This document summarizes Daniela Dineva's experience participating in the Erasmus+ project from October 17-21, 2016 in Torun, Poland. She enjoyed meeting many new people from Bulgaria, Poland, Latvia, Greece, Slovenia, Turkey, and other countries. A highlight was visiting School N. 34, which had modern boards and students of varying ages. Daniela shares photos and positive descriptions of some of the many people she met, including her host Julka from Poland and students from Latvia and Greece who she found interesting, smart, and sweet.
The document provides information about Erasmus+, an EU program that funds education, training, youth, and sport projects across Europe. It discusses the benefits of Erasmus+ for individuals and organizations, the different actions and types of projects it funds, eligibility criteria, and deadlines. It also summarizes the roles of various organizations managing parts of the program in the UK. Finally, it introduces EPALE, an online platform for adult learning professionals funded by Erasmus+.
The document describes Energy Week activities at a secondary school in Burgas, Bulgaria in November 2016. Students from the 4th and 6th grades took on roles as "Energy Detectives" and discussed energy saving with the principal and other classes. The 4th graders presented to younger students on saving energy and discussed saving energy at home. They also created a "bio waste monster" from recycled materials for a school exhibition.
Greece - Local natural concern students' projectsEliAleks1
Farmers in the region grow crops like corn, sunflowers, alfalfa, cotton and sugar beets, and they rely on pesticides and fertilizers to increase production, though they are aware of the toxic effects. While some farmers take protective measures, pesticides still pollute water sources. Farmers would be interested in organic farming but cite economic barriers like lack of infrastructure and ability to sell at a profitable price.
The document summarizes the activities of the "St. knyaz Boris I" Secondary School in Burgas, Bulgaria for their first year participating in an Erasmus+ project called "Help the Earth: reduce, reuse, recycle". Some of the key activities discussed include creating informational materials about the project, holding a logo competition, collecting plastic caps to help children with special needs, creating art from recycled materials for fundraising, researching local biodiversity and bodies of water, and participating in meetings in Finland and Spain with other schools involved in the project. The summary was created by two 7th grade students from the school.
This document summarizes Daniela Dineva's experience participating in the Erasmus+ project from October 17-21, 2016 in Torun, Poland. She enjoyed meeting many new people from Bulgaria, Poland, Latvia, Greece, Slovenia, Turkey, and other countries. A highlight was visiting School N. 34, which had modern boards and students of varying ages. Daniela shares photos and positive descriptions of some of the many people she met, including her host Julka from Poland and students from Latvia and Greece who she found interesting, smart, and sweet.
The document provides information about Erasmus+, an EU program that funds education, training, youth, and sport projects across Europe. It discusses the benefits of Erasmus+ for individuals and organizations, the different actions and types of projects it funds, eligibility criteria, and deadlines. It also summarizes the roles of various organizations managing parts of the program in the UK. Finally, it introduces EPALE, an online platform for adult learning professionals funded by Erasmus+.
The document describes Energy Week activities at a secondary school in Burgas, Bulgaria in November 2016. Students from the 4th and 6th grades took on roles as "Energy Detectives" and discussed energy saving with the principal and other classes. The 4th graders presented to younger students on saving energy and discussed saving energy at home. They also created a "bio waste monster" from recycled materials for a school exhibition.
Greece - Local natural concern students' projectsEliAleks1
Farmers in the region grow crops like corn, sunflowers, alfalfa, cotton and sugar beets, and they rely on pesticides and fertilizers to increase production, though they are aware of the toxic effects. While some farmers take protective measures, pesticides still pollute water sources. Farmers would be interested in organic farming but cite economic barriers like lack of infrastructure and ability to sell at a profitable price.
The document summarizes the activities of the "St. knyaz Boris I" Secondary School in Burgas, Bulgaria for their first year participating in an Erasmus+ project called "Help the Earth: reduce, reuse, recycle". Some of the key activities discussed include creating informational materials about the project, holding a logo competition, collecting plastic caps to help children with special needs, creating art from recycled materials for fundraising, researching local biodiversity and bodies of water, and participating in meetings in Finland and Spain with other schools involved in the project. The summary was created by two 7th grade students from the school.
Finland joined the EU in 1995 and has a population of over 5.3 million people. It has a republic political system with Helsinki as its capital city. The official languages are Finnish and Swedish, and the country uses the euro as currency. The document also provides brief descriptions of two Orthodox churches in Finland - one designed by a Russian architect in the 1860s, and another designed by German architects in 1852 - as well as notes on the Fazer Chocolate Factory founded in 1891 that currently employs 2000 people.
Bulgaria Erasmus+ meeting Las Palmas de Gran Canaria EliAleks1
The document summarizes a student trip to Las Palmas de Gran Canaria, Spain. It provides details of activities each day, including visiting a wind farm, surfing lessons, touring the old town of Vegueta, cleaning a beach, boat trip, visiting a nature reserve, a farewell party performing Bulgarian dances, Canarian wrestling and fencing, studying with Spanish students, and travel details.
Finland's educational system includes pre-school starting at age 5-6, compulsory comprehensive school from ages 7-16, followed by high school or vocational school. Universities and colleges are publicly funded. Classes 1-6 have one main teacher who teaches most subjects, while classes 7-9 have different subject teachers. The 300-student Laajalahden school has 15 class teachers, 5 subject or special education teachers, and other support staff. Common reasons for Finland's success in PISA include high-quality teacher education and training, a flexible curriculum, equal quality of teaching everywhere, support for weaker students, and strong family support.
The students from Bulgaria visited Finland for a school project meeting and had a positive experience. They found the nature beautiful and enjoyed activities like taking a walk in the forest, having a campfire, visiting Helsinki which had beautiful buildings, and going to an ice hockey match. They also had welcoming interactions with the friendly students and teachers at the school and enjoyed organized classes.
Finland is an independent republic located in Northern Europe. With a population of 5.5 million people, over 89% of residents are Finnish and 5% are Swedish. The capital and largest city is Helsinki, with a population of 630,000. Other major cities include Espoo, Tampere, Vantaa, and Oulu. Finland was originally part of Sweden but became part of Russia in 1809 before gaining independence in 1917. During World War 2, Finland fought two wars against the Soviet Union between 1939-1944. The country has over 190,000 lakes and is known for its cold weather.
This document provides instructions and prompts for students participating in an exchange program to keep a logbook documenting their daily activities and cultural experiences in Finland. The logbook is meant to help students reflect on what they learn about themselves, their host culture, and differences from their home culture in areas like food, school, ecology, family, housing, nature, and travel. Students are asked to document their daily schedule, visits, workshop sessions, new words learned, and observations about cultural topics in Finland to compare to their home country of Poland.
Zespół Szkół nr 34 is a primary and junior high school located in Toruń, Poland. The school was originally located in a small village called Brzoza, meaning birch tree, which is featured in the school logo. It was moved to Toruń in 1988 and renamed after famous Polish traveler Tony Halik. The school has approximately 200 primary students and 100 junior high students. It has modern facilities like a computer lab, language lab, and smart boards. Students participate in various sports tournaments and competitions in subjects like chess, football, and floorball. The school aims to promote activities like reading, environmental protection, and family values.
Sanni introduces themselves and describes their school in Laajalahti, Finland. The school has over 300 pupils from ages 6 to 13 across 14 classes. It is a "Kiva school" which means there is no bullying, and it offers many after school clubs. The school also focuses on sports and physical activities. Sanni enjoys music, math, and PE classes and plays the piano in their free time.
The document is about an initiative by students at Neos Skopos Junior High School in Serres, Greece to help the Earth by reducing waste, reusing materials, and recycling. The students created the initiative to promote more sustainable practices and environmental protection.
The school has been operating since 1985 and provides elementary and early childhood education. It aims to create a quiet atmosphere for learning and offers various extracurricular activities in the afternoon like basketball, dance, and martial arts. The school strives to educate students holistically by developing their academic skills as well as values like respect for the environment through different projects. It has a mission to provide innovative, high-quality education to help students contribute positively to the world.
The document summarizes a research project comparing four types of water: tap water, lake water, river water, and sea water. Students will analyze samples of each for smell, color, clarity, and acidity. They will observe and record their findings, then research reasons for any differences, such as eutrophication, salt content, oxygen levels, or humus levels affecting color.
Serres is an important commercial center in Macedonia with a population of around 80,000. It was first mentioned in the 5th century BC and was one of the most important Byzantine cities in the 6th century. Over subsequent centuries, Serres was conquered by various powers including the Crusaders, Bulgarians, Byzantines, Serbians, and Ottomans. Under Ottoman rule in the late Middle Ages, Serres prospered as a major commercial hub due to its fertile plains. However, in 1913 retreating Bulgarian forces burned the city down, requiring it to be entirely rebuilt.
Finland joined the EU in 1995 and has a population of over 5.3 million people. It has a republic political system with Helsinki as its capital city. The official languages are Finnish and Swedish, and the country uses the euro as currency. The document also provides brief descriptions of two Orthodox churches in Finland - one designed by a Russian architect in the 1860s, and another designed by German architects in 1852 - as well as notes on the Fazer Chocolate Factory founded in 1891 that currently employs 2000 people.
Bulgaria Erasmus+ meeting Las Palmas de Gran Canaria EliAleks1
The document summarizes a student trip to Las Palmas de Gran Canaria, Spain. It provides details of activities each day, including visiting a wind farm, surfing lessons, touring the old town of Vegueta, cleaning a beach, boat trip, visiting a nature reserve, a farewell party performing Bulgarian dances, Canarian wrestling and fencing, studying with Spanish students, and travel details.
Finland's educational system includes pre-school starting at age 5-6, compulsory comprehensive school from ages 7-16, followed by high school or vocational school. Universities and colleges are publicly funded. Classes 1-6 have one main teacher who teaches most subjects, while classes 7-9 have different subject teachers. The 300-student Laajalahden school has 15 class teachers, 5 subject or special education teachers, and other support staff. Common reasons for Finland's success in PISA include high-quality teacher education and training, a flexible curriculum, equal quality of teaching everywhere, support for weaker students, and strong family support.
The students from Bulgaria visited Finland for a school project meeting and had a positive experience. They found the nature beautiful and enjoyed activities like taking a walk in the forest, having a campfire, visiting Helsinki which had beautiful buildings, and going to an ice hockey match. They also had welcoming interactions with the friendly students and teachers at the school and enjoyed organized classes.
Finland is an independent republic located in Northern Europe. With a population of 5.5 million people, over 89% of residents are Finnish and 5% are Swedish. The capital and largest city is Helsinki, with a population of 630,000. Other major cities include Espoo, Tampere, Vantaa, and Oulu. Finland was originally part of Sweden but became part of Russia in 1809 before gaining independence in 1917. During World War 2, Finland fought two wars against the Soviet Union between 1939-1944. The country has over 190,000 lakes and is known for its cold weather.
This document provides instructions and prompts for students participating in an exchange program to keep a logbook documenting their daily activities and cultural experiences in Finland. The logbook is meant to help students reflect on what they learn about themselves, their host culture, and differences from their home culture in areas like food, school, ecology, family, housing, nature, and travel. Students are asked to document their daily schedule, visits, workshop sessions, new words learned, and observations about cultural topics in Finland to compare to their home country of Poland.
Zespół Szkół nr 34 is a primary and junior high school located in Toruń, Poland. The school was originally located in a small village called Brzoza, meaning birch tree, which is featured in the school logo. It was moved to Toruń in 1988 and renamed after famous Polish traveler Tony Halik. The school has approximately 200 primary students and 100 junior high students. It has modern facilities like a computer lab, language lab, and smart boards. Students participate in various sports tournaments and competitions in subjects like chess, football, and floorball. The school aims to promote activities like reading, environmental protection, and family values.
Sanni introduces themselves and describes their school in Laajalahti, Finland. The school has over 300 pupils from ages 6 to 13 across 14 classes. It is a "Kiva school" which means there is no bullying, and it offers many after school clubs. The school also focuses on sports and physical activities. Sanni enjoys music, math, and PE classes and plays the piano in their free time.
The document is about an initiative by students at Neos Skopos Junior High School in Serres, Greece to help the Earth by reducing waste, reusing materials, and recycling. The students created the initiative to promote more sustainable practices and environmental protection.
The school has been operating since 1985 and provides elementary and early childhood education. It aims to create a quiet atmosphere for learning and offers various extracurricular activities in the afternoon like basketball, dance, and martial arts. The school strives to educate students holistically by developing their academic skills as well as values like respect for the environment through different projects. It has a mission to provide innovative, high-quality education to help students contribute positively to the world.
The document summarizes a research project comparing four types of water: tap water, lake water, river water, and sea water. Students will analyze samples of each for smell, color, clarity, and acidity. They will observe and record their findings, then research reasons for any differences, such as eutrophication, salt content, oxygen levels, or humus levels affecting color.
Serres is an important commercial center in Macedonia with a population of around 80,000. It was first mentioned in the 5th century BC and was one of the most important Byzantine cities in the 6th century. Over subsequent centuries, Serres was conquered by various powers including the Crusaders, Bulgarians, Byzantines, Serbians, and Ottomans. Under Ottoman rule in the late Middle Ages, Serres prospered as a major commercial hub due to its fertile plains. However, in 1913 retreating Bulgarian forces burned the city down, requiring it to be entirely rebuilt.
This document discusses forests and forest management in Latvia. It notes that Latvia has 52% forest cover, the 4th highest in Europe. Forests are important ecologically, providing habitat for many interconnected plants and animals. They also have economic and social significance through timber trade, recreation, and culture. Forests in Latvia can be publicly or privately owned, with private owners able to restrict access. The city of Riga has over 62,000 hectares of forested area. The document then outlines the full process of forest management from seed collection and nurseries to planting, tending, logging, and wood processing.
This document contains a student timetable for a week-long educational trip taking place from February 26th to March 2nd 2018. On Mondays, Tuesdays, Thursdays and Fridays there is a morning meeting at the school before activities begin. The itinerary includes visits to museums, workshops on environmental topics, and other educational activities in various locations around Latvia such as Ainaži, Ķegums, Salacgrīva and Riga. Lunch is provided each day for a cost of 5-6 Lats per person, and transportation by bus is also included.
The document provides the schedule for a meeting between October 2-6, 2017 in Burgas, Bulgaria involving partners from Bulgaria, Finland, Latvia, Slovenia, Greece, Poland, Turkey and Spain. Key activities included welcome ceremonies, workshops, tours of Burgas and nearby historical sites, visits to museums and eco paths, and farewell ceremonies. Transportation between locations was provided by bus.
Bulgaria - What can i do to help environmentEliAleks1
The document provides tips for how individuals can help the environment in their everyday lives, such as saving water and electricity, using public transportation, avoiding plastic bags and bottles, keeping areas clean, separating trash for recycling, using less paper, planting trees, and following these simple steps to help reduce pollution and make life on Earth more sustainable.
The document provides tips for helping the environment by saving electricity, water, and petrol through turning off lights, electronics, and air conditioners when not in use, taking showers instead of baths, checking for leaks, separating rubbish into different bins for recycling, and using bicycles or walking instead of cars.
The document provides tips for helping the environment through recycling, reusing, and reducing consumption. It explains that recycling broken glass into new bottles or cups saves materials like plastic, metal, and glass. Reusing items like bottles and cups also conserves resources. Even a small 5% reduction in energy usage by the nearly 7 billion people on Earth could collectively save a significant amount of energy. The presentation concludes by hoping the reader found it informative.
A flower pot can be made from a plastic bottle by cutting the bottle and using it to hold soil and a plant. Additional decorations like string or cork scraps are optional to customize the recycled flower pot further. The instructions keep the process simple by focusing on the key steps of cutting the bottle to create the pot.
This document provides instructions for making a cup holder by gluing materials together in a certain way and then optionally decorating it. The cup holder is created using glue to attach various materials, and decoration is presented as an optional additional step. In 3 sentences or less, the document instructs how to construct a basic cup holder through gluing materials and allows for optional decoration.
A document provides instructions for making an eco-friendly candle holder out of plastic spoons by cutting up spoons and gluing them to a plastic box to form the shape of the holder, which can then be decorated in various ways such as with beads or ribbons. The final product is a unique candle holder created from recycled plastic materials.
The document discusses the Bulgarian tradition of wearing martenitsas on March 1st to celebrate the coming of spring and bid farewell to winter. Martenitsas are decorations made of twisted red and white threads that symbolize health, luck, and the changing seasons. According to folklore, Bulgarians wear the martenitsas to please the angry spirit Baba Marta and shorten the winter. People wear them until seeing the first stork of spring and then tie them to fruit trees.
1. The Bulgarian education system consists of four levels: pre-school, basic, secondary, and higher education.
2. Basic education includes primary school (grades 1-4) and pre-secondary school (grades 5-7), with the second stage requiring a certificate for entrance to secondary school.
3. Secondary education admission is based on exam marks in Bulgarian and/or mathematics as well as junior high school end marks, allowing application to specialized secondary schools after grade 7.
The document outlines the meeting program for a project called "Help the Earth: reduce, reuse, recycle" taking place from April 3-7, 2017 in Litija, Slovenia. The meeting will bring together partners from Bulgaria, Finland, Latvia, Slovenia, Greece, Poland, Turkey and Spain. The schedule includes workshops on green energy and photovoltaics, visits to a nature trail, botanic garden, and Ljubljana—the 2016 European Green Capital, and an excursion to the Karst region to learn about pollution impacts. Presentations and classroom observations will also take place during the week-long meeting.
This document summarizes the activities of a Slovenian elementary school involved in a 3-year international project called "Help the Earth: Reduce, Reuse, Recycle". The school has participated in meetings and activities in Spain, Bulgaria, Latvia, Greece, Turkey, Poland and Finland. Their first joint task was holding a logo contest for the project. They have since presented their experiences at meetings, conducted research on local water quality, started indoor plant collections in classrooms, and begun planning initiatives to promote environmental issues locally. Their involvement includes student mobility experiences and ongoing coordination with the other partner schools.
Within an Erasmus+ project called "Help the Earth: reduce, reuse, recycle", students at a school in Torun, Poland:
1) Organized various environmental activities like a logo contest, building a mock-up city, testing water from the Baltic Sea and Vistula River, and cleaning up local forests.
2) Created and maintained a school garden that involved students both in the Erasmus program and outside of it.
3) Conducted experiments to analyze properties of different types of water.
4) Held two "Erasmus nights" featuring video calls with partner schools and activities like making the mock-up city.
5) Participated in organizational meetings in Finland
Within an Erasmus+ project called "Help the Earth: reduce, reuse, recycle", students at a school in Torun, Poland:
1) Organized various environmental activities like a logo contest, building a mock-up city, testing water from the Baltic Sea and Vistula River, and cleaning up local forests.
2) Created and maintained a school garden that involved students both in the Erasmus program and outside of it.
3) Conducted experiments to analyze properties of different types of water.
4) Held two "Erasmus nights" featuring video calls with partner schools and activities like making the mock-up city.
5) Participated in organizational meetings in Finland
The document outlines the schedule and activities for an international student exchange project meeting taking place from October 17-21, 2016 in Torun, Poland. On the first day, student groups from various European countries arrive and are picked up from airports to be brought to their host families in Torun. Over the next few days, the schedule includes welcome ceremonies, trips to local forests and gardens, workshops on recycling and the environment, visits to the old town and science museum, and presentations by the guest students. The final day involves farewell dinners and departures to return home for the student groups from Greece, Spain, Bulgaria, Slovenia, and Turkey while the Latvian students depart later by train and the Finnish students leave for Gdań
This document contains the schedule for CEIP Dr. Juan Negrín for the week of April 11-16. It details the daily activities of the students and teachers, including school lessons, visits to local landmarks like Santa Catalina Park and Agüimes town, and meetings for the Erasmus+ project. Extracurricular activities such as surfing, visiting a wind farm and natural reserve, and Canarian wrestling are also included. The schedule notes that dinner locations and some activities may change.
1. Erasmus+ project:
Help the Earth: reduce, reuse, recycle
Created by Aleksandra Stoyanova
Student-guest from Bulgaria,
“St. knyaz Boris Ist”,
Burgas
October, 2016
6. Река Висла /
Vistula River
Бреговете на река Висла в
Торун са смятани за едно
от “Седемте чудеса на
Полша”. Моста над река
Висла свързва старата част
на гр. Торун с новата.
The banks of the Vistula
River in Torun are
considered one of the
"Seven Wonders of Poland."
Bridge over the Vistula River
connects the old part of
town and new Torun.
7. Град Торун / Torun
Торун е град в централна Полша. Той
има интересна история, в която се
преплитат множество легенди, а
старият му център е част от
Световното културно наследство на
ЮНЕСКО. Торун е родното място на
Николай Коперник. Тук можете да
посетите музей, посветен на неговия
живот. Освен на Коперник, Торун
според местните жители е и родното
място на меденките или както ги
наричат тук пиерники.
Torun is a city in central Poland. He has
an interesting story in which the
intertwined legends, and his old center
is a World Heritage by UNESCO. Torun
is the birthplace of Nicolaus
Copernicus. You can visit the museum
dedicated to his life. Besides
Copernicus, Torun, according to locals
is the birthplace of gingerbread or as
they are called here pierniki.
8. Домът и паметникът на Николай Коперник /
Home and Monument of Nicolaus Copernicus
13. Кметство Торун / Town Hall Torun
Според старите легенди,
Кметство Торун е като календар.
Той има една кула като една
година, четири крила като
четирите сезона на година,
дванадесет големи стаи, като
дванадесет месеца, петдесет и
две стаи, съответстващи на броя
на седмиците в една година, и
366 прозорци, включително
един, който бива покрит, когато
годината не е високосна.
Did you know that the Town Hall is
like a calendar? According to old
legends, Toruń’s Town Hall is like a
calendar. It has one tower like one
year, four wings like four seasons
of the year, twelve big rooms like
twelve months, fifty-two rooms
corresponding to the number of
weeks in a year, and 366 windows,
including one which was covered
up when the year was not a leap
one.