TITLE CARBON FOOTPRINT participate - calculate – compare - connect TITLE CARBON FOOTPRINT participate - calculate – compare - connect

Time period September-January 2014 Project Duration 4 months Education Sector Secondary Grade 1 st Students 19 students, aged 16 Subject Project, integrated in the curriculum, 2 hours/week Project, integrated in the curriculum, 2 hours/week Teacher Tryfonidoy Stella, Computer Science Teacher Subject Natural Science, Informatics and ICTs

Cognitive objectives To 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 – First steps Topic Selection BASED ON Students' Interests Relevance to the curriculum Interdisciplinarity Distribution in Teams 5 four-student teams same topic low cooperation between them Regular plenary meetings to report to each other Documentation Student’s diary Student's portfolio Communication School’s blog Teacher posts articles, instructions, worksheets etc. students post comments or homework (limited rights)

Work Procedure - Phase 1 Participate in ISCFC project (International Students Carbon Footprint Challenge ) Participate in ISCFC project (International Students Carbon Footprint Challenge ) account creation for each student. Students fill out a Prep Worksheet 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 .on line by using an international, student-oriented footprint calculator (English version) that works on line, after registering. Results sent via .on line Analyze results Collecting data into a file, creating a class data file (Excel), comparing class data to region data. Connect Students log on to a social learning network called Einztein and participate in ISCFC conversations with students across the globe, in EnglishEinztein Students log on to a social learning network called Einztein and participate in ISCFC conversations with students across the globe, in EnglishEinztein

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.Prezi 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.Prezi Active citizenship’s tree FollowIing instructions on a worksheet and drawing a tree Roots  factors shape the AC, trunk  attitudes, behaviors, actions, Branches  values.a worksheet Writing down their ideas on a Public on line Pad, like TitanPad and drawing the tree using an image editor like Gimp. TitanPad Uploading their work on School’s Blog.School’s Blog FollowIing instructions on a worksheet and drawing a tree Roots  factors shape the AC, trunk  attitudes, behaviors, actions, Branches  values.a worksheet Writing down their ideas on a Public on line Pad, like TitanPad and drawing the tree using an image editor like Gimp. TitanPad Uploading their work on School’s Blog.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. 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.School's BlogSlideshare. 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.School's BlogSlideshare. Team and self evaluation by students by using Survey Monkey via School’s Blog.Survey Monkey Results report posted also in School’s BlogSchool’s Blog by using Survey Monkey via School’s Blog.Survey Monkey Results report posted also in School’s BlogSchool’s Blog Teamwork Public Presentation Students present their Research Report to the school community. Evaluation Evaluation …of Research Process …of content Project Reports …of Language and Structure of Research Report …of Public Presentation of Teamwork …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 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.Twinspace Students have already introduced themselves and sent a Christmas Card made in Scratch, during “the Hour of Code”.Scratch 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.Twinspace Students have already introduced themselves and sent a Christmas Card made in Scratch, during “the Hour of Code”.Scratch New Research Inquires Gross National Product and Carbon Footprint. How does the European crisis affect the environment? New Research 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 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) 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)

Web Tools & Software we used School’s Website (Joomla) School’s blog (Wordpress) Einztein Twinspace SurveyMonkey Titan Pad Examtime Voki Prezi Slideshare Scratch MS Word, Excel Gimp School’s Website (Joomla) School’s blog (Wordpress) Einztein Twinspace SurveyMonkey Titan Pad Examtime Voki Prezi Slideshare Scratch MS Word, Excel Gimp