration of our BSP school networkin the nine countries bordering theBaltic Sea. As editor of the Lear-ners’ Guide 5 it is my sincere hopeand belief that its contents can in-spire others all over the world andtherefore be of educational use to-wards and in the UN Decade forEducation for Sustainable Deve-lopment.In my presentation I was happy toannounce that Learners’ Guide 5, financed by the Danish Mi-nistry of Education, is now also available in a digital version to be freely downloaded fromhttp://pub.uvm.dk/2003/lear-nersguideI was invited as a key note speakerin the opening session, following

prominent speakers from all overthe world, such as Mr John Daniel,UNESCO Paris, speaking aboutthe United Nation’s decade foreducation for sustainable develop-ment; UNESCO resource personMr John Fien, Australia; Mr Ber-nard Hugonnier, OECD, speakingabout the challenges and opportu-nities in OECD countries; Prof.Jandhyala Tilak, India, poin-ting out that education leads to sustainable development andthat sustainable development le-ads to education; Mrs Elizabeth Amukugo, Namibia, giving the African perspectives, includingHIV/AIDS and poverty; Mr Gor-don Dryden, New Zealand, adver-tising the digital learning revolu-tion; Ms Hu Yamei giving a verypersonal speech upon health issu-es with reference to her job as ho-norary director of Beijing Chil-dren’s Hospital; Dr. Burgenmeier,

EDUCATION FOR SUSTAINABLE DEVELOPMENT

BSP IN CHINA: “INFORM OTHERS OF YOUR WORK”

EPD childrens drama (by Birthe Zimmermann)

33

Switzerland, speaking on econo-mics and its contribution to susta-inable development. EDP was then given the floor. DrShi Gendong as director of the na-tional committee for the UNESCOproject on education for environ-ment, population and sustainabledevelopment gave the basic con-cepts and his presentation was gi-ven further substance by the Chi-nese students’ impressive art exhi-bition in the foyer outside the ple-nary hall. His speech was given inChinese with simultaneous trans-lation, but its contents were clear:EPD was launched in China in1998 and more than 1000 schoolsall over the country take part. Te-achers are trained, schools withstable leadership and experimen-tal teams and innovative ideas canbe nominated experimental scho-ols after two years, and schoolswith outstanding results can bedemonstrative schools promotinginnovation of school educationand consequently gain access tothe title EPD eco-schools. EPD is formulated and implemen-ted to achieve the following objec-tives:• to enhance awareness and capa-bility of education in primary, se-condary schools and colleges onpromotion of education initiativesfor environment, population andsustainable development• to help teenagers to acquireknowledge and skills about envi-ronment, population and sustaina-ble development, and cultivatetheir awareness and readiness toact positively for ESD notion• to prepare a new generation ofcitizens with creativity and con-sciousness of sustainable develop-ment and relevant capability• to work together with partnersamong the member states to inte-grate sustainable developmentwith education of environmentand population to improve the li-ving environment so as to promo-

te the sustainable development ofhuman beingsDr. Carole Murphy, USA, thenspoke of the role of leaders, le-adership and global sustainabledevelopment; Prof. Niu Wenyuanintroduced us to ESD and humanresource development in China;Vice governor of the ChaoyangDistrict in Beijing introduced us tothe experiences from his district,to be experienced further on studyvisits; then it was my turn to sharethe BSP results and Learners’ Gu-ide 5 before Mr Dieter Boehn clo-sed the opening session giving so-me insights from Germany - andthe piece of good advice: Keepand implant optimism! The impressive conference roomhad flags from each of the 29 na-tions present. I was pleased to beseated with the Danish flag andcomfortably between Canada andFinland. It was a pleasure to be se-ated next to Finland as the BSP ini-tiative was first taken there in1989. Chinese students played and sangwith talent, and a beautiful boardwelcomed everyone to the first In-ternational Forum for Educationfor Sustainable Development. Thesetting was beautiful and impres-sive.I was pleased that following mypresentation a suggestion was ma-de from Korea that a similar scho-ol network could be establishedregionally between China, Japan,HongKong, Korea, Mongolia andothers. I do not know if the UNE-SCO Associated Schools ProjectNet as is the case in the Baltic SeaRegion have ASP co-ordinators inthe Asian countries mentioned,but I consider the idea of regionalnetworks excellent and very im-portant. Regional networks maythen co-operate and together beco-me global. I still consider local/re-gional knowledge and democracya precondition for global under-standing. I therefore wish the

Asian region good luck, and hopeto welcome the region when atmajor events, for teacher trainingetc. the regions may benefit mutu-ally from each other.In the days to follow workshopsand study visits enabled all dele-gates to share ideas and learn mo-re of the various experiences indifferent regions and countries allover the world.Chinese students presented theirwork in art “EPD in my eyes”, inmusic, drama performances, anda visit to Beijing High School no 80was an impressive example of anoutstanding experimental Chineseeco-school that serves as a modelfor others. The lessons there areinquiry-based, the 56 students ineach class co-operate in experi-mental learning. As a master of biology I attendeda biology lesson, and had a guidedtour through the lab, the exhibi-tion room, the DNA and cell clas-sroom, the biotechnology lab whe-re students made plant experi-ments. The student who guidedme spoke fluently English, where-as language could still be an ob-stacle when talking to somewhatolder Chinese teachers and co-or-dinators. Language obstacles, ho-wever, were overcome by smiles -

EDUCATION FOR SUSTAINABLE DEVELOPMENT

Plants need tender care

(by Birthe Zimmermann)

34

and students were always step-ping in to assist. At the Agricultu-ral School students were given“hands on” experiences, and wesaw the green houses and pepperplants with fruits in various colo-urs, green, yellow, orange, red -and a colour new to me - blackpeppers! The cultural program was impres-sive from students’ performancesto the Laoshe Teahouse professio-nal and colourful entertainment,as was the visit to the Great Wallin frosty sunshine. As this was my first China expe-rience I was fortunate to also havesome time to visit impressive Be-ijing sites e.g. the Forbidden City,The Summer Palace, the Templeof Heaven.I noted the Beijing traffic, its manybicycles used for all kinds of pur-poses - for “sustainable transport”of people and goods, often quiteheavy loads, and for having anoutdoor shop e.g. selling hot yamsfor lunch, or caged birds - (whichI actually disapprove of). WhenI photographed bikers I had manysmiles in return. I was told thatSARS, however, increased thenumber of cars tremendously: Pe-ople who could afford to buy a carbought one to avoid close contactand risk of attracting SARS in pu-blic transport, and a thousandnew cars were introduced in Be-ijing during the SARS period -every day! Sustainable transport?I noted Beijing’s many parks andthe serenity of the Temple of He-aven, the Summer Palace and theForbidden City, and I noted howpeople use the parks for singing,dancing, social activities, and I feltvery much at ease here. I notedthe children. Parents with theironly child as a consequence of theChinese one-family-one-child po-licy proudly and willingly posedfor my camera when I asked per-mission to photograph. I wish to express my gratitude to

all organising bodies for meetingthe challenge of making the foruminternational, and for making ita success, I wish to thank the Da-nish UNESCO National Commis-sion and the Ministry of Educationfor giving me the great opportuni-ty to share the BSP experiences inthe process which hopefully leadsto sustainable development - “de-velopment that meets the needs ofthe present without compromi-sing the ability of future genera-tions to meet their own needs” toquote the definition made by theBrundtland Commission. Like all participants I consider

education the key role factor inthis process and welcome the UNinitiative of declaring the decade2005–2015 a decade for Educationfor Sustainable Development.A decade, however, is not enough.We are all responsible for our oneworld. Always.29 November 2003

Birthe ZimmermannAmtsgymnasiet i SönderborgGrundtvigs Alle 86DK-6400 Sönderborg, DenmarkTel: +45-74 42 05 01Fax: +45-74 43 32 38e-mail: BZ@posthus.amtsgym-sdbg.dkhttp://www.amtsgym-sdbg.dk

EDUCATION FOR SUSTAINABLE DEVELOPMENT

Pupils at the agricultural school (by Birthe Zimmermann)

Coming up for air (by Birthe Zimmermann)

35

LATVIANETWORKING

POLANDNETWORKING

BSP SUMMER CAMP IN LATVIA

The Baltic Sea Project camptook place last summer in

Ogresgals from 18.-20. August.Camps are taking places everyyear and those organized by BSPcoordinator Velga Kakse. Therewere 4-6 students from eachschool. On 18. August we arrived at thebeautiful Ogresgals school at 1o’clock, and students from thisschool gave us the program.After lunch we walked around theschool. At 3 o’clock the seminarwas opening. It happened outsidein the school yard. We were intro-duced to other school students.All students were in four groupsdivided- red, blue, white and yel-low. We met our group compan-ions.After that there were job creativeworkrooms “Ambiance and art.”We made cornet from napkin andresin, and pictures from colouredsands. After this job we were veryhungry.At 8 o’clock started move theatre“The Long Term upgrowth.” Weprepared in groups exercises draft-ed from every team cap. Thethemes were: ambiance cleanliness,impurity, air quality, water cleanli-ness. Teachers took part, too.At 12 o’clock everybody was inbed, but there was no silence. Wewere awake till

2 o’clock thinking about this day. On the next day two groups wentto explore water, two othergroups walked around Ogresgals.We attended an interesting cactuscollection. There where 2000 dif-ferent species of cactus. After thanwe went to the birds farm. Wesaw hens, turkeys, ducks, geese,peacocks. After dinner we went to the riverthe Ogre to explore the water. Westudied water plants and animals.It was very interesting. Weexplored the pollution of thewater.

In the evening there was a camp –fire. We sang songs and danced.On the third day we had toshowed our group. We were allvery friendly. Every group toldabout the interesting moments inthe camp. At 2 o’clock we said“Good – bye” to our friends andreturned home.This camp was very interestingand nice. And we are waiting forthe next camp this year.

Ieva Cirule, Baiba BerzinaRujiena Secondary School, grade 7 Latvia

The seminar in theschool yard.

2000 different species of cactus.

ECOLOGICAL EDUCATION IN OUR SCHOOL

There is a class in our schoolwhich is truly interested in

ecological problems. This yearthey are going to finish the mo-dern programme called “Tourismand Ecology” which has been re-alized for three years. For threeyears the students have been ta-

king part in many educational co-urses. Thanks to those activitiesthey became much more sensitiveto many environmental changescaused by human beings aroundthe world. Students enjoy hikingand rambles very much.That's why we decided to use

their likes in teaching theory. Weorganized many hikes in Natio-nal Parks and Nature Reserve. Itwas a great opportunity for themto acquaint not only with naturalenvironment but also with manyspecies of animals and plantsknown only from TV program-

36

POLAND NETWORKING

mes and handbooks. Every yearour students take part in 4-5 dayecological workshops led in va-rious National Parks. The stu-dents also take part in 2-3 dayeducational classes, campaignsand ecological competitions.In connection with The Baltic SeaProject, our students exchangetheir experiences with other scho-ols and they are involved in ma-ny projects. One of them dealswith Bird Counting. It is based oncounting birds wintering on ourcoast.Another project, which we are in-volved in, is called Air Quality.

Our students estimate the purityof air, watching maple leaves, co-niferous trees and lichen. Nextecological projects is called Co-astwatch – our students study thepollution of Baltic beaches. We al-so take part of project - Environ-ment History. Here the studentsgather information about deve-lopment of wind energetics inour region. There have been organized me-etings with 12-year-old pupilsfrom primary schools in Ustka.The topic of those meetings was“Our little works to environ-ment”. Our students told their

younger friends what was thebest way to protect our environ-ment through their “little works”.They also explained how impor-tant the ecological awareness ofsociety was. The aim of those me-etings was to encourage pupils tochoose ecological group in the fu-ture and continue the realizationof The Baltic Sea Project.

Teresa Kaminska, Katarzyna Kostrubiec (translation)

Teachers of Grammar School in Ustka, Poland

BALTIC CRUISE, POLANDAt the beginning of Septem-

ber group of 10 sailorsfrom the Secondary School nr 5,Krosno (Zespó∏ Szkó∏ Ponadgim-nazjalnych nr 5 w KroÊnie) weresailing on Baltic Sea. Their routewas: ÂwinoujÊcie - Sassnitz - Co-penhagen - Helsingor - Ystad -ÂwinoujÊcie. The cruise was orga-nized by School Sailing Club.First impressions from the sea ma-de by sailors from the mountains(Krosno is situated in CarpathianMountains) is hard to describe:a bit of fright, anxiety, enormousjoy of discovering far and unk-nown places During the cruise we made a lot ofobservation connected with land-scape and ports.The day of third cruise’s day wasgray, cold and misty. The yachtsailed on water of strait Sund. Inthe distance we could notice so-mething, which looked like a con-struction suspended above thewater . Yacht was approaching tothis mysterious construction.From the mist emerged breathta-king details of the bridge- Ore-sund, which is 8 km long. Thisbridge links Denmark with Swe-

den. It contains few parts: the lon-gest tunnel in the world, submer-ged in the sea, 4 km long road onthe artificial island and the mainconstruction of the bridge. Ore-sund bridge was opened fewyears ago in 2000 year. Due to thisbridge the journey from Copenha-gen to Stockholm is much quicker.Another, new for the sailors viewwere windmills. They stood in thesea along the coast.The view of rocky, steep seashore,foaming waves will stuck in sa-

ilors memory for a long time.School Sailing Club is planning toorganize new cruises, duringwhich they will conduct anotherresearches.Milena Kuziemka - member of„Rzeszowiak” crewZespó∏ Szkó∏ Ponadgimnazjalnych nr 5; 38-404 Krosno, ul Rzeszowska 10 ,Poland tel. (0-13) 4365564e-mail: zse_krosno@poczta.onet.pl e-mail captain: marwilusz@poczta.onet.pl

Crewmen of yacht “Rzeszowiak”. On the left captain Marian Wilusz.

37

POLANDNETWORKING

THE SCIENTIFICSESSION

OnJune 10th, 2003 The Scientific Session, whichconcerned major environmental issues, took

place in C.K. Norwid Secondary School in Jelenia Gó-ra, Poland. It was organised by the chemistry teacher– Izabela Owsianska, the biology teacher – JolantaWrotniewska and the students from II LO in JeleniaGora.Six, the most urgent, issues regarding the Earth’s eco-system were discussed. They were also the main the-mes of students’ works:1. The Ozone Layer2. The Greenhouse Effect3. Acid Rains4. Genetic Mutations5. Extinction of Species6. Amazonian Forest FellThe Scientific Session was divided into three parts.During the first one, the papers presented by 69 stu-dents were examined and marked by the biology andchemistry teachers.The best works were chosen. During the second partthe students were to present their projects to the te-achers and students keen on ecological problems inten minutes’ time. The third part was devoted to theexhibition of students’ works. During the Scientific Session students had the oppor-tunity to show not only theory but also practice. Theworks that involved computer presentations enrichedthe lectures prepared by the students. The purpose of this event was not only to develop andmaintain our students’ interest in ecology but also toenable them to gain faith in their own abilities andshow the exciting and interesting ways of acquiringknowledge. Moreover, the majority of participants se-em to be aware of how precious our environment is.Deforestation, content of carbon dioxide in the air, fu-mes, pollution, litter and other global problems star-ted to be the dominant topics of students’ discussions.Finally, we came to conclusion that The Scientific Ses-sion gave us a lot of satisfaction and fulfillment of un-dertaken work.We think that more similar events should be organisedin our school. Our teachers have declared that TheScientific Session is just the beginning of the regular se-minars devoted to the problems connected with envi-ronment and ecology.Teacher: Agnieszka MachalskaStudents: Magdalena Grynienko

Malgorzata GargasKarolina Harecka

C.K. Norwid Secondary Schoolul. Gimnazjalna 2Jelenia Gora, Polandagazem@poczta.onet.pl

38

SEMEPBSP SISTER PROJECTS

CROATIAN SEMEP DAYS BAKAR, 9–12 OCTOBER 2003: KVARNER

Thefirst Croatian Days for UNE-SCO South Eastern Mediter-

ranean Environmental Education Pro-ject (SEMEP) were organized by Profes-sor Marica Kucan, SEMEP Schoool Co-ordinator, in the Maritime School in Ba-kar, at the beginning of the new acade-mic year 2003/2004 and were conceptu-ally dedicated to Kvarner. They werevisualized as the first experimental ef-fort to step boldly out of the School stra-ight onto the Sea, on the deck of the Ma-ritime Training Ship «Vila Velebita II»for the on site visit in the daycruise ac-cross Kvarner in Northern Adriatic. Kvarner includes geographically theaquatorium between Peninsula of Istraas the western border, and Velebit Mo-untain range along the Croatian coastli-ne on the eastern border, including is-lands of Cres and Krk, the two largestones in the huge family of 1185 islands,islet and rocks of the Adriatic Archipe-lago. Kvarner includes therefore the Bayof Rijeka and the Bay of Bakar, VelaVrata, Srednja Vrata, Mala Vrata, Kvar-neriç and the Velebit Channel as themajor bodies of water which have sup-ported since times immemorial the life,fisheries and subsistence of inhabitantson the Adriatic islands and the coastli-ne, as well as navigational routes fortravel and trades. Rijeka has developedtherefore into a major city and sea porton the Adriatic Sea. Very close to it eastwardly is the smalland historical town of Bakar, with thecradle of our contemporary maritimeeducation in the Maritime School of Ba-kar. This school has been for manyyears very active participant in UNE-SCO SEMEP activities and SummerSchools, and by the kind invitation ofProfessor Ivan Kucan, the Principal, ho-sted the first Croatian SEMEP Days onits premises, in its Nautical Cabinet, onboard «Vila Velebita II» and in the Stu-dent Dormitories. The SEMEP Days were designed to inc-lude various events: short festival ofmost recent SEMEP activities, SEMEPSeminar with lectures and groupworkand promotions for Friday, the 10th;and the whole day cruise on board «Vi-la Velebita II» accross Kvarner, with thetwo ports of call: Beli on Island of Cresand Glavotok on the Island of Krk withthe old and famous Franciscan Mona-stery there, for Saturday the 11th. Allthat was planned as a contribution ofUNESCO SEMEP to environmentaleducation for sustainable developmentof Kvarner and dedicated to protectionof the seawater and the freshwater reso-urces in Kvarner, by stepping out of the

School into the Wider Community.It was planned to have participation ofone student – reporter from every SE-MEP school, as well as at least one SE-MEP teacher and SEMEP School Coor-dinator from most participating schoolsall along the Adriatic Coastline, fromDubrovnik in the South, till Pula, Labinand Pazin in the North. Of course somemore local students and teachers fromBakar, Rijeka and Susak were invited toparticipate particularly for the KvarnerCruise. We have been honoured by almost une-xpected response: City of Dubrovnikwas represented in Bakar by its MedicalSchool (Teacher Ms Marina RudenjakLukenda, Deputy SEMEP NC; studentTina Bosolt), Blato: Highschool (Dubra-vka Cetiniç, Nela Zakniç; Vida Cetiniç),Split by First LinguisticGimnazija (Vesna Brklja-ciç-Srsen; Matea Dorciç,Sani Penoviç), MedicalSchool (Jakov Giljum;Lara Isak, Daniela Jak-siç), Business School (Vi-snja Baniç; Amalija To-kiç), Trogir: HighschoolIvana Luciça (Marija Ke-zele; Jelena Melvan), Za-dar: Medical School (dr.Mirko Jamnicki Dojmi;Matilda Vidoviç), Obro-vac: Highschool and Bu-siness School: Darko To-kiç; Ana Simiceviç, Zelja-na Sakiç), Senj: Highschool Pavla RitteraVitezoviça (Tomislava Vukusiç; VanjaBettle), Crikvenica: Highschool AntunaBarca (Marija Nestoroviç; Rajka Domi-jan, Sandra Suçuroviç, Sandra Ristiç),Rijeka: Prva susacka hrvatska gimnazija(Melba Blaziç Grubeliç), Prva rijeckahrvatska gimnazija (Bozica Radovano-viç; Anja Kolacio, Iva Fabris), MaliLo‰inj: Elementary School Marija Mar-tinoliça (Jelena Jovanoviç), Labin: High-school Mate Blazine (Ceda Perko; MajaHamziç, Ana Stepanciç), Pazin: Gimna-zija Jurja Dobrile (Dusica Dorciç; SandiPaulisiç) and even continental Zagrebwas represented by its VIIth Gimnazija(Vlatka Kuhar; Ana Fistriç), Xth Gimna-zija (Bojana Boroviç), and XVIth Gimna-zija (Jasna Salamon; Dunja Pekiç). Of course Bakar with its Maritime Scho-ol was best represented by numerousteachers (Marica Kucan, Ivan Kucan,Gabrijela Poloviç, Dolores Paro Mikeli,Leon Vucina, Frane Lazanja, DavorOstriç, Nevenka Pavletiç, Bore Strbac,Milovan Petroviç, Jadranka Reggianini,Nada Jovanoviç, Nina Vuletiç, RadianaTomee-Cicvariç, Ines Veiç, Sabina Bra-

dariç), and many students (Andrej Pre-beg, Marko Njegovan, Nena Poliç, Mo-nica Balzani, Hrvoje Brkljaca, Vanja Ma-tuliç, Edi Boriç, Sergej Maruliç, Aleksan-dar Mataruga) among whom the mostprominent were Elvio Ivankoviç withhis competent computer support of thewhole Meeting and Sr_an Zuskin withhis guitar, who was spontaneously incharge of keeping the spirits high andnot allowing the Dalmatian song and jo-kes, humour and laughter ever to stopduring brakes and on board «Vila Vele-bita II» (e-mail: pomorska-skola-ba-kar@ri.tel.hr ).Bakar was represened also by its PortAuthority and Captain Luciano Keber,presenting us with fascinating lectureon traditional wooden shipbuilding inour country, and Officer Boris Kucan,

Chief of Engine, right now on board ofan ocean going ship on its way to Japan,who has been on our little ship the chiefof the large grill, providing delicioustraditional Mediterranean Food to all te-achers and students on board.The Meeting was opened by welcomespeeches of Principal Ivan Kucan as thehost and Professor Gabrijela Poloviçwho introduced us briefly to the historyof Bakar Maritime School (Pomorska‰kola Bakar), and the chief OrganizerMarica Kucan, who run the whole Me-eting afterwards. All of us have learntthat Pomorska ‰kola Bakar was inau-gurated on 5th September 1849 as «Ba-karska Nautika» and has been workingsince in various buildings, under diffe-rent circumstances and different names,but was always distinguished by ha-ving the Maritime Training Ships (Skol-ski brod) in posession as the crucialeducational tool. The first Skolski brod «Margita» wasconstructed in English Shipyard Birken-head (1880) as yacht of Henry Pigeon«Chonita» (Liverpool), and was inaugu-rated in Bakar, in 1894 as the first ever

How beautiful these shells are! Students are delighted with malacolo-gy, parti-cularly with small pink shells from the Baltic Sea, JurmalaBeach, Latvia

39

SEMEP BSP SISTER PROJECTS

Croatian maritime training ship – sa-iling boat, and as «Skolski brod – je-drenjak» was also the first training shipin the Merchant Navy in the whole ofthe Mediterranean Sea. In 1908 the second Skolski brod – Sa-iling Boat «Vila Velebita», constructedin German Shipyard Howaldswerke inKiel as a brick-scooner replaced the for-mer in the educational process, because«Margita» was getting too small for theever increasing number of students ofBakarska Nautika. During thirty yearsof her life and educational service shehas greeted on board students from allcountries of the Austro-Hungarian Mo-narchy, as well as students from Che-chia, Slovakia, Poland and Bulgaria. Theappearance of this floating school wasexceptionally beautiful and attracted at-tention wherever she appeared, and on-ly the experts were able to hear the si-lent messages of this unusual sailboatresembling a luxury yacht. Insides, ho-wever, she was narrow, unconfortableand ascetic for many students - mari-ners, all being dedicated to practical tra-ining and sailing, to hard and full con-tact of Man and the Sea. She sailed allaccross the Mediterranean paying callsto Barcelona and Marseilles, to Alexan-dria, Greece and Istanbul. She had su-rvived the First World War waiting inBakar and Obrovac, but she «died» atthe beginning of The Second WorldWar. Italian fascist forces have taken herto Italy and for two years 1941-1942 shewas used by Italian Marina Militare un-der the name of Palinuro, but in 1943 onher way from Trieste to Southern Adria-tic she was sunk by German Nazi for-ces. The third Skolski brod of Bakar Mariti-me School bears therefore the name «Vi-la Velebita II» and started her educatio-nal function in Bakar in 1973. She wasconstructed from wood in 1956, in the

Croatian Shipyard in Zadar, and ownedby «Jadrolinija» under the name «Kali»,she was sailing previously as small pas-senger ship among the Adriatic Islands.After many improvements and upgra-dings in navigational equipment by theMaritime School in Bakar, she was re-ady to invite us on board for cruise inKvarner.The SEMEP Festival included short ac-counts and reports on the highlights ofrecent SEMEP events: the jubillary FifthSEMEP Summer School on the Island ofVis in July (PowerPoint report by theOrganizer: Marina Lukenda), report onthe last Meeting of SEMEP National Co-ordinators in Turkey at the TED CollegeIstanbul, and visit to Highschool Blatoon the Island of Korcula (SlideShow re-port by NC), and brief reports by stu-dents of each participating school usingtransparencies and beautifully designedposters on their various and diversifiedproject activities related to water, foodand health: human health resultingfrom environmental health. Lectures by invited speakers that follo-wed were addressing the issues: Fresh-water resources under threat (Mr. Sc.Margita Mastroviç, Head of the Officefor the Adriatic Sea, Ministry for Protec-

tion of the Environment), Solid Wasteand student workshhets (Melba BlaÏiçGrubeliç), Risks in the Project DruÏbaAdria for Omi‰alj Oil Terminal (VjeranPir‰iç, Chair EKO Kvarner), Coastaldestruction by collection of date-shells,Lithophaga lithophaga (Dr. BartoloOzretiç, Center for Marine Research,Rovinj), History of classical wooden bo-at constructions in Croatia and modelbuilding (Captain Luciano Keber, PortAuthority, Bakar).Promotion of the book: «Illustrated Di-rectory and Dictionary of the AdriaticSea Fauna» (in eight languages: Latinscientific name, Croatian, English, Ger-man, French, Italian, Spanish and Gre-

ek), by Mladen Ercegoviç, published byMedicinska naklada, Zagreb, 2003; wascarried in Bakar, after its first promotionin Dubrovnik. This dictionary will becrucial for mutual understanding in anyjoined international educational efforton Marine Biodiversity between BSPand SEMEP hopefully sometimes in thefuture, in the Adriatic Sea, in SummerSchools or on board Vila Velebita II ? Soyou might like to start learning Croatiannames for fish of your preference imme-diately by ordering the book from: ara-ic@medicinskanaklada.hr Promotion of «Sailor's Bag»: an Educa-tional Bag, which contained variouseducational materials ready for trans-port to Seminars, Ships and Sea: variousbooks, e.g. Maritime Encyclopaedia, Se-aman's Knots Encyclopaedia, SEMEPPosters in Rolls ready as present for allparticipating schools, set of transparen-cies, set of slides, malacological shellcollection (including the beautiful deli-cate shells from the Baltic Sea: JurmalaBeach, Latvia), Mediterranean seafoodsamples to be tasted and tested duringcoffee brakes (marinated mackerel andsalted sardines in olive oil, Bakar's sa-ilors biscuits) and even CD Player withWagner's CD: «Flying Dutchman

Ouverture» to start the Meeting withand «Nostalgija» CD: «Na Omi‰koj sti-ni», to keep the meeting going in Dal-matian style, sound and mood. The second book promoted was the Bo-ok of short stories: «Ponoçni tulumu skoli» (Midnight Party in School), pro-duced by students of the Medical SchoolZadar, edited by Dr. Mirko JamnickiDojmi and published by Medicinska‰kola Ante Kuzmaniça, Zadar, 2003. The third book introduced to our parti-cipants was «Water in the Mediterrane-an» edited by Professor Michael Scoul-los and Ms Iro Alampei, and presentedduring the «Mediterranean Water We-ek» in Athens, 2002; at the First Meeting

Damjana Kucan, thier daughter was the youngeston board „Vila Velebita II”

40

SEMEPBSP SISTER PROJECTS

of MEdIES (Mediterranean EducationalInitiative for Environment and Sustaina-bility).Groupwork that followed has been cen-tered around major topics including:Environmental Education: WATER asthe Essence of Life, Mediterranean FO-OD for Health, Next SEMEP SummerSchool VIS 2004, and the «Solid Waste»Student Worksheets.The next day, Saturday, was dedicatedto the cruise on board «Vila Velebita II»and the full contact with the Sea, thelandscapes of the coastline and seasca-pes of the Blue Adriatic Sea. They areseriously degraded in the Bay of Bakarand the Bay of Rijeka by unrestrainedindustrial development in coastal zone,with the cities of Rijeka and Kraljevicadisplaying their impressive Oil IndustryPlants, Shipyard Constructions and do-cks, respectively. We sailed furtheralong the Island of Saint Marko and ob-served there the longest bridge everconstructed in Adriatic, connecting theIsland of Krk with the mainland. Uponapproaching the Island of Krk we cameaccross the Oil Terminal in Omi‰alj,which we have heard yesterday is to bethe destination for the ever larger scaleof oil transfer into ocean going tankersand transport southward all along theAdriatic Coastline and Island Archipe-lago, in the contradictory DruÏba AdriaProject. The landscape of the coastline inOmi‰alj is already scary enough andone tends to agree with all the fears andarguments pointed yesterday by theNGO EKO-Kvarner President Mr. Vje-ran Pir‰iç in his impressive presenta-tion.The trouble there is even worse becauseall the cozy little villages and towns inKvarner, including famous Opatija Ri-viera have been developing tourism,and local people see the touristic alter-native for the area much more promis-sing for sustainable development ofKvarner. Even the rough economic be-nefit from tourism of the area is tenfoldstronger than the benefit from the oilterminal. And it has been clearly poin-ted out by Dr.Edward Goldberg, Che-mical Oceanographer from SprippsOceanographic Institute in La Jolla,USA, that there in no better use or eco-nomically more justified exploitation ofthe sea, than in the tourism and recre-ation industry, which is today the lar-gest industry worldwide in global eco-nomy. And it can thrive fully, only inwell preserved landscapes and seasca-pes, with clean seawater and freshwaterresources as well as healthy food grownlocally in a healthy environment. With such thoughts and dilemmas onour minds we were passing touristic vil-lages of Njivice and Malinska along we-stern side of Krk and entered Kvarneriç,heading straight to the northern tip of

Island of Cres, called Tramuntana, andthe medieval town of Beli. The landsca-pe and seascape have changed drastical-ly for the better. We have entered «theMediterranean as it once used to be» :clean sea and impressive rocky coastlineof Cres with no coastal construction andugly industrial plants in the narrow co-astal strip. We have landed in the smallport of Beli next to the beach and clim-bed up the steep road to the village ofBeli on its Eagle's Position of the islandmountain range.

We were to visit the EKO-Center «Ca-put Insulae» which is well known worl-dwide for their fine work in study andprotection of the remaining colony ofthe Griffon Vultures (Gyps fulvus) onthe rocky shores of Island of Cres. Theguided tour through the exhibition andinformation center by the volonteers ha-ve acquainted us with wisdom of thetraditional lifestyle of island pupula-tion since the times of Roman Empire.They have managed to live and survivein the harsh conditions, together withvultures and the cold northerly windBura. After walking along the Educatio-nal paths and visiting the Town of Beliwith its well preserved Roman Bridge,we have returned back to «Vila VelebitaII», were we have been welcomed withlunch prepared on board: grilled fish(rumbac in Croatian, Latin scientific na-me: Scomber bisus, German: Makrelen-thunfisch,: Spanish: melva, French: bo-nitou, English: bullet tuna, Italian: tom-barello, Greek: kopáni ) or meat accor-ding to tastes and preferences.Sailing this time was a short crossingthe channel from Cres to Krk, to pay thecall to Glavotok and the Franciscan Mo-nastery there, which dates back to Mid-

dle Ages. We have been welcomed the-re warmly by fra Anto Gariç, oneamong the Priests, who invited us toChurch to join him in the evening pray-er to God for Kvarner and the peoplethere, both the local residents and thosewho come from all over Europe for re-charging their batteries and souls in thissafehaven of peace, beauty and spiritu-ality. Students and teachers were invi-ted afterwards into the closter for coffeeand tasting of Bakarske ba‰kote andBakarska vodica. It made the perfectend of the day, the highpoint and eve-ning event, almost the crown of the Cru-ise in Kvarner. Departure from Glavotok was warmand optimistic filled with franciscan de-dication to God, to Man and to Ecology,though we were to return into the dark-ness of the night and into the zone ofindustrially degraded landscapes of Ri-jeka and Bakar. They were looking evenmore ghostly in the blue of the nightwith all the intensive idustry spotlightsand aggressive illumination, as visualsigns of development and progress. Full development has taken place there,quite evidently, and we cannot changeit. But the question remains if we wantfurther development to go on, at the sa-me speed, with similar pattern, and inthe same direction. Or do we want theother kind of development, the onewhich is called sustainable develop-ment, where local community has the ri-ght to chose, and to prove awareness ofthe basic transgenerational justice, andthe rights of our children to enjoy thebeauty of the Blue Adriatic and stan-ding values of Kvarner, with its precio-us freshwater resources, which we havebeen blessed with, and lucky enough toenjoy fully in our times. Sustainable development, as originallydefined by Dr. Gro Harlem Brundtlandis really the Story of Little Damjana Ku-can, the youngest of all the participantson board «Vila Velebita II» for the Kvar-ner Cruise: the story of her future andscope of choices in Bakar. Her child's ri-ghts are in question: the right to swim inthe sea in front of her house in the Bayof Bakar and to eat fish caught on linethere without the fear of being intoxica-ted, and the right to drink the water en-tering the sea from numerous, clear andunpoluted, dependable and still unk-nown, vast, year-around freshwater re-servoirs of the Karst landscape in Bakar. That is what the sustainable develop-ment is all about, and what the most es-sential human rights stand for: the rightto life, the right to water, the right of lifein healthy enviroment.

Dr. Drasko SermanSEMEP NC CroatiaUniversity of Zagreb Medical SchoolE-mail: sermand@mef.hr

Sandi Paulisiç from Pzin Highschool Juraj Dobrilareporting

41

BSP PROGRAMME REPORTS

AIR QUALITY 2003 - REPORT

On April 2003 dr Beata W´grzynek fromPoland, worker of University of Silesia,became a new co-ordinator of the Air Qu-ality project within the BSP programme.Former co-ordinator was Swedish teacherMrs Birgitta Berggren, now she is retired.Air Quality programme has a new modi-fied questionnaire (methods and protocolto be send to programme co-ordinator).New test based on observation of TarSpot Fungus (Rhytisma acerinum) wasadded in order to make possible the sim-ple bio tests also in the polluted area (li-chen desert). It is available from BSP-we-bpage. On April 11th - 13th 2003 in Rzucewo ne-ar Gdaƒsk (Poland) there was teachers'training course – Xth International Work-shop "Working for better air quality in theBaltic region" within the Baltic Sea Pro-ject. 13 teachers from 6 countries (Finland,Denmark, Latvia, Estonia, Lithuania, andPoland) and the national co-ordinators ofGermany, Denmark and Poland as wellas members of Polish government and thecommission for UNESCO participated in it.On September 16th-19th 2003 in Rzucewonear Gdansk (Poland) training course forPolish teacher "Xth Ecological Conferencefor Polish BSP schools" organized by Ge-neral and Polish BSP Co-ordinator - dr.Jolanta Mol and the Air Quality program-me co-ordinator - dr. Beata W´grzynektook place. 19 teachers declared work inAir Quality or spreading it through ano-ther teacher. I have got back protocols from Denmark(2), Latvia (5) Lithuania (2) and Poland(4). I hope that some are on the way, be-cause some observations within Air Qu-ality should be conducted in the autumn. Moreover Polish teacher Andrzej Âliwiƒ-ski published in the local newspaper ar-ticle devoted to the role of bioindicatorsin estimation air condition in his hometown Miechów and another one, LeszekTerlecki prepared the article for the BSPnewsletter. All questions and comments about theAir Quality programme are welcome.

Air Quality Programme co-ordinatorMs dr Beata WegrzynekSilesian UniversityPL-41-205 Sosnowiec, ul. Lwowska 6/49Tel.: +48-32 2009 448bwegrzyn@us.edu.pl

COAST WATCH 2003 - REPORT

Participated countries: Denmark, Estonia,Latvia and PolandParticipated schools (8): Naerum Skole(D), Sillamäe Kannuka Kool (E), JärveGümnaasium (E), Palade Põhikool, (E),Saaremaa Ühisgüm-naasium (E), Roja Se-condary School (E), Riga Secondary Scho-ol No.49 (LA), Zespol Szkol No. 2 Kolo-brzeg (P)Number of filled in questionnaires is 30 Proposal: Fixed survey time

Coast Watch programme co-ordinatorMs Reet KrystianEstonian Youth Work CentreUuslinna str. 10, EE-11 415 TallinnTel.:+372-6380758 (W), Fax.: + 372-6380756e-mail: loodus@entk.ee

ENVIRONMENTAL HISTORY 2003 - REPORT1. Theoretical conceptsStudents working with environmental hi-story start from current environmental qu-estions - they don't study the past independentfrom the presentStudents working with environmental hi-story have a perspective of the future- they are not just satisfied with a betterunderstanding of the present situation butwant to create action competence for thefutureStudents working with environmental hi-story can accomplish practical results- they don't only use their results insidethe school but present them to the com-munity in order to change the situationStudents working with environmental hi-story use chronology as an important toolboth in explanations and in narratives- therefore they avoid treating questionsas”eternal” and without any historicalcontextStudents working with environmental hi-story starts from conflicts about the envi-ronment- thereby they avoid both a one sided na-tural science, as well as a moralistic, per-spectiveStudents working with environmental hi-story start with studies of the local envi-ronment in order to draw conclusionsabout other areas from their results- they don't start with the great trends inworld history in order to illustrate themon a local scale

International network and EnvironmentalHistory in educationSince 1995 the UNESCO/ASP sponsoredBaltic Sea Project has included first a the-me and then a programme involvingschools in all the nine Baltic countries.Their experiences have been shared in theBSP programme of Environmental Histo-ry in the Baltic region. Courses for te-achers have been held in Russia, Den-mark, Sweden, Latvia and Germany.Schools have been working with, forexample, the history of the oil-shale indu-stry in Estonia, the history of land-use du-ring the 20th century in a farming districtin Latvia, mining and landscape changesin Poland and Germany, the history of su-gar beet production and landscape chan-ges in Denmark and a joint project betwe-en Finland and Sweden about the threatsto the rare pearl mussel caused by chan-ges in land-use. The Baltic projects will bepresented in a book in 2003. It will appearas number 6 in the BSP series of methodo-logical books Learners Guide. The first,and uncompleted, version of some of theparticipating schools contributions arepresented on the web under the link BalticSea Project. http://w1.479.te-lia.com/~u47902564/ They are now beingrewritten following the editorial meetingin Riga in October last year. The new andfinal versions will be ready in 2003 andthe book printed in spring 2004.This new book will contain 15-20 presen-tations of school projects and articles byresearchers working inside the ESEH (Eu-ropean Society for Environmental Histo-ry). Among them are Poul Holm, profes-sor at the Centre for Maritime & RegionalHistory, Syddansk University, Esbjergand Simo Laakkonen at Helsinki Universi-ty, in charge of the environmental historyproject The Sea and the Cities. From Swe-den Sverker Sörlin, professor in environ-mental history, KTH, writes about the useof environmental history in schools andLars Berggren, department of History,Lund university, about the use of oral hi-story in environmental history investiga-tions. From Germany Joachim Radkau,professor of history, Bielefeld University,contributes with an article about the long-term perspective on man and nature. From the outset, work with environmen-tal history in education has involved co-operation between schools and resear-chers. This approach has been very fruit-ful and made it possible to introducea new concept of history teaching withoutsupport from traditional text-books andteacher’s education. The new book on Environmental History

42

BSP PROGRAMME REPORTS

in the Baltic countries will fit into our con-cept, providing teachers around the BalticSea and in other European countries withinspiration from real school projects underrealistic circumstances. The need for thiskind of methodological guidance is hugeas well as the legitimating for the subjectin regular school work. It also helps to va-lidate and provide inspiration to the rese-arch work being carried out by scientistsin this field.A new Learners Guide on EnvironmentalHistory in the Baltic Countries will repre-sent an international break-through forthe use of this concept in education inschools. The growing interest in this topic,both among teachers and researchers, me-ans that our current experiences in theBaltic countries will be received with greatinterest. An example of this increasing in-terest is the special round-table discussionabout environmental history in educationin the conference in Prague in September,by the European Society of EnvironmentalHistory. 2. Environmental History in the BalticCountries. BSP Learners guide 6Preliminary (!) contentWhy did the trees fall? - Environmentalhistory and historical explanationsChristian Bo Bojesen, Niels Kornum, PerEliasson(A result of a seminar at the PedagogicalUniversity of Denmark in november 2000)Environmental history and the SeaProfessor Poul Holm, Syddansk universi-tet, DenmarkNature contra history in Nydam MoorSönderborg,Denmark(A study of the conflict between cultureand nature protection in a moor with inte-resting flora and archeological excava-tions)Coal mines and landscape changeGelsenkirchen, Germany(An investigation of the problems of oldcoal mines and the reconstruction of natu-re)The Slepiotka Stream Restoration ProjectKatowice, Poland(An investigation of the problems of coalmining industry, pollution and the resto-ration of a highly polluted river)Oral History - pitfalls and possibilities -Narrative as a source in environmental hi-storyAss.professor Lars Berggren, Lunds uni-versitet, SverigeGuard our trees! - Environmental historyof old trees in MastaiciaiMastaiciai, Lithuania(About the work in a primary school withchildren of the age of seven to ten years to

guard old oak trees against theft and van-dalism. The trees history was investigatedin order to make the children to under-stand the value of them)Landscape changes - Why do they hap-pen? - Changes in land use structure inVecpiebalga parish from 1879 to 2000Vecpiebalga, Latvia.(An investigation of the people on a certa-in farm during 120 years through the fa-mily archive and history in order to un-derstand how the events of world historyaffected nature in a little farming commu-nity in the eastern part of Latvia. )Man and Nature in a long-term perspectiveProfessor Joachim Radkau, Bielefeld Uni-versity, Germany.Truth and lie about the environmental si-tuation in Ida-VirumaaKohtla-Järve, Estonia(A study of how the oil-shale industry ha-ve been described in the local newspaperduring fifty years in contrast to interviewswith old workers in the industry.)S:t Petersburg and the Sea - Environmen-tal history of the flood protection barrierS:t Petersburg, Russia(An investigation about the plans of theflood protection barrier in the Finnish gulfoutside S:t Petersburg)Environmental history and the Baltic citiesPh. D. Simo Laakkonen, Helksinki Uni-versity, FinlandThe pearl in Esse (Ähtäri) river: The fresh-water pearl mussel (Margaritifera marga-ritiferaPedersöre, Finland.(An investigation of the environmental hi-story of land use in Österbotten in orderto understand the difficulties of the repro-duction of the fresh water pearl mussel)Water issues, Land Use and the Environ-ment in Stockholm in historical perspective.Kungsholmen, Stockholm, Sweden(A study of the connections between thebuilding of a water pipe system, topogra-phy and health at Kungsholmen in theend of the 19th century)The history of the environment inNorrköping´s industrial landscape from1600 to 2000Norrköping, Sweden.(An investigation of how the industriallandscape in Norrköping has been develo-ped and the future plans for it)The value of environmental history ineducationProfessor Sverker Sörlin, Swedish Institutefor Studies of Education and Research,SwedenEnvironmental History Programme co-ordinator: Mr Dr Per EliassonSenior lecturer in Environmental History

Läratutbildningen, Malmo HögskolaS-205 06 Malmö Tel.: +46-40 24 0006e-mail: per.eliasson@lut.mah.se

PHENOLOGICAL STUDIES 2003 -REPORTPhenological Studies Programme co-ordinator: Ms Barbra MaitinSchulzentrum am HeimgartenAm Haidschlag 34, D-22926 AhrensburgTel: +49-4102 - 47840Fax: +49-4102 - 478417e-mail: bmaitin@aol.com

RIVERS 2003 - REPORTNew Rivers Programme co-ordinator Susanne MellvigNacka gymnasium, Griffelvägen 17, S-131 40 NackaTel.: +46-8 715 7778e-mail: susanne.mellvig@nacka.se

WATER QUALITYIt is hard to underestimate the Baltic Sea;the values created by the people belong toother categories. The sea is value. The hu-man being often thinks about the sea asa consumer. How much does the sea cost?How many tons of fish is it possible to getout of the sea, how much money will it gi-ve? Which fish is more delicious, which ofthem are healthier? What is the most per-fect and the simplest way of producingsubstances out of the seaweeds that can beused in producing medicine, cosmeticsand pastries? The sea as the source of we-alth has always fascinated people fromthis point of view. The mankind has al-ways acted so as if the riches of the seawere inexhaustible. Now we see that it isnot so.In the same time lots of artists, poets, mu-sicians have considered the sea to be a so-urce of inspiration providing new ideasand new impressions. For somebody elsethe sea provides adventures, challenge, gi-ving new experience, and new feelings.The sea helps us to test ourselves to un-derstand ourselves and to grasp the realvalues in life.Many people perceive the sea as a livingbeing, having its own life, its breath, andits secrets. We should understand, disco-ver and feel its appeal, so that the sea co-uld live in its own natural rhythm – full ofvitality and energy, unpolluted by men.BSP Water Quality Programme lets us casta glance in these secrets. In order to beable to watch the sea in the context of su-

43

BSP PROGRAMME REPORTS

stainability, we should get acquaintedwith it, study its conformity to naturallows, its biodiversity. Taking part in stu-dying the water quality the students havethe possibility to get an insight into thesesecrets, to get acquainted with the won-derful world of its creatures. For manystudents studying a drop of water in mi-croscope is real adventure. They find outthat the drop is full of life. There are hun-dreds of living organisms, busy in theireveryday life, which pay no attention tothe researchers. Water quality programmeis not isolated activities; they should beviewed as a part of the education aboutwater and environmental questions. Youneed to be careful of too negative a star-ting point as that would only be focusingon problems. It is important to allow thestudents to experience how fantastic thesea and its animal and plant life are.Unfortunately in 2003 only seven schoolshave sent us the results of their investiga-

tions. I would like to thank students andteachers of these schools: • Rujiena Secondary school, Latvia (te-

acher: Anda Deksne),• Jelgavas 1st Gymnasium, Latvia (te-

acher: Kagaine),• Riga Secondary school N 66, Latvia (te-

acher: Liene Zeile),• Vytautas Didysis Gymnasium, Klaipe-

da, Lithuania (teacher: Benediktas Ga-izauskas),

• Zespól Szkól Nr.2 Ko∏obrzeg, Poland(teacher: Maria Adamiak),

• Västermalms skola, Sundsvall, Sweden(teacher: Krister Söderberg),

• Ilguciems Seconday school, Riga, Latvia(teacher: Liesma Abolina)

I am sure that students and teachers ofother schools have also taken part in theseinvestigations. But it will be very nice thatyou acquainted us with results of investi-gations. It is very important to exchangewith information, to exchange views and

compare notes. I wish you to be more acti-ve in next year! For better research work itis advisable to use BSP Learners’ GuideNo 1 “Working for better Water Quality inthe Baltic Sea”. If you would like to startwork in this programme you should askyour national coordinator or me to sendyou the Water Quality programme sheetfor filling results of investigations.In May 2004 Water Quality training cour-ses for teachers will be organized in La-tvia. More detailed information about the-se courses you can ask your national coor-dinators.Let your dates with sea be like some mu-sic from the symphony of nature!

Water Quality programme coordinatorMs Liesma AbolinaIlguciems secondary school,Dzirciema str. 109, LV-1055 RigaTel.: +371-781 4354e- mail: velgak@latnet.lv

BIRD ECOLOGY 2003 - REPORT

Participated countries: Denmark, Poland, Lithuania, Latvia, Estonia.The results of DenmarkDENMARK : Counting of Spring Birds - 2003. School: Amtsgymnasiet i Sønderborg, Grundtvigs Alle 86,

DK 6400 Soenderborg,DenmarkPhone: +45-74420501 Fax: +45-7443 3238 www.amtsgym-sdbg.dkStudents: Anne Kathrine Skov Kjær and Torben Slothuus,form 1YTeacher: Birthe Zimmermann (Biology and English)Date: Tuesday, May 6th 2003. Observation area: Sønderborg Bay by bike along the path (“Gendarmstien”) to “Trillen” (inlake) at Hørup Hav Bay

Temperature: 18 degrees C.Vision : Excellent > 5000 meters. Clouds: Overcast, after rain.Wind: Weak western wind. The water with some waves.Species of birds observed along the route: Numbers = ObservedLetters A-F refer to locations marked previouslyA. Grundtvigs Allè C: Klinten i Sønderskoven E: Alfredslund/LambjergskovB. Fiskerhytten D: Sønderskoven F: Trillen = Høruphav Bay

Danish name Latin name English name A B C D E F

Toppet lappedykker Podiceps cristatus Great crested grebe - - - - 2 -

Gra°strubet lappedyk. Podiceps griseigena Rednecked grebe 2 1

Storskarv Phalacrorax carbo Cormorant - - - - 4 -

Fiskehejre Ardea cinerea Heron - - - - - 2

Knopsvane Cygnos olor Mute Swan - 2 - - 2 2

Sangsvane Cygnis cygnos Whooper Swan - - - - - -

Gra° and Anas platyrhyncos Mallard - 3 - - - 3

Krikand Anas crecca Teal - - - - - -

Taffeland Anas ferina Pochard - - - - - -

Troldand Aythya fuligula Tufted Duck - - - - - 2

Bjergand Aythya marila Scaup - - - - - -

Hvinand Bucephala clangula Goldeneye - - - - - -

Ederfugl Somateria molissima Eider - - - - - -

44

BSP PROGRAMME REPORTS

Stor skallesluger Mergus merganser Goosander - - - - - 3

Toppet skallesluger Mergus serrator Redbreastedgoosander - 2 - - - 2

Rørhøg Circus aeruginosus Marsh harrier - - - - - 1

Bla° Kærhøg Circus cyaneus Hen harrier - - - - - 1

Fasan Phasianus colchicus Pheasant - - - - - 1

Blishøne Fulica atra Coot - - - - - 2

Stor præstekrave Charadrius hiaticula Ringed plover - - - - - 1

Alm. ryle Caladris alpina Dunlin - - - - - -

Mudderklire Actitis hypoleucos Common sandpiper - - - - - -

Rødben (mørk form) Tringa totanus Redshank (Icelandic) - - - - - -

Svartbag Larus marinus Great black-back gull - - - - - -

Sildema°ge Larus fuscus Lesser blackbacked g - - - - - -

Sølvma°ge Larus argentatus Herring gull - 1 - - 2 8

Hættema°ge Larus ridibundus Blackheaded gull - - - - - -

Ringdue Columba palumbus Wood pigeon - - - - 2 2

Gøg Cuculus canorus Cuckoo - - - - - 1

Landsvale Hirundo rustica Swallow - - - - 2 3

Sortkrage Corvus corone Carrion crow - - - - - 1

Tornsanger Sylvia communis Whitethroat - - - - - 1

Stillits Carduelis carduelis Goldfinch - - - - - 2

Rørspurv Emberiza caesia Cretzschmar’s bunting - - - - - 2

Comments on the observations:The observations are made at noon (12-14 hours) We would like to thank you Kaja for dear you wonderful job with the programme and we wish you all the best in your new work.New Bird Ecology Programme co-ordinator from the year 2004 is Mr Andrzej Sliwinski from Poland.

Bird Ecology Programme co-ordinatorMs Kaja Lotman Lihula GymnasiumJaama str. 9EE-90 302 Lääne countye-mail: kaja.lotman@Mail.ee

Please send your new reports on address:Bird Ecology Programme co-ordinatorMr Andrzej SliwinskiLO im. T. KoÊciuszkiPL-32-200 Miechów, Maria Konopnicka str. 2 Tel.: +48-41 3831035e-mail: andrewsl@wp.pl

DENMARK

There are now 13 Danish BSP schools (we have two new thisyear). We are working on being 3–4 more schools. The schoolswork with the BSP programmes: Water Quality, Air Quality,Rivers, Phenological studies, Coast watch, Bird Ecology andEnvironmental History. The big hit this year is EnvironmentalHistory. Some of the schools have also exchange with otherBSP schools.•10–11.03: All ASP schools joined UNESCO`s 50 years jubilee

in Copenhagen. First with a joint programme, followed bya separate meeting for the BSP schools.

•10–13.04: 3 of our schools joined Air Quality course inGdansk, Poland

•12–14.05: An International course in Sønderborg , “A susta-inable Fishery in the Baltic”

•11–15.06: A school joined the Conference in Pløn, “Yesterday– Today – Tomorrow”

•2–5.10: An International Conference in Ribe, “Education forSustainable Development – Baltic 21.

More than 30 persons from eight countries participated

•29–31.10: National BSP meeting. The theme was Sugar pro-duction (Environmental History).

Learners Guide no. 5 “Education for Sustainable Develop-ment” by Birthe Zimmermann came first in June, and we ha-ve worked a lot with the themes in the book. It is a very goodbook, and it is translated to Danish. We are all looking for-ward to that.A new theme we are working on is Green account on ourschools: Are our schools green? We work on an article on thattheme to the Newsletter.

National co-ordinator: Mr Hans Jørgen B. OlesenEsbjerg GymnasiumStenga°rdsvej 345, DK-6700 EsbjergTel: +45-75131969e-mail: hansjoergenbruun@hotmail.com

New National co-ordinator: Mr Sören LevringSönderskovskolenGrundvigs Alle 100DK-6400 Sönderborge-mail: soren.levring@sonderborg.dk

NATIONAL COORDINATORS

45

NATIONAL COORDINATORS

ESTONIA

Estonian National Report for the Period January,2003 to October, 2003There are 16 schools officially involved in “The Baltic Sea Pro-ject” in Estonia. The coordinator of the BSP is Estonian YouthWork Center. Two Estonian schools joined up with the projectthis school year. There have been many activities organized and made stu-dents` research works in Estonian BSP schools. Estonian scho-ols participated in the following BSP programs in 2003: Ri-vers, Air Quality, Water Quality, Bird Ecology, Coast watch. We organized the contest of students´ research works for Es-tonian BSP schools to choose the students to participate inconference in Germany last summer. The topic of contest was:Yesterday – Today – Tomorrow. We got the research worksfrom four schools:• Tartu Nature House – “Yesterday – Today – Tomorrow” • Lillekyla Gymnasium – “The impact of human activities to

the Kopli Bay”• Järve Gymnasium – “Orchids at technogenic landscape in

Ida-Virumaa”• Kolga Secondary School – “The condition of river Pudisoo -

Yesterday – Today – Tomorrow”We have arranged the annual meeting for the BSP schools,which was held in May 8th to 10th in Hiiumaa (an island inwestern part of Estonia). About 35 teachers and students par-ticipated. In the program there was fieldwork such as birdwatch, lichens, plants observations, meeting with the localenvironmental specialists etc.Many Estonian schools have made annually the investiga-tions of water quality of rives and lakes. For example TartuKivilinna High School, Tartu Tamme Gymnasium and TartuNature House investigated the water quality of Emajõgi; Vil-jandi C.R. Jakobsons Gymnasium made the surveys of LakeViljandi and they have done this many years; Kadrina Secon-dary School investigated the water quality of river Loobu andsome local lakes. The students and teachers of Viljandi C.R. Jakobsons Gymna-sium pay their attention continually to the energy problemsand sustainable lifestyle. The students have introduced theirexperience at the posters in the school. Many environmental camps and excursions were organizedin Estonian schools. A lot of students` research works weredone in schools in very different topics:• “Different sorts of fuel”, “The influence of loud noise to the

health”, “The old arable land as present undevelopedlands”- Tartu Kivilinna High School

• “Tuudi river”, “Home forest”, “Võigaste forest”, “The elk” -Lihula Gymnasium

• “The wastes” – Kadrina Secondary SchoolEstonian students do a lot of social valid work – cleaning theforest, seacoasts and riverbanks of rubbish, collecting the wa-ste paper. Tartu Nature House prepares the project of fishery and thisproject is for Estonian BSP schools. The students from Järve Gymnasium have continued the the-me of environmental history and they have prepared very in-teresting research works. They investigated the old local new-spapers, how the journalists have treated the topic of environ-ment from 1965 till nowadays.

What is planned further on?• annual meetings for BSP teachers and students• one – day seminars for the teachers• Co – operation with ASP schools and with ASP coordinatorin Estonia – the conference “Youth and the awareness of envi-ronment”, which will take place next summer in July. Thisconference will give all presumptions for youth for an activeparticipation, involving the public, changing the experiencesbetween different countries and further co – operation.National co-ordinator: Ms Merle KerdeEstonian Youth Work CentreUuslinna 10, EE-11 415 TallinnTel: +37-2 6380758, e-mail: bsp@entk.ee

FINLAND

National co-ordinator: Ms Liisa JääskeläinenNational Board of Education, Box 380, FI-00531 Helsinkie-mail: Liisa.Jaaskelainen@oph.fi

GERMANY

After the final conference at Koppelsberg/Plön in Schleswig-Holstein in June 2003 a lot of things have changed. After a ti-me of digestion and relax the weeks after - we started highlymotivated in the future. Unfortunately we could not participate in the internationalconference in Warsaw because I got very ill some days beforeand we could not manage it at that very short time sendingsomeone else.In October 2003 we had a very important national conferencewith more schools than ever.The most import result is: working more closely together withthe UNESCO - schools and other school projects in Germanyas there is e.g. a project called BALTIC21; an article is found inthe Learners’ Guide No.5.So we are involved in the international UNESCO-schools dayin April 26th.Therefore we’ll have a one week national summer-school ina fantastic nature resort before, organised by Barbara Maitin,the BSP programme-coordinator of phenological studies.The same day – as in the years before – Martin Jarrath willstart a new edition of International INTERNET Conference.This year the title will be: FOOD and NUTRITION. You allare invited to take part.November 2003 we got some money for publishing a newslet-ter - documentation about the Plön conference, I hope you allhave received it already. Mr. Volker Stiehl is working hard at a CD concerning theextraordinary performance. You’ll of course order copies of it. At last we have a fantastic information: As I told you some ti-mes before – now it’s real: The GREEN-Point and the Bundes-stiftung Umwelt, Germany, are interested in a new BSP-Lear-ners’ Guide about RECYCLING (this is only a working title),which is connected to our programmes Air Quality, WaterQuality, Rivers and especially in Education for SustainableDevelopment.We ask you for your experiences to this topic at school, your

46

NATIONAL COORDINATORS

articles about it and your O.K. working together with us in aninternational editor’s group. Please send us – as soon as possi-ble – first ideas!On behalf of all German BSP-schools we say thank you foryour participation in Plön. All the best for You, Jolanta, in Germany the BSP is going onwith the best of all commitments.National co-ordinator: Ute GrönwoldtMinisterium für Bildung, Wissenshaft, Forshung und KulturBrunswiker Strasse 16-22, D-24105 KielTel: +49-431 988 2473Ute.Groenwoldt@kumi.landsh.de

LATVIA

There are 25 active BSP schools in Latvia.We have organized two BSP teachers meetingsevery year. The first meeting took place in May 17th, but thesecond meeting will be organized on December. The aim ofthese meetings is to exchange experience and to support eachother to implement ESD in our school curricula. We are verythankful for the LG No 5; it will be very useful for teachers andstudents.The student conference “Yesterday, today, tomorrow” in La-tvia was organized on February 1st. Students from 20 BSPschools have participated with the reports about they projects,developed according the environmental history of the localenvironment. One of the rules of the conference was that forthe design of the poster students must use only environmen-tally friendly materials or different packing materials. Some students from BSP schools took part in the National Envi-ronmental Project Olympiad and drawing competition about lo-cal environmental problems, organized by Latvian NationalCommission of UNESCO.Two teachers from Latvia have participated in the internatio-nal teachers training course “Air quality” in Poland.32 persons (7 teachers and 25 students) from Latvia took partin the international conference in German “Yesterday-Today-Tomorrow”.We have tradition that every summer we have organized stu-dent summer camp and teacher seminar and the hosts are so-me of BSP schools. This year the hosts were Ogresgala basicschool. About 80 students and 20 teachers have participated.There were workshops about rivers, art, and environmentaltheatre. Teachers who participated in the international te-achers training course in Poland were the workshop “Air Qu-ality” leaders and the new protocols was adopted. All partici-pants have possibility to visit kiln where the ceramist introdu-ce with the producing stoneware using old methods and wehave saw the opening of the melting-on stove. It was very im-pressive and useful for students to understood how complica-te is producing the ceramics and what kind of raw materialsare used. After we have discussions how this ceramics kiln ef-fect the environment.I have prepared special questioner for BSP school teachersand till the end of year they must answer and I will made thesummery about the activities, participating in the BSP pro-grammes, problems according to the implementation of ESDand others.National co-ordinator: Ms Velga KakseMinistry of Education and Science,

Centre for Curriculum Development and Examination, Valnu str.2, LV-1050 RigaTel: +371-7814354fax: +371-7223801e-mail: velgak@latnet.lv

LITHUANIA

Seminar of the BSP schools coordinators took place at Lithu-anian Centre of Young Naturalists in 5th of May 2003. Certifi-cates of the BSP participants were given for twenty schools inthis seminar. Although near thirty Lithuanian schools partici-pate in the BSP , but not all of them present reports for theBSP programs coordinators. One of reasons is lack of informa-tion about programs or possibilities to get this information innational language. New website www.gamtininkai.lt/bsp isdesigned for spreading of information and will help to impro-ve resent situation. Teacher will find all useful informationabout the BSP in Lithuania in this website.Vilnius _emyna Gymnasium has to be highlighted in Vilniusregion. This school, together with Centre of Young Naturali-sts, organizes conferences for schoolchildren „The develop-ment of Environment“. Those conferences are organized alre-ady for four years and are dedicated for communication ofchildren from different schools that participate in the BSP.They can meet each other; shear their ideas and experience.Communication with contemporaries helps in search of moti-vation for this work. Children of Kaunas district Mastai_iai Main School do greatwork in Environmental History program. Experience of theirteacher Birut_ Jasinskien_ could be useful for other partici-pants of this and other BSP programs. Most of BSP certificated schools are located in Kaunas and di-strict of Kaunas. Consequently in October of 2003 annual me-eting of BSP schools coordinators took place at Kaunas districtLapi_ Main School. In this meeting experience brought fromPlön, Germany where the 5th final students and teachers Bal-tic Sea Conference took place, was presented. Program Envi-ronment history was discussed with the top interest and somerequests for renewing of BSP programs information more fre-quently were formulated.National co-ordinator: Mr Sigitas Juz_nasLithuanian Young Naturalist Centre D_iaugsmo str. 44, LT – 2020 VilniusMobile: +370-610 67830, Fax: +370-5 2674873e-mail: bsp@centras.lt

RUSSIA

National co-ordinatorMr Prof. Stanislav BabichUNESCO Centre28 Chaikovsky str.RU-191194 St. PetersburgTel: +812-310 4729Fax: +812-325 3479 or 812-314 2336e-mail: stanislavbabitch@mail.ru

47

NATIONAL COORDINATORS

SWEDEN

The year 2003 has been an eventful year for Baltic Sea Projectin Sweden. The National Agency for School Improvement wasformed and took over the co-ordination of Baltic Sea Projectand a new national co-ordinator was therefore elected. TheNordic Council of Ministers’ held a seminar in Karlskrona onEducation for sustainable development. Teachers and pupilsfrom Sweden visited the international conference in Plön.A decision to launch an evaluation of BSP was made. The na-tional co-ordinator visited the co-ordinators meeting in Debe.The first of March a new National Agency for School Impro-vement was formed. From the former National Agency forEducation two new agencies started working. The new Natio-nal Agency for Education with the mission to control and eva-luate the schools in Sweden and The Swedish National Agen-cy for School Improvement with the mission to supports im-provement work. The National Agency for School Improve-ment is now responsible for the co-ordination of the Swedishparticipation in the BSP.The new Agency for School Improvement is working intensi-vely to promote and support education for sustainable deve-lopment in Sweden. During 2004 and 2005 a project groupwill work with information, competence development, sup-port material and networking in order to support new te-aching methods and organisational innovations. An impor-tant part of this project is the participation in BSP. Susanne Mellvig, who has been the national co-ordinator forSweden since 2001, was replaced by Martin Westin during the

summer. Sweden would like to thank Susanne for a job welldone! Martin Westin is working at the National Agency forSchool Improvement.In June the Nordic Council of Ministers’ held a seminar oneducation for sustainable development in Karlskrona, Swe-den. The aim of the seminar was to exchange experiences re-garding sustainable development efforts in the context of edu-cation. The emphasis was on how the education can be desi-gned. About 130 delegates took part in the seminar. Delegatesattended from Denmark, Estonia, Finland, the Faroe Islands,Greenland, Iceland, Lithuania, Norway, Poland, Russia, Swe-den and Åland. Among the participants were schools activewithin BSP.During the summer teachers and pupils visited the BSP confe-rence in Plön. The conference gave possibilities to meet overthe national boarders and exchange ideas.The National Agency for School Improvement has decided tolaunch an evaluation of BSP. The evaluation will try to findout if the co-operation within the BSP has had any effects onthe teaching methods and organisational structures in the par-ticipating schools in Sweden. In November Martin Westin participated in the international

co-ordinators meeting in Debe, Poland. The meeting gave po-ssibilities to exchange ideas on how to develop the work wi-thin the BSP co-operation.

National co-ordinator: Mr Martin WestinSwedish National Agency for School Improvement,Karlbergsvägen 77-81, S-113 35 StockholmTel: +46-734 19 82 38Martin.Westin@Skolutveckling.se

POLAND

The major changes in the structure of the Polish BSP network took place in 2000.The national co-ordinator, dr Krzysztof Kafel, who has been with the Project from its very beginning in1989, has resigned from his position and dr Jolanta Mol took over the coordination of the BSP. Till the year 2000 twenty five ASP schools were involved in the project and they were very active. The envi-ronmental education is popular in Poland so we decided to develop the cooperation with other schoolswhich are not members of ASP. Currently 66 schools from all over the country are participating in the BalticSea Project: 56 Upper Secondary Schools, 3 Grammar Schools and 7 Primary Schools.In 2001 we held the meeting in the Ministry of Education in Warsaw. The General Secretary of the Commission of UNESCO inPoland Mr dr Tomasz Orlowski and the Counsellor of the Minister of Education Mr dr Krzysztof Kafel opened the conference.The school coordinators of BSP presented their work. Ms Jolanta Mol introduced herself as the new national co-ordinator anddescribed the very new Environmental History Programme which appeared interesting for the teachers.During those three years the environmental education has been developed in different fields.1. Polish schools participating in BSP – programmes

48

NATIONAL COORDINATORS

Conclusions:1. Primary and grammar schools participate in such programmes like Phenological studies, Bird ecology, Coast watch and Ri-

vers. 2. Upper secondary schools work mainly with Environmental history, Rivers, Air quality and Bird ecology programmes.3. Every Polish school works with more then one programme, some of them work with 4 different ones.4. Last year one of the most popular programme became Environmental History

2. Exchanging of studentsAbout 20 schools organized the exchanging of students with different Baltic countries. The most active in that field

are: Konopnicka Upper Secondary School from Katowice (7 times: with Swedish schools from Borlange, Falun and Stockholmand with Denish school from Kalundborg) and Nowodworski Upper Secondary School (7 times with schools from Germany,Denmark and Sweden).

3. Participation in the international conferences and workshops15 Polish schools took part in different workshops and conferences organized in Germany (Neuminster, Flensburg,

Rostock, Plön), in Denmark (Skjern, Sonderborg), in Finland (Pori), in Poland (Rzucewo), in Latwia (Jurmala), in Estonia (Tal-linn, Tartu), Russia (Petersburg).

4. Writing and publishing articles in BSP Newsletters and Learners’ Guides in years 2000-2003

Conclusions:1. There are only 6 schools good working with publishing articles2. We have to work with making our school more active in this field

5. Organizing national and international BSP conferences in Poland for teachers and co-ordinators1. November, 7th - 10th 2002. Rzucewo (Gdansk, Poland) - International meeting for National and Projects Co-ordinators wi-

thin the Baltic Sea Project, organized by Ms, Jolanta Mol in cooperation with former General BSP Co-ordinator – UteGrönwoldt, financed by German General Committee of UNESCO

2. April, 11th - 13th 2003. Rzucewo (Gdansk, Poland) - International Ecological Conference within the Baltic Sea Project, 10th In-ternational workshop "Working for Better Air Quality in the Baltic Region" – organized by Ms Jolanta Mol, financed by Mini-stry of Education and Sports in Poland, and Polish General Committee for UNESCO.

That conference was organized and financed by Poland because of taking over the Air Quality Programme co-ordination. Po-lish botanist Ms dr Beata Wegrzynek was honored with the nomination of being the international co-ordinator3. October, 16th - 19th 2003 – Polish national conference for BSP school coordinators “Working with BSP

programmes and exchanging of students”, 42 participants, it was financed by Ministry of Education and Sports in Poland,and Polish General Committee for UNESCO.

4. November, 13th - 16th 2003 - “The 16th consulting meeting within the Baltic Sea Project” in Debe (near Serock, 30 km northway to Warsaw). Financed by the Polish General Committee for UNESCO.

5. December 13-15th - National BSP meeting “IT workshops for BSP teachers”, in Katowice, 60 participants. Financed by Mini-stry of Education and Sports in Poland

Poland is taking over the General Co-ordination of the Baltic Sea Project after Germany for the next 3 years!In June, 11th – 15th 2003 – during the “Final Session of the German coordination of the Baltic Sea Project – a regional flagshipproject within the Network of UNESCO-Project-Schools” in Plön (Germany) Poland took over the General Co-ordination of theBSP Project. Ms Jolanta Mol was nominated for the next three years 2003-2006 as the General Co-ordinator of the BSP after UteGrönwoldt. Poland was represented by 44 teachers and students on that conference.About 40 schools are very active but they don’t send the protocols to the national and programmers coordinators

National & General Co-ordinator: Ms dr Jolanta MolStowarzyszenie Komputer i Sprawy Szko∏y “KISS”Ul. Raciborska 3, PL-40-074 KatowiceTel: +48-32 2 572 104Fax: +48 32 2 519 811Newsletter’s e-mail: bspnews@kiss.plhttp://nasza-szkola.plhttp://bspnews.kiss.pl

49

BSP QUESTIONAIRE

Questionaire for BSP schools – please fill in and send it to your National BSP Co-ordinator before, October 2004.

School:Address / country:BSP liaison person:e-mail:Tel:Number of teachers involved in the BSP:Subjects involved in the BSP:Number of students involved in the BSP:Age of students:When did your school start to participate in the BSP (year)?

Table 1. BSP programmes:

Table 2. In what kind of national and international BSP activities did your teachers and students participate?

Did your school send articles to the BSP Newsletter from 2000-2003?Name your BSP friend schools in your country (network).Name your BSP friend schools in other countries (network).Name the BSP activities organized in your school.Name the subjects where you have used BSP Newsletter.Name the subject in what you have used:Learners Guide No 1,Learners Guide No 2,Learners Guide No 3,Learners Guide No 4,Learners Guide No 5,Learners Guide No 6.

Elaborated by: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Date . . . . . . . . . . . . . . . . . . . . . . . . 2004

The Baltic Sea ProjectQUESTIONAIRE

Protocol of the all active schools to be sent to the national co-ordinator by e-mail: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

No. ProgrammeAre the protocols sent

to the programme co-coordinator?In which subject the programme

is realized?

1. Water quality of the Baltic Sea2. Rivers3. Air quality4. Phenological studies5. Coastwatch6. Bird watch7. Environmental history

1. Teachers’ training courses2. Camps3. Conferences4. Others

No. Activities

Number of teachers Number of students

National events

Internationalevents

National events

Internationalevents

50

WATER QUALITY TRAINING COURSE

SSaallaaccggrriivvaa,, LLaattvviiaa,, 2200––2233..0055..22000044

Photos by: Jolanta Mol, Simo Korpela, Beata W´grzynek

BBiioosspphheerree

RReesseerrvvee