Nordplusprojekter om klimaforandringer 2011

The goal of the project is to exchange information about climatic changes and the implications they might have for the people of the participating countries. We want to ensure a high level of quality in our teaching and to make the climate and cultural issues relevant for the participating students.

1. The pupils start communicating through the e-pals forum. All participants create a profile for their class in e-pals: www.epals.com. The teachers then exchange contact information and the pupils start to communicate via e-mail. At this stage of the process the pupils can get to know each other and they can exchange ideas

2. Powerpoint presentations of each participating school and surrounding community are created by the participants as an introduction to the other partners.

3. A Logo competition for the Project. All participating classes contribute with their suggestions a winner is found by vote some time during the fall of 2011. Deadlines for the competition will be decided later on.

4. During the spring of 2011 each participant start to gather information about the climatic changes in their region and the consequences these might have for the people of their country. The participating teachers arrange this part of the project with their own classes. Communication between the pupils is maintained throughout the process.

5. After the summer break, during the fall of 2011 exchange visits start up. All participating classes go on a trip to another country to exchange their results. The hosts of the visit arrange accommodation for their guests and present them with their results. The visitors also present their results. All visits have to be completed within the term of 2011-2012. Each host has a visitor from a certain country and visits another country so that a greater perspective can be achieved.

6. Finally towards the end of the term of 2011-2012 a website is created as documentation of all the results of the project. Each participant makes their contribution to the website. Further presentation of the website with the results is arranged by the teachers and their pupils in their own countries.

The purposes and aims of the project "Global Climate Meeting" are to:

• create a global responsibilty through communication and interaction between students and teachers
  from Denmark and Finland.
• encourage students to think independently and take initiatives to improve the clobal climate
• learn students to team-work to solve global climate issues
• establish personal contacts between students and teachers while establishing awareness of our global
  responsability
• be able to change our own environmental awareness at our schools in both Denmark and Finland
• encourage students to travel and visit other countries and cultures where global issues threaten the
  normal lives of the inhabitants.
• improve languageskills in English and Swedish and basics of the Danish and Finnish languages
• consolidate a future cooperation between a Danish and a Finnish school.
• establish new friendships.

In our project; "Global Climate Meeting" between Denmark and Finland, the students will have to study the problems of global climate, how it affect their lives here and now, and how it will affect their lives in the future. The students will learn how the global climate conferences (COP) work, where politicians from all over the world take part each year to solve global problems. We will also discuss and work with clobal climate politics from both Denmark and Finland.

During this work our students will try to produce a global climate statement (GCS) representing the ideas from Danish and Finnish students on the question; "The Global Climate - what can WE do?". This statement will be produced to be published in different ways and in different medias; articles for youth magazines, newspapers and websites. Videoproductions will be released on Skals Efterskoles public Facebook and Youtube sites. The students will take pictures and publish them on both Facebook and Flickr. The offical global climate statement will also be sent to the Ministers for the Environment in both Denmark and Finland.

By working with these many different medias the students will learn to be active citizens and show many ways of using democracy and the freedom of speech in the 21st century.

 …årsag og virkning gennem kulturudveksling og multietnisk undervisningsform i Grønland og Danmark.

Projektets hovedformål er gennem udviklingsophold at opnå en fælles forståelse på det almene grundskoleniveau i 8.  klasse for klimaforandringers årsag og virkning med udgangspunkt i en øget forståelse for sammenhængen mellem  klimapåvirkninger skabt i industrielle kultursamfund (Danmark) og deres indvirkning på økosystem og samfund i naturnære kultursamfund (Grønland).

Gennem projektarbejde og udvekslingsophold lærer eleverne om de andre elevers specifikke kulturelle kontekst; om forskelle og ligheder i hverdagen og deres fremtidsdrømme. Hvad bekymrer grønlandske hhv. danske børn, og  vordan kan deres forskellige identiteter flettes sammen, så de i fremtiden kan deltage i et fælles, globalt ansvar for klimaet?

Et yderligere formål er at forbedre den pædagogiske kvalitet og effekten af grundskoleuddannelsen i fagene geografi,  biologi, samt sprog, så eleverne opnår en bedre forståelse af sammenhængen mellem kulturbaseret adfærd og effekten på miljøet. Der lægges vægt på udveksling af kulturbetingede uddannelsesmetoder mellem klasser med forskellig etnicitet.

Eleverne lærer at perspektivere problemer knyttet til menneskets udnyttelse af energi og den dermed skabte påvirkning af Jordens klima og udvikle forslag til bæredygtige løsninger ud fra deres egen baggrund. Eleverne vil lære at løse opgaverne ved hjælp af geografiske kilder og hjælpemidler som oplevelser, fortællinger, billeder samt egne  iagttagelser og undersøgelser ved feltarbejde.

Projektet udføres i tre hovedfaser (sessioner) som leder op til to udvekslingsbesøg. I første session introduceres  eleverne og lærerne for hinanden, man planlægger projektets naturlige integrering i de to skolers årsplaner og  arbejder med at opbygge viden om klimaforandringer. Herefter gennemføres to udvekslingsbesøg med en mellemliggende session med udvidet samarbejde. I slutningen af projektet intensiveres formidlingen af projektets resultater.

Projektet gennemføres som et samarbejde mellem Tranegårdskolen i Hellerup, Danmark og Qaqqannguup Atuarfia i  Ikerasaarsuk.

Formålet med projektet er at give danske og islandske unge mulighed for at mødes og samarbejde omkring forskelle og ligheder mellem landenes kultur og natur. Hovedfokus vil være på områder, der har relation til klimaforandringer. Gennem arbejdet bringes eleverne til refleksion over forholdene i deres eget land, samtidigt med at de får et  uddybende kendskab til forholdene i et andet nordisk land. Derudover ønsker vi at bygge bro mellem danske og  islandske lærere og deres skoler, for at kunne inspirere hinanden i lang tid fremover.

Vi ønsker at lade eleverne arbejde med et samfundsfagligt og naturfagligt tema omkring klimaforandringer, med tre  overordnede dimensioner:

1. Hvordan har menneskeskabte klimaforandringer påvirket naturen i vores region, og hvilke påvirkninger
   forventer vi i de kommende år?
2. Hvordan påvirker jeg selv, min husstand og mit lokalsamfund klimaet?
3. Hvad kan vi gøre som lokalsamfund, for at mindske påvirkningen?

Eleverne vil bl.a. arbejde med feltbiologiske studier, interviews, spørgeskemaundersøgelser og research i statistikker. I forbindelse med gensidige udvekslingsrejser vil eleverne undervise hinanden, og bruge hinanden som ressourcer omkring indsamling af information omkring forholdene i henholdsvis Danmark og Island. For at bibringe eleverne en historisk forståelse for forandringer i livsvilkår igennem tiden i vore to lande, vil vi derudover gennemføre et danskfagligt forløb omkring nyfortolkning af ældre nordisk litteratur samt elevernes egenproduktion af noveller, sagaer eller digte, skrevet i grupper af danske og islandske elever.

Via dette samarbejdsprojekt mellem GU Assiaat og Frederiksborg Gymnasium og HF ønsker vi at bevistgøre henholdsvis  danske og grønlandske gymnasieelever om klimaforandringernes historiske og samfundsmæssige betydning via konkrete forskningsprojekter og feltarbejder på Københavns Universitets forsknings station på Disko (Arktisk stadion).

Formålet er desuden at udbrede de positive erfaringer med fraværsbekæmpelse via "Frederiksborg-modellen." Modellen fokuserer på tydelig elevpleje via individuel og gruppebaseret coaching samt tydeliggørelse af uddannelsens relevans og konkrete anvendelighed.

Projekts hovedfase indledes ved at lærere og elever mødes på GU Assiaat og udveksler erfaringer om de respektive  skolesystemer. For lærenes vedkommende lægges der fokus på erfaringerne med Frederiksborg-modellen. I forlængelse af modellens fokus på tydeliggørelse af uddannelsens relevans og anvendelig, rejser gruppen af danske og grønlandske elever og lærere herefter til Arktisk Station Qeqertarsuaq (Godhavn). De skal her følge universitetets klimaforskning og udføre konkret feltarbejde via tværinstitionelt gruppearbejde. Formidlingen sker i samarbejde med Grønlands naturinstitut og klimacenteret i Nuuk. Derudover vil vi udnytte Arktisk Stations enestående samling af litteratur om arktisk historie og biologi til konkrete kildestudier. Fagene i fokus er biologi og historie.

Ribe Katedralskole: Nordens ældste skole studerer sagaer og geotermisk energi Ribe er Danmark ælste by og Ribe Katedralskole Nordens ældste uddannelsesinstitution fra 1145. Fra vor grundlæggese har vi traditionelt set sydpå, først som Latinskole og i dag som et moderne stx-gymnasaium med 12 studieretninger, hvoraf kun én er klassisksproglig, men stadigvæk er gymnasiet vendt mod EU og den angelsaksiske verden. For første gang i mange år vi se nordpå, idet en Lektor med dansk og religion med kompetence i sager og en Letor med biologi og  naturgeografil med kompetence i klimaproblemer med en Naturvidenskabelig studieretning med Bio A, Mat A og Kemi B vil studere sagaer og vedvarende energi på Island.

Fremfor studieture til Rom og moderne europæiske hovedstæder vil vi med dette studietursrojekt bevidstgøre vore  elever om de nordiske værdier. De islandske sagaerne manifesterer vores historiske og kulturelle nordiske arv, mens  den Islandske brug af vedvarende energi manifesterer et bud på løsnings af klodens klimaproblemer. Ved at besøge en gymnasieklasse i Reykjavik, som har aftalt at lave en fælles ekstursion til geotermiske områder på Reykjavik-halvøen. Endvidere vil vi studere sagaernes oprindelse, med ekskursioner til Tingvalla og østpå, og dels nordpå til Borg og Reykholt, Egil Skallagrimsons og Snurre Sturlasons hjemsteder.

Purpose:

1. to get to know the partner country´s schoolsystem.
2. to exchange GLOBE project´s experiences.
3. to get familiar with the nature of the partner county.

Muhu and Utajärvi schools have taken part in the science and environmental project GLOBE for years. We have a lot of  experiences that we can share with eachother. 18 students and 2 teachers are going to Finland for a week in spring  2012 in order to get to know their schoolsystem, visit their classes and take part of other school activities. It is important to get an overview of Utajärvi school´s GLOBE activities and compare the rough nature of north Finland to  Estonia´s nature. In autumn 2012 18 students and 2 teachers from Finland are going to visit Muhu school for the same  purposes. Through these activities we hope to bring more diversity into our schools GLOBE activities, share the  results GLOBE works carried out and broaden the students knowledge.

Also it’s important that students get a change to meet young people of their own age coming from a different country,  different culture. Utajärvi and Muhu are both very rural areas with extremely low number or immigrants. Many of the  students have never been abroad so this project could broaden their worldview and give a practical lesson in  multicultural communication. Even though Finland and Estonia are neigbouring countries, students knowledge are quite  a little about each other.

Getting to know each other and our respective cultures. Increasing the awareness of the risks in global warming and  learning to know each other's environments. Enhancing language skills and practising working in an international  team.

Students from Porvoo Finland, Sönderborg Denmark and Silute Lithuania work in an ejournal project  - addressing issues in their everyday life and sustainable development.

We will focus on studying  our respective environments, looking into what they are like now, and what they will/would be like in the future if they change/changed due to climate change. We will also have an etwinning page for our project.

Landskampen-project strengthens the collaboration between 4 Vocational Education Centres in Finland, Sweden and Denmark. This project improves the quality of vocational education as the teachers learn about the educational system in other Nordic countries and exchange good experiences, ideas and teaching methods. Project brings teachers from different fields closer together and gives them more work motivation and ideas to improve their own work. Project work binds teachers and students from different fields and the sense of community in the school and the Nordic network increases.

Landskampen is Finnish-Swedish-Danish vocational contest for CNC-machinist, welders and electricians from four  different vocational institutes. Nine students from each country and teachers get together to spend an unforgettable  week in Eskilstuna.

Teams compete in their own vocational field, sports, maths and English. Project includes case-based learning about energy saving strategies in the companies in technical fields. The research will be made in  the school and in the on-the-job-learning placements during the autumn term. Results of the research will be presented and discussed in energy saving -seminar during the competition week.

To learn more about own vocation in other Nordic countries, the students will get to know about Nordic school systems and visit the vocational college in  Eskilstuna. There will also be a visit to Volvo factory. Awareness of the possibilities in international job market and educational field increases and makes it easier to go to work or study abroad in the future. To improve the communication skills there will be leisure activities, where the students from different countries spend time together and get to know each other during the competition week.

Teachers get to know their colleagues from other countries and can exchange good ideas and best practise in teaching. The project brings teachers from different fields together, which make the project work even more interesting and  fruitful. International project work improves the quality of vocational education and raises the attractiveness of vocational education in Nordic countries. The cooperation in international network increases the sense of community  inside own institute and with the international colleagues and students.

 …Alternative Energy Resources – their  Impact on Environment and Economics.

Purpose:

• To do a research work of various environmentally friendly alternative energy sources, i.e., solar energy, wind  energy, hydropower energy, geothermal energy, biomass energy, biofuel, hydrogen energy, tidal power energy, wave power energy, osmosis energy etc., from various scientific and information sources during the lessons of Geography, Physics and Biology as well as while watching a film “Home”, directed by Yann Arthus-Bertrand and some short educational videos about climate change and renewable energy sources;
  
  
• To ascertain what kinds of renewable energy sources are already employed in Iceland and Lithuania and determine how far the countries are presently advanced in the sphere while making various study visits in both countries;
  
  
• To investigate and identify the positive impact of alternative energy sources made on the environment while comparing them with the traditional ones and estimating fossil fuel consumption and CO2 concentration in the atmosphere during the lessons of Chemistry as well as to see the influence of the climate change e.g. on the glaciers in Iceland;
  
  
• To make calculations on the amount of costs and expenses economized when employing renewable energy sources instead of the traditional ones in the lessons of Economics and Mathematics;
  
  
• To generalize the material collected and prepare presentations using various kinds of information technologies in the lessons of Informatics and English as well as present and compare the material collected during the visits in both countries;
  
  
• To familiarise with the employment of alternative energy sources and their installations used in Iceland and Lithuania when visiting a farmhouse where geothermal energy (hot water) was found and a hydroelectric power plant in the town of Höfn in Iceland, as well as companies producing or selling solar, wind, geothermal and hybrid power sources and a bio-diesel producing factory in Lithuania, a farmer who specializes in alternative and ecological agriculture in Lithuania and meeting responsible politicians at Siauliai Municipality Administration who would present the situation in the town in the field;
  
  
• To visit the Faculty of Natural Sciences of Siauliai University, meet the dean of the faculty who has constructed the first hydrogen driven car in Lithuania and listen to the lecture “The changes observed on the glacier Hoffellsjökull” delivered by the manager of the University centre in Höfn;
  
  
• To see how the rubbish is being utilized and recycled to collect the energy from it when making a study
  visit to the rubbish dump near Siauliai and a local recycling utility in Höfn and watching the process of recycling there;
  
  
• To encourage the project participants to educate local society about the positive impact of recycling and employment of renewable energy sources made on the environment and economics;
  
  
• To generate ideas around climate change and employment of various renewable energy sources as well as search for possibilities to use more kinds of alternative energy sources in both countries while working in pairs and groups of mixed nationalities and putting down the suggestions in a form of Power Point Presentations, posters, booklets or even shooting short films or writing business plans;
  
  
• To develop pupils’ creativity and to teach them to work in pairs and groups consisting of representatives of different nationalities;
  
  
• To widen pupils’ horizons when familiarizing them with the nature, culture, history and society of Lithuania and Iceland as well as young people’s ways of life in those countries, searching for similarities and differences and sharing experiences;
  
  
• To develop linguistic and cultural communication abilities of pupils learning the English language, to acquire socio-cultural knowledge and skills that are needed when communicating in this language and to put them into practice;
  
  
• To motivate pupils from Lithuania to learn the Swedish language when visiting one of the Nordic countries and communicating with their peers from Iceland.

The project is related to the climate change and deals with energy, its production and impact on the environment and  economics. It has long been known that traditional energy sources such as coal and oil.

The purpose of the project is to:

• develop students' understanding environmental issue linked to energy.
• give an insight in the partner country's energy use.
• promote usage of of modern technologies in basic school
• stimulate students use English in practice
• give an insight into the 2 countries' legislation system on environmental issue and energy.

The project will consist of 3 stages:

1. The students will get to know each other through e-mails on the theme "Energy and environment in our country”.
   
   
2. The students will carry out a survey on the theme " How much and what kind of energy do we use in our household" and make a video film "Energy we use"
   
   
3. There will be 2 project meetings where the students will present the work done. During the project meetings we will organize lessons in natural- and social sciences, environmental and and culture of the hosting country. The project will finish with a conference in each school where the experience will be disseminated to the teachers, parents and local society.

The basic part of the project is to make the pupils aware of ideas of a responsible and sustained use of our nature/environment. What can we do to preserve the environment in the future?

We want to compare the findings between the participating countries facilitating a discussion on cultural similarities and differences. We want to combine the practical work with environmental education, educational workshops and other events. In order to avoid much unneccessary paper we want to use computers and internet as our main working area.

Together with our pupils we want to have a critical look at our behaviour in daily life and at our daily routines, such as for instance paper-saving and waste sorting. We also want to have a closer look at the energy we use every day - how it is 'made' and consumed. It should be a basic aim of the project to make the pupils aware of ideas of a responsible and sustained use of our nature/environment. We should have a critical look at our daily routines and let the pupils explore and find out concrete examples and opportunities of protecting the environment. So the pupils should be actively involved in the project and the partnership by doing common activities.

We want to stay in touch during the whole project using "E-twinning" and technologies made available through Web 2.0. In this way we can tell each other about what we are doing in the project and also get an opportunity to be better known.

Being schools in the same region we have a lot to learn from each other. We therefore want to emphasize the knowledge about our schools and education and also make this a theme at each meeting.

The purpose of this student exchange is to broaden the horizon and tolerance for students to other cultures by working together before, between and during exchanges and stay in each other's host families during the exchanges.

They will learn to recognize a neighboring Nordic country better and develop and strengthen the common Nordic  identity. The theme of the project is the living environment. We want to promote general knowledge of the challenges our environment are exposed to, investigate how environmentally conscious local people around our schools are and what measures are being implemented both locally and nationally in our two countries to take care of our environment. Understanding of sustainable development, the relationship between the critical load of nature and human activity will therefore be the overriding objective of the project.

Knowledge, understanding and experiences in nature can strengthen the will to protect natural resources, conserve  biodiversity and contribute to sustainable development. Therefore we will organize outdoor experiences that will make students more aware of the interaction between humans and nature. With this project we will therefore "think globally, act locally ", ie creating knowledge and attitudes among the students that give them a thoughtful view on the interaction between humans and nature.

Detailed objectives:

1. Make the students get used to cooperation at the Nordic level and increase awareness of common Nordic objectives and reduce the threshold to talk Scandinavian. The project language is English but in their spare time Scandinavian is used as much as possible by the students, even some Finnish words.
   
2. Observe and describe the environmental situation at the national level in each country.
   
3. Analyze and compare the similarities and differences between the two countries when it comes to energy challenges.
   
4. Making an account of what the individual, our own schools and community can do to take better care of our environment.
   
5. Assess the environmental aspects of consumer choices and waste disposal.
   
6. Select and describe any global conflicts of interest and assess the impact of these conflicts may have on the  local population and for the world community.
   
7. Conduct field trips to recycling stations and nature conservation areas in both countries.
   
8. Practicing simple forms of outdoor recreation and activities rooted in local traditions.
   
9. Inform the staff at the two schools about the project so that other and more classes can work with this teaching  program in the future.
   
10. Make the project known in the "open school" event for the local community in both partners.

This is a mobility project between Fraena Upper Secondary School in Norway and Ylöjärvi gymnasium in Finland. The  project focuses on the environment which is one of the priorities in this allocation round. We want to study, analyze and describe people's attitudes and habits when it comes to taking care of the environment. How do students maintain and improve their local environment and what are their views on what should be done to improve the environment?

During the exchange periods, we will focus on various aspects of both the local and global environment. The collaboration will consist of both theory, field trips to companies and experiences in nature. Students from both countries will work together in groups during the exchange period. They will study the various sub-themes and present the results of a DVD and on each school's website.

Between the exchange periods classes will implement surveys in  their own local environment for people's environmental habits and awareness. They will read a book related to the theme from the partner country and discuss the books through a common book blog. They will also work by creating questionnaires and examine matters related to the environment in both countries. The communication will be electronically.

Purpose

1. To enhance consciousness on envorinment and climate, and different kinds of climate changes.
   
2. To increase the students environmental awareness.
   
3. To make the students see how they are a part of the global environment and what impact the nordic way of handling the environmental questions can have on the world.
   
4. To improve English skills and increase knowledge about the participants language.
   
5. To increase the understanding of the other countries cultures.
   
6. The social goal is to establish friendships and through this the knowledge of everyday life in other countries, as well as the knowledge of facts in environment and climate conditions in other countries.
   
7. To show the students that they are a part of a democratic society and that they can influence their own future.The project is built up by 4 project periods, each lasting for half a year. We are now into the second part since we were granted money last year for 2010/2011. We now like to finish the project and make it complete. Each theme is so complex so our conclusion is that we need four semesters to work with this in a serious way, this is why we hope you will grant us money for another year so we can complete our goals.

The headlines for the 4 project periods are:

For 2010/11:
A. Local conditions when it comes to climate (differences and similarities between the participating
countries). (This is done.)
B. How do we handle waste? (This one we are working on now.)

For 2011/2012:
C. Production and use of energy.
D. Children solutions for the future.

The project will involve the following subjects: Art, Languages, Science, Social studies and ICT. The project has a broad basis and will involve many teachers and different classes at the participating schools.

During all the 4 project periods the partner schools make visits to each other. On every visit the students get a task connected to climate and with the help of art and multimedia they shall solve this together. This will also be an opportunity for our students and teachers to discuss and show their results from the different activities, to make new friends and to evaluate the progress of the project.

Students will also meet virtually through ICT during the whole project. The foundation for this communication will be our common webpage, which will be divided into four parts, one for each school, which will enable us to be updated about everybodys progress. This website will also be available for the general public. If you want to see what we have done so far we can show this. We have made a plan for evaluation.

I dette prosjektet vil to klasser fra videregående skoler i Norge og Sverige samarbeide om et miljøprosjekt. Elevene skal sammenlikne hva de to lands læreplaner sier om klimaspørsmål og holdbar utvikling.

Her vil vi spesielt drive sammenliknende studier av 1) energispørsmål og hvordan dette påvirker klimaet, 2) biologisk mangfold

1) Energifrågor och klimatpåverkan
Att utifrån ländernas olika förutsättningar undersöka energifrågor och klimatpåverkan som ländernas energianvändning leder till. Frågeställningar: Hur påverkar Norges tillgång till olja och gas landets energianvändning? Hur påverkar Sveriges och EU's klimatmål vår import och användning av fossila bränslen? Hur skiljer sig Norges och Sveriges, energianvändning och klimatmål åt? Hur skiljer sig medvetenhetsgraden hos medborgarna i klimatfrågor.

2) Biologisk mångfald
Jämförande studier mellan det artrika Atlanten/Norska havet och det artfattiga Östersjön. Syftet med studien är att öka förståelsen för de olika havens förutsättningar för artrikedom.