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OUR AWESOME CULTURAL HERITAGE … OUR AWESOME TIES Erasmus+ 2019 1 IT02 KA229 063270 TITLE MODULE 1 FESTIVALS SUBJECTS English History Art Geography Tourism SUSTAINABLE DEVELOPMENT GOALS 2030 SDGs 4, 5, 8 and 16 LANGUAGE English STUDENTS' AGE 15 18 PERIOD November December January LESSONS Lesson 1 What is a festival? Lesson 2 Festivals all over the world Reading comprehension activity https://www.teachingenglish.org.uk/article/festivals Lesson 3 How is a festival organised? Listening comprehension activity https://www.youtube.com/watch?v=ZECeTAyI8vE Lesson 4 Meeting and interviewing an expert Lesson 5 Writing articles about festivals Lesson 6 and 7 Planning a festival in International groups GeneralOBJECTIVESmoduleobjectives: To foster a deeper understanding of the value of cultural heritage To boost language skills To develop problem solving skills To improve collaboration skills To develop job related skills To promote the importance of active citizenship Subjects Objectives To understand the meaning of cultural heritage and its value To learn how to promote aspects of the European cultural heritage through festivals Prerequisites Knowledge of the main elements of an event Knowledge of promotion techniques Knowledge of SDGs 2030 Subject-related Learning outcomes ability to promote aspects of the European cultural heritage
through festivals ability to plan and organize a mini festival ability to point out the connection between cultural events and SDGs 2030 FOREIGN LANGUAGE ENGLISH Objectives To use English to communicate in real contexts collaboration,(onlinelearning activities in the UK) Prerequisites Basic / Intermediate knowledge of the English language Foreign language / English - Learning outcomes Ability to use the English language to communicate with foreign mates Ability to use the English language for job oriented tasks ObjectivesTECHNOLOGY To use ICT tools to promote cultural heritage To use ICT tools to plan, organise and promote a mini festival Prerequisites Basic knowledge of how to use ICT tools Technology Learning outcomes Ability to use ICT tools to promote cultural heritage Ability to use ICT tools to plan, organise and promote a mini festival METHODOLOGY Learner centred activities involving: creating decision making solving problems online collaboration assessing Use of various techniques (brainstorming, guided questions, mind maps, picture description, posters, article writing, videos), that will require: pair and group work project based learning task accomplishment The main use of L2 (L1 for British students) Use of ICT tools STRATEGIES TO OVERCOME POSSIBLE LEXICAL DIFFICULTIES Warm up and brainstorming activities Creation of a glossary to favour vocabulary understanding and acquisition Pair and group activities Rewording of complex sentences during reading activities after consulting a monolingual online dictionary Tools and materials OnlineOnlinePostersPicturesVideosWebsitesPhotocopiesColouredComputersIWBcarboardsDictionaryICTtools
Tests and assessment Formative assessment Group Work Assessment Peer Assessment Self assessment
The students work in pairs and ask each other some questions written by the teacher on the IWB: Sample Questions:
1. Why are festivals important for a community?
4. If so, why?
The poster must have a title and captions under the photos. When the posters are ready they are shown and briefly(45explained.minutes)
2. What is your favourite festival?
Pair activityReadingGroupworkworkcomprehension withClassroomIWB
Next the students are asked to answer the following question: What is a festival? and to create a word Meetinghttps://vevox.app/#/cloud:ID 135 057 540 (5 minutes)
Homework At home the students are asked to make a glossary with the words from the word cloud.
Warm up
Brainstormingactivity:activity: freewithClassroomIWBandspace
ACTIVITIES CLASSROOMSLABS/ LESSON 2
The students are then asked to report the results of their discussion to the class. (10 minutes)
The learning outcomes are presented and discussed. (10 minutes)
The students are asked to bring pictures of local festivals to school. They are divided into groups and each one has to prepare a poster.
After that the students are given a card with the name of a festival on it. The students holding the same cards will work together. Four groups will be made. (5 minutes)
ACTIVITIES
CLASSROOMSLABS/ LESSONLESSONS1
3. Do you think there may be festivals with similar characteristics in other European countries?
Then the teacher hands out a text to each group. The texts are different. The students are asked to read them and fill in a section in a given grid. After completing it, new groups are formed with members from the different previous groups. They have to exchange information about the festival described in their text and complete the grid. (45 minutes)
Listening comprehension activity withClassroomIWB
ACTIVITIES CLASSROOMSLABS/ LESSON 5
The students are asked to watch a andhttps://www.youtube.com/watch?v=ZECeTAyI8vEvideoworkinginpairstheyhavetotakenotesandfind out what the 5 steps to create an event are. The results are then compared and discussed. (30 minutes) Next the teacher points out that since one of the learning outcomes is creating a mini festivals it would be advisable to invite an expert to ask him/her questions about specific local festivals they particularly Anlike.email is prepared and sent. Using the class computer one of the students writes and the others help him/her with their(3suggestions.0minutes)
Homework The students have to update their glossary with possible new words from the lesson. They also prepare a question they would like to ask the expert.
eTwinning MODULEInternationalpage:groups1 eTwinning (International groups are previously formed by the teachers TwinSpace)
Homework Making an ebook about festivals The articles are copied in the collaborative e book: https://madmagz.com/collab r/10igc sacdsi fpk8
ACTIVITIES
ICT lab (60 minutes)
ACTIVITIES CLASSROOMSLABS/ LESSON 6
Homework The students update their glossary.
The homework is checked and two students good at making videos are entrusted with adding the subtitles. The rest of the class is divided into groups and the learners are asked to write down articles about local festivals using the material collected during the previous lessons and the meeting with the expert. The articles are checked before the end of the(60lesson.minutes)
Homework If the interview is not in English the notes are translated (a few sentences for each student).
Making a video ICT lab
ACTIVITIES
CLASSROOMSLABS/ LESSON 3
CLASSROOMSLABS/ LESSON 4
The class meets and interviews the expert. A video is recorded and notes are taken. (60 minutes)
Meeting the expert withClassroomIWB
festival is suggested to start thinking about the organisation of the mini festival. Each group gives its contribution and a draft is made (file: Event Planning sheet). Main themes to take into account: Cultural heritage SustainableTies development goals n. 4, 5, 8 and 16 7
The students will continue collaborating at home. The teachers will supervise their work checking the Google docs. Online meetings may be organised depending on each school Thetimetable.minifestival will be implemented during the first mobility in the UK and a video will be recorded
ICT LAB The students work in international groups with shared Google docs to plan the mini festival that will be organised during the first mobility. Each group has a task based on the mind map made on the previous Grouplesson:1 Event name: NeedPurpose: Our participants want: Group 2 Solution Our participants will love our event because: Special advantage No other events have: Group 3 Unique value We’re different because: Audience Our ideal participant is: Group 4 Channels We’ll reach our participants by: Key Metrics The things we have to measure are: Group 5 Costs Our costs will be: Funding We’ll collect money by selling: (60 minutes)
Framework of the mini festival
Brainstorming – a mind map A brainstorming activity using https://coggle.it/diagram/XcZnz65A3WUxEG6F/t/minicoggle
LESSON
Ability to use the English language to communicate with foreign mates
•
•
• To
Ability to promote aspects of the European cultural heritage through festivals
•
• To
LEARNING OUTCOMES GeneralOBJECTIVESmodule
Ability to use ICT tools to promote cultural heritage
•
Ability to use ICT tools to plan, organise and promote a mini festival
•
Foreign
Technology Learning outcomes
To promote the importance of active citizenship Subject related Learning outcomes
To develop job related skills
Ability to use the English language for job oriented tasks
•
• Ability
•
•
• To
Ability to plan and organize a mini festival to point out the connection between historical sites and SDGs 2030 language / English - Learning outcomes
•
objectives: To foster a deeper understanding of the value of cultural heritage boost language skills develop problem solving skills improve collaboration skills
Final score: ………………………….
ILLUSTRATIONS all graphics are connected to themeexcellent colour and composition. most graphics connected to themegood colour and composition artwork not always connected to theme lacks someoriginalitycolourand graphics elements used seldom connected to themefewor no graphic elements
OUR AWESOME CULTURAL HERITAGE … OUR AWESOME TIES Erasmus+ 2019-1-IT02-KA229-063270
ARTICLE RUBRIC Name:
PRESENTATION use of writing process -evidentcorrect spelling - correct grammar -correct sentence, paragraph and essay structure inviting headlines use of writing process -evidentminor spelling errors - minor grammatical errors - minor errors in construction of sentences, paragraphs and essaysgoodheadlines careless use of writing -processminorspelling errors - minor grammatical errors - written work lacks organizationheadlinesincluded first draft is only draft - major spelling errors - major grammatical -errorslacks includedanddisjoint,organization,lacksunitysomeheadlines
OVERALL APPEARANCE theme consistent - generally inviting high degree of creativity theme consistent - generally good creative theme inconsistent - generally somewhatadequatecreative no theme evident - poorly done shows little creativity CONTENT all components are completed as assigned - excellent variety of topics an illustration included with each component - well written most --illustrated.-completedcomponentsasassignedgoodvarietyoftopicsmostcomponentsarewellwrittenfewerthanminimumof five components. did not include one of the assigned components - adequate variety of topics most components are -illustratedwritingsufficiently adequate some -completedcomponentsasassignedsomeillustrationswritingnotadequate
I
can recognize spoken and written words and expressions related to the content of the module
I speak or write about some of the relevant themes providing own opinion Iviewscaninterview plan a mini festival work in groups including all group members equally, listening to others and finishing tasks on time
or
I can
can
OUR AWESOME CULTURAL HERITAGE … OUR AWESOME TIES Erasmus+ 2019 1 IT02 KA229 063270 Name: Class: date: Self-Assessment ReadSelf-Assessmentandtick where appropriate YES NOTYET SURENOT
my
an expert I can
in the module
Action research NOT AT ALL NOT MUCH SUFFICIENTLY ENOUGH A LOT 1. Do you like the module? 2. Can you understand the texts? 3. Do you like the activities? 4. Do the images help you understand? 5 Are the activities explained clearly? 6. Do you have time to ask questions if you have any doubts? 7 Do you have enough time to answer questions? 8. Are you given examples to help you talk about the topic of the module? 9. Are you afraid of making mistakes when you speak? 10 Are you corrected when you speak? 11. When you speak or write are you given enough time? 12. Do you like working in groups? 13. Do you like being assessed by your class mates? OUR AWESOME CULTURAL HERITAGE … OUR AWESOME TIES Erasmus+ 2019 1 IT02 KA229 063270_1
https://www.youtube.com/watch?v=JHfyC2MJBrYhttps://www.youtube.com/watch?v=2rt9c0CGP9c
OUR AWESOME CULTURAL HERITAGE … OUR AWESOME TIES Erasmus+ 2019 1 IT02 KA229 063270 TITLE MODULE 2 HISTORICAL SITES SUBJECTS English History Citizenship Art Geography Tourism SUSTAINABLE DEVELOPMENT GOALS 2030 SDGs 4, 11 and 16 LANGUAGE English STUDENTS' AGE 15 18 PERIOD January February LESSONS Lesson 1 What is a historical site? Lesson 2 UNESCO and European Heritage Label
Lesson 3 Reading comprehension activity adapted from Kronborg Castle Facts & https://kidskonnect.comWorksheets: Lesson 4 Promotion of historical sites and creation of Kahoot games Lesson 5 Visiting historical sites Lesson 6 Writing articles GeneralOBJECTIVESmoduleobjectives: To foster a deeper comprehension of the importance and value of historical sites to promote peace and cross cultural understanding To boost language skills To develop problem solving skills To improve collaboration skills To develop job related skills To promote the importance of active citizenship
https://whc.unesco.org/en/list/https://ec.europa.eu/programmes/creativeeurope/actions/heritagelabel_en
UNESCO and European Heritage sites
Use
Tools
To
Pair
Subjects Objectives realise how important and valuable historical sites are in helping to promote peace and cross cultural understanding understand the criteria of selection of UNESCO sites and European Heritage sites learn how to promote historical sites of what a historical site is Knowledge of promotion techniques of SDGs 2030 Subject-related Learning outcomes ability to promote aspects of the European cultural heritage through historical sites ability to promote historical sites ability to point out the connection between historical sites and SDGs 2030
Foreign
ObjectivesTECHNOLOGY use ICT tools to promote cultural heritage use ICT tools to promote historical sites Basic knowledge of how to use ICT tools Learning outcomes Ability to use ICT tools to promote cultural heritage Ability to use ICT tools to promote historical sites
To
To
Knowledge
Rewording
Prerequisites Knowledge
METHODOLOGY Learner centred activities involving: creating decision making solving problems online collaboration assessing Use of various techniques (brainstorming, guided questions, web quest, picture description, games, article writing, videos), that will require: pair and group work project based learning task accomplishment The main use of L2 (L1 for British students) of ICT tools
Technology
STRATEGIES TO OVERCOME POSSIBLE LEXICAL DIFFICULTIES Warm up and brainstorming activities Creation of a glossary to favour vocabulary understanding and acquisition and group activities of complex sentences during reading activities after consulting a monolingual online dictionary and materials WebsitesPhotocopiesComputersIWB
Prerequisites
To
FOREIGN LANGUAGE ENGLISH To use English to communicate in real contexts activities in France) Basic / Intermediate knowledge of the English language language / English Learning outcomes Ability to use the English language to communicate with foreign mates Ability to use the English language for job oriented tasks
Prerequisites
Objectives
collaboration,(onlinelearning
To
Next the students are asked to answer the following question on a padlet: What is a historical site? https://padlet.com/mariella_brunaz/mo2zk1amyeif(20minutes)
The learning outcomes are then presented and discussed.(10 minutes)
The students work in pairs and ask each other some questions written by the teacher on the IWB. They are allowed to search the Net for Questions:information:1.WhatisUNESCO?2.WhatistheEuropean Heritage Label? Have you ever heard about it? If not, try to guess its meaning.
Warm-up
Brainstormingactivity:activity:
freewithClassroomIWBandspace
3. Do you think UNESCO sites and European Heritage sites are the same? Or are they different? Motivate your answer. The students are then asked to report the results of their discussion to the class and then in the FORUM SECTION of the TwinSpace. A short video with key moments from the activity is recorded and posted on the TwinSpace in the page Module 2 Warm up and Brainstorming activities. (10 minutes) Homework At home the students are asked to make a glossary with words related to historical sites.
The students are asked to watch a video: “ Europe's Greatest Landmarks” https://www.youtube.com/watch?v=HvBpS_Q q_E and to predict the focus of module 2 choosing from a list (page Module 2 Warm up and Brainstorming activities in the TwinSpace).(10minutes)
CLASSROOMSLABS/ LESSONLESSONS1
Pair work
OnlineOnlineMapsPicturesVideosDictionaryICTtools Tests and assessment Formative assessment Group Work Assessment Peer Assessment Self assessment ACTIVITIES
Each group is given two links: UNESCO WORLD HERITAGE
2. If so, have you ever visited them?
Homework The students have to update their glossary with possible new words from the lesson. They also complete the exercises they didn’t finish in class.
ACTIVITIES CLASSROOMSLABS/ LESSON 2
Thishttps://www.youtube.com/whttps://www.youtube.com/watch?v=2rt9c0CGP9clearnt:atch?v=JHfyC2MJBrYactivityisalsothebasistointroducethefollowing task:(40 minutes)
ICT lab The students are given a card with a historical site on it. The students holding the same cards will work together. Four groups are made. (5 minutes)
europe/actions/heritage andlabel_enisasked
Pre-reading activities
ACTIVITIES CLASSROOMSLABS/ LESSON 4
The students are shown 2 videos and listening comprehension activities are carried out so that new vocabulary related to historical sites and cultural heritage can be
Homework The students update their glossary.
CLASSROOMSLABS/ LESSON 3
Adapted Kronborgfrom:Castle Facts & Worksheets: https://kidskonnect.com
ICT Lab The exercises related to the reading comprehension activity about “Kronborg Castle” are checked. (10 minutes)
The groups are then handed out a map of the city and a map of the region with historical sites. Each group has a given part to examine. They have to discuss which sites they would like to promote in the
Group work
3. Are there any European heritage sites in your country?
ACTIVITIES
4. If so, have you ever seen at least one? (20 minutes)
to answer these questions in the FORUM SECTION of the TwinSpace:1.Are there any UNESCO sites in our area?
Reading comprehension activity withClassroomIWB In the same groups as in the previous lesson the students have to read a text about a World Heritage historical site “Kronborg Castle” and do the related exercises. (60 minutes)
Reading comprehension Promotionactivity of historical sites
https://ec.europa.eu/programmes/creativeEUROPEANhttps://whc.unesco.org/en/list/SITESHERITAGESITES
Writing articles ICT lab Using as an example the text about Kronborg Castle the groups are asked to write articles about 2 historical sites they have visited. They are also asked to be creative and try to promote the sites as effectively as possible. Explicit reference to the Sustainable Development Goals 4, 11 and 16 must be made. (120 minutes)
The groups finish their articles and send them in Word format (using the given template) to their teacher who checks them. An e book is then created with the articles from all the schools.
eTwinningorwithClassroomIWBcomputers
The online meeting with the classes or groups of students in each country will be organised during the mobility and the students will play their Kahoot games.
Homework The groups finish posting the information about the historical sites.
Meeting in France During the meeting in France the students will prepare a Kahoot game https://kahoot.com/ about historical sites in their area. The game will be used to play with the classes or groups of students in each Moreovercountryusing Metaverse https://studio.gometa.io/ for Augmented reality and Learningapps https://learningapps.org/ for games the students will be asked to add information and fun (links to the games they have created) to their articles to make them more attractive.
CLASSROOMSLABS/ LESSON 5
Visiting historical sites Town/city and local area Visits to historical sites in the town/city and local area are planned. The students are invited to prepare questions to ask and to take notes during the visits. Photos and videos are included in the(activity.2school days)
Online Kahootmeetinggames
ACTIVITIES
Homework
dedicated Twinboard on the page Historical sites from our city and region (just this page for all the partners) in the TwinSpace. After choosing the sites they have to look for information about them, choose an image and post the photo with its caption in the TheTwinboard.students also decide which historical sites they want to visit in their town and in the local area. (50 minutes)
ACTIVITIES
CLASSROOMSLABS/ LESSON 6
Subject
•
•
Ability to use the English language to communicate with foreign mates
•
•
To develop problem solving skills
Technology Learning outcomes
2030 Foreign
LEARNING OUTCOMES GeneralOBJECTIVESmodule
Ability to use ICT tools to promote historical sites
Ability to use ICT tools to promote cultural heritage
•
ability to promote aspects of the European cultural heritage through historical sites to promote historical sites
• To
•
• To
ability
Ability to use the English language for job oriented tasks
objectives: To foster a deeper comprehension of the importance and value of historical sites to promote peace and cross cultural understanding boost language skills
• To
ability to point out the connection between historical sites and SDGs language / English Learning outcomes
•
To improve collaboration skills develop job related skills promote the importance of active citizenship related Learning outcomes
LISTENING COMPREHENSION ACTIVITIES VIDEO UNESCO1’s Priorities for the XXI Century 1. What are UNESCO’s main objectives? Choose from the list: Foster inequalities Promote literacy and education for all Provide some sort of education Provide quality education Restrict immigration Consider education of subordinate importance Promote research, training and international cooperation Safeguard and share American culture Safeguard and share our culture Consider heritage of lesser importance Safeguard heritage Protect our planet Ignore the SDGs 2030 Deny climate change Promote sustainable development 2. What is the name of UNESCO’s World Heritage Convention? 3. As for societies, what does UNESCO contribute to? 4. How does UNESCO help build peace? VIDEO EUROPEAN2 HERITAGE LABEL 1. What is European Heritage? 2. What is the European Heritage Label? 3. What sites will be given this label? 4. Will the sites be linked? 5. What will people have through these sites?
OVERALL APPEARANCE theme consistent - generally inviting high degree of creativity theme consistent - generally good creative theme inconsistent - generally somewhatadequatecreative no theme evident - poorly done shows little creativity CONTENT all components are completed as assigned - excellent variety of topics an illustration included with each component - well written most --illustrated.-completedcomponentsasassignedgoodvarietyoftopicsmostcomponentsarewellwrittenfewerthanminimumof five components. did not include one of the assigned components - adequate variety of topics most components are -illustratedwritingsufficiently adequate some -completedcomponentsasassignedsomeillustrationswritingnotadequate
ILLUSTRATIONS all graphics are connected to themeexcellent colour and composition. most graphics connected to themegood colour and composition artwork not always connected to theme lacks someoriginalitycolourand graphics elements used seldom connected to themefewor no graphic elements
PRESENTATION use of writing process -evidentcorrect spelling - correct grammar -correct sentence, paragraph and essay structure inviting headlines use of writing process -evidentminor spelling errors - minor grammatical errors - minor errors in construction of sentences, paragraphs and essaysgoodheadlines careless use of writing -processminorspelling errors - minor grammatical errors - written work lacks organizationheadlinesincluded first draft is only draft - major spelling errors - major grammatical -errorslacks includedanddisjoint,organization,lacksunitysomeheadlines
Final score: ………………………….
OUR AWESOME CULTURAL HERITAGE … OUR AWESOME TIES Erasmus+ 2019-1-IT02-KA229-063270
ARTICLE RUBRIC Name:
can speak or write about some of the relevant themes in the module providing my own opinion or Iviewscaninterview an expert I can plan a mini festival I can work in
OUR AWESOME CULTURAL HERITAGE … OUR AWESOME TIES Erasmus+ 2019 1 IT02 KA229 063270_1 Name: Class: date: Self-Assessment ReadSelf-Assessmentandtick where appropriate YES NOTYET SURENOT
I
I groups including all group to tasks
can recognize spoken and written words and expressions related to the content of the module
on time
members equally, listening
others and finishing
Action research NOT AT ALL NOT MUCH SUFFICIENTLY ENOUGH A LOT 1. Do you like the module? 2. Can you understand the texts? 3. Do you like the activities? 4. Do the images help you understand? 5 Are the activities explained clearly? 6. Do you have time to ask questions if you have any doubts? 7 Do you have enough time to answer questions? 8. Are you given examples to help you talk about the topic of the module? 9. Are you afraid of making mistakes when you speak? 10 Are you corrected when you speak? 11. When you speak or write are you given enough time? 12. Do you like working in groups? 13. Do you like being assessed by your class mates? OUR AWESOME CULTURAL HERITAGE … OUR AWESOME TIES Erasmus+ 2019 1 IT02 KA229 063270_1
OUR AWESOME CULTURAL HERITAGE … OUR AWESOME TIES Erasmus+ 2019 1 IT02 KA229 063270 TITLE MODULE 3 TRADITIONS AND CRAFTS SUBJECTS English History Citizenship Art Geography Tourism SUSTAINABLE DEVELOPMENT GOALS 2030 SDGs 4, 5, 8, 10 and 16 LANGUAGE English STUDENTS' AGE 15 18 PERIOD November January LESSONS Lesson 1 Traditions and crafts as intangible cultural heritage Lesson 2 Reading comprehension activity and presentation Homework Interviews Lesson 3 Choice of the topics to investigate Presentation of the Europeana Collection Getting in touch with the local community Homework Making leaflets Lesson 4 Presentation of the leaflets to the class Lesson 5 Online meeting to share the work done GeneralDisseminationOBJECTIVESmoduleobjectives: To foster a deeper comprehension of the importance and value of traditions and crafts to promote peace and cross cultural understanding To boost language skills To develop problem solving skills To improve collaboration skills To develop job related skills To involve relevant stakeholders To create ties with the local community To promote the importance of active citizenship
Prerequisites Basic / Intermediate knowledge of the English language Foreign language / English Learning outcomes Ability to use the English language to communicate with foreign mates Ability to use the English language for job oriented tasks use ICT tools to highlight the importance of intangible cultural heritage use ICT tools to promote traditions and crafts Basic knowledge of how to use ICT tools Technology Learning outcomes Ability to use ICT tools to highlight the importance of intangible cultural heritage Ability to use ICT tools to promote traditions and crafts
Subjects Objectives realise how important and valuable traditions and crafts are in helping to promote peace and cross cultural understanding learn how to promote traditions and crafts of what cultural heritage is of promotion techniques of SDGs 2030 Subject-related Learning outcomes ability to promote aspects of the European intangible cultural heritage ability to promote traditions and crafts ability to point out the connection between traditions and crafts and SDGs 2030
To
Rewording
ENGLISH
STRATEGIES TO OVERCOME LEXICAL DIFFICULTIES Warm up and brainstorming activities of a glossary to favour vocabulary understanding and acquisition and group activities of complex sentences during reading activities after consulting a monolingual online dictionary and materials
Knowledge
collaboration(onlineandinteraction)
Tools
METHODOLOGY Learner centred activities involving: creating decision making solving problems online collaboration assessing Use of various techniques (brainstorming, guided questions, web quest, picture description, games, article writing, videos), that will require: pair and group work project based learning task accomplishment The main use of L2 (L1 for British students) of ICT tools
FOREIGN LANGUAGE Objectives use English to communicate in real contexts
Knowledge
To
PhotocopiesComputersIWB
ObjectivesTECHNOLOGY To
Prerequisites Knowledge
Creation
To
To
Pair
Prerequisites
POSSIBLE
Use
CLASSROOMSLABS/ LESSONLESSONS1
OnlineOnlineMapsPicturesVideosWebsitesDictionaryICTtools
Self
lessonsforAnyorfreewithClassroomIWBandspaceplatformvideo
of the students or groups of students from all the partner schools. The pupils will thus have the opportunity to check if mates from other countries have similar opinions and if their point of view on the topic is the same)
Next the students are asked to vote the aspects of their countries’ intangible cultural heritage they would like to investigate on a dedicated page in the TwinSpace: 1. traditional dances, songs and crafts 2. traditional costumes, patron saints and crafts 3. traditional masks, festivities and crafts (5 minutes)
Tests Assessment assessment
and assessment Formative assessment Group Work Assessment Peer
The students are asked to watch a short promotional video about “ Intangible cultural heritage” https://www.youtube.com/watch?v=kuTSC9TB5Ds and are invited to share the aspects of their countries’ intangible cultural heritage that come to their minds in a mind map justifying their (Thehttps://coggle.it/diagram/X6HIO4d4rmzmRTRCchoices:Cogglediagramwillcontainthecomments
Warm-up
ACTIVITIES
The learning outcomes of the module are then presented and discussed. (10 minutes) Homework Pre reading activity (glossary) Listening comprehension activity At home the students are asked to make a glossary with the new words related to intangible cultural heritage and to watch a video on playposit and answer the questions they find in it: _launch=falsehttps://app.playpos.it/player_v2?type=share&bulb_id=1010589&lms
Brainstormingactivity:activity:
The answers are read and commented. At the end of the activity a video is shown where people explain their idea of intangible cultural heritage. The students examine if what they have included in their lists correspond to what is mentioned in the https://www.youtube.com/watch?v=2phs0pQIgWUvideo: (45 minutes)
lessonsforAnyorfreewithClassroomIWBandspaceplatformvideo
Theyhttps://unesdoc.unesco.org/ark:/48223/pf0000189124heritage:aredividedinto5/6groups.Eachgroupreadsaset of answers to the questions in the text and summarizes them in their own words making short presentations with Google slides. Then they present and report what they have understood to the class. Inside the groups members have specific roles:
2 1 / 2 students explain the concepts in simple words while a student writes them down in the slides and adds the pictures(15 3minutes)1student reports to the class (30 minutes all groups’ presentation)
Choice of the topics to
While-reading activities Post reading Presentationactivity
Homework Interviews
Before starting diving into traditions and crafts the students have to read a text about the value of intangible cultural
The students update their glossary. They also have the task to ask their parents and relatives about local traditions (the ones they have selected through the poll) and crafts. Pictures must be taken or videos must be made during the interviews to prove the involvement of the families.
CollectionTheinvestigateEuropeana
Thehttps://app.genial.ly/templates/guideEuropeanacollectionisalsointroduced and they have to remember to include materials from this European platform in their final
https://classic.europeana.eu/portal/it?utm_source=newproducts:
1 1 / 2 students read and highlight the main concepts and look for pictures related to them (15 minutes)
ACTIVITIES CLASSROOMSLABS/ LESSON 2
ACTIVITIES CLASSROOMSLABS/ LESSON 3
Group work
lessonsforAnyorfreewithClassroomIWBandspaceplatformvideo
At the beginning of the lesson the students share their findings on a Google doc (each school will create theirs) and the groups choose the topics they would like to investigate among the ones suggested by their families. Each group is solicited to start collecting material and gather information about the traditions and craft they have chosen to make leaflets to advertise them using
MakingHomeworkLeaflets
Contacts with the Local Community
The leaflets are posted in each school’s dedicated page for module 3 in the TwinSpace and are also sent to the coordinator
An online meeting is organised and the students talk about the work done and the collaboration with the members of the community, and illustrate one of their leaflets. The remaining leaflets will be shown during the mobility to (60Romania.minutes)
Town/city and local area
Thewebsite&utm_medium=buttonstudentsarealsorequested
ACTIVITIES
The final product will be a sort of catalogue with the work done by all the partner schools. The catalogue may be sent to the tourist information office of each city together with the previous products of the project.
to get in touch with the local tourist office or the Councillor for Culture (an online meeting documented with photos/videos can be organised) to ask for advice and to make plans to collaborate to promote the local cultural heritage (not only traditions and crafts but also the aspects already analysed: Festivals and historical sites and the ones that will be dealt with in future modules). (60 minutes)
DisseminationACTIVITIES
CLASSROOMSLABS/ LESSON 5 Online meeting
ACTIVITIES
The students have to update their glossary with possible new words from the lesson. They also continue collecting materials and making their leaflets which will be in English but will also contain some sentences or slogans in the students’ mother tongue.
Presentation of the leaflets to the class Each group presents their leaflet to the class. The leaflets are peer assessed.
CLASSROOMSLABS/ LESSON 4
• To
•
GeneralOBJECTIVESmodule
• To
•
• To
Ability to use the English language to communicate with foreign mates
•
• To
Ability to use ICT tools to promote traditions and crafts
• To
understanding • To
objectives: foster a deeper comprehension of the importance and value of traditions and crafts to promote peace and cross cultural boost language skills develop problem solving skills improve collaboration skills develop job related skills involve relevant stakeholders create ties with the local community promote the importance of active citizenship
ability
• To
Subject-related Learning outcomes to promote aspects of the European intangible cultural heritage to promote traditions and crafts to point out the connection between traditions and crafts and SDGs
2030
LEARNING OUTCOMES
• To
ability
Foreign language / English - Learning outcomes
Ability to use the English language for job oriented tasks
•
Ability to use ICT tools to highlight the importance of intangible cultural heritage
Technology Learning outcomes
ability
GRAMMAR Sentence Structure: SubjectAgreementVerb
LEAFLET ATTRACTIVENESS AND ORGANIZATION
Name: 1 pt 2 pts 3 pts 4 pts
OUR AWESOME CULTURAL HERITAGE … OUR AWESOME TIES Erasmus+ 2019-1-IT02-KA229-063270 LEAFLET RUBRIC
Fair Leaflet looks fair. It Has things written or typed. Pictures are present, but not the student's best work. Overall the brochure is okay. Good The leaflet ininformationAllback.Itorganizedformattingexceptionallyhasattractiveandwellinformation.hasafront,inside,andoftherequiredisincludedeachsection.
Unacceptable 6 or more grammatical errors. (The sentence does not have a subject and / or verb, not a right structure) Poor 4 5 grammatical errors. Fair 2 3 grammatical errors. (The sentence has a subject /verb, but it is used or placed incorrectly, incorrect structure) Good 0 grammatical errors. (The sentence has a subject and a verb. Right structure. They are used and correctly)placed
Unacceptable The leaflet looks poor. Writing is sloppy and pictures are scribbled on. Overall the leaflet does not look presentable. Poor The leaflet’s formatting and organization are confusing to the reader. A lot of information is missing or is not in the correct area.
Unacceptable The leaflet contains more than 7 misspelled words. Poor The leaflet contains 5-6 misspelled words.
Do the sentences in the leaflet express a complete thought?
Final score: ………………………….
Fair The leaflet contains 3-4 misspelled words. Good All words are spelled correctly.
CONTENT
Fair The leaflet has most of the required information but not many details are included. Good The leaflet has all the required descriptiveaccurateinformationincluded.informationTheisextremelyandhasmanydetails.
SPELLING/VOCABULARY
Unacceptable Information included is not related to the topic. Poor In the leaflet there is a lot of the required information missing. There is little to no accuracy or details included.
How many words are spelled correctly?
I can recognize spoken and written words and expressions related to the content of the module
I can work in groups including all group members equally, listening to others and finishing tasks on time
where
ReadSelf-Assessmentandtick appropriate
I can speak or write about some of the relevant themes in the module providing my own opinion or Iviewscaninterview a family member I can get in touch with members of the local Icommunitycanplanand make a leaflet
OUR AWESOME CULTURAL HERITAGE … OUR AWESOME TIES Erasmus+ 2019 1 IT02 KA229 063270 Name: Class: date: Self-Assessment
YES NOTYET SURENOT
Action research NOT AT ALL NOT MUCH SUFFICIENTLY ENOUGH A LOT 1. Do you like the module? 2. Can you understand the texts? 3. Do you like the activities? 4. Do the images help you understand? 5 Are the activities explained clearly? 6. Do you have time to ask questions if you have any doubts? 7 Do you have enough time to answer questions? 8. Are you given examples to help you talk about the topic of the module? 9. Are you afraid of making mistakes when you speak? 10 Are you corrected when you speak? 11. When you speak or write are you given enough time? 12. Do you like working in groups? 13. Do you like being assessed by your class mates? OUR AWESOME CULTURAL HERITAGE … OUR AWESOME TIES Erasmus+ 2019 1 IT02 KA229 063270
OUR AWESOME CULTURAL HERITAGE … OUR AWESOME TIES Erasmus+ 2019 1 IT02 KA229 063270 TITLE MODULE 4 OUR NATURAL HERITAGE: LANDSCAPES AND BIODIVERSITY SUBJECTS Languages Citizenship Geography Tourism Science SUSTAINABLE DEVELOPMENT GOALS 2030 SDGs 13, 14, 15 and 16. LANGUAGE English STUDENTS' AGE 15 18 PERIOD March LESSONS Lesson 1 Warm up activity and Brainstorming: Biodiversity Lesson 2 The value of biodiversity Lesson 3 Biodiversity conservation and sustainable development Lesson 4 Group work presentations Lesson 5 Online/onsite meeting with an expert Lesson 6 Taking action Dissemination
https://www.nationalgeographic.org/interactive/testPydad7U your knowledge https://www.nationalgeograpbiodiversity/hic.org/interactive/biodiversity http://game.thinkhttp://www.b4fn.org/knowhttps://oppla.eu/nature/biodiversity_tips/en.pdfhttps://ec.europa.eu/environment/nature/info/pubs/docs/brochureshttp://www.fao.org/3/i3157e/i3157e00.htmhttps://www.youtube.com/wathttps://quizizz.com/admin/quiz/60360657794e4c001b11a9e2kahoot/ch?v=JdWQJq2OkJsbasedsolutionsbiodiversitywhatweneednature.eu/
Online materials https://scroll.in/article/825522/photos top 20 new species of animals and plants of https://news.mongabay.com/2020/12/photos2016
top 15 species
discoveries from https://ed.ted.com/lessons/whyhttps://www.youtube.com/watch?v=b6Ua_zWDH6U2020/isbiodiversitysoimportant kim https://www.youtube.com/watch?v=preshoff
GeneralOBJECTIVESmoduleobjectives: To foster a deeper comprehension of the value of biodiversity in order to promote knowledge of its importance and of the importance of preserving it To boost language skills To develop problem solving skills To improve collaboration skills To develop job related skills To involve relevant stakeholders To create ties with the local community To promote the importance of active citizenship Subjects Objectives To realise how important and valuable our natural heritage is and how necessary it is to preserve biodiversity To learn how to raise awareness of the value of our natural heritage and biodiversity To devise concrete actions based on Nature Based Solutions to give an example on how to contribute to preserve biodiversity Prerequisites Knowledge of what natural heritage is Knowledge of promotion techniques Knowledge of SDGs 2030 Subject-related Learning outcomes ability to promote aspects of the European natural heritage ability to raise awareness of the value of our natural heritage and biodiversity ability to point out the connection between the promotion, protection and preservation of biodiversity and SDGs 2030 FOREIGN LANGUAGE - ENGLISH Prerequisites Basic / Intermediate knowledge of the English language
bE
Objectives To use English to communicate in real contexts collaboration(onlineandinteraction) Foreign language / English Learning outcomes Ability to use the English language to communicate with foreign mates Ability to use the English language for job oriented tasks ObjectivesTECHNOLOGY To use ICT tools to highlight the importance and value of natural heritage and biodiversity To use ICT tools to promote biodiversity Prerequisites Basic knowledge of how to use ICT tools Technology Learning outcomes Ability to use ICT tools to highlight the importance of natural heritage and biodiversity Ability to use ICT tools to promote biodiversity METHODOLOGY Learner centred activities involving: creating decision making solving problems online collaboration assessing Use of various techniques (brainstorming, guided questions, web quest, picture description, games, article writing, videos), that will require: pair and group work project based learning task accomplishment The main use of L2 (L1 for British students) Use of ICT tools STRATEGIES TO OVERCOME POSSIBLE LEXICAL DIFFICULTIES Warm up and brainstorming activities Creation of a glossary to favour vocabulary understanding and acquisition Pair and group activities Rewording of complex sentences during reading activities after consulting a monolingual online dictionary Tools and materials OnlineOnlineMapsPicturesVideosWebsitesPhotocopiesComputersIWBDictionaryICTtools Tests and assessment Formative assessment Group Work Assessment Peer Assessment Self assessment ACTIVITIES LABS/ LESSONS
top 20 new species of animals and plants of 2016 https://news.mongabay.com/2020/12/photos top 15 species discoveries from 2020/ They are asked to express their views and feelings on a shared Padlet (for all partner schools) and then some of the posts are read, commented and evaluated https://padlet.com/mariella_brunaz/esk4627auno600be(stars):(20 minutes)
Next the objectives and learning outcomes of the module are presented. (5 minutes) Finally two videos are watched. While watching the first video the students have to answer a few questions (see file
Thehttps://www.youtube.com/watch?vattached)=b6Ua_zWDH6Ucomprehensionexerciseischecked,andsoonafter the second video is https://ed.ted.com/lessons/whyshown is biodiversity so important kim Itspreshoffmessage is discussed and then the teacher asks to do some individual activities as homework. (25 minutes)
Homework Listening comprehension activity and critical thinking
Brainstormingactivity:activity: withClassroomIWB and free space Anyor platform for video lessons
The students are shown a set of photos of animals and plants from different regions in the world https://scroll.in/article/825522/photos
CLASSROOMS LESSON 1
CLASSROOMSLABS/ LESSON 2 Vocabulary acquisition
lessonsforAnyorfreewithClassroomIWBandspaceplatformvideo
At home the students have to do the activities linked to the second video https://ed.ted.com/lessons/why is biodiversity so important kim preshoff (registration on ted.ed is required) and in particular to watch this video https://www.youtube.com/watch?v= bE Pydad7U to better understand Biodiversity ecosystems and ecological networks. A glossary with new words is also created (students’ exercise book) and phrases related to the elements: water, soil, sun, ...but also plants and animals are collected and shared in the TwinSpace (Twinboard).
Warm up
The homework activities are checked and using ahttps://www.mentimeter.com/WordCloudtosummarizethe new concepts and words introduced is Thecreated.WordCloud is analyzed and the students are guided to find the connections existing in any eco system.
ACTIVITIES
CLASSROOMSLABS/ LESSON 3 Group work
GROUP 3 Biodiversity and actions for change
Final product 1
Homework Outdoor learning
Collaborator link to our Madmagz: https://madmagz.com/collab r/145yd 1jp444u fpk8
The groups have to analyze some material to look for information according to the topic each group has to deal with: Groups 1 / 2 / 3 http://www.fao.org/3/i3157e/i3157e00.htm
GROUP 4 / 5 …(more than one group can deal with this topic) tips to preserve biodiversity what citizens can do in their daily lives
ACTIVITIES
Thecomprehension:Listeningvalueofbiodiversity
GROUP 1 Biodiversity conservation and sustainable development (here a link to culture can be found)
The students then have to watch a Ahttps://www.youtube.com/watch?v=JdWQJq2OkJsvideo:taskinthe
Some games to fix the vocabulary in English and the new concepts are played https://www.nationalgeographic.org/interactive/testusing: your knowledge https://www.nationalgeographic.org/interactive/biodiversitybiodiversity/ kahoot/ (20 minutes)
The students are asked to answer the questions in the forum section of the TwinSpace and update their glossary. They also have to explore the environment in their local area, investigate about local flora and fauna/endangered species/ invasive species, take photos and write captions (Madmagz)
GROUP 2 Ecosystems and ecosystem services
forum section of the TwinSpace is assigned as homework. (40 minutes)
Groups 4 / 5 …
The/biodiversity_tips/en.pdfhttps://ec.europa.eu/environment/nature/info/pubs/docs/brochuresgroupshavedifferenttasks
The groups prepare a presentation with Google slides to share the acquired knowledge with their mates. (2 hours)
lessonsforAnyorfreewithClassroomIWBandspaceplatformvideo
nature based solutions could help contribute to address the Tproblem.henthe students are asked to collect questions for the meeting with an expert the next lesson (shared Google doc created for each school that manages to organise the meeting)
CLASSROOMLABS/S LESSON 4
FinalHomeworkproduct
ACTIVITIES
Final product 3
lessonsforAnyorfreewithClassroomIWBandspaceplatformvideo
Presentation of the group work to the class Formative assessment
…………………. They are invited to involve their families as well and ask them what they think: https://coggle.it/diagram/YDYmzOANbS8UN58
After their researches, the students have to start thinking about what they could do to promote the preservation of biodiversity in their area but also to spread their initiatives: e.g. - the creation in the back school yard of a vegetable garden with vegetables typical of the area that could be used in the cookery lab the promotion of vertical vegetable gardens and roof gardens (a vertical garden could be created at school since there are proper spaces) stories in international groups starting from a picture using https://www.storyjumper.com/ an international video to promote the protection and preservation of biodiversity and to show how to plan a healthy diet rich in nutrients with a variety of local products such as wild asparagus, wild berries or mushrooms …….. (iMovie or Animoto)
howtohttp://www.b4fn.org/theknowhttps://oppla.eu/natureThey61fe8f/c4210432535475fae77cca6ef8b081153cf12b62f95a6926a1f829c9a8/t/arealsosuggestedtoconsultthefollowingopplalinkforideas:basedsolutionsbiodiversitywhatweneedbiodiversityforfoodandnutritionprojectplaywithhttp://game.thinknature.eu/andstartinvestigating
2
Homework The students have to update their glossary with possible new words from the lesson. They also finish their presentations.
Each group shows their presentation to the class. The presentations are peer assessed (see grid in the assessment folder). (45 https://quizizz.com/admin/quiz/60360657794e4c001b11a9e2minutes)( 15 minutes)
Online/onsite meeting + The class meets an expert that will answer their questions and assess
ACTIVITIES CLASSROOMSLABS/ LESSON 5
Outdoor learning (if possible) together with them the possible implementation of some of their suggestions. The expert will also guide them in an exploration of the areas surrounding the school to discuss the best solutions.
Dissemination
CLLABS/ASSROOMS
Taking Outdooractionlearning
ACTIVITIES CLASSROOMSLABS/ LESSON 6 ………….
The students are asked to plan how to take action and start working on the final products. Groups work on different tasks. Some of the activities will be done outdoors (vegetable garden, story writing inspired by nature, videos…..)
FINAL LESSON
ACTIVITIES
Assessment The products made are self assessed, peer assessed and assessed by the teachers involved.
The final product will be disseminated through the Erasmus+ website in each school, the project website, online articles, social media, the tourist office ……………..
Subject
• To
• To
• To
LEARNING OUTCOMES GeneralOBJECTIVESmodule
biodiversity ability
•
• To
•
• Ability
ability
Ability to use the English language for job oriented tasks Learning outcomes to use ICT tools to highlight the importance of natural heritage to use ICT tools to promote biodiversity
• To
• To
Ability to use the English language to communicate with foreign mates
• To
Technology
objectives: foster a deeper comprehension of the importance and value of biodiversity boost language skills develop problem solving skills improve collaboration skills develop job related skills involve relevant stakeholders create ties with the local community promote the importance of active citizenship related Learning outcomes to promote aspects of the European natural heritage to promote to point out the connection between biodiversity and sustainability language / English Learning outcomes
• To
• Ability
ability
Foreign
LESSON 1 VIDEO 1 QUESTIONS 1. WHAT DOES THE TERM BIODIVERSITY REPRESENT? 2. HOW IS THE TOTAL BIODIVERSITY OF OUR PLANET? 3. HOW IS OUR LIFE ON EARTH IF THERE IS MORE BIODIVERSITY? 4. WHY DO WE NEED POLLINATORS, SOIL ORGANISMS AND PLANKTON? 5. WHY DO WE NEED STRANGE PLANTS IN JUNGLES? 6. WHY DO WE NEED CORAL REEFS AND MANGROVE SWAMPS? 7. WHAT DOES BIODIVERSITY PROVIDE? 8. DO WE HAVE TO PAY FOR THEM? 9. WILL IT DO IT FOR EVER? 10. WHY IS BIODIVERSITY UNDER ATTACK? 11. WHAT IS CATASTROPHIC?
LESSON 1 VIDEO 1 QUESTIONS 1. WHAT DOES THE TERM BIODIVERSITY REPRESENT? THE VARIETY OF LIFE ON EARTH 2. HOW IS THE TOTAL BIODIVERSITY OF OUR PLANET? IMMENSE 3. HOW IS OUR LIFE ON EARTH IF THERE IS MORE BIODIVERSITY? MORE SECURE 4. WHY DO WE NEED POLLINATORS, SOIL ORGANISMS AND PLANKTON? TO KEEP THE FOOD WE EAT IN SUPPLY 5. WHY DO WE NEED STRANGE PLANTS IN JUNGLES? TO CREATE OUR MEDICINES 6. WHY DO WE NEED CORAL REEFS AND MANGROVE SWAMPS? TO PROTECT THE COASTS 7. WHAT DOES BIODIVERSITY PROVIDE? ALL THE THINGS WE NEED 8. DO WE HAVE TO PAY FOR THEM? NO, THEY ARE FREE 9. WILL IT DO IT FOR EVER? NO, ONLY IF THERE IS LOTS OF IT 10. WHY IS BIODIVERSITY UNDER ATTACK? BECAUSE OF HUMAN ACTIVITIES 11. WHAT IS CATASTROPHIC? THE FACT THAT BIODIVERSITY IS DROPPING EVERYWHERE AND FAST
Pitch Pitch was often used and it conveyed appropriately.emotions Pitch was often used but the emotion it sometimesconveyeddidnotfit the content. Pitch was rarely used or the emotion it conveyed often did not fit the content. Pitch was not used to convey emotion.
SS stay on topic SS stay on topic all (100%) of the time. SS stay on topic most (99 90%) of the time. SS stay on topic some (89% 75%) of the time. It was hard to tell what the topic was.
GroupORALPeer-AssessmentPRESENTATION: CATEGORY________________________________________4
3 2 1
Props Students use several props that show work/creativityconsiderableand which make the presentation better. Students use 1 prop that shows considerable work/creativity and which make the presentation better. Students use 1 prop which makes the presentation better. Students use no props OR the props chosen detract from the presentation.
Vocabulary SS use vocabulary appropriate for the audience. Extend audience vocabulary by defining words that might be new to most of the audience. SS use vocabulary appropriate for the audience. Include just few words that might be new to most of the audience and define them. SS use vocabulary appropriate for the audience. Include a few words that might be new to most of the audience, but do not define them or do not include any vocabulary that might be new to the audience. SS use several (5 or more) words or phrases that are not understood by the audience.
Content SS show a full understanding of the topic. SS show a good understanding of the topic. SS show a good understanding of parts of the topic. SS do not seem to understand the topic very well.
Students speak clearly Speak clearly and distinctly all (100-95%) the time, and mispronounce no words. Speak clearly and distinctly all (100-95%) the time, but mispronounce a few words. Speak clearly and distinctly most ( 94-85%) of the time, but mispronounce some words. Often mumble or cannot be understood OR mispronounce lots of words.
I can work in groups including all group members equally, listening to others and finishing tasks on time
I can interact with an expert I can plan and make products related to the topic of the module
and
the
I can speak or write about some of the relevant themes in the module providing my own opinion or Iviewscaninterview family member
a
OUR AWESOME CULTURAL HERITAGE … OUR AWESOME TIES Erasmus+ 2019 1 IT02 KA229 063270 Name: Class: date: Self-Assessment ReadSelf-Assessmentandtick where appropriate YES NOTYET SURENOT
I can recognize spoken and written words expressions related to the content of module
Action research NOT AT ALL NOT MUCH SUFFICIENTLY ENOUGH A LOT 1. Do you like the module? 2. Can you understand the texts? 3. Do you like the activities? 4. Do the images help you understand? 5 Are the activities explained clearly? 6. Do you have time to ask questions if you have any doubts? 7 Do you have enough time to answer questions? 8. Are you given examples to help you talk about the topic of the module? 9. Are you afraid of making mistakes when you speak? 10 Are you corrected when you speak? 11. When you speak or write are you given enough time? 12. Do you like working in groups? 13. Do you like being assessed by your class mates? OUR AWESOME CULTURAL HERITAGE … OUR AWESOME TIES Erasmus+ 2019 1 IT02 KA229 063270
OUR AWESOME CULTURAL HERITAGE … OUR AWESOME TIES Erasmus+ 2019 1 IT02 KA229 063270 TITLE MODULE 5 ART SUBJECTS English History Citizenship Art Geography Tourism SUSTAINABLE DEVELOPMENT GOALS 2030 SDGs 4, 11 and 16 LANGUAGE English STUDENTS' AGE 15 18 PERIOD September November LESSONS Lesson 1 Warm up and brainstorming activities about Art Homework Google Arts and Culture Lesson 2 Debate and Reading comprehension activity Homework Virtual visit of the local museum Lesson 3 Describing a painting The Europeana Collection Homework Animated paintings Lesson 4 Outdoor Museumeducationvisit Homework Recordings Lesson 5 Final products: Bookmarks and Virtual gallery Lesson 6 Outdoor ExploringeducationArtinthe city: Scavenger Hunt GeneralDisseminationOBJECTIVESmoduleobjectives: To foster a deeper comprehension of the importance and value of Art To raise awareness of European peoples’ shared heritage and human beings’ connections at large To promote peace through cross cultural understanding To boost language skills To develop problem solving skills To improve collaboration skills
ObjectivesTECHNOLOGY
Prerequisites Basic / Intermediate knowledge of the English language Foreign language / English Learning outcomes Ability to use the English language to communicate with foreign mates Ability to use the English language for job oriented tasks To use ICT tools to highlight the importance of Art To use ICT tools to promote Art Prerequisites Basic knowledge of how to use ICT tools Technology - Learning outcomes Ability to use ICT tools to highlight the importance of Art Ability to use ICT tools to promote Art METHODOLOGY Learner centred activities involving: creating decision making solving problems online collaboration assessing Use of various techniques (brainstorming, guided questions, web quest, picture description, games, article writing, videos), that will require: pair and group work project based learning task accomplishment The main use of L2 (L1 for British students) Use of ICT tools
POSSIBLE LEXICAL DIFFICULTIES Warm up and brainstorming activities Creation of a glossary to favour vocabulary understanding and acquisition Pair and group activities Rewording of complex sentences during reading activities after consulting a monolingual online dictionary
To develop job related skills To involve relevant stakeholders To create ties with the local community To promote the importance of active citizenship Subjects Objectives To realise how important Art is in raising awareness of European peoples’ shared heritage and human beings’ connections at large and in promoting peace and cross cultural understanding To learn how to promote Art Prerequisites Knowledge of how Art is usually defined Knowledge of promotion techniques Knowledge of SDGs 2030 Subject-related Learning outcomes ability to promote the importance of Art ability to promote pieces of Art in the partner cities ability to point out the connection between Art and SDGs 2030
FOREIGN LANGUAGE - ENGLISH Objectives To use English to communicate in real contexts collaboration(onlineandinteraction)
STRATEGIES TO OVERCOME
The discussion is recorded in the form of quotes about Art from each student page in the TwinSpace of the project (50 minutes) The learning outcomes of the module are then presented and discussed. (10 minutes)
ReadingDebate comprehension activity
Tools and materials OnlineOnlineMapsPicturesVideosWebsitesPhotocopiesComputersIWBDictionaryICTtools
lessonsforAnyorfreewithClassroomIWBandspaceplatformvideo
Formative
ACTIVITIES
The students are asked to watch a short video about Art andhttps://www.youtube.com/watch?v=Kekb9uE604ksoonafterthattoansweraquestionnaireshared with all Thehttps://forms.gle/S6btcWDqu3sXaKCc7partners:answersarereadandcommented.
At the beginning of the module a debate session is suggested. The thesis is “We need Art in our lives” and the students from all partner schools are asked to join the discussion https://www.kialo edu.com/p/eea0e2b4 38bc 4af5 ba48 72f6c5190309/57010 expressing and comparing their opinions and ideas on the topic. This activity will improve the students’ critical thinking skills and L1 (UK students) / L2 online communication skills (Companion Volume of the CEFR Common European Framework of Reference for AtLanguages)theendof the discussion the following article is read and analysed (see questions in the attached file): https://www.globalgoals.org/news/culture and sdgs
At home the students are asked to make a glossary with the new words related to Art and to play games on the Google Arts and Culture morecrosswords/JwGOLSD8LODzyQhttps://artsandculture.google.com/experiment/visualhttps://artsandculture.google.com/experimhttps://artsandculture.google.com/camera/selfieAppent/AAHWrq360NcGbwactivities:https://artsandculture.google.com/
CLASSROOMSLABS/ LESSON 2
It will help give concrete ideas on how Art and Culture may
CLASSROOMSLABS/ LESSONLESSONS1
Tests and assessment assessment Work Assessment Peer Assessment Self assessment
thathttps://www.adobe.com/express/create/poster/quoteusingarepostedintheTwinboardofadedicated
Homework Glossary + games
ACTIVITIES
Warm-up
Group
Brainstormingactivity:activity:
lessonsforAnyorfreewithClassroomIWBandspaceplatformvideo
lessonsforAnyorfreewithClassroomIWBandspaceplatformvideo
of the local museum
The CollectionEuropeana
ACTIVITIES CLASSROOMSLABS/ LESSON 3 Describing a painting
The groups are given a worksheet with instructions on how to describe a painting. Using the Europeana website https://www.europeana.eu/it they are asked to look for a painting (of the historical period they are studying) and fill in the worksheet. Then the groups have to share their information with the class and the work done is peer assessed (see the related peer assessment Atform).the end of the activity the students have to download the picture of the painting and using Giphy https://giphy.com/ they have to make a “funny” version of it and post it on a shared Padlet https://padlet.com/mariella_brunaz/hfrdimimkigxyv8o so that their project partners can enjoy it as well. (60 minutes)
RecordingHomeworks
AnimatedHomeworkpaintings
The groups have to record what they have written about the chosen painting on their worksheet, upload the file to soundcloud https://soundcloud.com/ and save the link to their recording.
ACTIVITIES CLASSROOMSLABS/ LESSON 5
ACTIVITIES CLASSROOMSLABS/ LESSON 4
Final Bookmarksproducts
contribute to reach the SDGs 2030. (60 minutes)
The students update their glossary. In addition using the website of one of their city’s museum, the students divided into groups of 4 members each have to explore its sections, choose one and create a page (a shared Google Doc) in L2 with the main information about it and links to the museum website, YouTube videos or other relevant materials. When the info sheet is ready, the groups have to create a QR code for it: https://it.qr code generator.com/
Outdoor Museumeducationvisit
The students have to update their glossary with possible new words from the lesson. They also have to finish their animated painting using Giphy if not done in class.
ICT lab In the ICT lab the groups are asked to create bookmarks for the chosen section using Canva Thehttps://www.canva.com/bookmarks/templates/bookmarkshavetoinclude:theErasmus+logo, the project logo and the QR code generated by the students. Once ready the bookmarks can be printed and plasticised and used as presents for parents, guests at school, the local community and
Local museum The students are taken to the local museum to meet the museum curator. Here each group has to fulfil two tasks: they have to explore the chosen section, take pictures and get more information they have to go to the area dedicated to the historical period they are studying, choose a painting, take a pic and fill in the given worksheet (describing a painting) (2 hours)
VirtualGlossaryvisit
Homework
The final products will be a demonstration of the work done by all the partner schools. They may be sent to the tourist information office of each city together with the previous products of the project.
Outdoor ExploringeducationArtinthe city: Scavenger Hunt Again divided into groups the students are asked to explore the city through a Scavenger Hunt (each school has to prepare it). While playing they have to find relevant statues/sculptures from different historical periods, to take a pic and to post it on the TwinSpace, on the project Instagram account and on the Facebook page together with a caption or again a QRcode linked to relevant information.
DisseminationACTIVITIES
ACTIVITIES CITY LESSON 6
Virtual gallery during the mobilities but their picture can also be posted on the TwinSpace, on the project Instagram account and on the Facebook Inpage.collaboration with the project mates the students are also invited to create a virtual art gallery: UnderyZs42uiQL3DdqgJ4JotQ/edit?usp=sharinghttps://docs.google.com/presentation/d/1Zw9kwKILLBjMljZ6rgzpH_jeachpaintingthegroupshavetoaddtheirrecordinginorder to create “talking paintings”. A funny video about talking paintings will be shown while the students are https://www.youtube.com/watch?v=A0D_2Eqa0lsworking: (2 hours)
LEARNING OUTCOMES GeneralOBJECTIVESmodule objectives: • To foster a deeper comprehension of the importance and value of Art • To raise awareness of European peoples’ shared heritage and human beings’ connections at large • To promote peace through cross cultural understanding • To boost language skills • To develop problem solving skills • To improve collaboration skills • To develop job related skills • To involve relevant stakeholders • To create ties with the local community • To promote the importance of active citizenship Subject-related Learning outcomes Ability to promote the importance of Art Ability to promote pieces of Art in the partner cities Ability to point out the connection between Art and SDGs 2030 Foreign language / English - Learning outcomes • Ability to use the English language to communicate with foreign mates • Ability to use the English language for job oriented tasks Technology Learning outcomes • Ability to use ICT tools to highlight the importance of Art • Ability to use ICT tools to promote Art
https://www.globalgoals.org/news/cultureARTICLE and sdgs QUESTIONS1.WHO IS RICHARD CURTIS? 2. HOW DOES HE THINK THE ARTS HAVE BEEN PLAYING A ROLE IN SPREADING AWARENESS OF THE SDGs 2030? 3. HOW HAVE ARTISTS MADE IMPORTANT ISSUES SUCH AS POVERTY AND INJUSTICE EASIER TO UNDERSTAND? 4. WHAT DOES CURTIS FIRMLY BELIEVE ABOUT ARTS, ARTISTS AND CULTURE? 5. HOW SHOULD ARTISTS AND CULTURAL WORKERS BE PROTECTED? 6. ACCORDING TO CURTIS WHAT DO WE NEED WITHIN OUR INDUSTRIES? 7. WHAT DOES CURTIS ASK IN THE END?
DESCRIBING A PAINTING Title of the painting Add a picture of the painting About the painter ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… …………………………………………………………………………………
About the painting (information found in the museum or on the net) ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… Description of the painting What can you see in this painting (general description)? What period / season of the year is it? Is it day or night? What can you see in the foreground? Are there any people? If so, where are they? What are they wearing? What are they doing? Are there any animals? If so, where are they? What are they doing? Are there any objects? If so, where are they? Do you like the painting? Motivate your answer What emotions does it bring up for you? ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… …………………………………………………………………………………
DESCRIBING A PAINTING Title of the painting Remember to take pictures of the painting About the painter ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… About the painting (information found on the net or in the museum) ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… …………………………………………………………………………………
answer What
up for you? ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… …………………………………………………………………………………
does
What can you see in this painting (general description)? What period / season of the year is it? Is it day or night? What can you see in the foreground?
Do
Are there any people? If so, where are they? What are they wearing? What are they doing? Are there any animals? If so, where are they? What are they doing? Are there any objects? If so, where are they? you like the painting? Motivate your emotions it bring
Description of the painting
Peer assessment sheet Name:_______ _____ date:___________________ Group presenting (members):__ What is their presentation about?:___________________________ Rate the presenters on each of the following by drawing a tick: onfocustoNeedsthis Needs a ImprovementLittle goodQuite Good goodVery Excellent Did they speak clearly everyoneso could Didhear?they stick to the subject? Did they follow all the theirDidcontact?DidtoneDidmakestructured?Wasinstructions?thespeechDiditsense?theyvarytheirofvoice?theymakeeyetheymanagetime?
OUR AWESOME CULTURAL HERITAGE … OUR AWESOME TIES Erasmus+ 2019 1 IT02 KA229 063270 Name: Class: date: Self-Assessment
where appropriate
I can recognize spoken and written words and expressions related to the content of the module
a curator while visiting a museum
YES NOTYET SURENOT
I can speak or write about some of the relevant themes in the module providing my own opinion or Iviewscaninterview
I can create a bookmark describe paintings to make a virtual gallery I can describe paintings to make a virtual gallery
I can create materials to promote pieces of Art in my town on social media I can work in groups including all group members equally, listening to others and finishing tasks on time
ReadSelf-Assessmentandtick
Action research NOT AT ALL NOT MUCH SUFFICIENTLY ENOUGH A LOT 1. Do you like the module? 2. Can you understand the texts? 3. Do you like the activities? 4. Do the images help you understand? 5 Are the activities explained clearly? 6. Do you have time to ask questions if you have any doubts? 7 Do you have enough time to answer questions? 8. Are you given examples to help you talk about the topic of the module? 9. Are you afraid of making mistakes when you speak? 10 Are you corrected when you speak? 11. When you speak or write are you given enough time? 12. Do you like working in groups? 13. Do you like being assessed by your class mates? OUR AWESOME CULTURAL HERITAGE … OUR AWESOME TIES Erasmus+ 2019 1 IT02 KA229 063270
OUR AWESOME CULTURAL HERITAGE … OUR AWESOME TIES Erasmus+ 2019 1 IT02 KA229 063270 TITLE MODULE 6 LOCAL FOOD AND CULINARY TRADITIONS SUBJECTS English – History – Citizenship – Food Science – Geography –Tourism SUSTAINABLE DEVELOPMENT GOALS 2030 SDGs 1, 2, 3, 4, 6, 12 and 16 LANGUAGE English STUDENTS' AGE 15 18 PERIOD March May LESSONS Lesson 1 Warm-up and brainstorming activities about Traditional HomeworkFood Glossary Lesson 2 Reading comprehension activity Homework Glossary Lesson 3 Video comprehension activity Group work: Group 1 What should be done to reduce food waste? Group 2 The Farm to Fork Strategy Group 3 Why is the Farm to Fork Strategy the future of the EU food system? Group 4 Street food and the secret behind this phenomenon Homework Glossary – Digital Presentations Lesson 4 Group work presentation Homework Interview with a local restaurateur: Outdoor education a traditional dish to be turned into street Food Lesson 5 Group work: writing recipes of traditional dishes Lesson 6 International group work: planning a Food Truck Dissemination
Prerequisites Basic / Intermediate knowledge of the English language Foreign language / English Learning outcomes Ability to use the English language to communicate with foreign mates Ability to use the English language for job oriented tasks use ICT tools to highlight the importance of Local Food and Culinary Traditions To use ICT tools to promote Local Food and Culinary Traditions Basic knowledge of how to use ICT tools Learning outcomes Ability to use ICT tools to highlight the importance of Local Food and Culinary Traditions Ability to use ICT tools to promote Local Food and Culinary Traditions
Prerequisites
ObjectivesTECHNOLOGY To
Technology
Prerequisites
ENGLISH Objectives
To learn how to promote Local Food and Culinary Traditions Knowledge of food nutrients Knowledge of local foods and culinary traditions Knowledge of promotion techniques Knowledge of SDGs 2030 Subject related Learning outcomes ability to promote the importance of Local Food and Culinary Traditions ability to promote Local Food and Culinary Traditions of the partner cities ability to point out the connection between Local Food and Culinary Traditions and SDGs 2030 LANGUAGE To use English to communicate in real contexts collaboration(onlineandinteraction)
GeneralOBJECTIVESmoduleobjectives: To foster a deeper comprehension of the importance and value of Local Food and Culinary Traditions To raise awareness of European peoples’ shared heritage and human beings’ connections at large To promote peace through cross cultural understanding To boost language skills To develop problem solving skills To improve collaboration skills To develop job related skills To involve relevant stakeholders To create ties with the local community To promote the importance of active citizenship Subjects Objectives To realise how important Local Food and Culinary Traditions are in raising awareness of European peoples’ shared heritage and human beings’ connections at large and in promoting peace and cross cultural understanding
METHODOLOGY Learner centred activities involving: creating decision making solving problems online collaboration assessing Use of various techniques (brainstorming, guided questions, listening/video/reading comprehension, text analysis), that
FOREIGN
CLASSROOMSLABS/ LESSONLESSONS1
will require: pair and group work project based learning task accomplishment The main use of L2 (L1 for British students) Use of ICT tools STRATEGIES TO OVERCOME POSSIBLE LEXICAL DIFFICULTIES Warm up and brainstorming activities Creation of a glossary to favour vocabulary understanding and acquisition Pair and group activities Rewording of complex sentences during reading activities after consulting a monolingual online dictionary Tools and materials OnlineOnlineMapsPicturesVideosWebsitesPhotocopiesComputersIWBDictionaryICTtools Tests and assessment Formative assessment Group Work Assessment Peer Assessment Self assessment ACTIVITIES
orwithClassroomIWBICTLab
The students are asked to post a picture of a traditional food in a shared Netboard.me with a comment about its characteristics and membersdownlookNext8kJTD9Wahttps://mariellab.netboard.me/propertiestraditionalfood/?link=dWUCO1BWztdd1i90(20minutes)thestudentsaredividedinto6groups.ThegroupsareinvitedtoattheSDGs2030poster(imageinModule6folder)andtowritehowtheythinktheymayberelatedtotraditionalfood.Theofthegroupsareaskedtostarttheactivityatfirstinthe
Brainstormingactivity:activity:
“solo” brainstorm space and then in the group sharing space. This should encourage everyone to participate. The students are then suggested to vote for the posts they consider more interesting and better focused on the discussed.TheresulcollaborationBoth54f90581d55a2cfa65?sender=u8c09b5a9475c6c55390andtraditionalfood3946/1648620917768/99b4f9bf058b68d1b0aa14https://app.mural.co/t/sdgs2030andtraditionalfood3946/m/sdgs203topic:833520(30minutes)theNetboardandtheMuralaresharedandcompletedinwiththepartnerstudents.Duringthenextlessonthetswillbecommented.learningoutcomesofthemodulearethenpresentedand(10minutes)
Warm up
Pre reading activity Reading comprehension activity withClassroomIWB
The students are asked if they remember what the three dimensions of sustainable development are and next to see a video https://youtu.be/1tXseroYYFs
CLASSROOMSLABS/ LESSON 2
3. What impact will the Farm to Fork Strategy have at social level?
Homework Glossary + games
GROUP4ES30/view?usp=sharinghttps://drive.google.com/file/d/1TqDNROVIvvNKkE01ZW3eJ9JKxBb112
thewithClassroomIWBandICTLab
The class is then split into 4 groups and each group is asked to make a digital presentation on a different topic:
Video
https://www.slowfood.com/the new farm to fork strategy the https://ec.europa.eu/food/horizontalkey-things-every-european-needs-to-know/topics/farm fork strategy_it
Homework Glossary The students update their glossary.
ACTIVITIES
. While watching they have to note down the answers to these questions:
CLASSROOMSLABS/ LESSON 3
4. What impact will the Farm to Fork Strategy have at economic level?
ACTIVITIES
1. What does From farm to fork mean?
1 What are we struggling with?
It will help highlight the connections between Traditional food and SDGs 2030. (35 minutes)
At the beginning of the lesson the Netboard and the Mural with the posts of all partner mates are read and discussed. (15 minutes) Then a video is watched https://www.youtube.com/watch?v=GOsgoLp-yyU and its main message elicited with a few questions:
Groupactivitycomprehensionwork
GROUP 1 What should be done to reduce food waste? From page 5 to page
2 What should we pay more attention to?
5. What will the Farm to Fork Strategy reconcile? (15 minutes)
2. What impact will the Farm to Fork Strategy have at environmental level?
Next the following article is read and analysed (see questions in the attached file): https://www.cabi.org/nutrition/ebook/20183377474
3 What benefits could ethnic cuisines bring about? 4 What do ethnic cuisines represent? (10 minutes)
The Farm to Fork Strategy
At home the students are asked to make a glossary with the new words related to traditional food and SDGs emerged from the session
DisseminationACTIVITIES
Divided into 6 international groups (each group will be the “owner” of a FOOD TRUCK) with pupils from each partner country, the students are asked to explain their recipes of the local dishes and to prepare a poster and a menu with https://www.canva.com/ for their food Duringtruck.the short term exchange of pupils in Crema the dishes of each food truck will be prepared and there will be a contest with a prize for the best food truck.
GROUPfuturehttps://www.slowfood.com/the-farm-to-fork-strategy-is-the-oftheeufoodsystem/4 Street food and the secret behind this phenomenon https://www.alimentarium.org/en/knowledge/street food 0 behindhttps://blog-global.lantmannen-unibake.com/what-is-the-secret-thestreetfoodphenomenon
ACTIVITIES ICT lab or at home LESSON 6
International group work at the beginning of FOODMay TRUCKS
OutdoorHomeworkeducation
(45 minutes)
Writing the recipes ICT lab After sharing their videos each group writes down their recipes using a canva template https://www.canva.com/ . The recipes have to be sent to the project coordinator who will create separate folders for the activity in international groups. (1 hour)
Ask the expert: divided into 6 groups the students are asked to go to a local restaurateur and ask him/her which typical simple traditional dish could be turned into street food in their opinion and if he/she can share the recipe. The interview has to be recorded and subtitles in English added.
Homework The students have to update their glossary with possible new words from the lesson. They also have to finish their digital presentations and post them in their school page in the TwinSpace.
ACTIVITIES CLASSROOMSLABS/ LESSON 4
Group presentationwork Local museum The groups present the work done and their peers assess it (see assessment grid) (1 hour)
GROUP 3 Why is the Farm to Fork Strategy the future of the EU food system?
The final products (e books with the material of each food truck poster/menu/recipes , interviews to the local restaurateurs, video of the main moments of the contest) will be a demonstration of the work done by all the partner schools. They may be sent to the tourist information office of each city together with the previous products of the project.
ACTIVITIES CLASSROOMSLABS/ LESSON 5
LEARNING OUTCOMES GeneralOBJECTIVESmodule objectives: • • To foster a deeper comprehension of the importance and value of Local Food and Culinary Traditions • To raise awareness of European peoples’ shared heritage and human beings’ connections at large • To promote peace through cross cultural understanding • To boost language skills • To develop problem solving skills • To improve collaboration skills • To develop job related skills • To involve relevant stakeholders • To create ties with the local community • To promote the importance of active citizenship Subject related Learning outcomes ability to promote the importance of Local Food and Culinary Traditions ability to promote Local Food and Culinary Traditions of the partner cities ability to point out the connection between Local Food and Culinary Traditions and SDGs 2030 Foreign language / English Learning outcomes • Ability to use the English language to communicate with foreign mates • Ability to use the English language for job oriented tasks Technology Learning outcomes • Ability to use ICT tools to highlight the importance of Local Food and Culinary Traditions • Ability to use ICT tools to promote Local Food and Culinary Traditions
OUR AWESOME CULTURAL HERITAGE … OUR AWESOME TIES Erasmus+ 2019 1 IT02 KA229 063270 PRE-READING ACTIVITY VIDEO: QUESTIONS:https://www.youtube.com/watch?v=GOsgoLp-yyU 1 What are we struggling with? 2 What should we pay more attention to? 3 What benefits could ethnic cuisines bring about? 4 What do ethnic cuisines represent?
OUR AWESOME CULTURAL HERITAGE … OUR AWESOME TIES Erasmus+ 2019 1 IT02 KA229 063270 READING
Patterns of food production and consumption have changed in ways that profoundly affect ecosystems and human diets. The accelerated speed of loss of food biodiversity and degradation of most ecosystems forces us to examine the role of traditional foods in sustainable food systems, since the notion of a food system generally focuses on food.
Local traditional foods are an important component of a sustainable diet in many areas of the world, and consequently of a sustainable food system. The general concept of traditional foods includes the preservation of traditional farming knowledge, local crop and animal varieties, and native forms of sociocultural organization. Importantly, for the production of traditional foods, local products are generally used, thus their cultivation contributes to the employment of local people. Traditional foods, apart from being vehicles of our culture, may also possess health qualities, since tradition rarely honours foods that are not palatable and healthy. In 2010, in a Food and Agriculture Organization report on biodiversity in sustainable diets, it was stated that: 'Countries, communities and cultures that maintain their own traditional food systems are better able to conserve local food specialties, with a corresponding diversity of crop varieties and animal breeds. They are also more likely to show a lower prevalence of diet-related chronic diseases. The Mediterranean diet offers a clear example'. The health effects of the Mediterranean diet and indeed its identity can be partly attributed to the traditional foods that this diet integrates.
https://www.cabi.org/nutrition/ebook/20183377474ACTIVITY
Traditional foods at the epicentre of sustainable food systems.
OUR AWESOME CULTURAL HERITAGE … OUR AWESOME TIES Erasmus+ 2019 1 IT02 KA229 063270 QUESTIONS: 1. WHAT IS AT THE CORE OF A SUSTAINABLE FOOD SYSTEM? 2. HOW DO TRADITIONAL FOODS CONTRIBUTE TO THE PRESERVATION OF OUR INTANGIBLE AND NATURAL HERITAGE? 3. HOW DOES THE PRODUCTION OF TRADITIONAL FOODS SUPPORT THE LOCAL ECONOMY? 4. WHY MAY WE SAY THAT TRADITIONAL FOODS ARE NUTRITIOUS? 5. HOW DO WE INFER THAT TRADITIONAL FOODS ARE HEALTHY? CAN YOU MENTION AN EXAMPLE?
4.
5.
1. What does From farm to fork mean? What impact will the Farm to Fork Strategy have at environmental level? What impact will the Farm to Fork Strategy have at social level? What impact will the Farm to Fork Strategy have at economic level? What will the Farm to Fork Strategy reconcile?
OUR AWESOME CULTURAL HERITAGE … OUR AWESOME TIES Erasmus+ 2019 1 IT02 KA229 063270 VIDEO COMPREHENSION ACTIVITY
2.
3.
QUESTIONS:https://youtu.be/1tXseroYYFsVIDEO:
https://www.alimentarium.org/en/knowledge/street food 0 https://blog global.lantmannen unibake.com/what is the secret behind the street food phenomenon
Why is the Farm to Fork Strategy the future of the EU food system?
OUR AWESOME CULTURAL HERITAGE … OUR AWESOME TIES Erasmus+ 2019 1 IT02 KA229 063270 GROUP WORK GROUP 1
The Farm to Fork Strategy
https://www.slowfood.com/the farm to fork strategy is the future of the eu food system/ GROUP 4 Street food and the secret behind this phenomenon
From page 5 to page
https://www.slowfood.com/the new farm to fork strategy the key things every european needs to https://ec.europa.eu/food/horizontalknow/ topics/farm fork strategy_it GROUP 3
GROUPhttps://drive.google.com/file/d/1TqDNROVIvvNKkE01ZW3eJ9JKxBb4ES30/view?us11p=sharing2
What should be done to reduce food waste?
Vocabulary SS use vocabulary appropriate for the audience. Extend audience vocabulary by defining words that might be new to most of the audience.
SS stay on topic SS stay on topic all (100%) of the time. SS stay on topic most (99 90%) of the time. SS stay on topic some (89% 75%) of the time. It was hard to tell what the topic was.
Students speak clearly Speak clearly and distinctly all (100 95%) the time, and mispronounce no words. Speak clearly and distinctly all (100 95%) the time, but mispronounce a few words. Speak clearly and distinctly most ( 94 85%) of the time, but mispronounce some words. Often mumble or cannot be understood OR mispronounce lots of words.
CATEGORY________________________________________4
SS use vocabulary appropriate for the audience. Include just few words that might be new to most of the audience and define them. SS use vocabulary appropriate for the audience. Include a few words that might be new to most of the audience, but do not define them or do not include any vocabulary that might be new to the audience. SS use several (5 or more) words or phrases that are not understood by the audience.
Content SS show a full understanding of the topic. SS show a good understanding of the topic. SS show a good understanding of parts of the topic. SS do not seem to understand the topic very well.
Props Students use several props that show work/creativityconsiderableand which make the presentation better. Students use 1 prop that shows considerable work/creativity and which make the presentation better. Students use 1 prop which makes the presentation better. Students use no props OR the props chosen detract from the presentation.
GroupORALPeer-AssessmentPRESENTATION:
Pitch Pitch was often used and it conveyed appropriately.emotions Pitch was often used but the emotion it sometimesconveyeddidnotfit the content. Pitch was rarely used or the emotion it conveyed often did not fit the content. Pitch was not used to convey emotion.
3 2 1
I can recognize spoken and written words and expressions related to the content of the module
OUR AWESOME CULTURAL HERITAGE … OUR AWESOME TIES Erasmus+ 2019 1 IT02 KA229 063270 Name: Class: date: Self-Assessment ReadSelf-Assessmentandtick where appropriate YES NOTYET SURENOT
I can speak or write about some of the relevant themes in the module providing my own opinion or critically and discuss about current issues
I can interview a member of the local community I can plan and make a video with subtitles I can work in groups including all group members equally, listening to others and finishing tasks on time
Iviewscanthink
Action research NOT AT ALL NOT MUCH SUFFICIENTLY ENOUGH A LOT 1. Do you like the module? 2. Can you understand the texts? 3. Do you like the activities? 4. Do the images help you understand? 5 Are the activities explained clearly? 6. Do you have time to ask questions if you have any doubts? 7 Do you have enough time to answer questions? 8. Are you given examples to help you talk about the topic of the module? 9. Are you afraid of making mistakes when you speak? 10 Are you corrected when you speak? 11. When you speak or write are you given enough time? 12. Do you like working in groups? 13. Do you like being assessed by your class mates? OUR AWESOME CULTURAL HERITAGE … OUR AWESOME TIES Erasmus+ 2019 1 IT02 KA229 063270