2nd Primary School of Chios

In the 2nd round, students from Grade C (Grade C1 – 13 students) and Grade F (Grade F1 – 19 students) participated. Through the activities that were implemented, the teaching of Cultural Heritage was attempted with the use of 3D technologies.

Initially the students were briefly introduced to:

• Concept of cultural heritage

• Classification of cultural heritage (tangible, intangible, physical, movable, immovable)

• Identity and values of monuments

• Distinguishing global, national, local monuments

Then they dealt with the local cultural heritage sites, sorted them, chose one of them and tried to scan and print it.

 

The activities implemented by the students are the following:

1. Using the digital tool Thinglink they created an interactive map of Chios. They placed the most important monuments, identified their position on the map, classified them, discussed about their identity and values, found similarities and differences.

2. Using google maps, they visited the island of Chios. They marked the most important monuments and navigated them using the Street View app. They discussed their special features.

3. They visited the local museum and then took a virtual tour of Acropolis Museum. They compared the exhibits of the two museums in terms of their characteristics (function, historical period, influences)

4. They made their own museum at school, bringing old objects from home.

5. They made their own exhibits using clay or plasticine.

6. Using 3D pens they designed and made museum exhibits.

7. Using a mobile or tablet, with the KIRI Engine application, they scanned exhibits from the museum (photogrammetry), exported, processed them in Meshmixer, and then printed them.

8. Using the digital tool Thinglink they created an interactive map of Chios with the vigles and windmills. They discussed about their characteristics, the importance of their location, their function, found similarities and differences.

9. Using the 3D pens they designed and made wheels and mills.

10. Using design programs (Sketchup, Tinkercad, Blender) they tried to design their own windmill, their own vigla.

11. Using a mobile phone or tablet they scanned (photogrammetry), a miniature of a windmill and a vigla.

12. Using the 3D scanner they scanned a miniature of a windmill and a vigla

13. Using Meshmixer they corrected the models.

14. Using the 3d printers they printed the vigles and the windmills they designed and scanned.