BLOG DIARY - HUNGARY

Earth Day is a day designed to inspire awareness and appreciation for the Earth's environment. It was founded by U.S. Senator Gaylord Nelson as an environmental teach-in held on April 22, 1970 and is celebrated in more than 175 countries every year. [1] Earth Day is celebrated in spring in the Northern Hemisphere and autumn in the Southern Hemisphere. Many communities celebrate Earth Week, an entire week of activities focused on environmental issues. There are celebrations in Budapest as well. You can visit the Budapest Zoo at a reduced price and Critical Mass is organised on Saturday.  While the first Earth Day was focused entirely on the United States, an organization launched by Denis Hayes—the original national coordinator in 1970—took it international in 1990 and organized events in 141 nations.







We celebrated the Earth Day at our school. Reka painted two halves of the Earth. One part is suffering and crying putting on the left wing door at the main entrance of the school.
The other part is happy and laughing because we don’t pollute it and look after it. A dove symbolises the new life, which is beginning soon. Our students are in favour of saving the Environment We organised programmes without teaching. Students took part in competitions, like quizzes on Environment, English and German Culture. After a useful and interesting  lecture on the Nature Conservation Area on Sas-hill and the rare bird species , the 10th graders made a living picture in the court-yard. They were crouching while showing their backs in T-shirts of different colours to symbolize the Earth. The white showed the Poles, the blue showed the sees and oceans and the green and brown showed the continents. Sports competitions closed the celebration day where my Greenagers won everything!!!!!!!!!!!


Budapest, Hungary

On April 24, 2010, Critical Mass Budapest will again organize a large scale ride to promote and celebrate bicycling, and to raise awareness about the mass demand for better conditions represented by bicyclists, who choose this environmentally friendly form of transport as an alternative to motor Earth Day

After the short spring holiday we went back to school. My Greenagers organized the school garden cleaning. In the sixth period the secondary school classes and the eighth graders at primary school went out to the garden to clean up. We were given rubber gloves, big black plastic bags and several garden tools from the garden shed. We were raking dried leaves, picking up paper and other disposed waste. Fortunately the garden wasn’t as dirty as we had expected. I remember mess was much bigger a year ago when we had been ordered out to tidy up.



The kids might have been more careful not to threw away rubbish. As we have arranged to set up rubbish banks outside and inside the building the children are made to collect garbage selectively. The kids may be more environmental-conscious than they were a year ago.

                 

We collected at least 10 big bags. Some of them were full of paper and we had them carried away to be recycled. More bags were full of dried leaves. We have been making compost of the mixture of decayed plants and leaves. In this way it can be added to soil to help plants grow.

We enjoyed the spring sunshine. Trees developed their buds. Some trees were blooming.

Greenagers were happy to be kidding in the open air. Students were keen on having the school garden clean.

The Greenagers organized a poster-drawing competition, Easter egg painting competition and egg candle-making from wax for the junior Primary school students.
The kids were eager to take part in these competitions, as well. They were looking forward to spring holiday and Easter so they were easily persuaded to stay at school in the afternoon.
                       



They used bright colours and painted nature scenes. They nailed the posters on the walls and classroom doors along the school corridor. It was worth watching them.

The beautifully painted eggs were exhibited and lit the egg candles. We were proud of them!!!
Have a look at them and enjoy!!!!!

We held a meeting for the parent-representatives.    



                  Wow!!




Our Headmaster had called them by 5 p.m. Once a term they get together to discuss important issues, like all the programmes during the term or the academic year, the school budget and problems occurred in the classes in both Primary school and Secondary school.



             



 To their great demand we were supposed the present our project in great detail. They had read our web blog and seen the photos and video recordings on the school homepage  so they were really interested in this great assignment. What a surprise! As our blog can be reached if you open the school homepage I can confirm once again that electric media has done wonder. We are able to publicize our work and inform the public of our environmental mission and actions in a positive, consistent and credible manner.

         


Zoli, who was one of the lecturer:

Last Wednesday we kept our last presentation. This time we did it for the representatives of the Parents. They represented the classes of our school in the name of the families and students . We didn’t only talk about the Ecological footprint, as usual, but this time  our presentation was also much more elaborate about our whole work. We were taking a lecture and showed photos about what we had done since we joined this project. The parents could not only see pictures of the activities we organised but we also screened a short film about the trip in Illmitz at the beginning of everything. We let them know about the results of our eco-footprint survey  the children had done. The children developed a lot because we „forced” them to see these environmental problems and raise awareness of sustainable development.

We celebrated Earth Hour with the Greenagers and a lot of teenagers from our school from 8.30 p.m. to 9.30.p.m. on 27th March as more than 100  million people across 95 countries did.





First we went to our school garden to form a big footprint while holding lighted candles in our hands in the darkness. It wasn’t raining but the strong wind blew the candle lights away soon.





Some Greenagers went into the dark building and made a play of light, so they gave flash signals to call attention to the 6 0 m i n u t e -  power cut.


Then we went together to the embankment of the Danube in Buda and saw the lamps switch off. The bridges, the Parliament, the Heroes’ Square and the Art Palace became dark. People made noise with pots and pans as well as lids and metal spoons. It had a special atmosphere.

Betti:



Why get involved???



Put simply, because our future depends on it!   Earth Hour has done a lot to raise awareness of climate change issues. But there’s more to it than switching off lights for one hour once a year.

It’s all about giving kids at school a voice on the future of our planet and working together to create a sustainable low carbon future for our planet.











Earth hour started in 2007 in Sidney, Australia when 2.2 million homes and businesses turned their lights off for one hour to make their stand against climate change. Only a year later and Earth Hour had become a global sustainability movement.

Earth Hour is a global call to action to every individual, every business and every community throughout the world. It is a call to stand up, to take responsibility, to get involved and lead the way towards a sustainable future. Iconic buildings and landmarks from Europe to Asia to the Americas stood in darkness. So did the sights in Budapest, such as Buda Castle, the Parliament, the National Theatre, The Citadel , the National Museum, all the bridges, Vajdahunyad Castle, Heroes square and the Art Palace.
People across the world from all walks of life turned off their lights and join together in celebration and contemplation of the one thing we all have in common

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Our Planet.

WWF mission is to stop the degradation of the Earth’s natural environment and build a future where people live in harmony with nature.


a_foeld_oraja_earth_hour_2010_budapest_hungary.avi
( Unbekannt, 6,61 MB)

Our school was appointed to hold a meeting for Eco-schools in the region. We were put in charge of organizing this meeting  by the Hungarian Academy of Sciences and the Innovation Institute. Biology and geography teachers, scientists, specialists and anybody who are interested in the environment could sign up for this organization. We have a big celebration hall in the school where we received the prominent guests.






Professors from the Faculty of Natural Sciences, Eötvös Lóránd University took lectures about the assignment and methods at Eco-schools, about the Nature Conservation Park on Sas-hill  and the kids’ help to look after and preserve the rare species of birds and plants.






After having snacks the guests went up to Sas-hill to listen to the Park Specialist’s presentation about this unprecedented area.
Here is the Invitation Card:      

                       Meeting for Eco-schools

                      ÖKOISKOLAI TALÁLKOZÓ

Tisztelettel tájékoztatjuk, hogy intézményünk - az Oktatáskutató és Fejlesztő Intézet megbízásából - a TÁMOP-3.1.1.-08/1-2008-0002 azonosítószámú 6.5.2 elemi projekt keretében lehetőséget kapott arra, hogy regionális ökoiskolai találkozót szervezzen.

Az Arany János Általános Iskola és Gimnázium szeretettel meghívja Önt és tisztelt Kollégáit az Ökoiskolák soron következő találkozójára, melynek

Date:   Időpontja: 2010. március 26.      

Place:   Helyszíne: Arany János Általános Iskola és Gimnázium
Sas-hegy oldalában elhelyezkedő iskolája
Program:
  10.00–10.30 Aszódi Judit angol szakos tanárnő, AJG
Az iskolánkban zajló ökológiai szemléletformálás módszerei és tapasztalatai egy nemzetközi ökológiai pályázat kapcsán

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Working on an international ecological project. The methods and experience of creating ecological way of thinking at our school.
  10.30–10.40 Szünet (pogácsa, üdítő, kávé)
  10.40–12.00 Dr. Standovár Tibor egyetemi docens, ELTE
Hogyan segítheti az ökológiai gondolkodásmód az Ökoiskolai munkát?
Az előadás után a résztvevők konkrét tapasztalatainak megbeszélése
  12.00–12.30 Szünet (szendvics, üdítő, kávé)
  12.30–13.30 Dr. Tóth Zoltán egyetemi adjunktus, ELTE
Hogyan kapcsolódhatnak be az Ökoiskolák diákjai a környezetükben végzett helyreállító és fenntartó természetvédelmi kezelések munkálataiba?
Az előadás után a résztvevők konkrét tapasztalatainak megbeszélése
  13.30–14.00 Szünet, közben 10 perces sétával felmegyünk a Sas-hegyre
  14.00–Kremnicsán János természetvédelmi munkatárs
Mit tehetnek mit tesznek az Arany János Gimnázium és a budapesti Ökoiskolák diákjai a Sas-hegy természetvédelmi területén
Az előadás után kötetlen beszélgetés Kremnicsán János természetvédelmi munkatárssal, Dr. Tóth Zoltán egyetemi adjunktussal és az ELTE Természetvédelmi speciálkollégiumának hallgatóival, akik éppen akkor élőhely rehabilitációs megfigyeléseket végeznek a Sas-hegyen

      JELENTKEZÉS

2010. március 10-ig e-mailben (hegyi.laszlo@aranyj.hu ), vagy telefonon az iskola titkárságán +361-319-33-81
A PROGRAM AZ ÖKOISKOLÁK TANÁRAINAK INGYENES!
Az iskola címe: 1124 Budapest, Meredek u. 1.
Megközelíthető:
Gyalog: az Astoriától vagy a Ferenciek terétől 8-as autóbusszal a Vas Gereben utcáig (a BAH-csomóponttól a 3. megálló), onnan a Sion-lépcsőn gyalog 2 perc
Autóval: a BAH-csomóponttól a Hegyalja úton felfelé, a piros-fehérre felfestett zebra után a második keresztutca (Sasfiók u.) balra fel, majd kétszer újra balra (Korompai u. és Meredek u.), nagy, sárga épület, a parkolás ingyenes.




I was honoured by the confidence to ask to take lectures with two Greenagers how we manage to change students’ attitude towards nature and environment. We were asked to talk about our project and our great job at school and outside.








They respected us to ask to begin the sessions. I started speaking about the Academy and our campaign as well as the great advantages of this opportunity. My students showed selected pictures to make a list of our great effort in a diary from the surveys, presentations, interviews to TV recordings, competitions and lectures.  Really rich programme!!! They were talking about the reduction of the ecological footprint. They seemed to be real experts.
My kids deserve a lot of congratulations. The guests were astonished and were taking notes while we were sharing our thoughts and experience with them.


A journalist from Hegyvidék Press Office visited us and did an interview with the kids and me about this project and the ecological footprint. We were explaining the great importance of lowering the footprint in each consumption category.

On one day we could spread and publicize our results in two forms.

The press in the district will issue an article about our work. We know it’s important to put our story into the media. It ‘s the cheapest, quickest and the most effective way to reach the people we want to hear our message. This newspaper is read by thousands all over the district.
It has a great creadibility with the public.


Moreover the teachers from other schools saw a good example how significant to make kids work in teams and work for beneficial aims. I am sure we set good example to them, which is worth following.

‘The kids’ feet almost fit into their shoes’, as we have had impact on their way of thinking how to cut down on their too big ecological footprint.
 After our campaigns for reducing some aspects of the ecological footprint, competitions, presentations and lectures, my Greenagers were supposed to carry out the eco-footprint survey
with junior Primary school classes, senior Primary school classes and High school classes for the second time. We wanted to point out the difference and the students’ improvement between the first survey written at the beginning of our campaigns in December and this second survey.




Felmérés az ökológiai lábnyomról / Survey on ecological footprint

Ez a felmérés a 10.c osztály ökológiai lábnyommal kapcsolatos pályázatához szükséges. Kérünk, segíts nekünk!
Az iskolába járó diákok szokásait vizsgáljuk.
A leginkább megfelelő válasz betűjelét karikázd be!
Sokat fogunk dolgozni a tesztek értékelésével, ezért kérünk, a valóságnak megfelelően válaszolj!
(A neved nem kell ráírni.)              Köszönjük szépen!!!

   1. Hány kéken író tollad van? / How many pens written in blue ink do you have?
 a)  1-3
 b)  5-10
 c)  10-nél több / more than 10

   2.Az órán és a telefonon kívül hány darab elemmel működő készüléked van? Pl. CD-lejátszó, walkman… / How many devices do you have that work on battery except for your watch and cell phone? E.g. CD-player, walkman…
 a)  1
 b)  2
 c)  3
 d)  3-nál több / more than 3

   3.Amikor fürdesz, mennyi vizet engedsz a kádba? / When you have a bath, how much water do you need in the bath tub?
 a)  Kevesebb, mint félig / less than half
 b)  Félig / half of the tub
 c)  Több, mint félig / more than half
 d)  Tele / full
 e)  Zuhanyozni szoktam / I have a shower

   4.Szoktátok-e a használt ruhákat összegyűjtve továbbadni? /  Do you hand over the collected, old clothes, items?
 a)  Igen/Yes
 b)  Nem/No
 c)  Néha/Sometimes

   5.Gyűjtötök-e otthon valamit szétválogatva? / Do you collect something selectively at home?
 a)  elemet /battery
 b)  üveget / bottles
 c)  papírt / paper
 d)  műanyag palackot / plastic bottles
e) komposztálható hulladékot /household waste that can be composted

   6.Milyen gyakran szoktatok könyvet vásárolni? / How often do you buy books?
 a)  Minden hónapban / every month
 b)  Ünnepekre / for celebrations
 c)  Alig, inkább könyvtárba járunk / rarely, we’d rather go to library
 d)  Alig, inkább a számítógépet használjuk / rarely, we’d rather use the computer

   7.Véleményed szerint melyik gyümölcs a finomabb és egészségesebb? / Which fruit do you think is tastier and healthier?
 a)  körte / pear
 b)  alma / apple
 c)  banán / banana
 d)  narancs / orange

   8.Szoktatok-e nagy szemű olasz szőlőt venni? / Do you buy Italian grapes with big grapes?
 a)  Igen /yes
 b)  Néha /sometimes
 c)  Soha /never

   9.Milyen csomagolású tejet vásároltok? / What milk wrapping do you prefer?
 a)  Műanyagzacskós/ plastic bag
 b)  Dobozos, friss / box and fresh
 c)  Dobozos, tartósított / box and preserved

   10.Hány cserép növény van abban a szobában, ahol a TV-tek van? / How many plant pots can be found in the room where the telly is situated?
 a)  Nincs / none
 b)  1-5
 c)  5-nél több / more than 5

   11.Szoktátok-e nézegetni a bedobott reklámújságokat? / Do you browse the fliers in the letter box?
 a)  Mindig / always
 b)  Néha / sometimes
 c)  Soha / never

   12.A mobiltelefonod töltője állandó helyen van-e? / Do you keep your mobile phone recharger at the same place?
 a)  Nincs állandó helye / It has no permanent place.
 b)  Igen, minden ugyanott van összetekerve. / Yes, it is rolled up at the same place.
 c)  Igen, mindig ugyanabban a konnektorban hagyom. /Yes, I leave it plugged in the same socket.

   13.Szoktátok-e (szoktad-e) elolvasni a boltban az áru címkéjének apró betűs részét? / Do you read labels written with small letters on the goods?
 a)  Igen, megnézem az összetételt, az E-számokat. / Yes, I see the ingredients and the E-components.
 b)  Igen, megnézem a gyártási helyet, országot. / Yes, I see the production place and country.
 c)  Nem / no

   +1. Szokott-e nálatok étel maradni étkezések után? / Are there any leftovers left after meals in your family?
 a)  Nem, minden elfogy. / No, everything runs out.
 b)  Igen, pl. száraz kenyér./ Yes, e.g. dry bread.
 c)  Igen, maradék főtt étel. / Yes, dinner leftover.

The New Survey Result


 Zoli and Bálint analysed the survey that the other Greenagers had carried out in the first part of March. They made diagrams to indicate the difference among the sizes of the eco-footprint  of the three age groups. They predicted development after the Greenagers long campaigns, enthusiastic presentations and devoted environmental-conscious conduct.


The guys were right !!!!!!!!!

They made consequence and claimed that the Greenagers had been able to lower the kids’ footprints by 10-15% on average. The biggest result can be observed at the youngest as they made the footprint much smaller than it was before the campaigns. Their attitude has changed the most. Even the High School kids could lower the footprint a little, however, “their feet still don’t fit into their shoes”.  We suppose they will fit in the near future.

We convinced them to think over how much energy we can save in our household. If we unplug electrical appliances when they are out of use or if we do not pile up so much waste or if we recycle, consume less and eat home-made food, we cannot waste energy, we won’t pollute the air and rivers, what is more, we save our planet for the future.


We have achieved our aim. We have given tips and useful suggestions how to reduce some aspects of our footprint in each consumption category / carbon, food, housing, goods and services/. The kids at school have taken the Greenagers’ words step by step.

One of the biggest advantages of the Greenagers’ campaigns, presentations, competitions and lectures is that they spread the good ideas and thoughts and fulfil their mission among their peers. They can influence their peers much more than the adults authorities, like parents and teachers.


Lilla:

We should reduce our footprint that we leave on the planet. It has different types, for example, housing, food, carbon and goods as well as services footprint. We should avoid allowing the car to idle if we wait for more than 30 seconds. We are expected to walk or ride a bike instead of using our car. We should avoid short airplane trips. We are supposed to choose energy efficient appliances. We should install fluorescent bulbs but we shouldn’t forget to look for low mercury models. In addition we should be sure there is a hazardous waste programme near our home.


Noémi:


We are supposed to adopt energy-saving habits, for example, unplug our electronics when not in use as they still sip power or choose green electricity. We should eat more local, organic, in-season food.
We are expected to take shorter and less frequent showers. We are advised to buy less, replace items only when we really need to and compost food waste for the garden.

Zoli and Bálint:

The smallest development can be discovered at High school students-young adults. Out of 3990 points they have made 1710 points, which is average and not poor yet. They are confused, we assume. The impact of the media and their lavish shopping habits are still stronger but we could ‘sow the seed’. They have become aware of the possibility how to make a change from lifestyles exploiting nature with endless consumption to sustainable development. We managed to motivate them to work together and tried to give young people competencies. Moreover we  showed options to enable them to contribute actively and in a responsible way to a future worth living.





The next diagram refers to upper Primary school classes. Out of 280 points they achieved 170 points, which is average, to tell the truth, but almost perfect. It’s the great success, isn’t it????

The young teenagers are more conscious than the older ones. Their footprint is smaller. Their feet just fit into their shoes, however their shoes are still a bit tight. They are more and more responsible for nature and environment. The environmental impact on them is more efficient than that of the High school students.




The last diagram refers to the youngest at our school. The biggest development can be discovered here. Out of 700 points they achieved 516 points, which is perfect!!!!!!!

This age group is the most promising of all. We have some hope. It’s worth saving the planet. They have built up their mind and contributed to a socially and environmentally friendly planet.

They listen to their teachers and parents. They are the most receptive to new ideas and good advice.

We commemorate this Green Day at our school. Students made
posters at the main entrance of the school to call everybody’s attention to the serious water problems all over the world.





71% of Earth’s surface area is covered by H2O .











We should campaign for Clean Water for a Healthy World.

The access to clean water is frequently restricted because water supply or purification systems have been destroyed. Why??? To tell the truth, water reserves and dams are located in areas that have become dangerous or because of massive displacement. People ultimately resort to sources of water with a high health risk and many people contract water-borne diseases.

In 1993 the United Nations General Assembly declared March 22 as World Water Day. The UN and its member nations devote this day to implementing UN recommendations and promoting concrete activities within their countries regarding the world’s water resources.
In additions to the UN member states, a number of NGOs promoting clean water and sustainable aquatic habitats have used World Day for Water as a time to focus public attention on the critical water issues of our era. They have highlighted issues such as a billion people being without access to safe water for drinking and the role of gender in family access to safe water.

The language department in our school organized a very interesting language day with various programmes in English, German, French and Spanish. Teachers and students took part in different clubs and performances and the students could compete with each other. They could taste special sweets and try foods of several national cuisine as well as drink tea in the tea house. The kids set music performances, poems and plays on stage as well as sang songs. The jury gave points to their funny and entertaining acting.

The German teachers taught traditional folk dances in folk costume. The French teachers taught traditional games and entertained well. The only Spanish teacher tempted the students to her desk with catchy Spanish tunes and Latin-American dances.
The English teachers encouraged students to make posters. The posters were finished a week ago and hung to the corridor walls. Anybody could vote to the best one. One of the English teachers ran a film club where an American film was seen by the kids and they did a quiz. Some other teachers organized a scrabble competition where the students in teams from different classes did their best to win.

I organized an eco- film club with gap filling exercises. I wanted to let them know about some important green days and advertise the   E A R T H   D A Y,    B U Y   N O T H I N G   DAY, and the  E A R T H   H O U R  by projecting  exciting films. The kids should commemorate these days, too. They coped with the task more or less.

                 

                          EARTH DAY

Earth Day is a day designed to inspire awareness and appreciation for the Earth's environment. It is on 22 April. It was founded by U.S. Senator Gaylord Nelson (D-Wisconsin) as an environmental teach-in in 1970 and is celebrated in many countries every year. The first Earth Day was in 1970. Earth Day is spring in the Northern Hemisphere and autumn in the Southern Hemisphere.
The United Nations celebrates Earth Day each year on the March equinox, which is often 20 March. This is a tradition which was founded by peace activist John McConnell in 1969. The United Nations first celebrated Earth Day on the March equinox in 1971. This was also the first time ever that the United Nations celebrated Earth Day. The Earth Day on the March equinox was also in 1970.
Earth Day is similar to World Environment Day.

                      BUY NOTHING DAY

Buy Nothing Day (BND) is an international day of protest against consumerism observed by social activists. Typically celebrated the Friday after American Thanksgiving in North America and the following day internationally, in 2009 the dates are November 27 and 28 respectively. It was founded by Vancouver artist Ted Dave and subsequently promoted by Adbusters magazine, based in Canada.
The first Buy Nothing Day was organized in Vancouver in September 1992 "as a day for society to examine the issue of over-consumption." In 1997, it was moved to the Friday after American Thanksgiving, also called "Black Friday", which is one of the 10 busiest shopping days in the United States. Outside North America and Israel, Buy Nothing Day is the following Saturday. Adbusters was denied advertising time by major television networks except by CNN, which was the only one to air their ads. Soon, campaigns started appearing in the United States, the United Kingdom, Israel, Austria, Germany, New Zealand, Japan, the Netherlands, France, and Norway. Participation now includes more than 65 nations.

                              EARTH HOUR

Earth Hour is a global event organized by WWF (World Wide Fund for Nature, also known as World Wildlife Fund) and is held on the last Saturday of March annually, asking households and businesses to turn off their non-essential lights and other electrical appliances for one hour to raise awareness towards the need to take action on climate change. Earth hour was conceived by WWF and The Sydney Morning Herald in 2007, when 2.2 million residents of Sydney participated by turning off all non-essential lights. Following Sydney's lead, many other cities around the world adopted the event in 2008. Earth Hour 2010 will take place on March 27, 2010 from 8:30 pm to 9:30 pm, local time.



EARTH DAY
Earth Day is a day designed to inspire ..(1).. and appreciation for the Earth's environment. It is on 22 April. It was ..(2).. by U.S. Senator Gaylord Nelson (D-Wisconsin) as an environmental teach-in in 1970 and ..(3).. celebrated in many countries every year. The ..(4).. Earth Day was in 1970. Earth Day is spring in the Northern Hemisphere and ..(5).. in the Southern Hemisphere.
The United Nations celebrates Earth Day each year ..(6).. the March equinox, ..(7).. is often 20 March. This is a tradition which was founded by ..(8).. activist John McConnell in 1969. The United Nations first celebrated Earth Day on the March equinox in 1971. This was also the first time ..(9).. that the United Nations ..(10) Earth Day. The Earth Day on the March equinox was ..(11).. in 1970.
Earth Day is ..(12).. World Environment Day.


awareness                      autumn                 peace                similar tois                                    on                         ever                   celebratedfounded                          first                      which                also



BUY NOTHING DAY
Buy Nothing Day (BND) is an ..(13).. day of protest ..(14).. consumerism observed by social activists. Typically celebrated the Friday ..(15).. American Thanksgiving in North America and the following day internationally, in 2009 the dates are November 27 and 28 respectively. It was founded by Vancouver artist Ted Dave and ..(16).. promoted by Adbusters magazine, ..(17).. in Canada. The first Buy Nothing Day ..(18).. organized in Vancouver in September 1992 "as a day for society to examine the issue of ..(19)..." In 1997, it was moved to the Friday after American Thanksgiving, also called "..(20)..", which is one of the 10 ..(21).. shopping days in the United States. Soon, campaigns started ..(22).. in the United States, the United Kingdom, Israel, Austria, Germany, New Zealand, Japan, the Netherlands, France, and Norway. Participation now ..(23).. more ..(24).. 65 nations.


than                                  after                               was              Black Fridayinternational                     based                             appearing       againstsubsequently                     over-consumption         busiest            includes

EARTH HOUR

Earth Hour is a ..(25).. event organized by WWF (World Wide ..(26).. for Nature, also known as World Wildlife Fund) and is held on the last Saturday of March ..(27).., asking households and businesses to turn off their ..(28).. lights and other electrical ..(29).. for one hour to raise awareness towards the need to ..(30).. on climate change. Earth hour was conceived by WWF and The Sydney Morning Herald in 2007, when 2.2 million ..(31).. of Sydney participated ..(32).. turning off all non-essential lights. ..(33).. Sydney's lead, many other cities around the world ..(34).. the event in 2008. Earth Hour 2010 will ..(35).. on March 27, 2010 from 8:30 pm to 9:30 pm, local ..(36)...


take place                       global                      non-essential                byappliances                      residents                   adopted                      timeannually                         take action               following                    Fund




conceived by WWF and The Sydney Morning Herald in 2007, when 2.2 million ..(31).. of Sydney participated ..(32).. turning off all non-essential lights. ..(33).. Sydney's lead, many other cities around the world ..(34).. the event in 2008. Earth Hour 2010 will ..(35).. on March 27, 2010 from 8:30 pm to 9:30 pm, local ..(36)...




take place                       global                      non-essential                byappliances                      residents                   adopted                      timeannually                         take action               following                    Fund






Click here to see the films and enjoy them:

youtube-_earth_hour_2010_tvc_global.avi
( Unbekannt, 9,34 MB)
youtube-_buy_nothing_day_2009.avi
( Unbekannt, 11,16 MB)

A colleague of mine made a big poster about the Universe and the Earth in it. I put my students’ artefacts made from waste. The Aquarium and the Tree in the Eden. We stuck our painting on WWF Panda on the door of the classroom.

I wrote two citation on the blackboard which symbolised our goals:


           



Earth provides enough to satisfy every man’s Need, but not every man’s Greed.
/Mahatma Gandhi/


Only when all the rivers have run dry and all the fish in the sea have died,
Only when all the rainforests have been burnt down and there is no food for the animals,
Only when all the blue skies have been filled with smoke and the cities of the world have choked,
Will the white man understand that it’s too late to save the earth
/ Native American poem/

school_eco_footprint_jo.xls
( Excel-Document, 19,50 kB)
We have assessed  the impact of our eco-school on the environment. Our school ecological-footprint per capita is acceptable as it is below the national average. / 5.1/
In addition it is below the district average, as well./ 5.8/

Our second subproject shows a survey in our eco-school conducting about some aspects of the footprint./ Waste material- recyclable material, energy, water, transportation, green area and food./

The goal of this inquiry was to indicate the difference between the attitude and equipment of our eco-school and the other schools in the district.

Our result encourages us to continue our constant work and reduce the school eco-footprint. We have achieved good results. We have installed compact fluorescent bulbs with low-mercury models. We also installed security lights with an infrared sensor.
Construction work is being done to weatherproof our school. We would like walls and ceilings to be insulated and to consider double-pane windows. We want to eliminate drafts with storm windows and doors. Heat cannot escape in this way.
We constantly clean and replace dirty air conditioner filters to keep the A/C operating at peak efficiency.
We can save energy as we unplug the electronics at school when not in use.

Unfortunately our school has not used alternative energy- green electricity yet. However, there are plans how to gain subsidy or financial support from companies to install solar panels or set up our own wind generator in the courtyard.

We order vegetable and fruit from local farmers to the school buffet. The main aim is that our food should not travel long distances to reach us.
Our toilets have been renovated. The energy- efficient taps and toilets are low flow. It does not only save water , but the energy necessary to heat it.
Cleaning women are supposed to use biodegradable, non-toxic cleaning products. Craftsmen regularly look for and fix leaks.

We collect paper, glass, plastic, battery and aluminium selectively.

However, both teachers and students would rather use public transport than cars. Students are dropped off in the morning and picked up in the afternoon by their parents. Moreover, some students drive their own car daily. We should change their attitude to prefer getting about by buses, trams and underground to cars. The best method would be to get to school by bike in the spring and in the autumn. Relatively few students and teachers have ridden by bicycle in spite of the bicycle shed in the school front yard.

We would like to make a possible proposal to other school management in order to use the methods of our eco-school and run their schools more economically.
On the 26th March, 2010 our eco-school will organize a

        MEETING FOR ECO-SCHOOLS in the REGION

Where we will host the invited teachers, eco-specialists and scientists to take lectures. It will be a good possibility to talk about some aspects to reducing eco-footprint, about energy-saving proposals and the students’ attitude to the environment. In addition, we can present our project to the audience.

Exhibition: Waste as Art
http://www.youtube.com/watch?v=VSlII3NB3DQ 

“Earth provides enough to satisfy every man’s Need, but not every man’s Greed” / Mahatma Gandhi/


We have organized this competition in our Primary and Secondary School that shows creative works made from reused and recycled waste materials. We could motivate the kids from the age of 6 to the age of 18. It is one of the biggest advantages of this competition. On this day we put these artefacts on display on the ground floor of our big school. Everybody can have a look at them and meditate how many new recycled art projects and formations were born.


The purpose of this project is to encourage the concept of REDUCE, REUSE, RECYCLE while changing attitudes about ‘rubbish’ and what waste we all create on a daily basis.

The artworks are exhibited to represent wonderful examples of how waste can be turned into something new. What a great way to divert some of the waste we produce from the landfill.

Students and teachers can see the incredible work that has been created using materials that no one wants anymore. It is also a great way to help students realize that ‘new’ is not necessarily ‘better’. We can bring beauty into our lives. It helps kids (and adults!) understand how much we throw away in the course of a day, a week, a month and a year.
Students were keen on doing animals, doll houses, castles, planes, cars, buildings, statues, towers, bags, aquarium, trees and numerous formations from paper scraps, egg cases, plastic bottles, caps, CDs, DVDs, cardboard boxes and trays, pvc pipes, plastic boxes, matchboxes, chicken wire, glass, toilet paper rolls and salvaged materials.

….  Many ideas for recycling craft for little eco…. So much inspiration!

     
       
Students have been working in class workshops. These common activities are a way of encouraging students to participate in this local competition. Involving students in art is a great way to instil an awareness of how discarded items can be used again and again for many different purposes. Almost any kind of rubbish imaginable can be seen recycled into something beautiful and creative.



What was the judging criteria?


           

The works were judged on how effectively they address the ‘waste-to-art’ concept through the use of waste materials in the creation of art. The works were also judged on aesthetic merit, artistic quality, creativity, innovation and craftsmanship.
18 students and teachers assessed the objects on display.
We celebrated the first prize winners in the three different age groups while handing over  valuable gifts, like a football, table- tennis sets, board games and books.
The total score was 360 points.


The first winner in junior primary school : Inez Koudela:    4.a                         PIGS




The first winner in senior primary school:  
                                                         Balázs Bornemissza- Babos Tamás:     CHATEDRAL
                                                           7.a-7.b





The first winner at High School: 10.a                                 LIBERTY STATUE in Budapest





Special Prize:                                10.b                                BAGS COLLECTION









Special Prize:                                10.c                                AQUARIUM and Organization





For our great surprise The Péter Pázmány University TV Company from the countryside (Piliscsaba-30 kms from Budapest) was interested in our ECO- DESIGN FESTIVAL and visited our school to publicize our campaign and our Eco school. The reporter did an interview with the Headmaster of the school, two students of mine and me. We were talking about the project and the great advantage of this possibility. My kids claimed that the teachers and the students helped us and were involved more and more in the activities.
We were really happy with the TV Company. We received a TV Company for the second time to publicize our project work. Apart from the local, district TV Company, this regional university TV company recorded a few minutes about our work and life. This widespread media coverage is the quickest, cheapest and most effective way to reach people you want to hear and see your message. Publicity has a greater credibility with the public than does advertising.

Click to the link to enjoy it!

Junior Primary classes
The Winner:   grade   2 a


Senior Primary classes
The Winner:  grade    6 a

Congratulations!!!!!!!!!!!   They will get valuable presents : )


The kids were enthusiastic and got high points. My Greenagers
gave points for the shape, the size and the creativity int he first turn. Then  they checked the feeding tables every week and gave points. They evaluated how the kids looked after the small, hungry birds.
The children took care of the feeding table and put fresh seeds day by day. The kids were responsible for feeding the tiny birds under these severe, snowy circumstances. They did behave as true friends. We are proud of them!!!!


bird_feeding_result.xls
( Excel-Document, 16,00 kB)

Thank them very much!!!

Unprecedented weekend for the Greenagers and some other kids!!!!!!


 There are a lot of wonderful places in Italy, but one of the most beautiful ones is Venice.

We organised a trip to Venice, the “City of Lagoons” on the 12th to 14th February. We, teachers took 20 students to the Carnival to have fun and go on a sight- seeing tour.

We were amazed by St. Mark’s Basilica, the stone- laced Doge’s Palace. We went into the Palace where the atmosphere of the Middle Ages revived.. The Prison, the Bridge of Sighs and the Arsenal brought back the ages of the Venice Republic. We were delighted by the paintings of the renowned Renaissance painters, like Tintoretto, Tiziano and Veronese.

We were walking to see the Belfry / Campanile/, Grand Canal with Rialto and the fabulous renaissance palaces, like the Ca’d’oro. It is the capital city of Romance and lovers.

The biggest Canival in Europe is organised here in February. It is a big public ball that involves music and dancing in the streets, for which people wear brightly coloured clothes and miraculous masks. The mask is the symbol of Venice and the Carnival.



    We should preserve so much beauty. The buildings in Venice are sinking year by year and during “aqua alta” /high water /  the St. Mark’s Square is under water.
     On the other hand, the water level is rising in Venice. An ambitious plan is underway to save the ancient city from an untimely demise.


   Is the climate change blamed for flooding?  Or the global warming????

   Do we pollute the air and trigger the greenhouse effect????


STOP it to SAVE our planet as well as this beautiful city.  Floods can damage the buildings on stilts and plaster comes out of their façade.


The party and the change of the environment gave us more energy to work on our project. We have become  determined to do actively more and more tasks for the sustainable development.


We got involved in the crowd. We put on masks and enjoyed life.

As the bird feeding table making competition was received warmly, we were made to go on doing our campaign. So we found out a new competition and we gave 3 weeks to design more and more creative artefacts. It was announced for the whole school . Either students can make artefacts individually, in groups or in classes.


Students can make artefacts, like formations about landscape / animals

---

 of household waste materials

          and

---

 of plastic bottle caps


In this way kids are forced to collect colourful caps, free leaflets, cardboard boxes. These competitions and campaigns raise the students’ awareness.


The deadline is 3rd March, 2010


Good   job!!!!

We would like to do survey on some aspects of the footprints in our eco-school and other schools in the district.

While our first subproject is about the survey to represent the students’ awareness of ecological footprint, this second subproject is about the survey conducting about some aspects of the footprint in our eco- school and the other schools in our district, Budapest.

The goal of this inquiry is to show the difference between the attitude and equipment of our eco- school and the other schools int he district. We would like to make a possible proposal to school managements in order to use the methods of our eco-school and run their schools more economically.

Source: http://www.mkne.hu/pie/index.html 
This chart is used for the calculation of the schools’ ecological footprint. It is an average value as the data in the table come from  Canadian source. We might calculate with smaller index number due to the lower life standard in Hungary. This chart is suitable for making difference among schools.
The calculation of the footprint:

   

• 1.      First of all we should assess the impact of the school on       the environment. These aspects  can be found in the first column.. This survey has a great importance because we should study everyday activities from the viewpoint of environmental impacts. In  addition  technical staff and the clerks in  the financial office ( who don’t teach) get involved in this survey as well as we will get special data we are not aware of.
• 2.      You should enter the result of the survey into the 2nd coloumn in the unit of measurement given.

     

• 3.      The result should be multiplied by the index number given in the 3rd column and
  write it  to the  4th column.

     

We will get the school eco- footprint  per capita if we divide the final result by the total number of teachers and students.


The questionaire of the school eco- footprint
survey.xls
( Excel-Document, 18,50 kB)

Wow!!

The Headmaster encourages us to keep doing this superb assignment. He has decided to have our blog put on the School new H o m e  P a g e.

This blog is our records on Ecological Footprint, which Mark put on our website giving an account of our activities with photos and our opinions, and discussing places on the Internet we have visited. This is one of the best ways to make our project public and anybody who accesses to  Arany János High School home page can click to our web diary.

Click here and see it:  http://www.aranyj.eu 

This electronic media is quicker, cheaper and more effective way than advertising generally is. Our aim is to reach the people we want to hear our message. It is read by thousands in so short time. It reaches a wide audience. The most important fact is that it has a greater credibility with the public than does advertising.

It is our second media success after the district TV company filming the Bio- Day in January.


Parents can see what creative children can learn at this school. In addition they organise campaigns and take lectures to foster the children’s awareness of environmental protection. Moreover, they speak English well!!! I am sure parents spread the good news everywhere and more kids will apply for our school!!!



When kids are adolescents, it is difficult to motivate them when they feel like doing nothing.
They form small groups within the class and resist taking part in joint work.

One of the biggest advantages of this common work is that everybody is in charge of certain tasks. They should convince their peers to complete together what they have taken on

 The Greenagers, Lilla, Dorka, Bálint, Zoli and Mark advertised this special presentation and the secondary school students got together in Arany Hall. The scene highlighted the importance of the event as Arany Hall is the theatre hall of our palace- like building.

My kids were excited more and more since this generation criticized everything sharply and their remarks meant a lot to their peers. The guests appeared such as the biology teachers, the Headmaster and the students at the age of 14- 19.

         



The Greenagers were talking about the importance and the topic of this project in turns. Their goal was to call attention to our lavish habits and exaggerated consumption whim. The lecturers grabbed the possibility to analyse the result of the 1st survey on the eco- footprint the high school students did in December. As I mentioned it above, this age group’s result became the weakest. This means that their eco- footprint is the biggest. Why???

Is this generation aware of the least?  Or are they so stubborn that they don’t use their common sense deliberately? And don’t they listen to teachers and parents.

We wanted to bridge this age gap problem by asking for their more environment- conscious peers to cope with this hardship.

I hope they have managed!!!  They used the Power point Presentation to explain the term, eco- footprint, itself. Then they talked about the use of the Sun energy, representing with interesting, funny and instructive slides. Finally the kids showed the consequences of the exaggerated consumption habits and encouraged the kids to give them up.

Everybody was quiet and listened to the Greenagers carefully.

I wish they had heard it and kept in mind.

We have succeeded in uploading our three- month work. We are satisfied. My kids have worked hard and we are celebrating. We are deserving flattery.   My kids have made muffins and other cakes. I have invited them into my home…

Our Greenagers organised a specific day at school. They were enthusiastic as they had made  




posters   and a long- lasting campaign to motivate everybody. They called the teachers’ and students’ attention how important is to eat healthily and do sports. We called the District Tv Company to publicize our program and project in the district and in Budapest

 We were preparing for this day elaborately. There were 4 venues where the competitions, lectures, the health pools, cooking and sports events were happening simultaneously during the whole morning and in the afternoon. Nobody disturbed teaching meanwhile. My Greenagers were the hosts and hostesses so they took the biggest responsibility for everything going in order.


  My kids took the lecture about the reduction of Eco- footprint. They held this training to the upper primary school student by projecting the Eco- Footprint Power Project. /Last week it was shown to the junior primary school students and next week they are  projecting  it to the high school students. My Greenagers projected the film made of the photos taken in Illmitz. Then they asked questions to discover how environmentally- conscious the kids were. The Greenagers highlighted the lowering of the food footprint. They encourage the audience to buy more local, organic, in- season foods that haven’t travelled long distances to reach them. They focused on buying foods at our local farmers ‘ market or natural foods stores. Moreover, they persuaded them to choose foods with less packaging to reduce waste. And at least once a week we should omit eating meat.

András is our cameraman and takes good photos on the events. As well as he filmed the events.


The Tv journalist did an interview with me and the lecturers about our project, our great enthusiasm and the team cooperation.

If you click the link, you can enjoy this Tv report!!!  J




  During this time 3 students from each class were doing the Health Pools. There were interesting questions about our eating habits, smoking, drinking alcohol and their consequences.  Who will be the winner???


 Other teams with 3 students from each class competed in making healthy fruit and vegetable dishes in the school kitchen. The ingredients were given and they were given 20 minutes to make the masterpieces. The strict jury tasted and evaluated it critically. Who will be the winner?

               







 In the big sports hall sports competition was organised. 10 students from each class took part in the competition and struggled eagerly for the 1st, 2nd and the 3rd rewards.


           



  All in all , my class, 10.c  won the 1st prize on every venue.  How come it is????

Honestly I can say that without doing any flavour. My kids’ enthusiasm drives them to the target. They feel the responsibility of the task, that is the project work so they intend to come up to the teachers’, the Headmaster’s, the students’ at school and my expectation.

GREAT  SUCCESS!!!!!!

Lilla:

On the 25th of January our class organised a Health day. The main topics were the healthy foods,sports and of course we wanted to show  the others our enthusiasthic work on the project. Me and other 3 students from my class presented the ecological footprint with a Power Point slide. One of our main goals was that we wanted to encourage the others to follow our lead and join us to save our environment. They didn’t know what eco- footprint meant but after our successful presentation it is clear for everybody. The local TV channel recorded the performance and then some of us gave them an interview.We were talking about the footprint,and the possibilities,how can we reduce it. I’m really happy,because this whole environmentally friendly- life is successful in our school...I can see a lot of positive changes including the students’ behavior and their attitude.
In addition children had to make tasty salads and this kind of competition was the healthy part of the day.On the other hand they had to fill a quizz about the healthy lifestyle.Finally there was a sport race and our class was the winner. :)
We are working very hard on this project,and we do a lot of things for the Earth .In my opinion we have to take little actions,because these little things will save the planet for our great-great-grandchildren.


Kriszti:

Sports competition

On January 25 there was a bio- day in our school. On that day the students could choose from different programs on which they would like to attend. Among others there was a sport competition in the sports- hall. On that competition five-  ten-person teams fought against each other. The various exercises contained: running, hopping and ball games. The aim was to overtake the adverse team players. The competition was very tight, everybody executed the tasks skillfully. The other people who were sitting on the bench were cheered for their team. Photos of the event were taken. The announcement of the results was at the end of these games. The winner was our class, the 10.c grade. However the other groups were remained behind us with only some points.

To sum up, everybody enjoyed this program and we are excitedly waiting for the next competition. Such events help to build a community and increase the public spirit.

Márk, Zoli and Bálint analysed the survey they had it done on the 9th December and made diagrams to show the difference among the eco- footprints of high school students, upper primary school students and lower primary school students. They made consequence and claimed that High School students’ footprints are the biggest.
Out of 3900 points they have made only 1420 points, which is poor. They are under the influence of media, do lavish shoppings, use electricity most of the time. In addition, they don’t pay attention to the environment and we should raise their awareness. This age group rebels against adult authorities, teachers and parents. They live in their stubborn world neglecting their surroundings.  The Greenagers’ environmental- conscious campaigns will aim mainly this age group to kick their lavish habits.





This diagram refers to upper primary school classes. Out of the maximum 280 points they achieved 149.33 points on average. This category is average, which indicates that they aren’t careless of their environment.Their footprint is smaller. They take their parents’ words and they are not as negligent as the older adolescents. They don’t have much pocket money to spare and waste.They use computer, mobile phones and ipods when their parents let them do. The environmental impact on them is more efficient than that of the high school teenagers. The greenagers will encourage them to become excellent.

This diagram refers to the youngest at our school. Out of the maximum 700 points they achieved 436p., which is average, but in percentage it is better than the young teenagers’ result.
They are much more dependent on their parents and they have the fewest harmful obsessions and addictions out of the three age groups. They are the most developing during limited time and the most enthusiastic to become aware of sustainable development.

Birds are lucky as the kids look after them. Junior and senior primary school classes have made fabulous bird houses and feeding tables. You know, there are a lot of rare species of birds here on Sas- hill. It’s snowing and the birds are hungry. But they have feeding tables!!!

Look at them!  Which is the most beautiful???
Yes, my Greenagers are hesitating when they are giving the points. They have given them almost the maximum score. It has been the first round.  We are exhibiting the masterpieces for a few days!!!

CONGRATULATIONS!!!


                         



The second round will come.. The kids will place the feeding tables to the garden and feed the birds and look after the bird houses. My Greenagers will monitor them and evaluate…

The results will be announced in 4 weeks’ time!!!

GOOD LUCK!!!





Zoli and Bálint, my enthusiastic Greenagers have made our class’s feeding table in the do- it- yourself lab, of course, beside the competition!



         

Emőke:
The First Presentation about Ecological Footprint
                         to the Kids                        
   

A week before we had done the first presentation about Ecological Footprint for the youngest students in our school. They were only 7-10 years old but astonishingly knowledgeable.
At the beginning of the exhibition, Dorka, my classmate started with questions about environment, and the main energy-saving features. The children were very active and creative.
Moreover, Lilla told them the story about her experience in Illmitz and she also made a short film from interesting pictures in Illmitz.
In addition, we started to explain the main parts of reducing our footprint on the planet. They listened and in the the last part, we answered their sensible questions.
Finally, we gave some chocholate to thank them for giving us their attention and cooperate with us.

           
My students and me with the help of  a fantastic biology teacher at our school, Zsuzsa Oláh made a Power point Presentation about the Ecological Footprint and projected to the kids with great success. While they were projecting the slides they were taking their lecture how to lower ecological footprint.

Explanation to the Power Point Presentation:

There are altogether 48 slides closing with my class photo and our optimism to achieve goals.

The Presentation consists of 3 parts:

-1. What is it? / Slides: 1- 13/
   a.The explanation / 1- 3 /
   b.The components  of the eco- footprint / 4 – 8 /
   c.Differences / 9 – 13 /
 
-2. Where is Energy from? / 14 – 33 /
   a.Solar energy—biomass  ( the reduction of biodiversity) /     14 – 19 /
   b.Solar energy

---

Hydroelectric power plant, windpower plant
                                                 Solar panel ( local problems ) / 20 – 22 /
   c.   Conserved solar energy --  
fossil energy: oil,gas, coal ( global  warming,
dramatical changes in weather, regional
unpeacefulness, economic crisis) / 23- 33/
                     No Balance!!!


-3. What can we do??? / 34 – 48 /
     a.   50% Goods and services: regucing consumption: shopping, packaging, air conditioning, heating
     b.   17%  Housing
     c.   16% Food
     d.   9%   Transportation
     e.   6%  Gas
     f.    2%  Electricity
     g.   Less than 1%   water

ecological_footprint_ppt_2.ppt
( Powerpoint, 24,83 MB)

The    GREENAGERS    are active to persuade the others and encourage them to save our planet. While they are working on the analysis of the  ‘Eco- footprint pools’ survey they are taking photos and making posters.

                           



These posters cover the walls and the sliding doors at the school.   In addition we received a separate billboard to advertise the latest ECO- NEWS  as well as draw the kids’ attention to our campaign with the best posters.

These funny posters are judged by the kids and the winners are rewarded.

Which is the best ones in your opinion?????

Firstly we wish everybody a HAPPY,SUCCESSFUL and HEALTHY  NEW    YEAR!!!

After the relatively long Christmas Holiday we came back to school again. We made strong resolutions, made up new plans and had new hope and determination to fulfill our goals. We picked up new energy and switched to maximum speed to save our planet for the future. We decided to make the students at our Primary and Secondary school become more and more aware of achieving sustainable development.





That’s why we are going to make posters, advertise new and new methods and make several competition calls to encourage pupils and teenagers to take part actively in our programme. In addition, we intend to involve my colleagues, mainly home- room teachers in our campaign to persuade and motivate the kids to reduce the carbon-, food, household-, goods- and sevices footprint.


         


We made our first Competition Call! What is  it? It is easy to find out…  

On the one hand, we are close to the Nature Conservation Area where there are a lot of rare and preserved species of birds.

On the other hand, everything is covered by thick snow. It’s fabulous.
             
We would like to help and feed those tiny birds… Poor creatures…


My students in 10.c. made a competition call the students in junior and senior  Primary School classes to build  FEEDING TABLES marked with their special logos!!!!
The deadline is 20th January. / I suppose the birds won’t have died of hunger by that time/




We will evaluate them and tell the kids to place the feeding tables in the garden and feed the birds in winter- time. My students will monitor and check the venues week by week for a month and give the classes points. We will award the best feeding table and the more careful class.

9. a at Secondary school is our new class specialised in Natural Sciences. They are taking in this competition as volunteers for extra reward.

Last but not least my class gives a good example. My kids are making a big feeding table for the birds at the main entrance.

GOOD LUCK for EVERYBODY!!!!!!!

Isn’t it amazing? …   I am really proud of my students!!!...  It’s WORTH being a TEACHER.

I bet they would get a prize for these performances on either international BETHLEHEM – MAKING COMPETITION!!!!



Let alone applied natural raw materials, such as bio- paints, waste- logs and straw…

In this way WE WISH YOU   MERRY CHRISTMAS and  HAPPY NEW YEAR.

Some good advice for the new year:

      -save
      -eat local, seasonal Christmas dinner
      -recycle
      -go on foot, at least by public tansport : )

Make a serious resolution!!!!!

My Greenagers were restless. In the 6th period they visited in twos and threes several classes ranged between 1st class in junior Primary school and 13th class in High school to carry out our eco- footprint survey.
It’s not football pools, but  eco- footprint pools./ 13+ 1 /.
I wonder how many goals they will score!  Or how many goalposts they will hit!
 We will evaluate them in junior and senior primary school classes as well as high school classes respectively…

GOOD LUCK!!!


Felmérés az ökológiai lábnyomról / Survey on ecological footprint
Ez a felmérés a 10.c osztály ökológiai lábnyommal kapcsolatos pályázatához szükséges. Kérünk, segíts nekünk!
Az iskolába járó diákok szokásait vizsgáljuk.
A leginkább megfelelő válasz betűjelét karikázd be!
Sokat fogunk dolgozni a tesztek értékelésével, ezért kérünk, a valóságnak megfelelően válaszolj!
(A neved nem kell ráírni.)              Köszönjük szépen!!!
1.Hány kéken író tollad van? / How many pens written in blue ink do you have?
a)1-3
b)5-10
c)10-nél több / more than 10
2.Az órán és a telefonon kívül hány darab elemmel működő készüléked van? Pl. CD-lejátszó, walkman… / How many devices do you have that work on battery except for your watch and cell phone? E.g. CD-player, walkman…
a)1
b)2
c)3
d)3-nál több / more than 3

3.Amikor fürdesz, mennyi vizet engedsz a kádba? / When you have a bath, how much water do you need in the bath tub?
a)Kevesebb, mint félig / less than half
b)Félig / half of the tub
c)Több, mint félig / more than half
d)Tele / full
e)Zuhanyozni szoktam / I have a shower

4.Szoktátok-e a használt ruhákat összegyűjtve továbbadni? /  Do you hand over the collected, old clothes, items?
a)Igen/Yes
b)Nem/No
c)Néha/Sometimes

5.Gyűjtötök-e otthon valamit szétválogatva? / Do you collect something selectively at home?
a)elemet /battery
b)üveget / bottles
c)papírt / paper
d)műanyag palackot / plastic bottles
e)komposztálható hulladékot / household waste that can be composted

6.Milyen gyakran szoktatok könyvet vásárolni? / How often do you buy books?
a)Minden hónapban / every month
b)Ünnepekre / for celebrations
c)Alig, inkább könyvtárba járunk / rarely, we’d rather go to library
d)Alig, inkább a számítógépet használjuk / rarely, we’d rather use the computer
7.Véleményed szerint melyik gyümölcs a finomabb és egészségesebb? / Which fruit do you think is tastier and healthier?
a)alma / apple
b)körte / pear
c)banán / banana
d)narancs / orange

8.Szoktatok-e nagy szemű olasz szőlőt venni? / Do you buy Italian grapes with big grapes?
a)Igen /yes
b)Néha /sometimes
c)Soha /never

9.Milyen csomagolású tejet vásároltok? / What milk wrapping do you prefer?
a)Műanyagzacskós/ plastic bag
b)Dobozos, friss / box and fresh
c)Dobozos, tartósított / box and preserved

10.Hány cserép növény van abban a szobában, ahol a TV-tek van? / How many plant pots can be found in the room where the telly is situated?
a)Nincs / none
b)1-5
c)5-nél több / more than 5

11.Szoktátok-e nézegetni a bedobott reklámújságokat? / Do you browse the fliers in the letter box?
a)Mindig / always
b)Néha / sometimes
c)Soha / never

12.A mobiltelefonod töltője állandó helyen van-e? / Do you keep your mobile phone recharger at the same place?
a)Nincs állandó helye / It has no permanent place.
b)Igen, minden ugyanott van összetekerve. / Yes, it is rolled up at the same place.
c)Igen, mindig ugyanabban a konnektorban hagyom. /Yes, I leave it plugged in the same socket.

13.Szoktátok-e (szoktad-e) elolvasni a boltban az áru címkéjének apró betűs részét? / Do you read labels written with small letters on the goods?
a)Igen, megnézem az összetételt, az E-számokat. / Yes, I see the ingredients and the E-components.
b)Igen, megnézem a gyártási helyet, országot. / Yes, I see the production place and country.
c)Nem / no

+1. Szokott-e nálatok étel maradni étkezések után? / Are there any leftovers left after meals in your family?
a)Nem, minden elfogy. / No, everything runs out.
b)Igen, pl. száraz kenyér./ Yes, e.g. dry bread.
c)Igen, maradék főtt étel. / Yes, dinner leftover.

Making Advent Wreath made of Natural Raw Material



 Due to our initiation young and older students as well as teachers were enthusiastic to make advent wreath from natural raw materials and candles. So they could decorate their home. We got together in Arany Hall after lessons and with great artistic sense more and more beautiful wreaths were created. We neglected glass and artificial decorations. We sent message to the parents that our students wanted to take some Nature into Homes instead of turning Christmas preparations into a bit of a premature bonanza. Let alone an even more outstanding idea!...
Families should be happy with Advent wreaths instead of setting up Christmas trees.
Is it too big an expectation??,
We may take a risk of an innocent supposition! PINETREES won’t be CUT DOWN!!!!

Isn’t it a good idea?



Kriszti:  
 
  Our school organized a ‘do- it- yourself  advent wreath made of natural   raw    material’
programme for the students. It wasn’t the first occasion anyway when the school prepared for Christmas by making advent wreath with the students so we continued this tradition this year. The innovation was that we, Greenagers emphasized the use of Natural Raw Materials.
We meant to protect Nature and didn’t do any harm by cutting down pinetrees.
It was the perfect time to know each other better. Because a lot of wreaths were at our disposal we could make ‘artifacts’ for the students’ families, all the teachers and we, students were able to put them into our classrooms and labs.
The participants learnt how to make and decorate the advent wreath. First we put 4 candles on a wreath in a circle. Traditionally, 3 candles are purple because purple was very expensive in the past and it was the colour of royalty. One of the candles is pink. It was easy to decorate them because there were a lot of ornamental elements which consisted of natural accessories.

To sum it up, it was a great idea as everybody enjoyed it and everybody is welcoming next year.

Dorka:

It’s a day,when you don’t buy anything to reduce your ecological footprint.
This year it was on 27th of November.
More than 60 countries take part in it,including Hungary.It has a 9 – year - old tradition in our country.
For 24 hours,you don’t spend any money for anything, you  make your food for yourself at home, you don’t go to restaurants and don’t buy any clothes, goods.
It helps with the global problems, that you don’t buy any products.


Hungary has joined this movement, which has been  held in Europe on 27th November for a while.  People don’t buy anything to represent that we consume a lot. It means that we buy extra goods that we don’t need. Advertisements and the media have an influence on us as trying to convince us to buy more and more. On the one hand we spend a lot. On the other hand we exploit the energy supply of our planet. If we don’t save it where will we live in the future???
 
http://www.nevasaroljsemmitnap.hu/index.html 

http://www.youtube.com/watch?v=...feature=related 

We wish it Happy Life and Sustainable Development !!!!!

The new- born Concept is done, let it go to WWF !!!!  : )

It was a real hard team- building  procedure but it was worth doing …..

We will see it.

Title:  Ecological footprint


Motto: Kick your lavish habits!

           It’ s the Greenagers’ message!


           

Logo:  
   
   


My class is at work:






Our Project – Idea

Projectgroup: 20 students from 10.c /16-17 years old/

School, Country: ARANY JÁNOS PRIMARY AND SECONDARY SCHOOL, BDAPEST, HUNGARY

Project-Leader: PESTHYNÉ ASZÓDI JUDIT


 1.      Project title

“Ecological footprint”
Our Motto: “Kick you lavish habits, it’s the Greenagers message!”

 2.       Project idea/ Motivation
     A.   subproject
            ·Impact on individuals at school
            ·Conducting surveys in December and March to represent the students’ awareness of ecological footprint
            ·Presentations, campaigns, lectures and competitions to raise the students’ awareness

     B.subproject
            ·Impact on our school and the other schools in our district, Budapest
            ·Conducting and inquiry about some aspects of the footprint of these institutions
            ·Amplifying our impact by encouraging others to follow our example

     C.subproject
            ·Impact on our district in Budapest
            ·Writing an article about the ecological footprint, our research both in our school and in the other schools in this district

3.      Project goals and expected results      
     A.subproject
            ·to show the difference between the present and the future attitude to ecological footprint
            ·our aim is to reduce some aspects of our footprint in each consumption category
     B.subproject
            ·to show the difference between the attitude and equipment of our eco-school and other schools in the district
            ·our aim is to make a possible proposal to school managements in order to use the methods of our eco-school and run their schools more economically



     C.subproject
aim: district mass media will publicise and raise awareness of eco-footprint among the inhabitants.

 4.Target group
            ·Students in our school
            ·School managements in other school in the district
            ·Inhabitants in the district

 5.Project team: my intensive English learning class (20 students) at the age of 16-17 years

 6.Timeline:

    ·November:
            -posters, drawings, attention to eco-footprint
            -presentation about the project in our school
            -talking to experts
            -researching the problem
            -cleaning up in the Natural Conservation Area on Sas-hill: selective litter collection – recycling
            -finding a project title, idea and motto

    ·December:
            -doing survey from the 1st class at primary school to the 13th class in secondary school
            -Bethlehem composition and making Advent-wreath  made of natural raw materials
            -Organisation of Day of Organic Farming at school with bio-dish competitions and lectures

    ·January
            -analyses on surveys
            -presentations and campaigns on reduction of ecological footprint in classes
            -mid-term presentation to WWF

    ·February
            -waste paper collection
            -competition on artefacts made of household waste materials
            -competition on making formations about landscape / animals made of plastic bottle caps
            -drawing competition on reducing ecological footprint
            -doing survey on some aspects of the footprints in our eco-school and other schools in the district

    ·March
            -analyses of the survey and students talk to the head teachers in different schools to propagate our good ideas from ecological footprint point of view
            -Spring cleaning up on Sas-hill and in the school garden
            -Meeting of students and farmers at the bio-market in the district, interview with the farmers
            -Doing the second survey from the 1st class at primary school to the 13th class in secondary school

    ·April
            -analyses of the survey and pointing out the difference in the size of the footprints
            -planting trees in the garden – Earth Day events at school
            -making contact with the WWF Press Office in Budapest
            -making an article about the development of our project, publishing it in the district newspaper and WWF journal
            -submitting the project to WWF
            -C E L E B R A T I O N

What’s the best way to prepare my students for  their mission at school?
How can they encourage their mates to save our planet for the future if they are just partly aware of environmental protection?

How can they motivate their pals to be responsible for making a change from lifestyles exploiting nature with consumption to sustainable development?
We should make good posters!!!
                               

We should introduce selective garbage collection!!!   But HOW??

At first we should put selective waste bins in our class.    

Then we should buy several banks, such as paper-, aluminium-, plastic- and glass banks for the school.
     

 As I should facilitate a nature and environmental project in English with my class, the best opportunity to learn about it is my English classes. I began with different brainstorming exercises, went on to find ‘Environmental Issues’ on the internet. Moreover, we read a good article about the main steps of lowering the ecological footprint.

http://footprint.wwf.org.uk /

http://news.bbc.co.uk/2/hi/8398510.stm 

http://en.wikipedia.org/wiki/Ec...gical_footprint 

http://www.footprintbooks.com/g...ooks/Europe.cfm 


We read and translated scientific articles to be aware of the most important steps to fulfill our goals and trains the kids at school. Here you are……

           ’ Autumn Cleaning’    National    Action   Day
  Selective Rubbish Collection on Sas- Hill Nature Conservation Area

Organisers:
 
- DINPI   / Danube- Ipoly National Park Management / --  Kremnicsán József
- Arany János Primary and Secondary School  

---

  Aszódi Judit and Juhász Andrea
- BPSZ   Green Group  

---

Botfalvai Zsolt and Woynarovich András


Participants:

-Arany János Primary and secondary School: volunteers ranged between 7 graders- 11          
Graders, including 10.c. graders working on WWF project, old students, biology teachers and the Headmaster with his family
-DINPI experts : Bódi Ferenc and Kremnicsán  József
-BPSZ Green Group: Szilágyi Attila, Woynarovich András



    After discussions and  agreements with experts we took part in this programme. This Cleaning and Rubbish Collecting Day took from 10a.m. to 1p.m. on the second Saturday of November. We decided to tidy up every bush and tree as well as the surrounding areas with white rocks.
The group of volunteers were really eager to fulfil their assignment. They collected litter:

-around the lookout tower

We collected beer- cans fag-ends and broken glass under bushes or around the rocks. In addition we picked up plastic bags hanging on the branches. We did our best to reach litter in the hidden nooks. One of the kids found the Big Information Board that was thought to get lost.

-on the summit of the hill

This area is closed from the visitors so we found little garbage like wine bottles and beer cans.
The result was satisfactory on the 2 venues: 4 big litter bags weighing 60 litre each.

Afterwards we went to the forest on the slope and at the hill foot. / It is closed from the visitors./ Homeless people  used to move and stay here. They left a pile of rubbish..


-We cleaned this part of the forest

We spotted 2 car wheels and car batteries!
Incredible…

All in all

We collected 10 big bags of litter weighing 60 litre each selectively and 2 car wheels.

Biology teachers provided us with better and better ideas on ecological footprint…
What is it?????
We had to make it mysterious and call all the teachers’ and students’ attention…..




We made posters on    ?       and  a big footprint   everywhere. We encouraged them to find a good logo.



We put  footprints of different size on the classroom door.





We predicted our aim to reduce the footprint. We announced a competition on good mottos in the class. Creative students found out better and better ones while hard- working partners were looking for mottos on the internet. Here are the best ones:



-   Don’t be mean, Go green.

-   Green revolution the best solution  to arrest pollution.

-   Reduce, Reuse , Recycle

-   Nurture Nature for Our Future

-   Stop, Drop, Recycle

-   The less you burn, the more you earn

-   Today’s wastage is tomorrow’s shortage



Yes, they are absolutely witty but do they cover and express our notion???

Got it!!! This is the winner:


                                         KICK YOUR LAVISH HABITS!This is the GREEN- AGERS’ message!



I mean: GREEN TEENAGERS !  That’s it!

Lilla:  
When my teacher and me arrived home from Illmitz we were full of energy and wanted to share our experiences with our classmates and colleagues.  We invited our teachers and my classmates for a discussion where we were talking about the project and the ideas. First of all my teacher, Judit, was talking about the WWF Organization, the warm welcoming in Illmitz, the three topics and the main line that we were going to follow. I made a video mixed with photos, so they could see that there had been funny games and, of course, we worked hard. After all I presented 2 games that I learned in Illmitz. In this way I could show them how easily we can communicate if we could work as a team. Most of them are very enthusiastic and thanks God they are interested in it!!! J





After handing out invitation cards we welcomed our colleagues and students in Arany Reception Hall to give over our great experience and enlarged knowledge gained in Illmitz about our living planet . We received the Headmaster / who is one of the biology teachers/, 22 home- room teachers, all the biology teachers and my own class, 10.c. We showed the flipcharts, the Danube- box , our notes and gave information about the Academy programmes. My colleagues had worried faces. But I knew that their imagination and thoughts started working. They would help us…

wwf_illmitz_2009_0001.wmv
( Video, 20,04 MB)
…
Lilla involved the students and teachers in 2 games. One of them was when they had to lower a stick to the ground by touching it with their fingertips. How difficult it was……..
We laughed a lot. Is it so difficult to listen to the others and cooperate???  
The other one seemed to be easier. They had to keep balance with different size of stones.
Yes, there was some hope……They managed to do it pretty fast.
The cherry on the cake was Lilla’s short film from the photos made in Illmitz, It spokes by itself.

               

We came home from the Academy, Austria. Although we had autumn holiday, me and my student, Lilla were eager to prepare for the presentation at school.

Gosh!... How should we make it as impressive as we lived it through in Illmitz????








We were filled up with new energy and immersed ourselves into preparatory work. Let alone thinking at this clip…L

http://video.google.com/videopl...44470709189270# 

http://www.youtube.com/watch?v=KOnL5c8LMqM 

The  river Danube divides Budapest into two parts, Pest and Buda. Our school can be found on the beautiful, hilly part of the capital city, Buda.It is situated on Sas- hill close to one of the most important Nature Conservation Areas. Sas- hill is a very special hill. Due to its dolomite rock formations, its rare plants and birds the hill is a protected area.





The school looks like a palace on the slope. It was founded at the beginning of the 20th century. It is used to be a religious school. The sisters of the Notre Dame de Sion teaching order came here to spread religion for girls. After the 2nd World War it became an all- boys school in state ownership.



Since the 1960s our school has become a co- educational school.It was named after János Arany, who was one of  the biggest poets and writers in the 19th century. The school building houses primary school classes and secondary school classes. About 700 students attend this school. Students come here when they are 6-7 years old and leave it at the age of 18- 19.



A big garden surrounds the main building. The air is not polluted, so the students can spend much time outside. A big sports hall, football pitches and basketball courts are located next to the garden. We, teachers focus on the students’ healthy way of life. There are several sport, outdoor an leisure activities each year.



We have introduced the preparatory, intensive English language learning class for 6 years. Apart from English  they learn IT in 5 classes a week.
We have been eco-school since September 2009.
                     



The Innovation Institute of Budapest, Pharmaceutical Companies and the Hungarian Academy of Sciences have supported and helped us introduce a special class of Natural Sciences. Furthermore, we have formed special cabinets as well as labs to teach biology and chemistry on advanced level.. These classes give good chance of further and higher education.
Due to the decision of the Minister of Education we became the training school of Eötvös Loránd University, which provides exceptional professional development.

Our school has a camp- site at the bank of the Danube, Szigetszentmárton. Students live under nomadic circumstances and discover nature, the river and the countryside. They can do water sport, go hiking in the forest and  ride a bicycle.





I am doing the project with my class, where I am the home- room teacher, the teacher of English and history. The students are in the 10th year, aged between 15-16. This project provides an excellent opportunity for my students to get involved in the issue of environmental protection and contribute actively to a future worth living.





   It means  EARTH formed by students on the Earth Day
   in April, 2009



a LIVING PICTURE



http://www.aranyj.eu/galeria /


Contacts: Arany János Primary and Secondary School.
               1124 Budapest, Meredek u. 1
               Tel:0036-1-319-3380    Fax: 0036-1-319-7271
e-mail:   ajgm@aranyj.hu               website:www.aranyj.hu