Modules

The project Erasmus+ KA1 Rethinking pedagogy for an inclusive 21st century school aims to give the school a fresh start and create a welcoming environment where students can actively experiment, plan, and be in charge of their learning. The knowledge society requires that everyone becomes a lifelong learner to keep up with a constantly changing labour market and society.

It’s a school’s mission to provide its students with the skills and competences with which to earn a living work and integrate into society.

In details the specific objectives are: - changing the learning environment - spreading new teaching methods - making inclusion the distinguishing feature of the school - tackling early school leaving and sustaining motivation - training teachers to work in collaboration with the local community and significant stakeholders - fostering entrepreneurship through education - internationalizing the school The participants to the project are the head teacher and 15 teachers.

Activities include onsite and online courses and the implementation of new approaches to teaching.

The expected impact on participants is a broad understanding of innovative student – centred methodologies. The school will have a wider range of teachers capable of creating modules not only in their respective subject but also in collaboration with the team of colleagues that work on a class according to an interdisciplinary perspective.

It is envisaged a positive effect on learners as well in terms of better acquisition of 21st century skills, entrepreneurial mindset and enhanced motivation.

This will contribute to reduce the rate of early school leaving so that they will have better chances to succeed in the labour market as well as in higher education. https://brunazzimariella36.wixsite.com/rethinkingpedagogy

After training on online platforms (eTwinning, School Education Gateway – Teacher Academy, European Schoolnet Academy and EVO) the teachers involved in the project planned their modules integrating them into the curriculum and implemented them. They designed them according to the student-centred approaches they had explored and wanted to experiment in their classes to innovate their teaching style and make their students more responsible for their learning.

In some cases the modules were integrated into an eTwinning project thus making the learning environment and content and foreign language acquisition more meaningful.

In this ebook a collection of some of the modules created is presented not only to highlight the results of the Erasmus+ project Rethinking pedagogy for an inclusive 21st century school but mainly to provide material which may form the basis for a gradual introduction of teaching and learning approaches more respondent to the requirements of the knowledge society.

Module 1

Respect for the environment

Module 2

To the moon and back

Module 3

Responsible food consumption

Module 4

Fun with fractions

Module 5

Preventing gambling addiction

Module 6

Innovative tools for distance learning

Module 7

Zoonotic diseases

Module 8

Jeter moins c'est manger et vivre mieux

Module 9

Freedooms and Duties of citizens

Erasmus+ KA1 2018-1-IT02-KA101-047693 Rethinking pedagogy for an inclusive 21st century school

TITLE

RESPECT FOR THE ENVIRONMENT link learning designer : https://v.gd/UM3VVZ https://v.gd/sGLcoh

SUBJECT

CITIZENSHIP

LANGUAGE

ENGLISH/ITALIANO

STUDENTS' AGE

15-18

PERIOD

SEPTEMBER-OCTOBER-NOVEMBER

LESSONS

Lesson 1 Introduction to the project Lesson 2 Identification of domestic packaging intended for recovery and recycling Individuazione degli imballaggi domestici destinati al recupero e riciclo Lesson 3 Close and thorough knowledge of all waste produced at home: origin of the material, use, recovery, recycling and new projects Conoscenza approfondita di tutti i rifiuti prodotti a casa: origine del materiale, impiego, recupero, riciclo e nuovi progetti Lesson 4 Presentation of the work done in groups Presentazione del lavoro di gruppo Lesson 5 Creative recycling laboratory Laboratorio di riciclo creativo

  

OBJECTIVES General module objectives: to use the foreign language receptively and productively to understand the content of the subject in English to work in groups including all members and to finish tasks on time

SUBJECT: citizenship Objectives



To understand the importance of protecting the environment

Prerequisites:  Having learned that we belong to social contexts (family, school, society) that have definite rules necessary for a healthy, peaceful and constructive coexistence 

Knowing that the environment is a common good





To understand that how each citizen behaves has an impact Subject-specific Learning outcomes on the environment  ability to act as a responsible citizen To figure out ways to reuse and recycle waste

LANGUAGE - English

Prerequisites:  basic knowledge of English

Objectives Learning outcomes  TECHNOLOGY

widen the vocabulary related to the theme of the environment and recycling

Prerequisites:  know how to use the pc and word

Objectives Learning outcomes 

know how to use new tools (ex. eTwinning platform, canvas..)

COGNITIVE OBJECTIVES    

To consolidate and improve the ability to define and classify To consolidate and widen the ability to communicate To strengthen and widen the ability to reason and express one’s opinion To achieve the competence to apply the acquired knowledge and abilities

METHODOLOGY  Use of various techniques (brainstorming, guided questions, mind maps, picture description, posters) that will require:  pair and group work  individual work  task accomplishment  oral presentations  The main use of L2 STRATEGIES TO OVERCOME POSSIBLE LEXICAL DIFFICULTIES

 Warm-up and brainstorming activities  To use an online dictionary to support vocabulary understanding and acquisition  Pair and group activities

Tools and materials

-

IWB Computers Coloured carboards Photocopies Websites Videos Pictures

Tests and assessment

ACTIVITIES

Brainstorming activity

LABS/ CLASSROOMS Classroom with IWB and free space

-

Online Dictionary

-

Formative assessment Group Work Assessment Self-assessment LESSONS LESSON 1

Brainstorming with the use of images

(15 minutes) Discussion: what can we do to improve the situation?

Homework

The students are asked to look for pollution images of their city and to suggest a solution

ACTIVITIES

LABS/ CLASSROOMS

Group work

Classroom with IWB

Lesson through images

LESSON 2 Students compare the chosen images in groups of 4 and discuss possible solutions (10 minutes) Identification of domestic packaging intended for recovery , reuse or recycling (20 min)

Greta Thunberg video

https://youtu.be/VFkQSGyeCWg (4 min) Homework

The students are asked to look at the picture and take a picture of how they divide the rubbish in their home ACTIVITIES

LABS/ CLASSROOMS

Group work

Laboratory

Homework

LESSON 3 The class is divided into groups of 4 students. Each group analyzes how waste material is recycled by creating a presentation (canvas, power point, video ..):  glass  aluminum  plastic  wood  steel  fabric  cork (60 min)

The students have to decide and arrange how to give the presentation of their group work

ACTIVITIES

LABS/ CLASSROOMS

Group work (Presentations and Assessment)

Classroom with IWB

ACTIVITIES

LABS/ CLASSROOMS

Creative recycling laboratory

LESSON 4 Each group presents the work done (60 min)

LESSON 5 Each group creates an object with recycled material (60 min)

Erasmus+ KA1 2018-1-IT02-KA101-047693 Rethinking pedagogy for an inclusive 21st century school

TITLE

TO THE MOON AND BACK

SUBJECT

Italian Literature, Music, Spanish, Science

LANGUAGE

English, Spanish, Italian

STUDENTS' AGE

17-18 IV and V forms – Health and Social Care Course, Gastronomic Course

PERIOD

Second period

LESSONS

Lesson 1 (Italiano) Descrizione della prima visione telescopica della luna di Galileo Galilei.

Lettura del Canto XXXIV dell’Orlando Furioso di Ludovico Ariosto.

Lesson 2 (Italiano) Lettura del Canto notturno di un pastore errante dell’Asia di Giacomo Leopardi.

Quiz su piattaforma NEARPOD e consegna laboratorio di scrittura creativa (redazione dialogo immaginario con la luna).

Lesson 3 (Scienze) Brainstorming: activation of previous knowledge Lesson 4 (Scienze) Truths and legends Lesson 5 (Scienze) The study of the lunar phases.

Homework.

Lesson 6 (Scienze) The realization of time-lapse. Homework Lesson 7 (educazione musicale) Scrivere un soggetto originale, raccontato per immagini, con colonna sonora da scegliere tra due proposte ( Sonata “Al chiaro di luna” 1° movimento di L.V.Beethoven e “Clair de lune” di C. Debussy). E’ possibile utilizzare il proprio cellulare.

OBIETTIVI: saper padroneggiare gli strumenti a disposizione;rendere unico il proprio racconto attraverso la scelta musicale più opportuna (classe 4 PSS).

Lesson 8 (educazione musicale) Raccontare il proprio percorso quinquennale all’I.I.”P.Sraffa” attraverso un video musicale originale (anche con un cellulare) partendo da una lista di brani pop italiani e stranieri che hanno a che fare con la luna.

OBIETTIVI: saper padroneggiare gli strumenti a disposizione; sapere sintetizzare i momenti salienti del proprio percorso formativo con un commento musicale (classe 5 PSS).

Lesson 9 (Spagnolo) El objetivo de esta clase es ofrecer la oportunidad de enfrentarse a un poema de uno de los poetas más emblemático de la literatura española, el Romance de la luna, luna de Federico García Lorca, y a la versión que un cantante de flamenco, no menos emblemático, hace de uno de sus poemas.

Lesson 10 (Spagnolo) Se trabajarán también en objetivos de aprendizaje basados en la capacitación de la lectura poética. Además se focalizará la atención en el contexto histórico y literario del autor.

     

OBJECTIVES General module objectives: Students launch their learning about the moon by focusing on literary about this celestial object Students will explore this module guiding question “Why do authors and musicians write about moon?” by participating in a cycle of inquiry through observations and literature To understand subject content in English/Spanish To use the foreign language receptively and productively To understand features linked to this topic To work in groups including all members and to finish tasks on time

SUBJECTS: MUSIC, SPANISH, ITALIAN LITERATURE, SCIENCE Objectives

Prerequisites     

To know the different types of metrical structures To know something about classical and pop music To know what is the moon and Solar System Mathematical competence Basic skills in science and technology

 To acquire subject-specific terms and enrich one’s vocabulary  To understand subject-related concepts and to be able to Subject-specific Learning outcomes explain them using specific vocabulary  competence to re-elaborate the concept of “moon”  To use subject-related authentic independently in many foreign literature materials  students complete a series of focused readings, in which  To reflect upon a suggested topic they explore a number of literary texts to activate an exchange of ideas  students will know which instruments can be used to with classmates and teacher create a proper atmosphere around the moon  To know the concept of “moon”  students will learn about the solar system and the moon among different literatures and phases music  students will know the scientific astronomical terms related to celestial objects LANGUAGE – ENGLISH, SPANISH Objectives

Prerequisites   

To understand written texts about moon To know specific vocabulary referred to Solar System To produce a simple text on a given topic following a scheme To express one’s opinion or talk about a suggested topic in a simple but clear way with a correct pronunciation

 To acquire subject-specific terms and enrich one’s L2/L3 vocabulary   To infer the meaning of unknown words from the context  To use original materials in L2 Learning outcomes  To understand subject-related concepts and to be able to  Competence to understand texts about the explain them using specific schematize the main information to vocabulary presentation in L2  To reflect upon a suggested topic  Competence to explain the solar system and to activate an exchange of ideas phases in a simple but clear way using

topic and make a the moon a correct

with classmates and teacher

TECHNOLOGY Objectives 

pronunciation  Competence to use specific vocabulary  Competence to explain charts, and ppt presentations in L2  Competence to take notes during presentations Prerequisites  

To know how to surf the Net To know how to search specific information



To use technological tools such as Nearpod To improve technological competences To learn more about PC using

   

COGNITIVE OBJECTIVES To consolidate and improve the ability to define and classify To consolidate and widen the ability to communicate To strengthen and widen the ability to reason and express one’s opinion To achieve the competence to apply the acquired knowledge and abilities



METHODOLOGY

Learning outcomes  







Competence to use specific tools like Nearpod properly Competence to learn how important the Net is

Learner-centred activities involving:  creating  decision-making  evaluation Use of various techniques (brainstorming, guided questions, mind maps, picture description, posters, digital presentations, videos), that will require:  pair and group work  individual work  task accomplishment  oral presentations The use of L1/L2/L3

STRATEGIES TO OVERCOME POSSIBLE LEXICAL DIFFICULTIES

 Warm-up and brainstorming activities  Hypertestual link to an online dictionary 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

     

IWB Computers Photocopies Websites Videos Pictures

Tests and assessment

ACTIVITIES

LABS/ CLASSROOMS

  

Digital Presentations Posters Online Dictionary

   

Formative assessment Group Work Assessment Peer Assessment Self-assessment LESSONS LESSON 1 (ITALIANO)

Warm-up activity: Brainstorming activity:

Classroom with IWB and free space

Descrizione della prima visione telescopica della luna di Galileo Galilei: lettura in classe e analisi del testo. Verifica di comprensione.

(30 minuti)

Group work

Classroom with IWB and free space

Homework

Lettura in classe e analisi del testo. Verifica di comprensione.

(30 minuti) Parafrasi del testo analizzato in classe

ACTIVITIES

LABS/ CLASSROOMS

Checking homework

Classroom with IWB / Laboratory

LESSON 2 (ITALIANO) Lettura del “Canto notturno di un pastore errante dell’Asia” di Giacomo Leopardi.

Lettura del Canto XXXIV dell’Orlando Furioso di Ludovico Ariosto (25 minuti) Quiz su piattaforma NEARPOD

Group work

Consegna laboratorio di scrittura creativa (redazione dialogo immaginario con la luna) (35 minuti) Homework

Parafrasi dei testi analizzati in classe

ACTIVITIES

LABS/ CLASSROOMS

Warm-up activity:

Classroom with IWB and free space

LESSON 3 (SCIENZE) Brainstorming representative of basic knowledge With a brainstorming activity the teacher probes what the students' knowledge about the moon is. He invites them to write down all the

statements so that they can confirm or deny them during the next lessons.

(1 hour) ACTIVITIES

LABS/ CLASSROOMS

LESSON 4 (SCIENZE)

Truths and legends

Classroom with The teacher analyses some of the students' statements. Many of IWB them derive from ancestral convictions and popular beliefs that cannot always be confirmed. However, it is interesting to note that others, borrowed from popular traditions and in particular the ones from farmers, have a scientific explanation. Based on these, the teacher explains the main features of our satellite.

(1 hour)

Homework

It is advisable to check understanding with a short multiple choice test: 1) The Moon: a. is the largest satellite in the solar system. b. has no effect on the Earth. c. is about 384,000 km from the Earth. d. is always visible from the Earth.

2) Its lack of atmosphere is not the cause of: a. numerous meteor impacts. b. its small size. c. the high temperature range. d. the lack of twilight.

ACTIVITIES

Group work The lunar phases

LABS/ CLASSROOMS

LESSON 5 (SCIENZE)

Observation of the lunar phases and explanation of what determines them according to the reciprocal positions of sun - earth - moon.

(1 hour)

Homework

It is advisable to check understanding with a short multiple choice test and a graph: 3) The last quarter: a. occurs in the quadrature phase. b. precedes the full Moon. c. happens with the Moon in a growing phase. d. it is not visible from the Earth.

4) From the Earth we always observe the same face because the Moon: a. it is very close. b. it is always between Sun and Earth. c. has rotation and revolution of the same duration. d. it is visible at night.

5) Complete the image by inserting the exact definition on the empty spaces .

1 ……………………...

3 ……………………..

5 ……………………..

7 ……………………..

2 ………………………….

4 ………………………….

6 ………………………….

8 ………………………….

The students : - observe, model and interpret the most evident celestial phenomena through the observation of the night and daytime sky; - explain the mechanism of moon phases and lunar motion.

ACTIVITIES The realization of timelapse

CLASSROOMS

LESSON 6 (SCIENZE) A time-lapse movie is obtained with a series of photographs taken sequentially with a specific interval of time. During the period of the lunar month, all the students, with the means at their disposal, undertake to photograph the Moon in the evening and at the same time. Each of them can upload photos, marked by name and date, in a class repository. Once the necessary time has elapsed, the class,

divided into heterogeneous groups, realizes a time-lapse with the images collected by the members of the group itself accompanied by the necessary explanations (2 hours)

Homework

The students are asked to update their dictionary with possible new words they found while working on the observation. They are asked to study the new words and • the origin of the Moon and its main characteristics • its motions • its phases.

ACTIVITIES

LABS/ CLASSROOMS

Brainstorming activity

Classroom with IWB

Homework

Ogni gruppo sceglierà un gruppo di canzoni da ascoltare con “orecchio critico” e a turno si metteranno per iscritto le idee di ciascun componente.

(File allegato) (60 minuti) Ogni componente per ciascun gruppo si attiverà autonomamente elaborando le proprie idee in merito; in un secondo tempo, nel lavoro di gruppo, ci si confronterà al fine di trovare una idea comune che soddisfi l’intero gruppo e si procederà nella realizzazione pratica.

ACTIVITIES

LABS/ CLASSROOMS

Group work

Classroom with IWB

Homework

LESSON 7 (EDUCAZIONE MUSICALE)

LESSON 8 (EDUCAZIONE MUSICALE) Ogni gruppo sceglierà un brano da ascoltare con “orecchio critico” e a turno si metteranno per iscritto le idee di ciascun componente.

(File allegato) (60 minuti) Fare ricerche su come la cinematografia internazionale abbia utilizzato i suddetti brani per sottolineare momenti particolari o scene indimenticabili dei film trovati.

Ogni componente per ciascun gruppo si attiverà autonomamente elaborando le proprie idee in merito; in un secondo tempo, nel lavoro di gruppo, ci si confronterà al fine di trovare una idea comune che soddisfi l’intero gruppo e si procederà nella realizzazione pratica.

ACTIVITIES

LABS/ CLASSROOMS

LESSON 9 (ESPAÑOL)

Brainstorming activity

Classroom with IWB

Introduzione della nuova tematica: LA LUNA EN LA LITERATURA MUNDIAL Y ESPAÑOLA. Breve lluvias de ideas sul tema proposto.

(File allegato) (10 minuti)

Classroom activity

Classroom with IWB

Consegna del testo della poesia “Romance de la luna, luna” di Federico García Lorca, lettura condivisa. Traduzione di eventuali vocaboli.

(File allegato) (20 minuti)

Group work activity

Classroom with IWB

Risposta alle domande sulla poesia proposta in cooperative learning.

(File allegato) (30 minuti)

Homework

Fomentare la creatività attraverso la creazione di un racconto in prosa e la realizzazione di un fumetto riguardante il tema della poesia.

(File allegato)

ACTIVITIES

LABS/ CLASSROOMS

Group work

Classroom

LESSON 10 (ESPAÑOL) Dopo la visione di un video circa il contesto storico in cui vive il poeta Federico García Lorca, si chiede agli studenti di rispondere alle domande proposte dall’insegnante.

(File allegato) (30 minuti)

Group work

Classroom

Dopo la visione di un video circa il contesto storico in cui vive il poeta Federico García Lorca, si chiede agli studenti di rispondere alle domande proposte dall’insegnante.

(File allegato) (30 minuti)

ACTIVITIES

LABS/ CLASSROOMS

Presentation and Assessment

Classroom with IWB

LESSON 11 (ESPAÑOL) Elaborare una presentazione ed esposizione sulla biografia e l’opera di Federico García Lorca. Sarebbe molto interessante ricorrere all’uso delle TIC per incrementare l’interesse e la possibilità di condividere il lavoro e per disseminare i risultati dell’apprendimento.

ALLEGATI/ANNEXES EDUCAZIONE MUSICALE / MUSIC EDUCATION LE CANZONI DELLA LUNA / MOON SONGS

50 ANNI DOPO… IL 20 LUGLIO 2019 RICORREVA L’ANNIVERSARIO DELLO SBARCO SULLA LUNA, DI NEIL ARMSTRONG CHE SALTAVA DALLA SCALETTA DEL MODULO LUNARE: IL PRIMO PIEDE DELL’UOMO SULLA LUNA… Per festeggiare l’anniversario dello sbarco sulla Luna, ecco un elenco di alcune canzoni a tema: Moonhead dei Pink Floyd Non è un brano molto famoso, infatti non fa parte di nessun album ufficiale, tuttavia va ricordato in quanto i Pink Floyd la suonarono dal vivo il 20 luglio 1969 nel corso di una trasmissione della BBC dedicata alla missione dell’Apollo 11. Fu mandata in onda subito dopo l’allunaggio e la celebre camminata di Neil Armstrong.

Walking on the Moon dei Police Pare che Sting abbia scritto questa canzone in una camera d’albergo di Monaco di Baviera. «Avevo bevuto parecchio e mi ero messo a camminare per la stanza cantando Walking Round the Room». Il giorno

seguente, aveva ancora quel riff in testa. Però modificò il titolo, per renderlo più “appetibile”. Il video fu girato a Cape Canaveral il 23 ottobre 1979, dieci anni e tre mesi dopo lo sbarco sulla luna. Per realizzare quella clip hanno utilizzato anche filmati messi a diposizione dalla NASA. Man On the Moon dei R.E.M. È uno dei pezzi più significativi dell’album Automatic For the People, pubblicato dalla band nel 1992. In parte il riferimento è a Neil Armstrong, ma ancora più stringenti sono i riferimenti al comico americano Andy Kaufman. Non a caso quando nel 1999 fu realizzato un film basato sulla sua biografia (interpretato da Jim Carrey), fu intitolato proprio Man On the Moon. E la canzone era il tema conduttore della colonna sonora.

Luna di Gianni Togni Niente a che fare con la missione Apollo 11: questo è il nome di una ragazza. Che anzi, fino a poco prima che il pezzo fosse inciso si chiamava Anna. Togni ha raccontato che cambiò idea di fronte all’alba di una mattina milanese in cui le prime luci del giorno stavano per far scomparire la luna. …E la luna bussò di Loredana Berté Uscito nel 1979, è uno dei brani più noti di Loredana Bertè, che grazie a esso sdoganò in Italia i ritmi reggae.

Composta da Mario Lavezzi, con testo di Oscar Avogadro e Daniele Pace, questa canzone ebbe successo non solo in Italia ma anche nel nord Europa e in Sud America. Da noi raggiunse circa 400.000 copie vendute.

Chiaro di luna di Jovanotti Una vera e propria lettera d’amore che Lorenzo scrive alla sua amata. «Luce dei miei occhi sangue nelle arterie selezionatrice delle cose serie, non c’è niente al mondo che mi deconcentri, non c’è cosa bella dove tu non c’entri… E non esiste paesaggio più bello della tua schiena, quella strada che porta fino alla bocca tua. Non esiste esperienza più mistica e più terrena di ballare abbracciato con te al chiaro di luna». Il video è stato realizzato ad Asmara, in Eritrea.

Vengo dalla Luna di Caparezza È un brano del rapper italiano Caparezza pubblicato nel 2004. Il brano parla di un alieno atterrato sulla Terra che sostiene di venire dalla Luna poiché si stupisce delle cose considerate normali dagli abitanti del nostro pianeta come, ad esempio, la paura per una cultura diversa. È una canzone contro i pregiudizi propri della società odierna; si potrebbe definire una brano contro il razzismo.

Moon river di Audrey Hepburn È lo struggente brano che fa sempre battere il cuore per l’indimenticabile interpretazione fatta da Audrey Hepburn nel film Colazione da Tiffany, film di Blake Edwards tratto dall’omonimo romanzo di Truman Capote.Il film è del 1961 e non è direttamente legato allo sbarco ma il brano è decisamente suggestivo.

Moonage Daydream di David Bowie È un brano dell’artista inglese David Bowie pubblicato nel maggio 1971 che fa parte dell’album “The Rise and Fall of Ziggy Stardust and the Spiders from Mars” del 1972.

Space Oddity di David Bowie È un altro famosissimo brano di David Bowie, pubblicato nel luglio 1969. Il suo nome è liberamente ispirato al film “2001: A Space Odyssey” di S. Kubrick e agli avvenimenti che hanno avvicinato l'uomo alla Luna, ovvero le missioni Apollo 8 e Apollo 11 della Nasa, quest'ultima con il primo allunaggio. Il titolo, “Stranezza spaziale” in italiano, è una riflessione sulla condizione degli astronauti nel percorso di avvicinamento alla luna. La prospettiva per l’astronauta pioniere è una passeggiata spaziale durante la quale egli si ritrova inesorabilmente solo e spaesato davanti all’immensità dello spazio.

LINK PER ASCOLTARE I BRANI SOPRA ELENCATI Moonhead dei Pink Floyd https://www.youtube.com/watch?v=_9bx5h0FpCg Walking on the Moon dei Police https://www.youtube.com/watch?v=zPwMdZOlPo8 Man On the Moon dei R.E.M. https://www.youtube.com/watch?v=dLxpNiF0YKs Luna di Gianni Togni https://www.youtube.com/watch?v=u5uLysZYJgU …E la luna bussò di Loredana Berté https://www.youtube.com/watch?v=E5MawD6KSIY Chiaro di luna di Jovanotti https://www.youtube.com/watch?v=Ro8PdDjKA3o Vengo dalla Luna https://www.youtube.com/watch?v=TCMszSjgKHE Moon river https://www.youtube.com/watch?v=uirBWk-qd9A Moonage Daydream https://www.youtube.com/watch?v=JFDj3shXvco Space Oddity https://www.youtube.com/watch?v=iYYRH4apXDo

LA LUNA NELLA MUSICA CLASSICA La sonata per pianoforte n. 14 in Do diesis minore Quasi una fantasia, più comunemente nota sotto il nome di “Sonata al chiaro di luna” di L.V. Beethoven fu dedicata alla sua alunna prediletta, la contessa Giulietta Guicciardi e pubblicata nel 1802. È una delle più famose composizioni pianistiche di ogni tempo, sebbene Beethoven non la considerasse una delle sue migliori sonate.

La sonata si apre con un adagio, fatto inusuale per l'epoca ma che ha reso famosissimo tale brano.

Probabilmente questo è il motivo per cui Beethoven la denominò Quasi una Fantasia: per indicare il suo carattere libero e originale, tipico del periodo romantico.

Clair de lune di C. Debussy, fa parte della Suite bergamasque, opera per pianoforte solo composta nel 1890.

La sonata si compone di quattro movimenti ma il terzo e più famoso di tale suite è il Clair de lune. Il nome, che in francese significa "chiaro di luna", deriva dalla poesia di Paul Verlaine con lo stesso titolo.

Musicalmente questo Clair de lune appartiene all'Impressionismo musicale.

SONATA N° 14 “AL CHIARO DI LUNA” primo movimento https://www.youtube.com/watch?v=sbTVZMJ9Z2I CLAIR DE LUNE https://www.youtube.com/watch?v=CvFH_6DNRCY

SPAGNOLO / SPANISH / ESPAÑOL ROMANCE DE LA LUNA, LUNA (Romancero Gitano) A Conchita García Lorca La luna vino a la fragua con su polisón de nardos.

El niño la mira, mira.

El niño la está mirando.

En el aire conmovido mueve la luna sus brazos y enseña, lúbrica y pura, sus senos de duro estaño.

Huye luna, luna, luna.

Si vinieran los gitanos, harían con tu corazón collares y anillos blancos.

Niño, déjame que baile.

Cuando vengan los gitanos, te encontrarán sobre el yunque con los ojillos cerrados.

Huye luna, luna, luna, que ya siento sus caballos.

Niño, déjame, no pises mi blancor almidonado.

El jinete se acercaba tocando el tambor del llano.

Dentro de la fragua el niño, tiene los ojos cerrados.

Por el olivar venían, bronce y sueño, los gitanos.

Las cabezas levantadas y los ojos entornados.

Cómo canta la zumaya, ¡ay, cómo canta en el árbol!

Por el cielo va la luna con un niño de la mano.

Dentro de la fragua lloran, dando gritos, los gitanos.

El aire la vela, vela.

El aire la está velando.

PROPUESTA DIDÁCTICA (Estas actividades se pueden desarrollar y realizar de modo oral o escrito, en el aula o en casa, de modo individual o en grupo. Algunas de ellas, sobre todo las creativas, requieren material o herramientas complementarias, como las TIC).

1. Comprensión lectora Lee con atención el poema “ROMANCE DE LA LUNA, LUNA y responde.

1) ¿Qué personajes dialogan? ¿Es un diálogo realista o fantástico? ¿Por qué?

2) ¿Qué le sucede finalmente al niño?

3) ¿Por qué lloran los gitanos al llegar a la fragua? ¿Con qué metáfora se describe a los gitanos? ¿Qué otras metáforas se asocian a los gitanos?

4) Fíjate en el desenlace y piensa qué crees que simboliza la luna en este poema: el amor, la muerte, la tristeza… Razona tu respuesta.

5) Explica el contenido del poema; indica a qué temática y etapa pertenece 6) Analiza la métrica y las figuras literarias del poema.

7) Escucha las dos versiones musicalizadas del poema e indica cuál te gusta más. http://www.youtube.com/watch?v=G03oGsAz3ZM&feature=related http://www.youtube.com/watch?v=VMVJf3hKTws&feature=related 8) Resume el contenido del poema

2. Interpretación y pensamiento analítico 1) ¿Por qué el niño no desea ver a la luna?

2) ¿Cómo se representa a la muerte: fea y asquerosa, o limpia y educada? Razona tu respuesta.

3) Explica la expresión “con los ojillos cerrados” y señala cuántas veces aparece; deduce su importancia.

4) La naturaleza juega un papel importante: localiza los elementos naturales que aparecen y señala sus connotaciones.

3. Fomento de la creatividad (DEBERES) 1) Transforma la historia en un cuento o relato en prosa.

2) Transforma en cómic o álbum ilustrado la historia del romance.

4. CONTEXTO HISTÓRICO Mira este VÍDEO y contesta estas preguntas. http://www.youtube.com/watch?v=3JSI2gTtetQ&feature=relmfu 1) ¿En qué fecha se proclamó la República?

2) ¿Qué medidas legislativas se dieron en la República?

3) ¿Quiénes se oponían a la República?

4) ¿Por qué se produjo el levantamiento militar? ¿Dónde triunfó y dónde no?

5) ¿Cuánto duró la Guerra Civil?

6) ¿Cuáles fueron las consecuencias?

7) Según lo visto en el vídeo intenta explicar estos carteles.

5. LAS VANGUARDIAS Y EL CONTEXTO LITERARIO ¿Qué significa VARGUARDIA? ¿En un tablero de ajedrez quiénes están en vanguardia y quiénes están en retaguardia? ¿Qué significará esto en el arte?

Mira los vídeos siguientes vídeo y haz un resumen identificando cómo era la sociedad a principios del siglo XX, qué movimientos de vanguardia hubo y qué aportaba cada uno: http://www.youtube.com/watch?v=tg1kXUJg_YA http://www.youtube.com/watch?v=YCXM45DBYEU Lee el punto 2 sobre las Vanguardias y completa el siguiente esquema.

6. EVALUACIÓN Elabora una presentación o exposición sobre Federico García Lorca, su vida y su obra. Se puede exponer ante la clase o ante la comunidad educativa. Sería muy interesante el apoyo gráfico –fotografías, dibujos, carteles, etc.–. El uso de medios TIC incrementa el interés y la vistosidad del trabajo.

Erasmus+ KA1 2018-1-IT02-KA101-047693 Rethinking pedagogy for an inclusive 21st century school

TITLE

Responsible food consumption

SUBJECTS

English / Food Science

LANGUAGE

English

STUDENTS' AGE

17

PERIOD

1st term

LESSONS

Lesson 1 Food and the Planet Lesson 2 The Double Pyramid Lesson 3 Reading comprehension activity: food wastage footprint Lesson 4 Drafting a leaflet about responsible food consumption Planning a visit to a local farm

AUTHENTIC MATERIALS

Lesson 5

Documentation and field observation stage

Lesson 6

Creating an information leaflet

Lesson 7

Presentation of the information leaflet and assessment

https://www.youtube.com/watch?v=nUnJQWO4YJY https://www.barillacfn.com/m/publications/doublepyramid2016more-sustainable-future-depends-on-us.pdf (pages 9, 21, 39, 43, 45, from 58 to 63) https://www.un.org/sustainabledevelopment/sustainableconsumption-production/ https://www.un.org/sustainabledevelopment/wpcontent/uploads/2016/08/12.pdf http://www.fao.org/sustainable-developmentgoals/indicators/1231/en/ http://www.fao.org/3/a-bb144e.pdf

     

OBJECTIVES General module objectives: To foster a deeper understanding of the meaning of responsible consumption 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 Subject: Food Science

Objectives

 

Prerequisites   

Knowledge of the Mediterranean diet Knowledge of food footprints Knowledge of the concept of sustainability

To understand the impact food wastage has on the environment To understand the importance of Subject-specific Learning outcomes sustainable consumption behaviour  Ability to outline food wastage impact on the environment  Ability to collect and analyse data  Ability to point out the importance of sustainable consumption behaviour  Ability to promote sustainable consumption habits

FOREIGN LANGUAGE - ENGLISH

Prerequisites  Knowledge of present and past tenses Objectives  Knowledge of  To use English to communicate in  Knowledge of modal verbs real contexts (online collaboration, learning activities) Learning outcomes  To use English to give advice on  Ability to use the English language to communicate with responsible consumption mates   TECHNOLOGY Objectives  To use ICT tools to promote responsible consumption  To use ICT tools to collaborate

   

Ability to use the English language for subject-related tasks Ability to use the English language to give advice

Prerequisites  Intermediate level of knowledge of how to use ICT tools Learning outcomes   

Ability to use ICT tools to promote responsible consumption Ability to use ICT tools to collaborate Ability to use ICT tools to plan, create and share an information leaflet

COGNITIVE OBJECTIVES To consolidate and improve the ability to define and classify To consolidate and widen the ability to communicate To strengthen and widen the ability to reason and express one’s opinion To achieve the competence to apply the acquired knowledge and abilities



METHODOLOGY





Learner-centred activities involving:  creating  decision-making  evaluation Use of various techniques (brainstorming, guided questions, mind maps, picture description, posters, digital presentations, videos), that will require:  pair and group work  individual work  task accomplishment  oral presentations The main use of L2

STRATEGIES TO OVERCOME POSSIBLE LEXICAL DIFFICULTIES

 Warm-up and brainstorming activities  Hypertestual link to an online dictionary 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

         

IWB Computers Coloured carboards Photocopies Websites Videos Pictures Digital Presentations Posters Online Dictionary

Tests and assessment

   

Formative assessment Group Work Assessment Peer Assessment Self-assessment

ACTIVITIES

LABS/ CLASSROOMS

LESSONS LESSON 1

Warm-up activity:

Classroom with IWB

A short video about food and the planet is shown: https://www.youtube.com/watch?v=nUnJQWO4YJY (6 minutes) After watching it, each student is handed out a worksheet with a set of questions: 1. Does what we put on our plate matter?

2. How may foods contribute to greenhouse gas emissions?

3. Does every kind of food have the same impact on the

environment?

4. What kind of diets are considered better both for us and the environment?

The questions are used to activate previous knowledge and to start a short discussion about responsible consumption.

(24 minutes) Soon after the learning outcomes of the module are introduced and explained (annex 1).

(10 minutes) Then the students are asked to fill in a questionnaire about their diet and consumption habits: https://forms.gle/6xQQG8Pbzyy9qG6e7 (15 minutes) Journal

The students are suggested to keep a diary to note down their feelings and progress at the end of each lesson Journal I felt comfortable in class when …………

I got stressed in class when……………

I liked talking / reading / listening / writing about …………………

I didn’t like ……………………………

When I couldn’t find the word in the English language I ………………….

I made progress in language learning YES NO I made progress in content learning YES NO (5 minutes)

Homework

A glossary with the new words come out of the lesson is created and it is regularly updated after each session.

ACTIVITIES

LABS/ CLASSROOMS

Checking homework

ICT Lab

LESSON 2 The glossaries are checked.

(10 minutes)

Group work

Next the students are divided into 5 groups of 4 members each. The groups are given a picture of the Double Pyramid model developed by the Barilla Centre for Food and Nutrition:

The groups are asked to analyse the results of the questionnaire which are displayed on their computer and to draw their conclusions (annex 2).

(40 minutes) The analyses of the groups are compared and the most relevant points in their conclusions used as hints to make an information leaflet with tips on how to improve one’s diet taking into account both health and the environment and on how to make one’s consumption habits sustainable. The leaflet will be uploaded on the school website and made available for the whole school but also for the outside community. It will also be shared with the partners of an Erasmus and eTwinning project (Be an eco-citizen) about the preservation and protection of the environment and used as a starting point for a discussion and planning of a collaborative activity like an emagazine https://madmagz.com/ with guidelines for healthy eating and sustainable consumption which may be appealing for teenagers.

(20 minutes) Homework

ACTIVITIES

Each group has to jot down a draft to point out the sections they would like to include in the leaflet.

LABS/ CLASSROOMS

LESSON 3

Language Lab Pre-reading activities

Reading comprehension activity

Some new vocabulary (annex 3) is introduced before starting the reading activity and Quizlet games are played https://quizlet.com/_8d502y?x=1qqt&i=k0ge1 to learn it.

(15 minutes) To gather material and make the leaflet more detailed and a reliable

guide each group is asked to read some material about the Double Pyramid, SDG 12 “Responsible consumption and production” and about Food Wastage Footprint: https://www.barillacfn.com/m/publications/doublepyramid2016more-sustainable-future-depends-on-us.pdf (pages 9, 21, 39, 43, 45, from 58 to 63) https://www.un.org/sustainabledevelopment/sustainableconsumption-production/ https://www.un.org/sustainabledevelopment/wpcontent/uploads/2016/08/12.pdf http://www.fao.org/sustainable-developmentgoals/indicators/1231/en/ http://www.fao.org/3/a-bb144e.pdf

While reading

Post-reading activities

While reading a glossary (annex 4) is made available to help the students better understand the texts. They are also invited to try to guess the meaning of new words from the context and avoid looking for their translation.

The groups are asked to do some matching exercises (annex 5) and to answer a set of questions (annex 6).

Before the end of the lesson the post-reading activities are checked.

(45 minutes)

Homework

Each group has to jot down a draft to point out the sections they would like to include in the leaflet.

ACTIVITIES

LABS/ CLASSROOMS

Discussion: drafting the leaflet

Classroom with IWB

Planning a visit to a local farm

LESSON 4 Each group illustrates their ideas for the leaflet and they decide which sections should be included: Example: 1. Introduction – SDG 12 with reference to food - Food wastage Footprint (group 1) 2. The Double Pyramid (group 2) 3. Sustainable consumption habits (group 3) 4. Tips for eating well and preserving the environment (group 4) 5. Conclusions – contacts – infographics for social media, pictures and videos (group 5) (30 minutes) A visit to a local company that has adopted methods of responsible production and promotes responsible consumption is planned: https://www.carionifood.com/ The company offers learning paths for schools combined with a visit to their farms.

Group 5 gets in touch with the company, sets the date of the visit and chooses the best option for the class among the ones offered to schools.

The other groups prepare sets of questions and the class selects the ones that better correspond to their task.

(30 minutes) ACTIVITIES

LESSON 5

Documentation and field A local observation stage company

The class visits the local company. During the visit pictures and videos with interviews are recorded by group 5.

(3 hours) LESSON 6

Creating the leaflet

ICT Lab

Groups 1,2,3, and 4 edit the material noted down while reading the texts at the given links and collected during the visit to make the four sections of the leaflet. Group 5 adds the conclusion and uploads the pictures on Sway https://sway.office.com/ adding captions, makes the videos and uploads them on YouTube, and prepares infographics https://app.genial.ly/ for the social media. Links to the pictures and the video are included in all the sections of the leaflet.

(2 hours) LESSON 7

Presentations and Assessment

Self-assessment Module assessment

Classroom with IWB

Each group presents their section of the leaflet which is peer assessed.

Next the groups edit and improve their work.

The final version of the leaflet is then sent to the teacher who will add his/her comments and assess the work done by each group.

Finally the leaflet is published on the school website, on the eTwinning group and advertised through the social media accounts of the school and of the Erasmus+ project Be an eco-citizen.

https://forms.gle/SYQGc2bCGzQLuJqBA https://forms.gle/cR7oHksYr9VggiBL7 (60 minutes)

ANNEXES ANNEX 1 LEARNING OUTCOMES OBJECTIVES General module objectives: • To foster a deeper understanding of the meaning of responsible consumption • 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 Subject-related Learning outcomes  Ability to outline food wastage impact on the environment  Ability to collect and analyse data  Ability to point out the importance of sustainable consumption behaviour  Ability to promote sustainable consumption habits Foreign language / English - Learning outcomes  Ability to use the English language to communicate with mates  Ability to use the English language for subject-related tasks  Ability to use the English language to give advice Technology - Learning outcomes  Ability to use ICT tools to promote responsible consumption  Ability to use ICT tools to collaborate Ability to use ICT tools to plan, create and share an information leaflet

ANNEX 2 GROUP …..

CLASS: ….

DATE: ….

QUESTIONNAIRE ANALYSIS

RESULTS SECTION 1 DIET BREAKFAST According to the results most students (..%) ………………………………………………………..

According to the results a few students (..%) ……………………………………………………….

According to the results a small group students (..%) ………………………………………….

According to the results few students (..%) ………………………………………………………….

SNACKS According to the results most students (..%) ………………………………………………………..

According to the results a few students (..%) ……………………………………………………….

According to the results a small group students (..%) ………………………………………….

According to the results few students (..%) ………………………………………………………….

LUNCH According to the results most students (..%) ………………………………………………………..

According to the results a few students (..%) ……………………………………………………….

According to the results a small group students (..%) ………………………………………….

According to the results few students (..%) ………………………………………………………….

DINNER According to the results most students (..%) ………………………………………………………..

According to the results a few students (..%) ……………………………………………………….

According to the results a small group students (..%) ………………………………………….

According to the results few students (..%) ………………………………………………………….

BEVERAGES According to the results most students (..%) ………………………………………………………..

According to the results a few students (..%) ……………………………………………………….

According to the results a small group students (..%) ………………………………………….

According to the results few students (..%) ………………………………………………………….

SECTION 2 CONSUMPTION HABITS FOOD The results highlight that most families (..%) …………………………………………………………

The results highlight that a few families (..%) …………………………………………………………

The results highlight that a small group of families (..%) ………………………………………..

The results highlight that few families (..%) ……………………………………………………………

WATER The results highlight that most families (..%) …………………………………………………………

The results highlight that a few families (..%) …………………………………………………………

The results highlight that a small group of families (..%) ………………………………………..

The results highlight that few families (..%) ……………………………………………………………

SECTION 3 AWARENESS There is great awareness of the impact our diet and consumption habits have on the environment. In fact …% ………………………………………………………………………………………

There is small awareness of the impact our diet and consumption habits have on the environment. In fact …% ………………………………………………………………………………………

There is little awareness of the impact our diet and consumption habits have on the environment. In fact …% ……………………………………………………………………………………….

There is lack of awareness of the impact our diet and consumption habits have on the environment. In fact …% …………………………………………………………………………………

CONCLUSIONS ……………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………………

ANNEX 3

VOCABULARY FOOTPRINT

POLLUTION

LIGHTBULB

OECD COUNTRIES

HOUSEHOLD

SPOILT/SPOILED or ROTTEN FOOD

BILLION

INFRASTRUCTURES

LAND

TARGET

HARVEST

SOIL

POLLUTANT

POLLUTER

ANNEX 4

AS A WHOLE

DEFINITION WHEN CONSIDERED AS A GROUP AND NOT IN PARTS

ASSESSMENT

THE ACT OF JUDGING OR DECIDING THE AMOUNT, VALUE, QUALITY,OR IMPORTANCE OF SOMETHING

CONSUMPTION HOW A COMMUNITY OR HUMAN GROUP'S USES RESOURCES FOR SURVIVAL, COMFORT PATTERNS

AND ENJOYMENT

DAMAGE

HARM OR INJURY

EXPLOIT

TO USE SOMETHING IN A WAY THAT HELPS YOU

FEED

GIVE FOOD TO A PERSON, GROUP, OR ANIMAL

GAIN

AN INCREASE IN WEALTH OR RESOURCES

GROW

IF YOU GROW A PLANT, YOU PUT IT IN THE GROUND AND TAKE CARE OF IT, USUALLY IN ORDER TO SELL IT OR INCREASE IN SIZE OR AMOUNT, OR BECOME MORE ADVANCED OR DEVELOPED

HANDLING

THE WAY THAT SOMEONE DEALS WITH A SITUATION OR PERSON

HOT SPOTS

A PLACE OF SIGNIFICANT ACTIVITY, DANGER, OR VIOLENCE

INCOME

MONEY EARNED BY

A PERSON, COMPANY, GOVERNMENT,

ETC…

OVER A

PARTICULAR PERIOD OF TIME ISSUE

A SUBJECT OR PROBLEM THAT PEOPLE ARE THINKING AND TALKING ABOUT

LEAD TO STH

IF

AN ACTION OR EVENT LEADS TO

SOMETHING,

IT CAUSES THAT

THING

TO HAPPEN OR EXIST LOSS

THE FACT THAT YOU NO LONGER HAVE SOMETHING OR HAVE LESS OF SOMETHING

MANAGEMENT

THE CONTROL AND ORGANIZATION OF SOMETHING

MANURE

SOLID WASTE FROM ANIMALS, ESPECIALLY HORSES,

THAT

IS

SPREAD ON

THE LAND IN ORDER TO MAKE PLANTS GROW WELL MITIGATION

THE ACT OF REDUCING HOW HARMFUL, UNPLEASANT, OR BAD SOMETHING IS

OWNERSHIP

PROPERTY

PRODUCTION

HOW ECONOMIC ACTIVITIES DIRECTLY OR INDIRECTLY SATISFY HUMAN WANTS AND

PATTERNS

NEEDS

PROVISIONS

SUPPLIES OF FOOD AND OTHER NECESSARY THINGS

PURCHASE

BUY

SCENARIO

A DESCRIPTION OF POSSIBLE ACTIONS OR EVENTS IN THE FUTURE

SPOILAGE

THE PROCESS IN WHICH FOOD OR OTHER SUBSTANCES STOP BEING GOOD ENOUGH TO EAT OR USE, OR THE WASTE PRODUCED IN THIS PROCESS

STORAGE

THE PUTTING AND KEEPING OF THINGS IN A SPECIAL PLACE FOR USE IN THE FUTURE

STRAW

A THIN HOLLOW TUBE OF PAPER, METAL OR PLASTIC FOR SUCKING DRINK FROM A GLASS OR BOTTLE

SURVIVAL

THE FACT OF A PERSON, ORGANIZATION,ETC. CONTINUING TO LIVE OR EXIST

THOUGHTFUL

CAREFULLY CONSIDERING THINGS

THROW AWAY

GET RID OF SOMETHING YOU DO NOT WANT ANY MORE

WASTE

AN UNNECESSARY OR WRONG USE OF MONEY, SUBSTANCES, TIME, ENERGY, ABILITIES, ETC..

WELL-BEING

THE STATE OF FEELING HEALTHY AND HAPPY

ANNEX 5

EX. 1 MATCH THE WORDS WITH THEIR DEFINITION WORD A. WASTAGE

1.

B. GREEHOUSE GAS

2.

C. RESOURCES

3.

D. POLLUTION

4.

E. DEGRADATION

5.

F. NEEDS G. SUSTAINABLE

6.

7.

H. SECOND-HAND

8.

I.

SOURCE

9.

J.

COMMODITY

10.

DEFINITION DAMAGE CAUSED TO WATER, AIR, ETC.. BY HARMFUL SUBSTANCES OR WASTE THE PLACE SOMETHING COMES FROM OR STARTS AT, OR THE CAUSE OF SOMETHING THE THINGS YOU MUST HAVE FOR A SATISFACTORY LIFE THE FACT OF LOSING OR DESTROYING SOMETHING, ESPECIALLY BECAUSE IT HAS NEVER BEEN USED OR DEALT WITH CARELESSLY A SUBSTANCE OR PRODUCT THAT CAN BE TRADED, BOUGHT OR SOLD NOT NEW A GAS THAT CAUSES THE GREENHOUSE EFFECT, ESPECIALLY CARBON DIOXIDE THE PROCESS IN WHICH THE BEAUTY OR QUALITY OF SOMETHING IS DESTROYED OR SPOILED CAUSING LITTLE OR NO DAMAGE TO THE ENVIRONMENT AND THEREFORE ABLE TO CONTINUE FOR A LONG TIME A USEFUL OR VALUABLE POSSESSION OR QUALITY OF A COUNTRY, ORGANIZATION, OR PERSON

EX. 2 MATCH THE ADJECTIVES WITH THEIR ANTONYMS A. B. C. D. E. F. G. H. I. J.

ADJECTIVES WASTING SPOILED DAMAGED POLLUTED ORGANIC HEALTHY DISEASED RECYCLED REUSABLE CLEAN

ANTONYM 1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

FRESH FIT UNNATURAL PERISHABLE NEW SAVING PURE FILTHY INTACT UNWHOLESOME

EX. 3 MATCH THE FIRST HALF OF A SENTENCE WITH ITS CORRESPONDING SECOND HALF FIRST HALF A. 1/3 OF ALL FOOD PRODUCED FOR HUMAN CONSUMPTION B. IF FOOD WASTAGE WERE A COUNTRY, C. IN POOR COUNTRIES

D. IN RICH COUNTRIES E. THE HIGHEST CARBON FOOTPRINT OF WASTAGE F. A REDUCTION OF FOOD LOSSES

SECOND HALF 1. OCCURS AT THE CONSUMPTION PHASE.

2. WOULD HAVE A SUBSTANTIAL POSITIVE EFFECT IN PARTICULAR ON CLIMATE CHANGE. 3. QUANTITIES OF WASTED FOOD ARE HIGHER IN THE PROCESSING, DISTRIBUTION AND CONSUMPTION STAGES. 4. NEVER REACHES THE CONSUMER’S TABLE. 5. FOOD IS MAINLY WASTED IN THE PRODUCTION AND POST-HARVESTING PHASES. 6. IT WOULD BE THE THIRD LARGEST EMITTING COUNTRY IN THE WORLD.

ANNEX 6

1. What kind of relationship is there between food and the environment?

2. How does the double pyramid show it?

3. What does the food section represent?

4. What foods should nutrition be based on?

5. How are foods classified in the environmental section?

6. How is the environmental impact of food determined?

7. What does the carbon footprint measure?

8. Why is it better not to eat too much meat, above all red meat?

9. What does the water footprint quantify?

10.

What does the ecological footprint calculate?

11.

Which footprint was used to make the double pyramid?

12.

According to FAO, how much of the food produced for human consumption is wasted each year?

13.

At what stages of the food supply chains does food waste occur in developing countries?

14.

At what stages of the food supply chains does food waste occur in developed countries?

15.

Which sustainable development goal includes a specific food waste reduction target? What should be reached by 2030?

Link: https://www.tes.com/lessons/LK05tM7b0IuYEA/responsiblefood-consumption

Erasmus+ KA1 2018-1-IT02-KA101-047693 Rethinking pedagogy for an inclusive 21st century school

TITLE

Fun with fractions https://v.gd/QKu0u

SUBJECT

Maths

LANGUAGE

English

STUDENTS' AGE

14-15 years old

PERIOD

March

LESSONS

Lesson 1: Introduction Lesson 2: Explicit instruction/Teacher modeling Guided practice/Interactive modeling Lesson 3: Indipendent working time Lesson 4: Assessment Lesson 5: Review and closing

MATERIALS

   

Maths book given by the school

OBJECTIVES General module objectives: To understand subject content in English To use the foreign language receptively and productively To understand features linked to sport To work in groups including all members and to finish tasks on time

SUBJECT: MATHS

Prerequisites 

Basic knowledge of Natural and Entire Numbers

Subject-specific Learning outcomes Objectives    

To generate equivalent fractions To make cross curricular links To work in groups 

Explain why a fraction a/b is equivalent to a fraction (nxa)/(nxb) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size Use the principle



LANGUAGE - English

Recognize and generate equivalent fractions

Prerequisites  Basic knowledge of English language

Objectives Learning outcomes  To understand subject content in English  To use the foreign language receptively and productively

   

COGNITIVE OBJECTIVES To consolidate and improve the ability to define and classify To consolidate and widen the ability to communicate To strengthen and widen the ability to reason and express one’s opinion To achieve the competence to apply the acquired knowledge and abilities

METHODOLOGY







Learner-centred activities involving:  creating  decision-making  evaluation Use of various techniques (brainstorming, guided questions, mind maps, picture description, posters, digital presentations, videos), that will require:  pair and group work  individual work  task accomplishment  oral presentations The main use of L2

STRATEGIES TO OVERCOME POSSIBLE LEXICAL DIFFICULTIES

 Warm-up and brainstorming activities  Hypertestual link to an online dictionary 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

      

IWB Computers Photocopies Websites Digital Presentations Posters Online Dictionary

   

Tests and assessment

ACTIVITIES

LABS/ CLASSROOMS

Formative assessment Group Work Assessment Peer Assessment Self-assessment LESSONS LESSON 1

Warm-up activity

Classroom with IWB and free space

Brainstorming activity

Write the word "equivalent" on the board.

Ask students what word they see in "equivalent" that looks familiar?

Once students see the similarities to "equal", explain that equivalent fractions are fractions that are equal to one other.

Draw a circle on the board and split in half. Color one half of the circle. Ask students what fraction is being shown. Write "1/2" on the board.

Now, draw another line perpendicular to the first through the circle.

Ask students what fraction is being shown now. Write "2/4" on the board.

Explain that although these are two different fractions, they are equivalent to one another. The amount shaded on the circle did not change, it was simply divided into more parts.

(45 minutes)

Homework

https://www.homeschoolmath.net/worksheets/equivalent_fractions. php

ACTIVITIES

LABS/ CLASSROOMS

Explicit instruction/Teacher modeling

Classroom with IWB

LESSON 2 Return to the fractions on the board: 1/2 and 2/4.

Explain that to determine if two fractions are equivalent, you must be able to multiply or divide the numerator and denominator by the same number.

Ask students what they can multiply both the numerator and denominator by in 1/2 to have it equal 2/4.

Show students other fractions that are equivalent to 1/2 and 2/4, such as 3/6, 12/24 and 100/200. In each case, show students how the numerator and denominator are multiplied by the same number to create the equivalent fraction.

Show students another fraction: 8/24. Show students how the numerator and denominator coul be divided by 8 to equal 1/3, or by 4 to equal 2/6.

(20 minutes)

Checking homework

(20 minutes)

Guided practice/Interactive modeling

Have two students come up to the whiteboard at a time.

Give students a fraction. Students need to write an equivalent fraction as quickly as possible.

Whoever writes a correct equivalent fraction first stays at the board.

Continue by having students come to the board to come up with equivalent fractions.

(20 minutes)

Homework

https://www.homeschoolmath.net/worksheets/equivalent_fractions. php

ACTIVITIES

LABS/ CLASSROOMS

Independent working time

Classroom with IWB

LESSON 3 Hand out the Equivalent Fractions worksheet.

(15 minutes) Students should complete the worksheet as directed, but also generate at least 2 additional equivalent fractions for each fraction given.

(15 minutes)

Checking homework

(30 minutes)

Homework

https://www.homeschoolmath.net/worksheets/equivalent_fractions. php

ACTIVITIES

LABS/ CLASSROOMS

Assessment

Classroom with IWB

LESSON 4 Use the correctness of the equivalent fractions worksheet to determine students' understanding.

(60 minutes) LESSON 5

Review and closing

Classroom with IWB

Have some students share the equivalent fractions they came up with from their worksheet.

Once done, have the rest of the class determine how they know these fractions are equivalent.

For example, 2/3=10/15. Both numerator and denominator were multiplied by 5.

(60 minutes)

Erasmus+ KA1 2018-1-IT02-KA101-047693 Rethinking pedagogy for an inclusive 21st century school

TITLE

PREVENTING GAMBLING ADDICTION PREVENIRE LA DIPENDENZA DA GIOCO D’AZZARDO

SUBJECTS

Citizenship /English

LANGUAGE

English

STUDENTS' AGE

16-17 years old (third class)

PERIOD

First term (September-January)

LESSONS

Lesson 1: ● Brainstorming activity ● Role play ● Homework Lesson 2: ● Discussion ● Video ● Games ● Discussion ● Homework Lesson 3: ● Discussion ● video ● Team-work ● homework Lesson 4: ● ppt ● Canva ● discussion

AUTHENTIC MATERIALS

http://lab.gedidigital.it/gedi-visual/2018/italia-delle-slot-2/ https://youtu.be/GBq2KxtMBT0 https://youtu.be/oy7DtATdGC4 https://youtu.be/hjOkLMtJKYY https://youtu.be/ZB3-hm4A9rg

    

OBJECTIVES General module objectives: To understand subject content in English To use the foreign language receptively and productively To understand the importance of healthy play To understand the addiction concept To work in groups including all members

Subject: CITIZENSHIP Objectives 













Prerequisites  Knowing how to collect the necessary information  Knowing how to make a judgment  Knowing how to take a position on a matter

Raise awareness and inform pupils who attend vocational schools about the phenomenon Subject-specific Learning outcomes of pathological gambling, online  Create a media product aimed at the first classes gaming and more generally  Explore the perception of gambling risk about Internet addiction  Dispel false beliefs about gambling Active involvement of students in designing prevention and health  Increase knowledge about erroneous gambling knowledge promotion strategies Inform pupils about the risks of developing an addiction to the Internet and gambling early in life Promote a critical and conscious use of new technologies, in particular with respect to online games Understand the functioning of the calculation of probabilities in relation to gambling.

Raise awareness of how socioeconomic constraints affect our choices Preventing the risk of early development of compulsive gambling

FOREIGN LANGUAGE - ENGLISH

Prerequisites  To understand B1 level written texts Objectives  To produce a simple a ppt presentation  To acquire subject-specific terms  To express one’s opinion in a simple but clear way with a and enrich one’s L2 vocabulary correct pronunciation  To infer the meaning of unknown words from the context Learning outcomes  To use original materials in L2  Ability to understand texts about gambling  To understand subject-related  Ability to take notes during a lesson concepts and to be able to

 

  

explain them using specific vocabulary To search for information about gambling To produce simple but clear sentences and to pronounce them correctly

  

Ability to use specific vocabulary Ability to write texts according to a given format Ability to speak in public

COGNITIVE OBJECTIVES To consolidate and widen the ability to communicate To strengthen and widen the ability to reason and express one’s opinion To achieve the competence to apply the acquired knowledge and abilities 

METHODOLOGY



Learner-centred activities involving:  creating  decision-making  evaluation Use of various techniques (brainstorming, guided questions, mind maps, picture description, posters, digital presentations, videos), that will require:  pair and group work  individual work  task accomplishment  oral presentations The main use of L2

Tools and materials

      

IWB Computers Photocopies Websites Videos Newspapers Online Dictionary

Tests and assessment



Self-assessment



ACTIVITIES

LABS/ CLASSROOMS

LESSONS LESSON 1 (1 hour)

Brainstorming activity:

Classroom with IWB

Brainstorming about “ADDICTION”

Focus on “GAMBLING” Role play

6 Students take turns in mimicking these words: ROULETTE – POKER – SLOT –

GRATTA&VINCI – LOTTO/SUPERENALOTTO - BETTING and other pupils try to guess.

Homework

In their own village each student must search for how many and where the places where gambling is played are.

ACTIVITIES

LABS/ CLASSROOMS

Discussion

Classroom with IWB

LESSON 2 (2 hours) Students report the data collected to the class.

Video

View of the "Italia delle slot 2" website for information on the data for each city http://lab.gedidigital.it/gedi-visual/2018/italia-delle-slot-2/

Games

COIN GAME ( first part of the game) Necessary material: 20 markers, 1 coin, 1 table , 2 chairs, 2 players + coin thrower.

Each player has 10 markers available.

For each coin toss, a student always points 2 markers. When he wins, he takes all the markers (4) on the counter.

COIN GAME 2 (second part of the game) Necessary material: 20 markers, 1 coin, 1 table , 2 chairs 3 players (one of them represents the State) + coin thrower. The other two players have 10 markers available.

Each time the coin is flipped, each student always points 2 markers.

The student who wins takes all the markers (4) on the desk, but delivers half of them to the State.

“THE GORILLA GAME" Necessary material: an envelope containing cards with images to be fished (n.images = n. Pupils + 10) The boys are invited to try a "class superenalotto" They have to hand over their cell phone and then they can fish the

card.

If they find the Gorilla they win!

CONCLUSIONS: Make the students think about 1 winning only and how many cell phones the state has cashed.

Make the students think about "no winnings" and how many cell phones the State has cashed.

Discussion

DISCUSSION: The State without "betting" has won !! What role does the State play in gambling? Look at this image and think about it!

Homework

The students are divided into groups (max. 4/5 people) to analyze an advertisement taken from a site, from a newspaper, from the TV, or from a mobile phone following this form:

FORM Observation of an advertisement

ACTIVITIES

LABS/ CLASSROOMS

Discussion

Laboratory

Video + team work

1)

Where did you find it?

2)

What situations are represented?

3)

Which characters are used?

4)

What positive aspects of gambling are enhanced?

5)

Why do you think these choices were made?

6)

Are there any information campaigns against gambling?

LESSON 3 (2 hours)

Students report the data collected to the class.

After watching the videos, each group works on one aspect: Team 1 watches a video on selective attention: https://youtu.be/GBq2KxtMBT0 Pupils reflect on how selective memory is linked to gambling because we remember the winnings more than the losses Team 2 watches a video about the effects of addiction 10 Signs of Gambling Addiction: https://youtu.be/oy7DtATdGC4 Team 3 watches a video about the probability of winning Probability Comparison: Gambling https://youtu.be/hjOkLMtJKYY Team 4 watches a video about a person addicted to gambling Developed a Gambling Addiction: https://youtu.be/ZB3-hm4A9rg The students are divided into groups (max. 4/5 people) to analyze an aspect of gambling.

Theme for each group:  what is selective attention?  what is positive / negative reinforcement?  what are the effects of addiction?  what is the probability of winning?

Homework ACTIVITIES PPT

Prepare a group presentation on the assigned topic LABS/ CLASSROOMS

LESSON 4 (2 hours) Each team presents their homework to the class.

Next

Team 1-2 make a short ppt presentation on gambling Canva

Team 3 makes a flyer to prevent gambling using Canva

EXAMPLE

Team 4: prepare a speech to go to the first classes of the school to inform them about gambling addiction.

Erasmus+ KA1 2018-1-IT02-KA101-047693 Rethinking pedagogy for an inclusive 21st century school

TITLE

INNOVATIVE TOOLS FOR DISTANCE LEARNING

SUBJECTS

Italian Literature, Music, Spanish, Food Science

LANGUAGES

English, Spanish, Italian

STUDENTS' AGE

17-18 IV and V forms – Health and Social Care Course, Culinary Art Course, Tourism Course 15-16 I and II forms - Health and Social Care Course

PERIOD

Second term

LESSONS

Lesson 1 (Italiano) Introduzione alla piattaforma NEARPDO mediante i diversi demo precedentemente realizzati su argomenti di interesse umanistico Diocleziano.

Lesson 2 (Italiano) Svolgimento lezione guidata che contenga almeno una tipologia delle diverse applicazioni innovative disponibili.

Lesson 3 (Food Science) Evaluation, elaboration and comparison of spontaneous knowledge in relation to the concept of healthy and balanced diet.

Lesson 4 (Food Science) Importance of one’s own food style and that of one’s own community Lesson 5 (Food Science) Awareness of the right choice of a food product, in relation to one’s lifestyle Lesson 6 (Food Science) Acquisition of the food chain concept Learning test Lesson 7 (educazione musicale) Rudiments of Acoustic Physics

Lesson 8 (educazione musicale) Learning test by digital technology platform Lesson 9 (Spagnolo) El objetivo de esta clase es ofrecer la oportunidad de enfrentarse al nuevo argumento de los varios tipo de turismo.

Lesson 10 (Spagnolo) Se trabajarán también en objetivos de aprendizaje basados en el estudio del léxico y funciones comunicativas que sirven para viajar.

Lesson 11 (Spagnolo) Test a través la plataforma Socrative AUTHENTIC MATERIALS

     

Link

OBJECTIVES General module objectives: Students launch their learning about specific subjects by using innovative tools To understand subject content in English/Spanish To use the foreign language receptively and productively To understand features linked to a specific topic To work in groups including all members and to finish tasks on time Students work online from their home using Internet platforms

SUBJECTS: MUSIC, SPANISH, ITALIAN LITERATURE, FOOD SCIENCE

Prerequisites 

Basic skills in technology

Objectives Subject-specific Learning outcomes  To acquire subject-specific terms and enrich one’s vocabulary  To understand subject-related concepts and to be able to explain them using specific vocabulary  To use subject-related multimedia materials/tools  To reflect upon a suggested topic to activate an exchange of ideas online with classmates and teacher LANGUAGE – ENGLISH, SPANISH Objectives

  



students will know something about Acoustic physics students will know communicative functions to talk about tourism and travelling to Spain students will know something about Italian Literature the student will know that food, in adequate quantity and quality, serves to feed and ensure psycho-physical well-being

Prerequisites  

To understand written texts To know specific vocabulary

 To acquire subject-specific terms and enrich one’s L2/L3 Learning outcomes vocabulary  To infer the meaning of unknown  Competence to understand texts about a specific topic words from the context  Competence to use specific vocabulary  To use original materials in L2  Competence to explain a topic in L2  To understand subject-related concepts and to be able to explain them using specific vocabulary TECHNOLOGY Objectives 

 

To use technological tools such as Nearpod, Kahoot, Play Posit, Socrative, Google Classroom, Prezi To improve technological competences To learn more about PC using

Prerequisites  

To know how to surf the Net To know how to search specific information

Learning outcomes  

Competence in using specific tools like Nearpod, kahoot, Play Posit, Socrative, Google Classroom, Prezi properly Competence in using the Net safely and properly

COGNITIVE OBJECTIVES 

To consolidate and improve the ability to define and classify



To consolidate and widen the ability to communicate



To strengthen and widen the ability to reason and express one’s opinion



To achieve the competence to apply the acquired knowledge and abilities

METHODOLOGY



Learner-centred activities involving:  creating  decision-making





 evaluation Use of various techniques (brainstorming, guided questions, mind maps, picture description, posters, digital presentations, videos), that will require:  pair and group work (dialogical and participatory method)  individual work (active construction of individual knowledge)  task accomplishment The main use of L2/L3

STRATEGIES TO OVERCOME POSSIBLE LEXICAL DIFFICULTIES

 Warm-up and brainstorming activities  Hypertestual link to an online dictionary 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

     

Computers Websites Videos Pictures Online Dictionary Specific tools as: ….Nearpod, Kahoot, Playposit, Socrative, Google Classroom, Prezi

  

Formative assessment Group Work Assessment Self-assessment

Tests and assessment

ACTIVITIES

LABS/ CLASSROOMS

LESSONS LESSON 1 (ITALIANO)

Warm-up activity Lesson activity

Virtual lesson Introduzione alla piattaforma NEARPOD mediante i diversi demo in distance precedentemente realizzati su argomenti di interesse umanistico learning mode Diocleziano, un esempio di UDA su la Repubblica romana, Manzoni, la dinastia Giulio-Claudia e gli Antonini, Ungaretti, la sinistra storica

(60 minuti) ACTIVITIES

LABS/ CLASSROOMS

LESSON 2 (ITALIANO)

Final test

Virtual test in Realizzazione di una lezione guidata che contenga almeno una distance tipologia delle diverse applicazioni disponibili per ogni momento learning mode didattico: 1) Almeno un contenuto multimediale: slide, visite simulate nei luoghi di maggior interesse storico-culturale, materiali 3D, infine files Pdf, video o audio.

2) Almeno un link ad una pagina o ad un video disponibili sul web 3) Almeno una prova di valutazione mediante: quiz (domanda chiusa o aperta), quiz gioco (con sistema di competizione a tempo), Matching plays, prove di disegno, sondaggi, tabelle di collaborazione per brain storming, memory test.

(60 minuti) ACTIVITIES

LABS/ CLASSROOMS

Warm-up activity

Virtual lesson Valutazione, elaborazione e confronto sulle conoscenze spontanee in distance in relazione al concetto di sana ed equilibrata alimentazione. learning mode Tramite GOOGLE MEET, il docente introduce l’argomento. Pone delle domande. Redige una mappa concettuale in base alle risposte formulate. La condivide con gli alunni.

Brainstorming activity

LESSON 3 (SCIENZE ALIMENTI)

Domande tipo  Che cos’è l’alimentazione?  Qual è il tuo stile di alimentazione?  Definisci una dieta.  Secondo te, c’è una relazione tra il luogo in cui vivi ed il tipo di cibo che consumi abitualmente? Quale?

(90 minuti) Homework

Ciascuno studente si attiverà in autonomia, elaborando quanto appreso ed approfondendo la tematica. Eventualmente, i discenti potrebbero lavorare anche in gruppo, attraverso la piattaforma GOOGLE MEET.

ACTIVITIES

LABS/ CLASSROOMS

LESSON 4 (SCIENZE ALIMENTI)

Classroom activity

Virtual lesson Importanza dello stile alimentare proprio e di quello della comunità in distance di appartenenza. learning mode Il docente invita gli studenti a compilare un diario alimentare giornaliero, favorendo una condivisione ed un’analisi approfondita dei risultati dell’indagine, con rielaborazione degli stili alimentari individuali non equilibrati e, conseguente definizione di quelli corretti.

(60 minuti)

ACTIVITIES

LABS/ CLASSROOMS

LESSON 5 (SCIENZE ALIMENTI)

Classroom activity

Virtual lesson Consapevolezza della giusta scelta di un prodotto alimentare, in in distance relazione al proprio stile di vita. learning mode Il docente somministra un test di spesa simulata. Lo studente, in base alle conoscenze ed alle nuove consapevolezze acquisite, adotterà criteri di scelta alimentare corretti, in relazione alle proprie esigenze.

(60 minuti)

ACTIVITIES

CLASSROOMS

LESSON 6 (SCIENZE ALIMENTI)

Classroom activity

Virtual lesson Acquisizione del concetto di filiera alimentare. in distance learning mode Il docente illustra due filiere produttive, alternative dal punto di vista della sanità nutrizionale e della salute.

Presenta, inoltre, un filmato “La sana alimentazione”, tramite l’uso dell’applicazione web PLAYPOSIT (permette di caricare un video e di fermarlo in determinati punti per inserire testi, link, altri video e domande). https://api.playposit.com/go/share/671492/1298144/0/0/La-sanaalimentazione

Verifica, peraltro, con apposito test, somministrato a distanza, attraverso piattaforma SOCRATIVE, le conoscenze, le abilità ed il livello di competenze raggiunto.

(120 minuti) Learning test

TEST DI VERIFICA (in evidenza le risposte corrette) 1. Quante calorie in media bisogna assumere ogni giorno? o 1500-1700 o 3000 o 120-180 o più di 2000 2. Quanti pasti al max possono essere consumati in un giorno? o8 o5 o3 o4 3. Che cos’è l’alimentazione corretta? o è il giusto modo di nutrirsi con carne, verdure e pesce o nutrirsi quando si ha necessità o nutrirsi finché non si è 4. Che cos’è la dieta? o mangiare poco o mangiare in modo equilibrato e corretto

o mangiare solo alcune volte o mangiare una volta al giorno 5. Cosa succede se mangi al MC.DONALD’S per un mese? o ingrassi e ti senti più in forma o perdi peso o prendi peso e aumenta il tuo livello di colesterolo o aumenta solo il colesterolo

6. Invece di mangiare tutti i giorni la carne, si può consumare o più legumi o più pasta, che è più buona o più verdura, specie quella rossa o più dolci 7. Consumare molti cibi surgelati, fa bene all’ambiente e alla nostra salute? o No: il loro trasporto è molto costoso e le loro proprietà nutritive si perdono nei processi di conservazione o Sì, molto perché possiamo mangiare cibi anche quando non sono di stagione o Solo i gelati o Solo la pizza 8. Tra carne e pesce, quale dei due cibi è più ricco di grassi? o Il pesce o La carne o Nessuno dei due o Entrambi in ugual misura ACTIVITIES

LABS/ CLASSROOMS

Brainstorming activity

Virtual lesson Presentazione della lezione attraverso Google meet: breve in distance excursus nell’ambito della Fisica Acustica. Trattandosi di un learning mode argomento scientifico, è possibile estendere l’attività anche al

Lesson activity

LESSON 7 (EDUCAZIONE MUSICALE)

docente di Fisica che, grazie alle specifiche competenze, può intervenire a suo piacimento.

Prima attività: chiacchierata informale e domande per testare le conoscenze degli alunni (pre-requisiti) a propos dell’argomento proposto.

1) Che cos’è la fisica acustica?

2) A cosa ti fa pensare la parola “acustica”?

3) Che differenza c’è tra suono e rumore?

4) Hai mai sentito parlare di Decibel e di Herz?

Al termine di questa prima parte, (10/15 minuti) la docente mostra un paio di filmati tratti da YOUTUBE, uno molto basic, della durata di 2 minuti circa (link https://www.youtube.com/watch?v=mC9Jibwpc7A) e uno leggermente più “tecnico” della durata di 5 minuti circa (link https://www.youtube.com/watch?v=gVcgLZk25ew) Al termine della visione si fa il punto della situazione e si lascia il tempo ai ragazzi di porre domande ed eventualmente richiedere chiarimenti. Se i ragazzi lo desiderano si può proporre un filmato più

particolareggiato che utilizza terminologia specifica in INGLESE (competenze trasversali); durata 6 min circa. (link https://www.youtube.com/watch?v=Ft4e_eNidRY) La durata della lezione, tra spiegazioni, filmati e chiarimenti sarà di 60 minuti Ciacuno studente si attiverà autonomamente elaborando quanto appreso ed eventualmente approfondendo come meglio crede. Nulla vieta comunque che gli studenti possano lavorare in gruppo sempre utilizzando la piattaforma Google meet.

Homework

ACTIVITIES

LABS/ CLASSROOMS

LESSON 8 (EDUCAZIONE MUSICALE)

Learning test

Virtual test in La lezione successiva sarà un momento di verifica che preveda distance l’utilizzo di piattaforme come KAHOOT o PLAYPOSIT, che consentono learning mode al docente di testare i ragazzi attraverso un quiz. L’esempio allegato si riferisce a un test su un altro argomento: in questo caso è stato utilizzato PLAYPOSIT. (30 minuti max) https://app.playpos.it/player_v2?type=share&bulb_id=647161&lms_ launch=false

ACTIVITIES

LABS/ CLASSROOMS

LESSON 9 (ESPAÑOL)

Brainstorming activity

Virtual lesson Tramite GOOGLE MEET - Introduzione della nuova tematica tramite in distance Breve lluvias de ideas sul tema proposto: “Tipos de turismo ”. learning mode (10 Minuti)

Classroom activity

Virtual lesson Introduzione e studio di vari tipi di turismo mediante l’uso di una in distance presentazione multimediale creata sull’applicazione web PREZI: learning mode https://prezi.com/4hu_bu-in9eu/tipos-de-turismo/

(40 minuti) Homework

Rispondere alla seguente consegna (il file dovrà essere caricato sulla relative pagina di classe di GOOGLE CLASSROOM): ¿Qué tipos de turismo se practican en España? Explica.

(5 minuti)

ACTIVITIES

LABS/ CLASSROOMS

LESSON 10 (ESPAÑOL)

Classroom activity

Virtual lesson Tramite GOOGLE MEET - Visione del filmato “Español para in distance vacaciones” tramite l’uso dell’applicazione web PLAYPOSIT learning mode (permette di caricare un video e di fermarlo in determinati punti per inserire testi, link, altri video, domande). https://api.playposit.com/go/share/23200/1298135/0/0/Espaolpara-vacaciones

(30 minuti) Classroom activity

Virtual lesson Introduzione tramite presentazione multimediale con PREZI del in distance lessico e delle funzioni communicative specifiche riguardante il tema learning mode “Vamos de Viaje”: https://prezi.com/5zsicu7ortrg/vamos-de-viaje/

(20 minuti) Homework

Virtual lesson Si chiede agli alunni di cercare del materiale e della informazioni (che in distance dovrà essere caricato sulla relativa pagina di GOOGLE CLASSROOM) learning mode sulle seguenti tipologie di alloggi turistici: - BALNEARIO - HOTEL - HOSTAL - CASA RURAL - CASA DE HUÉSPEDES (5 minuti)

ACTIVITIES

LABS/ CLASSROOMS

LESSON 11 (ESPAĂ‘OL)

Learning test

Virtual test in La lezione consiste in un momento di verifica dei contenuti appresi distance tramite un test da svolgere sulla piattaforma Socrative, che permette learning mode la sommministrazione di un quiz a distanza: https://b.socrative.com/teacher/#edit-quiz/45499588

(45 minuti)

Erasmus+ KA1 2018-1-IT02-KA101-047693 Rethinking pedagogy for an inclusive 21st century school

TITLE

Zoonotic diseases

SUBJECTS

English / Food Science

LANGUAGE

English

STUDENTS' AGE

18

PERIOD

1st term

LESSONS

Lesson 1

Analysis of the word zoonosis

Lesson 2 / 3 Brainstorming and Reading comprehension activity: Zoonotic diseases Lesson 4 Visit to a museum in Turin Flipped lesson

AUTHENTIC MATERIALS

Lesson 5

Discussion + Webquest

Lesson 6

Planning the final products: an article, an awarenessraising campaign, a Flipgrid and a solidarity campaign

Lesson 7 / 8

Working on the final products

Lesson 9

Peer Assessment and Editing

Lesson 10

Launch of the campaign

https://microdok.com/overview-of-zoonotic-infections/ https://www.youtube.com/watch?v=xjcsrU-ZmgY https://youtu.be/5qh7ynC9F7Y https://www.livescience.com/zoonotic-disease.html https://www.cdc.gov/onehealth/basics/zoonotic-diseases.html https://www.who.int/globalchange/summary/en/ https://youtu.be/4WihytkXuow https://images.app.goo.gl/Cz9MAQQwf28Am1zZ9 https://images.app.goo.gl/p5Nigc4qs3sj5nd27 https://www.livescience.com/coronavirus-food-risk.html https://ec.europa.eu/food/sites/food/files/safety/docs/biosafety_cri sis_covid19_qandas_en.pdf https://www.un.org/sustainabledevelopment/wpcontent/uploads/2017/03/ENGLISH_Why_it_Matters_Goal_3_Health .pdf https://youtu.be/ONkKy68HEIM https://www.youtube.com/watch?v=5G0ndS3uRdo https://www.youtube.com/watch?v=XYt_mFtDC5k https://youtu.be/4WihytkXuow

    

OBJECTIVES General module objectives: To understand subject content in English To use the foreign language receptively and productively To understand the dangerousness of zoonotic diseases To reflect on the causes of zoonotic diseases and on possible preventive actions To work in groups including all members and to finish tasks on time Subject: Food Science

Objectives

   

Prerequisites    

Knowledge of bacteria and viruses Knowledge of HACCP Knowledge of the link between food and health Knowledge of

To understand the dangerousness of zoonotic diseases To reflect on the causes of Subject-specific Learning outcomes zoonotic diseases and on possible preventive actions  Ability to outline food wastage impact on the environment To write an article about  Ability to collect and analyse data zoonosis  Ability to point out the importance of sustainable To plan and implement an consumption behaviour awareness-raising campaign and  Ability to promote sustainable consumption habits a solidarity campaign

FOREIGN LANGUAGE - ENGLISH

Prerequisites  Knowledge of present and past tenses  Knowledge of  Knowledge of modal verbs

Objectives  To use English to communicate in real contexts (online collaboration, learning activities) Learning outcomes  To use English to give advice on  Ability to use the English language to communicate with how to prevent zoonotic mates diseases  Ability to use the English language for subject-related  To use English to write an article tasks  Ability to use the English language to give advice TECHNOLOGY Objectives  To use ICT tools to promote responsible consumption  To use ICT tools to collaborate

Prerequisites  Intermediate level of knowledge of how to use ICT tools Learning outcomes   

Ability to use ICT tools to promote socially responsible behaviour Ability to use ICT tools to collaborate Ability to use ICT tools to plan and create an article, an awareness-raising campaign and a solidarity campaign

COGNITIVE OBJECTIVES 

To consolidate and improve the ability to define and classify



To consolidate and widen the ability to communicate



To strengthen and widen the ability to reason and express one’s opinion



To achieve the competence to apply the acquired knowledge and abilities



METHODOLOGY





Learner-centred activities involving:  creating  decision-making  evaluation Use of various techniques (brainstorming, guided questions, mind maps, picture description, posters, digital presentations, videos), that will require:  pair and group work  individual work  task accomplishment  oral presentations The main use of L2

STRATEGIES TO OVERCOME POSSIBLE LEXICAL DIFFICULTIES

 Warm-up and brainstorming activities  Hypertestual link to an online dictionary 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

         

IWB Computers Coloured carboards Photocopies Websites Videos Pictures Digital Presentations Posters Online Dictionary

   

Formative assessment Group Work Assessment Peer Assessment Self-assessment

Tests and assessment

ACTIVITIES

LABS/

LESSONS

CLASSROOMS LESSON 1 Warm-up activity:

Classroom with IWB

A picture is shown (annex 1):

https://microdok.com/overview-of-zoonotic-infections/

and the following questions are asked: 1. What does this picture represent in your opinion? What kind of link may there be between man and animals? ........................

2. Have you ever heard of zoonosis? What does it mean? Using your device look for the etymology of the term and build a synonym using the corresponding adjective + a noun (zoonotic disease) .........................

Previous knowledge about bacteria and viruses and their dangerousness for humans is activated. Hints to the pandemic and health emergency due to the COVID-19 epidemic spread are made.

(30 minutes) Soon after the learning outcomes of the module are introduced and explained (annex 2) and the teacher suggests the products they could create: - articles for the school magazine - an awareness-raising campaign - a solidarity campaign on Instagram to help local caterers.

The students are also informed they will visit two museums in Turin to deepen their knowledge on the topic.

(10 minutes) Homework

The students are suggested to keep a diary to note down their feelings and progress at the end of each lesson Journal I felt comfortable in class when …………

I got stressed in class when……………

I liked talking / reading / listening / writing about …………………

I didn’t like ……………………………

When I couldn’t find the word in the English language I ………………….

I made progress in language learning YES NO

I made progress in content learning

YES

NO

The diary is regularly updated after each session.

Possible critical issues are discussed at the beginning of each lesson.

ACTIVITIES

LABS/ CLASSROOMS

Checking homework

ICT Lab

LESSON 2 and 3 Homework is checked.

(5 minutes)

Warm-up

A video is shown: How do viruses jump from animals to humans? - Ben Longdon https://www.youtube.com/watch?v=xjcsrU-ZmgY (5 minutes)

Brainstorming

A collaborative mind map is shared and the students write down all the words that they already know or they have picked up while watching the video and that are linked to zoonotic diseases: https://drive.mindmup.com/map/1ggwYKKstx_z_LyrdK0nT1JtmFf6_ T1WO A glossary with the new words come out of the lesson is created and it will be regularly updated after each session.

(10 minutes)

Pre-reading activities

Some new vocabulary is introduced before starting a reading activity and games are played to learn it: http://www.vocabtest.com/vocabulary_word_test.php?tid=465766

In pairs the students are asked to watch one more video https://youtu.be/5qh7ynC9F7Y and to read some texts related to zoonotic diseases https://www.livescience.com/zoonotic-disease.html https://www.cdc.gov/onehealth/basics/zoonotic-diseases.html https://www.who.int/globalchange/summary/en/ Finally they have to do some exercises that will help them better understand the meaning of the texts and retain the main relevant information (https://create.kahoot.it/share/zoonosis/ce70f54dc666-40bf-80a6-31d326a13356 and annex 3).

Before the end of the double lesson the post-reading activities are checked.

Reading comprehension activity

(100 minutes) Homework

ACTIVITIES

Preparation of the museum visit: the students have to write a list of questions they will ask the museum curators during the visit planned for the following lesson.

Where?

Visit to a museum in Museum Turin (If it is not possible to organise a trip, a virtual visit + online interview

LESSON 4 A museum which offers educational paths about zoonosis is visited: http://www.mrsntorino.it/cms/ or http://parcoartevivente.it/pav/ During the visit the students ask questions, participate in interactive

with a museum curator can be planned)

workshops, and take notes.

Homework FLIPPED LESSON

A video is assigned to the students as homework. They have to watch it carefully and answer a set of questions. The video will be the basis for the next lesson: https://api.playposit.com/go/share/700024/1401310/0/0/The-Riseof-Zoonotic-Diseases

ACTIVITIES

LABS/ CLASSROOMS

LESSON 5

ICT Lab Discussion

The main points of the museum visits and of the video are discussed and the students’ comments summarized in a shared file on which everyone is stimulated to collaborate.

(20 minutes)

Group creation

The students are divided into four groups of four students each and each of them will include both weak and proficient students. Every student will have a specific role according to their strengths so that everyone will be able to make their own contribution and won’t be left behind.

(5 minutes)

Webquest

Since the class is in the cookery course, the focus is placed on how to keep food safe from dangerous microorganisms. The groups are asked to investigate the current health emergency and how dangerous food may be. First a warm-up activity is suggested.

Two pictures are shown (annex 4) and the groups write down what comes to their mind while looking at them on a virtual collaborative wall https://gocardsmith.co/#boards/M7WSrJZ_vWNXpPLGL11.

https://images.app.goo.gl/Cz9MAQQwf28Am1zZ9

https://images.app.goo.gl/p5Nigc4qs3sj5nd27 Then the groups are given the following links https://www.livescience.com/coronavirus-food-risk.html https://ec.europa.eu/food/sites/food/files/safety/docs/biosafety_cri sis_covid19_qandas_en.pdf https://www.un.org/sustainabledevelopment/wpcontent/uploads/2017/03/ENGLISH_Why_it_Matters_Goal_3_Healt h.pdf https://youtu.be/ONkKy68HEIM https://www.youtube.com/watch?v=5G0ndS3uRdo https://www.youtube.com/watch?v=XYt_mFtDC5k and have to start making a short presentation https://www.sway.com/ about these topics: GROUP 1 Risk of infection through food GROUP 2 Why food is low risk GROUP 3 Food in shops GROUP 4 Food at home (35 minutes) Homework

Each group finishes the presentation.

ACTIVITIES

LABS/ CLASSROOMS

Group work: presentations

Classroom with IWB

Planning the final products: an article, an awareness-raising campaign and a solidarity campaign

LESSON 6 The presentations are shown, discussed and assessed (annex 5 assessment grid) (40 minutes) The students start planning their final products with the information gathered through the groups’ webquest: GROUP 1: an article for the school magazine GROUP 2 AND 3: an awareness-raising campaign (leaflets https://app.genial.ly/dashboard and a Flipgrid https://info.flipgrid.com/) GROUP 4: a solidarity campaign on Instagram to help local caterers:  pictures with captions about why food is low risk  the leaflets made by group 2 and 3  videos of interviews with local caterers (20 minutes)

Homework

The groups collect materials for their final products:  the students from group 1 make a draft of the article working in collaboration with a Google doc  the students from group 2 and 3 make drafts of leaflets and prepare the transcript for their videos  the students from group 4 interview local caterers to ask them about the measures they are taking to ensure food safety according to the provisions in force and make videos.

ACTIVITIES

LESSON 7 and 8

Working on the campaign

ICT Lab

The groups work in the ICT lab to make their products.

(120 minutes) LESSON 9

Peer Assessment and Editing

ICT Lab

The materials are peer assessed (annex 6, 7, 8 assessment grids).

Next the groups edit and improve their work.

(60 minutes) The final version of the material is then sent to the teacher who will add his/her comments and assess the work done by each group.

LESSON 10

The campaign is Classroom launched and the article with IWB is published in the school magazine

Finally the article is published in the school magazine, and the awareness-raising and solidarity campaign start. The materials for the campaign, Flipgrid included, are published on the school website, on the school social media accounts and an article about the work done is released on the local press.

Self-assessment Module assessment

https://forms.gle/PGyXhYr8gJC9TAi5A https://forms.gle/ryBenqcbtMX8VZNn8 (60 minutes) The module could be used as the basis for an eTwinning project on the topic and a website related to the campaign could be created as well.

ANNEX 1

ANNEX 2 LEARNING OUTCOMES

OBJECTIVES General module objectives: • • • • • •

To foster the understanding of zoonotic diseases and their dangerousness 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

Subject-related Learning outcomes    

Ability to outline the impact of zoonotic diseases on human health Ability to collect and analyse data Ability to point out the importance of prevention and adequate hygiene practices Ability to promote socially responsible behaviour

Foreign language / English - Learning outcomes   

Ability to use the English language to communicate with mates Ability to use the English language for subject-related tasks Ability to use the English language to give advice

Technology - Learning outcomes   

Ability to use ICT tools to promote socially responsible behaviour Ability to use ICT tools to collaborate Ability to use ICT tools to plan and create an article, an awareness-raising campaign, a Flipgrid and a solidarity campaign

ANNEX 3

POST-READING EXERCISES Ex. 1 Complete the Epidemiologic Triangle

Ex. 2 List examples of zoonotic diseases DISEASE

DETAILS

EX. 3 Explain how germs are transmitted from animals to people TYPE OF TRANSMISSION

DETAILS

EX. 4 Point out the main categories at risk for zoonotic diseases 1.

2.

3.

4.

5.

EX. 5 Write down 10 tips to prevent zoonotic diseases

EX. 6 List 10 elements that may impact on the spread of zoonotic diseases

ANNEX 4

ANNEX 5 Presentation Rubric

Critical thinking

Quality of information

Organization

Grammar and spelling Visual design

Awesome 4 Thoughtfully and accurately interprets results, shows in-depth understanding of major ideas Covers topic thoroughly, includes details that support the topic

Admirable 3 Identifies relevant arguments, justifies results, offers reasons

Acceptable 2 Usually justifies results and offers reasons

Unacceptable 1 Misinterprets data, gives unjustified arguments

Includes essential information, includes some supporting details

Lacks essential information

Well organized and coherent, topics are in logical sequence, includes clear introduction and conclusions All grammar and spelling are correct Visually appealing, clean simple layout, text is easy to read, graphics enhance understanding of ideas

Organized, some topics are out of logical order, conclusions are generally clear

Includes most essential information, details are somewhat sketchy Some organization, topics jump around, conclusions are unclear

Only one or two errors

More than two errors

Visually attractive, text is easy to read, colors enhance readability, graphics and special effects do not distract from understanding ideas Engages audience, fluid delivery, uses different approach other than simply reading screen, invites questions

Text is sometimes hard to read, sometimes graphics or special effects distract from understanding

Very frequent grammar and/or spelling errors Text is very difficult to read, layout is cluttered and confusing

Clear and understandable, uses limited delivery techniques

Not clear, not understandable

Fulfills individual role within group without prompting, respectful of others

Works toward group goals with occasional prompting, maintains positive attitude

Works toward group goals only when prompted, needs occasional reminders to be sensitive to others

Oral presentation

Well prepared, speaks clearly, makes eye contact with audience, delivers with ease, invites questions

Teamwork

Willingly accepts and fulfills individual role in group, sensitive to feelings and needs of group members

Not organized, topics make no sense

Total

SelfAssessment

Teacher Assessment

ANNEX 6

LEAFLET RUBRIC

Name:

Zoonosis and Food Safety

CRITERIA

POINTS good

Respect of instructions:  1 sheet  leaflet template

Variety of information about zoonosis and food safety

Presentation: neatness attractiveness creativity Content: correct immediate varied and rich in vocabulary varied and rich in structures no plagiarism

Final score: ………………………….

sufficient

scant

inadequate

4

3

2

1

4

3

2

1

4

3

2

1

4

3

2

1

ANNEX 7

ARTICLE RUBRIC

OVERALL APPEARANCE

CONTENT

Name: 4

3

2

- theme consistent - generally inviting -high degree of creativity - all components are completed as assigned - excellent variety of topics - an illustration included with each component - well written

- theme consistent - generally good - creative

- theme inconsistent - generally adequate - somewhat creative - did not include one of the assigned components - adequate variety of topics - most components are illustrated - writing sufficiently adequate

- no theme evident - poorly done - shows little creativity

- artwork not always connected to theme - lacks originality - some colour and graphics elements used - careless use of writing process - minor spelling errors - minor grammatical errors - written work lacks organization - headlines included

- seldom connected to theme - few or no graphic elements

ILLUSTRATIONS - all graphics are connected to theme - excellent colour and composition.

PRESENTATION - use of writing process evident - correct spelling - correct grammar -correct sentence, paragraph and essay structure - inviting headlines

- most components completed as assigned - good variety of topics - most components are illustrated.

- well written - fewer than minimum of five components.

- most graphics connected to theme - good colour and composition

- use of writing process evident - minor spelling errors - minor grammatical errors - minor errors in construction of sentences, paragraphs and essays -good headlines

Final score: ………………………….

1

- some components completed as assigned - some illustrations - writing not adequate

- first draft is only draft - major spelling errors - major grammatical errors - lacks organization, disjoint, and lacks unity - some headlines included

ANNEX 8

VIDEO RUBRIC

Name:

CATEGORY

4

3

2

1

Script

Script is complete and it is clear what each actor will say and do.

Entries and exits are scripted as are important movements. Script is quite professional.

Script is mostly complete. It is clear what each actor will say and do. Script is shows planning.

Script has a few major flaws. It is not always clear what the actors are to say and do. Script shows an attempt at planning, but seems incomplete.

There is no script.

Actors are expected to invent what they say and do as they go along.

Research

Note cards indicate that the group members developed questions about the assigned topic, consulted at least 3 reference sources, developed a position based on their sources, and correctly cited their sources.

All necessary equipment/supplies are located and scheduled well in advance. All equipment (sound, light, video) is checked the day before the shoot to ensure it is operational. A backup plan is developed to cover possible problems with power, light, etc.

Students meet and discuss regularly. All students contribute to the discussion and all are listened to respectfully. All team members contribute a fair share of the work.

Note cards indicate that the group members consulted at least 3 reference sources, developed a position based on their sources, and correctly cited their sources.

Note cards indicate that the group members consulted at least 2 reference sources, developed a position based on their sources, and correctly cited their sources.

There are fewer than two notecards OR sources are incorrectly cited.

All necessary equipment/supplies are located and scheduled a few days in advance. All equipment (sound, light, video) are checked the day before the shoot to ensure they are operational. A backup plan is developed.

On the day of the Needed supplies shoot, all necessary /equipment are equipment /supplies missing OR were not are located and checked before the checked to ensure shoot. they are operational.

There may or may not be a backup plan.

Students meet and discuss regularly.

Most students contribute to the discussion and are listened to respectfully. All team members contribute a fair share of the work.

A couple of team meetings are held.

Most students contribute to the discussion and are listened to respectfully. All team members contribute a fair share of the work.

Equipment Preparation

Teamwork

Final score: ………………………….

Meetings are not held AND/OR some team members do not contribute a fair share of the work.

Link: https://www.tes.com/lessons/i4yGrbgYugrvZQ/zoonotic-diseases

Erasmus+ KA1 2018-1-IT02-KA101-047693 Rethinking pedagogy for an inclusive 21st century school

TITRE

Jeter moins c'est manger et vivre mieux

ENSEIGNEMENTS

Français - laboratoire de cuisine - TIC

LANGUES

Français

ÀGE DES ÉLÈVES

15 -17 ans

PERIODE

novembre - décembre

LEÇONS

Leçon 1 : a. activité de remue-méninges à partir de la question « Quelle est le rapport entre l’alimentation et l’environnement ? » (15 m.) b. apprentissage du lexique spécifique divisé par catégories (45 m.)

Leçon 2 : a. lecture et analyse de la page web tiré du site www.mtaterre.fr https://www.mtaterre.fr/dossiers/lalimentation-durable-cestpossible/alimentation-et-environnement-cest-quoi-le-rapport (1 h.)

Leçon 3 : a. activité de réélaboration du thème abordé à partir de plusieurs exercices visant l’apprentissage et le renforcement des structures morphosyntaxiques ainsi que du sujet (1 h.)

Leçon 4 : a. rédaction d’un bref exposé ayant le titre « Je ne gaspille pas ! » (30 m.) b. réalisation d’une brochure sur le gaspillage alimentaire à diffuser dans l’école (1 h.)

Activité en groupe Leçon 5 : a. au laboratoire : préparation d’un menu (entrée, plat principale, dessert) avec les restes de nourriture. Activité en groupe

MATERIAUX RÉELS

https://agriculture.gouv.fr/les-contes-de-lantigaspi-le-ministere-semobgaspillage-alimentaireilise-contre-lehttps://www.mtaterre.fr/dossiers/lalimentation-durable-cestpossible/alimentation-et-environnement-cest-quoi-le-rapport https://www.mtaterre.fr/le-gaspillage-alimentaire-0

OBJECTIVES : objectives généraux du module : ● Comprendre texte de secteur en langue française ; ● Employer la langue française de façon productive et consciente ; ● Comprendre les aspects principaux de la liaison entre l’alimentation et l’environnement ; ● Travailler en groupe avec la participation de tous les membres ; ● Respecter les temps de remise.

Enseignement : Prérequis : laboratoire de a) Savoir utiliser les principaux ustensiles de cuisine ; cuisine b) Savoir manipuler les aliments ; c) Connaître les principales méthodes de cuisson.

Objective : a) Reconnaître les différents types de aliments (fruits, légumes, viandes, poissons, herbes) ; b) Apprendre à utiliser/réutiliser les restes de l’alimentation.

Langue étrangère : français

Objective : a) Apprendre le lexique des aliments divisés par catégories ; b) Développer la capacité d’exposition orale en langue étrangère : c) Renforcer la capacité de rédaction d’un texte écrit à partir de données connues.

Enseignement : TIC

Objective : a) Réalisation un produit multimédia

Résultats d’apprentissage spécifiques a) Connaître les principales méthodes de conservation des aliments à fin d’éviter le gaspillage ; b) Savoir présenter un plat ; c) Savoir lire les étiquettes alimentaires ; d) Comprendre la différence entre DDM - DLC.

Prérequis : a) Connaître les structures morphosyntaxiques de base et le lexique de la langue française ; Résultats d’apprentissage spécifiques : a) Savoir surfer sur le net en langue française ; b) Savoir préparer un plat en suivant les indications données en langue française ; c) Savoir produire un texte mixte (images et texte) ; d) Savoir exposer en langue française sur un sujet connu.

Prérequis : a) Connaissance du logiciel traitement de texte WORD ; b) Savoir surfer sur le net pour rechercher informations et images.

Résultats d’apprentissage spécifiques : a) Savoir utiliser le logiciel de présentation Power Point ;

b) Savoir sélectionner les informations le plus appropriées parmi les plusieurs trouvées pour la réalisation du produit final.

OBJECTIVES COGNITIFS Consolider et améliorer la capacité de définition et classification ; Consolider et améliorer la capacité de communication aussi en langue étrangère ; Renforcer et accroître la capacité de réflexion et de expression des opinions personnelles ; Atteindre la compétence d’appliquer les connaissances et les capacités apprises. ● Activités pour l’auto-apprentissage basées sur : MÉTHODOLOGIE o la créativité ; o la capacité de prendre des décisions ; o l’évaluation ● Recours à différents techniques (remue-méninges, demandes guidées, description d’images, cartes mentales, présentations numériques, activité d mise en route) qui nécessite de : o activité individuelle ; o activité de groupe ; o présentations orales ; o réussite de tâches. ● Emploi dominant de la langue étrangère.

STRATÉGIES POUR ● Activités de mise en route et remue-méninges ; ● Emploi de dictionnaires en ligne pour favoriser l’acquisition et la DEPASSER compréhension des nouveaux mots ; ● Activités de groupe et/ou en deux ; DES ÉVENTUELLES ● Remaniement des phrases les plus compliquées après avoir consulté un DIFFICULTÉS dictionnaire.

LEXICALES ● ● ● ●

OUTILS MATÉRIAUX

CONTRÔLES ÉVALUATION

ACTIVITÉS

ET ● ● ● ● ● ● ● ● ● ET ● ● ● ●

TBI Ordinateurs Fiches colorés Sites web Dictionnaire en ligne Affiches Vidéo Ustensiles de cuisine Aliments de base Évaluation formative ; Évaluation de l’activité de groupe ; Auto-évaluation ; Évaluation au pair.

laboratoires salle classe Salle de classe avec un TBI

Démarrage

de

LEÇONS

LEÇON 1 On propose des jeux sous forme de quiz pour évaluer les connaissances des élèves à propos du thème. https://www.mtaterre.fr/multimedia/mtt/f/0%3Eformat%3Ajeux--1-

%3Ethemes_mtt%3ALes%20d%C3%A9chets

Activité de remueméninges

Activité 1 : - à l’aide d’un programme d’application pour la création de cartes mentales, collecter les connaissances des élèves sur le sujet abordé ; Activité 2 : - présenter un tableau à remplir avec le nouveau lexique divisé par catégories.

Journal

On suggère aux élèves de tenir un journal où ils peuvent noter leurs états d’âme et leurs progrès à la fin de chaque leçon.

Journal

● Je suis à mon aise en classe quand … ● Je préfère : □ parler □ écouter

□ autre chose (préciser) …

Devoirs

□ écrire

● ● ● ●

Je n’aime pas : …

Quand je fais faillite …

Quand je fais progrès …

Je comprends le contenu véhiculé en langue CLIL □ oui □ non □ pas bien

●

Si je ne comprends pas le contenu véhiculé en langue CLIL je …

□ lire

(10 minutes)

En utilisant les mots du tableau complété pendant l’activité de remue-méninges, écrire des simple phrases.

Exemple : La nourriture peut être un problème pour l’environnement.

ACTIVITÉS

Laboratoire de TIC

Activité de compréhension

LEÇON 2 - Chacun à son ordinateur, les élèves analysent la page web avec le support du professeur. On leur propose de répondre à un questionnaire pour vérifier la compréhension générale.

(individuelle)

Questionnaire Peut-l’élevage avoir un effet néfaste sur l’environnement ?

Que signifie l’acronyme GES ? …

(40 minutes)

- À l’aide d’un programme d’application pour la création de cartes mentales, les élevés réalisent une carte conceptuelle (20 minutes)

Devoirs

Faisant semblable de participer à une conférence sur l’environnement, les élèves élaborent eux-mêmes des questions à poser aux rapporteurs.

ACTIVITÉS

Salle de classe avec un TBI

Démarrage

LEÇON 3 - Le professeur prépare des fiches avec les mots de l’exercice de l’activité de remue-méninges (le tableau) et les pose dans un bol.

Les élèves qui choisissent les mots de la même catégorie, forment un groupe.

(10 minutes)

Activité en groupe

- Jeu de rôle : les élèves simulent une conférence au thème « Nourriture et environnement » en utilisant les questions élaborés comme devoirs : - 1er groupe joue le rôle des rapporteurs - 2ème groupe joue le rôle des médiateurs - 3ème groupe joue le rôle des journalistes (50 minutes)

Devoirs

Les élèves doivent rechercher des images pour la création de la brochure et trouver des slogans appropriés au thème faisant recours aux nouveaux mots appris.

ACTIVITÉS

Laboratoire TIC

Activité individuelle

LEÇON 4 Rédaction d’un bref texte au titre « Je ne gaspille pas ! » suivant un schéma donné.

- qu’est-ce qu’on entend avec l’expression gaspillage alimentaire - les formes de gaspillage alimentaire.

- pour éviter le gaspillage alimentaire je peux …

(30 minutes)

Chaque groupe doit élaborer une brochure à l’aide du logiciel Power Point sur l’un des aspects du thème abordé.

(30 minutes) Activité en groupe Devoirs

On demande aux élèves de trouver chez eux des aliments en date limite de vente et des restes d’aliments encore utilisables.

Rechercher sur le net des recettes qui ont à la base les « déchets alimentaires » (peau, écorce, …)

ACTIVITÉS

Laboratoire de cuisine

Activité en groupe

LEÇON 5 Les groupes préparent des plats avec les produits qu’ils ont apportés.

- 1er groupe l’entrée - 2ème groupe le plat principal - 3ème groupe le dessert Ils reçoivent les indications en langue française.

(60 minutes)

Présentations et évaluation

Salle de classe avec TBI

Les élèves font leur exposé à l’aide d’un support numérique.

Laboratoire de salle

Les élèves servent le repas préparé, en expliquant les ingrédients des plats et la façon de réutiliser les déchets alimentaires.

Erasmus+ KA1 2018-1-IT02-KA101-047693 Rethinking pedagogy for an inclusive 21st century school

TITLE

Freedooms and Duties of citizens

SUBJECTS

Citizenship

LANGUAGE

Italian

STUDENTS' AGE

14-15 years old

PERIOD

January / February 2020

LESSONS

Lesson 1:  Ice-breaking activity  Warm-up activity  Video + brainstorming activity Lesson 2:  Flipped lesson – activities  Project-Based Learning “Discover about freedom and duties in the Italian Constitution ” Lesson 3 :  Feedback: students’ products  Assessment

AUTHENTIC MATERIALS

https://www.youtube.com/watch?time_continue=139&v=sRSToNpcNY&feature=emb_logo

OBJECTIVES General module objectives:  To know the basic elements of Rights and Duties  To understand that everybody has the same Rights and Duties  To respect other points of view  To understand and respect the classroom rules  To understand and respect society rules COGNITIVE OBJECTIVES 

To consolidate and improve the ability to define and classify



To consolidate and widen the ability to communicate



To strengthen and widen the ability to reason and express one’s opinion



To achieve the competence to apply the acquired knowledge and abilities



METHODOLOGY



Tools and materials

Tests and assessment

Learner-centred activities involving:  decision-making  evaluation Use of various techniques (brainstorming, guided questions, mind maps, ppt presentations, videos), that will require:  pair and group work  individual work  task accomplishment  oral presentations

        

IWB Computers Photocopies Websites Videos Google Drive Google Meet eTwinning TwinSpace

   

Formative assessment Group Work Assessment Peer Assessment Self-assessment

LESSONS ACTIVITIES

LABS/

LESSON 1

CLASSROOMS Ice- breaking activity Warm-up activity Video brainstorming activity

In the classroom

The teacher writes 5 key words about the topic on the IWB and the students freely express their thoughts and opinions about them (25 minutes) At the end of the activity the students are divided into groups (max. 4 people)and are asked to talk about the assigned key word.

Then each group is handed out two examples related to the key concept they are working on.

(35 minutes)

Homework

The students are asked to keep a diary to note down their feelings at the end of the lesson Diary If someone steals me something, I will feel ……………

I got angry in class when……………

How do I feel when I make something wrong (against the rules)?

ACTIVITIES

LABS/ CLASSROOMS

LESSON 2

Flipped classroom activities

ICT LAB

The students are divided into groups (max. 4 people picked up by using any group forming device).

The teacher introduces the first 12 Articles of the Italian Constitution about Rights and Duties of Citizens.

Each group has to work on 3 articles assigned by the teacher.

(25 minutes) The students are invited to read the assigned articles carefully.

Then each group has to create a short PPT presentation about them.

(35 minutes)

Homework FLIPPING THE LESSON

ACTIVITIES Feedback students

If class activity is not over, students will have to finish it at home using Google Meet or Google Drive to share the work with other students belonging to the same group.

Since the activity is designed as part of a set of tasks for an eTwinning project on Freedoom and Duties of citizens, the groups will post their products on My Twinspace.

LABS / CLASSROOMS

from

the ICT Lab

LESSON 3 The learning outcomes of the students are presented and discussed.

The teacher checks the activities of the flipped lesson and guides the students while giving their PPT presentations.

Particular stress is placed on the key concepts linked to the Constitution Articles.

(45 minutes) The teacher gives a general opinion of their products and discusses with the students about it.

(15 minutes)

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.