Ict activities guide by Projects

ICT Activities Guide

2014-2016

CONTENT INTRODUCTION .............................................................................................................................................................2 PROJECT/ACTIVITY CARDS .............................................................................................................................................2 Webquest ..................................................................................................................................................................3 Video project .............................................................................................................................................................5 Glogster: History ........................................................................................................................................................7 Smore ........................................................................................................................................................................9 Prezi ......................................................................................................................................................................... 11 Blogmania ............................................................................................................................................................... 15 Playcomic................................................................................................................................................................. 17 Moviemaker ............................................................................................................................................................ 19 ICU: Intensive Care Unit ........................................................................................................................................... 21 Learning Volleyball Basics ........................................................................................................................................ 23 Author presentations using ThingLink ...................................................................................................................... 25 Geogebra: Drawing with the help of the programme ............................................................................................... 26 Communicative approach: French............................................................................................................................ 30 European week of languages ................................................................................................................................... 31 The month of Mathematics...................................................................................................................................... 32 Fieldwork – Pedogeography and hidrogeography .................................................................................................... 36 Cross-curricular Connections – Using Biological Terminology in English ................................................................... 38 Greek Mithology ...................................................................................................................................................... 44

INTRODUCTION Why this guide The aim of our project has been initially to involve our students with activities that interest them, the need for the student to be the protagonist of their learning and the importance of motivation in relation to it. On the other hand, the rise of the technological world has turned our students in digital natives: the ICT activities would be the most motivating and closer activity to their interests as well as the most useful about their future. Criteria to follow: 1. the activities should promote participation of students actively collaborating in their learning process 2. They could be applied within the curriculum of each country 3. To promote the use of ICT in the development of the lessons B. Procedure 1. We think to implement a common activity in all countries to evaluate their performance, so we decided to carry out an activity per term within the curriculum and we chose each time a different online application applied to different subjects. 2. We designed the activities and the corresponding evaluations divided into a. evaluations of teachers (where the validity of the application is evaluated from the teaching perspective) b. student assessments (where the activity is evaluated from the point of view of interest, the degree of involvement and usefulness for learning from the learner's perspective.) 3. The need to create different activities in different countries appears and we decided to open the option to carry out such activities provided they met the criteria established in the first place, and that way the need to choose a common design comes to show its procedure, implementation and evaluation so that all the activities were useful to the project and be interchangeable and applicable in other countries and contexts. 4. We find the evaluation of both teachers and students very necessary to observe the degree of validity of this type of activity regardless of the different educational systems, cultures, etc .. in which they work. C. Result We offer a set of activities whose good results have been accredited by practice and proving that motivation is one of the fundamental bases of learning and involving the engagement of students, essential to get their attention and subsequent acquisition of knowledge, skills condition and capabilities. These are ourâ&#x20AC;Ś

PROJECT/ACTIVITY CARDS

Webquest TITLE

WEBQUEST AGE

● OBJECTIVES

● ● ● ●

14-18

SUBJECT

ICT tools and European Knowledge

To use a webquest to find out information about the Europen Countries participating in the Erasmus+ Project. To value the importance of being European and promote the feeling of European identity. To improve the use of ICT tools to search for the information. To create a Power Point presentation in English. To be able to present all the information in front of an audience formed by the whole school community (students, teachers and parents) and in English. PROCEDURE

● ● ● ●

● ●

STEP 1. Elicit knowledge about the European countries involved. Brainstorming session. STEP 2. Creation of the groups of four/six students. Each group is assigned a European country to study in depth. STEP 3. Work in the ICT room. Search for the information. They have to use the web pages given in the webquest or others they can find. STEP 4. Power Point production. STEP 5. Oral presentation in English. STEP 6. Evaluation Grid. It will be completed by the whole class and the teacher.

Description:

This is an activity whose main aim is to introduce the participating countries to the students and the whole school community by means of using ICT activities and English as the language of communication. It completely fulfills these objectives. RESOURCES

HUMAN MATERIAL

IMPLEMENTATION IN OTHER AREAS

EVALUATION CREDITS TO

● ● ●

No material needed, access to computers essential. Social Science, Geography, History... Instrument: An online evaluation grid which appears in the webquest. Indicators/ Evaluation Criteria: Attached in the next page

(Complete the attached table) Joaquina Pérez Pagán. SPAIN

Annex: Evaluation tool:

INDICATORS/ EVALUATION CRITERIA

1. Do you consider interesting the topics covered in this activity? 2. Do you think that this kind of projects improve your ICT learning? 3. Did you find it interesting to use a WebQuest to learn about European countries? 4. Did you find it interesting and fun to create your own Power Point? 5. Do you think the teacher support has been appropriate? 6. Do you find the WebQuest useful? 7. Do you like seeing your work published on the project website? 8. Does the publication of your work encourage you? 9. Would you recommend this way of work to other classmates? 10. Have the tasks helped you improve your learning? Values: 1

Never

Hardly ever

Sometimes

Often

Always

Assessment Chart_Webquest (TEACHERS): https://docs.google.com/forms/d/1hFCh_sJZsNkCDbsNZNLbpYtxvXRfdDPi0bVi_wBmdo/edit#responses ICT_ Webquest Evaluation (STUDENTS): https://docs.google.com/forms/d/1zDSVMWeE4ZF0PdFMRAzkcDlBSZ3D9UOaJ2fa52kTP_I/edit#responses

Video project

OBJECTIVES

TITLE

VIDEO PROJECT: My Awesome School

AGE

14-18

SUBJECT

ANY

MAKE THE STUDENTS ACTORS OF THEIR OWN LEARNING. PROCEDURE

We all go about our day in our school; learning, playing, chatting, having fun. However, you can be sure that your school is in many ways different from other schools in your country, not to mention schools from other countries. What you must do now is to make a video about your school and explain what the kids in your school do that may or may not be different from what kids in other schools are doing. What everyone is curious to know about your school is this: ● STEP 1: We create a questionnaire about our school. We are dying to know about these things. How many teachers?

School rules (how is it with the phones for example?)

How many students?

Classrooms. How nice are they?

When does school start?

Do you have a gym hall? What are they trying to teach you there?

How long are the lessons?

How is the area around the schoool?

What makes your school special?

Do you have a social center in your school? Or, where can you chillax?

What holidays do you have and why?

How is the area around the school?

What subject do you learn?

Do you have a social center in your school?

Can you choose between certain subjects?

What kind of groups do you have?

What kind of school lunch do you have?

What do you use them for?

What kind of music is popular in your school?

WiFi? Access to computers

What do you do during the break?

What do kids do after school?

The School lunch. Is it edible?

Teachers lounge. How privileged are they?

● ● ● ●

STEP 2: We start the story board. STEP 3: With the help of our teacher we record our video in groups of 5 STEP 4: We edit it and finish it.

RESOURCES

HUMAN

Teacher

MATERIAL Video camera or phone camera. An edition programme. ● Instrument ● Indicators/ Evaluation Criteria (Complete the attached table)

EVALUATION CREDITS TO

Þórir Andri Karlsson. Iceland

Annex: Evaluation tool:

INDICATORS/ EVALUATION CRITERIA Do you consider interesting the topics covered in this activity?

Do you think that this kind of projects improve your ICT learning?

3. 4.

Did you find it interesting to use a video project to learn about European countries? Did you find it interesting and fun to create your own video?

Do you think the teacher support has been appropriate?

Do you find the video project useful?

Do you like seeing your work published on the project website?

Does the publication of your work encourage you?

Would you recommend this way of work to other classmates?

10. Have the tasks helped you improve your learning? Values: 1

Never

Hardly ever

Sometimes

Often

Always

This activity was evaluated together with the webquest activity as it was part of it.

Glogster: History

OBJECTIVES

TITLE

Glogster Project – history

AGE

13 – 15

SUBJECT

ICT, History

The main object is to learn how to create an online poster via Glogster and work together as a group to make an interesting poster and a good presentation. The other object is to learn more about the world history and be able to collect information both online and from books. We used a boardgame called Timeline for inspiration for the students. https://boardgamegeek.com/boardgame/113401/timeline-historical-events The students had three days to work with. First day was used for reading and researching. Second day for making the Glogster and rehearsing for the presentation and the last day for performing, evaluation and observing other presentations. PROCEDURE

(Organised in steps)  1 ST STEP: Groups are formed. We made groups of three students, mixed in age.  2 ND STEP: We used a game called Timeline, each group randomly picked to cards with historical events on it. Then the group chose one of the cards to work with.  3 RD STEP: The main guidline for the poster is that it is not allowed to have large textboxes only headlines, cue words, pictures, videos, dates and other things relevant to the historical event. The pesentation includes more oral informations that studendts have to prepare.  4 TH STEP: Teachers evaluate the posters, the presentation and the team work, students evaluate their own work. Students must be able to answer questions about these subjects. Example:

RESOURCES

HUMAN MATERIAL  

EVALUATION

Teachers Computers, Timeline, Ipads, books

TOOL Indicators/Evaluation Criteria

(Complete the attached table) CREDITS TO

Þórir Andri Karlsson

Annex: Evaluation Tool:

INDICATORS/EVALUATION CRITERIA Cooperation – how did the group work together. Did everyone participate?

Presentation – was it interesting, well performed and educational

Glogser poster was the poster well designed. Headlines, pictures and videos well chosen and supporting to the subject.

Legend / Key:

Never

Hardly ever

Sometimes

Very often

Always

ICT Evaluation tool (STUDENTS): https://docs.google.com/forms/d/14naF4qo8OQF4jr72hmJeF1tiIcqHpI3mwvWR5b39yI/edit Assessment chart (TEACHERS): https://docs.google.com/forms/d/1lFEZQ0wi3-oMCbVZaf7l2jDW2f6L2sihy9cVVcM1so/edit

Smore

TITLE

OBJECTIVES

● ● ● ● ●

● ● ● ●

SMORE AGE 14-18 SUBJECT To create a multimedia product. To value the importance of written expression. To Promote interest in various media. To improve creativity.

PROCEDURE STEP 1: Teacher gives instructions to students on how to use the tool as well as determines the requirements for the activity STEP 2: Students work on the topic they want to develop in pairs. STEP 3: Once they have the information on the chose topic finished, they start to create the flyer by using SMORE, following the steps of the tool: https://www.smore.com/app/dashboard STEP 4: Students will store on physical media (folder, filing ...) or computer all work to be assessed at the end of the term. STEP 5: Students present their final product.

RESOURCES

HUMAN MATERIAL

No material needed, access to computers essential.

IMPLEMENTATION IN OTHER AREAS EVALUATION

● ●

Instrument: An online survey Indicators/ Evaluation Criteria: Attached in the next page

(Complete the attached table)

CREDITS TO

Different subjects

Lela Golikidou. GREECE

Annex: Evaluation tool:

INDICATORS/ EVALUATION CRITERIA Do you consider interesting the topics covered in this activity?

Do you think that this kind of projects improve your ICT learning?

Did you find it interesting to improve the use of ICT?

Did you find it interesting and fun to create your own comic on PLAYCOMIC?

Do you think the teacher support has been appropriate?

Do you find the PLAYCOMIC useful?

Do you like seeing your work published on the project website?

Does the publication of your work encourage you?

Would you recommend this way of work to other classmates?

10. Have the tasks helped you improve your learning?

Values: 1

Never

Hardly ever

Sometimes

Often

Always

Assessment Chart_ Smore(TEACHERS): https://docs.google.com/forms/d/1soCkdv2ItQsuoudDxST3FcOVi4TZrHr_GFLh4AfTqOE/edit ICT_Smore Evaluation (STUDENTS): https://docs.google.com/forms/d/13FJ5uwlffeeQUKCJv8ioedQvSt1Qw9huqnU64Hprk8/edit

Prezi

OBJECTIVES

● ● ● ● ●

TITLE

PREZI /Greece

AGE

SUBJECT

Interdisciplinary ICT & Technology

This activity was given to students of the 2nd grade in the field of ICT as an interdisciplinary activity with the subject of Technology. The activity had a bilateral effect: to create a presentation linked with the subject of Technology and especially the different departments of a company. . Students asked to create presentation, using the free for educational purposes plattform of www.prezi.com

PROCEDIMIENTO STEP 1: The teacher of ICT had tested and got acquainted with the free version of Prezi online. STEP 2: Teacher gives instructions to students on how to use the platform as well as determines the requirements for the presentation. STEP 3: Students took the information the teacher of Technology gave them for each department of a company and work on their presentations during the lesson of ICT. STEP 4: Students present their final product both in the lesson of Technology and ICT STEP 5: Students are provided with feedback on their presentation by both teachers

RESOURCES

HUMAN MATERIAL

Teacher Computer Laboratory, Internet connection

IMPLEMENTATION IN OTHER AREAS ● EVALUATION ●

●

CREDITS TO

Instrument: Prezi online permits create a more effective and engage presentations,that can be presented anywhere on any device. Indicators/ Evaluation Criteria: The platform was evaluated based on questions such as the following: do you think that this kind of projects improve your learning? Did you find interesting this kind of tool?Did you find fun and interesting to create your own material with this tool? Etc Conclusions: This is a tool that motivate students to work alone or in a group because it is very easy, provides many facilities in creating presentations adding pictures immediate from the web, music and video through youtube channels, text and even uploaded files such as ppt, pdf, etc. The presentations made by prezi can be embedded to a website, a blog or a wiki offering by this way a very impressive and effective product.

Lela Golikidou. GREECE

Annex: Evaluation tool:

INDICATORS/ EVALUATION CRITERIA Do you consider interesting the topics covered in this activity?

Do you think that this kind of projects improve your ICT learning?

Did you find it interesting to improve the use of ICT?

Did you find it interesting and fun to create your prezi?

Do you think the teacher support has been appropriate?

Do you find the PREZI useful?

Do you like seeing your work published on the project website?

Does the publication of your work encourage you?

Would you recommend this way of work to other classmates?

10. Have the tasks helped you improve your learning?

Values: 1

Never

Hardly ever

Sometimes

Often

Always

ICT_Prezi Evaluation (STUDENTS): https://docs.google.com/forms/d/1RSkcGls-GIPZginJXceieHna4iYK1QUd_ansZDPTN0/edit#responses Assessment chart_ moviemaker (TEACHERS): https://docs.google.com/forms/d/1KxlCnAF5FoGK1lFEafa0dZoDdVw9Sjx8L9yXkC9Rxo/edit#responses

PROjJECT/ACTIVITY CARD

OBJECTIVES

TITLE

Glogster Project – history

AGED

13 – 15

SUBJECT

ICT, History

(Organised in steps) ● 1 ST STEP: Groups are formed. We made groups of three students, mixed in age. ● 2 ND STEP: We used a game called Timeline, each group randomly picked to cards with historical events on it. Then the group chose one of the cards to work with. ● 3 RD STEP: The main guidline for the poster is that it is not allowed to have large textboxes only headlines, cue words, pictures, videos, dates and other things relevant to the historical event. The pesentation includes more oral informations that studendts have to prepare. ● 4 TH STEP: Teachers evaluate the posters, the presentation and the team work, students evaluate their own work. Students must be able to answer questions about there subjects. Example:

RESOURCES

HUMAN MATERIAL

Teachers Computers, Timeline, Ipads, books

APPLICABILITY TO OTHER SUBJECTS ● ●

EVALUATION CREDITS TO

TOOL Indicators/Evaluation Criteria(Complete the attached table)

Þórir Andri Karlsson. Iceland

Anex: Evaluation Tool:

INDICATORS/EVALUATION CRITERIA Cooperation – how did the group work together. Did everyone participate?

Presentation – was it interesting, well performed and educational

Glogser poster was the poster well designed. Headlines, pictures and videos well chosen and supporting to the subject.

Legend / Key:

Never

Hardly ever

Sometimes

Very often

Always

ICT Evaluation tool (STUDENTS): https://docs.google.com/forms/d/14naF4qo8OQF4jr72hmJeF1tiIcqHpI3mwvWR5b39yI/edit

Assessment chart (TEACHERS): https://docs.google.com/forms/d/1lFEZQ0wi3-oMCbVZaf7l2jDW2f6L2sihy9cVVcM1so/edit

Blogmania

TITLE

Blogmania AGE

OBJECTIVES

● ● ● ● ●

14-18

SUBJECT

English

To involve students in their own learning. To improve their research skills using ICTs. To improve the students Reading Comprehension and Oral skills. To improve their ICT knowledge: (Open an email account, sign on new platforms and tools, ... (always under supervision of teachers and / or families) To Learn and practice skills in ICT PROCEDURE

This activity consists of a design and update of a blog. ● STEP 1. Create a google account. ● STEP 2. Follow the instructions to create a blog ● STEP 3. Create your own design by doing the necessary changes ● STEP 4. Embed the gadgets you prefer ● STEP 5. Start writing the first post ● STEP 6. Evaluation Grid. It will be completed by the whole class and the teacher. Description: This is an activity whose main aim is to introduce the participating countries to the students and the whole school community by means of using ICT activities and English as the language of communication. It completely fulfils these objectives. Students will write different entries (posts) related to activities and topics of each unit of the subject and contents studied in class (writings, letters, comments, etc.) Experience tells us that when students know that these papers will be published in their blogs, they strive and try harder and harder. These tasks are previously corrected by the teachers. Students can also work with different tools: Glogs, youtube, powerpoint, voki, playcomic, and podcasts, etc…

RESOURCES

HUMAN MATERIAL

One computer per student. Access to the Internet is essential.

●

Social Science, Geography, History...

● ●

Instrument: An online evaluation grid which appears on our website. Indicators/ Evaluation Criteria: Attached in the next page (Complete the attached table)

IMPLEMENTATION IN OTHER AREAS EVALUATION CREDITS TO

Carmen Torres. SPAIN

Annex: Evaluation tool:

INDICATORS/ EVALUATION CRITERIA Do you consider interesting the topics covered in this activity?

Do you think that this kind of projects improve your ICT learning?

Did you find it interesting to use a blog to learn about European countries?

Did you find it interesting and fun to create your own Power Point?

Do you think the teacher support has been appropriate?

Do you find the blog useful?

Do you like seeing your work published on your blog?

Does the publication of your work encourage you?

Would you recommend this way of work to other classmates?

10. Have the tasks helped you improve your learning?

Values: 1

Never

Hardly ever

Sometimes

Often

Always

Assessment Chart_blogt (TEACHERS): https://docs.google.com/forms/d/1dN4F5GJZI6efJM0lur27r_fUvm2i7rTNcOVbgHpXj8k/edit ICT_ Blog Evaluation (STUDENTS): https://docs.google.com/forms/d/1zDSVMWeE4ZF0PdFMRAzkcDlBSZ3D9UOaJ2fa52kTP_I/edit#responses

Playcomic TITLE

OBJECTIVES

● ● ●

● ●

PLAYCOMIC

AGE 14-18 SUBJECT ● To create a multimedia product. ● To value the importance of written expression. ● To Promote interest in various media. ● To improve creativity.

Different subjects

PROCEDURE STEP 1: Teacher gives instructions to students on how to use the platform as well as determines the requirements for the presentation STEP 2: Students work on the storyboard in pairs. STEP 3: Once they have the storyboard finished, they create the comic by using PLAYCOMIC, following the steps of the tool. http://ntic.educacion.es/w3/eos/MaterialesEducativos/mem2009/playcomic/index.html.start designing their comic. STEP 4: Students will store on physical media (folder, filing ...) or computer all work to be assessed at the end of the term. STEP 5: Students present their final product.

Description: Playing with acronyms Intensive Care Unit (ICU) we want the students to learn to appreciate the importance of good language use, correction in oral and written expression. The media bombards us daily with misuse of code messages. As mass media is reaching all audiences. It is said that "a lie repeated grows into a truth." Students try to "monitor" the proper and correct use of language in the media. They can also do it in their immediate environment: family, friends. Eventually a comic is created by using the PLAYCOMIC tool.

RESOURCES

HUMAN MATERIAL

Teacher No material needed, access to computers essential.

IMPLEMENTATION IN OTHER AREAS EVALUATION CREDITS TO

● ●

Instrument: An online survey Indicators/ Evaluation Criteria: Attached in the next page (Complete the attached table)

Carmen Torres. SPAIN

Annex: Evaluation tool:

INDICATORS/ EVALUATION CRITERIA Do you consider interesting the topics covered in this activity?

Do you think that this kind of projects improve your ICT learning?

Did you find it interesting to improve the use of ICT?

Did you find it interesting and fun to create your own comic on PLAYCOMIC?

Do you think the teacher support has been appropriate?

Do you find the PLAYCOMIC useful?

Do you like seeing your work published on the project website?

Does the publication of your work encourage you?

Would you recommend this way of work to other classmates?

10. Have the tasks helped you improve your learning?

Values: 1

Never

Hardly ever

Sometimes

Often

Always

Assessment Chart_ Palycomic (TEACHERS): https://docs.google.com/forms/d/1AjrNrMCkCVaDtu0HQA_hHGuU1GQHChXnCPXmRJDD9p8/edit#responses

ICT_Playcomic Evaluation (STUDENTS): https://docs.google.com/forms/d/1DJN3Gf1YpiCrbAJEwatX6jsDw8JCshFdY3_Vx6fpLDQ/edit#responses

Moviemaker TITLE

 OBJECTIVES  

● ● ● ● ●

AGE 13 SUBJECT ICT This activity was given to students of the 2nd grade in the field of ICT, in the subject of Multimedia. The activity had a bilateral effect: to create a multimedia product and at the same time recall knowledge from the previous lessons, while the slideshow presented hardware components of a PC. Students asked to create this presentation, which should consist of music and subtitles, apart from the pictures, using a free online platform. The platform that was chosen was Moviemakeronline http://moviemakeronline.com/. According to its website " Our animated video maker helps to make a video clips, create a slideshow. Try our slideshow maker to make an animation with photos, like a small cinema! Make an animated video collage, etc”

PROCEDURE STEP 1: The teacher should test and get acquainted with the free version of Moviemaker online. STEP 2: Teacher gives instructions to students on how to use the platform as well as determines the requirements for the presentation. STEP 3: Students look for information and work on their presentations during the lesson. STEP 4: Students present their final product STEP 5: Students are provided with feedback on their presentation by the teacher and/or other students.

RESOURCES

EVALUATION

CREDITS TO

MOVIEMAKER.

HUMAN

Teacher

MATERIAL Computer Laboratory, Internet connection ● Instrument: Moviemaker online permits editing music, pictures, subtitles and transaction effects offering a quick way to create a movie, drop off any need to install other video editing software to PCs or tablets. It is highly recommended due to the editing facilities, the user friendliness, its free access that make it competitive with other commercial products. ● Indicators/ Evaluation Criteria: The platform was evaluated based on the following questions: Was it free? Was it easy to use? Did it provide a useful tool for the students? How well did it work for the purpose of creating a slideshow? Would you use this platform again? Would you recommend it to others? ● Conclusions: This is a tool that motivate students to work alone or in a group because it is very easy, provides many facilities in editing picture, music and text than other software programs which are more complicated. The idea of making a video so easy had a boosting effect on students. Regarding the lessons objectives, students had created a multimedia product and at the same time had resumed previous lessons’ knowledge, as they have to use it, in order to create their presentation. Lela Golikidou. GREECE

Annex: Evaluation tool:

INDICATORS/ EVALUATION CRITERIA Do you consider interesting the topics covered in this activity?

Do you think that this kind of projects improve your ICT learning?

Did you find it interesting to improve the use of ICT?

4. 5.

Did you find it interesting and fun to create your own stuff on MOVIEMAKER? Do you think the teacher support has been appropriate?

Do you find the MOVIEMAKER useful?

Do you like seeing your work published on the project website?

Does the publication of your work encourage you?

Would you recommend this way of work to other classmates?

10. Have the tasks helped you improve your learning?

Values: 1

Never

Hardly ever

Sometimes

Often

Always

ICT_moviemaker Evaluation (STUDENTS): https://docs.google.com/forms/d/1RSkcGls-GIPZginJXceieHna4iYK1QUd_ansZDPTN0/edit#responses

Assessment chart_ moviemaker (TEACHERS): https://docs.google.com/forms/d/1KxlCnAF5FoGK1lFEafa0dZoDdVw9Sjx8L9yXkC9Rxo/edit#responses

ICU: Intensive Care Unit TITLE

OBJECTIVES

● ●

● ● ●

ICU (Intensive Care Unit) in Playcomic

● ● ● ●

AGE 14-18 SUBJECT Language To Know the code (the language), and the appropriate use. To value the importance of oral and written expression. To Promote interest in various media. To Learn in order to recognize that language is not only the grammatical theory they learn in the classroom but part of their daily lives.

PROCEDURE STEP 1: Students will read newspapers, either on paper or virtual, including adverts STEP 2: If the information collected comes from a television program students will target, time and mistake. If it's an ad or poster of their neighbourhood, they can take a photo. If the error is committed by an anonymous person, they will also take note in their notebooks. STEP 3: Once they have the documentation, the results will be presented in class weekly, giving the solution to the linguistic incorrectness provided. STEP 4: Students will store on physical media (folder, filing ...) or computer all work to be assessed at the end of the term. STEP 5. Create a comic by using PLAYCOMIC, following the steps of the tool: http://ntic.educacion.es/w3/eos/MaterialesEducativos/mem2009/playcomic/index.html.

Description: Playing with acronyms Intensive Care Unit (ICU) we want the students to learn to appreciate the importance of good language use, correction in oral and written expression. The media bombards us daily with misuse of code messages. As mass media is reaching all audiences. It is said that "a lie repeated grows into a truth." Students try to "monitor" the proper and correct use of language in the media. They can also do it in their immediate environment: family, friends... Eventually a comic is created by using the PLAYCOMIC tool. RESOURCES

HUMAN MATERIAL

No material needed, access to computers essential.

IMPLEMENTATION IN OTHER AREAS EVALUATION CREDITS TO

● ●

Instrument: An online survey Indicators/ Evaluation Criteria: Attached in the next page (Complete the attached table) Leticia Jiménez Ayala. SPAIN

Annex: Evaluation tool:

INDICATORS/ EVALUATION CRITERIA Do you consider interesting the topics covered in this activity?

Do you think that this kind of projects improve your ICT learning?

Did you find it interesting to improve the use of Language?

Did you find it interesting and fun to create your own comic on PLAYCOMIC?

Do you think the teacher support has been appropriate?

Do you find the PLAYCOMIC useful?

Do you like seeing your work published on the project website?

Does the publication of your work encourage you?

Would you recommend this way of work to other classmates?

10. Have the tasks helped you improve your learning?

Values: 1

Never

Hardly ever

Sometimes

Often

Always

Assessmenet Chart_ICU (TEACHERS): https://docs.google.com/forms/d/1s4qTmMc3H2k51AZQIFeO1VAgRh_orq-4anblt5ISJg/edit#responses ICT_ICU Evaluation (STUDENTS): https://docs.google.com/forms/d/1eItkW_A1Tt9o8z0obTHDXTIGC2BflkOYLhd0xljYbU/edit#responses

Learning Volleyball Basics

TITLE

LEARNING VOLLEYBALL BASICS AGE

OBJECTIVES

● ● ● ● ● ● ● ● ● ●

14-18

P. E.

Teach the students to learn volleyball basics and simple game, a ball game, helping students to learn new a ball game and to socialize through school sports.

PROCEDURE STEP 1: Warming up, stretch and ball handling STEP 2: Demonstration of the overhead pass and spider exercise (hand cover hand, wrist rotation and set simulation) STEP 3: Overhead pass with the spider simulation, above students’ overhead STEP 4: One on one set among students, executing overhead setting with spider wrist simulation, catching ball STEP 5: One on one setting among the students across the volleyball net, executing overhead sets with spider simulation before each set, direct setting STEP 6: One on one game across the volleyball net with overhead setting, score keeping, each action scores a point.10’ each game and then opponent change STEP 7: Forearm pass demonstration and imitation STEP 8: Forearm exercise against a wall, one ball for each student STEP 9: Forearm exercise one on one over the volleyball net STEP 10: One on one and six on six game across the volleyball net, allowing the students the use of the overhead and forearm pass-sets.

RESOURCES

HUMAN MATERIAL

IMPLEMENTATIO N IN OTHER AREAS EVALUATION

Class with two or more students. volleyball field with a volleyball net, one ball per student.

Getting acquainted with ball sports, interaction with othes students, rules respect, socialising. ● ●

The teacher controls and direct the learning process The evaluation is made by checking the efficiency of the volleyball technics

(Complete the attached table) CREDITS TO

SUBJECT

Marco Kalc. Italy

Annex: Evaluation tool:

INDICATORS / EVALUATION CRITERIA 1.student’s basic motor control 2.students follow teachers’ indications 3.students follow the learning path with accuracy 4. basic overhead execution with spider simulation 5.basic overhead set execution across the net 6.game overhead students’ skills 7.basic forehand set execution 8.basic forehand one on one forehand set 9.one on one across the net forehand and overhead set game 10. six on six across the net forehand and overhead set game

Values:

Never

Hardly ever

Sometimes

Often

Always

Author presentations using ThingLink TITLE

Author presentations using ThingLink AGE

OBJECTIVES

SUBJECT

Finnish language and literature

The objective was to create a digital poster about an author using a free digital platform. The platform that was chosen was ThingLink. According to ThingLink's website "ThingLink is an interactive media platform that empowers publishers, educators, brands, and bloggers to create more engaging content by adding rich media links to photos and videos." These posters would then be used to give an oral presentation about an author in class. The main idea of using ThingLink is to provide a platform where the students can collect all the links (pictures, videos, websites) they want to use during their presentation onto one page.

● ● ● ● ●

PROCEDURE STEP 1: The teacher should test and get acquainted with the free version of ThingLink. STEP 2: Teacher gives instructions to students on how to use the platform as well as determines the requirements for the presentation. Topics are divided according to students' own interest. STEP 3: Students look for information and work on their presentations during class and at home (individually or in pairs). STEP 4: Students give an oral presentation about their chosen author and use their ThingLink presentation as a means of referring to various information on the web. STEP 5: Students are provided with feedback on their presentation by the teacher and/or other students.

RESOURCES

HUMAN MATERIAL

Teacher. No material needed, access to computers essential.

IMPLEMENTATION IN OTHER AREAS ● EVALUATION

●

CREDITS TO

Instrument: The free version of ThingLink is quite basic. Students choose a background picture and they can then attach information or links to this "poster". The features in the free version are very limited, and for example the size of the text on the poster is very small and can't be changed in the free version. The platform is fairly easy to use, but can't be highly recommended due to the limitations of the free version. Indicators/ Evaluation Criteria: The platform was evaluated based on the following questions: Was it free? Was it easy to use? Did it provide a useful tool for the students? How well did it work for the purpose of creating a digital poster? Would you use this platform again? Would you recommend it to others?

Paula Keltto. Finland

Geogebra: Drawing with the help of the programme TITLE

OBJECTIVES

 

DRAWING WITH THE HELP OF THE PROGRAMME “GEOGEBRA” AGE 15 SUBJECT TO LEARN HOW TO USE THE PROGRAMME TO DEVELOP CREATIVITY AT MATHEMATICS LESSONS

MATHEMATICS

PROCEDURE (STEPS) ● ● ● ● ● ● ●

STEP 1: REVISION OF BASIC GEOMETRIC CONCEPTS STEP 2: PRESENTATION OF THE PROGRAMME “GEOGEBRA” STEP 3: DRAWING POINTS, LINES, ANGLES, LINE SEGMENTS STEP 4: DRAWING GEOMETRIC SHAPES STEP 5: COLOURING GEOMETRIC SHAPES STEP 6: INDEPENDENT RESEARCH INTO THE POSSIBILITIES OF THE PROGRAMME (AT HOME) STEP 7: INDEPENDENT DRAWING OF A PICTURE WITH THE PROGRAMME

RESOURCES

HUMAN MATERIAL

ANOTHER MATHEMATICS TEACHER (If the activity / project needs any graphic material - attachments). LINK TO GEOGEBRA: https://app.geogebra.org/

IMPLEMENTATION IN OTHER AREAS EVALUATION

● ●

Instrument Indicators/ Evaluation Criteria

STUDENTS’ WORK (THEY HAD TO HAND IN THEIR PICTURES) TEACHERS AND STUDENTS EVALUATED THEIR WORK TOGETHER – STUDENTS GOT A GRADE FOR IT CRITERIA:  THE DIFFICULTY OF DRAWING  THE ORIGINALITY OF THE MOTIF

CREDITS TO

Nives Mihelič Erbežnik. SLOVENIA

STUDENTSâ&#x20AC;&#x2122; PRODUCTS:

Communicative approach: French TITLE

COMMUNICATIVE APPROACH AGE

OBJECTIVES

●

● ●

● ● ●

14-18

FRENCH

MAKE THE STUDENTS ACTORS OF THEIR OWN LEARNING.

PROCEDURE STEP 1: We start with a document (audio, video, image, photo...) which is not part of the school book but will help build on the topic of the lesson. The idea is to stimulate the curiosity and the memory of the students and to put them all to contribution. From the document, we can have them use their (already acquired) knowledge and their memory to play a game of guesses or brainstorming. At this stage the whole class contributes and they usually emulate each other’s. STEP 2: With another document (an authentic one), we start comprehension activities to build a context around the document. The teacher asks global comprehension questions (what type of document? Author? Source? Target? Goal? Etc...). STEP 3: Comprehension activities to understand the situation depicted in the document. The teacher asks questions (Who? What? When? Where? ...) STEP 4: Activities to extract linguistic structures from the document and understand their use (ex: what expressions did the customers use to order in the restaurant? What expressions did the waiter use to take their order?). For example, they can complete a table (or a puzzle) with who said what and what for (waiter/customer, expressions, order/take an order). STEP 5: Now that the teacher had them focused on the structures they need to use, they need to observe them and understand how they work grammatically (verbs, tenses, structure of the sentence...). STEP 6: Grammar exercises. STEP 7: Activities of role play, simulation, in which the teacher makes sure that in the same or in a similar context and / or situation they can re-use what they've just learned (ex: a role plays at a restaurant involving 2 or 3 customers and a waiter).

RESOURCES

HUMAN MATERIAL

(If the activity / project needs any graphic material - attachments).

IMPLEMENTATION IN OTHER AREAS EVALUATION

● ●

Instrument Indicators/ Evaluation Criteria

(Complete the attached table)

CREDITS TO

SUBJECT

Cedric Klein. Slovenia

European week of languages TITLE

OBJECTIVES

● ●

● ● ● ●

●

   

EUROPEAN WEEK OF LANGUAGES AGE 15-18 SUBJECT LANGUAGES TO COMMEMORATE THE EUROPEAN WEEK OF LANGUAGES (26TH SEPTEMBER) TO COMPARE DIFFERENT LANGUAGES TO STRESS THE IMPORTANCE OF LANGUAGES TO ENCOURAGE CREATIVITY AND FUN WHILE LEARNING

PROCEDURE STEP 1: MEETING OF TEACHERS OF DIFFERENT LANGUAGES AT SCHOOL (MOTHER TONGUE, ENGLISH, SPANISH, FRENCH, GERMAN, ITALIAN) STEP 2: ORGANIZATION – 6 DAYS – EACH DAY IS DEDICATED TO A LANGUAGE – THEME DAYS (MUSIC, FOOD, LECTURES BY DIFFERENT EXPERTS ON THE LANGUAGE, IDIOMS&PROVERBS IN CLASS, POSTERS, TRANSLATING POETRY, ETC.) STEP 3: SELECTION OF A POEM IN MOTHER TONGUE – DURING LESSONS AT OTHER SUBJECTS STUDENTS TRY TO TRANSLATE THE POEM STEP 4: PREPARATION OF IDIOMS IN DIFFERENT LANGUAGES (AT ENGLISH LESSONS DURING THE WEEK, TEACHERS WORK WITH ENGLISH IDIOMS; AT FRENCH LESSONS TEACHERS WORK WITH FRENCH IDIOMS, ETC) STEP 5: PREPARATION OF POSTERS IN THE SCHOOL HALL – EACH LANGUAGE HAS ITS OWN POSTER (PICTURES, POEMS, PROVERBS, FOOD, MUSIC, ETC.) STEP 6: FINAL DAY – AN EVENT FOR EVERYONE IN THE GYM (READING TRANSLATIONS, COMPETITION – STUDENTS ARE DIVIDED INTO DIFFERENT LANGUAGE GROUPS (ENGLISH GROUP, GERMAN GROUP, ETC.) – THERE IS A PICTURE OF AN ANIMAL ON A SLIDE AND STUDENTS HAVE TO COME UP WITH AS MANY IDIOMS AS POSSIBLE CONNECTED WITH THE ANIMAL AND IN A PARTICULAR LANGUAGE – IF THEY DON'T KNOW IDIOMS, THEY CAN IMPROVISE AND JUST MAKE THEM UP – THEY GET EXTRA POINTS IF THEY ARE CREATIVE) STEP 7: THE WINNERS GET A SYMBOLIC PRIZE; EVERYONE GETS A CERTIFICATE OF ATTENDANCE

RESOURCES

HUMAN

MATERIAL

TEACHERS OF DIFFERENT LANGUAGES; THE PERSON IN CHARGE OF THE CANTEEN AT SCHOOL; STUDENTS WHO ARE WILLING TO READ POETRY ON STAGE AND CONNECT THE EVENT; EXPERTS, LECTURERS; (If the activity / project needs any graphic material - attachments). PROVERBS IN DIFFERENT LANGUAGES; PPT PRESENTATION FOR THE FINAL DAY; A POEM THAT IS EASY ENOUGH TO TRANSLATE

EVALUATION

CREDITS TO

● ● 

Instrument Indicators/ Evaluation Criteria STUDENTS' FEEDBACK – NO FORMAL ASSESSMENT

Language teachers at Gimnazija Vič (coordinator: Mateja Legan). SLOVENIA

The month of Mathematics

TITLE

THE MONTH OF MATHEMATICS (COMPETITIONS – MATHEMATICAL POETRY, - PROSE, PRODUCTS BASED ON THE NUMBER

OBJECTIVES

● ● ● ● ●

)

AGE 15-18 SUBJECT  THE POPULARIZATION OF MATHEMATICS  ENCOURAGING CREATIVITY  CROSS-CURRICULAR CONNECTIONS

MATHEMATICS

PROCEDURE STEP 1: ANNOUNCEMENT OF THE COMPETITION WITH GUIDELINES AT THE BEGINNING OF THE SCHOOL YEAR STEP 2: STUDENTS HAND IN THEIR PRODUCTS ANONYMOUSLY (THEY WORK INDEPENDENTLY, INDIVIDUALLY, AT HOME) STEP 3: A COMMITTEE SELECTS THE BEST PRODUCTS (AWARDS, COMMENDATIONS) STEP 4: EXHIBITION OF THE BEST PRODUCTS STEP 5: THE BEST 3 PRODUCTS GET SYMBOLIC PRIZES, ALL AUTHORS WHOSE PRODUCTS ARE COMMENDED (PRAISED) GET A GRADE AT MATHEMATICS

RESOURCES

HUMAN

MATERIAL

THIS YEAR THERE ARE GOING TO BE 3 GRAMMAR SCHOOLS COMPETING (If the activity / project needs any graphic material attachments).

IMPLEMENTATION IN OTHER AREAS

EVALUATION

CREDITS TO

● ●   

Instrument Indicators/ Evaluation Criteria A POSITIVE FEEDBACK FROM OUR STUDENTS STUDENTS GET TO SEE MATHEMATICS FROM A DIFFERENT PERSPECTIVE THE QUALITY OF PRODUCTS IS ASSESSED BY THE COMMITTEE

Hanka Lebič. SLOVENIA

Fieldwork – Pedogeography and hidrogeography

TITLE

OBJECTIVES

FIELDWORK – PEDOGEOGRAPHY AND HIDROGEOGRAPHY

AGE 15 SUBJECT GEOGRAPHY  TO TEACH STUDENTS HOW TO WORK OUTSIDE OF THE CLASSROOM  TO TEACH STUDENTS HOW TO DEAL WITH DIFFERENT INSTRUMENTS

PROCEDURE (STEPS) ● STEP 1: GETTING READY IN CLASS – STUDYING LITERATURE ● STEP 2: COLLECTING MATERIAL FOR FIELDWORK – WHAT DO WE NEED? ● STEP 3: FIELDWORK - PRACTICE ● STEP 4: WRITING A REPORT ON THE FIELDWORK ● STEP 5: PRESENTING THEIR REPORT IN CLASS

RESOURCES

HUMAN MATERIAL

TWO TEACHERS (A GEOGRAPHY AND A BIOLOGY TEACHER) (If the activity / project needs any graphic material attachments). LITERATURE, THE INTERNET

IMPLEMENTATION CROSS-CURRICULAR CONNECTION WITH BIOLOGY IN OTHER AREAS ● Instrument EVALUATION ● Indicators/ Evaluation Criteria  STUDENTS HAVE TO FILL IN A HANDOUT  STUDENTS CAN BE ASSESSED ACCORDING TO THEIR HANDOUTS AND PRESENTATIONS IN CLASS CREDITS TO

Jana Jerman. SLOVENIA

Oral presentation of a scientific article TITLE

OBJECTIVES

● ● ● ● ● ● ● ●

ORAL PRESENTATION OF A SCIENTIFIC ARTICLE

AGE 15-18 SUBJECT BIOLOGY  INDEPENDENT SELECTION OF A TOPIC FOR ORAL PRESENTATION  USING TERMINOLOGY  PREPARATION AND IMPLEMENTATION OF A 5-MINUTE PRESENTATION IN CLASS

PROCEDURE STEP 1: A SELECTION OF ARTICLES ON OFFER IN E-CLASSROOM STEP 2: EXPLANATION OF ASSESSMENT CRITERIA – GUIDELINES FOR A SUCCESSFUL PRESENTATION STEP 3: STUDENTS CHOOSE AN ARTICLE ON A TOPIC STEP 4: STUDENTS PREPARE A PRESENTATION (ABSTRACTS FOR THEIR CLASSMATES, PPT PRESENTATION) STEP 5: STUDENTS SEND THEIR PRESENTATION TO THE TEACHER FOR REVISION (ON-LINE); STUDENTS GET SUGGESTIONS FOR IMPROVEMENT STEP 6: PRESENTATION IN CLASS STEP 7: ASSESSMENT IN CLASS – TEACHER AND STUDENTS TOGETHER; CLASSMATES' GRADES, DISCUSSION, QUESTIONS STEP 8: TEACHER'S GRADE

EACH STUDENT GETS 1-2 GRADES PER YEAR AT BIOLOGY LIKE THIS RESOURCES

HUMAN MATERIAL

(If the activity / project needs any graphic material - attachments). ARTICLES ON-LINE (E-CLASSROOM)

IMPLEMENTATION IN OTHER AREAS EVALUATION

CREDITS TO

● ● 

Instrument Indicators/ Evaluation Criteria ASSESSMENT CRITERIA FOR A SHORT ORAL EXAM.

Sonja Artač. SLOVENIA

Cross-curricular Connections – Using Biological Terminology in English TITLE

CROSS-CURRICULAR CONNECTIONS – USING BIOLOGICAL TERMINOLOGY IN ENGLISH AGE

OBJECTIVES

 

16-18

SUBJECT

ENGLISH-BIOLOGY

GETTING TO KNOW AND USING BIOLOGICAL TERMINOLOGY IN ENGLISH PREPARING AND CARRYING OUT MEETINGS WITH EXPERTS FROM DIFFERENT FIELDS ON CHOSEN TOPICS (BIOTECHNOLOGY, GENETICS, NUTRITION, ...) PROCEDURE

● ● ● ● ● ● ●

STEP 1: SELECTION OF TOPICS THAT BOTH CURRICULA (BIOLOGY AND ENGLISH) HAVE IN COMMON – NUTRITION, ADDICTIONS, ENVIRONMENTAL ISSUES, MODERN SCIENCE (GENETICS, BIOTECHNOLOGY, ETHICS) STEP 2: STUDENTS CHOOSE A TOPIC, PAIR WORK (PREPARING ARTICLES, INTERVIEWS, QUESTIONNAIRES) STEP 3: PREPARATION OF A DRAFT AND MEETING EXPERTS STEP 4: REVISION OF THEIR WORK (INDIVIDUAL CONSULTATIONS WITH BIOLOGY/ENGLISH TEACHERS) STEP 5: PRESENTATION IN CLASS STEP 6: ASSESSMENT OF THE PROJECT FOLDER OF EACH PAIR STEP 7: ASSESSMENT OF THEIR ORAL PRESENTATIONS

RESOURCES

HUMAN MATERIAL

EXPERTS FROM DIFFERENT FIELDS (If the activity / project needs any graphic material - attachments). E-CLASSROOM BIOLOGY-ENGLISH WITH MATERIALS AND PRODUCTS

IMPLEMENTATION IN OTHER AREAS EVALUATION

CREDITS TO

OTHER LANGUAGES?

● ●  

Instrument Indicators/ Evaluation Criteria GUIDELINES FOR ASSESSMENT ASSESSMENT CRITERIA PUBLISHED ON-LINE

Sonja Artač and Maja Gerden. SLOVENIA

STEP 1: SELECTION OF TOPICS – E-CLASSROOM

LINKS:

HEALTHY FOOD EATING DISORDERS ADDICTIONS MARIHUANA ADDICTION TO GAMBLING THE EFFECT OF SPORT ON HEALTH CLONING HUMAN GENETICS A LIST OF ARTICLES IN ENGLISH 1. ALBINISM http://ghr.nlm.nih.gov/condition/oculocutaneous-albinism http://www.albinism.org/publications/what_is_albinism.html http://www.medicalnewstoday.com/articles/245861.php 2. EATING DISORDERS http://www.apa.org/topics/eating/ http://www.apa.org/helpcenter/eating.aspx 3. ADDICTIONS

 

GAMBLING: http://www.bbc.co.uk/news/uk-england-24285929 DRUGS/MARIHUANA: http://www.cmaj.ca/content/162/12/1685.short

4. ORGANIC FOOD PRODUCTION http://www.sciencedirect.com/science/article/pii/S0743016706000052 5. CLONING http://www.bioinformatics.nl/webportal/background/dollyinfo.html http://www.animalresearch.info/en/medical-advances/151/cloning-dolly-the-sheep/

http://www.animalresearch.info/en/medical-advances/161/first-tissue-engineered-whole-organ-transplant/ 6. HEALTHY LIFESTYLE http://www.wikihow.com/Live-a-Healthy-Lifestyle http://exercise.about.com/od/healthinjuries/a/healthylifestyl.htm 7. 50 SHADES OF ADDICTION â&#x20AC;&#x201C; ADDICTIONS YOU MIGHT NOT KNOW YOU HAVE http://www.medicalnewstoday.com/info/addiction/ http://health.howstuffworks.com/mental-health/10-addictions-you-might-not-know-you-have.htm 8. ALCOHOLISM http://science.howstuffworks.com/alcohol.htm http://www.niaaa.nih.gov/alcohol-health 9. MENTAL AND PHYSICAL HEALTH http://www.rcpsych.ac.uk/healthadvice/viewpoint/mentalphysicalhealth.aspx 10. RELAXATION http://www.spring.org.uk/2013/04/the-peaceful-mind-5-step-guide-to-feeling-relaxed-fast.php EXTRA:

DEALING WITH DIFFERENT ADDICTIONS http://shadesofhope.com/ http://www.siol.net/trendi/intimno/partnerstvo/2011/10/zasvojeni_s_seksualnostjo_lahko_tve gajo_tudi_zivljenje.aspx

http://www.bb.si/doc/diplome/Veber_Tina-Psiholoski_vidik_odvisnosti.pdf

STEP 2: PREPARING ARTICLES, INTERVIEWS, QUESTIONNAIRES AN EXAMPLE OF A QUESTIONNAIRE ON EATING DISORDERS:

QUESTIONNAIRE – PILOT VERSION The intention of our project is to collect data about students’ and professors’ knowledge and perception of eating disorders. We prepared 8 questions and would kindly ask you to answer them. 1. What is eating disorder?

_____________________________________________________________________ How many eating disorders do you know? (name them) _____________________________________________________________________

Are bulimia and anorexia the same thing? a) Yes b) No

What do you think are the main reasons for eating disorders? ________________________________________________________________

Do you think there is an efficient treatment in a medical institution regarding eating disorders? ________________________________________________________________ 5.1 How long do you think it lasts?

a) b) c) d) 6.

2-6 months 6 months-1 year 1-5 years more than 5 years

Do you think that people with eating disorders are aware of their problem?

a) Yes b) No 7.

If you had an eating disorder, who would you turn to for help?

_____________________________________________________________________ How do you think you should react if your schoolmate colleague or a friend suffered from one of the eating disorders? _____________________________________________________________________

Thank you for your time! Ada, Meta and Lara, students of 2. c, Gimnazija Vič GUIDELINES FOR THE PREPARATION OF ARTICLES, INTERVIEWS AND QUESTIONNAIRES – PPT (ATTACHED) STEP 3: MEETING EXPERTS:

STEP 5: STUDENTS' PRESENTATIONS IN CLASS

STUDENTS' FINAL PRODUCTS:

A PPT PRESENTATION A BROCHURE AN ARTICLE IN ENGLISH A WEBPAGE

STEPS 6 & 7: ASSESSMENT â&#x20AC;&#x201C; SEE THE ATTACHED DOCUMENT (IN SLOVENE) E-CLASSROOM: http://ucilnica.gimvic.org/course/view.php?id=199

Greek Mithology

TITLE

OBJECTIVES

● ● ● ● ● ● ● ● ●

GREEK MYTHOLOGY

AGE 15 SUBJECT ART HISTORY  TO LEARN ART HISTORY AND TO BE CREATIVE AS WELL  TO COMBINE LITERATURE - GREEK MYTHOLOGY WITH SCULPTURE  TO EXPERIENCE THE MATERIALS (CLAY…)  TO WORK MORE ON IMAGINATION, CREATIVITY, ORIGINALITY AND SELFEXPRESSION

PROCEDURE STEP 1: DECIDE ON A TOPIC: WE DECIDED ON THE TRAGIC STORY OF ORPHEUS AND EURYDICE STEP 2: EACH STUDENT READS THE STORY STEP 3: SHE/HE DECIDES ON A FIGURE OR A COUPLE OR A SYMBOL FROM THE STORY STEP 4: THEY LEARN ABOUT THE MATERIAL- CLAY (THE CHEMICAL PROCESS) STEP 5: THEY MODELL, SHAPE AND CARVE IN CLAY STEP 6: THEY HAVE TO GO THROUGH THE WHOLE PROCESS (MODELLING AND SHAPING, BURNING THE CLAY AND COLOURING THEIR SCULPTURE) STEP 7: THEY USE VARIOUS TECHNIQUES OF COLOURING STEP 8: THE EXHIBITION STEP 9: THE EVALUATION RESOURCES

HUMAN MATERIAL

IMPLEMENTATION IN OTHER AREAS EVALUATION

THE TEACHER FOR POTTERING AND SHAPING THE CLAY. (If the activity / project needs any graphic material attachments).

LITERATURE, CLAY, ETC. ● ●

Instrument Indicators/ Evaluation Criteria

STUDENTS GET A GRADE BASED ON:  CREATIVITY, ORIGINALITY AND SELF-EXPRESSION  THEIR OWN INTERPRETATION FOR THE AUDIENCE (THE CLASSROOM AND THE TEACHER)  THE ELEMENTS OF HOW TO SHAPE THE FREE STANDING OR THE SEATED FIGURE CREDITS TO

Alenka Pikl Osole. SLOVENIA

Annex 1 STUDENTS CAN CHOOSE BETWEEN THE TEXT IN PROSE OR POETRY IN THEIR MOTHER TONGUE. ORPHEUS AND EURYDICE [1] Veiled in a saffron mantle, through the air unmeasured, after the strange wedding, Hymen departed swiftly for Ciconian land; regardless and not listening to the voice of tuneful Orpheus. Truly Hymen there was present during the festivities of Orpheus and Eurydice, but gave no happy omen, neither hallowed words nor joyful glances; and the torch he held would only sputter, fill the eyes with smoke, and cause no blaze while waving. The result of that sad wedding, proved more terrible than such foreboding fates. While through the grass delighted Naiads wandered with the bride, a serpent struck its venomed tooth in her soft ankle—and she died.— [11] After the bard of Rhodope had mourned, and filled the highs of heaven with the moans of his lament, determined also the dark underworld should recognize the misery of death, he dared descend by the Taenarian gate down to the gloomy Styx. And there passed through pale-glimmering phantoms, and the ghosts escaped from sepulchres, until he found Persephone and Pluto, master-king of shadow realms below: and then began to strike his tuneful lyre, to which he sang:—"O deities of this dark world beneath the earth! this shadowy underworld, to which all mortals must descend! If it can be called lawful, and if you will suffer speech of strict truth (all the winding ways of Falsity forbidden) I come not down here because of curiosity to see the glooms of Tartarus and have no thought to bind or strangle the three necks of the Medusan Monster, vile with snakes. But I have come, because my darling wife stepped on a viper that sent through her veins death-poison, cutting off her coming years. If able, I would bear it, I do not deny my effort—but the god of Love has conquered me—a god so kindly known in all the upper world. We are not sure he can be known so well in this deep world, but have good reason to conjecture he is not unknown here, and if old report almost forgotten, that you stole your wife is not a fiction, Love united you the same as others. By this Place of Fear this huge void and these vast and silent realms, renew the life-thread of Eurydice. All things are due to you, and though on earth it happens we may tarry a short while, slowly or swiftly we must go to one abode; and it will be our final home. Long and tenaciously you will possess unquestioned mastery of the human race. She also shall be yours to rule, when full of age she shall have lived the days of her allotted years. So I ask of you possession of her few days as a boon. But if the fates deny to me this prayer for my true wife, my constant mind must hold me always so that I can not return -- and you may triumph in the death of two!” [40] While he sang all his heart said to the sound of his sweet lyre, the bloodless ghosts themselves were weeping, and the anxious Tantalus stopped clutching at return-flow of the wave, Ixion's twisting wheel stood wonder-bound; and Tityus' liver for a while escaped the vultures, and the listening Belides forgot their sieve-like bowls and even you, O Sisyphus! sat idly on your rock! Then Fame declared that conquered by the song of Orpheus, for the first and only time the hard cheeks of the fierce Eumenides were wet with tears: nor could the royal queen, nor he who rules the lower world deny the prayer of Orpheus; so they called to them Eurydice, who still was held among the new-arriving shades, and she obeyed the call by walking to them with slow steps, yet halting from her wound. So Orpheus then received his wife; and Pluto told him he might now ascend from these Avernian vales up to the light, with his Eurydice; but, if he turned his eyes to look at her, the gift of her delivery would be lost. They picked their way in silence up a steep and gloomy path of darkness. There remained but little more to climb till they would touch earth's surface, when in fear he might again lose her, and anxious for another look at her, he turned his eyes so he could gaze upon her. Instantly she slipped away. He stretched out to her his despairing arms, eager to rescue her, or feel her form, but could hold nothing save the yielding air. Dying the second time, she could not say a word of censure of her husband's fault; what had she to complain of—his great love? Her last word spoken was, “Farewell!” which he could barely hear, and with no further sound she fell from him again to Hades.—

[64] Struck quite senseless by this double death of his dear wife, he was as fixed from motion as the frightened one who saw the triple necks of Cerberus, that dog whose middle neck was chained. The sight filled him with terror he had no escape from, until petrified to stone; or like Olenos, changed to stone, because he fastened on himself the guilt of his wife. O unfortunate Lethaea! Too boastful of your beauty, you and he, united once in love, are now two stones upon the mountain Ida, moist with springs. Orpheus implored in vain the ferryman to help him cross the River Styx again, but was denied the very hope of death. Seven days he sat upon Death's river bank, in squalid misery and without all foodâ&#x20AC;&#x201D; nourished by grief, anxiety, and tearsâ&#x20AC;&#x201D;complaining that the Gods of Erebus were pitiless, at last he wandered back, until he came to lofty Rhodope and Haemus, beaten by the strong north wind. [78] Three times the Sun completed his full course to watery Pisces, and in all that time, shunning all women, Orpheus still believed his love-pledge was forever. So he kept away from women, though so many grieved, because he took no notice of their love. The only friendship he enjoyed was given to the young men of Thrace. http://www.theoi.com/Text/OvidMetamorphoses10.html

The Story of Orpheus and Eurydice Thence, in his saffron robe, for distant Thrace, Hymen departs, thro' air's unmeasur'd space; By Orpheus call'd, the nuptial Pow'r attends, But with ill-omen'd augury descends; Nor chearful look'd the God, nor prosp'rous spoke, Nor blaz'd his torch, but wept in hissing smoke. In vain they whirl it round, in vain they shake, No rapid motion can its flames awake. With dread these inauspicious signs were view'd, And soon a more disastrous end ensu'd; For as the bride, amid the Naiad train, Ran joyful, sporting o'er the flow'ry plain, A venom'd viper bit her as she pass'd; Instant she fell, and sudden breath'd her last. When long his loss the Thracian had deplor'd, Not by superior Pow'rs to be restor'd; Inflam'd by love, and urg'd by deep despair, He leaves the realms of light, and upper air; Daring to tread the dark Tenarian road, And tempt the shades in their obscure abode; Thro' gliding spectres of th' interr'd to go, And phantom people of the world below: Persephone he seeks, and him who reigns O'er ghosts, and Hell's uncomfortable plains. Arriv'd, he, tuning to his voice his strings, Thus to the king and queen of shadows sings.

Ye Pow'rs, who under Earth your realms extend, To whom all mortals must one day descend; If here 'tis granted sacred truth to tell: I come not curious to explore your Hell; Nor come to boast (by vain ambition fir'd) How Cerberus at my approach retir'd. My wife alone I seek; for her lov'd sake

These terrors I support, this journey take. She, luckless wandring, or by fate mis-led, Chanc'd on a lurking viper's crest to tread; The vengeful beast, enflam'd with fury, starts, And thro' her heel his deathful venom darts. Thus was she snatch'd untimely to her tomb; Her growing years cut short, and springing bloom. Long I my loss endeavour'd to sustain, And strongly strove, but strove, alas, in vain: At length I yielded, won by mighty love; Well known is that omnipotence above! But here, I doubt, his unfelt influence fails; And yet a hope within my heart prevails. That here, ev'n here, he has been known of old; At least if truth be by tradition told; If fame of former rapes belief may find, You both by love, and love alone, were join'd. Now, by the horrors which these realms surround; By the vast chaos of these depths profound; By the sad silence which eternal reigns O'er all the waste of these wide-stretching plains; Let me again Eurydice receive, Let Fate her quick-spun thread of life re-weave. All our possessions are but loans from you, And soon, or late, you must be paid your due; Hither we haste to human-kind's last seat, Your endless empire, and our sure retreat. She too, when ripen'd years she shall attain, Must, of avoidless right, be yours again: I but the transient use of that require, Which soon, too soon, I must resign entire. But if the destinies refuse my vow, And no remission of her doom allow; Know, I'm determin'd to return no more; So both retain, or both to life restore. Thus, while the bard melodiously complains, And to his lyre accords his vocal strains, The very bloodless shades attention keep, And silent, seem compassionate to weep; Ev'n Tantalus his flood unthirsty views, Nor flies the stream, nor he the stream pursues; Ixion's wond'ring wheel its whirl suspends, And the voracious vulture, charm'd, attends; No more the Belides their toil bemoan,

And Sisiphus reclin'd, sits list'ning on his stone. Then first ('tis said) by sacred verse subdu'd, The Furies felt their cheeks with tears bedew'd: Nor could the rigid king, or queen of Hell, Th' impulse of pity in their hearts repell. Now, from a troop of shades that last arriv'd, Eurydice was call'd, and stood reviv'd: Slow she advanc'd, and halting seem to feel The fatal wound, yet painful in her heel. Thus he obtains the suit so much desir'd, On strict observance of the terms requir'd: For if, before he reach the realms of air, He backward cast his eyes to view the fair, The forfeit grant, that instant, void is made, And she for ever left a lifeless shade. Now thro' the noiseless throng their way they bend, And both with pain the rugged road ascend; Dark was the path, and difficult, and steep, And thick with vapours from the smoaky deep. They well-nigh now had pass'd the bounds of night, And just approach'd the margin of the light, When he, mistrusting lest her steps might stray, And gladsome of the glympse of dawning day, His longing eyes, impatient, backward cast To catch a lover's look, but look'd his last; For, instant dying, she again descends, While he to empty air his arms extends. Again she dy'd, nor yet her lord reprov'd; What could she say, but that too well he lov'd? One last farewell she spoke, which scarce he heard; So soon she drop'd, so sudden disappear'd. All stunn'd he stood, when thus his wife he view'd By second Fate, and double death subdu'd: Not more amazement by that wretch was shown, Whom Cerberus beholding, turn'd to stone; Nor Olenus cou'd more astonish'd look, When on himself Lethaea's fault he took, His beauteous wife, who too secure had dar'd Her face to vye with Goddesses compar'd: Once join'd by love, they stand united still, Turn'd to contiguous rocks on Ida's hill.

Now to repass the Styx in vain he tries, Charon averse, his pressing suit denies. Sev'n days entire, along th' infernal shores, Disconsolate, the bard Eurydice deplores; Defil'd with filth his robe, with tears his cheeks, No sustenance but grief, and cares, he seeks: Of rigid Fate incessant he complains, And Hell's inexorable Gods arraigns. This ended, to high Rhodope he hastes, And Haemus' mountain, bleak with northern blasts.

With pliant feet, now, ivies this way wind, Vines yonder rise, and elms with vines entwin'd. Wild Ornus now, the pitch-tree next takes root, And Arbutus adorn'd with blushing fruit. Then easy-bending palms, the victor's prize, And pines erect with bristly tops arise. For Rhea grateful still the pine remains, For Atys still some favour she retains; He once in human shape her breast had warm'd, And now is cherish'd, to a tree transform'd. http://classics.mit.edu/Ovid/metam.10.tenth.html

And now his yearly race the circling sun Had thrice compleat thro' wat'ry Pisces run, Since Orpheus fled the face of womankind, And all soft union with the sex declin'd. Whether his ill success this change had bred, Or binding vows made to his former bed; Whate'er the cause, in vain the nymphs contest, With rival eyes to warm his frozen breast: For ev'ry nymph with love his lays inspir'd, But ev'ry nymph repuls'd, with grief retir'd. A hill there was, and on that hill a mead, With verdure thick, but destitute of shade. Where, now, the Muse's son no sooner sings, No sooner strikes his sweet resounding strings. But distant groves the flying sounds receive, And list'ning trees their rooted stations leave; Themselves transplanting, all around they grow, And various shades their various kinds bestow. Here, tall Chaonian oaks their branches spread, While weeping poplars there erect their head. The foodful Esculus here shoots his leaves, That turf soft lime-tree, this, fat beach receives; Here, brittle hazels, lawrels here advance, And there tough ash to form the heroe's lance; Here silver firs with knotless trunks ascend, There, scarlet oaks beneath their acorns bend. That spot admits the hospitable plane, On this, the maple grows with clouded grain; Here, watry willows are with Lotus seen; There, tamarisk, and box for ever green. With double hue here mirtles grace the ground, And laurestines, with purple berries crown'd.

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