Changing landscapes in Finland and Iceland


Spring is almost here :)! So it is time to wake up from hibernation – and continue our small scale projects.

Here is instructions and time table…

Changing landscapes and habitats


  • the specific features of your home area/local environment and the landscapes of Finland and Iceland
  • explore examples of natural and cultural landscapes in different regions of Finland and Iceland
  • doing field studies in your home area (and Finnish students in Iceland in May 2019)


  • you can describe how the landscapes are formed
  • you can describe how human impact the environment
  • you can describe how natural environment impact human life

Small scale projects

Choose at least four tasks that you will do with your Nordic Go – partner. Collect the tasks for example on Sway, OneNote or PowerPoint.

  1. Make a time line about when and how landscapes of your home (in Finland and in Iceland) are formed. Timetable: before May
  2. Take photos about natural and cultural landscapes in Finland and Iceland.  Add photos for example to Google My Maps. Write good captions. Timetable: before May and during student exchange in Iceland
  3. Choose four photos/landscapes (two from Finland and two from Iceland) and answer the questions. Timetable: before May Interpreting pictures
  4. Make the news report. Timetable: manuscript before May, filming during student exchange in Iceland News report
  5. Write the news. Timetable: manuscript before May, finishing during student exchange in Iceland Write the news
  6. Take photos about your local environment. Make five questions and answers that are in some way connected to pictures and your local environment. Timetable: before May 5 questions
  7. Take a Hop on hop off – tour with Google Earth.  Find landscapes in Finland and Iceland where you would like to go. Take print screen photos and make photo collage. Write good captions. Timetable: before May
  8. Take your own idea. Notice the topic and goals. Timetable: before May and during student exchange

Learning animal cell in various ways


We are studying animal cell structure by activating students to do something concrete and touchable with modelling clay or drawing with chalk and making a video.

Made by Kati Ahlqvist, Armfelt school, Salo, Finland


Animal cell structure and meaning of organelles


Goals of transversal competences or 21th century skills

  • thinking and learning to learn
  • ICT competence

Goals of biology

  • to learn the structure of animal cell
  • to learn meaning of organelles
  • to use ICT
  • to work individually and collaboratively in the classroom and outdoors


Students build an animal cell with modelling clay, they make little notes and name the organelles. Then they study the meaning of organelles and explain them to teacher.

Students draw an animal cell with chalk outside on asphalt. Then they take pictures or videos of their drawing. They make a video of the material and add organelles names and meanings.


  • modelling clay
  • chalk
  • iPad or phone


  • taking photos or video
  • editing video
  • iMovie


High or mediate. If they do this in groups editing video activates only one or two students.


You could collect a vlog of different subjects of human biology.


Students take photos and make digital collage of organisms


My students are making digital collages or organisms (plants, animals, fungi, protists). They do it mainly at school but some do it at home too. Here is the description about why they are doing it and how.

Made by Rita Keskitalo, Perniön yhteiskoulu, Salo, Finland



Different organisms of Finland nature


Goals of transversal competences or 21st century skills:

  • thinking and learning to learn
  • ICT competence
  • participation and influence
  • building a sustainable future


Goals of biology:

  • student can make a photo collage of organisms
  • student recognize different species
  • student can explain classification of organisms
  • student can make a small-scale research
  • student can use ICT as a tool of learning
  • student can use social media as a learning environment
  • student can work individually and collaboratively in the classroom and outdoors

Activity / method

Students take pictures about organisms of Finnish nature like forests, lakes and seas.  They can make a digital collage to Instagram, WhatsApp or a slideshow with PowerPoint or publication with Adobe Spark. They observe all organisms they’ll see. They use microscopes or magnifying glasses. Students take photos, give organisms a name and classify them. They can write something interesting about their lives too. In social media they use suitable hashtags for example #animal #invertebrate #plankton #waterflea #cladocera. It is recommended that students follow other students’ digital collages in Instagram, comment and like them.





  • student’s own phone
  • magnifying glass
  • microscopes

Learning environments

  • classroom
  • school yard
  • outdoors: different ecosystems near the school and home
  • social media

Use of ICT, apps, websites

  • Instagram
  • WhatsApp
  • PowerPoint
  • Adobe Spark
  • or something else

Students’ activity level


New ideas

We and our students together could make a digital collage of Nordic (Icelandic, Swedish and Finnish) species for example to Instagram.