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Time period September-January 2014
Project DurationProject Duration 4 months
Education SectorEducation Sector Secondary
GradeGrade 1st
StudentsStudents 19 students , aged 16
SubjectSubject Project , integrated in the curriculum, 2 hours/week
TeacherTeacher Tryfonidoy Stella, Computer Science Teacher
Subject Natural Science , Informatics and ICTs
Cognitive objectivesTo name and define terms and natural phenomena such as the carbon footprint, greenhouse effect, global warming , climate change, sustainable development, active citizenship
To make lists and sort daily attitudes that have positive or negative environmental impact
To collect, process, analyze and evaluate data from different sources
To organize ideas and thoughts using mind maps
To recall natural sciences learned material that is incorporated in the school curriculum and relate it to real life
To form logical flow charts of cause and effect
Affective objectives
to develop a personal view point of human life to realize the
consequence of everyday actions
to enthuse, inspire and empower young people to take practical action to reduce, reuse ,save, natural resources on a daily basis
to raise students’ ecological awareness
to motivate them to search and use different sources of knowledge
Psychomotor objectives
to enable students' personal and social development
to develop students' ICT skills
to acknowledge the importance of learning foreign languages as a means of communicating and motivate them to work on it
to offer them the chance to work in groups and learn to cooperate and respect others’ opinions
To broaden their horizons while searching for similarities and differences between different countries and cultures
Work Procedure - Phase 1Participate in ISCFC project (International Students Carbon Footprint Challenge)
E-mail account creation for each student.
Students fill out a Prep Worksheet
Calculate own Carbon Footprint
by using an international, student-oriented footprint calculator (English version) that works on line, after registering . Results sent via e-mail.
Analyze resultsCollecting data into a file, creating a class data file (Excel), comparing class data to region data.
ConnectStudents log on to a social learning network called Einztein and participate in ISCFC conversations with students across the globe, in English
Work Procedure- Phase 2
From a case study to a theory
Searching the Web : carbon footprint, greenhouse effect, global warming , climate change and sustainable development. Finding out the cause and effect relationship between them . Creating a Prezi presentation and embedded into school ‘s website.
Active citizenship’s tree
FollowIing instructions on a worksheet and drawing a tree Roots factors shape the AC, trunk attitudes, behaviors, actions , Branchesvalues . Writing down their ideas on a Public on line Pad , like TitanPad and drawing the tree using an image editor like Gimp. Uploading their work on School’s Blog.
How to reduce the carbon footprint
Working in groups, students wrote a report on effective ways related to their lifestyle decisions of reducing their impact on the planet.
Work Procedure- Phase 3
Research Report
Each team writes a final Research Report , using Word or another editor . To this end they follow detailed instructions posted in School's Blog. File delivered via e-mail and posted in School's Website and Blog directly or by using Slideshare.
Team and self evaluation by students
by using Survey Monkey via School’s Blog.Results report posted also in School’s Blog
Teamwork Public Presentation
Students present their Research Report to the school community.
Evaluation
…of Research Process…of content Project Reports…of Language and Structure of Research Report …of Public Presentation of Teamwork
Work Procedure- Phase 4
Extending the project
SOS-4-C02
• to an E-twinning partnership (5-month long) with the title SOS-4-CO2 .
• Partners: a Romanian and another Greek school. Students work on Twinspace .
• Students have already introduced themselves and sent a Christmas Card made in Scratch, during “the Hour of Code”.
NewResearch Inquires
Gross National Product and Carbon Footprint.
How does the European crisis affect the environment?
This scenario meets the criteria of
• Interdisciplinarity• Inquiry learning • Collaborative learning • ICT –based learning
environment• Adaptability• Extensibility
Evaluation of Learning Scenario
•ability to integrate collaborations with
third parties (ISCFC , e-Twinning)
•enhancing school’s extroversion
•creation of communication platform
(school blog)
student’s Low leved cooperative skills (they are not trained for it)
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+
Web Tools & Software we used
• School’s Website (Joomla)
• School’s blog (Wordpress)
• E-mail• Einztein• Twinspace• SurveyMonkey• Titan Pad• Examtime• Voki• Prezi• Slideshare• Scratch• MS Word, Excel• Gimp
• School’s Website (Joomla)
• School’s blog (Wordpress)
• E-mail• Einztein• Twinspace• SurveyMonkey• Titan Pad• Examtime• Voki• Prezi• Slideshare• Scratch• MS Word, Excel• Gimp