Diapositiva 1

							ISTITUTO PROFESSIONALE DI STATO “ F.S. CABRINI “
                  TARANTO




                   FIRST YEAR
COMENIUS MULTILATERAL
“ RESPONSIBLE CITIZENS THROUGH SCIENTIFIKNOWLEDGE”
I.P.S “ F.S. CABRINI “ TARANTO
first year

                            The project has developed
                            regularly, reaching the
                            objectives and aims fixed.
                    THE ACTVITIES

As to the activities done we can quote:
• The logo
1. A CD-ROM with a power point presentation of:
     1.Eco-consumption questionnaire
     2.Clean Energy and Biodiesel
           Production of biodiesel in our chemistry lab;
           Visit to the CISA-APPIA Energy plant in Massafra specialized in the production of RDF (fuel
           derived from waste), waste management process and biogas production.
     3.Water testing Laboratory and
           Study visit to the Apulian Acqueduct
           Visit to the centre for water treatment “Bellavista” in Taranto
           Chemical analysis of Mar Piccolo waters
     4.Soil testing laboratory
      a. Visit to the “Carmine” farm (taking samples of soil to perform chemical and microbiological lab
analusis)
The activities have been done in curricular time
through an interdisciplinary methodology
encouraging a further studying of Italian,
History, Science, Maths, biology, chemistry, ICT,
English and German.
1. Pupils have become more aware of important environmental
issues, such as   pollution, recycling, eco-consumption and the
importance of the protection of nature.
2. They have shared experiences and created a global cooperation about
environmental issues.
3.    Students have improved their using of ICT as means of
communication in order to exchange information, besides improving
foreign language skills.
In addition to lessons in class, working in chemistry and microbiology
labs has given them the opportunity to learn through an innovative way.
4. They have been very happy and satisfied with these activities which
have allowed them to widen their knowledge and cultural horizons.
Getting in touch with other European realities has opened their minds
and has enriched their culture.
5. Our school, which has always been involved in environmental issues, has had a new
opportunity to exchange information, notions and knowledge with other European
realities about problems of international interest.
6. School staff has enriched its own competence and skills having the chance to “make
lesson” through an innovative way.
7. Local authorities have had an active part in the project
too. They have allowed our students to make guided tours.
8. As to the next year we hope to go on like this and keeping
up the same enthusiasm and success!
                     SECOND YEAR




As to the activities to be done this year
we suggest something about renewable and alternative Energy,
sustainable development, Kyoto protocol, in particular:
•Photovoltaic plants and
•(Aelonian) wind energy
The main idea is to make our students elaborate a
potential project regarding a photovoltaic plant for
our school.
We would like our students to work on an imaginary activity, making
them elaborate an analysis on renewable energy.
The object is to make our students think of possible actions which could
rationalize and eventually obtain a prospective energy
 saving for our school.
The classes involved will be coordinated by internal staff as well as
experts in the energy field.
This way no doubt students will become more and more aware on the
issues related to climate changes and renewable energy.
The work will be carried out during regular lessons, but also in extra
time spent exclusively for the project through:

•Individual research
•Group work
•Class lessons
•Chemistry and microbiology labs
•Workshops
•Conferences and
•Guided visits
Web sites, newspapers, multimedial products and text
books will be used as important tools for our project.
Students should focus their attention on the cost, expenses,
the benefits, the legal procedures and the
specific national financial supports necessary to implant a
photovoltaic system in our school.
Eventually, after analyzing data drawn from the students’
analysis, a graphic simulation of a potential final product
could be arranged.