Presentation -
An educational trip at the heart of the school program.
A trip to the heart of contemporary issues of sustainable development, sustainable management of renewable energies and protection of the environment at the level of a whole country.
Iceland, with its 87% renewable energy status, is a leading educational space with all the features needed to develop such a project.
The level chosen is that of the Seconde class, including in French school curricula the main orientations selected.
The educational trip will be conducted in the perspective of an expedition. Different groups of students will be responsible for different activities and will have to report on the website, in order to share information and disseminate their experiences to all the partner schools of the operation.
It is the geography course on sustainable development that is behind the Iceland project.
Second-year students quickly exercised their critical thinking on climate change and its origins.
The purpose of the trip is to educate high school students in the High School about the issue of climate change. Beyond this question is a deeper reflection that the students of the San Francisco High School wish to lead on energy, economic and political choices in Iceland in relation to that of climate change.
The trip is a culmination of school work. LSFS students wish to become ambassadors of all their comrades.
Contact
French School of San Francisco - www.lelycee.org
Website dedicated to the project: www.lfsf-islande.fr
Project leaders
Emmanuel Texier, Head of the LFSF
Christine Riez, LFSF Deputy Proviseur
Gilles PORTAZ, Coordinator and Professor of Geography History
Sophie Nayler, Professor of History and Geography
The participants of the Lycée Français of San Francisco
Thirty eight students from two tenth grade classes of the Lycée Français of San Francisco.
The pupils are supervised by their teachers.
The Lycée's administration and its service of development and promotion supports this trip.
The parents are fully invested in this operation.
Coordination and people resources of the project
Coordinator and responsible for the trip / diffusion and contact:
Gilles PORTAZ – History and geography teacher
Geographic coordination: Sophie NAYLER – history and geography teacher
Supervisor: Christine Riez, Lycée's Vice Headmistress
Contact: gportaz@lelycee.org / criez@lelycee.org
The educational staff for both sophomore classes are invested in this trip. They assure that the students will be learning according to their curriculum.
Pedagogical Goals
Geography
The travel program is turned, first and foremost, towards the geographical and contemporary implications that the development of sustainable energies would cause, in addition to the topics of climate change, natural risks, and the protection of the environment.
As a part of the geography curriculum in 10th grade, direct and indirect learning goals will be addressed during the trip :
Management of the Arctic/ Question of water/ Management of the natural risks/ Sustainable development…
Physics
Geothermal energy
Life Sciences
Meteorologie and protection of endangered species→ puffin/whales
French
Ability to take notes using scientific vocabulary for publication on the trip’s website → locations and inspiration. Online release of information requires writing and syntaxical skills.
The French author, Jules Vernes, made this location immortal with his book Journey to the Center of the Earth.
History
The First Parliament → question of connections between climate change and political and economical management
Civic Education
Development of the project, its creation, the financial research, its partners, and its contacts, are carried out with close collaborations and with the active participation of students.
Languages
English translation -- creation of articles that will be published in California institutions.
Film and audiovisual studies
Creation of documentaries (3 to 5 minutes long)
The process therefore concerns a series of fields.
The choice of Island, today, directly questions the economic and energetic history of other nations. This questioning relies, first and foremost, in the political domain and in the choices that history never ceases to teach, but also in the field of civic education.
A preparatory work will be necessary in order to optimize the learning process via websites and the educational pursuit that the regularly updated documents that are put in the student’s disposition allow.
Collateral work
Rendering
The rendering would not be done on a travel book, but directly on a website that we want to share with all the French high schools of the French and metropolitan network to participate in the awareness of French and French students to the issue of energy renewable energies, environmental protection and climate change.
The work will also continue in the direction of high schools, California.
This approach is possible because the works and information are translated into English and reported on the bilingual website, www.lfsf-islande.fr
Preparation of visits and interviews.
Working in French and in English allows you to prepare questionnaires, visits and to schedule reports in French and English on the website.
The preparation of the trip.
Under the responsibility of their teachers, students participate in the development of the project and the search for funding. It is from the perspective of a civic dimension that this choice has been made.
The Calendar
The students’ development, pedagogical activities and civic commitment take place all throughout the school year.
Three Highlights
During the first trimester, a research and construction project for all the students: research for businesses, writing letters, reading articles based on the questions on the program...
From the beginning of the second trimester – December 2017 – an active contact and engagement with all the businesses we would like to associate with our trip. These contacts will double from the search for sponsors partnerships in scientific, financial and pedagogical areas. The following website, www.lfsf-islande.fr, will help ensure communication as well as help elaborate the project with the help of our partners.
During the second and third trimester, there will be an exchange with the sponsors and partners to finalize and accomplish our objectives in Iceland in the second half of May 2018
Financing
This trip to Islande is a great opportunity for LFSF marketing wise in the sense that it will help us expand and get more known. We will be asking for either: discounts, sponsorships, or donations.
The school has cut the prices by 30% .
We are contacting french and american companies that are scolorazing students at LFSF.
We are asking companies and facilities that we will be using throughout the trip for discounts (like for example the airline).
We encourage families to participate.
Folder visibility of companies and stakeholders as part of their holdings
Website
For donations related to sustainable development: visit the first page.
As part of advertisement: we are selling areas destined for ads / (fixed price)
There are 12 areas on the homepage for: advertisements, collaborators and sponsors .
Institutional collaborators will be visible from the collaborator part of the website.
Collaborators and sponsors will have their logo and information displayed in emails, depending on the scale of their financial contribution or assistance.
To sum up, the people and establishments listed below are welcomed to follow our project and use information provided by this website.
500 school using the network AEFE
2500 french schools
1200 Profesional high schools
7500 middle schools
1 000 establishments in California
Media presence
The Development and Communication Department will provide a presence near and in the direction of the local media, San Francisco, but also Californian, French and Icelandic.
The communication operation will be done in 4 steps
- Announcement of intention and interest on the subject
- Broadcast of a series of two press releases 15 days before departure and the day of departure
- Dissemination upon return
- Dissemination 3 months later on the spin-offs and the follow-up of the other establishments / interviews of pupils in particular in the local press, but also of partner establishments.
A file of communication will be transmitted to the companies for the request for financing / patronage.
External Contributors
Icelandic Contributors:
As part of the visited sites and the pedagogical procedures undertaken:
Meeting with one or more Icelandic political representatives about energy and the environment.
Meeting with a volcanologist
Meeting with one or more hydroelectric ou geothermal engineers
Icelandic Embassy in France
French Contributors:
French Alliance (Alliance Française)
French Embassy in Iceland
Educational Institutional Contacts:
National Geographic
Géo France
Haroun Tazieff Foundation
Icelandic environment magazines
Associations in sustainable development (Sierra Club)
Institutional Contacts and hierarchy:
AEFE (The Agency for French Education Abroad)
French high schools of the international network
Academy of Caen
Ministry of Education
High schools : LGT, LP...
Ministry of Ecological and Solidarity Transition
Ministry of external affairs:
French ambassador in the US
French consulate / San Francisco
French ambassador in Iceland
Icelandic ambassador in France
Icelandic ambassador in the US
French alliance of California and Iceland
The Icelandic authorities will be asked about the ability to meet researchers and personalities involved in environmental protection and energy policy choices.
The benefits of the project
Pedagogy and citizenship - critical thinking.
Each subject involved in the project, in relation to the program and the course, will draw on both the construction of the project and the resources put forward during the year and after the trip.
Iceland is both an example and a case study.
The project should enable work on access to different sources of information on the issue of climate change; it will have to develop a critical spirit on the necessary political, economic and energy adaptations of the different countries of the world.
The repercussions of notoriety
The benefits for the Lycée
A stronger international vision thanks to the links established with other high schools, strengthened locally and internationally by the choice of the English translation of the published web pages.
A pedagogical operation that goes beyond the Lycée and assures visibility and visibility at the Lycée, which is stronger both locally, as part of the international network of high schools, but also at French metropolitan and extra-metropolitan high schools.
The spin-offs for Iceland
The advertising provided by the trip to thousands of French students both in France and around the world is a pledge of publicity and notoriety of the Icelandic model and will be a future invitation to return to Iceland to support and take an interest in the implementation of new policies in the context of climate change.
Spin-offs for French teaching and AEFE
The wide dissemination of an educational project underlines the role and importance of France's international openness in the field of education.
The spin-offs for French, overseas and AEFE high schools
A dialogue and awareness on the issue of climate change while exercising a critical and constructive spirit on the links that take place with economic models and political choices.