LEARNING OUTDOOR VIVID EXPLORATION

LEARNING OUTDOOR VIVID EXPLORATION L.O. – V.E. Project 2019-1-ES01-KA229-064069

SAMPLE ACTIVITIES METODOLOGY BOOK

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SPECIAL THANKS GOES TO ALL WHO PARTICIPATED IN THE CREATION OF THIS BOOK AND SHARE THEIR GOOD PRACTICE ABOUT LEARNING OUTDOOR.

…WE MAKE SCHOOL A PLACE WHERE CHILDREN ARE HAPPY.

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TEACHERS WHO PARTICIPATED IN SAMPLE ACTIVITIES VERIFICATION SPAIN Borja Agustín Alías Garzón, María Ángeles Jiménez Cobalea, Cristina Díaz Pato, Elena Ocaña Pestaña, Blanca María Muñoz Chaves, Javier Cholvis Pedraza, Victor Daniel Montilla Rodríguez, Maria José Osuna González, Maria Aragón Cárdenas

PORTUGAL Alexandra Ribalonga, Carla Varela, Clarinda Almeida, Francisca Soares, Lucinda Gomes, Lurdes Fonseca, Maria João Amaral, Rossana Lorador, Teresa Dias, Teresa Vieira

CROATIA Snježana Kovačević, Andreja Jertec, Jelena Novosel Ožeg

FINLAND Petra Dobrev

CZECH REPUBLIC Hana Bittová, Markéta Milerská, Martina Ježowiczová, Petr Mutina, Lenka Minksová, Lenka Šamanová, Martina Kantorová

SLOVAKIA Viera Hmírová, Katarína Kocúrová, Mária Kopásková, Mária Kormanová, Jolana Madigárová Kubišová, Jarmila Michelová, Renáta Vlčková, Zuzana Vojsovičová

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ART AND MUSIC Name of the aktivity

Learn the music beats with tennis balls (SPAIN)

Subject

Music

Topic

Time signatures

Age

8 to 14

Materials

Tennis balls, speaker and device to play music.

Place

Playground or park

Goals

To discriminate and to learn how to follow a 2/4, a 3/4 and a 4/4 time signature.

Time

15 minutes

Contact teacher Instructions: Give a tennis ball to every student.

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Learning 2/4 time: play the song We Will Rock You. The students will have to bounce the ball on each first beat (the stressed beat) and take the ball on each second beat.

Learning 3/4 time: play the song We All Stand Together. The students will have to bounce the ball on each first beat (the stressed beat), take the ball with one hand on each second beat and pass the ball to the other hand on each third beat.

Learning 4/4 time: play the song Can't Stop the Feeling. The students will have to bounce the ball on the first beat (the stressed beat), take the ball with one hand on the second beat, pass the ball to the other hand on the third beat and pass it back to the other hand on the fourth beat.

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2/4 TIME:

3/4 TIME:

4/4 TIME:

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Name of the activity

Outdoors Art (SPAIN) Subject

Arts and Crafts

Topic

Crafts

Place

It is the park next to our school

Age

8 - 10 years old

Materials

• • • • •

Clay School paintings Cards Garbage bags Wet wipes

Goals

• • •

To print nature To work ephemeral art To create an abstract picture and

Time

Two hours and a half

Contact teacher

María José Moreno

Instructions: Go walking to a close park, there we will divide the group into three big teams, we will place all the material we have taken to the park like in three different workshops.

- Workshop 1: students take clay, look for a natural element and create “natural stones printed”.

- Workshop 2: students will think what they would like to draw using tree sticks to paint in the sandbox (group work) - Workshop 3: painting in pairs abstract pictures and explain what they mean (we will try to avoid brushes to discover another painting tools like little stones, tree leaves, tree branches..)

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WORKSHOP 1

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WORKSHOP 2

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WORKSHOP 3

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Subject

Art

Topic

Lines according to flow and character (CROATIA) Age

11-12

Materials

drawing ink and feather, charcoal and white chalk, dry and greasy chalk

Goals

Cognitive: spotting, exploring and learning about lines according to flow and character in their immediate surroundings, their own work, and works of art Psychomotor: exercise divergent thinking ability, originality and sensitivity to problems; to develop motor skills by drawing different art materials and techniques, to develop visual perception Affective: develop positive attitudes towards artistic expression by noticing the different flow and character of the lines in art and surroundings; to develop individuality, independence, critical and aesthetic appreciation of his and others; art works

Time

90 minutes Teacher: Alen Matijašević

Instructions: 1. INTRODUCTORY PART: Preparation - The teacher demonstrates the use of drawing materials. It shows pictorial templates of how the old masters (eg Pablo Picasso, Rembrandt van Rijn) drew and in which art they liked to work most often. The teacher connects the lines with examples of celebrity artists and initiates conversation about the line - about its course and character.

Students describe examples and state where they perceive lines in their surroundings according to flow and character.

2.MIDDLE PART: Motivation - The teacher shows the surroundings and architecture within the schoolyard. It instructs students to analyze shapes and materials and size relationships such as the building itself as well as other amenities that are nearby.

- The task is to make drawings according to your own sensibilities and to draw a scene of a school building with a yard and everything there. Use as different lines as possible according to flow and character. You can also create plots and tones.

3. FINAL PART: Analysis and evaluation - The teacher asks the students a brief overview of the content we have been dealing with.

- Asks students to reflect on their activities, evaluate satisfaction, effort and benefits.

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Subject

Music

Topic

Sounds of nature (CROATIA) Age

10 - 11 years

Materials Percussion, music sticks, notebook, pencils, portable speaker Goals

Time

• active listening (notation of sounds • active performing of rhythm and sound with percussions body music • developing sound imagination • recognizing color, duration and tone level • differentiating sound, noise and tone • making music together

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One school hour (45 min) Teacher: Adam Mokos-Pazman

Instructions: Activity 1 : recognizing sounds of nature that surround us (10 min) Students are sitting in the school yard and listening to all the sounds that surround them. Teacher gives them instructions how to note all the sounds on a piece of paper in a form of an association. (students can perform this activity using laptops/tablets, they can note all associations in an application mentimeter). Afterwards, students should share their impressions. They talk about things that can influence the sounds of nature, which typical sounds they recognize and do the sounds that surround us have a duration or a tone level etc. (for example susurration, rain, water noises, thunder, animal sounds etc.)

Activity 2: performing the sounds of nature (20 min) Students are divided into smaller groups (5-6 students). Group assignment is to design a sound that we encounter in the nature and accompany it by performing a rhythm on the percussions. (for example susurration, rain, birds singing, frogs croaking etc.)

Students decide which sounds to perform, but they must use percussions and body music.

Then, each group must perform their act, while others reward them by applauding and offering their impressions (what did they like about the performance, what would they do differently and what they didn’t like at all).

Activity 3: listening to musical examples (15 min) Students listen to clips from Four seasons (A.Vivaldi). Teacher reveals the names of the parts just after listening. First example is a clip from Spring. After listening, students

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write down the associations for the sounds from the nature and which season has been described in this example? Who are the performers and what is the tempo of this composition? Afterwards, the students listen to a clip from Storm. They write down the associations for the sounds from the nature and describe the appearance in the nature that could be described by this partition. Are the performers and the tempo the same?

As a conclusion students need to understand how the composers frequently choose recognizable sounds form nature in their compositions.

For homework, students need to explore some examples in classical music, where composers utilize sounds from the nature.

Pages created by our Biology teacher with pupils: https://sway.office.com/nnoMlwD9Nsd5weVs?ref=email

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Subject

Arts

Topic

Serial cartoons with nature materials (FINLAND) Age

10-12 yrs

Materials Nature materials, paper and pen Goals

Learning how to create serial cartoons, getting in touch with nature, teamwork

Time

90 minutes

Instructions: • Children work in pairs. The theme of cartoon if transformation and evolution something have to evolve or grow image by image.

• Every pair plan and sketch a serial cartoon of three images on paper.

• To the woods! Firstly, pairs are going to build frames. After that they begin to create the serial cartoon with nature materials found on the ground.

• In the end: Art exhibition in the forest. Every pair go around silently and take a look of other creations.

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Subject

Arts

Topic

Art with nature materials (landscape) (FINLAND) Age

7-12 yrs

Materials Nature materials Goals

Getting in touch with nature, how to use nature materials, planning and creating skills

Time

45 minutes

Instructions: • Theme: landscape by using only nature materials.

• Instructions: At first, figure out how to make a frame. Then, think and sketch what kind of landscape you want to create. You have to use at least 5 different kind of nature materials and at least 5 different colours and textures. All materials have to be found on the ground. Collect the materials and start to create!

• In the end: Art exhibition in the forest. Everybody go around silently and take a look of other creations.

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Subject

Art and Design

Topic

Snow colouring – birthday cake (SLOVAKIA) 6 – 8 years old

Age

Materials snow, food colours, water, bottle, colour brushes, glasses, small snow shovels

Goals

Development of sensory perception, creation of spatial objects from snow and their finishing with colours, environmental protection education.

Time

40 minutes

Instructions:

Before the lesson takes place, we read a fairy tale to children: How a dog and a cat baked themselves a birthday cake by Josef Čapek.

We are talking about the cake that the dog and the cat have baked, what they have put into it and how it has finally turned out.

We are also going to bake a cake, not out of the cake dough, but out of the snow. · Nature gives us a space for winter creations, there is snow and children try what they can create from it. Winter land-art can be realized during the whole winter season. But everything depends on nature’s conditions – on the features and amount of the snow.

Suggestion: coastal countries can use some wet sand for this activity. · We start to walk and make various tracks and pattern, we use fingers to draw into snow.

Children work in groups, division into the groups is up to children themselves or teacher can decide about it. ·

Later, we find a place where there is enough snow to create a “snow cake”.

· Children decide how their cake should look like and they start to “bake“ it. To decorate their cake children can also use fallen twigs and stones or they can work only with the snow itself. · When the cake is finished, we decorate it using colours. As we are working in the nature, we are using food colours that are considerate to environment. ·

Before leaving school, we fill the bottles with water and colour it.

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·

Children press the bottle and squirt the coloured water at the “snow cake”.

· We document the finished snow works. It can be interesting to take a photograph of the place after the cake melts and discuss the differences.

Children gain new experience; they learn that we can create not only snowmen and that the snow can become colourful.

The Tales of Doggie and Moggie were written and illustrated by Josef Čapek in the 1930s. Below is an excerpt from the 2008 English edition.

Nine adventure stories about a little dog and a cat, with illustrations.

82 pages - for children of primary school age (approx. 6-9 years) Doggie and Moggie: How They Washed the Floor - How Doggie Tore His Trousers - What Happened at Christmas - How They Wrote a Letter to the Girls in Newcastle - The Proud Nightie - The Boys From Ipswich - How Doggie and Moggie Made a Birthday Cake - How They Found a Doll That Cried Very Softly - How They Played Theatre & About Father Christmas.

“Easy-peasy,” said Doggie, I know exactly how to make a proper cake! In it you just have to put everything that’s good to eat, everything you like eating best of all, and all that will make the best cake you’ll ever want. Simple, if you put in five of the best things to eat, the cake’s then five times as good, if you put in ten, it’s ten times as good. But as we are going to put in a hundred, we’re going to have a cake that will be a hundred times as good!”

“That must be right,” said Moggie, “we’re going to make the best cake that’s ever been made.”Doggie and Moggie both put on their aprons and started cooking.

They took some flour and an egg and mixed them together.

“A cake must be sweet,” said Moggie, and she added sugar.

“And a bit salty too,” said Doggie, adding salt.

“Now we will put in some butter and jam,” said Moggie. “No, not jam,” said Doggie, “I don’t like jam. Instead of jam let’s put in some Stilton cheese, I like Stilton cheese a lot.”So they put in some really strong smelling Stilton cheese.

“I think it needs to be a bit more greasy,” said Moggie, “it wants some rinds of bacon.”

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“And hazelnuts, let’s not forget the hazelnuts,” said Doggie, and tipped in some hazelnuts from a paper bag.

“Hazelnuts are good for you,” agreed Moggie, “but there should definitely be some pickled cucumber too,” and she put in a pickled cucumber.

“And bones,” cried Doggie, “bones just have to be in it!”

So they put in plenty of bones.

“And we must have a mouse, I so much love mice!” remembered Moggie, and put in four mice.

“Let’s have a few sausages, spiced with pepper, that’s something for me,” said Doggie while putting in a few sausages.

“And now for the most important thing of all!” said Moggie. “Whipped cream!”

They poured in a whole container of whipped cream.

“A little onion,” said Doggie, cutting and putting in some onion.

“And chocolate,” said Moggie, adding some chocolate.“And gravy!” occurred to Doggie, so they put in some gravy.

So they kept adding all sorts of things into their cake, mixing them together; thus they put in garlic and pepper, and lard and sweets, pork cracklings and cinnamon, semolina and cottage cheese, gingerbread and vinegar, cocoa and cabbage, a goose’s head and raisins, well, everything went into their cake, with the exception of bread, because dogs and cats don’t like eating bread very much.

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Subject

Art and Design

Topic

The Sun – the magic of natural materials (SLOVAKIA) Age

6 – 8 years old

Materials natural stones,

material

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tree

cones,

nut

shells,

leaves,

twigs Goals

Development of child’s perception, experimentation with natural materials, development of the sense for details, child’s fantasy and imagination.

Time

40 minutes

Instructions: · Through a motivating dialogue, children learn about the importance of sunlight in every season of the year for man and nature. · For an art activity, we choose a familiar environment near the school. /Variation – for more complex topics, templates are made by teachers /. · Children get involved into art creation in landscape, they concentrate on collection of natural materials and later on, they create objects of the Sun. · We use the mean of expression called land-art that works with natural materials in the wild. · It is useful to work in groups. We skip the colours and we use only natural colours of the natural objects found in the nature, except if we make the Sun from snow - colouring of the snow can be interesting for children. · The class discuss how to create a picture by using natural materials. When creating trial compositions we encourage the children to use their imagination as much as possible. · We teach children to interfere into the landscape carefully so we do not damage the nature. We do not break the trees, children put leaf to leaf, stone to stone, tree cone to tree cone.

We prefer working with materials that we can find on the ground. · When evaluating, we emphasize imagination, creativity, originality and composition. We do evaluation in groups, then take pictures and make an exhibition of photographs at the end.

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Name of the activity

Reflect on the role of cultural events and heritage (PORTUGAL)

Subject

Arts

Topic

Art and Heritage

Age

13 to 14

Materials

Computer paper Pencil rubber

Place

Solar dos Zagallos (Zagallos Manor). This activity can de adapted to any other outdoor cultural site such as gardens, manors, castles, …

Goals

- Distinguish the diversity of existing cultural manifestations, at different times and places (popular culture, crafts, values, beliefs, traditions, etc.).

- Identify national heritage and identity, understanding them in a global and multicultural perspective (types of heritage: cultural, artistic, natural, mobile, immovable, material, immaterial, etc.).

Time

100 minutes

Instructions: Composition based on a detail of the Zagallos gardens. This work can be done at any other cultural or artistic local where art and heritage can be met in parallel.

The work students are going to do aims to understanding the concept of art and heritage.

Thus they will observe and draw a detail taken from the Jardim dos Zagallos, such as a window or a door.

1. Make a sketch of a detail in the "garden of the Zagallos 2. Identify an application for which the work on the Zagallos garden can be used.

Further information about Solar dos Zagallos and its gardens can be found at: https://getlisbon.com/memories/tagus-river/solar-dos-zagallos-en/

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Name of the activity

Round dance (PORTUGAL) Subject Topic Age of pupils Materials

Music Round dance: “Going on my way to Viseu” 10,11 and 12 years Audio file or CD, portable stereo, Video camera

Place

Classroom and Playground

Goals

Sing traditional songs Get to know traditional games Dancing a round song

Time

40 minutes + 50 minutes + 20 minutes

Contact teacher

Helehelenasantos@agrupamentoeliasgarcia.com

Instructions: Classroom (40minutes): Explanation of traditional music and round songs Song learning (available at https://www.youtube.com/watch?v=fXptE7hxM1c) Viewing the choreography (available at https://www.youtube.com/watch?v=LErRifNEuIc) Play ground (40 minutes): The children perform the choreography while singing the song.

The teacher films the activity

Task evaluation Classroom (20minutes):

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Video viewing and

activity evaluation

Choreography: Children make a circle holding hands.

All the verses are repeated.

Indo eu, indo eu a caminho de Viseu Rotate to one side first, and to the other in repetition Encontrei o meu amor, ai Jesus que lá vou eu Cross your arms over your chest in the first part of the verse and put your hands on your head Ora truz, truz, truz, ora traz, traz, traz Clap their hands to left and right Ora chega, chega, chega, ora arreda lá p'ra trás Hold hands again, join the center and then move away

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Name of the activity

Nature–garden (CZECHIA)

Subject

Arts

Topic

Nature–garden

Place

garden

Age

10-15

Materials

Paper A3, glue, cutting knives, scissors, water, cloth, camera, mobile phone, print, natural materials.

Goals

Development of visual sensitivity, imagination and artistic thinking.

Production of artistic conception by particular art technique.

Time

2-3 lessons, 45min each

Contact teacher

lucie.kaluzova@zspisek.cz

Instructions: Starting point: Awareness of nature around us.

Influence on our body, senses and mood.

Concentration on individual specific nature in the neighborhood.

Before the art experience: Walk through the countryside, school garden.

Perception of the environment.

Focus on individual parts and the whole of fauna, flora and inanimate nature.

Task: Take a photo of yourself or classmates in the landscape.

Use a photo to create a picture of the landscape we live in.

Use animate and inanimate nature as a source of color. Nature background – sky, hills, meadows, forests, garden.

Then print the photo and cut out the figures.

Place them in the background of the image.

Next, look for nature lesson,to complete the landscape.

Use glue to install them on the image Source: PETIT & SMALL - EASY, FUN DIY ACTIVITIES YOU CAN DO WITH YOUR KIDS [cit. 2020-28-02]. https://petitandsmall.com/easy-fun-diy-activities-dokids/?fbclid=IwAR1MPH_V7GUdAH_b2_6zV99fuSBCWseVLJl5ow_mFYpHzDqdwNudE2rbp 1E

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Verification record in Portuguese school: https://www.youtube.com/watch?v=IXFkS2PsUOI

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Subject

Art

Topic

Fashion designer (SLOVAKIA) Age of pupils Aids Goals

Time

6 – 8 years old Figure model, camera, paper, scissors Pupils will be able to perceive the colours, structure, different materials. They will test their abilities to discover the natural beauty, develop the composition and sense of being sensible.

40 minutes

The lesson is a part of a week curriculum when talking about the professions. The class will discuss the profession of tailor, why is it important, what does the tailor do, what does she need for her work.

Pupils will handle the tailor´s tools and try to give them names.

Instructions: • When working with smaller pupils, the teacher prepares the figure models. As for older ones, they can prepare their own figure models themselves.

• The inside part of the figure model needs to be cut down. It will be done by pupils.

• After the preparation, the teacher explains the aim of the activity and shows pupils what to do. Nature is a big inspiration for human beings.

• During the short walk in the town, pupils will stop in different part (park, school area, town square) and they will do photos of their new dresses.

• After the walk, the photos will be shown in the class and the pupils will choose the best dress ever. They will also order the pictures on the basis of colours. They will divide the dresses into 2 groups - cold and warm colours or depending on materials. They invent the name of the fashion show and the names of different dresses.

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Subject Topic

Art

Age of pupils Aids Goals

6 – 8 years old

Time

Chalk world (SLOVAKIA)

People, friends, camera, colourful chalks Pupils will be able to develop the 3D orientation and creativity. They will work in the space with pictures and their own body.

40 minutes

The issue of creativity is very up to date today. Children are often not allowed to develop activities on their own and thus be able to implement their ideas. An important point of the creative process is therefore a rule that we should always keep in mind, when doing creative activities, every solution is correct. (Atkinson, 2003).

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Instructions: When working with smaller pupils, the teacher prepares the space for this activity. As for older ones, they can prepare it or decide where the activity is held. Recommended areas: clean school area, school garden, lawn etc.

The motivational dialogue with children can begin the activity. The teacher can show the pupils what she/he wants the pupils make. She/he has to start their creative process.

The first part – drawing with chalks on the pavement. They draw the picture and they become a part of the picture later when taking a photo of the final results. For ex. a horse is drawn, a girl riding a horse is a real pupil.

To form the volume of the items, children use not only clear lines, but also the shading. They spread the chalks on the ground, mix the colours, they use different colours, the shadow game.

The second part – forming the picture using the body and people around us. Standing, lying, moving body parts to form the names, different kinds of pictures.

Children are moving around when a picture is ready, they try to guess what their classmates have wanted to express. After taking photos of the pictures,

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They can make an exhibition.

The chalk world can offer a colourful joyful ideas to support creativity children.

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Name of the activity

Learning about musical instruments (CROATIA) Subject

Music

Topic

Flute

Place

Outdoors (school yard)

Age

10-12 years

Materials

Music portable speaker, photo of flute, notebook, pencils

Goals

Active listening, differentiating sound, recognize sound of flute, identify parts of the flute

Time

45min

Contact teacher

Adam Mokos-Pazman/Croatia

Instructions: • • • • • • •

Students listen to the song Antonio Vivaldi: 1st movement, Recorder Concerto "Il Cardellino" in the school yard They talk about a piece of music (compare to the sound of birds) Listen to the song Debussy: Syrinx for solo flute They discuss the sound of the flute and the character of the composition The teacher shows a photograph of the flute (determine the structure of musical instruments) Students listen to the song Badinerie from Suite No. 2 for flute, Johann Sebastian Bach and draw a flute in notebooks They prepare open-air exhibition in school yard with their drawings and discuss about it

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Name of the activity

Make your own sculpture (CZECHIA) Subject

Art

Topic

Working with products of nature

Place

Everywhere outdoors

Age

12+

Materials

Stones, wood, dye

Goals

To develop students´ creativity and 3D skills

Time

90 minutes

Contact teacher

beata.haltof@zspisek.cz

Instructions: • • • • • •

go outside find the products of nature you will need to create the sculpture make your own sculpture, paint it (it is voluntary) situate the sculpture into the position you like, think about the space around yourself take the photo of the sculpture discuss your piece of work with your classmates

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Verification record in Portuguese school: https://www.youtube.com/watch?v=ETSDoqhBvSE

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Name of the activity

Fleeting moment (CZECHIA) Subject

Art

Topic

Art, photos, movement

Place

At the river

Age

12+

Materials

Mobiles, stones, river

Goals

To develop digital skills in artistic point of view

Time

90 minutes

Contact teacher

beata.haltof@zspisek.cz

Instructions: This activity is divided into 2 parts – the first part is performed outside, the second at school.

Part 1 – outside - Students learn how to catch fleeting moment of movement by taking the photos.

They throw some stones from the bridge into the river, take the photos, observe what is happening (splashing water, dispersion of light).

Part 2 – at school – Students choose the best photos, learn to modify digital materials (working with the details, colours etc.).

They present their best works through the school website.

Verification record in Portuguese school: https://www.youtube.com/watch?v=AJSzAYZdJa0

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Name of the activity

Water Xylophone (FINLAND)

Subject

Music

Topic

Hear and see the science of sound outdoors.

Place

Outdoors

Age

6-8 years

Materials

Glasses, water, plastic or metal item to test the sounds

Goals

Hear and recognize different kind of sounds, motor skills, teamwork

Time

30 minutes

Contact teacher

Petra Dobrev/Finland

Instructions:

1. Create hypothesis with pupils: What will happen to the sound when different amounts of water are added to each glass.

2. Go outdoors and take a silent place, t.e. forest or park. Pupils make the water xylophones by filling each glass with different amounts of water.

3. Let them test their hypothesis by playing their xylophones. You can use worksheet for this.

4. Have them evaluate their hypothesis: was it correct or incorrect?

5. Sit down on the ground and discuss about the results. Let everyone tell and show their results by playing with glasses.

6. Additional: Test and listen the sounds with different variables: • What happens if you tap the glasses with a plastic knife versus a metal item.

• Does tapping on different parts of the glass change the sound?

• Does it sound different filled with a different liquid? What about if it’s filled with cotton balls?

• Have some fun changing the water levels and see if you can play a song.

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Name of the activity

PASTISS = New reproduction from one famous piece of art (FINLAND)

Subject

Arts

Topic

Making a pastiss with nature materials only

Place

Outdoors

Age

10-12 years

Materials

Nature materials, camera for photographs

Goals

Creativity, teamwork, motor skills

Time

2x 45min

Contact teacher

Petra Dobrev/Finland

Instructions:

1. Inspire your pupils with famous works of art.

2. Choose five paintings for pupils to choose from.

3. Tell students about idea of pastisses and show some examples.

4. Split students into groups and let them choose the artwork and start planning on paper.

Make a list of nature materials which are needed.

5. Go outdoors (forest, park etc.) and start creating pastisses.

6. When ready: make outdoor photo gallery and review artworks of other groups. Try to guess which painting they are made of.

7. Take photos!

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Name of the activity

Smells and colours of nature (PORTUGAL)

Subject

Science/Arts

Topic

Outdoor smell and painting with natural pigments

Age of pupils

7 to 9 years old

Materials

a. 8 glass jars, water, coffee, beetroot, hibiscus, red onion skin, orange cut in bits, lemon cut in bits, rose petals, vine leaves.

b. small cups, brushes, graphic diary or sheets of drawing paper, ballpoint pen.

Place

School playground

Goals

- Use the sense of smell to identify smells.

- Recognize the importance of smell.

- Develop artistic sensitivity.

- Paint using natural pigments.

Time

1h 30

Contact teacher lurdesfonseca@agrupamentoeliasgarcia.com Instructions: 1st - Preparation of the materials – Place each of the ingredients in a different jar and cover it with water.

Leave it to rest for 24 hours.

2nd - Write, on cards, the name of the substance that each bottle contains.

3rd - Place the jars lined up on a bench in the playground and each student will try to identify the smell from inside each jar.

As they identify the smell, the label with the name of the ingredient will be placed in front of the corresponding jar.

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4th - Pour the pigmented liquid from the coffee and beet jars into small cups. (One cup for each colour).

5th - Each child draws a subject-free drawing, using a ballpoint pen, in the graphic diary or in a drawing sheet of paper.

6th – The children will then paint the drawing, using brushes, with the natural pigments: coffee and beetroot.

7th - The same procedure will be followed for the rest of the pigments or The children can choose the colours they prefer from the available jars with the different pigments in order to paint their drawings.

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Name of the activity

Seven Jumps Dance (SPAIN) Subject

Music

Topic

Dance and rhythm

Place

Park/countryside

Age

4-12

Materials

Speaker and a device for the music

Goals

Physical coordination skills and balance

Time

15 minutes

Contact teacher

maragon@colegiorectora.es

Instructions: Seven Jumps Song Seven Jumps Dance Video The students make a big circle. The teacher can explain the steps for part A of the song. They can follow the steps of Part B as the song goes.

These are the steps for the dance: Part A: Skipping to the right in the circle x2: Stomp three times with your feet, jump forward and backward.

Part B: After each circle to the left and back, there will be a series of sustained notes or chords. On each of these sustained notes you take a different action. The sustained note is followed by a quick beat which lets you adjust for the next position if necessary. The sustained notes accumulate through the dance. So the first time through there is one note, the second time through two notes, etc. Each note is associated with an action. So the first time

through, you just do the lifting of the L foot. The second time through you lift the R and then the L, etc. The sustained notes or chords are held for various amounts of time, and the dancers have to hold the position for that duration.

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First Chord: Lift R Second Chord: Lift L foot (then lower it) Third Chord: Get down on R knee Fourth Chord: Put L knee on the floor Fifth Chord: Put R elbow on Floor (and rest chin on hand) Sixth Chord: Put L elbow on floor (and rest chin on both hands Seventh Chord: put chin (or forehead) on the floor

foot (then step on it)

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Name of the activity

Trees are beautiful and unique (SPAIN)

Subject

Art

Topic

Painting trees

Place

School garden area

Age

6-12

Materials

coloured pencils, paper

Goals

Painting trees and getting aware of its beauty and details. Realice that every tree is different. Getting a closer relation to a special tree.

Time

45 min.

Contact teacher

mosuna@colegiorectora.es

Instructions:

1.

2.

3.

4.

5.

Each student has to choose a tree.

They paint their trees with as many details as possible.

When all are finished the teacher collects the paintings.

Afterwards the teacher delivers the paintings randomly.

Students have to find the tree painted by their classmates.

Comments (Mária, Slovakia): It is a kind of activity which is often done in our afternoon club. Pupils usually draw little things which can be found around them and the other members guess what it is.

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49

INTEGRATED SKILLS Name of the activity

Equality or equity? (PORTUGAL)

Subject

Citizenship – PT

Topic

Social equality and equity

Age

14-15

Materials

Wooden boxes; backdrop panel printed in paper; tape; rope.

Place

Playground or park

Goals

- Reflect/raise awareness to the issue of social equality and equity; - Prepare students to be responsible citizens; - Mobilize students for team work.

Time

50 minutes

Contact teacher

Instructions: -Make a backdrop panel printed in paper with a painting referring to the theme of equality and social equity; -Two students with different heights are placed behind the panel. To become visible, both students must stand on one or more boxes, depending on their height.

-Each of these students has a written reflection on the topic and puts it up for debate in the class.

- After discussing the two opinions, new students take the place of the previous ones.

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Subject

Integrated school day (Croatian, Science, Art, Music, Physical education)integrated skills

Topic

Spring (CROATIA) Age

7 years

Materials

pencils, working sheets, cardboard, poster paper, watercolors, collage paper, crayons, cotton wool, glue, scissors

Goals

• • •

• • • • • •

The student speaks in accordance with the language development, expressing his needs, thoughts and feelings.

The students write letters, words and short sentences in a formal school writing according to language development.

The student listens to literary text, expresses what the text is talking about and recognizes literary texts by form according to linguistic development and age.

The student recognizes the importance of being organized and shows the timeline of events.

The student compares the changes in nature and describes the importance of caring for nature and personal health.

The student recognizes art as a way of communication and responds to different stimuli by artistic expression.

The student demonstrates knowledge of the peculiarities of different visual materials and procedures in artistic expression.

Performs natural modes of motion. Runs simple motor games.

The student participates in a joint performance of the music.

Time

3 school hours

Contact teacher

Jelena Novosel Ožeg

Instructions: Activity 1 : Exercising The teacher stands in front of students in the schoolyard and demonstrates exercises for them.

Each exercise is for a different body part (head, shoulders, arms, torso, legs, jumps).

Activity 2: Reading a poem Students are sitting in a circle under the trees and the teacher is reading a poem about spring ( Zima se razboljela, Grigor Vitez). After reading, they talk about the poem, answer the teacher's questions and express their feelings about poem and about spring.

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Activity 3: Talking about season spring Students are talking about what changes they have noticed in nature and in their own environment. The teacher divides them into four groups: Group 1: Weather in spring; Group 2: Plants in spring; Group 3: Animals in spring; Group 4: People in spring.

Each group is given a working sheet with different tasks to solve. They need to find answers by looking at the environment around them (school garden, school orchard, school yard).

After they have completed the tasks, the leader of each group reports on their findings. After reports, all four groups reunited to create a poster about spring using their own working sheets.

Activity 4: Game “Birds on the wire” Each group is named after one bird. Those are migratory birds and tenant birds (swallow, stork, blackbird, sparrow). Every bird has their own “wire” in the yard, their own designated spot where students have to come on a teacher sign. Students start to run all over the yard.

When the teacher shouts “Birds on a wire”, they have to come to their spot. The group that will do that first, will win.

Activity 5: Spring sentences Each group creates five sentences about spring using terms from the environment. The sentences will be put on a poster they made earlier.

Activity 6: Spring mural Students will make a spring mural on a big cardboard using a different materials (collage paper, watercolors, crayons, glue, cotton wool) and different fine art techniques.

Activity 7: Singing songs about spring Students sing songs about spring (Nije lako bubamarcu, Zvončić u proljeće).

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Subject Integrated teaching - Science, Math, Physical education, Art, Music Topic

NATURE HUNT (CROATIA) Age

7 – 10 years

Materials working sheets, pencils, ICT (tablets), papers, tempera or watercolors Goals

The student: • performs natural motor modes of motions, • relax and stimulates focus and concentration, • practices math tasks (game-based learning) • explores environment and learns about nature using ICT, • recognizes nature using sensation, • imitates nature sounds, • observes, recognizes and compares the changes in nature, • recognizes art as a way of communication and responds to different stimuli by artistic expression, • realizes different individual feels, impressions and expressions.

Time 2 school hours (90 min) Contact teacher

Marina Dinjar and Nikolina Mikulec

Instructions: ·

Activity 1: CONCENTRATION EXERCISE (10 min) It's an outdoor activity. Teacher will saying to students simple math tasks (e.g. 5 - 1, 3 + 2...).

Students have to do some movements, depends of a number result. For example, when the result is a number 1 students have to start jumping at one leg, 2 - pretending that they are trying to catch butterfly in the air, 3 - squat down, 4- jumping like a frog and 5- running. Teacher give an instructions to the students. It should start activity with only 2 instructions and continue adding more (depends of students' ages).

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·

Activity 2: FIND min)

AND “HUNT“ (30

Students work in small teams (although the rules may allow individuals to participate). Each group is given a worksheet and a tablet. The worksheet contains a list of items that students have to find in their natural environment. The list depends of the season and school environment (e.g. a stone, a feather, a leaf, moss on a twig, a pine cone, a flower, buds on a tree, frost, an insect, a flying bug, a worm, a bird, spiderweb, a mushroom, boot prints, animal footprints, a stick that looks like a letter „Y“, dandelion, strawberries, carrots…). When they find some item from the list in the nature, they have to take a photo of that using a tablet.

They can research on the Internet if they don't understand some item or don't know how it looks like. The goal is to be the first to complete the checklist and took photos of all items (or to complete the most items on that list). ·

Activity 3: LISTEN, SMELL AND FEEL (15 min) Students make a circle (they can sit at the floor). Teacher gives them an instruction to close their eyes, relax and concentrate on nature sounds. After 2 minutes of listening, students tell what sounds they've heard and recognize (e.g. birds chirping, trickling water, wind in the trees, raindrops ...). They try to imitate nature sounds they’ve heard (onomatopoeia).

After listening nature sounds, next 5 minutes students walk around the school environment and have to concentrate on nature smells and feels (e.g. smell of fresh air, decaying leaves, flowers, soil, mowed grass, rain ... and can feel sunshine on their face, wet grass, and breeze on their face and hands, a tree bark, thick mud or slippery and cold ice ...). Students make a circle again and tell what they've smelled and felt.

·

Activity 4: EXPRESS YOUR IMPRESSIONS (25 min)

Students paint their nature impressions using tempera or watercolors. ·

Activity 5: EVALUATION (10 min)

Students evaluate each others paintings.

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Name of the activity

Privilege walk aktivity (PORTUGAL)

Subject

Citizenship

Topic

Diversity, Equity and Inclusion

Age of pupils

10,11 and 12 years old

Materials

List of statements related to privilege or obstacles

Place

Classroom and Playground

Goals

Understand how privilege can be a complex concept Explore the ways that we enjoy privileges based on being members of social identity groups Recognize ways that we can use our privileges individually and collectively to work for social justice Note: The purpose is not to blame anyone for having more power or privilege or for receiving more help in achieving goals, but to have an opportunity to identify both obstacles and benefits experienced in our life.

Time

50 minutes + 50 minutes

Contact teacher

cristinadias@agrupamentoeliasgarcia.com helenasantos@agrupamentoeliasgarcia.com

Instructions: Playground (50 minutes):

Privilege walk 1. Have participants form a straight line across the playground about an arm’s length apart, leaving space in front and behind.

2. Teacher read the following instructions: Listen to the following statements and follow the instructions given.

For example, when I read „If you have blue eyes, také one step forward“, only people with blue eyes will move end everyone else will stand still. Each step should be an average length step. This aktivity should be done in silence and if anyone feels uncomfortable stepping forward and backward on any statement I read, then please stay where you are, but remember the statement read. It ´s important for you to understand how privilege affect your life, but is it not designed to make you share things which you don ´t wish to share.

----------

Adapted from https://uh.edu/cdi/diversity_education/resources/activities/ - Privilege walk.

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Task evaluation

3. The teacher reads the following statements: • • • • • • • • • • • • • • •

• • •

If Portuguese is your native language take one step forward If either of your parents graduated from university take one step forward If your parents split up and you felt affected by it take a step back If there have been times in your life when you skipped a meal because there was no food in the house take one step backward If you have invisible or visible disabilities take one step backward If you are constantly encouraged to study and have a good performance at school take one step forward If you have your own bedroom take one step forward If your school holidays coincide with religious holidays that you celebrate take one step forward If you studied the culture or the history of your ancestors in school take one step forward If you have been bullied or made fun of based on something you cannot change (i.e. gender, race, ethnicity, age, appearance, etc) take one step backward If you have ever felt passed over (in school, in a shop, in a sport) based on your gender, ethnicity, age or physical aspect take one step backward If the others tend to think that you act suspicious take one step backward If your one of your parents is unemployed take one step backward If you have a Portuguese nationality, take one step forward If you were ever uncomfortable about a joke or statement you overheard related to your race, ethnicity, gender, appearance, but felt unsafe to confront the situation take one step backward If there were more them 30 books in your house at your home take a step forward If you have ever felt unsafe walking alone take one step backward If you are a white mail, take a step forward

Discussion:

In a circle, the teacher talks with students about the activity using the following questions: • • • • • • •

What they felt when performing the activity? If they do not want to share, have them

say, “pass”.

How did it feel to be one of the students on the “back” side of the line?

How did it feel to be one of the students on the “front” side of the line?

Did anyone think they had experienced an average amount of privilege, but it turned out to be more or less than they thought?

If anyone was alone on one side, how did that feel?

Was anyone always on one side of the line? If yes, how did that feel?

Were there certain sentences that were more impactful than others?

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Classroom (50minutes): Evaluation: 1. Using Google Forms, students rate the following questions •

I learned more about myself in relation to the issue of privilege and race.

Strongly agree Agree no opinion No opinion Disagree Strongly Disagree •

The Privilege Walk activity challenged me.

Strongly agree Agree no opinion No opinion Disagree Strongly Disagree •

The Privilege Walk activity provided me with some insight about the different privileges people had growing up.

Strongly agree Agree no opinion No opinion Disagree Strongly Disagree •

I was comfortable sharing my opinion and experiences about privilege.

Strongly agree Agree no opinion No opinion Disagree Strongly Disagree •

The Privilege Walk activity helped me to realize the effects of privilege.

Strongly agree Agree no opinion No opinion Disagree Strongly Disagree •

I am not ashamed about the privileges I had or did not have growing up.

Strongly agree Agree no opinion No opinion Disagree Strongly Disagree •

I am more likely to appreciate the different types of privileges granted to me because of my experience in this exercise.

Strongly agree Agree no opinion No opinion Disagree Strongly Disagree •

Any Additional Comments:

2. Teachers and students discuss the results

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Name of the activity

Human Rights – take action! (PORTUGAL)

Subject

Identify transgressions to human rights and observe their impact in our societies.

Topic

Study the slave-owning societies in History classes.

Age of pupils

Age between 11 and 13 years old.

Materials

On-line research, books, magazines, newspapers.

Place

In the classroom, outdoor at the school playground, in the school library and at home by using the communication platforms.

Goals

- Develop collaborative work - Expand critical thinking - Understand individual role in society - Gain deep knowledge about the European union values and universal human rights - Grow autonomy - Become an active citizen - Use of different technological platforms - Develop knowledge in a nature environment - Develop the sense of inclusion

Time

50 min during each day of a week

Contact teacher

History teacher Prof. Teresa Dias teresadias@agrupamentoeliasgarcia.com

Instructions: 1 stage (in the classroom): • Teacher explains the activity • Students will watch a documentary in English language – “History of the Human Rights” at https://www.youtube.com/watch?v=srV98gyRuIk (6:08 min) • Brainstorming about the documentary theme and the rights concepts • Students take notes and express ideas about the future work that the class can develop • The class is encouraged to research on-line or in text books some actual transgressions of human rights. Then, the students will attribute to each transgression the article of Universal Declaration of Human Rights that is available at UN website [1] or the Charter of Fundamental Rights of the European Union in EU website [2].

References: [1] https://www.un.org/en/about-us/universal-declaration-of-human-rights [2] https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:12012P/TXT st

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2 stage (outdoors in the playground) • Students will pair with each other. In they will work on a human right and they will present the results of their research • A subject to work on is assigned to each pair (for example: violence; disrespecting situations; work problems; racism; exclusion from society …) The two students work together on ideas to present the work in a poster format • The students are encouraged to present their work, making posters in the Canva platform • Each students pair presents their proposals to organize the poster to the others. nd

3 stage (at the school library) • Research of references • Browsing and preparing a reference list in a word file • Organization of documents and Images in a PowerPoint file • Both files will be sent in advance to the teacher rd

4 stage (outdoors in the playground) • Overview of the work done so far: each pair of students presents to the others the result of their work and they discuss the success and limitations during their research • Draft of a poster version on a A4 paper th

5 stage (in the ICT room) • The students make the posters in the Canva Platform • They present their final work and they discuss the conclusions that emerged from their work th

All project stages will be coordinated by the History, ICT (Information and Communication Technologies) and English teachers.

Final work will be presented to the educational community by a slide show, presented at the school entrance hall, a short podcast at school radio or through an outdoor activity in the playground called “Speakers’ Corner”.

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Name of the activity Playing with rights and responsibilities Subject

citizenship

Topic

Children’s rights

Age of pupils

9-12 years old

Materials

8 playing cards with rights and 8 playing cards with responsibilities

Place

outdoor

Goals

Understand that all rights imply responsibilities or obligations.

Time

20 minutes

Contact teacher

teresavieira@agrupamentoeliasgarcia.com

Instructions:

1. Explain that the activity is about the children’s rights.

2. Divide the classroom into two groups.

3. One group keeps the cards of rights 4. The other group keeps the cards of responsibilities.

5. A student reads the right in his card.

6. A student from the other group finds the responsibility that matches this right.

7. Both students get together outside the main groups.

8. Next step the students change the order: A student reads the responsibility in his card and the student from the other group finds the right that matches the responsability, till everyone reads all rights and responsibilities.

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LANGUAGES Name of the activity

Walking in the city (SPAIN)

Subject

English

Topic

City places, jobs, directions.

Age

6-12

Materials

Flashcards about city places and jobs, chalk, toy money, toy food, doctors toys, die, English books, worksheets related to the topic, document of attendance.

Place

Playground

Goals

To learn the city places and jobs vocabulary and to be able to follow and give directions.

Time

1 hour 30 minutes

Instructions: · Preparation of the activity: Find a place in the playground to draw some lines to make streets that lead to six places: • School • Hospital • Library • Supermarket • Bank • Park (draw a hopscotch with 6 squares. Attach a flashcard to each square).

Divide the class in 6 groups and each group into two (A and B). · Details of the activity: Group A will visit the six places first. To get there, one of the students have to close their eyes and the others have to give directions (turn right, left, go straight, etc.) until they reach the destination they want. They have to visit the 6 places, but they can choose the order (note: if there is a group already in one place, they have to go to another one and come back later).

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Group B will be divided into 6 groups and each one of them will be in charge of one place: • School: they will be teachers who give worksheets related to the topic to the students who attend the school.

• Hospital: they will be doctors and nurses who will do a role-play with the patients who visit the hospital (example: “What happened?”, “my throat hurts”, “take this medicine”).

• Library: they will be librarians who will make sure the visitors stay quiet and reading.

There will be books in English ready to use.

• Bank: the students in charge will be bankers. To give the money to their customers, they have to ask words from the flashcards. If the visitors say the words right, they get money that they will be able to use at the supermarket later.

• Supermarket: the students in charge will be cashiers. They will do a role-play with the customers visiting. (Example: “What do you want?” “I want a tomato, how much is it?”) The customers will pay with money they got from the bank.

• Park: there will be a hopscotch with flashcards. The students in charge will be guards who will make sure the other children do the activity right. They will throw a die and then they will have to jump up to that square and say every word they step on.

The visiting students will bring a document with them to each place. The students in charge of these places will sign this document that proves the other children have visited their establishments.

Once group A has visited all the centers, they switch roles with group B.

School

Park

Hospital

Supermarket

Bank

Library

Attendance sheet Giving directions

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ACTIVITY MAP

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STAMP SHEET LIBRARY

SCHOOL

BANK

SUPERMARKET

PARK

HOSPITAL

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Name of the activity

Words on the run (SPAIN)

Subject

English

Topic

Speaking

Age

10-12 (children that can read English)

Materials

paper strips with different statements, cello tape or glue tack, teacher record sheet

Goals

learning statements (any grammar point), practising rhyme and intonation, learning parts of a song, poem or chant

Time

30 minutes

Instructions: A large space is needed. It can be played in a park or the school playground, but there must be places where the paper strips can be attached or glued onto.

Paper strips will contain an image or picture and a message.

Children are sorted into groups (4/5 children ideally), and they will be given instructions.

They will have to find a paper strip with a given image/picture. Together, they will have to memorize the message, run back to the teacher/monitor and repeat the message off by heart. If they do it well, they will be instructed to find a new paper and memorize its message. All the teams will have to find and remember all the messages. The game is over once all teams get to repeat all the statements.

The teacher/monitor record chart will be something like this: find message G1 G2 G3 G4 G5

We learned about this activity at an urban ecology workshop, so the statements had to do with sensible waste disposal habits. find

message

G1 G2 G3 G4 G5

a recycling bin for If you want to get rid of old furniture or plastic and tin cans similar objects, you must contact the local authorities.

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Subject

English

Topic

My Town (SLOVAKIA) Age

10 – 11 years old

Materials a worksheet filled up with photos – one for each pupil, and a worksheet with descriptions of buildings Goals

Pupils will be able to form simple sentences related to description of buildings and they will learn to describe their town using sentences - they will connect learnt vocabulary into meaningful sentences. They can also discover new places in the town and be more aware of details.

Time

45 minutes

Instructions: · Before starting the lesson, we have to prepare worksheets. One will be filled up with photos of your own town, these are details from the buildings described on the second worksheet which will contain short descriptions of different buildings in the town. · Before going out, we started by a mind map. It was at the end of previous lesson.

Children revised the vocabulary related to this topic. · We have to leave school before the lesson starts if we want to join the town centre and have enough time. The lesson can be done during all the seasons.

•

• •

When we leave school, we recommend that children are already familiar with the worksheet which contains short descriptions of different buildings. They can start thinking about the buildings: which one it can be?

Walking in the town, the teacher tells children that from this place, they start completing the task.

When a pupil finds out the particular building, he/she will ask the group to stop.

He/she reads a description from the worksheet and other pupils check out if their classmate is right. If yes, they look for one photo from the other worksheet and match the photo with a description.

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•

Walking through the town, teacher can stop the group and ask somebody to describe any other building in the town using few meaningful sentences and revising the vocabulary they have learnt before.

•

The lesson is also suitable for practising prepositions of places. The town offers us a wide variety of places and it is up to the teacher how much time the children will spend outside. We can make the lesson longer if we go out during the last lesson of the day.

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Subject

English and Biology

Topic

Nature (SLOVAKIA) Age

9 - 10 years old

Materials tablets or phones (with QR app), printed cards with QR codes, papers, pens

Goals

Pupils will be able to learn the plants (trees) planted in the school atrium. They will test their nature identification abilities and improve observational skills.

They will describe the school environment in simple sentences and get familiar with it.

Optional activity - pupils will make a garden memory game from the pictures taken while doing the activity.

Time

45 minutes

Instructions: -

This activity takes place in our school atrium. The pupils work in groups.

Before doing this activity we have to prepare tablets (one for each group), cards with printed QR code tasks (created in QR code generator app.)

In the school atrium: we start the lesson with brainstorming – describing the things that children can see around them. Teacher encourages them to make simple sentences using also adjectives and numbers (e.g. I can see green plants, two benches, beautiful flowers, tall buildings... ).

We divide the children in groups of 3 or 4, each group is given one tablet, a papier and a pen. Children are asked to go through four stages marked by QR cards set under particular trees, then scan the code, read the task displayed on tablet´s screen.

Observing the plant, discuss the possible answer and write it down. Take a picture of the plant.

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Our example of QR code task placed under the apple tree: „If you eat me every day, it will keep the doctor away. What am I?“ a)a pear

b)a cherry

c)an apple

After completing all the tasks, teacher checks the results and give one point for each correct answer. Group with the most points wins.

Optional activity: Use the pictures of plants taken while doing previous activity. Print two copies of each picture and stick them on some card (at least 10-12 different species) and play a garden memory game (mix the cards, lay them face down. Each player takes turns to reveal two cards. If the cards match, the player keeps them. If not, the cards are turned over. The player with the most pairs wins).

Alternatively, we can use printed pictures also outside the classroom – first we share them out. The first child to spot and name everything on the cards wins. space.

These optional activities also help pupils to get familiar with school outdoor

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Name of the activity

Outdoor classroom day – Portuguese lesson (PORTUGAL)

Subject

Languages - PT

Topic

Planning a text 12-13

Age of pupils Worksheets with an example of details observed outdoors that Aids / Materials can be useful for the text planning and writing: space features people talking a person alone that can be used as character of the story reading part of a story description developed in school outdoor space.

Place Goals:

Time

Schoolyard - Learning the importance of observation to the development of planning and writing skills.

- Understanding the importance of cooperative work.

- Clarifying methods that will help children to experience the function of the five senses for planning and writing process.

50 minutes

Contact teacher

Methodology: Ø Students and teacher get together in the schoolyard. Ø Students will work in pairs. Ø Each pair is given a worksheet that contains examples of the work they are supposed to do and a brief explanation of the task. Ø Both students choose the starting situation and the space they want to include in their text plan. Ø One of the students will be responsible for taking notes about the space and its main characteristics and the other for the starting situation. They take notes

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Ø They can both decide add pictures and drawings to their work.

if it makes sense to

Instructions In order to plan and write a story you are going to read the following information and proceed according to instructions

1. Observe the table below and the information included Table 1 - Observing and describing – an example Chosen starting situation

Chosen Space

Two men talking at the bus stop They seem happy.

One of them is in his late twenties and the other one seems to be 40...

A bus stop, surrounded by small trees, bushes and near a building of 9 floors.

Other features – both use a uniform

The building is white, yellow and green.

One is tall and slim, the other one is...

At the bottom of the building there is a small cafe called...

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Pictures and drawings to help

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Planning my story

Characters – two friends – both male, they are colleagues; one is ... (describe the characters).

Space – near school, at the bus station... (describe the space including references to noises, colours, smell, objects...)

Time – ...

Starting point - the two men were talking when suddenly...

Now it is your turn. In order to fill Table 2, follow these procedures:

°

observe what is happening around you.

°

use your senses during the observation, try to capture sounds, smells, colours, movements...

°

choose a situation involving persons- a man walking alone, two young girls talking, a group of children playing – take notes about it (what they are doing, their facial expressions...). Later you will include this information in your story plan, the situation chose will be described and the characters too.

°

you must proceed the same way to choose a place and gather information about it that later you will include in your story plan.

°

take notes about what you see in the table.

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Table 2 - Observing and describing

Chosen starting situation

Chosen Space

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Pictures and drawings to help

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Planning my story

Characters Space Time Starting point

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Name of the activity

A poem peddy paper (PORTUGAL)

Subject

Portuguese

Topic

Poetry

Age

12 to 14

Materials

Poem, worksheet with clues

Place

Playground or park

Goals

To practise poetry skills

Time

50+50 minutes

Contact teacher

Instructions: a) In class, the teacher gives a poem * to the students; b) 3 or 4 students read the poem out loud and after the reading, the poems are collected; c) Outdoors the students will receive a worksheet with questions about poetry in general and a peddy paper challenge as well; d) Each answer gives the students a clue to a specific step of the challenge. The clue will be a verse of the poem; e) At the end they should be able to reconstruct the entire poem with the gathered verses.

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* Velhas árvores, de Olavo Bilac

Old Trees, Olav Bilac

(PT version)

(EN version)

Estas velhas árvores, mais belas Do que as árvores novas, mais amigas: Tanto mais belas quanto mais antigas, Vencedoras da idade e das procelas...

O homem, a fera, e o insecto, à sombra delas Vivem, livres de fomes e fadigas;

Look at these old trees, more lovely these Than younger trees, more friendly too by far: More beautiful the older that they are, Victorious over age and stormy seas ...

The beasts, the insects, man, under the tree Have lived, and been from toil and hunger free; And in its higher branches safe and sound Incessant songs of birds and love are found.

Our youth now lost, my friend, let's not bemoan!

Let's laugh as we grow old! let us grow old As do the trees, so nobly, strong and bold: Enjoy the glorious kindness we have sown, And succor in our branches those who seek, The shade and comfort offered to the weak!

E em seus galhos abrigam-se as cantigas E os amores das aves tagarelas.

Não choremos, amigo, a mocidade!

Envelheçamos rindo! envelheçamos Como as árvores fortes envelhecem:

Na glória da alegria e da bondade, Agasalhando os pássaros nos ramos, Dando sombra e consolo aos que padecem

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Name of the activity

Observe, take notes and describe (PORTUGAL)

Subject

Portuguese

Topic

Descriptive text

Age

12 to14

Materials

notebook, pencil, blanket

Place

Playground / Park

Goals

To work the descriptive text

Time

50 + 50 minutes

Contact teacher

Instructions: a) Outdoors, the students should search for a place to describe. They should sit or stand, observe and take notes of the details. b) It could be a tree, a person or any other detail; c) The process should be describing the object/environment/person chosen from the more general to the details. Students should use the 5 senses in the description although one or two senses may predominate; d) Each student will read out loud their texts to the class and the colleagues will give suggestions or inputs.

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Subject Croatian language and literature Topic

Writing a poem in the forest (CROATIA) Age

11 - 12 years

Materials working sheets, pencils, papers Goals

The student: • listen to the poem of the landscape theme written by Croatian poet • interpret the poem, notice the motives, theme and poetic images • • • •

observe plants, animals, and occurrences in the forest that will serve as motives for writing a poem experience sounds, smells, images in the forest using their senses create visual, acoustic, tactile and olfactive poetic images combine poetic images into a poem, forming a harmonious whole

Time 2 school hours (90 min) Teacher: Marija Hudi Hitrec Instructions: Students walk through the forest with their teacher. On a forest clearing they sit around the teacher listening to a poem by a Croatian poet. The teacher asks questions about the poem, students answer questions and determine the theme and motives of the poem.

They notice the connection between theme and motives and how the poet places motives in poetic images. They repeat what senses people use.

The teacher gives the assignment: students need to walk through the forest and focus on their senses to experience the sounds, smells and images of the forest. They have a paper and a pen with them and need to write it down. After sighting, they have to find a quiet place to sit and try to write a poem using poetic images. After a while, students read their pieces to each other and comment on their pieces with each other. They try to evaluate the most successful poem.

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Name of the activity

Directions (CZECHIA)

Subject

English

Topic

Giving directions

Place

anywhere outside

Age

10-15

Materials

tablets, worksheets

Goals

Orientation according to the instructions

Time

30-45min

Contact teacher

martina.jezowizcova@zspisek.cz

Instructions: Pupils work in groups of 7 – 9. They have to find the way to the given destination.

During their journey, they fulfill 5 tasks or questions; they use pre-studied vocabulary.

WORKSHEET

Let’s explore our village!

Tasks and Questions: 2.

3.

5.

1. What kinds of animals did you see during your journey?

What kinds of trees did you?

What road signs did you find along the way?

4. What was the weather like?

Draw a plan of your journey. Mark the landmarks.

Let’s go!

Starting point – our school You are standing in front of our primary school facing the road.

Turn right and go straight ahead, go past the church. Take the first turning on the left.

Go straight on until you cross the wooden bridge. Turn left and continue past the tennis turf.

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Go along the river till you see another bridge, go up and cross the road. Turn left and cross the bridge.

Go down past the small white building - waste-water purifying plant.

Follow the muddy path along the fence.

On the crossroad turn right, go straight on and continue past the noisy dog. Cross the small bridge.

There is a big building on your right, behind the building you can see out football pitch.

At that place turn left, go straight on till you come to the Town Hall.

Cross the road and go to the fire station.

If you followed the instructions well, you completed your journey.

Verification record in Portuguese school: https://www.youtube.com/watch?v=B8NqPgR31Jo

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Name of the activity

Memorizing a speech (FINLAND)

Subject

Finnish language

Topic

Parts of speech

Place

woods, park, schoolyard

Age

9-12 yrs

Materials

Pens and pieces of paper

Goals

Learning parts of speech, getting in touch with nature, teamwork

Time

45 minutes

Contact teacher

Petra Dobrev, Finland

Instructions: • To warm-up: repeating parts of speech with example words.

• Children work in groups of 3-4. Ask children to write one word of each part of speech on each paper.

• When everybody has written the words, teams are going to hide the papers in limited area in the woods.

• After that teams are trying to find as many papers/words as they can. When they find one, the group have to come to show it to teacher and say the right part of speech.

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Name of the activity

Guessing the part of the speech (FINLAND)

Subject

Finnish language

Topic

Repeating parts of speech

Age

9-12 yrs

Place

anywhere outdoors

Materials

Tablets, paper

Goals

Repeating parts of speech, getting in touch with nature, teamwork

Time

45 minutes

Contact teacher

Petra Dobrev, Finland

Instructions: • Children work in groups of 3-4. Every group choose one part of speech that they are going to use.

• When everybody has chosen the part of speech, groups are going to write down 5 words on the selected part of speech.

• Instructions: Act out the words! Make a video of the chosen words. Figure out with your group, how you are going to act out the words without talking.

• When videos are ready; other groups are trying to guess the word and the right part of speech.

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Name of the activity

Visual Imagery in Poems (CROATIA)

Subject

Literature and Art

Topic

Creating visual imagery and painting

Place

Outdoors

Age

11-14 years

Materials

Books, poems, papers, pencils, crayons

Goals

Creativity, teamwork, motor skills

Time

90 min

Contact teacher

Marija Hudi Hitrec/ Croatia

Instructions: 1. Read lyrical landscape poems by famous national poets to students.

2. Observe visual imagery in the poems and tell pupils to close their eyes and try to imagine them.

3. Encourage students to write a landscape poem themselves.

4. Divide the pupils into pairs, they observe the nature around them together and come up with verses, and then try to show them with a drawing using wax crayons.

5. Go outdoors (forest, park, meadow etc.) and start creating poems and drawings.

6. Final steps of the lesson: organize exhibition of art works and read the poems.

Pupils will comment on each other's works.

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Name of the activity

Mixed phone call (CZECHIA) Subject

English

Topic

Context understanding

Place

Ouside (park, forest, school garden)

Age

13+

Materials

Text, pens, coloured stripes of paper, glue or stickers

Goals

Cooperation, develop pupils’ memory

Time

90 minutes

Contact teacher

hana.bittova@zspisek.cz martina.jezowiczova@zspisek.cz

Instructions for teachers: Pupils will read the sentences, remember them, run to the other pupils, dictate the sentences to them and organize the mixed call. . Split pupils into groups (optimal number of pupils in one group is 6) . 4 pupils will run for the sentences and 2 pupils will write them down (you can change the numbers of runners and writers) . Pupils will choose who will be the runner and who will be the writer . Prepare as many texts as is the number of the groups . For each group, stick the given text (Mixed phone call) on the carton, hang it somewhere (on the tree....) . The writers will be in the set distance of the sticked text (the distance for each group should be the same) . Each group will get the stripes of paper in two different colours (one colour for the caller, one colour for the called) . The first task is to bring all sentences, to dictate them and to rewrite them on the stripes of paper . The second task is to put the sentences into the correct order (pupils can stick the stripes on a larger piece of paper) . The winner is the group who writes down the phone call as the first

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Instructions for pupils: Your task 1 is . To run to the text . To read 1 sentence, remember it . To run back to the writer, dictate the sentence and run back for another sentence . Choose who will be the runner and will bring the sentences for classmates, who will be the writer and write down the sentences . You have got coloured stripes of paper where the writers will write down the sentences.

One colour is for the caller, one colour is for the called Task 2 If you get all sentences, reorder them to correct dialogue, then stick them on a piece of paper.

The winner is the fastest group with the correct phone call.

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Phone Call George = a manager of the MP company Ann= an assistent at PCV company Ann

Hello, PCV, Ann speaking. How can I help you?

George Oh, hello, my name is George Boyle. I´m from the MP company. Could I speak to Michel Smith, please?

Ann Certainly. Can I ask you the reason for the call?

George Of course, I´m calling about an invoice she sent us last week.

Ann Thank you, let me see if Michel´s available. Hello? I´m afraid she is in a meeting. Can I take a message?

George I´m sorry, the line´s not very good. Could you say that again?

Ann Yes, of course. Would you like me to take a message?

George Yes, please.

Ann Er, what´s your name again, please?

George Yes, it´s George.

Ann Could you spell that for me?

George Yes, it´s George with G E O R G E and Boyle B O Y L E. Ann OK, what´s your telephone number?

George I´ll give you my mobile number. It´s 0412 337 108.

Ann Sorry, can you speak more slowly, please?

George Yes, it´s 0412 337 108.

Ann Right. Has Michel got your email address?

George Er, no. It´s g.boyle@mpcompany.com.au.

Ann Sorry, g.boyle@…..?

George MPcompany - that´s one word – dot.com dot.au.

Ann Ok, and what would you like me to tell her?

George They did not write the correct number in the address - it´s Strawberry street 1452.

Ann OK, I´ll give her this message.

George It´s very helpful. Thank you. Goodbye.

Ann No problem. Have a nice day.

(Adapted from English Unlimited, A. Tilbury, T. Clementson, L. A. Hendra, D. Rea) Mixed phone call (mixed dialogue) George = a manager of the MP company Ann= an assistent at PCV company (Adapted from English Unlimited, A. Tilbury, T. Clementson, L. A. Hendra, D. Rea)

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Ann George George Ann Ann

No problem. Have a nice day.

MPcompany - that´s one word – dot.com dot.au.

It´s very helpful. Thank you. Goodbye.

OK, what´s your telephone number?

Sorry, can you speak more slowly, please?

1 Ann George George Ann George Ann Ann George Ann George

Hello, PCV, Ann speaking. How can I help you?

They did not write the correct number in the address - it´s Strawberry street 1452.

Yes, it´s George.

Certainly. Can I ask you the reason for the call?

Yes, it´s 0412 337 108.

OK, I´ll give her this message.

Could you spell that for me?

Er, no. It´s g.boyle@mpcompany.com.au.

Right. Has Michel got your email address?

Oh, hello, my name is George Boyle. I´m from the MP company. Could I speak to Michel Smith, please?

Sorry, g.boyle@…..?

I´ll give you my mobile number. It´s 0412 337 108.

Of course, I´m calling about an invoice she sent us last week.

Ok, and what would you like me to tell her?

Yes, it´s George with G E O R G E and Boyle B O Y L E. Thank you, let me see if Michel´s available. Hello? I´m afraid she is in a meeting. Can I take a message?

I´m sorry, the line´s not very good. Could you say that again?

Yes, of course. Would you like me to take a message?

Yes, please.

Er, what´s your name again, please?

Ann George George Ann George Ann George Ann George Ann

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Name of the activity

Winter Scavenger Hunt (CROATIA) Subject

English

Topic

Hunting for words/items related to nature and the outdoors

Place

Outdoors

Age

10-12 years

Materials

Nature materials, camera for photographs, smartphone

Goals

Creativity, teamwork, motor skills

Time

2x45min

Contact teacher

Domagoj Patek/Croatia

Instructions:

1. Motivate your pupils to go out and explore the nature.

2. Make a list of 5 – 10 vocabulary items that one can find in nature (stick, stone, leaf, grass, etc.). For a greater challenge, look up the synonyms for the chosen items and compile them into a new, more difficult list.

3. Explain to your pupils what a scavenger hunt is: a game in which participants have to collect a number of miscellaneous objects.

4. Split your students into groups and challenge them to find, identify and photograph the listed items using their smartphones and/or cameras.

5. Go outdoors to a park, a forest or any similar place and start your Winter Scavenger Hunt.

6. When finished, each group makes an outdoor photo gallery containing all the items they managed to find. Other groups can be encouraged to name the items in the photo galleries in the classroom.

7. Take photos!

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99

Name of the activity

Nature’s Alphabet (CROATIA) Subject

English

Topic

Compiling an alphabetical list of outdoor items

Place

Outdoors

Age

13 – 15 years of age

Materials

Nature materials, camera for photographs, smartphone

Goals

Creativity, teamwork, motor skills

Time

2x45min

Contact teacher

Domagoj Patek/Croatia

Instructions: 1. Motivate your students to go out and explore the outdoors.

2. Give your students a list containing all 26 letters of the alphabet in the following fashion: A: ________________ B: ________________ C: ________________ etc.

3. Explain to your pupils that their task will be to go out, find and identify 26 objects that begin with each letter of the alphabet and write them down.

To make things more interesting, encourage the students to use their smartphones to look up various synonyms for the items and write them down instead!

4. As an addition, the students photograph their objects and make a photo gallery containing all the objects/items they found.

5. Split your students into groups, give them each a list and start them off on their search in a park, forest or school yard.

6. When finished, the students can use their photo galleries to make a (shortened) Kahoot! quiz with which they’ll test each other’s knowledge of the various vocabulary related to nature.

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Name of the activity

Cardinal directions and GPS coordinates (CZECHIA)

Subject

Geography + English

Topic

Cardinal directions and GPS coordinates

Place

school yard

Age

11-12

Materials

Google Maps app., Compass app., tools – smartphones with data access, chalk and pens

Goals

pupils are able to find and set GPS coordinates of a place in Google Maps app. orient themselves in space using Compass app.

Time

45 minutes

Contact teacher

marketa.milerska@zspisek.cz

Instructions: Pupils work in groups of 3 or 4. Each group needs one smartphone with data access, a piece of chalk and a pen.

Task 1 Open a compass application on your smartphone and draw the cardinal direcions on the ground using a piece of chalk. Name the directions in your mother tongue as well as English language.

Task 2 In what direction do the countries of our partner schools lie? Write the directions in English.

Finland ______________________________________ The Slovak Republic ___________________________ Portugal_____________________________________ Spain________________________________________ Croatia ______________________________________ Task 3 Name 4 cardinal directions in English and write what you can see in their direction (e.g.: school building, garden, playground, etc.)

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Task 4 Open Google Maps App and find out GPS coordinates of your school __________________________N (North) ______________________E (East) Task 5 Put the coordinates N 49.5472215 and E 18.7954199 into the Google Maps App and write the name of the place ________________________________________________ Task 6 Prepare GPS coordinates for other teams to find out the place. ________________________________________________ Task 7 Find out the places based on the GPS coordinates provided by other teams. _____________________________ _____________________________ _____________________________ _____________________________ _____________________________ _____________________________ _____________________________ _____________________________

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Name of the activity

HATCHI PATCHI (FINLAND)

Subject

FOREIGN LANGUAGES

Topic

ANY VOCABULARY

Place

CLASSROOM, A CHAIR CIRCLE

Age

5→

Materials

WORDCARDS OR PICTURE-WORDCARDS + ONE HATCHI PATCHI CARD

Goals

TO LEARN NEW VOCABULARY

Time

10-20 MINUTES

Contact teacher

Petra Dobrev/Finland

Instructions: Use chairs in the classroom to make a big circle. There should be one chair per player. One player is the “searcher” so they don’t need a chair.

The searcher leaves the room for a moment and the teacher hands out the wordcards or the picture-wordcards one per player sitting on a chair. The players have a look at their cards but they are not allowed to tell anyone which card they got.

The searcher comes back to the room and goes to the middle of the chair circle. He/she starts asking the players one by one “What do you have?”. The person being asked answers “I have (the word on the card)”. Once someone says “I have Hatchi Patchi!” everyone changes chairs.

Also the searcher tries to sit on a chair. The one who doesn’t get a chair to sit on is the searcher on the next round.

The new searcher leaves the room. The teacher collects the cards, mixes them, hands them out again and the next round begins.

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Name of the activity

Outdoor reading of a book and retelling a story using a twine (Twine story = História de cordel) (PORTUGAL)

Subject

Retelling on an entertaining way a story read beforehand

Topic

Reading / Story telling

Age of pupils

11- 12 years old

Materials

A book, paper, twine and diverse material chosen by the students to create his/her own “twine” story (história de cordel)

Place

School: outdoor, in the playground / indoor, in the classes

Goals

• • • •

Time

4 lessons*50 minutes

Contact teacher

dulcecarreto@agrupamentoeliasgarcia.com

To read complete literary texts To prepare oral presentations To capture and maintain the attention of the audience To develop a reading project that integrates different artistic expressions.

Instructions: Each student must choose a book/story to be read outside the class.

Outside, in the garden, the students read the chosen book/story, autonomously and silently.

Outdoors or indoors: After reading the book/story, students will make a conceptual map of the read story, where they focus on the theme, the main ideas, the structure and the characteristics of the text type.

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Example: The students will then, having in mind the conceptual map created, select the materials (preferably recicled materials) to build their own story, which will use the twine as the main support.

Then they plan the structure of the “twine” story and they assemble their own story.

Outside, they retell the story to their colleagues, based on the “twine” they assembled.

Examples:

The Three Little Pigs

The Fox and the Stork

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Name of the activity

Simon says… (PORTUGAL) Subject

English

Topic

Action verbs

Age of pupils

10-12 years old

Materials

Paper, cardboard, colour pencils

Place

playground

Goals

To recognize, learn and use verbs connected with different actions

Time

50 minutes

Contact teacher

franciscasoares@agrupamentoeliasgarcia.com

Instructions: Using some action verbs the students will draw the faces of a dice illustrating some actions.

The dice will be used outdoors in the playground to play “Simon says”.

Simon Says is a classic game. One child takes the role of Simon, the others in the group play.

The aims of this game are: to follow instructions and stay in the game for as long as possible to consolidate the vocabulary connected with action verbs to learn to interact with others Some action verbs that can be used: bend your knees crawl dance eat swim jump run smile / laugh think wave your arms

clap your hands cry drink eat hug read sing talk walk

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Preparation This game will be played outdoors.

The class will be divided in 3 groups.

The teacher will give each group a template to build a dice.

The children will draw actions in small pieces of paper.

18 actions will be presented / chosen by the students and drawn in the small pieces of paper.

Each action will then be glued on each square of the dices.

The dices will be assembled by gluing or taping on the tabs.

One child at a time in each group will throw the dice and will be Simon.

Each group will start throwing the dice and when they finish they will exchange dices(with different actions) and will start again.

How to play the game In front of the group Simon tells the other children what they have to do. They can perform the action Simon says or they can make gestures too •

The children must only obey when the instruction begins with “Simon says…”

•

Children should listen closely as “Simon” gives the instructions.

•

Children should do the instruction if “Simon” says to do something.

•

If “Simon” just says the instruction without “Simon” before, those who do it will be out.

•

The last player standing wins and becomes the next Simon.

•

If Simon says, “Simon says clap your hands,” then players must clap their hands. But, if Simon simply says, “Clap your hands,” without first saying “Simon says,” players must not clap their hands. Those who clap their hands are out.

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Name of the activity

“One look, one haiku” (PORTUGAL)

Subject

Languages – creative writing

Topic

Poetry inspired by nature.

Age of pupils 13-14 years old Materials

Pen, pencil, paper, things collected from the school playground and nature related that inspired the haikus produced by students.

Place

School playground

Goals

Authoring a small poem (haiku) inspired by the observation of surrounding spaces in the school playground.

To see nature as an inspiration source.

Time

60 min

Contact teacher

mjoaoamaral@agrupamentoeliasgarcia.com

Instructions:

1. The lesson begins in the school playground with inspirational reading of 3 haikus with a nature theme.

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2. Teacher and students try to define rules to write an haiku in a moment called “Traditional Haiku Structure” –Information is summarized: haiku is a unrhymed poetic form, that includes only three lines, totaling 17 syllables; the first line is 5 syllables; the second line is 7 syllables; the third line is 5 syllables like the first; punctuation and capitalization are up to the poet, and need not follow the rigid rules used in structuring sentences.

3. Students are told to take a walk in the school ground and to look for something that can be inspirational to their haiku.

4. They must gather things related to the inspiration source to illustrate the haiku.

5. Students write their haikus (they can help each other).

7. They finish their work to present in the next lesson.

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Subject

English

Topic

Present Continuous/ Present Perfect with JUST/ I can see …

(SLOVAKIA) Age of pupils

10 - 14 years old

Aids

BINGO cards with pictures of people´s behaviour, pencils

Place

School playground

Goals

Pupils will revise the usage of grammar tense or a construction I can see + ING form and there is also a revision of some vocabulary related to people´s behaviour

Time

45 minutes

Instructions: Teacher and pupils prepare the bingo cards. We recommend to do it during a previous lesson together with pupils.

Make playing cards with 9 or 16 squares. Older pupils = more difficult playing cards.

Teacher distributes words at the beginning. Pupils will have to cut them and glue one in each square.

It is also possible to work with pictures, in that case pupils glue pictures and then they complete the right words under the pictures by writing them. ! It is important to have different playing cards - it means that the order of the pictures/words has to be different.

Each player has got a card and a pencil.

Go for a walk into the town and observe the people. Watch for the behaviour described on your card.

The winner is: a. the first one to cross off a line b. the first one to tick off everything on the card.

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Pupils can work in pairs.

Smaller pupils will revise the usage of Present Continuous - What are the people doing right now on the street?

The older ones will revise the usage of Present Perfect with JUST What has he/she just done?

OR the construction I can see a man walking down the street.

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Possible words to be used in the town:

Man walking on the street Somebody taking his/her dog for a walk People talking together Somebody carrying a shopping bag Possible words to be used in the town:

Man walking on the street Somebody taking his/her dog for a walk People talking together Somebody carrying a shopping bag Woman smiling Child running A dog waiting for its owner Somebody sitting .............. (where) People standing in front of the building (which one) Somebody entering a shop (which one) Somebody riding a bike An adult walking with a child / holding a child by a hand An old woman doing something (what) A woman wearing a red .............. (what) People standing at the bus stop Somebody walking next to ....... (what/whom)

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Subject

English

Topic

An alphabet hunt (SLOVAKIA) Age of pupils

8 – 10 years old

Aids

Checklists with vocabulary, pencils, dictionaries, mobile phones

Place

School playground

Goals

Pupils will revise vocabulary, grammar structure: There is / There are (positive, negative, question, short answer)

Time

45 minutes

Instructions: Teacher prepares the checklist of vocabulary that can be found in the school garden/atrium or nearby. Checklist needs to have an empty box to each item so the children can tick them off.

It mostly depends on the vocabulary / the theme that the teacher needs to revise with the class. Pupils can find many animals, insect, plants, school objects, etc.

The lesson starts with the revision of the grammar structure There is a … / There are some ... and they make simple sentences. Then the teacher enhances the pupils to look around and asks them questions using : Is there a ....? / Are there any ...? Pupils answer using the correct short answer. After short revising the lesson continues outdoors. Pupils work in pairs. They are given one checklist and the instructions what are they going to do/find in the school garden. They are allowed to use the dictionaries only once during „the alphabet hunt“, but they can also ask other classmates for help using the correct structure Is there a ...? / Are there any... in our school garden?

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Pupils take pictures of the things/objects from the checklist in order to check the vocabulary up with the teacher.

At the end of the lesson the teacher evaluates the pupils´ activity and discuss the problem vocabulary / grammar.

Checklist sample: Apple tree

Nest

Bird house

Orange flower

Cone

Pebbles

Daisy (flower)

Queue

Eleven

Rainwater

Feathers

Soil

Greenhouse

Twig

Herb garden

U-shape

Insect hotel

Vegetable garden

Junk

Wooden stick

Key

X-shape

Leaves

Yellow recycling bin

Moss

Z- shape

Optional activity (10-12y): This activity also takes place out of the class. Pupils can work in groups.

The teacher asks children to find as many items beginning with every letter of the alphabet as they can.

The teacher prepares one page with each letter of the 26 letters of the English alphabet. One page for every group. Pupils try to find the items and put the found objects on appropriate letter page. Larger objects can be substituted by just writing them down.

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Alphabet hunt : Primary School Nábrežná, Kysucké Nové Mesto

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Name of the activity

Hot hands / Hot hoops (SPAIN)

Subject

English

Topic

Any topic (vocabulary)

Place

School playground or any large outdoor area

Age

6 or older

Materials

Flashcards, vocabulary flashcards, hoops, colour chalk

Goals

Classify vocabulary

Time

45 min

Contact teacher

Javier Cholvis

Instructions: This is a fun way of revising vocabulary taught in the English class, or even Science vocabulary taught in English. It can be done at the end of the term as revision, or at the beginning of the school year, to recall what they know on a particular topic. It can be done as a whole class game, in pairs, or taking turns in small groups.

- Large hands in different colours are drawn using the chalk. Each hand will be assigned a topic. The children scatter around and move freely. A person (the teacher or a student) will say a word, and the children will have to find the correct hand / category and stand inside the hand. Last person to do so, or those that chose the wrong category will be eliminated. These students can join the game if they give a correct answer when another student makes a mistake.

- Alternatively, to make it more difficult, and to move beyond just vocab, when played in small groups, children can be asked to make a sentence to prove they can use the word correctly.

- If the game is played in pairs, partners will hold hands while they are running. If they let go, they will be eliminated.

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Name of the activity

THE HUNGRY SNAKE (SPAIN)

Subject

ENGLISH

Topic

Animals, instructions to play a board game.

Place

Playground

Age

5-6

Materials

Board game, a dice and animals as counters. Chalk to draw the board in the playground.

Goals

• • •

Time

To revise and introduce new vocabulary related to animals.

To learn vocabulary related to board games.

To play by the rules.

Half an hour.

Contact teacher Cristina Díaz Pato Instructions: 1. Revise all the animals taking part in the game.

2. Introduce the basic instructions to play this board game (roll the dice, it’s your turn/it’s my turn/ Whose turn is it?, move forwards, move backwards) 3. After playing the game on the board, draw the board in the playground and make each student play a role in the game. Some of them will be the animals in the different tiles giving instructions to their peers to move forwards/backwards (they will be in their corresponding tiles, according to the board game), some others will be the players and will act out as their own counters, moving across the real board drawn in the playground.

4. Alternative: Other actions can be introduced for the animals to move: jump, run, walk, hop, crawl, slide, …

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MATH Name of the activity

Body clock (SPAIN)

Subject

Mathematics

Topic

learning the time

Age

8 - 12 years old

Materials

large circle on the floor, ropes, tape or cones, flashcards with times on them

Goals

using their bodies to show the time on an analog clock

Time

20-30 minutes

Instructions: This activity could be carried out at the gym or on the school playground, but also at a park or on the lawn. The circle and the marks on the clock could be painted on the floor, or using tape. On the sand or on a lawn, PE equipment such as ropes or cones. Numbers can be added to the clock if necessary.

The teacher or another student shouts out a time and another child uses its body to make that time. Their legs (the longer part) can be the minute hand and the trunk of their body the hour.

Children must know the basics of telling the time, so the times they have to show should match their capabilities. Older children could try other possibilities, such as adding minutes or hours to an existing time, or showing 10 to’s, 5 to’s.

Working in groups, they could arrange themselves like the numbers in a digital clock.

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Name of the activity

Ball sums (SPAIN) Subject

mathematics

Topic

mental calculation strategies

Age

all ages

Materials

balls, whiteboard (to revise mental math strategies)

Goals

improve mental math skills

Time

15 - 20 minutes

Instructions: In pairs, pupils can throw and catch a ball. Each time a successful catch is made they count up in a particular multiple. If they drop the ball they have to go back to the start.

You can make this more of a competition by setting a time limit and seeing which pair can get to the highest multiple. With children who are struggling more you might want them to throw the ball round a circle and give a bit more support.

This can be a fun way of practising different mental math strategies. The counting up will depend on the group’s age and skills (it could be just time tables, counting in 2’s or 5’s from a given number, or even adding decimals or multiplying by 10, 100, and so on.

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Subject

Maths

Topic

Outdoor drawing of quadrangles (rectangles, squares etc.)

(SLOVAKIA) Age

9 - 10 years old

Materials big wooden rulers, small rulers, colorful chalks, plasticine or modeling clay, indication of the top of quadrangles on the stick or cane, worksheet Goals

Children will be able to draw different quadrangles with dimensions given by the teacher, they will be able to calculate their circumferences, units of measurement conversion.

Time

90 minutes / 2 lessons

Instructions: Outdoor part: · After explaining children the aim of the lesson, they will be divided into groups either by themselves either by the teacher. We recommend to create 4 groups. ·

Leaving for outside place, we worked in the school atrium.

·

Assignment of tasks that the teacher prepared on the sheet of paper before.

· Realization by pupils: drawing the quadrangles, indication of their top points.

The teacher as a guide, an assistant, a coordinator. ·

Evaluation of children´s work, taking pictures.

Indoor part: · After giving worksheet with different tasks to pupils, the teacher explains how to work with a measuring scale during drawing quadrangles. ·

Revising the formulas for calculating the circumferences of quadrangles.

·

Drawing the smaller quadrangles and calculating its circumference.

· Writing the circumferences in demanded measurement units and evaluation if the activity.

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WORKSHEET: NAME: ------------------------------------------------------

Class: --------------

You will draw all quadrangles in the measuring scale 1 : 100.

Each dimension expressed in centimetres will be divided by the number 100!

Task no. 1. /group 1/ Draw a rectangle ABCD if a = 100cm, b = 250 cm. Calculate the circumference of the rectangle ABCD in centimetres, millimetres and decimetres.

Task no. 2. /group 2/ Draw a square KLMN if a = 100cm. Calculate the circumference of the square KLMN in centimetres and millimetres. Draw one diagonal, what can you see now? Use colours to draw new shapes. Name the new shapes.

Task no. 3. /group 3/ Draw a rectangle OPRS if a = 150cm, b = 300 cm. Calculate the circumference of this rectangle and write the results in centimetres, and metres.

Task no. 4. /group 4/ Draw a square FZVX if a = 180cm. Calculate its circumference in decimetres and millimetres. ……………………………………………...

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Subject

Maths

Topic

Round, circle, radius, diameter (SLOVAKIA) Age

9 - 10 years old

Materials Cards with tasks Cards with points Marking task worksheet Goals

Pupils will learn how to read the mathematical notation.

Pupils will learn the difference between the round and the circle.

They will learn how to mark radius and diameter.

They will verify their acquired knowledge by completing the worksheet.

Time

45 minutes

Instructions: - This activity took place in the school atrium during winter. We used a freshly snowed area in the atrium. Pupils worked in two groups.

- Before executing this activity they had learnt about the terms such as the round and the circle.

They will extend their curriculum with the following terms: diameter and radius.

In the beginning of the lesson we will revise the last curriculum of the previous lesson. Basic terms like the round, the circle and the difference between them.

Practical activity: - Pupils are divided into two groups. They choose a captain of their group who will guide them and distribute tasks. The captain will receive a written assignment on paper. Pupils have to decide whether it is the round or the circle. The chosen geometric shape then has to be drawn in snow. Pupils have to correctly determine its centre and choose the correct name of the shape.

From the prepared cards then they have to select the correct cards that are about to be used.

New topic: The curriculum is extended by terms: diameter and radius. Pupils have to mark them in the selected shapes in snow.

Fixing the curriculum: After returning back to the classroom, pupils will work up a worksheet.

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Worksheet contains two assignments: 1)

Construct: k (R, r = 5 cm) , mark points A ∈ k,B ∉ k,C ∈ k,F ∉ k.

(Construct a circle k with a centre R with diameter of 5 cm. Mark the points if point A belongs to circle k, point B does not not belong to circle k, point C belongs to circle k, point F does not belong to circle k.

2)

Construct: D (S, r = 7 cm) , mark points A ∈ k,B ∉ k,C ∈ k,F ∉ k.

(Construct round D with a centre S and radius of 7cm. Mark the points if point A belongs to round D, point B does not belong to round D, point C belongs to round D, point F does not belong to round D.

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Name of the activity

Outdoor multiplication (PORTUGAL) Subject

Mathematics

Topic

Outdoor multiplication tables

Age

7 to 8

Materials

24 Hoops 24 A4 cardboard sheets Markers

Place

Playground or park

Goals

Memorization of multiplication tables; Development of attention/concentration; Development of the ability to respect rules / guidelines.

Time

1h

Contact teacher

Instructions: Game preparation: Write the products of the chosen multiplication table on the cardboard sheets.

In an outdoor space, distribute the 24 hoops in the form of circles (2 circles, each with 12 hoops).

Place the cardboard in the center of each hoop.

Game description: 1 - The teacher divides the class into two groups 2 - Each group is arranged around each wheel with the arches.

3 - Students start running around the arches.

4 - At the whistle, they stop and the teacher asks a question about the multiplication table.

5 - Students will have to put one foot inside the arch of their wheel, with the correct result.

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Rules: No student can change positions after placing his foot on the hoop, regardless of whether the result is right or wrong.

The student who misses the result or the last to reach the hoop leaves the game.

Note: The game may have several variants, such as changing the multiplication table; do with the multiples, put products from several tables….

Out space Putting the hoops with the cardboard sheet, in this case with the products of the multiplication table of 3.

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Subject

Integrated school day (CROATIA) Topic

Mapping in coordinate system

Age

13-14 years

Materials pencil, working sheet, adhesive tape, picture of some subject, box, camera Goals

Time

•

The student will repeat the drawing coordinate system, units of measurement, properties of verticality and parallelism

•

The student will repeat all the mappings in the plane: translation, central and axial symmetry, rotation.

•

The student will recognize how important it is set the problem correctly and solve it correctly.

1-2 school hours Teacher Mateja Trčak

Instructions: Activity 1: Coordinate system The teacher, together with the students on the floor, creates a coordinate system in the plane in the agreed dimensions using the adhesive tape. During the preparation of the coordinate system, students repeat units of measurement, properties of verticality and parallelism.

Activity 2: Jumping Play this game in several groups. Students select one point in the coordinate system and place themselves there. The other students are given the coordinates of where to jump.

Activity 3: Creating picture The teacher prepares worksheets that have mapping tasks in order. Also, prepare an image of an object, which should be placed in the coordinate system. Students out of the box take a task, keeping track of the number of assignments they are given, and solving the problem of which mapping to use. As the student draws his / her assignment, the other students should make sure that he / she does it correctly. After each mapping, we take a photo.

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Name of the activity

Outdoor multiplication (CZECHIA)

Subject

Math & Art

Topic

Multiplication

Place

anywhere

Age

7-11

Materials

digits 0 - 9 that can be hung on the neck, 10 m of ribbons, 10 long nails/stones worksheets for

Goals

- easier to remember results for multiplication - help for children who have graphic memory

Time Contact teacher

lenka.samanova@zspisek.cz

Instructions: 10 children make a circle. Each of them has a hanging digit on their necks.

Digit 0 means also 10,20, 30 .... in the middle of the circle there is a child with a ribbon.

The child in the middle moves saying multiples of a particular number from zero (e.g. 4, 8, 12 ...). each child who has a multiple has to hold the ribbon.

If they start from 0 to 4 …. they have to finish at 40.

Using the ribbon they will create a pattern for multiplication of a particular number.

At the end they put the pattern/figure on the ground and secure with nail or stone.

They can take a photo or draw a pattern to the worksheet.

Some children may notice that for some numbers the multiplication gives the same pattern and they can find more and more rules.

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Name of the activity

Measuring – tablets (CZECHIA)

Subject

Maths

Topic

Measuring

Place

in our case playground and area around our school

Age

12-13

Materials

A tablet, a tape measure, a set of cards with mathematical exercises

Goals

To estimate sizes of the objects and to compare results using IT technology

Time

30-45min

Contact teacher

lenka.trombikova@zspisek.cz

Instructions: Pupils will estimate sizes of different objects, measure them using a tape measure and find out the real sizes using tablets (programme ‘Measuring’). They can work in 3 groups.

1. Warm - up activity - a teacher sets out the cards with mathematical exercises in the area (you need even number of the cards - minimum – 20 cards). Pupils solve the exercises and look for the cards with the same results. The winner is the pupil with the highest number of the cards.

2. Tasks – pupils estimate, measure and use tablets to solve all tasks.

A. Playground - the task is to find out how many dm of a curbstone was used alongside the playground and how many dm2 of artificial grass was used to cover the area. Pupils estimate (they can use steps), measure with the tape measure, use tablets and compare the results.

B. The garden shed - the task is to calculate how many m of wood was used to build the shed ( take into account 4 walls, floor, roof). The system of measuring in the same as in task A. C. The sandpit - the task is to calculate how many m3 of sand we need to make the sandpit ( the depth - 50 cm) and what is the price ( 1m3 = 80€).

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Name of the activity

Outdoor Geometry (CZECHIA) Subject

Math

Topic

Geometry

Place

anywhere close to school

Age

13-14

Materials

Task 1- a tape measure, a calculator Task 2 – the same as 1 + a stick Task 3 – the same as 1 Task 4 – The same as 1 + a string, a nail, a piece of chalk

Goals

To explore a formula “Math = a vivid subject”

Time Contact teacher

Hana Bittová, hana.bittova@zspisek.cz

Instructions: There are 4 tasks for 4 groups of pupils (or for 2 very fast groups) Task 1 Garden Shed Pupils have to find out how much dye and how much money they need to paint the garden shed.

Instructions for pupils: Measure the walls of the shed (width, length), include the door Count the square of each wall, do total sum of the shed´s square The dye consumption is 10m2/l, the price – 3 l can=27 € Solve the task 1 Task 2 Sandpit Pupils have to find out how much sand we need to fill up the school sandpit and how much it will cost.

Instructions for pupils: Use a stick to measure the depth of the sandpit Do 3 measures, count average sandpit depth Measure width and lenght of the sandpit Count the volume of the sandpit Use this specification - a sand density (approximatelly 1,600 kg/m3) a price of 1 t (approximatelly 15 € ) Transport (8 m3 – 10 m3 = 1.50 €/km) (11 m3 – 18 m3=2 €/km) Solve task 2

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Task 3

Lawn

Pupils have to find out how much grass seeds and how much money we need to seed the place in front of the school.

Instructions for pupils: Measure the width and the length of the future lawn. Do not use the tape measure , use your steps (measure one step). Walk around the place, count the steps.

Count the square (consider the place is a square or rectangle shape) Use this specification – a grass seed consumption – 1 packet for 25 m2 a price of 1 packet=5 € Solve task 3

Verification record in Portuguese school: https://www.youtube.com/watch?v=3Kfwv8XPYOw

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Name of the activity

Multiplication game (FINLAND)

Subject

Maths

Topic

Multiplication

Age

8 yrs->

Place

schoolyard, forest, park...

Materials

Laminated multiplication calculations and answers, 3 quite big cans, some kind of platforms for each group, jumping ropes for each group

Goals

active children solving math problems together, co-operation, memory skills, repeat multiplication, running in fresh air

Time

30-45 minutes

Contact teacher

Petra Dobrev/Arja Kontinen, Finland

Instructions: • before starting with kids: mix multiplication answers to 3 cans and place them in the same distance from the starting point • divide children into groups of 3-4 children • give 1 multiplication calculation for each group • groups hold on a jumping rope when going together • groups seek for the correct answer in 3 different cans running together from can to can • when they find the answer, they run to teacher who checks if the answer is correct • if the answer was correct, the group places the pairs on their platform and gets another multiplication calculation from the teacher and so on • this competition goes on until all the cans are empty • the group who manages to find the most pairs, wins the game It’s fun to see how children begin to remember in which can they saw the answers after running from can to can for a while;) The older the children are, the more multiplication charts you can mix together to get the game more challenging.

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starting point with platforms in the middle

a pupil searching for the correct answer in a can

Yes! A correct pair!

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Name of the activity

Who will add up the numbers first (CROATIA)

Subject

MATH

Topic

adding up to 20

Place

OUTDOOR, SCHOOL YARD

Age

7

Materials

PICTURE

Goals

TO LEARN ADDING

Time

10 MINUTES

Contact teacher

Andreja Jertec/ Croatia

Instructions: Pictures are placed in the school yard with the numbers 1 to 9 on the back. The students are divided into groups. Each group has a student who will look in the school yard for pictures and remember the number and tell it to the rest of the group. As he speaks the numbers, the task of the others in the group is to add two and two numbers. The winner is the group that will solve the most tasks in the given time.

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148

Name of the activity

Making garden beds (CROATIA)

Subject

MATH

Topic

measures for length

Place

OUTDOOR, SCHOOL YARD

Age

10

Materials

Pegs, meter

Goals

learn units of measurement for length

Time

45 MINUTES

Contact teacher

Andreja Jertec/ Croatia

Instructions: Students in the school garden make garden beds. By groups, they receive measures for the size of garden beds. Each group has three beams to mark, for example, BEAM A - length 2 meters and width 1 meter; BEAM B - length 198 centimeters and width 89 centimeters; BEAM C - length 1 meter 8 decimeters and 9 centimeters, and width 9 decimeters and 6 centimeters.

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Name of the activity

Multiplication sticks (FINLAND) Subject

Maths

Topic

Multiplication

Place

Outdoors

Age

10-12 years

Materials

Wooden sticks, worksheets, pencil

Goals

Practice multiplication and division, teamwork

Time

45 minutes

Contact teacher

Petra Dobrev / Finland

Instructions:

- Do this activity outdoors, for example in the forest.

- Give your pupils 1-2 minutes to collect as many sticks as they can.

- Come back together with the sticks and get them to work through the worksheets below.

- You can either let students complete the worksheet in small groups or go through the worksheet as a class together.

- As you go through the sheet, introduce them to vocabulary such as ‘divide, division, share, remainder, etc.

Worksheets 1 and 2 (next page)

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Worksheet 1.

Number of sticks collected: __________________

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Worksheet 2.

Number of sticks collected: ______________

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Name of the activity

Measuring (FINLAND) Subject

Maths

Topic

Measuring

Place

Outdoors

Age

10-12

Materials

Ruler, tape measures, meter stics

Goals

Practice measuring, teamwork, calculating

Time

30 minutes

Contact teacher

Petra Dobrev/Finland

Instructions: After reviewing different units of length, practice estimating by getting pupils to estimate the length of different parts of the school yard, height and width of different bits of playground equipment or the distance from one particular spot to another.

Go to forest and estimate height of trees or wooden sticks and width of stones.

Use rulers, tape measures, metres sticks to take accurate measurements.

Practise subtraction by getting pupils to calculate the difference between their estimate and the real measure.

You can explore measuring with centimeters and meters or by using non standard measures e.g. how many pupils long is the playground? How many hands high is the bench?

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Name of the activity

3 (FINLAND)

Subject

Mathematics (+ foreign languages)

Topic

Numbers divisible by three or consisting of number 3

Place

Indoors or outdoors

Age

9–

Materials

-

Goals

To take a little break, stand up instead of sitting, revise the three times table (and numbers in foreign language if not played with one’s mother tongue), concentration

Time

So long one wish to practise, maybe 5 - 10 minutes

Contact teacher

Instructions:

The players stand in a circle. Someone starts to count and says 1, the next person says 2, the third one jumps quietly, the fourth person goes on counting by saying 4, the fifth person says 5, the sixth one jumps quietly etc. If a person says a numbers divisible by three or consisting of number 3 instead of jumping quietly, s/he will be knocked out and the previous person starts counting from 1.

For example, numbers from 11 - 16: eleven, jump quietly twice, fourteen, jump quietly, sixteen.

The teacher may set a time, i.g. 5 minutes, and the group can follow their development of knowing the three times table by observing how far they can count in given time or how fast they’ll reach i.g. 30.

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Subject

Biology and Maths

Topic

Trees and their age (SLOVAKIA) Age

8 - 13 years old

Aids

Tape measure, trees, calculator, pencil and pen

Goals

Pupils will be able to say the name of the tree, use the tape measure, measure the trunk and take note of the results and record them into the bar chart. They will test their nature identification abilities and improve observational skills.

They will calculate the age of the tree.

Time

45 minutes or more

Instructions: • This activity takes place in the school garden or in the park. Pupils can work in pairs.

• The teacher asks children to choose 5 different trees and tell or guess their names. They can use the Google Lens App that helps them to identify the unknown trees. (They can also describe the trees in simple sentences using adjectives (small, green, soft, thin, fresh, dried, aromatic, etc.). After a small talk, the teacher asks them to pick up a tape measure and measure the trunk of 5 chosen trees. It´s important to say to measure the tree 1,3 - 1,5 metres above the ground!

• Once all the trunks are measured, pupils record the results into the bar chart and write names of the trees.

• After that they calculate the age of the tree. This part of the activity can be already done in the classroom: Using the average growth rate pupils divide the girth by the growth rate.

MAPLE, OAK, BEECH - growth rate = plus 1,5 cm per year The growth rate can oscillate between 1,3 cm per year till 1,9 cm per year, if you think that the chosen tree is growing fast.

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ex. the girth = 78cm - the type of the tree - OAK - average growth rate 1,3cm per year …………

78 : 1,5 = 52 years old tree This is the method which helps us to guess the age of trees without cutting them down. The method is not 100% sure, because the tree age depends of the various conditions in which the tree is growing (water, soil, nutriments etc.)

The longest living trees:

Pinus longaeva // Picture from Wikimedia / J Brew Pinus longaeva is a long-living species of bristlecone pine tree found in the mountains of California, Nevada, and Utah. Methuselah is a bristlecone pine that is 4,853 years old and has been credited as the oldest known living non-clonal organism on Earth. To protect it, the exact location of this tree is kept in secret. In 1987, the bristlecone pine was designated one of Nevada's state trees.

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Giant sequoias are the most massive trees on the Earth. The common use of the name sequoia usually refers to Sequoiadendron giganteum, which occurs naturally only in groves on the western slopes of the Sierra Nevada mountain range of California. The giant sequoia is listed as an endangered species.

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Sequoia sempervirens // Picture from Wikimedia / Allie_Caulfield It is an evergreen, long-lived, monoecious tree living 1,200–2,200 years or more. This species includes the tallest living trees on Earth, reaching up to 115.5 metres in height (without the roots) and up to 8.9 metres in diameter at breast height (dbh). These trees are also among the oldest living things on Earth.

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Subject

Maths

Topic

Converting length units (SLOVAKIA) Age

9 – 10 years old

Aids

Different measurement tools and rulers (tools for tailors, builders, wooden maths ruler, joiner´s ruler etc.) white paper, pens or pencils

Goals

Pupils will be able to use different rulers and measurement tools, they will be able to measure the items around us and they will test their abilities to convert the length units.

Time

2 X 45 minutes

Instructions: 1. The first activity takes place in our school area outdoor. At the beginning, the teacher introduces different kind of rulers and measurement tools into pupils. They can touch them and handle them.

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2. Then, the teacher explains pupils how to use the rulers.

3. After a small talk, the teacher encourages pupils to say what in the school area can be measured. Later on, pupils work in pairs and use the rulers to measure the items. Some items are measured in centimetres, some others in metres.

4. At the end of the first lesson, pupils say their results. Sometimes, the others have to think about if they have given the correct units. For ex. the window sill in centimetres, the pavement length in metres.

5. The teacher collects the results and prepares the worksheet that will be used during the 2nd lesson. Pupils will convert the length units.

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Subject

Maths Topic

Division with remainder (SLOVAKIA) Age

9 – 10 years old

Aids

Freshly picked apples.

Printed pictures of bowls.

Presentation with an explanation of the new topic.

Worksheet with exercises.

Goals

Pupils will get acquainted with the concept of remainder.

Pupils will understand the concept of division with a remainder.

Acquired knowledge will be tested on the following lesson with independent work on worksheets.

Time

2 X 45 minutes

Instructions: - This activity happens on the school grounds in autumn. As the aids we used the apples from the school’s own garden.

- At the beginning, pupils will pick an amount of apples.

- Then the pupils will sit in a gazebo and revise principles of division.

- The attending teacher will give them a problem to solve using division with a remainder.

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Practical activity: - Pupils will appoint a person to write down a problem.

- The teacher will dictate a problem and choose a pupil to present the process of division in praxis, dividing first a number of “bowls” (printed picture of a bowl) amongst his classmates and then filling them with the right amount of apples.

The pupils themselves must know the divisor, or the amount of bowls they must hand out in accordance to the presented problem. They will find out quotient, or the number of apples in each bowl that is the same accross all of the bowls and remainder, which is the number of apples left.

E.g.: The problem is 13:4=x. The pupils will assemble 13 apples in a pile (the dividend). A selected pupil that will be solving the problem must proclaim correctly that they would have to divide the 13 apples amongst 4 bowls. They will choose 4 of their classmates and put the apples one by one into their respective bowls so that each classmate has the equal amount. The apples that are left will be called the remainder.

- The task is repeated with a different problem and a different selected pupil so that everyone is included.

New topic: - The curriculum is expanded with terms such as: remainder, division with remainder. On the next lessons pupils will learn a proper mathematical notation.

13: 4=3, r. 1 Trial: (4x3)+1=13 25:4=6, r. 1 (4x6)+1=25 50:9=5, r. 5 (9x5)+5=50 Pupils will fill out a worksheet upon returning back to class.

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DIVISION WITH REMAINDER – a worksheet

1. Johny picked out 10 flowers in a meadow and wanted to to give an equal portion to his grandma, mum and aunt. How many flowers did each of the women receive? How many flowers had Johny left if each woman received the same number of flowers?

Write down the problem:__________________________ Each of the women received______ flowers.

Johny had left ________________ flower(s) .

2.

Calculate: 11:3= 11:4= 11:5= 12:5= 13:2= 13:3= 13:4=

r.

15:4= 15:6= 15:7= 16:5= 16:6= 16:7= 17:2=

r.

17:5= 17:6= 17:7= 17:8= 18:5= 18:7= 18:8=

r.

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3.

Make up division problems with these remainders:

remainder 3 remainder 1 remainder 4 __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ 4. Solve the problem: There are 32 cards in a card deck. Johny has divided them into stacks of 10. How many stacks of cards did he form? How many cards have been left out? __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ 5. Solve the problem: Susan invited 4 of her friends to her birthday party. Her mum bought them 18 cupcakes. How many cupcakes had Susan left if every girl ate the same number of them. Write down all the possible solutions. Draw a scheme. each ate remained

__________________________________________________ __________________________________________________

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__________________________________________________ __________________________________________________ ____________________________________ 6. Solve the problem: Children made 29 snowballs. How many snowmen can they build with them? __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ 7. Paint the same number of flowers with 3 different colours. Write down the problem. How many flowers are left uncoloured? ______________________ 8. Calculate: 26:3= r.

31:4= 41:5= 42:5= 15:2= 23:3= 33:4=

25:4= 55:6= 65:7= 36:5= 56:6= 66:7= 7:2=

r. 47:5= 27:6= 57:7= 77:8= 48:5= 68:7= 58:8=

r.

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9. Solve the problem: Mum pickled 82 jars of cucumbers (pickles). Only 10 jars can fit on 1 shelf. How many shelves did she fill with the jars of pickles? How many has she left that could not fit? __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ 10. Solve the problem: There are 9 shelves with 11 fairy tale books in a school library. 4 books are put on a display in a showcase. How many books total are there in the library? __________________________________________________ __________________________________________________ __________________________________________________ _________________________________________________

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Name of the activity

Christmas tree with triangles (SPAIN)

Subject

Math

Topic

Geometry

Place

Playground

Age

10-12

Materials

Colored chalks, rulers, ropes

Goals

To learn how to draw triangles with tools

Time

30 minutes

Contact teacher

maragon@colegiorectora.es

Instructions: Students will make triangles using rules and a rope as a compass on the floor of the school playground to draw a Christmas tree.

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Name of the activity

PLAYING WITH NUMBERS (SPAIN)

Subject

MATHS

Topic

Numbers up to 10. Sums and decomposing.

Place

Playground

Age

5-6

Materials

Learning cuisenaire rods

Goals

• • •

To count up to ten.

To decompose numbers up to ten.

To guess different possibilities to sum the same figure (numbers up to ten)

Time

Half an hour

Contact teacher

Cristina Díaz Pato

Instructions:

1. Introduce the material to children.

2. Let them open the bags and display the pieces from the biggest to the smallest.

3. Ask them to find the rod which values (for example) 6. There will be some children who will need to count with the smallest pieces to know which rod they need to use. That’s fine. Others, on the contrary will be able to guess the value just by seeing the rods collocated in order. Let each one find their way to get the correct rod.

4. Once children have the required rod, ask them to get the same quantity (in this case, 6) in two different ways, displaying the pieces in a tower structure for them to be able to compare and, also, to help them to know the value of each piece.

5. Compare the options each child has chosen. Count with them and make their sums. Help them think they can get the same result in different ways.

6. Let them put the pieces back in the bag. Even this clear-out activity make them think about the best way to display the pieces (otherwise, it will not be possible to zip the bag)

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PHYSICAL EDUCATION Name of the activity

Tic-tac-toe (CZECHIA) Subject

Physical Education

Topic

Agility

Place

anywhere outside with a flat ground

Age

8-15

Materials

25 plastics discs, 2x5 coloured scarves (or creelings)

Goals

To develop cooperation, speed, tactics

Time

15min

Contact teacher

ivona.cmielova@zspisek.cz

Instructions: This game is a combination of a relay and tic-tac-toe game. The aim of the game is to put all 5 scarves on the discs horizontally, vertically or diagonally.

Pupils are divided in 2 groups, 5 pupils in each team. The teacher puts the discs in the square 5x5, the distance between the disks is 1 m.

After the teacher’s command - start - the first pupil of each group runs and puts the scarf on a disc of his/her choice. Then he/she quickly returns to the start and the second pupil runs to put another scarf on the disk and they continue till all the scarves are places on the discs.

The winner is the group that manages to put all the scarves on the discs horizontally, vertically or diagonally like in tic-tac-toe game.

If all scarves are on the discs, but none of groups is able to get points, the game continues, pupils replace the scarf from the disk to another one and do the same as in the first run.

Verification record in Portuguese school: https://www.youtube.com/watch?v=R-EeKjF9j_A

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Name of the activity

Wooden sticks (CZECHIA) Subject

Physical Education

Topic

agility, concentration, cooperation

Place

anywhere outside

Age

8+

Materials

wooden sticks (1 for each pupil)

Goals

To develop handiness, cooperation

Time

15min

Contact teacher

ivona.cmielova@zspisek.cz

Instructions: This game is very easy to prepare and it is a great fun.

Pupils make a circle (the distance between the pupils is about 50 cm).

Each pupil holds the stick in front of himself/herself with 2 fingers vertically to the ground.

The teacher specifies the pupils’ direction - to the right/to the left.

The game starts with the teacher’s command - to the left now/to the right now. ¨ The pupil drops the stick and quickly catches the neighbour’s stick in the direction given by the teacher. Who drops the stick on the ground is out of the game and leaves the circle. Fewer pupils – smaller circle.

Verification record in Portuguese school: https://www.youtube.com/watch?v=xsXwguSnpuA

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Name of the activity

Diamond hunt (FINLAND)

Subject

PE

Topic

moving on natural terrains, game

Age

6 yrs->

Place

forest or similar surroundings

Materials

laminated game pieces, small plastic bags, string, jump ropes, a bell or another kind of instrument, questions or tasks

Goals

Cooperation, learning how to move on (demanding) grounds

Time

1-2 hours

Contact teacher

Petra Dobrev/Arja Kontinen, Finland

Instructions: The purpose of the game is to find the Star diamond. Before you can take the Star diamond home and win the game, you need to collect five different kinds of other diamonds with your team. In addition to Star diamond, it is possible to win the game with a horse shoe (together with five diamonds). Every small diamond costs 100.

Teams have to pay a diamond by leaving 100 money in the diamond bag. Children work in teams of 3-4 children holding on a same jump rope. This is important to emphasize to children. It’s a team work! On your dangerous way to diamonds you have to watch out for the robbers! Robbers can steal only money, they can´t steal collected diamonds. The robbers are not allowed to rob if a team is standing and paying for a diamond. If a team loses their money because of the robbers, they need to come to “bank” (teachers) to get more money. The “banker” gives more money after asking the team some questions (names of animals, maths etc.).

It’s important to tell the children that they are allowed to take the Star diamond or a horse shoe only after collecting five other diamonds! The team that finds the Star diamond as the first one and that has collected five small other diamonds, plays the bell and shouts “Star diamond”. And the team runs quickly back “home”. If some other team hears the bell and luckily has five diamonds and picks up a horse shoe, this team has also a possibility to win the game if they run faster to “home”.

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To get started: • you need about 30 minutes to hide the diamond bags, Star diamond + instruments and 3-4 horse shoes in the forest.

• choose 3-4 robbers who also work as a team holding on a jump rope (either 2+2 or all 3-4 together which makes them more difficult to move fast); give robbers a tool so that they are easily identified (for eg.a red scarf); send out robbers after a couple of minutes so that the teams have time to get out.

• divide other children in groups of 3-4; give them a jump rope that they have to hold on, each member with one hand.

• at the beginning every team gets a plastic bag containing 300 “money”; the team will collect the paid diamonds in the same plastic bag.

GOOD LUCK WITH DIAMOND HUNT!

The Star diamond

Star diamond with 300 a bell to play

a horse shoe

tasks to get more money

5 different diamond bags

a starting “money pocket”

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180

Name of the activity

LUDO (CZECHIA)

Subject

Physical Education

Topic

Competivity while being fair

Place

Playground/flat space

Age

10+

Materials

4 sets of coloured plastic caps, 4 sets of coloured jerseys, 4 dices, 4 cones

Goals

To be the fastest

Time

4-10 min (1 round)

Contact teacher

lenka.trombikova@zspisek.cz

Instructions (for teachers):

1.

2.

3.

4.

5.

Mark out the space 20m x 20m - outside there has to be space for running Put one cone in each corner of the space Mark out 4 “shelters” inside the space - in each corner one Split pupils into 4 groups Each group gets different colours of caps and jerseys

How to play: Each group is located in their shelter.

Player number 1 throws the dice ( in the cap) as many times as he/she gets number 6.

Then he/she throws again. Then he/she runs along the marked space according to the number on the dice. If he/she gets number 4 – he/she runs 4 times. Player number 1 runs and player number 2 throws, then runs......The running player tries to get to the shelter as quick as possible. The player can overtake the player who is in front of him/her and touch him/her and this player has to return to the shelter and throw the dice, run again.

If the player is not overtaken, he/she sits in the shelter and does not play. The winner is the group that has all its players in the shelter.

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182

Name of the activity

THE BEST WALKER CHALLENGE (CZECHIA)

Subject

Physical Education

Topic

Healthy life time

Place

outdoor

Age

6+

Materials

Pedometer (or fit bracelet/smartwatch/mobile), trainers, sports clothes

Goals

To “pull” the children out of the desks and computers

Time

One week/one month

Contact teacher

ivona.cmielova@zspisek.cz

Instructions (for pupils): Try to go out every day and measure how many steps you do. For measuring you can use a pedometer (or a fit bracelet/a sport watch/ app in your mobile). You can walk alone or with your family, friends.

Every day you walk, put the measured value in the given Excel chart.

Next Monday, send the chart to your teacher.

Instructions (for teachers): There are 2 options how to compete: Option 1 – a competition among classes Option 2 – a competition among pupils in the class Pupils can count how many kilometers the class walked in one week.

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Name and surname Maria Oliveira Class 4ºD

Name and surname Miguel Águas Class 4ºD Days Monday Tuesday Wednesday Thursday Friday Saturday Sunday Total

Number of steps 8286 6285 8554 9677 8408 8578 11228

61016

Days Monday Tuesday Wednesday Thursday Friday Saturday Sunday Total

Number of steps 9674 13747 14794 10147 10164 6314 9485

74325

184

SCIENCE Name of the activity

Five Senses (SPAIN) Subject

Natural Science

Topic

Senses

Place

The closest street of our school

Age

8 -10 years old

Materials

· Worksheets about the five senses (one for two students) · Pencils and rubbers to fill in the worksheets

Goals

· To develop human abilities through the senses · To practice the foreign language

Time

One hour

Contact teacher

María José Moreno

Instructions: Go out of school and work in pairs to find the different items written on the worksheet and previously worked in class (especially for the vocabulary that they don’t know in the foreign language) FIVE SENSES SIGHT • Find something green • Find something huge • Find something short • Find something tiny TOUCH • Touch something wet • Touch something warm • Touch something soft • Touch something prickly TASTE • Find something animals could ea • Find something humans could eat • Find something sweet • Find something bitter

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SMELL • Find a smell you love • Find a smell you hate • Find a flower and smell it • Can you smell any food SOUND • Find an animal sound • Find something that crunche • Find something loud • Find something to make music with

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187

Name of the activity

Elastic game (PORTUGAL) Subject

Physical Education

Topic

Traditional Portuguese Game

Age of pupils

+7

Materials

Elastic band - 6meters

Place

In the playground

Goals

Motor development Social interaction Stimulation of concentration Energy consumption

Time

20 – 30 minutes

Contact teacher

alexandraribalonga@agrupamentoeliasgarcia.com

Instructions:

1 - The two players that hold the elastic band are chosen randomly.

2 - These players put the elastic band around their ankles; 3 - Each player, in turn, presses on one side of the elastic with both feet. You have to turn around in the air and step on the other side of the elastic band; 4 - If this does not happen, change position with one of those holding the elastic band; 5 - As the game progresses and depending on the age of the children, those holding the elastic band will move their feet apart to make it more difficult.

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Name of the activity

Eco-School (SPAIN)

Subject

Social Science

Topic

Environmental issues

Place

School neighborhood

Age

8 - 10 years old

Materials

Just for the teachers: Smart board for the first explanations; Worksheets, Class surveys.

Goals

1. Knowledge about the school environment 2. How to solve common environmental problems 3. To memorize funny rhrymes for ecology

Time

One hour and a half

Contact teacher

María José Moreno

Instructions: · 09:00 - 10:00 We will see a school environment presentation (houses , parks, common areas around the school) and the things that should be improved (broken park pieces, papers on the streets, chewing gums marks, ... ) · 09:00 - 09:30 We will walk from the school to the park but in our way we will take notes about things that should be improved. · 09:30 - 10:30 To make a survey to know if the neighbours know how to solve the street problems (calling to the city hall, specific days for collecting garbage, animal droppings, using reclycling bins…) · 10:30 - 11:00 break time. · 11:00 - 12:00 Rhyming game with clues places in the park´s columns. · 12:00 - 12:30 Evaluatory activity · 12:30 - 13:00 Come back to school.Eco- school Program - 28/01/2020.

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190

Subject

Biology

Topic

Bark Beetle (SLOVAKIA) Age

10 – 12 years old

Materials scarves – 10, worksheet – by number of children , picture of bark beetle chambers (rooms) Goals

- with the help of a simple game we can easily explain the way of life of bark beetle, the importance of pheromones and efficiency of traps, - the activity uses movement skills and develops environmental awareness, children can remember easier results for multiplication, - the methods will help children to understand the importance of pests in nature, children are able to explain the bark beetle and its environment.

Time

40 minutes

Instructions: 1.

Choose a suitable larger place – meadow, school yard with trees.

2.

The interview will find out the knowledge of pupils about bark beetles – where they live, what they look like.

3.

In the first part, we will check how pheromones work.

4.

We divide children into two groups – one represents the female and the other one male bark beetle.

5.

Let´s stay males like trees in the forest. We will explain children that they live in spruces and prepare a wedding rooms for females. They are attracted by pheromones, chemical that spread through the air. Females smell them with a sensitive smell.

6.

The females are placed in line a few meters from the males. We blindfold their eyes because they don´t use the bark beetles in their search for males.

7.

Turn each female to lose orientation.

8.

We use sound instead of pheromones. As a signal, males start applauding and the females will look for trees by the sound.

9.

We evaluate the success of the bark beetles flight.

10. Separate half the less successful females. We will return the rest to their original places.

We will prepare as in the previous section.

11. In the second part, we will verify the function of the traps.

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12. Separate pupils are given a secret role. They will mimic pheromone traps. We place them quietly between males and females and at the command of males, they also start to applaud – to attract females.

13. After the end of the flight, we find out how many females were deceived by pheromone trap and how many of them reached the tree.

14. The final discussion of the game, we will summarize new knowledge. We will use the worksheet.

We are asking these questions in the discussion: 1.

2.

4.

5.

6.

7.

8.

9.

What a bark beetle looks like and what do you know about his life?

Why is called a bark beetle?

3.

Which sense do bark beetles have very developed and which one do they hardly use?

What are pheromones and how do they work?

Was the construction of traps effective?

How do pheromone traps work?

What forest is more resistant to spruce bark beetle attack?

Do you know other forest dangerous insect species?

What other forms of insect control do you know?

Notes: 1.

In the final discussion, we remind that the organism is only useful and harmful from a human perspective. Everybody has a place in the nature. Male bark beetles look for old, weak and sick trees. They secrete under the influence of heat the aromatic substances that attract for bark beetles. In healthy forest, bark beetles have an important function. They have the merit of rejuvenating the forest.

2.

We remind that pheromones are also used by other insects – ants, butterflies, bees…

3.

The pheromone traps are also used by tree growers.

4.

We will use the picture of bark of the infected tree to explain how to create the chambers (rooms). We will show the „wedding“chamber in which the bark beetle is pairing. We will also show a corridor where the female lays eggs and perpendicular corridors of larve. The whole development takes about ten weeks and up to three generations will be produced within a year.

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Worksheet 1.

Where can a similar image be found in the nature? Explain and mark its parts.

…………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………...

2.

Describe how bark beetles are reproduced, how they develop.

…………………………………………………………………………………………………………… …………………………………………………………………………………………………………… ……………………………………………………

3.

Where would you place the traps for bark beetle females?

4.

Are bark beetles among harmful animals? Explain your answer.

…………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… ………………………………..

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194

Subject

Biology

Topic

Small Mammals (SLOVAKIA) Age

10 – 12 years old

Materials Playing cards made by a teacher using the worksheet for 4 pupils in each group.

We recommend to do the lesson in the field, in the meadow or green area near school.

Goals

Children are able to explain basic life needs of small mammals.

Pupils are able to explain the importance of predatory animals in the nature.

Children can make a food chain of animals living in the meadows and fields.

Time

40 minutes

Instructions: 1.

We start by motivational dialogue about the voles, rodents, where they live and what they need for their lives.

2.

Group making – 4-6 pupils in one group. Explication of rules.

3.

Playing the 1 round of the game. Then evaluation – the teacher tries to find out how the game happened. The teacher explains that the rodents multiply quickly when the conditions are ideal, they form the colonies, the teacher mentions the existence of their natural enemies in the environment, short brainstorming related to finding the rodents´ enemies - predatory animals.

4.

If pupils can name predatory animals, we can start the 2 round. After playing the game, we evaluate the 2 round. The teacher explains the role of predatory animals in the nature as the regulatory mechanism which helps to avoid the multiplication of rodents and voles.

5.

The 3 round is related to the vole life, simulation of different life conditions. Pupils can find out by themselves what happens when conditions are changed.

6.

Playing game in the field or in the meadow, we can show pupils the real live place of rodents. The teacher can also discuss the unsuitability of chemical spraying against the rodents by explaining the pupils that also this kind of animal is necessary for our nature – food chain. The lesson can finish by discussing the biological balance in the nature. st

nd

nd

rd

195

GAME WORKSHEET rules There are 5 kinds of cards used in the game: a) b) c) d) e)

VOLE – represents any other rodents living on the field PREDATOR ANIMAL – represents any other predator birds DROP – represents water EAR/COB – represents food HOLE/DEN – represents living and hiding place

1. round a) Each player in the group is given one card. b) Cards (except the predator animals) have to be mixed and placed on the pile. Players can´t see the symbol on one side of playing cards. c) Players take cards one by one. They need food, water and holes for living. If they have all these cards, they as voles can start multiplying. So the player with all these cards can exchange these cards for a card with a vole. In the next draw, he will be given 2 cards from the pile. d) The round is finished if there is no more cards of voles.

2. round e) The cards of predatory animals are added into the game. f) We continue playing as it was in the 1 round. g) If a player has got a predatory animal card, he loses a card of vole because the vole was caught by a predatory animal. If the player hasn´t got any vole, he is out of the game. We put his cards into the game. h) The round is finished by catching all the voles. st

3. round i) The teacher takes out the cards of water. The conditions are changing and the voles live in the drought season. j) The teacher takes out the cards of food. The conditions are changing and the voles live in the food lack season. k) The teacher adds some more cards with voles. There are more and more voles in the colony, we simulate the outbreak of voles in the nature. l) The teacher adds some more cards with predatory animals. We simulate the bigger number of enemies. ……………………………………………………………….

196

197

Name of the activity

How to create an herbárium (PORTUGAL) Subject

Science - PT

Topic

Outdoor Plants

Age

7–8

Materials

Cardboard boxes, old newspapers, A4 cardboard sheets, tape.

Place

Fields around the school

Goals

Build an herbarium.

Understand the concept of herbarium.

Identify the leaves as one of the parts of the plants.

Recognize the diversity of leaves.

Time

Field visit - 2h Classroom - Dry the leaves (1h); organize (1h); communicate (1h)

Instructions:¨ Ø Field trip - Search - Collect leaves of various sizes, shapes, colours and textures.

- Place the leaves in boxes.

- Compare the leaves and create grouping criteria (color, size, shape, cutout, texture).

- Group the leaves in bags according to the criteria. Ø Classroom - Organize groups of 4 students.

- Each group will have a set of leaves to dry Procedures for drying the leaves 1 – Stretch the leaves well by placing them between newspaper sheets.

2 – Press the leaves by placing a weight on the newspapers.

3 – When the leaves are dry, remove them very carefully Organization 1 – Tape each leaf to a cardboard sheet.

2 – Document the findings made regarding the leaf according to the criteria used to group them and research carried out by the group.

Communication Present/show the discoveries made to the class.

Organization of the leaf herbarium Archive all cardboard sheets in a folder.

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199

Subject

Science

Topic

Let's study habitat near the school Age

10

Materials worksheet Goals

Get to know living conditions and living things in a habitat near your school

Time

45 minutes

Teacher:

Andreja Jertec

Instructions: There is a worksheet attached in the template that teachers can use in their work with pupils.

It can be changed and adapted for any area.

Pupils go outside the classroom and do the task.

Let's study near the school, worksheet In which region is your school located? _____________________________________ What do I see around me? _________________________________________________________________ Season:_____________________ Time of observation: from___________to_____________ Weather conditions: air temperature:____________, air pressure:__________________, rain:_______________, wind:__________________, clouds:________________

200

WE BOUGHT WEATHER STATIO SYSTÉM TO SCHOOL. NOW WE KNOW EVERYTHING ABOUT THE WEATHER IN OUR VILLAGE. (CZECH SCHOOL)

201

Name of the activity

Trees Around Us (CZECHIA)

Subject

Natural Science

Topic

Trees

Place

Anywhere where are trees

Age

10-15

Materials

tablets or mobile phones with PlantNet app installed, or a camera, internet access

Goals

- acquaint pupils with a mobile application for the determination of herbs and trees - make science more attractive using modern technologies

Time

3-4 hours

Contact teacher

tomas.minks@zspisek.cz

Instructions: The teacher should get familiar with the PlantNet application on the Internet in advance. https://play.google.com/store/apps/details?id=org.plantnet&hl=en_US https://identify.plantnet.org/ https://www.youtube.com/watch?v=Gn53wzpDxlQ It is also advisable for the teacher to test the application on trees located around the school.

Nearby school, pupils look for representatives of local trees and with the help of the application they take pictures of individual representatives - it is possible to take a picture of a leaf, blossom, fruit or tree trunk (depending on the season, whether a blossom or fruit can be photographed). It is advisable that the deciduous trees are at least a bit leafy, which is in the case of a moderate climate zone from spring to autumn. If pupils have access to the Internet (for example, when they arrive at school), the application will offer the most likely tree name.

Since the application is unable to identify all plants for 100%, it is advisable to compare the trees with the keys to identify trees, or with information and photos on the Internet. The key can be an atlas of local trees, or encyklopedia.

202

Instructions 1. Divide into groups of two or three 2. Look for 10 different tree species near the school, take a picture of each tree, blossom, fruit or trunk. Bring some leaves or fruits of the tree to school.

3. When you arrive at school, use PlantNet to determine what tree it is likely to be. Compare your tree with: a) photos of other users who have uploaded their photos to the PlantNet app (b) information on the tree species on the Internet (c) photographs or illustrations in the key for identifying tree species, if it is available.

4. Create a bulletin board consisting of photographs of selected tree species and add the generic and species names of the trees to the individual photographs.

Verification record in Portuguese school: https://www.youtube.com/watch?v=U0OzQpMgGT4 https://www.youtube.com/watch?v=RWv-5YW0G4k

203

Name of the activity

Building and naming human body parts (FINLAND)

Subject

Biology, Arts

Topic

Human body

Age

7-8 yrs

Place

Schoolyard, forest, park

Materials

Nature materials, laminated cards

Goals

Repeating parts of human body, constructing with nature materials, co-operation

Time

30-45 minutes

Contact teacher

Petra Dobrev/Arja Kontinen, Finland

Instructions: • To warm-up: sing Head, shoulders, knees and toes • Ask children to build a big human body of nature materials (before that discuss what they are allowed or not allowed to pick up in the woods) • Children work in pairs and name parts of human body with laminated cards

204

205

Name of the activity

Food chain game (FINLAND)

Subject

Biology

Topic

Food chains, classifications of organisms

Place

Forest, park, school yard (with good hiding places)

Age

8 yrs->

Materials

vests or other sign marks in 3 colours (e.g. green-blue-red)

Goals

to understand and deepen understanding the different roles of living organisms in the living nature

Time

30 minutes

Contact teacher Petra Dobrev/Arja Kontinen, Finland Instructions:

Food chain game 3 groups of children: 1st and biggest group: plants (children had green game vests) 2nd and a bit smaller group: herbivores (children had blue vests) 3rd and smallest group: predators or carnivores (children had red vests) ->plants go and hide in the forest ->after a while herbivores go and seek after food; if they find a hiding plant, they “eat” the plant and get their vests as a testimony; the eaten plants return back to the starting point ->after a while carnivores go and hunt for dinner; when they catch a herbivore, they are allowed to steal all the green vests from it; the “eaten” herbivores go back to the starting point ->when the game is over, final diskussion begins: - Who got most food? (=The winner of the game) - Who got eaten?

- Who is still hungry?

206

207

Name of the activity

Learning how to use topographic map, compass and GPS device (CROATIA)

Subject

Geography

Topic

Determination our point of view in environment

Place

Outdoor classroom

Age

11-12 years

Materials

Topographic map of Zlatar Bistrica, compass, GPS device, A4 paper, color pencils

Goals

Creating a simple movement sketch

Time

45 min

Contact teacher

Alan Grabušić / Croatia

Instructions:

1. Determinate north using compass 2. Find our view point in topographic map and mark it with a cross (help from teacher) 3. Read our coordinates from the GPS device (help from teacher) 4. Appoint objects we see around 5. Draw on paper three directions (with arrows) to different sides of the world (using 6. different color pencil) 6. Mark sides of the world on the end of each arrows 7. Write down the name of the large object you see ( for each arrow) 8. Draw the objects on the paper using simple sketch 9. Read coordinates from the GPS device for that three objects (help from teacher) 10. Calculate distance from our point of view to those three objects using GPS device and write them on the paper (help from teacher) 11. Compare the sketch with topographic map – Can we start orientation just with sketch?

12. Take photos of activities and have fun!

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209

Name of the activity

Natural filtration (CZECHIA)

Subject

Chemistry

Topic

Ecology

Place

Outdoor

Age

12+

Materials

A plastic bottle, 2 glass bottles, sand, soil, cotton wool, adsorptive coal, small stones

Goals

a.

To find out how the filtration works

b. To think about ecology and water pollution Time

45 minutes

Contact teacher

hana.bittova@zspisek.cz

Instructions: Pupils are pre-taught (during last lesson) about a water purification system, wastewater treatment plant, supply water and filtration.

This experiment is designed for groups of 3-4 pupils. It is useful if you can do it near the river, but you can do it wherever outside. Pupils bring the necessary tools.

Instructions for pupils: 1. Cut the bottom of the plastic bottle (be careful).

2. Cover the bottle with a lid and put it upside down.

3. Fill up the bottle with these layers - the first – cotton wool (clog the neck of the bottle), then pour some adsorptive coal (you have to scatter it on the whole surface). The third layer is sand, the last one are some small stones.

4. Prepare dirty water in the glass bottle (pour some sand and soil in the water, mix it).

5. Unscrew the lid of the plastic bottle and put it in the glass bottle (bottom up).

6. Pour dirty water into the prepared filtration system.

7. Watch the process, you can take a photo.

8. To have a better result - pour filtrated water into the system once more.

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211

Name of the activity

THE SPEED CHECK (CZECHIA) Subject

PHYSICS/MATHEMATICS

Topic

The speed check

Age

11 - 12 years

Materials

measuring tape 50 m, iPads

Goals

consolidation of the terms trajectory, time and average speed

Time

2 lessons

Instructions: It is necessary to choose a place by the road that is at least 50 meters long and which is visible from the nearest hill. We divide pupils into two groups. One group led by the teacher will measure 50 m. One pupil is at a point 0 m (place A), another one is at a point 50 m (place B). The other pupils on the hill are filming a car route on the road from place A to place B. Main goal: Consolidation of terms: trajectory, time, average speed.

Pupils also learn to work with digital technologies - video processing, working with data in Excel / Numbers files.

At school, we edit videos with individual car trajectories (app iMovie). We cut it from the point A to the point B. This gives us the time it took for the car to travel the route.

We write times and distances in the prepared table (Excel / Numbers app).

We also learn to use unit conversions to calculate the average speed.

Examples: 1m/s is 3.6km/h (1 meter per second is 3.6 kilometers per hour) 50 m/4s = (50/4)m/s = 12.5 m/s 12.5m/s = 12.5 x 3.6km/h = 45km/h THE OBSERVED DRIVER KEPT THE SPEED LIMIT OF MAX. 50 KM / H. This lesson has an overlap into the personal level of teaching. Teachers have responsibility for compliance.

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213

Name of the activity

Nature bingo (FINLAND)

Subject

Science

Topic

Spotting signs of winter

Place

Outdoors

Age

8-12 years

Materials

Nature bingo worksheets

Goals

Promoting a nature connection, observation skills, teamwork, spotting signs of winter

Time

45 minutes

Contact teacher

Petra Dobrev/Finland

Instructions: 1. Discuss about signs of winter in different countries. You can use computers to find information!

2. Give worksheets or create your own on a blank template.

3. Take your students on walk and have them search for signs of winter. When they spot a sign, they cross it on the worksheet.

4. The first group gettin five crosses on line wins.

5. Discuss about the signs anyone did not spot. Why? When those signs can be seen?

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Example of worksheet (or create your own with students!):

215

216

Name of the activity

Identify plants by picture (FINLAND) Subject

Science

Topic

Identifying plants

Place

Outdoors (park, forest, fields)

Age

10-12 years

Materials

Download PlantNet app on iPads or smartphones. https://apps.apple.com/us/app/plantnet/id600547573

Goals

Observation and identifying different kind of plants worldwide.

Time

45 minutes

Contact teacher

Petra Dobrev/Finland

Instructions:

1. Discuss about nature and plants in your country. What kind of plants students can already identify? Show pictures of plants, trees and flowers.

2. Download PlantNet app on iPads or smartphones. Work in pairs or groups of three students.

3. Tell instructions for PlantNet app. Choose to identify “plants worldwide”. Take photo of a plant and the app tells you the name of the plant and other information.

4. Students can write names of the plants on a worksheet.

5. Discuss about your foundings together.

6. You can also give students a list of plants they need to find!

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Name of the activity

Newton disc - the white in the colours of the rainbow (PORTUGAL)

Subject

Science

Topic

Outdoor – The white in the colours of the rainbow

Age of pupils

7-10

Materials

Paper, cardboard, pencil, eraser, compass, scissors, ruler, paints, brush, glue and string yarn

Place

Outdoor space – school playground

Goals

• Understand primary colours; • Development of fine motor skills; • Show the composition of white light - Understand that white colour is the sum of all colours of the light spectrum (That's why when colours overlap quickly, our eyes see a large circle of white colour) – Newton's Disc.

Time

1h 30

Contact teacher rossanalorador@agrupamentoeliasgarcia.com

Instructions: 1. Draw a circle about 15 centimeters in diameter on the paper and cut it.

2. Use the ruler and pencil to divide it into seven equal parts. Paint each of the "slices" with colours similar to those of the rainbow (Red, orange, indigo, yellow, green, blue and violet) 3. Cut a cardboard circle of the same size and glue the rainbow-painted paper.

4. Drill two holes near the center of the circle.

5. Cut a 90 cm string and cross each end of it into the holes. Tie the ends.

6. Hold the two handles that formed and rotate the disc in order to twist the string on both sides and 7. Pull the handles away from the disc. The disc will spin fast and the colors will disappear.

Looking like the disc is only painted white.

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Subject Biology and English Topic

A nature journal – herbs (SLOVAKIA) Place

Outdoors

Age

9 – 10 years old

Aids

Tablets or phones (with Google Lens app.), flowers/leaves from herbs, white paper, blank notebook, scissors, tape, pens or pencils

Goals

Pupils will be able to learn the herbs planted in the school “herb garden”. They will test their nature identification abilities and improve observational skills.

They will describe the plants in simple sentences and get familiar with it.

They will make their own herb journal/bookmark/greeting cards/etc.

Time

2 x 45 minutel

Instructions: This activity takes place in our school garden at first where the herb corner is situated. Pupils can work in pairs/groups.

The teacher asks children to think about some herbs they already know and describe them in simple sentences using adjectives (small, green, soft, thin, fresh, dried, aromatic, etc.). After small talk, the teacher encourages them to find the herb corner in the school garden.

• Pupils move to the „herb garden“ and try to name the herbs. They can use the Google Lens app that helps them to identify the unknown plants.

• After that they cut off some parts (leaves/flowers) from the identified herbs.

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•

The herbs should be prepared for next usage. It´s better to use pressed flowers so the pupils need to move to their class. At first they arrange the flowers between two pieces of blotting paper and then put them in a heavy book for some time. Leaves/flowers should be left to dry for at least one-two weeks).

2. This activity will continue after one-two weeks when once dried parts of herbs can be tapped into the journal pages. Pupils are then asked to add a little description (name, colour, distinctive marks etc.) and they can also add drawings to the pages.

•

•

Optional activity 1: The teacher and pupils come back to the herb garden at other times of the school year and describe the changes of the herbs.

Optional activity 2: Use the dried leaves/flowers to make bookmarks, greeting cards, class pictures/posters and much more.

„Herb garden“ (Primary School Nábrežná, KNM)

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Name of the activity

Scan plants (SPAIN)

Subject

Science

Topic

Plants

Place

Park

Age

6-14

Materials

Phones or tablets with the app PlantNet. List of plants to find in the park.

Goals

Identify plants from your area

Time

One hour

Contact teacher

maragon@colegiorectora.es

Instructions: The teacher gives a list of plants to find in the park. In groups, the students scan the plants with the app PlantNet and take pictures when they find them. Later in class, they can make a presentation about the plants they found in the park.

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Name of the activity

Finding living things (SPAIN) Subject

Science

Topic

Plants and animals

Place

Park

Age

6-12

Materials

Devices with cameras. Worksheet.

Goals

Identify living things in your surroundings.

Time

One hour

Contact teacher

maragon@colegiorectora.es

Instructions: The teacher gives a worksheet with living things students have to find in the park and take pictures of them.

You can find a sample worksheet in the following page.

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Sample worksheet TAKE A PICTURE OF THE FOLLOWING LIVING THINGS:

LIVING THINGS ANIMALS • • • • •

MAMMAL BIRD REPTILE FISH INSECT PLANTS TREES

• • • • • •

CYPRESS ORANGE TREE LEMON TREE OLIVE TREE PALM TREE OTHER BUSHES

• • •

LAVENDER JUNIPERUS SQUAMATA LAURUS NOBILIS FLOWERS

• • •

HIBISCUS BIRD OF PARADISE DAISY

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Subject

Environmental science

Topic

Workshop: Three phases of water (FINLAND) Age

10-12 yrs

Materials Cups, thermometers, tape measures, sticks, pot and hotplate Goals

Learning and repeating phases of water, getting in touch with nature

Time

45 minutes x 2

Instructions: • Questions to think in pairs: What is water needed for? Name things that include water.

What are the three phases of water (gaseous, liquid, and solid)?

Where you can find water in these three conditions?

Workshop A: solid (ice and snow) Working in groups in three stops in the woods.

Stop 1. Estimate and then measure depth of snow with a stick. Measure the stick with tape measure.

Stop 2. Find some ice or snow! What happens to ice/snow when you keep it in your hands for a while? Why? Stop 3. What snow is? How it feels, smells and tastes? Figure out the temperature of snow with thermometer.

Workshop B: liquid Take a cup of cold and hot water. Measure temperatures and write them down. After a few hours, measure temperatures again. What have happened? Why? Workshop C: gaseous How do you know water is boiling? What causes it? Let’s figure out what is the temperature at which water starts to boil and turn in to water vapor.

Touching the hot water and observing the steam.

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Measuring the warm water.

temperature of the

Feeling the ice ( from the fridge, not the real one :)) (Croatia)

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INFORMATICS Name of the activity

“By exercising to health” (CROATIA)

Subject

Informatics

Topic

Computer and health

Place

Outdoors

Age

7 years

Materials

Tablets, exercise equipment

Goals

The student applies healthy behavioral habits while working on the computer and accepts recommendations on the amount of time spent at the computer.

Time

45 min

Contact teacher

Jasenka Kuljak/Croatia

Instructions:

1.

2.

3.

4.

5.

6.

One student demonstrates body extension exercises and the others follow Talking to students about why physical exercise is important Students draw a comic on tablets about what their day looks like Writing messages about the importance of different activities for health Evaluation: viewing drawings and reading messages One student demonstrates body extension exercises and the others followrepeating excercise in the end of the lesson

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Name of the activity

Step by step to a solution (CROATIA)

Subject

Informatics

Topic

Computer thinking and programming (introduction to programming, unplugged programming)

Place

Outdoors

Age

8-9 years

Materials

command cards (turn left, move forward, turn right), red papers for places we are not allowed to go, paper, pen

Goals

The student solves simple logical tasks, following a series of instructions. The student develops logical thinking and teamwork.

Time

2x 45min

Contact teacher

Draženka Kuzman/Croatia

Instructions: • • • • • •

a) First activity Divide students into two teams. First team students (Cody) assign a task to second team students (Roby) who have to solve a task.

Draw a grid with chalk (5 x 5); set start and end point (start and finish).

The first team places obstacles (red papers) on the fields that the player of the second team must not come to.

A player of the other team represents a robot who follows a series of instructions given to him by members of his team using Cody-Roby cards.

Teams change roles so that each student tries to assign a task, but also follow instructions.

Instructions for CODY ROBY: http://codemooc.org/codyroby/en/ b) Second actitvity

•

Students take paper and pencil and in a few steps write the sequence of actions they did today before coming to school. c) Third activity

•

students read their activities and through conversation determine that it is important to solve the problem in simple steps and that we solve the problem by following the instructions.

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CONTENT ART AND MUSIC ...................................................................................................................................... 5 Learn the music beats with tennis balls (SPAIN) ..................................................................................... 5 Outdoors Art (SPAIN)............................................................................................................................... 7 Lines according to flow and character (CROATIA)................................................................................. 11 Sounds of nature (CROATIA) ................................................................................................................. 12 Serial cartoons with nature materials (FINLAND) ................................................................................. 14 Art with nature materials (landscape) (FINLAND) ................................................................................. 16 Snow colouring – birthday cake (SLOVAKIA) ......................................................................................... 18 The Sun – the magic of natural materials (SLOVAKIA) .......................................................................... 22 Reflect on the role of cultural events and heritage (PORTUGAL) ......................................................... 24 Round dance (PORTUGAL) .................................................................................................................... 25 Nature–garden (CZECHIA) ..................................................................................................................... 27 Fashion designer (SLOVAKIA) ................................................................................................................ 29 Chalk world (SLOVAKIA) ........................................................................................................................ 31 Learning about musical instruments (CROATIA) .................................................................................. 33 Make your own sculpture (CZECHIA) .................................................................................................... 35 Fleeting moment (CZECHIA) .................................................................................................................. 37 Water Xylophone (FINLAND) ................................................................................................................. 39 PASTISS = New reproduction from one famous piece of art (FINLAND) ............................................... 41 Smells and colours of nature (PORTUGAL)............................................................................................ 43 Seven Jumps Dance (SPAIN) .................................................................................................................. 45 Trees are beautiful and unique (SPAIN) ................................................................................................ 48 INTEGRATED SKILLS .............................................................................................................................. 50 Equality or equity? (PORTUGAL) ........................................................................................................... 50 Spring (CROATIA) ................................................................................................................................... 52 Integrated teaching - Science, Math, Physical education, Art, Music ............................................ 55 NATURE HUNT (CROATIA) ..................................................................................................................... 55 Privilege walk aktivity (PORTUGAL) ....................................................................................................... 57 Human Rights – take action! (PORTUGAL) ............................................................................................ 60 LANGUAGES .......................................................................................................................................... 65 Walking in the city (SPAIN) .................................................................................................................... 65 Words on the run (SPAIN) ..................................................................................................................... 69 My Town (SLOVAKIA) ............................................................................................................................ 70 Nature (SLOVAKIA) ................................................................................................................................ 72

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Outdoor classroom day – Portuguese lesson (PORTUGAL)........................................................................................................................................... 74 A poem peddy paper (PORTUGAL) ........................................................................................................ 81 Observe, take notes and describe (PORTUGAL) .................................................................................... 83 Croatian language and literature ....................................................................................................... 85 Writing a poem in the forest (CROATIA) ............................................................................................... 85 Directions (CZECHIA) ............................................................................................................................. 87 Memorizing a speech (FINLAND)........................................................................................................... 89 Guessing the part of the speech (FINLAND) .......................................................................................... 90 Visual Imagery in Poems (CROATIA)...................................................................................................... 91 Mixed phone call (CZECHIA) .................................................................................................................. 94 Winter Scavenger Hunt (CROATIA) ....................................................................................................... 98 Nature’s Alphabet (CROATIA).............................................................................................................. 100 Cardinal directions and GPS coordinates (CZECHIA) ........................................................................... 102 HATCHI PATCHI (FINLAND) .................................................................................................................. 105 Outdoor reading of a book and retelling a story using a twine (Twine story = História de cordel) (PORTUGAL)............................................................................................................................ 107 Simon says… (PORTUGAL) ................................................................................................................... 109 “One look, one haiku” (PORTUGAL) .................................................................................................... 111 Present Continuous/ Present Perfect with JUST/ I can see … (SLOVAKIA).......................................... 114 An alphabet hunt (SLOVAKIA) ............................................................................................................. 118 Hot hands / Hot hoops (SPAIN) ........................................................................................................... 121 THE HUNGRY SNAKE (SPAIN) ............................................................................................................... 123 MATH .................................................................................................................................................. 126 Body clock (SPAIN)............................................................................................................................... 126 Ball sums (SPAIN)................................................................................................................................. 127 Outdoor drawing of quadrangles (rectangles, squares etc.) (SLOVAKIA) ........................................... 128 Round, circle, radius, diameter (SLOVAKIA) ....................................................................................... 131 Outdoor multiplication (PORTUGAL)................................................................................................... 134 Integrated school day (CROATIA) ........................................................................................................ 137 Outdoor multiplication (CZECHIA)....................................................................................................... 138 Measuring – tablets (CZECHIA)............................................................................................................ 140 Outdoor Geometry (CZECHIA) ............................................................................................................. 142 Multiplication game (FINLAND)........................................................................................................... 144 Who will add up the numbers first (CROATIA) .................................................................................... 147 Making garden beds (CROATIA) .......................................................................................................... 149

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Multiplication sticks

(FINLAND) ................. 151

Measuring (FINLAND) .......................................................................................................................... 155 3 (FINLAND) ......................................................................................................................................... 156 Trees and their age (SLOVAKIA) .......................................................................................................... 158 Converting length units (SLOVAKIA).................................................................................................... 162 Maths................................................................................................................................................... 165 Division with remainder (SLOVAKIA) ................................................................................................... 165 Christmas tree with triangles (SPAIN) ................................................................................................. 172 PLAYING WITH NUMBERS (SPAIN) ...................................................................................................... 174 PHYSICAL EDUCATION ........................................................................................................................ 176 Tic-tac-toe (CZECHIA) .......................................................................................................................... 176 Wooden sticks (CZECHIA) .................................................................................................................... 177 Diamond hunt (FINLAND) .................................................................................................................... 178 LUDO (CZECHIA) .................................................................................................................................. 181 THE BEST WALKER CHALLENGE (CZECHIA) .......................................................................................... 183 SCIENCE ............................................................................................................................................... 185 Five Senses (SPAIN) ............................................................................................................................. 185 Elastic game (PORTUGAL).................................................................................................................... 188 Eco-School (SPAIN) .............................................................................................................................. 189 Bark Beetle (SLOVAKIA) ....................................................................................................................... 191 Small Mammals (SLOVAKIA) ................................................................................................................ 195 How to create an herbárium (PORTUGAL) .......................................................................................... 198 Let's study habitat near the school ..................................................................................................... 200 Trees Around Us (CZECHIA) ................................................................................................................. 202 Building and naming human body parts (FINLAND) ............................................................................ 204 Food chain game (FINLAND)................................................................................................................ 206 Learning how to use topographic map, compass and GPS device (CROATIA) .................................... 208 Natural filtration (CZECHIA)................................................................................................................. 210 THE SPEED CHECK (CZECHIA)............................................................................................................... 212 ............................................................................................................................................................. 213 Nature bingo (FINLAND) ...................................................................................................................... 214 Identify plants by picture (FINLAND) ................................................................................................... 217 Newton disc - the white in the colours of the rainbow (PORTUGAL) ................................................. 219 A nature journal – herbs (SLOVAKIA) .................................................................................................. 221 Scan plants (SPAIN) ............................................................................................................................. 223 Finding living things (SPAIN) ................................................................................................................ 225

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Workshop: Three phases

of water (FINLAND)... 228

INFORMATICS ..................................................................................................................................... 230 “By exercising to health” (CROATIA) ................................................................................................... 230 Step by step to a solution (CROATIA) .................................................................................................. 232

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