Erasmus+ project “Social inclusion – courage to care” exchange to the Netherlands
From 10 till 15 February a group of 7 students – Laura Tiltiņa, Emīlija Zaica, Kristiāna Anna Melberga, Reinis Egle, Dāvis Benefelds, Rinalds Celms and Dans Lismanis and 2 teachers - Ilze Kruglauža and Agija Celma from Agenskalns State gymnasium participated in the first international meeting in the Netherlands, Leiden. Furthermore, we met students and teachers from Norway, Finland, Italy and Spain.
The first impression we got from the first day in the Netherlands was that they cycle everywhere no matter what the weather outside is, because we had to cycle when it was already dark outside and rain was pouring. During the week we visited Leiden, Hague and Amsterdam. We became real art experts, as we visited a few art museums where we saw famous paintings by Vincent van Gogh, Rembrandt and others. Of course we can’t forget to mention that we became fighting masters as well, because we had lessons in boxing and Jiu-jitsu, so no one should mess with us anymore. In the workshops we were having, we realized that most of the people think that the world is getting worse and everyone is very negative about what the situation in the world is right now, but luckily it’s not as bad as we thought. We enjoyed every moment we spent in the Netherlands and we didn’t want to leave, because we had wonderful host families and exchanges. We spent a lot of time with them in bowling, parties and dinners. They were also really great guides and showed us around the cities we visited. This is an unforgettable experience!
Dāvis Benefelds, class 10.6 student
„Memories will keep us together”
- Agenskalns State gymnasium
- Instituto Thos i Codina
- Zespol Szkol Spolecznych Wolowie Polija, Wolow
- Kauno Jono Jablonskio gimnazija
- Stredni odborna skola a Gymnazium Stare Mesto
The Czech republic, Stare Mesto
- Liceo Scientifico Statale "G. Galilei"
All over Europe we are witnessing a struggle for identity. This refers to our entire continent, particular countries and sometimes to nations making them up. The struggle for identity, however, has no grounds unless basic transmission of experience between generations takes place. The experience we gained while working on photography as a tool will now help us use photography as a vehicle connecting generations on a local scale and in the longer run countries on a larger, cross-national and cross-cultural scale. Those we will soon take over the responsibility of managing the whole world will have more insight on what it is all about and in the first place they will employ know better what it ‘should’ be like. Our teenagers by all means need to read the books of life written by their ancestors to find out what the most important things are. They will realize what Europe looked like when we did not work together. They will also learn how families all over Europe used to overcome hardship by relying on each other. If they manage to draw the conclusions that we can compare countries to family members, maybe the future of Europe will no longer be painted in dark colors. Maybe the memories will simply keep us together. We can see several clear goals ahead of us and we are confident this project will let us reach them. In the first place, comparing the information flow between generations will convince all participants that it is a universal value disregarding the boundaries of states or nations. Eradication of national differences will in turn help us break stereotypes of nations and age groups still common in our countries. A joint enterprise of same family members will have its local effect on families and by all means will strengthen the bonds there. Not only will it improve the way we understand one another, but by discovering what value the older may have for the younger and the other way round, our self-esteem might get a boost, too. Engaging the young and the old will certainly have another impact – the juvenile will get more engaged and the elderly will no longer feel redundant. Needless to say our local communities will benefit from it, no matter the scale – social exclusion is a global problem anyway. Moreover, we do hope that some new relationships will be established. Both on a local scale as well as international. Finally, we are certain that collecting memories of the older generations will lead the participants to a conclusion that life used to be much harder and more challenging in the pre-EU times, especially in the countries from the eastern and middle Europe. It is of critical importance now in the times of such strong anti-EU movements all over our continent. To sum it up, we can expect following goals to be achieved:
1 Showing its participants common benefits,
2 Promoting a civic European society,
3 Preventing social exclusion
4 Prevent isolation because of age
5 Engaging at least two generations not bound by family,
6 Leading to mutual understanding between the old and the young,
6. Increasing self-esteem of both groups,
7 Helping to solve local problems
8 Developing interpersonal relationships
9 Strengthening our local communities,
10 Creating new international bonds and strengthening the already existing ones,
11 Promoting a civic European society
12 Motivating the learners to use their foreign languages by giving them authentic tasks to complete requiring L2 (and/or L3) skills.
13 Engage all age groups in the use of IT skills to improve their digital competence.
We believe this project is worth doing on the international scale for the following reasons:
- We will give our students opportunities to use their foreign language so that they will see that it opens the door not only to take tests and exams.
- We will exchange our experience to combat the social exclusion as this problem is unfortunately universal,
- We will demonstrate how similar our societies are in terms of generation gap and therefore how we can work together to narrow it.
We will prove that the positive impact of the European Union is unquestionable as a number of countries have enjoyed benefits of being a member.
“Water- Formula, Life, Poesy”
Tasks Topic, Country, Meeting
Physical properties of water
Heavy water – description and discussion
Experiments, demonstrations, e.g. falling water drops, water sprays, on wetting surfaces and on non-wetting surfaces. Thermal conductivity, metal needle floating on water surface.
Natural water sources and clean water sample comparisons. Detecting iron ions, soap foaming in hard and soft water (presentation, folder).
Human need for water.
Physical properties of water
Chemical properties of water
How to save water, options
Water footprint (how much water on average a person in Europe/Asia/etc. spends)
Researching water samples from natural water reservoirs, experimenting with water cleaning methods.
While experimenting with water solutions (adding substances to water) observe water changes.
Hard and soft water experiment
Research on pH in different environments
Czech Republic 3/2015
Water as a character in different visual and applied art styles.
Different types of water as symbols in visual or applied arts.
Water themes in own country artists’ works.
Water reservoir natural coastlines created with time, also in paintings, graphics, photos.
Water and art
Calculating water footprints in different production processes.
How much water dishwasher (vs. washing with hands, different methods), washing machine spends.
Research on historical and modern production process use of water, e.g. when baking the bread.
From water till milk. Water in milk production.
Water in food and goods production.
Research on newts (tritons) in standing water in natural and artificial ponds- prevalence and spread.
Distinguish different moss abilities to absorb water.
Algae reproduction in standing water – experiment.
Water pollution. Who lives in the water?
Research about Tornados and their formation.
Research about climate prediction and ocean currents.
Water and climate change
Phenomenon in atmosphere: rainbow, sky colours, glaciers hard and amorphous.
Water structure that cuts metal
and water that polishes stones
Water density anomaly in +4C0 and effects related to it.
Water crystal forms
Water miracles and disasters.
Research how water is represented in different nations’ folklore e.g. sinners flood motive, creation of the world stories, water as ritual healing environment, alive water.
Creating new literature works
Researching sacred waters, e.g. what function they are believed to have, created poetical descriptions.
Creative writing tasks; can be done virtually (computers, homepages, internet, etc.)
Water in folklore and literature
Comenius project “My town, my Europe” 2007- 2009
I.T.C. “Medaglia d’ Oro città di Cassino” ITALY
1. “Lycée Europe – Schuman” Cholet FRANCE
2. “Agenskalna Valsts Gimnazija” Riga LATVIA
3. “Gimnazjum Nr 28" in Wroclaw, POLAND
SUBJECT: HISTORICAL, CULTURAL, ECONOMICAL, LEGISLATIVE STUDIES OF THE LOCAL TERRITORY IN ORDER TO DISCOVER A BUSINESS OPPORTUNITY IN THE TOURIST FIELD, TO BE PUT ON EACH COUNTRY MARKET OF THE PARTNERSHIP. The main objective of the project has been to stimulate the students’ cultural growth through the study and the preparation of a multilateral and multidisciplinary work about the cultural, historical, social and economical patrimony of their own territory to operate comparisons with the other European countries. The idea has been to use the results of the research to identify a business activity in the tourist field to be undertaken and then put on the market.
Comenius “It is time for fun with physics;play,learn,live” 2010- 2012
Coordinator: Aydınlıkevler Anadolu Lisesi, secondary school
1. Střední odborná škola a Gymnázium Staré Město,
Stare Mesto, CZECH REPUBLIC, Region : Stredni Morava
2. ΕΛΛΗΝΟΑΜΕΡΙΚΑΝΙΚΟ ΕΚΠΑΙΔΕΥΤΙΚΟ ΙΔΡΥΜΑ - ΚΟΛΛΕΓΙΟ ΨΥΧΙΚΟΥ
3. HELLENIC AMERICAN EDUCATIONAL FOUNDATION - PSYCHICO COLLEGE
4. Bánki Donát Műszaki Középiskola és Kollégium
Nyíregyháza, HUNGARY, Region : Eszak-Alfold
5. "ISTITUTO STATALE D'ISTRUZIONE SUPERIORE DI S.AGATA MILITELLO"
City: MESSINA – SICILY,ITALY
6. Escola secundária poeta joaquim serra
City Montijo, PORTUGAL, Region: Lisboa
7. Āgenskalna Valsts Ģimnāzija, Riga, Latvia
Comenius “Geometry in Everyday Life”2012- 2014
Āgenskalna Valsts ģimnāzija, Riga, Latvia
1. Liceul Mihai Viteazul, Bailesti, Romania
2. XV. GIMNAZIJA, Zagreb, Croatia
3. Lycée Polyvalent de Cluses, CLUSES, France
4. Vasilijaus Kačialovo gimnazija, Vilnius, Lithuania
5. Staatliche Realschule Aichach Wittelsbacher-Realschule, Aichach, Germany
6. Vtoro sredno obshtoobrazovatelno uchilishte "Profesor Nikola Marinov", Targovishte, Bulgaria
7. Zespół Szkół Elektronicznych i Licealnych, Warszawa, Poland
8. MARISTES CHAMPAGNAT, BADALONA, Spain
Strategic Partnership for school education
“Water-formula, life, poesy” 2014- 2016
Āgenskalna Valsts ģimnāzija, Riga, Latvia
1. Agrupamento de Escolas Poeta Joaquim Serra, Montijo, Portugal
2. Stredni odborna skola a Gymnazium Stare Mesto, Čehija
3. 54 SOU St Ivan Rilski, Sofija, Bulgārija
4. Istituto di Istruzione Secondaria Superiore "Lanza- Perugini", Foggia, Itālija
5. Etablissement Scolaire Catholique de Cluses, Francija
6. Maristes Champagnat, Badalona, Spānija
7. Cagaoglu Anadolu Lisesi, Stambula, Turcija
8. Fritz-Karsen-Schule, Berlīne, Vācija
Summary of the project:
Water is the number one resource with which all of us have to deal in our daily life, and without which it would be unimaginable. But to be honest, an extra thought are not put very often when we wash our mouth after brushing teeth, or boil the soup, or drink for thirst – where is the water coming from, how is it cleaned, what is it broader importance in world, and are there any limits to it?
Starting from big frame (view) to the small and detailed one or from small to the big one – it is equally interesting. There is a vast amount of information out of the classrooms that is exciting, new, maybe sometimes terrifying, but definitely worth to understand and explore. Starting from climate change, where the predictions range from extreme extinctions of species and living space due to pollution and availability of fresh air and water; to the water delivery and cleaning technology development for our homes, water memory and water usage as ‘fuel’ in future technologies. In the century of information it is important not only to search for it, but to be able to evaluate it, develop own opinion on it, and be able to defend that opinion, which is the great purpose of this project.
We aim to organize activities that make difficult subjects like chemistry, physics and biology interesting, enjoyable and motivating to learn
The planned cooperation is between teachers of Chemistry, Physics, Biology, Geography, Literature and IT , emphasizing Natural Sciences, but with keeping the main importance on creativity and developing the link between subjects, like it is in real life – interconnected and complex, but graspable to human mind with using all the senses.
By these activities students can improve such skills as researching, creative thinking, drawing, picture and movie making, evaluating the information and questioning it, investigating and presenting the outcomes of complex subjects in understandable manner, including trips in nature for sport and art activities.
The age group for the project is 14-18 year old students whose social improvements should be supported.
Students will do activities like researching, experiments, mapping, reports, creative stories and scenarios, poster making, drawing, movie making, picture taking, theatre play and field trips.