C3 - Why CO2 is melting our glacier? - France
Short-term exchange of groups of pupils
16th to 20th May 2022
Albertville | France
Day 1 - 16th May
We started the day with the welcoming ceremony. We all sang the European anthem in French, Croatian, Polish, Portuguese, Spanish, Finnish and English.
The pupils from the Music class played the anthem while we sang.
The students then had the opportunity to meet one another through ice-breaking activities. There were several games, and they had to line up according to their age, their size or the legth of their hair, for instance.
The pupils from the Music class played the anthem while we sang.
The students then had the opportunity to meet one another through ice-breaking activities. There were several games, and they had to line up according to their age, their size or the legth of their hair, for instance.
In the afternoon, we visited the Olympic game museum, the olympic ice-rink, and the Olympic mast.
Day 2 - 17th May
We had a hike in the Bauges mountains. One group walked along the Chéran river, while the other group went on a hike and listened to a lecture with a guide about the lessons to be learnt from the fauna and flora and the observation of the peatland. We all had a picnic together under the trees (and some even had a swim) and we swaped activities in the afterrnoon.
Day 3 - 18th May
The French pupils gave their European friends a lecture on the effects of global warming on the melting of sea-ice and land-iced and its effects on the level of the sea. They also showed how to build a small hydrogen car. After that, we all learned how to play "boules", which is more complicated that it may seem.
As in every school in France, students had the afternoon off.
As in every school in France, students had the afternoon off.
Day 4 - 19th May
Day trip to Chamonix and the Mont Blanc! in the morning one group had a hike in the mountain to get a closer look to the glacier des Bossons, with Lucas, a glaciologist. The other group enjoyed a morning in the Merlette park, observing the local wildlife and enjoying a stunning view on the Mont Blanc, the highest peak in Europe (4807,8 m).
Day 5 - 20th May
In the morning, the French pupils gave a lecture and organised a debate about the effects of global warming in our everyday life and the problem it may cause rapidly.
The pupils from 3° Sepga offered all the Erasmus students a bag that they had sewed from different fabrics in order to replace plastic bags. After lunch, the Erasmus students went to the Sauvey Park and enjoyed some fun activities for the last afternoon together. Then students were asked to go shopping to the organic shop and organize a package-free snack for the whole group.
In the evening, we enjoyed a typical "tartiflette" meal and had a farewell party. It ended up in a lot of crying!!!
The pupils from 3° Sepga offered all the Erasmus students a bag that they had sewed from different fabrics in order to replace plastic bags. After lunch, the Erasmus students went to the Sauvey Park and enjoyed some fun activities for the last afternoon together. Then students were asked to go shopping to the organic shop and organize a package-free snack for the whole group.
In the evening, we enjoyed a typical "tartiflette" meal and had a farewell party. It ended up in a lot of crying!!!
Outcomes
Climate change, science activities
The students of our school (39 students, grade 7, 8 and 9 mixed together) were trained in various workshops on greenhouse gases emissions. In particular, they calculated their carbon footprint and made a video about greenhouse gases for the other students in the school.
These workshops enabled them to highlight the different scales of greenhouse gases emissions (from local to global), and the disparities from one country to another, or from one individual to another, depending on wealth.
In order to see the changes in our environment due to climate change, the students participated in 3 outdoor workshops.
We first went to the Bauges massif, in the middle mountains. The first workshop took us to the "Tourbière des Creusates". The facilitator, a geologist from the Bauges Regional Natural Park, highlighted the changes in the flora over time and showed how a peat bog is a source of information on climate change. The pupils were able to work on a reconstituted peat core and identify the different pollens stored in this core. They were able to see that the flora changes over time, depending on the climate.
The second workshop was in the bed of the Chéran, which is a mountain river. The facilitators, who are mountain guides, showed how a river moves and transforms the landscape, bringing sediments and silt to the surrounding landscape. They also highlighted the river's ecosystem by having the pupils look for different animal and plant species. Finally, they showed the current transformations of the river which is facing more intense meteorological phenomena (drought, storms and torrential rains).
The students then went to a high mountain site in Chamonix. After a short hike supervised and organised by the glaciologist Lucas Davaze, and two sports teachers from our school, we arrived at the foot of the Bossons glacier. The glaciologist gave a quick presentation of his job and his working methods. Then he explained how a glacier is formed, how it moves and how it is affected by climate change. He then showed, in the landscape, the evolution of the glacier and the clear retreat observed since the second half of the 20th century.
The second part of the day was spent in the Merlet Park, where the students were able to discover the mountain fauna (chamois, ibex, marmots, mouflons, fallow deer) in their natural environment. The site also offers an exceptional view of the glaciers of the Mont Blanc chain.
These workshops enabled them to highlight the different scales of greenhouse gases emissions (from local to global), and the disparities from one country to another, or from one individual to another, depending on wealth.
In order to see the changes in our environment due to climate change, the students participated in 3 outdoor workshops.
We first went to the Bauges massif, in the middle mountains. The first workshop took us to the "Tourbière des Creusates". The facilitator, a geologist from the Bauges Regional Natural Park, highlighted the changes in the flora over time and showed how a peat bog is a source of information on climate change. The pupils were able to work on a reconstituted peat core and identify the different pollens stored in this core. They were able to see that the flora changes over time, depending on the climate.
The second workshop was in the bed of the Chéran, which is a mountain river. The facilitators, who are mountain guides, showed how a river moves and transforms the landscape, bringing sediments and silt to the surrounding landscape. They also highlighted the river's ecosystem by having the pupils look for different animal and plant species. Finally, they showed the current transformations of the river which is facing more intense meteorological phenomena (drought, storms and torrential rains).
The students then went to a high mountain site in Chamonix. After a short hike supervised and organised by the glaciologist Lucas Davaze, and two sports teachers from our school, we arrived at the foot of the Bossons glacier. The glaciologist gave a quick presentation of his job and his working methods. Then he explained how a glacier is formed, how it moves and how it is affected by climate change. He then showed, in the landscape, the evolution of the glacier and the clear retreat observed since the second half of the 20th century.
The second part of the day was spent in the Merlet Park, where the students were able to discover the mountain fauna (chamois, ibex, marmots, mouflons, fallow deer) in their natural environment. The site also offers an exceptional view of the glaciers of the Mont Blanc chain.
Awareness campaign
Last year, the pupils of our school (Erasmus group) were able to benefit from the intervention of a glaciologist, Lucas Davaze. He presented the history of the climate and its current changes through three 2-hours presentations. The first presentation traced the history of the climate over geological time. The students learned and understood the definition of "climate", what carbon sinks and sources are and how they affect the climate. The second presentation focused on climate change.
The students studied and observed the human impact on CO2 since the 19th century. Students based on CO2 records from ice cores. They also learned how a glacier forms, evolves over time and how it can be impacted by climate change. The third presentation had two main objectives: to study the impact of global warming on a particular glacier (the Girose glacier), with regularly updated records taken by the glaciologist; and to get the students to think about potential actions to reduce CO2 emissions. This last phase of reflection took the form of a debate between pupils, organised in 4 groups: CO2 emissions linked to food, transport, housing and consumption.
Our students were thus sufficiently trained to take charge of presenting these issues (CO2 emissions and their impact on glaciers) to students from other countries. Thus, during one morning, the students presented 3 slide shows of the 3 presentations of the glaciologist. Following these explanations, debates were led by our pupils. The dialogues between all the pupils from the 6 countries led to proposals from each of them on actions to be taken to reduce greenhouse gases.
The pupils were thus able to acquire specific vocabulary in English about glaciology and greenhouse gases. They were also able to work on their ability to argue and to ask themselves questions about their role as citizens.
The students studied and observed the human impact on CO2 since the 19th century. Students based on CO2 records from ice cores. They also learned how a glacier forms, evolves over time and how it can be impacted by climate change. The third presentation had two main objectives: to study the impact of global warming on a particular glacier (the Girose glacier), with regularly updated records taken by the glaciologist; and to get the students to think about potential actions to reduce CO2 emissions. This last phase of reflection took the form of a debate between pupils, organised in 4 groups: CO2 emissions linked to food, transport, housing and consumption.
Our students were thus sufficiently trained to take charge of presenting these issues (CO2 emissions and their impact on glaciers) to students from other countries. Thus, during one morning, the students presented 3 slide shows of the 3 presentations of the glaciologist. Following these explanations, debates were led by our pupils. The dialogues between all the pupils from the 6 countries led to proposals from each of them on actions to be taken to reduce greenhouse gases.
The pupils were thus able to acquire specific vocabulary in English about glaciology and greenhouse gases. They were also able to work on their ability to argue and to ask themselves questions about their role as citizens.
Cultural diversity
On the first day, a presentation of Albertville was given by the town's tour guides. This presentation showed the values of Olympism to which the town is attached. It also highlighted the way in which Albertville's history and town planning have been marked by the 1992 Olympic Games.
The last day of the week was a particularly good opportunity for cultural openness and diversity.
For the snack, the pupils had to go and buy local products in a cooperative with two objectives: to avoid packaging on the products bought and to favour food produced in Savoie.
To avoid packaging, fabric bags, made in sewing class by a class of pupils from our school (a class arranged with professionalization of the pupils) were offered to each invited pupil.
Thus, the pupils were able to discover a specific way of consumption, and typical products of our region. This also allowed us to integrate other pupils from our school, with special needs, in a European and civic project.
In the evening, a "tartiflette" was proposed by our school. This is a traditional dish from our region, made of potatoes, local cheese (reblochon) and lardons, which we eat especially in winter. The pupils, but also the parents who welcomed foreign pupils, were invited to taste this typical dish.
Then the cultural opening was done at the musical level: the pupils of each country had to select 10 pieces of music: 5 pieces of music from their country of origin, in their language, and 5 other pieces of their choice. Everyone had the opportunity to dance and sing to culturally diverse music.
During the week, the pupils were also introduced to « pétanque », in the « petanquodrôme » closed to our school.
The last day of the week was a particularly good opportunity for cultural openness and diversity.
For the snack, the pupils had to go and buy local products in a cooperative with two objectives: to avoid packaging on the products bought and to favour food produced in Savoie.
To avoid packaging, fabric bags, made in sewing class by a class of pupils from our school (a class arranged with professionalization of the pupils) were offered to each invited pupil.
Thus, the pupils were able to discover a specific way of consumption, and typical products of our region. This also allowed us to integrate other pupils from our school, with special needs, in a European and civic project.
In the evening, a "tartiflette" was proposed by our school. This is a traditional dish from our region, made of potatoes, local cheese (reblochon) and lardons, which we eat especially in winter. The pupils, but also the parents who welcomed foreign pupils, were invited to taste this typical dish.
Then the cultural opening was done at the musical level: the pupils of each country had to select 10 pieces of music: 5 pieces of music from their country of origin, in their language, and 5 other pieces of their choice. Everyone had the opportunity to dance and sing to culturally diverse music.
During the week, the pupils were also introduced to « pétanque », in the « petanquodrôme » closed to our school.
Multilingualism
At the welcome ceremony, students and teachers from all countries sang "Ode to Joy", the European anthem. Each country had to sing a part of the anthem in its mother tongue. We sang the anthem in French, then Spanish, Portuguese, Finnish, Croatian and Polish. The last verse was sung in English. The ensemble was accompanied by the pupils of the music classes of our school.
This gave us the opportunity to learn other languages, as our pupils practised singing the whole Anthem. We were also able to integrate the music classes with pupils who were not part of the Erasmus scheme.
Finally, we established a link with the "Maison de l'Europe" in Albertville, which lent us flags and posters to put our school in the European colours. The president of the House of Europe, Mr Georges-Henri Brun, was invited to the welcoming ceremony and was able to listen to the Ode to Joy.
This gave us the opportunity to learn other languages, as our pupils practised singing the whole Anthem. We were also able to integrate the music classes with pupils who were not part of the Erasmus scheme.
Finally, we established a link with the "Maison de l'Europe" in Albertville, which lent us flags and posters to put our school in the European colours. The president of the House of Europe, Mr Georges-Henri Brun, was invited to the welcoming ceremony and was able to listen to the Ode to Joy.
Results for students activities, C5 :
The aim of the scientific activities was to observe the effects of climate change on the mountains of the Northern Alps. For this, we had two approaches:
- Outdoors, with the outings in the middle mountains (changes in the alpine pastures) and in the high mountains (melting of the glaciers)- Indoors: with the practical work in physics
- This approach enabled the students to link theoretical mechanisms explaining the melting of ice and the role of greenhouse gases, with the practical consequences of these mechanisms in the landscape.
- the discovery of Alpine biodiversity and examples of the impacts of climate change on our environment
- Introduction to scientific methods to confirm or refute hypotheses
- the discovery of certain aspects of French and Savoyard culture: music, food, sports practices