2. Etwinning Project: Divina Reduces
1. Justification of the Project
Respect for the environment has become one of the major issues of our time. The
deterioration of our planet in recent years is evident in phenomena such as global
warming, increased desertification and the extinction of certain animal and plant
Our students should be aware of the consequences of inadequate management of our
natural resources and of the waste we produce in our daily lives, and therefore, the
education they receive at school will condition their behaviour both at home and at
school, so it is important to make them aware of the need to respect the environment,
developing daily practices that help to promote these good habits. Our pupils should
be aware that daily activities at school involve a significant consumption of energy and
natural resources, and therefore, it is necessary to manage them well in order to
minimise pollution. If we work on this basis, we will be helping our pupils to grow up
in a more ecological environment and with a healthy basis of sustainable living and
Based on our Healthy School Project, we want to carry out this project based
fundamentally on the 3Rs:
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REDUCE, as this is the most important concept of all, because if we start by reducing
or avoiding the generation of unnecessary waste and using products correctly, we can
avoid a large number of environmental problems, as to manufacture products of all
kinds, we need raw materials, water, energy, minerals, etc., which can be exhausted or
take a very long time to be renewed.
REUSE, using different consumable products repeatedly or in different ways. Do not
discard what can be used again, because the more we reuse, the less waste we produce
and the fewer depletable resources we have to "waste".
RECYCLING, a process that consists of taking advantage of materials or objects that
consumer society has discarded because they are considered useless, i.e. giving a new
value to what has been discarded so that it can be reused in the manufacture or
preparation of new products, which need not resemble the original product in form or
application. Through recycling we save direct resources, i.e. raw materials, and indirect
resources such as water, energy (electricity) and others, as well as contribute to
decontaminate the enviroment.
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- To provide as many pupils as possible with the opportunity to acquire the knowledge,
values, attitudes and interest necessary to protect and improve the environment.
- To inculcate new patterns of behaviour towards the environment and towards
- To offer a wide range of environmental education activities based on the 3Rs, with a
special focus on the R for Reduce.
2.1 Specific objectives
- To raise awareness among pupils and their families so that they acquire positive
attitudes and behaviour towards respect and improvement of the environment, with
special emphasis on respect for our town and its surroundings.
- To save natural resources and change consumption habits.
- Actively participate in improving the environment by collaborating in its
- To encourage respect for natural and urban spaces and their surroundings.
- To get to know our immediate surroundings, their functions and services in order to
make the most of the environmental resources that each place has and to turn our
immediate surroundings into an environmental classroom.
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- Learn to select and reduce the waste we generate in our daily lives, whether at school,
at home or in the street.
- Encourage the separation of organic waste in households and improve the separation
of organic waste in schools.
- Promote attitudes and behaviours to achieve a town with sustainability criteria.
- To make classrooms sustainable educational environments, where recycling,
responsible consumption, as well as the values of respect and companionship are
2.2. Currículum related objectives
1. To encourage pupils to travel to school actively as part of a healthy and active
2. To raise pupils' awareness of the importance of being active as part of a healthy and
3. To improve pupils' spatial reasoning.
1. Identify and describe healthy lifestyles.
2. Identify the difference between renewable and non-renewable energy.
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3. Recognise the risks of using non-renewable energy sources.
1. Know, understand and respect different cultures.
2. Value the importance of the literary works of certain authors (in this case Cervantes
and Don Quixote) and their impact on today's society.
1. Apply the most appropriate basic strategies for the general and specific
comprehension of oral and written texts.
2. Identify basic socio-cultural and socio-linguistic issues
1. To produce their own artistic productions using different techniques, including
digital format (use of educational Apps).
2. To make handicrafts using recycled materials.
3. Reduce, reuse and recycle paper at school
A single sheet of paper may be insignificant. However, the use of thousands of sheets a
day causes serious damage to the environment. Cutting down trees means damage to
forests, to the survival of certain species and even to our planet's climate, since trees are
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responsible for transforming carbon dioxide into oxygen, thus helping to prevent the
In the production of paper that reaches our schools, several chemical elements are
used, including chlorine, which has an environmental impact on rivers, seas, plants
Reducing, reusing and recycling the paper we use at school is essential. If we are able to
recycle one tonne of paper, we will be saving the lives of many trees.
3.1.1 Actions to reduce paper consumption at school:
- Use both sides of the sheet when using notebooks or dirty paper.
- Print single-spaced drafts (otherwise half of the sheet is used).
- Do not throw paper away, but recycle it after using both sides.
- Buy recycled paper that has not been chlorine-processed for bleaching.
- Use the blackboard and projector rather than single sheets of paper for lessons.
- Facilitate recycling by placing baskets or folders in which to deposit sheets of paper
that can then be used on the other side.
- When students ask for sheets of paper to make drawings or write notes, offer them
the sheets in the tray in order to reuse them, as well as those students who do not bring
material with them, offer them reusable sheets of paper.
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- When a sheet is to be photocopied, provide another sheet to be worked on in the
following days, so that both sides of the sheet can be used.
- Use unfinished notebooks for the next course.
- Photocopy on sheets with one clean side whenever possible, e.g. drawings that are to
be hung on the wall.
- Unsubscribe from subscriptions to magazines, e.g. from trade unions, which are
thrown away without being read.
- Do not use paper to dry hands or wipe them, but use the small towel that pupils have
for PE and dry their hands on it.
3.1.2 The "ECO Patrol" acts to prevent the misuse of paper in the
Students from the different courses will voluntarily present themselves to form part of
the "School's ECO PATROL", which will be formed weekly by two students and will
rotate every Monday. They will be rotated every Monday. In class, they will have a rota
where they will be able to see who is in charge at any given time. Their duties will be:
- They will be in charge of making sure that all their classmates use their towel to dry
their hands or clean them and do not use the toilet paper for this purpose.
- To make their classmates aware of the importance of not wasting toilet paper in the
bathroom and to use only what is necessary.
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- Make sure that paper that can be reused on another side is not thrown away in the
paper recycling bin, nor plastic, etc.
- Remind classmates that they can use reused paper for drawing in class during free
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3.1.3 Material to explain and put in classrooms:
It is important that students can visualise very schematic posters about what to recycle
and what not to recycle in the paper bin, and on the other hand, how to reduce paper
waste. For this reason, students can use the following posters in class.
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4.Reduce, reuse and recycle plastic at home
Scientists have been warning us since the early 1970s that plastics are accumulating in
the oceans and saturating beaches and rivers. Our "planetary arteries" are literally
littered with plastic in many places. Single-use plastics have been found even in remote
mountainous areas and in the middle of the desert. We cannot deny the cause of this
problem: plastic is a man-made product that we create and discard without
considering the consequences. At school, a large amount of plastic is collected daily at
breakfast time, and our project aims to make our students aware of the importance of
reducing the amount of plastic in their daily lives.
4.1.1. Actions to reduce PLASTIC consumption at school:
- Wrap the snack in paper instead of plastic or foil, and place it in a reusable taper or
cloth bag that the child can carry and bring back and forth each day. Washing the
taper or bag frequently is just as hygienic as using a disposable bag every day and is
much less polluting!
- Choose whole fruit that does not need packaging or peel and cut the fruit and pack it
in reusable containers instead of single-use bags.
- Avoid bringing plastic-packed products to school for breakfast, as in addition to
contaminating the packaging the food is less healthy than a sandwich or fruit.
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- Do not use bottled water and throw the bottle away every day; refill a reusable bottle
for your child to take to school. If the water in your town is not good quality and you
need to buy bottled water, choose larger containers and refill glass bottles to use at
- Avoid plastic tableware, which, although very useful, especially for children, generates
large amounts of waste.
- When celebrating birthdays or parties in the classroom, avoid bringing plastic
tableware, ask each pupil to have a reusable plate, glass and cutlery in class, which they
will take home to wash every time it is dirty and bring it back to school the next day.
- Try to dump the bags from the waste bins into larger ones and whenever possible use
the bags that are already installed in the bins.
4.1.2. The "ECO Patrol" takes action to prevent the misuse
of plastic in the classroom:
For a week we will collect the plastics in the plastic bin and at the end of the week, in an
EF session we will spread them all out on the floor, and spend a few minutes looking at
them and thinking a bit about the waste generated, are there any easy to avoid, are
there any very repetitive ones? We will do this for several weeks, which will help us to
see how much waste we generate and where it comes from.
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And above all, we will see the evolution week by week and check if we are achieving the
challenge of "reducing the amount of plastic generated".
We will work so that the students will be able to think when they come across a non-
reusable, disposable plastic, such as a glass, a spoon or a fork, think for a moment how
long it has been useful, a few seconds, a few minutes, and... how many years will it take
In addition, the plastic ECO PATROL will be in charge of:
- Weigh the plastic bin daily and write it down on the corresponding board so that
they become aware of the large amount of plastic that we generate and if we are able to
- Try to make the classmates who continue to generate a large amount of plastic waste
realise the importance of changing their habits.
- Before any celebration, we should remember the importance of not bringing plastic
utensils, and try to convince families to bring reusable material, even if we have to
spend a little time washing them.
- Give positive marks to all pupils who bring bottled water to school in reusable
containers, as well as to all pupils who bring reusable containers.
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5.Reduce, reuse an recycle water at school
At school, as at home, we often use many more litres of water than we really need, and
this, in addition to the economic cost, has environmental consequences, since for water
to appear clear and pure it must go through a complete process of water purification
process. This is why our students should know that water is fundamental for life and
our health, and therefore it is very important to contribute to keeping it clean,
polluting it as little as possible so that it can be reused.
5.1.1. Actions to reduce WATER consumption at school:
- Do not leave water running when it is not being used or consumed.
- Do not play with or waste water.
- Report leaks from taps and toilets immediately.
- Post signs on surfaces near taps about the need to keep them turned off.
- Calculate how much water is lost due to a faulty tap and then report the losses to the
- Flush only when necessary. For example, do not blow your nose, flush the paper down
the toilet and then flush the toilet.
- Do not play in toilets and flush the toilet just to look like you have peed.
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- Have large containers in the garden area and under the gutters to catch rainwater
and then use it to water our school garden.
5.1.2. The "ECO Patrol" acts to prevent the misuse of
WATER in the classroom:
- They should inform the teacher in charge if any classmate, whether from their own or
another class, wastes water in the toilets.
- Report any leaking or dripping taps in the toilets.
- Make colleagues aware of the importance of not flushing the toilet unnecessarily, i.e.
picking up a piece of paper, blowing their nose, flushing it down the toilet and then
flushing it. This is why there are bins in the toilets.
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6.REDUCE ENERGY CONSUMPTION AT SCHOOL.
We often do not look at the refrigerators, computers, large lamps, fax machine,
photocopier and many other appliances that we use in our school. Perhaps only a few
times have we considered how much energy they consume, let alone how we can reduce
6.1.1. Actions to reduce ENERGY consumption:
- Make appropriate use of electric lighting. Classrooms generally have more lighting
capacity than necessary, so it is advisable to adjust their use to real needs and make the
most of natural light by opening all the curtains and blinds covering the windows.
- Always remember to turn off the lights when leaving the classroom.
- Switch off electronic equipment when not in use. Often computers, fax machines,
photocopiers and printers are switched on when not in use, producing unnecessary
heat and wasting energy.
- Turn off monitors when computers need to be kept on and no screen work is
- Keep windows tightly closed during cold weather, so that heat can be conserved and
heating is not wasted unnecessarily.
- On hot days in the classroom, close radiators before opening windows and doors.
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6.1.2.The "ECO Patrol" acts to prevent the misuse of ENERGY:
- Remember when it is hot in the classroom that the first thing to do is to turn off the
- Inform the management team if it is too hot in the classroom, so that the heating
temperature can be lowered.
- Whenever we leave the classroom, make sure that the light is switched off and the
door closed so that the heat does not escape.
6.1.3. Materials to use in the classrooms:
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7.REDUCES THE CONSUMPTION OF ORGANIC WASTE
The inadequate management of solid waste is one of the most serious environmental
problems, due to its high negative impact on natural resources and human health. As
a result of the above, it is a priority to promote, through school education, a culture
aimed at alleviating the environmental and social problem caused by litter. the
environmental and social problem caused by litter. This project considers that the way
to solve the problem of litter is to educate the population, raising their level of
environmental awareness from the first years of school education.
7.1.1.Actions to reduce the consumption of ORGANIC WASTE:
We will create a series of workshops with the different groups, in which we will create a
poster in which each group will come up with ideas to reduce the high amount of waste
we generate (using paper on both sides, using old circulars as "dirty sheets", refilling
bottles and canteens for breakfast, greater consumption of non-packaged products,
use of multi-purpose containers to store snacks...). We will emphasise not only the
advantages of not generating so much waste, but also the benefits for their health, as
we will be encouraging greater consumption of natural products, such as fruit,
sandwiches, etc. This benefit will also be reflected in a lower economic cost. In this way,
instead of buying a chocolate milkshake, we can fill a canteen with the cocoa milk we
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drink in the morning, and it will be cheaper and healthier. Or instead of drinking a
fruit juice, we can choose to bring our own fruit, or fill another canteen with the biggest
juice carton we have at home. We will be looking for students to create these kinds of
examples and initiatives, and the green patrols will reward both the ideas and those
who carry them out.
We will use the organic waste generated in the classroom to make our own compost,
and thus produce our own compost for the school garden which is also managed by
the Healthy School Project. We have a composter in the garden, which we will start
using once the REDUCE project has been presented to the pupils.
7.1.2.The "ECO Patrol" acts to collect and reuse organic
- Collect organic waste that can be used for composting each day in a specific deposit
for this purpose.
- They will stir the compost when necessary, so that the mixture is well mixed.
- They will ensure that all pupils correctly deposit all waste in each of the containers.
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8.IMPORTANT CELEBRATIONS IN OUR PROJECT.
On the days indicated below we will carry out various activities to celebrate them and
above all to commemorate this day and to show our students the importance that each
one of them has in our daily lives.
- Water Day (22 March):
We will make a drop with recycled caps to remind us every time we look at it of the
importance of caring for and not wasting water.
- Earth Day (22 April):
We will make a giant three-dimensional earth and a footprint on which the pupils will
put the silhouette of their hand, to symbolise that each one of them is lending a hand
to the planet.
- Recycling Day (17th May):
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There will be a competition for toys made from recycled materials that the pupils will
make at home. The competition will be voluntary, although the school will encourage
students to all of them to let their imagination run wild and make fun toys out of
material that may be in the rubbish bin.
In the days following the resolution of the competition, the pupils who have submitted
toys will be able to play with them at break time.
- Environment Day (5th June):
We will be holding a Barter Market at the centre, students who wish to do so can bring
to the centre any toy or other object that they no longer want and is in good condition,
in exchange they will receive a card, which on the day of the Market can be exchanged
for another object that they like.
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- Mother’s Day and Father’s Day: make the gifts from recycled materials, e.g.
flowers made from bottle tops.
9 COLLABORATIONS WITH AGENTS OUTSIDE THE
9.1 City Council
- To request the collaboration from the economic point of view, as well as the
necessary infrastructures or services from the local Town Council, always within the
possibilities of the same.
- Exchange money from toilet paper and toilet paper that we do not use for pool
tickets, healthy breakfast, etc.
- Collaboration on the part of the cleaners so that they do not throw away the
rubbish bags on a daily basis but dump them in larger ones, e.g. the paper bins
that the bag never gets dirty.
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9.2 AMPA and families
- Financial collaboration and support in project activities by representatives of the
AMPA. within their possibilities.
- Collaboration to reduce plastic waste at breakfast.
Eco Patrol Card:
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11.1 ABOUT THE AREAS:
1. Relates the main eating habits to physical activity and is able to make a basic
proposal (mealtimes, quality/quantity of food eaten, quality/quantity of food
2. Identifies the beneficial effects of physical exercise on health.
3. Describes the negative effects of a sedentary lifestyle, an unbalanced diet and
bad posture and hygiene habits on health.
1. Recognises healthy lifestyles and their effects on the care and maintenance of the
different organs and apparatus.
2. Identifies and values healthy habits to prevent diseases and maintains a
3. Knows and explains the principles of balanced diets, identifying healthy
practices in order to prevent and detect health risks.
and detect health risks.
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4. Values the responsible use of energy sources on the planet. 5. Identifies and
explains the differences between renewable and non-renewable energy sources, and
argues about the necessary actions for sustainable energy development.
5. Identifies and explains the differences between renewable and non-renewable
energy sources, and argues about the necessary actions for sustainable and
equitable energy development.
Spanish language and literature:
1. Reads and knows texts and authors from Castile-La Mancha (stories, songs,
1. Understands the general meaning and gist of a text or conversation.
2. Understands the main ideas of simple presentations on topics familiar or of
interest to him/her
3. Understands basic aspects of traditional customs, habits and celebrations.
4. Communicates with other children using English as a vehicular language.
1. Makes artistic works using different materials
2. Manages simple computer programs for digital image processing (size, brightness,
colour, contrast...) which can be used for the development of the creative process.
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11. TO CONCLUDE:
We would like to end our project by reflecting on the moment in which we live, on
the situation of our planet, subjected to a clear climate change caused by the
irresponsibility with which many human beings behave at some point in our lives,
without worrying about what we are doing to it and how the next generations will
Let's help to save it, let's help to take care of it, let's help to live in a healthy and
sustainable world where everything is easier and more beautiful.
Terry Swearingen once said:
"We live on The Earth as if we had another one to go to".
Let's educate and make our society aware of the importance of our actions, leaving
a green footprint along the way.
Together we can do it!