Saffron and its cultivation (Teacher´s Guide)

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Saffron and its cultivation !

Teaching programme for Environmental Education activities.

Primary education. !

Teacher’s guide ! ! ! !

Saffron and its cultivation

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COST Action FA1101 “Omics technologies for crop improvement, traceability, determination of authenticity, adulteration and origin in

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saffron”

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COST Action FA1101: El azafrán y su cultivo. Guía de educación

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© Ana Navarro 2014 © Elena Izquierdo 2014 ! !

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Saffron and its cultivation

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Cost is supported by the EU RTD Framework Programme

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Original Idea:

Angelo Markou, Manuel Carmona Delgado, Omar Santana Méridas

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Contents and text:

M. Elena Izquierdo Melero

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Illustration and graphic design:

Ana Navarro

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Layout and editing:

Ana Navarro Francesc Verdaguer

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Scientific revision:

Manuel Carmona Delgado Omar Santana Méridas

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Production and coordination:

Francesc Verdaguer

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INDEX

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INTRODUCTION:

SAFFRON (Crocus sativus L.) -----------------------------------------------------------------------------------------------------------00

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ACTIVITY PROGRAMME ---------------------------------------------------------------------------------------------------------------02

MAIN OBJECTIVE ----------------------------------------------------------------------------------------------------------------00

1 - GENERAL CONSIDERATIONS --------------------------------------------------------------------------------------------00

1.1 - PROPOSED ACTIVITIES --------------------------------------------------------------------------------------------00

1.2 - FACILITIES -------------------------------------------------------------------------------------------------------------00

1.3 - TEACHING STAFF ----------------------------------------------------------------------------------------------------00

1.4 - METHODOLOGICAL ASPECTS -----------------------------------------------------------------------------------00

1.5 - MATERIAL --------------------------------------------------------------------------------------------------------------00

2 - OBJECTIVES AND ACTIVITIES BY CYCLES. -------------------------------------------------------------------------00

2.1 - FIRST CYCLE OF PRIMARY EDUCATION (1st / 2nd years of Primary Educ. – 6 / 7 years old) ------00

Objetivo Principal -----------------------------------------------------------------------------------------------------------00

2.1.1 - First year of Primary Education (6 years old): A HOUSE FOR SAFFRON FRAN -----------------00

2.1.1-A - Contents ---------------------------------------------------------------------------------------------00

2.1.1-B - Specific objectives --------------------------------------------------------------------------------00

2.1.1-C - Activities ---------------------------------------------------------------------------------------------00

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2.1.1-D - Methodology ----------------------------------------------------------------------------------------00

2.1.2 - 2nd year of Primary Educ. (7 years old): SAFFRON FRAN GOES TO THE COUNTRYSIDE. --00

2.1.2-A - Specific objectives ---------------------------------------------------------------------------------00

2.1.2-B - Contents ---------------------------------------------------------------------------------------------00

2.1.2-C - Activities ---------------------------------------------------------------------------------------------00

2.1.2-D - Methodology ----------------------------------------------------------------------------------------00

2.2 - SECOND CYCLE OF PRIMARY EDUCATION (3rd and 4th years of Primary Education – 8 and 9 years old) -------------------------------------00

Main objetive ---------------------------------------------------------------------------------------------------------00

2.2.1 - 3rd year of Primary Education (8 years old): FRANNY SAFFRON FLOWER -------------------00

2.2.1-A - Specific objectives ---------------------------------------------------------------------------------00

2.2.1-B - Contents ---------------------------------------------------------------------------------------------00

2.2.2 - 4th year of Primary Education (9 years old):

2.2.2-A - Specific objectives ---------------------------------------------------------------------------------00

2.2.2-B - Contents ---------------------------------------------------------------------------------------------00

2.2.3 - Activities for the 2nd cycle of Primary Education. -----------------------------------------------------00

2.2.4 - Methodology for the second cycle of Primary Education -------------------------------------------00

Saffron and its cultivation

FRANNY SAFFRON FLOWER GOES TO THE COUNTRYSIDE.

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2.3 - THIRD CYCLE OF PRIMARY EDUCATION

Main objetive --------------------------------------------------------------------------------------------------------00

2.3.1 - 5th year of Primary Education (10 years old): THE CULTIVATION OF SAFFRON --------------00

2.3.1-A - Specific objetives ----------------------------------------------------------------------------------00

2.3.1-B - Contents ---------------------------------------------------------------------------------------------00

2.3.1-C - Activities ---------------------------------------------------------------------------------------------00

2.3.1-D - Methodology ----------------------------------------------------------------------------------------00

2.3.2 - 6th year of Primary Education (11 years old): HARVEST AND PROCESSING OF SAFFRON

2.3.2-A - Specific objectives ---------------------------------------------------------------------------------00

2.3.2-B - Contents ---------------------------------------------------------------------------------------------00

2.3.2-C - Activities ---------------------------------------------------------------------------------------------00

2.3.2-D - Methodology ----------------------------------------------------------------------------------------00

(5th and 6th year of Primary Education – 10 and 11 years old) ------------------------------------00

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ANNEX: MATERIALS --------------------------------------------------------------------------------------------------------------------00 MATERIALS FOR THE TEACHERS -------------------------------------------------------------------------------------00

Invitations for the students: General and individual. -----------------------------------------------------------------00

MATERIALS FOR THE STUDENTS: Books for each year.. ---------------------------------------------------------00

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First cycle of Primary Education ---------------------------------------------------------------------------------00

1st year of Primary Education (6 years old): A HOUSE FOR SAFFRON FRAN --------------------00

2nd year of Primary Education (7 years old): SAFFRON FRAN GOES

TO THE COUNTRYSIDE. -------------------------------------------------------------------------------------00

Second cycle of Primary Education. ----------------------------------------------------------------------------00 3rd year of Primary Education (8 years old): FRANNY SAFFRON FLOWER. ----------------------00

4th year of Primary Education (9 years old): FRANNY SAFFRON FLOWER

GOES TO THE COUNTRYSIDE. ----------------------------------------------------------------------------00

Third cycle of Primary Education ---------------------------------------------------------------------------------00

5th year of Primary Education (10 years old): CULTIVATION OF SAFFRON. -----------------------00

6th year of Primary Education (11 years old): HARVEST AND PROCESSING OF SAFFRON. --00

MATERIALS FOR THE TEACHING STAFF THAT DEVELOP THE ACTIVITIES Material for printing and cutting out to be used during

the game of the second cycle of Primary Education ----------------------------------------------------00

Materials needed for carrying out the activities in the countryside (for each year) ---------------00

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INTRODUCTION

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The cultivation, processing and marketing of saffron (Crocus sativus L.) are activities that are deeply rooted in different countries and regions of the Mediterranean area of Europe.

The unique characteristics of this plant and its cultivation have mean that there is little room for mechanized procedures for the related agricultural tasks. Throughout history activities related to saffron have been transmitted from generation to generation with very few changes - centuries of tradition.

As a result, in many cases, has lost the popular tradition and family related to this crop, so that during the last decade, it has been revealed a growing need to develop educational and outreach programs, about this plant and its use. Programs should be directed mainly to the new generations.!

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This project is based on the premise that only that which is known and valued is respected and cared for. This approach comes from a clear intention: to cross the border of information, whether written, audiovisual or interactive, in order to enter the field of knowledge, direct contact and experimentation with the children. The fact that the children will see, touch, and, particularly, plant and harvest saffron with their own hands, will help them understand and learn more easily about all aspects concerning this plant, its cultivation, the spice obtained from it and its uses and properties.

This publication is financed by COST

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Faced with this situation, environmental education can be considered a very useful tool. Compared with the cultivation of saffron – a practice in regression in Europe - this is a relatively new discipline and growing in stature. However, some defining issues, such as sustainability, respect and care for the environment, along with the combination of tradition and progress, mean that saffron and its cultivation easily fit in the mosaic of environmental education.

Therefore, this guide, directed at children of 6 to 12 years of age, intends to disseminate scientific knowledge about saffron and its cultural heritage among students through an activity programme of Environmental Education.

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Saffron, Crocus sativus L. Botanical characteristics Saffron is a spice obtained from the dry stigmas of Crocus sativus flowers, a monocot plant belonging to the Iridaceae family, originating in west Asia, whose taxonomic classification is as follows:

Phylum: Magnoliophyta (Angiospermae)

Class: Liliopsida (Monocot)

Order: liliales

Family: Iridaceae

of a very intense green colour. Flowering occurs in autumn, during October and November. During winter, between December and April, each shoot of the main corm, swells at the base and forms new corms. These smaller corms have bigger, contractile roots, capable of pulling each new corm from the main corm so it can develop independently. During spring and part of summer, the corms remain underground in a latency phase until a new cycle of growth begins.

Crocus sativus flowers do not have a differentiated chalice with sepals and a corolla with petals; they have 6 violet tepals, which surround and protect the reproductive organs: three bright yellow stamens and a long reddish-orange stigma, whose end splits into three stigmas. Although they produce

Subfamily: Crocoideae

Tribe: Croceae

Genus: Crocus

Species: Crocus sativus Linneaus - Saffron

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Saffron is a herbaceous, perennial plant. It is a geophyte, which means that it spends the time least favourable for its growth underground. To do this it forms an underground stem called a corm. This has a whitish colour and a brownish outer layer which is rough and stringy, called a tunic, which protects it from bangs and disease, and also prevents water loss. The corm is itself a body for storage (in its base there’s a ring of thin straight roots that absorb nutrients and water) and a structure for vegetative reproduction (several buds on the top part). The buds start to develop at the end of summer and, as a result, stems, with a whitish pod wrapped around their base begin to sprout. After this the leaves appear, long and thin and Saffron and its cultivation

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pollen, saffron flowers are infertile and do not form germinable seeds - C. sativus only undergoes vegetative reproduction by means of its corms. Saffron’s’ infertility could be due to it being a hybrid of other species of the Crocus genus and its domestication process (adaptation of the species for culivation).

Once the stigmas of C.sativus are separated from the rest of the flower, they become the strands of saffron (spice). They are dried to help their preservation and enhance their smell and taste.

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Chemical composition, properties and uses.

Saffron spice has a complex chemical composition, which includes volatile substances, vitamins, pigments, minerals, amino acids, proteins, fatty acids, etc. The most important compounds are those responsible for tits main characteristics and properties.

- Crocin acts as a bright yellow dye.

- Picrocrocin is responsible for the bitter taste.

- Safranal gives saffron it its characteristic smell.

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Saffron possesses a large quantity of medicinal and pharmacological properties. It has digestive, relaxing and antidepressant properties; its antioxidant properties prevent cellular aging and favours memory. It has an anti-inflammatory effect; it regulates blood pressure and has beneficial effects in the treatment of asthma. Its anticancer and anti tumour activity has also been demonstrated and, recently, it has been seen to have positive effects on macular regeneration.

From ancient times, saffron has been used as a:

- spice, for adding smell, colour and taste to foods and drinks.

- medicine and cosmetic.

- dye for clothing and I paints.

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Cultivation of saffron and production of the spice.

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The beginnings of cultivation and use of saffron date from between 2000 and 1500 B.C. and its use has been documented in many different ancient cultures (Egypt, Babylon, Greece, Rome…etc.). It’s very likely that it was introduced into Europe through Greece. In the Iberian Peninsula this spice was most important during the Arabic period, where the name “azafrán” (saffron in Spanish) comes from the Arabic word “záfaran”, which means yellow. During the Middle Ages the cultivation of saffron extended to Switzerland, France, Italy and Great Britain.

However, the growing demand for this spice, the recuperation of some of its traditional uses as, for example, a textile and woodwork dye, and its incorporation in cosmetics, is favouring the return of saffron cultivation and it use as a spice.

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Saffron is well adapted to continental Mediterranean and mild continental climates and can be cultivated as both dry land and irrigated crop. The cycle of production, from the planting of the corms in the field until they are taken out to be replanted, varies from 3 to 4 years in Spain and Italy to 7 to 9 years in Greece. Most of the tasks needed for its cultivation need little or no mechanization at all and have hardly changed throughout the ages, while the harvesting of the flowers and later extraction of the stigmas is done manually. It’s therefore a traditional artisanal crop that requires a lot of manpower, which, together with variable outputs depending on environmental conditions, has led to it gradually being abandoned by European farmers.

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Programme of activities  

Saron and its cultivation

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MAIN OBJECTIVE

Introduce and familiarize primary school pupils with the plant, the cultivation and processing of saron, as a traditional crop of their home regions.

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Saron and its cultivation

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1 - General Considerations. !

1.2 - FACILITIES

1.1 - PROPOSED ACTIVITIES.

saffron cultivation could take place. This could be a

In this programme aimed at primary school pupils, the following Environmental Education activities on saffron

The most adequate place for this activity programme would be somewhere where the activities related with nature classroom, or an environmental education centre, an investigation centre, a farm, greenhouse, a field, etc.

are proposed:

The activities are designed to take place in the open air,

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but they can also be done in a greenhouse or shaded

First cycle of Primary Education.

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place that could be divided into plots.

-1st year of Primary Education: cultivation of saffron corms

• Cultivation in a pot (1st year of Primary Education) can

in a pot.

be done on the floor or on a table.

-2nd year of Primary Education: cultivation of saffron

corms in soil.

• For cultivation in soil (2nd and 5th years of Primary

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Education) a small plot is needed where students can

Second cycle of Primary Education

-3rd year of Primary Education: saffron-themed game.

-4th year of Primary Education: cultivation of saffronthemed game.

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Third cycle of Primary Education..

-5th

year of Primary Education: cultivation of saffron corms

work with the hoe and other tools.

• In the case of games (3rd and 4th years of Primary Education) the ideal location would be a saffron field. For gathering the information, we suggest four spaces: a shed, a place in the shade, a greenhouse and a saffron field. If any of these places is not available, the activity can be adapted to whatever is available.

in soil.

-6th

• For the harvesting of flowers (6th year of Primary

year of Primary Education: harvest, extraction and

drying of saffron flowers.

Saffron and its cultivation

Education) a small plot with flowering saffron is needed 16

so the students can work. As regards the subsequent

activities will take place and what materials they need for

activities (weighing the flowers, extracting the stigmas,

that day. (Annex. Pages. __,__,__,__,__,__).

drying, etc.), the ideal would be a closed space with

From the content of the invitations and the information in

tables to work on (shed, greenhouse…etc.).

the student workbooks, in the introduction “Saffron,

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1.3 - TEACHING STAFF

These activities are more dynamic and motivating for the children if they are helped by environmental education teachers/monitors. This would permit the class teacher can take to take part alongside their students and carry out the tasks with them.

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1.4 - METHODOLOGICAL ASPECTS

Crocus sativus L.” (pp …..-….), the teacher can teach some basic concepts related to this activity, as well as go over the clothes and materials needed to enjoy the day out and work in the field.

Once in the field or greenhouse, the monitor or monitors will introduce themselves and the work to be done: they can talk about the surroundings the students find themselves in (field, greenhouse,

nursery and will also

ask if they know who works in these kinds of places (farmers/growers and gardeners) and if they know what kind of work they do. They will also talk about what kind

To stimulate the children’s interest in the activities, the

of plants are grown there and what products they can get

teacher should read the general invitation from Saffron

from them.

Fran, Franny Saffron Flower or the team in charge of the activities a few days before. The method of receiving the

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• First cycle: vegetables for human and animal

invitation is up to the teachers - it could be received by

consumption.

ordinary post, a messenger, in an email…etc.

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This invitation can be downloaded and printed from this

sunflowers…etc. for human and animal consumption,

guide (Annex. Pages__,__,__,__,__,__); in the same annex

obtaining oil, biofuel...etc.

individual invitations can be found, so each child can take home the information as to where and when these Saffron and its cultivation

• Second and third cycle: vegetables, cereals,

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After that, hand out the workbooks (annex. Page.__) and

glue. They will also need an empty and clean carton

participants then proceed to work on the activities

brought from home (milk carton plastic tub, jar). The

following the cards inside, as needed for each year. The

detailed list for each year is in the general and individual

students will be introduced to saffron by handling corms

invitations.

and plants in different stages of development and will be able to see, touch and smell saffron spice. All students

• Materials available with this guide (Annex, page __)

will take home corms to plant or saffron spice as a little

Materials for the teachers:

present. The activities will end with encouragement and

Printable invitations for the students of each year and

congratulations on how well they know and grow plants, how well they work as a team and inviting them the next year to learn more about saffron.

In all the activities, students will use an empty carton brought from home that would otherwise have ended in the bin (milk carton, plastic tub, glass jar); this will emphasise the importance of the three “Rs” of recycling and keeping a clean environment: reduce, reuse and recycle, all our daily rubbish. In the watering activities, they will be reminded how valuable and scarce water is and the importance of not wasting it, when watering

activity.

Depending on the cycle they are in, they are sent from a different character (Saffron Fran, Franny Saffron Flower) or the team in charge of undertaking the activity. (Annex, pages__ to __)

There are different ones for each year, a general invitation for the whole class; individual invitations, for each student.

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plants, at home or at school.

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1.5 - MATERIALS •Materials to provide by the students - The students should at least take a rubber and pencil and depending on what year they are in, scissors and/or Saffron and its cultivation

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Materials addressed to the students:

Materials for the teaching staff who will supervise the

Individual workbooks, specific for each year and activity,

activities:

with the information and tasks that the students will carry

Printable and cut out material: Cards and posters with

out.

the instructions and information that the students will

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need for the undertaking of the games of the second

First cycle of Primary Education

cycle of Primary Education.

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• 1st year of Primary Education (6 years old),

“A house for Saffron Fran”. (Annex, page.__)

• 2nd year of Primary Education (7 years old) “Saffron Fran goes to the countryside”.

Materials needed for each activity in the field: these are detailed for each year in the Annex (page.__).

(Annex, page.__) Second cycle of Primary Education • 3rd year of Primary Education (8 years old), “Franny Saffron Flower”. (Annex, page__) • 4th year of Primary Education, (9 years old), “ Franny Saffron Flower goes to the countryside”.

(Annex, page.__) Third cycle of Primary Education • 5th year of Primary Education (10 years old), “Cultivation of saffron”. (Annex, page.__) • 6th year of Primary Education (11 years old), “Harvest and processing of saffron”.

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(Annex, page.___)

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2 - Objectives and activities

for each cycle !

2.1 - FIRST CYCLE OF PRIMARY EDUCATION (1st and 2nd year of Primary Education /

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6-7 years old)

MAIN OBJECTIVE

Introduce the saffron plant (Crocus sativus L.), its cultivation and saffron spice as something typical of their region.

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2.1.1 - 1st PRIMARY EDUCATION – 6 years old.

A HOUSE FOR SAFFRON FRAN .

2.1.1-C - ACTIVITIES • See, touch and smell bulbs, plants and saffron

2.1.1-A - SPECIFIC OBJECTIVES

spice.

• Identify corms and saffron plants.

• Make a pot from an empty carton.

• Teach students things needed for growing plants in

• Pick out saffron corms from a variety of fruits,

a pot.

bulbs and seeds of other vegetable species.

• Put one of the three “Rs” into practice: Reuse.

• Mix soil with hands and fill up two thirds of the pot/

• Promote respect for the rest of the team, material

carton using a trowel.

and the environment.

• Plant corms in the pot/carton and cover with earth.

• Enjoy learning and sharing with classmates.

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2.1.1-B - CONTENTS • Saffron plant (Crocus sativus L.). Parts, development and use.

• Plants and their needs. Soil, light and water.

• Proliferation of plants in the field. Fruits, seeds, bulbs and corms.

• Materials and tools needed for pot cultivation.

• Reusing waste.

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Saffron and its cultivation

• Water using a watering can.

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2.1.1-D - METHODOLOGY Once the activity has been introduced (“General considerations: methodological aspects”, page__), hand out the student workbooks and, by reference to corms and saffron plants in their different stages of development, introduce the plant to the children, and the spice obtained from it and its use as seasoning (Cards “I’m saffron”, “Saffron Flowers” and “I’m going to the kitchen!” pages ___ to ___ of the student workbook).

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Since Fran has asked the students to help plant him and his friends, ask them to find in their workbooks (Card “Look for everything” page.___) and around them, all the things that plants need to live and what’s needed to plant them. They will find everything (soil, light, water, trowels, and watering cans) except pots, which are shown in their workbooks but are nowhere to be seen around them. The solution will be to make their own pots with the empty and clean cartons that Fran asked them to bring from home. Students should be able to do so easily following the workbook instructions (card “Pot with R for reuse” page.___) with the help of the monitors and the teacher.

As they have already been introduced to saffron corms, it will be easy to recognize one and pick it out from a collection of fruits, seeds and bulbs of other plants, such as cucumbers, paprika, garlic, onion, corn…etc, a task that will also be useful for commenting on plant proliferation (Card “Which is the saffron)” page.__).

Lastly, students mix soil with their hands and each child will three quarters fill his pot-carton using a trowel before planting their saffron corm and covering it with soil, pressing down with their hands and finally using the watering can to provide water (Card “Let’s plant” page.___) Each student will take a planted saffron corm back home.

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2.1.2 - 2nd YEAR OF PRIMARY EDUCATION – 7 years

2.1.2-C - ACTIVITIES

old.

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• Look, touch and smell corms, plants, flowers and

SAFFRON FRAN GOES TO THE COUNTRYSIDE

spice.

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• Fertilize and mix the soil in a plot using a hoe.

2.1.2-A - SPECIFIC OBJECTIVES

• Make grooves in the soil using a hoe.

• Identify a saffron plant and the most suitable

• Pick the most suitable saffron corms for planting

corms for planting.

based on aspect and size.

• Identify the tasks that are necessary for cultivating

• Plant corms in the grooves and cover them with

saffron in the field.

soil using hands and trowel.

• Correct use of basic farming tools in the country.

• Water using the watering can.

• Encourage respect for team mates, material and the environment.

• Enjoy learning and sharing with class mates.

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2.1.2-B - CONTENTS • The saffron plant (Crocus sativus L.). Parts, development and use.

• Plants and their needs. Soil, light and water.

• Saffron plant proliferation: corms.

• Materials and tools needed to cultivate in the field.

• Cultivation of saffron in the field. Tasks and seasons.

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2.1.2-D - METODOLOGY

Once the activities have been introduced (“General considerations: Methodological aspects”), hand out the workbooks (page__), introduce the saffron plant to the children, its cultivation cycle throughout the year, the spice obtained from it and how it can be used as a seasoning (cards “Corm, plant, and saffron cultivation” and “I’m a seasoner” pages.__ and __).

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The students must pick the healthiest and best sized corms (Card “Choose me well” page__). After choosing them, each child will keep one and take it home the plastic pot they will have brought from home.

Then, with the help of a trowel, the students should put them in grooves (a small distance apart) and cover them with their hands. Finally, they will water them with a watering can.

Since Fran has asked the students to help plant him and his friends, the students will be told what plants need to live (Card “We plants need…” page.__) and what tools are needed for planting them in the field (card “Do you know the tools?” page___). The next step will be to prepare the soil in which the saffron plants will be planted: tell the students what tasks they have to undertake, emphasizing the correct and safe way of using each of the tools. (“We prepare the soil” page__). The students will have to mix the soil, fill in and transport the mulch, add it to the soil and make grooves. Once this has been explained, the children in groups of 3 to 6 people will carry out the tasks in turn.

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2.2 - SECOND CYCLE OF PRIMARY EDUCATION (3rd and 4th year of Primary Education /

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8 and 9 years old)

MAIN OBJECTIVE

Increase students’ knowledge of the saffron plant (Crocus sativus L.) its cultivation and how to obtain saffron spice, as an activity belonging to their own region.

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Saffron and its cultivation

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2.2.1 - 3rd YEAR OF PRIMARY EDUCATION (8 years old)

FRANNY SAFFRON FLOWER 2.2.1-A - SPECIFIC OBJECTIVES •

Identify correctly different parts of a plant.

•

Learn the functions and uses of each part of the saffron plant.

•

Use a digital camera correctly.

•

Encourage respect for class mates, material

and environment.

•

Enjoy learning and sharing with classmates.

Saffron and its cultivation

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2.2.1-B - CONTENTS •

Saffron plant (Crocus sativus L.). Parts, development and uses.

•

Parts of a plant: root, stem, leaves, and flowers.

Functions.

•

Reproduction and proliferation of plants. Proliferation of saffron: corms.

•

Use of a digital camera.

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2.2.2 - 4th YEAR OF PRIMARY EDUCATION - 9 years old

FRANNY SAFFRON FLOWER GOES TO THE

COUNTRYSIDE

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2.2.2-A - SPECIFIC OBJECTIVES • Proper identification of all the tasks concerning cultivation of saffron.

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2.2.3 - ACTIVIDADES FOR SECOND CYCLE OF PRIMARY EDUCATION. Group game, in which they will touch and smell, corms, plants, flowers and saffron spice, and take pictures using a digital camera and:

• 3rd year of Primary Education3º E.P. (Franny

• Introduce students to the tools and elements used in the cultivation and processing of saffron.

Saffron Flower). They will find information about the different parts of the plant, their functions and

• Correct use of a digital camera.

their uses.

• Encourage respect for class mates, material and the environment.

• 4th year of Primary Educationº (Franny Saffron Flower goes to the countryside). Students find

• Enjoy learning and sharing with class mates.

the tools and elements that are needed for

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cultivation and harvesting of saffron; tell them about these tools and the specific tasks each is

2.2.2-B - CONTENTS • Saffron plant (Crocus sativus L.). Corm, stem, leaves and flowers.

• Cultivation of saffron. Different tasks throughout the year. Tools used in each task.

• Harvest of saffron.

• Obtaining saffron spice: drying the stigmas.

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• Use of a digital camera.

Saffron and its cultivation

used for.

With all the information gathered, students fill in the cards from their workbooks. During the search, the groups will collect all the pieces of a panel which they will assemble together; this panel will include everything that has been talked about during the activity.

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2.2.4 - METHODOLOGY FOR THE 2ND CYCLE OF

each group, explaining to them briefly and clearly how to

PRIMARY EDUCATION.

use it (Card “Digital camera”, annex.page__); put special

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emphasis on tits correct use and that it is the shared

Once the activity has been introduced (“General

broken.

considerations: Methodological aspects”, page.__) hand out the student workbooks out (pages.__ and __) and,

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given that Franny has asked for the children’s help, they

During the gymkana, each group will take pictures with

make a big panel about:

the digital camera; all the activities will take place in the

responsibility of all the group members, to avoid it getting

• Saffron plants (3rd year of Primary Education.

Franny Saffron Flower); ask if they recognise it, if they know the different parts, each part’s function and uses (Card “I’m a saffron flower” page.__).

• Cultivation of saffron

(4th

year of Primary

Education. Franny Saffron Flower goes to the countryside); ask if they know about it, if they know the tasks to be done and if they know about its cultivation in their region or other parts of their country (Card “Cultivation of saffron”, page.__).

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open air. Since it is not common to have access to a computer or a printer in an agricultural zone, all the pictures taken by the groups will later be sent to the teacher by e-mail, who will revise them and print them for the children to stick in their workbooks, or send them to the children so they can do this at home...etc.

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The gymkana will take place in the rooms of the centre and there will be clues and arrows to take the students from place to place. At each stop there will be 4 workplaces, one for each group, with the materials and elements needed for each card in their workbooks; there

After this, invite students to discover everything in a

will also be posters with brief, clear and simple

gymkana, in groups, where they will have to follow the

instructions regarding what they have to do (Annex.

clues and instructions that they find and copy all the

page.__), so if possible, each group will work alone. As

information into their workbooks. Form students into four

the students will be filling in their workbooks in the open

groups of 4 to 6 students and give a digital camera to

air, standing up and moving around the cards will be

Saffron and its cultivation

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plastified. Each card will have information about each

• 4th year of Primary Education (Franny Saffron

part of the plant; there will also be printed sheets with this

Flower goes to the countryside)

information to cut out and stick in the workbooks (Annex.

Pages__and__).

This will make the

1st clue (Card “Saffron cultivation”, page__); from the

activity more

beginning to the field.

dynamic, avoiding possible difficulties with writing. With every card, each group will have obtained another piece

2nd clue (Card “Tasks for cultivation of saffron”,

of the final panel.

page__); from the field to the shady part.

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3rd clue (Card “Tasks for cultivation of saffron II),

The following trails are recommended for the students

page.__); from the shady part to the greenhouse.

from each year:

4th clue (Card “Saffron cultivation”, page.__) from the greenhouse to the storehouse.

• 3rd year of Primary Education (Franny Saffron

5th clue (Card “Drying and packing of saffron”,

Flower):

page.__) from the storeroom to the beginning.

1st clue (Card “I’m a saffron flower”, page__); from the beginning to the storehouse.

2nd clue (Card “Corm”, page__); from the storehouse to the shady part.

3rd clue (Card “Stem”, page__); from the shady part to the greenhouse.

4th clue (Card “Leaves”, page.__); from the greenhouse to the field.

5th clue (Card”Flowers”, page.__); from the field back to the beginning.

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Saffron and its cultivation

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The gymkana will end back at the start to assemble the final panel, on the saffron plant (3rd year of primary school) or its cultivation (4th year of primary school). The groups will put together the pieces they have obtained and the information on them will be revised (Card “Final Panel”, pages___and__).

Depending on how the activity is going, this card can be filled in whilst the panel is being assembled or left to be filled in later at school or home.

Lastly, saffron spice and its uses will be discussed; each child will take corms home as a present to plant at home or at school, taking them in the plastic containers they will have brought from home.

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2.3 - THIRD CYCLE OF PRIMARY EDUCATION (5TH AND 6TH YEAR OF PRIMARY EDUCATION / 10 and 11 years old)

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MAIN OBJECTIVE

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Increase the student’s knowledge of saffron (Crocus sativus L.) and how saffron spice is obtained, as an activity typical of their region.

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2.3.1 - 5th YEAR OF PRIMARY SCHOOL – 10 years old.

SAFFRON CULTIVATION

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2.3.1 - C - ACTIVITIES • Prepare guides to make grooves/furrows in the soil

2.3.1 - A - SPECIFIC OBJECTIVES

with sticks and strings, using a hammer and

• Understand how to cultivate saffron.

scissors.

• Use farming tools correctly.

• Make grooves with a hoe.

• Using a measuring tape.

• Choose the corms that are to be planted.

• Become familiar with the use of a word processor.

• Plant corms in the grooves, 10 cm apart, with the

• Encourage respect for class mates, material and

help of a measuring tape.

the environment.

• Cover the grooves by hand and with help of a

• Enjoy learning and sharing with classmates.

trowel.

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• Water using a watering can.

2.3.1 - B- CONTENTS

• Write a report on saffron and its cultivation, using a word processor (To be done at school after the

• Saffron plants (Crocus sativus).

daytrip).

• Saffron corm. Reserve structure and vegetative reproduction.

• Saffron spice. Uses and properties.

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• Saffron cultivation. Tasks and tools.

• Measuring tape and its use.

• Word processors. Basic operations.

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2.3.1 - D - METHODOLOGY

Once the activity has been introduced, (“General considerations”: methodology aspects”, page.__) hand out the student workbooks “Cultivation of saffron” (page__) and revise the parts of the plant, its cultivation cycle throughout the year, the spice obtained from it, its use as a seasoning and teach some of its properties (cards “Saffron plant and its cultivation cycle” and “Uses and properties of saffron” pages.__). Give students a small amount of saffron spice as a present,

have been explained, the children, in groups of 3 to 6 undertake the activities.

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To plant, the students have to pick the healthiest and best looking corms; using the trowel, they will plant the corms in the grooves 10 cm apart with the help of a measuring tape. Then, they must cover them with soil using their hands. Finally, students water everything with watering cans (Cards “Let’s plant saffron corms!” page.__).

which they should take home in a clean glass container

Encourage the children to write a short report using the

they will have brought to school.

computer and a word processor (School report, page.__),

The monitors who invited the students and asked for their help to plant saffron corms, will talk about them, along

in which they should write everything they have learnt about saffron and its cultivation.

with their structure and functions (Card “The corm of Crocus sativus L. Page.__) and also about the tools needed to plant them in the country or plot (Cards “The tools” page.__). The next step will be to prepare the soil in which the saffron plants are to be planted, explaining to the students what tasks have to be undertaken, with special emphasis on the correct and safe way of handling each tool. The students turn stir the soil with a hoe, prepare the guides to make the grooves with the sticks and string and make the grooves. (Card “How to prepare the soil, guides and grooves” page.__). Once these tasks Saffron and its cultivation

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2.3.2 - 6TH YEAR OF PRIMARY EDUCATION – 11 years

2.3.2. B - CONTENTS

old. HARVEST AND PROCESSING OF SAFFRON

• Saffron plant (Crocus sativus).

• Saffron spice. Chemical composition. Uses and

2.3.2. A - SPECIFIC OBJECTIVES

properties.

• Learn how saffron is harvested.

• Saffron harvest. Tasks and tools.

• Describe the saffron drying process.

• Precision scale and its use.

• Introduce the properties and uses of saffron.

• Oven or stove and its use.

• Use a precision balance correctly.

• Spreadsheets. Basic use.

• Initiate students in the use of a spreadsheet.

2.3.2. C - ACTIVITIES

• Promote respect for others, by the material and the

• Harvest the saffron flowers from the fields.

environment.

• Weigh the saffron flowers that have been picked.

• Enjoy learning and sharing with class mates.

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Saffron and its cultivation

• Peel the flowers.

• Weigh the stigmas that have been obtained from the flowers.

• Prepare the saffron stigmas for drying.

• Using the set of scales, weigh 0.5 or 1 gram of saffron (depending on the total obtained during the activity) and pack it in marked containers.

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2.3.2. D - METHODOLOGY

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Once the activity has been introduced (“General considerations: methodological aspects”, page.__), hand out the student workbooks “Harvest and processing of saffron” (page.__). Revise saffron plant with the students, its cultivation cycle throughout the year, the spice obtained from it and tell students about its use as a seasoning, about the chemical components that are responsible for the special colour, smell and taste of saffron and some of its properties and uses (cards “Saffron Crocus sativus L. Cultivation cycle” and “Uses and properties of saffron” page.__).

Because the monitors have invited the students and asked for their help in harvesting saffron flowers, they will talk about what is needed to harvest them and how to do it (Card “Saffron harvest” page.__) After this, teams of 3 to 6 children will start picking the flowers.

The next step will be to weigh the flowers that each team has picked, for which a set of precision scales will be used. Explain to the students what they are and what they are used for (Card “How to use precision scales” page.___). The teams will work at tables to extract the stigmas and, once they have finished peeling the flowers, they will weigh the stigmas (Card “Peeling of saffron” page.__).

Saffron and its cultivation

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Lastly, the students dry the stigmas in an oven or a stove (Card “Process of drying or “toasting” saffron” page.__) and then they will weigh the stigmas again. Apart from showing them this way of drying saffron, talk about the traditional drying method of their region. Once the strands of saffron have been dried, the students will use the scales to weigh small amounts, for example between 0.5 and 1 gram which they will take home in the glass container they brought from home.

As a follow up activity, suggest the students use a spreadsheet with the weight of the flowers, the fresh stigmas and the dry stigmas and calculate the difference between them all (School report, page.___).

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