2013-1-BE3-COM06-07617
Active@living green
Comenius multilateral partnerships
Belgium
Norway
ItalyORGANIZATION Coordinator
Vrij Technisch Instituut Veurne
TYPE OF ORGANIZATION
Vocational or technical secondary school
ADDRESS
Iepersesteenweg 90 – Veurne
CONTACT PERSON
Lut Hoornaert
ORGANIZATION Partner
Sam Eyde videregående skole
TYPE OF ORGANIZATION
Vocational or technical secondary school
ADDRESS
Postboks 1604 Stoa – Arendal
CONTACT PERSON
Beate Nielsen Dingsoyr
ORGANIZATION Partner
ITCG C. Baronio
TYPE OF ORGANIZATION
Vocational or technical secondary school
ADDRESS
Via Ariosto, 1 – Sora - FR
CONTACT PERSON
Mary Visca
Active@living green
The project started with the idea that if we want to save our planet we have to learn how to live in a greener way. It became obvious that the starting point had to be to calculate the overall ecological footprint of a Norwegian, Belgian, and Italian student. And above all we managed to use this newly acquired knowledge to create a computer game with which we can make primary and secondary school students aware of the ecological impact of their lifestyle. This should help to motivate them to take the right measures to make this footprint lighter. Secondly we thought that building passive houses would be another important step in the right direction. But a Norwegian passive house is not a Belgian passive house and not even an Italian passive house. Our students tried to find out what the differences are. Of course - being technical schools - we not only studied the principles but actually wanted to build these passive houses. The construction of two 6 square metre models of Norwegian and Belgian type passive houses, completed by a crosscut of the key parts of an Italian passive house, gave students and teachers a deeper insight into the different building techniques and materials used. All the "live" building work was virtually monitored through a virtual company set up by the Italian school.
Active@living green
Het project startte vanuit het idee dat indien we onze planeet willen redden, we op een “groenere” manier moeten leren leven. Het werd duidelijk dat het berekenen van de globale ecologische voetafdruk van een Noorse, Belgische en Italiaanse student het startpunt moest worden. Daarenboven slaagden we erin om met deze nieuwe kennis een computerspel te creëren waarmee leerlingen uit basis- en secundair onderwijs bewust kunnen worden gemaakt van de ecologische impact van hun levensstijl. Dit zou hen moeten motiveren om de juiste beslissingen te nemen om deze voetafdruk lichter te maken. Ten tweede dachten we dat het bouwen van passiefhuizen ook een stap in de juiste richting zou zijn. Maar een Noors passiefhuis is geen Belgisch passiefhuis en zelfs geen Italiaans passiefhuis. Onze leerlingen gingen na wat de verschillen zijn. Maar als technische scholen wilden we natuurlijk niet enkel de theoretische principes kennen, maar de huizen ook echt bouwen. De constructie van twee 6 vierkante meter grote modellen van een Noors en Belgisch passiefhuis werd aangevuld met de doorsnede van de vloer-, muur- en dakconstructie van een Italiaans passiefhuis. Dit alles gaf leerkrachten en leerlingen een beter inzicht in de verschillende bouwtechnieken en gebruikte materialen. Een Italiaanse virtuele firma volgde de bouwwerkzaamheden op.
Active@living green
Prosjektet startet med ideen om at dersom vi vil redde planeten vår, må vi lære å leve på en “grønnere” måte. Det virket opplagt at starten måtte være å beregne det totale økologiske fotavtrykket til en norsk, belgisk og italiensk elev. Og på toppen av alt, klarte vi å bruke den nye kunnskapen vår til å lage et dataspill som kan gjøre elever I grunnskolen og videegående skole klar over sin økologiske påvirkning med levemåten sin. Dette bør hjelpe til å motivere dem til til å gjøre de rette valgene for å gjøre dette fotavtrykket lettere. Deretter tenkte vi at å bygge passivhus ville være et annet viktig steg i riktig retning. Men et norsk passivhus er ikke et belgisk passivhus og ikke engang et italiensk passivhus. Våre elever forsøkte å finne ut hva forskjellen er. Selvfølgelig – i og med at ve er en tekninsk skole – studerte vi ikke bare prinsippene, men vi ville faktisk bygge disse passivhusene. Byggingen av to 6 m2 modeller av det norske og belgiske passivhusene, med et tverrsnitt av hoveddelene, ga studentene og læreerne en dypere innsikt i de ulike byggeteknikkene og materialene som brukes. Alle “live” bygningsarbeidene er vist virtuelt av et firma som den italienske skolen har ordnet.
Active@living green
Il progetto è partito dall’idea che se vogliamo salvare il nostro pianeta dobbiamo imparare a vivere in un modo più verde. E’ diventato ovvio che il punto di partenza dovesse essere calcolare l’impronta ecologica complessiva degli studenti italiani, norvegesi, belgi. E soprattutto abbiamo imparato ad utilizzare queste nuove conoscenze acquisite per creare un computer game con il quale noi potessimo rendere consapevoli gli studenti della scuola primaria e secondaria circa l’impatto ecologico del loro stile di vita. Questo dovrebbe aiutare a motivare loro a prendere le giuste misure per rendere la loro impronta ecologica più leggera. In secondo luogo abbiamo pensato che costruire case passive potesse essere un altro importante passo nella giusta direzione. Ma la casa passiva norvegese non è la casa passiva belga e tanto meno è la casa passiva italiana. I nostri studenti hanno provato ad evidenziare quali sono le differenze. Naturalmente, essendo scuole tecniche, abbiamo non solo studiato i principi, ma anche cercato quali sono le tecniche più attuali per costruire queste case passive. La costruzione di due modelli da sei metri quadri - della tipologia norvegese e della tipologia belga di casa passiva - completate da un progetto delle parti chiave di una casa passiva italiana, ha condotto gli studenti e i docenti ad approfondire le loro conoscenze sulle differenti modalità costruttive sia nelle tecniche che nei materiali usati. Tutta l’attività di “progettazione e costruzione” è stata virtualmente monitorata attraverso la simulazione di impresa realizzata dagli studenti italiani.
Joint resultsGetting to know each other's language
Learning to know each other's language through a loudblog and ppt on the Twinspace.ELKAARS TAAL BETER LEREN KENNEN
Elkaars taal leren kennen door middel van de loudblog en ppt op de Twinspace.LANGUAGE(S)
English, Italian, Dutch, Norwegian
AUDIENCE(S)
Pupils, Teachers
PRODUCT TYPE
Audiovisual material
Getting to know each other and each other's school
GETTING TO KNOW EACH OTHER Getting acquainted/learning to know each other and each other's school, language through video, ppt, loudblog and eTwinning. project assignments through the twinspaceElkaar en elkaars school beter leren kennen
ELKAAR BETER LEREN KENNEN Elkaars taal, cultuur en school leren kennen door middel van video's, ppts, loudblog en eTwinning. opdrachten op de twinspaceLANGUAGE(S)
English, Italian, Dutch, Norwegian
AUDIENCE(S)
Pupils, Students
PRODUCT TYPE
Audiovisual material
Studying the concept "passive house" as it exists in every country and representing it in a didactic panel.
Didactic crosscut 1:1 of a Belgian and Norwegian passive house - Didactic crosscut 1 : 2 of an Italian passive house. In Belgium and Norway these were presented to a wider audience.Studie van het passiefhuisconcept zoals het in elk land eruit ziet en verwerken in een didactisch paneel.
Er werden 3 didactische doorsnedes gemaakt van een Belgisch (schaal 1 : 1), Noors (schaal 1 : 1) en Italiaans (schaal 1 : 2) huis. In België en Noorwegen werd dit tentoongesteld voor een breder publiek.LANGUAGE(S)
English
AUDIENCE(S)
Pupils, Students, Teachers, Trainers
PRODUCT TYPE
Didactic material
Study of the ecological footprint of Belgian, Italian and Norwegian students.
The Norwegian, Italian and Belgian school researched all steps to calculate the ecological footprint of their class, using the document http://www.voetzoekers.be/ . The Belgian students drew the conclusions.Studie van de ecologische voetafdruk van de Belgische, Italiaanse en Noorse leerlingen.
Zowel de Noorse, Italiaanse als de Belgische school onderzochten alle stappen om de voetafdruk van een klas te berekenen aan de hand van het document http://www.voetzoekers.be/; De Belgische leerlingen maakten het besluit.LANGUAGE(S)
Dutch
AUDIENCE(S)
Pupils, Teachers
PRODUCT TYPE
Printed material
A computer game about the topics of the ecological footprint
The students made a computer game for the primary school and first years of secondary school that explores different aspects that play a part in calculating the ecological footprint of a class.Een computerspel rond de thema's van de ecologische voetafdruk
De leerlingen maakten een computerspel voor het lager onderwijs en eerste jaren secundair onderwijs, waarin de verschillende aspecten bij het berekenen van de ecologische voetafdruk van een klas aan bod komen.LANGUAGE(S)
English, Italian, Dutch, Norwegian
AUDIENCE(S)
Pupils
PRODUCT TYPE
Educational software
Scale model of a Belgian passive house
Both the Norwegian and Belgian school built the large scale model (2 x 3 m) of the Belgian passive house.Schaalmodel van een Belgisch passiefhuis
Zowel de Noorse als de Belgische school maakten een groot schaalmodel (2 x 3 m) van een Belgisch passiefhuis.LANGUAGE(S)
Dutch, Norwegian
AUDIENCE(S)
Pupils, Teachers
PRODUCT TYPE
Craftwork
Ppt of all the meetings and story starter challenge
Throughout the years a ppt was composed, picturing the most important activities taking place during the meetings. On the second Belgian meeting the Italian and Belgian students had to "tell" the story of their week with LEGO Story Starter.Ppt van alle meetings en story starter uitdaging
Doorheen de jaren werd een ppt samengesteld die de belangrijkste activiteiten weergeeft die naar aanleiding van alle meetings plaatsvonden. Op de tweede Belgische meeting dienden de Italiaanse en Vlaamse leerlingen en leerkrachten hun ervaringen van de week weer te geven in een LEGO Story Starter verhaal.LANGUAGE(S)
English
AUDIENCE(S)
Students, Teachers, Parents
PRODUCT TYPE
Audiovisual material
Comenius song
At the first and second meeting the teachers and students took up the challenge to complete a stanza of the Comenius song that was especially written for the project by an Italian composer. The challenge was started in the first Belgian meeting and led to the song being sung by all students at the Italian meeting.Comeniuslied
Op de eerste en tweede meeting gingen leerkrachten en leerlingen in op de uitdaging om een couplet van het comeniuslied te schrijven. Het lied werd speciaal geschreven door een Italiaanse componist. De uitdaging werd gelanceerd op de Belgische meeting en leidde tot een samenzang van alle betrokken studenten op de Italiaanse meeting.LANGUAGE(S)
English, Italian, Dutch, Norwegian
AUDIENCE(S)
Pupils, Teachers
PRODUCT TYPE
Sound
The passive gamers
Students of the 6th form Science and Technology make a final year project about creating a computer game, the ecological footprint and the passive house.The passive gamers
Leerlingen van het zesde jaar industriële wetenschappen maken een GIP omtrent het maken van een computerspel en de ecologische voetafdruk en een passiefhuis.LANGUAGE(S)
Dutch
AUDIENCE(S)
Pupils, Teachers
PRODUCT TYPE
Printed material
Go Green
Students of the 6th form Science and Technology make a final year project about creating a computer game, the ecological footprint and the passive house.Go green
Leerlingen van het zesde jaar industriële wetenschappen maken een GIP omtrent het maken van een computerspel, de ecologische voetafdruk en een passiefhuis.LANGUAGE(S)
Dutch
AUDIENCE(S)
Pupils, Teachers
PRODUCT TYPE
Printed material
Think ecologically
Students of the 6th form Science and Technology make a final year project about creating a computer game, the ecological footprint and the passive house and its ventilation system.Think ecologically
Leerlingen van het zesde jaar industriële wetenschappen maken een GIP omtrent het maken van een computerspel, de ecologische voetafdruk en een passief huis en zijn ventilatiesysteemLANGUAGE(S)
Dutch
AUDIENCE(S)
Pupils, Teachers
PRODUCT TYPE
Printed material
Ecocraft
Students of the 6th form Science and Technology make a final year project about creating a computer game for primary school children. The game aims to increase awareness about the ecological footprint.Ecocraft
Leerlingen van het zesde jaar Industriële wetenschappen maken een GIP omtrent een computerspel voor leerlingen van het lager onderwijs. Het spel streeft naar grotere bewustwording van de ecologische voetafdruk.LANGUAGE(S)
Dutch
AUDIENCE(S)
Pupils, Teachers
PRODUCT TYPE
Printed material
The Greenest House
The greenest house
Leerlingen van het zesde jaar industriële wetenschappen bestuderen het K-peil van het Belgisch tuinhuismodel van de passieve woning.LANGUAGE(S)
Dutch
AUDIENCE(S)
Pupils, Teachers
PRODUCT TYPE
Printed material
Living off-grid
Students of the 6th form Science and Technology study an off-grid solar energy system.Living off grid
Leerlingen van het zesde jaar bestuderen de werking van een off grid systeem op basis van zonne-energie.LANGUAGE(S)
Dutch
AUDIENCE(S)
Pupils, Teachers
PRODUCT TYPE
Printed material
Wood skeleton, the future?
A student of the 6th form wood working techniques describes the stages of the building process while building the Belgian passive house.Houtskelet, de toekomst?
Een leerling van het zesde jaar houttechnieken beschrijft zijn werk bij het bouwen van een Belgisch passief tuinhuisLANGUAGE(S)
Dutch
AUDIENCE(S)
Students, Teachers
PRODUCT TYPE
Printed material
Blog 'Nieuws van Lut'
This is a blog through which Belgian people at home were kept informed about the day to day activities during the project meetings with students.Blog 'Nieuws van Lut'
Dit is een blog, waarmee we het thuisfront op de hoogte houden van de activiteiten tijdens de meetings.LANGUAGE(S)
Dutch
AUDIENCE(S)
Pupils, Students, Teachers, Parents
PRODUCT TYPE
Forum/Blog/Social Networking group
Passive house construction
The purpose of the project is that students both learn to build and understand the function of the a passive house. To understand the purpose we have chosen to build a section of a passive house wall. We built three equal sections models. A model is in Belgium, a model is in Italy and the last is here in Norway at Sam Eyde high school. Responsible teacher at school has collaborated with local businesses to Engineered teaching relPassivhus bygging
Hensikten i prosjektet er at elevene både lærer å bygge og forstå funksjonen med passivhus. For å forstå hensikten har vi valgt å bygge et snitt av en passivhusvegg. Vi bygde tre like snittmodeller i målestokk 1:1. En modell er i Belgia, en modell er i Italia og den siste er her i Norge på Sam Eyde videregående skole. Ansvarlig lærer på skolen har samarbeidet med lokalt næringsliv for å utvilke undervisningen knyttet til modellen. På bakgrunn av passivhussnittmodellene har vi bygd småhus.LANGUAGE(S)
AUDIENCE(S)
PRODUCT TYPE
AVAILABILITY
Not available
COPYRIGHT
Yes
Comparing passive houses
Studying the design of the Norwegian, Italian and Belgian passive house and its rules and regulations; designing passive house models and presenting this design to the other partners.Comparazione delle case passive
Analisi delle tipologie costruttive delle case passive in Norvegia, in Italia e in Belgio, con le rispettive norme e regolamenti; progettazione di modelli di case passive e presentazione dei progetti agli altri partnerLANGUAGE(S)
English, Italian
AUDIENCE(S)
Students, Teachers, Parents
PRODUCT TYPE
Didactic material
AVAILABILITY
To be ordered to fris027009@istruzione.it
COPYRIGHT
No
Virtual company
The students create a virtual company, equipped with all necessary business tools to sell small passive houses and upgrade existing houses to a passive house level.Simulazione di impresa
Gli studenti hanno creato una impresa simulata, completa in tutti i suoi aspetti organizzativi, per la vendita di piccole case passive e l'efficientamento energetico di costruzioni esistenti.LANGUAGE(S)
English, Italian
AUDIENCE(S)
Students, Teachers, Parents
PRODUCT TYPE
Didactic material
AVAILABILITY
To be ordered to fris027009@istruzione.it
COPYRIGHT
No
European celebration
The Italian project week culminated in an event happened right on the 9th of May, the date of the European celebration. This event presented the studies of the ecological impact of the Italian school treated until that moment, combined with art and poetry about the importance of the concept of equality in Italian and European law.Festa dell'Europa
La settimana di incontro in Italia è culminata nella Festa dell'Europa, tenutasi proprio il 09 maggio. Durante la mattinata, oltre alla presentazione degli studi fino ad allora condotti - sull'impatto ecologico e le particolarità di progettazione - si è dato vita ad uno spettacolo di musica e recitazione il cui elemento centrale è stato il concetto di eguaglianza, a partire dall'art. 3 della nostra Costituzione.LANGUAGE(S)
English, Italian, Portuguese
AUDIENCE(S)
Students, Teachers, Parents
PRODUCT TYPE
Audiovisual material
AVAILABILITY
To be ordered to fris027009@istruzione.it
COPYRIGHT
No
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