GLOBAL PROBLEMS – Alternative Sources of Energy. Students will study and compare sources of energy in Poland, Sweden, Turkey, Romania, Czech Rep and Hungary. Students will write reports and publish them on the Wiki.
GLOBAL PROBLEMS –How Green is Your House? A Web survey about eco-approach at home.
The opportunity to compare information from various countries will help students to understand the area of energy better and more deeply. It will motivate them to ruminate over their own country’s situation and possible alternatives of gaining energy in the future. Students will answer a web survey about “How green is your home.” They will be aware about their own family attitude regarding eco – problems. The results of the survey will be compiled in a table and published on the Wiki.

Project day - Alternative sources of energy, Dub nad Moravou school.

On Wednesday 22nd June 2011, a project day focused on alternative sources of energy took place at Dub nad Moravou school. Children were divided into groups and participated in 5 workshops gradually. They all worked on a variety of tasks - mathematical, chemical, scientifical, ICT , linguistic and art ones. After the project students should be more familar with wind, water, thermal and solar energy , counting the annual energy consumption, and searching info about energy on the net. Children were really keen on experiencing scientifical experiements with energy on their own.


POLISH LESSON

Our Precious Earth

ACCESS 3. Virginia Evans – Jenny Dooley, Express Publishing.Module 8 Our precious Earth.
An English lesson in ZS11
ACID RAIN
Overview
In this lesson, students will work in groups on the acid rain and its effects.
Connection to the Curriculum:
Chemistry, Biology, Physics, ICT, English
Connection to the CEFR:
B1: (A learner) “Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. Can produce simple connected text on topics which are familiar or of personal interest. Can describe experiences and events, dreams, hopes & ambitions and briefly give reasons and explanations for opinions and plans.”
Connection to the National Foreign Language Standards:
Standard 3. Responding Language
Time:
Three hours
Materials required:
A computer with the Internet access, the text book ACCESS.
http://www.nationalgeographic.com/xpeditions/lessons/07/g912/co2.html
Carbon dioxide lesson
Lesson Objective:
Students will
  • be familiar with the problem of acid rain, how it is caused, its effects and possible solution
  • work in groups
  • search the Internet
  • create an article about acid rain
  • be familiar with the Wiki
  • hang the article on the Wiki
Vocabulary: burn petrol, emit toxic fumes, gathered in clouds, react with oxygen& water, carry polluted clouds, become toxic, kill fish and plants, poison trees &plants, people feel sick, use public transport, use less electricity, work together.
Presentation:
http://edeneleven.wikispaces.com/Our+precious+Earth_1



ROMANIAN LESSON

Alternative Sources of Energy.




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HUNGARIAN LESSON
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Gábor is giving a presentation on solar energy
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Solar cell provids energy to the mini light bulb
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Solar cell with an accumulator (battery)
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Solar cells have been removed from garden lamps
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Solar cell without battery
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Overhead projector - solar cell - light bulb
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Sanyi has worked on wind turbines
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Old wind turbine from the USA

How we protect the environment

My family can protect the environment. Every spring we used to with my parents plant the flowers and trees in the garden. And they will not cut it of just when you are sick of the tree not discounted the flowers but also leaves to remain in the garden and decorate your garden. If the weather is good and does not go far but not on car but there are go on foot or bi
ke or use public transport. It is true that not everything but the kitchen is separated from other traces of an animals can eat what you give to the animals there throw the rest in the trash. We take very little plastic soft drink bottle that does not litter the environment rather buy or not by into the glass but not what you can prepare at home. My family and to protect the environment. Cintia Pozsár 7/a
ENVIRONMENT TO SAVE

My name's Vincze Miklós .In my opinion we have to collect the rubbish selectively . We don't use deodorant because it destroys the ozone lager. We should use public transport to reduce smog .
If we go out of the room , we pout down the light switch so we use less energy.
We have more dash because , we use less water than bath. We buy returnable bottles always , because it is good to the nature.
I can do anti environmenta
l pollution that I don't drop litter and I use bus and train. If we manage to live in good environment, we should help friends and they also succeed. :)




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SURVEY: How Green is Your Home

Author: Caroline Elneus, Torskolan, Sweden A Web Eco Survey
Respondents:
  1. 8 teachers from: Sweden, Poland, Czech Republic, England, and Romania.
  2. 92 students: Poland 27, Czech Republic 15, Hungary 14, and Romania 36
Results:



Survey Summary

By Mihaela Mladenovici

A number of 92 students and 8 teachers from Poland, Romania, The Czech Republic, Hungary and Sweden did the web survey How green is your house?, survey created by the Swedish teacher Caroline Elneus. It aimed at raising our students’ awareness of the necessity of adopting a pro-ecological attitude at home. The results of this survey show that the students from the 5 countries involved have an environmentally friendly attitude in their everyday lives but that there are still things that can be improved, but this depends not necessarily on their own behaviour but on the involvement of the environmental organisations at a national level. The students’ families recycle newspapers, glass bottles, plastics and clothes but only a few recycle aluminium cans. Most families don’t have a compost system in their garden but that is mainly because a great number of them, especially those from Romania and Poland, live in flats. A high percent of students don’t leave the lights on when they leave a room and they turn off the electrical devices when they are not using them. It is encouraging to get to the conclusion that a very large number of people (78%) walk or cycle when they make a short journey, avoiding, in this way, the polluting means of transport. Only 24 % use air conditioning at home, which means that they use more environmentally friendly ways of coping with hot weather. 62% use recycled paper products, which is evidence of the fact that they realise the importance of saving paper, which means saving trees. Wrappings, packing items are highly avoided when shopping, 83% of the survey participants buying their vegetables loose. However, only 29% buy their eggs not boxed, most of them preferring cardboard cartons. Locally grown and produced foods are preferred to imported ones, this showing that our students are well informed on the importance of using local products. Cloth shopping bags and old plastic ones are the most frequently used, the new plastic ones bought at the checkout being used by fewer and fewer of our students’ families. Although it is known that spraycans are harmful to the environment, it is difficult to entirely avoid using them. Thus, 65% stated that they use spraycans, but only a few, 5% not using them at all. 81% have a quick, short shower instead of a bath, thus contributing to decreasing pollution, saving the Earth’s natural resources and also their own money. Water is also saved by washing the cars mainly at home, not in petrol stations. The same effect has the wide use of energy-saving light bulbs and that a large number of participants have insulated roofs, door or windows. Consequently, the results of the eco-survey How green is your house? are encouraging and prove that the participants from the 5 countries display a more and more ecological behaviour and attitude, the Edenians being greatly aware of the necessity of protecting the environment.