Recycling together by CecchiLarissa

Recycling together Group members: -Meritxell Fuentes -Neus Mondaray -Larissa Cecchi -Lisa Peer -Eva-Maria Raml

Lecturer: Melinda Dooly UAB 2013-2014 sem 2

Content Content.............................................................................................................................................................3 Introduction......................................................................................................................................................5 Theory..............................................................................................................................................................6 Project description...........................................................................................................................................8 THEACHERS' COOPERATION IN OTHER SUBJECTS: ...........................................................................................8 MATERIAL.........................................................................................................................................................8 WEEKLY SCHEDULE.........................................................................................................................................10 Annex 1: Group formation..............................................................................................................................32 Annex 2: Student dossier; observation sheet.................................................................................................48 Annex 3: worksheet for self description.........................................................................................................55 Annex 4: Interactive PowerPoint....................................................................................................................56 Annex 5: Roles document (Lesson 6 - teleconference 1)................................................................................60 Annex 6: Questionnaire to focus on one of the 3Rs (Lesson 9)......................................................................61 Annex 7: Drawing of grouping (lesson 9)........................................................................................................62 Annex 8: Worksheet â&#x20AC;&#x201C; giving advices about recycling (Lesson 11).................................................................65 Annex 9: Board game and assessment...........................................................................................................72 Annex 10: Comparing Catalonia and Belgium.................................................................................................87 Comparing Diftar........................................................................................................................................90 Organic waste............................................................................................................................................91 Paper and cardboard..................................................................................................................................91 Plastic, metal and cardboard packages.......................................................................................................92 Annex 11: Peer assessment lesson 4..............................................................................................................94 Annex 12: Peer assessment lesson 5 (Superhero activity)..............................................................................95 Annex 13: Self-assessment lesson 8...............................................................................................................96 Annex 14: Peer assessment lesson 9..............................................................................................................97 Annex 15: Self-assessment lesson 18 (chorus-lesson)..................................................................................100 Annex 16: Peer assessment (Can be used in all kinds of activities)...............................................................101 Annex 17: Description of the uses tools during the project..........................................................................102

Introduction Our project is going to be a telecollaborative group work between two different schools from different countries. We will be working with two schools, one from Spain and one from Belgium. The final outcome of the project consists of students creating a story about recycling and turns it into a rap. This rap should motivate others to start recycling and make people aware of why it is important to do it. The target age of the project is the fifth grade, so the students are 10 to 11 years old. It is a cross-curricular project where music, English as a foreign language, and science are involved. When starting the project the students need some background knowledge about recycling, this means that the science teacher should have introduced the recycling topic before. Collaboration with the music teacher is recommended to develop this project. In an ideal situation the Music teacher would be an English teacher as well. Both teachers should cooperate and establish content they need students to learn together. In the first weeks the music teacher will focus on rhyming, according to introduce the rap. At the same time the English teacher will concentrate on the language part of the project. By the end of the project, the music class should have composed the instrumental accompaniment with students. Students will learn about the different recycling processes, English vocabulary for materials, present simple and imperative, and pronunciation trough rhyming, as main topics. During the process of the project, the students will improve their communicative competences, competences in processing information and use of ICT, personal competences like autonomy and personal initiative and finally competences in social skills and citizenship through different forms of group work and telecollaborative meetings.

Theory Recycling together is a project based on what students from fifth grade could be interested in: Rap, the use of technology tools, and interaction with students from another country. One of its main objectives is to raise awareness on the global necessity of taking care of our environment, and concern the children about recycling. It takes into account previous knowledge of the students in the science subject, and aims to expand it to an intercultural context. In Recycling together, students will have real opportunities to talk in English, as they will telecollaborate with an expert in recycling, and work cooperatively with their online peers from Belgium. The developed content would be applicable to their future lives, since they will learn how to be respectful towards the environment, as well as how to interact with people who do not speak the same language. This project presents an appealing outcome: a rap creation, which involves both Catalan and Flemish schools. However, this objective is only introduced in the middle of our project, as students will need to gather information about recycling before starting the creation process. Our intention is to get students motivated during the whole process, and to be able to maintain their interest in the new activities. This final output will be achieved through team work and positive interdependence, as most of the activities requires a high level of accountability. Different learning styles are regarded by including a variety of tasks and activities. According to Dunn & Dunn (1978), learning styles are divided into four modalities, which are all embraced in the Recycling together project: •

Auditory: Presentation in front of the class, verbal instruction from both teacher and expert, Skype meetings...

•

Visual: Interactive power point, video, taking pictures, notepad,

•

Kinaesthetic: Participation form students, short instructions, board game...

•

Tactile: Note taking during online meetings, dossier... 6

Assessment has been carefully distributed in the project, and the current trends in the assessment have been taken into account (Alberta Education, 2008). Assessment for learning is used for teachers to follow the studentâ&#x20AC;&#x2122;s progress and give them feedback. Assessment as learning, takes place when students are asked to evaluate each other, and also themselves in some occasions. It monitors studentâ&#x20AC;&#x2122;s participation in the project, and aims to make them reflect upon their own learning. The formative evaluation's instruments adopted in this project are founded on the Dodge's 25 quick formative assessments for a differentiated classroom (2009). For example, it incorporates questionnaires, and rubrics following a similar format. On the other hand, our Summative assessment or Assessment of learning (Alberta Education, 2008), takes the original form of a board-game which will evaluate the contents studied in class, together with the communicative competence. In addition, the Rap will be considered as our final assessment of learning.

References: Alberta Education Department (2008). Assessment in an action-oriented classroom. AED: Alberta. Retrieved 28 May 2014 from http://education.alberta.com/media/904515/chap5.pdf Dodge, J (2009). 25 quick formative assessments for a differenciated classroom. New York/Buenos Aires:

Scholastic.

Retrieved

May

2014

http://store.scholastic.com/content/stores/media/products/samples/21/9780545087421.pdf

from

Project description

RECYCLING TOGETHER

THEACHERS' COOPERATION IN OTHER SUBJECTS: Before starting this project students should have worked on the recycle topic with the science teacher. Thus, they will all have some previous knowledge about the topic. Collaboration with the music teacher is much recommended to develop this project. Both teachers should cooperate and establish content they need students to learn together. With the music teacher, children could learn about rhyming in the first weeks of the project. Then, the Rap genre should be introduced to students. Before creating the rap in the English classroom, students should know: •

Rap is used for criticism, to catch the attention of the society

•

Rap is a composition of “spoken or chanted rhyming lyrics” ("Rapping" definition, 2009, The American Heritage Dictionary of the English Language, Fourth Edition,)

•

It is associated with hip hop music

•

Rapping can be delivered over a beat or without accompaniment.

By the end of the project, the music class should have composed the instrumental accompaniment with students (hand clapping, recycle materials used as an instruments, beat box etc.)

MATERIAL All the material necessary for this project will be included in the Annex. 8

WEEKLY SCHEDULE

W EE K 1:

Monday Activity 1: Introduction Interaction: teacher

whole group

The teacher brings 12 objects into the classroom. 6 organic objects and 6 non-organic objects (battery, plastic bottle, newspaper, broken mobile phone, chewing gum, old toy…).

Assessment

Learning objectives

Assessment for learning:

• To learn new vocabulary on organic and nonorganic material

In order to check students’ previous knowledge on the topic of recycling, the teachers ask students to classify First classification of • To come up with an objects and first group the objects. To help them, they have Then the teacher takes a picture of this first classification. agreement in a group hypothesis. to determine according to the Activity 2: previous students’ calendar previous knowledge. Interaction: students students (in groups of 4) • To make hypothesis in English Group formation (see Annex) Distribution of two objects per group (one organic and one non-organic). The groups will have to bury them into the soil. Activity 3: Interaction: teacher

whole group

Introduce students to their groups dossier: they will have to make a short description of their objects every Monday. In the dossier there is a calendar, students have to organize themselves and agree on turns for taking the picture and righting a description (autonomous task). The pictures will be saved in a shared folder, each group will have its own sub-folder in it. (see dossier in Annex) Activity 4: Interaction: students

Key vocabulary

Material

Bury, organic, nonorganic.

• 12 objects (6 organics, 6 non-organics),

Grammar: Future tense

• screen or interactive black board • crystal boxes • soil • dossier

students (in groups of 4)

• description worksheet.

Make a hypothesis of what will happened to their objects? Will they change? Within 3 days? Within 2 weeks? Within 2 months? In groups, they should write a short description of what could happen to these objects. The teacher could write an example on the board for them to have a model and start writing their hypothesis. (See annex for role of students during group work) 10

Friday Activity 1: Interaction: Teacher

Whole group

The teacher introduces students to the project, and motivates them. There are students abroad that also buried object into the ground. These students live in Belgium, and we will be learning about recycling together. •

Online meetings

•

And post our blog: http://recyclyingtogether.blogspot.es (see Annex: How to use blogspot.es)

Activity 2: Students & Students

Learning objectives

Assessment for learning:

• To get familiar with one particular tool: the

Introducing each other and get to know about the new programs.

Both groups will be in contact together through:

Interaction: Teacher

Assessment

Key vocabulary

Teacher

In order to introduce students to the blog, the teacher could post the first picture showing how students from blog, post, online Catalonia thought they could classify the object before burying them into the soil. The whole group could think meetings, bury, about a descriptive text for this picture. personality adjectives, tastes, etc. For example: We are students from Catalonia, and yesterday we took this picture, after that we buried all the objects. Activity 3: Interaction: teache

whole group

Students need to introduce themselves to their peers abroad. They will work individually and answer some questions about themselves. (see worksheet in annex)

• To be able to answer some question about themselves

Material • Screen or IWB • worksheet from individual description

WE E K 2

Monday (Dossier: first picture and description of the objects) Activity 1: Interaction: Teachers

whole group

Teachers collaborating with this project will introduce themselves with rhymes. The English teacher introduces the music teacher, and the music teacher introduces the English teacher. This way, students will have two different examples of rhyming descriptions. Activity 2: Interaction: Students

Students (in pairs)

In pairs, students will have to turn their partner description (worksheet with questions about their personality) into a short rhyming text. Activity 3: Interaction: Students

Camera

Students will have to record themselves in pairs. The camera will be outside of the classroom, and they will just have to press the bottom “record” and start introducing their partners. Ideally, the music teacher could be there to help them give some good rhythm to it. The teacher will save the videos into an USB.

Assessment

Learning objectives

Assessment for learning:

• To take the habit of a routine (picture of the object and short description)

The teacher will have to look at student’s videos and take notes of the main issues, or things to improve. Assessment as learning:

• To make a rhymes describing one classmate • To talk/rap in English in front of a camera

Students will be asking to fill in their first peer assessment sheet. Key vocabulary

Material

descriptive adjectives, personal tastes, etc.

• Students’ dossier • one or two cameras • worksheet with the questions about themselves answered

Friday Activity 1: Interaction: Teacher

whole group

Explain students we will posting our rhyming description into the blog. In pairs, students will have to follow teacher’s step of instruction:

Assessment

Learning objectives

Assessment for learning:

• To publish a video online • To evaluate a classmate

The teacher will have to check if everyone post the description afterwards.

• To be able to create a comment in English

Create a post

Key vocabulary

Material

•

Copy the URL

•

Write your name

•

post, blog, category, URL, • One computer per pairs tag, recycling • USB with the videos

Tag the category “pairs description”

•

Go into the school YouTube’s account

•

Post the video

•

Go into the Recyclingtogether blog

•

Activity 2: Interaction: Teacher Students

whole group, students (in pairs)

Students will have to sit with their pair partners and follow the teachers’ steps on the screen/IWB. The teacher will guide them to post the first video, but they will have to post the second one by themselves, remembering all the steps they need to post the video on our telecollaboration blog. Activity 3: Interaction: Individual task Answer a short questionnaire about their pairs. (See annex, pair assessment 1) Activity 4: Interaction: students

students (group work)

Get students into their group works (groups of four, same group of the buried objects). Together they will have to write a comment on the blog and answer to the Recycling Super Hero’s questions.

WE E K 3

Monday (Dossier: second picture and description of the objects) Activity 1: Interaction: Students from Belgium

students from Catalonia

The students will watch the rhyming introduction videos done by their peers abroad. The teacher will open the blog and play them in front of the whole classroom. Activity 2: Interaction: Teacher

whole group

The teacher will show them the list of the students’ groups, and explained them that each group will be exchanging information and working together with one group abroad. (the list will be on the blog as well) Activity 3: Interaction: student

students (group work)

Get students in group. They will have to do an interactive activity where the Recycling super hero asks them how to classify different types of materials. After doing the interactive activity, every group will have to choose one of the most important things they learned through this activity.

Assessment

Learning objectives

Assessment for learning:

• To understand an interactive document in English

The teacher will have a • To be able to select look at the dossier, important facts observe how students organized themselves, • To present an important control if the two pictures fact about recycling to have been taken, and their classmates. how is the description • To reflect on own written. participation, and peer participation Watch the videos from students and find how to help them to improve. Assessment as learning:

Activity 4: Interaction: Individual Peer evaluation: students will have to fill in a short rubric/questionnaire about their partners. (see annex, peer assessment 1) Activity 5: Interaction: students (in group) whole group + teacher Students will have to present the interesting fact they found to the rest of the class. This presentation will be recorded in order to give students qualitative feedback.

Rubric or questionnaire for Peer evaluation Key vocabulary

Material

be determined, depending on the interactive presentation. Containers, materials, etc.

• Students’ dossier • Camera • screen/IWB • 6 laptops.

Friday Activity 1: Interaction: Teacher

whole group

Giving students feedback on their presentation. Activity 2: Interaction: Students from Catalonia

students from Belgium

TELLECONFERENCE 1

Assessment

Learning objectives

Assessment for learning:

• To improve how to present an important fact about recycling

Giving feedback to students on their presentation.

• - To interact with other students online.

Students will have their first tellecollaboration meeting. They will use Skype as a tool for online meetings. (brief description of Skype in the Annex). Each group will be presenting a surprising fact they learned through the Observation and notes interactive presentation. Students abroad will also present some others interesting facts. taking during the telecollaboration. (See Annex for roles students have during telecollaboration). Activity 3: Interaction: students

teacher

Feedback from students. First impressions on telecollaboration. (Groups tellecollaborating about the buried objects à describing what they observed and uploading on the blog) Key vocabulary

Material

Activity 4:

• Computer

• Hello, how are you, we Ask students to bring objects they would like to threw away, but that they don’t know where to they should put are the students from Catalonia, it’s nice to them. They also will have to look for the name of this object in English as an homework. see you… • Specific materials and containers they are talking about in their presentation. • Bye bye, see you soon • I like, I don’t like. Shy, friendly,…

• Skype • screen/IWB • microphone • speakers

WE E K 4

Monday (Dossier: first picture and description of the objects) Activity 1: Giving feedback to students according to the group dossier Activity 2: Interaction: Teacher

Assessment

Learning objectives

Assessment for learning:

• To learn how to use should/shouldn’t

Giving feedback on the dossier.

whole group

• To apply this new knowledge into a real situation: the expert

Collect all the objects student brought on one table of the classroom. Start the class making hypothesis with the whole group. Introducing the question “Where should I put this toy/watch/teeshirt…”. Help children to answer Observing and taking the question by writing on the black board how they can start the sentence, for example: notes of the interaction • You should …. put it in the yellow container. done with the expert. •

You shouldn’t ….. put it in the blue container.

I don’t know! Activity 3: Interaction: student

student (in pairs)

After that, ask students to work in pairs and ask themselves the question “Where should I put the …” Activity 4: Interaction: Students The recycling super hereo

Key vocabulary

Material

materials, containers

• Students’ dossier

Grammar focus on: should/ shouldn’t

• camera, • objects from home • pieces of paper with the name of these objects

The recycling super hereo students

• computer

Tell the students that today is a special day, and we have an expert to answer our question: The recycling superhero! For this activity, the teacher will need to ask in advance for someone to help her/him. Students will have an online meeting with an “expert”, who knows where all the objects students brought, should be recycled. That person should be from Catalonia/Spain as recycling is ruled differently in most of the countries. (However, they will be talking in English). If possible, that person could dress as the super hero we presented to students at the beginning of the project. Student will have to ask him, where they should put the objects (just like they did before with their pairs). The pairs who ask the question will have to take note of the answer the Recycling super hero provides them. Friday 16

• screen/IWB • microphone • speakers

Activity 1: Interaction: Teacher

students

Explain the rules for a game they will be playing in their group work.

Assessment

Learning objectives

Assessment as learning:

• To use the vocabulary learned in a game

Rules: One of them is the leader, and cards with pictures in his hands. He/she has to ask his classmates “Where should I threw this?”. Students have their hands on their head, and if they know the answer the put their hands Self evaluation questionnaire on the table and have a guess: “You should put it …”. The student who is the fastest and guesses the correct answer has one point. Activity 2: Interaction: Students

students (group activity)

Playing the game in groups. Activity 3: Interaction: Students

students (pairs activity)

Students will have to add the advice the Recycling superhero gave them on Monday and share it on the online mural. They should get in pairs and work on their laptops. Link for the mural: https://noteapp.com/DNgi90XNIr Activity 4: Self evaluation. Fill in the rubric/or questionnaire and evaluate yourself. In the group activity, and in the activity in pairs. (See annex, self assesment 1)

Key vocabulary

Materials

• Hello, how are you, we are the students from Catalonia, it’s nice to see you…

• Enough laptops to work in pairs,

• Specific materials and containers they are talking about in their presentation. • Bye bye, see you soon • I like, I don’t like. Shy, friendly,…

• pictures of the materials and object worked in class, • online mural ready for them to add a comment.

WE E K 5

Monday (Dossier: first picture and description of the objects) Activity 1 Interaction: Teacher

whole group

Why is it so important to recycle?

Assessment

Learning objectives

Assessment as learning:

• To understand there are 3 ways of taking care of the environment.

Peer assessment

Watching a video all together with the teacher’s support: https://www.youtube.com/watch?v=am_wCNHJQvo Activity 2 Interaction: Students

students

• To be able to identify and explain good attitudes towards recycling. • To make a video and post it online using tools such as YouTube and BlogSpot autonomously.

Every group will have a particular point to focus on and should answer the question on a Google doc’s document. They will also have the video on their laptops in case they want to consult it. There will be 3 main topics, so 2 groups will be focusing on each topic. They will have to identify different attitudes they can have towards trash, with the objective to get to the three Rs:

Key vocabulary

• reduce • reuse • recycle Activity 3

Materials, reduce, reuse, • Students’ dossier recycle, words from the topic which they choose • camera, • computer

Interaction: Students

(see annex)

Material

• screen/IWB

students

• speakers

Groups of experts. One member of each group turns into an expert of his/her topic. They will group with other experts of the two other topics, making groups of 3. (drawing) One after the other, the students has to share their answers, so all of them get all the information. Turns of speaking will be delimitated by music. Activity 4 Individual activity The students will be given a peer assessment sheet evaluating the two groups they have been working with (see annex) 18

Friday Activity 1 Interaction: Teacher

students

Let’s look at our pictures: sensibilisation activity. Quick revision of how the objects have changed and link it to the 3Rs. Students could start thinking about what should have been done with these objects. Activity 2 Interaction: Teacher

students

Every group will put their pictures together in a video. The teacher will guide them using a screen/IWB, so the students will be able to do it step by step. The tool for doing this will be Windows Movie Maker. Activity 3 Autonomous work Upload the video to youtube and copy the url on a new entry following the same steps as in lesson 4, but tagging the category Buried Objects. Activity 4 Interaction: Teacher

students

The teacher will tell the students to watch the videos of their mates abroad, and think what they would have done with their objects.

Assessment

Learning objectives

Assessment for learning

• get an idea why recycling is important

The teacher can take notes about the knowledge of the students till now

• remind the 3 R’s • able to work with Windows Movie Maker

Key vocabulary

Materials

Materials, reduce, reuse, recycle, words from the topic which they choose, I think that… I don’t think that…

• Computer • Camera • Windows Movie Maker • Screen/IWB

WE E K 6

Monday TELLECONFERENCE 2

Activity 1 Teacher

whole group

Assessment

Learning objectives

Assessment as learning

• To interact using a foreign language through Skype.

The teacher will give to the students the agenda of what they will have to talk about with their peers from Belgium.

Peer assessment

Each item will be complemented with some key vocabulary/expressions they may need to use. (see annex)

Assessment of learning

Tell students it’s okay if they don’t agree about something. They can write it down, and we will talk about it later on. Activity 2 Students

Students

In small groups, the students will have to agree on what advices they will give to their peers, having in mind what they have seen on the videos assigned to them as homework and fill out a worksheet. (see annex). Activity 3 Interaction: Students from Belgium

students from Catalonia

The students should follow the guidelines given by the teacher.

Key vocabulary

Material

(see annex)

• Students’ dossier • computer

Activity 4

• screen/IWB

student

Students write a comment on their own video and explain what would they do with those objects and why, with the new information given by their partners. The teacher should encourage the students to keep speaking in English, as they already have the strategies. Activity 5 Interaction: Teacher

• To apply the knowledge acquired (language and Check their knowledge science content both). from doing the worksheet • To be creative and apply the good habits they have learned in a real situation.

• camera,

The students have to talk to their mates, and also take notes about what is being said. Interaction: autonomous work/ student

• To choose and organize information.

whole group

The teacher will ask the students to bring some materials. They should be objects that otherwise they would throw away (cans, bottles, pots, old clothes, newspapers, old objects…) Friday 20

• speakers • microphone • Skype

Activity 1 Teacher

whole group

The teacher gives feedback to the students about their conclusions. Did students disagree about something? Why? Make them think about it. Did the other students have it wrong? Or can it be different depending on the country?

Assessment

Learning objectives

Assessment as learning Peer assessment

• Learn to handle with feedback • Learn how to comment • B e creative and build a music instrument

The class now will be split in two halves. In order to do assessment through the board game. Groups 1, 2, and 3 will do the activities 2a and 3a, while groups 4, 5, and 6 do the board game. Activity 2a

Key vocabulary

Materials

Individual task

I agree with that, because…

• 3 Board game

The students will be given some rubrics in order to assess the work of their mates. They will be also asked to comment on their peers’ performance. Activity 3a Interaction: students

Students

The students will have to be creative and build a music instrument out of the materials they have brought as homework. They could have previously worked on this kind of instruments with the music teacher. Activity 2b Interaction: Teacher

Students

The teacher explains the rules for the board game (see annex) Activity 3b Interaction: Students

Students

The students play with the board game with their groups. This means, there will be 3 board games in the class.

I don’t agree with that, because… It’s you turn, Who’s turn is it?, Can you give me the dices?

• Materials for build the instrument

WE E K 7

Monday (Dossier: first picture and description of the objects) The class now will be split in two halves. In order to do assessment through the board game. Groups 4, 5, and 6 will do the activities 2a and 3a, while groups 1, 2, and 3 do the board game.

Assessment

Learning objectives

Assessment as learning

• Learn to handle with feedback

Peer assessment

Activity 2a

• Learn how to comment

Individual task

• B e creative and build a music instrument

The students will be given some rubrics in order to assess the work of their mates. They will be also asked to comment on their peers’ performance. Activity 3a Interaction: students

Students

The teacher explains the rules for the board game (see annex) Activity 3b Interaction: Students

Students

The students play with the board game with their groups. This means, there will be 3 board games in the class.

Key vocabulary

Material

I agree with that, because…

• 3 Board game

I don’t agree with that, because… It’s you turn, Who’s turn is it?, Can you give me the dices?

• Materials for build the instrument

Friday Activity1 Interaction: Teacher

students

Brainstorming: Go again over the topic related to the differences on the recycling system depending on the country.

Learning objectives

Assessment for learning

• Learn differences about recycling

Students will brainstorming

Did you disagree on some point about where should you throw away some objects? Activity 2 Interaction: students

Assessment

• Learn how to discuss • Write a group comment

Students will comment differences in recycling

students

Look at the table comparing recycling in Belgium and recycling in Catalonia (annex). Find some differences. Go into the notepad and write a group comment. Activity 3: Interaction: students

teacher

Key vocabulary

Materials

I agrre,…

The teacher could open the notepad on the screen/IWB, and students could put their ideas in common.

• Screen/IWB

I don‘ agree,

Activity 4:

• Microphone

In Spain we recycle like… • Computer In Belgium we recycle like…

Interaction: teache r whole group As homework, tell students to write one thing we do different in Catalonia. Have done with their objects.

We found out that we have to recycle…. Now we know how to recycle….

WE E K 8

Monday Activity 1: Interaction: Vide o

whole group

Watch a video about a recycling rap. https://www.youtube.com/watch?v=xLgmFc0hdbs The teacher will try to link it to our project by asking question: •

What have you learned with your music teacher? What is rap for?

•

Can we make a rap about recycling to make the school concerned about recycling?

Activity 2: Interaction: students

Students (group work)

The teacher would have collected and printed the main differences found between the Belgium and Catalan way of recycling. In their groups of four, they will have to create a short rap (verse for the final rap), about one of the things Catalans do different when recycling. The rap will focus on three main differences; therefore two groups from Catalonia will be working on one difference together with two groups from Belgium. Activity 3: Interaction: students

Learning objectives

Assessment for learning:

• To apply the previous knowledge into a rhyming text.

The teacher will be looking at the notepad and give feedback and advice to students.

• To get an agreement with peers

Key vocabulary

Material

• - To be able to improve a written production

• Students’ dossier • Screen/IWB • video from youtube • pieces of paper with the main difference from Belgium and Catalonia • laptops for each group, notepad as a tool

Students

Every group will have to post the rhyme or sentences they came with, and post it into the thinglink.com Activity 4: Interaction: Teacher

Assessment

whole group

Homework for Friday: look at the notepad and see what the other three groups have done on the same contrast between Catalonia and Belgium. The teacher will have to have a look as well and make advices for them to improve their verse. Giving them some resources if needed. Key vocabulary: different ways of recycling, recyclable materials, verse, rhymes, 24

Friday Activity 1:

Assessment

Interaction: Teacher Students

students

• Learn how to act in groups

students

• Learn how to discuss with other people

In groups, look at the teacher’s advices on the notepad. Students will have time to improve it. Activity 2: Interaction: Students

• Find new ideas for recycling

students

Students will have to exchange information with the group who is working on the same contrast between Catalonia and Belgium. 2 students from group A will go together with 2 students from group B. Then, they will share their ideas on how to improve the verse. They will try to get to an agreement concerning how it is better to write it. Activity 3: Interaction: Students

Learning objectives

students

Students will go back to their original group of work, and share what they have been talking about with their peers. Activity 4: Post the new verse into the notepad.

• Share ideas Key vocabulary

Materials

Improve the vocabulary which they already learned

• Notepads

WE E K 9

Monday Activity 1: Interaction: Teacher

students

In group, they will have to get on the notepad and see what will be the changes done by the teacher for their verse. Activity 2: Interaction: Students from Belgium

Assessment

Learning objectives

Assessment as learning:

• To be able to give feedback to peers.

Students are giving each other feedback during the • To be able to get telleconference. feedback

students from Catalonia

• To present a group work to their online partners

TELECONFERENCE 3: Skype

Students will have to read all the verses they have for the rap. For each group, one student will have to write the sentence through Skype’s chat, and the other students will have to read it out loud. Then the whole group will have to give them feedback by using color cards:

Key vocabulary

Material

• Green card: I like it • Blue card: I don’t understand it • Orange card: It could be better And then some students will explain why they choose this card, and try to give the group an advice.

I like it, it rhymes, it’s funny…

• Students’ dossier

• color cards I don’t understand, can you repeat please? What • computer does “....” mean? • Skype, It could be better, the sentences are too long, it • screen/IWB doesn’t rhyme, there are • microphone mistakes... • speakers

The group presenting will have to take notes of the recommendation made by their classmates from Belgium and Catalonia. Activity 3: Interaction: Teacher

whole group

Tell them they should check in their group if they can improve something about their verse. Then, make them thinking about what’s missing in our rap. We have now some verses, do you need something else to create a rap? The teacher will guide to make them realise our rap needs a chorus. Activity 4: Interaction: Students

students

Students will work on the following tasks: • Use the feedback from peers to improve their verse for the last time. • - Start thinking about a chorus for the rap. For this task, students will have the sound background they made with the music teacher to help them in the creation process. They will need to find a catchy chorus, which would go well with this acompaniment. 26

• laptops • sound background saved on the laptops

Friday Activity 1 Interaction: Students

Students

The students will keep on working on the chorus in small groups. Once the group has agreed on a chorus, they will need to practice it, so as to decide how it will be sung. Activity 2 Interaction: Students

Assessment

Learning objectives

Assessment of learning

• sing a rap • record a rap

Self assessment activity

• Reflecting on something

Students

The groups will record their choruses with a computer using an online tool, and post it on the blog, with the tag Key vocabulary “Chorus”. Activity 3

Materials • Computer • Microphone

Interaction: Individual activity Self assessment activity. The students will have to fill in a rubric, reflecting on their own performance and contributions. (see annex) Homework: The teachers will take all the recordings and make a doodle, so that the students have to listen to all the chorus proposals and vote the one they like most. Recordings from both countries will be included in the voting, and students will not be able to vote their own chorus.

• Self assessment activity

W EE K 10

Monday Activity 1 Interaction: Teacher

Students

The teacher will announce the chorus that has won the voting. The chorus will be introduced and practiced in the class. Activity 2 Interaction: Students

Students

The students shouldâ&#x201A;Ź keep on working on their songs, looking for a rhythm and an attitude to sing the song. Activity 3 Interaction: Students

Students

The final song will be recorded, even if it will not be the final version of the output. Homework Each student will be assigned to one video to which they will have to give feedback. Also, by the end of the lesson, the teacher wills advice the students to bring special clothes for the next lesson in order to record the final video.

Assessment

Learning objectives

Peer assessment, by giving feedback to their mates.

â&#x20AC;˘ To correctly pronounce and act the lyrics of the rap song.

Assessment of learning, by assessing the performances of the students on the final output. Key vocabulary

Material

Words about recycling which are in the song

â&#x20AC;˘ Video recorder

Friday Activity 1 Interaction: Student s

Assessment Students

• Learn how to get a feedback

The students will read, together with their group, the feedback their mates have given them. This will be the time for them to make changes if need be. They will also need to rehearse their parts of the song.

• Use the feedback and improve yourself

Activity 2 Interaction: Student s

Learning objectives

Students

• Sing a rap song

The final video will be recorded with a nice background, and a big room to fit all the students, so all of them can Key vocabulary sing the chorus together. If the recording cannot be finished, the music teacher would be asked for help on that matter. Afterwards, it will be the teachers’ job to edit the videos of the two countries and put them together in a sole video.

Materials

Rap song, Phrases to give • Big room feedback • Video recorder

W EE K 11

Monday Activity 1 Interaction: teache r

students

Watching de video with the whole group.

Assessment

Learning objectives

Assessment as learning

• To both appreciate and be critical with one’s own work and the others’.

Peer assessment

Activity 2

Self assessment

Interaction: individual activity Assessment - peer and self, for the project. A rubric will be given so the students reflect on their own work and their partners’.

assessment as learning:

Activity 3 Interaction: students

Peer assessment

teacher

The students will give their opinion on the project. What did they enjoy most? What did they did not like? Etc. This will be a whole group discussion, and no contribution will be censured, as long as it is respectful.

Key vocabulary Materials, reduce, reuse, recycle, words from the topic which they choose

Material

Annex 1: Group formation 1. Group making Speaking assessment in order to examine students' level at the beginning of the project. The speaking can be done on any topic, it's just to assess the previous knowledge. When the teacher gets a grade for each student, the groups can be made in this way:

Rankings according to grades: 1 20

2 21

4 22

5 23

24Groups:

1-7-13-192-8-14-203-9-15-214-10-16-225-11-17-236-12-18-24 2. Student's dossier 2.1 Observation sheet 3. Work sheet for self-description 4. Assessment 4.1 Pair assessment 1 4.2 Peer assessment 1 4.3 Self assessment 1 4.4 First assessment: speaking 4.5 Board game assessment 1.

4.5.1 GENERAL INFORMATION:

Game title: What’s rubbish?

Authors: Board game created in “Aprenentatge Integrat de Continguts i Llengua (AICLE) a l’Educació

Primària” by Meritxell Fuentes, Lara Garcia and Eduard Mas -

Class/age: Fifth grade, 9-10 years

Subjects involved: Science and English

Languages involved: English and L1

Teachers involved: English teacher/s

Number of lessons: 1 lesson

COE level: A1

INTRODUCTION TO THE GAME This board game is called “What’s rubbish?”. It is a fun challenge for teachers to assess what students know about recycling. The game is thought for 4 players. In this game there are: 1 board, 1 rules sheet, 1 dice, 29 yellow cards, 29 red cards and 29 blue cards, 4 counters. To get started, each player chooses a counter and places it at the “start” square. The one who arrives first to “the end” square wins the game. The youngest player can start by rolling the dice. The player on his left will take the card corresponding with the squares’ colour where first player arrives. Then, he/she will read it out loud so the whole team can listen. The first player has to answer the question and try to get it right, he/she can’t see the card because the answer is written on it. During the game, you will come across three different types of squares: - Blue squares, What do you know about recycling? They correspond to the blue cards. There you will find a riddle or a question about recycling. If you answer correctly, you can roll the dice again! If your answer is not correct, your turn is finished. Are you sure you know the answer? - Red squares, Where does it go? They correspond to the red cards. There you will have to decide where one specific type of material goes. Be careful, if you don’t make the right decision you will lose your turn, but if you do it well you can roll the dice again. - Yellow squares, Daily situations: They correspond to yellow cards. There you will find a situation that you could face in your daily life. Your team and you will have to decide if this situation matches with a good or bad behavior towards recycling and respecting the planet. Then, you would go back or forward depending on what they decide. Hoping that they are going to be fair with you! If your counter is on a pink square you have to roll again your dice. How lucky are you! Be careful with the bridge, it goes from square 12 to square 22, but also the other way around, it can be tricky! During the game, you would have to read and speak in English. If you don’t understand something you can look it up on the dictionary, or raise your hand and we can come to help you out. Another thing that is very important is that you respect everyone’s turn to speak, listen to your classmates’ opinion. You also need to be polite when you give your opinion, everybody wants to win but this is not a reason to be rude. Try to do your best and use what we have learnt in class to answer the questions. You already know a lot of things about recycling! You can find all the rules of the game on the “rules sheet”. Once you understand all of them, we wish you luck on your new recycling challenge!!! Let’s get started!

1. 2.

OBJECTIVES By the end of the game, the students will be able to… - Answer questions about recycling. - Show respectfully that one answer is wrong, and explain why. - Come to agreements within the team group. - Interact in English with the other players.

TOPIC-RELATED CONTENTS MAIN TARGET KNOWLEDGEMAIN TARGET SKILLS- Type of materials - Recyclable materials - Facts about recycling- Speaking skills - Social skills - Reading skills DOMAIN or TOPIC CONTENT-COMPATIBLE LANGUAGEHIGH FREQUENCY LEXICAL ITEMS AND PHRASES DISCOURSE GENRE or TEXT TYPEPRAGMATIC STRATEGIES SPECIFIC - Recyclable materials - Process of recycling -Environmental sustainability - Good citizen

GENERAL ACADEMIC - It’s your turn/it’s my turn - Very good, you’re right! - Go X squares forward - Sorry but, you’re wrong - Go X squares backwards

SOCIAL & CULTURAL VALUES/PERSONAL & EMOTIONAL DEVELOPMENT This board game will help students to …

- Give and accept constructive criticism - Assume their responsibilities according to recycling - Assume more responsibility and control of their own work - Develop and share ideas with their classmates - Give their own ideas and respect the other’s contributions. ASSESSMENT TEACHER’S ASSESSMENT (See Table 1.): While students are playing, the teacher has to pass by each group, observe those three different aspects and take some notes. STUDENT’S SELF-ASSESSMENT (See Table 2.): At the end of the lesson, students will have to fill up this rubric. It would help them to realize: - Their own implication during the game - Their behavior while working in teams - The content they already know - Things they have learnt during the game Table 1.Teacher’s assessment Members of the group(Names of the students)

Participation in L2(Observing if the students are participating in English)

Respectful interaction(Observing the way students interact: politeness, respect everyone’s turn to speak, negotiation in the group, general mood…)

Content’s knowledge(Observing how they apply their knowledge on the topic)

Table2. Student’s self-assessment Name:

Group colour: Date: What have you learnt? Give yourself a 5 if you strongly agree and a 0 if you strongly disagree.

I can negotiate with the members of my team0 1 2 3 4 5

12345

I can accept the othersâ&#x20AC;&#x2122; opinion0 1 2 3 4 5

question in English0 1 2 3 4 5

about recycling0 1 2 3 4 5

I can give my opinion politely 0

I can read and understand a

I can express myself in English0 1 2 3 4 5

I can tell facts

I can identify where different materials go0 1 2 3 4 5

I can

apply these knowledge to my daily life0 1 2 3 4 5 1.

KEY COMPETENCES 1) Communication in foreign languages by expressing themselves in L2 during the game. 2) Learning to learn throughout real situations about recycling that students can find in their daily life. 3) Social and civic competences throughout gaining knowledge about the importance of recycling. In other words, learning how to classify materials, how to behave as a good citizen, and how contribute to the environmental sustainability. . 4) Sense of initiative and entrepreneurship throughout playing together, helping each other, listening to their classmates and giving constructive criticism, respecting someone elseâ&#x20AC;&#x2122;s turn, and actively participating.

1. 2.

THE PROCESS STEP-BY-STEP PLANNING Activities and steps to followAPPROXIMATE TIMING and TYPE OF INTERACTION1. Warm up activity: Comment on the mural pupils made after the excursion to the recycling center.

2. Introduction: The teacher introduces the board game, explains the basic rules and objectives.

3. Get pupils in teams of 4: The teacher distributes little papers with a colour. Each colour represents a team group.

4. Read the instructions: The teacher let students 8 minutes to read the instructions and understand them. Dictionaries would be on the table in the case they need to look for specific words, and the teacher would be present to answer any doubts.

5. Letâ&#x20AC;&#x2122;s play! Students can start playing. Meanwhile, the teacher is passing by each group.

6. Feedback: Students can give their opinion about the game. They would have to fill the self-assessment rubric. 1. 5 minutes: asking questions and moderating the discussion

2. 5 minutes: gesturing with a clear pronunciation.

3. 5 minutes: giving the papers and making sure each group is correctly distributed.

4. 8 minutes: walking around the classroom, making sure they understand the rules, and answering doubts.

5. 30 minutes: observing the interaction, trying not to be involved in the game, taking notes for the assessment, and helping them in the case they need it.

6. 10 minutes: giving them feedback about he/she has observed. Distributing the rubric sheet.

MATERIALS AND RESOURCES: - 1 board - 1 Instruction sheet - 1 dice - 4 counters - 29 yellow cards - 29 red cards - 29 blue cards

Board game:

Yellow cards:

You reused a paper to make drawings. Should he/she go 2 spaces back or 2 spaces forward? You formed neighbourhood garbage patrol. Should he/she go 4 spaces back or 4 spaces forward? You put your apple in the paper bin. Should he/she go 3 spaces back or 3 spaces forward? You have brought your lunch in a plastic bag. Should he/she go 2 spaces back or 2 spaces forward? You have picked up trash in your neighbourhood Should he/she go 1 space back or 1 space forward? Your sandwich is in a plastic bag. Should he/she go 1 space back or 1 space forward? You donated used clothing!

Should he/she go 2 spaces back or 2 spaces forward? You rode your bicycle to the store Should he/she go 1 space back or 1 space forward? Your lunch is in a reusable box. Should he/she go 2 spaces back or 2 spaces forward? You collected scrap paper and stapled it together to make a message pad. Should he/she go 1 space back or 1 space forward? You made a new game and reused stuff like bottle caps Should he/she go 3 spaces back or 3 spaces forward? The washing machine is broken and you left it in front of your house. Should he/she go 3 spaces back or 3 spaces forward? It must go to the amenity side. You donated leftover paint to one NGO. Should he/she go 4 spaces back or 4 spaces forward? You planted a tree Should he/she go 3 spaces back or 3 spaces forward?You find three old books in your room, but you donâ&#x20AC;&#x2122;t want them. You go to the second hand store and give them those books. Should he/she go 2 spaces back or 2 spaces forward? You threw a candy wrapper out the car window. Should he/she go 4 spaces back or 4 spaces forward? You wrapped a gift with comics section of newspaper Should he/she go 2 spaces back or 2 spaces forward? Your Play Station 1 is old and you have a new one. You donâ&#x20AC;&#x2122;t need it anymore and you give the old Play Station to the nearest NGO. Should he/she go 1 space back or 1 space forward? You left the water on while brushing your teeth. Should he/she go 2 spaces back or 2 spaces forward? You left the light on in your room. Should he/she go 2 spaces back or 2 spaces forward? Your clothes are too small for you, but they can still be used. You put your old clothes in the glass container. Should he/she go 2 spaces back or 2 spaces forward? You bought recycled paper.

Should he/she go 1 space back or 1 space forward? You have packed your own lunch!

Should he/she go 2 spaces back or 2 spaces forward? The magazines you have read are occupying space in your room. You put the magazines in the paper container. Should he/she go 1 space back or 1 space forward? You have reused a bottle for making a vase Should he/she go 1 space back or 1 space forward?

There is too much packaging in your lunch. Should he/she go 2 spaces back or 2 spaces forward? You have brought your own water bottle. Should he/she go 2 spaces back or 2 spaces forward?You threw away an aluminium can. Should he/she go 1 space back or 1 space forward?You have brought your own water bottle. Should he/she go 2 spaces back or 2 spaces forward? Red cards: For lunch, your family have cocked some eggs. When the meal is finished, you see some egg shells on the kitchen. Where do they go? It goes to the organic container.Your garden is full of dry leaves. After collecting them a little bit, where do they go?

They go to the organic container. The bread you bought last week is already dry! Where does it go?

It goes to the organic containerYou have always put your dirty laundry in a wicker basket but now you see it is old. Where does it go?

It goes to the civic amenity sideToday you have arrived late at school because the alarm clock of your parent’s was crashed. Where does it go? It goes to the amenity side. You have invited a friend at home. After the snack you see that you have finished the peach juice. Before continuing playing… Where does it go? It goes to the plastic container.You have a lot of books in your bedroom that you don’t want to read again. Where do they go? They go to the ONG. Yesterday you found some old sheets. They are too little for your actual bed. Where do they go? They go to the clothes’ container. Your mother has just drunk the last tea of the box. Where does the tea box go? It goes to the paper container. In your car there are some CD’s which are not working any more. Where do they go? They go to the civic amenity side Your mother has finished her bottle of colony. Where does it go?

It goes to the glass container. Today is the birthday of your grandfather and your family drink champagne during the dinner. Where do you think the bottle of champagne goes? It goes to the glass container.You see a newspaper from last week on the table of your living room. Where does it go? It goes to the paper container.The piles of your alarm clock are not working any more. Where do they go? They go to the pile bin. Your little sister has grown a lot since she was born. Where would you through her pacifier? It goes to the rubbish container. The box of aspirins is empty. Where does it go?

It goes to the medicine container. Your father has forgotten some peanuts on the table of the living room. Where do they go? They go to the organic container. Where does the cork which covers the wine that your parents drink on Fridays night go? It goes to the organic container. And the bottle of wine? It goes in the glass container. In your bedroom, you have some toys from your childhood. Where do they go?

They go to the ONG.The computer has crashed. You want to buy a new one but before you have to throw it! Where does it go?

It goes to the amenity side Your mobile phone is broken. You have to buy a new one. Where does the old one go?

It goes to the shop were you bought it. The little mirror that you use every morning is broken. Where does it go?

It goes to the civic amenity sideYour shoes are too old. It is impossible to walk on them and you have decided to buy a new pair of shoes. But first… where do they go? They go to the clothes container / second hand shop/ONGIn your kitchen there is a bottle with oil which is not going to be used again. Where does it go?

It goes to the civic amenity sideIt is late at night and before going to bed you have washed your teeth but now the toothpaste is empty. Where does it go? It goes to the plastic container.Although you don’t like it, you aunt smokes a lot. You have told her several times that she has to trough her cigarettes to the…

Rubbish container.You have just eaten your dessert: a delicious apple! But you still have to through the heart of the fruit… Where does it go? It goes to the organic container. Blue cards

Which material is crushed, melted and remoulded into new bottles or jars?

Glass pieces

Spain is part of the countries that recycle the most or that recycle the less?

That recycle the less Composting can be done in industrial scale, or at the municipal level, or even in domestic scale. Is this true or false? True What are the 3â&#x20AC;&#x2122;R of recycling?

Reduce, reuse, recycle There is no recycling procedure for lubricant oil. Is this true or false?

False Which of the following objects cannot be recycled? a) Paper b) Organic waste c) Glass d)All the above can be recycled Which is the best way to recycle olive oil?

By making ecological soapWhich of the followings objects cannot be recycled?

a) milk cartoons b) plastic water bottles c) paper bags d) none of the above Should you place food waste into the recycling?

a) Yes. b) No What can you do with a brick of milk?

A wallet, for example Who can recycle?

a) Your teachers b) Everyone c) Your best friend d) You e) Your mom Can you place paper from your printer into the recycling bin?

a) Yes b) No. It goes into the garbage bin.

Whatâ&#x20AC;&#x2122;s the colour of the glass container?

It is greenHow many times can glass be recycled? a) Glass canâ&#x20AC;&#x2122;t be recycled! b) Once c) Four times d) Twenty times f) ForeverWhat of the following can you put in your yard waste/food scrap bin? a) Banana peel b) Mouldy cheese c) Potato peelings d) All of the aboveIn Catalonia, in 2007 we consumed 45 million plastic bags per week. How many plastic bags per week did we consume in 2011?

We consumed 26 million plastic bagsWhat ways can you help save our earth? a) Reuse your plastic bottles and bags b) Plant a tree c) Recycle d) All of the Above!Which of the following papers is OK to put in the recycling bin? a) Newspaper b) Notebook paper c) Cardboard d) All of the above Over 75% of waste is recyclable, how much do we really recycle?

We only recycle about 30%of it. Recycling one ton of paper saves?

a) 10 trees b) 17 trees c) 13 trees d) 3 trees

Medicines can be recycled. Is this true or false?

True Recycling one aluminium can saves enough energy to listen to a full album on you iPod. If we recycle 100 cans, how long could it light your bedroom? It could light my bedroom for two whole weeks. Donating is an example ofâ&#x20AC;Ś:

a) Recycling b) Reusing c) Reducing What country recycles the most in Europe?

a) Switzerland b) Italy c) Portugal d) Finland How many years does it take to decompose a plastic bottle?

It can take up to 700 years When you buy rechargable batteries you help…:

a) Recycling b) Reusing c) Reducing

Composting is achieved through recycling…:

a) Batteries b) Plastic c) Organic waste d) Glass If we recycle 1 plastic bottle, how long could we watch the TV without using energy?

It could last for 3 hours. Composting is achieved through recycling…:

a) Batteries b) Plastic c) Organic waste 1. d) GlassBIBLIOGRAPHY Swan, M., Binns, B., and Gillespie, J. (n.d). Design a board game. Retrieved November 11, 2013, from

http://www.mathshell.com/publications/numeracy/boardgame/boardgame_teacher.pdf

Joc del reciclatge. (n.d). Retrieved November 15, 2013, from http://www.cresidusvoc.org/joc/ CEIP Mestre Rafael Noguera. Reciclem a l’escola. (2006). Retrieved November 15, 2013, from http://www.slideshare.net/mrnoguera/reciclem-lescola Educació i les TIC. 50 espais per aprendre a reciclar. (n.d) Retrieved November 25, 2013, from

http://www.educacioilestic.cat/2013/09/50-espais-per-aprendre-reciclar.html Residu, on vas? (n.d). Retrieved November 25, 2013, from http://www.residuonvas.cat/ Generalitat de Catalunya. Agència de residus de Catalunya. (n.d). Retrieved December 2, 2013, from

http://www20.gencat.cat/portal/site/arc/menuitem Green is good. (n.d). Retrieved December 2, 2013, from

http://www.rethinkeurope.co.uk/Kids-Facts-

About-Recycling Richie,

Recycling

Quiz.

(n.d).

Retrieved

December

2013,

from

http://www.nps.gov/anch/upload/RecyclingQuizFinal.pdf Recycle

more.

Recycle

school.

(n.d).

Retrieved

http://www.recyclemore.ie/recycle-at-school/teacher-resources

5. Role of students 5.1 During group work 5.2 During telecollaboration meetings

December

2013,

from

Annex 2: Student dossier; observation sheet

Names:

Step 1: â&#x20AC;Ś. / â&#x20AC;Ś. Sort of objects Organic: Non-organic:

What kind of material are they made of? Organic: Non-organic: How do they look like? Organic: Non-organic:

Hypothesis What do you think what will happen to the objects? Organic: Non-organic: How much time do you think they need to show some changes? Organic: 49

Non-organic:

Lets start 1) Burry the objects 2) Describe what you see (as detailed as possible) look, smell, sense, … 3) Take pictures of the objects

What do you see? Describe the objects and the conditions of the surrounding. (What kind of weather has it been / is it? Cold / warm? Is the ground dry or wet? Do you see organisms around the objects? If yes what do they do? Etc… .

…. / ….

Annex 3: worksheet for self description

HELLO! MY NAME IS X 1) My name is: 2) I am â&#x20AC;Ś years old: 3) I live in: 4) My hobbies are: 5) My favorite dish is: 6) My favorite animal is a â&#x20AC;Ś because: 7) I want to learn English because: 8) What you definitely should know about me:

Annex 4: Interactive PowerPoint

Annex 5: Roles document (Lesson 6 - teleconference 1)

CHOOSE YOUR ROLE

Each member of the group has to take one of the following roles. * The role you choose will not be yours forever, just for this lesson. All the members of the group will have different roles in following lessons.

Annex 6: Questionnaire to focus on one of the 3Rs (Lesson 9)

STUDENTS' DISTRIBUTION Each group focuses on one of the 3Rs:

REUSE

REDUCE

RECYCLE

Group1

Group3

Group5

Group2

Group4

Group6

Then, once the groups have filled out their worksheets, they will become experts on the matter they have been working on, and they will mix with experts of the other two aspects to share their information.

The students will share all they have learned and assess their peers performance in the activity with a rubric.

Annex 7: Drawing of grouping (lesson 9)

RECYCLE

Read these questions and answer them. You can write your answers, but feel free to add images and links if you think they will be useful. What does it mean, to RECYCLE? → What objects in the story were recycled? → What other objects, or kinds of object can you recycle? → How can we recycle? What do we need to do? →

REDUCE Read these questions and answer them. You can write your answers, but feel free to add images and links if you think they will be useful. What does it mean, to REDUCE? →

Of what objects in the story its consume was reduced? → Of what other objects can you reduce your consume? →

How can we reduce consume? What do we need to do? Is it related to some other of the 3Rs? →

REUSE Read these questions and answer them. You can write your answers, but feel free to add images and links if you think they will be useful. What does it mean, to REUSE? → What objects were reused in the story? →

What other objects can you reuse? → How can we reuse? What do we need to do? →

Annex 8: Worksheet – giving advices about recycling (Lesson 11)

Giving advices about recycling Agenda for the teleconference

Your group will be talking through Skype with your online peers. You will have to give them an advice on “where should they put their objects?”. Don’t forget to introduce yourself and to give your opinion respectfully. 1.Introduction Example: Hello my name is…. Hello we are …. Hello this is Marc, Noemi, Marta, and I am Sara

2.Asking for their mood Example: How are you?

3.First advice to the Flemish group Before the teleconference: With your group, answer the following questions: What’s your peers first object? Where would you put their first object? Why? 66

During the teleconference a. Give them an advice Example: We think your (object 1) should go to the __________ . b. Ask for their opinion Example: Do you agree?

-> If they say no, askt them: â&#x20AC;&#x153;Why not?â&#x20AC;?

4. First advice to the Catalan group Before the teleconference: With your group, answer the following questions: Where should we put our first objectt? Why? During the teleconference a. Listen to their advice, and take some notes:

b. Give your opinion: Example: -> Yes, we agree with you or -> No, we don’t agree, we think it should go to the _________, because ___________ .

5. Second advice to the Flemish group Before the teleconference: With your group, answer the following questions: What’s your peers second object? Where would you put their second object? Why?

During the teleconference a. Give them an advice Example: We think your (object 2) should go to the ____________ .

b. Ask for their opinion Example: Do you agree?

-> If they say no, askt them: “Why not?”

6. Second advide to the Catalan group Before the teleconference: With your group, answer the following questions: Where should we put our second objectt? Why? During the teleconference a. Listen to their advice, and take some notes:

b. Give your opinion: Example: -> Yes, we agree with you or - > No, we donâ&#x20AC;&#x2122;t agree, we think it should go to the __________, because __________ .

7. Saying goodbye and Thank you

Vocabulary Vocabulary you may need to use:

Add the vocabulary you looked up on the dictionary

- Organic Waste - Light containers - Glass containers - Paper and carton - Batteries and accumulators - Drugs - Clothing - Scrapyad - green point - General waste - Second hand shop - The repair café

CHEETING SHEET When you want to give your opinion − In my opinion... − From my point of view... − I think that...

When you ask for your mates' opinion − What do you think about it? − What's your point of view? − Do you agree? − Do you think the same?

When you think the same as your partner − I agree − I agree, and also... − I think the same

When your opinions are not the same − I don't have the same opinion. I think that... − In my opinion... − I see this differently − We didn't reach the same conclusion. − I don't think that's quite correct.

When you don't understand what your mates are saying − Could you repeat that, please? − I'm sorry, I think I don't understand what you mean. − You mean that...

ASSESSMENT BOARD GAME: WHAT’S RUBBISH?

Annex 9: Board game and assessment

−

GENERAL INFORMATION:

−

Game title: What’s rubbish?

−

Authors: Meritxell Fuentes, Lara Garcia and Eduard Mas

−

Class/age: Fifth grade, 9-10 years

−

Subjects involved: Science and English

−

Languages involved: English and L1

−

Teachers involved: CLIL teacher/s

−

Number of lessons: 1 lesson

−

COE level: A1

−

INTRODUCTION TO THE GAME

This board game is called “What’s rubbish?”. It is a fun challenge for you to realize what you know about recycling. The game is thought for 4 players. In this game there are: 1 board, 1 rules sheet, 1 dice, 29 yellow cards, 29 red cards and 29 blue cards, 4 counters. To get started, each player chooses a counter and places it at the “start” square. The one who arrives first to “the end” square wins the game. The youngest player can start by rolling the dice. The player on his left will take the card corresponding with the squares’ colour where first player arrives. Then, 73

he/she will read it out loud so the whole team can listen. The first player has to answer the question and try to get it right, he/she can’t see the card because the answer is written on it. During the game, you will come across three different types of squares: - Blue squares, What do you know about recycling? They correspond to the blue cards. There you will find a riddle or a question about recycling. If you answer correctly, you can roll the dice again! If your answer is not correct, your turn is finished. Are you sure you know the answer? - Red squares, Where does it go? They correspond to the red cards. There you will have to decide where one specific type of material goes. Be careful, if you don’t make the right decision you will lose your turn, but if you do it well you can roll the dice again. - Yellow squares, Daily situations: They correspond to yellow cards. There you will find a situation that you could face in your daily life. Your team and you will have to decide if this situation matches with a good or bad behavior towards recycling and respecting the planet. Then, you would go back or forward depending on what they decide. Hoping that they are going to be fair with you! If your counter is on a pink square you have to roll again your dice. How lucky are you! Be careful with the bridge, it goes from square 12 to square 22, but also the other way around, it can be tricky! During the game, you would have to read and speak in English. If you don’t understand something you can look it up on the dictionary, or raise your hand and we can come to help you out. Another thing that is very important is that you respect everyone’s turn to speak, listen to your classmates’ opinion. You also need to be polite when you give your opinion, everybody wants to win but this is not a reason to be rude. Try to do your best and use what we have learnt in class to answer the questions. You already know a lot of things about recycling! You can find all the rules of the game on the “rules sheet”. Once you understand all of them, we wish you luck on your new recycling challenge!!! Let’s get started! 74

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OBJECTIVES

By the end of the game, the students will be able to… - Answer questions about recycling. - Show respectfully that one answer is wrong, and explain why. - Come to agreements within the team group. - Interact in English with the other players. −

TOPIC-RELATED CONTENTS

MAIN TARGET KNOWLEDGE - Type of materials

MAIN TARGET SKILLS - Speaking skills

- Recyclable materials

- Social skills

- Facts about recycling

- Reading skills

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CONTENT-COMPATIBLE LANGUAGE

HIGH FREQUENCY LEXICAL ITEMS DISCOURSE GENRE or TEXT TYPE

PRAGMATIC STRATEGIES

AND PHRASES DOMAIN or TOPIC

TO UNDERSTAND

- Expressing the own opinion in

SPECIFIC

- Narrative discourse:

the target language

- Recyclable materials

- Process of recycling

situations.

- Being polite when expressing

-Environmental sustainability

2. Game’s rules

points of view orally.

- Good citizen

- Rhetorical discourse:

Cards

describing

recycling - Respect the other’s opinions

1. Questioning cards GENERAL ACADEMIC TO GENERATE - It’s your turn/it’s my turn

-Rhetorical discourse:

- Very good, you’re right!

1. Raising a question, expressing a

- Go X squares forward

doubt

- Sorry but, you’re wrong - Go X squares backwards

TO NEGOTIATE

- You lost your turn

- Persuasive discourse:

- Roll the dice

1. Defending their point of view

- I think that he/she should go2. Making team decisions backwards/forwards - What do you think? - I agree / I don’t agree - I’m the winner!

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SOCIAL & CULTURAL VALUES/PERSONAL & EMOTIONAL DEVELOPMENT

This board game will help students to … - Give and accept constructive criticism - Assume their responsibilities according to recycling - Assume more responsibility and control of their own work - Develop and share ideas with their classmates - Give their own ideas and respect the other’s contributions. −

ASSESSMENT

TEACHER’S ASSESSMENT (See Table 1.): While students are playing, the teacher has to pass by each group, observe those three different aspects and take some notes. STUDENT’S SELF-ASSESSMENT (See Table 2.): At the end of the lesson, students will have to fill up this rubric. It would help them to realize: - Their own implication during the game - Their behavior while working in teams - The content they already know - Things they have learnt during the game

Table 1.Teacher’s assessment Members of the group

(Names of the students)

Participation in L2

(Observing if the students are participating in English)

Respectful interaction

(Observing the way students interact: politeness, respect everyone’s turn to speak, negotiation in the group, general mood…)

Content’s knowledge

(Observing how they apply their knowledge on the topic)

Table2. Student’s self-assessment Name: Group colour: Date:

What have you learnt?

Give yourself a 5 if you strongly agree and a 0 if you strongly disagree.

I can negotiate with the members of my team

012345

I can give my opinion politely

012345

I can accept the others’ opinion

012345

I can read and understand a question in English

012345

I can express myself in English

012345

I can tell facts about recycling

012345

I can identify where different materials go

012345

I can apply these knowledge to my daily life

012345

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KEY COMPETENCES

1) Communication in foreign languages by expressing themselves in L2 during the game. 2) Learning to learn throughout real situations about recycling that students can find in their daily life. 3) Social and civic competences throughout gaining knowledge about the importance of recycling. In other words, learning how to classify materials, how to behave as a good citizen, and how contribute to the environmental sustainability. . 4) Sense of initiative and entrepreneurship throughout playing together, helping each other, listening to their classmates and giving constructive criticism, respecting someone else’s turn, and actively participating.

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THE PROCESS

STEP-BY-STEP PLANNING

APPROXIMATE TIMING and TYPE OF INTERACTION

Activities and steps to follow 1. Warm up activity:

1. 5 minutes: asking questions and moderating the

Comment on the mural pupils made after the discussion excursion to the recycling center. 2. Introduction:

2. 5 minutes: gesturing with a clear pronunciation.

The teacher introduces the board game, explains the basic rules and objectives. 3. 5 minutes: giving the papers and making sure 3. Get pupils in teams of 4:

each group is correctly distributed.

The teacher distributes little papers with a colour. Each colour represents a team group. 4. 8 minutes: walking around the classroom, 4. Read the instructions:

making sure they understand the rules, and

The teacher let students 8 minutes to read the answering doubts. instructions and understand them. Dictionaries would be on the table in the case they need to look for specific words, and the teacher would be present to answer any doubts. 5. Letâ&#x20AC;&#x2122;s play!

5. 30 minutes: observing the interaction, trying not

Students can start playing. Meanwhile, the teacher is to be involved in the game, taking notes for the passing by each group.

assessment, and helping them in the case they need it.

6. Feedback:

6. 10 minutes: giving them feedback about he/she

Students can give their opinion about the game. has observed. Distributing the rubric sheet. They would have to fill the self-assessment rubric.

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MATERIALS AND RESOURCES:

- 1 board - 1 Instruction sheet - 1 dice - 4 counters - 29 yellow cards

You reused a paper to You formed neighbourhood make drawings. garbage patrol.

You put your apple in the paper bin.

Should he/she go 2 Should he/she go 4 spaces spaces back or 2 spaces back or 4 spaces forward? forward?

Should he/she go 3 spaces back or 3 spaces forward?

You have brought your You have picked up trash in lunch in a plastic bag. your neighbourhood

Your sandwich is in a plastic bag.

Should he/she go 2 Should he/she go 1 space spaces back or 2 spaces back or 1 space forward? forward?

Should he/she go 1 space back or 1 space forward?

You donated clothing!

Your lunch is in a reusable box.

used You rode your bicycle to the store

Should he/she go 2 Should he/she go 1 space Should he/she go 2 spaces back or 2 spaces back or 1 space forward? spaces back or 2 spaces forward? forward? You collected scrap paper You made a new game and and stapled it together to reused stuff like bottle make a message pad. caps

The washing machine is broken and you left it in front of your house.

Should he/she go 1 space back or 1 space forward?

Should he/she go 3 spaces back or 3 spaces forward? It must go to the amenity side.

Should he/she go 3 spaces back or 3 spaces forward?

You donated leftover You planted a tree paint to one NGO. Should he/she go 4 spaces back or 4 spaces forward?

Should he/she go 3 spaces back or 3 spaces forward?

You find three old books in your room, but you donâ&#x20AC;&#x2122;t want them. You go to the second hand store and give them those books. Should he/she go 2 spaces back or 2 spaces forward?

You threw a candy You wrapped a gift with Your Play Station 1 is old wrapper out the car comics section of and you have a new one. window. newspaper You donâ&#x20AC;&#x2122;t need it anymore and you give the old Play Should he/she go 4 Should he/she go 2 spaces Station to the nearest spaces back or 4 spaces back or 2 spaces forward? NGO. forward? Should he/she go 1 space back or 1 space forward? You left the water on while brushing your teeth.

You left the light on in your room.

Should he/she go 2 spaces back or 2 spaces forward?

You bought paper.

Your clothes are too small for you, but they can still be used. You put your old clothes in the glass container. Should he/she go 2 spaces back or 2 spaces forward?

recycled You have packed your own The magazines you have lunch! read are occupying space in your room. You put the magazines in the paper container. Should he/she go 1 space back or 1 space forward?

Should he/she go 1 space back or 1 space forward?

Should he/she go 2 spaces back or 2 spaces forward?

You have reused a bottle for making a vase

There is too much You have brought your packaging in your lunch. own water bottle.

Should he/she go 1 space back or 1 space forward?

Should he/she go 2 spaces Should he/she go 2 back or 2 spaces forward? spaces back or 2 spaces forward?

You threw away aluminium can.

an You have brought your own water bottle.

Should he/she go 1 space back or 1 space forward?

Should he/she go 2 spaces back or 2 spaces forward?

- 29 red cards For lunch, your family have cocked some eggs. When the meal is finished, you see some egg shells on the kitchen. Where do they go?

Your garden is full of dry leaves. After collecting them a little bit, where do they go?

It goes to the organic container.

They go to the organic container.

The bread you bought last week is already dry! Where does it go? It goes to the organic container

You have always put your dirty laundry in a wicker basket but now you see it is old. Where does it go?

Today you have arrived late at school because the alarm clock of your parent’s was crashed. Where does it go?

You have invited a friend at home. After the snack you see that you have finished the peach juice. Before continuing playing… Where does it go? It goes to the plastic container.

civic

It goes to the amenity side.

You have a lot of books in your bedroom that you don’t want to read again. Where do they go?

Yesterday you found some old sheets. They are too little for your actual bed. Where do they go?

Your mother has just drunk the last tea of the box. Where does the tea box go?

They go to the ONG.

They go to the clothes’ container.

It goes to container.

It goes to amenity side

the

paper

Today is the birthday of your grandfather and your In your car there are some Your mother has finished family drink champagne CD’s which are not her bottle of colony. during the dinner. Where working any more. Where Where does it go? do you think the bottle of do they go? It goes to the glass champagne goes? They go to the civic container. It goes to the glass amenity side container. You see a newspaper from The piles of your alarm Your little sister has grown last week on the table of clock are not working any a lot since she was born. your living room. Where more. Where do they go? Where would you through does it go? her pacifier? They go to the pile bin. It goes to the paper It goes to the rubbish container. container. The box of aspirins is empty. Where does it go?

Your father has forgotten some peanuts on the table of the living room. Where do they go?

It goes to the medicine container.

They go to the organic container.

Where does the cork which covers the wine that your parents drink on Fridays night go? It goes to the organic container. And the bottle of wine? It goes in the glass container.

The computer has crashed. You want to buy a new one In your bedroom, you have but before you have to Your mobile phone is some toys from your throw it! Where does it go? broken. You have to buy a childhood. Where do they new one. Where does the go? old one go? It goes to the amenity side

They go to the ONG.

It goes to the shop were you bought it. In your kitchen there is a bottle with oil which is not going to be used again. Where does it go?

civic

Your shoes are too old. It is impossible to walk on them and you have decided to buy a new pair of shoes. But first… where do they go? They go to the clothes container / second hand shop/ONG

It is late at night and

Although you don’t like it,

You have just eaten your

The little mirror that you use every morning is broken. Where does it go? It goes to amenity side

the

It goes to amenity side

the

civic

before going to bed you have washed your teeth but now the toothpaste is empty. Where does it go? It goes to the plastic container.

you aunt smokes a lot. You have told her several times that she has to trough her cigarettes to the…

dessert: a delicious apple! But you still have to through the heart of the fruit… Where does it go? It goes to the organic container.

Rubbish container. - 29 blue cards Which material is crushed, Spain is part of the Composting can be done in melted and remoulded countries that recycle the industrial scale, or at the most or that recycle the municipal level, or even in into new bottles or jars? less? domestic scale. Is this true or false? Glass pieces True That recycle the less

What are recycling?

the

3’R

Which of objects recycled?

There is no recycling procedure for lubricant oil. Is this true or false? a) Paper

the following cannot be

b) Organic waste False

Reduce, reuse, recycle

Which is the best way to recycle olive oil? By making ecological soap

c) Glass d)All the above can be recycled

Which of the followings objects cannot be Should you place food recycled? waste into the recycling? a) milk cartoons b) plastic water bottles c) paper bags

a) Yes. b) No

d) none of the above Who can recycle? What can you do with a brick of milk? A wallet, for example

a) Your teachers

Can you place paper from your printer into the recycling bin?

b) Everyone c) Your best friend

a) Yes

d) You

b) No. It goes into the garbage bin.

e) Your mom

How many times can glass be recycled? a) Glass can’t be recycled! What’s the colour of the glass container? b) Once c) Four times It is green

We consumed 26 million plastic bags

Over 75% of waste is recyclable, how much do we really recycle? We only recycle about 30%of it.

b) Mouldy cheese d) All of the above

What ways can you help save our earth? a) Reuse your bottles and bags

a) Banana peel c) Potato peelings

d) Twenty times f) Forever

In Catalonia, in 2007 we consumed 45 million plastic bags per week. How many plastic bags per week did we consume in 2011?

What of the following can you put in your yard waste/food scrap bin?

plastic

Which of the following papers is OK to put in the recycling bin? a) Newspaper

b) Plant a tree

b) Notebook paper

c) Recycle

c) Cardboard

d) All of the Above!

d) All of the above

Recycling one ton of paper saves?

Medicines can be recycled. Is this true or false?

a) 10 trees b) 17 trees

True

c) 13 trees d) 3 trees

Recycling one aluminium What country recycles the can saves enough energy most in Europe? to listen to a full album on Donating is an example you iPod. If we recycle of…: 100 cans, how long could a) Switzerland it light your bedroom? a) Recycling b) Italy It could light my bedroom for two whole b) Reusing c) Portugal weeks. c) Reducing d) Finland

How many years does it When you buy rechargable take to decompose a batteries you help…: plastic bottle? It can take up to 700 years

Composting is achieved through recycling…:

a) Recycling

a) Batteries

b) Reusing

b) Plastic

c) Reducing

c) Organic waste d) Glass

If we recycle 1 plastic Composting is achieved bottle, how long could we through recyclingâ&#x20AC;Ś: watch the TV without using energy? a) Batteries It could last for 3 hours.

b) Plastic c) Organic waste d) Glass

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BIBLIOGRAPHY

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Swan, M., Binns, B., and Gillespie, J. (n.d). Design a board game. Retrieved November 11, 2013, from http://www.mathshell.com/publications/numeracy/boardgame/boardgame_teacher.pdf

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Joc del reciclatge. (n.d). http://www.cresidusvoc.org/joc/

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CEIP Mestre Rafael Noguera. Reciclem a l’escola. (2006). Retrieved November 15, 2013, from http://www.slideshare.net/mrnoguera/reciclem-lescola

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Educació i les TIC. 50 espais per aprendre a reciclar. (n.d) Retrieved November 25, 2013, from http://www.educacioilestic.cat/2013/09/50-espais-per-aprendre-reciclar.html

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Residu, on vas? (n.d). Retrieved November 25, 2013, from http://www.residuonvas.cat/

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Generalitat de Catalunya. Agència de residus de Catalunya. (n.d). Retrieved December 2, 2013, from http://www20.gencat.cat/portal/site/arc/menuitem

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Green is good. (n.d). Retrieved December http://www.rethinkeurope.co.uk/Kids-Facts-About-Recycling

−

Richie, J. Recycling Quiz. (n.d). Retrieved December http://www.nps.gov/anch/upload/RecyclingQuizFinal.pdf

−

Recycle more. Recycle at school. (n.d). Retrieved December http://www.recyclemore.ie/recycle-at-school/teacher-resources

Retrieved

November

15,

2013,

from

Annex 10: Comparing Catalonia and Belgium CONTAINERS CLASSIFICATION IN CATALONIA

Organic Waste

Light containers

Glass containers

Paper and carton

Drugs

Special

Batteries and accumulators

Clothing

(asbestos)

Scrapyad- green point

General Waste

COMPARING DIFTAR

ORGANIC WASTE

PAPER AND

CARDBOARD

PLASTIC, METAL AND CARDBOARD

PACKAGES

Annex 11: Peer assessment lesson 4

PAIR-ASSESSMENT

Think about the work you just did with your pair, and mark the option that best describes his or her work. Your name: Your pair's name:

He or she...

Agree

Quite agree

Not quite agree

Disagree

has been focused on the work has followed the teacher's instructions has had a positive attitude during the activity has actively participated during the tasks has worked as a team, not as an individual *Comments – If there is something important but not described above, you can say it here: …………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………… 95

Annex 12: Peer assessment lesson 5 (Superhero activity)

Peer assessment- Recycling super hero Name: Think of the recycling super hero activity. Mark the option that best describes your partners Name:

He/she has actively participated during the tasks

He/she has a required knowledge about the topic

He/she is familiar with the vocabulary

He/she was willing to cooperate

Annex 13: Self-assessment lesson 8

Annex 14: Peer assessment lesson 9

PEER-ASSESSMENT Think of the groups of experts activity. Mark the option that best describes your partners' work Your name: Name of the REUSE expert:

He or she...

Agree

Quite agree Not quite agree

clearly explained what RUSE means gave useful information to understand the process he or she was explaining provided enough examples of the objects that could be reused answered the questions the other students asked gave the information in English *Comments: 98

Disagree

PEER-ASSESSMENT Think of the groups of experts activity. Mark the option that best describes your partners' work Your name: Name of the RECYCLE expert:

He or she...

Agree

Quite agree Not quite agree

clearly explained what RECYCLE means gave useful information to understand the process he or she was explaining provided enough examples of the objects that could be recycled answered the questions the other students asked gave the information in English *Comments:

Disagree

PEER-ASSESSMENT Think of the groups of experts activity. Mark the option that best describes your partners' work Your name: Name of the REDUCE expert:

He or she...

Agree

Quite agree Not quite agree

clearly explained what REDUCE means gave useful information to understand the process he or she was explaining provided enough examples of the objects of which consume could be reduced answered the questions the other students asked gave the information in English *Comments:

100

Disagree

Annex 15: Self-assessment lesson 18 (chorus-lesson)

Self assessment- chorus Name: Reflect your own performance and contributions.

I was actively participated during the tasks I was able to use the vocabulary I was willing to cooperate I was able to make compromises I had good ideas for the chorus

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Annex 16: Peer assessment (Can be used in all kinds of activities)

Peer assessment Name:

+/-

Questions you should ask yourself when evaluating: -He or she is motivated? -He or she wants to help all the time? -He or she uses English when doing an activity? -He or she shows interest? -He or she payed attention to the other group mates when they said something? -He or she did their job as good as possible?

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Comments:

Annex 17: Description of the uses tools during the project Short description of the tools used in the project

Skype Skype is a free software that allows users to make voice and video calls, send instant messages, and share information all over the world via the Internet. Most of its features are for free and others are charged. Skype works on many devices: on the computer, mobile, tablet and even on land lines. It enables free communication with users abroad, as its slogan says "Wherever you are, wherever they are - Skype keeps you together.".

NoteApp NoteApp is an online tool that you can compare with the door of a refrigerator. Why a refrigerator you might think? Well itâ&#x20AC;&#x2122;s a tool that gives you the opportunity to stick notes on an online bulletin board. Why online? Sticking the notes online provides you with a collaborative area. You can give people access to this board wherever they are. All your notes are collected on the same place, in other words, youâ&#x20AC;&#x2122;ll never lose your notes again. NoteApp provides his users with a built-in chat, brainstorming about ideas was never this easy. Images and files can all be collected on the same bulletin board what makes sharing documents not only easy but clear as well.

Blogdiario Blogdiario is a ready to use online blogspot. The website provides you with an unlimited space for publications of texts and images. The website is created in a way that everyone can create a blog without any problem. Comments on your blogs can be supervised by only giving access to the people you want to. If you want to create a blog without any knowledge of programming technology this the tool to use. Teachers can create a blog without worrying about the practical part.

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