Time for a game!
Students do a quiz
venerdì 4 settembre 2009
Time for literature!
Time for literature!
Students read the Greek mith of Echo and Narcissus and make their own considerations
Long time ago, there were Nymphs, beautiful maidens with very long hair. They loved dancing and singing, and their voice was so melodious that enchanted everyone who heard them. One of them, Echo, was a nice and exuberant Nymph: she was always quick on the draw and she knew amusing anecdotes. One day Zeus thought to exploit Eco’s talent to deceive Era, who kept watch on him night and day because of his repeated adulteries. So, he asked her to entertain the goddess with her speeches, as he could be free. Some time after, Era found out the deception and she punished the poor Nymph taking her away the capability to do a meaningful speech. Once, wandering through the woods, Echo met Narcissus, a handsome young boy and falls in love with him. He was Liriope Nymph’s son. Tiresias predicted her that Narcissus could live until he didn’t know himself. So the young boy grew in the country and became an able hunter and extremely good-looking. However, he despised love and moreover, even if he appreciated Eco’s good looks, he couldn’t stand her inability to speak. Because he didn’t know the reason of her speech defect, he didn’t understand her and got annoyed of her. He tried to stave off Echo, sometimes offending her. But she couldn’t detach herself from Narcissus, so she faded until she disappeared, becoming a feeble stammering voiced shadow. Because Narcissus was not affected even then, Nemesis, vengeance’s goddess, punished him realizing Tiresias’ prophecy. Narcissus, thirsty because of the heat, one day got closer to a small lake where he saw his reflection for the first time. He immediately fell in love with his own image and stayed for a long time admiring it, so he exhausted himself until he died. Then a pitiful god transformed him into a white and very perfumed flower that was called Narcissus like him.
mercoledì 22 aprile 2009
mercoledì 11 marzo 2009
questions
Italian twinners’ questions;
1. Do you do recycle waste collection at home?
2. If yes, how many bins have you got?
3. If yes, what colour are they?
4. Do you have an ecological education at school?
5. IF yes, which activities do you do?
6. Are there medicines and batteries contaners near your house?
7. Do you re-use plastic bags to put the rubbish?
8. How many dumps are there in your area?
9. Do you know what happens to your rubbish?
10. Are there anti-pollution associations in your country?
we are waiting for your answer and then we will compare them.
1. Do you do recycle waste collection at home?
2. If yes, how many bins have you got?
3. If yes, what colour are they?
4. Do you have an ecological education at school?
5. IF yes, which activities do you do?
6. Are there medicines and batteries contaners near your house?
7. Do you re-use plastic bags to put the rubbish?
8. How many dumps are there in your area?
9. Do you know what happens to your rubbish?
10. Are there anti-pollution associations in your country?
we are waiting for your answer and then we will compare them.
venerdì 20 febbraio 2009
1 step
Student sheet
Ist task
match the words to the correct definition
1. to throw away
2. wastepaperbasket
3. disposable
4. reusable
5. rubbish
6. bin
a) (noun) things you do not want anymore
b) (noun) a container used indoors (at home or school) toput unwanted paper in
c) (adjective) describes an object you can useagain
d) (adjective) describes an object you use (oftenonly once) and then put in the bin
e) (verb) to put something you do not want in the bin
f) (noun) a container for things you do not want
check the pronunciation of these words. http://encarta.msn.com/encnet/features/dictionary/dictionaryhome.aspx
find synonyms listed and add these to the wordlist
2nd task
put the following items under the correct column:
a tissue – a burned match - acarrier (bag) – tights – shampoo- a refill – a folder – a napkin - a cork – an envelope
| disposable | re-usable | hazardous | don’t know |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
3rd task
visitthe following sites and add 5 items of your choice from each site to the list
Homework
bring in two products from home for the nextlesson (one re-usable and one disposable one).
Step 2: How much waste do you create?
Step 2: How much waste do you create?
Preparation
Teachers from both partner schools should contact each other to organize the exchange of information for this activity. Teachers should think about timing, number of groups and which system to use to send student contributions. This can be done using the workspace offered on the portal, the TwinSpace or by integrating this project with other projects (e.g. blog/wiki*).
Preparing questionnaires
Then, students prepare a questionaire about what they know and what they would like to know about partner country’s bins.
Students work in pairs and produce a questionnaire to send to partner country.
Teacher may want to elicit or provide some prompts:
For example:
Last week did you throw away….?
Have you ever thrown away….?
Do you use plastic cups?
How often do you ….
Where do you put ….
How much…?
How many…?
Answering questionnaire
c) Students reply to questions/questionnaires and they answer by using flashmeeting and then publishing their answer on the magazine of the project.
Compare
d) When they receive the information from their partner class they can also collate the information and illustrate with a chart.
Students can do this by hand or using PCs (e.g. Office Excel ). First students work out percentages and write them in, then they create a bar chart or pie chart
Online questionnaire
Teacher can ask students what the 3Rs are.
R- for reduce
R- for re-use
R- for recycle
Students can do an online rubbish questionnaire to check how much they know about waste and how good they are at looking after the earth’s resources
.
About general facts: http://www.recyclezone.org.uk/fz_brainfull.aspx
About their lifestyles: http://www.recyclezone.org.uk/fz_waster.aspx
Preparation
Teachers from both partner schools should contact each other to organize the exchange of information for this activity. Teachers should think about timing, number of groups and which system to use to send student contributions. This can be done using the workspace offered on the portal, the TwinSpace or by integrating this project with other projects (e.g. blog/wiki*).
Preparing questionnaires
Then, students prepare a questionaire about what they know and what they would like to know about partner country’s bins.
Students work in pairs and produce a questionnaire to send to partner country.
Teacher may want to elicit or provide some prompts:
For example:
Last week did you throw away….?
Have you ever thrown away….?
Do you use plastic cups?
How often do you ….
Where do you put ….
How much…?
How many…?
Answering questionnaire
c) Students reply to questions/questionnaires and they answer by using flashmeeting and then publishing their answer on the magazine of the project.
Compare
d) When they receive the information from their partner class they can also collate the information and illustrate with a chart.
Students can do this by hand or using PCs (e.g. Office Excel ). First students work out percentages and write them in, then they create a bar chart or pie chart
Online questionnaire
Teacher can ask students what the 3Rs are.
R- for reduce
R- for re-use
R- for recycle
Students can do an online rubbish questionnaire to check how much they know about waste and how good they are at looking after the earth’s resources
.
About general facts: http://www.recyclezone.org.uk/fz_brainfull.aspx
About their lifestyles: http://www.recyclezone.org.uk/fz_waster.aspx
martedì 3 febbraio 2009
ASOPOS (ANOTHER GROUP)
Pollution Flows in Asopos
Mythologically speaking, the Asopos River is said to
have been born a son of Oceanus and Tethys--or
Poseidon and Pero --or Zeus and Eurynome. There are,
in fact, five rivers of that name, four in Greece and
one in Turkey. All of these rivers have been
historically significant to the populations residing
on their banks; but the one I'm talking about is
possibly the most historically relevant, and currently
the most endangered.
Because death flows in the Asopos River, straight to
the town of Oinofyta.
Death by specific toxins. The river's fish are dead,
and those villages who get their water from the river
will soon be dead or dying. The river runs red-not
just a symbol of death, but literally from the heavy
hexavalent chromium content. The 30,000 residents of
the town of Oinofyta who depend on the river for
drinking water and everything else are trapped by
circumstance; they are suffering, and although the
mayor of that town has declared the water unsafe, they
have no other sources.
Statistics show cancer rates in Oinofyta have risen
from 6% in 1989 to 32% (most current available). The
water's chromium content has tested to be 400,000
times above the permissible maximum.
A number of heavy industry, paint manufacturers and
food manufacturers- at least 85 separate
industries -use the river to dispose of waste. And
even though this past year, six manufacturers were
found guilty of pollution and fined, the rivers still
run with poison.
This is not something we can ignore. The Greek people
should know their own government is turning a blind
eye to this disaster. The whole world should know.
A threefold effort must be put into place:
First, alternative potable water sources must be
secured for those residents who depend on the Asopos.
.
Second, the pollution must stop.
Third, the polluters must clean up the mess they have
made of the river, AND the poisoned fields whose
cultivation has for centuries depended on that
now-lethal water. For justice to be served, they must
clean up the injuries they caused in people's lives.
Mythologically speaking, the Asopos River is said to
have been born a son of Oceanus and Tethys--or
Poseidon and Pero --or Zeus and Eurynome. There are,
in fact, five rivers of that name, four in Greece and
one in Turkey. All of these rivers have been
historically significant to the populations residing
on their banks; but the one I'm talking about is
possibly the most historically relevant, and currently
the most endangered.
Because death flows in the Asopos River, straight to
the town of Oinofyta.
Death by specific toxins. The river's fish are dead,
and those villages who get their water from the river
will soon be dead or dying. The river runs red-not
just a symbol of death, but literally from the heavy
hexavalent chromium content. The 30,000 residents of
the town of Oinofyta who depend on the river for
drinking water and everything else are trapped by
circumstance; they are suffering, and although the
mayor of that town has declared the water unsafe, they
have no other sources.
Statistics show cancer rates in Oinofyta have risen
from 6% in 1989 to 32% (most current available). The
water's chromium content has tested to be 400,000
times above the permissible maximum.
A number of heavy industry, paint manufacturers and
food manufacturers- at least 85 separate
industries -use the river to dispose of waste. And
even though this past year, six manufacturers were
found guilty of pollution and fined, the rivers still
run with poison.
This is not something we can ignore. The Greek people
should know their own government is turning a blind
eye to this disaster. The whole world should know.
A threefold effort must be put into place:
First, alternative potable water sources must be
secured for those residents who depend on the Asopos.
.
Second, the pollution must stop.
Third, the polluters must clean up the mess they have
made of the river, AND the poisoned fields whose
cultivation has for centuries depended on that
now-lethal water. For justice to be served, they must
clean up the injuries they caused in people's lives.
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