-
Tutorial for Teachers
Guidelines and tools
to develop your educational project
-
Tutorial for Teachers
Guidelines and tools
to develop your educational project
A) Research fields
Educational activities with students will be carried out during the academic years 2015/2016 and 2016/2017.
The classes will address energy-related issues focusing on two thematic areas:
SOCIO-ECONOMIC issues – a.y. 2015/2016
TECHNICAL-ENVIRONMENTAL issues a.y. 2016/2017
A list of 10 specific topics will be proposed for each area. Students will be requested to work on one single topic. 10 international working groups will be composed involving students of all the participating schools.
B) How to participate
Considering the differences among the educational systems of the participating schools, and in particular among the educational plans, the average number of students per class and the school calendars, the schools will be involved in different ways.
2 different classes will be involved, each one composed of ca 20 students.
The first class will be involved in the project during a. y. 2015/2016, focusing on socio-economic issues, and will attend the first Pupils’ mobility in Marsico Nuovo (Italy) in March 2016.
The second class will be involved in the project during a. y. 2016/2017, focusing on technical-environmental issues, and will attend the second Pupils’ mobility in Zagreb (Croatia) in March 2017.
1 single class will be involved, composed of ca 30 students.
This class will be involved in the project during both a. y. 2015/2016, focusing on socio-economic issues, and a. y. 2016/2017, focusing on technical-environmental issues and will attend both the first Pupils’ mobility to be held in Marsico Nuovo (Italy) in March 2016 and the second Pupils’ mobility in Zagreb (Croatia) in March 2017.
2 different classes will be involved, each one composed of ca 25 students.
Both classes will be involved in the project during both a. y. 2015/2016, focusing on socio-economic issues, and a. y. 2016/2017, focusing on technical-environmental issues, and will attend both the first Pupils’ mobility in Marsico Nuovo (Italy) in March 2016 and the second Pupils’ mobility in Zagreb (Croatia) in March 2017.
1 single class will be involved, composed of ca 20 students.
This class will be involved in the project during both a. y. 2015/2016, focusing on socio-economic issues, and a. y. 2016/2017, focusing on technical-environmental issues and will attend both the first Pupils’ mobility to be held in Marsico Nuovo (Italy) in March 2016 and the second Pupils’ mobility in Zagreb (Croatia) in March 2017.
In order to encourage the collaboration between students of different countries and to stimulate cultural exchanges, 10 transnational working groups will be set up for each thematic area. Each group will be composed by 12 students and 4 tutors.
Students will work in groups, cooperating at a distance, using the free of charge and user-friendly electronic technology available, such as:
- Skype (to organise virtual meetings);
- Google Drive (to exchange information and documents).
D) Methodology
To implement properly the activities and to ensure efficient collaboration among the students of the transnational working groups, all participating schools will comply with the same working plan, abiding by the set of activities and deadlines described below. In particular, during each academic year the students’ activities will be organised around four steps:
The learning activity will be carried out in the classes, under the supervision of the teachers. Students will gain general information and knowledge on energy-related issues by viewing the web seminars (video-lessons on energy held by experts selected by the partners).
Period: September-October-November
The students will carry out research activities on the topics assigned, focusing on their local context.
To ensure comparability and accuracy of data collected, the students will use the same methodology and tools provided through the web seminars “Guidelines” and “e-journalism” (video-lesson held by experts selected by the partners).
Period: December-January
The students will work in group at a distance using the available web and media tools.
Students within the group will share with each other the data and information collected, and will compare and evaluate data from different contexts. Finally, based on the methodology gained through the web seminar “e-journalism”, each group will develop a journalistic digital report, presenting the results of the joint research.
Each group will be supported by a teacher who will monitor and supervise the activities and outputs produced.
Period: February
Each working group will present the results of the work carried out during the two Pupils’ Mobility to be held in Marsico Nuovo (Italy) in March 2016 and in Zagreb (Croatia) in March 2017.
In particular, each group will have a slot of approximately 15 minutes. A representative of the group will make the presentation with the support of PowerPoint or other ICT technology.
During the meeting students will be involved in many other group-training activities.
Period: Marsico Nuovo (Italy) 7th/11th March 2016 – Zagreb (Croatia) 20th/24th March 2017
#02 Thematic Areas
Here below is the list of topics collected around the two thematic areas: socio-economic issues and technical-environmental issues.
Each topic presents 4 sub-questions, in order to suggest a sort of grid for the research.
Socio-economic topics (Academic year 2015/2016)
What types of energy production exist in:
- Your district/region
- Your country
Present graphically the share (percentage) of each type of energy production in:
- Your district/region
- Your country
Make a timeline of data (the last four censuses?)
What are the positive/negative aspects of energy production in:
- Your district/region
- Your country
Define the initial situation.
For example:
What is the strategic importance?
What is your area?
What is the ideal situation: energy produced for the country of each area on its own?
Is there energy production in your area? Or close to your area? Give an explanation.
Are there plans for the future to locally provide energy? How is that defined?
What is the role of your area and (local) government in the energy supply?
Which countries do you export energy to, and which do your country import from?
What kind of energy is imported/exported?
How does the energy your country imports/exports affect the environment?
What can the consequences be if the import/export ends (politically/economically)?
Which was the first source of energy exploited in your area/country?
When were new sources of energy discovered in your area/country and by whom?
Where were the local energy production plants located?
What is the present-day situation of energy production in your area/country?
How many people are employed in each energy production sector in:
- Your district/region
- Your country
Compare with general employment data in:
- Your district/region
- Your country
Make a timeline of the data (the last four censuses)
Define the initial situation. What is your definition of skills and competencies?
Which local production plants are there in your area?
Which activities need to be done on the production plants?
How is it organized to have good educated employees?
Which professions are energy-production related in your area?
Which other sectors are in your area?
In which way will the energy-production related professions suit other sectors?
Are there products made related to energy production that can suit other sectors?
List the energy production plants in your district/region.
What is the structure of employees working in local energy production according to age, gender, education, years of work, place of residence, work position in company
Compare the results of your research.
Make a timeline of the data (4 censuses?)
What are royalties?
Who decides on the distribution of royalties?
How are royalties used in your area/country?
How many royalties have been assigned up to now?
What is the nearest production plant in your area?
Analyse the available information.
In what way are inhabitants informed about energy production? For example: can you think about an available safety-plan?
Are inhabitants fully informed about the advantages, the risks etc.?
Technical-environmental topics (Academic year 2016/2017)
What kind of energy is produced in your country?
Where will the energy be transferred?
What kind of transport possibilities is available?
What does your country choose, and why?
Who manages the monitoring system in your area/country?
Have there been any complaints about communication transparency?
What are the biggest water pollutants in your district/region?
What is the quality of water in your district/region?
What activities to protect water are carried out in:
- your home
- your school
- your community/energy production plant
- your city/district
Research the importance of water protection for the future.
What activities are there?
Who is involved?
How are rules being maintained? And who is responsible for the rules enforcement?
What kind of energy is produced locally in your area?
What kind of waste and waste products does your energy production plant generate?
What are the management opportunities (disposal technologies) available?
What do the companies choose, why do they prefer this method and is it the best option for the environment?
What are the damages to biodiversity in your area?
What are the major pollutants of biodiversity?
What are the characteristics (features) of different types of oil?
How does each oil type influence the environment (water, air, soil, flora, fauna…)?
How does the method of oil exploitation (drilling, extraction…) of different oil qualities influence the environment?
What safety measures are in place locally for plant employees?
What safety measures are in place locally for local inhabitants?
Who is involved?
How are safety rules being maintained? And who is responsible for the rules enforcement?
What kind of energy does your country produce and how much does your country consume?
How is the energy consumption spread in various areas?
What do you have to do in your country to assure that you will be self-sufficient on energy?
Compare the production and consumption of energy throughout the history. What does your country do to keep up with the demands of energy?
Where are the wind and solar energy plants located?
When did they begin operating?
Who takes care of the storage?
This preliminary phase is addressed to all students, regardless of the group and topic of assignment. In fact, it aims at providing all students with an overview of their country’s energy context.
After examining the learning tools published on the Learn area of the Platform, each class will be invited to collect country-specific energy information and to fill in the digital questionnaire provided below.
Local data collected will then be developed into a synthetic comparative report that will be published on the Platform.
Please fill in only one questionnaire per school.
FILL IN THE DIGITAL QUESTIONNAIRE
If necessary, the questionnaire can be downloaded in pdf formatand can be filled in off-line.
Do not forget to fill in the digital version..
DOWNLOAD THE QUESTIONNAIRE IN PDF FORMAT
#04 Assignments
Here you can set up the10 working groups.
Each group, linked to a topic, is composed by 12 students and 4 tutors, from the different schools.
