MILESTONES

The land of the former railway line between Linares and the Linares-Baeza Station forms the Camino de Úbeda Greenway. It presents a series of interesting natural, historical, and scenic features, which can be made known to the public by renovating this greenway with educational content and reforestation. The route has significant scenic potential and can also serve as a leisure and recreation area for the citizens of the Municipality of Linares and the surrounding region. The very nature of the route is ideal for the establishment of a greenway that acts as a link between a large number of routes, sites, and elements of interest that currently exist in the surrounding area and that would otherwise go unnoticed. These interactions can also continue with another greenway that begins at the end of this route: the Guadalimar Greenway.

The greenways have been established as recreational infrastructure and transformed into healthy trails, featuring elements aimed at environmental outreach, implemented in our project with students as part of Project-Based Learning (PBL) and Service Learning (SLL).

It is a somewhat neglected area, with erosion and landslides, road surface problems, and damage from vandalism over several years. In addition, intensive reforestation is necessary. Collaboration with other educational centers to carry this out has been a success, always supported by the City Council, which has also been heavily involved.

This project has proposed measures aimed at disseminating the area's values, highlighting the creation of an itinerary with educational stops and interpretive panels, allowing the greenway to act not only as a route, but also as a space for environmental education and knowledge of the environment, its unique features, and its history. Considering all of the above, this paper, after analyzing the current situation of the route, proposes measures to adapt its route and disseminate its main values.

Finally, integrating the SDGs of the 2030 Agenda is crucial in any type of project, and even more so in the one we are dealing with. Several of them have been integrated, and we would like to highlight number 11, which is bringing natural spaces closer to cities, and number 17, which is seeking alliances and collaborations to achieve our goals.

FUTURE

New course, new challenges, building on what we've already learned to improve and beautify our environment. We work from modesty, we want to continue, little by little and consistently. We want more trees in our city, in your city, in our surroundings. Our actions can bring many benefits:

• Youth Engagement and Education
• Community Health and Wellness
• Urban Heat Mitigation
• Biodiversity
• Water Resource Protection
• Recreation
• Air Pollution Reduction

Nothing and no one is indispensable—not a person, a place, or a job, but we are all necessary. Paulo Coelho

ASSESSMENT

Project-Based Learning has been shown to expand students' knowledge and develop their skills, making them more competent individuals and empowering students to be the protagonists of their learning.

Important changes are taking place in all areas of society, and education cannot ignore these changes. These projects value the ability to solve problems, be creative, innovate, make decisions, work in teams, and a long list of other things that have little to do with knowing facts, dates, and other meaningless content for students.

What do we want to teach?

As teachers, we must carefully select content when designing a generative project or topic. It must be motivating, comprehensive, and connect with previous learning experiences, and, above all, be related to situations in students' everyday lives—something relatable.

Clearly, carefully selecting the content to work on is key, but it wouldn't make much sense to work on the content if we don't know what we really want students to develop, what competencies (learning to learn, initiative, communication in different languages, math and science, cultural expression, etc.), or what thinking skills we want them to acquire through that content.

How do we want to teach it?

The "how" is the part where students must put into practice everything we have previously designed. We moved from simple activities that only measured content to performances (activities that involve thinking). We were able to propose scenarios in which students were the ones who had to think and put their knowledge into practice in different contexts to advance in their learning process.

Project-Based Learning

When we talk about developing thinking skills, we may also be plagued by a question: How can I, as a teacher, know what my student is thinking and whether they are acquiring the thinking skills I have set out to develop? A culture of thinking is generated. This makes thinking visible, helping students become aware of it and, in turn, becoming a tool for teachers to assess their students' progress in the skills they develop.

To address diversity and taking into account multiple intelligences, this project ensures that the desired information reaches students through different channels, fostering their strongest intelligences and helping them develop their weakest ones.

Assessment consists of judging and grading something; assessment, on the other hand, evaluates something and offers feedback and suggestions for improvement, so that the student themselves can establish improvement plans and thus become aware of the areas in which they need to improve (they must be the protagonists of their own learning).

In this process, I propose various tools, including self-assessment rubrics, which are very useful, as they make it clear to students what goals and understandings they need to achieve and allow them to compare their achievements and establish improvement plans. Furthermore, the proposed teamwork is motivating and encourages creativity and reflection.

CUESTIONARIO

PLANNING-PROJECT TIMELINE

The project timeline includes all the actions that have been carried out for several years. During these years, many setbacks have arisen, but these haven't prevented its development. The most significant setbacks have undoubtedly been the drought and COVID-19. However, we have learned from our mistakes and are gradually achieving our goals by improving our environment and promoting environmental education.

PRODUCTS

Infographic from the viewpoint

Fauna Infographic

Information panel

The project's results include the following:

Including environmental education in our daily lives.

Creating a group of several schools, the City Council, associations, individuals, etc., working together since October 2020 with the hope of improving this area of ​​Linares.

Planting 200 shrubs and trees during the 2022/23 school year, which is the most productive period. We have planted more than 400 trees over the past few years and have also preserved what we have done.

Creating infographics to be installed on panels along the 6 km stretch. Conducting surveys among students to select the best infographics.

Creating two panoramic images, one with the toponymy and the other with the geology of the areas covered. Due to its difficulty, this project was carried out by a few students with the collaboration of the Biology and Geology teachers.

Designing the short- and long-term projects.

Involving the City Council in the installation of a second fountain and all the new signage.

In addition, we have been participating in an environmental education program on provincial radio for two years.

METHODOLOGY

The project currently underway aims to improve the Camino de Úbeda Greenway near our secondary school. To this end, three infographics will be displayed along the route, depicting its fauna, flora, and landscape (a panoramic view to be installed at the trail's viewing point).

Similarly, we will collaborate with the municipal council and other educational centers to promote the protection of this trail and improve it together. It is proposed to carry out two reforestation projects, collaborating with as many students as possible from all the local schools.

To carry out the proposed projects, students will conduct in-depth research on each of the topics in each infographic. They will be grouped according to my criteria so that each one is compatible and essential. Each task is flexible and motivating and can be completed with different resources and tools, adapted to the diversity of each student.

Regarding the UDL principles:

1.- Why do we learn?

Curiosity about what surrounds us, starting with what's closest to us, motivates students to learn.

2. What is learned?

Students will learn ways to obtain accurate information and the different tools to create products.

3. How is learning done?

By cooperating and encouraging the creation of high-quality products in graphic and written expression, and finally, in oral expression.

In relation to the principles, and considering that the students are the protagonists, it will be encouraged that the students themselves empower the strategies, activities, adaptations, presentations, etc.

1. Provide multiple forms of representation:

• Use all types of texts: written, audiovisual, etc.
• Provide examples such as graphic organizers, diagrams, font sizes, shapes, etc.
• Arrange content appropriately for relevance.
• Provide keys, subtitles, translations, etc.

2. Provide multiple means of action and expression:

• Use different programs, with varying degrees of complexity,to represent content, graphics, images, etc.
• Provide computers if necessary and create products with all types of devices: mobile phones, tablets, computers, etc.
• Use adapted concept maps, social networks, web pages, dictionaries, guides, correctors, image modifiers, processing of different formats, creation of texts by voice, etc.

3. Provide multiple forms of Involvement:

• Provide activities appropriate to the students' stage, providing cooperative and individual learning environments. Tasks must be relevant and adapted to each situation, with varying degrees of achievement, thus adapting them to each level.
• Students must set their own goals and dates for completion and execution. They must design their work, enjoying their choices and changing them if necessary. In other words, they must control the execution process and be supported at each stage by their peers and the teacher.
• Finally, students must analyze and evaluate their work and the progress of each stage. They must be provided with alternatives if necessary and if they cannot adequately resolve the problems that arise. Student autonomy is crucial. Perseverance is crucial, avoiding mediocrity, and ensuring that each student gives their best.
• Therefore, the use of tools such as Google Calendar, Google Sites, and in general all Google applications, easily accessible to all students, facilitates individualized and tailored attention, engagement, and learning.

Regarding the SDGs, this project would cover the following:

• SDG 3: Ensure healthy lives and promote well-being for all at all ages.
• SDG 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.
• SDG 5: Achieve gender equality and empower all women and girls.
  
• SDG 10: Reduce inequality within and among countries.
• SDG 11: Make cities and human settlements inclusive, safe, resilient and sustainable.
• SDG 13: Take urgent action to combat climate change and its impacts.
• SDG 15: Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification, and halt and reverse land degradation and halt biodiversity loss.
• SDG 17: Strengthen the means of implementation and revitalize the Global Partnership for Sustainable Development.