The purpose of the paper is to assess the impact of using specific teaching tools to students regarding the role and functions of the grassland ecosystem so that they understand the functioning of this ecosystem without anthropogenic intervention. It is important for students to know the role, structure and functioning of this ecosystem because it is one of the richest resources of semi-natural grassland still existing in Europe. These are classified as grasslands with high natural value and high biodiversity. In the sciences of life or biology, we can say that phenomena are understood by students when they can operate with the knowledge acquired in contexts other than those presented in the lesson. Also, in biology lessons we must also focus on what is useful for the further development and activity of the individual. In order to illustrate and explain the grassland ecosystem so that the students can understand and retain it, a division of methods was used, with an informational-operational, but especially participatory-non-participatory weight. As a case study, the present paper tried to approach the educational process, life, practical activity. The training through the case mediates a confrontation with a real life situation, authentic, taken as a typical representative example for a general state of affairs. The direct results obtained were analyzed by the increased interest of the students in the lesson about the grassland ecosystem due to the multiple attraction systems generated by its functions as landscape, habitat for rare species of animals and plants, present near houses in the form of lawn, etc. We can appreciate that in the future the presentation of lesson topics in attractive interactive forms will both as a teaching method and as content will contribute to increasing the interest of the students towards the school but you have chosen the life sciences.

teaching methods, grassland ecosystem

biology

Presentation: poster