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PROJECT SOCRATESACTION COMENIUS I
AQUA
2001-2004
PARTICIPATING SCHOOLS AND TEACHERS
"I.E.S Luís de Camoens " , Ceuta - Spain. (Coordinating centre.)
José Bermejo Calle Tomás Parra López Carlos Salvadores Merino (Coordinator) Andrés Tapia Casado Ramón Villanueva Muñoz
"Margretheskolen" , Naestved, Denmark
Lars BjerreLene Karnoe Soerensen
" Maaslandcollege" , Oss, The Netherlands
Evert van DijkCathy Villevoye-Silk
"The Bishop of Hereford´s Bluecoat School", Hereford, UK
Michael Hallet
"Pestalozzi-Gymnasium" , Dresden , Germany
Rotraut HartmannUte HeineAnnette KutkeHaiko Thieme
INDEX
I) Introduction
1.1 . Objectives of the Project
1.2 . Partner Finding Seminar, Maastricht , the Netherlands.
II) School Partners.
2.1. Description and geographical background of the schools.2.1.1. I.E.S “Luís de Camoens” , Ceuta - Spain. (Coordinating centre.)
2.1.2. "Margretheskolen" , Naestved, Denmark
2.1.3. " Maaslandcollege" , Oss, The Netherlands
2.1.4. "The Bishop of Hereford´s Bluecoat School", Hereford, UK
2.1.5."Pestalozzi-Gymnasium" , Dresden , Germany
III) Description of the Project.
3.1 . Activities related to students.
3.1.1 . Classroom activities.(Project research.Classroom practice.Team work…etc.)
3.1.2. Fieldwork and laboratory practice.
3.1.3. ICT activities ( e-mail correspondence, chats…etc)
3.2 . Activities related to teachers.
3.2.1. Preparatory visit in Ceuta , Spain
3.2.2. Meeting in Oss , The Netherlands.
3.2.3. Meeting in Monmouth , United Kingdom.
3.2.4. Meeting in Naestved , Denmark
3.2.5. Meeting in Dresden , Germany.
3.2.6. Final meeting in Ceuta , Spain.
3.3 . Minutes of the meetings
3.4 . Dissemination of Project experience and outcomes.
3.4.1. Local and regional media.
3.4.2. Whole school involvement.( Magazines ,expositions ,conferences…etc)
IV) Self-evaluation of the outcomes of the Project.( Students .Teachers.)
V) Bibliography.
VI) Acknowledgements.
SUMMARY
Within the framework of a Comenius School Project, a group of five schools
from Denmark, Germany, Great Britain, The Netherlands and Spain, are at
present conducting a range of environmental studies which focus on water
and its impact within the localities of the participating schools.
The topic is open, since the problems related to water are different in each
place. This gives students and teachers the opportunity of sharing an
understanding of the great importance that water plays in all aspects of our
lives and how man solves the problems that arise from its impact and
misuse.
The development of the Aqua Project is planned to extend from January
2002 until September 2004. Students and teachers from all the participating
schools are engaged in its activities and many are currently carrying out
classroom tasks that will enable them to set objectives in the conduct of
practical fieldwork.
As enhancing the European dimension of the Project is one of the main
goals of Aqua, the use of foreign languages is being promoted. It is also
hoped that the cross-curricular impact of Aqua will lead to the development
of teamwork, social relations, planning and undertaking collaborative
activities and the imaginative use of information and communication
technology.
During the Project meetings, teachers present reports of the progress made
in relation to the work done by the contributing schools. Planning,
organisation and evaluation of the activities are also an essential theme of
these meetings. These occasions are an opportunity for the lead institution to
check the progress of the final outcomes: publication of a brochure, a
website and a CD-ROM, which it is intended will encapsulate all the work
done by both students and teachers.
SAMMENFATNING
Indenfor rammerne af Comeniusskoleprojektet er en gruppe bestående af 5 skoler fra
Danmark, Tyskland, England, Holland og Spanien gået sammen om i fællesskab at
arbejde med et miljøemne: vand og de forskellige aspekter, der falder ind under emnet i
de områder, hvor skolerne er placeret.
Emnet er åbent, fordi problemer relateret til vand er forskellige hvert sted. Dette giver
elever og lærere for - via erfaringsudveksling – at forstå den betydning, vand har for
vores liv, og hvordan man løser problemer, der opstår i forbindelse med vand.
Udviklingen af projektet varer fra januar 2002 til september 2004. Både elever og lærere
er deltagere. Eleverne arbejder med emner på skolen og undersøger virkeligheden ved
feltarbejde.
Da styrkelse af den europæiske dimension er et af hovedmålene i projektet, vil brugen
af fremmedsprog blive vægtet højt. Vægtningen omfatter også andre punkter, som vi
synes er vigtige: teamarbejde, sociale relationer, gennemførelse af samarbejdsopgaver
og brug af informations- og kommunikationsteknologi.
På projektmøder præsenterer lærerne resultaterne af de rapporter, der laves på hver
skole i relation til vand og de forskellige aspekter, der er i hver region eller by.
Vigtige punkter ved disse møder er også: planlægning, organisering og evaluering af
aktiviteterne. På møderne følges også det løbende arbejde med at nå slutprodukterne:
offentliggørelse af en brochure, en webside og CD-ROM, som sammenfatter de
arbejder, der er udført af elever og lærere.
ZUSAMMENFASSUNG
Innerhalb eines Comenius Schulprojektes haben sich fünf Schulen aus Dänemark,
Deutschland, Großbritannien, den Niederlanden und Spanien zusammengefunden, um
an einem gemeinsamen Umweltthema zu arbeiten. Das Thema lautet: “Wasser und die
Bedeutung dessen an den jeweiligen Orten der beteiligten Länder”.
Das Thema wird offen gehalten, da die Probleme hinsichtlich des Wassers in jedem Ort
verschieden sein können. Das gibt Schülern und Lehrern die Möglichkeit, das
Verständnis für die große Bedeutung des Wassers in all unseren Lebensbereichen zu
erhöhen. Das geschieht durch einen ständigen Informations- und Erfahrungsaustausch.
Gleichzeitig sollen die Schüler lernen, wie durch Wasser hervorgerufene Probleme zu
lösen sind.
Das Projekt begann im Januar 2002 und endet im September 2004. Sowohl Schüler als
auch Lehrer nehmen daran teil.
Dabei ist es vorgesehen, dass die Schüler einen gewissen Umfang an Arbeiten zunächst
in der Schule erfüllen müssen. Diese werden ihnen dann helfen, die geplanten
Außenaktivitäten erfolgreich durchzuführen.
Da es ein Ziel dieses Projektes ist, das europäische Verständnis zu fördern, wird der
Gebrauch von Fremdsprachen unabdingbar sein. Des Weiteren werden durch dieses
Projekt Teamarbeit, die Pflege von sozialen Kontakten, das Planen und Ausführen von
gemeinschaftlichen Aktivitäten stark gefördert. Außerdem nutzen die Schüler
Informations- und Kommunikationstechnologien.
Es werden regelmäßig Projekttreffen stattfinden, auf welchen die Lehrer die Ergebnisse
der Berichte, die jede Schule hinsichtlich des Themas “Wassers” unter
Berücksichtigung der regionalen Unterschiede erstellt hat, präsentieren. Die jeweilige
Planung, Organisation und Evaluierung der Aktivitäten wird auch ein wichtiges Thema
dieser Treffen sein. Sie sind außerdem dazu gedacht, zu überprüfen , inwieweit die
Arbeit an der gemeisamen Broschüre, der Website und der CD-Rom vorangeschritten
ist. Ziel dieser drei Arbeiten ist es, die gesamten Aktivitäten sowohl von Lehren als
auch von Schülern zu dokumentieren.
SAMENVATTING
Binnen het kader van een Comenius Schoolproject hebben vijf scholen, uit Denemarken,
Duitsland, Engeland, Nederland en Spanje, besloten samen te werken aan een project over
het milieu: water en de verschillende aspecten van water waar de betrokken landen mee te
maken hebben.
Het is een open onderwerp omdat de problemen die met water te maken hebben voor elk land
verschillend zijn. Zo krijgen leerlingen en docenten de gelegenheid om, door het uitwisselen
van informatie en ervaringen, te begrijpen hoe belangrijk water is in het dagelijks leven en
hoe de mens omgaat met de problemen die door water worden veroorzaakt.
Het project loopt van januari 2002 tot september 2004 en er wordt door leerlingen en docenten
aan deelgenomen.
De activiteiten van de leerlingen beperken zich niet tot de school. Er zal ook veldwerk worden
verricht.
Omdat het verduidelijken van de Europese dimensie een van de voornaamste doelen van het
project is, wordt het gebruik van de vreemde taal gestimuleerd. Daarnaast zijn ook andere
aspecten van belang, zoals samenwerken, rekening houden met elkaar, plannen en het gebruik
van ICT.
Tijdens de projectbijeenkomsten worden de resultaten van iedere school gepresenteerd die te
maken hebben met water en de problemen van iedere stad en regio. Een belangrijk punt is ook
het plannen, organiseren en evalueren van de activiteiten. De bijeenkomsten vormen ook een
goede gelegenheid om de voortgang van het project te controleren ten aanzien van het
einddoel: de publicatie van een brochure, een website en een CD-ROM met alle activiteiten
van leerlingen en docenten.
SUMARIO
Dentro del marco de un proyecto escolar de Comenius, un grupo de cinco
escuelas, de Dinamarca, de Alemania, de Gran Bretaña, de los Países Bajos y de
España, se han reunido para trabajar juntos para realizar un estudio en un asunto
ambiental: el agua y los diversos aspectos que presenta en los lugares en donde las
escuelas implicadas se localizan.
El asunto está abierto, puesto que los problemas relacionados con el agua son
diferentes en cada lugar. Esto da a estudiantes y a profesores la oportunidad, por medio
del intercambio de la información y de las experiencias, de entender la gran importancia
que el agua tiene en todos los aspectos de nuestras vidas y cómo el hombre soluciona
los problemas causados por ella.
El desarrollo del proyecto dura desde enero de 2002 hasta septiembre de 2004,
y los estudiantes y los profesores participarán en él.
Los estudiantes realizarán cierto número de actividades en clase para fijar los
objetivos que les ayudarán a lograr actividades del trabajo en el terreno.
Como realzar la dimensión europea del proyecto es una de las metas principales
de él, se promoverá el uso de idiomas extranjeros Esta promoción también alcanzará
otros aspectos que consideremos de gran importancia, por ejemplo: trabajo en equipo,
actividades de colaboración sociales de las relaciones, la planificación y el llevar a cabo
actividades de colaboración y usar tecnologías de información y de comunicación.
Durante las reuniones del proyecto, los profesores presentarán los resultados de
los informes hechos por cada escuela en lo referente al agua y a los diversos aspectos
que presenta en cada región o ciudad. El planeamiento, la organización y la evaluación
de las actividades serán una aplicación esencial estas reuniones, también. También
serán una buena oportunidad de comprobar el progreso de los resultados finales:
publicación de un libro, de un website y de un CD-ROM, que condensará todos los
trabajos hechos por los estudiantes y los profesores.
I. INTRODUCTION
1.1. OBJECTIVES OF THE PROJECT
Some of the most important international organizations such as the UNESCO
and the EUNP (Environmental United Nations Program) have established the necessity
of setting strategies and programs associated to education in order to achieve a wide
range of dissemination of issues related to the solution of specific problems, giving
special importance to the participation of both individuals and organizations.
The International Environmental Education Conference (Tiblisi, Russia, 1977) estimates
that the Environmental education must be integrated in the whole process of education
and it must be also aimed at all levels of population:
J.A. Comenius (Moravia 1592-
Amsterdam 1670). Humanist and
Pedagogist. He was the father of the
modern thought of intelectual and
political cooperation for the unification
of the peoples.
The statue is at the entrance of Naarden
Church near Amsterdam
Public in general.
All socio-economic categories whose activities have an impact on environment.
Scientists and technicians whose disciplines are related to environment, and need
a specialized formation.
Nowadays, almost every country includes environmental studies in all levels of
education, not only in Primary school, but also in Secondary school.
The objectives that we wish to reach are varied, but the most outstanding are:
To use the knowledge and experiences students have on environmental issues in
order to help in the conservation and protection of environment.
To promote the awareness and assessment of the contribution of Natural
Sciences in order to improve life conditions of human beings, adopting a critical
view based on the major problems related to environment.
There are other aims that are common to any Comenius Project and we consider of great
importance, too:
To promote transnational cooperation and exchanges between schools and
teacher teaching establishments.
To improve the quality of the teaching of European languages as foreign
languages.
To encourage innovations in pedagogical methods and materials.
To promote the use of information and communication technology in school
education and in the training of staff working in this sector of education.
To promote enhanced awareness of different cultures.
1.2. PARTNER FINDING SEMINAR
The Project was born in the Partner Finding Seminar, Maastricht, The
Netherlands. There ,from 1st until 4th of November,2001, we had a wonderful
experience. During these days we meet each other for the first time. We attended
conferences, a school fair (where we showed our regions and towns , typical products,
our schools… ), we shared our previous experiences , and we talked about our
preferences in participating in a Comenius School Project.
At the beginning it was a bit difficult because we were all mixed up. We had to
find the people who were keen on working on a topic related to environment. But in the
end, we were lucky and the group was formed.
It still was uncertain which specific topic we wanted to choose. After some
discussion around a table and a coffee, we all decided that water could be the most
suitable one. It would be open, every partner would work on the different problems
caused by water in his / her town or region. They could include various aspects: floods,
dams, quality of drinkable and coastal waters, pollution of rivers ….The name of the
Project arose some discussion again. It is not easy to find a proper one because each of
the languages used in it has a different word for water. Another coffee later, we agreed
that the Latin word AQUA would fit perfectly.
We finally decided to have a preparatory visit in January in Ceuta, and to
appoint the I.E.S. “Luís de Camoens “ as the coordinator school, and once there, we
could set the definite objectives , programme the other meetings and make all the
arrangements to fill the applications to send the to our National Agencies.
The first partners of the Project were:
- Lone Kamper representing “Margetheskolen” , Naestved, Denmark
- Evert van Dijk representing “Masslandcollege” Oss , The Netherlands
- Michael Hallett representing “ The Bishop oh Hereford´s Bluecoat School”,
Hereford, Great Britain
- Carlos Salvadores representing I.E.S. “Luís de Camoens “ , Ceuta, Spain
Later on another school joined us: “”Pestalozzi Gymnasium “ , Dresden ,Germany
I would not like to end this without saying that from the very first moment we meet
all the participants threw themselves into the task, showing a great interest in carrying
out this Project.
I would finally want to thank to the Dutch National Agency for their efforts and fine
programme of the Finding Partner Seminar.
II. SCHOOL PARTNERS
2.1. DESCRIPTION OF THE SCHOOLS AND THEIR BACKGROUND
2.1.1. INSTITUTO DE ENSEÑANZA SECUNDARIA (I.E.S.)
“LUIS DE CAMOENS”
El Instituto de Enseñanza Secundaria “Luis de Camoens”,
se encuentra en el centro de Ceuta. Es un instituto de
reciente creación que empezó a funcionar en el año
académico de 1995-96.
Hay aproximadamente 1000 alumnos y 70 profesores. Las
enseñanzas que se imparten se distribuyen en los siguientes
niveles:
1º Ciclo de Educación Secundaria Obligatoria: 1º y 2º
curso.
2º Ciclo de Educación Secundaria Obligatoria: 3º y 4º
curso.
Bachillerato: 1º y 2º curso.
Ciclos formativos: de Imagen Personal: Peluquería,
Estética y Edificación y Obra Civil.
El edificio cuenta con cuatro plantas donde, aparte de los
espacios dedicados al equipo directive, encontramos 34
aulas, dos aulas de informática con conexión a Internet,
aula de dibujo, 3 laboratorios (Física, Química y Ciencias),
dos talleres de Tecnología, 1 laboratorio de Idiomas 1 sala
multimedia, 1 aula de música, biblioteca con conexión a
Internet, gimnasio cubierto, Salón de actos completamente
equipado y Departamentos didácticos.
2.1.1. SECONDARY SCHOOL “LUIS DE CAMOENS”
The I.E.S. “Luis de Camoens”, is located in the
centre of the town of Ceuta. It is a recently created high
school which started working in the academic year of 1995-
96.
There are about 1000 students and 70 teachers. The teaching
levels are distributed as follows:
1st Level of Compulsory Secondary Education : 1st
and 2nd course.
2nd Level of Compulsory Secondary Education : 3rd
and 4th course.
High Level Education : 1st and 2nd course.
Formative Cycles: Personal Image: Hairdressing
and Estheticien and Building and Civil Work.
The building has got four floors where, apart from
the spaces devoted to the management team, we can find 34
classrooms, 2 computer rooms with Internet connection, arts
room, 3 laboratories (Physics, Chemistry and Science), two
Technology workshops, 1 Language laboratory, 1 media
room, 1 music room, a library with Internet connection, an
indoors gymnasium, fully equipped Conference room and
Didactic Departments.
Para más información, visitar: www.comeniusaqua.tk
Luis de Camoens nace en Lisboa en 1524. Fué cortesano,
destacando enseguida por su genio poético. Los problemas
que se generan en su relación con el monarca portugués
Juan III a raíz de la comedia "El rei Seleuco" determinan
que en el año 1574 sea destinado a Ceuta, ciudad
portuguesa, formando parte de la guarnición y perdiendo en
esta ciudad un ojo.
Es importante para el centro formar parte de aquellas
actividades que determinan que los estudiantes conozcan
aspectos que difieren de lo que se puede encontrar en
Ceuta. Se pueden encontrar ejemplos de esto, en el capítulo
“Actividades” en la página web.
Este proyecto “Comenius” está perfectamente encajado en
las actividades del centro dada su proyección europea lo
que posibilita a nuestros alumnos el contacto con gente de
toda Europa.
La singularidad del centro se encuentra en los ciclos
formativos que en él se desarrollan: Peluquería, Estética y
Edificación y Obra Civil.
For further information visit:www. comeniusaqua.tk
The name of the High School is taken from a famous
Portuguese poet, Luis de Camoens , who was born in Lisbon
in 1524.
He was a cortesan, emphasizing immediately by his poetic
genius. The problems that are generated in their relation with
the Portuguese monarch Juan III as a result of the comedy
"King Seleuco" determined that in year 1574 he is destined
to Ceuta, Portuguese city, taking part in the garrison and
losing an eye in this city .
It is important for the school to take part in those activities
which determine that the students know aspects which are
different from what can be found in Ceuta. This is part of the
teaching policy of the school. Examples of this can be seen in
the chapter “Activities” on the web page.
This “Comenius” project is perfectly embedded in the school
activities due to its European scope, which enables our
students to contact people from all over Europe.
The singularity of the school is found in the formative level
cycle: Hairdressing , Estheticien and Building and Civil
Work.
CEUTA
Ceuta es una ciudad española enclavada en la costa africana
del Estrecho de Gibraltar. Su superficie aproximada es de
unos 20 kilómetros cuadrados. Su situación geográfica es
singular y estratégica. Se encuentra entre dos continentes,
dos mares, dos culturas y dos naciones. Estos factores han
influido notablemente en su desarrollo histórico, con
vestigios arqueológicos de las distintas civilizaciones y
social, con la presencia actual de cuatro comunidades
diferentes: cristiana, musulmana, hebrea e hindú.
La topografía ceutí es muy agreste. Prácticamente existen
pendientes en toda su superficie, lo que condiciona el
desarrollo urbanístico, industrial y agrícola. El clima se
caracteriza por dos estaciones bien diferenciadas: una fresca
y húmeda de Octubre a Abril, y otra seca y cálida de Mayo
a Setiembre.
CEUTA
Ceuta is a Spanish city in the African coast of the Straits of
Gibraltar. Its approximate surface is of about 20 square
kilometers. Its geographic situation is singular and strategic.
One is between two continents, two seas, two cultures and
two nations. These factors have influenced remarkably in
their historical development, with archaeological vestiges of
the different civilizations and social, with the present
presence of four different communities: Christian, Muslim,
Hebrew and Hindu.
The ceuti topography is very rustic. They practically exist
pending in all its surface, which conditions the city-planning
development, industrial and agricultural. The climate is
characterized by two differentiated stations affluent: fresh
and a humid one of October to April, and another warm
drought and of May to September.
Es un clima mediterráneo, subtipo californiano, con
temperaturas suaves y abundante humedad ambiental
(brumas y nieblas) generadas por la presencia de
corrientes frías costeras. No obstante, la temperatura
es un poco más elevada que la del californiano
típico. La temperatura media de verano es 26,6
grados centígrados. Los inviernos son bastante
suaves, con temperatura mínima media de 9 grados.
El paisaje botánico viene determinado por dos
subpisos: el termo-mediterráneo inferior y termo-
It is a Mediterranean climate, Californian subtype,
with smooth temperatures and abundant
environmental humidity (mists and fog) generated
by the presence of cold coastal currents. However,
the temperature is a little more elevated than
Californian one. The average temperature in
summer is 26.6 degrees Celsius. Winters are quite
smooth, with minimum temperature average of 9
degrees.
The botanical landscape comes determined by two
mediterráneo superior , que determina diferencias
fito-sociológicas entre la zona de García Aldave y la
del monte Hacho.
Los diferentes pueblos que han pasado por Ceuta han
dejado una serie de edificaciones militares entre los
que hay que destacar las murallas defensivas de la
ciudad.
Existen dos conjuntos amurallados: las murallas
Merinidas edificadas en el siglo XIII durante la
dominación árabe. Quedan conservados unos 500
metros. Las murallas construidas por los portugueses
alrededor de 1420, muestran el foso de San Felipe.
Constituyen una estructura defensiva espectacular y
son el monumento más singular de la ciudad.
2.1.2. MARGRETHESKOLEN
subfloors: thermus-Mediterranean superior and
thermus-Mediterranean inferior , that determines
fito-sociological differences between the zone of
Garcia Aldave and the one of the Hacho mount.
The different peoples that have lived in Ceuta
have left a series of military buildings among
which we highlight the defensive walls. There are
two sets of these: the Merinidian walls, built
during the XIII century in the time of Arab
domination. There are 500 meters left. The walls
built by Portuguese circa 1420 show the San Felipe
moat. Both of them constitute a spectacular
defensive structure and are the most breathtaking
monument in the city.
2.1.2. MARGRETHESKOLEN
Introduction:
Indledning:
Næstved er en af Danmarks ældste byer. Den blev
først nævnt i 1135.
Det er ikke den største turist tiltrækkende by, men
lidt turister er der da om sommeren. Herunder finder
du lidt om nogle af turist attraktionerne.
Enø:
Enø er en ø der ligger i Karrebæk lidt uden for
Næstved. Den er mest kendt for sin fantastiske
strand. På Enø kan man også campere. Der er
forskellige restauranter og et enkelt diskotek, det
hedder ”Diskotek Showboat.” Til at forbinde
Karrebæk og Enø er der en stor grøn bro der er
bygget som en græshoppe.
Karrebæk strand om sommeren.
Kirker og klostrer:I Næstved er der en masse store kirker. Den dyreste
er folkekirken Holsted kirke. Den har kostet ca. 40
millioner kroner.
Udover den flotte nye kirke har vi også de tre
bykirker; Skt. Jørgens, Skt. Peder og Skt. Mortens.
Der er selvfølgelig også en masse små kirker rundt
omkring på Næstved egnen. Som fx Rislev,
Karrebæksminde og Fodby kirke. Lidt uden for
Næstved City ligger den store kirke/kloster/kostskole
Herlufsholm. Herlufsholm er grundlagt af Herluf
Trolle i 1565. Skolen optager elever at begge køn, og
man kan både gå der som dag og kostskole elev.
I gamle dage var stedet et Benedictiner
kloster fra 1135, men det fik Herluf Trolle og hans
kone Birgitte Gøye lavet om på. Kirken stammer fra
1200
tallet, og i kirkens have kan man se træudskæringer
af Gøye og Trolle.
Lidt historie:
Naestved is one of the oldest cities in Denmark. It
was first mentioned in 1135. It’s not the biggest
tourist attraction, but we do have a little tourists in
the summer.
Underneath you will find some info.
Enoe:
Enoe is an island near Karrebaek right outside
Naestved. It is known, mostly for the amazing
beach! On Enoe you can also camp. There are
different restaurants and a single disco its called
“Showboat.” To connect Enoe with Karrebaek,
there is a big green bridge, which is buildt as a
huge grasshopper.
Karrebaek beach in the summer.
Churches and convents:
In Naestved there is a lot of big churches. The
most expensive one is
“New Holsted Church” It has cost about 40 million
kroners!
Besides the amazing new church, we also have
three city churches called: St. Joergen's, St. Peder's
and St. Morten's. Of course there is a lot of small
churches around Naestved.
e.g. Rislev, Karrebaek and Fodby church. Right
outside of Naestved City lies the big
church/convict/boardingschool; Herlufsholm!
Herluf Trolle established Herlufsholm in 1565.
The school accepts both sexes, and you can be
taught there as a boarding student and as a regular
day student! Back in the old days the
place was the home of the monastery of
Skovkloster from 1135, but in 1565 Birgitte
Goeye established a boarding school there. The
church is from 1200. and in the church-garden you
can see figures in wood of Goeye and Trolle.
Næstved kan prale af at have Danmarks ældste
rådhus. Rådhuset ligge nær Skt. Peders kirken.
Overstående rådhus blev opført i 1400 tallet. Omtalte
rådhus blev brugt frem til 1856.
Fladså trolden:
Den store trold kan ses foran Munkebakken.
Historien til denne trold er at han boede i Fladså og
var ved at blive sindssyg af kirke klokkernes ringen i
Næstved by. Han fyldte derfor en sæk med sand og
satte kurs mod Næstved for at begrave kirkerne.
Beklageligvis var der hul i hans sæk. På den måde
skabte han den 10 kilometer lange Mogenstrup Ås.
Så blev trolden vild og tovlig, og kastede det sidste
sand efter byen og skabte på den måde
munkebakken. Taber trold!
Kunst i Næstved:
I Næstved ligger det berømte glasværk Holmegård.
Her kan man opleve 2000 år gamle håndværk på tæt
hold. Her kan man få en guidet rundtur, og købe fede
gaver. Efter besøget er det oplagt at svinge forbi
glaskroen.
I Næstved ligger også Herman A. Kähler´s
keramikværksted ”Kähler keramik.” Keramik
værkstedet ligger på Kählersbakken midt i Næstved.
Her er et par krukker fra Holmegaard.
Susåen:
Susåen er en å der svinger smukt gennem egnen
omkring Næstved. Man kan blandt andet sejle sig en
kanotur på åen! Midt i Næstved er Susåen netop
blevet frilagt. Det er det ultimative picnic sted ved
siden af Susåen.
A little history:
In Naestved we are proud to say that
we have the oldest city hall in
the country. The City hall is near
St. Peder's church. The City Hall was
established in 1400.
The City Hall was used until 1856.
The Fladså Troll:
The big troll can be seen in front Of ”Munk Hill.”
The history of this troll is: ´
He lived in Fladså and was
sick of the ringing from the
church bells in Naestved City.
Therefor he filled a bag with sand
and headed for the city, to burry the
churches. Unfortionately there was a
whole in the bag and the sand ran out.
Because of that he created
Mogenstrup Aas, which is 10
kilometres long. Because of that the
troll was furious and angry, and threw
the last sand after the city and created
the Munkhill. Loser troll!!!
Art in Naestved:
In Naestved there is a very famous
Glasswork called Holmegaard. Here
you can see 2000 year old handcrafts,
up close. You can get a guided tour
and buy some cool presents. And to
round of the visit – what else than the
pub/ café called Glaskroen?
In the middle of Naestved you will find
Herman A. Kählers ceramic studio.
The studio lies on the Kählerhill in the middle of
Naestved.
Here is a couple of puts from Holmegaard.
Susåen:
Susåen is a stream, which winds its way through
Naestved. You can canoe there. Before, the stream
was covered, but now they have opened it so you
can see the water in the middle of the city. Right in
the middle of the city, next to the stream there is a
little place with grass and it’s the ultimate picnic
spot.
2.1.3. MAASLANDCOLLEGE
The Maaslandcollege was established in 1947 by
the Sisters of Love as a secondary school for girls.
2.1.3. MAASLANDCOLLEGE
Het Maaslandcollege werd gesticht in 1947 door de
Zusters van Liefde als middelbare meisjesschool. De
school heette toen MMS Regina Mundi. In 1952
werd de school overgenomen door OMO, een
vereniging voor katholieke middelbare scholen.
In het schooljaar 1967 – 1968 werd de naam
veranderd in Maaslandcollege, en de school bood
onderwijs aan op twee niveaus, havo en vwo. Het
was de eerste school in de regio die gemengd
onderwijs verzorgde.
In 1990 vond er een fusie plaats tussen het
Maaslandcollege en de Pelgrim, een Osse MAVO. In
1996 werd begonnen met tvwo, een tweetalige
opleiding (Engels – Nederlands).
Op dit moment telt het Maaslandcollege bijna 1400
leerlingen en 130 docenten. De schoolleiding bestaat
uit één rector en drie conrectoren. Meer dan de helft
van de leerlingen komt uit plaatsen uit de omgeving
van Oss. De school is centraal gelegen, en is
gemakkelijk bereikbaar met trein, bus, auto of fiets.
Het Maaslandcollege biedt de volgende vier
schooltypes aan: vmbo, havo, vwo en tvwo.
Het vmbo duurt vier jaar en leidt leerlingen op voor
beroepsopleidingen. Aan het einde van het derde jaar
wordt gekozen uit de sectoren techniek, zorg en
welzijn, economie en landbouw. Elke sector biedt
een samenhangend vakkenpakket. Turks en
handvaardigheid kunnen ook gekozen worden als
examenvak.
Het havo duurt vijf jaar en bereidt leerlingen voor op
hogere beroepsopleidingen. Het is ook mogelijk door
te stromen naar de hogere stroom (vwo) na het
behalen van het eindexamen. Turks kan ook gekozen
worden als examenvak.
Het vwo duurt zes jaar en bereidt leerlingen voor op
een universitaire opleiding. Aan het einde van het
It was then known as MMS Regina Mundi. In 1952
the management was taken over by OMO, a
collective organisation for catholic secondary
schools.
In 1990, a merger took place between the
Maasland College and the Pelgrim, a smaller
secondary school, also in Oss. In 1996 tvwo, a
bilingual stream (English-Dutch) was introduced.
Today there are almost 1400 students and more
than 130 staff at the Maasland College. The
management consists of one principal and three
deputy principals. More than half of the students
come from smaller towns surrounding Oss. The
school is located centrally, and is easily accessible
by train, bus, car or bicycle.
The different types of education (streams) offered
at the Maasland College are the following: vmbo,
havo, vwo en tvwo.
Vmbo takes four years, and prepares students for
technical and vocational training. At the end of the
third year a sector is chosen. The sectors are
engineering and technology, care and welfare,
economics and agriculture. Each sector offers a
related choice of course options. The Turkish
language and art and design may also be chosen as
examination subjects.
Havo takes five years, and prepares students for
higher technical and vocational training. It is also
possible to enter the higher stream (vwo) after
passing the havo examination. Turkish can also be
chosen as an examination subject.
In the school year of 1967-1968 the name was
changed to Maasland College, and the school
offered education at two different levels, havo and
vwo. It was the first school in the region to cater
for co-educational streaming.
Vwo takes six years, and prepares students for
university. At the end of the third year a sector is
derde jaar wordt een sector gekozen, de
natuurstroom of de maatschappijstroom. Een jaar
later wordt het definitieve profiel gekozen. Ook hier
kan Turks gekozen worden als examenvak.
Het tvwo is de tweetalige (Engels – Nederlands)
afdeling van het vwo. Het Maaslandcollege is de
enige school in de regio die deze opleiding aanbiedt.
chosen, either science or social sciences. A year
later the student chooses a definite set of options
within the sector. Again, Turkish may be chosen
as an examination subject.
Tvwo is very similar to vwo, except that the
subjects are taught in English. Maasland College is
the only school in the region which offers this
educational stream.
OSS
The city of Oss has a long and rich past. From
excavations we know that Oss was already
OSS
De stad Oss heeft een lang en rijk verleden. Door
opgravingen weten wij dat Oss al rond 1800 v.C.
bewoond was. Het Instituut voor Prehistorie van de
Universiteit van Leiden doet hier al opgravingen
vanaf 1975. De wetenschappelijke wereld beschouwt
deze opgravingen niet alleen als één van de
belangrijkste projecten in Nederland, maar ook in
noord-west Europa.
Dankzij talrijke vondsten uit de Bronstijd, de
IJzertijd en de Romeinse tijd, zijn archeologen erin
geslaagd een duidelijk beeld te scheppen van de
ontwikkeling van de bewoning van Nederland langs
de Maasvallei vanaf de prehistorie.
Hertogin Johanna van Brabant verleende Oss
stadsrechten in 1399. De Middeleeuwen en de
daarop volgende Tachtigjarige Oorlog (1568 – 1648)
bracht de streek veel schade toe. Door brand werd de
stad zodanig verwoest dat er nu nauwelijks oude of
monumentale overblijfselen zijn. Na de grote brand
van 1751 werd Oss herbouwd. Alleen het patroon en
de namen van de straten herinneren ons aan het feit
dat er vroeger een oud fort heeft gestaan met
poorten, muren en grachten.
Het gemeentebestuur heeft bepaalde gebouwen
aangewezen als stadsmonument vanwege hun
archtitectuur en geschiedenis. Vroegere industriëlen
zoals Van den Bergh en Jurgens hebben er een aantal
gebouwd als woning of kantoor. Van den Bergh en
Jurgens waren de grondleggers van de eerste
margarinefabrieken ter wereld. Jurgens was de eerste
in 1871 en Van den Bergh begon zijn boterfabriek
één jaar later.
Na jaren concurrentie fuseerden de twee Osse
bedrijven en vormden zo de basis van het Unilever
concern.
inhabited around 1800 B.C. The Institute for Pre-
History at Leiden University has performed
excavations here since 1975. The scientific world
regards these excavations not only as one of the
leading projects in the Netherlands, but also in
North West Europe.
Thanks to extensive finds from the Bronze Period,
the Iron Age and Roman times, archeologists have
succeeded in creating a clear picture of the
development of habitation in the Netherlands
along the valley of the Maas river from prehistoric
times onwards.
Duchess Johanna van Brabant granted city-rights
to Oss in 1399. The Middle Ages and the
consequent Eighty Years’War (1568-1648)
inflicted a lot of damage upon the city and its
region. Fires struck the city so badly that there are
hardly any ancient or monumental structures to be
found nowadays. Oss was rebuilt after the city fire
of 1751. Only the pattern and names of the streets
in the centre remind us that there once stood an old
fortress with gates, walls and moates.
The city council has designated particular
buildings as municipal monuments because of their
architecture and history. Former Oss industrialists
such as Van den Bergh and Jurgens built a number
of them as their homes or offices. Van den Bergh
and Jurgens were the founders of the first
margarine factories in the world. Jurgens founded
the first one in 1871 and Van den Bergh started a
butter factory a year later.
After years of competition, these original Oss
companies merged, forming the basis of the
Unilever concern.
Oss also has a notorious history. In the thirties,
wide-spread unemployment and desperate poverty
contributed to a crime wave in Oss and its
surroundings. The rounding up of De Bende van
Oss heeft ook een berucht verleden. In de dertiger
jaren droegen grote werkeloosheid en schrijnende
armoede bij aan een golf van misdaden in en rond
Oss. Het oprollen van De Bende van Oss door de
Rijkspolitie gaf Oss een behoorlijk negatief imago
dat zelfs tegenwoordig nog aan de stad kleeft.
De omgeving
Oss heeft een rijk openbaar leven. Bovendien biedt
Oss opleidingen en onderwijs voor volwassenen,
jongeren welzijswerk, maatschappelijke
dienstverlening, diensten voor gezondheid, sport,
recreatie en onderwijs. Alle vormen van onderwijs
zijn aanwezig van kleuterschool tot voortgezet
onderwijs.
Het winkelgebied in het centrum van de stad is
gemakkelijk bereikbaar. Binnen een straal van 300
meter liggen talrijke winkels en warenhuizen vlak bij
elkaar. Elke stadswijk heeft zijn eigen
winkelcentrum met banken, postkantoren en
restaurants. Sinds 1399 heeft Oss al een markt op
dinsdagmorgen. Het is één van de grootste van
Nederland, met meer dan 300 kraampjes. Op
zaterdag is er een uitgebreide markt voor groente,
bloemen en zuivel.
Oss wordt aan de noordzijde begrensd door de rivier
de Maas met de oude Maastakken, watersport,
natuurgebieden en ponten. In dit gebied treft men
ook maasdorpen zoals Lith aan en historische stadjes
als Megen, Grave en Ravenstein met zijn
gerenoveerde gebouwen, kloosters en kerken.
Aan de zuidzijde ligt de Maashorst, een
natuurreservaat van ongeveer 4000 hectaren. Het is
een gebied met bossen, heide, zandduinen, meertjes,
fietspaden, ruiterpaden, lommerrijke wandelpaden,
kampeerterreinen en maneges.
Voor geologen is het bezoekerscentrum van belang
waar scheuren in de aardkorst aan het oppervlak
Oss (Oss gang) by the Dutch Military Police
provided Oss with a rather negative image, which,
even today, is hard to shake off.
Surroundings
Oss has an abundant public life. Moreover, Oss
offers adult training and education, culture, youth
welfare work, social services, public health, sports
and recreation and education. Every form of
education is available from infant schools up to
secondary education.
The shopping area in the centre of town is within
easy reach. Within a radius of 300 metres there are
a great many shops and national chainstores next to
one another. Each quarter of the town has its own
shopping-centre which includes banks, postoffices
and restaurants. Since 1399 Oss has had an open
market on Tuesday mornings. With more than 300
stalls, it is one of the largest in the Netherlands. On
Saturdays there is an extensive vegetable-flower
and dairy market.
Oss is situated in an area with two sides. One side
borders the river Maas with its former
Maasbranches, aquatic sports, nature reserves and
ferries. Dyke-villages such as Lith, and historic
towns like Megen, Grave and Ravestein with its
renovated buildings, convents and churches can
also be found in this area.
The other side is De Maashorst, a nature reserve
covering some 4000 hectares. A region with
woods, heath, sand dunes, coastal lakes, cycling
paths, riding tracks, shady walks, camping sites
and horse-riding schools.
Of special interest to geologists is the Visitors’
Centre, which features unique cracks in the earth’s
crust, visible from the surface.
Employment.
Besides the large companies already existing for a
number of years, Oss has a considerable
komen.
Werkgelegenheid.
Naast de gerenommeerde grote bedrijven zijn er in
Oss ook talrijke kleinere bedrijven die werk
verschaffen aan zo’n 20.000 mensen.
Internationaal staat Oss bekend op het gebied van
farmacie, chemie, voedsel, textiel, metaal, transport,
logistiek, constructie en scheepsbouw. Ook de sector
dienstverlening doet het goed met bekende bedrijven
op het gebied van drukwerk, verpakkingsmaterialen,
computers, micro-electronica, recyclen,
adviesbureaus, banken en accountancy.
Oss is een industriestad in de ware zin van het
woord. Met een werkgelegenheid van 45% in de
industriële sector op een totaal van 27.000 mag Oss
met recht een van de meest ondernemende steden
genoemd worden. Er zijn in Oss meer dan 1300
bedrijven, waaronder zo’n 20 multinationals op 500
hectaren land.
Tenslotte.
In de éénentwintigste eeuw is Oss een jonge,
groeiende gemeente met meer dan 62.000 inwoners
die bovendien een centrumfunctie heeft voor de
regio: het Brabantse Maasland met meer dan 100.000
inwoners.
assortment of minor businesses. Totalling about
1300, these companies provide work for
approximately 20,000 people.
Internationally, Oss had made its mark in the
fields of pharmacy, chemicals, food and allied
products, textiles, metal, installations, logistics,
transport, building and constructing and
shipbuilding. Provision of services is still gaining
ground with well-known companies in the field of
printed matter, packing, computer service, micro-
electronics, recycling, consultancy, banking and
accountancy.
Oss is an industrial town in the truest sense of the
word. With 45% employment in the industrial
sector from a total of 27,000 Oss is sure to be one
of the most enterprising towns. It has got more
than 1300 companies, among which some 20
multinationals on about 500 hectares of land.
Finally.
Oss in the twenty - first century is a young, ever-
growing muncipality with more than 62,000
inhabitants and a centre-function for the region:
the Brabant Maasland with more than 100,000
inhabitants
The school has received additional DfES specialist
College funding which has enabled it to provide its
pupils with a wide range of high quality
educational resources including nearly 300
networked computers, excellent workshop
facilities, some modern and extremely well
equipped science laboratories and 18 classrooms
2.1.4. THE BISHOP OF HEREFORD’S
BLUECOAT SCHOOL
The Bishop of Hereford’s Bluecoat School is located
on the north–eastern edge of the city of Hereford. It
is a Church of England 11-16 comprehensive school
with a student population of nearly 1200.
Over the last 20 years the school has built an
enviable reputation for excellence in academic
performance, sport and the performing and fine arts.
As a church school it has strong spiritual and
religious ties with the local diocese and the parishes
which provide a significant number of the pupils
who attend the school.. The remaining students are
drawn from the semi rural and suburban catchments
that makes up the area that surrounds the school.
Pupils spend five years at BHBS in preparation for
their public examinations at 16. The subjects they
take include English Language, Mathematics, 2 or 3
Sciences, History and/or Geography together with
topics from the Arts, Music and Technology. Most
of the School’s pupils then transfer to the local Sixth
Form college to continue their pre-university studies.
HEREFORD
with projection and interactive whiteboard
systems.
A very wide range of extra-curricular activities are
provided for pupils including a large number of
clubs and societies, music ensembles, sports teams
and outdoor pursuit groups. Despite the fact that a
large proportion of the students travel to school
considerable distances by bus or car, the number
availing themselves of these activities is
impressive.
The river Wye cuts a deep gorge through a number
of upland land masses, one of which, Symonds Yat
has been designated as an Area of Outstanding
Natural Beauty. It combines all the beauty of a
heavily wooded valley with canoe rapids, excellent
salmon fishing, rock climbing, walking and bird
watching...an obvious attraction to large numbers
or tourists.
Hereford is a city over 50,000 people situated in the
south west midlands of England. The city has a
historical past and is fortunate to have retained a
large number of its ancient buildings, its medieval
street pattern and a wealth of early books and
manuscripts in one of the most important chained
libraries in Europe.
For centuries Hereford’s importance centered around
farming and the marketing and processing of
agricultural products and this continues today with
the city hosting a large livestock market, food
processing companies and Bulmers, the world’s
largest cider market.
Hereford is also a major node in the world
telecommunications network with no fewer than
eight enormous satellite receiving and transmitting
antennae that handle much of Europe’s television
and telephone traffic to America and the rest of the
world.
The city is located next to the Wye, a river that
drains much of east and mid Wales. The rich alluvial
valley soils have given rise to a prosperous
agricultural community producing orchard fruits,
lowland sheep, barley, wheat and the white-faced red
Herefordshire cattle made famous by a thousand
American wild west movies
2.1.5."PESTALOZZI-GYMNASIUM"
The remaining landscape surrounding Hereford is
composed of rolling open countryside made up
from a patchwork of large fields and sleepy and
most attractive villages some of which still retain a
number of medieval half timbered houses. The area
is also dotted with areas of deciduous woodland
with some commercial coniferous forestry on the
steeper hills. The relative calm, tranquility and
beauty of the area, is so appealing to visitors, that
many of the more wealthy return in retirement or
as long distance commuters. This has made rural
Herefordshire an increasingly expensive location
in which to live and has forced many less well paid
members of the community to move to cheaper
housing in the towns. As a consequence significant
numbers of rural services such as public houses,
village shops and churches that used to be so much
part of country living have now been force to
close.
2.1.5."PESTALOZZI-GYMNASIUM"
Hans Erlwein(1873-1914)-architect of our school
The school situated within the three communities
of Pieschen, Trachau and Trachenberge dates back
from the year 1613. The Pestalozzi-Gymnasium at
the Pestalozziplatz is a very beautiful Erlwein-
building, that was erected in1915. In this time it
was the only secondary school in Pieschen. Since
Hans Erlwein(1873-1914) - Architekt unserer Schule
Erste Angaben über die Schulgemeinde Pieschen, zu
der auch Trachau und Trachenberge gehörten,
stammen aus dem Jahre 1613.
Die einzig höhere Schule im Ortsamtsbereich
Pieschen ist das Pestalozzi- Gymnasium auf dem
Pestalozziplatz. Ein sehr schöner Erlweinbau der
1915 errichtet wurde. Seit 1919 hieß er 29.
Volksschule und wurde 1933 Adolf- Hitler- Schule.
1940 erhielt diese Schule Aufbauzugklassen und
grundständige Mittelschulklassen 1943 wurde sie
Hauptschule und 1950/51 Grund- und Oberschule,
1960/61 Erweiterte Oberschule und seit 1992 ist es
das Pestalozzi- Gymnasium.
Über unsere Stadt
Die sächsische Hauptstadt wurde erstmals 1206
erwähnt und ist nicht nur wegen der zahlreichen
kulturellen und historischen Sehenswürdigkeiten,
wie z. B. der Zwinger, die Semperoper oder die im
Wiederaufbau befindliche Frauenkirche, berühmt,
sondern auch wegen ihrer reichen wissenschaftlichen
und wirtschaftlichen Tradition.
Aber was veranlasst Touristen aus aller Welt
wirklich, die Stadt zu besuchen? Einerseits ist es die
reiche Geschichte, erkennbar an den vielen
historischen Gebäuden, andererseits ist es das große
Angebot an Kultur und Kunst. Die malerischen
Landschaften im Elbtal sowie die nahegelegene
Sächsische Schweiz dürfen nicht vergessen werden,
die die Großartigkeit und die Anziehung der Stadt
prägen.
Seit der politischen Wende in Deutschland 1989 hat
sich die Anzahl der ansässigen Gesellschaften mehr
als verdoppelt, darunter sind Gesellschaften der
1919 it was called 29th elementary school and
became in 1933 the Adolf- Hitler- Schule. In 1940
this school was extended by some secondary
school classes. In 1943 it became a comprehensive
school and in 1950/51 a combined elementary and
secondary school, 1960/61 an extended secondary
school and since 1992 it is the Pestalozzi-
Gymnasium.
About our Town
The Saxon capital was first mentioned in 1206 and
is not only famous for its many cultural and
historical sights, e.g. the Zwinger, the Semper
Opera House or the Church of Our Ladies, which
is being reconstructed at the moment, but also for
its scientific and economic traditions. But what
does really attract so many tourists from other
countries to come and visit this metropolis? On the
one hand side it is the rich history which is always
aware when seeing the many historical buildings,
and on the other hand side it is the wide range of
culture and arts. And not to forget the picturesque
locations in the Elbe Valley and the nearby 'Saxon
Switzer-land', both shaping the magnificence and
attraction of the town. Since the political changes
in Germany in 1989 the number of local companies
has more than doubled among them are companies
of high tech and support industries. Dresden
became a centre of micro electronics of European
importance. But the town is also very popular with
young inhabitants. Especially the 'Scene Area' in
the New Town is loved by young people because
of the many cafes, bars or restaurants, shops and
boutiques where you cannot only find some
strange 'birds of paradise' but also the hottest music
and best fashion of town.
Hochtechnologie und zuliefernde Industrie. Dresden
wurde ein Zentrum der Mikroelektronik von
europäischer Bedeutung.
Die Stadt ist aber auch bei den jungen Leuten
beliebt, besonders die "Szene" in der Neustadt. Dort
sind neben vielen Cafés, Bars oder Restaurants,
Geschäften und Boutiquen auch sonderbare
"Paradiesvögel" zu finden sowie die heißeste Musik
und die beste Mode der Stadt.
III. DESCRIPTION
OF THE PROJECT
3.1. ACTIVIDADES REALIZADAS POR LOS
ALUMNOS DEL I.E.S. "LUIS DE CAMOENS
3.1. ACTIVITIES CARRIED OUT BY THE
STUDENTS OF THE "LUIS DE CAMOENS"
Las actividades que realizan los alumnos se llevan a
cabo en tres niveles: de clase, actividades de campo
y laboratorio y de contacto con alumnos de los otros
centros a través de Internet.
3.1.1. Actividades de clase
Éstas, tienen por finalidad preparar a los alumnos en
la actividad a desarrollar, impartiéndoles
conocimientos que serán útiles en las visitas a
realizar. Para ello, se les dan charlas teóricas sobre la
topografía de Ceuta con la finalidad de estudiar la
recogida de aguas de escorrentía.
Otras clases se invierten en dar conocimientos sobre
los análisis de agua ,tanto bajo un punto de vista
químico y bacteriológico y que afectará a la calidad
del agua. Entre otros medios para preparar las visitas
nos servimos de publicaciones e información de
periódicos, etc, que repartimos a los alumnos. Por su
información destacamos las de Acemsa (empresa que
regula y distribuye el agua en la ciudad).
HIGH SCHOOL
The activities carried out by students are done in
three levels: classroom activities, fieldwork and
laboratory practice and those connected with
students’ contact via Internet.
3.1.1. Classroom activities
The aim of these activities is to prepare the
students for the work to be done, providing them of
knowledge which will be useful in the visits to be
made. For that purpose, the students are given a
series of theoretical lectures about the topography
of Ceuta in order to study the collection of surface
water.
Some other lectures are on knowledge about the
water analysys, both chemical and
bacteriologically. Among other means used to
prepare the visits, we use publications, news
articles, etc, that we give away to our students.
Because of the importance of its information, we
highlight those of Acemsa (City enterprise that
regulates and provides water to the city).
3.1.2. Actividades de campo y laboratorio
Las actividades que realizan los alumnos son visitas
que se llevan a cabo con una preparación previa.
Deben de ir provistos del material que se les ha
dado en clase, además de cámaras de fotos y videos
para recoger información con la que llevar a cabo
trabajos que realizarán más tarde en el aula como
pueden ser la confección de murales, así como
trabajos e informes personalizados o en equipo.
Visita a la potabilizadora.
La primera visita se realiza a la potabilizadora,
situada en las inmediaciones de la presa del
Renegado, que recoge las aguas de ésta para su
posterior depuración.
3.1.2. Fieldwork and laboratory practice
The activities carried out by students have a
preliminary preparation. They must carry all the
material given in the classroom, as well as video
and photograph cameras to collect information to
make projects later in the classroom, such as posters
or reports both individually or team.
Visit to the depuration plant.
The first visit takes place in the depuration plant,
located around the Renegado reservoir, which
collects the water to be depurated later on.
The second visit targets the knowledge of the
desalinization plant, located in Benitez.
This plant, collects water from the sea and through a
process of inverse osmosis goes to the depuration
plant, from where is transferred to the city
Visita a la desaladora.
La segunda visita tiene por finalidad el conocer la
planta desalinizadora situada en la zona de Benítez.
Ésta toma el agua del mar y mediante un proceso de
ósmosis inversa pasa a la potabilizadora desde
donde es transferida a la red de distribución de la
ciudad.
Otra visita se lleva a cabo a los laboratorios de
control y calidad de agua que la ciudad autónoma
tiene en la zona de San Amaro, donde nuestros
alumnos pueden apreciar el rígido control químico y
bacteriológico de las aguas que consumen.
Mostramos una serie de fotografías para ilustrar lo
anteriormente expuesto, así como los mejores
trabajos realizados por nuestros alumnos tanto en la
confección de posters como en la redacción de un
informe sobre las actividades realizadas.
Visita a los laboratorios municipales de análisis
de agua.
Otra visita que se considera fundamental es la
llevada a cabo a las instalaciones de análisis y
control del agua potable.
La farmacéutica responsable de los laboratorios da
una explicación profunda sobre las técnicas que se
aplican tanto química como bacteriológicas sobre el
control que se lleva a cabo sobre el agua.
Los análisis químicos que se llevan a cabo entre
otros son Ph, conductividad, nitritos y nitratos.
Entre los análisis bacteriológicos destacamos:
coliformes totales, eschericia coli, enterococos
fecales y bacterias aerobias.
distribution network.
Visit to the desalination plant.
The next visit takes place in the laboratories of
control and quality of water that the city has in the
area of San Amaro, where our students could see the
strict chemical and bacteriological control the water
they drink has.
We show a series of pictures to illustrate the
aforementioned, as well as some of the projects
done by our students such as posters or reports on
the activities carried out.
Visit to the City Water Analysis Laboratories.
Another visit considered important was the one
made to the analysis and control of drinkable water
premises.
The technician responsible of the laboratories,
explained the students about the techniques applied
both chemical and bacteriological on the control
carried out on water.
The chemical analysis carried out among others are
Ph, conductivity, nitrites and nitrates.
The bacteriological analysis are meant to control
coliforms, eschericia coli, enterochochi and
aerobian bacteries.
Post Field work classroom activities.
Actividades de aula posteriores a las salidas de
campo.
Con la finalidad de que las actividades de campo
sean asimiladas por los alumnos, se llevan a cabo en
el aula una serie de actividades consistentes en
realización de memorias así como la confección de
carteles.
Estos trabajos son valorados por los profesores
responsables de la actividad, premiando aquellos de
mayor calidad y que incluimos en esta publicación.
La memoria que se ha considerado de mayor nivel
es “Nuestra Agua” cuya portada aparece en la foto
inferior.
Trabajo realizado por los alumnos:
Jesús Román LópezJesús Barroso Camús
Alberto Castillo González
El cartel de la foto de la derecha es el elegido. Ha
sido realizado por los siguientes alumnos:
Noelia Vázquez MartínJosé Antonio Vallejo Rodriguez
Abel Torres PoleyBilal Abdelkader Mohamed
3.2 . ACTIVIDADES DE PROFESORES
3.2.1. Visita preparatoria en Ceuta, España
Debido a la complejidad que tiene el acceso a Ceuta,
nos desplazamos a Málaga y Gibraltar para recoger
a los profesores procedentes de Holanda, Reino
Unido y Dinamarca.
Una vez en Ceuta, desarrollamos una serie de
actividades turísticas entre las que destaca la visita
que se realizó a la Asamblea de la ciudad, sede del
gobierno de la misma.
El desarrollo de la visita preparatoria pasó por dos
fases de trabajo:
A) En el I.E.S. "Luis de Camoens" se realizó una
larga sesión de trabajo, dónde se establecieron
In order to assimilate the field activites, a series of
works are done in the classroom and evaluated by
the teachers awarding those of the best quality,
some of which we show in this page. The project
considered the best was “Nuestra Agua”, whose
cover can be seen on the left hand side.
Poster made by the students:
Noelia Vázquez MartínJosé Antonio Vallejo Rodriguez
Abel Torres PoleyBilal Abdelkader Mohamed
The project on the left hand side was made by the
students:
Jesús Román LópezJesús Barroso Camús
Alberto Castillo González
3.2. ACTIVITIES RELATED TO TEACHERS
3.2.1. Preparatory visit in Ceuta, Spain
Because of the complexity the access to Ceuta has,
we went to Málaga and Gibraltar to pick up the
teachers coming from Netherlands, United Kingdom
and Denmark.
Once in Ceuta, we developed a series of touristic
activities among which we highlight the visit carried
out to the Assembly of the city
This preparatory visit underwent two stages:
A) A bussines meeting at the High School "Luis de
Camoens" , where the basis for the project were
established in order to send them to the National
Agency in Madrid to be approved. The minute of
this meeting can be consulted in the section 3.3. in
this book.
las bases del mismo para su posterior envío a la
Agencia Nacional en Madrid, con el fin de su
aprobación. El acta de trabajo de esta reunión se
puede consultar en el apartado 3.3. de esta
publicación.
B) Visitas a centros relacionados con la
problemática del agua en Ceuta, destacando
sobre todas las realizadas a la planta desaladora,
cuya finalidad es la desalinización del agua del
mar que se incorpora a la red de distribución de
la ciudad después de ser tratada en la planta
potabilizadora.
Estas instalaciones de tecnología avanzada, aplican
el proceso de ósmosis inversa. De cada 100 litros de
agua del mar se obtienen entre 30 y 40 litros de
agua con baja salinidad, que mezclada con las aguas
procedentes de los pantanos, son tratadas en la
potabilizadora para su posterior distribución y
consumo.
En esta visita, nos acompañó el químico responsable
de las instalaciones, explicándonos todo el proceso
que se sigue, desde la entrada del agua que pasa por
cámaras de mezclas, filtros de arena, filtrado de
bujías, hasta llegar a los bastidores de ósmosis
inversa, pasando posteriormente a tanques de agua
para ser almacenada y posteriormente enviada a la
potabilizadora.
En Mayo de 2003, se amplía la desaladora,
añadiendo dos bastidores de ósmosis inversa más,
con el fin de dotar a la población de agua las 24
horas del día.
Queda por desarrollar en la ciudad una Estación de
Depuración de Aguas Residuales (Proyecto EDAR)
cuyas obras se han iniciado debiendo finalizarse
antes del año 2005. Es una imposición de la
Comunidad Europea que obliga a las ciudades
ribereñas del mediterráneo a depurar las aguas
residuales con el fin de no contaminar dicho mar.
B) Visits to premises connected to the problem of
water in Ceuta, especially the visit to the
desalinization plant, whose aim is to remove the salt
from the sea water, which is incorporated to the
distribution network once treated in the depuration
plant.
These premises, of advanced technology, apply the
process of inverse osmosis. From every 100 litres of
sea water, between 30 and 40 litres of low-salinity
water, which, mixed with water coming from
reservoirs, are treated in the depuration plant to be
distributed and used.
During this visit, we were accompanied by the
chemical responsible of the building, who explained
to us all the process, starting with the entrance of
water, which goes through mixing chambers, sand
filters, spark plug filtering, reaching the inverse
osmosis frames, going further to water tanks to be
stored and sent to de depuration plant.
In May 2003, the desalinization plant was enlarged
with two more inverse osmosis frames, in order to
provide the citizens with water 24 hours a day.
There is still pending a Residual Water Depuration
Plant, whose build-up has started with a finishing
date of 2005. This is a commandment from the
Euroepan Union which obliges the river cities from
the Mediterranean to depurate residual water to
avoid polluting the sea.
3.2.2. Reunión en Oss, Holanda
A mediados de Octubre de 2002 los profesores que
forman el equipo de trabajo del proyecto “Aqua”, se
desplazaron a Hertogenbosch, ciudad próxima a
Oss, localidad dónde se encuentra la escuela
participante.
En la reunión de trabajo que se llevó a cabo en
primer lugar se trataron una serie de aspectos a
llevar a cabo como fueron la elaboración de una
página web, un Cd Rom que recoja las actividades
de alumnos y profesores, y una publicación sobre el
proyecto, con la finalidad de repartir el mismo en
aquellos estamentos públicos y privados con el fin
de publicitar este trabajo. Se determina, en
consecuencia, que los idiomas de la publicación el
nativo de cada país que interviene, y el inglés el
idioma de trabajo.
3.2.2. Meeting in Oss, Netherlands
In the middle of October 2002, the teachers
involved in the “Aqua” project, travelled to
Hertogenbosch, a city near Oss, the place were the
participating school is located.
In the bussiness meeting some aspects of the
project were established. These include the creation
of a web site, the publication of both a Cd-rom and
a book compiling all the tasks carried out in the
project, in order to give it away to those public and
private institutions to market the work done.
Another aspect determined was the working
language used in these projects: the native language
spoken by the teachers participating on the project
and English as a common bussiness language.
The final aspect was to specify the part of the work
Se concreta la parte de trabajo que se deberá
presentar en la reunión próxima, a realizar en
Monmouth (Reino Unido).
Un aspecto de gran interés para los profesores
participantes, lo constituye las visitas que se realizan
a las zonas de los deltas del Rin, Escalda y Mosela,
donde se desarrollan imponentes obras de ingeniería
con la construcción de grandes diques de
contención del agua del mar como defensa contra
las inundaciones ocasionadas por las subidas de
mareas, así como por fuertes temporales.
La actividad desarrollada en la zona del delta
determinó la visita a las instalaciones de diques así
como exclusas que permiten la comunicación del
mar interior con el Mar del Norte y que regulan el
nivel de las aguas del interior. El profesor Evert Van
Dijk nos dio una amplia explicación sobre el
desarrollo de estas obras a lo largo del tiempo. Así
mismo nos ilustró sobre el mecanismo de regulación
de los diques.
Visitamos “Delta Expo”, una exposición en donde,
de forma visual, se muestra todo el proceso de
construcción, así como el funcionamiento de la
regulación de las aguas por parte de los diques.
De esta exposición lo que más impresiona es como
se construyeron los diques y la maquinaria que se
empleó.
to be presented in the next meeting in Monmouth
(United Kingdom).
An interesting aspect for the teachers was the series
of visits done to the delta of the Rin, Escalda and
Mosela, were huge engineering works are done in
order to stop the water coming from the sea to
prevent the floodings caused by the raising of the
tide.
The activity developed in the area of the delta,
determined the visit to the dumps as well as
excluses which allow the communication of the
inner sea with the Noth Sea and regulate the level of
the inner water. The teacher Evert Van Dijk
explained to us about the development of these
works throughout time. He also talked to us about
the regulating mechanism of the dumps.
We also visited the “Delta Expo” where the process
of construction and the functioning of the
regulation of water was shown in a visual way. The
most breathtaking part of this expo was to see how
the dumps were built up and the kind of machinery
used for this.
3.2.3. Reunión en Monmouth, Reino Unido
Esta reunión se lleva a cabo los días 2 y 3 de Mayo
de 2003. El grupo se hospeda en el hotel "The
Abbey Hotel", frente a la Abadía Cisterciense de
Tintern, en un paisaje de bosques frondosos. En el
mismo hotel se llevaron a cabo las sesiones de
trabajo.
El día 2 se explicó por parte de los profesores del
centro coordinador, José Antonio Bermejo y Carlos
Salvadores, como debía confeccionarse la
publicación a fin de unificar criterios sobre el
formato de la misma. Así mismo, se presentó un
borrador confeccionado por el equipo del centro
coordinador con la finalidad de que sirviera de
ejemplo a seguir.
El día 3, se continuó con otra sesión en el hotel,
3.2.3. Meeting in Monmouth, United Kingdom
This meeting took place during the 2nd and 3rd of
May, 2003. The group stayed in "The Abbey Hotel",
in front of the Cistercian Abbey of Tintern in a
beatiful landscape. The bussiness meetings were
carried out in the hotel conference room.
The 2nd of May, the teachers from the coordinating
centre, José Antonio Bermejo and Carlos
Salvadores, explained how the book should be made
in order to unify criteria about its format. It was
also presented a draft made by the team of the
coordinatng centre so that it could be an example to
follow.
The following day, the 3rd of May, there was another
session at the hotel, where the web page was shown
to the rest of the participating schools and reach
donde se presentó la página web para ser comentada
por los miembros asistentes y llegar a conclusiones
precisas sobre el contenido, destacándose el que la
información se diera también en inglés.
Ese mismo día se llevaron a cabo las salidas de
campo, visitando aquellas zonas donde las
inundaciones son más intensas. Se explica por parte
del profesor Michael Hallet toda la problemática
que ha dado lugar a éstas situaciones de desastre.
La motivación que da lugar a estas grandes
inundaciones periódicas son consecuencia de una
mala gestión agrícola, que favorece los procesos de
erosión que colmatan con sedimentos los fondos de
los ríos, reduciendo la capacidad de desagüe de los
mismos por su cauce natural y en consecuencia, las
aguas invaden los terrenos adyacentes.
Las visitas se centraron en varias zonas del valle del
río Wye, dónde, el mencionado profesor nos explicó
aquellas medidas que la administración aconseja a
los agricultores para evitar los procesos de erosión.
Entre ellos, hay que desarrollar el establecimiento
de vegetación arbórea, setos, y praderas naturales
que ayuden al drenaje del agua, reduciendo en
consecuencia los efectos erosivos del agua de
escorrentía.
La información que recibe el agricultor se basa
principalmente en aquellos tratamientos que debe
seguir respecto a la plantación herbácea, así como el
desarrollo de setos, canales de drenaje y la
implantación de masas forestales, todo ello con el
fin de evitar los procesos erosivos en el valle.
precise conclusion concerning the contents,
highlightning the fact that it should also be made in
English.
This same day the group also carried out the field
activities, with visits to all these places where the
floodings are harder. The teacher Michael Hallet
explained to the group everything about the problem
that has caused disaster situations.
The reason for these big periodical floodings is an
incorrect farming practice, which favours the
process of reducing the capacity of drainage of the
rivers, which occasionates the water to flood the
sourrounding land.
The visits took place in several areas of the valley of
the river Wye, where, the aforementioned teacher
explained the measures that the administrationd
advises the farmers to avoid this problem.
Among them there is the establishment of tree
vegetation, hedges, and drainageways, reducing the
effects of surface water.
The information the farmers receive is based mainly
in those treatments they have to follow regarding
grass growing process, as well as the development
of hedges, drainageways in order to avoid the
erosion process in the valley.
3.2.4. Reunión en Naestved, Dinamarca
La tercera reunión tiene lugar el día 23 de Octubre
de 2003 en Naestved (Dinamarca).
El trabajo se divide en dos fases: la primera es la
reunión que se lleva a cabo en el hotel “Kirstine”,
donde se revisa el trabajo realizado y se pone al día.
Se fijan, para la próxima reunión, en Dresde, una
serie de objetivos entre los que destacamos el haber
realizado una videoconferencia entre los centros
participantes antes de dicha reunión.
El día de llegada, asistimos a una conferencia del
profesor de la escuela náutica y piloto, Niels
Rydbirk, que versó sobre los peligros del transporte
de petróleo a través de los mares daneses.
3.2.4. Meeting in Naestved, Denmark
The third bussiness meeting took place on October
the 23th in Naestved (Denmark).
The meeting was divided into two stages: the first
one was the bussiness meeting at the hotel
“Kirstine”, where all the work carried out so far is
revised and updated.
The second part of the meeting was to fix objectives
for the meeting in Dresden, among which we
highlighted the fact that we had to do a
videoconference prior to that meeting.
On the day of the arrival, we attended a conference
by the pilot and teacher of the nautical school Mr.
Niels Rydbirk, about the dangers of oil
El trabajo de campo tiene por finalidad la visita a
diferentes puentes que unen las islas que configuran
Dinamarca, siendo éste el tema de trabajo del centro
danés.
En primer lugar, visitamos uno de los más antiguos
grandes puentes el “Queen Alexandrine Bridge”
(página anterior), construido en la década de los
treinta. A continuación visitamos el “Stortroms
Bridge” (foto de la derecha),el más largo de los
construidos en aquella época. Como anécdota
histórica, en él se llevó a cabo el primer desembarco
de paracaidistas en una acción de guerra por parte
de las tropas alemanas durante la Segunda Guerra
Mundial.
Finalmente, visitamos el “Storeboelt” o Puente del
Este, de gran importancia por el tráfico que soporta,
de más de 22.000 vehículos diarios. En el museo del
puente se explica al grupo todos los datos y
características del mismo. Destaca la anchura entre
pilares, 1.624 metros, que hace de él el segundo
puente colgante más grande del mundo.
Los pilares miden 254 metros y la calzada está a una
altura de 75 metros sobre el nivel del mar, lo cual
permite la navegación de grandes barcos, que llegan
a superar los 24.000 anuales.
La inauguración se llevó a cabo por parte de la
Reina Margarethe de Dinamarca en el año 1998,
después de diez años de construcción.
La construcción de este puente determinó que se
duplicara el número de vehículos de 10.000 a más
de 20.000 entre Zelanda y Jutlandia.
transportation on Danish seas.
The fieldwork main purpose was to visit the
different bridges which link the islands that
configure Denmark, which is the subject for the
work the Danish center is carrying out.
On the first place, we visited one of the oldest
bridges, “Queen Alexandrine” (on the left), built in
the thirties. Next, we visited the “Stortroms Bridge”
(picture below), the longest of the ones built up at
that time. As a historical anecdote, this building
was the first to undergo a parachute drop on behalf
of German Troops during World War II.
Finally, we visited the “Storeboelt” or East Bridge,
of great importance due to the traffic it supports,
more than 22.000 daily vehicles. In the bridge
museum the group was explained all the technical
data and features of the bridge. It has a 1.624 meters
span, making it the second largest suspension bridge
in the world.
The pylons are 254 meters high and the road is 75
meters high above sea leve, which allows navigation
of big ships, which surpass 24.000 per year.
The opening took place in the year 1998, after ten
years of building. It was opened by Queen
Margarethe of Denmark.
The building of this bridge made possible to double
the number of vehicles from 10.000 to 20.000 from
Zealand to Hutland.
