ALDEA :
ENVIRONMENTAL EDUCATION PROGRAM FOR THE SCHOOL COMMUNITY
MODALITY B:
Environmental Education on Sustainability and global change
A. TERRAL
Project
B.
RECAPACICLA Project
IES ALHAKEN II, CÓRDOBA. Code: 14700067
1) Analysis
of the environment: social demands and potential resources.
The IES
Alhaken II is located in a privileged area of the city next to an important
green area, the park of the writer Elena Fortún. It has been located in an area
with two clearly differentiated neighborhoods in its urban, demographic, etc: Ciudad
Jardín, an older and more consolidated neighborhood, and another of relative
and recent construction, Huerta de la Marquesa.
In their
economic aspect, both neighborhoods have a good level of commercial activity.
Almost 85% are wage earners and family income is high or very high (Poniente).
More than 80% own their own home. Regarding the level of university studies,
the high percentage in Huerta de la Marquesa stands out, as it is a newer
neighborhood: more than double that of the entire Municipality. The economic
and cultural factor of the family context clearly affects social aspects, but
also educational ones. In particular, the social, economic and cultural status
of families and the social composition of the Center have a clear impact on
school achievement, which may even be more important than that attributed to
the school curriculum or to the resources available.
Our
students in general, like most young people of these ages, need to raise
awareness of the importance of caring for nature, the value of biodiversity and
natural resources, and the impact of human activities on the environment. Both
students and families need to acquire behaviors of respect and care of their
closest environment, sustainable consumption habits, etc. Therefore, we
consider environmental education as a strategic line of work for the
improvement of citizenship and the school, thus creating new routines,
references, awareness and establishing healthy habits for us and our planet.
IES ALHAKEN
II has participated in the two previous
courses and consecutively (2017-18 and 2018-19), so this course wants to
continue with the projects that were started previously. In addition, the Aldea program will be
carried out in coordination with the
Erasmus+ Eco program ( Eco thinking for Eco living )to which the school
is also attached.
2) Lines of intervention and thematic projects to be developed.
A) TERRAL PROJECT
1. Specific
objectives for the 2019/20 school year.
a) Become
aware of the socio-environmental problems of climate change.
b) Promote
energy-saving attitudes and behaviors that respect the environment.
c) Carry out actions that imply an effective reduction of greenhouse gas (GHG) emissions into the atmosphere.
2. Contents
The ALDEA
project aims to carry out an analysis of the CO2 emissions of the educational
center, carried out collectively by the educational community, with the aim of
proposing environmental and behavioral improvements of the people who live
there, aimed at an effective reduction of carbon dioxide emissions. To achieve
this, he proposes two successive strategies: a didactic aimed at improving the
level of awareness and knowledge of Climate Change, and another aimed at the effective
reduction of CO2 emissions, in the educational center and its surroundings,
assuming commitments to reduce them effectively.
The concrete proposal for reduction will focus on the areas where CO2 emissions into the atmosphere are most significant, such as the following:
Electric
and heating energy consumption of the gas boiler.
Transportation of students and teachers to the Educational Center.
Minimization of paper consumption.
In subsequent years, the accounting of emissions will allow us to verify the validity of the proposed measures, their review and the approach of new ones that allow us to assume new upcoming challenges.
Another
element that must be considered is the communication of the results obtained,
both to publicize the problem of climate change to others, and to highlight the
importance of adding all the small achievements that we achieve, and thus,
understand more easily the value of our actions.
3.
Curriculum integration strategies.
To address
such a cross-cutting issue as climate change in a Secondary Center,
interdisciplinary work and collaboration between different curricular areas is
mandatory. The following Departments will be involved:
-Biology
and geology.
- Geography
and History.
-
Philosophy
-Physics
and chemistry.
- French
-English.
- Spanish
language and literature.
-Mathematics.
4. Training proposals for the development of the program.
- Workshops
for teachers taught by the Educational Secretariats of the ALDEA PROGRAM (still
to be specified).
5. Activities to perform. Schedule.
a) Presentation of the project to the Educational Community
It is of vital importance that all the components of the educational community know and raise awareness about the importance of adopting measures that reduce the center's CO2 emissions and collaborate in curbing climate change. Therefore, it will be necessary to have the complicity of the entire educational community to extend the adoption of the measures to the environment in which the center is located and to the students 'and teachers' own homes.
Creation of a monitoring commission. The coordinator will propose the creation of a group of people who will be responsible for following during the school year reducing emissions in the school; for this, it will have the educational team of the educational center that is involved in this project. The monitoring commission will be constituted by the interested faculty, and we will invite a representation of the students, members of the AMPA and administrative and services staff. We will meet at least three times during the school year. The operation of the Commission will be established at the first meeting and the method to find out the center's emissions from energy consumption, transport and paper will be put in place. The functions of this commission are:
- Present
the objectives of the ALDEA Project.
- Carry out
a distribution of tasks for the calculation of CO2 emissions.
- Carry out
the calculation of CO2 emissions derived from electricity consumption, heating,
paper and travel of educational staff.
- Define,
once analyzed the proposals made by the students, the decalogue of commitments
that the center will add.
- Make
proposals to effectively achieve the reduction of CO2 emissions from the
center.
b) Awareness activities and knowledge of the problem
- Survey of
the educational community: previously, a survey will be carried out, if
possible via Google Forms, about what they currently know and what they think
about climate change. [2 trimester]
- Calculation of the Center's CO2 emissions: using the invoices provided by the Secretariat, the CO2 emissions derived from our electricity consumption, fuel consumption for heating, the use of the different means of transportation used by teachers will be calculated and the students to reach the center, as well as the emissions related to paper consumption. [2 and 3 quarter]
- Research on the Center's CO2 emissions: based on the results of the emission calculation, the behaviors regarding electricity expenditure, heating use, paper consumption and the way to or from the center will be studied, and will be proposed together with the students ways to reduce and minimize these consumptions. [2 and 3 quarter]
- Reduction proposals: Each class will make a proposal of classroom commitments. Among all, the development of a decalogue of good practices, linked to the reduction of CO2 emissions will be carried out. [3 quarter]
-Activities with students: sensitization talk, with the activities "Draw climate change", and "Domino effect". [2 and 3 quarter]
- Acorn: we know that forests act as CO2 sinks. With the sowing of different seeds of trees of the genus Quercus (holm oaks, cork oaks, etc.) it is intended to work the reduction measures (after calculating what we emit) and it is proposed to compensate these emissions (balance them) by planting of trees that absorb atmospheric CO2. [1 and 2 quarter]
6.
Educational resources.
- Videos
related to the subject.
- “Domino
Effect” tabs, to work on the topic with the class.
- "Kit
to combat climate change".
- Traveling
exhibition on the greenhouse effect and global warming.
- Google
Classroom.
- Blog of
the school. https://blogiesalhakenerasmuseco.blogspot.com/
- Personal
resources: the educational community.
- Paper, pens, cards, etc.
7.
Techniques and instruments for communication and dissemination of planned
actions.
- The
dissemination to the educational community will take place in the cloisters, in
the meetings of the monitoring commission and in the tutoring sessions.
- Students
will give talks for all classes about the work being done.
- AMPA will have an important role in disseminating the project to the rest of the fathers of the center
8.
Monitoring and Evaluation.
Evaluation
is a fundamental phase in the educational process for several reasons. On the
one hand, it facilitates data collection of interventions carried out by
teachers and, on the other hand, it serves to assess student learning. All this
information facilitates feedback and improves the quality of interventions (and
the project) in the future.
The evaluation of the Action Plan will be carried out by monitoring the activities carried out, the development of the project, analyzing each of its phases, looking at the difficulties and proposing improvements that allow achieving the proposed objectives more effectively.
An
evaluation will be carried out at the end of each quarter, as well as a survey
at the end of the course to assess how the project has worked and launch
proposals for improvement for the next course.
INQUIRY
In the " Aldea " program, promoted by the Agriculture, Stockbreeding, Fishing and Sustainable Development Department and the Sports and Education Department of Andalusia, "Recapacicla" is an Environmental Education project about waste and recycling. This project aims to encourage reflection and active implication from Educational Centres in the development of responsible consumption habits for the reduction of waste and its recycling.
This questionnaire allows the collection of data on behaviors, actions, and ideas of the population in relation to this topic.
Please complete the different
fields and, once finished, press the send button that appears in the lower
left. Immediately, a message will confirm the sending of the questionnaire.
Thank you.
General data
School’s name *
Locality *
Province *
Name and Surnames of the responsable teacher *
Student’s Surname *
Course *
Thinking about our consumption:
1. Answer these questions by
marking what you think is closest to the usual behaviour of people residing in
your home *
Always Sometimes Never
2. Do you try to buy local products?
3. Do you try to buy products that have little packaging?
4. Do you buy fair trade
products?
5. Do you buy from stores near your
home?
6. Is your car usually used to make
the purchase?
7. Before throwing something in the trash, what do we ask if it could be fixed
or reused?
8. Think about which containers is the final destination of the waste you take to recycling containers?
9. And the containers of organic waste and
remain?
Our habits in waste
2. Is the waste separated in
your house? * *
1. No, they all
go to the same trash can
(in this case, move on to question # 6)
2. Yes, organic
matter is separated from other waste (paper,
glass, light
containers).
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