GRANDMAâ€™S GAMES Project Coordinator: Vlora Ademi Author: Marina Vasileva IT Coordinator: Dobri Jovevski
MANUAL
Introduction Dear Teachers,
The aim of this manual is to present you the grandma’s games with computer animations that children from 5 to 15 years old can play in the schoolyard, classrooms, parks, and at any other play field, all with an aim to realize the learning and teaching aims. The effects of playing the traditional grandma’s games are multiple in child development, achieving the curriculum objectives, development of children thought processes, physical development, motivation development for learning, teaching performance, creative and innovative teaching and learning. The role of "Grandma’s games" in carrying out the teaching, the role of computer in "playing and teaching", and that of communication: studentstudent, teacherstudent, parentstudent, teacherteacher, is described here in within each single game. Application of Microsoft tools and technology is the link, the link between past and future, the authors of the project and interested teachers for professional development dynamics, in traditional and modern environment in teaching. The essence of grandma’s games cannot be felt through reading, observing and listening the video and audio recordings. Instead, it took away all who can play and apply in teaching therefore we as authors strongly recommend it. This manual was developed by teachers from the schools “Sv. Kiril and Metodij Centar”, Skopje, "Ilinden" village Konopnica, Kriva Palanka, “Zivko Brajkovski” Butel, Skopje, "Koco Racin" village Ivanjevci, Bitola. A great acknowledgment to the teachers who contributed to the overall success of the project: Vesela Bogdanovic, Zaneta Shumkoska , Bojana Bachoska, Fatime Alli, Zivka Stoilkovska, Jasminka Stankovska. A great appreciation to the teachers who contributed to the manual translation: Maja Butleska, Sanja Jovanovska and Daniel Spasovski. Graphic design of all promotional materials Stojance Velickovski
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Key 21st Century Skills
Project Brief Description
• Development and enforcement of 21st century skills throughout all project cycles • Collaboration: peer learning and teaching, reflection, inoutside classroom/school boundaries, collaboration and skilled communication • Knowledge building: Student mentorship, shared responsibilities, pedagogic and crosscurriculum approach, peer assessment • Innovation and Creativity: generate/develop new ideas, problemsolving, research, innovative use of ICT for learning • Critical thinking
Grandma’s games
This project is a cultural journey of traditional symbols and authentic values with new teaching methods which develops a unique approach of the lifelong learning. The overall aim of the project is to recognize the meaning of a game as a great transfer knowledge tool and a form of personal development cycle of our kids. The difference we brought was that we use IT devices as a tool for learning while grandma’s games as a working method. Grandmas’ games and their stories are a major source of our tradition, but unfortunately nowadays we give them no meaning. Through this project, we not only give them a meaning but use and disseminate this knowledge and of course the technology is a key facilitator to this. We also believe this project to highlight the benefits of technology but in a different way where students not only learn but found the learning enthusiastic. The project brought “I can do that” a spirit of the liveliness in all schools. The grandma’s games are holistic approach while working with the K9 students at at all ages, all of this in correlation with the curricula. The project introduced new ways of learning which focused on “learning by doing” and all participants of the project were driven by the motto “Let’s play games, let’s be friends, let’s learn together!”
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CONTENT 4
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We throw precisely and we compete with a computer, with Zavor and Kinect we can convert meters into centimeters, watch it yourself, who is the smartest.
We Explore, have fun, are happy and learn interesting things ...
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Vertical and horizontal lines are not a problem anymore, play Laddy and learn more.
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Measuring the perimeter and area are easy with Hop Scotch. Play it, the formulas will remain in your memories
The matchbox spin with various numbers, if we do sum, you can too.
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Grandmother floss and fingers of children do magic triangles with different angles, geometric shapes and parallel lines.
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Mosque, church buildings are old, while stacking rocks castles can be Grandma’s built. games
The steel will help you, learn and play, throw precisely and learn the measurement units
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Painting pebbles and writing numbers, sum with ease with grandma’s five stones.
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Touch me, Bzzz developing senses, do you know who touched you?
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Hide and seek we do play, we form sets of elements, smart children, we develop the senses, we socialize together.
We jump and hop and have fun, janinooooo, janinooooo
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LESSON 1: RESEARCH AND SURVEY Key learning: Interview, creating a research instrument – Questionnaire Subject and contents: Native language Students’ Grade: 5th Grade Time of realization: Two hours 40 min ICT: Bing search, Microsoft Office, MSN Methods and Techniques: Web Quest and Brainstorm
STUDENTS LEARNING OUTCOMES: 
to gain knowledge/skills about the concept and way of implementing the interview by creating Questionnaire a research tool; to enrich vocabulary through appropriate use of speech in the written text with the formation of open and closed questions.
STUDENTS ACTIVITIES 1st step INTRODUCTION IN ACTIVITY The teacher tells the following story to the students: This morning I saw a close friend who has a son grade 3. He sits all day long on the computer, no way to go outside and play with friends, and lately he is getting fatter. My friend does not know to tell and teach him any of children's games, but she heard that in the past grandmothers played a lot in the lawn. Will we try to help my friend to discover Grandma’s Games? Let’s play, have fun and learn.
2nd step TASKS FOR STUDENTS: Click on indicated links, read carefully, consider how you will help in discovering the children’s games; Write criteria’s for conducting research; Create a questionnaire in a text document on your computer; Grandma’s games
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Select the best questionnaire. RESOURCES FOR STUDENTS: Search on Bing Link to word survey Link to word interview Link to word game 3rd step PROCESS:
Curriculum context: Native Language  Students will learn to properly express themselves orally and in writing  use grammatical rules enrich the vocabulary use of punctuation marks, Project outputs: eproducts esurvey – link to survey Video  Grandmas meeting st
21 skills acquired: Research Skills define the problem  setting the research goal preparation of the questionnaire data collection Presentation Skills analysis of data synthesis of data evaluation of data oral presentation of the video ICT competencies communication through MSN and email using advanced features in MS Word video publishing in Win Live Movie Maker
Grandma’s games
 Students discuss, reflect, analyze and bring a conclusion on how to help the friend to find (How to guides) Grandma games (do research and ask their own grandparents).  Concept interpretation of key words  teacher serves students with various types of prepared bent sheets with one written word at each (interview, game, survey, rules). The number of sheets with words is same to the number of students in class.  Students divide into groups according to the extracted word (interview, game, survey, rules).  With Bing browser they check their links according to the words.  Mutually agree and choose the leader of the group.  Students brainstorm in groups  associations of the word write on a paper and design a mental map (time 5 minutes).  Leaders of the groups present their mental maps of words – associations.  The tacher gives directions to each group on how students can creatively link the written words by using computers.  Students think and discuss, made the conclusion that they need a prepared instrument  the questionnaire, discuss how to look and what to include in itself.  Prepare independently on a computer a tool for research.  Students evaluate their own and choose the best instrument on a grade level.
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4th step CONCLUSION: Students made the conclusion that they succeeded to find a way and help the friend of their teacher. Throughout this, they learned how to conduct a research, alone discovered the key words, created an instrument to do the research  questionnaire. While working they used the Microsoft Office Word to write the text documents. TEACHERâ€™S ACTIVITIES: The teacher monitors the activities in groups, and directs students to consider how research is conducted in everyday life. What is commonly used to collect basic information about something that we are interested (the questionnaire). How is called the implementation of the questionnaire which is a research survey and that the questionnaire is a set of questions which we ask to respond. Discussion on basic rules when compiling and conduct the survey:  The questions to be short, clear, not unambiguous and intelligible words  In one question not to have two sub questions Avoid suggestive questions Do not have many questions The questionnaire to have the title, date and the purpose of the survey After each question to have enough space for responding (responses may shall record the interviewer or respondent) Schedule the survey on time Determine time and place Polite and honest relationship with grateful appreciation Qualitative and documented survey Respecting deadlines Relationship of ICT with the teaching content to implement the objectives: 1. Students search through Bing to find the meaning of the words: survey, interview and play. See how it lookssurvey. 2. Students created a questionnaire using MS Word. See how it looks   link to survey). 3. Record and arrange the video clips while conducting the survey using Windows Live Movie Maker. To see how it looks click here)

ICT enabler of: Cooperation in the class and school: communication via MSN, email, Knowledge acquisition: using MS Word application for writing, editing text, inserting images, copy, delete, save.
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 Self evaluation List for selfevaluation of students
I learned from the survey about:
I am proud of my effort because:
What I ask, and what I didnâ€™t ask in the survey: If I searched again I would change: I grate my work with (from 3 to 5) because:
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LESSON 2: The GAME ZAVOR Key learning: measurement units and the game play with Kinect Subject and contents: Mathematics Students’ Grade: 5th Mentor students’ grade: 6th Time of realization: Two classes of 40 min ICT: Bing search, Microsoft Office, Ms Paint, MSN, Skype Methods: Web Quest and Brainstorm
STUDENTS LEARNING OUTCOMES 
to observe the need of implementation of the standard measures with a real problem situation and practical use of the gained knowledge;

to make estimation of the size measurements and check by real measuring;

to create measuring instruments like a ruler, meter for measuring the length with a use of ICT;

to determine the measures for length: meter,decimeter and centimeter .
STEP 1 – AN INTRODUCTION TO THE ACTIVITY A video conference link is established between two grades from different schools. A student is telling his dream: 
I had a strange dream this morning. Before I fall asleep, last night, my grandma was telling me a story about her childhood. My eyes had almost closed and suddenly I felt a heat from a very little computer…I pressed the smallest button and suddenly I was taken to the ancient Stone age. Imagine this, I could travel through different decades with a small computer. There were a lot of children around me, laughing and playing a game called ZAVOR. The game that my grandma was telling me, they were throwing a stone as near as they can to the drawn line on the ground. And then HOP I am sinking and sinking and I am no longer with the children I was playing ZAVOR but in front of a huge
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The game origin The game “Zavor” brought over by grandmother of Teodora Mirchevska, th a 5 grade class from school of St. Cyril and Methodius, Skopje.
The needed material Drawing Pad; chalks or crayon, snow ball during the winter session, two parallel segments drew 3 5 meters.
The Game Rules Students are divided into two groups and stand behind drawn parallel lines. One student is bookmarking the fallen stones. He measures the distance by foot from the fallen stones to the line. The feet are counted, recorded and counted. The winner is the team that has the least measured feet. Each student plays individually by throwing a stone or snow ball and trying to throw as closest as possible to the drawn line. Fallen stones need to be marked with a chalk and measured the distance with feet. The general rule is that no one need to step foot on the line when throwing. Then they discuss about the distance measures they have learned cm, dm, m. Assess and predict the distance and then check the length with a measuring device. They can convert the lengths from a larger to a smaller and etc
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computer and I am throwing balls with a full strength....Then, I wake up by my mom who was calling me Come on Alexander, it’s time for school!  Dear friends, ZAVOR is a game that my grandma told me and I will tell you how to play. But before that can you please answer my 2 questions: 1. Tell me how did the children in that time measure the length? Can we make any measurement instrument? 2. Is there any computer game in which I can jump or play? STEP 2  TASKS FOR THE STUDENTS Tasks for the First group: 1. Click on the indicated links, watch and read carefully. Think how you can find the answer of the first question. 2. Create instruments for measuring length on MS Paint, print and stick them on a poster or a cardboard. Tasks for the Second group: 1. Click on the indicated links watch and read carefully. Think how you can find the answer of the questions 2. Write down your ideas in Microsoft Word and about the possibility how to play the game in computer. STEP 3 RESOURCES FOR THE STUDENTS  a link for all students game ZAVOR  1st group – Search in encyclopedias for the history of the measuring units  link for the 1st group – Measuring units  link for the 2nd group a game with computer in Kinect  Link for the group 2 a word A GAME + COMPUTER
STEP 4  THE PROCESS  students are divided in two groups by lottery of pulled tasks written on a piece of paper.
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 they read the tasks then they watch the video of the link for the word ZAVOR and then they go out in the school yard to play. While they play they repeat the measures for length 1 cm,1 dm and 1m 1st Group – they play and discuss, think, analyze and make a conclusion on how to help and answer the first question to their friend. They search encyclopedia. Curriculum context Mathematics: Length measures m, dm, cm Mutual position of parallel lines Biology: Aggregate state of water (if it played with the snow ball) Movement of water in nature Stone as natural material History Stone and the Stone Age history Native language Expression and Project outputs: eproducts Students Drawing ruler in MS Paint Origin of the game – Bing maps Video 1 : Zavor and Kinect Video2 :The Game Zavor spread in Switzerland, Croatia and Montenegro Poem – MS Word
They make a deal to draw a ruler long 1 dm with MS Paint, print them and form a meter by composing the already drawn rulers with a length of 10 dm. They draw individually with computer. 2nd Group – they play and discuss, they think and make a conclusion on how to help and answer the second question to their friend. They search and analyze on given links, and with brainstorming session, they suggest how to adapt the game ZAVOR with the newly discovered possibility in MS Xbox Kinect. Step 4  CONCLUSIONS: 1st Group: The answer of the first question is the conclusion that people in the past have measured with a foot, an inch or a thumb. Today we created and measured with the printed instrument and learnt about measuring units. The common conclusion of the 1st group is when Alexander is going to bed tonight he should put the created instrument under the pillow, and to donate it to his friends from the dream.
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21 skills acquired: Developing, implementing and communicating new ideas to others Being open and responsive to new and diverse perspectives Original and creative work
2nd group: Suggested conclusion is to ask university professors from the Faculty of informatics if I is possible to program ZAVOR where students can play with Kinect and in meanwhile to be asked about the measuring units. TEACHER’S SECTION:
ICT competences: In class/school collaboration thru MSN/Skype Using MS Office Packet Drawing with tools Paint Recording with Flip camera and creating a video with Movie Maker
Grandma’s games
The teacher follows the activities in the groups, thereby guides the students to develop critical opinion.
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Self evaluation List for selfevaluation of students
I learned from the games about:
I am proud of my effort because:
What I liked, and what I didnâ€™t like in the game: If I would play the game again I would change: I grate my work with (from 3 to 5) because:
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LESSON 3: The GAME STEEL (Chelik) Key learning: measurescm (centimeter) dm (decimeter) and m (meter)
Subject and contents: Mathematics, Native language and Science Students’ Grade: 5th Time of realization: Two classes of 40 min ICT: Bing, Microsoft Office, MSN Мethods: Web Quest and Brainstorm
STUDENTS LEARNING OUTCOMES: to learn the linear measures, cm (centimeter) dm (decimeter) and m (meter); to be able to compare linear measures by free judgment; to make linear measure instruments, rulers and tape measures with the use of computers; to draw in Paint and to print rulers and tape measures glued on a piece of paper; to define homonyms (same words with different meanings); evergreen and deciduous trees; to explore pictures using Bing, memorize and insert them in a Power Point presentation.
STEP 1  INTRODUCTION IN THE ACTIVITY A student talks to the classmates: “My grandma told me about the game Chelik. She explained me the rules for this game. She also says that there is mathematics, native language and science in the game as well.” Let us talk about the game Chelik and learn it. Let us find out about the mathematics in Chelik, as well as the native language and science in it!
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STEP 2  TASKS FOR THE STUDENTS: Class 1 Draw a one decimeter ruler using your computers in Paint, then print it with the help of your teacher and make a linear measure instrument in each group! The game origin The game “CELIK” brought over by grandmother of Denica Stojkovska, a 5th grade class from Primary school of “Sv. Kiril I Metodij” Skopje.
The needed material A wooden thin stick in a length of 1 meter and another stick of length of 25 cm with pointed tips on both sides. The needed space to play: Extensive soil surface with a width of 25 meters and length can be up to 100 meters. Every ten meters can be marked a line on which points are recorded. Link to get more description on the game
The Game Rules The boy tries to wave with the longer wooden stick upwards, under the steel, and to blow it far in the air. He stands in the same position and watches. The boys from the opposite team are in a position as shown in the photo and they try to catch the steel. If they catch it with their hands, the boy who hit it steps out of the game and his friends continue the game. They do not lose the game; they only change the boy who hits the steel. If he successfully throws the steel, it flies in the air and falls down on the ground. The distance to the closest marked line is measured and the number of points is written down. Every team member needs to throw the steel in order to sum up the points for the whole team at the end. Later they change positions and members from the opposite team participate. The winners are the team with the most points or the children who threw the steel the furthest. From educational prespective, this game influences on students’ socialization, they make friends and develop the ability for solving practical problems. They see the difference between the mathematician and the real problem. They cooperate and share mutual opinions.
Listen to the rules for playing Chelik and write down your assumptions for the distance between the fallen stick and a line in your notebook, then check your assumptions with a meter. Conclude how many centimeters there are in one decimeter, and how many decimeters there are in one meter, and then show it through some practical examples. Class 2 All students need to explore and analyze the term internet homonyms. Show 5 examples with homonyms in Power Point with pictures for every example including the word ‘chelik’ (steel). Think about the kind of material used for making the objects needed for playing Chelik. Remember about the type of trees you studied last year by the form of the leaves, search for pictures on the internet, save them in a folder. Download pictures and insert them in Auto collage, and then put the creations in a Power Point presentation for homonyms. Think about homonyms connected to wood, products from wood etc.
STEP 3  STUDENTS’ RESOURCES: Links: Link for the word homonyms
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Link for the word wood Link for the word
STEP 4  THE PROCESS: Class 1 Curriculum context: Native language Homonyms Mathematics Linear measures Science
Project outputs: eproducts video of the game in Win Live Movie Maker Poem MS Word A photo in Auto Collage Students Drawings in MS Paint Origin of the game – Bing maps A Power Point presentation 21st century skills acquired: expressing observation and ideas through a presentation critic and creative opinion mind walk, learn from each other (videoconference classes in between schools from different regions), expressing ideas and thoughts through a video
ICT competences  Drawing the game in Paint Making a presentation in MS Power Point typing a text in MS Word  publishing video in Win Live Movie Maker  Auto Collage
Grandma’s games
Students individually draw one decimeter ruler in Paint using computers, and then print it with the help of their teacher. The printed ruler is cut and glued on a paper. Ten rulers, one next to another, form one meter linear measure instrument for measuring length in the game Chelik. Discuss orally and make a conclusion on how many centimeters are in one decimeter and how many decimeters there are in one meter, and show an example for this from the surrounding environment. Students listen the rules for the game Chelik. They go out in the schoolyard and start playing the grandma’s game Chelik. A student writes down the assumed distance of the fallen stick next to the ruler in a notebook, and then he checks them again with the developed meter in a computer.
Class 2 Students write down and design a mental map in 5 minutes time by the process of brainstormingassociations of the word homonyms in the group. With a Bing browser every student individually checks his links in relation to the word homonym. They discuss in groups, think, analyze, and search for photos of homonyms they have already thought. They cooperate and choose a group leader. The teacher leads each group on how to creatively connect written words using computers.
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Every group discusses their final producthow should it look and what to contain. They make a group presentation in Power Point for homonyms with pictures combined with Auto Collage. Students selfassess and choose the best activity in the group.
STEP 5  CONCLUSION: Students concluded that they managed to selfassess about the linear measures in mathematics, to check if their assumptions are correct, learned what homonyms are, revised about evergreen and deciduous trees, and choose the best presentation. While working, they used the drawing tools in Microsoft Office Paint, Microsoft Office Power Point, Auto Collage and Bing.
TEACHER’S SECTION: The game Chelik as an introductory activity gives the opportunity for integration and an immediate feedback on mathematics, for students’ achievements and the difficulties they face. There is also a written document with the results from the game. The game eliminates the stress and fear from not knowing in front of the teacher or from doing tests. Memory and logic thinking are developed. Educative perspective: The game Chelik is full of various data, depending on children’s age, various parts of the curriculum can be realized. The younger students, on mathematics as a school subject, can study the linear measures, adding, make assumptions about possible distances. The older students can achieve the learning objectives on biology (e.g. wood as a teaching material, plants and types of plants) and chemistry (reactions of wood to chemicals and its processing), as well as physics (energy and motion of bodies, speeding) etc. The Steel game on a computer: Videoconferencing classes using MSN are very useful not only for cooperation in between schools from main cities with the ones from rural places but also because the shared information between the children can be very useful particularly because of the different ways and living conditions. Students’ activities can be recorded; the videos can be published in Movie Maker and be put in students’ portfolios.
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Self evaluation List for selfevaluation of students
Measurement
can evaluate centimeter
can evaluate decimeter
can evaluate meter
Can convert units of measurement
Can apply the measures learned units in a real life
From the games I learned about:
I am proud of my effort because:
What I liked, and what I didnâ€™t like in the game: If I played the game again, I would change: I grade my work with (from 3 to 5) because:
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LESSON 4: The GAME LADY (DAMA) Key learning: collinear and noncollinear points Subject and contents:Mathematics Students’ Grade: VIIth Time of realization:Two classes of 40 min ICT:Bing researcher, Microsoft Office Word, Skype, Power Point Мethods  Web Quest, Brainstorm
STUDENTS LEARNING OUTCOMES 
The students will be reminded of the terms collinear and nonlinear points from the grandma’s game DAMA; to develop logical thinking through asking a hypothetical questions.
STEP 1 AN INTRODUCTION TO THE ACTIVITY Jovan loved to play the game DAMA a lot. His older sister told this idea to her math teacher and together with her classmates they came up with an idea to discover how much of math and logic are necessary for playing this game. And, also to get the answer of why at this game is always the same winner?! STEP 2  STUDENTS’ TASKS 

Click on the directed links,read carefullyin order to learn the game DAMA and then think whether a same child can always win the game and at the end transfer the conclusions to the students of the 3rd and 6th grade. Write down your criteria about the implementation of the search. While you are discovering these terms record the whole activity with a camera and make a video in Movie Maker. Create a questionare in order to find out about students’ opinion in learning maths by playing grandma’s games.
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 Create a presentation in Power Point and select the best presentation
STEP 3  PROCESS
The game origin The game “Dama” brought over by th grandmother of MarijaPavlovska, a 5 grade class from school of “Ilinden” village Konopnica, KrivaPalanka. The needed material A drawn schemes for the game attached on the models 1, 2, 3 such as 9 red stones and 9 white stones. The Game Rules This game is played by two players. You need 9 white pebblestones (beans for one of them) and nine black pebbles (corn for the other one). Each player is trying to create ‘dama’ (checkers), by sorting three of the grains in a horizontal or vertical position. The first one who succeeds in this has the right to take one of the pebbles of the opponent. The player who remains with only three pebbles can move them freely without limitations in every spot available in order to stop the opponent in creating ‘dama’. The game is won by the first player who succeeds in taking 7 of the opponent’s pebbles. Thus, the other player having only two pebbles is unable to participate in the game and create ‘DAMA’.
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 The students discuss, think,analyze and make a conclusion of using a way of helping their friends,not just to discover the grandma’s games but also to discover the significance of the maths in the games.  They check the links with Bing and selected words. The students are divided into 4 groups: 1st task:the students should make a scheme on a cardboard which will use it for playing the game DAMA and then the students that attend additional classes should discover whether the same child can always win the game and if that’s true when is that possible? 2nd task: the students’ activities are monitored and recorded with a flip camera and then make a presentation inWindows Movie Maker. 3rd task: then they present their researches in Power Point presentations. The students evaluate themselves and they present the research results in front of their peers or younger students. STEP 4  CONCLUSION  The students realize that they succeded to find a way of solving the mystery how can the same child be the winner all the time.Thereby they know how to implement a research,they discovered the key words individually,they learned how to do a research and report about it. After many attempts and many played games the students realized the following:  In this game always the first player can be the winner if he puts his pebble stone in the central field 5. And then, if then the second player puts the pebble stone in one of the corner squares for eg. no. 1 ,the first player should put his stone in one 18
of the two middle edge squares which are not adjacent to the square where the stone of the second player is placed(6 or 8)and then if someone makes a mistake to win the game… PART FOR THE TEACHER
Curriculum context Mathematics collinear and noncollinear points geometric shapes, types of triangles Native language Verbal and narrative creation and expression Drama play of the game Lady
The teacher explaines the game,tells the rules of the game,suggest competitive pairs,suggest a team for ranging the winners,monitorsthe activities,watches carefully if participants respect the game rules and evaluates the achieved results with given feedbacks. The game Lady provides an improvement of the thinking process of children, memory, perceiving, ordering, sorting in order to place the stones in an unit. Schemes for the game Lady
Project outputs: eproducts Video 1Win Live Movie Maker Video 2 Game origin– Bing maps Presentation – Power Point Drama MS Word
21st skills acquired: Students recognize their own learning through playing, make the logicallinksin between the gameand generalizedconclusions about thetaskssetas a challenge.Selfevaluation with an explanation, know howto askcritical questions and lead discussions. ICT competences Recording with Flip camera and video publishing with Movie make., Video conference with students from five different school regions  Power Point presentation and  Skype communication
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Моdel 1
Моdel 2
Моdel 3
Educational link: They game DAMA is useful for playing because the students can perceive easily the color of the stones with the mathematical preknowledge they can differ horizontal,vertical,diagonal and line segment,a term for point, kinds of triangles according to the sides and angles,forms of a square. DAMA and the computer:The game lady can be played easily on the computer. The students can draw the schemes in a MS Word, we can print the scheme so the students can play it. But we can also play this game in an electronic form by developing an application for the game.
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THE EVALUATION FRAMEWORK Category
sample
elementary
(excellent)
(good)
The presentation is full of data clearly connected to the given topic
There are a lot of information on the subject
All the required tasks are covered
The information are not clearly elaborated and there is a lack of connection to the details.
Clearly and correctly defined terms, Thepresentationisfullofpictureswherethegiven taskisconducted The presentation contents effects on each slide where the significance of the important terms is shown
The terms are not completely defined there is an uncertainty in the writing There are pictures in the presentation
Соntent It contents effects where the significance of the important terms is emphasized
Collectionandorganizationo fdatas from Internet for need of realization of the tasks
The data are well organized and adequate to the resources and requests of the tasks
The data relate to the used resources
The directed resources(links)are successfully used
Some of the directed resources are used
Presentationoftheprepared taskinwhichalltheimportant terms,use,andproductsarei nvolved
The terms, the properties and the use are successfully presented
There is not a whole presentation of the terms ,properties
Presentation ability
Quite well organized presentation
Well organized presentation
Clear articulation
Relatively clear articulation
Flat rate
Unbalanced rate
Shown selfconfidence
Small expression
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LESSON 5: The GAME MATCHBOX Key learning: Performance, Costume design, Scenography Subject and contents: Native language Students’ Grade: Vth Time of realization: Two classes of 40 min ICT: Bing, Microsoft Office, MSN Мethods  Web Quest, Brainstorm
STUDENTS LEARNING OUTCOMES 
an ability to analyze and experience a scenario and drama;

an ability to recognize the characteristics (internal and external) of the main actors;

an ability to recognize and apply the characteristics of actors within their own expression;

an ability to perform and play a drama according to a given role;

to expand their knowledge related to scenography, costume design and music in a theatre (puppet) show.
STEP 1 – AN INTRODUCTION TO THE ACTIVITY One student addresses the others. My grandmother showed me the game “Matchbox”. She explained the rules of the game (supplement 1) and read a dramatic text (supplement 2). Do you know what a drama is? Let’s have fun and play “Matchbox” and learn, let’s discover what is a drama and learn about our most famous actors!
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STEP 2  TASKS FOR THE STUDENTS 1st lesson
The Game Origin The game “Matchbox” brought over by th grandmother of Filip Sokolovski, a 5 grade class from school of “Sv Kiril and Metodij” Centar, Skopje. The needed material Empty matchbox with written numbers on each side of the box; Playing table; Notebook and pencil to write down the correct answers. The Game Rules The children sit around the table. They agree about pulling out the longer and shorter stick of the matchbox as per order of participants in the game. The first player sets the matchbox at the edge of the table, but only half of it lies on the table and the other half is out. Student bends his thumb finger, hitting the part of the matchbox that does not lie on the table, to fly in the air, turning it several times. It falls on the side that is marked by a number. That number is memorized and the game begins with collection of each number that will show up after the student will hit the matchbox. The exercise could be repeated by not only adding the numbers but also subtracting, multiplying them, that very depends on availability of class hours. Each correct answer is recorded in the table created in Excel. The student who wins will have the most accurate answers.
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 Selfevaluate yourselves in math – adding, by playing the game “matchbox”.  Analyze the dramatic text and try to experience the same by reading it.  Recognize the characteristics (internal and external) of the lead characters and apply them in your expression and perform them in each group.  According to the instrument of evaluation (supplement 3) evaluate the activity of each group. 2nd lesson Click the given links, read carefully, think about how will you help to discover the key words in your group.  Write the evaluation criteria for the activity in the group. Group 1 Brochure Make a manual for your friends, in the form of a brochure; using Microsoft word, explaining the key terms, what is drama, scenography and costume design. Group 2  Presentation Make a presentation in Microsoft Office Power Point for theatre and dramatic art. Group 3  Presentation Make a presentation in Microsoft Office Power Point for Macedonian actors. STEP 3 RESOURCES FOR THE STUDENTS: Links for group 1 Link for the word drama; link for the word scenography; link for the word costume design
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Links for group 2 Link for the word theatre ; Link for dramatic arts; Links for group 3 Link for the word Macedonian theatre actors STEP 4 THE PROCESS 1st LESSON Curriculum context: Native language scenography, costume design and the music in a theatre (puppadditionet) show. Math Addition, Subtraction and Multiplication. Project outputs: eproducts Video1 of the game in Win Live Movie Maker Video2 Drama –MS Word Creative activities: selfevaluation with justification of such evaluation and the ability to ask critical questions and lead productive discussions critic and creative opinion, mind walk, learn from each other (videoconference classes in between schools from different regions), expressing ideas and thoughts 21st skills acquired: Students show maturity in critical, cultural heritage and traditional values in connection to life and technology ICT competences  Drawing the game in Paint Making a presentation in MS Power Point  Recording and publishing the video with Win Live Movie Maker
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 Students are divided into groups according to the word written on a piece of paper, drawn from a lottery basket, and students sit down by the /,m,desks where their word is written – drama, theatre and actors.  They play Matchbox for 10 minutes and enter the correct sum in the group, selfevaluation.  They analyze the drama text, read the text of Matchbox and decide about the actors in the group, Marko, Darko, Ivan, Kire, Sasho the father and grandmother Mary.  They perform in front of the class and select the best group of actors, according to the evaluation instrument (supplement 3) 2nd LESSON  They discuss, think about, analyze, write down the criteria for selfevaluation within the group, and agree upon the activities of each member of the group.  Using Bing search engine, they search through the links using the words drama, theatre and actors.  They agree among each other and select leader of the group.  Through brainstorming – associations for the word in the group, the students write down and create a mental map.  The leaders of the groups present the mental maps of words – associations.
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 The teacher gives instructions to each group, students to think about how they can connect the written words using computers.  In each group the activities start with discussion about the appearance and the content of the final product.  Together they prepare a brochure and presentation using a computer.  The students perform selfevaluation and select the best activity from one of the groups. STEP 5 CONCLUSION Students conclude that they have succeeded by playing a game to perform selfevaluation in math. They learned what a drama is, theatre, costume design, scenography, and Macedonian popular actors. Moreover, during the activity they had fun, used the internet to do a group research (discovering the key words), performed and selfevaluated in a correct using the instrument for evaluation. PART FOR THE TEACHER The game “Matchbox”, as an introductory activity offers an opportunity for integration and immediately produces feedback information for math learning, the achievements of the students and the problems each student faces. At the same time gets a feedback in a written document for the correct results of each game, recorded by the student. Playing the game helps in overcoming the anxiety and fear of not knowing in front of the teacher or the fear of being tested. It develops the memory capacity and logical thinking. Educational link: The game is comprehensive and useful for math functions of adding, subtraction, multiplication. Depending on the age of the children, they can add from 0 to 10, only with two addends. Also, the game may be played with three addends, and the numbers may be added to the first obtained sum. In this manner, they can add up to a 1000 or more. If the objective is subtraction, they are instructed to agree upon the start number, for e.g. 100 or 1000, and in every turn, they subtract one or two numbers. The game “matchbox” is very interesting while learning the multiplication tables. On each side, they write down numbers and multiply with the number which is hardest for them to remember. Matchbox on a computer: A similar combination for this game may be designed by using computer, if the students are divided to play in pairs. The students shall open an empty excel document and enter one number in each field. The first player will randomly click two numbers, for e.g. 4 and 9. The second player will do the adding. If the sum is correct, the numbers are Grandma’s games
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entered one by one, and the sum is increased, for e.g. number 13, and all successive numbers clicked by the student shall be added to this number. In order to check whether the sum is correct, depending on the age of students, the function for adding in excel may be used, or a calculator, if the students are younger. Supplement 2 Drama “Matchbox”
Matchbox
Filip Sokolovski Student in the second grade At the primary school ”Ss. Cyril and Methodius” Center Skopje
Venue: LIVING ROOM LEAD CHARACTERS: Marko, Darko, Ivan, Kire, Father Sasho, and grandmother Mara (the children play on the computer in the children’s room. Suddenly, the power goes off) MARKO:  Daaad, bring me the matchbox to light the kandle!!! GRANNY MARY:  Matchbox, I can still remember the days spent playing matchbox!! MARKO:  How is it played??? GRANNY MARY:  The game is played by tossing a matchbox with written numbers on its sides. The numbers add up, depending on which side the matchbox will fall. The winner is the one with the most points. DARKO:  And which numbers are written on the sides??? GRANNY MARY:  The numbers on the matchbox are written according to the age of the children, but you can also learn the multiplication tables by tossing the matchbox twice. IVAN:  Oooo, now I get it. KIRE:  Ok, then, let’s play. Father Sasho:  Here’s the matchbox kids, write down the numbers and play.
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Supplement No. 3: Performance Control Indicators
1. The person is facing the audience 2. The person expresses his/her feelings 3. Maintains eye contact
Physical expression
4. Coordination between body movement and the situation
1. Speaks clearly and comprehensively 2. He changes the voice according to the moment (situation)
Voice expression
3. Emphasized the key words
1. Uses adequate words to express opinion 2. Avoids unnecessary repetitions 3. Uses standard language
Verbal expression
4. Correct use of punctuation marks
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LESSON 6: The GAME HOPSCOTCH Key learning: geometric shapes
Subject and contents: Mathematics, Art, Physical education Students’ Grade: Ith Mentor students’ grade: 6th Time of realization: Two classes of 40 min ICT: Bing researcher, Microsoft Office, Skype, MSN, MS Paint Мethods  Web Quest, Brainstorm, Role Play
STUDENTS LEARNING OUTCOMES 
to identify and name geometric shapes; to create a mosaic by combining the shapes with the use of ICT; introduction into construction by attachment and combining of the shapes; encouraging creative expression; to discover the water and sand as art materials; to discover the sand and asphalt as uncommon art materials; to keep body balance and doing movements by standing on one foot; to aim towards a positive reaction to others’ achievements and learning to accept your own failure;
STEP 1 AN INTRODUCTION TO THE ACTIVITY The students are doing the playful drama activity ‘I am…’, in which they recite previously learned lines about mathematical shapes by using dolls –shapes attached on sticks. Then they play the game ‘Who am I?’ In this game each child holds a mathematical shape in his hand and is asking the others about its name.
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STEP 2  STUDENTS’ TASKS  Doing the playful drama activity – I am… The studentsmentors are presenting the game ‘PLOCHKA’ by drawing on a soil surface using a stick and a bottle of water.  Naming of the shape the Czarina is composed of.  Playing and complying with the rules of the game. The game origin The game “Plochka” brought over by th grandmother of Antonio Spirkovski, a I grade class from school of “Koco Racin” vilage Ivanjevci Bitola The needed material A stone in a form of a round plate. The Game Rules Every participant plays individually by jumping from one field to another on one foot. The basic rule is that no one is allowed to step on the line that was used to draw the geometric form of this game. The round shaped stone is called ‘plochka’. The ‘plochka’ is being thrown in the first field marked with #1, it mustn’t be thrown on the line. If it falls on the line the participant loses the right to play and goes at the end of the line of the group of children that are waiting to play and waits for their turn. If the thrown ‘plochka’ is too close to the line, if it almost touches the drawn line the participant calls out aloud: ‘THE CZAR IS DRINKING WATER’. This means that this participant cannot be excluded from the game. When the ‘plochka’ is being thrown in the first field, the participant jumps on one foot in field 1, field 2 and then goes to the part of the drawn form, where the field 3 and 4 are placed one next to the other. Here the participant stops with one foot in each of the two fields (one foot on #3 and the other foot on #4). Then it continues to jump on one foot until it reaches the field. At the end of the drawn form, in fields 7 and 8, the participant stands on two feet again and then he turns back. He jumps on one foot until he reaches the field where his ‘plochka’ was thrown. While still standing on one foot he reaches to take the ‘plochka’ and throws it out of the drawn form and continues to jump on one foot.
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 Work in 3 groups in order to invent a pattern of our new Czarina. GROUP ONE – Making a new pattern with cardboard shapes. GROUP TWO  Making a Czarina by dragging mathematical shapes in MS WORD. GROUP THREE – Creating a pattern by combining plastic didactic material.  Selecting a new pattern in a shape of a house.  Printing the pattern.  Drawing the pattern with chalks at the school playground.  Playing with the new pattern by complying to the old game rules and naming of the newly used shapes  Activity analyses.
STEP 3  PROCESS The studentsmentors present the game ‘plochka’ in the soil patch close to the school. First, they are drawing the pattern in an old traditional way. The pattern can be drawn on asphalt with chalk or a piece of tile but it was mostly drawn and played on a soil surface with the use of a stick. For the lines of the pattern to be clearly visible the students came to an idea that they should be drawn once more with water and for that purpose they used plastic bottles of water with 28
Curriculum context: Mathematics Geometric forms, perimeter, area, measurement lengths Native language Expression and creation Media culture Role Play Ecology Chemistry Mixtures of cement and chalk
Project outputs: eproducts Video 1 in Win Live Movie Maker Video 2 Video 3 Drawings in Paint Presentation 1 Power Point Presentation 2
21st skills acquired: Students got deeper knowledge about how technology can support their learning and get integral skills Realworld connections, primary source material, and sophisticated datagathering and analysis tools ICT competences:  Drawing the game in Paint shooting a video and making it in Win Live Movie Maker  Power Point presentation
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small openings made on their caps. First grade students named the square shape from which the czarina is composed and helped in drawing the numbers 18 in the game fields. For this game you need ‘plochka’ or a round shaped plate. The children picked out more plates and then we decided which one is the most suitable for playing this game. What follows is memorizing the game rules and complying with them. Then we agreed on inventing a new pattern for this game. For that purpose, we separated into three groups. GROUP ONE: Making a pattern with applicative didactic material. GROUP TWO: Combining and painting of mathematical shape in a Word document. GROUP THREE: Creating a new pattern with didactic material of plastic mathematical shapes While the students are working, the teacher is asking the students to name the shapes they’ve used, thus creating an image for every student’s knowledge. After finishing the activities and going through the possible patterns we all agree on the shape of a house. We named the shapes that we used on it and asked the studentsmentors to help us with the drawing. We agreed to draw this czarina with a chalk on the school playground. We printed out the pattern. While the studentsmentors are drawing the first grade students are helping in identifying the parts of the new pattern. Then, we play the game by complying with the old traditional rules applied on our new pattern. Through conversation, at the end of the classes we are reflecting back on all the previously finished activities from that day. STEP 4  CONCLUSION The students revised their knowledge about the previously learned mathematical shapes. Through cooperation with the upper grade students they learned a new game and new rules. They gained a habit for complying with a set of rules, 29
rejoicing for the other students’ achievements and accepting their own failure and developing a desire to learn from others’ positive example. They developed their own creativity by inventing a pattern for the new Czarina and they did the same by combining mathematical shapes from a didactic material and using the tools for dragging and colouring in Microsoft Office Word. They learned how to print. They were naming the shapes during the drawing process of the new Czarina and actively participated in the new game by complying the old rules. TEACHER’S SECTION With the game ‘Plochka’, the teacher follows the students’ progress in learning mathematical shapes. The teacher observes which student can identify them and which can both identify and name them. The teachers also takes notes on the students that have certain difficulties which gives him/her a direction for the future planning on individual approach of work with the students that achieved the objectives only partially. EDUCATIONAL LINK The game can be adjusted and applied in the students’ knowledge testing and in science classes for teaching the Days of the Week. While the student is jumping through the fields of the Czarina his task is to say the names of the days in the right order. Every mistake causes the player to stop playing the game and gives chance to the next player. This game is also suitable in PE classes for achievement of a number of objectives that are in the first grade curriculum and it can be easily adjusted according to the needs of the particular class content. It is especially suitable and interesting as a part of a relay race game that involves jumping on one or two feet combined with running and jumping through obstacles. The students are learning how to take the appropriate body position in order to keep their body balance and do the necessary activities. ‘PLOCHKA’ ON THE COMPUTER The first grade students can illustrate their impressions of the game in Microsoft Paint. With the teacher’s assistance they can print out their work and enrich their collection of works. They can draw parts of the pattern or create their own pattern by dragging parts in Word. Mathematical shapes scattered along the computer desktop can be classified in four different folders. The same can be done by classifying in accordance with shapes size and colour... following two or three criteria. They can share their findings with students from other schools through Skype and show them their work.
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Form for tracking student by subject Name of the student______________________ Teacher___________________ Date_____________________ Students are monitored as to achieve the goals set under the standards of the programs by subject.
Subject
Date
Note
Native language
Science
Art Education
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LESSON 7: The GAME STONES (PETKAMCI) Key learning: recognize and compare numbers Subject and contents: Mathematics, Native language Students’ Grade: Ist Mentor students’ grade: 5th Time of realization: Two classes of 40 min ICT: Bing , Microsoft Office, Auto collage, MS Math Skype Мethods  Web Quest, Brainstorm
STUDENTS LEARNING OUTCOMES 
recognition of numbers and comparing them up to ten; addition and substraction of the numbers in the range of five; memorizing the game rules and respecting them; improving mentorship with other students from the school; students are directed towards tolerance and positive acceptance of their mistakes and tend to improve from other positive examples.
STEP 1 – AN INTRODUCTION TO THE ACTIVITY A game –WHO WILL BE FASTER IN COLLECTING REGULAR NUMBER OF STONES according to verbal instructions from the teacher. 
Extracting a number from the sequence numbers to ten, its naming and collecting an adequate number of stones (pebbles). Mutual checking, assessing who has the appropriate number of pebbles and correcting the errors. Sequence of numbers to ten Guess the association of the word ”petkamci5 stones” They colour 5 stones for the game
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STEP 2  TASKS FOR THE STUDENTS
The Game origin The game “Petkamci” brought over by grandmother of Viktorija Radomirovska, th a 5 grade class from school of “Sv Kiril and Metodij” Centar, Skopje. The needed material Five small stones (rocks) in a form of squares that is the reason the game is named five rocks (petkamci). The Game Rules All of the players play the game until the rock which is thrown up in the air falls down. In case the rock falls, then the player stops playing and waits till all of the players finish the game. The player that has made a mistake continues with the game in the level where his mistake occurred. The winner of the game is the one that finished all of the 6 levels of the game without making any mistake.
1. They listen to the rules of the game and carefully follow the instructions of playing the game with 5 stones presented by studentsmentors. 2. Start playing the game. 3. They practice adding and subtracting numbers from 1 to 5. 4. Play in 3 groups.
STEP 3 THE PROCESS The students pull out numbers which are written on color sheets and they get a task to name the pulled number and to collect an adequate number of pebbles. After all of them finish the task, they check mutually by counting the pebbles and correct the errors if they occur. The teacher monitors and then directs how much students know the numbers up to the range of 10. Then the students get a task to range the numbers on the table together with appropriately chosen number of pebbles for each number.
Some of game values  Keeping and animation of the game which is a gift from our ancestors and valuation of the material goods.  Creation of sense of competition.  The concentration is increased  It improves the motion of the fingers and the whole hand. Play the game in order to feel its great value!
By working in pairs, the students make a comparison of two numbers with a regular use of the signs of comparison and the teacher observes the students’ achievements.
This game can be played by unlimited number of players no matter of their age or sex. This game is played with one hand (the left or the right hand) it depends on the player’s choice.
The rules are demonstrated by studentsmentors who had learned this game from their grandmas.
See here for the full description of the game.
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The teacher presents the new game which is about to be played and the students guess the association of the words 5 stones (petkamci) then they collect 5 stones and start to color them.
They show the order of playing that should be achieved in order to win the game. During the game, a verbal application of the operations is performed of adding and subtracting the numbers from 1 to the scale of 5. 33
By playing the game, the students practice mathematics, tolerance, cooperation, respects the rules and order of the events. STEP 4 CONCLUSIONS The students were practicing and determined their previous knowledge of practical use of counting, recognition of numbers, their numerical values and regular use of the signs for comparison.
Curriculum context Mathematics recognize and compare numbers odd and even numbers  addition and subtraction of numbers Nature Ecology History The Stone Age Native language Verbal and written communication Dramatization
They acquired new rules of a game in cooperation with the studentsmentors. They used Microsoft Math for practicing addition and subtraction. They practiced recognition of numbers and ordering a sequence through appropriate games chosen on the Internet. EDUCATIONAL LINK
Project outputs: eproducts Presentation  MS Power Point Presentation 2 Video1 of the game in Win Live Movie Maker Video 2 Poem MS Word Game description in MS Word
The game 5 stones is suitable for the students in the 1 st grade because their achievements in counting, numbering, adding and subtracting of these numbers can be checked. During the preparation of the tools (the 5 stones) for the game they can also practice the classification of the stones in two or three signs given by the teacher.
21st skills acquired: Application of interactive gaming methods, adopting knowledge beyond the classroom walls, access knowledge through various workshops, cooperative learning as unique approach that involved mentor students (older students) and students from lower grades. Drive numerous interactive methods to develop communication and st other 21 century skills.
ICT competences  Students took pictures of activities and made an auto collage of images. publishing video in Live Movie Maker  online communicated e via Live MSN,  Microsoft Math
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Also, the game 5 stones can help in realization of the curriculum content: an introduction to number 5 with forming the sets with 5 elements (stones). These five stones that are required for the game should always be set in a way to be reached by children like in a mathematical corner as this game can be also played during the breaks or like energizing exercise between the activities.

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Form for tracking student by subject Name of the student______________________ Teacher___________________ Date_____________________
Numbers up to 5
Identify the numbers and correct pronunciation
Comparison Predecessors and successors
Odd and even numbers
Ordinal numbers
Students are monitored as to achieve the goals set under the standards of the programs by subject. Subject
Date
Note
Native language
Science
Mathematics
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LESSON 8: The GAME STRING Key learning: collinear and noncollinear points, straight angle, polygons types of angles Subject and contents: Mathematics Students’ Grade: 5th Time of realization: Two classes of 40 min ICT: Bing researcher, Microsoft Office Word, Skype, MSN Мethods  Web Quest, Brainstorm
STUDENTS LEARNING OUTCOMES 
to refresh their memory about collinear and noncollinear points; to obtain an idea of a straight angle, polygons and types of angles to be able to define the terms for angle, to group the angles according to size and to identify the different types of angles in the string game pattern by asking questions. In the role of mentors, the senior students are discovering them the mathematical terms that correlate to this grandma’s game. a line segment, a ray, a line, an angle, lines, adjacent angles, alternate angles, parallel lines, intersecting lines, skew lines, to be able to distinguish the different types of triangles and polygons.
STEP 1 –AN INTRODUCTION TO THE ACTIVITY The 3rd and 4th grade students helped Jovan’s mother to find grandma’s games that Jovan can play in his spare time, his older sister shared this idea with her Mathematics and Chemistry teacher. Then, the students from her class came to an idea to try and find out exactly how much Mathematics and Chemistry is there.
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STEP 2  TASKS FOR THE STUDENTS
The game origin The game “String Games” brought over by grandmother of Maja Stojcevska, a th 5 grade class from school of “Braka Ribar” village Tabanovce, Kumanovo.
 Click on the given links, read carefully, think of ways about helping find out the keywords (collinear and noncollinear points, angles, types of angles and their division, line segment, a ray, a line, an angle, lines, adjacent angles, alternate angles, parallel lines, intersecting lines, skew lines) and how to share this knowledge with the 3rd and 4th grade students.  Write down your criteria for the research process.  While discovering these keywords use a camera to shoot the whole activity and then create a presentation in Windows Movie Maker.  Make a questionnaire on your computer researching younger students’ opinions about learning Mathematics with correlation to some of the grandma’s games.  Create a Power Point presentation.
The needed material Thread of hemp
STEP 3  RESOURCES FOR THE STUDENTS
The Game Rules: This game can be played by one or more
Link to the word collinear and noncollinear points Link to the word angle and types of various angles  Link to the word line  Link to the word triangle and its types.
children depending of the form we want to create. The string could be twisted by one child with one or both hands to make different forms. The same can be done by two ore more children who can create different shapes by twisting and turning the string.
STEP 4  PROCESS  The students discuss, think, analyze and deduct how to help their friend and her children, not only in discovering grandma’s games but also in finding out exactly how much Mathematics and Chemistry is there.  Understanding of the keywords – the teachers gives folded handouts to the students. There is one word written on each of them (a line, a ray, a line segment, a polygon, a triangle and types of triangles, an angle, and types of angles). The number of handouts is matching the number of students in the class. Every student does a research on the word that is written on his handout.
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 The students are divided in groups according to the word on their handout.  Using Bing – search engine they are looking through their links. They are divided into 4 groups:
Curriculum context Mathematics Тhe different types of angles according to the sides, angles and its types  Types of polygon Native language writing drama, poems Science Cotton, wad, making the string
Project outputs: eproducts Video 1 Win Live Movie Maker Game origin– Bing maps Presentation – Power Point Poems MS Word 21st skills acquired:  Acting creative ideas to make a tangible and useful contribution to the domain in which the innovation occurs Identifying and asking significant questions that clarify various points of view and lead to better solutions Articulating thoughts and ideas clearly and effectively through speaking and writing ICT competences: Video conference with students from five different school regions Skype  Power Point presentation Poems with MS Word tools  recording and video publishing in Win Live Movie Maker
Group 1: searches for keywords (a line, a ray, a line segment), and then chooses a group leader; their task is to find images, to discover the common position of the two lines and then present their research through a Power Point presentation. Group 2: searches for keywords such as a polygon, a triangle and types of triangles and then chooses a group leader; their task is to find images, to discover how the triangles are divided according to their sides and angles and then present their research through a Power Point presentation.  By following the given links the students are finding out about the production of the silk thread and then they present this through images in a Power Point presentation. Group 3: searches for keywords such as an angle and types of angles, and then chooses a group leader; their task is to find images and the given keywords, then by using the string game pattern to learn to identify the types of angles. Group 4: By using a camera this group follows the other groups’ activities in order to create a Windows Movie Maker presentation.  The teacher gives directions to the students to think of a way to creatively relate the words with the use of computers;  Students selfassess and select the best presentation. STEP 5  CONCLUSION The students conclude that they managed to find a way to help their friend. They also learned how to do a research,
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found the keywords on their own, used the given links. While working on this, they used the writing tools for writing a text document in Microsoft Office Word, Power Point, and Windows Movie Maker.
TEACHER’S SECTION The teacher is observing the groups’ activities and gives guidance to the students to think about the keywords they research. At the beginning of the class the teacher is introducing the objectives the students need to achieve as well as manner in which the final product will be evaluated (graded). The teacher gives previously prepared handouts to each of the groups. Each group works on its assignment by using the given resources and then presents its work with a Power Point presentation. During the entire process, the teacher supports the students, gives them guidance and additional advice. The analytical assessment list – presentation is used as an evaluation instrument. 
Contents. Collecting and organizing data taken from the Web and using it for fulfillment of the given tasks. Presentation of the task product with all the important keywords and images included. Presentation skills.
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THE EVALUATION FRAMEWORK Category
sample
elementary
(excellent)
(good)
The presentation is full of data clearly connected to the given topic
There are a lot of information on the subject
All the required tasks are covered
The information are not clearly elaborated and there is a lack of connection to the details.
Clearly and correctly defined terms, Thepresentationisfullofpictureswherethegiven taskisconducted The presentation contents effects on each slide where the significance of the important terms is shown
The terms are not completely defined there is an uncertainty in the writing There are pictures in the presentation
Соntent It contents effects where the significance of the important terms is emphasized
Collectionandorganizationo fdatas from Internet for need of realization of the tasks
The data are well organized and adequate to the resources and requests of the tasks
The data relate to the used resources
The directed resources(links)are successfully used
Some of the directed resources are used
Presentationoftheprepared taskinwhichalltheimportant terms,use,andproductsarei nvolved
The terms, the properties and the use are successfully presented
There is not a whole presentation of the terms ,properties
Quite well organized presentation
Well organized presentation
Clear articulation
Relatively clear articulation
Flat rate
Unbalanced rate
Shown selfconfidence
Small expression
Presentation ability
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LESSON 9: The GAME Bzzz Key learning: term insects, human relation to the animals Subject and contents: Native language, Art, Science Students’ Grade: Ith Mentor students’ grade: 6th Time of realization: Two classes of 40 min ICT: Bing researcher, Microsoft Office Word, Skype, MSN, One Note, Мethods  Web Quest, Brainstorm, Role Play
STUDENTS LEARNING OUTCOMES 
to be able to retell and analyze the already heard text.

to determine the term INSECTS

to differ and describe various insects with its characteristics

to be abled do a research and use different resources: encyclopedias, magazines, Internet.

to develop a human relation to animals and the nature
STEP 1 –AN INTRODUCTION TO THE ACTIVITY The students play “ЛЕТАЛЕТА” (FLYFLY) as energizing play to introduce the following activities and the game rules. Then, the game gets a new name which is “an insect is …an insect is…” in order the students to get the proper knowledge of the term and be able to differ insects and birds.
STEP 2  TASKS FOR THE STUDENTS  retell the story “The mosquito and spider”  make conclusion of the story with described characteristics and attributes of these insects Grandma’s games
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The game origin The game “Bzzz” brought over by grandmother of Dragana Madzovska, th a 5 grade class from school of “Ilinden” vilage Konopnica Kriva Palanka.
The needed material The game requires 5 to 10 children in a group. It is named after the buzzing of insects which has been played and is played even nowadays. The game brings the aspect of perceptual ability and emotional reaction of other players while they beat the hand of the player that closes the eyes and his returned back.
The Game Rules The game is played with 5 up to 10 children in a group. One child is with his turned back towards other children and has shown the face behind the hand. Other children in the group agree amongst themselves who will touch/heat on the arm (hand), while all the children shout 'Bzzzz’. The child's task with the returned back is to guess who from the kids has heated his hand and if he/she guesses that they change positions (roles) otherwise the game continues until he/she guesses who hits his hand.
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 make a review of the stickers from the album”Animals’ kingdom”  the students to go out in the school yard, find insects and describe them  discuss about their place and way of living. To find a lot of information through Bing and to make a review  with video from You Tube, they get an idea about insects’ images, eating and their characteristics in their living environment. They start playing the game Bzzzz There is a small change in the game, we use rubber models and we name the insects and repeat. In One Note application they delete the pictures which are not insects but are placed on the picture which is prepared by the teacher. In One Note application, they draw and color insects according to a sample application which is placed on every page.
STEP 3  PROCESS The process is guided by the teacher or studentsmentors with activities such as research ,reading and an use of ICT. In the school yard they observe and describe rubber models of insects for which they get an idea of the insects’ images, characteristics and the way of living in their natural environment. The students start plays the game “Bzzz”, with few changes of the game rules. Thus, with rubber models they name the insects, do the review of them which is getting more interesting. They walk in the nearby area, find insects, talk about their living places, and make conclusions for a positive relation to the living world…
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In One Note application they erase applications which are not insects but are placed on a picture which is prepared by studentsmentors. They work in two groups In One Note application they draw and color insects according to the sample application placed on every page. STEP 4  CONCLUSION Curriculum context: Native language Verbal and narrative expression Mathematics Mathematics elements of sets, intersection, union, difference and number of sets elements. Science Development of human senses, eye sight, scent, hearing Art The concept of colors Project outputs: eproducts Students Drawing in Paint Video 1 Win Live Movie Maker Video 2 The thematic picture in One Note Game origin – Bing maps 21st skills acquired: Accessing information efficiently and effectively, evaluating information critically and competently, using information accurately and creatively for the issue or problem at hand. Understanding how media messages are constructed, for what purposes and using which tools, characteristics and conventions ICT competences  Students drawing with tools MS Paint, Recording with Flip camera and video publishing with Movie maker, Using MS One Note
Grandma’s games
The students make a conclusion that they achieved through play game to learn more about insects and to make a difference between them. The learned how to have a positive attitude towards the nature and all living species and not to destroy their place of living. They learned how to do a research and how to get information from different resources. While they were working, they used the drawing and coloring tools in One Note application. They used Internet for learning by video clips and Bing researcher for learning through photographs.
TEACHER’S SECTION There is no need for a big space or special conditions for playing the game or some tools for its realization which makes even more suitable for playing. It can be used as an energy source during the morning meeting but also as an introductory, main or final part of the grade hours in which the students learn the curriculum content and aims where the students should mix the learning with having fun. So, Bzzzz is a suitable game for these purposes.
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Form for tracking student by subject Name of the student______________________ Teacher___________________ Date_____________________ Students are monitored as to achieve the goals set under the standards of the programs by subject. Subject
Date
Note
Native language
Science
Art Education
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LESSON 10: The GAME MOSQUE Key learning: Media culture and Geometric forms Subject and contents: Mathematics, Native language and Arts Students’ Grade: 1st Mentor students’ grade: 6th Time of realization: Two classes of 40 min ICT: MS Office, Skype, Bing, Live Movie Maker, MS Paint Methods: Web Quest and Role Play
STUDENTS LEARNING OUTCOMES Macedonian Language (Listening and Speaking)  to get a notion and acquire the habit for polite behavior with people they know or strangers;  to get know the Skype or MSN as a communication tool and a place where they can get virtually exchange information and knowledge with their peers. Mathematics  to recognize round and square shapes in their surrounding;  to be able make grouping of three given signs – size, width, shape;  to be able present and recognize the geometric shapes using ICT.
STEP 1 – AN INTRODUCTION TO THE ACTIVITY Using a roleplay the students practice in pairs – A telephone conversation, whereas they present different ways of addressing to a person. STEP 2  TASKS FOR THE STUDENTS  Divide yourselves in two groups by drawing the mathematical shapes (circles and squares).  Each one of you should stand by the table marked with the relevant shape and try to name its own group.
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The game origin The game "Mosque" originates from the region of Tetovo. Irem Ismail’s grandmother th shared the game with us. He is a 5 grade student class 2 at the Primary School “Ss. Cyril and Methodius” in Skopje
The needed material Five or nine flat round stones, put one over the other, pieces of tiles may also be used which is called a tower. A flat surface where a square is drawn, with one side of 1m, and in the middle a small circle where the stones are positioned. Another line is drawn, at a distance of 2 or 3 meters.
3. Discuss among each other what are the ways to get informed about something you do not know, like on how to play the game "Mosque” which has been played by your grandmothers. 4. Exchange ideas with the other group and listen what they have to say. 5. One of the groups goes for a walk with students mentors. They talk and collect data about the game "Mosque”, and also take pictures with the web camera. 6. The other group, with the help of the teacher, using Skype, contacts the previously arranged meeting with some grandmothers, and has the task to ask as many questions as possible regarding the game and the rules of the game, and also show that they are polite during the conversation. 7. After finishing the tasks, both groups should exchange their impressions from the exercise.
The Game Rules Two teams with a larger number of students (up to 10 students in a team, total of 20 students) can participate in this game. In the middle of a square with a side of 1 m, a circle is drawn. In the circle the round shaped stones or tiles are being placed one on top of another. At a distance of 2 to 3 meters a line is drawn. Behind the line there is the team that tries to demolish the tower (mosque) by rolling a ball on the ground. The members of this team disperse after tearing down the tower in order to avoid being hit by a ball thrown by the opposite team. The other is waiting on the opposite side. When the tower is demolished, one student catches the ball and runs after the other players and hits them one by one. But there is only one ball and while the student runs after someone the other students from the opposite side are trying to rebuild the mosque. The children that are guarding the tower are calling out the student with the ball if someone approaches the tower so it can pass the ball to them. After this, they hit the player that tries to rebuild the tower. If the tower gets rebuild the players are calling out aloud: ‘MOSQUE’ as they are winners of the game.
RESULTS  Using MS Paint, they draw the shapes for the game, according to what they heard or searched previously.  We collected stones for the game and draw the space in shape of a square.  Everybody carefully listen the teacher’s guidelines regarding the rules of the game.  After playing the game, in Word, students had to find the circles and squares and color them while other shapes to remain uncolored.  They check each other completed working sheets.
CONCLUSION
Student conclude that they have managed through playing the game, to learn polite behavior and how addressing elder people, correct use of Skype, asking questions that lead to useful information. They have learned about geometrical forms and how to recognize them in their surroundings, classify them by color, shape and size. Grandma’s games
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TEACHER’S SECTION: Overcoming the anxiety and fear of not knowing by playing the game. Developing the memory and logical thinking. Satisfying the natural need of the children to play games, thus, making learning easy. Curriculum context Mathematics geometrical forms: square, sides of a square, area of a square, perimeter of a square, types of angles – right angle. Geometric shape: a ball. Biology, Natural sciences – the stone, as an integral part of the soil Native language – expression and creation – writing an essay about the stone and its eternal characteristics Society and History – types of constructions – old buildings, mosques Project outputs: eproducts Drawings in Paint Video of the game in Win Live Movie Maker Video 2 Game origin – Bing maps PoemsMS Word st
21 century skills acquired: • Communication and Collaboration • Articulating thoughts and ideas clearly and effectively through speaking and writing • Demonstrating ability to work effectively with diverse teams • Creative and innovative work ICT competences: Live MSN – an online collaboration, exchange information and collect data. With MS Word working sheets, they may find round, square shapes and count them. Draw shapes in Paint. They use web camera for taking photos. Using the photos, they can make a power point presentation with the help of the mentor students. They use BING to search the origin of the different buildings, they can also download images, text, audio or video materials, and share them with their friends from different schools.
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LIST OF Analytical ASSESSMENT Content: nonstandard problem solving tasks INDICATORS AND EXTENT OF EACH INDICATORS Indicators
1
2
3
Understanding of mathematical ideas in the tasks
Partial or incorrect understanding of mathematical ideas in the tasks
Understanding the task, but it is not explicitly shown in the solving the problem
Full understanding of mathematical ideas in the tasks
Method of solving
The method of solving is not suitable, and the accidentally led to the exact solution
The method of solution is not the best, but leads to a correct answer
The method of solution is appropriate
Mathematical operations
No mistakes in basic mathematical operations
No mistakes in calculating at all
No mistakes in calculating at all
Arguments for Arguments are not solving problems included for the decision
Some arguments are included for the decision but incomplete
All the arguments are included in the explanations (which are sometimes appropriate to the task are simple schemes and diagrams)
Wholeness (completeness) of the resolution
The answer is complete, but the explanation is not completely
The answer is complete with clean, clear and elegant explanation
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The answer is not complete: missing whole parts or no explanations
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LESSON 11: The GAME HIDE AND SEEK (Mizi baba) Key learning: observing, senses, determine psychological and motor skill Subject and contents: Native language, Mathematics, Science, Physical education Students’ Grade: 2th Mentor students’ grade: 5th Time of realization: Two classes of 40 min ICT: Bing researcher, Microsoft Office Excel, Skype, MSN, Мethods  Web Quest, Brainstorm
STUDENTS LEARNING OUTCOMES: 
to enable student describe exterior characteristics through observing the object that the friend has in the hand;

to determine and to express the position of his/her friend verbally in relation to the friends who formed a circle, more precisely to determine the relation insideoutside;

to obtain new knowledge on the senses of sight, hearing, smell and touch;

to develop student’s psychological and motor activities: speed, wittiness, endurance, right and on time reaction, flexibility etc.
STEP 1  INTRODUCTION IN THE ACTIVITY In our little neighborhood one of our neighbors has problem with seeing (eye vision). Many people around us are blind. How do they get by? What other senses they use? Let's close our eyes and recognize objects without seeing.
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The Game origin The game “MIZI BABA” brought over by grandmother of Gabriela Gelevik a 5th grade class from school of “Braka Ribar” vilage Tabanovce, Kumanovo.
The needed material: tying scarves eye
The Game Rules The game is played in a way that a child is chosen to close his/her eyes while the others hide. The child who closes the eyes stands next to a wall or a tree, counts to ten or more with covered eyes depending on the children’s age and then he/she says: spit leftspit right, spit in front of me, who is behind me, he or she closes the eyesI am looking for you... The other children run away in the closest corners and secret places. The child who had the eyes closed previously is now looking for his friends, and as soon as he/she sees some other child, s/he goes to the place where s/he was counting with the eyes closed at the beginning of the game and spits calling out the name of the child he/she had previously seen. The hidden children wait for an opportunity to spit at the place where the child who counted with closed eyes was at the beginningthey wait for the child not to be there, run fast, spit and in that way save themselves and all the found children till that moment from being ‘mizi baba’ in the next circle of the game. He/she says: spit for me, spit for all of us to be saved. The game is played till all the participants are found. The first child who is found and who is not saved by some other child closes the eyes at the next time when the game is played again.
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STEP 2  TASKS FOR THE STUDENTS Listen the rules of the game Hide and seek, play the game twice. 1st Group: The object that you have touched draw in Paint Draw the senses with which he recognized the object in Paint. Click on the link and read about the senses 2nd Group: In MS Excel with the help of mentors create a table and write data on the number of items/objects you have recognized. Tasks for mentors: Record with camera and publish a video with Win Live Move Maker. Support the lower grade students to name, save and put the files in folders. STEP 3 RESOURCES FOR THE STUDENTS A link for all students Senses STEP 4  THE PROCESS The teacher orientates students to take an object from around the classroom by which they will be recognizable for their friends. The teacher asks the students which objects they chose. Discussion with the students for the shapes of the objects around them. Students get a task to find all circle objects. The teacher later gives them a task to take hands and to form a circle. Expressing the class aims: description of the objects around them by following certain short questions that are asked by the teacher. For example: When you touch the object, what is it like? Smell the object and describe the smell? Listen to your friend what he/she has to say about his/her object. The teacher asks the following question: Who is holding a circle object? Then the teacher gives instructions for playing the game Mizi baba. Then he asks where is the student who guesses the names of his/her friends with closed eyes? Where will he/she be if s/he steps out of the circle? The 50
teacher tells the students to leave the objects out of the circle. Then the student with the smallest object closes his eyes and ties them with a scarf standing inside the circle. The students move leftright holding their hands in a circle, and the student with the eyes closed tries to catch one of them. Then the teacher helps him guess the name of the student s/he catches, but first the caught student has to name the object he was holding previously with a changed voice.
Curriculum Context: Use of grammar rules Verbal expression Mathematics  Relations between objects, sets, elements of sets. Science  My senses (eye, ear, nose, touch) Awareness of senses (hearingsighttouch) PE development of psychological and motor skills Project outputs: eproducts Đ? Video 1 of the game in Win Live Movie Maker Video 2 Students Drawings in MS Paint A chart in MS Excel Poem MS Word st
21 century skills acquired:  Exercising flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal Identifying and asking significant questions that clarify various points of view and lead to better solutions ICT competences:  Drawing the game in Paint Putting data in MS Excel  recording and publishing the video with Win Live Movie Maker
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The students choose classroom objects they like. All the students one by one say which object they chose (book, pen, eraser, notebook, pencil cases, bags, mobile, colored pencils, drawing block, chalk, chair, key etc.). The students talk to their teachers about the shapes of the objects around them. Some of them remember the circle objects, and after that hold their hands forming a closed line or a circle.  Students answer the questions asked by the teacher holding their hands and forming a circle. After carefully looking at all the objects, the student who is holding the biggest object closes the eyes and guesses who is holding what kind of object. If s/he makes a mistake, the next student continues with guessing with the closed eyes.  Some of the students say that their object has circle parts or it is a circle. They touch it. They start playing the game Mizi baba after the teacher gives them instructions. The student inside the formed circle tries to catch one of the students. After catching somebody, the student needs to guess the name of the object the caught student holds and its shape, and then guess the name of the caught friend.
STEP 4 CONCLUSIONS Students used the senses of hearing, touch, smell and sight, to develop a sense of empathy (to understand that there are people who have sight problems) Students were able to describe objects by observing though proper expression. The students accurately determine the mathematical relation inside  out.
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EDUCATIONAL LINK The game Mizi baba  helps students to orientate in a space, to be physically fit and to show certain abilities, to know the participants and to count till a certain number at the beginning of the game.
EVALUATION FRAMEWORK
Scale of evaluation Can be better 2
Individual Labor
The student knows little bit about the rules and partially develop the skills to play the game
Good 3
Total points
Very good 4
The student The student can apply the knows the rules, achieves rules, but results and can make develops an effort to various skills: develop the social, skills cognitive, emotional
Great 5
The leader of Student 1 the group Student 2 adds new Student 3 rules within the game, helps others, and knows how to lose, but usually wins
Work within the group
Some The group students may work worked better as a actively, but team not all of them
All members in the group worked hard, but some worked more than others
Quality of game
The rules in The rules in the game the game are not are not sufficiently respected respect
The game is well played, The game is but there are attractive well several errors and played
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Maximum 5 Minimum 2
Group 1 The group Group 2 worked as a Group 3 team, all of them worked hard
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LESSON 12: The GAME Janino, Janino Key learning: multiply, correct sentence and technique of jumping Subject and contents: Native language, Math, Art and Physical Education Students’ Grade: 3rd Time of realization: Two classes of 40 min ICT: Paint, Bing, Microsoft Office, Photosynth,MSN Methods and Techniques: Web Quest and Brainstorm
STUDENTS LEARNING OUTCOMES 
to make correct sentences and to put words in it in the right order; students to be able to multiply with number 2 in solving problem tasks; to enable students to notice the body line of the objects in a certain space; to use the technique of jumping from a certain place and running.
STEP 1 – AN INTRODUCTION TO THE ACTIVITY From the previously conducted research for the game Janino, Janino, the teacher asks the students what they found out about this game from their grandmas. The teacher directs the students how to make a sentence in the right word order.
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STEP 2  TASKS FOR THE STUDENTS
The Game Origin The game “Janino, Janino” brought over by grandmother of Florijan Stojcevski, a th 5 grade class from school of “Ilinden” village Konopnica, Kriva Palanka.
 The students retell and describe the game rules, how is it played and where did they got the source of information.  Students find the nouns in the sentence, correct sentence (grammar) and the right word order in a sentence.  Students learn that multiplying is a short addition of equal multipliers.  Students start playing the game Janino, Janino using all the elements of multiplying with number 2.  While playing the game, they use the basic elements for high jump.  In the program Paint, students draw types of lines, combine and form a drawing with an illustration of the game Janino, Janino.
The needed material: Meadow The Game Rules: The children line one after another in a circle on one meter distance. A child runs and jumps over another child calling out: Janino, Janino daj mi slanino (Janino, Janino, give me bacon). Then s/he continues jumping over another child calling out the same sentence as before. One after another the other jump over the next childr as they are standing in the line, rotating. This continues till all the children do the jumping and the first child who jumped comes. The game is best played in an open space (ground or meadow).
Grandma’s games
STEP 3 RESOURCES FOR THE STUDENTS A link for all students Multiplying
STEP 4  THE PROCESS  The teacher gives instructions to students to divide in groups and each group to form a union of the same number of elements, and then to demonstrate as a sum of equal adding, grouped in two.  The teacher instructs students that there are different types of lines and that by combining them a different art section can be formed.  The teacher follow, correct and direct students’ work. Through various questions the students can be evaluated about the acquired knowledge.  For homework, students to describe the game Janino, Janino and the rules of it.
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 Mathematicsthey write the multiplication table with number 2.  They finish with the activities planned for the classes. They check the acquired knowledge from the day through some questions asked by the teacher and by the students themselves.  From the drawings, students make an exhibition and say what they did and what type of lines they used.
Curriculum context Native language sentence/word order Poem Grammar the Nouns Мathematics multiplying adding subtracting PE High jump
EDUCATIONAL LINK The game Janino, Janino helps students to show their endurance, competiveness and motor ability. It also supports the fighting spirit. The game is called like that after the song that is sung while the game is played.
Project outputs: eproducts 3D presentations  Photosynth Origin of the game – Bing maps Drawings in the program Paintв Drama in the MS Word Poem in MS Word 21st skills acquired: Provide heretoforeunimaginable opportunities for conceptual understanding. Students develop strategies for solving problems and use appropriate tools for learning, collaborating, and communicating. Provide technologysupported learning opportunities
ICT competences  Photo presentation in Photosynth MS Office recording and publishing a video in Win Live Movie Maker Making a Bing Map
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EVALUATION Your work in the group will be evaluated based on the following criteria: Scale of evaluation
Can be better 2
Individual Labor
Work of the group
Quality of game
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Knows little bit about the rules and partially develop the skill to play the game
The group may work better as a team
In the game the rules are not respected
Total points
Good 3
Very good 4
Great 5
He knows the rules, but can make an effort to develop the skills
Can apply the rules, achieves results and develop various skills: social, cognitive, emotional
Within the game adds new rules, the leader of the group, helps others, and knows how to lose, but usually wins
Some students worked actively, but not all
All members worked in the group, but some worked more
The group worked as a team, all worked hard
Maximum 5 Minimum 2 Student 1 Student 2 Student 3
Group 1 Group 2 Group 3
In The game The game is well the rules are played but there The game is not are several errors attractive and sufficiently well played respect
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LESSON 13: The GAME RING (Prstenche) Key learning: correct voice pronunciation, shapes, motor skills Subject and contents: Native language, Mathematics, Art and Physical Education Students’ Grade: 1st Time of realization: Two classes of 40 min Mentor students’ grade: 6th ICT: Paint, Bing, Microsoft Office, MSN Methods and Techniques: Web Quest and Brainstorm
STUDENTS LEARNING OUTCOMES:  to make a difference and correct pronunciation of voices if they are found in a different position of the word: at the beginning, in the middle and at the end of the word;  to identify and name shapes from the nearby environment;  to show interest in using computers in teaching;  to observe and explore the environment and noticing different shapes of objects (circle shape);  to motivate students to take part in games and respect the game rules;  development of psychological and motor skills. STEP 1 – AN INTRODUCTION TO THE ACTIVITY 

At the beginning we announce the theme of the day PRSTENCHE (Ring). Teacher gives instructions to students how to play the game Prstenche A student holds a ring between the palms of his hands. The student with the ring goes through the hands of the other students holding the ring in that position and secretly leaving it in somebody’s hand. The other children take turns to guess where the ring is left. The game is repeated a couple of times. After finishing the game, the student shows the ring to the others and tries to convince them through the technique Brainstorming to say what the ring reminds them of. The teacher writes down all the answers on a piece of paper.
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STEP 2  TASKS FOR THE STUDENTS The teacher divides the students into two groups. 1st group: Students who possessed the ring in the game. 2nd group: Students who didn’t possess the ring in the game.
The Game origin The game “PRSTENCE” brought over by grandmother of Despina th Stoilkovska, a 1 grade class from school of “Ilinden” vilage Konopnica, kriva Palanka.
The needed material: One ring
Rules for the game: The game is played in a way that all the children are standing in a semicircle with pointed out hands, put one next to another. A child takes the ring and puts it between his/her hands. Then s/he goes from one child to the next moving his/her hands between the hands of the friends and leaves the ring in somebody’s hands. The other children look very carefully and try to guess where the ring is left. The first to guess is a child called out by the child who originally had the ring in the hands, and later the children who are said to have the ring try to guess, until they really guess who has it. The one who guesses is the next for game.
 Students from the first group form the word ring, while the students from the second group revealed the position of the voice on the subject of the picture and put the image on the card from the corresponding voice.  They learn about circular shape of the objects and list the items that have a circular shape. In the Paint they draw circles.  Modeling of various forms with playdoh, developing the sense of touch  Students shape the various figures in the form of a circle.  Tasks for mentor students help in making, attaching and sending the students’ products via MSN. STEP 3 RESOURCES FOR THE STUDENTS A link for all students Circle STEP 4  THE PROCESS
The teacher gives cards with letters to the first group of students, and cards with pictures to the second group.  From the given letters, the first group finds out voices used in the formation of the word PRSTENCHE, and the second group finds out a picture with an object that begins with the needed letter.  Children notice objects with different shape around them, especially in the shape of the ring (prstenche). The teacher explains that different materials can be used in modeling objects in the shape of a circle. The students play the game Prstenche and give associations of what the ring reminds them of from everyday life. After the teacher’s instructions, they find their place in the group. Grandma’s games
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The teacher follows, correct and direct students’ work. Through a couple of questions checks the acquired knowledge from the teaching day.
STEP 4 CONCLUSIONS
Curriculum context: Native language correct voice pronunciation Mathematics naming shapes Art presentation of a drawing in relation to an event Physical education development of psychological and motor skills Project outputs: eproducts Drawings in the program Paint A chart in MS Excel A video of the game in Movie Maker Video 2 Origin of the game – Bing maps 21st skills acquired: Exercising sound reasoning in understanding Communication and Collaboration Possessing a fundamental understanding of the ethical/legal issues surrounding the access and use of information
 The students from the first group form the word PRSTENCHE from the given Letter and the students from the other group reveal the position of the Letter for the object in the photo and put the photo under the letter card for the object.  They notice the circle shape of the objects and say which objects have circle shape. They draw circles in the program Paint.  Playdoh is a material used for shaping, improving the sense of touch.  Students model different forms in the shape of a circle.
EDUCATIONAL LINK The game Prstenche can be connected to computers in a way that student can draw different types of rings in Paint, they can send them through emails to their friends and save it as a document at the same time. In MS Excel they can put data about the number of times a certain student guesses who had the ring etc. They can also write down poems about rings in Word.
ICT competences  Drawing in the program Paint shooting a video and making it in Win Live Movie Maker Determining a Bing location Search on Bing the given links and words  Letter recognition in MS word
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Form for tracking student by subject Name of the student______________________ Teacher___________________ Date_____________________ Students are monitored as to achieve the goals set under the standards of the programs by subject. Subject
Date
Note
Native language
Mathematic
Physical Education
Art Education
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CONCLUSION The curriculum is a cornerstone for achieving the set goals of the project Grandma’s games, and innovative adoption of technology in these games is a key gateway through which our schools have managed to get in step with the challenges of the global trends. As you have seen in our manual, the grandma’s games are applicable for all student ages, as a vicious circle starts spinning by: kindergarten recognition of colors, numbers, letters, primary schoollanguage (expression and creation), mathematics (algebra, geometry, measures), science and chemistry (natural materials, environment), music, history, mentorship concept (older students mentors to younger students), high schools chemistry (composition of materials required for the game), computer skills, application of computer programming in Universities a grandma’s’ games web site, up to doctoral studies – grandma’s games playing in Kinect  again for kindergarten kids. Dear teachers, we do hope you find the manual interesting and in meanwhile enjoyable. We do hope that this manual will only be the beginning of awakening teachers’ ideas for using dynamic process of active teaching through innovative use of technology. And, the best way of achieving this is through the game, like in the past and nowadays.
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