Ekopedia

Project funded by the European Union

Ecopedia (a teacher’s guide)

Lesson plans from Ecology for Primary Schools

2016 / 2019

Authors of the manual:      

Halina Daniel Magdalena Gawronska Teresa Bertolino Maija Klāsupa Sanja Pavlinić Vidic Maaike van Sambeek

Design: Tomaž Bahč

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https://www.deweijerwereld.nl DE WEIJERWERELD, Boxmeer, the Netherlands

https://cavourmarsala.edu.it/ 2 Circolo Didattico Cavour Marsala, Marsala, Italy

www.ostpavcka.si Osnovna šola Toneta Pavčka, Mirna Peč, Slovenia

www.tervetesnovads.lv/annas-brigaderes-pamatskola/ Annas Brigaderes pamatskola, Zelmeni, Latvia

www.sp2.pulawy.pl Szkola Podstawowa Nr 2 im. K.K.Baczynskiego w Pulawach, Puławy, Poland

June, 2019

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TABLE OF CONTENTS TABLE OF CONTENTS

4

INTRODUCTION

5

RESOURCES

6

WATER

43

ENERGY

74

HEALTH

131

ATTACHMENTS

183

4

INTRODUCTION This publication contains original lesson plans on environmental issues created by teachers from the five European schools participating in the Eco-Active project. They are based on the educational systems of five countries. All lesson plans refer to ecological issues, and their subject matter mainly relates to four thematic areas which our project dealt with: Resources, Water, Energy and Health.

Ecopedia includes lesson plans for younger and older groups of pupils. Some of them were used on international lessons, during visits to partner schools, with the participation of students from the host school. The remaining lesson plans were used in partner schools during the three years of the project on tutoring lessons, other school subjects and extra-curriculum school activities. All lesson plans are in English.

This publication is a form of a guide for teachers who would like to use ready-made and interesting lesson plans to introduce their students to issues related to ecology. Each lesson plan in this document has been developed by the teachers of the school from the country whose flag it bears.

Each lesson plan contains information about the age group of students and the name of the teacher (author) who created it. Lesson plans are accompanied by attachments (worksheets, presentations, etc. ). Lesson plans are arranged according to the thematic areas of our project.

Project Coordinator

5

RESOURCES

_____________________________________

6

LESSON PLAN SCHOOL

Szkoła Podstawowa nr 2 im. K.K.Baczyńskiego w Puławach

THEMATIC AREA RESOURCES TEACHER

Agnieszka Jakubczyk

SUBJECT

Eco-Active – is it worth to be ECO?

AGE GROUP (approximately)

9-10 year olds (younger groups)

TIME REQUIRED

45 minutes

PLACE

classroom

LESSON OBJECTIVES

Student: - forms statements concerning the actions, which can be undertaken in order to protect nature in their place of living; - enumerates eco-friendly activities; - knows the concept of waste, segregation, recycling; - understands the importance of segregation; - indicates the possibilities of how we can reduce the production of rubbish; - cooperates with peers during the activities; - arranges and writes the words in alphabetical order; - multiplies the numbers in the field of 60.

LESSONS YOU ● Language (English) CAN USE ● Ecology ● Biology ● Nature knowledge ● Maths CLASS ● collective work; ORGANISATION● individual work; ● group work.

MATERIALS

-worksheets, materials for group work, stamps for pupils, medals for the Eco-Active.

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ICT TOOLS

Multimedia devices – interactive board, a computer programme ActivInspire, LearningApps, film,, Ecological House "- YouTube, interactive exercise ,,Test your knowledge”.

PROCEDURE

1. WELCOME 2. REMINDING OF THE CLASSROOM RULES (PP.5.1, 5.4) 3. PRESENTING THE TOPIC OF THE LESSON Worksheet: • Calculate. PUZZLE - LearningApps,, '' - interactive exercise http://learningapps.org/1932447 (PP.7.6) 2 x 6=12 6 x9 =54 7 x 7 = 49 6 x4 = 24 4 x 9 =36 3 x 10 =30 4 x 4 =16 4 x 6 =24 3 x 8 = 24 6 x 5 =30 6 x 6 =36 5 x 6 =30

PASSWORD:

ECO-ACTIVE

1. GETTING TO KNOW LESSON OBJECTIVES: - During today's class you will learn what it means to be Eco-Active.

- We will answer the question, why it is worth to be ECO. - We'll talk about what we can do for the environment.

- After today's lesson you will be able to enumerate at least 5 ecofriendly human behaviour/actions.

What will be taken into consideration during the lesson: During today's class I’m going to draw attention to: - Your activeness, - Statements – using full sentences, - group work, the tasks done correctly, - behavior.

• ACTIVENESS • USING FULL SENTENCES • TASKS DONE CORRECTLY • BEHAVIOUR

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I remind you that everyone has the right to make a mistake.

Do not laugh at mistakes of children, it's important not to repeat them.

- What do you associate the word “Eco-Active” with?

- What does it mean to be “Eco-Active”?

- When did you encounter this word? Have you ever heard this word?

5.

• Ecology is the science of how we affect the environment and the environment affects us.

• The “Eco-Active” is active in the field of ecology.

Be active, i.e.: to act, to do, to work, to give the job to get involved in something.

6. Educational film entitled BEING ECO-FRIENDLY – link to the film in English: https://www.youtube.com/watch?v=jGstnZ_hbws https://youtu.be/PYd88-RyaLs → the film in Polish used during the lesson - Now we are going to watch the movie, entitled “BEING ECOFRIENDLY”, which will provide you more information on what it means to be Eco-Active.

DISCUSSION on the basis of the film: - Was there any word unclear to you?

- What can you do for the environment to protect it?

- Why should we care about the environment? Why should we perform eco-friendly activities?

7. GROUP WORK (RECYCLING SIGN - What does this sign mean?)

• Read the sentences. Select only those that suggest YOU WHAT TO DO TO PROTECT OUR ENVIRONMENT? • SEGREGATE WASTE IN YOUR HOUSE. • COLLECT WASTEPAPER AND SELL IT. 1 TON OF WASTEPAPER EQUALS 17 TREES. • PICK REUSABLE SHOPPING BAG • TURN OFF THE LIGHTS IF YOU ARE NOT IN THE ROOM • INSTEAD OF A BATH, CHOOSE FAST SHOWER.

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• DO NOT SEGREGATE RUBBISH. SEGREGATION MEANS A BIG EFFORT, NO ONE NEEDS IT. • USE DISPOSABLE PLASTIC BAGS • TURN THE LIGHTS ON IN EVERY ROOM IN THE HOUSE • TAKE A BATH EVERYDAY 8. PHYSICAL ACTIVITY The “Eco-Active” also take care about their health and physical condition. I invite you to gymnastics. ,, Head shoulders knees and toes " https://www.youtube.com/watch?v=WX8HmogNyCY 9. Individual work at the desks. Worksheets. ATTACHMENT 1 • worksheet (Individualization division into 3 groups) Select and highlight words that are associated with eco-activeness.

Arrange and write them in alphabetical order.

EVALUATION

GAME: True, False → PPT Presentation – ATTACHMENT 2 • ECO-ACTIVE - PEOPLE WHO CARE ABOUT THE ENVIRONMENT. (YES) • DISPOSABLE BAGS ARE ECO-FRIENDLY (NO) • BY SEGREGATING GARBAGE YOU REDUCE THEIR AMOUNT ON LANDFILLS. (YES) • A BATH IN A BATHTUB IS MORE ECONOMICAL THAN SHOWER. (NO) • RECYCLING IS RE-USE OF THE WASTE. (YES) • TURNING OFF UNNECESSARY LIGHT SAVES ENERGY. (YES) CONGRATULATIONS! ASSESSEMENT – medals for the eco-active Students who were active during the class obtain medals(golden, silver and bronze) Which advice, which we discussed during the class will you use in your home?

Final question: Is it worth to be ECO?

ATTACHEMENTS LearningApps: http://learningapps.org/1932447 https://www.youtube.com/watch?v=jGstnZ_hbws https://www.youtube.com/watch?v=WX8HmogNyCY ATTACHMENT 1 ATTACHMENT 2 10

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LESSON PLAN Szkoła Podstawowa nr 2 im. K.K.Baczyńskiego w Puławach

SCHOOL

THEMATIC AREA RESOURCES TEACHER

Hanna Śliwczyńska

SUBJECT

Eco-friendly PE lesson with the usage of unusual objects.

AGE GROUP (approximately)

10-13 (older groups)

TIME REQUIRED

45 minutes

PLACE

School gym

LESSON OBJECTIVES

● Developing motor skills through games with the usage of unusual objects; ● Cooperation and team work.

LESSONS YOU ● PE CAN USE ● Language for translation in English ● Ecology CLASS ● Team work ORGANISATION● Group work ● Individual work MATERIALS

0.5 liter bottles of water, cans of various sizes, rolls of paper towels, toilet paper rolls, plastic bottle caps.

ICT TOOLS

-

PROCEDURE

● Warm-up → Each student holds a bottle of water in his or her hands Shaping exercises with bottles: shoulders exercises: shoulder circling, shoulder swings, transferring bottles from hand to band.

Trunk exercises: bends, side bends, squats Seated exercises – transferring the bottle under legs (abdominal muscles exercise) Exercises in lying on back position - hips raised, feet set on the floor, transferring the bottle under the hips and over the belly.

Lying face down exercises - exercise the muscles of the back – transferring the bottle from hand to hand with raised trunk.

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Skip A Skip C Side to side Crossovers Main part of the class: 1. Relay race with a relay baton Students divided into 3 rows.

They run with the baton, bypass the post and give the relay baton to the next person in a row.

Instead of a relay baton they use paper towel rolls.

The winning team is the one, which finishes the task first.

2. A throw in a box using various objects: large cans, small cans, rolls of toilet paper, bottle caps, paper towel rolls, empty bottles.

Wins the team with the highest level of accuracy.

3. A shot with a can to a carton box.

Students, using a hockey stick, hit a can which aims at the box.

Wins the team with the highest level of accuracy.

4. Carrying items from one box to another: There are various items in one box(cans, rolls, jams, bottles). A running student chooses one item and places it in the second box, passes the post and joins his team. The fastest team wins.

EVALUATION

Thanks for the usage of unusual items students take part in the lesson more intensively and with a greater interest. They engage more in performing the exercises.

Final question: Is it possible to conduct PE lesson without the usual tools?

ATTACHEMENTS Photos taken during the lesson

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LESSON PLAN SCHOOL

PRIMARY SCHOOL NO2 IN PULAWY, POLAND

THEMATIC AREA RESOURCES TEACHER

Joanna Ludwicka

SUBJECT

Why do we recycle?

AGE GROUP (approximately)

9 - 13

TIME REQUIRED

45 min

PLACE

(CLASSROOM/GYM/PLAYGROUND ETC.)

LESSON OBJECTIVES

To understand the consequences of not recycling.

LESSONS YOU ● Language, for translation in English of course the English lesson CAN USE ● Biology ● Nature knowledge ● Science CLASS ● Pupils work individually ORGANISATION● Pupils work in pairs Pupils work in groups MATERIALS ICT TOOLS

Cards with statements / laptops/ artefacts -

computer apps on www.learning apps a video on you tube IWB flipcharts

PROCEDURE 1) INTRODUCTION A warm up activity to make students get to know one another at tables of 6: Task: Use the laminated cards and match 2 halves of 5 statements about eco actions Extension activity: Look at the posters and key words on IWB and try to make a new statement about eco activity. Write the statements on mini whiteboards. Work with your partner. Each table is given a different set of pictures and words.

2) MAIN TEACHING 14

Reveal the Learning Objective of the lesson: To understand the consequences of not recycling?

A ) Show the poster asking to recycle on IWB and ask students: Why do we recycle? Then show the picture of a landfill / selection of rubbish and make sure that students understand the words: rubbish/landfill B) Ask students to use laptops, work in pairs and do the app teaching them the names of different types of rubbish: http://LearningApps.org/display?v=p4ct9weik17 , Make sure that the students understand the words decompose/slow/fast and then ask questions: What will happen to the rubbish in the landfill?

Which will decompose at the fastest/ slowest rate?

C) Show studenst a selection of rubbish items and ask them to put them in order from the fastest to the slowest decomposing ones.

Then reveal the right order and ask them to do the next app of matching the types of rubbish with its decomposition times: https://learningapps.org/display?v=p1hygcqvt17 Ask children questions: What will happen eventually to landfills?What can we do to prevent it?What will happen if we do not recycle?

D) Remind the students about the objective of this year’s Eco activity – to collect waste paper. Show students some posters with the facts about collecting waste paper and recycling paper. Ask students to do a word problem on collecting waste paper and saving trees. You need to collect 1 ton of waste paper to save 17 trees. If this year our school has collected about 95 tons of waste paper, how many trees has it saved?

3) PLENARY Remind the students about the last year’s Eco active objective: to collect plastic bottle lids. Ask them to watch the film about a small plastic workshop and ask them the question: What objects were made in the workshop? As the last task ask the studenst to work in groups and brainstorm ideas of what other objects could be made in a small plastic recycling workshop? https://www.youtube.com/watch?v=76AFNIxYjUE Extension interactive apps about eco activity: WORD GRIDS - ECOLOGY EASY: https://learningapps.org/1420418 HARD: https://learningapps.org/3444885 HORSE RACE - WHAT MUST I DO? https://learningapps.org/2172959

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EVALUATION

Ask students to assess their understanding of the lesson and the progress they have made with the thumbs up and down technique.

ATTACHEMENTS Smart board slides/flipcharts Word document with statements about eco actions Word document with links for students.

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LESSON PLAN SCHOOL

Annas Brigaderes primary school

THEMATIC AREA

RESOURCES

TEACHER

Evita Deičmane, Maija Klāsupa

SUBJECT

Project week

AGE GROUP (approximately)

10 -13

TIME REQUIRED

40 min

PLACE

CLASSROOM

LESSON OBJECTIVES

● • With the help of allegoric performance sketch to draw attention to environmental problems and human activities in it.

The goal - to play eco sketch about resources and saving the environment. ● Learn to save environment, to sort our waste ● Learn the basics of green thinking

LESSONS YOU CAN ● USE ● ●

Language, for translation in English, of course the English lesson Science Nature knowledge Integrative learning connecting skills and knowledge from multiple sources and experiences CLIL Content and Language Integrated Learning

CLASS Pupils work in groups ORGANISATION MATERIALS

carton boxes (2-3), desk lamp, white silk paper, used carton, glue, scissors, cocktail straws, adhesive tack (masa mocujaca) , scotch tape, worksheets

ICT TOOLS

https://www.youtube.com/watch?v=dpcWKg2vqJA

PROCEDURE

Greetings, introduction 17

In the introduction – lesson starts with Shadow Theatre, during the lesson pupils prepare similar performances Students are divided into groups of three, using coloured buttons.

Each group toss up a ready sketch, which is prepared by Annas Brigaderes primary school, pupils can offer their own original etudes about lesson theme . There are previously prepared folders with the necessary images.

Two groups prepare stage for shadow theatre – cardboard boxes.For this exercise pupils can involve international project teachers.

Preparing time – 10-15minutes.

Pupils show their performances.

At the end of the lesson pupils value their job, they can discuss, what they liked and what they found out.

EVALUATION

Pupils get 2 colourful post-it note sheets, on the one note sheet they write, what they liked and on the other sheet they write, what they found out.

ATTACHEMENTS

Eco -performances

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LESSON PLAN SCHOOL

Annas Brigadere’s primary school

THEMATIC AREA

RESOURCES

TEACHER

Sigita Kļaviņa

SUBJECT

EcoActive

AGE GROUP (approximately)

7-9

TIME REQUIRED

40 min

PLACE

CLASSROOM

LESSON OBJECTIVES

With handmade decoration pieces from old waste items to pay attention to environmental protection

LESSONS YOU CAN ● Art USE ● Nature knowledge CLASS Pupils can work in groups, pairs and alone ORGANISATION MATERIALS

For each a bottle cap, (the best variant is with metal cap) a photo, a peg, candy wrappers, wiggle eyes, craft wires “Pipe cleaners”, button

ICT TOOLS PROCEDURE

Introduction: The teacher tells about spring, about flowers, which start to grow, about animals which wake up after the winter sleep and about butterflies, which are the best friends of flowers, The teacher asks: what do butterflies look like, what do they do?

The teacher tells children about reuse of waste materials left after drinking cola, after eating candies. The teacher continues that pupils will make butterfly of these materials.

Steps: 1) Fold the fan from a candy wrapper, tie up or pinch in the middle, 19

2)stick it with the hot glue to the peg, 3)cut the photo in the shape of circle and glue it in the bottle cap, 4)stick to the peg two horns (pipe cleaner wires), 5)under the horns stick the button, 6)on the button stick two wiggle eyes, 7)under the button stick the cap with the photo

EVALUATION

Make an exhibition

ATTACHEMENTS

Pictures with kids’ crafts

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LESSON PLAN Primary School “De Weijerwereld” Boxmeer The Netherlands

SCHOOL

THEMATIC AREA How to create/produce a board game about “Re-use – Reduce Recycle”?

TEACHER SUBJECT

A board game about “Re-use – Reduce - Recycle”?

AGE GROUP (approximately)

11-12 years (primary school min The Netherlands the oldest pupils)

TIME REQUIRED

One hour

PLACE

Classroom

LESSON OBJECTIVES

● ● ● ● ●

Enlarge Cooperation Enlarge skills of discussion Nature knowledge goals Critical thinking Language: formulate accurately

REGULAR ● Language, for translation in English of course the English lesson LESSONS YOU ● Biology CAN USE ● Nature knowledge ● Drawing: you can illustrate the game board if you like, create a nice design, of course the pupils will do this!

CLASS ● Pupils work individual ORGANISATION● Pupils work in pairs ● Pupils work in groups MATERIALS

Just paper and pencils. For printing the game board paper A3

ICT TOOLS

Just WORD. If you like other software to create a game board

PROCEDURE 1. Preparation: First tell/explain the pupils that they are going to make a board game TOGETHER. Every pupils will have input.

LESSON PLAN 2. Every individual pupil has to think one (or two) minute(s) about one positive quote concerning “Environment” and formulate this quote. Focus 21

should be on “How did I give a contribution to “Reduce-Reuse-Recycle”.

Topic can be “Reduce Waste”, “Saving energy” etc. And, the positive behaviour should be rewarded in terms of “Have another throw” or “Go further two (or more) squares”(things like this).

Examples: you were shopping and you packed the things you bought in your own bag. You reduced the production of plastic bags. Well done, go on four squares.

3. After the two minutes the pupils form pairs and discuss the quotes they both formulated. So a pair of pupils can have one quote together or two different quotes. This discussion takes maximum 3 minutes.

4. Then two pairs form a group of four pupils and do the same. They discuss for max. 5 minutes and formulate all the quotes of the group.

So it can be that such a group has 4 different positive quotes.

5. Then we have the same sessions, but now pupils have to formulate negative quotes. Again it should take 2-3-5 minutes.

6. So, after let’s say 25 minutes (maximum) the pupils did formulate let’s say about 15 positive and 15 negative quotes, all rewarded in a positive or negative way.

7. The teacher, a trainee or someone else (one of the pupils?) collects all the quotes, the positive ones in green, the negative ones in red.

8. Before this lesson the teacher (or someone else) PREPARED THE GAME BOARD containing green, red and white squares. You can use tables in WORD like this:

Start 1

2

3

4

5

6

7

8

9

30

31

32

33

34

29

28

46

47

35

36

10

37

11

38

12

39

13

FINISH 27

45

22

26

44

43

42

41

40

14

25

24

15

23

22

21

20

19

18

17

16

1. Then you write all the quotes here below, positive in green, negative in red. These are the game rules.

2: Quote 1 3: Quote 2 4: Quote 3 etc 2. After this you can print the game and play it.

3. ● ● ● ● ●

EVALUATION

Of course this game can be “used” for different kind of items: “Environment in general” “Environmental behaviour” “Water” “Resources” Etc.

Ask the pupils about the quality of the discussion.

Discussion about the quality of the quotes.

Can we play the game? Or do we have to re-organise the rules?

ATTACHEMENTS --

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LESSON PLAN SCHOOL

Primary school “De Weijerwereld’

THEMATIC AREA

WATER

TEACHER

Huub

SUBJECT

“ASPECTS OF WATER”

AGE GROUP (approximately)

11-12

TIME REQUIRED

Lesson about 45 minutes, then making presentations about 2 hours

PLACE

Classroom

LESSON ● Learning about the importance of “Water” OBJECTIVES ● Learning that usable water is not naturally ● Learning about different aspects of “Water” ● Discussing: aspects of “Water” ● Searching and finding information ● Making presentations ● Presenting the found information to the classmates REGULAR ● LESSONS YOU● ● CAN USE ● ● ● ●

Language, for translation in English of course the English lesson Biology: pollution Nature knowledge: water circle, pollution, physics, weather History: safety, floods Geography: safety, water management, pollution Technics: safety, water management, Mathematics: water consumption, specific weight of liquids

CLASS ● Pupils work individually ORGANISATION ● Pupils work in pairs ● Pupils work in groups MATERIALS

Computer

ICT TOOLS

Internet Presentation software like PowerPoint, Prezi

PROCEDURE ● Introduce the theme 24

● Explain what we will do, how we will work, what the final result could/should be ● Discussion about “Aspects of water”, resulting in a mind map. The result could be like the image in the attachment. Making such a mind map is done by using www.bubble.us (free software) ● Divide the pupils in little groups. If you use the orange items in the mind map there would be 10 groups ● Every group works out one of the items (the orange ones) in a presentation, using computer, software and internet ● After finishing the work every little group presents its work to the classmate in a presentation. ● Classmates become the possibility to ask questions EVALUATION

Classmates value the work and the presentations in terms of “what was very good” and what could have been done (a bit) better.

ATTACHEMENTS

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LESSON PLAN Primary school ‘De Weijerwereld’ Boxmeer The Netherlands

SCHOOL

THEMATIC AREA RESOURCES (crafting with free material) TEACHER

Maaike Simons, Imke Kosman

SUBJECT

Handicraft

AGE GROUP (approximately)

9 - 15 years old pupils. They are mixed from different countries.

TIME REQUIRED

One hour

PLACE

classroom

LESSON OBJECTIVES

● ● ● ●

Enlarge cooperation Enlarge creativity Enlarge handicraft skills Show the pupils what they can do with free materials. (They learn that you can make from nothing, something.)

LESSONS YOU ● English CAN USE ● Drawing ● Handicraft ● Technique

CLASS ● Pupils work individual ORGANISATION● Pupils work in pairs MATERIALS

● ● ● ● ● ● ● ● ●

Bottles Scissors Straws Knife Glue Cardboard Bottle caps Magazines Tyraps

26

ICT TOOLS

● We use a Powerpoint to explain our assignment.

PROCEDURE

1. Preparation: I made a Powerpoint and a lesson plan. I made a list of all the materials we need and send this to the school in Slovenië.

2. I don’t know all the pupils, so before I start the lesson I introduce myself 3. Then I show all the pupils the materials and explain step by step what they have to do.

4. I show the pupils the final product so they can see what they are going to make.

5. Then I divided all the materials over the different groups, so the students can share the materials. They work individual. ● When the pupils start with the activity I walk around in the classroom and give instructions, compliments and help to the pupils.

EVALUATION

All the pupils clean up their table. When they are finished we ask the pupils what they were thinking of the activity. After that they take look at each other’s work.

ATTACHEMENTS -

27

LESSON PLAN Primary school ‘De Weijerwereld’ Boxmeer The Netherlands

SCHOOL

THEMATIC AREA Recourses TEACHER

Maaike Simons, Imke Kosman

SUBJECT

Recycling waste

AGE GROUP (approximately)

4 – 6 years old pupils

TIME REQUIRED

30 minutes

PLACE

classroom

LESSON OBJECTIVES

● The pupils learn witch materials can be recycled in their classroom. ● Pupils learn that it is important to seperate the waste. ● The pupils know how to collect the waste before the recycling.

LESSONS YOU ● Biology CAN USE ● A large vocabulary ● Citizenship ● Physics CLASS ● The pupils are sitting in a cirkle.

ORGANISATION MATERIALS

● ● ● ● ●

ICT TOOLS

● Digital schoolbord

PROCEDURE

The digital schoolboard Litterbin (different ones) Waste Worksheets Images of different waste

1. Prepareation: the teacher collect the materials for the lesson.

2. The teacher walk in the classroom dressed as a garbageman.

3. Then he shows the pupils the collected waste. But there is a problem. He doesn’t know where to put the waste in.

4. He askes the pupils for help.

5. The pupils help te garbadgeman to sort the garbadge.

28

6. The garbadgeman thanks the pupils.

7. Then the garbadgeman asked the pupils of they can do it also on the schoolbord.

8. The pupils play the game.

9. The garbadgeman explain the worksheets to the children.

10. The children make the worksheets.

EVALUATION

When the worksheets are finished the pupils come back in the circle and the teacher explains the answers on the worksheets. Pupils look at each others work. The teacher give the pupils compliments and ends the lesson. The children watch a short movie about separate waste.

ATTACHEMENTS -www.aandeslagmetafval.nl You can play the game and watch the movie on this site.

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LESSON PLAN SCHOOL

Secondo Circolo Didattico “Cavour” Marsala- Sicilia- Italia

THEMATIC AREA

RESOURCES 01

TEACHERs

Caterina Sanguedolce; Silvana Li Volsi-Maria Grazia Grillo

SUBJECT

Defend environment through recycling

AGE GROUP (approximately)

9-10 years old

TIME REQUIRED

6 hours

PLACE

CLASSROOM

LESSON OBJECTIVES ·

Be aware of recycling: paper, glass, plastic, organic, non-recyclable materials. · Be aware of recycling as a way to protect the environment; · Understand that recycling is a duty for each citizen. (There are also European and italian regulation about this); · Accustom pupils to a sustainable rubbish recycle, for a cleaner city and healthier world. · involve families in reducing, reusing, recycling ( also with the help of the class eco-notebook)

LESSONS YOU CAN · USE · · · ·

English lesson Biology Nature knowledge Science Art

30

CLASS ORGANISATION

· · · ·

Large group (for general information) Pupils work individually in pairs in groups

MATERIALS

Paper, cardboard, images of newspaper, colours material for the eco game and the learn to differentiate game (prepared before)

ICT TOOLS

LIM, computers

PROCEDURE

Think about natural and human transformations of the environment. · Know the existence of local organisms which deal with recycled paper and cardboard, plastics, metals, batteries, etc. and how they work. · Discussion in plenary on the importance of moving from a linear economy that produces, consumes and throws goods to a circular economy capable of reducing, reusing, recycling goods. · Know what sustainability is. · Discuss the Article 9 of the Constitution, that in the second paragraph says, : "Italy protects the landscape ..." increases the awareness that it is possible to respect, conserve, protect and improve the environment and the territory.

Pupils reflect also on the value of air, water and the earth as common goods. · Recycle different materials in class: waste paper, batteries, plastic. · discover the need of reusing paper and plastics, then to recycle them in order to respect and protect the environment. · Visit of the recycling organization "Comieco" · Produce a dinosaur miniature park with recycled materials · -Eco game · -Learn to differentiate game

EVALUATION

Produce different billboards, a recycle dinosaur mini park Play correctly the eco game and the learn to differentiate game

31

ATTACHEMENTS

01A Comieco

01 B Mini Dinosaur park 01 C Eco game: I recycle description 01 D Learn to differentiate eco-table game description

32

LESSON PLAN Primary school ‘2 Circolo Didattico “Cavour” Marsala-Italy

SCHOOL

THEMATIC AREA RESOURCES 02 TEACHER

Valeria De Vita

SUBJECT

ECO-PLACEMAT for BREAKFAST

AGE GROUP (approximately)

8- 10

TIME REQUIRED

90 min.

PLACE

CLASSROOM

LESSON OBJECTIVES

● ● ● ●

understand the importance of recycling know how to conduct an experience and how to implement it enlarge creativity create an object using recicling materials

LESSONS YOU ● Storytelling CAN USE ● Manual activities ● Drawing ● English ● ICT CLASS ● Pupils work individual ORGANISATION● Pupils work in pairs ● Pupils work in groups MATERIALS

Scissors, rulers, staplers Computer

ICT TOOLS

Creating a Power Point

PROCEDURE 1. Preparation: Children discussing about resources, Teacher and children create the story of “Giorna-lino”using Power Point 2. The Power Point of “Giorna-lino” is discussed and according to the story, children build ECO-PLACEMATS 33

3. Procedure to build Ecoplacemats: -prepare: old newspaper, scissor, glue, ruler, stapler; -show to the pupils the final product, so they can see what they are going to make; - distribute all the materials over the different groups.

They work individually, in pair, in groups: ● From the old magazines children cut out stripes of paper; ● They put 4 stripes together to form a square and staple them. ● Put other stripes vertical and staple them. ● Add horizontal stripes, interweave them to the previous, and staple them too. ● While the pupils are working, give them instructions, compliments and help, if they need. ● The eco placemat is ready.

EVALUATION

All the pupils create eco paper placemat They know the importance of recycling paper

ATTACHEMENTS 02A-Giornalino story (Power point) 02B-ECO Active (Power Point) 02C Video: Ricycling paper https://www.youtube.com/watch?v=2jETUPjV4c 02D video: How to build a wast paper bin https://www.youtube.com/watch?v=3cTbraKjH80

34

LESSON PLAN SCHOOL

2 Circolo Didattico Cavour Marsala- Sicilia- Italia

THEMATIC AREA

RESOURCES 03

TEACHERS

Matilde Fazio - Benvenuta Centonze- Cristina MistrettaAntonella Di Marco

SUBJECT

Reduce, reuse, recycle

AGE GROUP (approximately)

9 - 11 years

PLACE

classroom

LESSON OBJECTIVES

Know what recycling means Know how paper is produced Have some information about plastic

LESSONS YOU CAN USE · · · ·

English Science Nature awareness Art

CLASS ORGANISATION

· Pupils work individually and in groups

35

MATERIALS

Books, internet, paper, colours

ICT TOOLS

Computer, tablet

PROCEDURE

Think about the decomposition of waste: For example, prepare a breakfast with fruit, milk and yogurt, observe natural scraps such as cores and peels or those artificial as containers, bags, boxes etc. Differentiate natural waste from those produced by man.

Create hypothesise on the time of decomposition of different materials. Each material has its decomposition time and needs to be recycled or disposed of in a different manner.

Think about the need of differentiation of rubbish Visit the sites: www.legambiente.it www.wwf.it Research/discover how paper is made How many trees do we need to do paper Bring different types of paper and experiment different features of paper (resistant, wrapping paper; fragile, printing; filtering, tea bag paper; oiled or waxed, special for food; soft, tissues of paper; absorbent, ecc. ) Classify recycled paper, plastic, glass, organic; Create special things with recycled paper and plastic; Make waste paper objects for a paper market; Make a paper bin to recycle paper Create a song about recycling https://www.youtube.com/watch?v=ZTO0XYUY3Jw Create clothes made of recycled materials

EVALUATION

Create posters and power-points

ATTACHEMENTS

03A working together: Recycle, reduce, reuse 03B eco clothes

36

LESSON PLAN SCHOOL

Tone Pavček Primary School, Slovenia

THEMATIC AREA

Waste management Resource recovery Eco-conscious consumers

TEACHER

Slavka Pečjak

SUBJECT

Home Economics

AGE GROUP (approximately)

11–13 (older groups)

TIME REQUIRED

90 minutes

PLACE

Classroom

LESSON OBJECTIVES

Students: learn about proper waste management, learn how to classify waste to properly dispose it into recycling containers, recognize hazardous waste and ways of working with it, understand the importance of waste separation, understand the concept of waste separation and recycling.

● ● ● ● ●

New concepts: ● packaging, hazardous waste, bio-waste, ecological islands, recycling LESSONS YOU CAN ● Chemistry USE ● Science ● Foreign Language (as vocabulary extension) ● Ecology CLASS ORGANISATION

● Pair work ● Group work ● Individual work

MATERIALS

Household waste, poster board paper A2, coloured markers, student Eco-Notebook (made for the Eco-Active project), a Waste Management powerpoint presentation

ICT TOOLS

Interactive board 37

PROCEDURE

The teacher welcomes the class and introduces the topic of waste management and resource recovery.

The teacher invites the class to share their thoughts about creating and managing waste in students’ households. The teacher ask some questions, such as: What kind of waste did you create at home yesterday?

How much did you make?

Did you separate the waste? How? The teacher asks the students to open student Eco-Notebooks on page 2 (a chapter about waste).

Students work in pairs. While reading the information in the Eco-Notebook booklet, they talk to each other about waste, the ways they separate it at home, and discuss whether they find the tips written in the booklet useful or not.

Teacher invites individual pairs to share their findings (slide 2 on Waste Management powerpoint presentation; additional teacher resources at www.recycling-guide.org.uk).

The teacher sums up important information about managing waste and outlines the importance of reducing the consumption of waste, separating waste in specially marked containers within the households, and ways of dealing with hazardous waste.

The teacher tells the students about ways of managing waste in students' local environment (slide 3 Waste Management powerpoint presentation; additional teacher resources at www.komunala-nm.si).

The teacher leads a discussion on “Ecological Islands”, resource recovery areas that are placed in most villages around Mirna Peč. (slide 4 Waste Management powerpoint presentation; additional teacher resources at www.komunalanm.si).

The students are divided into (5 to 7) small groups . Each group takes a poster board paper, some coloured markers, and takes out a slip of paper from a bag. On the slip there is a topic (PAPER, GLASS, PLASTIC, ORGANIC WASTE, METAL; additional groups LINEN, HAZARDOUS WASTE).

Student prepare the waste items, they have brought from their homes, and take each to the group with the appropriate topic.

38

Each group then draws a big container on the poster, separates the waste and glues only the waste belonging to their topic.

In conclusion, the whole class writes down their findings of Ecoconscious consumers. For example: - Separate and recycle - Support groups that fight for a clean and green planet - Use public transport or cycle - Reduce pollution - Use environmentally-friendly cleaning products EVALUATION ATTACHEMENTS

PPT

39

LESSON PLAN SCHOOL

Tone Pavček Primary School, Slovenia

THEMATIC AREA

Waste management Reusing

TEACHER

Mojca Starešinič

SUBJECT

Art

AGE GROUP (approximately)

9–12

TIME REQUIRED

90 minutes

PLACE

Classroom

LESSON OBJECTIVES

●

Students: make use of discarded objects to create a piece of art, develop creative and innovative thinking processes, develop the ability of independent choice-making, monitor the creative process of making art forms, develop the sense of responsibility for completing the tasks given, develop the sense of eco-friendly behaviour and sustainable development, develop entrepreneurial skills, acquire skills and knowledge for lifelong learning, contribute to waste reduction by presenting their finished products to friends or family, contribute to waste reduction and grow as eco-friendly citizens of Earth, prepare regular exhibitions of finished products.

● ● ●

English (CLIL) Biology Science

● ● ● ● ● ● ● ● ● ●

LESSONS YOU CAN USE

CLASS ● Pair work ORGANISATION ● Individual work MATERIALS

Discarded plastic bottles, scraps of wool, a glue gun, adhesive tape, a utility knife, scissors, a hole punch

ICT TOOLS

A computer and a projector 40

PROCEDURE

Introduction: Brainstorming In pairs students discuss how discarded plastic bottles (which represent one of the major environmental problems in the world) can be reused. The teachers writes plastic bottles as the keyword on the board and notes down the ideas that the students come up with.

Main part: Technique 1 Students prepare the necessary materials and tools: discarded plastic bottles, scraps of wool, a glue gun, adhesive tape, a utility knife, scissors, a hole punch.

●

●

● ●

The teacher explains the steps of making bracelets, while the students create them.

You make the first cut into the plastic bottle using a utility knife. Be careful not to cut yourself! Cut out a ring 2 cm in width using scissors.

Fix the wool on the inside of the plastic ring with adhesive tape.

Then wrap the wool around the ring. The thread has to be tight and accurate.

After completely covering the ring with wool, glue the end of the wool on the inside of the ring using the glue gun.

To make your bracelet more interesting, use wool of different colours or add other ornaments.

Technique 2

· ·

Making bracelets from plastic bottles and wool: Make holes using a hole punch in the plastic ring cut out from the bottle.

Thread the wool inside the holes and around the ring in random order and color combination.

Students create any number of bracelets, applying their creative ideas. In doing so, they make sure that their product is as aesthetically pleasing and technically perfect as possible.

Summary: Students present their products and exhibit them. If during the creative process, they have new ideas on other ways of making bracelets from plastic bottles, they present them to their classmates. Afterwards they tidy their working space, and facilities and regulate waste.

41

EVALUATION ATTACHEMENTS

PPT: Bracelets made from plastic bottles and wool

42

WATER

_____________________________________

43

LESSON PLAN SCHOOL

Primary School number 2 in Puławy

THEMATIC AREA WATER TEACHER

Jolanta Ciesielska

SUBJECT

Water – nature’s treasure – let’s save it every day!

AGE GROUP (approximately)

7 – 10 year olds ( younger pupils)

TIME REQUIRED

60 minutes

PLACE

classroom

LESSON OBJECTIVES

Pupil: - knows the importance of water in the life of man, plants and animals, - understands why water is a treasure, - speaks about the water and the actions to be taken to save it, - understands why saving water is so important - indicates the possibilities of limiting waste of water, - is aware that excessive water consumption may cause shortages in the future, - cooperates with peers while performing tasks, - decrypts words, - puts words in the correct order to make a sentence, - multiplies in the range of 50,

LESSONS YOU CAN USE

• Ecology • Nature knowledge • Mathematical knowledge

CLASS ● Individual ORGANISATION● Group work

44

MATERIALS

world map, globe, one liter bottle of water, water, laboratory glassware, 100 cm long paper strip, interactive whiteboard charts, individualized work cards, group work materials

ICT TOOLS

multimedia devices - interactive whiteboard, ActivInspire computer programme, Task Magic, movie "Saving water" - YouTube

PROCEDURE

1. Welcome.

2. Reminding of the rules of the class.

- What are the rules of working in class?

3. Getting to know the subject of the lesson.

Calculate. Interactive exercise.

25 32 15 s s 36 12 28 s s 24 42 16 40 30 50

5∙5= 25 box

4∙8= 32 box

3 ∙ 5 = 15

6∙6= 36 box

4∙3= 12 box

4 ∙ 7 = 28

3∙8= 24

6∙7= 42

2 ∙ 8 = 16

5∙8= 40

5∙6= 30

5 ∙ 10 = 50

- What is this?

- What can be a treasure?

- In today's lesson, we will answer the question: why is water a treasure?

45

Getting to know the objectives of the lesson. * During today's lesson you will learn why water should be saved. * You will learn how to save water 5. Success criteria. * After today's classes you will be able to enumerate at least 5 ways to save water.

In today's classes the teacher will pay attention to: - pupils’ being active, - using full sentences while speaking, - work in a group, correct performance of tasks, - behaviour.

I remind you that everyone has the right to make a mistake.

We do not laugh at the mistakes of children, it is important not to repeat them.

6. Curiosities about water.

- What is the color of water? (is transparent) - Where does the blue color of water in the water reservoir come from? (From the color reflection of the sky).

- What shape does the water have?

- Pour water into dishes of various shapes. Watch what its shape is.

The liquid takes the shape of the container in which it is located.

- Conclusion: Water is a liquid.

[Most countries in the world suffer from a water deficit, only a dozen have so-called surplus. This is, for example, Norway, which due to its relatively low population and moderate climate has plenty of water in abundance. The worst situation prevails in Africa and some Asian countries. Poland is not doing well in this context - it is one of the poorest countries in Europe as it comes to water and water consumption is constantly growing. On average, in Europe there is 5100 m³ of life-giving fluid per person, while in Poland only 1,700 m³.]

- Looking at the globe, say what is more, water or land?

- To visualize how much water is useful for us on our planet, you can 46

do a simple demonstration: A 100 cm long paper strip constitutes 100% of the Earth's water resources.

The seas and oceans represent 97% of water on our planet.

However, it is salt water, unsuitable for use - measure out and cut 97 cm from a long strip.

It has been 3 cm, or 3% which is fresh water. Unfortunately, 2% is stored in glaciers - cut a 2 cm long strip.

The water available to us is 1% of water resources. That's a lot?

- And what is the water needed for? (for drinking, washing, cleaning, cooking, washing, watering plants, for animals ...)

- Water occurs in all living organisms, For example, the body of jellyfish is 95% water.

In humans, water is about 65% of body weight. It is a component of blood and all body fluids, it occurs in such organs as the liver, heart, brain and muscles.

Every day, we lose about 2.5 liters of water from the body (through the skin - sweat, along with breathing, through the urinary and digestive systems). It is therefore necessary to remember to refill this liquid.

- How many days can a man survive without drinking? (Without water, humans can survive from 4 to a maximum of 7 days. Longterm dehydration leads to loss of strength, weakening of the body's immunity, loss of consciousness, damage to internal organs and death.)

- There is not enough of water, but the needs are greater. In that case, what should be done in such a situation?

(Water should be saved.

That is why it is important to realize how important it is to manage water properly.)

- How can we save water?

7. Watching a film. „Saving water” - Why should you save water?

• To pay smaller bills and have more money.

47

• Africa has a water shortage.

• Scientists say that in 2050, 7 billion people in 60 countries can suffer from shortages of drinking water.

- List the actions you can take to save water.

• Turn off the faucet while brushing your teeth.

• You should take a shower instead of a bath.

• The tap must be leak-proof.

• Water the garden once a week for 20 minutes in the evening, because the water evaporates less at night.

• Do not wash dishes under constantly running water.

• It is good to use the dishwasher.

8. Solution to the text task.

If you do not turn the tap when brushing your teeth, you will lose 15 liters of water with a medium stream within 3 minutes.

How much water will you lose when brushing your teeth twice a day (morning and evening)?

(Answer: 30 liters of water.)

How many liters of water will be lost with a family of four while brushing in the morning and evening?

(Answer:. 120 liters of water.)

9. Conversation - What other actions can be taken to save water? * Do not open the tap completely when washing your hands. To clean the face and hands, the water does not have to spurt; it is enough as it flows in a calm stream. If you collect water in the wash basin during washing, you can use it to soak stained clothing before washing. * Change all taps to ones that save water. In the old tap you can install the aerator - a kind of fine mesh sieve that aerates the outflowing water, making the stream stronger. However, if you do not want to stop at half measures, the best solution will be installing a Roca Atlas battery which, thanks to an innovative aerator, reduces water consumption to 1.32 liters per minute. * Only run the washing machine and the dishwasher when it is full. If you follow this rule, you will get a lot of savings compared to washing or handwashing. If you buy new household appliances, pay attention not only to the energy class of the device, but also to whether it has ECO programmes to shorten the washing or washing process, and to reduce water consumption.

48

* Collect water from rainwater and use it to water the gardens. (This water is usually soft, so it's even better for watering plants.)

10. The song "Four Elements". Movement improvisation.

11. Group work.

Reminding the rules of a group work.

- Read the task. Put these sentences, which talk about saving water in the column "I save water", and those that point to wasting water in the column "I waste water".

"I save water",

"I waste water".

I turn off the tap while brushing my teeth.

I do not fix a leaking tap.

I bathe every day in a tub full of water.

In the evening I take a quick shower.

I wash dishes under constantly running water.

I collect rainwater and use it to water the plants in the garden.

I only switch on the washing machine and the dishwasher when they are full.

While taking a shower, I turn off the water while soaping.

I do not turn the tap off while brushing my teeth.

I repair a leaking faucet.

I wash the dishes in the dishwasher.

12. Self-assessment on the interactive board.

13. Independent work at the tables.

Individualized work card: Here is the magic square that encrypts words.

A B C D E 1 ć

o

i

ż

e

2 a w

l

b

ó

49

3 n

ą

k

s

m

ł

ę

r

t

c

5 z

y

j

d

e

4

Decrypt a password: 2B 1B 5D 2A W

o

d

4D 1B

a

t

o

3D 3C 2A 4C 2D s

k

a

r

b

2B 1C 4B 4E w

i

5C 3B j

ą

ę

3A 2A 2C 1E 1D 5B

c

n

a

l

e

ż

y

3D 5A 2A 3A 1B 2B 2A 1A s

z

a

n

o

w

a

ć

Password: Water is a treasure, so it should be respected.

- Why is water a trasure?

EVALUATION

14. Summary of classes Evaluation.

Interactive task: TRUE - FALSE. Water is needed for people, plants and animals. (TRUE) Bathing in a bathtub is more economical than showering. (FALSE) Excessive water consumption can cause shortages in the future.

(TRUE) Garden should be watered in the evening, because the water evaporates less. (TRUE) 50

By saving water, you pay smaller bills. (TRUE) Rainwater can not be used to water plants in the garden. (FALSE) You do not need to turn off the water when brushing your teeth.

(FALSE) 15. Assessment.

- You have achieved the goal of today's activities. You can enumerate at least 5 ways to save water.

- HOW TO USE YOUR KNOWLEDGE IN EVERYDAY LIFE? - Which advice, which we talked about during the lesson, will you use at home?

- Finally, we can ask ourselves: Why is it worth to save water?

- By saving water - we save money that we can spend on something else.

ATTACHEMENTS

51

LESSON PLAN SCHOOL THEMATIC AREA TEACHER SUBJECT AGE GROUP (approximately) TIME REQUIRED PLACE LESSON OBJECTIVES

Primary School number 2 in Puławy WATER

MATERIALS

- Drops of water cut out of paper; - Crossword worksheet - Matching exercise (printed, laminated) - Magnets - Interactive board - Smartphones or tablets with access to the Internet Class divided into groups of 4-6 pupils. Start the presentation. Ask: How often do we use water? Expected answer- “every day”. Present till the moment of the using of water resources. Divide the board(blackboard or whiteboard) into 3 parts: 1. Household 2. Personal use 3. Recreational use Give the groups sheets of paper cut into drops. Kids write their ideas of how we use water in everyday life. They present their ideas and pin them (using magnets) to the board. Each drop goes to the right category.

When it is finished, continue the presentation, compare pupils’ answers with the answers given in the presentation.

Katarzyna Matraszek-Mirosław English, Science, Ecology 12-14 –older students 45 minutes

CLASSROOM -broadening knowledge about water on Earth -realizing the importance of water in everyday life -becoming aware of the water crisis -coming up with the ways of saving water in everyday life -enhancing cooperation skills between students LESSONS YOU  Language CAN USE  Biology  Nature knowledge CLASS  Pair work ORGANISATION  Group work

ICT TOOLS PROCEDURE

52

EVALUATION

ATTACHEMENT S

Continue the presentation  a film water crisis.

Ask: what can we do to save water? Distribute matching game to the pupils the sentences will be created - the tips on how to save water.

Set time limit. Check the answers, chosen pupils read aloud their sentences. Distribute the crossword in paper version. One sheet per group. Students fill in the crosswords. In the meantime, the teacher projects the electronic version of this crossword on the board(LearningApps). Pupils read the questions and answers and do the crosswords on the board. The password: ECO-ACTIVE Kahoot game: Water crisis Students visit page: kahoot.it and log in using a pin given by a teacher. Everyone plays on his or her smartphone or tablet; they can play also in pairs. This game evaluates the whole lesson. It is also fun for children.

Materials created for the lesson: Prezi Presentation: http://prezi.com/dldvduqy573y/?utm_campaign=share&utm_medium= copy Crossword – paper version Crossword – learning apps link: http://LearningApps.org/watch?v=pi5rp4ocj17 Kahoot game: https://create.kahoot.it/details/water-crisis/3e7852b16134-40e2-99d7-5c491f0ebe11

53

LESSON PLAN SCHOOL

Annas Brigaderes primary school

THEMATIC AREA

Water as resource

TEACHER

Sandra Geislere

SUBJECT

Socialy science

AGE GROUP (approximately)

13 -14

TIME REQUIRED

40 min

PLACE

CLASSROOM

LESSON OBJECTIVES

Water resources in the world - for sustainable global development

LESSONS YOU CAN USE

● Language, for translation in English of course the English lesson ● Biology ● Nature knowledge Integrative learning connecting skills and knowledge from multiple sources and experiences CLIL Content and Language Integrated Learning

CLASS • ORGANISATION •

Individual work Collective work

MATERIALS

Worksheet (What do I know about water, efficient use of water) „National Geographic” 10 tips on how to save water resources

ICT TOOLS

https://www.youtube.com/watch http://www.waterwise.org.uk/

PROCEDURE

Students get worksheets and answer the question – What do I know about water?

Discussions, debates.

Watch video and write down the new information in the worksheets.

Discussion - How to save water resources?

54

Every-one gets „National Geographic” 10 tips on how to save water resources.

At the end of the lesson students write down the answers to two questions – What I found out about water as a resource?

This lesson made me think about... .

EVALUATION

Selfevaluation Students actively participated in the discussion. With interest and excitement watched video material and filled the worksheets Students expressed their opinion and argued their views on the water in a global perspective.

ATTACHEMENTS

Waterwise 10 tips on saving water at home

Waterwise 10 tips on saving water at home Turn off the tap when you brush your teeth – this can save 6 litres of water per minute.

Place a cistern displacement device in your toilet cistern to reduce the volume of water used in each flush. You can get one of these from your water provider.

Take a shorter shower. Shower can use anything between 6 and 45 litres per minute.

Always use full loads in your washing machine and dishwasher – this cuts out unnecessary washes in between.

Fix a dripping tap. A dripping tap can waste 15 litres of water a day, or 5,500 litres of water a year.

Install a water butt to your drainpipe and use the water collected to water your plants, clean your car and wash your windows.

Water your garden with a watering can rather than a hosepipe. A hosepipe uses 1,000 litres of water an hour. Mulching your plants (with bark chippings, heavy compost or straw) and watering in the early morning and late afternoon will reduce evaporation and also save water.

Fill a jug with tap water and place this in your fridge. This will mean you do not have to leave the cold tap running for the water to run cold before you fill your glass.

Install a water meter. When you're paying your utility provider for exactly how much water you use, laid out in an itemised bill, there's an incentive to waste less of the stuff.

Invest in water-efficient goods when you need to replace household products. You can now buy water-efficient showerheads, taps, toilets, washing 55

machines, dishwashers and many other water-saving products.

Used website: http://www.waterwise.org.uk/

56

LESSON PLAN SCHOOL

Annas Brigaderes primary school

THEMATIC AREA

Water

TEACHER

Sandra Geislere, Evita Deičmane, Maija Klāsupa

SUBJECT

Nature knowledge

AGE GROUP (approximately)

12-15

TIME REQUIRED

40 min

PLACE

CLASSROOM

LESSON OBJECTIVES

Water filtering

LESSONS YOU CAN USE

● Language, for translation in English of course the English lesson ● Biology ● Nature knowledge Integrative learning connecting skills and knowledge from multiple sources and experiences CLIL Content and Language Integrated Learning

CLASS • ORGANISATION

Pair work or group work

MATERIALS

Worksheet, water, 3 liter jar, sand, woodchips, coal powder, dirt/soil, small rocks, gauze, cotton, plastic cups, 10 empty 2 liter PET bottles

ICT TOOLS

-

PROCEDURE

Preparing: Divide the class into teams, let choose a leeder, name the team Teacher asks: 1.What is the chemical name of this solution? (Water in the jar) 2. What do we know about water? (it can be sweet, salty etc.)

Teacher explains: 57

3.Today we are going to make water unclean.

We will add: sugar (mmm delicious), salt, coffee grind thickness, paper, black coal 4.What we have? A pond (writes down on the blackboard) 5. Our task is: make it clear, clean, useful for drinking.

6. The teacher gives to their students the worksheets.

7. Teacher lets students write down their team’s name.

8. From all materials on the desk, each team has to choose 3 materials to work with. Advise: Put coal in the middle! Don’t put it on the top or on the 1.1ayer! Coal absorbs smell and bacterias.

Students choose 3 materials in the little cups (sand, coal, woodchips, stones, dirt) 9. Students choose a material for filtering (cotton or coffee filter) and put it in the bottle as a filter.

10. Students lay layers of choosen materials.

11. Teacher pour unclean water in the glass and give it to each team, another empty glass is given to each team.

12. Pour very slowly!

13. Students filter many times till water is clear (use second bottle) 14.Compare and show to whole class (students can put all glasses on the teacher’s desk, then sit down) 15. Teacher asks: What have you absorved?

Would you like to taste it? Where can we use it? Etc.

EVALUATION

selfassesment

ATTACHEMENTS

worksheet

58

LESSON PLAN Primary school ‘De Weijerwereld’ Boxmeer The Netherlands

SCHOOL

THEMATIC AREA Water TEACHER

Frieda Heutink

SUBJECT

Handicraft

AGE GROUP (approximately)

10- years old pupils. They are mixed from different countries.

TIME REQUIRED

45 minutes

PLACE

Mirna Peč, classroom

LESSON OBJECTIVES

● Enlarge cooperation ● Enlarge creativity ● Show the pupils how beautiful the ocean can be in a drawing.

LESSONS YOU ● English CAN USE ● Drawing ● Biology

CLASS ● Pupils work individual ORGANISATION MATERIALS

● ● ● ● ●

ICT TOOLS

● I use a Powerpoint to explain the assignment.

Papers for protecting the tables white drawing paper and a pencil crayons tassels ecoline/colored blue ink

59

PROCEDURE

6. Preparation: I made a Powerpoint and a lesson plan. I made a list of all the materials we need and send this to the school in Slovenië.

7. I don’t know all the pupils, so before I start the lesson I introduce myself 8. Then I show all the pupils the materials and explain step by step what they have to do.

9. I show the pupils the final product so they can see what they are going to make.

10. Then I divided all the materials over the different groups, so the students can share the materials. They work individual. ● When the pupils start with the activity I walk around in the classroom and give instructions, compliments and help to the pupils.

EVALUATION

All the pupils clean up their table. When they are finished we ask the pupils what they were thinking of the activity. After that they take look at each other’s work.

ATTACHEMENTS -

60

LESSON PLAN Primary School “De Weijerwereld” Boxmeer The Netherlands

SCHOOL

THEMATIC AREA Drawing lesson: how to create a sticker about “Saving water” and/or “saving energy” TEACHER SUBJECT

How to develop an advertising sticker

AGE GROUP (approximately)

4-12 years: can be used for every age of pupils, just adapt the words you use

TIME REQUIRED

Two lessons, about two hours overall

PLACE

Classroom ● Environmental education ● Changing behaviour concerning use of “water” and “energy” ● Improving drawing skills Aspects of drawing lessons: o What colours do we use? o What kind of font style? o Surface division?

LESSON OBJECTIVES

REGULAR ● Drawing lessons LESSONS YOU CAN USE CLASS ● Discussion in groups ORGANISATION● Pupils work individually MATERIALS

Paper, pencils, colour markers, paint

ICT TOOLS

Internet: search for good practice/examples of usable stickers

PROCEDURE

1. a. b. c.

Announce the subject of the drawing lesson.

What are we going to do?

What should we achieve?

What should be the result at the end?

Discussion: 2. Why is it necessary to reduce the use of water or energy?

61

3. How can we make people (pupils) mindful on the need of redusing the use of water and energy? What do we need? What can we use?

4. (TV commercial, radio, magazine, newspaper, sticker) We are going to create a sticker.

5. What are the characteristics of a usable sticker? Think about: a. Form b. Colour(s), signal colours c. Size d. Text 6. a. b. c. d. e.

Now start developing and drawing your sticker.

Make your choice for: Subject Form Colours Text

1.

2.

3.

4.

Halfway through: Admire each others creations: what are the ideas?

Tell each other. What is the form you used? Why this form?

And what about the colours?

The text?

EVALUATION

At the end: Feedback to the pupils by: 1. The teacher 2. The pupils between themselves 1.

2. a. b.

The stickers: Will be printed on plasticized paper.

Used on different places in school: Next to electricity swichtes Water taps

ATTACHEMENTS

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LESSON PLAN SCHOOL

Bs De Weijerwereld

THEMATIC AREA WATER TEACHER

Thea Willems

SUBJECT

Water-circuit

AGE GROUP (approximately)

7-8 years

TIME REQUIRED

60-70 minutes

PLACE

Classroom,

LESSON OBJECTIVES

Experiences with different subjects and situations of/with water.

What does water do in different situations?

Characteristics of water

REGULAR ● Language, for translation in English LESSONS YOU ● Biology CAN USE ● Nature knowledge CLASS ● ORGANISATION

Pupils work in groups

MATERIALS

Exersises-games-experiments movie: origine of the water pipe (Video lesson: Thirst with Wouter and Wiesje) creating a water pipe: tubing, from high position to a low position filtering dirty water: bottle filled with mud, cloth used as filter water cycle: watching movie and drawing the cycle float and sink: various little materials water organ: bottles filled with water in different levels, little sticks water-resistant: various materials: which are water-resistant, which are not game blowing away a little boat: water basin, little boats, straws (influence of the wind on the boat) goose board game: theme “water”” , freeze water: making ice

● ● ● ● ● ● ● ● ● ●

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ICT TOOLS

Computer: various movies, experiment with water

PROCEDURE

The pupils group is broken apart into small groups of 5 pupils (max.)

All the groups can work/ experiment 10 minutes on each exercise/game/experiment.

After 10 minutes every group goes on tot he next item of the workshop.

Parents explain the pupils what they have to do and support them if necessary.

EVALUATION

You8ng pupils experience in a playful way, that water is very important and that people can’t live without water.

ATTACHEMENTS See the report about the ECO-week, written by these young pupils.

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LESSON PLAN Primary school

Primary school “2 Circolo Didattico “Cavour” Marsala Italy

thematic area

Water 01

Teacher

Stefania Vinci, Silvana Li Volsi, Maria Barraco; Graziella Pellegrino

-SUBJECT

Water- science

Age Group

8-9 years

Time required

60 minutes

Place

Classroom

LESSON OBJECTIVES

LESSONS YOU CAN USE

1.

2.

3.

4.

Identify characteristics and properties of the water; Understand the water cycle; water phases: vapor, fluid, ice; Describe and recognize atmospheric phenomena.

Reflection on daily water uses aimed at preventing the Waste ∙ practical activities: experimentation ∙ science ∙ english ∙ Information Technology ∙ Art: pictures of the water phase

CLASS ● Pupils work individually ORGANISATION● Pupils work in pairs Pupils work in groups MATERIALS ICT TOOLS

PROCEDURE

∙ ICT (informatic): power point production ∙ Researches about water and its importance 1. Detection and recording of the presence of water in all its forms in the surrounding environment; 2. Experiences to discover some water features; 3. Experiments on water-phase changes; 4. Reconstruction of the complete hydro-geological cycle through schematization and animation 65

5. Experimental Simulation of a Cycle Made of Two-Three State Steps; 6. Reflection on daily water uses aimed at preventing the Waste 7. Create a powerpoint presentation about water: use-protectionPreciosity EVALUATION

-Represents and describes the cycle of water; -Make difference between correct and incorrect use of water; Produce a power point about water

ATTACHEMENTS

Power point: water and its preciosity Stickers about water saving Representation- water is life (see link): https://www.youtube.com/watch?v=ArrfJ8wCdo&index=8&t=0s&list=PLBFZJhQ48r5MQhQy43j1_ixe1sXcHqIj

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LESSON PLAN SCHOOL

Primary school : 2° Circolo Didattico “Cavour” Marsala-Italy

THEMATIC AREA Water 02 TEACHER

De Marco Antonina

SUBJECT

Water is life

AGE GROUP (approximately)

7 – 8 years old pupils

TIME REQUIRED

10/12 ore

PLACE

CLASSROOM

LESSON OBJECTIVES

.Describe basic phenomena of daily life related to liquids.

• Observe and interpret transformations of the natural environment • Reflect on your habits in the use of water.

• Recognize that water is everywhere and is a fundamental element for life.

• Understand the water cycle.

• Know how the water changes status • Understand water characteristics and actions.

• Make hypotheses and verbalizing experiences.

• Represent through icons

LESSONS YOU ● Science experiments CAN USE ● manual activities ● drawing CLASS ● pupils work individual, in pairs and in groups ORGANISATION -Science books, magazines - newspapers, internet MATERIALS 67

-Glass-made saucepan, electric hotplate, glass plates / containers, fridge with freezer, album and drawing material.

PROCEDURE

1. Teacher guides the discussion in class through stories and observations of images.

Pupils recognize how water is everywhere as a fundamental element for life and learn not to waste water.

2. Research material for in-depth analysis (video-books and scientific journals). internet.

3. Reading narrative / descriptive texts and viewing images to understand the processes and transformations related to the following contents: ⎫ Water characteristics and actions. ⎫ Water as a source of life. ⎫ Use of water in everyday life. ⎫ The utility of water. ⎫ Water conditions. ⎫ The water status changes. ⎫ The water cycle. ⎫ Proper use of water.

4. Formulation of hypothesis: "The temperatures and water conditions, changes and characteristics" 5. Practical experimentation - laboratory activities and formalization of experiential knowledge.

Simulation.

Description of activities-actions and related water changes.

Recording of data (processes and change of water status) graphic / photographic representations and related captions.

EVALUATION

Systematic observation.

Active listening.

Guided conversations.

Graphic / written productions.

Completion of tables / simple textbooks.

ATTACHEMENTS

Creation of a conclusive conceptual map.

States of water 68

LESSON PLAN SCHOOL THEMATIC AREA TEACHER SUBJECT AGE GROUP (approximately) TIME REQUIRED PLACE LESSON OBJECTIVES ● ● ● ● LESSONS YOU ● CAN USE ● ● ● CLASS ● ORGANISATION● ●

MATERIALS

Tone Pavček Primary School, Slovenia Water around us Sanja Pavlinić Vidic Science 11–13 (older groups) 90 minutes Classroom Students: Explain the difference between surface waters and groundwater.

Justify the importance of protecting water.

Explain the importance of groundwater as a source of drinking water.

Identify and describe contaminants of surface waters and groundwater.

Chemistry Science Foreign Language (as vocabulary extension) Ecology Pair work Group work Individual work Plastic bottles, water from rivers, lakes; rainwater; conical, filter paper, glass; EcoLabBox; paper, photos…

Interactive board The teacher welcomes the class and introduces the topic: Water around us.

ICT TOOLS PROCEDURE

The teacher invites the students to make groups and give them two glasses filled with different kind of water.

You need: two plastic bottles; fill the first bottle with rainwater and the second one with water from the river.

• • • •

The teacher introduces the two bottles and invites the class to share their thoughts about what can they see.

The teacher asks some questions, such as: What can you notice?

Why is the water dirty?

What made it dirty?

Is it drinkable?

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•

Is it contaminated?

The teacher asks the students to think about causes of water pollution. The students and the teacher talk about the causes. (The teacher can bring litterature, use websites.)

The causes are for example: separation of wastewater from industry and households; wrong and excessive use of fertilizers and sprays in agriculture; high precipitation; natural disasters; traffic; industry.

1. Practical work. Students work in groups of 4.

You need: an Erlenmeyer, a filter, water from the river, distilled water, fungus. a) Take a bottle nr. 1 (water from river, lake) and pour it through the filter.

Ask: »What can you notice?« b) Take bottle nr. 2 (artificial fertilizers) and pour it through the filter.

Ask: »What can you notice?« Discuss the questions: ● Is the water clear now? ● Is it good for drinking? What do you think? ● How can we check?

The teacher sums up: Distilled water is not drinkable, including water from the river, since it is not purified. There are numerous micro-organisms and many harmful substances in the water. Using the Ecolabbox set, we will investigate what is in the water and what percentage of this substance is.

2. Practical work - Analysis of harmful substances in water You need: “Ecolabbox”.

The teacher presents the phosphates, nitrates, ammonium in water and invites the student to analyse for example: the water from river, rainwater… a) Water analysis-phosphate (sample glass with blue code) 1. Fill the sample glass with water sample to the mark.

2. Add 10 drops of reagent 1, close sample glass with plastic stopper again, and shake sample glass.

3. Open sample glass, add 1 drop of reagent 2, close the sample glass with plastic stopper, shake sample glass.

4. Colour matching after 5 minutes.

Now look through the colour solution from above and compare the colour of the solution with the colour of field around the circle. b) Ammonium in water (sample glass with green code) 1. Fill the sample glass with water sample to the mark.

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2. Add 10 drops of reagent 1, close sample glass with plastic stopper, shake sample glass.

3. Open sample glass, add 1 measuring spoon of reagent 2, close sample glass with plastic stopper again, shake and leave for 5 minutes.

4. Open sample glass, add 15 drops of reagent 3, close the sample glass with plastic stopper, shake sample glass.

5. Colour matching after another 7 minutes.

Now look through the colour solution from above and compare the colour of the solution with the colour of field around the circle.

Conclusion: The teacher divides the students into the groups and offers them some pictures/photos. The students look at the photos and write down some tips on How to save the environment?

• • • •

For example: Never throw rubbish away anyhow. Always look for the correct ways of disposing the waste.

Use water wisely. Do not keep the tap running when not in use.

Do not throw chemicals, oils, paints and medicines down the sink drain, or the toilet..

Buy more environmentally safe cleaning liquids for use at home and other public places. They are less dangerous to the environment.

EVALUATION ATTACHEMENTS

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LESSON PLAN SCHOOL

Tone Pavček Primary School, Slovenia

THEMATIC AREA

Drinking water

TEACHER

Zdenka Mežan

SUBJECT

Science

AGE GROUP (approximately)

8 – 9 years old

TIME REQUIRED

90 minutes

PLACE

Classroom

LESSON OBJECTIVES

Students:

· · · · · · LESSONS YOU CAN ● USE ●

CLASS ORGANISATION

explain the dangers of drinking polluted water, describe the way water makes from the reservoir to the tap, make a sand filter, develop practical work skills, estimate the suitability of the final product, clean polluted water.

● ●

Chemistry Science Foreign Language (as vocabulary extension) Ecology

● ● ●

Pair work Group work Individual work

MATERIALS

A plastic bottle, cotton wool, charcoal, stones, sand, three yoghurt cups, water taken from different sources.

ICT TOOLS

Interactive board

PROCEDURE

The teacher reads a riddle: We use it in traffic, we need it for appropriate body functioning, it enables us to produce energy, we cook in it, it is important in food production. What is it?

Students answer WATER. 72

The teacher explains that water has no colour, smell or taste.

We find it in three states of matter: solid, liquid and gaseous. It is important for survival of all living creatures.

In the developed countries people get water from taps, but in underdeveloped countries they pump water from wells or bring it from rivers.

The teacher asks: · Is all the water in nature drinkable? · What mustn't drinking water contain? · If water is clean, is it also drinkable? · Where does water come from into our taps? · How is quality of water established? · What happens if we drink polluted water? · Name a few water pollutants. · Can we clean water? How? Students answer the questions.

Making the sand filter Note: the work is done outside Students need: · a plastic bottle, · stones and sand, · cotton wool, · charcoal.

The teacher gives instructions: An adult cuts off the bottom of the bottle. Then you cram up the bottle neck with cotton wool, turn the bottle round and put inside layers of charcoal, fine sand, sand and smaller stones.

Pour rainwater, wastewater and water mixed with some soil into three separate cups. Pour each one into the sand filter and observe what happens. Put an empty cup under the bottle.

Students present their findings by answering the questions: What is the water that pours out of the filter like? Why? Is this water now drinkable water?

EVALUATION ATTACHEMENTS

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ENERGY

_____________________________________

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LESSON PLAN Szkoła Podstawowa nr 2 im. K.K.Baczyńskiego w Puławach

SCHOOL

THEMATIC AREA ENERGY TEACHER

Katarzyna Jurak

SUBJECT

Power engineering in Poland.

AGE GROUP (approximately)

13-15

TIME REQUIRED

45 minutes

PLACE

CLASSROOM

LESSON OBJECTIVES

● The student knows renewable and non-renewable energy sources and knows what types of renewable energy can be used in Poland.

• lists energy sources • characterizes the structure of electricity production in Poland by type of power plant and sources compared to selected European countries • lists types of power plants • locates the largest power plants in Poland on the map • discusses the use of renewable energy sources in Poland

LESSONS YOU ● Biology CAN USE ● Science ● Nature knowledge CLASS ● Pupils work individually ORGANISATION● Pupils work in pairs Pupils work in groups MATERIALS

Handbook, exercise book, map, film.

ICT TOOLS

Interactive board

PROCEDURE

Introduction: 1. Organizational activities.

2. Objective of the lesson.

3. Writing the keyword "Sources of energy" on the board. Students give examples of energy sources. Question for students: Can all types of renewable energy sources be used in Poland?

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Implementation: 1. Brainstorming - students give associations with the word "alternative".

2. Explanation, summary by the teacher of the term "alternative energy" 3. Questions to students: "why are people looking for alternative energy sources?" And "what distinguishes alternative energy from traditional energy sources?"

4. Graph analysis: Structure of electricity production in Poland and Europe and maps. Power plants in Poland.

Questions for students: which energy sources do we use the most in Poland? Are the power plants evenly distributed? What factor caused such a diverse distribution of power plants in Poland? - can be compared with the map of the distribution of energy resources 5. The class is divided into pairs (two questions per pair) - Individual teams are to answer questions about a given alternative energy source (attachments). To do this, they choose the appropriate fragments from the text. (pp. 138-141) nuclear power - receives a fragment from another book.

6. The representative of each pair shares with the class the answer to the questions about the energy source assigned to the pair.

7. Can Poland develop all types of renewable energy? → The film lasts about 3 minutes. (Conditions for energy production from various sources in the Pomeranian Voivodeship(POLAND).

EVALUATION

Summary: 1. Infographics - assess whether the natural conditions occurring in the province in which you live are conducive to the development of wind and solar energy.

2. Assessment of students' work 3. Evaluation Questions true / false: The largest power plant in Poland is in Bełchatów Energy in Poland comes mainly from RES(Renewable energy sources) A nuclear power plant has been located in Poland The most favorable conditions for the development of wind energy are found in Pomerania Voivodship Renewable energy sources include wind, water, sun and fossil fuels

ATTACHEMENTS Group work: Annex 1.

GROUP I - wind energy - what is the main barrier to using wind in energy production?

- what is the main condition for the wind farm development?

- where are the most wind farms?

- indicate the location of this type of power plant 76

Annex 2.

GROUP II - geothermal energy (104 - 105) + manual - what is geothermal energy - what is it used for in Poland?

- where do these types of plants are?

Annex 3.

GROUP III - solar energy (104- 105) + manual - what types of power plants are connected with solar energy?

- what is the main difference between these types of power plant?

- are there other options for using solar energy?

- where are solar power plants mainly located?

- what type of energy is most often obtained in solar power plants?

- give an example location of such a power plant Annex 4.

GROUP IV - biomass energy - what is biomass?

- what sources can biomass come from, what can we use in such a plant?

- for the production of which energy is biomass usually used?

- give an example of a location Annex 5.

- GROUP V - Biogas energy - What is the most popular biogas called?

- Where is it created? What products can be used to obtain biogas?

- Give an example of the location GROUP VI - energy of flowing waters - How do we call plants of this type?

- Where are the largest hydropower plants located in Poland?

- Give an example of the location Annex 6.

GROUP VII - tidal energy - what elements of the natural environment are necessary for the tides to be used for energy production?

- where are power plants based on tidal energy?

- give an example of the location

Group VIII - nuclear energy - what factor must be met for a nuclear power plant to be created?

- have scientists ever worked on the construction of this type of power plant in Poland?

- Give an example of the location Group IX - thermal energy - what fuels do we use in thermal power plants?

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- what factor determines the location of the plant in a warmer area?

- where is the largest power plant of this type in Poland?

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LESSON PLAN SZKOŁA PODSTAWOWA NR2 IM. K.K. BACZYŃSKIEGO W PUŁAWACH

SCHOOL

THEMATIC AREA ENERGY TEACHER

JOLANTA MURAT

SUBJECT

THE ENERGY HIDDEN IN THE NATURE

AGE GROUP (approximately)

7-8 YEARS OLD

TIME REQUIRED

50 MINUTES

PLACE

CLASSROOM

LESSON OBJECTIVES

Main aim: Introducting students with various energy sources and the impact of their acquisition and use on the environment.

Specific aims: Students: their own words discuss the effects of electricity production from carbon, understand the need to search and discover new, pro-ecological energy sources, list exemplary renewable and non-renewable energy sources, understand the difference between them, list ways to save energy in the household, add and subtract in the range of 12, rewrite a sentence, draw up sentences with a words.

1.

2.

3.

4.

5.

6.

LESSONS YOU ● Ecology CAN USE ● Nature knowledge ● Mathematical knowledge ● Polish language knowledge CLASS ● Individual work ORGANISATION● Collective work ● Group work MATERIALS

worksheets, lump of coal, paper windmill

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ICTTOOLS

computer, interactive board, ActiveInspire program, film"How does a wind turbine work? "- You tube

PROCEDURE

1. WELCOME 2. REMINDING OF THE CLASSROOM RULES 3. PRESENTING THE TOPIC OF THE LESSON: ● Picture puzzle- Attachment 1 The interactive board presents illustrations of objects, eg: electric kettle, electric blower, computer, vacuum cleaner, iron and scissors. − Which item does not match the other?

(Scissors because they are not powered by electricity.Other devices operate thanks to the power supply.)

4. GETTING TO KNOW LESSON OBJECTIVES: −During today's class you will learn how we get electricity. −You will know the sources and types of energy. −You will remind what you can do every day to save electricity.

• Success standard: After classes, you will be able to name types of energy, at least three sources of energy and ways to save energy in everyday life.

During today's class I’m going to draw attention to: - your activeness, - statements – using full sentences, - group work, -correctness of doing tasks, - behavior.

5. CONVERSATION: − What do you need electricity in everyday life for? − Where do we get electricity from? − Where is the electricity produced?

Most of the electricity in our homes comes from coal-fired power plants.The energy is generated in factories, called power plants, and it is sent by a network of wires to other places, eg houses, schools, shops, factories. ● ILLUSTRATION OF THE POWER PLANT WITH THE WIRE NETWORK / interactive board- Attachment 1 ● ILLUSTRATION OF POWER PLANT AND COAL / interactive boardAttachment 1 For the production of energy in power plants, there are consumed huge amounts of coal, which is burnt in blast furnaces.The lump of coal presentation. − How do you think, is the production of energy from coal safe - clean and healthy?

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− Consider, if the fumes and dust that arise during burning coal have an impact on human, animal and plant health? − Have you ever heard about smog? What is this?

The burning of coal causes that a layer of gases rises above the Earth, which change the climate all over the world (the temperature rises, the weather is unpredictable, there are more floods, droughts, tornadoes, in Poland there are more whirlwinds, it is less snow in winter and the summers can be very hot and dry).

Energy production from coal is easy, but it is associated with air pollution. In addition, the extraction of coal from the earth causes that the landscape is destroyed, the rivers dry up, heaps of mine and coalfired power plant waste are created.

Coal was formed from plant remains millions of years ago. − How do you think- can coal deposits ever run out?Is there such a fear that it may goes out? − Have you ever heard about closed mines?

When we burn coal, it disappears forever.In some time, for example for future generations, it may miss.In addition, coal is used in many industries, for example for the production of tires and medicines.So it is a very valuable resource. − Where is the coal extracted from and how is it done?

Because the coal is extracted (excavated) from the ground it is called fossil fuel.Currently, man also uses such fossil fuels as oil and natural gas for the production of energy.They were created millions of years ago and are lying underground.Because they are extracted and burned by people all the time, they will soon be run out and therefore they are called non-renewable energy sources.

ILLUSTRATION OF CRUDE OIL, NATURAL GAS, COAL ● The inscription THE NON-RENEWABLE ENERGY SOURCES / interactive board- Attachment 1 − Due to the depletion of fossil fuels, people are forced to look for other sources, other ways of obtaining energy,that will not be run out so quickly. − You will learn about the name of that sources by solving the activities, recorded on the worksheet no 1.

6. INDIVIDUAL WORK AT THE DESKS. WORKSHEETS.Attachment 2 ● Calculate.Sort results from the smallest to the largest number and enter it in the boxes.

12 – 2= …..

10 + 2 =……..

10 – 3 = ……

5 + 3 = …….

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● Check in the board ● Cards with results are placed under the board.The teacher asks selected pupils to come up and arrange themselves with selected cards, ordering the numbers from the smallest to the largest. ● Numbers: 7, 8, 10, 12. ● After proper setting (each student has a card with a number in front of him) the teacher asks them to turn the cards over. On the back of the cards there are syllables that form the word RENEWABLE ● Common reading of the password. ● The teacher informs that the students just got to know the name of energy sources that will never run out. This is renewable energy sources. − You will learn,what are renewable energy sources, by doing the next exercise.

7. GROUP WORK (Reminding of the group work rules: consistent work, selecting a group leader, sharing tasks, correct task execution.) ● The teacher asks students to take out the cards from the envelopes and solve the rebuses.Then they will receive the name of the renewable energy source.The name should be written under the rebus. ● Each group receives a rebus, a solution is the name of the renewable energy source. The solutions: wind, sun, water. ● After solving the rebuses students put together puzzles (they take them out of the envelopes) presenting: a windmill, solar panels, a water dam - a hydroelectric power plant.

Checking on board. ● The teacher discusses the sources of energy (presentation on the interactive board). She draws attention to the fact that such energy will never be run out and is environmentally friendly.- Attachment 1 − film "How does a wind turbine work?" - You tube (1.30 minutes) 8. SHORT BREAK/PHYSICAL ACTIVITY- movement fun with the song ,, One, two, three four .... " 9. EVALUATION OF PREVIOUS WORK ● Worksheet number 2-Attachment 3 Illustrations presenting renewable and non-renewable energy sources (coal, oil, natural gas, water, sun, wind) ● Task no 1 − Circle by a green loop renewable energy sources.

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− What are the other energy sources called? ● Task no 2 − Connect the energy source with the name of the received energy. sun solar energy water wind energy wind water energy ➢ CHECKING IN THE BOARD ● Worksheet number 3- Attachment 4 Tasks: Group I: Rewrite the sentence Group II: Draw up the phrase from a words. ● You can colour the drawing.

10. KEY QUESTION − What would happen if one day there was no electricity?How would your life be changed then?

11. DISCUSSION-SAVING ELECTRICITY − You were supposed to talk at home with your parents about the amount of electricity charges.What did you find out?Are the fees for electricity small or high in your homes? − So is it worth to save the electricity? Why? − The Erasmus + program is realized in our school.As part of this program, we learn how to care for the environment andhow to save energy, the production of which is expensive.How can you save electricity? (Paying attention to stickers in toilets and in contacts light switches.) − Remind, what can you do in your everyday life to save energy?

Students give examples.

EVALUATION

12. Worksheets, as during lesson- current evaluation ● Worksheet number 2- Attachment 3 Illustrations presenting renewable and non-renewable energy sources (coal, oil, natural gas, water, sun, wind) ● Task no 1 − Circle by a green loop renewable energy sources. − What are the other energy sources called? ● Task no 2 − Connect the energy source with the name of the received energy. sun solar energy water wind energy wind water energy ➢ CHECKING IN THE BOARD ● Worksheet number 3 83

Tasks: Group I: Rewrite the sentence Group II: Draw up the phrase from a words. ● You can colour the drawing. ● Game ,,True - False'' The teacher speaks sentences.Students react appropriately: − on the true sentence - they raise their hands over their heads and clap, − false sentence - they leave their hands and stand without move.

Example sentences: − The sun gives wind energy. − The sun gives solar energy. − Coal deposits will never run out. − Coal is a non-renewable energy source. − Electricity charges are very low. − It's worth to save electricity. − The sun, water and wind are renewable energy sources. − Renewable energy sources don't pollute the environment.

ATTACHEMENTS ActiveInspire presentation, worksheets number 1, 2, 3

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LESSON PLAN SCHOOL

Szkoła Podstawowa nr 2 im. K.K.Baczyńskiego w Puławach

THEMATIC AREA

ENERGY

TEACHER

Magdalena Gawrońska

SUBJECT

Eco-Active save Energy.

AGE GROUP (approximatel y)

9-10 year olds (younger groups)

TIME REQUIRED

45 minutes

PLACE

classroom

LESSON OBJECTIVE S

Student: - forms statements concerning the actions, which can be undertaken in order to save the energy in their place of living; - enumerates energy saving activities; - understands the importance of saving energy; - indicates the possibilities of how we can save the energy; - cooperates with peers during the activities; - develops language skills; - learns vocabulary concerning Energy.

LESSONS ● Language (English) YOU CAN ● Ecology USE ● Biology ● Nature knowledge CLASS ● collective work; ORGANISATI ● individual work; ON ● group work.

MATERIALS

-worksheets, materials for group work,

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ICT TOOLS

Multimedia devices – interactive board, film,, Saving Energy "- YouTube, interactive exercise ,,Plug n socket”.

PROCEDUR E

1. WELCOME 2. REMINDING OF THE CLASSROOM RULES (PP.5.1, 5.4) 3. GUESSING THE TOPIC OF THE LESSON Students look at the pictures and try to guess first letters of the words.

After that they give the solution Attachment 1 Key: Elephant, Night, Eggs, Rain, Grape, Yellow 4. RENEWABLE AND NON-RENEWABLE SOURCES OF ENERGY ATTACHMENT 2 Students give the names of sources by looking at the pictures and try to remember if they are renewable or non-renewable.

Key: BIOMASS

SOLAR RADIATION

WATER

OIL

THE EARTH INTERNAL’S WARMTH

WIND

COAL

GAS

RENEWABLE: biomass, water, the Earth internal’s warmth, wind, solar radiation NON-RENEWABLE: oil, coal, gas 5.

- What does it mean “Renewable” and “Non-renewable” source?

- What may happen if we don’t save the energy?

6. WATCHING A FILM https://www.youtube.com/watch?v=1-g73ty9v04&t=44s Students watch the first part of the film “LET’S SAVE ENERGY”. They draw attention to the actions done by family members (0,37m). After watching this part students try to answer the questions: “What’s wrong ?”

“What are the mistakes they made?”

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“ What may happen to the Earth if we behave like the people in the film?

Students watch the next part of the video.

7. GUESS WHAT IS IT? Students are divided into groups. Each group is given 1 description of a household device that consumes energy in the house. They have to give the name of it.

ATTACHMENT 3,4 Key: IRON, MICROWAVE, TV, VACUUM CLEANER, BOILING POT, ENERGY-EFFICIENT BULB 8. CRACK THE CODE http://kids.saveonenergy.ca/en/games/crack_the_code.html Students work in groups. Teacher distributes worksheets and “English alphabet template”. Students have to crack the code on worksheets by giving the correct English letter to a corresponding number. The winner is the group which has the solution the fastest.

Key: EVERY KILOWAT COUNTS 9. INTERACTIVE GAME “ PLUG N SOCKET” Students try to make pairs from an expression/word and the picture concerning saving energy. http://www.alliantenergykids.com/FunandGames/OnlineGames/KIDS_GA ME_PLUG_N_SOCKET EVALUATIO N

Students list the way how can we save energy in places we live. They give names of sources of energy.

10. CROSS OUT THE WORDS For the end of the lesson groups are given worksheet and the task is to find all the words concerning Energy topic. https://extension.colostate.edu/docs/pubs/consumer/saving-energyhome.pdf

ATTACHEME FILM NTS https://www.youtube.com/watch?v=1-g73ty9v04&t=44s WORSHEETS BOOK 87

https://extension.colostate.edu/docs/pubs/consumer/saving-energyhome.pdf INTERACTIVE GAME http://www.alliantenergykids.com/FunandGames/OnlineGames/KIDS_GA ME_PLUG_N_SOCKET

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LESSON PLAN SCHOOL THEMATIC AREA TEACHER SUBJECT AGE GROUP (approximately) TIME REQUIRED PLACE LESSON OBJECTIVES

Primary School number 2 in Puławy ENERGY Energy around us Bogusława Kozłowska -Panek English, Science, Ecology 12-14 –older students

MATERIALS ICT TOOLS PROCEDURE

1. Introduction

45 minutes

CLASSROOM • To review the renewable energy sources • To sensitize the students on the topic of ecology • To extend the knowledge on the advantages of the renewable energy sources • The examples of wind, water and solar power plants and their role in the world energy industry • Reading and interpreting diagrams and charts LESSONS YOU  Language CAN USE  Biology  Nature knowledge CLASS  individual, group and class work ORGANISATION Methods: brainstorming, presentations and source documents

1) Sharing the learning objectives of the lesson with the students.

The revision of the information about power and energy. Finding cross links with the geography topic: renewable sources of energy 2) Giving students a worksheet ( attachement 1) which is supposed to be filled in during the lesson time.

2. The main teaching part – students’ presentations Students have worked in groups at home time on the energy projects.

They presented their work in the form of multimedia presentations, folders, essays and 3D models of wind power stations. Some examples of their work were presented during the lesson.

89

I presentation – wind power (attachement 2) Pros and cons of wind power plants and the display of the 3D models of wind power stations.

Qustions to the students: Read and interpret the chart below and answer the following questions: How many wind power plants are going to be built on the land and on the sea by 2020? Compare the numbers with the present year. Talk through the increase of power in those stations.

The increase of power in wind power plants in Poland until 2020.

Green – wind power plants on the land blue - wind power plants on the sea red – small wind power plants

Which regions have the largest wind power?

Wind power according to the regions in Poland (Energy Regulatory Office 2010)

90

II multimedia presentation by a group of students – water energy (attachement 3) Questions to the class: Read and interpret the pie diagram below and answer the following questions: Which continents have the highest number of small water power stations? What is the Europe’s percentage share in these power plants?

The world’s precentage share in the wind power installed in small water plants.

Europe- 39% China – 30% 91

Middle and South America – 9% North America – 17% The rest of the world – 5% Questions to the class: Read and interpret the bar chart below and answer the following questions: Which European countries have the highest solar power use? What is Poland’s contribution?

Solar power globally: the proportion of the power of solar panels installed: 2008 data: Germany 36%, Spain 21,9%, Japan 14,6%, USA 8%, North Korea 2,4%, Italy 2,4 %, China 1,0%, Indie 0,6%, France 0,6%, Be;gium 0,5%, Portugal 0,5%, Czech Republic 0,4%, Poland 0,1%, other countries 11,0%.

Pros and cons of solar power: Advantages: Free energy source The decrease in the use of the natural energy sources Clean energy sources Can be used locally so the transportation is not an issue Disadvantages: - high costs of the energy panels production - the long production process - short period of time of the panels’ usage ( 25 years) - no possibility of the energy accumulation - dependence on the weather and climate conditions IV Plenary Read and interpret the bar chart below and answer the question: 92

Which energy sources are predominantly used for the production of electricity? (the key in the table: red - geothermal energy, yellow – photovoltaics, orange –CSP, green – biomass, light blue –wind power, dark blue – hydropower) Students do the peer marking of the worksheets that they were given at the beginning of the lesson.

V Evaluation

93

LESSON PLAN SCHOOL

Annas Brigaderes primary school

THEMATIC AREA

ENERGY

TEACHER

Svetlana Kursina, Sandra Geislere, Maija Klāsupa

SUBJECT

Wind energy

AGE GROUP (approximately)

10 -14 grades

TIME REQUIRED

60 min

PLACE

CLASSROOM

LESSON OBJECTIVES

To use wind power in practical work

LESSONS YOU CAN USE

CLASS ORGANISATION

● Language, for translation in English of course the English lesson ● Nature knowledge ● Handicrafts ● Pupils work individually ● Pupils work in pairs Pupils work in groups

MATERIALS

required materials: string or rope scissors tape two sticks 40 cm and 60 cm little plastic bags 7 needles with big needle eye stickers to decorate

ICT TOOLS

https://www.youtube.com/watch?v=Ts1XZNG6wpU

PROCEDURE

Together we will remind all kinds of energy : wind energy water energy electric energy 94

heat energy chemical energy solar energy geothermal energy kinetic energy Today we will talk about wind energy and we will make a kite.

1. With the string or rope we tie up two sticks in a cross.

2. With the tape glue two sticks to plastic film, some cm we have to leave from the edge.

3. Fold plastic film to the sticks 4. Cut off the unnecessary part, few cm from the fold place.

5. Fold up and glue with the tape every edge.

6. Glue the kite’s bottom side from both sides.

7. Glue the kite’s upper side from both sides.

8. In the middle of the kite glue the tape crosswise.

9. Cutt off the string or a rope in the lenght of the kite 10. Sew the string to the kites in the middle through the tape.

11. Tie up three knots.

12. The other bottom side sew to the kites top.

13.Place the string in the stright angle to the kite.

14. Make a small loop, it will strengthen string for flying kite 15. Cut off a string or rope into 4 kite lenghs.

16. Make a tale for the kite 17. Make the plastic bags bouquets 18. At least six bouquets.

19. sew the tail to the kites bottom.

20.Put the string or rope to the kite for launch and decorate.

EVALUATION

Selfevaluation

ATTACHMENTS

-

95

LESSON PLAN SCHOOL

Annas Brigaderes primary school

THEMATIC AREA

ENERGY

TEACHER

Svetlana Kursina

SUBJECT

Wind energy

AGE GROUP (approximately)

9-11

TIME REQUIRED

40 min

PLACE

CLASSROOM

LESSON OBJECTIVES

1. Create an understanding of wind and wind energy.

2. Find out the possibilities of using wind energy in the past and nowadays.

3. Teach students to measure wind speed with self-made anemometer.

LESSONS YOU CAN ● USE ● ●

Language, for translation in English, of course the English lesson Science Nature knowledge Integrative learning connecting skills and knowledge from multiple sources and experiences CLIL Content and Language Integrated Learning

CLASS Pairs/groups and individuals ORGANISATION

MATERIALS

Two cardboard strips, glue, 4 plastic or paper cups, adhesive tape (or needle with thread), hairdryer for teacher

ICT TOOLS 96

PROCEDURE

1. Introduction task (On the screen - images showing strong winds - in the appendix). During the discussion students make conclusion that all the images depict the wind. The teacher notifies the theme and tasks of the lesson.

2. The teacher suggests modeling the wind in the classroom (blowing, ventilating, using a hairdryer). It is concluded that the wind is the movement of the air in the horizontal direction.

Observation: The hair dryer puts the ball rolling, flinging the flag. Conclusion: The wind has energy!

3. Discuss: What are the characteristics of the wind (strength speed). Speed can be measured. This is done with a device called an anemometer. Practical work: production of an anemometer 1) Two thick strips of cardboard are glued in shape of the cross.

Attach the plastic or paper cups to the end of each strip 2) Put the construction on the pencil or pen tip (making the hole) 4. Test the costruction by blowing and using the hair dryer using different operating modes. Working in pairs / groups: How do people use wind energy? (students draw and tell how people used the wind in the past and use it nowadays)

EVALUATION

Selfevaluation (What I found out in the lesson and what I liked the most)

ATTACHEMENTS

Pictures

97

LESSON PLAN SCHOOL

De Weijerwereld Boxmeer NL

THEMATIC AREA ENERGY, TEACHER

Huub Creemers

SUBJECT

Kinds of energy and what we use in The Netherlands

AGE GROUP (approximately)

11-12 (oldest pupils)

TIME REQUIRED

2 lessons (2 hours)

PLACE

Classroom

LESSON OBJECTIVES

● Pupils find out about kinds of energy we have ● Pupils know how every kind of energy is working ● Pupils know about the advantage and disadvantage of every kind of energy ● Pupils know what kind of “alternative” energy is used in our country

REGULAR ● Language, for translation in English of course the English lesson LESSONS YOU ● Nature knowledge CAN USE CLASS ● Pupils work in groups ORGANISATION MATERIALS

ICT

ICT TOOLS

Internet, PowerPoint

PROCEDURE

● Discussion in the whole group of pupils: how do we generate energy? What kinds of energy do you know? Wind, Solar, Fossile etc. ● Then group is divided in subgroups : for example 3 pupils for every kind of energy. ● Every group goes to the internet and tries to find out: o How do we generate energy by using (for example) wind? o What are the advantages of wind energy? o What are the disadvantages? o How many percent of the Dutch energy is generated by using wind energy?

98

o Search for a little experiment about wind energy and describe the experiment. o Make a PowerPoint Presentation about “Wind energy” o Show your presentation to your classmates.

EVALUATION

Discussion about the presentations (content and design) of the presentations

ATTACHEMENTS PowerPoint Presentation of “ENERGY”

99

LESSON PLAN SCHOOL

Weijerwereld

THEMATIC AREA ENERGY TEACHER

Imke Kosman, Carin Overbeek

SUBJECT

Energy

AGE GROUP (approximately)

12

TIME REQUIRED

60 minutes

PLACE

CLASSROOM

LESSON OBJECTIVES

What is energy?

What is windenergy?

Experiencing how windenergy works

REGULAR ● Language, for translation in English of course the English lesson LESSONS YOU ● Nature knowledge and durability CAN USE ● Physics CLASS ● Pupils work in pairs ORGANISATION MATERIALS

piece of sturdy cardboard 20x20 centimeters piece of sturdy cardboard (size does not matter) ruler pencil 6 paper cups (preferable without print) scissors stick 25 centimeters painters tape piece of rope hairdryer / ventilator (not needed for every 2 students) paint brushes

ICT TOOLS

IWB with sound

PROCEDURE

Introducing the teachers Explaining todays goals 100

Watching a short movie about energy Talking shortly about what we’ve seen Watching a short movie about windenergy Explanation of how to make a windmill, step by step Working in pairs to built the windmill and to try it out Cleaning the classroom together Evaluation about what we learned and showing some examples ogf the made windmills.

EVALUATION ATTACHEMENTS PowerPoint Foto’s of how to make the windmills.

101

LESSON PLAN SCHOOL

De Weijerwereld

THEMATIC AREA ENERGY TEACHER

Anita van Dielen

SUBJECT

Energy

AGE GROUP (approximately)

9-11

TIME REQUIRED

60 minutes

PLACE

CLASSROOM

LESSON OBJECTIVES

● ● ● ●

What is energy?

Different types of energy.

What type of energy is better to use, more sustainable?

How can I save energy at home and in school?

REGULAR ● Language, for translation in English of course the English lesson LESSONS YOU ● Nature knowledge CAN USE ● Technics CLASS ● Instruction for the whole group ORGANISATION● Pupils work in little groups (2-4 pupils) MATERIALS

● Pencil and paper (word web) ● PPT “Energy” Digital board ● Energy quiz (https://eneco-energieles.podium.nl/eindquiz78) (in Dutch, also available in English, see ECOPEDIA and “Surprise page)

ICT TOOLS PROCEDURE

● Introduction item “Energy” ● In small groups: word web “Energy”. Which words belong to eachother ● Discussion word web in the whole group ● Pupils create PowerPointPresentation ‘Energy’ ● Pupils discuss how they can save energy at home and in school ● Quiz ‘Energy’

102

EVALUATION

● One hour fort his lesson is enough. The making of the presentation takes another hour. ● Pupils learned a lot from the presentations of all the pupils groups.

ATTACHEMENTS PowerPoint ‘Energy’ Energy quiz (see twinspace “surprise page)

103

LESSON PLAN SCHOOL

De Weijerwereld

THEMATIC AREA ENERGY TEACHER

Thea Willems

SUBJECT

Different types of energy

AGE GROUP (approximately)

6-7 years, form 3-4

TIME REQUIRED

2 hours

PLACE

CLASSROOM

LESSON OBJECTIVES

● ● ● ● ●

Pupils learn about different types of energy.

Pupils experience what different types of energy do Pupils work in groups Pupils discuss in groups.

Pupils find information, process and present this information

REGULAR ● Language LESSONS YOU ● Biology CAN USE ● Nature knowledge ● Technics CLASS ● ORGANISATION● ● ●

Pupils work individually Pupils work in pairs Pupils work in groups Pupils work in a circuit model

MATERIALS

See materials list

ICT TOOLS

--

PROCEDURE

● ● ● ● ● ● ●

EVALUATION

● Maybe 2 hours could be not enough time.

Collect the materials Print the sheets for tasks and worksheets Divide the pupils group in sub groups (3-4- pupils each) Explain what is going on.

Explain the goals of the lesson.

Start the activities At the end all groups present what they found out.

104

● The tasks were not to difficult for this young pupils. ● Pupils did work with great enthusiasm ATTACHEMENTS See Work sheets, pictures, tasks.

105

LESSON PLAN SCHOOL

De Weijerwereld, Boxmeer

THEMATIC AREA Energy TEACHER

Gertjan Vrenken

SUBJECT

Orientation on the world

AGE GROUP (approximately)

8-9 years

TIME REQUIRED

2x 1 hour

PLACE

Classroom and play ground

LESSON OBJECTIVES

● Children are introduced to different forms of energy and how they work ● Children learn what wind energy is ● Children are introduced to the power of wind (air pressure)

REGULAR ● Language LESSONS YOU ● Reading comprehension ● Citizen chip CAN USE CLASS ● Pupils work individually ORGANISATION MATERIALS

● Lesson about wind energy ● Craft materials

ICT TOOLS

● digiboard ● movies windmills (movie from “nature news” Dutch TV)

PROCEDURE

● ● ● ● ●

EVALUATION

Introduction movie digiboard (wind mill) demonstration in the classroom (experiments) wind power explanation concerning construction plate, handicraft of wind power car tinkering with a wind power car try out the wind power car outside Outside trying out the wind power car, the car succeeds in moving on air pressure?

ATTACHEMENTS 106

107

108

LESSON PLAN SCHOOL

De Weijerwereld

THEMATIC AREA

ENERGY

TEACHER

Teachers oldest pupils 11-12 years old

SUBJECT

Crafts: How to make an electro-game

AGE GROUP (approximately)

10-12 years

TIME REQUIRED

2x 1 hour

PLACE

CLASSROOM

LESSON OBJECTIVES REGULAR ● technics LESSONS YOU● Biology CAN USE ● Nature knowledge CLASS ● Pupils work individually ORGANISATION ● Pupils work in pairs MATERIALS

● ● ● ● ● ● ● ●

Electricity wires Pictures Sturdy cardboard Split pens Bateries Littlelight Elastic Glue

●

Pliers to strip the wires

● Small paperclips.

ICT TOOLS 109

PROCEDURE

(what happens, what we do step by step) ● We search for images with corresponding answers / pictures, for example Pictures from music starts and the corresponding name, football player and the club logo. ● The pictures are stuck on the English cardboard and underneath these plates the split pins are attached.

● At the rear, the wires (which have been stripped a bit, because only the copper transmits electrical power) of the matching plates are connected to each other via the split pins ● Then we test with a battery and a light whether the power wires are well connected. ● If they are properly connected, the light will come on ● At the end of the wires we can attach a paperclip The whole is glued to the thick cardboard and the battery is attached to the top.

EVALUATION ATTACHEMENT S

https://youtu.be/bmGmJhutcyw (6 minutes, without words!!!)

110

LESSON PLAN SCHOOL

De Weijerwereld

THEMATIC AREA ENERGY TEACHER

Denise

SUBJECT

Crafts

AGE GROUP (approximately)

6-7 years

TIME REQUIRED

45 minuts

PLACE

Classroom and outside

LESSON OBJECTIVES

● Students learn that you can move objects by means of wind ● Pupils learn different techniques with regard to manual skills: cutting, pasting, measuring

REGULAR ● Crafts LESSONS YOU ● Language, speaking CAN USE ● Technics ● Fine motor skills CLASS ● Pupils work individualy ORGANISATION● Pupils support to eachother.

MATERIALS

ICT TOOLS PROCEDURE

● ● ● ● ● ● ● ●

milk carton or yoghurt pack

coloured paper cork the satay stick

iron wire glue scissors example sailboat None

● The teacher has cut a piece in all cartons and then has them cut the cartons in two. ● Teacher shows the example of the sail boat ● Pupils cut the milk carton in two parts.

111

● The tip of the carton is, when necessary, tied together with iron wire. ● The pupils attach the cork with a lot of glue to the bottom of the carton ● The children make a sail from coloured paper and attach it to the satay stick.

● The children attach the satay stick in the cork. ● The children add their own creativity to the sailing boat. ● The teacher and children admire each other's sailboat and experience whether the sailboat gets moving by letting it sail out in a puddle (what does the amount of wind do, how should you sail). ● The pupils adapt their sailboat when it is not sufficiently advanced

EVALUATION

● ● ● ●

When does a sailboat sail better ?

What influences are involved?

What can you add to make your sailing boat sail even faster?

What does a sailboat have to do with sustainable energy?

ATTACHEMENTS

112

LESSON PLAN SCHOOL

De Weijerwereld

THEMATIC AREA ENERGY TEACHER

Denise

SUBJECT

Orientation on the world

AGE GROUP (approximately)

6-7 years

TIME REQUIRED

5 x 30 minuts

PLACE

Classroom, circle activity

LESSON OBJECTIVES

● Children are introduced to different forms of energy and how they work ● Teaching children to deal with energy in a responsible manner ● Children become acquainted with the cycle of energy

REGULAR ● Speaking language LESSONS YOU ● Citizenship CAN USE CLASS ● Classical activity, all pupils involved active ORGANISATION

MATERIALS

● https://eneco-energieles.podium.nl/thema/34/thema-1-5 (Dutch website, in Dutch)

ICT TOOLS

● Digiboard ● https://eneco-energieles.podium.nl/thema/34/thema-1-5 (Dutch website, in Dutch)

PROCEDURE

● First introduction movie ● After this discuss different types of energy: wind, solar energy, nuclear energy, but also human energy ● Information of batteries, how they work and collecting used batteries ● Energizer: transport chain, two groups try to whisper a message as quickly as possible

EVALUATION

● make a connection to practice by making a circuit for a nerve game.

113

ATTACHEMENTS ● picture of the nerve play

114

LESSON PLAN SCHOOL

De Weijerwereld

THEMATIC AREA ENERGY TEACHER

Lida, Emmy en Imke

SUBJECT

Handicraft

AGE GROUP (approximately)

4-6 years.

TIME REQUIRED

45 minutes

PLACE

Classroom

LESSON OBJECTIVES

● Pupils learn that wind can make things moving ● Pupils learn various technics handicraft such as neasure, cut, stick

REGULAR ● Handicraft LESSONS YOU ● Oral language CAN USE ● Technics ● Motor skills CLASS ● Pupils work individual ORGANISATION MATERIALS

● ● ● ● ● ● ●

ICT TOOLS PROCEDURE

Paper cups Coloured paper Glitters Split pen Glue scissors Example mill N.a

● ● ● ● ● ●

Teacher shows the example of the mill Pupils cut the paper into strips Pupils stick the strips to the cups Pupils make wicks of the coloured paper Pupils fasten the wicks with a split pen Pupils decorate their mill with glitters 115

● Pupils do the wicks turn by blowing to it. ● Teachers and pupils are wondering how the wicks can blow and admire the nice mills EVALUATION

-

ATTACHEMENTS

116

LESSON PLAN SCHOOL

De Weijerwereld

THEMATIC AREA ENERGY TEACHER

Lida, Emmy en Imke

SUBJECT

Orientation on the world

AGE GROUP (approximately)

4-6 years

TIME REQUIRED

30 minutes

PLACE

Classroom, activity in a circle

LESSON OBJECTIVES

● Children get acquainted of various types of energy and what energy does ● Children learn how to use energy in a responsable way ● Children get acquainted with the circle of energy

REGULAR ● Oral language LESSONS YOU ● citizinship CAN USE CLASS ● Class activity, all pupils are involved activ ORGANISATION MATERIALS

● https://eneco-energieles.podium.nl/thema/34/thema-2/2 (in Dutch....)

ICT TOOLS

● Digital board ● https://eneco-energieles.podium.nl/thema/34/thema-2/2 (in Dutch…..)

PROCEDURE

● First start with the introduction movie ● Then discussion about various types of energy (wind sun human energy ● Information about batteries, ho wit works and collecting old batteries ● Energizer: transpor chain, two groups of pupils pass along a word to eachother by wispering

EVALUATION

-

ATTACHEMENTS ● Picture windmill ● Picture solar cell 117

118

LESSON PLAN SCHOOL

2 Circolo didattico “Cavour� Marsala

THEMATIC AREA

Energy 01

TEACHERS

Barraco Maria, Li Volsi Silvana, Pellegrino Graziella, Vinci Stefania, Valeria De Vita

SUBJECT

Energy is life

AGE GROUP (approximately)

9-10 years

PLACE

Classroom

LESSON OBJECTIVES

-Become aware of energy as an indispensable resource for making life on earth possible and recognizing the importance of energy saving for the protection of the entire planet earth.

-Recognize what energy is and its possibility of transformation - Recognize the sun as a source of primary energy and the different forms of energy - Recognize the characteristics of different fossil fuels - Understand the importance of electricity - Recognize the operation of the thermoelectric power plant - Recognize the structure of the atom, nuclear energy and nuclear power plant.

- Recognize the difference between renewable and non-renewable energy - Recognize water as a source of energy -Recognize wind as a source of energy - Knowing biothermal energy and biomass energy

119

LESSONS YOU CAN USE路 路 路

Language, for translation in English Nature knowledge science

CLASS ORGANISATION

路 Pupils work individually, in pairs and in groups

MATERIALS

Books about energy, internet, posters, pictures, practical experiences

ICT TOOLS

Computer, tablets, Lim

PROCEDURE

Introduction of theme energy Brainstorm: how does energy manifests and transform itself Different forms of energy Differences between traditional energy e alternative energy Experiment about alternative energy: water, sun, wind (build wind mill, kite, watermill.

Find questions about energy: create a kahoot game.

Create a story about energy and its importance Dramatize the story to create a video

EVALUATION

Evaluation via: oral, written, closed-ended questions, open-ended questions; Completion of structured cards and texts Quiz resolution, creation of posters, power points, realization of a booklet.

Musical final event

ATTACHEMENTS

01 A Power Points: Energy 01 B Power point: Wind energy Video produced by children and teachers: https://www.youtube.com/watch?v=n011nOXBrdA&t=66s Quiz (Kahoot)

120

LESSON PLAN SCHOOL

2° Circolo “Cavour” Marsala (Italy)

THEMATIC AREA

ENERGY 02

TEACHER

Maltese Carolina-

SUBJECT

Energy

AGE GROUP (approximately)

8-9 years

TIME REQUIRED

5 hours

PLACE

CLASSROOM – COMPUTER LAB

LESSON OBJECTIVES

The introduction to the study of environmental issues and energy sources.

The student knows renewable and non-renewable energy sources and knows what types of renewable energy can be used in Italy.

Lists energy sources

LESSONS YOU CAN USE

· · · ·

Language, for translation in English of course the English lesson Science Technology Nature knowledge

121

CLASS ORGANISATION Pupils work individually Pupils work in pairs Pupils work in groups Cooperative learning

MATERIALS

Exercise book, books, recovery material,map, film

ICT TOOLS

Interactive board – Personal computer

PROCEDURE

PRE-TASK THE ENVIRONMENT: Showing pictures to students and asking what they think the teacher will be talking about the enviroment (Explaining the meaning of the environment: air pollution, water pollution, soil contamination ...); Showing pictures of different energy sources (solar panels/ wind turbines/ oil/ coal/ gas) Asking students to divide them into two categories: re-newable/ non- renewable energy sources; Showing pictures of different electrical appliances, the teacher will ask why we need energy.

Brain-storming activity about what electrical appliances are used at home.

Using pictures and diagrams, the teachers will introduce the new vocabulary.

An exercise where the students will have to match the right word to its meaning.

Adding images to the txt An incomplete sentence is given, the students will have to read it, understand it and complete it, using the information from the text Copy a diagram, using other sources (computer, photocopies) write a paragraph describing the different kinds of energies and explaining how they work.

Students will complete diagrams about the use of renewable and nonrenewable energy sources used in their area.

Answer questions (PROBLEM SOLVING QUESTIONS) Write a paragraph on the POSITIVE and NEGATIVE aspects of the different kinds of energies.

Manual activity, different materials: paper machĂŠ, cardboard or poster (Students will build a paper wind mill and a solar panel. They will be able to build a model of a sustainable town, where alternative energy sources are employed)

122

EVALUATION

● Questions true / false Example: Check with an X the right answer 1. Biomasses A) produce solar power B) are used as fuel C) come out of dams 2. A refrigerator A) can use only wind energy B) takes energy from oil C) produces water pollution ● Choose two Energy sources (one renewable and one non-renewable) and write 2 advantages and 2 disadvantages of each source. Look at the example ● Check which statements are true or false Today wind can be used to make flour T or F Energy can be produced only from renewable sources A dam is always necessary to produce hydroelectricity (also known as energy generated by hydropower) Solar panels also work at night

ATTACHEMENTS

02 A PPT “wind energy” 02 B PPT “Natural resources”

123

LESSON PLAN SCHOOL

primary school 2°Circolo Didattico “Cavour”Marsala - Italy

THEMATIC AREA

ENERGY

TEACHER

Antonina Alagna

SUBJECT

Energy game

AGE GROUP (approximately)

8 - 11 years old pupils

PLACE

GYM

LESSON OBJECTIVES

Play together using energy and recycled materials

LESSONS YOU CAN USE·

Language, for translation in English Nature knowledge

CLASS ORGANISATION·

Pupils work in groups

MATERIALS

Chair Cups fishing wire

·

· · ·

ICT TOOLS

124

PROCEDURE

1. we prepared 8 chairs.

2. we tied the pairs of chairs with the wire and in the wire we inserted an empty yogurt jar.

3. the students, 4 at a time, had to blow into the jar and push it forward

EVALUATION

The students used the energy of their own breath.

They had a lot of fun.

ATTACHMENTS

photos and videos.

125

LESSON PLAN SCHOOL

Primary School Tone Pavček

THEMATIC AREA

ENERGY

TEACHER

Klemen Kramar

SUBJECT

Computers, Art

AGE GROUP (approximately)

12 – 14 years old

TIME REQUIRED

5 hours

PLACE

computer room

LESSON OBJECTIVES

General objectives: · Develop their own interests, abilities and talents. · Through acquired knowledge and skills, they express themselves and cooperate. · Developing thought processes and aesthetic feelings that enable the dissemination and use of knowledge, and contribute to a deeper understanding. · Developing creativity and quality of education.

The ultimate goal: · A group of students will create their own stop motion animation.

Gradual objectives: · Students learn about the basic function of the classic movie tape. · Meet some video techniques: pan, zoom, time lapse, tilt. · Students learn about different types of stop motion animation: "pixelation", "collage", "plastic", "board" and "paper". · Students learn about the basic characteristics of animated film. · Students learn about filming procedures. · Students prepare a script. · Pupils make a recording book. · Pupils make a movie. · Pupils edit.

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· LESSONS YOU · CAN USE

Pupils sound the equipment.

Language, art, computer science

CLASS ORGANISATION

Pupils work in groups

MATERIALS

· · · · · ·

ICT TOOLS

Windows Movie Maker computers and access to the World Wide Web

PROCEDURE

The teacher welcomes the class and introduces the topic “energy” and the stop motion animation.

The teacher invites the class to share their thoughts about energy and leads the discussion.

Afterwards, the teacher introduces the students how to create the stop motion animation.

white sheets, collage, scissors dough white board, pens, towels / towels green board, chalk, towels / towels stands for photographic apparatus, photographic apparatus photographic lights

A tip for a teacher: You can use the Youtube advise, for example: https://www.youtube.com/watch?v=knLaovT6L0E The teacher divides the students into pairs or small groups (3 – 4).

Each group decides on the topic they would like to work on (wind energy, electricity, the energy of the water...) After that, the students prepare all the material they need and start creating the stop motion animation.

A tip for the teacher: See some student’s ideas (attachment).

To sum up: - the students present what have they have learned about the energy - the students present their projects (stop motion animation) - the teacher uploads the project to Youtube.

EVALUATION ATTACHEMENTS

·

https://www.youtube.com/watch?v=knLaovT6L0E 127

Some examples made by students: Number 1. Danger of lightning strike A story: There is a man who is hit by lightning.

The students discover about: * Risk of lightning * How to deal with a lightning storm * Consequences of a lightning strike Number 2. Danger of electricity A story: Stickman watches TV and suddenly runs out of electricity, and then he starts to fix the electric cabinet with high voltage. Stickman's shocked by electricity, the lights turn on and Stickman dies.

The students discover about: * Electric current risk * The consequences of an electric current for man Number 3. Electric circuit.

A story: About electric circuit.

The students discover about: * Water energy * Wind energy * Photovoltaic technology Number 4. Mill and thermoelectric / electric flow A story: The electric circuit consists of a power source, conductors, a switch and a bulb.

When the switch is on, the source energy goes through the conductors to the bulb. It accepts this energy and converts it into light by heating the metal insert (spiral) at a very high temperature that heats up. Therefore, there can be light in the room.

Students discover about: * ELECTRIC FLOW * ENERGY SAVING (How to reduce electricity consumption?)

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LESSON PLAN SCHOOL

Primary School Tone Pavček, Slovenia

THEMATIC AREA

Energy

TEACHER

Mojca Žefran

SUBJECT

Wind energy

AGE GROUP (approximately)

7 – 9 years

TIME REQUIRED

90 minutes

PLACE

Classroom

LESSON OBJECTIVES

Students: • explain how people make use of the wind ● can plan, make and test wind-driven devices (a windmill and a wind cone) ● develop the ability of practical work ● learn how to make an anemometer

LESSONS YOU CAN USE

Ecology Science

CLASS • ORGANISATION •

Team work Individual work

MATERIALS

Crayons, pictures (wind thematic), scissors, a string, paper, a computer, compass.

ICT TOOLS

Multimedia devices – interactive board

PROCEDURE

A teacher welcomes students and invites them to play the game.

A game.

Each student gets a piece of a puzzle, then they have to find the other students to form the group to build the whole picture, for example a windmill, an anemophily, a sailboat, etc.

They have to find out what all the photos have in common. The answer is the wind.

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-

The teacher leads the conversation, asks questions: How does the wind come about?

What means of transport exploit the wind? (Sailboats, sailplanes, balloons) What can the wind transmit? (The wind pollinates some plants and dissects their fruits.)

How does the nature exploit wind energy? (Anemophily, birds) Which are other ways of taking advantage of the wind? (Eg: windmill, wind power generation.)

What are the benefits of such power plants? (Do not produce waste or hazardous substances that would put the environment at risk).

Make a product – an anemometer.

An anemometer is a device that is used to measure wind speed.

There are many different types of anemometers suited for different environments, situations, and measurements.

Procedure 1. Take a sheet/ paper and make a drawing, after you make a roller.

2. Take the second sheet/ paper and cut it into stripes.

3. Stick the ribbons to the one part of the roller, one next to the other.

4. On the other side, make little holes and pull through the string and bind it.

5. It is an anemometer.

In the playground.

1. Take the compass and the map of the town.

2. Take the compass and find the north.

3. Take the anemometer and determine from where the wind is blowing.

-

The conclusion What have you learned today?

The students answer, describe, what they have found out about wind energy.

EVALUATION ATTACHEMENTS

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HEALTH

_____________________________________

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LESSON PLAN Szkoła Podstawowa nr 2 im. K.K.Baczyńskiego w Puławach

SCHOOL

THEMATIC AREA HEALTH TEACHER

Joanna Sowa

SUBJECT

Healthy lifestyle

AGE GROUP (approximately)

12 year olds (older kids)

TIME REQUIRED

45 minutes

PLACE

classroom

LESSON OBJECTIVES

Making students aware of the role of physical activity in their lives.

-

Student: • knows what health is and what affects their condition • knows the basic principles of healthy eating • understands the importance of physical activity • can calculate how many calories they will burn during a certain physical activity.

LESSONS YOU ● Language (English) CAN USE ● Biology ● Nature knowledge ● Maths ● Tutoring lesson CLASS ● collective work ORGANISATION● individual work ● group work MATERIALS

a board with a pyramid and labels with each of its floors, carton paper, markers, "December activity" work cards (Attachment 1), cards with a table showing the amount of calories consumed during the time of performing various activities (Attachment 5), cards with sports disciplines (Attachment 2), questions for the test (Attachment 4), 132

ICT TOOLS

interactive whiteboard, projector, laptop, a presentation created in the Power Point program " Moving is healthy" (Attachment 6), phones.

PROCEDURE

I. Introduction Students sit on chairs arranged in a circle, the teacher acquaints students with the purpose of the lesson and the topic. We remind you about the rules of working at the lesson.

Fun to start - students play a “Deaf phone� game and give themselves a password "In a healthy body, healthy mind".

II. The proper lesson The teacher asks the question: What is health?

After the students' answers, the teacher gives the definition of health according to the World Health Organization: Health is a state of good physical, mental and social well-being, not just a lack of disease. We discuss it and repeat what needs to be remembered.

The teacher asks the question: What determines our health? Children give answers, and then we display a diagram showing the percentage impact of various factors on human health. Students read the individual elements from the diagram and their percentage impact, and then answer the question: What has the greatest impact on our health? Students notice that lifestyle and then we brainstorm what is a lifestyle. Children indicate, for example: diet, movement, hygiene, no addictions.

The teacher says that if our nutrition has a big impact on our health, we will repeat the principles of healthy eating, recalling how the pyramid of nutrition and physical activity looks like.

Task: please arrange a pyramid of healthy nutrition and physical activity.

Pupils arrange the pyramid on the pyramid template on the board, and then discuss its floors and the teacher says that the pyramid's support is physical activity.

The teacher asks the question: What is a physical activity? Students give examples of physical activity, until finally the answer is that it is every muscle movement. If the answer is not answered, the teacher guides the students to it.

The teacher says that young people of their age should be physically active for 60 minutes a day, and then displays a pyramid of physical activity on the slide, and students read its individual floors.

Students are tasked with the method of sunshine to describe on Bristol why is it worth being active?

After saving the ideas of students, the teacher displays on the board a movie titled "Sport: what exactly does your body have from this" 133

from http://zdrowie.gazeta.pl/Zdrowie/10,112276,18826954,sport-cokonkretnie-ma-z-tego-twoj-organizm.html Students receive cards with a table of various activities with a specific number of calories that we burn during their performance for one hour (attachment 1) and tasks to be performed in "DECORATIONS OF ACTIVITY". Students solve the tasks and then check the results on the forum.

Students talk about sports and sports achievements.

Guessing game of sports disciplines, which is shown in gestures by one of the students (cards with disciplines, Attachment 2).

EVALUATION

⚍ Students solve the test created on the kahoot website on the phones.

ATTACHEMENTS

1)December Activities 2)Sports 3) Description of a film 4)Questions 5)Table

134

LESSON PLAN Szkoła Podstawowa nr 2 im. K.K.Baczyńskiego w Puławach

SCHOOL

THEMATIC AREA HEALTH TEACHER

Monika Bełczyk

SUBJECT

HOW IS FRUIT JUICE PRODUCED?

AGE GROUP (approximately)

7-8 year olds (kids)

TIME REQUIRED

50 minutes

MIEJSCE

classroom

LESSON Main OBJECTIVE: To familiarize students with the stages of juice formation OBJECTIVES and its nutritional values.

OPERATIONAL OBJECTIVES: START: - listens carefully to the information contained in the educational film, - recognizes and names the stages of juice formation, - understands what the pasteurization process is all about, - speaks about the nutritional value of juices, - arranges words in alphabetical order, - decodes hidden information, - reads with understanding, - improvises with movement to a given melody, - writes from memory, - calculates in memory and gives the result.

LESSONS YOU ● - Healthy eating CAN USE ● - Natural knowledge ● - Mathematical knowledge ● - Polish language knowledge CLASS ● - INDIVIDUAL ORGANISATION● - TEAM ● - COLLECTIVE MATERIALS

worksheets 1 and 2, juices, drinks and fruit nectars, letters with words (fruit names) 135

ICT TOOLS

Computer, interactive whiteboard, ActiveInspire, film “How much juice is in juice";, application “Healthy shopping";, film “Zigzag Dance" PowerPoint evaluation, Web site online-stopwatch. com

PROCEDURE

1. WELCOME 2. A REMINDER OF THE RULES APPLICABLE TO CLASSES - Activity evaluation - sticker - Behavioural evaluation - yellow and red cards, playing with the Agent 3. INTRODUCTION TO THE SUBJECT OF THE CLASSES - “Encrypted password"; Students are given a work card with a letter field. Following the teacher's instructions (up, right, left, down) they find the three letters that make up the slogan: JUICE. 4. GETTING ACQUAINTED WITH THE OBJECTIVES OF THE CLASSES: - In today's class you will learn how fruit juice is produced.

- You will get to know the pasteurization process - You will explain why it is worthwhile to drink natural fruit juices - Success criteria: -After the classes you will be able to tell how the juice formation process proceeds in turn, explain the purpose of juice pasteurization and exchange the advantages of consuming juice.

- Key question: How much juice is in the juice?

5. looking at the film “How much juice is in juice";.

Pay attention to listening attentively to the information contained in the film (stages of juice formation).

6. CREATING A PICTURE STORY On the basis of the information obtained from the film, the students jointly determine the order in which the juice is produced, name and number the images on the interactive whiteboard. The teacher explains that pasteurization is a process that is often used when making winter preserves. The juice is heated and then quickly cooled. This ensures that the juice does not spoil and is safe to consume.

7. INDIVIDUAL WORK WITH A WORK CARD - Command: Sign the images with the correct sentences.

Successful points: -You choose the correct sentence for the picture.

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-You write carefully and do not make mistakes.

-You remember the big letter at the beginning of the sentence and the dot at the end.

Students read sentences and sign pictures on their own. For students with learning difficulties, there is a second variant of the card - with fewer sentences.

8) Lesson break - movement game with the song “Zigzag Dance";.

N: The consumption of fruit and vegetables is very important because they contain vitamins and ingredients that allow us to maintain excellent health. But remember that the most important place in the pyramid is occupied by physical activity, so now I invite you to play with movement.

9. WORK IN PAIRS - Dictation in motion The teacher places three lists of fruit names in the classroom.

Children work in pairs - runner and writer. The runner's task is to dictate all the names from the list to the writer, while the writer's task is to write a flawless record. The couple cooperates in silence.

Successful points: You work together in silence.

The runner reads and dictates all words from the list.

The writer writes words correctly.

After the time for the task has elapsed, a check takes place.

Selected pairs read the written words, the teacher checks the correctness of writing.

- Alphabetical order The second task in pairs is to arrange the names of the fruit in alphabetical order. After the time for the task has elapsed, a check takes place.

The teacher informs students that all fruits whose names appeared in the dictation contain vitamin C. Vitamin C supports the immune system, so it is worth consuming it in the autumn-winter period, when a cold occurs more often.

10. MATHEMATICAL TASK The teacher presents the pupils with orange juice squeezed by hand (in a glass). He informs that he needed juice from three oranges for one glass. He asks a question: - How many oranges do I need for two glasses of juice?

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- How many oranges do I need for three glasses of juice?

Children count and show the answer on their fingers.

- How much juice is in my juice? (100%) 11. “HEALTHY SHOPPING” APPLICATION The teacher scans the barcodes of juices and nectars that he brought to the classroom. In this way it checks which juice also contains 100% juice. Draws children's attention to reading labels on products EVALUATION

12. TRUE OR FALSE – A GAME The teacher displays on the interactive whiteboard questions about the classes. The children's task is to raise the green crayon when the sentence is true or red when it is false.

ATTACHEMENTS

Prezentacja w programie ActiveInspire, ewaluacja w programie PowerPoint, karty pracy

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LESSON PLAN Szkoła Podstawowa nr 2 im. K.K.Baczyńskiego w Puławach

SCHOOL

THEMATIC AREA HEALTH TEACHER

Kinga Sołtan-Miazga

SUBJECT

Healthy lifestyle

AGE GROUP (approximately)

9-10 year olds (younger groups)

TIME REQUIRED

45 minutes

MIEJSCE

classroom

LESSON OBJECTIVES

Student: knows what to eat to be healthy creates a pyramid of healthy lifestyle makes a healthy lunchbox in groups learns how much sugar is found in popular products cooperates with peers during the activities; understands the importance of healthy eating develops language skills;

-

LESSONS YOU ● Language (English) CAN USE ● Biology ● Nature knowledge CLASS ● collective work ORGANISATION● individual work ● group work MATERIALS

- worksheets, - materials for group work

ICT TOOLS

Multimedia devices – interactive board, film “Short animated story for kids - Fit and Healthy –English” - YouTube, film - “7 Tips for Healthy Living” – YouTube, ClassFlow, Presentation in PowerPoint

PROCEDURE

1. WELCOME 139

a) b) c) d)

2. GETTING TO KNOW LESSON OBJECTIVES: Today we will talk about healthy lifestyle: what to eat to be healthy we will create a pyramid of healthy lifestyle you will make a healthy lunchbox in groups you will see how much sugar is found in popular products 3. CROSS OUT THE WORDS Each student receives a worksheet and the task is to find all the words concerning healthy eating.

4. HEALTHY & UNHEALTHY PRODUCTS Each student receives two-colored markers (red and green circle on the stick). Its task is to raise the appropriate marker: red - if the product is unhealthy or green - if it is healthy.

Teacher displays the illustrations on the blackboard using the program ClassFlow.

HEALTHY 1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

lettuce carrots fruit juices water bananas eggs homemade sandwiches rice nuts fish honey apples milk

UNHEALTHY 1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

cookies popcorn coca-cola hot-dog hamburger donuts fries chips sugar cake bars fish and chips

5. Educational film - “Short animated story for kids - Fit and Healthy –English” https://www.youtube.com/watch?v=_VczK2zV2sE 6.Common creation of a healthy lifestyle pyramid.

Each group has squares with products from the pyramid of a healthy lifestyle. Together, we create individual floors of the pyramid, attaching the images with glue to the big paper sheet.

Each floor is discussed by the teacher and displayed to students using a presentation made in PowerPoint.

140

7. Creating a healthy lunch box in groups.

Students work in groups. Their task is to create a healthy lunch with the pictures prepared by the teacher. After selecting the appropriate products and cutting them out, the students stick them to colored sheets of paper.

8. Where is sugar hiding?

-

Groups receive cubes of sugar from which they will build a "sweet tower".

The teacher presents the content of sugar cubes in selected products consumed frequently by children (PowerPoint presentation). After each presented product, students place as many sugar cubes in front of them as the product contains.

One OREO cookie = 1 sugar cube Mars bar = 7 sugar cubes A can of Coca Cola = 8 sugar cubes 100 g Milka chocolate = 11 sugar cubes Skittles = 13 sugar cubes Ketchup HEINZ = 17 sugar cubes Cappy apple juice = 20 sugar cubes 9. Educational film summarizing a healthy lifestyle. https://www.youtube.com/watch?v=eFn4F4q5fIs

EVALUATION

Each student has two-colored markers (red and green circle on the stick). They raise the appropriate marker: green – TRUE, redFALSE. ⚫ I found out that fruit juices contain a lot of sugar, ⚫ I know how to make a healthy lunch ⚫ I can identify healthy and unhealthy products

ATTACHEMENTS

Film - “Short animated story for kids - Fit and Healthy –English” https://www.youtube.com/watch?v=_VczK2zV2sE Film “7 Tips for Healthy Living ” https://www.youtube.com/watch?v=eFn4F4q5fIs

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LESSON PLAN School

Annas Brigaderes pamatskola

Thematic area

Healthy food

Time

40 – 45 min

Age group

for Grades 4-6 (9-12 year - olds)

Teacher

Maija Klāsupa

Lesson plan

*At the beginning of the lesson the teacher gives each student colorful sheet of paper, they should write down some foods they believe are healthy *)There is a sheet of paper on the blackboard with drawn dish on it, students come and stick their clorful paper sheets on the dish *)The teacher reads the answers aloud and discuss if students' answers conform healthy eating patterns *)The teacher talks about the food pyramid and explain that in order to be healthy children should be eating more of certain foods and less of others *)Group work – students get food flashcards the Task: make a healthy food – salad, soup etc. - breafast, lunch, dinner. Each groap represents, what they have made. *)Each student get a worksheet „My family's recipe” and writes down her or his favorite family's recipe. When students have finished they present their recipes and discuss what are the most popular foods in their families.

•

Forms

• • •

Individual work; collective work; group work.

Materials and tools

Post-it Super Sticky notes, worksheets

Evaluation

Selfevaluation

Attachements

Sets of flashcards

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www.google.lv/search?q=uztura+piramÄŤda&biw=1047&bih=481&source=lnms&tbm=isch&s

143

My Family's recipe

144

LESSON PLAN SCHOOL THEMATIC AREA HEALTH TEACHER

Frieda Heutink

SUBJECT

A healthy breakfast

AGE GROUP (approximately)

9-10 years

TIME REQUIRED

4 hours lesson, 1 hour breakfast

PLACE

Classroom

LESSON OBJECTIVES

● Pupils think about what they eat for breakfast ● Pupils realise that having breakfast is very important for functioning during the day ● Pupils know the consequences of having no breakfast ● Pupils know what is a healthy breakfast ● Pupils know where they can read about the ingredients of healthy food ● Pupils learn how to implement data in charts by using ICT ● Pupils learn how to read and interpret chats

REGULAR o English, for translation (one hour/lesson) LESSONS YOU o Biology and/or Lessons in healthy behaviour (two hours/lessons) CAN USE o Mathematics, for reading and interpreting charts (one hour/lesson) CLASS ● Pupils work individually ORGANISATION● Pupils work in pairs ● Pupils work in groups MATERIALS

o Different packaging of foods o List of healthy foods o List of unhealthy foods

ICT TOOLS

● Internet ● ICT for creating charts

PROCEDURE

o Pupils fill in a survey of what they eat for breakfast o Pupils summarize all the data of the survey o Pupils learn how to implement data in a chart 145

o Pupils study the list of healthy and unhealthy foods o Pupils try to find how many kcal a child of your age needs every day o Use the packaging’s and try to find out how many kcal the foods contains o Try to find out how many kcal your breakfast contains o Compare the healthy breakfast with the unhealthy one. o Why is the unhealthy breakfast unhealthy?

EVALUATION

For the teacher: o You carried out all the lessons in the regular curriculum. Not additional to the daily activities. o In the English lessons you can skip the lesson about food because you already teached this during this “healthy breakfast project”. o In the mathematics lessons you can skip or shorten the lesson about charts. Or just a short repeat is enough.

For the pupils: One month later: fill in the survey again and compare both surveys.

Is there a (positive) difference between both?

ATTACHEMENTSo See the summary of the data of the survey in the charts. o Pictures of the breakfast

146

LESSON PLAN Primary School “De Weijerwereld” in Boxmeer

SCHOOL

THEMATIC AREA HEALTH TEACHER

Hanneke Bongarts

SUBJECT

Healthy food

AGE GROUP (approximately)

10-11 years

TIME REQUIRED

3 days, 9.00 to 12.00

PLACE

The “Taste centre” in Boxmeer

LESSON OBJECTIVES

● Explanation about the so called “Disk of five”, the Dutch idea about healthy food. ● What could be healthy food? ● How often a snack every day? ● How much sugar is in frizzy drinks? ● Which drinks are healthy? ● What nutrients are necessary? (protein, vitamins, minerals, carbohydrates). ● Seasonal vegetables, what part of the plants do we eat. ● Bread: what nutrients are in bread, which bread can you call healthy, is it correct: “more brown/dark bread, more healthy??? ● Cooking: pupils learned how to cut certain vegetables into pieces.

How to use a sharp knife in a safe way. How to cook on a fire.

REGULAR LESSONS YOU ● Biology ● Nature knowledge CAN USE CLASS ORGANISATION

Pupils work in groups, cooking a starter, main dish and dessert)

MATERIALS

Various ingredients and things you need for cooking.

ICT TOOLS

PowerPoint about healthy food and the “disk of five” (is a circle divided into 5 parts, in every part kinds of food you should eat every day) 147

PROCEDURE

Two groups of pupils.

First part: One group starts cooking, the second group has a theoretical lesson about healthy food.

After the break second part: change the tasks.

At the end of the session: joint meal together with the volunteers.

Every group of pupils tells the other pupils about the ingredients of the dish the group prepared, the ingredients of the dish and how they prepared the dish.

EVALUATION

Pupils learned a lot about new dishes, ingredients and healthy food.

And they did learn a lot about the quantity of snacks they did eat in one week.

ATTACHEMENTS● Recipes en PowerPoint presentations ● Visiting the “Taste centre” in Boxmeer (pupils 10-12 years) “TASTE CENTRE” BOXMEER ● Where does our food come from? ● How does it taste? ● What is the influence on your body, health? ● How to prepare a healthy meal? ● How can you prevent waste of food? ● ● ● ● ● ● ●

PARTS OF THE LKEWSSONS ARE, AMONG OTHER: Taste lesson theory; Discover the authentic taste of natural products; Purchase of healthy ingredients for a meal; Coocking fres products; Re-use of residual products; How to enjoy the prepared meal; The vegetable garden;

148

LESSON PLAN SCHOOL THEMATIC AREA HEALTH: a healthy week menu TEACHER

Maaike van Sambeek (form 8)

SUBJECT

A healthy week menu

AGE GROUP (approximately)

11-12 years

TIME REQUIRED

3 hours lesson

PLACE

Classroom

LESSON OBJECTIVES

● Pupils think about what they eat for breakfast, lunch and dinner every day ● Pupils realise that having a healthy meal is very important for functioning during the day, and for health in the future ● Pupils know about healthy and unhealthy nutrients ● Pupils know where they can read about the ingredients of healthy food ● Pupils know the meaning of the list of ingredients on the food packaging ● Pupils know about the amount of nutrients they need every day ● Pupils know about what they eat every day and if it is (un)healthy

REGULAR o Biology and/or Lessons in healthy behaviour (two hours/lessons) LESSONS YOU o Searching, finding, processing and presenting information (ICT, one CAN USE hour/ lesson) o English, for translation (one hour/lesson) CLASS ● Pupils work individually ORGANISATION● Pupils work in pairs ● Pupils work in groups MATERIALS

o Different packaging of foods o List of healthy foods o List of unhealthy foods

ICT TOOLS

● Internet ● ICT software: Word, PowerPoint

149

PROCEDURE

o o o o o o o o o o o

EVALUATION

Pupils fill in a survey of what they eat for breakfast-lunch-dinner Pupils make an inventory of what they eat during a day/week Pupils summarize all the data of the survey Pupils search in the internet: what is healthy food, which nutrients do we need as human beings of 11-12 years old Pupils study the list of healthy and unhealthy foods Pupils try to find how many kcal a child of your age needs every day Use the packaging’s and try to find out how many kcal the foods contains Try to find out how many kcal your breakfast-lunch-dinner contains Compare the healthy meals with the unhealthy ones.

Create healthy meals: one group creates a breakfast, one group for the lunches and one group for the dinners Search for the recipes for all the meals

For the teacher: o You carried out all the lessons in the regular curriculum. Not additional to the daily activities. o In the English lessons you can skip the lesson about food because you already teached this during this “healthy menu’s project”. o In the lessons “information processing” pupils work for the presentations For the pupils: One month later: fill in the survey again and compare both surveys.

Is there a (positive) difference between both?

ATTACHEMENTS o See the summary of the week menu o See the recipes of the breakfast-Lunch-Dinner

150

LESSON PLAN SCHOOL

De Weijerwereld Boxmeer

THEMATIC AREA

Crea

TEACHER

Lida, Mariëlle, Imke

SUBJECT

Healthy food

AGE GROUP (approximately)

4-5-6 years

TIME REQUIRED

45 minutes

PLACE

Classroom

LESSON OBJECTIVES REGULAR LESSONS YOU CAN USE

Lesson cut and past

CLASS Groups 6 pupils.

ORGANISATION MATERIALS

Paste, paper, scissors

ICT TOOLS

-

PROCEDURE

Sandwich and healthy food. First search for pictures and healthy food in flyers. Put the pictures on the sandwich. Then put the paper sandwich on a plate, then the plate and sandwich on a placemat. Add a cup and cutlery. We talk about healthy breakfast and lunch

151

EVALUATION

It was difficult for the pupils to think about healthy food, what is healthy food. And after this cut and paste the pictures it depends on the level of their fine motor skills.

ATTACHEMENT S

152

LESSON PLAN SCHOOL

De Weijerwereld Boxmeer

THEMATIC AREA

Health

TEACHER

Lida, Mariëlle, Imke

SUBJECT

Visit the doctor

AGE GROUP (approximately)

4-5-6 years

TIME REQUIRED

45 minutes

PLACE

Classroom

LESSON OBJECTIVES

Health in combination with healthy food

REGULAR LESSONS YOU CAN USE

Biology

CLASS ORGANISATIO N

Visiting the doctor's office in groups at the doctor's. The play corner in the classroom was arranged as a doctor's office.

MATERIALS

Doctor's suit, bandages

ICT TOOLS

In preparation for the visit of the doll doctor, the method “kleuterplein” used.

PROCEDURE

Explanation by using the digital board. Afterwards, a few children were allowed to visit the doctor at the same time.

Stuffed animals brought sick were examined and taken care of together with the doctor

153

EVALUATION

It was a good lesson. Children were very enthusiastic and learned how to care for a sick patient and how important it is to eat and drink healthy.

In addition, they have learned what the attributes of a doctor are.

ATTACHEMEN TS

154

155

LESSON PLAN SCHOOL

De Weijerwereld

THEMATIC AREA

Health Workshop cooking

TEACHER

Hetty Bardoel, Thea Willems, Denise de Vlam, Gertjan Vrenken

SUBJECT

Workshops cooking

AGE GROUP (approximately)

Form 3-4-5 (6-7-8 years)

TIME REQUIRED

± 1,5 hour

PLACE

Classroom, play-an-learn-square and at home in mothers kitchen

LESSON OBJECTIVES REGULAR ● LESSONS YOU● ● CAN USE ●

Mathematics (conversion of weights) Vocabulary Language

Social skills

CLASS ● Pupils work in groups ORGANISATION MATERIALS

Groceries from supermarket and cooking utensils

ICT TOOLS

--

PROCEDURE

Children are divided into groups and with the help of parents they prepare / cook a dish. They also carry out the preparatory work themselves and at the end they clean up everything too

EVALUATION

Children liked it very much and it was nice to make a dish yourself, to be allowed to eat. They did not like cleaning up everything!

ATTACHEMENT S

Pictures of the activity

156

157

LESSON PLAN SCHOOL

Bs De Weijerwereld

THEMATIC AREA

Eco Active Healthy Food.

TEACHER

Thea Willems, Hetty Bardoel, Denise de Vlam, Gertjan Vrenken

SUBJECT

Healthy Food

AGE GROUP (approximately)

6-7-8 years

TIME REQUIRED

60-80 minutes, each part of lessons (5)

PLACE

In school: classroom, Out of the school: vegetable garden, workshops

LESSON 1. Healthy breakfast OBJECTIVES 2. Lesson: the need of healthy food 3. How and where grow the healthy vegetables (visit vegetables garden) 4. Workshops: create recipes for healthy food 5. Manual skills: making fruit or vegetables from salty bread-dough REGULAR ● LESSONS YOU● CAN USE ● ● ●

Language: how to name the vegetables and fruits Reading lessons Biology: what your body needs to stay healthy Nature knowledge: how fruits and vegetables grow Cooking skills. Reading and preparing recipes.

CLASS ● Pupils work in groups, mixed up the pupils from the 3-4-5th class ORGANISATION ● Visiting a fruit-vegetable garden (out of the school) ● Workshops with parents (in and outside the school) MATERIALS

● Various movies about healthy food(School TV, news from nature etc.) ● In the garden: harvest various vegetables for vegetable soup 158

● Workshops: Ingredients for receipts ● Handy crafts: ingredients for slaty bread dough: flou rand salt ICT TOOLS ● ● ● ●

Digibord: School TV Schoolbordportal News from nature Powerpoint presentation how to make bread dough.

PROCEDURE ● The introduction meetings on the theme Healthy Food take place in the own group. ● For the creative assignment the groups 3-4-5 are mixed and divided into groups of 6 children ● They can make their own choice for the cooking workshops, but there are also 6 children in a group here

EVALUATION

Children have experienced in a playful way that a healthy diet is important for health, growth and development. Very important here is starting a healthy breakfast in the morning for enough energy to learn and play.

They have also learned that vegetables and fruit are grown outside in nature and grow. Each season has its own harvest moments.

ATTACHEMENT S

See report Project eco-active form 4

159

LESSON PLAN SCHOOL

Bs De Weijerwereld

THEMATIC AREA

Eco Active Healthy Food.

TEACHER

Thea Willems, Hetty Bardoel, Denise de Vlam, Gertjan Vrenken

SUBJECT

Healthy Food

AGE GROUP (approximately)

6-7-8 years

TIME REQUIRED

80 minutes,

PLACE

In school: classroom,

LESSON Manual skills: making fruit or vegetables from salty bread-dough OBJECTIVES REGULAR ● LESSONS YOU● CAN USE ● ● ●

Language: how to name the vegetables and fruits Reading lessons Biology: what your body needs to stay healthy Nature knowledge: how fruits and vegetables grow Cooking skills. Reading and preparing recipes.

CLASS ● Pupils work in groups, mixed up the pupils from the 3-4-5th class ORGANISATION MATERIALS

● Some movies about healthy food (Dutch school TV and News from the nature) ● In the vegetable garden: various vegetables harvest for vegetable soup ● Handy crafts: ingredients for salty bread dough: flour and salt

ICT TOOLS

Digibord: ● Schooltv) ● Schoolbordportal 160

● News from the nature ● Powerpoint presentation making bread dough.

PROCEDURE ● The introduction meetings on the theme Healthy Food take place in the own group. ● For the creative part the pupils of the forms 3-4-5 are mixed up, every group has 6 members, they can/will help eachother EVALUATION

Children have experienced in a playful way that a healthy diet is important for health, growth and development.

Very important here is starting with a healthy breakfast in the morning for enough energy to learn and play They have also learned that vegetables and fruit are grown outside in nature and grow. Each season has its own harvest moments.

In closing, they have created fruit and vegetables from bread dough

ATTACHEMENT S

Report Project eco-active form 4

161

LESSON PLAN SCHOOL

De Weijerwereld

THEMATIC AREA

HEALTH – Healthy food

TEACHER

Teachers form 6-7-8 oldest pupils

SUBJECT AGE GROUP (approximately)

9 t/m 12 years

TIME REQUIRED

1 hour

PLACE

CLASSROOM

LESSON OBJECTIVES

The children know at the end of this lesson why too much sugar is bad for them. In addition, they can read through a label of a product how much sugar is in it.

REGULAR ● Language ,for translation in English of course the English lesson LESSONS YOU● Biology CAN USE ● Nature knowledge CLASS ● Pupils work in pairs ORGANISATION MATERIALS

● ● ● ● ●

sugar cubes 1 bottle cola (1.5l) drink different packages and cans

1 poster Tube of glue Bisonkit

ICT TOOLS

https://schooltv.nl/video/suiker-lekker-maar-ook-eendikmaker/#q=suiker

PROCEDURE

(what happens, what we do step by step) ●

On the digiboard is a picture of a label (including the ingredients) of a bottle of cola.

162

● ● ● ●

EVALUATION

On the basis of this label we calculate together how many sugar cubes there are in a bottle of cola and these lumps are also visualized by stacking them Then the broadcast of school TV is watched (see ICT tools) In class, this broadcast is discussed with the emphasis on why too much sugar is not good for you.

The children receive a package or can (1 for 2 pupils) drink and will figure out how much sugar is in it. Then this is also pasted on the poster. (see picture) The goals have been amply achieved. In the beginning it was difficult for some pupils to read the labels, but with some help that went very well.

A number of children also told afterwards that through this lesson they pay more attention to what they eat and drink.

For example, they drink more water and sometimes leave products in the supermarket because they contain too much sugar.

The result of the sugar poster was also great and OK. This poster still stands as a kind of eye-opener in the classroom.

ATTACHEMENT S

163

164

LESSON PLAN SCHOOL

De Weijerwereld

THEMATIC AREA

HEALTH

TEACHER

Denise de Vlam and Stijntje van Esch

SUBJECT

Recognise and name fruit or vegetable and flavours

AGE GROUP (approximately)

9-10-11

TIME REQUIRED

1 our

PLACE

CLASSROOM

LESSON OBJECTIVES

Speak English – meet and communicate with the other students Recognise fruit or vegetables Learn the different flavours and taste them

REGULAR ● English LESSONS YOU● Nature knowledge CAN USE CLASS ● Pupils work in pairs ORGANISATION ● Pupils work in groups MATERIALS

● Picture of fruit and pictures of vegetables. On the back of the picture is the name of the picture in English. ● 4 flavours in plastic cups: lemon, saltwater, sugar water, bitter lemon, blindfolds for every two children – working paper ● Fresh fruit and vegetables – knives and plates -

ICT TOOLS

● Pp presentation

PROCEDURE ● Start: mix en change. Every child has a picture and is walking in de classroom. When you meet someone you give a high-five and you ask what’s on your picture. The other one says the name, and says if it’s a fruit or vegetable. Then they do the same with the other picture. After that they changes pictures walk around to find another student.

165

â—? Middle: we speak about the 5 senses: taste, eyes, ears, nose and hearing. We talk about the 4 flavours: bitter, salt, sweet and sour.

Each two student gets the 4 flavours in cups to taste with a blindfold. So they can taste. They also can taste which there nose closed. Is it more difficult then??

The student can write down there conclusions on a paper. â—? The Class is split up in 3 groups. Every group gets a plate. Knives and fruit and vegetables. They have to make a beautiful artwork in 7 minutes. After we make a picture of the group with the artwork and then they can eat.

EVALUATION

The students communicated white each other. They recognized the fruit and vegetables. They also taste the different flavours.

The time was too short. We had only 40 minutes. So the last activity was a race against the clock.

ATTACHEMENT S

Working paper.

166

LESSON PLAN SCHOOL

De Weijerwereld

THEMATIC AREA

HEALTH – Healthy food

TEACHER

Oldest pupils 10-11-12 years

SUBJECT AGE GROUP (approximately)

9 t/m 12 jarigen

TIME REQUIRED

4 x 1 hour

PLACE

CLASSROOM

LESSON OBJECTIVES

o.a. Senses / origin / disc of five Lesson 1: Tastemakers: Taste and the role of the senses Lesson 2: The energy balance: Relationship between eating and exercising Lesson 3: Fair Trade: Fair Trade products Lesson 4: Tests with additives: Additions and the label

● Language ,for translation in English of course the English lesson REGULAR LESSONS YOU● Biology ● Nature knowledge CAN USE ● Pupils work in pairs CLASS ● Pupils work in groups ORGANISATION The teacher gives instruction and we exchange information in the group.

Children will also taste / discover in pairs.

MATERIALS

Materials as described in the teacher manual: This involves kitchen materials, foodstuffs, copy sheets. In addition, via the site a game / videos belonging to the lesson.

ICT TOOLS

http://www.smaaklessen-online.nl/ (form 8)

PROCEDURE

● ● ● ●

(what happens, what we do step by step) Print the manual and view the contents. Buying food.

Prepare materials per lesson: food + kitchen equipment + copy sheets.

Start the lesson on the IWB: prepare game / video.

The course of the lesson is described in the manual.

167

EVALUATION

Lesson 1: children view / smell / taste products more consciously. For some students it is difficult to try something new, others discover flavors that they like.

Lesson 2: children aware of the amount of sugar in productive Lesson 3: Fair Trade explained. Comparing the chocolate did not come into its own; one chocolate was in fact purer than the other. Because of this, it was partly a taste issue.

Lesson 4: awareness of additions; you do not always eat what you expect.

For example, there is no gram of strawberry in strawberry custard pudding.

Within the informative lessons, various approaches to nutrition have been discussed.

ATTACHEMENT S

Manual as pdf â—Š 'Taste lessons group 8.pdf' (Dutch)

168

LESSON PLAN SCHOOL

Secondo Circolo Didattico Cavour Marsala

THEMATIC AREA Health 01 TEACHER

Centonze Benvenuta

SUBJECT

Healthy eating

AGE GROUP (approximately)

8 years

TIME REQUIRED

2 months from February to April- (one hour a week).

PLACE

Classroom

LESSON OBJECTIVES

● Know food necessary for a child body ● Prevent the new social diseases: obesity, anorexia and bulimia. ● Consider the value of traditional food

LESSONS YOU ● Science CAN USE ● Geography ● Ctizenship CLASS ● Individual work ORGANISATION● small groups work MATERIALS

Cropped images, cardboard, scissors, various types of colors, glue, pins, brads, cardboard, notebooks.

ICT TOOLS

Computer, tablet. ● Reading a fun and challenging text. Create a discussion on how to spot healthy and necessary food: "Food Magic". ● Pupils identify and cut out food from a magic card that help story characters to become adults ● Pupils discover, identify and draw food to: - protect against diseases (fruit and vegetables); - give energy (pasta, bread, rice, etc ..); - help to grow (eggs, meat, fish, cheese, etc ..). ● Survey: pupils color different amount of squares to indicate the amount taken (1 to 10 squares) to find out a correct diets.

PROCEDURE

169

● Direct observation and transcription in the notebook of the information from labels of food packaging (product type, expiry dates and ingredients) • Pupils identify harmful and necessary ingredients for their growth. ● Pupils create two traffic lights with heavy paper ● Collection and / or drawing of images representing food and ingredients. ● Pupils divide these images into three groups: carbohydrates, vitamins and fats. ● Realization of the wallcharts "THE traffic LIGHT of the nutrition" where red indicates the foods to avoided, yellow the food to be alternated and green the food to be eaten every day.

• Development of a team game. The class is divided into two groups: the "Reds" and the "Greens", each group is headed by a team leader who has a traffic lights; time by time each of the team members choose a food and show it to the opposing team; The team leader, after a brief consultation with his own group, shows the color of the light to which, according to the team, the chosen food belongs. The winner is the team who has the most points.

• Class snack: Castelvetrano black bread and olive oil (olives grows in Marsala (Nocellara).

EVALUATION

Team games.

ATTACHEMENTS Video

170

LESSON PLAN Secondo Circolo Didattico “Cavour” Marsala- Sicilia- Italia

SCHOOL

THEMATIC AREA Health 02 TEACHER

Valeria De Vita- Angela Galfano

SUBJECT

Know why and when food is healthy find a correct snack and helathy meal

AGE GROUP (approximately)

9-10 years old

TIME REQUIRED

6 hours ( in two weeks)

PLACE

Classroom, supermarket

LESSON OBJECTIVES

● understand that healthy food is essential for the well-being at any age ● . distinguish carbohydrates, proteins, lipids, sugars, vitamins ● Know when a menu is healthy ● know its own need to have a snack

LESSONS YOU ● English lesson CAN USE ● Biology ● Nature knowledge ● Science ● Art ● Maths, for buying food CLASS ● ORGANISATION● ● ●

Large group (for general information) Pupils work individually in pairs in groups

MATERIALS

Paper, colours, pencils Different food (bought before)

ICT TOOLS

LIM, computers

PROCEDURE1) invite children to tell about what they generally consume, for the different meal and snacks 171

2) carry out interviews to the classmates to find correct and incorrect abits about meals and snacks 3) identify the energy required by its own body in the different parts of the day.

4) go to the supermarket to buy the most used products to prepare a snack at school 5) find out which products are healthy 6) analyze the snack: proceed to tabulate an ideal snack in nutritional terms.

7) read the labels of the products one buis.

8) write in colored tables the nutritive value of each product 8) proceed to comparison to identify the best product to be consumed as snack EVALUATION

Organize an healthy snack at school, Produce different wallcharts about healthy family menu, healthy snack, video.

ATTACHEMENTS

02 A Photos Healthy snakcs (PPT) 02 B Healthy family menĂš 02 C Food and labels 02 E Video Healthy snack: https://www.youtube.com/watch?v=LOXt0Ot2Xw4

172

LESSON PLAN Secondo Circolo Didattico “Cavour” Marsala- Sicilia- Italia

SCHOOL

THEMATIC AREA Health 03 TEACHER

Di Marco A. - Benivegna L. – Giacalone C.- A.Galfano

SUBJECT

Know how to read the food labels, to be able to choose a meal

AGE GROUP (approximately)

7-8 years old

TIME REQUIRED

10/12 hours

PLACE

Classroom

LESSON OBJECTIVES

● Read food labels to get information and know how to buy food consciously ● Know food and food categories ● Identify type of conservation and using instruction of preserved food ● Identify place of origin of the preserved food, its production and packaging ● Know the composition of "READY" food and the different ingredients contained ● Know the energy value in kcal and average nutritional values per 100g and per portion ● Identify the rules of proper nutrition by limiting the consumption of some "ELABORATED" food ● Knowing how to discover "HIDDEN things" in some food ● Identify the problems related to the theme of nutrition (obesity malnutrition) ● Making hypothesis and verbalizing experiences ● Represent by drawing.

LESSONS YOU ● English lesson CAN USE ● Biology ● Nature knowledge ● Science ● Art ● Maths, for buying food CLASS ● Large group (for general information) ORGANISATION● Pupils work individually 173

● in pairs ● in groups MATERIALS

● Paper, colours, pencils ● The labels of food packages and bottles that pupils usually find / use at home ● Dictionary ● Magazines ● Magnifying glass

ICT TOOLS

LIM, computers

PROCEDURE

1.Teacher guides discussions about ready and fast food 2. Survey on food preferences ... and use of industrialized food.

3. Collect food packaging labels and bottles that are usually found and used at home 4. Prepared food and their labels, 5. subdivide food into 3 groups: proteins - energy -protective 6. Guided reading of labels and identification of: -Type of food -category (milk, cheese, meat, dessert, vegetables, fruit.).

-Treatment of food for conservation (frozen, freeze-dried, long-life, pasteurized ...)

- Instruction for conservation at home (at room temperature, fridge, frized ...), use / consumption (pre-cooked, cooked ...), maximum storage term (by ... / preferably by ...).

-Identification of place of origin of different food, place of production and packaging.

-Barcode: use and function.

7. Identification of contained ingredients: - Food: (flour, sugar, butter, daisies, eggs, milk, milk proteins ...); -non-food (preservatives -additives- colorants- raising agents-aroma ...) Research on the web use and collateral effects of additional ingredients 8. The nutritional value - average energy per 100g of product and per potion (packaging, single biscuit, recommended daily amount ...)

9. Calories and our diet -Definition of a balanced diet ... in relation to the necessary EQUILIBRATION between ingested energy and spent energy.

174

(caloric... biological ... chemical ....needs, subdivided into five daily meals-breakfast - snack - lunch - snack - dinner).

-Discrimination between IPERCALORIC food, to be consumed in moderation, IPOCALORIC food ...

-Identification of non-HEALTHY food, to be consumed in moderation.

10. Formalization of acquired knowledge: realization of Wallchart and summaries "If I know I can choose ...� knowing and discovering is always useful EVALUATION

Produce different wallcharts Fill charts

ATTACHEMENTS

03 A Photos

175

LESSON PLAN SCHOOL

Secondo Circolo Didattico “Cavour” Marsala- Sicilia- Italia

THEMATIC AREA

Health 04

TEACHER

A. Di Marco - L. Benivegna – C. Giacalone - C. Mistretta

SUBJECT

Proper nutrition: "EATING GOOD AND GROWING BETTER ..."

AGE GROUP (approximately)

7-8 years old

TIME REQUIRED

10 hours

PLACE

Classroom

LESSON OBJECTIVES

● ● ● ● ●

Know food and food groups.

Know the nutritional functions of different types of food Know the energy value of food and the relative unit of measure Quantify the energy value of some types of food (SUGAR-PROTEIN-FAT).

Know and quantify the consumption of calories in the various daily activities ● Know the food pyramid. ● Identify the rules of proper nutrition. ● Make hypothesis and verbalize experiences. ● Represent by drawing

LESSONS YOU ● storytelling CAN USE ● manual actiivities ● drawing CLASS ● ORGANISATION● ● ●

Pupils work individually in pairs in groups in large group

MATERIALS

Paper, colours, pencils, wallcharts, books, internet, videos,

ICT TOOLS

LIM, computers

176

PROCEDURE1.Teacher guides the discussion about food and eating habits 2. Make a survey on preferences about favorite food.

3. Research material for further information (video-books and scientific journals) to understand the following contents: ⎫ Food ⎫ Function of nutrients ⎫ Function of food reach in colories and energetic food. ⎫ Correct eating habits for a balanced diet 4. Read and understand the text "Eat and Grow".

5. Creation of the first walchart: ⎫ Subdivide food into groups: reach of proteins – reach of energy –able to protect our body; ⎫ The chemical composition of a man and food (water - proteins - fats mineral salts and sugars) "Man is what he eats".

6. Creation of the second wallchart: ⎫ food pyramid. ⎫ function of nutrients. ⎫ calories of different food / food groups. ⎫ Tables on calorie consumption in a day ⎫ Proper nutrition in relation to the necessary EQUILIBRATION between ingested energy and used energy.

7. realization of the third billboard: conclusion

EVALUATION

ATTACHEMENTS

Active listening Guided conversation Grafic and written production Completation of charts Simple textbooks

Image of wallcharts and pfotos

177

LESSON PLAN SCHOOL

Tone Pavček Primary School, Slovenia

THEMATIC AREA

Health

TEACHER

Sanja Pavlinić Vidic, Polona Rozman

SUBJECT

Science, Art

AGE GROUP (approximately)

11 – 14 years

TIME REQUIRED

90 minutes

PLACE

Classroom

LESSON OBJECTIVES

· · ·

LESSONS YOU CAN USE CLASS • ORGANISATION•

Students: learn about the importance of bees in the nature learn about beekeeping and Slovenian traditional breakfast make a bee Ecology Science Team work Individual work

MATERIALS

Crayons, pictures (the bee), scissors, a string, paper, a computer, Kinder eggs (the yellow part); honey, bread, milk, apples, cups, knives, butter.

ICT TOOLS

Multimedia devices – interactive board

PROCEDURE

A teacher welcomes students, show them the Albert Einstein picture and puts on the sound of bees.

A teacher asks, “What Albert Einstein and the bees have in common?”

The teacher introduces (Look PPT): · the beekeeping and the Slovenian bee, The Carniolan honey bee, Apis mellifera carnica , · apriary, · bees colonies, · a beekeeper, · honey, · traditional Slovene breakfast.

Traditional Slovene breakfast.

178

-

We need: butter bread milk an apple honey (Slovenian) Make a product: How to make a bee from the waste material.

· · · · · ·

For example: kinder egg (the chocolate toy) black marker string old curtains glue scissors Procedure 1. Take a kinder egg and draw the bee’s eyes.

2. Cut out the wings, and stick them on the “egg”.

3. Take a string and wrap the string around the egg.

-

The conclusion What have you learned today?

The students answer, describe, what they have found out about bees and Slovenian traditional breakfast.

Sourses:

· · ·

https://www.slovenia.info/uploads/publikacije/cebele/follow-the-bees-en.pdf https://www.augustin.si/einsteinove-cebele/ http://www.rtvslo.si/news-in-english/slovenia-is-a-land-of-honey/329429

EVALUATION ATTACHMENTS

179

LESSON PLAN SCHOOL

Primary school Tone Pavček

THEMATIC AREA

HEALTH

TEACHER

Tatjana Kupljenik, Polona Zoran Perko, External associates - medical staff from the health center

SUBJECT

Science

AGE GROUP (approximately)

6 – 11 years old

TIME REQUIRED

4 – 5 hours

PLACE

Classroom for home economics

LESSON OBJECTIVES

Students: · get acquainted with the importance of personal hygiene; they can read food declarations; practise measuring, weighing; identify which beverages contain more / less sugar; identify which beverages are healthy / unhealthy; prepare healthy spreads and bread; learn about the importance of healthy eating habits; learn how essential is food for growth and functioning; learn that the enjoyment of various healthy foods helps maintaining health

· · · · · · · · LESSONS YOU CAN USE

· · ·

Natural sciences and technology Knowledgeable environments Home economics

CLASS ORGANISATION

· · ·

MATERIALS

2 kg of wheat flour, 1 kg curd, 4 cubes of yeast, 1 l of milk, 2 large cups of sour cream Ties, drilling machine, 2x scales, sugar weighing bags, funnel, cuffs Kitchen accessories

Team work Group work Individual work

180

Small salts / oils, little butter, 2 eggs, 2 large bread crumbs, 4 kitchen towels, boards and knives, soup bowls, 2 baking trays, 2 wooden spoons, knives and spoons Various drinks - juices, carbonated drinks ICT TOOLS

/

PROCEDURE

Footnote: Hygiene of hands and work space - the teacher warns the students about the hygiene of the hands and the work area.

Before starting, everyone thoroughly wash their hands and protect the work area.

Introductory part The teacher welcomes students and invites them in a circle.

Together they discuss today’s topic and the activities of the day.

1. activity Pupils name the ingredients we need to make bread, after that they prepare them and make bread. The teacher helps them. The prepared dough needs to rest for one hour.

2. activity Pupils attend lectures on personal hygiene, which are lead by the medical staff from the Novo mesto Health Center.

3. activity Pupils place the dough in a baking tray and put it in the oven, bake it for one hour.

4. activity Every student gets a bottled drink. On the declaration, the student has to find out how much sugar contains a selected beverage (the amount is expressed in grams). After that students measure the quantity of sugar on the scale and put the sugar into a transparent bag.

Use a welding machine. Each student fastens his bag on a wooden board and puts a bottle of a drink that he has "studied" next to the board.

Next, they prepare an exhibition and discuss findings (which beverage contains the most / the least sugar, how does this impact our health, which is the most healthy drink, which is the least healthy, etc.).

5. activity 181

Prepare a spread: use the ingredients (curd, sour cream, various seeds).

6. activity Use the bread we baked, put on the spread you have prepared and enjoy the meal.

Finishing part Talk to students about what they have learned today and what they have found out. Pupils express what is healthy / unhealthy for drinking, spreads, bread...

EVALUATION ATTACHEMENTS

182

ATTACHMENTS

_____________________________________

183

ATTACHMENTS

1

When we collect waste paper

2

When we segregate our rubbish

3

When we choose a shower not a bath

4

When we collect some rain water

5

A

When we drive an electric car or ride a bike we save some water.

B

we save the life of trees.

C

we can water our garden with it.

E

we start the recycling process.

D

we reduce air pollution from transport.

ECO ACTIVE – LESSON NOTES AND LINKS

1

RUBBISH – VOCABULARY GAME - Match the picture of rubbish with its name. http://LearningApps.org/display?v=p4ct9weik17

2

RUBBISH DECOMPOSITION TIMES - Match the type of rubbish with its decomposition time. https://learningapps.org/display?v=p1hygcqvt17

3

WORD GRIDS - ECOLOGY EASY: https://learningapps.org/1420418 HARD: https://learningapps.org/3444885

4

HORSE RACE - WHAT MUST I DO? https://learningapps.org/2172959

5

LEARNING APPS https://learningapps.org/

6

MAKE YOUR APP https://learningapps.org/createApp.php

7

GOOGLE IMAGES https://www.google.pl/search?q=GOOGLE&source=lnms&tbm=isch&sa=X&ved=0ahUKEwixk4fyxMLTAhUkDcAKHV5jDdgQ_AUICi gB&biw=1366&bih=638#tbm=isch&q=ECOACTIVE

8 9

EUROPEAN LANGUAGES ON LINE DICTIONARY 1. http://ukdataexplorer.com/european-translator/?word=rubbish 2. http://www.eudict.com/?lang=engpol&word=rubbish

ITALY

LATVIA

The NETHERLANDS

SLOVENIA

POLAND

……………………………………………………………

WORKSHEET ( GROUP 1) Select and highlight words that are associated with eco-activeness.

Arrange and write them in alphabetical order.

CHAIR

RECYCLING

ECO-ACTIVE

SAVING SEGREGATION

COFFEE

POLICEMAN

TABLECLOTH

BALL ECOLOGY

1. Read the sentences. Underline the sentences which describe what you do to protect environment.

 When I brush my teeth, the water from the tap is running.  I don’t segregate rubbish. It’s too much unnecessary work.  I take shower instead of bath.  I use eco bag when I’m shopping.  When I am home I turn on the lights in every room.  I save water.  I segregate rubbish.  I collect wastepaper.

When I’m not in the room, I turn off the lights

……………………………………………………………

WORKSHEET ( GROUP 2) Select and highlight words that are associated with eco-activeness.

Arrange and write them in alphabetical order.

CHAIR

RECYCLING

ECO-ACTIVE

SAVING SEGREGATION

COFFEE

POLICEMAN

TABLECLOTH

BALL ECOLOGY

2. Read the sentences. Underline the sentences which describe what you do to protect environment.

 When I brush my teeth, the water from the tap is running.  I don’t segregate rubbish. It’s too much unnecessary work.  I use eco bag when I’m shopping.  I save water.  I segregate rubbish.  I collect wastepaper.  When I’m not in the room, I turn off the lights.

………………………………………………………………

WORKSHEET ( GROUP 3) Select and highlight words that are associated with eco-activeness.

Arrange and write them in alphabetical order.

CHAIR

ECO-ACTIVE

RECYCLING

POLICEMAN

SAVING SEGREGATION

BALL

3. Read the sentences. Underline the sentences which describe what you do to protect environment.

 When I brush my teeth, the water from the tap is running.  I don’t segregate rubbish.  I save water.  I segregate rubbish.  I collect wastepaper.  When I’m not in the room, I turn off the lights.

Give first letters of the pictures

ENERGY

RENEWABLE

NON-RENEWABLE

This appliance is as hot as the Sun. It helps your mum to iron all your clothes.

It is a transparent glass bulb. When the electricity comes into it, you will get the light.

It whistles and steams.

It can help you to make hot tea or coffee

It absorbs all things it meets on a carpet: dust, wrappers and sometimes tiny candies

It stands on cupboard sometimes hangs on the wall.

You can use a remote controller to watch what you want.

This appliance is so smart, it will heat your cold meal just in few minutes.

1. Count:

12 – 2 = ……..

10 – 3 = ……..

10 + 2 = …….

5 + 3 = ……...  Enter the results into gaps in order from the smallest number to the largest one.

2. For volunteers. Count:

12 + 2 - 3 =……..

14 – 3 + 1 =…….

6 + 4 + 2 =………

9 – 5 + 4 =………

14 – 4 - 4 =……….

13 - 3 - 3 = ………

10 + 1 + 2 =………

1.Connect the energy source with the name of the received energy

sun energy

wind energy

water energy

2. Circle by a green loop renewable energy sources

natural gas coal

Sun petroleum

wind

water

1.Rewrite the sentence.

This is a renewable energy.



Colour one of the picture.

Picture 1: Hello! I'm the Sun. My rays heat and give electricity.

Picture 2: I am the wind. I move the wind turbine blades.

Picture 3: And I am the water. My waves, waterfalls and currents can be changed into electricity

DECEMBER ACTIVITIES 1. Kasia helped her mother in holiday cleaning and vacuuming her room. It took her 15 minutes. How many calories were burned?

2. After the Christmas dinner, Zosia decided to wash the dishes.

How many calories were burned if it took 30 minutes?

3. During Christmas holidays, Darek wanted to practice skiing and bought a 1.5-hour lesson. How many calories did he burn during these classes?

4. Maciej ate 5 candies from a Christmas tree 100 calories each.

Suggest him activity so that he can use this Energy in?

Football

Basketball

Volleyball

Pole vault

Swimming

Balet

Ski jumping

Tennis

Golf

Horse riding

Archery

Boxing

Weightlifting

Karate

Cycling

Hockey

Table tennis

Hurdles

Questions in the test Question 1.

The basis of a healthy lifestyle is .... a) eating sweets b) food fats c) drinking cola d) physical activity Question 2.

How much time should a student of your age devote to physical activity per day? a) 15 minutes b) 30 minutes c) 1 hour d) 2 hours Question 3.

Endorphins are a) pain medications b) the so-called hormones of happiness c) icons with smileys d) the type of dolphins Question 4.

Is leaf raking a physical activity? a) yes b)no c) I do not know d) maybe Question 5.

During today's lesson, have you been active? a) yes b) no c) I do not know d) rather yes

Activity

number of calories/hour

1. Running (aprox. 9 km/h) 2. Fast running 3. Reading aloud 4. Energetic dancing 5. Playing golf 6. Playing volleyball 7. Playing tennis 8. Riding a motorcycle 9. Ice-skating 10. Skiing 11. Cycling 12. Driving a car 13. Eating 14. Lying 15. Window cleaning 16. Vacuuming furniture 17. Vacuuming 18. Typing 19. Swimming 20. Gardening 21. Ironing 22. Chopping a tree 23. Hanging laundry 24. Going down the stairs 25. Sleeping 26. Sitting 27. Slow walking 28. Fast walking 29. Peaceful sitting 30. Cleaning 31. Standing at attention 32. Free standing 33. Quick marching (approx. 8,5 km/h) 34. Hand sewing 35. Singing 36. Fast dancing 37. Butting carpets 38. Dressing and undressing 39. Walking up the stairs 40. Rowing 41. Sweeping the floor 42. Hanging curtains 43. Changing the bedding 44. Washing up

550 1120 105 350 412 600 700 204 718 600 650 116 98 68 240 220 240 140 470 222 120 319 300 310 68 100 200 300 86 120 96 89 590 97 122 336 349 114 957 339 167 404 182 150

Sign the images with the correct sentences:

Squeezing juice.

Transporting fruit.

Harvesting fruit.

Washing the fruit.

Cutting fruit.

Pasteurization of juice.

Sign the images with the correct sentences: Cutting fruit.

Transporting fruit.

Squeezing juice.

Washing the fruit.

Harvesting fruit.

Pasteurization of juice.

ATTACHMENTS

RESOURCES ATTACHEMENTS

Eco- performances

I.Ant and bird

An ant and a bird meet Bird: „Run ant,run you’ll burn!”

Ant: „Calm down, what’s happening?”

Bird: „The bad person threw matches in the dry grass.The grass is on fire.”

Ant: „Don’t worry! We are red ants, we can put out the fire.”

Bird: „What about the ladybugs?”

II.Field

A partridge and a rabbit are talking Partridge: „Rabbit, did you see the long stork?”

Rabbit: „Yes, today he was completely different, he was hobbling .”

Partridge: „I saw, that he stepped on a broken glass bottle.”

Rabbit: „Those boys probably did that, they threw those bottles on to this field.”

Partridge: „I know, that glass hurts people and animals, if you throw it into the wild.”

Rabbit: Lets help the stork, lets warn everyone, that there are glass pieces in the field.

Partridge: „We’ll always be carefull and care for the nature around us.”

III.Hedgehog and bottle A hedgehog meets a bottle Hedgehog: „What are you doing in my forest? What’s your name?”

Bottle: „My name is PET, people left me here, I’m lost and I want to get out of here!”

Hedgehog: „Were do you want to go?”

Bottle: „I want to go to the city, I’ve heard, that there are yellow houses for bottles” Hedgehog: „Correct, you can’t stay in the forest because you will live at least 100 years. Don’t pollute the forest!!!”

IV.Sea

Two fishes meet 1.Fish: „Hello, a foreign object is following me all the time.”

2.Fish: „What does it look like?”

1.Fish: „It is see through,blue and green, i think it’ s edible, but my sisters died eating it.”

2.Fish: „It is a plastic plankton, plastic bags pollute the sea, plastic doesn’t commpose, if a person eats a fish who ate a plastic bag, he could get sick.”

1.Fish: „Lets ask people to stop polluting the sea.”

V.Doe and Fawn Fawn: „Mum, look at the windmill!”

Doe: „No child, that isn’t a windmill.”

Fawn: „What is it?”

Doe: „It’s a wind turbine.”

Fawn: „Why does wind need a turbine?”

Doe: „It makes electric energy, people use it for their needs.”

Fawn: „Wow, so interesting. tell me something else, mum!”

Doe: „Wind is a renewable resource, that will exist while the sun shines. There is a lot of wind resource. Wind turbines peacefully stand next to nature.”

VI.Tree conversation in the forest Birch: „I hear a weird noise.”

Pine tree: „Oh, a chainsaw is coming.”

Asp: „People are coming with machinery what do they need now.”

Birch: „I hope they don’t need paper.”

Pine tree: „I hope they don’t need to build a house.”

Asp: „I hope they don’t need firewood.”

Birch: „Let’s ask people to make paper from used paper.”

Pine tree: „Let’s ask them to collect wastepaper.”

Asp: „Yes let ask them! to make 1ton of paper you need at least 17 trees.”

Asp, pine tree and birch: „People, collect wastepaper! leave trees alive! trees are the earths lungs.”

VII.Bat and owl Bat: „Why is it so bright?”

Owl: „People don’t turn of the lights.People don’t turn of the lights.”

Bat: „When do they sleep?”

Owl: „In the night but people forget that there are animals that cares for their children through the night.”

Bat: „What should we do?”

Owl: „We’ll teach people to care for nature.”

Bat: „What do you recommend wise owl?”

Owl: „Let’s ask people to turn of electricity for 1 hour on earth day.”

Bat: „Let’s do it.”

VIII.Fish and Frog Frog: „Let’s swim to that shore.”

Fish: „I don’t want to swim there because the water is dirty.”

Frog: „What happened? It was fun there.”

Fish: „Recently people arrived and washed there car next to the water and they used soap.”

Frog: „But you can use nature friendly products that don’t pollute the water.”

Fish: „Okay let’s swim there where it’s clean. I hope people won’t pollute that water.”

Waterwise 10 tips on saving water at home Turn off the tap when you brush your teeth – this can save 6 litres of water per minute.

Place a cistern displacement device in your toilet cistern to reduce the volume of water used in each flush. You can get one of these from your water provider.

Take a shorter shower. Shower can use anything between 6 and 45 litres per minute.

Always use full loads in your washing machine and dishwasher – this cuts out unnecessary washes in between.

Fix a dripping tap. A dripping tap can waste 15 litres of water a day, or 5,500 litres of water a year.

Install a water butt to your drainpipe and use the water collected to water your plants, clean your car and wash your windows.

Water your garden with a watering can rather than a hosepipe. A hosepipe uses 1,000 litres of water an hour. Mulching your plants (with bark chippings, heavy compost or straw) and watering in the early morning and late afternoon will reduce evaporation and also save water.

Fill a jug with tap water and place this in your fridge. This will mean you do not have to leave the cold tap running for the water to run cold before you fill your glass.

Install a water meter. When you're paying your utility provider for exactly how much water you use, laid out in an itemised bill, there's an incentive to waste less of the stuff.

Invest in water-efficient goods when you need to replace household products. You can now buy water-efficient showerheads, taps, toilets, washing machines, dishwashers and many other water-saving products.

Used website: http://www.waterwise.org.uk/

Attachements Sets of flashcards Healthy food

Attachements Sets of flashcards Healthy food

Attachements Sets of flashcards Healthy food

Attachements Sets of flashcards Healthy food

ATTACHMENTS

RED: IN ENGLISH Windenergie-wagentje Nodig:what you need -

ballon balloon rietje straw karton of petfles plastic bottle 4 flessendoppen 4 plastic caps elastiekje rubber band 2 satĂŠ-prikkers 2 satay pricks plakband tape meetlint measuring tape 1. Maak de ballon met een elastiekje vast aan het rietje 1. Attach the balloon to the straw with an elastic band 2. Prik de satĂŠstokjes door de doppen.

2. Punch the straws through the caps.

3. Maak de wielen vast aan het karton. Bij de petfles kun je het erdoor heen prikken.

3. Attach the wheels to the cardboard. You can pierce it through the PET bottle 4. Plak met plakband het rietje met de ballon er stevig op 4. Stick the straw with tape at the balloon 5. Blaas de ballon op en laat het los.

5. Blow up the balloon and let the car go 6. Meet op hoe ver het wagentje komt.

6. Measure the distance

English: the windmill

WELCOM IN THE WORLD OF ENERGY. HAPPY INTO THE FUTURE! Introduction Movie in Dutch(!)https://youtu.be/yl_RtgiCJbc

ITEM 1: WHAT IS ENERGY? INFO SHEET WHAT IS ENERGY? (FORM 7-8) What is energy?

In this section you will discover what energy is.

What types are there and when do you have something?

Energy is everywhere Do you have a lot of energy? Where do you notice that?

It is difficult to imagine exactly what energy is.

You could see it like this: energy is the ability to provide heat, light or movement.

There is energy in everything. You can use that energy as soon as you convert the energy or allow it to flow.

So you can make light, heat, movement or sound with it.

With clever techniques we can convert one form of energy into another.

This way we can convert light or movement into electricity and with electricity we can heat Electricity.

Electricity is a way to use energy. That works like this: everything consists of moving particles. A flowerpot, a computer, you yourself ..., really everything.

There are core particles and even smaller particles around them to fly. All those particles are so small that we they cannot see with our eyes.

Those loose flying particles are called electrons. They have a negative charge. The core particles on them turn are positively charged. Draw that difference those core particles the electrons Positive and negative always want to go to each other toe. The electrons are not attached to the core particles, but stay in the neighborhood. They can also move from one core to another.

If there are a lot of electrons at once in the same move direction, you have an electric current.

You only get an electric current when the electrons can flow around.

Just look at a battery, you will see a + on one side and a - on the other side. The plus-side is positively charged. The minus side is negatively charged. Positive and negative want to go to each other. So if you ensure that there is a connection between minus and plus, for example with a wire, a current will flow. When you let the current flow through a device, the device will start working.

What can you do with energy?

With electric current you can for example light a lamp. Electricity is used in the lamp converted into light and a little heat. Then you have some energy!

Gas is also full of energy. By burning it on a pit on the gas stove, you turn it over heat. Then you can cook with it.

When you have cooked something tasty, you eat it naturally. Then it is in your body.

Your body converts the energy from the food into strength.

Thanks to that energy you can move!

WORK SHEET ITEM 1 “WHAT IS ENERGY” ( FORM 7-8) Use the information sheet to look up things.

Task 1 One of the lights next to it will light up.

Which one is that?

Task 2 Why is not the other light on? ………………………………………………………………………………………. ……………………………………………………………………………………….

There are usually numbers on lamps. Watt and Lumen.

Lumen shows how much light the lamp gives. More Lumen, more light.

Watt wants to say how much energy the lamp needs per second.

Compare these two lamps.

Task 3 3 Calculate how much energy lamp A needs to burn for 20 hours. 20 x 60 = ……………watt-hour Task 4 4 Which lamp is the most economical?

A

B

Task 5 A B Which lamp gives the most light? (although you hardly see that difference).

You see that you have calculated how much watt-hour costs the burning of the lamp. Used in a year a family in the Netherlands averaged 3,500,000 watt hours. That is a big number and that is why we say typically 3,500 kWh (kilowatt hours). Kilo stands for 1000.

More and more people have solar panels on their roof, which they themselves use as part of the energy they need to arouse. A family with a large roof wants to buy solar panels that are 150 kWh. per year generate .They consume 3600 kWh per year.

Task 6

How many solar panels do they need to generate half of their electricity themselves? ……………………………………………………………………………………………………………………………………

Task 7 What percentage of their electricity does this family generate? ………………………………..

Task 8 * You only get electrical current when electrons can flow around. A battery has a plus-side and a min-side. a. What charge do electrons have? …………………………………………….(+ or -) b. On what picture do you see the correct direction of the electrons?

Task 9 * Electrons find the shortest way. You may have heard of short circuit. The current then takes a short cut and no longer goes through the lamp. Below you see two pictures with a circuit.

On which picture do you see a short circuit?

WHAT DID YOU LEARN? ITEM 1 “WHAT IS ENERGY” (FORM 7-8) • Energy is the ability to provide heat, light, or movement.

• Energy is everywhere. If you pass it on or sell it, you have something to it.

• Electricity is a current of electrons.

• If the circuit is closed, the current will start to flow.

• Electric current always searches for the shortest route. (Group 7/8 only) • When your power flows through a device, the device will start working.

ITEM 2: WHERE DOES ENERGY COME FROM AND HOW DOES IT COME TO YOU? (FORM 78) ITEM 2: INFORMATION In this section you will learn which energy sources there are and how you can use the energy can use.

Energy sources What is energy? Everywhere. So actually everything is a source of energy.

In order to generate electricity, we use energy sources from which we easily generate a lot of energy can pick up. Which major sources are there?

The sun The biggest source of energy is the sun. The sun gives warmth and light. We can handle that and use. We can also convert it into electricity with solar panels. Trees use the heat and the light of the sun to grow. So the solar energy is actually in the branches.

Plant and animal remains that have been printed together for millions of years change into oil and gas. The energy from the sun is therefore also stored there.

The wind The wind is movement of air. We can let something move with wind. That movement can we use. We can convert various forms of energy into other forms. So can for example, we make electricity from kinetic energy. And we use electricity to make devices work.

Fuels When you burn something, you get warmth and light. This is how we burn fossil fuels for heat to create. Examples of fossil fuels are: coal, natural gas and petroleum. In coal-fired power plants we convert that heat into electricity.

We also burn gas to make energy. For example, for cooking or in a power plant heat or electricity.

We make petrol from oil. We use gasoline to burn. That happens in the engine of a car. The engine turns the heat from burning into motion. That's how the car comes in movement.

In biomass power plants, waste from recycled wood, grass and manure are burned for electricity to make.

There are more things that we burn so that we have warmth and light. Think of wood (matches) or paper. When you light a candle at home, you have light and heat where you want it. What you burn, substances are always released. That is not just as harmful in every situation, but always a little bit.

Energy transport You use electricity at home or at school. You obviously do not want a coal-fired power station or huge windmill in the garden. Where are they? On business parks for example or in a port. Windmills are also often at sea. There is enough space and there is often strong wind.

The place where the energy is generated is therefore not always the same as the place where the energy is converted into electricity.

We can move energy in the form of electricity in a smart way via a wire.

From a power plant to an outlet at your home for example. Transport electricity cables the electricity to buildings. You can no longer see electricity pylons in the streets. The electricity enters your home via thick cables under the ground. Then you can unplug the electricity pick up and use. We use electricity to power devices.

Gas pipes are also underground. Through these pipes, the gas comes into your gas cooker or central heating boiler. There you burn it for cooking or for heating water to heat your house.

It is also possible that your house is heated by hot water that you do not burn yourself. The warm water then comes under the ground through thick tubes. That water is heated in a heat plant. Your home then has no gas pipeline.

Petrol is brought to service stations with special trucks. There it becomes big preserved. With the car you can refuel the petrol at a gas station. Via tubes underneath the soil and the tank hose, it flows into the car.

There is also energy in a battery. You can easily take out batteries. Do you have a mobile phone? Then you always have a little bit energy with you.

ITEM 2: WORKSHEET Task 1 Look at the pictures on the screen in section 2.1.

Use the information sheets of parts 1 and 2

1. What do you see here? ……………………………………………………………………………………………

Do you ever use them? Give an example. ……………………………………………………………………………………………

2. What do you see here? ………………………………………………….

What kind of energy do you absorb?.....................................

What can you do with that energy? …………………………………..

Have you ever seen a place somewhere? Where was that? ……………………………………………………………………..……………………

3. Which energy source do you see in figure 1? …………………… ………………………………………………………………………………………….

What do you see in number 2?.............................................

What kind of energy do you absorb?....................................

What can you do with that energy?...................................... ………………………………………………………………………………………….

4. Which energy source do you see here?............................ ……………………………………………………………………………………..

Do you use it at home?.....................................................

What do you use it for?.................................................... ……………………………………………………………………………………..

5. What do you see here?..................................................................... ………………………………………………………………………………………………………….

How can you take that energy to another place so that you can do it use?....................................................................................................... …………………………………………………………………………………………………………

6. What do you see here?..................................................................... …………………………………………………………………………………………………………

What do the left and right photos have to do with each other? ………………………………………………………………………………………………………… …………………………………………………………………………………………………………. ………………………………………………………………………………………………………….

7. What do you see here?....................................................................

How is the energy extracted?.............................................................. ………………………………………………………………………………………………………… ……………………………………………………………………………………………………….. …………………………………………………………………………………………………………

8. What do you see here?....................................................................... …………………………………………………………………………………………………………..

Describe the path that oil travels from the moment it is found is up to the petrol tank. ……………………………………………………………………………………………………………. ……………………………………………………………………………………………………………. …………………………………………………………………………………………………………………………………………….. …………………………………………………………………………………………………………………………………………….

In some substances, electrons can move easily. You call these substances conductors.

You also have insulators. These are substances in which electrons do not move.

In order to send power from the socket through the lamp, you need a conductive substance.

Electricity wires are often of the conductive substance copper.

Task 2 How is it possible that you can touch the outside of a plug or socket without one get an electric shock? ……………………………………………………………………………………………………………………………………………….. ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………….

Task 3 If you would look at the inside of a plug and a plug wire, what would it look like?

ITEM 2: WHAT DID I LEARN? • There are different energy sources. For example: the sun, wind, biomass, coal, oil, gas.

• You can move energy through cables, tubes or batteries.

• You can also relocate some energy sources, such as gas or petrol.

ITEM 3: SUSTAINABLE ENERGY In this section you will learn what sustainable means, how important sustainable energy is and which renewable energy sources there are.

Introduction movie (in Dutch!) https://youtu.be/vBpIj8S3ny0 Definition of sustainability Sustainable means that people can do and use the same things in the future as we do now.

ITEM 3: INFORMATION The earth is in trouble.

In the Netherlands we still burn a lot of fossil fuels to make energy. Fossil fuels are for example: gas, oil and coal. They originated from plant remains and animal remains. Nature has taken millions of years to make them. Unfortunately, humans use more fossil fuels than nature produces.

So gas, oil and coal eventually end up once. And what is also bad: its use is harmful to the environment. Harmful substances are released during combustion. By those substances the air is getting warmer on earth. The climate is changing. People suffer from one place from harder storms, heavy rain showers and floods. In other places it becomes very dry.

One Planet Thinking We ask a lot of the earth. Yet we only have one planet earth! If we ruin it there is no second chance.

That is why it is important that we do things differently.

'One Planet Thinking'. That is English for 'one planet thought'.

It means: everything we do must fit within the possibilities of our planet. We should not ask more of the earth than the earth can supply. Using sustainable energy is one of the solutions.

What does sustainable mean?

Sustainability is about people, the environment and earning money. Simultaneously! If you work sustainable, you do not just think about make money, but also about the environment and other people. You do not think just about “ now�, but also about the future. So sustainable means that people in the future can do and use the same things as we do now. If we drive now, it must be possible in 100 years too. We pay attention to the fact that we still have enough energy in 30, 50 or 200 years and that the world looks just like it does now. Or even better of course!

If we do not do anything about climate change, that is bad for the future. If we use all the raw materials there is nothing left for the future.

Renewable energy is energy that is not polluting and does not run out. Using sustainable energy will save our future!

Renewable energy The energy of the sun does not rise quickly. That takes an estimated 5 billion years! By the sun to use for light, heat and electricity, you do not have to burn anything. You do not have to do anything do that is bad for the environment. You can also use the sun yourself. Use the heat around the let it dry and the light to see something, or let your plants grow through it.

Wind is a movement of air. So movement. There will always be wind. Sometimes that wind is in us land quite powerful. With that movement you can run a dynamo and generate energy.

Biomass is more sustainable than fossil fuels. Biomass is a collective name for snippets made from recycled wood, grass, or manure. Burning them also gives you energy. Which happens in a kind of large factories: biomass power plants. The (biological) substances of which the snippets have been made, quickly grow up again and do not become so fast.

When making biomass and the burning of it is unfortunately released. But fortunately there are much less harmful substances than in the combustion of fossil fuels. That makes a difference so something.

Heat-cold solution: Certainly in winter in the Netherlands, we need heat. In many places we already make extra heat. In factories where something is made, for example, heat comes free. Using smart techniques, we can capture this heat and use it again for our homes to heat. That is sustainable, because you use something that is already there. And you do not need extra use energy to create new heat.

If you use sustainable energy, you can look forward to the future in a cheerful way!

Movie: Green house effect https://youtu.be/SLnu46SgAkc WORK SHEET Task 1 First read the information sheet . Take a good look at the sustainable photos below.

(This task is about the photos, not the drawings with numbers.)

Examples sustainable energy 2020 Solar paners: Electricity for 350.000 households (32%)

2020 Wind energy: Electricity for 2.400.000 households (96%)

300.000tons shredded wast, electricity for 120.000 households (1,6%)

Come up with a caption that people will think: "Indeed, sustainable energy is super important!"

Tell two things: Which renewable energy source do you see?

Why should we use it?

For example: Solar energy for a bright future without fossil fuels!

1: …………………………………………………………………………………………………….. ………………………………………………………………………………………………………….

2. ……………………………………………………………………………………………………. …………………………………………………………………………………………………………

3. ……………………………………………………………………………………………………… …………………………………………………………………………………………………………

Task 2.

What is more sustainable?

Research wind and solar energy and compare the advantages and disadvantages.

Work in triples and choose one of the following tasks.

WIND I - online research Why do you prefer to use wind energy? First think carefully. What do you expect?

Then look for additional information on the internet.

Answer the following questions: When does a windmill work best? ………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………..

Does a windmill always work? ……………………………………………………………………………………………….

Name two advantages of windmills. ………………………………………………………………………………………. …………………………………………………………………………………………………………………………………………………

Name two disadvantages of windmills. ………………………………………………………………………………….. …………………………………………………………………………………………………………………………………………………

TIP: are you looking for information about the wind? Look at www.knmi.nl under the heading 'Netherlands now' and then under 'Climatology'.

WIND II fieldwork Why do you prefer to use wind energy? First think carefully. What do you expect? Then examine a real windmill and / or a windmill that you have made yourself in an experiment.

Answer the following questions: When does a windmill work best? ……………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………

Does a windmill always work? …………………………………………………………………………………………………….

Name two advantages of windmills. …………………………………………………………………………………………….. ……………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………

SUN I - online research Why do you prefer solar energy? First think carefully. What do you expect?

Then look for additional information on the internet. Answer the following questions: When does a solar panel work best?............................................................................................ ……………………………………………………………………………………………………………………………………………………

Does a solar panel always his work?................................................................................................

Name two advantages of solar panels………………………………………………………………………………………….. ………………………………………………………………………………………………………………………………………………………

Name two disadvantages of solar panels……………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………..

TIP: are you looking for information about the sun? Look at www.knmi.nl under the heading 'Nederland nu' and then under 'Climatology'.

SUN II - field work Why do you prefer solar energy? First think carefully. What do you expect? Then examine solar panels nearby.

When does a solar panel work best?............................................................................................... ……………………………………………………………………………………………………………………………………………………..

Does a solar panel always do it’s job?................................................................................................

Name two advantages of solar panels……………………………………………………………………………………………

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

Name two disadvantages of solar panels………………………………………………………………………………………….. ………………………………………………………………………………………………………………………………………………………….

Task 3 Use the advantages and disadvantages that you wrote down in task 2. Discuss with another person group all the advantages and disadvantages of wind and solar energy that you have come up with.

At each point, consider which energy source you prefer. Sun or wind?

What is the best sustainable energy source for you?.........................................................................

Why do you think that?..................................................................................................................... ………………………………………………………………………………………………………………………………………………………..

What did we learn?   

What means sustainable and sustainability What kinds of sustainable energy do we have How important is sustainable energy

ITEM 4: SAVING ENERGY The future is sustainable. Until then, we must be economical and pollute as little as possible.

INFORMATION SHEET 4 Why is it necessary to save energy?

In this section you will learn why we should be economical with energy and how you can save energy.

Why should we save?

We will only use infinite, clean energy in the future. But we still use fossil energy sources.

They get lost and have bad influence on the environment. They cause climate change. As long as we use fossil sources, it is good to economize with energy You have to pay for energy that you use. Saving is also good for the wallet.

Energy transition We are in a transition phase.

We are on the way to a new situation; a new world. Take a look around you.

You can still see petrol stations, but also charging stations for electric cars.

There are coal-fired plants, but also windmills and solar parks.

We are going to use more and more sustainable energy. That also means that no longer all electricity comes from large power plants. You see solar panels more and more. People absorb the energy themselves. The world is going to look different!

How can you save energy?

Saving is not that difficult. You just have to use less energy. But for some things you need energy.

What can you do to have a good life and use less energy at the same time?

You can often make choices where you can do the same with less (polluting) energy.

What are you doing?

When you have finished watching, do you turn off the television or on standby?

Devices also use power on stand-by.

Do you turn off the lights when you leave? If there is nobody in the room, the light does not need to be switched on.

If it is sunny outside, there might be enough light in the house. Then you can turn off the lights and save energy.

Do you close the door behind you when you leave? If it is cold outside, you can keep the heat inside by taking care that the doors are not opened unnecessarily.

And if you still feel cold, do you turn on the heating, or do you put on a sweater?

The heating costs energy.

You sometimes have to charge telephones, tablets and electric toys. Make sure you plug out when you have finished charging? As long as the charger is plugged in, he uses electricity.

That is not always necessary.

Do you notice when the television is switched on unnecessarily? It certainly happens at your place too. Sometimes the TV is on, while no one is watching it. For example when everyone is using smartphone or tablet, is busy, or reading a book.

In fact, saving energy is a matter of thinking and paying attention.

Anyone can do it.

WORKSHEET 4: Task 1 (Use the information sheet.

Jeroen has had lessons about energy at school.

He says: "It will not be long before we only use sustainable energy. So I do not have to be economical with energy anymore. " What is Jeroen right about? ……………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………

What is Jeroen not right about? ……………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………

Task 2 What do you think is the best saving tip on the information sheet? …………………………………….. ……………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………

Work further in pairs.

One of you starts: Explain to the other person why it is important to save energy.

Ask if the other person already knows your best tips.

Ask if the other person is already using the tip.

If not, try to make the other person realize how important it is.

If the other person says he is going to do it, you ask: how and when?

Turn the rollers around.

(Have you both chosen the same tip? Now choose the next-best tip.)

Are you going to save more?

Task 3 Interview 5 friends or family members. Use one for the first person, one for the second person the boxes with number 2. And so on.

Explain that you are investigating whether people use energy sparingly.

Who already saves and who can give you tips?

Ask them the following questions: 1. Do you use a shower timer to shower no more than five minutes?

Yes

No

1

2

3

4

5

1

2

3

4

5

2. Do you turn off the light in rooms where no one is?

Yes

No

1

2

3

4

5

1

2

3

4

5

3. What do you usually do when you notice that you are cold?

Pull the sweater upwards?

1

2

3

4

5

Increase heating 1

2

3

4

5

4. Do you get chargers out of the socket if you do not charge anything?

Yes

No

1 5. 2

3

4

5

1

2

3

4

5

All information collected?

The first answer is always the sustainable answer.

Does anyone still use a tip?

Then explain why it is important to use the tip.

What is the percentage of sustainable answers from all the people you interviewed? ………………………………………………………………………………………………………………………………………

Are you satisfied with the result? Why yes / not? ……………………………………………………………………………………………………………………………………….

WHAT DID YOU LEARN? 

As long as we use polluting energy that runs out, it is good to be careful with energy.



Everyone can save energy. At home and at school. For example, by taking a shorter shower, lowering the heating, or putting appliances on standby.

ITEM 5: THE FUTURE In this section you will learn thinking about the future, what we can do now to face the future in a cheerful way INFORMATION SHEET 5.

How can we switch to sustainable energy as quickly as possible? A matter of time?! The future is the time that is yet to come. The future is tonight, tomorrow, next year.

Happy into the future What should the future look like? Together we can ensure a livable earth. Otherwise, there may not even be a future. Sustainable energy from and for everyone. That is a beautiful vision of the future!

We will only use sustainable energy in the future. But when do we use really only sustainable energy? No more petrol, no coal-fired power stations, no gas. How long is that going to last?

Do something for the future A bright future does not come automatically. A lot still needs to be done. What stops us?

Unfortunately, there are things that make switching difficult, or that make it take a long time. New items are needed for a new world. Electric cars for example and charging stations to charge them. That must all be built and made and that takes time.

Some things can and should be better. The technology is not yet good enough everywhere.

Electric cars, for example, have to be cheape, so that more people want to buy one. It takes a long time before the car is charged. You cannot drive that far yet and there are only a few places to recharge them. That's why many people buy a petrol car. As long as there are still petrol cars driving around, gas will still be needed.

We do not have to use all fossil fuels before we switch to others energy sources. But many Dutch people now have a gas stove at home. You do not just buy an electric hob. For the time being, therefore, gas pipes must remain in the houses.

Collaborate Nobody can decide on his own that we switch to sustainable energy. We must work together, in the whole world. That means making appointments. Who does what? How do you do that? Can we learn from each other? Can we help each other?

Some countries in the world have a lot of oil in the ground. That is not good for the environment, but they will get a lot of money for it. The countries and companies that sell that energy do not want to stop it. So we have to make agreements so that everyone is satisfied and wants to work with them. It takes time.

Your future What do you have to do with it? Everything of course! It is also your future!

What are you going to notice in 20 years?

As a consumer you use energy and you have to pay for it. Or are you going to buy solar panels and to generate your energy yourself? As a resident or road user you can suffer from unhealthy air. Worse, you can face floods due to climate change.

You can also start working somewhere where you are dealing with energy. For example as a designer, builder or mechanic of solar panels, or windmills.

Maybe you become someone who makes the rules, for example at a municipality or in the government.

Then you decide where windmills should come and you can ban cars that are on drive petrol.

You are going to notice something, but are you going to look forward to the future in a cheerful way?

WORKSHEET 5.

Task 1 How sustainable is your neighborhood already?

Choose which assignment you want to find out. a or b. a. Interview fellow citizens Interview 5 people at different addresses in the neighborhood. Use the input fields for the first person 1, for the second the boxes with number 2. And so on.

Explain that you examine how sustainable your neighborhood is. Ask them the following questions: 1. Do you use green electricity?

Yes 1

No, but we want to 2

3

4

5

1

2

3

4

No 5

1

2

3

4

5

2

3

4

5

2. Do you want solar panels?

Yes, we already have 1

2

3

4

Yes, but we do not have them yet 5

1

2

3

4

No 5

1

3. In what kind of car do you drive?

We do not have a car 1

2

3

4

Hybrid car Petrol car 5

Diesel/petrol car 5

1

Yes, but not everywhere

No

1

2

3

4

2

3

4

5

2

3

4

5

4. Do you have double glazing?

Yes, everywhere 1

2

3

4

5

1

2

3

4

5

1

5. What do you use to cook?

Electricity Gas, but we want Gas (induction / ceramic) to switch to electric cooking 1

2

3

4

5

1

2

3

4

5

1

2

3

4

The first answer is always the sustainable answer.

The second answer shows that we are on our way to a sustainable world.

The third answer is not sustainable.

Add up all the first answers together. ……………………………………………………………..

What percentage of the total number of answers is that?..................................

Add up all the second answers. What percentage is that?..................................

Add up all third answers. What percentage is that?............................................

Which percentage is highest?.............................................................................

Is your neighborhood already sustainable?........................................................

Are you satisfied with the results? ………….. Why yes / not?................................ ………………………………………………………………………………………………………………………….

b. Neighborhood research Choose four streets in the neighborhood and go on research.

What is sustainable, what is not?

Count the following things: Electric cars Hybrid cars ……………………………………………….

Petrol cars (and diesel cars)………………………………………….

Parking places with charging stations Regular parking places……………………………

Houses with solar panels Houses without solar panels………………………………………

All information collected?

Calculate the percentage of electric cars……………………………………………………………..

Calculate the percentage of parking spaces with charging stations………………………

Calculate the percentage of houses with solar panels……………………………………………

Which percentage is highest?...................................................................................

Is your neighborhood already sustainable?

Are you satisfied with the results? ………………Why yes / not? ?................................ ………………………………………………………………………………………………………………………….

5

Task 2 Read the information sheet first.

How can we help the world to sustainable energy as quickly as possible?

Who has the best idea to help the world get to sustainable energy as quickly as possible?

Work in groups of 2 or 3.

Draw, cut and paste, or film your idea!

TIPS: - Think of your plan for the future based on something you want to become later.

- Think of your plan for the future based on something you want to create or invent later.

- Think of your plan for the future based on something you can do at home later

A lot still needs to be done What do you see in this picture that ensures that we can not switch so quickly to sustainable energy?

………………………………………….

…………………………………………..

……………………………………….

…………………………………………

………………………………………………………………

……………………………………………………………………

Your future We are looking forward to the future in a cheerful way.

What is needed for this?

Watch the video. https://youtu.be/0SEvsgDyyO0 Task 3.

How can we help the world to sustainable energy as quickly as possible? Who has the best idea to help the world get to sustainable energy as quickly as possible?

Draw, cut and paste, or film your idea!

View here as an example what group 8A of the Lorentzschool in Leiden has made of it https://youtu.be/UF8lGKxuP00

What did you learn?

• Working towards a better future starts now.

• Everyone uses energy, so everyone has to deal with it.

• If we all cooperate, we will only use clean energy that never runs out.

EcoProject: Subjects and tasks 1.

2.

3.

4.

5.

6.

7.

Electricity circuit Solar energy: wonderful warm water Research “power eaters” Water power: create a watermill Wind power: car working with windenergy Windmill Floating wing

1. Electricity circuit: Pupils built an electric circuit after studying a picture. The circuit is not closed. Pupils discover what kind of materials can close the circuit and what does not conduct electricity. They discover that metal materials conduct electricity.

2. Solar energy: Pupils discover that solar energy can heat water. They line up an umbrella with aluminum foil and put the umbrella into the sunshine. Then a little bag filled with cold water is put in the umbrella and the pupils try to find out at what place in the umbrella the water is heaten as fast as possible.

3. Research ”power eaters.

“Pupils search for electic tools in the school building. They make an inventory “mini eaters”, “eaters” and “super eaters”.

4. Water power: Watermill Pupils built a watermill using a plastic cup, in this they put 4 straws where water can go through. Through pouring water in the top of the cup the mill starts moving.

5. Wind power: a car uses wind power Pupils built a car using cardboard. By inflating and deflating a little ballon the car starts moving.

6. Wind power: a windmill Pupils built a windmill using paper and a cylinder. By using a hair dryer they can see how a wind turbine works.

7. Wind power: floating wing Pupils built a wing using paper, which shows the upward and downward force of streaming air.

In English: what you need!

1; Batteries 2: Lamp 3: switch 4: work sheet 5: different materials, can be a lot such as: aluminium foile, neadle, rope, straw, ice stick etc.

In English: built an electric circuit, watch the picter and the numbers.

In English: the circuit is still open. So the power cannot flow round.

In English!!!

What you need: 1: Umbrella 2: Cycilder aluminium foil 3: tape 4: rope 5: plastic bag (water should not go out!)

6: cold water 7:thermometer *: worksheet

In English: Carefully cover the inside of the umbrella with aluminum foil, use tape if necessary

In English: fill the plastic bag with water. Measure the temperature, close the bag with a rope.

In English: Where is the sun (if there is‌) and make sure that the handle of the umbrella is in the direction of the sun!

In English: Fasten the bag with the water on the handle of the umbrella there where you think the water will be heaten as fast as possible.

In English: The bag should hang fora bout 10 minutes and then measure the temperature of the water

In English: Make a graphe: minutes and temperature

In English!!!!!

Research: Search for tools and devices which make noise, make light or can move.

Important: take care for electrical outlets!!!!

In het Nederlands

1

In English: What do we need?

Pencil 2: paper 3: your own eyes

2

In English: write in the right column what you found out.

Super eaters Eaters

3

Mini eaters

In English: power eaters: CONCLUSION Super eaters

Eaters

Mini eaters

Water cooker Cooker Dishwasher Oven Electric heater Freezer Airco

Refridgerator Lights Digiboard Computer Cppier Laptop Television

The bell Tablet Telephone Bicycle lamp

4

In English!!!!!

Research: Search for tools and devices which make noise, make light or can move.

Important: take care for electrical outlets!!!!

In het Nederlands

In English: What do we need?

Pencil 2: paper 3: your own eyes

In English: write in the right column what you found out.

Super eaters Eaters

Mini eaters

In English: power eaters: CONCLUSION Super eaters

Eaters

Mini eaters

Water cooker Cooker Dishwasher Oven Electric heater Freezer Airco

Refridgerator Lights Digiboard Computer Cppier Laptop Television

The bell Tablet Telephone Bicycle lamp

RED: IN ENGLISH Watermolen: WATERMILL Nodig: necessary -

stukje touw a rope 4 rietjes 4 straws 1 plastic bekertje plastic cup gieter. Water can

1. Maak bovenaan in de beker een stukje touw vast om de beker op te kunnen hangen.

1. Attach a piece of string at the top of the cup to hang up the cup 2. Prik onderin de beker 4 rietjes 2. Pour 4 straws at the bottom of the cup

3. Buig de rietjes om 3. Bend the straws 4. Giet met een gieter water in de beker.

4. Pour water into the beaker with a watering can 5. Kijk of je de watermolen langzaam of sneller kunt laten lopen.

5. See if you can run the watermill slowly or faster https://youtu.be/Jt9dl80p0aY

Flavoring lesson The Netherlands Taste 1 Use your Pinch your nose nose closed 1.What do you taste?

2.What kind of taste is it?

3. How does it smell?

4. Do you like it? Yes of No and why!

Use your nose

Taste 2 Pinch your nose closed

Use your nose

Taste 3 Pinch your nose closed

Use your nose

Taste 4 Pinch your nose closed

Draw your funniest cartoon picture with a special tongue

Mix and exchange healthy food

fruit

fruit

fruit

strawberry

banana

apple

fruit

fruit

fruit

pear

orange

mandarin

fruit

fruit

fruit

grape

nectar

watermelon

vegetable or fruit

vegetable or fruit

vegetable or fruit

vegetable or fruit

vegetable or fruit

vegetable or fruit

vegetable or fruit

vegetable or fruit

vegetable or fruit

vegetable

vegetable

vegetable

cucumber

tomato

carrot

vegetable

vegetable

vegetable

bell pepper

green beans

spinach

vegetable

vegetable

vegetable

lettuce

peas

broccoli

vegetable or fruit

vegetable or fruit

vegetable or fruit

vegetable or fruit

vegetable or fruit

vegetable or fruit

vegetable or fruit

vegetable or fruit

vegetable or fruit

ATTACHMENTS

ECO ACTIVE PROJECT: THE PAPER

2° CIRCOLO DIDATTICO « CAVOUR»

MARSALA

WHAT DOES RECYCLING MEANS? Recycling means transforming waste into reusable materials.

It is an effective system to reduce the energy consumption of industries and to save on raw materials.

PAPER What is paper?

The paper is a thin layer of cellulose fibers woven from various additional substances such as glues, dyes and mineral substances.

Did you know that it takes from 2.0 to 2.5 tons of wood to produce 1 ton of paper?

Paper features: resistant, wrapping paper; fragile, printing; filtering, tea bag; oiled or waxed, for food; soft, th tissues of paper; absorbent, for diapers.

HOW DOES THE PAPER IS PRODUCED ?

How does the paper is produced?

The most used material for making paper is wood pulp or cellulose coming from a soft wood such as fir or poplar.

You can also use other fibers such as cotton, linen, hemp and recycled paper.

The card creation process involves 5 stages: Fiber preparation: pulping.

Whitening Sheet formation and pressing.

Surface treatments Drying

At work to realize a billboard on the importance of recycling

We are ready to supply the waste paper in the appropriate containers

Laboratory of recycled paper

LABORATORIO IN ALLEGRIA

LAVORETTI NATALIZI CON CARTA E CARTONE RICICLATO

Work made with recycled paper

«ECO-ACTIVE» Recycling paper

Classe IVB II C e II D plesso Verdi, Istituto Cavour (Ins. Centonze Benvenuta, Antonella De Marco)

Visit of Palacomieco in Marsala (agency for ecycling paper)

Discussing hat school and taking note about ricycling

Creation of a waste paper basket.

We work togeter

Christmas works using waste paper

Other objects create using waste paper and plastic

Mini Dinosaur Park with recycled materials We, the pupils of the 3rd classes took three boxes of pizza, glued them with tape and stick, thus has formed a base, where we put on some moss.

Above the base we fixed the dinosaurs, which we had done previously with different kind of paper Some plants, the volcano and the river.

Finally we took an inflated balloon, we glued the legs, the head and the tail forming a very big central dinosaur.

We were all amazed.

Pupils of the third classes Cavour

Eco - Active II Circolo didattico “Cavour” 4 A, 4B, 4C Plesso Cavour Marsala (TP) SicilyItaly

THESE ARE MY CLASS MATES

Hi! I’m Mr Potato

What we recycle?

The paper story

If you recycle…. 1000 Kg of paper you

SAVE 15 trees 99% of water 65% of energy

We produced…a flower for you!

The Mediterranean diet is a modern diet inspired

by Greece, Southern Italy, and Spain

The Mediterranean diet: food pyramid Chocolate, ice cream, sugar: One day of week

eeve

Milk, butter: 3days of week eeve

Vegetables: every day

e e v e

Cereals, pasta, bread: every day

Meat, egg, fish: 3 days of week

eeve

Fruits: every day

When we eat, we have enviromental impact!

Don’t waste!

But Reduce Reuse and Recycle left food Please!!

In Italy reuse‌

clothing, shoes, sofa, dishes and glasses, bags for food‌where we start?

Frumat: It produces paper and leather from apple residues

Smart Materials: it produces plastic from vegetable residues

Orange fiber: It produces organic and ecological fibers from processing citrus residues

…Bye…bye!!

,

HELLO FRIENDS ARE YOU READY? LET’S GO!!!

TODAY, WE TELL YOU THE GIORNA-LINO STORY LISTEN AND WATCH PLEASE!

LITTLE TITTI RECEIVES, AS A GIFT,

GIORNA-LINO

LITTLE TITTI IS VERY HAPPY, GIORNA-LINO IS HER SPECIAL FRIEND

THE DAY OF MOVE, LITTLE TITTI PUTS GIORNA-LINO IN A BOX WITH OTHER SCHOOL BOOKS AND SHE WAITS FOR HIM IN THE NEW HOME

THE DRIVER RUNS FAST ON THE ROAD ANDGIORNA-LINO FALLS DOWN

ALONE, WITHOUT LITTLE TITTI, GIORNA-LINO IS IN THE STREET. HE BECOMES WET FOR RAIN. HE CRIES WAITING FOR HIS END

SUDDENLY, GIORNA-LINO HEARS SOME STEPS….

AND.. THINKS IT IS THE SWEEPER SWEEPING EVERYTHING AWAY BUT…. IT IS NIKO

THE CHILD TAKES HIM, WELCOMES HIM, BRINGS HIM HOME AND DRY HIM, HOPING TO BRING HIM BACK TO LIFE. BUT, EVERY ATTEMPT IS USELESS

NIKO, THINKS AND RETHINKS AND FINDS A SOLUTION NOT TO LOSE GIORNA-LINO AND THE BEAUTIFUL COLOURS OF ITS PAGES

GET SOME PAPER, A PAIR OF SCISSORS AND BRUSHES AN WORK WITH NIKO AND US

TO BEGIN WITH, DO AS ENRICO

… AND THEN AS GIUSEPPE

…GO ON..

YOU ARE THERE, YOU CAN DO IT WELL

EXCELLENT!!!

NOW, WE ARE..

SCHOOLFRIENDS FOREVER!

IL CICLO DELL’ACQUA

THE WATER CYCLE

THE STORY OF DROPLET

A SWEET AND NICE WATER DROPLET LIVES IN THE DEEP AND DARK SEA, WITH OTHER little SISTERS.

ONE DAY, WHILE PLAYING ON THE SURFACES, THE SUN KIDNAPS HER, AND ...

MAKES HER GO UP THE SKY AND PUT HER ON A CLOUD. HERE DROPLET BECOMES FRIEND WITH OTHER DROPS OF WATER

BUT ONE DAY TWO CLOUDS COLLIDE AND SO' ....

DROPLET ENDS ON THE GROUND IN A MEADOW..

BEING COURIOUS, SHE ENTERS IN A TUBE.

THE TUBE LEADS HER HOME AND TO SCHOOL

WHEN YOU DRINK WATER, THINK ABOUT DROPLET!

DO NOT LET THE WATER RUNNING WHEN BRUSHING YOUR TEETH

WASH THE FOOD LEAVING IT SOAKING

WASH YOURSELF USING THE SHOWER

WATER THE PLANTS IN THE EVENING: WHEN THE SUN SETS, THE WATER EVAPORATES MORE SLOWLY.

AVOID LOADING THE WASHING MACHINE ONLY HALF

Tell mum to turn the wash to economy.

AND YOU, ….. HOW DO YOU SAVE WATER?

WATER FOR EVERYONE AND EVERYONE FOR WATER

WATER IS PRECIOUS AND INDISPENSABLE FOR LIFE

IT MUST BE SAVED BUT ALSO PROTECTED FROM POLLUTION:

DO NOT THROW NON-BIODEGRADABLE WASTE INTO THE WATER DO NOT USE CHEMICAL FERTILIZERS AND PESTICIDES IN AGRICULTURE

DO NOT DISCHARGE POISONOUS SUBSTANCES FROM THE SEWER BUT USE THE PURIFIERS

WATER IS NOT INFINITE, DO NOT WASTE IT

WATER IS LIFE "THERE IS NO LIFE WITHOUT WATER" "WATER IS A PRECIOUS ASSET" "WATER IS A COMMON HERITAGE: EACH HAS THE DUTY TO SAVE IT AND TO USE IT WITH CARE" KEEP THIS IN MIND

Warter: Conclusive conceptual map

Water: the states of the water

ENERGY

Energy is the capacity to do a job.

Potential We cannot see it

It is "hidden" in the bodies that possess it but do not exploit it in relation to the earth's gravity

Energy

Kinetics movement

The energy that bodies have in motion;

Energy transforms itself • Energy is never consumed, but is transformed from one object to another.

For example: bike moves because the muscles energy is transformed into kinetic by the wheels.

Non Renewable they are in the subsoil and are highly polluting (Fossil Energy)

Carbon Oil Uranium Methane thermoelectric power plant

Energy Sources

Renewable they produce clean energy and are little or nothing polluting

Sun Wind Water Vapor Biomass

Solar power wind power plant hydroelectric power plant geothermal power plant

Biomass power plant

Electric energy It can be produced from different sources

Electricity can be used to obtain: light energy, thermal energy, mechanical energy‌‌.

Thermoelectric power plant Thermoelectric power plant: uses fossil fuel energy

The thermoelectric plant uses fossil fuels, which are also sources of exhaustible energy

Fossil fuels highly polluting: Oil -Petroleum Coal Gas (natural) Methane

Nuclear power station uses atomic Energy

Nuclear power plants are extremely dangerous due to the harmful radiation that can occur in case of breakdown or disposal of waste, radioactive waste.

CLEAN ENERGY TO SAVE THE WORLD

•Solar energy •Wind energy •Hydroelettric energy •Geothermal energy •Biomass energy

Solar Energy is the first form of energy used by man

Solar energy is transformed into electricity from solar and photovoltaic panels

Wind Energy

A wind farm is a place with wind turbines that use the wind to make electricity

The energy of movement (kinetic) is transformed into electrical energy in the wind farm by aerogenerators

Hydroelectric energy

Hydroelectric plant uses the Energy of moving water.

Geothermal energy

Geothermal power plant: uses the steam coming from the subsoil.

Biomassa energy: cames from the organic waste

A message for you: Help us to save our earth:

Recycle and use green energy!

Natural resources: Renewable - Not renewable

- Renewable (water,wind, solar energy, geothermal energy, biomass, wood, ‌) Not renewable (petroleum, coal, natural gas, minerals, metals, ‌) The most important resources are WATER and PETROLEUM

Primary energy sources are potential energy resources found directly in nature: the sun, wind, rivers, mountain lakes, the heat of the Earth, coal, natural gas, oil, uranium, biomass, ‌.

Secondary energy sources are the result of the transformation made by people through technological innovations to satisfy their own needs.

Among the secondary energy resources there are:

1. Hydroelectric energy This energy exploit the trasformation of gravitational energy possessed by masses of water (in altitude), in kinetic energy that generates electric energy.

Electric central 4

2. SOLAR ENERGY It allows exploiting sun’s irradiation to hearth to produce thermal and electric energy.

Solar panels

3. WIND ENERGY It is the product of the conversion of the kinetic energy of the wind into other forms of energy, especially electricity through wind farms Wind turbines 5

4. BIOMASS It includes all materials of organic origin, animal or vegetable, which have not undergone any process of fossilization, and used for the production of energy.

Biomass plant of Avezzano 6

5. GEOTHERMAL ENERGY It is the form of energy obtained from the heat inside of the terrestrial sphere, volcanoes, geysers and hot springs of water.

Geothermal power plant of Larderello 7

The Italian region with a greater production of reneawable energy is Puglia, mostly to exploitation of the wind power.

ENERGY PRODUCTION RENEWABLE IN ITALY

In the 2010, Italy produced 22.2% of gross national requirement from renewable energy resources, positioning itself as the fifth scale producers of renewable electricity of the European Union.

Healty family menĂš

Monday

Tuesday

Wednesday Thursday

Friday

Saturday

Sunday

2 slides of bread +Jam +glass of Milk Dried fruit+ yogurt

4 biscuits+ + Glass of milk

Homemade cake or pie with apricot jam

2 slides of bread+ Orange jam

Croissant with cereals

Plum-cake + a glass of Milk

sandwich with olive oil and oregano

Home-made Yogurt

Seasons fruit

2/3 slides of crispbread with butter and jam Dried Fruit

Fruit milkshake

Orange or Grapefruit juice

Lunch

Pasta with tomatoes sauce+ Tomatoes salad

Legume soup (beans, chickpeas, lentils, ecc‌)

Rice with grilled vegetables

meatballs and broccoli

Cous-cous with frish fishes and vegetables

Spring rolls + Soy sauce

Snack

Frish seasonal fruit

Fruit salad

Cereals + tea

Yogurt

Biscuits+ Honey

Dinner

Baked fish With steamed green beans

Sousages with baked patatoes

Dried fruit + Fruit milk shake Boiled egg+ Tomatoes and raw carrots

Lasagne+ Meat with baked potatoes + cannolo (sicilian sweet) Tea

Cheese+ salad

Baked fish with aromas

Pizza

Break-fast

Snack

Scallops with lemon +savory pie with vegetables

ATTACHMENTS

Waste recycle How to do it?

Some examples in our town: • Ecological islands • Recycling centres

• Removal of bulky and hazardous waste • Separate collection of waste in specially marked containers in households

An ecological island • • • • • • •

What's an ecological island?

Why recycling is important?

How materials are recycled?

Where can you recycle?

Why recycle?

How to recycle?

How to recycle at home?

Some useful websites: • http://www.recycling-guide.org.uk • https://www.komunala-nm.si

Vir: https://www.google.si/search?q=ekolo%C5 %A1ki+otok&source=lnms&tbm=isch&sa=X &ved=0ahUKEwie5KjFl9PSAhWGvRQKHezT AJIQ_AUIBigB&biw=1366&bih=662#tbm=is ch&q=recycling&*&imgrc=EJJNYVVF477qC M:

Viri: • https://www.google.si/search?q=ekolo%C5%A1ki+otok&source=lnms &tbm=isch&sa=X&ved=0ahUKEwie5KjFl9PSAhWGvRQKHezTAJIQ_AUI BigB&biw=1366&bih=662#tbm=isch&q=recycling&*&imgrc=EJJNYVV F477qCM • http://www.recycling-guide.org.uk • https://www.komunala-nm.si

Bracelets made from plastic bottles and wool Tone PavÄ?ek Primary School Mirna PeÄ?, Slovenia Recycling Club

You need: ↖ ↖ ↖

a plastic bottle, scissors, thread or wool

Carefully cut out a 2 cm wide ring out of a bottle using scissors.

Wrap the wool around the circle.

Last, tie the wool or glue it on the inside of the ring using a glue gun.

Use wool of different colours to make it more fun if you want.

“If the bee disappears from the surface of the globe, then man will have no more than four years to live.“

BEEKEEPING AND TRADITIONAL SLOVENIAN BREAKFAST

Hello!

I‘m the Carniolan honey

CARNIOLAN HONEY BEE

bee, (Apis mellifera carnica), a native Slovenian bee species.

I’m known for my: • calmness, • nonaggressiveness, • good orientation, • immunity to diseases, • quick spring build-up, • suitability for collecting forest honeydew.

They call me “Sivka” (grey) because of the grey hairs on my abdomen.

APIARY

Bees’ home

BEEHIVE HONEYCOMB

HONEYCOMB IS A PART OF A HIVE, WHERE BEES SPEND THE WINTER AND STORE THE HONEY.

BEES COLONIES

A MALE THAT FERTILIZES THE QUEEN.

WORKER

DRONE THEY DO ALL THE WORK IN THE BEEHIVE AND GATHER POLLEN.

QUEEN

THE ONLY MEMBER OF THE COLONY THAT CAN LAY FERTILIZED EGGS.

A BEEKEEPER

HE WEARS SPECIAL PROTECTIVE CLOTHING TO PROTECT HIMSELF AGAINST STINGS.

5 BEEKEPERS PER 1,000 INHABITANTS IN SLOVENIA.

HE GATHERS PRODUCTS FROM A HIVE AND TAKES CARE OF THE BEES.

HONEY

HONEY IS THICK LIQUID OR CRYSTALIZED FOOD, PRODUCED BY THE BEES FROM POLLEN.

SORTS OF HONEY: - FLOWER, - CHESTNUT, - FOREST - BUCKWHEAT …

HONEY IS NUTRITIOUS FOOD AS WELL AS MEDICINE: - STRENGTHENS THE BODY - SWEETENER - QUICK SOURCE OF ENERGY

“IF I DIDN’T EAT HONEY, I’D DIE 40 YEARS EARLIER.” (PYTHAGORAS)

TRADITIONAL SLOVENE BREAKFAST

IT TAKES PLACE IN ALL SLOVENIAN SCHOOLS AND KINDERGARDENS ON THE DAY OF SLOVENIAN FOOD, THE THIRD FRIDAY IN NOVEMBER.

IT CONTAINS: • BREAD • BUTTER • HONEY • AN APPLE • MILK

WASTE MATERIAL BEES

MATERIALS: - KINDER SURPRISE EGG - BLACK WOOL OR WIRE - WASTE CLOTH - GLUE, SCISSORS - A BLACK MARKER - TOILET PAPER ROLL (OPTIONAL)

Sources: • https://www.slovenia.info/uploads/publikacije/cebele/follow-the-bees-en.pdf • https://www.augustin.si/einsteinove-cebele/ • http://www.rtvslo.si/news-in-english/slovenia-is-a-land-of-honey/329429