| nr. | phases | theme | topic | content | material |
| 1 | Indoor preliminary education (6-10 h; 3-4 weeks) | Safety (at work, during excursions) | Individual safety tools | Boot, gloves, glasses, etc. | PwPt slides |
| Safety Behaviors | | PwPt slides |
| Environmental Botany lecturing | Levels of plants organization | Plant individual, population, species, plant association | PwPt slides |
| Biodiversity | Biodiversity and naturality | PwPt slides |
| Principles of Biogeography | Biogeographic regions | PwPt slides |
| Key concepts: alien, native, endemic (definitions) | PwPt slides |
| Bioinvasions | Mechanisms, damages, costs (economic and ecologic) of biological pollution, prevention and post-invasion action | PwPt slides |
| Pre-outdoor requirements | Tools | Student are asked to buy individual safety and gardening tools | Trekking (or safety) boots, gardening gloves, safety glasses, gardening scissor and shovel |
| Authorization | One/both parents are asked to sign a specific authorization | PDF file available on Google Classroom, to be downloaded, printed, filled and signed by parents |
| 2 | Outdoor environmental education (2-4 h; morning) | Naturalistic excursion | Observations on alien and native woody plant species | Scientific names of plants observed, family, ecology of each single species, biogeographic origin, traditional and modern practical uses | Students are stimulated to take notes and pictures during the activity |
| Observation on different ecological features of the BMP (bedrock, water, etc.) | Names of different bedrocks are provided, microecology of places is explained | Students are stimulated to take notes and pictures during the activity |
| Collection of plant reproductive materials | Seeds | Plastic bags to collect seeds, acorns, etc. |
| Branches | Garden scissors are used to collect young branched, later cuttings |
| 3 | Greenhouse work | Greenhouse work (2 h; afternoon) | Preparation of soil | Soil is prepared mixing peat and sand (1:2) | Garden shovels are used to perform the mixing |
| Preparation of phytocells | Phytocells are filled for 1/5 (3-5 cm) of gravel, then soil up to around 7 cm of the rim | Garden shovels, phytocells, gravel, soil |
| Seeding seeds | Phytocell are seeded with 3 acorns | Seeds, acorns |
| Planting cuttings | Phytocell are seeded with many cuttings | Cuttings |
| Irrigation | Seeded and planted phytocell | Water |
| 4 | Post-planting work | Homework (1-2 weeks) | Write a detailed report of the phases 2-3 | Report on former steps of the project | Pc, report |
| Write files on targets species | Files on targets species | Pc, species files |
| Caring activity (2-7 months) | Periodical irrigation of phytocells | Removed the Covid-19 restrictions, the students can reach the school farm at coffee break (10.50-11.10) | Water |
| Checking the germination process | Removed the Covid-19 restrictions, the students can reach the school farm at coffee break (10.50-11.10) | Checking the phytocells |
| 5 | Testing | Testing the entire project (1-2 h) | Written/oral interview on the project phases, key-concepts, experiences done and the activity finalities | Students are tested on main concept faced by the project | Questionnaire or interview |
| 6 | Use of plant material | | Replacement of exotic plants with native ones in the school garden | When alien trees or shrubs plants die they are replaced by students with native ones produced during the project | Native plants produced during the project |
| Sold for gardening | Part or the produce native plants are sold | Native plants produced during the project |
| Gifted for renaturation projects | Part or the produce native plants are gifted for private planting and restoration project | Native plants produced during the project |
