Comenius Shared Book - "Let's Reduce Our Ecological Footprint!"

Comenius Multilateral Partnership
2013-2015
Comenius Multilateral Partnership 2013-2015
INDEX
1. About the Project . 3
2. About the partner schools 4
A. Kazinczy Ferenc ltalnos Iskola s Alapfok Mvszeti Iskola - Debrecen,
Hungary ...4
B. Szkoa Podstawowa nr 29 - Sosnowiec, Poland ............ 5
C. Istituto Comprensivo StataleVito de Blasi Gagliano del Capo, Italy . 5
D. Pamuku Ortaokulu - Balikesir, Turkey 6
E. Kauno technologijos universiteto Vaiganto progimnazija Kaunas, Lithuania
... 7
F. Centro de Educao Integral, S. Joo da Madeira, Portugal... 8
3. Activities 2013-2014 . 9
4. Activities 2014-2015 30
5. Extra activities developed by each school within the project 48
6. Final Acknowledgements .. 56
The story within the project!
Lets reduce our ecological footprint!
1. About the project

The main purpose of the project is to draw students attention to the environment
they live in while developing their basic life skills and competences such as reading,
writing and communication as well as improving language learning (mother tongue
and foreign languages such as English) for their personal development, for future
employment and for active European thinking and living.
After introducing all the participating institutions and countries to each other the
pupils explored the concept and importance of ecological footprint. They collected
useless and recyclable materials to make objects and clothes. Pupils made
presentations, prepared posters on recycling and carried out experiments to
recognise problems, find solutions and share their experiences with the partners.
Pupils were also encouraged to use ICT while cooperating with pupils from the
partner institutions to make suggestions on how ecological footprint can be reduced
for a more sustainable way of living.
The results of the project are advertising posters, objects made of garbage, a
shared calendar and a published Shared Book, each chapter of which being written
and illustrated by different participating school.
All the project works made by the participants (e.g.: posters, art works, objects,
songs, nest boxes, results of experiments, questionnaires) are also available on the
shared Comenius website.
Our Shared Book
2. About the partner schools

A. Kazinczy Ferenc ltalnos Iskola s Alapfok Mvszeti
Iskola - Debrecen, Hungary
The Kazinczy Ferenc ltalnos Iskola s Alapfok Mvszeti Iskola is

situated in Debrecen. Altogether 919 pupils are taught in 39 classes by 81
teachers in our school and other 12 classes belong to the Basic Art School part of
the institution. These classes are specialized in graphic and enameling.
The education of our school is based on basic competence which is the
successful tool to create a useful knowledge. Our differential school
organizational practice is meant to compensate disadvantaged pupils for their
cultural inequality.
Participating in a European school project gives good opportunity to our pupils to
learn by doing creative exercises, to get acquainted with other cultures, people
and to become more motivated not only to learn but to use foreign languages in
this way to make some compensation for their disadvantaged social background.
We have already taken part in international projects and with this experience we
would like to be the coordinator school to realize this Comenius project.
Hungarian school in Debrecen - Coordinating School
B. Szkoa Podstawowa nr 29 - Sosnowiec, Poland
The Polish school, Szkoa Podstawowa nr 29 im. Wadysawa Broniewskiego is

situated in one of the suburbs of Sosnowiec called Niwka. Due to the demographic
decrease, the number of children attending school lowered and, therefore, there
was a reduction of school classes/units.
This Polish school is attended by children with special educational needs. There are
children who suffer from dyslexia, Attention deficit Hyperactivity Disorder (ADHD),
and brain disorders. There are also students whose social emotional development
is disturbed, which is connected with the increasing family malfunction. All students
who need support and additional help participate in supplementary classes.
Polish school in Sosnowiec
C. Istituto Comprensivo StataleVito de Blasi Gagliano del Capo, Italy
Istituto Comprensivo StataleVito de Blasi was unified in 2012 with the

Comprehensive of Tiggiano but in 2013 it has been unified with the Comprehensive
School of Castrignano del Capo. Both include a pre-primary, a primary and a
secondary school.
Gagliano del Capo is in the extreme south east of the Italian peninsula. Its mainly a
rural area even if the tertiary sector has developed in the last few years, above all
the summer tourism, thanks to its position by the sea and its warm weather.
Our Shared Book
Since 1994, this area has been considered as a risk area and it has been included
in a government project aimed to prevent the school truancy and to promote the
educational success. Moreover in this town there is also an Institution for disabled
children and most of them attend our school.
Our school is attended by children with special educational needs. There are a lot of
children who suffer from learning disabilities, and also a large number of students
who have behaviour problems because they come from a poor social and economic
background.
Italian school in Gagliano del Capo
D. Pamuku Ortaokulu- Balikesir, Turkey
Pamuku Ortaokuluis a village school, where many pupils havent seen any other
places except their own and none of them have been to another country. Their
surroundings are so limited they dont have much chance to know about the world.
However, they are willing to see new places, meet new people and know other
cultures. This project will extend their vision.
Turkish school in Balikesir
E. Kauno technologijos universiteto Vaiganto progimnazija Kaunas,

Lithuania
With the change of the decades becomes progymnasium and in 2011, the
agreement with Kaunas University of Technology is signed, which guarantees a
high quality education with the extended courses in Maths, English and Arts. Today,
the school has about 350 pupils. The pupils here from 1st to 8th grades
can
deepen their knowledge in architecture and design as there is a variety of activities

integrated into the curriculum, which help them to become versatile personalities
and strive for their goals in life. As a result, the progymnasium closely cooperates
with KTU University and the pupils visit different departments of university in order
to get acquainted with the newest inventions, lecture rooms and the spaces of the
university. They are also given the lectures there. It is the progymnasium for the
gifted pupils, where not only the knowledge of our teachers matters, but also the
ability to interest the young minds and to help them to enter the best gymnasiums
with the full trust in themselves.
However, there are children with special educational needs too. These children are
integrated into the mainstream classes. There are specialists who help the
schoolchildren achieve better results: the school psychologist, a speech therapist
and a social worker.
Lithuanian school in Kaunas
Our Shared Book
F. Centro de Educao Integral S. Joo da Madeira, Portugal
Centro de Educao Integral is a private school founded in 1988. It is located in S.

Joo da Madeira, in Aveiro district in the north of Portugal. It offers the families
kindergarten, pre-school, primary-school and basic and high-school education (10th,
11th and 12th grades), professional courses and a small project based on the
interchange activities between children and elderly.
As a High-School we offer courses in Sciences and Technologies, Visual Arts,
Economy and languages. We also have professional courses in Commerce and
Cuisine. All these years and courses have only a class as our goal is to achieve the
most personalized teaching concerning each student.
We offer English from pre-school (age 4) to 11th grade (age 17) and French and
Chinese from 7th grade (age 12) to 9th grade (age 14).
At school we have private classes and funded courses such as professional ones in
Commerce and Cuisine. More specifically, these were created as alternatives to
those students that were at risk of abandoning school. Some of these students
come from lower social classes and some are even institutionalized teenagers.
As Art teaching we offer music, plastic arts since pre-school, plus choral group to
primary school and visual arts until 9th grade.
Portuguese school in S. Joo da Madeira
3. Activities 2013-2014
According to the application form, there was a list of activities which were going to
be developed within the partner schools aimed at reducing our ecological footprint in
a more effective way.
This is a list of the activities done within the school-year 2013-2014:
Activities
Task description and competences developed
Calendar
1. Making
flags and
power points
about the
Comenius
partners
schools and
countries
Making flags from the partner countries in a footprint

shape, using different artistic techniques (painting,
collage, mosaic, velvet paper, fabrics, etc.)
The goal was to develop students knowledge on the
flags of Comenius partners, their geographical location
and curiosity towards the culture and habits of people in
these countries. We also intended to stimulate curiosity
about partner schools, their culture and traditions.
September
and
October,
2013
2.
Questionnaires
on ecological
awareness
The questionnaire was written by all the partners and

aimed at assessing students ecological awareness at
the beginning and the end of the project.
We intended to develop and compare students
awareness towards their habits and behaviours and the
impact of them on nature from the data collected.
October,
2013
3. Calculation
of students
and their
families
ecological
footprints
Students families were asked to calculate their

ecological footprints as a way to promote their
awareness towards their habits and what they can do to
reduce the impact on the planet and environment.
We intended to involve families in the activities as a way
to broaden the impact of the project.
November,
2013
4. Nests
Competition
We invited students and their families to make bird nests

from recycled and recyclable materials as a way to
promote their understanding about other beings needs
and the recognition that the placement of nests is a
form of protection of birds whose habitats have been
destroyed.
We intended to involve families in the activities as a way
to broaden the impact of the project.
November
to
December,
2013
5. Making and
sending
Christmas
postcards to
the partner
schools
Students made and wrote Christmas cards which were

sent to our Comenius partner schools as a way to
celebrate cultural habits by promoting students
knowledge on different ways of experiencing Christmas
in the partner countries.
November
and
December,
2013
Our Shared Book
Activities
Calendar
6. Making
birds food
Students brought ingredients for birds food and built some

feeders from natural materials to attract birds.
They also hanged the feeders with the food they had
previously made on the trees around the school which made
them acquire knowledge on birds eating habits and how to
build proper birds feeders.
December,
2013
7. Collecting
food, toys
and blankets
for dogs and
cats
Students organised a campaign aimed at collecting food,

toys and blankets for dogs and cats to donate to a
community
charity
which
protects
animals
from
abandonment and violence.
The goal was to promote students involvement in
volunteering towards animals, proactive participation in the
community, helping this charity achieving its goals and
knowledge on the type of work developed by it;
December,
2013 to
January,
2014
8. Drawing
competition
Ecological
Footprint
It was made a drawing competition aimed at all students

according to which they were supposed to draw and express
themselves artistically in terms of the ecological footprint
concept, using their artistic competences and creativity.
December,
2013 to
January,
2014
9. Making
research,
posters and
presentations
on Recycling
Students researched different stages of Recycling and built

advertising posters on such matter aimed at raising students
and families awareness on the importance of recycling.
Students researched different stages of recycling and visited
an ecological centre within the community, where garbage
was selected, separated and recycled. We intended to
stimulate students knowledge on different stages of garbage
collection, separation and recycling;
February to
March, 2014
10. Grow
your plant!
class
projects
Students grew plants as class projects, monitoring their

different stages of growth and development within their
classrooms and later, school premises. We intended to
promote knowledge acquisition on how to grow plants and
giving students the opportunity to touch dirt, plants, etc.
February to
May, 2014
11. Drawing
competition
Environment
ally-friendly
town of my
dreams
It was made a drawing competition aimed at all students

according to which they were supposed to draw and express
themselves artistically in terms of what they considered to be
an environmentally-friendly town of their dreams.
We expected to stimulate students thinking about the
ecological towns concept and their artistic competences as
a way to express their views towards ecological topics.
March to
April, 2014
12. Contest
for the
construction
of objects
Students and their families built objects from recycled and

recyclable materials to promote the understanding that the
reuse of materials to build new and functional objects can be
a reality, although it requires effort, creativity and dedication.
March to
May, 2014
13.
Comenius
Day
We used part of this day to present the products resulted from

the Comenius Project Lets reduce our ecological footprint!
to the parents by organising works exhibitions, peddy-papers,
decoration of t-shirts to advertise the project.
We expected to share the contents explored and knowledge
acquired throughout the year on the environment and how
we can reduce the impact of our action on it.
June, 2014
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Despite the list of activities already presented as goals to achieve and develop
within the first year of the project, there were many other activities developed within
each school as a way to involve and work further on the theme of the project. Thus,
we will also try to portray those activities as we are sure they were important to
assure the success of the project.
In the following chapters we will give information, provide pictures and evidence on
how the activities were developed in each partner school and students reaction to
them. Hence, we expect this book to be a means of disseminating our work and
broaden the impact of our actions further beyond our schools and communities.
We hope you enjoy reading about the activities we did with our students as much as
we did while preparing and implementing them at our schools!
1. Making flags and posters about the Comenius partners schools and countries
Students from the Polish school, Szkoa

Podstawowa nr. 29, made several
posters with different approaches in
terms of their school presentation.
However, here is one of the posters
Polish students made about their school
using pictures and a handwritten text
they wrote to show how well they know
their school and how much they like it.
Besides that, they decorated the poster
and, more specifically the text using lots
of hearts and colours, thus showing how
proud they are of their own school.
Our Shared Book
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Flags Polish students created using different artistic

techniques in the shape of footprints.
2. Questionnaires on ecological awareness
All the partner schools participated on the elaboration of the questionnaires aimed
at analyzing students ecological awareness and the beginning and at the end of
the project. Here we have the one made for students aged 6-10.
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On the other hand, we also built a questionnaire aimed at analyzing 10-14 year-old
students ecological awareness.
Our Shared Book
Thus, and after collecting students answers to questionnaires, the data were treated
and conclusions were drawn from the analysis of the results. Then, both the results
and conclusions were presented on an A2 poster which was exchanged between
partner schools. Below, we present the poster made by Lithuanian partners.
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3. Calculation of students families ecological footprints
Each school invited their students families to calculate their ecological footprint
using an online calculator selected by the Science teachers in each school. The
websites used to perform this task were on the mother tongues of all partner
countries as we couldnt find a common one.
By fulfilling this task we expected to raise families awareness towards their habits
and what they need to change to reduce the impact of their daily actions and
routines on the planet and environment. Then, we collected the results, analyzed
them and drawn conclusions which were presented on a PowerPoint presentation.
Our Shared Book
Below we show Portuguese results which are divided by cycle of studies.

Furthermore, the calculation of families footprints focused two main areas. Thus,
the results portray the results concerning families actions and routines at home and
towards their mobility.
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Our Shared Book
18
4. Nests Competition
Students and their families were invited to build nests that could simultaneaouly be
green and adequate for birds to actualy use them to breed and procriate.
Students put a nice special effort on the elaboration of such work. Thus, the
products obtained were magnificent and surely draw peoples attention towards
the needs of this type of animals. The works presented below belong to students
from the Hungarian school and clearly represent the enthusiasm and hard work
they put on such task. Congratulations!
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1 Kira Baksa, class 5c;
2 Benedek Tuza, class 5a;
4 Botond Bksi, class 6a;
5 Dzsenifer Kvacs, class 5c;
3 Zsfi Racz, class 8a;
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5. Making and sending Christmas postcards to the partner schools

Students made and wrote Christmas cards which were sent to our Comenius
partner schools as a way to celebrate cultural habits by promoting students
knowledge and awareness on different ways of experiencing Christmas in the
partner countries. The pictures below are part of the postcards Italian school
received from all partner countries. Indeed, a nice way of celebrating such a
special time within our partnership, dont you think?
6. Making birds food

Students brought ingredients for birds food and built some feeders from natural
materials to attract birds. They also hanged the feeders with the food they had
previously made on the trees around the school which made them acquire
knowledge on birds eating habits and how to build proper birds feeders.
This the precious contribute of Turkish students who built feeders and made the food
to feed birds. Well done!
Our Shared Book
7. Collecting food, toys and blankets for dogs and cats

Students organised a campaign aimed at collecting food, toys and blankets for
dogs and cats to donate to a community charity which protects animals from
abandonment and violence.
The goal of this activity was to promote students involvement in volunteering
towards animals, participation in the community, helping this charity achieving its
goals and knowledge on the type of work developed by this type of charity.
Below we include some of students testimonies from the Portuguese school about
the work they developed with a charity called Aanifeira.
() we decided to organize a
volunteering project to help Aanifeira with
their animal caring by donating food, toys
and blankets.
We () tried to convince people
donating and we placed posters all
around school, people saw them and got
the message.
Through this project () we have had lots
of donations. It has been a new
experience for us and we know we are
contributing to a good cause.
Rafael 10th grade
!We all have got pets, so its pretty noticeable that all of us like animals. There are just
so many animals in need and most of the time people dont even notice that.
Thousands of projects to help people in need are developed every year, but what
about the animals? Dont people feel sorry about the animals? () So we decided
to make a difference and spread the message about our volunteering project. I
personally think that loads of people got touched.
Soon, we started to realize that people were already giving their contributes. Making
donations and bringing pet food. It makes us so happy, because it gives us the
feeling that our mission is being accomplished, even though slowly.
Claudia 10th grade
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8. Drawing competition Ecological Footprint

It was made a drawing competition aimed at all students according to which they
were supposed to draw and express themselves artistically in terms of the
ecological footprint concept, using their artistic competences and creativity.
Students participated in such activity in a very enthusiastic way, thus showing us
how keen they are on learning about the concept of ecological footprint itself and
what is in our hands to change reduce it in an effective way. The pictures below are
from Lithuanian students and are a very clear example of that enthusiasm.
9. Making posters on Recycling

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9. Research, presentation on Recycling

Students researched different stages of Recycling in their own countries and built
advertising posters and power point presentations on such matter aimed at raising
students and families awareness on the importance of recycling. Furthermore,
while doing this, students expected to show how easy it can be to introduce little
changes in their families routines with huge impact on the reduction of their carbon
footprint.
Then work shown is the result of the research and hard work from Turkish students
who devoted themselves to draw peoples attention to this matter with their
presentation.
Our Shared Book
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Our Shared Book
10. Grow your plant! class projects

Students grew plants as class projects, monitoring their different stages of growth
and development within their classrooms and later, school premises. We intended
to promote knowledge acquisition on how to grow plants and giving students the
opportunity to touch dirt, plants, etc.
The work presented below was made by Polish students who planted peas. This is
how they developed this activity on growing plants!
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11. Drawing competition Environmentally-friendly town of my dreams

It was made a drawing competition aimed at all students according to which they
were supposed to draw and express themselves artistically in terms of what they
considered to be an environmentally-friendly town of their dreams.
We expected to stimulate students thinking about the ecological towns concept
and their artistic competences as a way to express their views towards ecological.
The works shown are part of what Italian students drew and are indeed a proof of
what they consider to be their ecologically-friendly town of their dreams!
Our Shared Book
12. Contest for the construction of objects

Students and their families built objects from recycled and recyclable materials to
promote the understanding that the reuse of materials to build new and functional
objects can be a reality, although it requires effort, creativity and dedication.
As a matter of fact, this was an activity which was warmly received by all the
students and families involved within the 6 partner school communities.
Nevertheless, the works presented are the result of part of the Hungarian students
who were more than happy to be given the opportunity to use their creativity in
order to make new and useful objects from recyclable materials.
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Our Shared Book
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13. Comenius Day

All the schools organized a day entirely dedicated to celebrate the spirit of the
Comenius multilateral partnership while highlighting all the activities, knowledge
and competences acquired so far.
Thus, such day is aimed at showing, both the students and the parents, all the work
done during the school-year within the Comenius project Lets reduce our
ecological footprint!, whether by organising peddy-papers throughout the school
premises, simultaneously testing students knowledge acquired on green topics
(Portuguese school); whether by organising green karaokes and fashion shows
(Hungarian school) and similar activities.
Therefore, the pictures we show below are only a very small of all the activities
developed in the Italian school on such day, although they portray in a very clear
way all the enthusiasm and happiness of the students while actively participating
on such activities.
Our Shared Book
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4. Activities 2014-2015
According to the application form, there was a list of activities which were going to
be developed within the partner schools aimed at reducing our ecological footprint in
a more effective way.
This is a list of the activities done within the school-year 2014-2015:
Activities
Calendar
14. Ecological
poems and
songs
Students were asked to write poems and rewrite the lyrics of

songs they love to motivate others to take effective measures
to reduce their ecological footprint. Besides that, they sang,
June, 2014
recorded and subtitled these songs in English in order to
convey their message. Students loved this activity and worked
very hard on this.
15. Ecological
Fashion Show
Students were asked to think and come up with ecological

outfits by using recyclable materials and waste to produce
them. By doing such activity we intended to draw students
awareness on how easy, funny and creative making
environmentally-friendly can be. Parents and families were
invited to come to the green fashion shows organized in the
partner schools which were really successful.
16. Quiz How

green are
you?
17. The
Regenerative
Earth
Drawing
competition
18. Shared
Calendar
19.
PowerPoint
presentations
on Climate
Change
June and
July, 2014
It was made a shared quiz aimed at assessing students habits September

towards the environment as a way to raise their awareness on
and
the impact of their behaviour on the environment and thus, on October,
the reduction of their carbon footprint.
2014
It was made a drawing competition aimed at highlighting the
importance of the regenerative mechanisms of the Earth
November
before all the catastrophes and disasters aggravated by
and
pollution and overpopulation. Students had to research and
December,
become aware of how Earth regenerates itself and then, draw
2014
and express themselves artistically in terms of what they
considered to be the Regenerative Earth.
The Italian partner school collected and created a shared
2015 calendar using the drawings made by students from all
the partner schools within the drawing competition on
December,
Regenerative Earth. This shared calendar was then sent to
2014
production and given to each partner school as a way to
advertise and promote knowledge and awareness on the
activities developed within the project.
Students researched different causes for the Earths climate
change as well as how our actions are influencing and
determining the pace of such phenomena. We expected,
through the development of such activity, to improve
students awareness on the importance and urgency of taking
effective measures to reduce climate change.
January,
2015
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Activities
Calendar
20.
Biochemical
experiments
on the impact
of pollution on
nature
Students developed biochemical experiments within their

Sciences and Chemistry classes aimed at demonstrating
the impact of the different forms of pollution (air, water
and soil) on the growth of plants and other areas. We
intended to clarify and highlight the harmful effects of
pollution caused by human action on different important
areas, whether in the growth of plants, destruction of
building and natural ecosystems.
21. Quiz on
Ozone
research,
posters and
presentations
Students made research on the Ozone in order to be able

to correctly answer the quiz on such topic. Besides that,
they also created A2 posters and power point
February
presentations in order to show what they have learnt and
and March,
found out about Ozone and its importance to planet
2015
Earth. We expected, through the development of this
activity, to promote students knowledge on the Ozone,
thus showing how important it is to preserve it.
22.
Questionnaires
on ecological
awareness
The questionnaire was written by all the partners and

aimed at assessing students ecological awareness at the
beginning and the end of the project. We intended to March and
develop and compare students awareness towards their April, 2015
habits and behaviours at the beginning and at the end of
the project through the analysis of the data collected.
23. Posters
How to
reduce our
ecological
footprint!
Students were invited to come up with a list of suggestions

on how to effectively reduce their ecological footprint.
Besides that, they made posters illustrating these steps as a March and
way to raise community interest around this topic and April, 2015
urging everyone to actually do something to reduce our
ecological footprint.
24.
Calculation of
students and
their families
ecological
footprints
Students families were asked to calculate their ecological

footprints as a way to promote their awareness towards
their habits and what they can do to reduce the impact
on the planet and environment. We intended to measure March and
the changes introduced within the families habits April, 2015
throughout the project, thus achieving a better idea on
the impact of the project on the reduction of their carbon
footprint.
25. Water
chemical
analysis (visit
laboratories,
meeting
experts, etc.)
Students were invited to find out the way water is

chemically tested through the development of different
types of activities, whether through the visit to laboratories,
meetings with experts and visit to urban water
April, 2015
management centres. Through this activity we intended
to highlight the importance of water to humankind and
how it is usually tested and treated in order to be ready for
consumption.
26. Shared
Book The
Story within the
project!
The Portuguese partner school collected data and

created a shared book The story within the project
narrating the way the multilateral partnership between
May and
different European schools took place, thus presenting
June, 2015
and providing examples of products made by the students
within this Comenius project from September 2013 to June
2015.
Our Shared Book
February,
2015
14. Ecological poems and songs

Students wrote poems and rewrote the lyrics of songs to motivate others to take
steps to reduce their ecological footprint. They also sang and record videos of their
songs, creating subtitles in English with the aim of conveying the message Lets
reduce our ecological footprint! in a more attractive way. The works presented are
from Italian students, but we also included hyperlinks to the videos students (from
other partner schools) made singing the songs they had rewritten.
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Students also recorded the songs with the new lyrics they had written and they are
available in the following hyperlinks:
Hungary
https://www.youtube.com/watch?v=f7MfTjAAhn8
Poland
https://www.youtube.com/watch?v=MTNFDkXt9gs
Turkey
https://www.youtube.com/watch?v=MqoBrPRMTLc
Lithuania
https://www.youtube.com/watch?v=bymL8CqikSU
Portugal
https://www.youtube.com/watch?v=1Z39EeVUd_I
https://www.youtube.com/watch?v=rPb0w_erXIA
15. Ecological fashion show

Students came up with ecological outfits using recyclable materials and waste to
produce them. By doing such, we drew students awareness on how easy, funny
and creative making environmentally-friendly clothes and accessories can be.
Parents and families were invited to come to the green fashion shows organized in
the partner schools which were really successful. The works presented were made
by students from the Lithuanian partner school.
Our Shared Book
16. Quiz How green are you?
Students answered a quiz aimed at assessing students habits towards the

environment as a way to raise their awareness on the impact of their behaviour on
the environment and thus, on the reduction of their carbon footprint. Below we
present the green quiz used to make this survey and the results achieved by Polish
students.
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Our Shared Book
17. The Regenerative Earth Drawing competition

A drawing competition aimed at highlighting the importance of the regenerative
mechanisms of the Earth before all the pollution and overpopulation was made
and students had to research and become aware of how Earth regenerates itself
and then, draw and express themselves artistically in terms of what they
considered to be the Regenerative Earth.
The works presented are works done by Hungarian students within this
competition.
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18. Shared Calendar

The Italian partner school created a shared 2015 calendar using the drawings
made by students from all the partner schools within the drawing competition on
Regenerative Earth. This shared calendar was then sent to production and given
to each partner school as a way to advertise and promote knowledge and
awareness on the activities developed within the project.
Our Shared Book
19. PowerPoint presentations on Climate Change

Students researched different causes for climate change as well as how our
actions are influencing and determining the pace of such phenomena. We
expected, through the development of such activity, to improve students
awareness on the importance and urgency of taking effective measures to
reduce climate change.
The works presented below were made by Turkish students and really demonstrate
how far they went in terms of their research.
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Our Shared Book
20. Biochemical experiments on the impact of pollution on nature

Students developed biochemical experiments aimed at demonstrating the
impact of the different forms of pollution (air, water and soil). We intended to
highlight the harmful effects of pollution caused, whether in the growth of plants,
destruction of building and natural ecosystems.
The works presented below were made by Polish students.
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21. Quiz on Ozone research, posters and presentations

Students made research on the Ozone in order to be able to correctly answer
the quiz on such topic. Besides that, they also created A2 posters and power
point presentations in order to show what they have learnt and found out about
Ozone and its importance to planet Earth. We expected, through the
development of this activity, to promote students knowledge on the Ozone, thus
showing how important it is to preserve it.
The works presented below were made by Portuguese students.
Our Shared Book
22. Questionnaires on ecological awareness

The questionnaire was written by the partners and aimed at assessing students
ecological awareness at the beginning and the end of the project. We intended
to develop and compare students awareness on their habits and behaviours at
the beginning and at the end of the project through the analysis of the data
collected. The poster presented below was made by Lithuanian partner.
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One of the main conclusions of the application of such questionnaire at the

beginning and at the end of the project was that the level of students
knowledge on ecological matters has indeed increased, not only within the
Lithuanian school, but also within the rest of the partner schools.
However, it is also important to highlight that while the knowledge and the will to
reduce our ecological footprint has increased, the behaviours, procedures and
habits of students and their families suffered few changes according to the results
collected in all the partner schools. Besides that, these changes seem to be also
related to economical matters, as families have been trying to cut down their
expenses in terms of the use of energy, fuel, etc.
Thus, we can conclude that students and their families will be more willing to
reduce their ecological footprint, the more economic it may be. This conclusion
might provide a good starting point to governments campaigns to reduce the
use and expenses with energy, fuel, transportation, etc.
23. Posters How to reduce our ecological footprint!

Students were invited to come up with a list of suggestions on how to effectively
reduce their ecological footprint. They also made posters illustrating these steps
as a way to raise community interest around this topic and urging everyone to
actually do something to reduce our ecological footprint. The works presented
below were made by Turkish students.
Our Shared Book
24. Calculation of students and their families ecological footprints

Students families were asked to calculate their ecological footprints as a way to
promote their awareness towards their habits and what they can do to reduce
the impact on the planet and environment. We intended to measure the
changes introduced within the families habits throughout the project, thus
achieving a better idea on the impact of the project on the reduction of their
carbon footprint.
The conclusions presented below were collected by the Portuguese school
during March and April 2015 by asking the families to calculate their carbon
footprint using the same online survey.
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Our Shared Book
46
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25. Water chemical analysis (visit laboratories, meeting experts, etc.)

Students were invited to find out the way water is chemically tested through the
development of different types of activities, whether through the visit to
laboratories, meetings with experts and visit to urban water management
centres. Through this activity we intended to highlight the importance of water to
humankind and how it is usually tested and treated in order to be ready for
consumption.
The works shown on this page were done

by Hungarian students and teachers and
they represent the enthusiasm and will to
learn they have before new situations!
Our Shared Book
26. Shared book The story within the project

The Portuguese partner school collected data and created a shared book The
story within the project narrating the way the multilateral partnership between
different European schools took place, thus presenting and providing examples
of products made by the students within this Comenius project from September
2013 to June 2015.
This product aimed at share the main
experiences,
knowledge
and
competences
developed
by
students and teachers throughout
the partnership, not only in terms of
ecological matters, but also in terms
of intercultural dialogue and social
interaction.
Furthermore,
it
also
provides
suggestions, surveys and information
about online resources used and
created within this project to other
who would like to go further on the
theme of the project.
5. Extra activities developed by

each school within the project
These activities were developed within each school as a way to involve and work
further on the theme of the project. Thus, we will also try to portray those activities
as we are sure they were responsible for part of the success of the project Lets
reduce our ecological footprint!.
Poland international exchange of students
Hungary visit to the Dry Museum and to the Renewable Energy Park
Turkey host meeting activities
Portugal School Herbarium and international exchange of students
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Poland international exchange of students

The implementation of the project Let's Reduce Our Ecological Footprint!
provided an opportunity to complete additional task which was the international
exchange of students.
Between 12-16 May 2014, Primary School Number () 29 in Sosnowiec (Poland)
hosted a delegation of teachers from partner schools. Together with teachers
from Hungary and Turkey there came also students, who lived during their stay in
family houses of Polish students. It was a great opportunity to establish close
contacts with the students of the Hungarian and Turkish schools, as well as to use
the knowledge of English, not only by students but also by the host families.
During a visit to our school students had opportunity to get to know the customs,
culture or religious Polish habits and education system. They took part in specially
prepared classes and learnt how school works in this way. They participated in
Ecological Fashion Show, specially prepared for the occasion.
The students also met the Deputy Mayor of Sosnowiec in the City Hall and
participated in wet felting art workshops in the Museum in Sosnowiec. Despite
bad weather in these days, teachers and students went on a trip to Pszczyna,
where they visited the Palace Museum, Heritage Park and Bison enclosure.
Before the Municipal Office in Sosnowiec
In front of the Palace Museum in Pszczyna
On the 11-15 May 2015 in Hungary there was a meeting finishing the two-year
implementation of the project. This meeting took place in Kazinczy Ferenc
Debreceni Iskola ltalnos s AMI in Debrecen.
The meeting in the Hungarian school was attended by teachers from all the
schools participating in the project: from Polish, Italian, Hungarian, Lithuanian,
Portuguese and Turkish schools, as well as a group of 8 students from Poland. The
students were welcomed by the Hungarian families in their homes. It was a great
opportunity to establish closer contacts with the Hungarian students and to use
English in everyday life. Students were very welcomed by students and their
parents.
Our Shared Book
The program of the visit included staying in a school, for example watching the
performance of students, visiting schools, observation of classes at each level of
education and participation in educational pastimes, prepared by the students,
participation in the Hungarian language classes, presentation of the schools
participating in the project to students and teachers. In addition, students visited
Lillafred - Anna cave and waterfall Szinva, Eger, including Marzipan Museum,
and Debrecen with a local guide. It turned out to be an unforgettable stay in the
Agora Science Centre, which explained the wonders of our daily lives.
Lillafred and waterfall Szinva
Polish students help colleagues from

Hungary to prepare a poster about Poland
Dobo Square in Eger
Participation in the exchange of students has created for young people a

chance to know their peers from another country, to know their lifestyle and
problems of everyday life and of living for some time in a different environment.
They had a chance to gather observations and experiences, and gain
knowledge in real. Not without reason it is said that travelling broadens the mind.
Students had the opportunity to see how their peers from another countries live,
what problems it they faces, as how they live, how they spends free time, how
their school life look and what they are interested in. Comparing it these aspects
with their own lives, it was repeatedly stated that the differences are not as great
as one might initially think. This fact made it possible to overcome their own
complexes and prejudices. Participation in the international exchange of
students gave the opportunity to explore a foreign country, its culture, history,
customs and traditions.
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Hungary visit to the Dry Museum and to the Renewable Energy Park
On 25th September 2013 we attended a museum pedagogical class at Dry

Museum.
We were talking about our past, present and future while looking at pictures of
our landscape.
What is ecological footprint? What can we do for our environment? What is
selective waste collection? We were trying to answer these questions by taking
part in playful games.
We visited the Renewable Energy Park in Debrecen in October 2013.
Our Shared Book
Turkey host meeting activities
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Our Shared Book
Portugal School Herbarium and international exchange of students
While the aim of the project was reducing our ecological footprint, Portuguese
students were also invited to discover more about the flora and plants species
that are part of the school premises, more specifically, by observing and
researching the names and features of the plants and trees found in the school
gardens and farm.
After researching and finding some information about them, students were asked
to catalogue each plant, by photographing and describing each plant or tree
they found in the school premises. It was a rather long and sometimes hard task
for students from 7th to 9th grades. However, students were unanimous when
saying that composing a school herbarium in the form of a book was quite a
reward for them.
Thus, after all their hard work, the herbarium books were offered to each partner
school as a gift and to the school library and city hall. Below we show you some
pages from our herbarium books and if you want you can download it from the
project website http://www.eco.comeniusen.eu/.
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Portuguese students also had the chance to participate in international

interchange of students in Gagliano del Capo, Italy.
This was indeed an opportunity for them to actually know more about other
partner countries and schools while simultaneously experiencing it first-hand. In
their own words:
This trip was memorable, truly unforgettable and Im sure we wont lose
contact with our Italian friends! ( Beatriz, 8th grade)
I was amazed at the warm reception Italian school and students
prepared for us and I am very glad I had the chance to know more about
other countries partner, schools and teachers Comenius is so much
more than the activities we develop at school! It is in fact an opportunity
to dialogue using our curiosity, will to communicate, English and a bit of
other languages when can we do it again? (Renato, 10th grade)
To let you know more about their impressions on such week, we present an
excerpt of the article they wrote together to share their experience. If you
want, you can find the whole article in our school website: http://www.centroedu-integral.pt/novidades.12/comenius-students-interchange---italy.a307.html
Portuguese and Italian

students in front of the
school
faade
in
Gagliano del Capo!
We must also highlight the joy, the eagerness to participate and most of all, the
empathy and friendship of the Portuguese students towards everyone involved in
this Comenius meeting in Italy. We would like to thank them their hard work and
good humor! Arriverdeci Gagliano del Capo!
Our Shared Book
6. Final acknowledgements
We would like to thank the Coordinating School from Hungary, and specially,
Andrea Verebi (coordinator) for her hard work, organization and understanding
throughout the project.
We would like to thank the Polish School and, more specifically, Ewa Wgrzyska
for her smile, sympathy and happiness that has truly helped bringing together so
many different people from so many different countries.
We would like to thank the Lithuanian school for hosting the 1st meeting, thus
setting the high level in terms of making us feel welcome and, more specifically
to Jurgita Stankaitiene for being brave, sweet and so kind at heart.
We would like to thank the Italian school and, more specifically, Patrizia Greco,
for allowing us to eat, sing and dance with them, thus making us feel so welcome
as if we were at home. Thanks for your kindness, hard work and happiness!
We would like to thank the Turkish school and, more specifically, Derya Akpinar
for her hard work, bravery, curiosity and happiness. It was a great surprise to have
you with us!
We would like to thank the Portuguese school and, more specifically, Isabel
Valente for her energy, cheerfulness and hard work, despite all the trouble and
difficulties! We wouldnt be the same without you!
Finally, we must thanks to all the headmasters and headmistress that, by allowing
us to perform our jobs, gave us the opportunity to challenge ourselves through
the participation on such ambitious multilateral partnership.
At last, but not the least, we would like to thank all the students, teachers and
families that were somehow involved and thus, enriched with this Comenius
experience for sure an unforgettable experience!!
The Portuguese team
56

Comenius Shared Book - "Let's Reduce Our Ecological Footprint!"

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Comenius Multilateral Partnership

Comenius Multilateral Partnership 2013-2015

The story within the project!

Lets reduce our ecological footprint!

1. About the project

Our Shared Book

Comenius Multilateral Partnership 2013-2015

2. About the partner schools

The Kazinczy Ferenc ltalnos Iskola s Alapfok Mvszeti Iskola is

Hungarian school in Debrecen - Coordinating School

The story within the project!

Lets reduce our ecological footprint!

B. Szkoa Podstawowa nr 29 - Sosnowiec, Poland

The Polish school, Szkoa Podstawowa nr 29 im. Wadysawa Broniewskiego is

Polish school in Sosnowiec

C. Istituto Comprensivo StataleVito de Blasi Gagliano del Capo, Italy

Istituto Comprensivo StataleVito de Blasi was unified in 2012 with the

Our Shared Book

Comenius Multilateral Partnership 2013-2015

Italian school in Gagliano del Capo

D. Pamuku Ortaokulu- Balikesir, Turkey

Turkish school in Balikesir

The story within the project!

Lets reduce our ecological footprint!

E. Kauno technologijos universiteto Vaiganto progimnazija Kaunas,

deepen their knowledge in architecture and design as there is a variety of activities

Lithuanian school in Kaunas

Our Shared Book

Comenius Multilateral Partnership 2013-2015

F. Centro de Educao Integral S. Joo da Madeira, Portugal

Centro de Educao Integral is a private school founded in 1988. It is located in S.

Portuguese school in S. Joo da Madeira

The story within the project!

Lets reduce our ecological footprint!

Task description and competences developed

Making flags from the partner countries in a footprint

The questionnaire was written by all the partners and

Students families were asked to calculate their

We invited students and their families to make bird nests

Students made and wrote Christmas cards which were

Our Shared Book

Comenius Multilateral Partnership 2013-2015

Task description and competences developed

Students brought ingredients for birds food and built some

Students organised a campaign aimed at collecting food,

It was made a drawing competition aimed at all students

Students researched different stages of Recycling and built

Students grew plants as class projects, monitoring their

It was made a drawing competition aimed at all students

Students and their families built objects from recycled and

We used part of this day to present the products resulted from

The story within the project!

Lets reduce our ecological footprint!

Students from the Polish school, Szkoa

Our Shared Book

Comenius Multilateral Partnership 2013-2015

Flags Polish students created using different artistic

2. Questionnaires on ecological awareness

The story within the project!

Lets reduce our ecological footprint!

Our Shared Book

Comenius Multilateral Partnership 2013-2015

The story within the project!