Ceuta, marzo 2011
INFORME DE SEGUIMIENTO
21-25 de marzo 2011
2010 - 2012
Comenius Project ISSF
SENSITIZATION OF STUDENTS ABOUT ENVIRONMENT ISSUES AND
THEORETICAL AND PRACTICAL TRAINING TEACHERS.
REACH AND AGREE ABOUT ORGANISATION AND WORK IN SCHOOL.
PRACTICE EXPERIENCES TO THE TOOLS AND PROCEDURES OF SYSTEM
PROJECT AND PERFORMANCE SUSTAINABLE DEVELOPMENT.
The project, which we are working during this year 2010-2011, is
joining the concept SUSTAINABLE DEVELOPMENT: so that a development
that is respect and solidarity environment for present and future
For all this reasons it is dispensable in our girls and boys
know the different facets of the environment in which we live and
the dangers threatening it. At the end, it is known to
Having all these objectives as a staring point, in our school,
we have planned, in collaboration with the City Council, a series
of activities to develop in this year.
These are some of the activities planned and some additional
information about some of them.
ACTIVITYLEVELPlaying with the environment. 4 years oldOur clean
city .5 years oldFarm School .1st yearFood transformation .2nd
yearI know animals and plants of our city.3rd yearOur first
garden.4th yearOur clean city 2.5th yearOur soap and paper factory.
5th yearClimate change. 6th yearEco glass. Recycling of waste.3rd,
4th, 5th and 6th year
The planning and development Project related to work in values,
is not a task outside of our school life. Since last year and
within our Coexistence Plan, have been implementing Case training
project values. They work out as methodology Understanding the
problem or issue on which we want to influence, plan intervention
strategies, and solve the problem by eliminating its causes, or at
least reduce its impact.
Once we get closer to the theory of System Thinking, we saw that
it was the ideal methodological tool for analyzing real situations
about which we want to intervene in a long term.
Our problem was the great ignorance of theoretical and practical
level we had about System Thinking. This meant that after the
Maastricht meeting we had to implement a training process and our
own organization that particularize in the following aspects:
Bibliography search.Translation of materials provided at the
meeting in the Netherlands.Meetings with people who were at the
firs meeting.Practice with materials and tools of System
Thinking.Adaptation of some materials specific to the System
Thinking.Setting a timetable for meetings.Distribution of project
participants into small groups according to ages of pupils.Making
agreements on some methodological issues in the classroom: time of
application, spaces reserved for the project in the class,
materials were used.
Finally, start experimenting with the tools of this theory,
through easy activities.
We believe that approach the problem of sustainable development
in the school requires several important steps in which the
methodology of system thinking is a tool irreplaceable:
The first step is to sensitize the school community, the importance
of the problem and the different aspects of the same: implications,
causes, effects ...This step can not be board without access to
certain knowledge and understanding of certain concepts:
environmental issues, biodiversity, climate change, hunger and
malnutrition, the inability of much of the world's population
access to water resources needed for subsistence ... are some of
the topics to be covered.The last step, once known and analyzed the
problem, should lead to action: it would undertake a project, we
believe important to work with sustainable development within the
Our field of action is local and very small: our center, and
therefore changes to that project will short range. However, the
values we transmit on the entire educational community in their
development represent an unquestionable benefit and can have a
major impact when it occurs after the inevitable generational
change in responsibilities of our society.
The project content will depend on the analysis performed, but
at first we thought about the possibility of accost a serious
problem that affects our city: The fact that there is not a
selective collection of urban waste and therefore there is no
recycling because of them. The geographical situation of our city,
its small size and high number of inhabitants, exacerbate the
problem and delay the possible solutions.
The idea would be to promote within the school's garbage
collection (they would, making proper containers, signs,
determining space and time ...) as a way to draw the attention of
local authorities and media on this issue, at the same time it
demands a solution.
At first we though that the first year could be devoted to the
first two steps outlined above: knowledge and analysis of the
situation; being the second course for the development of concrete
action. This sequence is not static and will be the daily practice
that checks our times.
Trabajar las normas. Educacin Infantil 4 aos.
Trabajar hbitos relacionados con el proyecto. 2nd year.
The spiders. 3rd and 4th year.
The gingerbread man. 4th year.
The system thinking. Educacin Infantil 5 aos.
The letter. 3rd and 4th year.
We work the first rule in the assembly:
TOLD ABOUT YOUR IDEAS AND LISTEN THE OTHERS ONE
- Partners: Hang up before talking, we listen when someone talks
something and we respectAitana tells us: My dad buys me sweets all
the children are listening.
- When I dont think the same that another partners, I wait my
turn and then I say what I think.
We pick up some ideas and suggestions that children make.
-Claudia says: You must do things correctly.
-Adriana: When someone is talking the others are listening.
-Aitana: If you listen you can hear.
-Luca Tierra: If I talk dont listen.
- Claudia says: When somebody is talking we are listening.
Teacher Marivi and teacher Marga stage that they dont listen
each other and dont stop to talk
Now we are going to do a poster with these rules.
We pass out a picture about the rules and they are going to
We write the rule all together on the blackboard and they are
going to copy it.
In the next lessons:
Teacher is going to give the children capitals letters and they are
going to make a message: Talk about your ideas and listen the
others one.Children are going to make a free picture with
watercolour about the rule and them we are going to hold on the
wall.When we start the lesson and when we finish it we are going to
remember this new kind of thinking.
We have hanged a mind map on a wall in the entrance of the
classroom, so parents and teachers; can think about education
concept in the system thinker.
INFANT EDUCATION (5 years old)
We have explained the values of the system thinker and the
pupils reach their own conclusions, we have hanged some posters of
We have told some stories and when we have finished, we have
thought about them, we have made some graphs, connection circles
and causal loops
We are going to try that students know some habits of mind about
the thinking system and they add this habits in their own
Lesson 1: we showed six of the main habits of the system
thinker, that we have chosen before. We put the pictures and the
rules on the blackboard and students must join them. At the end
students told why they joined each one.
Lesson 2: We did the same than in lesson 1 but now with the
others six habits.We decided to make a big poster with all the
pictures and put it in a special place in our classroom.
Lesson 3: we told a story Gota, Goti y Gotn. This story is
related with the environment, its problems, and the care of it and
connects with the childrens interest.
This activity, we are going to do in different moments:
Collective reading, to extract the main idea of the story and
explain new concepts.
Act it out.
Lesson 4: Individual reading. Them they made pictures about the
principals ideas of the story.
Lesson 5: When they finished drawing the story, they chose some
of the best pictures and we hung them.
Lesson 6: At the same time, students have been picked
information (photos, magazine, newspaper) about the most important
aspects that we have been deal. Finally, with all this materials,
we are going to do a mind map, to see the main ideas and their
Next lessons: The activity hasnt finished yet we are preparing
for the next lessons:
Graphs of behaviour a long the time.Connection circles.Causal
We have worked with system thinking in the second cycle (3rd and
4th year) in the language area.
In these years it is very important the development of reading,
specially the understanding of what they are reading.
Also we have worked how to write and which are the parts of
different types of texts as letters, stories, fairy stories,
We started with be nice to the spiders, because we did this
activity in our first meeting and we thought it would be easy for
First they read the text. Then, they work in groups and they
said the variables.
After, all the pupils talked about this and we deduced six or
We used guided activities, because it is our fist activity.
So we deduced the graphics together, on the blackboard.
We used very guided activities, because it is our fist activity.
So we deduced the graphics together, on the blackboard.
We did the connection circles in the same way that graphics.
The next activity we did was a letter. We have studied the
different parts of a letter and how to write it. This letter was
about a problem in our playground during our breaktime too much
rubbish. We analyzed through system thinking this problem.
First they read the text. Then, they working in groups and they
discussed the variables.
After, in the second activity, they worked the graphics in
group. Then, they exposed them.
They did the connection circle in group, too. We put the
connection circle on the blackboard, talking about it all
"The gingerbread man"
Age:nine years old
The teacher told the students: "The habits of systems thinking".
Each habit was drawing, then, their drawings were sticking on a
The students read the tale: "The gingerbread man". The teacher
asked them about what happened in this story. Some pupils answered
telling the short adventures of a gingerbread boy that come to life
,escaping from the hot oven, taunted his baker-parents: "You cant
catch me! Im the gingerbread man
The pupils align themselves with the fast and mischievous
cookiecelebrated his every escapes. After the baker, he escapes
from a hungry cow, a pig, a horse, a group of men threshing
As his escapes become more daring, his haughtiness grows too. The
kids knowing that the cookie boastfulness encountered a limit when
the cookie speed meets the cunning of the fox, pretending to rescue
the cookie, the fox offers the gingerbread a ride across the river.
Before he knows it, the gingerbread is standing on the fox nose and
then in one snip and another snap, the fox gulps his down.
The pupils could looked at the set of interrelationships that
shaped the pattern of behaviour, they just graphed.
They saw the trail of the gingerbread boys successful escapes
leading to his growing pride in his ability to escapes, leading to
additional successful escapes.
STUDENTS GRAPHS: ESCALATIONS-REINFORCING FEEDBACK-NEEDS OF
THECHARACTERS OF THE STORY
The students with graphs were be able to select key elements of the
story: the gingerbread boys pride and create behavior- over
time.Later, theywill trace a reinforcing dynamic: as the cookie
continues to successfully escapes, his pride and his confidence
increases.The third graph is about the needs between the cookie boy
and the differents characters.
The students were motivated all the time. They understood the
habits of a system thinking, the moral of the story andthe graphs
quickly. It has been a great experience for all.
"The gingerbread man"
Esta visita comenz con unas charlas donde los alumnos
aprendieron a diferenciar la biodiversidad de nuestros bosques y a
distinguir las especies autctonas.
Inicio al vivero escolar
Fue el alcornoque el rbol que centr toda la actividad, donde
aprendieron a distinguirlo y a reconocer sus partes. Luego, ya en
el campo, recogieron bellotas y las sembraron en nos alvolos
Terminaron trasplantando adelfas y visitando los animales que
El martes 19 hicimos una excursin para conocer la "granja
escuela". Un autobs nos recogi y nos llev por un camino muy
Visita a una granja escuela
Vimos animales de granja que estaban en sus jaulas (enormes
conejos, pavos, ovejas, gallinas con sus pollitos, cerdos y muchas
Una de las cosas que nos llam ms la atencin fue una INCUBADORA
con huevos y pollitos/patos recin nacidos.
Esta mquina les da calor para que puedan crecer dentro del huevo
y nacer bonitos y sanos.
Despus de un buen desayunos fuimos al huerto y all observamos un
gran espantapjaros que estaba en medio de la tierra sembrada. Haba
verduras y hortalizas que crecen gracias al esmero que ponen las
personas que trabajan all...y tambin gracias a nuestro amigo el
"espanta" que aleja a los pjaros.
Lo pasamos muy bien, volvimos al colegio con un cuaderno de
trabajo para trabajarlo en nuestra casa y explicarle nuestra
aventura a los paps/mams.