3d Primary School of Palaio Faliro Comenius Program “ Mind over Matter” Part 1 :  Energy
<ul><li>General comments </li></ul><ul><li>The program has participation of the  entire school community </li></ul><ul><li...
<ul><li>Three packages of educational material related to energy, had been used for familiarization with the concept of En...
<ul><li>Participation in the program “CO 2 nnet the way to school” pupils of four upper classes will participate according...
Second class The concept of energy approached through a concept map Two folds were issued: 1. Energy creation and consumpt...
Kids creations
Kids creations
Kids creations
Kids creations
Kids creations
Kids creations
Kids creations
<ul><li>Third class </li></ul><ul><li>The concept of energy approached through a concept map </li></ul><ul><li>The project...
 
 
Forth class The concept of energy approached through a concept map Pupils design what means the concept of energy to them ...
<ul><li>Personal responsibility </li></ul><ul><li>Mistakes we do </li></ul><ul><li>Actions need to take </li></ul><ul><li>...
types of energy
card game
<ul><li>Fifth class </li></ul><ul><li>Deal with the following Educational Package:  </li></ul><ul><li>“ Energy-Environment...
<ul><li>Pupils investigate the habits on their way to school  </li></ul><ul><li>Pupils propose bicycles as basic transport...
 
 
<ul><li>Sixth class </li></ul><ul><li>Basically pupils implicated with all the available material  </li></ul><ul><li>In or...
<ul><li>2. Toys in their homes and the origin of them: </li></ul><ul><li>Considered the various parts of the toys </li></u...
3. Expression of pupils attitudes and their  opinion about energy use and its environmental consequences, by the creation ...
 
RENEWABLE ENERGY
<ul><li>Pupils created a game related to the use of energy, in order to transmit an environmental message to the player, w...
 
 
 
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Palaio Faliro school presentation

  1. 1. 3d Primary School of Palaio Faliro Comenius Program “ Mind over Matter” Part 1 : Energy
  2. 2. <ul><li>General comments </li></ul><ul><li>The program has participation of the entire school community </li></ul><ul><li>Five of the six classes incorporate activities within the curriculum that will be presented next </li></ul><ul><li>The Center of Environmental Education in Argyroupoli was the main visit, related to the program. </li></ul><ul><li>Pupils participate in the program “Energy” related to the energy management all over the word </li></ul>
  3. 3. <ul><li>Three packages of educational material related to energy, had been used for familiarization with the concept of Energy: </li></ul><ul><li>“ Energy and environment” Center of Environmental Education in Kastoria </li></ul><ul><li>Material from “Renewable Resources Center of Greece” (find the environmental print of the school, familiarization with renewable sources of Energy) </li></ul><ul><li>Educational Package “Energy-Environment-Grow” </li></ul>
  4. 4. <ul><li>Participation in the program “CO 2 nnet the way to school” pupils of four upper classes will participate according to the plan on May 2010 </li></ul><ul><li>Game design, based on Scratch programming, build on an Energy matter storytelling, six games were created, two of them are available at the moment and the rest would be finished by the end of May. </li></ul><ul><li>Art and culture approach of energy (paint, theatre, poster creation etc) </li></ul>
  5. 5. Second class The concept of energy approached through a concept map Two folds were issued: 1. Energy creation and consumption 2. Energy for keeping us alive (food consumption and energy) The concept approached working on images (cartoon type) were a topic erased for discussion related to energy creation and consumption Pupils draw “do and don’t” for energy consumption Pupils created cartoons related to energy and food consumption
  6. 6. Kids creations
  7. 7. Kids creations
  8. 8. Kids creations
  9. 9. Kids creations
  10. 10. Kids creations
  11. 11. Kids creations
  12. 12. Kids creations
  13. 13. <ul><li>Third class </li></ul><ul><li>The concept of energy approached through a concept map </li></ul><ul><li>The project focuses on transportation habits consumption and pollution of usual transportation units </li></ul><ul><li>To establish the knowledge acquired, a card game is under construction, related to the transportation units, the facilitation offered and the environmental effect. </li></ul>
  14. 16. Forth class The concept of energy approached through a concept map Pupils design what means the concept of energy to them Types of energy Renewable Energy Issues: Solar equipment should be used for any human activity in our Country Sources of Energy we use Issues: Mining resources of energy are reduced, a serious amount of actions should be taken to reduce consumption
  15. 17. <ul><li>Personal responsibility </li></ul><ul><li>Mistakes we do </li></ul><ul><li>Actions need to take </li></ul><ul><li>Behaviors need to change </li></ul><ul><li>A card game is under construction. Cards are written on both sides, on one side mistakes of energy consumption had been written and on the other the right / proper behavior that should be acquired </li></ul><ul><li>Four table type games are designed and pupils have started the drawings and the rest of the elements </li></ul>
  16. 18. types of energy
  17. 19. card game
  18. 20. <ul><li>Fifth class </li></ul><ul><li>Deal with the following Educational Package: </li></ul><ul><li>“ Energy-Environment-Grow” </li></ul><ul><li>The use of the material and especially pupils deal with eight questionnaires. </li></ul><ul><li>Each questionnaire requires to collect information about the energy sources in school building and derive habits about energy in the school community </li></ul><ul><li>Visualization of the results </li></ul>
  19. 21. <ul><li>Pupils investigate the habits on their way to school </li></ul><ul><li>Pupils propose bicycles as basic transportation habit on the way to school </li></ul><ul><li>Pupils propose some important matters that need to be done in order to facilitate the use of the bicycle </li></ul><ul><li>Participation in the program ‘CO2nnet the way to school’ </li></ul>
  20. 24. <ul><li>Sixth class </li></ul><ul><li>Basically pupils implicated with all the available material </li></ul><ul><li>In order to motivate them and relate their actions with their environmental footprint, pupils examined: </li></ul><ul><li>1.Energy sources and renewable sources of energy: </li></ul><ul><li>Pupils wrote comments on energy sources </li></ul><ul><li>Created crosswords and other types of word games activities in order to issue a magazine </li></ul>
  21. 25. <ul><li>2. Toys in their homes and the origin of them: </li></ul><ul><li>Considered the various parts of the toys </li></ul><ul><li>The materials had been used to build them </li></ul><ul><li>The country where their favorite toys are produced </li></ul><ul><li>The creation of a fictive calculation system in order to count the emissions: </li></ul><ul><li>The system had two measurements: </li></ul><ul><li>Calculations measure the emissions related to the distance </li></ul><ul><li>Calculation measure the distance using the distance tool in Goggle Earth </li></ul>
  22. 26. 3. Expression of pupils attitudes and their opinion about energy use and its environmental consequences, by the creation of two types of activities using the programming environment of SCRATCH http :// scratch . mit . edu / ( free download) Especially there were two types of actions: A. Pupils created individually an animation like an advertisement on the environmental consequences due to the intensive human activity
  23. 28. RENEWABLE ENERGY
  24. 29. <ul><li>Pupils created a game related to the use of energy, in order to transmit an environmental message to the player, worked in teams of three. </li></ul><ul><li>Six games were created and they were developed by the end of May. </li></ul><ul><li>Two of them are in a considerable better stage than the others and the willing of the creators is the games to be played by the pupils of the participants and give their opinion about them and the environmental perception they get.. </li></ul>
  25. 33. Thanks…
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