Parnu Koidula Gymnasium

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Parnu Koidula Gymnasium

  1. 1. Parnu Koidula Gymnasium School address: Metsa 21 Parnu 80010 Estonia
  2. 2. Parnu Koidula Gymnasium <ul><li>Rein Eglon – headmaster of school; </li></ul><ul><li>Tiiu Leibur – primary teacher, master of school management; </li></ul><ul><li>Tiiu Vendel – primary teacher, master of school management </li></ul>
  3. 3. Parnu Koidula Gymnasium <ul><li>Consist: </li></ul><ul><li>Primary school (student 7 – 11 years old); </li></ul><ul><li>Basic school (students 11 – 16 years old); </li></ul><ul><li>Gymnasium (students 16 – 19 years old). </li></ul>
  4. 4. Parnu Koidula Gymnasium <ul><li>In all school stages a speacial attention is to teaching and popularizing mathematics. </li></ul><ul><li>To enter the gymnasium stage the students have to take enterance tests. </li></ul><ul><li>Students can choose between three directions: </li></ul><ul><li>mathemathics-physics, mathematics and biology-chemistry-mathematics. </li></ul>
  5. 5. Projects in our school in primary part Tiiu Leibur Tiiu Vendel
  6. 6. The Spinning Tower             Gratis teller                                                                                                                                                                          © Lieven Van Parys (Gemaakt met 'BlockCad' / Made with 'BlockCad')                                          
  7. 7. Ja Lego tornid kerkivad...
  8. 8. How did I get my name? http://howdidiget.blogspot.com/
  9. 11. Where is D?
  10. 12. Energy is our future <ul><li>http://www.futurenergia.org/ww/en/pub/futurenergia/competition/gallery.cfm </li></ul>
  11. 13. The Safer Internet Day 2007 <ul><li>http://blog.eun.org/SID2007 </li></ul><ul><li>http:// computer_tamer.blog.com </li></ul>
  12. 14. Projekt H@nd in h@nd <ul><li>Kids h@nd in h@nd </li></ul><ul><li>Primary school Sint-Amandus, Belgi um  - osnovna sola solkan, Slovenia - Pärnu Koidula Gymnasium, E stonia  - ZŠ A. Stodolu, Martin, Slovakkia - Kalocsai Belvárosi-Dunaszentbenedeki Általános Iskola és Óvoda, Hungary  - CEIP Xulio Camba, Spain  - CEIP ALVAREZ LIMESES, Spain - ceip Vidal Portela, Spain  - CEIP Sestelo-Baión, Spain  - Jerney János, Hungary </li></ul>
  13. 15. H@nd in H@nd
  14. 17. Kids@hand@in@hand <ul><li>http://www.sip.be/stamand/feelings/kidshandinhand.htm </li></ul>
  15. 18. Look At My World www.koidulag.edu.ee/~etwin
  16. 19. http://www2.edu.fi/magazinefactory/magazines/1844_746/?str=40
  17. 20. Video conference
  18. 21. Comenius exercises <ul><li>Healthy food as the basic of life: </li></ul><ul><li>Questionary about our habbits of food at home. </li></ul><ul><li>Analyzing food products, making conclusions. </li></ul><ul><li>Purpose </li></ul><ul><li>To notify about the importance of the right nutrition. </li></ul>
  19. 22. Questionary <ul><li>January-March 2009- elementary and secondary school students fill food diaries. </li></ul><ul><li>Aim of task: </li></ul><ul><li>compare different class students feed </li></ul><ul><li>habits; </li></ul><ul><li>I nform students about healthy feeding. </li></ul><ul><li>Every student can analyse their own feed habits. </li></ul>
  20. 23. <ul><li>MY FOOD (during one week) First part W rite all what you eat or drink during the one week. Write all what you eat between meals- apples, candies, colas etc. 1. 2. 3. 4. 5. 6. 7. </li></ul>
  21. 24. <ul><li>MY FOOD (during one week) Second part Choose 7 different colours and mark food list : …………… – hot food …………… – milk products </li></ul><ul><li>…………… – sandwiches ( light meal ) …………… – fresh fruit and vegetables …………… – drink …………… – sweets ( carbonated drink) …………… – chips Chart </li></ul>
  22. 25. <ul><li>After filling the food diary we choose one day, Wednesday for example, and insert data of this day into Internet page www. ampser.ee (calculator of students healthy food) press link Menu and add necessary data from this day. After that we got summary per student, this sheet we can print. Website “Ampser” helps student to analy s e their menu and compare different foodstuff. </li></ul>
  23. 27. Analyse of menu in website www.amster.ee <ul><li>Limit using exessive fat. Try to replace fried food with boiled, avoid fatted sweets/ choose low-fat sweets and low-fat snacks. </li></ul><ul><li>There is too less vitamin A in your food. </li></ul><ul><li>Eat for example carrots. </li></ul>
  24. 28. 50 mg 125.24 mg Vitamin C 7.5 µg 8 mg 0.6 µg 9.41 mg Vitamin D Vitamin E 600 µg 260.42 µg Vitamin A 0 g 0 g Alcohol 2400 g 630.88 g Water 335-366 g 252.67 g Carbohydrate 68-81 g 135.54 g Fat content 61-91 g 66.32 g Protein 2440 kcal 2525.09 kcal Caloricity Recommendab-le consumption is In your food
  25. 29. 11 mg 9.86 mg Zinc 11 mg 10.78 mg Ferrum 700 mg 1198.37 mg Phosphorus 280 mg 401.9 mg Magnesium 900 mg 486.98 mg Calcium 3.3 g 4.55 g Potassium 1.5-4.5 g 1.67 g Salt kuni 2 g 0.65 g Natrium 1.3 mg 3.43 mg Vitamin B6 1.4 mg 1.04 mg Vitamin B2 1.2 mg 11.77 mg Vitamin B1
  26. 30. How the energy what we get from food divide betwee n meals 0-5 % 12 % Late hour snack 25-35 % 18 % Supper 5-15 % 23 % Lunch/snack 25-35 % 26 % Dinner 20-25 % 21 % Breakfast
  27. 31. How the energy what we get from food divide between the main foodstuff Yours RED – PROTEIN YELLOW – FAT CONTENTS GREEN - CARBOHYDRATE
  28. 32. Recommendable consumption RED – PROTEIN YELLOW – FAT CONTENTS GREEN - CARBOHYDRATE
  29. 35. What we eat?
  30. 36. POSTERS (5, 6, 7 Forms) - To notify about the importance of the right nutrition.
  31. 38. POSTERS (2 Form)
  32. 39. Developing critical thinking by comixs and posters
  33. 40. Active lifestyle <ul><li>Learning to use step-counter </li></ul><ul><li>(counting steps, comparing, calculating used kcal) </li></ul><ul><li>Finding out moving habits of students. </li></ul>
  34. 41. <ul><li>We suggest the following plan for using step counters: 1) obtain step counters and read the instruction very carefully 2) form groups of three boys and three girls 14-year- old from Sept-Oct 15-year- old from Nov-Dec 16-year- old from Jan.-Feb. Eventally we`ll have data of 18 students from each country. A lot of students could have step counters at home and we can add their results. </li></ul>
  35. 42. Remember <ul><li>We examine aerobic steps. Each student uses the step counter 7 days from 8 am-8 pm (12 hours on each day). The student should be instructed by the teacher, who is good at using it. </li></ul><ul><li>The hypothesis of the task: children move less. Through the activity we try to prove this fact. More punctual information will be the next week (about notes, data set) </li></ul>
  36. 43. Active lifestyle?!? <ul><li>AIM: Find out the percentage of the aerobic steps during the week. All students use a step counter for 12 hours (from 8am-8pm) during the 7 days. TOOLS: Step counter: Omron HJ-109-E </li></ul>
  37. 44. <ul><li>WORKING ROUTINE: 1. PREPARATIONS FOR USING STEP COUNTERS 1.1 As c entainment of the length of steps: work out the average length of steps (the distance from one foot to another foot, when it is stretched out). Divide the distance of the 10 steps by the number of steps. For example 5,5 m: 10= 0,55 m= 55 cm. 1.2 Input the time, weight, the lenght of steps into the step counter. Use the instruction. </li></ul>
  38. 45. <ul><li>3 . To fit the sensitivity fasten the step counter straight on your belt. Close the top of the step counter, use the shoes with strong soles, keep the tempo. </li></ul><ul><li>Make 100 steps and check the number of recorded steps by the step counter. When the mistake is more than +5 or -5 (<95>105) then regulate the sensetivity + or - . Make again 100 steps. </li></ul>
  39. 46. <ul><li>2. USING STEP COUNTERS 2.1 To cancel the indices of the day press RESET 2.2 Close the step counter and start moving. NB! Regulate the sensetivity, when the tempo changes </li></ul>
  40. 47. <ul><li>3. THE CONCEPTS OF THE TABLE 3.1 aerobic steps- the index of consecutive steps 3.2 kcal- the index of expended calories 3.3 km- the passed distance 3.4 steps- the number of steps 3.5 the % of aerobic steps 3.6 participating in different hobby clubs day after day (for example 1 day-art school, 3. day track and field trainings) </li></ul>
  41. 48. <ul><li>The calculating of the percentage aerobic steps (rubic 5) Steps- 100% (rubic 4) Aerobic steps-x% (rubic 1) The number of the aerobic steps x 100% X%=---------------------------------------------------- The number of steps </li></ul>
  42. 49. <ul><li>4. THE REPORTING OF THE RESULTS. 4.1 At the end of the day (7 times) the results should be entered. Use the function of the step counter SET and MEMORY Days Aerobic steps 1 Kcal 2 Km 3 Steps </li></ul>
  43. 50. <ul><li>The percentage of the aerobic steps 5 Participating in different hobby clubs 6 1. 2. 3. 4. 5. 6. 7. Total </li></ul>
  44. 51. Koidula Gymnasium step counter test results: <ul><li>We made step counter test and our summary is here: </li></ul><ul><li>Girls(10) Aerobic steps 16099 Lost kcal 1747 44 Walked km 35 74241 Aerobic steps % 2035% </li></ul><ul><li>Boys(10) Aerobic steps 34399 Lost kcal 3574 Walked km 74,55 Steps 100363 Aerobic steps % 22,46% </li></ul><ul><li>Total(20) Aerobic steps 25249 Lost kcal 2647 Walked km 59,45 Steps 87302 Aerobic steps % 21,41% </li></ul>
  45. 52. By student : <ul><li>I enjoyed this test very much and I'm very surprised about the results. We made lost of steps and walked enourmous amount of kilom e tres, but the percentage of aerobic steps was low. </li></ul>
  46. 53. 'aerobic steps' <ul><li>After 10 minutes of continuous walking more </li></ul><ul><li>than 60 steps per minute, the aerobic mode </li></ul><ul><li>is activated. </li></ul>
  47. 54. ‘ unaerobic steps ’ <ul><li>If we compare the unaerobic and aerobic steps there are some differences: </li></ul><ul><li>-         unaerobic metabolism starting fast , aerobic slowly </li></ul><ul><li>-         unaerobic metabolism in maximum burden , aerobic in low intensity </li></ul><ul><li>-         unaerobic work is short-term , aerobic is long-lasting </li></ul><ul><li>-         residue of unaerobic metobolism cut down the working ability , aerobic doesn’t </li></ul><ul><li>-         in unaerobic burden fatdoesn’t use for making energy (used hydrocarbon) , in aerobic use unlimited . </li></ul>

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