EXCHANGE OF STUDENTS: Liceo Croce Aleramo answers Lycée Faustin Fleret Students’ questions

EXCHANGE OF STUDENTS: Liceo Croce Aleramo answers Lycée Faustin Fleret Students’ questions

Here are the questions that were asked us by the French school (Lycée Faustin Fléret), and our corresponding answers:

What are the temperature variations in Rome in December and over a year? 

You will find the answer to this question in the attached Excel file “1 annual temperatures” which shows all the temperatures you requested over a whole reference year.

What is the wind speed record in Rome? 

The maximum wind speed in Rome is an average 70/80 Km / h with maximum peaks in particular cases up to 130 Km / h.

What are the most impacting pollutants in Rome?

The main pollutants that are monitored by the Regional Environmental Protection Agency in Rome are CO (carbon monoxide), O3 (ozone), PM10 and PM2.5 (micro particulate matter), SO2 (sulfur dioxide). These pollutants have been correlated with the meteorological phenomena of the weather station installed on the roof of our school. The work done on this has already been sent to you.

Did you use other technical systems than the weather station during your training?

Sure. We used the ARPA pollutant detection stations in our region, Lazio.

Did you appreciate the EUREKA project pedagogically speaking?

Sure. The project allowed teachers and students to work together by developing laboratory teaching methodologies useful for understanding the fundamental themes of the disciplines studied in the school environment. Laboratory teaching has encouraged an active attitude of the students towards knowledge based on curiosity and challenge rather than a passive attitude through the use of mere authority allowing teachers and students to find in reality, in a selective way, the material on which carry out the work of education.

How did you become aware of school dropout issues?

Our work as teachers has given us the awareness over the years that early school leaving can lead to the definitive abandonment of the school process with all the consequences of the case in terms of both self-esteem and future employment, with very serious social repercussions. We are convinced that the problem can potentially be solved or at least mitigated by approaching students in difficulty, helping them to increase self-esteem, develop their potential and improve their performance. The intervention implemented by us teachers in this project has acted on two levers: the strengthening of the skills of the children, through a support activity with non-traditional teaching methods and the strengthening of the motivation of the students who must rediscover the sense of commitment constant and regular. As already mentioned in the previous answer, this project allowed teachers and students to work together “by doing”, encouraging an active attitude of the students towards knowledge based on curiosity and challenge rather than a passive attitude in receiving information from high of a chair. The project made it possible to identify flexible didactic models in which to activate transversal forms of integration, inter-class experiences or activities organized in groups of pupils and entrusted to specialized teachers. In this sense, the school-work alternation activities (PCTO) were conceived and carried out through webinars with expert partners in which the students were able to confront themselves in brainstoming and problem solving activities related to the environmental dynamics dealt with. The processing of data downloaded from a real physical body such as the school weather station and those of an accredited scientific body such as ARPA Lazio have thrilled our children in the elaboration of works based on real and tangible problems. By comparing the data issued by the school’s weather station with the data issued by the ARPA, the students were able to observe the trend of air quality in their neighborhood. The work allowed them to create some graphs based on the data collected through the consultancy of the IEA project partner. Our project has allowed the promotion of a state of well-being which for us represents an essential element of the school curriculum for the educational success of pupils, for the full realization of the right to study and to prevent and contrast dispersion. In fact, we believe that the state of well-being of a student coincides with the possibility of assuming a positive attitude with which the student becomes the protagonist of his own training process of self-learning and orientation.

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