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Innovative approaches to reinforcing respect for the environment2

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  • 1. Innovative approaches to reinforcing respect for the environment Corinth 26-30/9/2011 IES Valle de Aller SPAIN
  • 2. BLOGS
    • Blog del Proyecto de Salud
    • http://blog.educastur.es/saludmoreda/
    • Blog “ Pegu ranciu ”
    • http://blog.educastur.es/peguranciu/
  • 3. HEALTH PROJECT BLOG
    • This BLOG was awarded in a national contest on blogs on education.
  • 4. B. EEE IN THE CULTURAL FESTIVALS
    • Every year, in May, IES Valle de Aller celebrates Cultural Festivals based on a specific interdisciplinary topic.
    • EEE is present in each edition with workshop or exhibitions.
  • 5. B. EEE IN THE CULTURAL FESTIVALS
    • RECYCLING AND ART
    • During the month of May 1st ESO students dedicated their work in Plastic Education lessons to the realization of a work group.
    • They decided to participate in the contest: ART & RECYCLING and they chose colour and texture to develope the project.
  • 6. B. EEE IN THE CULTURAL FESTIVALS
    • The idea was taken from the Lisboa study Pedrita exposed at the Center for Art and Industrial Creation in the exhibition: Nowhere/Now/Here.
  • 7. ART AND RECYCLING
    • This work is based on a system called Grao, whose main objective is to give new life to industrial tiles no longer produced, making them compositions and visual works to decorate facades of buildings and other urban elements
  • 8. ART AND RECYCLING
  • 9. 2. RECYCLING TREE
  • 10. RECYCLING TREE
  • 11. RECYCLING TREE
  • 12. RECYCLING TREE
  • 13. RECYCLING TREE
  • 14. C. NATURAL RESERVE TRIPS
    • VILLAVICIOSA ESTUARY
    • Students in Biology and Geology went to Villaviciosa to learn the characteristics of a protected area, biodiversity area and the ecological characteristics of this estuary
  • 15. C. NATURAL RESERVE TRIPS
  • 16. C. NATURAL RESERVE TRIPS
    • 2. Saliencia Valley
    • Students of Biology and Geology spent three days in Saliencia in order to carry out studies on the geology, ecology and etnography, besides knowing the implications of sustainable development in the area.
  • 17. C. NATURAL RESERVE TRIPS
  • 18. D. SPECIFIC SUBJECTS
    • Working for an ecocentre
    • During 2009/2010 7 students (Physics) aware of the importance of not wasting energy decided:
    • “ to analyze the building of the school, the cost of electricity and heating and provide some solutions”
  • 19. D. SPECIFIC SUBJECTS
  • 20. D. SPECIFIC SUBJECTS
    • PROPOSALS:
    • Reduce the heat in the classrooms in the east and south areas.
    • Keep the curtains open when the sun shines.
    • DO NOT open windows with the heat on
    • Change the system of lights with parallel lines to the far side of the windows.
  • 21. D. SPECIFIC SUBJECTS
    • 5. Turn off lights when leaving the classroom
    • 6. Turn off the TV stand by
    • 7. Install solar panels for hot water and showers.
    • 8. A campaign for all: teachers, students and families.
  • 22. D. SPECIFIC SUBJECTS
    • 2. SCHOOL VEGETABLE GARDEN PROJECT
  • 23. D. SPECIFIC SUBJECTS
    • Students on Applied Botany develope the annual vegetable garden project with the following crops: strawberries, leek, beans, peas, cabbage, lettuce, radishes and various ornamental plants (mint, rosemary, sage, thyme, lemongrass, oregano, parsley, basil
  • 24. D. SPECIFIC SUBJECTS
    • Throughout the course they took all garden tasks planting, weeding, watering, pest control and finally the collection the last weeks of the year.
  • 25. SUMMARY
    • To study a global environmental issue,we prefer the contributions of different subjects from a physical, economical and social pont of view.
    • These are the new education areas called “cross-cutting themes”
    • The most effective solution is to bring together the teachers organizing the schedule to get an horizontal approach
  • 26.