Liceo Majorana has been fighting for the preservation of the environment and the ecosystem for years. Frontal and transversal lessons regarding this important topic are on the agenda; collaborations with relevant territorial bodies are now developed, such as with the municipality of Rho, Parco Plis and the Circola association, but why not create an internal project that can merge the fundamental principles on which the training and education of the Majorana High School is based? This is where Rizo-sfera was born: the park where everything fits together, a place where ecology, science and research, sport and physical activity, meditation and introspection merge. An area inside the school gates that promotes not only sociality, lost after years of pandemic and restrictions, but also the union of scientific research with the daily life of all people. The project therefore proposes to create a harmonious space in an unused external area of ​​the institute.

The idea comes from the concept of harmony and collaboration; it was therefore decided to develop the project according to a circular plan. Two circles, one inside the other, but not concentric, define a short and infinite path around an artificial lake with cultivations of macrophytes. A vital nucleus that grows towards the other and tries to touch the sky, while we humans, short and small, confront each other with so much magnificence. As in a cell, nature wants to be the heritage, father and mother who, through its balance, coordinates its organelles, according to a symbiotic dynamic; a constantly evolving static, according to silent and intrinsic canons based on mutual listening to the natural and the artificial. A balance necessary for the survival of ecosystems; a canonical and liturgical reminder of man's belonging to nature.

"The essence of poetry is to interpret the world through the soul." -Ralph Waldo Emerson

The name "Rizo-sphere: the park where everything fits" comes from the reflection of the importance of roots and its microbiota. Roots are an essential part of any plant organism. Roots have multiple functions, including uptake of water and nutrients from the soil, plant stability, and support of the aerial system. However, roots also have a symbolic and metaphorical value that goes beyond their biological function. Roots can represent our origins, our family and cultural history, our traditions and our core values. Maintaining our roots is important for our identity and our psychological well-being. Knowing where we come from and who we are helps us find our place in the world and have a sense of belonging. Furthermore, roots can also represent the connection we have with each other and with nature. Like plants that feed on the ground, we are part of a larger, interconnected ecosystem. Therefore, preserving and honoring our roots is important not only for our individual health, but also for the well-being of the community and environment in which we live.

The project envisages the redevelopment of part of the school garden to enhance the institute, with the creation of a pond with the cultivation of macrophytes (in particular Phragmites australis and Typha latifolia) and a wooden platform where one can sit, relax and converse.

The objectives of the project are multiple:

Realize a small phytoremediation plant with aquatic macrophytes

Bringing students closer to nature

Create a suitable place to be able to cultivate different plant species

Redevelop part of the external school space

Guarantee students and teachers an outdoor space suitable for social and school life (outdoor lessons, afternoon group study...)

Create an inspiring space to develop students' creativity (to write poetry, create artwork…)

We believe it is essential to create a space which, in addition to being important for scientific research, can be a point of reference for daily teaching; Here are some food for thought:

The park can host outdoor lessons (en plein air)

You can make naturalistic observations to touch nature (Taxonomy: second year natural science program)

Taking plant samples for viewing under a microscope (Using Microscopes: Second-Year Life Science Program), Extracting DNA (Nucleic Acids: Second- and Third-Year Life Science Program), Doing Paper Chromatography (Chlorophyll Photosynthesis: Life Science Program second year)

Take water samples for analysis by kits or HPLC (Water Cycle and H2O: 1st and 2nd year natural science program) and by spectrophotometry (physics program)

Observing nature to hypothesize about Arches (Philosophical schools: third year philosophy programme)

Observing nature to create live art drawings (Freehand Drawing Skills: 1st to 4th grade art program), to study park design and landscaping (Technical Drawing and Architectural Drawings: 1st to 4th grade art program) year)

Analyze poetic, narrative and theatrical works in close contact with nature to better understand their meanings (Poetry and nature: second year Italian program)

Staging outdoor plays, in a specially designed place (possible extracurricular activity: theater course)

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