comenius shared book - "let's reduce our ecological footprint!"

Comenius Multilateral Partnership

2013-2015

The story within the project!

2 Comenius Multilateral Partnership 2013-2015

INDEX

1. About the Project . 3

2. About the partner schools 4

A. Kazinczy Ferenc ltalnos Iskola s Alapfok Mvszeti Iskola - Debrecen,

Hungary ...4

B. Szkoa Podstawowa nr 29 - Sosnowiec, Poland ............ 5

C. Istituto Comprensivo StataleVito de Blasi Gagliano del Capo, Italy . 5

D. Pamuku Ortaokulu - Balikesir, Turkey 6

E. Kauno technologijos universiteto Vaiganto progimnazija Kaunas, Lithuania

... 7

F. Centro de Educao Integral, S. Joo da Madeira, Portugal... 8

3. Activities 2013-2014 . 9

4. Activities 2014-2015 30

5. Extra activities developed by each school within the project 48

6. Final Acknowledgements .. 56

Our Shared Book

3 Lets reduce our ecological footprint!

1. About the project

The main purpose of the project is to draw students attention to the environment

they live in while developing their basic life skills and competences such as reading,

writing and communication as well as improving language learning (mother tongue

and foreign languages such as English) for their personal development, for future

employment and for active European thinking and living.

After introducing all the participating institutions and countries to each other the

pupils explored the concept and importance of ecological footprint. They collected

useless and recyclable materials to make objects and clothes. Pupils made

presentations, prepared posters on recycling and carried out experiments to

recognise problems, find solutions and share their experiences with the partners.

Pupils were also encouraged to use ICT while cooperating with pupils from the

partner institutions to make suggestions on how ecological footprint can be reduced

for a more sustainable way of living.

The results of the project are advertising posters, objects made of garbage, a

shared calendar and a published Shared Book, each chapter of which being written

and illustrated by different participating school.

All the project works made by the participants (e.g.: posters, art works, objects,

songs, nest boxes, results of experiments, questionnaires) are also available on the

shared Comenius website.



2. About the partner schools

A. Kazinczy Ferenc ltalnos Iskola s Alapfok Mvszeti

Iskola - Debrecen, Hungary

The Kazinczy Ferenc ltalnos Iskola s Alapfok Mvszeti Iskola is

situated in Debrecen. Altogether 919 pupils are taught in 39 classes by 81

teachers in our school and other 12 classes belong to the Basic Art School part of

the institution. These classes are specialized in graphic and enameling.

The education of our school is based on basic competence which is the

successful tool to create a useful knowledge. Our differential school

organizational practice is meant to compensate disadvantaged pupils for their

cultural inequality.

Participating in a European school project gives good opportunity to our pupils to

learn by doing creative exercises, to get acquainted with other cultures, people

and to become more motivated not only to learn but to use foreign languages in

this way to make some compensation for their disadvantaged social background.

We have already taken part in international projects and with this experience we

would like to be the coordinator school to realize this Comenius project.

Hungarian school in Debrecen - Coordinating School

Our Shared Book


B. Szkoa Podstawowa nr 29 - Sosnowiec, Poland

The Polish school, Szkoa Podstawowa nr 29 im. Wadysawa Broniewskiego is

situated in one of the suburbs of Sosnowiec called Niwka. Due to the demographic

decrease, the number of children attending school lowered and, therefore, there

was a reduction of school classes/units.

This Polish school is attended by children with special educational needs. There are

children who suffer from dyslexia, Attention deficit Hyperactivity Disorder (ADHD),

and brain disorders. There are also students whose social emotional development

is disturbed, which is connected with the increasing family malfunction. All students

who need support and additional help participate in supplementary classes.

Polish school in Sosnowiec

C. Istituto Comprensivo StataleVito de Blasi Gagliano del Capo, Italy

Istituto Comprensivo StataleVito de Blasi was unified in 2012 with the

Comprehensive of Tiggiano but in 2013 it has been unified with the Comprehensive

School of Castrignano del Capo. Both include a pre-primary, a primary and a

secondary school.

Gagliano del Capo is in the extreme south east of the Italian peninsula. Its mainly a

rural area even if the tertiary sector has developed in the last few years, above all

the summer tourism, thanks to its position by the sea and its warm weather.



Since 1994, this area has been considered as a risk area and it has been included

in a government project aimed to prevent the school truancy and to promote the

educational success. Moreover in this town there is also an Institution for disabled

children and most of them attend our school.

Our school is attended by children with special educational needs. There are a lot of

children who suffer from learning disabilities, and also a large number of students

who have behaviour problems because they come from a poor social and economic

background.

Italian school in Gagliano del Capo

D. Pamuku Ortaokulu- Balikesir, Turkey

Pamuku Ortaokuluis a village school, where many pupils havent seen any other

places except their own and none of them have been to another country. Their

surroundings are so limited they dont have much chance to know about the world.

However, they are willing to see new places, meet new people and know other

cultures. This project will extend their vision.

Turkish school in Balikesir

Our Shared Book


E. Kauno technologijos universiteto Vaiganto progimnazija Kaunas,

Lithuania

With the change of the decades becomes progymnasium and in 2011, the

agreement with Kaunas University of Technology is signed, which guarantees a

high quality education with the extended courses in Maths, English and Arts. Today,

the school has about 350 pupils. The pupils here from 1st to 8th grades can

deepen their knowledge in architecture and design as there is a variety of activities

integrated into the curriculum, which help them to become versatile personalities

and strive for their goals in life. As a result, the progymnasium closely cooperates

with KTU University and the pupils visit different departments of university in order

to get acquainted with the newest inventions, lecture rooms and the spaces of the

university. They are also given the lectures there. It is the progymnasium for the

gifted pupils, where not only the knowledge of our teachers matters, but also the

ability to interest the young minds and to help them to enter the best gymnasiums

with the full trust in themselves.

However, there are children with special educational needs too. These children are

integrated into the mainstream classes. There are specialists who help the

schoolchildren achieve better results: the school psychologist, a speech therapist

and a social worker.

Lithuanian school in Kaunas



F. Centro de Educao Integral S. Joo da Madeira, Portugal

Centro de Educao Integral is a private school founded in 1988. It is located in S.

Joo da Madeira, in Aveiro district in the north of Portugal. It offers the families

kindergarten, pre-school, primary-school and basic and high-school education (10th,

11th and 12th grades), professional courses and a small project based on the

interchange activities between children and elderly.

As a High-School we offer courses in Sciences and Technologies, Visual Arts,

Economy and languages. We also have professional courses in Commerce and

Cuisine. All these years and courses have only a class as our goal is to achieve the

most personalized teaching concerning each student.

We offer English from pre-school (age 4) to 11th grade (age 17) and French and

Chinese from 7th grade (age 12) to 9th grade (age 14).

At school we have private classes and funded courses such as professional ones in

Commerce and Cuisine. More specifically, these were created as alternatives to

those students that were at risk of abandoning school. Some of these students

come from lower social classes and some are even institutionalized teenagers.

As Art teaching we offer music, plastic arts since pre-school, plus choral group to

primary school and visual arts until 9th grade.

Portuguese school in S. Joo da Madeira

Our Shared Book


3. Activities 2013-2014

According to the application form, there was a list of activities which were going to

be developed within the partner schools aimed at reducing our ecological footprint in

a more effective way.

This is a list of the activities done within the school-year 2013-2014:

Activities Task description and competences developed Calendar

1. Making

flags and

power points

about the

Comenius

partners

schools and

countries

Making flags from the partner countries in a footprint

shape, using different artistic techniques (painting,

collage, mosaic, velvet paper, fabrics, etc.)

The goal was to develop students knowledge on the flags of Comenius partners, their geographical location

and curiosity towards the culture and habits of people in

these countries. We also intended to stimulate curiosity

about partner schools, their culture and traditions.

September

and

October,

2013

2.

Questionnaires

on ecological

awareness

The questionnaire was written by all the partners and

aimed at assessing students ecological awareness at the beginning and the end of the project.

We intended to develop and compare students awareness towards their habits and behaviours and the

impact of them on nature from the data collected.

October,

2013

3. Calculation

of students

and their

families

ecological

footprints

Students families were asked to calculate their ecological footprints as a way to promote their

awareness towards their habits and what they can do to

reduce the impact on the planet and environment.

We intended to involve families in the activities as a way

to broaden the impact of the project.

November,

2013

4. Nests

Competition

We invited students and their families to make bird nests

from recycled and recyclable materials as a way to

promote their understanding about other beings needs and the recognition that the placement of nests is a

form of protection of birds whose habitats have been

destroyed.

We intended to involve families in the activities as a way

to broaden the impact of the project.

November

to

December,

2013

5. Making and

sending

Christmas

postcards to

the partner

schools

Students made and wrote Christmas cards which were

sent to our Comenius partner schools as a way to

celebrate cultural habits by promoting students knowledge on different ways of experiencing Christmas

in the partner countries.

November

and

December,

2013




6. Making

birds food

Students brought ingredients for birds food and built some feeders from natural materials to attract birds.

They also hanged the feeders with the food they had

previously made on the trees around the school which made

them acquire knowledge on birds eating habits and how to

build proper birds feeders.

December,

2013

7. Collecting

food, toys

and blankets

for dogs and

cats

Students organised a campaign aimed at collecting food,

toys and blankets for dogs and cats to donate to a

community charity which protects animals from

abandonment and violence.

The goal was to promote students involvement in volunteering towards animals, proactive participation in the

community, helping this charity achieving its goals and

knowledge on the type of work developed by it;

December,

2013 to

January,

2014

8. Drawing

competition

Ecological Footprint

It was made a drawing competition aimed at all students

according to which they were supposed to draw and express

themselves artistically in terms of the ecological footprint

concept, using their artistic competences and creativity.

December,

2013 to

January,

2014

9. Making

research,

posters and

presentations

on Recycling

Students researched different stages of Recycling and built

advertising posters on such matter aimed at raising students

and families awareness on the importance of recycling.

February to

March, 2014 Students researched different stages of recycling and visited

an ecological centre within the community, where garbage

was selected, separated and recycled. We intended to

stimulate students knowledge on different stages of garbage collection, separation and recycling;

10. Grow your plant!

class

projects

Students grew plants as class projects, monitoring their

different stages of growth and development within their

classrooms and later, school premises. We intended to

promote knowledge acquisition on how to grow plants and

giving students the opportunity to touch dirt, plants, etc.

February to

May, 2014

11. Drawing

competition

Environmentally-friendly

town of my

dreams

It was made a drawing competition aimed at all students

according to which they were supposed to draw and express

themselves artistically in terms of what they considered to be

an environmentally-friendly town of their dreams.

We expected to stimulate students thinking about the ecological towns concept and their artistic competences as a way to express their views towards ecological topics.

March to

April, 2014

12. Contest

for the

construction

of objects

Students and their families built objects from recycled and

recyclable materials to promote the understanding that the

reuse of materials to build new and functional objects can be

a reality, although it requires effort, creativity and dedication.

March to

May, 2014

13.

Comenius

Day

We used part of this day to present the products resulted from

the Comenius Project Lets reduce our ecological footprint! to the parents by organising works exhibitions, peddy-papers,

decoration of t-shirts to advertise the project.

We expected to share the contents explored and knowledge

acquired throughout the year on the environment and how

we can reduce the impact of our action on it.

June, 2014

Our Shared Book


Despite the list of activities already presented as goals to achieve and develop

within the first year of the project, there were many other activities developed within

each school as a way to involve and work further on the theme of the project. Thus,

we will also try to portray those activities as we are sure they were important to

assure the success of the project.

In the following chapters we will give information, provide pictures and evidence on

how the activities were developed in each partner school and students reaction to

them. Hence, we expect this book to be a means of disseminating our work and

broaden the impact of our actions further beyond our schools and communities.

We hope you enjoy reading about the activities we did with our students as much as

we did while preparing and implementing them at our schools!

1. Making flags and posters about the Comenius partners schools and countries

Students from the Polish school, Szkoa

Podstawowa nr. 29, made several

posters with different approaches in

terms of their school presentation.

However, here is one of the posters

Polish students made about their school

using pictures and a handwritten text

they wrote to show how well they know

their school and how much they like it.

Besides that, they decorated the poster

and, more specifically the text using lots

of hearts and colours, thus showing how

proud they are of their own school.



2. Questionnaires on ecological awareness

All the partner schools participated on the elaboration of the questionnaires aimed

at analyzing students ecological awareness and the beginning and at the end of

the project. Here we have the one made for students aged 6-10.

Flags Polish students created using different artistic

techniques in the shape of footprints.

Our Shared Book


On the other hand, we also built a questionnaire aimed at analyzing 10-14 year-old

students ecological awareness.



Thus, and after collecting students answers to questionnaires, the data were treated

and conclusions were drawn from the analysis of the results. Then, both the results

and conclusions were presented on an A2 poster which was exchanged between

partner schools. Below, we present the poster made by Lithuanian partners.

Our Shared Book


3. Calculation of students families ecological footprints

Each school invited their students families to calculate their ecological footprint

using an online calculator selected by the Science teachers in each school. The

websites used to perform this task were on the mother tongues of all partner

countries as we couldnt find a common one.

By fulfilling this task we expected to raise families awareness towards their habits

and what they need to change to reduce the impact of their daily actions and

routines on the planet and environment. Then, we collected the results, analyzed

them and drawn conclusions which were presented on a PowerPoint presentation.



Below we show Portuguese results which are divided by cycle of studies.

Furthermore, the calculation of families footprints focused two main areas. Thus,

the results portray the results concerning families actions and routines at home and

towards their mobility.

Our Shared Book




4. Nests Competition

Students and their families were invited to build nests that could simultaneaouly be

green and adequate for birds to actualy use them to breed and procriate.

Students put a nice special effort on the elaboration of such work. Thus, the

products obtained were magnificent and surely draw peoples attention towards

the needs of this type of animals. The works presented below belong to students

from the Hungarian school and clearly represent the enthusiasm and hard work

they put on such task. Congratulations!

1 Kira Baksa, class 5c; 2 Benedek Tuza, class 5a; 3 Zsfi Racz, class 8a;

4 Botond Bksi, class 6a; 5 Dzsenifer Kvacs, class 5c;

1

2

3 4 5

Our Shared Book


5. Making and sending Christmas postcards to the partner schools

Students made and wrote Christmas cards which were sent to our Comenius

partner schools as a way to celebrate cultural habits by promoting students

knowledge and awareness on different ways of experiencing Christmas in the

partner countries. The pictures below are part of the postcards Italian school

received from all partner countries. Indeed, a nice way of celebrating such a

special time within our partnership, dont you think?

6. Making birds food

Students brought ingredients for birds food and built some feeders from natural

materials to attract birds. They also hanged the feeders with the food they had

previously made on the trees around the school which made them acquire

knowledge on birds eating habits and how to build proper birds feeders.

This the precious contribute of Turkish students who built feeders and made the food

to feed birds. Well done!



7. Collecting food, toys and blankets for dogs and cats

Students organised a campaign aimed at collecting food, toys and blankets for

dogs and cats to donate to a community charity which protects animals from

abandonment and violence.

The goal of this activity was to promote students involvement in volunteering

towards animals, participation in the community, helping this charity achieving its

goals and knowledge on the type of work developed by this type of charity.

Below we include some of students testimonies from the Portuguese school about

the work they developed with a charity called Aanifeira.

() we decided to organize a volunteering project to help Aanifeira with

their animal caring by donating food, toys

and blankets.

We () tried to convince people donating and we placed posters all

around school, people saw them and got

the message.

Through this project () we have had lots of donations. It has been a new

experience for us and we know we are

contributing to a good cause. Rafael 10th grade

!We all have got pets, so its pretty noticeable that all of us like animals. There are just so many animals in need and most of the time people dont even notice that. Thousands of projects to help people in need are developed every year, but what

about the animals? Dont people feel sorry about the animals? () So we decided to make a difference and spread the message about our volunteering project. I

personally think that loads of people got touched.

Soon, we started to realize that people were already giving their contributes. Making

donations and bringing pet food. It makes us so happy, because it gives us the

feeling that our mission is being accomplished, even though slowly.

Claudia 10th grade

Our Shared Book


8. Drawing competition Ecological Footprint

It was made a drawing competition aimed at all students according to which they

were supposed to draw and express themselves artistically in terms of the

ecological footprint concept, using their artistic competences and creativity.

Students participated in such activity in a very enthusiastic way, thus showing us

how keen they are on learning about the concept of ecological footprint itself and

what is in our hands to change reduce it in an effective way. The pictures below are

from Lithuanian students and are a very clear example of that enthusiasm.

9. Making posters on Recycling

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9. Research, presentation on Recycling

Students researched different stages of Recycling in their own countries and built

advertising posters and power point presentations on such matter aimed at raising

students and families awareness on the importance of recycling. Furthermore,

while doing this, students expected to show how easy it can be to introduce little

changes in their families routines with huge impact on the reduction of their carbon

footprint.

Then work shown is the result of the research and hard work from Turkish students

who devoted themselves to draw peoples attention to this matter with their

presentation.

Our Shared Book




10. Grow your plant! class projects

Students grew plants as class projects, monitoring their different stages of growth

and development within their classrooms and later, school premises. We intended

to promote knowledge acquisition on how to grow plants and giving students the

opportunity to touch dirt, plants, etc.

The work presented below was made by Polish students who planted peas. This is

how they developed this activity on growing plants!

Our Shared Book


11. Drawing competition Environmentally-friendly town of my dreams

It was made a drawing competition aimed at all students according to which they

were supposed to draw and express themselves artistically in terms of what they

considered to be an environmentally-friendly town of their dreams.

We expected to stimulate students thinking about the ecological towns concept

and their artistic competences as a way to express their views towards ecological.

The works shown are part of what Italian students drew and are indeed a proof of

what they consider to be their ecologically-friendly town of their dreams!



12. Contest for the construction of objects

Students and their families built objects from recycled and recyclable materials to

promote the understanding that the reuse of materials to build new and functional

objects can be a reality, although it requires effort, creativity and dedication.

As a matter of fact, this was an activity which was warmly received by all the

students and families involved within the 6 partner school communities.

Nevertheless, the works presented are the result of part of the Hungarian students

who were more than happy to be given the opportunity to use their creativity in

order to make new and useful objects from recyclable materials.

Our Shared Book


Our Shared Book


13. Comenius Day

All the schools organized a day entirely dedicated to celebrate the spirit of the

Comenius multilateral partnership while highlighting all the activities, knowledge

and competences acquired so far.

Thus, such day is aimed at showing, both the students and the parents, all the work

done during the school-year within the Comenius project Lets reduce our

ecological footprint!, whether by organising peddy-papers throughout the school

premises, simultaneously testing students knowledge acquired on green topics

(Portuguese school); whether by organising green karaokes and fashion shows

(Hungarian school) and similar activities.

Therefore, the pictures we show below are only a very small of all the activities

developed in the Italian school on such day, although they portray in a very clear

way all the enthusiasm and happiness of the students while actively participating

on such activities.



4. Activities 2014-2015

According to the application form, there was a list of activities which were going to

be developed within the partner schools aimed at reducing our ecological footprint in

a more effective way.

This is a list of the activities done within the school-year 2014-2015:


14. Ecological

poems and

songs

Students were asked to write poems and rewrite the lyrics of

songs they love to motivate others to take effective measures

to reduce their ecological footprint. Besides that, they sang,

recorded and subtitled these songs in English in order to

convey their message. Students loved this activity and worked

very hard on this.

June, 2014

15. Ecological

Fashion Show

Students were asked to think and come up with ecological

outfits by using recyclable materials and waste to produce

them. By doing such activity we intended to draw students awareness on how easy, funny and creative making

environmentally-friendly can be. Parents and families were

invited to come to the green fashion shows organized in the

partner schools which were really successful.

June and

July, 2014

16. Quiz How green are

you?

It was made a shared quiz aimed at assessing students habits

towards the environment as a way to raise their awareness on

the impact of their behaviour on the environment and thus, on

the reduction of their carbon footprint.

September

and

October,

2014

17. The

Regenerative

Earth Drawing

competition

It was made a drawing competition aimed at highlighting the

importance of the regenerative mechanisms of the Earth

before all the catastrophes and disasters aggravated by

pollution and overpopulation. Students had to research and

become aware of how Earth regenerates itself and then, draw

and express themselves artistically in terms of what they

considered to be the Regenerative Earth.

November

and

December,

2014

18. Shared

Calendar

The Italian partner school collected and created a shared

2015 calendar using the drawings made by students from all

the partner schools within the drawing competition on

Regenerative Earth. This shared calendar was then sent to production and given to each partner school as a way to

advertise and promote knowledge and awareness on the

activities developed within the project.

December,

2014

19.

PowerPoint

presentations

on Climate

Change

Students researched different causes for the Earths climate change as well as how our actions are influencing and

determining the pace of such phenomena. We expected,

through the development of such activity, to improve

students awareness on the importance and urgency of taking effective measures to reduce climate change.

January,

2015

Our Shared Book



20.

Biochemical

experiments

on the impact

of pollution on

nature

Students developed biochemical experiments within their

Sciences and Chemistry classes aimed at demonstrating

the impact of the different forms of pollution (air, water

and soil) on the growth of plants and other areas. We

intended to clarify and highlight the harmful effects of

pollution caused by human action on different important

areas, whether in the growth of plants, destruction of

building and natural ecosystems.

February,

2015

21. Quiz on

Ozone research,

posters and

presentations

Students made research on the Ozone in order to be able

to correctly answer the quiz on such topic. Besides that,

they also created A2 posters and power point

presentations in order to show what they have learnt and

found out about Ozone and its importance to planet

Earth. We expected, through the development of this

activity, to promote students knowledge on the Ozone, thus showing how important it is to preserve it.

February

and March,

2015

22.

Questionnaires

on ecological

awareness

The questionnaire was written by all the partners and

aimed at assessing students ecological awareness at the beginning and the end of the project. We intended to

develop and compare students awareness towards their habits and behaviours at the beginning and at the end of

the project through the analysis of the data collected.

March and

April, 2015

23. Posters

How to reduce our

ecological

footprint!

Students were invited to come up with a list of suggestions

on how to effectively reduce their ecological footprint.

Besides that, they made posters illustrating these steps as a

way to raise community interest around this topic and

urging everyone to actually do something to reduce our

ecological footprint.

March and

April, 2015

24.

Calculation of

students and

their families

ecological

footprints

Students families were asked to calculate their ecological footprints as a way to promote their awareness towards

their habits and what they can do to reduce the impact

on the planet and environment. We intended to measure

the changes introduced within the families habits throughout the project, thus achieving a better idea on

the impact of the project on the reduction of their carbon

footprint.

March and

April, 2015

25. Water

chemical

analysis (visit

laboratories,

meeting

experts, etc.)

Students were invited to find out the way water is

chemically tested through the development of different

types of activities, whether through the visit to laboratories,

meetings with experts and visit to urban water

management centres. Through this activity we intended

to highlight the importance of water to humankind and

how it is usually tested and treated in order to be ready for

consumption.

April, 2015

26. Shared

Book The Story within the

project!

The Portuguese partner school collected data and

created a shared book The story within the project narrating the way the multilateral partnership between

different European schools took place, thus presenting

and providing examples of products made by the students

within this Comenius project from September 2013 to June

2015.

May and

June, 2015



14. Ecological poems and songs

Students wrote poems and rewrote the lyrics of songs to motivate others to take

steps to reduce their ecological footprint. They also sang and record videos of their

songs, creating subtitles in English with the aim of conveying the message Lets

reduce our ecological footprint! in a more attractive way. The works presented are

from Italian students, but we also included hyperlinks to the videos students (from

other partner schools) made singing the songs they had rewritten.

Our Shared Book


Students also recorded the songs with the new lyrics they had written and they are

available in the following hyperlinks:

15. Ecological fashion show

Students came up with ecological outfits using recyclable materials and waste to

produce them. By doing such, we drew students awareness on how easy, funny

and creative making environmentally-friendly clothes and accessories can be.

Parents and families were invited to come to the green fashion shows organized in

the partner schools which were really successful. The works presented were made

by students from the Lithuanian partner school.

Hungary https://www.youtube.com/watch?v=f7MfTjAAhn8

Poland https://www.youtube.com/watch?v=MTNFDkXt9gs

Turkey https://www.youtube.com/watch?v=MqoBrPRMTLc

Lithuania https://www.youtube.com/watch?v=bymL8CqikSU

Portugal https://www.youtube.com/watch?v=1Z39EeVUd_I

https://www.youtube.com/watch?v=rPb0w_erXIA



16. Quiz How green are you?

Students answered a quiz aimed at assessing students habits towards the

environment as a way to raise their awareness on the impact of their behaviour on

the environment and thus, on the reduction of their carbon footprint. Below we

present the green quiz used to make this survey and the results achieved by Polish

students.

Our Shared Book




17. The Regenerative Earth Drawing competition

A drawing competition aimed at highlighting the importance of the regenerative

mechanisms of the Earth before all the pollution and overpopulation was made

and students had to research and become aware of how Earth regenerates itself

and then, draw and express themselves artistically in terms of what they

considered to be the Regenerative Earth.

The works presented are works done by Hungarian students within this

competition.

Our Shared Book


18. Shared Calendar

The Italian partner school created a shared 2015 calendar using the drawings

made by students from all the partner schools within the drawing competition on

Regenerative Earth. This shared calendar was then sent to production and given

to each partner school as a way to advertise and promote knowledge and

awareness on the activities developed within the project.



19. PowerPoint presentations on Climate Change

Students researched different causes for climate change as well as how our

actions are influencing and determining the pace of such phenomena. We

expected, through the development of such activity, to improve students

awareness on the importance and urgency of taking effective measures to

reduce climate change.

The works presented below were made by Turkish students and really demonstrate

how far they went in terms of their research.

Our Shared Book




20. Biochemical experiments on the impact of pollution on nature

Students developed biochemical experiments aimed at demonstrating the

impact of the different forms of pollution (air, water and soil). We intended to

highlight the harmful effects of pollution caused, whether in the growth of plants,

destruction of building and natural ecosystems.

The works presented below were made by Polish students.

Our Shared Book


21. Quiz on Ozone research, posters and presentations

Students made research on the Ozone in order to be able to correctly answer

the quiz on such topic. Besides that, they also created A2 posters and power

point presentations in order to show what they have learnt and found out about

Ozone and its importance to planet Earth. We expected, through the

development of this activity, to promote students knowledge on the Ozone, thus

showing how important it is to preserve it.

The works presented below were made by Portuguese students.



22. Questionnaires on ecological awareness

The questionnaire was written by the partners and aimed at assessing students

ecological awareness at the beginning and the end of the project. We intended

to develop and compare students awareness on their habits and behaviours at

the beginning and at the end of the project through the analysis of the data

collected. The poster presented below was made by Lithuanian partner.

Our Shared Book


One of the main conclusions of the application of such questionnaire at the

beginning and at the end of the project was that the level of students

knowledge on ecological matters has indeed increased, not only within the

Lithuanian school, but also within the rest of the partner schools.

However, it is also important to highlight that while the knowledge and the will to

reduce our ecological footprint has increased, the behaviours, procedures and

habits of students and their families suffered few changes according to the results

collected in all the partner schools. Besides that, these changes seem to be also

related to economical matters, as families have been trying to cut down their

expenses in terms of the use of energy, fuel, etc.

Thus, we can conclude that students and their families will be more willing to

reduce their ecological footprint, the more economic it may be. This conclusion

might provide a good starting point to governments campaigns to reduce the

use and expenses with energy, fuel, transportation, etc.

23. Posters How to reduce our ecological footprint!

Students were invited to come up with a list of suggestions on how to effectively

reduce their ecological footprint. They also made posters illustrating these steps

as a way to raise community interest around this topic and urging everyone to

actually do something to reduce our ecological footprint. The works presented

below were made by Turkish students.



24. Calculation of students and their families ecological footprints

Students families were asked to calculate their ecological footprints as a way to

promote their awareness towards their habits and what they can do to reduce

the impact on the planet and environment. We intended to measure the

changes introduced within the families habits throughout the project, thus

achieving a better idea on the impact of the project on the reduction of their

carbon footprint.

The conclusions presented below were collected by the Portuguese school

during March and April 2015 by asking the families to calculate their carbon

footprint using the same online survey.

Our Shared Book


Our Shared Book


25. Water chemical analysis (visit laboratories, meeting experts, etc.)

Students were invited to find out the way water is chemically tested through the

development of different types of activities, whether through the visit to

laboratories, meetings with experts and visit to urban water management

centres. Through this activity we intended to highlight the importance of water to

humankind and how it is usually tested and treated in order to be ready for

consumption.

The works shown on this page were done

by Hungarian students and teachers and

they represent the enthusiasm and will to

learn they have before new situations!



26. Shared book The story within the project

The Portuguese partner school collected data and created a shared book The

story within the project narrating the way the multilateral partnership between

different European schools took place, thus presenting and providing examples

of products made by the students within this Comenius project from September

2013 to June 2015.

This product aimed at share the main

experiences, knowledge and

competences developed by

students and teachers throughout

the partnership, not only in terms of

ecological matters, but also in terms

of intercultural dialogue and social

interaction.

Furthermore, it also provides

suggestions, surveys and information

about online resources used and

created within this project to other

who would like to go further on the

theme of the project.

5. Extra activities developed by

each school within the project

These activities were developed within each school as a way to involve and work

further on the theme of the project. Thus, we will also try to portray those activities

as we are sure they were responsible for part of the success of the project Lets

reduce our ecological footprint!.

Poland international exchange of students

Hungary visit to the Dry Museum and to the Renewable Energy Park

Turkey host meeting activities

Portugal School Herbarium and international exchange of students

Our Shared Book


Poland international exchange of students

The implementation of the project Let's Reduce Our Ecological Footprint!

provided an opportunity to complete additional task which was the international

exchange of students.

Between 12-16 May 2014, Primary School Number () 29 in Sosnowiec (Poland)

hosted a delegation of teachers from partner schools. Together with teachers

from Hungary and Turkey there came also students, who lived during their stay in

family houses of Polish students. It was a great opportunity to establish close

contacts with the students of the Hungarian and Turkish schools, as well as to use

the knowledge of English, not only by students but also by the host families.

During a visit to our school students had opportunity to get to know the customs,

culture or religious Polish habits and education system. They took part in specially

prepared classes and learnt how school works in this way. They participated in

Ecological Fashion Show, specially prepared for the occasion.

The students also met the Deputy Mayor of Sosnowiec in the City Hall and

participated in wet felting art workshops in the Museum in Sosnowiec. Despite

bad weather in these days, teachers and students went on a trip to Pszczyna,

where they visited the Palace Museum, Heritage Park and Bison enclosure.

BBeeffoorree tthhee MMuunniicciippaall OOffffiiccee iinn SSoossnnoowwiieecc IInn ffrroonntt ooff tthhee PPaallaaccee MMuusseeuumm iinn PPsszzcczzyynnaa

On the 11-15 May 2015 in Hungary there was a meeting finishing the two-year

implementation of the project. This meeting took place in Kazinczy Ferenc

Debreceni Iskola ltalnos s AMI in Debrecen.

The meeting in the Hungarian school was attended by teachers from all the

schools participating in the project: from Polish, Italian, Hungarian, Lithuanian,

Portuguese and Turkish schools, as well as a group of 8 students from Poland. The

students were welcomed by the Hungarian families in their homes. It was a great

opportunity to establish closer contacts with the Hungarian students and to use

English in everyday life. Students were very welcomed by students and their

parents.



The program of the visit included staying in a school, for example watching the

performance of students, visiting schools, observation of classes at each level of

education and participation in educational pastimes, prepared by the students,

participation in the Hungarian language classes, presentation of the schools

participating in the project to students and teachers. In addition, students visited

Lillafred - Anna cave and waterfall Szinva, Eger, including Marzipan Museum,

and Debrecen with a local guide. It turned out to be an unforgettable stay in the

Agora Science Centre, which explained the wonders of our daily lives.

LLiillllaaffrreedd aanndd wwaatteerrffaallll SSzziinnvvaa PPoolliisshh ssttuuddeennttss hheellpp ccoolllleeaagguueess ffrroomm

HHuunnggaarryy ttoo pprreeppaarree aa ppoosstteerr aabboouutt PPoollaanndd

Participation in the exchange of students has created for young people a

chance to know their peers from another country, to know their lifestyle and

problems of everyday life and of living for some time in a different environment.

They had a chance to gather observations and experiences, and gain

knowledge in real. Not without reason it is said that travelling broadens the mind.

Students had the opportunity to see how their peers from another countries live,

what problems it they faces, as how they live, how they spends free time, how

their school life look and what they are interested in. Comparing it these aspects

with their own lives, it was repeatedly stated that the differences are not as great

as one might initially think. This fact made it possible to overcome their own

complexes and prejudices. Participation in the international exchange of

students gave the opportunity to explore a foreign country, its culture, history,

customs and traditions.

DDoobboo SSqquuaarree iinn EEggeerr

Our Shared Book


Hungary visit to the Dry Museum and to the Renewable Energy Park

On 25th September 2013 we attended a museum pedagogical class at Dry

Museum.

We were talking about our past, present and future while looking at pictures of

our landscape.

What is ecological footprint? What can we do for our environment? What is

selective waste collection? We were trying to answer these questions by taking

part in playful games.

We visited the Renewable Energy Park in Debrecen in October 2013.



Turkey host meeting activities

Our Shared Book




Portugal School Herbarium and international exchange of students

While the aim of the project was reducing our ecological footprint, Portuguese

students were also invited to discover more about the flora and plants species

that are part of the school premises, more specifically, by observing and

researching the names and features of the plants and trees found in the school

gardens and farm.

After researching and finding some information about them, students were asked

to catalogue each plant, by photographing and describing each plant or tree

they found in the school premises. It was a rather long and sometimes hard task

for students from 7th to 9th grades. However, students were unanimous when

saying that composing a school herbarium in the form of a book was quite a

reward for them.

Thus, after all their hard work, the herbarium books were offered to each partner

school as a gift and to the school library and city hall. Below we show you some

pages from our herbarium books and if you want you can download it from the

project website http://www.eco.comeniusen.eu/.

Our Shared Book


Portuguese students also had the chance to participate in international

interchange of students in Gagliano del Capo, Italy.

This was indeed an opportunity for them to actually know more about other

partner countries and schools while simultaneously experiencing it first-hand. In

their own words:

This trip was memorable, truly unforgettable and Im sure we wont lose

contact with our Italian friends! ( Beatriz, 8th grade)

I was amazed at the warm reception Italian school and students

prepared for us and I am very glad I had the chance to know more about

other countries partner, schools and teachers Comenius is so much

more than the activities we develop at school! It is in fact an opportunity

to dialogue using our curiosity, will to communicate, English and a bit of

other languages when can we do it again? (Renato, 10th grade)

To let you know more about their impressions on such week, we present an

excerpt of the article they wrote together to share their experience. If you

want, you can find the whole article in our school website: http://www.centro-

edu-integral.pt/novidades.12/comenius-students-interchange---italy.a307.html

We must also highlight the joy, the eagerness to participate and most of all, the

empathy and friendship of the Portuguese students towards everyone involved in

this Comenius meeting in Italy. We would like to thank them their hard work and

good humor! Arriverdeci Gagliano del Capo!

Portuguese and Italian

students in front of the

school faade in

Gagliano del Capo!



6. Final acknowledgements

We would like to thank the Coordinating School from Hungary, and specially,

Andrea Verebi (coordinator) for her hard work, organization and understanding

throughout the project.

We would like to thank the Polish School and, more specifically, Ewa Wgrzyska

for her smile, sympathy and happiness that has truly helped bringing together so

many different people from so many different countries.

We would like to thank the Lithuanian school for hosting the 1st meeting, thus

setting the high level in terms of making us feel welcome and, more specifically

to Jurgita Stankaitiene for being brave, sweet and so kind at heart.

We would like to thank the Italian school and, more specifically, Patrizia Greco,

for allowing us to eat, sing and dance with them, thus making us feel so welcome

as if we were at home. Thanks for your kindness, hard work and happiness!

We would like to thank the Turkish school and, more specifically, Derya Akpinar

for her hard work, bravery, curiosity and happiness. It was a great surprise to have

you with us!

We would like to thank the Portuguese school and, more specifically, Isabel

Valente for her energy, cheerfulness and hard work, despite all the trouble and

difficulties! We wouldnt be the same without you!

Finally, we must thanks to all the headmasters and headmistress that, by allowing

us to perform our jobs, gave us the opportunity to challenge ourselves through

the participation on such ambitious multilateral partnership.

At last, but not the least, we would like to thank all the students, teachers and

families that were somehow involved and thus, enriched with this Comenius

experience for sure an unforgettable experience!!

The Portuguese team

comenius shared book - "let's reduce our ecological footprint!"

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