Author: 1st Grade Upper Secondary, SS Vela Luka,HR
PARTNERS: 2nd Grade Lower Secondary, Olympion High School, CY;
2nd Grade Lower Secondary, Volissos High School, GR
Introduction
Visit to Žitna bay on the island of Korčula (Jakica Pecotić)
The subject of our Seedquest is the Coastal heritage and its socio-economic and cultural resource. The area in which people live affects people’s way of life which differs as much as the geographical specificity of the space differs. Croatia is geographically diverse, so we differ from our compatriots in many ways, starting with the occupations we choose, the culture we grow, the food we eat and the way we prepare it, the jobs we do, etc. In recent years we have seen a big difference in life people from coastal areas and inland.The modern way of life in the world has led to a change in the situation in Croatia. Once known as a poor region, Dalmatia has become a popular tourist destination.
We focus on our island. The fact is that we are different from other Croatian islands, and there are many of them. Our history is rich and long. Korčula has been inhabited for centuries. In accordance with the peculiarities of the coastal area, the islanders have shaped a specific way of life that has sustained them for centuries and put them on the scene of the great historical events of the Mediterranean. We will explore how people used to live, what occupations they chose, how they earned, what they grew, hunted, etc.
We will analyze how the former way of life influenced, shaped, changed, destroyed or enriched the ecosystem of the coast of Korčula. How did people cope with the lack of land, how did they preserve it and how did it affect the appearance of the island (places and fields). Did the former poverty quite accidentally preserve the ecosystem?
We are also studying the current way of life of the islanders. The impact of changes in the world is also reflected in our way of life. Once the main branches of the economy slowly fall on the scale or even disappear completely, and tourism takes first place. Other branches of the economy that people on the island are engaged in are mostly also based on tourism. Olive growing and viticulture are experiencing a renaissance, in fact, they are developing and reaching a level of quality that they did not have before. That is why we are dealing with issues such as which are the main branches of the economie that the islanders are dealing with and why. What occupations are chosen, what is grown, what is hunted and similar. We will explore how the modern way of life of people affects the ecosystem of our island and we will design how we can reduce the negative impact on the coastal ecosystem without neglecting the potential of one of our most important activities – tourism.
Learning Objectives
- Students will be able to compare the past and present coastal way of life of the people of the island of Korčula
- Students will be able to assess the impact of past and present lifestyles on the coastal ecosystem of the island of Korčula
- Students will be able to suggest ways to reduce the negative impact of modern lifestyle on the coastal ecosystem of the island of Korčula
- Students will be able to design your own example of a sustainable tourist offer on the island of Korčula
Task
Students discuss the topic of the coast (Jakica Pecotić)
The students, divided in two groups, will explore the way of life of people on the island of Korcula in history and now. When each group has collected enough material, students will present to each other what they have explored so they can compare the coastal way of life then with the coastal way of life now.
- Students will assess the effects of past and present human lifestyles on the coastal ecosystem to see how human lifestyles affect the natural ecosystem. Through brainstorming, students devise ways to reduce the negative impact of modern lifestyles on the coastal ecosystem of the island of Korcula.
- Through a debate, students discuss the impact of tourism on the ecosystem of the coast of Korcula in order to draw conclusions about the negative consequences, but also the future potential of tourism.
- Students visit the town of Korcula and the island of Vrnik near Korcula to get to know the rich culture and tradition of these places, as well as their important historical impact on people's lives. On the trip, students have the opportunity to learn examples of how to use tradition and natural resources for tourism in a sustainable way that will not destroy the coastal ecosystem in the long run (Vrnik Arts Club- example of how a neglected cultural object is authentically renovated and converted for tourist purposes, "škraping" - sustainable tourist offer, preparation of immortelle tonic - use of natural resources in a sustainable way).
- Students create an example of tourist offer that unites the traditional activities of the island of Korcula and modern tourist offer based on the principle of long-term sustainability and responsibility (organizing ratatlon - field triathlon or pentathlon). In this way, students reflect on the potential of the island of Korcula as a desirable tourist destination, but also a place to live.
Process
- We divide students into two groups.
- One group explores the way people lived on the island in the past, and the other group explores the way people live on the island today, according to materials they will find in the SeedQuest Resources section.
- In their research, students will also be guided by questions prepared by teachers (How does the coast / coastal landscape affect the choice of occupation and lifestyle?, What was the economic benefit of these activities then / what is it today?, What changes does modernization bring in agriculture and fisheries?, What was the impact of the mentioned activities on the ecological system then / what is it today? Is it possible to use the mentioned activities in terms of tourism?, etc.).
- Groups interview people about issues relevant to the topic they are studying
- The groups make a presentation about their research
- Groups present their work and presentations to each other
- Groups, led by teachers, discuss and assess the impact of human lifestyles on the coastal ecosystem then and now
- Brainstorming, under the guidance of teachers, on how to reduce the negative impact of people on the ecosystem of the coast of the island of Korcula (all students)
- Debate (all students, led by teachers): example of the topic- Modern way of life affects the coastal ecosystem more adversely than the former way of life or Tourism necessarily destroys the ecosystem or Tourism brings more benefits than harms our place
- A joint trip to the town of Korčula, and the islands of Badija and Vrnik accompanied by an expert guide - a story about the past and present, examples of sustainable tourist offer
- Students design a sustainable tourist offer (organization of ratatlon)
- During the process of designing sustainable tourism offer, students should consider the following questions: what are the potentials and weaknesses of the island of Korčula as a desirable tourist destination and place to live (for example through SWOT analysis), for whom the offer will be intended, what characteristics of sustainable tourism will their offer have, and how to “sell” your final product.
More videos: :
- Vela Luka, as it was https://www.youtube.com/watch?v=xA-5AEqRmD8
- Vela Luka, tourism https://www.youtube.com/watch?v=uTB9mQkCoz0
- Masters shipwright in Vela Luka https://www.youtube.com/watch?v=XgBFR88wAGo
- Frantoio Presa – Vela Luka https://www.youtube.com/watch?v=R-mr6CgVOj8
- Olive oil from Torkul https://www.youtube.com/watch?v=ntM42UWwnWo
Evaluation
- What is the impact of the environment on people's lives?
- What is the impact of human way of life on the environment?
- Why do we have to preserve the environment?
- How can we preserve the coastal ecosystem?
- Organization
- Critical thinking
- Speaking both in your mother tongue and in English
- Creativity
- Communication in mother tongue and in English
- Digital competence
- Cultural awareness and expression
The evaluation will be conducted in the form of a survey to get feedback on how interesting and useful it was for the students to learn through this method.
Peer evaluation will also be conducted - students will design questions and / or tasks for each other to recall what they have learned and to check how much they have memorized the important information available to them in the sources and through interaction with the people they interviewed.
Conclusion
Students became aware of how much human action can have an impact on the environment in which they live and from which they draw food for life. They also became aware of how uncontrolled impact on the environment can change the way of life of a place and how it can affect the preservation of tradition (for example, reduction of fish stocks leads to turning to new industries and neglecting an ancient island business).
The most valuable knowledge they have acquired relates to the development of responsible and sustainable tourism and the application of ecological methods of agricultural production and maintaining balance in the marine ecosystem.
Links
Soil maintenance in the vineyard
http://pinova.hr/hr_HR/baza-znanja/vinogradarstvo/agrotehnika-vinograda/odrzavanje-tla-u-vinogradu
The battle for the Adriatic eco-system - the answer to overfishing is responsible fishing
https://www.otoci.eu/borba-jadranski-eko-sustav-pretjerani-izlov-ribe-rjesava-odrzivim-ribolovom-lovostajem-koji-skladu-klimatskim-promjenama/
Teachers Section
Notes on the methods used:
- Interview: interview questions are designed by teachers in collaboration with students after studying the material on the topic that is to be discussed. Students and teachers write down the questions they consider important, and then all together choose (according to a common assessment) the ones that are most relevant and from which it is expected that the most interesting and key information will be obtained.
- PowerPoint: before making and presenting a power point presentation, students receive detailed instructions on what a power point presentation should look like and what are the rules for presenting the same
- Debate: before the debate itself, students need to be introduced to the rules of debate and monitored throughout the process and guide groups if they deviate from the topic or do not follow the rules
Notes on the implementation of Seedquest:
Due to unstable weather conditions, we were forced to organize a trip earlier than planned and we reorganized the sequence of activities. We first took the students on a trip to Korčula and the island of Vrnik to learn about traditional crafts. The trip was followed by a team meeting and the topic was discussed together and the students were divided into the planned two groups (then and now). The groups received literature and the students researched in groups and made their own presentations explaining the impact of human life on the coastal ecosystem. When the presentations were over, the team met again and the groups presented their research and conclusions to the whole team. This was followed by a debate with the thesis "Tourism necessarily negatively affects the ecosystem of the coast." The debate ended with brainstorming about an environmentally sustainable tourism product. The students' conclusion, however, differed from our plan (ratatlon), so the students decided that the traditional grape harvest and traditional wine production would be a great example of how to make tourism sustainable, and they made a leaflet (attached) for their idea.
Due to the unfavorable epidemiological situation, we were not able to organize interviews with people engaged in activities that are the subject of our seedquest. Instead, students came across equally valuable information through conversations with parents and close relatives. They included this information in the presentations they gave to each other.