LEARNING DIVERSE Practical guide with teaching-learning methods
Foreword
The LEARNING FOR MY FUTURE project is part of KEY ACTION 2 of the Erasmus+ program: cooperation for innovation and exchange of good practices / project of strategic partnerships in the field of school education. The partner schools come from the Czech Republic, Lithuania, Romania, Spain and Turkey. The aim of this project is to promote, among teachers and students, diverse teachinglearning methods as an important factor in increasing motivation for learning. All these methods are based on the active involvement of students in the learning process, preparing them for lifelong learning. Thus, throughout the course of the project, the teachers held diversified lessons: ➢ teaching with digital applications, especially during the online school period due to the Covid19 pandemic; all applications also proved useful when students returned to physical school; ➢ didactic games helped children rediscover the joy of physical interaction; ➢ practical experiments where they practiced their skills and observed the causes of physical, chemical and biological phenomena; ➢ the dialogues with experts in different fields - firefighter, museographer, writer, nurse, engineer or computer scientist - were a source of direct learning, especially since they were accompanied by indications regarding the educational paths that students can follow; ➢ visits to museums, natural and historical sites helped them acquire knowledge more thoroughly and lastingly due to the direct experiences experienced during the visits; ➢ the plays inspired by historical or literary events involved the students emotionally and increased their interest in additional knowledge; ➢ the documentary file is a work that involves teamwork and covers a variety of fields: literature, history, internet search, drawing, etc. ➢ Extracurricular activities dedicated to European multiculturalism were suitable opportunities for students to demonstrate their creativity, digital dexterity, general knowledge about the peoples of Europe. The guide includes digital applications and teaching-learning methods used during the implementation of the project, accompanied by lesson plans, open resources used and didactic indications.
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CONTENT CHAPTER I. DIDACTIC GAMES 1. Draw as directed ......................................................................... 4 2. Stories in pictures ....................................................................... 4 3. Combined puzzle .......................................................................... 5 4. Escape room ................................................................................ 6 5. Puppet theatre ............................................................................. 7 6. Brain box .......................................................................................8 CHAPTER II. DIGITAL APPLICATIONS 1. Goosechase .................................................................................. 9 2. Mentimeter ................................................................................. 13 3. Quizizz ......................................................................................... 18 4. Genially ....................................................................................... 24 5. Flippity ........................................................................................ 30 CHAPTER III. LESSONS FOR STUDY SUBJECTS 1. Wood art ...................................................................................... 32 2. Houses ......................................................................................... 33 3. Mandals ....................................................................................... 34 4. Food art ....................................................................................... 35 5. Parts of the body ......................................................................... 36 6. Solar energy ................................................................................. 37 7. Seed germination ......................................................................... 38 8. Ecosystems .................................................................................. 39 9. Responsible consumption: natural cleaning products ............... 40 10. Dracula's castle ........................................................................... 42 11. Robotic devices ........................................................................... 44 12. Traffic playground ........................................................................ 46 13. Readers’ fight ............................................................................... 47 14. Impressive chemical reactions ................................................... 49 CHAPTER IV: TRANSDISCIPLINARY LESSONS 1. Trans-curricular fruits ................................................................. 50 2. Towers ......................................................................................... 56 3. The solar system ......................................................................... 62 4. Animal species ............................................................................ 66 5. Responsible consumption and production ................................. 72
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CHAPTER I. DIDACTIC GAMES 1. DRAW AS DIRECTED Discipline where it can be used: Mathematics, technology, drawing, geography Targeted competences: attention to details, spatial orientation, specific competencies Organization of students: individually or in groups of 2 Resources: sheets of paper, geometry tools Description: Each student/group receives a worksheet with directions, after which they will have to draw a castle/house/room/geographical map/map of a locality. The indications can be diverse, depending on the subjects concerned: lengths expressed in different units of measure, areas, geometric shapes, mathematical exercises, the colors of the flags of some countries, notions of general culture. At the end, an exhibition can be made to compare the students' drawings and check the correctness of the answers. Example: DRACULA'S CASTLE Dracula invites you to his castle. Here are the instructions for drawing Dracula's castle: - The castle is 240 mm wide in total - The castle has 2 side towers - The tower on the left is 0,15 m high and 0,5 dm wide and has battlements - The towers are connected with a 0,1 m high wall - The gate has two doors and is located in the middle of the wall and is 4 cm wide and 5 cm high - The tower on the left has 3 windows measuring 3x3 cm. - The tower on the right has 3 windows measuring 2x2 cm -There's a blue ghost in the lower right window - Above the gate is a clock with a diameter of 4 cm, with Roman numerals, which shows the hour XII and XV - The result of the exercise is written on the middle left window: 5 + 8: 4
2. STORIES IN PICTURES Discipline in which it can be used: Literature, modern languages, history, religion Targeted competences: good understanding of a text, extracting main ideas, chronological ordering of events Student organization: groups of 3-5 Resources: story cards, historical or religious events, paper, colored pencils Description: In the first hour, each group receives a card with a historical or biblical story/event. Students have to read the text, extract the main ideas and represent each idea with a drawing. The teacher collects all the drawings. The next hour, the teacher displays all the drawings, mixed up, 4
on a board. Each group draws a different story, must recognize and take from the board the drawings corresponding to the story and, with their help, formulate the main ideas. They can complete or correct the drawings if they consider it necessary. The text can be written in the mother tongue or in a modern language. Example: • • •
Stories: The Bear Tricked by the Fox, Snow White, Cinderella, etc. Historical Events: Voyage of Magellan, Crusades, Conquest of Constantinople, American Independence, etc. Religion: History of Moses, David, Events in the life of Jesus Christ, etc.
3. COMBINED PUZZLE Discipline in which it can be used: all disciplines Targeted competences: competences specific to each discipline, team spirit Student organization: groups of 4-5 Resources: Picture puzzles/literary texts/other requirements Description: Each group receives a list of exercises or questions. For each correct answer, students will receive a puzzle piece from the teacher. After they complete the entire puzzle, it may include new requirements/questions/text. The puzzle can be digital or on cardboard. Example:
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4. ESCAPE ROOM Discipline in which it can be used: all disciplines Targeted competences: competences specific to each discipline, digital competences Student organization: individual Resources: computers, tablets, https://app.genial.ly/ Description: The Genialy platform offers several free variants of games that can be used to assess knowledge in the form of a game. The teacher should fill in their own requirements on each slide and send the game link to the students. Students will solve the requirements on the slides. After each stage, students receive a number. At the end, to be able to leave the room, he must fill in the password made up of the received numbers. Example: Sustainable development https://view.genial.ly/605383182b26120d800dde9f/interactive-content-misiune-pentru-viitor
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5. PUPPET THEATRE Discipline in which it can be used: Mother tongue, modern languages, but also history and religion Targeted competences: oral expression, vocabulary development, team spirit Student organization: groups of 2-3 Resources: puppets for puppet theater. These can be done by students. Description: Students receive or choose a sequence (maximum half a page) from a story/literary text/historical or religious event. They will transpose the sequence of text into dialogues. One of the students will be the storyteller, and the other two must interpret the dialogue with the help of puppets, on the special stage for the puppet theater. Example: Little Red Riding Hood meets the wolf, Christopher Columbus arrives in America, David fights Goliath, etc..
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6. BRAIN BOX Discipline in which it can be used: Geography Targeted competences: the spirit of observation, the ability to memorize and the knowledge about the world in which we live Student organization: individual Resources: BRAIN BOX game. Description: each card of a country shows the capital, the flag, the borders as well as representative images and cultural elements. How to play BrainBox: The objective of the game: Be the player with the most cards collected after 10 minutes. If you are the youngest player, you draw a card from the box and turn the hourglass. You study the image and the information on the front of the card until the sand runs out of the hourglass (10 seconds). The hourglass can be turned one more time so that the younger players have more time to study the card. Then you give the card to another player and roll the dice. You will answer the question with the number indicated by the dice. (Ex. If you roll a two with the dice, then you will answer question number two). Another player reads your question and then you check together if your answer is correct, turning over the card. If you answered correctly, you keep the card. If you made a mistake, put the card back in the box and the next player draws a card. The player with the most cards, after ten minutes of play, wins!. Example: https://www.canva.com/design/DAExJ7_K68U/XfMdlp4gTIj9vG1ntI7NQ/view?utm_content=DAExJ7_K68U&utm_campaign=designshare&utm_medium=link& utm_source=homepage_design_menu#1
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CHAPTER II. DIGITAL APPLICATIONS 1. GOOSECHASE I. II.
DEFFINITION: GooseChase EDU is a web-based platform that creates treasure hunts through an app of the same name on mobile devices (iOS and Android). STEPS IN USING THE APPLICATION:
1. Create account: https://goosechase.com 2. First, teachers go to the website to create a new game with a basic description:
3. Write a short description:
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4. Add missions to the game. Each mission is a hunting clue that comes in three types: photo/video, text, or location. Photo and video questions are the most popular, where students present an image or video (limited to 15 seconds in length). Text missions are completed by typing information. The teacher can assign a point value to each assignment, which is increased as the teams submit their proposals. Location questions are also interesting, but less used: the teacher can set it so that mobile devices meet a hint by being in a certain area, up to a radius of 50 meters (although they recommend 100 meters). Teachers should be careful not to place location-based cues in areas with roads, rocks, fast-moving water, or other hazards.
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5. Create teams:
6. Set the START of the game:
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7. Students can use the iOS or Android app to search for the game and join the team:
8. Students complete the assignments:
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9. All assignments can be viewed in the Activity Feed or Submissions:
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III. ASPECTS IN USING THE APPLICATION:
• It can be used for learning through the individual study necessary to solve the missions (tasks); • Can be used to consolidate and apply theoretical content in everyday life; • Can be used to assess acquired skills (knowledge, skills and attitudes), as a digital portfolio; • teachers can choose to download all submitted media teams - a useful feature should the teacher choose to create a movie, presentation or share some student findings on social media; • The free version of GooseChase EDU is limited to five teams with one active game simultaneously; • It is very useful in interdisciplinary lessons; • It is an attractive way of learning and assessment that stimulates students' creativity and team spirit.
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2. MENTIMETER I. II.
DEFINITION: Mentimeter is a web-based easy-to-use presentation software for leaders, educators, and speakers that’s interactive, engaging and fun STEPS IN USING THE APPLICATION:
1. Create the account on https://www.mentimeter.com/, at the bottom of the page:
2. First, teachers go to the website to create a new presentation:
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3. You can choose from several slide types:
4. Each slide is good for a different type of an activity: You can use word cloud for a brainstorming, as a mind map, You can use multiple choice or image choice to test the knowledge, there are scales and ranking, that can be used to let the students give their opinion, there are open ended and Q and A to give a (correct) answer. There are slides for quiz competitions and content slides, where you can also load some images, write your texts etc.
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5. When your presentation is ready, You ask students to go to a web site https://www.menti.com/ and enter the code, they can see on your presentation. Students use an iOS or Android or computers. They can work either in teams or individually.
6. You can remote control your presentation from your mobile device or from another computer using a button mentimote. Simply by signing to your account you can:open and close the voting and hide or show the results.
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7. The students can see the results of voting in a real time, or when you unlock the hiding button.
6. ASPECTS OF USING THE APPLICATION: As the platform is free only to make two presentations, each one consisting only of two slides, the options for users of the free versions are quite low. ● ● ● ●
It can be used for the feedback from the students very useful for short brainstorming in a warm-up part of a lesson good for a short summary at the end of a lesson It is an attractive way of learning and assessment that stimulates the creativity and team spirit of the students.
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3. QUIZIZZ Quizizz Help center: https://quizizz.zendesk.com/hc/en-us
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DEFINITION: Quizizz allows you to conduct student-paced formative assessments in a fun and engaging way for students of all ages. The salient features include:
1. Student-paced: Questions appear on each student's screen, so they can answer questions at their own pace, and review their answers at the end. 2. Can be played by students using any kind of device with a browser, including PCs, laptops, tablets, and smartphones. 3. Thousands of public quizzes 4. Quiz Editor: You can pluck questions from any quiz, easily add images from the internet, autosave your progress and tons of other features. 5. Reports: The reports give you detailed class-level and student-level insights for every quiz you conduct. You can also download the reports as an Excel spreadsheet. II.
STEPS IN USING THE APPLICATION
1. Start by signing up: https://quizizz.com/ 2. You start by working with your profile, then finding a game or creating it by yourself:
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3. Game settings (https://quizizz.zendesk.com/hc/en-us/articles/115000923931-What-are-thedifferent-Quiz-Settings-) The game settings appear right after you click the "Play Live" or "Homework" button on a quiz page. They are categorized into two sections: (General settings and Gameplay Settings).
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General Settings
Student attempts This setting lets you control the number of attempts for a quiz by the students. If you enable this setting from the game settings page, the student must login to attempt this quiz. Show answers in-game This setting controls the feedback that students see right after answering a question. You can toggle whether they get feedback on getting an answer correct/incorrect, and also whether they are shown the correct answer. Show answers post-game This setting controls the display of the review section for the students at the end of the game. Turn this ON to allow your students to review the questions and their correct answers. Select Questions only to allow your students to see only the question and option choices (the correct answer won't be highlighted). Gameplay Settings
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Question timer If this is ON, we award students points based on accuracy+speed. 600 points for getting it correct, and 0-400 based on speed. (An incorrect answer is always 0, regardless of speed.) If you turn this OFF, the timer is turned off. Students will get 1000 for correct and 0 for incorrect. Show Leaderboard If this is turned ON, students will see a leaderboard after each question, and see their rank during and after the quiz. Turn this OFF if you don't want students to see each others' scores/rank... i.e. if you don't want the session to be competitive. Shuffle questions If this is turned ON, each of your students will receive the questions in a different order. This makes it difficult for students to "get help" from each other. Turn this OFF if you want the questions to appear in the original order for everyone. Shuffle answer options If this is turned ON, the answers will be shuffled for each question (different students will get a different order.) This helps if you don't want to worry about shuffling the answers while creating the quiz. Turn this OFF if you want the answers to appear in the original order for everyone. Team mode (https://quizizz.zendesk.com/hc/en-us/articles/360030685632-Playing-Team-Mode) "Team mode" lets the students join a quiz as a team and work together to win. Students are still solving their own questions, but all the scores are aggregated into a Team score, which is the only rank that students see. This reduces pressure on individual students and also creates a fun environment for students to collaborate with each other. Select a quiz and click the 'Live game' button. Now, select the 'Team' option on the game settings page as shown in the image below.
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You can set your preferences now, like the number of teams, shuffle questions, etc. Click the 'Host game' button to create the game. Once created, share the game code with your students so they can join. Students will be automatically assigned to a team as they join the quiz.
You can shuffle the team by clicking the 'Shuffle teams' button from the Live Dashboard. Or drag and drop individual players from one team to another as shown below.
After finalizing the teams, click the 'START' button to begin the quiz. The team leaderboard is updated as the students answer the questions in real-time.
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How to save results? You can always export the results after a game in form of an excel sheet as well (.xlsx file). This helps you organize and make calculations as required by you. Step 1: To get the report in form of an excel sheet, go to Reports to find the report of the game you have completed.
Step 2: Click on the Report of the desired Completed Quiz which will take you to the Player View of the Report. Here you will find the "Download" option to export the results in form of a .xlsx file.
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4. GENIALLY I. DEFINITION: Genially este o platformă care permite crearea de prezentări interactive în care se pot intsera imagini, fișere video, link-uri către alte site-uri. Avantajul major este că se lucrează online, deci se poate accesa de pe orice calculator: https://genial.ly/ II: STEPS IN USING THE APPLICATION: 1. Create account at https://genial.ly/ 2. Start creating a new presentation
You can select from a large panel of templates:
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3. Example: Create Presentation There are Free and Premium presentations or you can upload your owen PPTX.
Select a template and it will open in a new window where you can see the formating. If you like it, click on the button USE THIS TEMPLATE.
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4. Select all the pages. If you do not use all the slides, you can delete them later.
5. Start editing the presentation:
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For each block you can add interactive elements:
6. You can add other elements on the slide using the menu on the left side: text, image, resources, interactive buttons, smatblocks, video, other links.
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7. After you finish, click on ALL SET button:
In the new window, fill the title and a short description. Then click again on ALL SET. The Genially presentation will be published online.
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8. You can share the link to the students. They do not need to make accounts. They can go though the presentation on their own and solve the requiremetns in it.
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5. FLIPPITY
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DEFINITION: Flippity is a useful and free resource for teachers for taking Google Sheets (opens in new tab) and turning it into helpful resources: quizzes, flash cards, presentations, memory games, word searches, and more. While it can be used by a teacher as a presentation tool and work assignment, it's also a great way to get students to create their own projects. II. STEPS IN USING THE APPLICATION https://www.techlearning.com/how-to/what-isflippity-and-how-does-it-work 1. Teachers need to login with a Google account at: https://flippity.net/ 2. You can chose from a variety of exercises:
For each option you have Demo and Instructions:
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Demo:
Instuctions:
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CHAPTER III: LESSONS FOR STUDY SUBJECTS 1. WOOD ART
Subject: Art and Technologies Grade: 6 grade students Lesson title: the Trays Time: 2 hours Targeted competencies: Knowledge: Students learn how to make trays of the wood; Abilities: Students learn about wood technology; Students learn to follow the instructions to complete a project Attitudes: Experiments will improve their thinking and knowledge Ressources: pieces of wood, woodworking machine Methodical guidelines: At first, students find some information about wood technology in the Net. Then, they make sketches of their wooden trays. Furthermore, a teacher cuts the example of the tray and give it to studets. Finally, students make their own trays and decorate with the small cuts of wood.
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2. HOUSES Subject: Art and Technologies Grade: 6 grade students Lesson title: the Houses Time: 2 hours Targeted competencies: Knowledge: Students learn how to make houses of the wood; They also learn about the main aspects of creating houses Abilities: Students improve their knowledge about wood art; Students learn to follow the instructions to complete a project Attitudes: Experiments will improve their thinking and knowledge Ressources: pieces of plywood or cardboard Methodical guidelines: Firstly, students make a sketch of their dream house. Then, they cut the windows, walls, doors from the wood or the cardboard. After that, students stick everything with hot glues. Finally, they decorate their dream house.
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3. MANDALAS
Subject: Art and Technologies Grade: 6 grade students Lesson title: the Mandalas Time: 2 hours Targeted competencies: Knowledge: Students learn about the importance of making Mandalas; They learn about the types of Mandalas Abilities: Students improve their knowledgge about Indian culture; Students learn to follow the instructions to complete a project Attitudes: Experiments will improve their thinking and knowledge Ressources: wooden sticks for skewers, thicker thread Methodical guidelines: At first, students find some information about the types of Mandalas. Then, they create their own mandalas with sticks and threads. Students make a cross of sticks and tie threads in it. Furthermore, they can add more sticks as well.
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4. FOOD ART
Subject: Art and Technologies Grade: 5 grade students Lesson title: Food Art Time: 2 hours Targeted competencies: Knowledge: Students learn about the history of Giesuppe Archimoboldo Abilities: Students learn about types of food Art; Students learn to follow the instructions to complete a project Attitudes: Experiments will improve their thinking and knowledge Ressources: vegetables, fruits, bread, meat Methodical guidelines: At first, students think what kind of food they would like to use to make faces of food. Then, they take some food like vegetables, fruits or meat in a proper row and create people‘s faces.
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5. PARTS OF THE BODY
Subject: Biology Grade: 5 grade students Lesson title: human respiratory system Time: 2 hours Targeted competencies: Knowledge: Students learn about the importance of lungs; They also learn about the main functions of human respiratory system Abilities: Students learn about human respiratory system; Students learn to follow the instructions to complete a project Attitudes: Experiments will improve their thinking and knowledge Ressources: one plastic bottle, two sticks and three balloons Methodical guidelines: At first, students take one plastic bottle, two sticks and three balloons. They put two ballons on the sticks that symbolize human‘s lungs and one balloon at the bottom of the bottle that works like diaphragm. When students pull the third balloon down other two ones expand as the human‘s lungs when they breath some air. This model shows how human respiratory system works.
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6. TECHNOLOGY: SOLAR ENERGY Subject: Technology; Grade: 7th Lesson title: Solar Energy; Time: 2 hours; Targeted competencies: Knowledge: Students learn about: Solar energy and its uses Transforming solar energy into other forms of energy Abilities: Students learn to assemble the parts of the STEM set to build different models that work on the basis of solar energy Students learn to follow and execute instructions to complete a project Attitudes: Students will be open and curious to test the built models Experiments will provoke their thinking and attention Resources: DISCOVERING STEM machine set - SOLAR ENERGY, computer Methodical guidelines: In the first class, students learned new knowledge about solar energy (brief history, principles of operation) and built, based on 3D directions, the model "Solar Robot". In this case, the solar battery was used to power an electric motor of a robot. Then they experienced the operation of the robot in sunny and shady places and wrote down the observations. In the second hour, they explained to their colleagues the operation of the robot and presented other examples in which solar energy can be used: thermal power plant, mechanical equipment, electrical systems.
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7. SEED GERMINATION Subject: Biology Grade: 7th Lesson title: Seed germination Time: one week Targeted competencies: Knowledge: Students learn about: Components of the seed structure Stages of seed germination Changes occurring in the seed during the germination process Abilities: Students will have skills to protect different plants around them Students will learn what the plant needs to be able to achieve the germination process Attitudes: Students will better understand the importance of plants Experiments will provoke their thinking and attention Resources: seeds from different plants, disposable plate, water, napkins Methodical guidelines: In the first hour, students are informed about the important notions about the seed and about the component parts of the seed, namely the importance of the seed in the reproduction of plants. In the second hour, the teacher explains to the students how to carry out the entire practical activity at home, and after a week, the students of the class are asked to present the experimental activity carried out in front of the class under the guidance of the teaching staff, thus opinions and different opinions and observations on the experiment are exposed, respectively the importance plant protection to ensure natural reproduction.
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8. ECOSYSTEMS Subject: Biology Grade: 5th Lesson title: Types of ecosystems Time: one week Targeted competencies: Knowledge: Students learn about: Types of ecosystems Diversity of ecosystem flora and fauna The importance and role of ecosystems Abilities: Students will apply techniques to build an ecosystem Attitudes: Students will protect the ecosystems in the future Resources: recyclable materials and fresh plant material (moss, ferns, tree leaves, various plants etc. Methodical guidelines: In the first hour, students are informed about important notions about the structure of ecosystems, the role and classification of ecosystems in different geographical areas. In the second hour, the teacher divides the class collective into teams to make the models, where each team receives as a task an ecosystem to create in the form of a model. In the third hour, the teams well established in advance by the teacher present their work in front of all the class members, within the teams each student will have a well-defined task. In the end, the teacher congratulates the work of the teams and draws different conclusions about the role and importance of different ecosystems on Earth.
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9. RESPONSIBLE CONSUMPTION: MAKING YOUR OWN NATURAL CLEANING PRODUCTS Grade: 2nd Secondary Education Subject: Responsible Consumption; Lesson title: Natural Cleaning Products; Time: 2 hours; Learning Unit: How to make natural cleaning products Targeted competencies: Knowledge: Students learn about: Pollution and how some cleaning products pollute the air and the Earth. How to read and interpretate labels. How to make natural products. Abilities: Students will learn about some of the dangers associated with traditional cleaning products, that have chemicals in them, and how they can make their own natural, affordable cleaning products without any of the hazards. They will research other types of cleaning products and help green their family's home environment. Students learn to follow and execute instructions to prepare and elaborate glycerin soap and multipurpose natural cleaning. Attitudes: They will also be introduced to the Environmental Working Group's resources about Household Cleaning Products, which they can use to research other types of cleaning products and help greentheir family's home environment. Students will then develop a campaign to transition to safer cleaning products in schools and inform other students to do the same. Students will develop a campaign to transition to safer cleaning products and inform other studentsto do the same. Resources: Essential oil, glasses, vinegar, spray bottles, Gglycerin, rubbing alcohol, soap molds, Computer, interactive board and projector. Methodical guidelines: Students learned about the problems with most of cleaning products and the consecuences of their use. Later,they brainstorm cleaning products that their families use at homeand learn to read the labels of these products.Then, they will learn how they can help the earth by cleaning green, using everyday natural products, that have no chemicals and do not pollute the Earth. Finally the will make a natural multipurpose cleaning product and glycerin soap. Thew will take the ecological products to use them at home.
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10.
DRACULA'S CASTLE
Subject: Mathematics Grade: 5th Lesson title: Measurement units; Time: 1 hours; Learning Unit: Consolidation of knowledge about length units of measurement Targeted competencies: Knowledge:Consolidation of knowledge about length units of measurement: mm, cm, m Abilities: Students will better master the orientation in space Use of geometry tools Attitudes: Improving attention to detail Resources: Worksheets, sheets of paper, linear, square, compass Methodical guidelines: Students work individually. Each receives a worksheet with instructions for drawing Count Dracula's castle. The file contains: • knowledge of length units of measurement, • directions, • mathematical operations, • representation of Roman numerals.
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DRACULA'S CASTLE
Dracula invites you to his castle. To find it, you need to know what it looks like. Here are the instructions for drawing Dracula's castle:
- The castle is 240 mm wide in total - The castle has 2 side towers - The tower on the left is 0,15 m high and 0,5 dm wide and has battlements - The tower on the right is 1,2 dm high and 4 cm wide and has a roof in the shape of an equilateral triangle with the side of 50 mm - The towers are connected with a 0,1 m high wall - The gate has two doors and is located in the middle of the wall and is 4 cm wide and 5 cm high - The tower on the left has 3 windows measuring 3x3 cm. - The tower on the right has 3 windows measuring 2x2 cm - On the left tower is the Romanian flag - On the roof of the right tower is drawn the flag of Czehia - At the top left window is a short curtain colored like the flag of Spain -There's a blue ghost in the lower right window - Above the gate is a clock with a diameter of 4 cm, with Roman numerals, which shows the hour XII and XV - A coffin can be seen in the lower left window. Above him stands a bat - The result of the exercise is written on the middle left window: 5 + 8: 4 - On the right-middle window is written the result of the exercise: 14-3x2 - In the upper right window is a bouquet of flowers colored like the flag of Lithuania - The names of your team members are written on the middle wall - In the upper right corner you c an see the new moon with a diameter of 3 cm
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11. CONSTRUCTION OF ROBOTIC DEVICES Subject: Science (Physics/Robotics) Grade: 7th Lesson title: Construction of Robotic Devices Time: 45 min LearningUnit: Construction of 2 types of robotic devices, which demonstrates physical phenomena: Magnetic field presence detector and electronic pendulum Targeted competencies Knowledge: Students learn about: Robotic sensors and their principles of operation Operation of robotic sensors and their connection to the control unit Various topics from physics (electric circuit, magnetic field strength, frequency and period of oscillating harmonic motion) Abilities: Students will develop their ability of planning and constructing (robotic kit) They will learn to measure physical quantities They will improve their manual skills Attitudes: Students will be able to orientate themselves in the manual, plan and construct a robotic kit Thanks to a better understanding of physics and robotics, students will not be afraid of another project with a robotic kit Resources: iTriangle robotic kit, manual Methodological guidelines: Students were divided into 4 groups, each equipped with the iTriangle robotic kit. The groups were introduced to the goal of the lesson and the purpose and principle of operation of the resulting robotic devices. The groups had to choose between a "pendulum" or a "magnetic detector". According to the instructions, the students planned the method of construction and the necessary components. Then they assembled the products and verified their functionality. Afterwards they measured physical quantities and analysed their findings.
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12. TRAFFIC PLAYGROUND Grade: 5th Subject: Physical Education Lesson title: Traffic Playground Time: 90 min Learning Unit: orientation in traffic Targeted competencies: Knowledge: Students learn about: Traffic rules Correct movement of the cyclist or pedestrian in road traffic Abilities: Students can move safely in road traffic Students are able to apply the traffic rules on a daily basis Attitudes: Students will adopt the rules of traffic as part of their routines and will act more safely in different traffic situations. They will be aware of the rules in their everyday life. Resources: Traffic Rules of the Czech Republic The knowledge and experience provided by the police officer Methodical guidelines: You need help from a traffic police officer. The police officer asked the children at the beginning about their knowledge and experience in the traffic. They used the information gained, building on it further. Then, they let students ride in the traffic playground. After some time, they were stopped and asked what difficulties they had experienced and what they had found out. Rules that the children hadn’t mentioned before were discussed. After explaining all the rules, the officer watched all the children and corrected their actions in case of any traffic violations observed. This way, the children learn in an active way about the importance of traffic rules, and they will be more likely to obey all the rules as part of their day-to-day routines.
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13. THE READERS’ FIGHT (COMPETITION) Grade: 6th - 9th Subject: Czech literature Lesson title: The Readers’ Fight (Competition) Time: 1 month Learning Unit: reading a book and comprehension Targeted competencies: Knowledge: Students learn about: A book they decided to read Finding crucial information in a text Abilities: Students will be able to choose a proper book according to their taste They will be able to talk about the content of the book and share it with other students Attitudes: Students will be open to reading more books from an author or a genre They will enlarge their readers’ portfolio Resources: Several books from contemporary authors, Computer Methodological guidelines: The 6th graders of our school took part in the Readers' Fight project. They compete in the knowledge of the content of books. The titles are selected so that everyone can find their own, whether in terms of theme, genre, but also the length and complexity of the book. Children work in groups with a specific book title. Everyone in the group writes down important information about the content of the title, so that they can use their notebook later in the online fight, which took place this year on two dates. Our sixth graders were clearly able to manage their way through the contest with a competitive time of only 30 minutes for all five groups. They answered all the questions and tried as hard as they could.
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14. IMPRESSIVE CHEMICAL REACTIONS Grade: 8th Subject: Chemistry Lesson title: Impressive Chemical Reactions Time: 4 lessons Learning Unit: Chemical reactions with impressive effects Targeted competencies: Knowledge: Students learn about: Various chemical reactions which lead to remarkable results The way that different chemical compounds react to each other in various situations Abilities: Students will learn to work with basic laboratory equipment like test tubes, flasks, burner, pipette, etc. They will learn several basic procedures. Attitudes: The experiments will ignite students’ interest in chemistry Students will be able to demonstrate critical thinking with regards to chemistry and possible outcomes of experiments Resources: Basic laboratory equipment, Demonstration aids (teacher) Methodological guidelines: At the beginning of the lesson, the teacher described which reactions he was going to demonstrate and what the students were going to learn from them. He started himself with the slightly more dangerous reactions, which are the most impressive but should be carried out only by the teacher, not by students on their own. Afterwards he demonstrated the reactions that are safe for the students to do themselves. After each demonstration he let the children try themselves and helped them at their workplaces. Each lesson (from the 4) is focused on another kind of reactions (reactions of alkali metals and water, reactions with the formation of gas, reactions accompanied by the change of colour, etc.).
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CHAPTER IV: TRANSDISCIPLNARY LESSONS
1. TRANS-CURRICULAR FRUITS
Grade Level: 5th Subject: Technology, ICT, Arts, English Language Length of Time: 50’+50’ Aim of the lesson: students will improve their lifestyle through the correct consumption of fruits Targeted competencies: Knowledge: At the end of the lesson, all students will be able: • to name and describe fruits from different categories; • to list the conditions for storing fruits Abilities: • to make a kind of fruit dish; Attitudes: • to argue why it is necessary to consume fresh fruit; Methods used: Gameplay, https://pinup.com, https://classroomscreen.com/, https://padlet.com, https://www.goosechase.com/, https://kahoot.com/, https://www.mentimeter.com/ Methodical guidelines:
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Lesson steps
Activity The teacher invites a student to place his hand in a box, to pee a fruit from the box, to recognize it and to describe it. Then the fruit is shown to colleagues.
Time
Methods and materials
Organizati on
Game
Frontal activity
7’
(min)
1.
Warm-up
2.
Introduction The teacher and the students discuss Conversation about the fruit: - How many fruits do you eat per day? - How do you eat fruit? - Why do you think it is good to eat fruit every day? - What are your favorite fruits?
Frontal activity
5’
3.
Presentation The teacher presents the dashboard https://pinup.com/SJFWdHOYG on the interactive board and invites one student to draw each fruit in the category that he thinks it belongs to (Picture 1)
Frontal activity
8’
Group activity
20’
The teacher divides the students into teams of two and asks them to solve the tasks specified on the dashboard https://padlet.com/copeliaoros/halmeu 5A. Each team will search the information on the internet, write it down on the worksheet and fill in the tickets on columns 1, 2 and 3 on the panel. The teacher sets the stopwatch on the panel https://classroomscreen.com/ Each team will present their information in front of the class and all students will complete their worksheets.
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https://pinup.c om
https://classroo mscreen.com/
https://padlet.c om, computers, worksheets https://classroo mscreen.com/ Worksheets
Frontal activity
10’
4.
Activities
The teacher divides the students into https://www.g teams of 3-4 members and asks them to oosechase.com solve, until the next hour, more fruit / missions using the Goosechase application (Picture 4): 1. Take a picture of your favorite fruit 2. Write about the provenance and history of the fruit 3. Draw an advertisement for this fruit stating the health benefits 4. Write a recipe for eating fruit 5. Compose a riddle about your favorite fruit The same groups must organize and bring the necessary materials for the preparation of a fruit salad: bowl, knives, table, fruit etc.
5.
Evaluation
Individual 7 days activity and Group activity
Fruit, paper, colored pencils, computer
Group activity
At the next hour, the teacher will https://www.g Frontal present the results uploaded by teams oosechase.com activity on the platform / https://www.goosechase.com/ and the score of each team.
10’
Advertisements and riddles will be displayed in the school. 6.
Application
The groups of students will prepare fruit salads and, during the break, make an exhibition for sale, in the school corridor .
Fruit, bowls, napkins, knives, tableware, glasses, chippers
Frontal activity
30’
7.
Assessment
The evaluation will be done using Kahoot! (Picture 5) and Mentimeter (Picture 6)
https://kahoot. com/
Individual activity
10’
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https://www.m entimeter.com/
Picture 1:
Picture 2.
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Picture 3:
Picture 4:
53
Picture 5:
Picture 6:
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2. TOWERS Subject: English, (integrations with ICT, Arts, Geography) Grade Level: 5th Length of Time: 45min Aim of the lesson: Curricular: Art and Design. Padlet presentation ,,Towers” Objectives:At the end of the lesson, all students will be able: O1 – to write 2-5 sentences describing a tower (to name a tower and describe materials it is made of, place and why it is important/interesting) O2 - to put information on a padlet wall following given directions O3 – to add a picture next to the text information O4- to comment on 1- 3 posts, express oppinion (homework) Methods used: https://classroomscreen.com/, https://padlet.com, https://www.mentimeter.com/, https://wheelofnames.com/ Methodical guidelines:
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Lesson Activity steps Warm-up What is it art? Design? Introduction Can Buildings and towers be art? What towers can be made of? Presentation Vocabulary: glass, wood, steel, brick, concrete, plastic, stone (textbook vocabulary) Activities 1. What is each tower in the pictures made of? (ex. 1 p. 38 sb) 2. What are the most important facts about towers? (name, place, material, design) ( text in the book) 3. Why do you think there are tablets on your desks? You are going to make ICT presentation on Padlet wall. Do you know how? We’ll learn step by step and you’ll post your,,padlet posters”, while using given plan and material 4. Posting on Padlet : 1.open Padlet wall (use QR code or internet link) 2. explore (+) button- how to create your poster, add text and photo 3. follow given example 5. Use given material from your tablets- text, photos and create a post on the wall
Homework
Feedback
Methods and Organization materials Mindmaps Frontal/individual (picture 1)
Time (min) 4 min
Demonstratio n (pictures in the textbook) Disscussion , (picture 2)
frontal
1 min
Frontal work
10 min
Wheel of names (picture 3)
Padlet (pictures 4-56)
Individual work
https://padlet. com/rasa_sid/ t8ip1zss1own Padlet, word Individual work documents, photoes Classroom screen (time) (picture 2) Padlet Individual (Picture 6)
At home comment on the wall 3 friends’ posts (write sentences) 1. What did we do/ learn during Classroom the lesson? screen -materials - How -posting on the Padlet wall successful
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Pair work; draw the twble in exercise book and using text in the book – fill in information Students get the tower by chance (to describe using plan)
Frontal and individual (on smartboard)
5 min
10 min
5 min
1 min
4 min
-new towers in the world
you were at lesson
2. Did you post on a Padlet wall: 1. I didn’t do my work 2. I did my work myself 3. I did and I can help my friends
(picture 7)
4. Do you understand your homework? (you can come after the lessons to do your homeworks if you can’t do that at home) Assessment (vertinimas)
The following lesson students will present their works in front of the class, explain their comments and then will get grades for works
Picture 1:
57
individual
Picture 2.
Picture 3:
58
Picture 4:
Picture 5:
59
Picture 6:
Picture 7
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3. THE SOLAR SYSTEM
Subject: Science, Art, Technology Grade Level: 2th Length of Time: 4 hours (a school day) Aim of the lesson: The solar system Objectives:At the end of the lesson, all students will be able: O1 – to write the names of the planets from our solar system O2 – to put the planets in order after the length from the Sun O3 – to name the difference between a star and a planet O4- to name the conditions that make life possible on Earth Methods used: https://www.canva.com/design/DAEYLzzpAzU/cLNVoSUfCy7iBMPtxGVqnw/edit https://wordwall.net/ro/resource/2520736/sistemul-solar https://wordwall.net/ro/resource/5881398/sistemul-solar/planetele-sistemului-solarune%c8%99te-numele
https://puzzlefactory.pl/ro/etichete/sistem+solar https://www.liveworksheets.com/rl1273739zr?utm_source=canva&utm_medium=ifra mely https://wheelofnames.com Methodical guidelines:
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Crt. No 1
Lesson steps
Activity
Warm-up Introduction
2
Presentation
3
Activities
4
Consolidation
5
Evaluation
Conversații despre anotimpul de afară, completarea calendarului naturii de pe panoul din sala de clasă (soare, nori, dată din calendar etc.). Students will make sentences about the Spring season, with supporting images from the Random Wheel. Students will observe images of the Universe and the Solar System and are encouraged by the teacher to make sentences and questions about them (What I know/What I do not know) Students will watch educational videos with the Solar System They will consolidate knowledge with the help of interactive games: Quiz - students choose the correct answer from the multiple choice options. Labeled diagram - students slide and fit the pins into the correct place on the picture. Letter box - students look for the words that name the planets in our solar system or objects related to the Cosmos, which are hidden in the letter grid. Puzzle-students solve puzzles, about the Solar System, while listening to a song about the planets, on the Microsoft Teams platform Word matching game students match the name of the
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Methods and materials The Nature Calendar panel
Organization
Pictures with the universe and the Solar System
frontal
25 min
Youtube
Frontal work
15 min
Wordwall
Individual or in groups
30 min
Liveworksheet s or paper sheets
Individual, on Teams
30 min
Frontal/individu al
Time (min) 20 min
6
Application
7
Assesment
6planet with the order of its osition from the sun. Random wheel - students must answer the questions that appear on the wheel after it has spun Conversation on the life conditions on Earth Students will make the solar system from plasticine or fruit Students will color a Solar System sheet and will fill the draw with the missing elements
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wheelofnames
frontal
15
Practical activity using plasticine and fruits
Groups
45 min
Coloring and fill in sheets
Individual
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4. ANIMAL SPECIES Subject: Biology, ICT, Arts, English Grade Level: 6th Time: 50’+50’+50´ Aim of the lesson: students will learn to sort the animals according to their species and describe their appearance Objectives: At the end of the lesson, all students will be able: O1 - to name and describe different species of animals; O2 - to sort the animals according to their biological characteristics; O3 - to describe the animals according to their appearance; O4 - to make a make a picture of a favourite animal; Methods used: Group work, Individual work, Frontal activities, https://classroomscreen.com/, https://kahoot.com/, https://www.mentimeter.com/,https://pinup.com, https://padlet.com Methodological guideline:
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Crt. No 1.
Lesson steps Warm-up
Methods and materials
Activity Students are asked to think about animals, how many of them can they name? Then they divide into groups, they sign in to https://www.mentimeter.com/s/779bd767 8a084e5043fa03c5779bd3a2/ae12ea3374 78and in a time limit given by a stopwatch on https://classroomscreen.com/
mind map
Organizati on
Time (min)
Frontal activity
5’
Frontal activity
510’
Frontal activity
510’
Group work
5 -10’
https://classroomsc reen.com/ https://www.menti meter.com/
they try to add as many animals as they can think about 2.
Introducti on
The teacher and the students talk about the Conversation animals: - Where do they live? - How do they look like? - Which animals do they like/dislike?
3.
Presentati on
Teacher has got a pile of flashcards and show them to students, let them name he animals. Afterwards, teacher writes 5 words on a board: mammals, birds, fish, amphibian and reptile and show the students one of the animals as an example of the group. Like: This is a tiger. It´s a mammal.
flashcards animals https://eslkids.com/flashcard s/animals.html
Then students are asked to sort the animals, as they are shown. Students divide into five groups and they are given one species group per each group of students. One for mammals, one for birds, one for reptiles, one for amphibian, one for fish. Then they are asked to go to https://pinup.com/weWSwPs_l and add animals to their group. They are supposed to find out their names as well.. They can work with dictionary. When it’s done, each group presents their animals in front of the class.
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https://pinup.com/ weWSwPsl
Then teacher shows a picture of an animal on https://pinup.com/weWSwPs_land students are asked to put the names of parts of the body to the right place. They come to the board individually and do the job. When its done, all students decide what each word means. 4.
Activities
Students divide into five groups and they are given one species group per each group of students. One for mammals, one for birds, one for reptiles, one for amphibian, one for fish.
Group work
10’
Group activity
20’
https://padlet.com
Then they are asked to go to https://padlet.com/sury1/dxviuutjcjbf and choose on of the animals they learned about this lesson and to describe it : 1) add a picture 2) write a short description using the vocabulary parts of the body given on a board and add a place of origin Evaluation At the end of the lesson, students can see https://padlet.com all the presentation of other groups on padlet. They present their own animal and computers ask questions about vocabulary or other pieces of information the other groups.
Group activity
6.
Applicatio n
The groups choose one of the animals chalks, paper, spoken about this lesson for the artistic posters of animals visualisation. The next lesson they make a collage of the animals. They get a poster of a wild animal. They study the poster for a while, then the poster is cut into four pieces. Students are asked to copy their piece of paper in the most realistic way they are capable of. At the end the pieces are put together with the pieces of the original poster.
group work
60’
7.
Assessme nt
The evaluation will be done using Kahoot!
group activity
10 15’
5.
https://create.kahoot.it/share/animals/4720 0090-449f-4fd7-9344-6b17a0c01da7 Picture 1:
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https://kahoot.com /
individual work
5 -10’
group work
Picture 2.
68
Picture 3:
Picture 4:
69
Picture 5:
Picture 6:
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5. RESPONSIBLE CONSUMPTION AND PRODUCTION
Subject: Investigation and Treatment of information, Ethics, English Language. Grade Level: 2nd Secondary Education Time: 10 sessions (50’ each ), 2 sessions (100’), 3 afternoon sessions (100’) and 1 all day session (8 hours). Aim of the lesson: Ensure that our students have the relevant information and awareness about sustainable development. Learners will understand and be able to communicate how lifestyle choices, concerning clothes, food, ... influence social, economic and environmental development and have a big impact on it. Objectives: At the end of the lesson, all students will be able: O1 - To visualise global inequality and reflect on the reasons for the imbalance. O2 - To identify the concept of consumerism and assess its consequences. O3 - To know the meaning of relevant concepts like Zero km food, Slow fashion, Zero waste, ... O4 - To know practical ways to reduce food waste and to eat sustainably. O5 - To know the relation between consumption and sustainability and to have a deeper awareness of the environmental costs of fast fashion, the problems with microplastics, plastic packaging and pollution on earth, the responsible management of chemicals and electronic waste, ... O5 - To take and adopt a more critical and responsible attitude when it comes to consuming, worrying about who and how items they buy are produced, what are they made of and the waste they will generate. O6 - To become aware of the places where the clothes we wear are made and why in those countries, the materials they are made of, the working conditions and salaries of people who made them,... O7 - To know the criteria for Fair Trade and to become aware of the difference between Fair Trade and trade in large multinationals. O8 - To know the way people can work to reduce the environmental impact on the planet and to help achieve the Global Goals by 2030. O9 - To know how to reduce waste generation. O10 - To develop solidarity and cooperative attitudes. Methods used: - CLIL, Content Language Integrated Learning. - Learning Communities.
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Crt. No
Lesson steps
Methods materials
Activity
and Organizati on
Time (min)
SESSION 1 1.
Warm-up
The teacher shows the students two videos Visualization of Listening ”The island of plastic surfist” and ”What 2 videos and Sensibilizati really happens to the plastic you throw watching on away” and they watch them. activity
10’
https://www.facebook.com/watch/?v=2022 178801180964 https://www.youtube.com/watch?v=_6xlN yWPpB8 2.
Introduction The teacher and the students discuss about Conversation the videos they have seen, about the plastic and discussion problems, the single-use plastic bags, ... and the medioambieltal consequencies. The teacher ask them some questions to answer.
Frontal 10’ activity/ the whole group
3.
Visualization for Frontal Presentation activating prior activity on the interactive board: Global Goals, of the CALP Knowledge and climate change, harm, pollution, healthy, vocabulary teaching the fair trade, sustainable, efficiency, reduce, vocabulary waste, ... (Pictures 1, 2 and 3) related to content
7’
4.
Introduction The teacher shows the video ” Global Visualization of Listening of the SDG Goals- The World Largest Lesson” a video and watching (Sustainable https://www.youtube.com/watch?v=cBxN9 https://www.you activity Developme E5f7pc tube.com/watch nt Goals) ?v=cBxN9E5f7p c
5’
5.
Working on Students take their computers and design https://www.wor Individual CALP new wordclouds to practise this vocabulary. dclouds.com/ activity vocabulary. They finish their wordclouds at home.
18’
The teacher presents the CALP vocabulary
https://www.wordclouds.com/ (picture 4) SESSION 2
72
6.
Dealing ”Understanding the Dimensions of with the Sustainable Development” concept At the same time they learn about the SDGs SDGs students write the words they hear in the video.
https://www.you Listening tube.com/watch comprehens ?v=pgNLonYOc ion activity. 9s Individual activity
10’
7.
Introduction of the concept Responsible Consumptio n
The teacher explains the concepts responsible consumption and responsible production and their implications. SDG 12” ( pictures 5 and 6). Teacher uses UN materials and webpage. We take into account the problems with food, clothes, cosmetics, ...
Visualization, Frontal conversation and activity discussion
15’
8.
Dealing with the concept of Responsible Consumptio n. ”Do we need it?”
Visualization and discussion
9.
Guided practice: Deepening on the topic
Teacher shows students 2 pictures of some children playing pool and playing football. They describe and discuss about them. Can you describe the picture? What do you think? Are they having fun? Are they playing in the same way you can play here? What is the table made of? and the sticks? Have they spent a lot of money to play pool? (pictures number 7 and 8) Students search for videos related to any of the areas of responsible consumption and production; where problems caused by excessive consumption, labour explotation, children slavery, plastics in cosmetics and cleaning products, food overproduction, pollution of the textile industry and pollution and environmental unsustainability in general. They write down the links and continue watching them at home.
https://sustainabl edevelopment.u n.org/sdg12 Frontal activity
Watching films Pair activity and Computers documentaries Internet Connection
10’
15’
SESSION 3 10.
Critical Reflection on Global Goals
Teacher shows the students the Sustainable https://vimeo.co Development Goals printed poster (Picture m/138852758 9). She/He describes the work of the United Nations and explains how the world came together to set these 17 goals as a universal call to action to end poverty, protect the 73
40’ Poster Frontal activity
planet, and ensure that all people enjoy https://vimeo.co peace and prosperity by the year 2030. m/137728737 Additionally, She/He shows the video introduced by Malala Yousafzai (https://vimeo.com/138852758) or Serena Williams (https://vimeo.com/137728737) that introduces the Global Goals in a child friendly way. 11.
Learning Students do a filling the gaps activity while more on they watch the video. https://vimeo.co SDGs. m/137728737
Listening 10’ and fill in the gaps activity. Individual activity
SESSION 4 12.
Sensibilizati ona and critical reflection on food waste.
10’
Global Goals and connection to food. Teacher presents the ”What’s on My Poster picture 12 Frontal Plate?” poster ( picture 10 ) to trigger activity thoughts on the big impact that daily eating Discussion has on the planet. Explain each of the scenes. Provide facts/statistics to support arguments. Summarize by showing the statistics representing the global impact of food waste. Remind students that there are many ways each person can work to help achieve the Global Goals by 2030 and there is something everyone around the world does that has an impact on multiple goals: This is the daily act of eating.
13.
Application: Students write questions in order to make a survey on consumption habits to their Survey and families and to the other students at school. Ecological We draw a chart with the questions on Footprint computers and during the next week they calculator complete them with the results. Optional activity to do at home:
74
laptops or tablets mixed40’ with an internet ability connection groups of 24 students https://www.foo tprintcalculator. org/)
Teacher shows students the ecological footprint calculator website (https://www.footprintcalculator.org/) Students complete each of the categories for a typical day in their home. Add the points in each category to obtain a subtotal, and transfer each subtotal to the summary chart. Use the grand total to calculate the ecological footprint. (picture 11) SESSION 5 Designing Peer activity 40’ mindmaps with computers or on hand
14.
Reviewing Teacher shows students an example of concepts on mindmap ( picture 12) and ask them to SDG 12 design one around responsible consumption and production. It must include the related and relevant concepts. They develop an outline with some of the sectors to take into account to make a responsible consumption: problems with clothing and footwear (production and consumption), problems with the production and consumption of food, problems with the production and consumption of technology and other highly toxic, chemical, microplastic products,.. Within the scheme include the management of the waste produced by the different products.They finish their mindmaps at home.
15.
Reinforcem Students show and share the mindmaps and Exhibition ent / support make an exhibition on the noticeboard of the class.
Individual 10’ and group activity
SESSION 6 16.
Motivating
Students listen and learn the song ” Together we can change the World - Mark Shepard” to motivate them to go forward and start to be responsible consumers. Teacher hands out paper version of the lyrics and ask students to highlight/underline any words to do with
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https://www.you tube.com/watch ?v=5vToBFTsEw
Frontal activity
10’
the environment or sustainability as they watch or listen to the music of the song. 17.
Application
Students search and make posters to promote responsible production and consumption. The posters must be about: Recomendations to make a better responsible shopping and live in a sustainable way; the 9 Rs of responsible consumption and zero waste, ... Seasonal products for each month with names and photos. Posters will be printed and displayed in the school.
Designing drawing.
and Pair work 40’ activity
Cardboard, letters, markers, glue, sticky tape www.canva.es
SESSION 7 Group activity
10’
and Pair activity
10’
18.
Reading for Teacher bring to class and show the Reading learning students different recommended books to Books learn more about the topic. They have a look, choose one and take it to home to read it and learn more.
19.
Consolidati on
Students match the headings with the Reading paragraphs. First, they read all of the matching headings. Then, they read the paragraphs activity carefully and match them. (annex 1)
20.
Application
Students prepare a powerpoint about the Computer skills Group SDG12 and present it to the other and Oral activity classrooms students at school. presentation
30’
SESSION 8 21.
Application. Workshop to elaborate natural cosmetic and cleaning products: solid shampoo, glycerine Helping soaps,... with Community Learning
bowls, napkins, Frontal knives, activity tableware, glasses
50’+50’’
SESSION 9 22.
Application. Workshop on healthy food. Students will Food learn how to cook healthy breakfasts and Helping dishes. with
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Practical activity
50’+50’
Community Learning SESSION 10 23.
Application. Helping with Community Learning
Workshop on handmade baskets. Students wicker will learn how to create baskets in a traditional way, with natural materilas like wicker, ....
Practical activity
100’+10 0 2 afternoo ns
SESSION 11 24.
Application. Workshop: making beeswax food wraps Cotton clothes Helping and snack bags. Wax with Community iron Learning
Practical activity
100’ afternoo n
SESSION 12 25.
Application
Students start to prepare a brochure with Computers shops in the vicinity, around them, where Publisher people can buy natural and healthy stuff, programme doing the shooping in a responsible way. The include online shops too.
Collaboartiv 50’ e team 3 weeks activity
SESSION 13 26.
Assesment
The teacher divides the students into teams https://www.goo Group of 3-4 members and asks them to solve, sechase.com/ activity until the next hour, missions using the Goosechase application. Paper, colored 1. Take a picture of a product from the Fair pencils, Trade. computer 2. Write about the provenance and history of a product you buy at home. 3. Draw a picture of a seasonal fruit or vegetable.
SESSION 14
77
50’
27.
Application. Market with the stuff made by chidren at the Tables, chairs, Collaborativ 8 hours different workshops and other fair trade clothes and e activity on products. different Saturday furniture.
SESSION 15 28.
Assessment
The evaluation will be done using some https://kahoot.co Kahoots prepared by the teacher! m/ SDG ”Practise your knowledge on SUSTAINABLE DEVELOPMENT GOALS” https://create.kahoot.it/details/98ddc59a2a40-4e85-8058-dcd16fc6a2c4 (picture 13)
Picture 1
Picture 2
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Individual activity
50’
Picture 3
Picture 4
Picture 5
Picture 6
79
Picture 7
Picture 8
Picture 9
Picture 10
80
Picture 11
Picture 12
Picture 13
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Annex 1 By 2030 we have to substantially reduce waste generation through prevention, reduction, recycling and reuse. HOW TO TAKE ACTION 1 ................................................................................... Packaging is a huge waste and takes up valuable real estate in our landfills for centuries. Bringing your own containers, reusing glass and plastic containers and sharing them with your community are great ways to go zero waste. Buy what you need and reduce your food waste of perishable foods. Bring your own shopping bag, take fewer napkins and donate what you don’t use. 2 ................................................................................. Businesses and governments have the power to make huge changes in sustainable policies, attitudes and behaviours. It’s our job to hold them to their promises and inform them of their harmful practices. Use your social media voice and the strength of your community network to fight for sustainable production. 3 .................................................................................. Invest in the livelihoods of those who surround you while cutting down on transportation and production emissions. Buying and eating locally produced food can help create a more sustainable production and consumption cycle, making our communities more sustainable while addressing economic and environmental concerns. 4 ................................................................................... Bring attention to the unequal working conditions some factory workers face in the clothing industry. Join the movement to demand safe working conditions, more transparency from large factories and parent companies, safety and respect for workers and protection of our environment by asking “who made my clothes?” Host a movie night and screen The True Cost, hold a clothing swap, shop locally and have an inside out day to showcase your clothing tags. You can also host an Ethical Fashion Show in your community or at your school, showcasing fair trade items. 5 ............................................................................................. and bring the initiative to your community! Learn where the products you use have come from, what is involved in the process, and ensure that those workers and their communities are being protected socially, environmentally, and economically through the fair trade approach. Host an officially designated Fairtrade event, become a Fairtrade Ambassador, or become a Fairtrade Campus, Town, School, Faith Group or Workplace. 6 ................................................................................. Not only can you know if your food and clothing products are made ethically, you can also do the same for jewelry. Investigate the companies you buy from and understand where that gold, silver or diamond came from, how it was mined and how its production impacts people around the world.
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HEADINGS
Buy and eat locally
Start a fashion revolution
Shop smart
Reduce your waste
Raise your voice
Learn more about Fairtrade’s work
SOULUTIONS
1. Reduce your waste
2. Raise your voice 3. Buy and eat locally. 4. Start a fashion revolution.
5. Learn more about Fairtrade’s work
6. Shop smart
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All materials were created by teachers from partner schools in the Erasmus+ project LEARNING FOR MY FUTURE 2019-1-RO01-KA229-063091
Partner schools: ➢ ȘCOALA GIMNAZIALĂ HALMEU, ROMANIA ➢ ZAKLADNI SKOLA PRAHA 13 KLAUSOVA, CZECH REPUBLIC ➢ SIAULIU R. GINKUNU SOFIJOS IR VLADIMIRO ZUBOVU MOKYKLA, LITHUANIA ➢ CENTRO PÚBLICO INTEGRADO DO TOURAL, SPAIN ➢ OZEL UNYE SINAV ORTAOKULU, TURKEY
Teachers: Romania: Copelia Oros – coordinator Mirela Câmpean Anamaria Mureșan Toth Nicolae
Teachers: Lithuania: Rasa Sidabrienė Arūnas Laurutis Romualda Katauskaitė Virginija Motuzienė
Teachers: Teachers: Czeh Republic: Anna Šúry Václav Dedera Michaela Hroníková Milada Jiřičková Jana Palacká Vladimír Šmahaj
Spain: Beatriz Martínez García Beatriz Sampedro Ferreiro Miguel Trigo Fernández Lucía Forno Díaz Pablo Lastra González Cristina González Puñeiro María Mercedes Fernández Prego Lorena Miranda Cortés
The European Commission's support for the production of this publication does not constitute an endorsement of the contents, which reflect 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.
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