Erasmus+ Teaching

Teaching:











an effective









key to











self-learning

Introduction




Dear all,

I’m happy to introduce to you our final product. This book is a
result of a 3 year partnership between European schools. The

teachers have planned an exchange project, the plan is to
introduce our students to the work of a teacher. We plan a
short work experience for them. Our students prepared a
lesson according to the curriculum of the foreign younger

students. Students had to overcome two big problems, what’s
the current curriculum of the students and what mutual

language can we use. Next to this, the students want to teach
in an original and attractive lesson.

During the first meeting it was soon clear that our students love
this assignment. And the foreign younger students love to be

taught by foreign students. Each meeting we felt the
enthusiasm of all the involved students. It was an enrichment
for their personal live and school career, who can better explain
the Italian history, than an Italian self?


We gave our students a social experience as well. It’s an
unforgettable adventure for them, to be hosted in a foreign
country by a local family. To be involved and part of the culture

and the habits of this family. They have the chance to build
relationships with friends all over Europe.

I’d like to thank the European program ERASMUS+ for the fund

and trust they gave us. And all the teachers involved in this
project. Together we’ve made this a good project.

I hope this summary of lessons can inspire you.





Steven De Foer

Table of contents








Europe………………………………..………6



History………………………………….…..23




Maths………………………………….……38



Music……………………………………....51




Science…………………………………....60




Sports………………………………………89

Europe




1. European values - Fairtrade



prepared by: 8 grade pupils + English teacher Alena Buroňová


target pupils: Erasmus+ students, age 15 - 17


place: primary school Kosmonautů 15, Ostrava, the Czech Republic


date: 26 January 2015 (1st project meeting, CZ)


In the beginning of this project pupils from grade 9 came with the idea to
learn more about Fair-trade and tell the other pupils about it. So they invited
guests from NGO FerOVA and the three most active girls helped to prepare
a presentation of the topic and products for pupils from grade 9 and 8. At
the end they decided to start a Fair-trade club. Later we also had Fair-trade
English lessons and pupils worked on their presentations and worksheets.
They presented their results to the other pupils. Next the decision was
taken to prepare Fair-trade lesson for Erasmus+ students who visited
Ostrava in January 2015. A poster presenting spreading the Fair-trade
ideas by our pupils was made and even sent to national statistic poster
competition. Finally pupils took
the posters created during the
international meeting to a
vocational school in Hlučín and
taught their Fair-trade lesson
which is one of this project
outcome and will be part of the
Manual of lessons prepared and
taught in the project "Teaching:
An effective key to self-learning".
Then we were ready to write the
final version of our lesson plan
and finalized the worksheets.

Here you can see what was
happening during our Fair-
trade lesson and project day
during the international
meeting in January 2015.


LINK











Teaching materials: presentaton of fairtrade products and producing tea, lesson
plan, worksheet with results for teachers, worksheet for pupils

LINK


Video from the activity: Erasmus students presents their posters and say a
greeting in their languages:





This lesson was taught in Vocational school OU Hlučín which educates also
apprentices with learning problems on 22 April 2015. Our team had a
lesson for 13 students who want to become shop-assistants. The lesson
was taught in Czech language. We informed about Fairtrade, the Erasmus+
project "Teaching: an effective key to self-learning", international meeting in
Ostrava and the Fairtrade lesson for the participants. We took the posters
created during the workshop and prepared a display for the apprentices


The apprentices prepared short presentations of their skills and let us
and 17 pupils from class 7. A to try those activities. We used this
experience and photos also in our presentation about Czech educational
system.


After this lesson we decided to make a worksheet for students to make
them more involved in listening and to motivate them to think more about
the information of child labour.

On 10 June 2016 the lesson was taught at
class 8. A by 4 pupils who were teaching all
previous lessons. This time they were
speaking in English at the first lesson while
presenting in English lesson, curriculum
connection - presentation of Survey
(lesson6). Next lesson was taught in Czech
language
during Math
lesson curriculum connection - graphs
and tables. The third lesson was used for
drawing a Fairtrade poster or creating
Maths problems based on Fairtrade
statistics poster. A Math lesson for this
project outcome - Manual will based on
these problems








2. CZECH FOLKLORE



prepared by: class 9 + English teacher Alena Buroňová + Math teacher
Daniel Hütter (both folklore dancers)


consultant: Petr Buroň, a leader of folklore group Odra who also
wrote choreography for our dance Zezulenka

live music on rehearsals and VI. national Sokol folklore group parade in
Slatiňany: youth band from Háj ve Slezsku (10 June)


keyboard record: music teacher Marek Pabjan (for the performance at Petr-
Pavel fair on June 25)


technical support: music teacher Zdeněk Ševčík (recording, mixing and
burning a CD with music and vocals for Petr-Pavel fair performance)


cooperation with: senior members of Sokol folklore group Odra - and their
leader Anna Buroňová


financial support: T. J. Sokol-Vítkovice (transport), Sokol organization
(accommodation)

special thanks to:


- mayor Miroslav Buroň of T. J. Sokol-Vítkovice for lending us the folklore
costumes for free

- children choir KOKO leader Lenka Pelikánová for letting to use her studio
for making the vocal record


target pupils: students, age 13+


practice: primary school Kosmonautů 15, Ostrava, the Czech Republic


rehearsals with live music: 20 May, 27 May, 3 June in Český dům, Ostrava-
Vítkovice


performance: VI. national Sokol folklore group parade in Slatiňany (near
Pardubice town) from 10 - 12 June 2016

Petr-Pavel fair at Ostrava-Vítkovice square on 25 June 2016


recording music: children choir KOKO studio in Ostrava-Zábřeh
on 24 June 2016


The cooperarion between our school and Sokol folklore group Odra dates
10 years back when we prepared performance called "Getting rid of
Morana" for the Vítkovice part. The folklore group leader Anna Buroňová
lets us use her choreography and comes every year to supervise the final
practices and rehearsals. She also borrows us folklore costumes. Children
from classes 1 - 5 who usually take part in it although a few older girls also
take part and help pass these traditional old rhymes, songs and games to
younger new comers. In the beginning of this project, the Odra consultants
came to teach us one dance called "Babsky z Korně" with a song which
are described in Music chapter, we taught them in the 2nd meeting in Spain
in 2015. In March 2016, our pupils from grade 5 - 9 went to school in nature
and a dancing workshop was opened for them. Almost 20 pupils after a
week of hard work learnt to dance polka. When we returned, in the end of
March the pupils came with the request to continue the dancing lessons.
After a few lessons we addressed the Odra folklore group to help us with a
choreography. Later they offered us to take part in the above mentioned
folklore festival which was a great opportunity for our pupils to get a deeper
insight of folklore traditions in our country. It meant for us to learn a more
adult way for dancing polka. Why this is part of the Manual? Not all pupils
were good with rhythm, after expanation and practice the difficult part with
teacher, those who were better had to take part of their partner. This dance
was also taught by means of social network Facebook to one of our pupil

Klára who had to go to the spa for more than a month. She could not dance
polka when she was leaving us but she really wanted to take part in the
festival. She learnt polka in a club in the spa and we were sending her
tutorials and descriptions of our dance. When she returned, the girls taught
her at school the choreography as well as they could and we all met at the
last rehearsal with live music Český dům on Friday, June 3. If you watch
our first video which desribes the choreography and our graduate progress,
Klára is in the last part dancing in light costume. We believe that a group of
older students who already can dance regular polka steps, this
choreography and dancing steps may be learnt within one or two lessons.


We were learning different ways how to dance POLKA, the steps for our
performance and lesson are in the first video. In the middle video you can
watch our performance at Slatiňany national folklore festival. The last video
is about making vocals for the performance at the Ostrava fair.


LINK

Link2

EUROPE – Bulgarian Lesson plan


School: “Vasil Levski” high school, Sevlievo, Bulgaria
Students: Katerina Shopova, Iveta Boteva, Simeon Gelovski , Polina Georgieva,

Angel Gotsov, Kristina Petkova, Cvetelina Coneva .
Subject: Geography of Europe, European capitals, landmarks, politics
Goals (targets,results):

That they know more about each country and its landmarks.
Means: Flags, Crowns, Sheet of paper.


Description

Begin:

1)We start with our presentation “One day along Europe”. It contains each of
the six countries that take part in our project. Also their capitals and two most
visited landmarks. There are a lot of pictures and videos that make more
interesting the learning process.


2) Activity: A game with crowns – 10 min
We start with choosing 6 students, after that we put a crown on each student.

The crowns have flags on them of each country that take place in our project.
Then we made them to take in alphabet order without knowing which flag they
st
have. After that they should be in scale order. The biggest country must be 1 .

3) Activity: A game with flags – 10 min
We separate the class in 6 groups, each group have a sheet of paper. On this
st
sheet there are six flags on every country. 1 they must connect every country
with its capital city and then they must colour fill the flags in appropriate color.

st
The 1 group win the game.
4) Activity: A game with lost dog searching home – 10 min
Every group have sheet of paper where a dog have lost his way back to home.

To find the way students must decide which one of two landmarks is in the
pointed country. There are pictures and they should recognize which one
st
actually exist in this country. 1 one is the winner.

Experience


Try-out: 20.04.2017 in class 5g, SU Vasil Levski

25.04.2017 - Berkenboom Humaniora

Lesson 1: 09:00 -- 09:45 . The students are in class 2A, 12 years old and know

some capitals and landmarks. They can read.
Lesson 2 : 10:00 -- 10:45. The students are in class 2G, 13 years old and know
some flags.Some can read.


Evaluation

Students:

Katerina: I had a very nice experience educating the little children. It was lovely

to see that the learn while having fun. I think the will remember all six flags
because they did great job!
Iveta: I found it fun to teach students in different way. I think that our group
did awesome job during the project, and finding a new for teaching pupils was

not easy but lovely.
Simeon: It was such a amazing experience in my life. I hope all pupils have
learned at least one thing about every country.

The lesson begins with the Hymn of Europe. Pupils did a great job.


















Here we play a game with
European flags.











This is our game and
worksheet. Pupils did a great job.

3. Turn the arrow game

The " turn the arrow game "




Game for all ages on the History and Geography of The Europe.





Lesson :


Goals: To know the history and geography of our European
Countries; to promote interest in European culture.

1° activity: (10 min) The rules First of all let's divide all the
members in six teams "team number one " 'team number two "
and so on.


2° activity: (40 min) quiz game using a wheel and Kahoot










You can find the presentation and the activities
here

Try-out: 2016 Bulgaria

Children all ages >10-11 years







































Erasmus+

Europe





Lessons for primary school about Europe







Lesson- to know the costumes of differentes countries; to
understand that we are all similar despite the differences
between our habits


1° activity: brief presentation of food, monuments, famous
people in history and mitology common in different countries in
Europe (20 min)

see









2° activity : Game and quiz


see

Lesson: April 2017 – S.Niklaas


Student’s age: 11-14years old



































Erasmus+

Milan :an European city





Lessons for secondary school about Milan









Lesson- the target is to explain the most
important buildings and monuments of the
Italian city



1° activity: Presentation(20 minutes)

See



















2° activity : Visit the city or
have a virtual tour here



Lesson: October 2015 – Desio


Student’s age: 15-18years old

























Erasmus+

AU T U M N 2 0 1 6

the




Royal Game of Goose














Rules



The object of the game is to be the
first person to get to the end of the
journey.
Roll the dice and move your
counter one square for each spot
on the dice. Then it is the next
player's turn unless one of these
things happens:
If you throw a 3 on your first turn
you can move straight to square
26.
Maecenas quis lacus vel quam If your counter lands on a Goose
square you can move again
imperdiet facilisis. without throwing the dice. You

move the number of spots of your
original throw.
If you land on the Bridge, square
Some sample questions (all of them multiple choice): 6, miss a turn while you pay the
toll.
- What is the capital city of Bulgaria?
If you land on the Inn, square 19,
- What languages are spoken in Belgium? miss a turn while you stop for
some tasty dinner.
- Name of the river that flows through Prague If you you land on the Well, square
31, make a wish and miss three
- How was the Giant's
turns. If another player passes you
Causeway formed? before your three turns are up you

-Where was EXPO'15 can start moving again on your
next go.
celebrated?
If you land on the Labyrinth,
Ut ante: square 42, you will get lost in the
maze and have to move back to
[Fecha]
square 37.

4. European history and habits




Information

School: Liceo Majorana Desio

Students: M. Cerri, S. Orsenigo, G. Taccagni. G. Cattazzo, C. Bisso, A. Braghetto, D.
Mercandalli
Subject: EUrope : Geography History and Habits


Goals (targets, results): to know the costumes of differentes countries; to understand
that we are all similar despite the differences between our habits

Means: Map of Europe, PC and videoprojector,
Description



Begin: Introduction to the topic. ( 5 min)
1° activity: (action, timing, …) : brief presentation of food, monuments, famous
people in history and mitology common in different countries in Europe (20 min)
2° activity: trivial game



Experience

Try-out:

Lesson1: Belgio, 25-04-2017
















Link

5. European tale


Animals: Sly as a fox



Information


School: Berkenboom Humanoira bovenbouw, Sint-Niklaas, Belgium
Students:
Sarah Smet, Jana Van Bogaert, Lien De Block, Fien Meerschaert, Leen Hellemans, Jolien De
Schepper and Francis Gillis-D’Hamers.
link


Subject:
Animals, European tale, names, farm/forest animals,
animal names, pictures, track and food
Goals (targets, results):
That they know more about the sound, tracks, food,… of
animals

Means: a Belgian tale, animal hats, playing cards
of animals, “animal track”-app




Description

Begin:
1° activity: Role-play with the students, 15 min
We start with a tale of our region, the tale is about a fox who is very sly. We reorganize the
classroom, we devide the room in several places, fox, chicken and farmer have their home in the
room. At night the fox kills a chicken. The cock complains and he walks to the king of the
animals, the lion. Bear and Cat are send to bring the fox before the king, but they fail because
the fox is very sly. The wolf succeeds but now the fox is playing a trick with the king and his wife.
They believe the fox and his story of a treasure with a lot of jewellery. The fox leaves the forest
without a punishment.


2° activity: card-play, 10 min
Pupils have a lot of cards, they have to sort them by
animal. Pupils have to combine the sound, track, food
and name of the animal.
There are two groups of cards, one with forest animals
and one with farm animals.

https://docs.google.com/document/d/1faaLNLyEwF-
A3UAgeMrttXpuFaSrXSjkSiefTfxImNM/edit?usp=sharing
https://docs.google.com/document/d/1oHC-
lFW8SD2FWebR3QJj68bg1udIr_PcC2F09yYM2eY/edit?usp=sharing
3° activity: APP on the tablet, 10 min

When they succeeded with the previous activity they may play a game on the tablet of
“Guessing tracks” and “1000 dierengeluiden”, tracks and sounds of animals.

4° activity: Belgian bird-dance. 10

Students learn the pupils how to dance on this
music.
Hyperlink:
https://www.youtube.com/watch?v=6amcK82kBGg




Experience


Try-out: 2014-01-27, Ostrava

Lesson1: 9:10 – 9:55 The students are in class
2, 7 years old and know some names of the
animals in English. Pupils can read.
Lesson 2: 10:30-11:15 the students are in class
1, 6 years old. Not all the pupils can read
(Czech, English)




Evaluation


Students:
Sarah: I had a very nice experience educating the little children. It was lovely to see
that they were so interested in what we were teaching them. I think they really
enjoyed our play (as introduction) because they laughed during the funny parts. I
think they learned some new words in English and maybe they also learned a few
Dutch words.

Francis: I found it a fun experience in my opinion. the pupils liked it and the groupe
did work really well together. I don't mind to do it agian because the pupils were
very attentifly and collaborated well.
Lien: I liked to teach the children because it was nice that they could learn
something new in a fun way. It was nice to see them dance with us.

Jolien: It was fun to teach little kids and work with them. They found it very
interesting and liked to play with us.
Fien: It was very nice and the children liked it. In my opinion, they liked the Dutch
language and the story about Reinaert the fox.

Jana: I had a great time teaching the pupils. It was wonderful to see a smile on their
face during the play. They seemed to like our class and that's satisfying to see.

Leen: I really liked teaching other students. When we were doing our little play, it just
was amazing to see all the children look really focused and into the play. It was and is
an extra way of learing because by teaching others you learn more about yourself. And

to my suprise they were really good (for their age) in English.

History




1. History of Belgium and WW1







Through time and history



Information
School:
Eureka Secondary School, Kells, Ireland

Students:
Astrid de Rop, Luna Van Hese, Michiel Stoop, Justine Rousseau, Silke Meersschaert

Subject:
History of Belgium

Goals (targets, results):
That they know more about the history of Belgium and popular things of Belgium.

Means:
A timeline with pictures of the subjects, three legends about Manneken Pis, mini-Atomium,
food(waffles), quiz and a little prize.



Description


1° activity: Timeline with the pictures of the subjects about Belgium. Before we explained all
our subjects. Everyone of each group needed to come in front and place the pictures of the
subjects in the period of time we are. So for example: ‘Our King and Queen Philippe and
Mathilde, when did they became King and Queen?’ and then they needed to guess when it
was. They had 2 chances. If they were correct from the first time, they got 2 marks. If they
had the right answer from the second time they got 1 mark.

2° activity: Guess which legend we created.
We told them three legends about the origin of Manneken Pis, one of the legends was
created by us, and the students had to guess which legend it was. The group(s) that
was/were right got a point.

3° activity: Make a mini-Atomium.
First we gave a little bit information about expo 58 and moved on from that to the Atomium.
We then told them more about the Atomium. We wanted to be interactive and let them do
something creative, so we decided to give them 9 little spheres and some toothpicks and
with those they could make a mini-version of the Atomium. The group that was the fastest
got 2 points.

4° activity: Belgian food
We talked about chips, waffles, chocolate and beer. All typical belgian food.

5° activity: Quiz
We made a little quiz at the end of our presentation, we informed them in the beginning that
they would be questioned so they would pay more attention. If they listened they would’ve
known most of the answers as they were very easy. It was a small summary of what we
talked about.

Experience
Try-out: 2017-03-15, Kells

Lesson1:
9.40- 10.15 : We were all very nervous for the first lesson we had to give. We had to stick our
timeline on the wall but the timeline fell constantly. Then after a long try out, we had a
solution.
We left our quiz out, because our lesson was too long. The classes in Ireland are 40 minutes,
instead of 50 minutes like in Belgium, but we didn’t know that.
After all, the first lesson went good. Everyone knew their task and did it very well.

Lesson 2:
10.15-10.55The second lesson went way better, because we were less nervous and knew
everything better. We could estimate the time better than the first time, so we could do the
quiz now.
The second time went better than the first time.



Evaluation


Astrid:
First I was very nervous to stand in front of a class with people I don’t know. We needed to
give 2 lessons to 2 different classes. I was super nervous to the first class we taught. But
then I saw how lovely it was to teach children the history about our home country. And so the
second lesson we gave went very smoothly.
I have gained a lot of experience. Now I’m not as scared as before to stand and speak in
front of people. It was a unforgettable week that I will never forget.

Luna:
I really liked teaching the students something and they seemed to enjoy it.
I was extremely nervous before we started our lesson, but once we were in it, it went really
well. We struggled with making the lesson, but the result was better than expected.
The sister of my host was in the first class. She thought it was a good lesson and enjoyed it,
because it was interactive. She said I did well, so that gave me a good feeling.
I think giving the lesson made me a bit more confident. I will still be nervous when I have to
talk in front of a group of people, but not as much as I used to before this project.

Michiel: The presentation we did was overall very well, we didn’t really experience any delays
or troubling parts. Although constructing the small atomium might have been a bit too difficult
our lesson did go well during the first class and the second one.
Justine:
Our preparation didn’t go very fast, we had to prepare everything at the last moment. So we
were very stressy. But we fixed it and had a lesson. I thought it would be easier to make an

interesting lesson but it wasn’t that easy at all. In Ireland our first lesson was good. We did it
better as expected. I didn’t had any stress or something, only for the children, who we would
teach at. During the lesson we were all very relaxed. The children were nice, they worked
and helped us little bit. The second went better of course.

Silke:
We had to change our preparation of our lesson a lot, because it is difficult if you want to give
a lesson that is creative, interesting and good for twelve-years-old. After a long time, we
finally found something useful. In Ireland I liked to teach the children the history of Belgium.
They all did their best, did it well and also had interest in our lesson. Before the lessons, I
was very nervous, but during the lessons I became less nervous. When we did the quiz, it
was lovely to see that they've remembered something about the lesson. It was a great
experience to teach younger children, because I love to work with children.


Last preparations before our first lesson started.
























The students trying to make a mini version of the Atomium

Belgian history and WW1



Information
School:
Eureka Secondary School, Kells, Ireland

Students:
Yentl De Meirleir, Jolien De Wolf, Annelore De Meyer & Cedric Sorgeloos

Subject:
History of Belgium

Goals (targets, results):
That they know more about the history of Belgium.

Means:
Powtoon beginning of World War 1, story Joske, games about major cities of
Belgium, powtoon end of World War 1


Description
Begin:
When the students entered the classroom we divided them into 4 equal groups.

1e activity:
First we showed the students a powtoon about how the First World War started. It
was about Germany and France who both found some allies.

2e activity:
Story Joske: Then we told a story about Joske. He told the students about his trip
through Belgium. We told about 4 Belgian cities: Antwerp, Brussels. Ghent and Ypres
that played an important role/element in times of The First World War.

3e activity:
We divided the class in 4 different groups and played a selfmade game while
teaching the kids about belgium. We had a card memory and two games we played
with the belgian map.


4e activity:
The last powtoon was about the end of The First World War . We told about all the
ideas of important people in that time, like: the four ten-point plan from Wilson the
president of America, Clemenceau from France said that the Germans had to pay
everything and more … . It also showed who was the winner of the war.

Experience
Try-out:
2017-03-15, Kells

Lesson 1:
9:40 - 10:15: We were all a little bit nervous for our first lesson. It also took a while
before the class we had to teach was in our classroom. So we thought we will not
have enough time to showed them the whole lesson, but we did succeed.

Lesson 2:
10:15 - 10:55: We prepared for our next lesson which went slightly the same. The
class group was quiet and attendant.


Evaluation
Students:

Yentl: I was very nervous before we started our lesson and also a little bit when I
stood in front of the class, because I had to speak to people I don’t know. But they
were all very interested in what we said, so it was lovely to teach them. I think I’m
now less nervous to stand and speak in front of a group of people because of this
project. So it was very nice to teach the little kids and work with them. It was an
unforgettable week!

Jolien:

Annelore: It was a very nice experience. But I was really stressed before we
started with the lesson. It was very hard for me to give that lesson in English
because I didn’t know all the words I wanted to use. But the children helped
me with that.

Cedric: I was well prepared and excited to teach. I didn’t expect a lot, but i was
keen to know what irish students knew about belgium apart from our delicious
food.
The lessons went pretty well and the children liked it so we succeeded!

2. Bulgarian history




LINK

Teaching: An effective key to self-lerning


This project is funded by European Union.
















History of Ostrava

Development of Ostrava












• The first written record about Ostrava is from 1267.


However, the development of Ostrava started in 1763

when the black coal was discovered near Landek museum.




• In 1828 the first foundry was built in Vitkovice.




• In 1951, the New Foundry in Kunčice was opened.


Nowadays, all mines in Ostrava are closed and the


foundries in Vitkovice stopped producing iron.

Ostrava ironworks












Ostrava became famous for its


production of coal, iron, steel and


various steel products made in Vitkovice


and Mittal iron works.

Industrial museum



Rozložení s nadpisem a obsahem (se seznamem)






• The area of the old factories in Vitkovice became one of

the largest preserved technical monuments. Tourists


come and admire the old factory buildings in this unique


industrial museum.

Another great museum is Landek




Rozložení se dvěma obsahy (s obrázkem SmartArt)



1) Landek is a little hill on the outskirt of Ostrava near the


river Odra.

2) It is also one of the most important archaeological places


in Europe.

Bones of mammoths and primeval people were found


there.


Discovery of a small stone woman made Landek famous.

3) The museum is located in an old coal mine. Tourists can


go underground in a real mine lift and admire the mining

exhibits in work.


4) A unique geological place is nearby - the coal seam


coming on the surface.

5) For fun, tourists can visit the new rope centre, play tennis


or borrow a boat.

4. History of Italian food



Information


School: Liceo Majorana

Students: Federica, Aurora, Stefano, Marco, Mattia, Giacomo
Subject: History

Goals (targets, results): To understand the story of food in Europe in the period between the 20th
century and today, and to learn new words about food.

Means: computer, lim, blackboard (for games)

LINK 1 LINK 2

Description





Begin:

1° activity: (5 min) Introduction to ourselves and presentation of the argument and the
relationship between it and the society.

2° activity: (20 min) lesson about the food at the beginning of 1900 and during the first
world war.


3° activity: (20 min) lesson about the food today We spoke also about Expo

4° activity: (15 min) games

Experience

Try-out: 22-4-2015 Desio

Lesson1: h.9.30-10.30 class 5, children are 10 years old, lesson and games


Lesson2 : h.10.30-11.30 class 1, children are 11 years old, lesson and games

Evaluation


Students: They are happy : it was a beautiful experience.

Teachers: Teacher said us that our work was positive and interesting.


Pupils: During the lesson they seemed to be interested and they are involved during the
games.




5. Do you know Spain?







Goals:


 To find and to learn the geographic location of Spain.
 To locate the main cities and villages of Spain.
 To describe the main Spanish landscapes.
 To know about political organization.
 To know the main Spanish monuments and artists.
 To learn and to explain some of the most important facts in Spanish History.
Activities:




Classifying key words (pairwork)


Students must classify some basic vocabulary below into three headings,
namely, Geography, History and culture/politics. Otherwise, they won't be
able to understand the contents in the power point. This is a warming -up
activity to grip some vocabulary on the subject.

GEOGRAPHY HISTORY CULTURE / POLITICS


Landscape – territory – War, discovery, Government – anthem –
inhabitants – mountain monarchy, Islamic flag – Dictatorship,
– population – climate domination, Democracy, Parliament,
(rainy, wet, hot, cold, Reconquest, Medieval Senate, official languages,
warm…) - seasons - Age, Roman Empire, king, queen
rivers, coasts, gulfs, Dictatorship,
capes… – cardinal Democracy,
points – autonomous Parliament, Senate,
communities – Spain – monuments, masterpiece,
Europe – France – work of art, writer, painter,
Mediterranean sea – architect, cathedral,
Atlantic ocean – capital painting, literature, poetry,
city theatre, arts, architecture

Powerpoint. The link for it is www.emaze.com/explore/sevlievo.


Gap filling (individual)



Link 1

"CELEBRITIES" (pairwork)


In the grid below, classify these writers, painters and architects.




Picasso – Federico García Lorca – Goya – Miguel de Cervantes – Murillo –
Velázquez – Gonzalo de Berceo – Gaudí – Juan de Herrera – Camilo José
Cela – Santiago Calatrava – Dalí – Juan Ramón Jiménez – Joan Miró –
Góngora – Quevedo





TIMELINE (Pair work)





Working with a partner, make a timeline and set the following historical facts
about Spain.

Romans in Spain – Muslim Period – Spanish Civil War – Discovery of
America – End of Reconquest – Beginning of Democracy – Independence
War – Battle of Lepanto – Phillip the Second Reign – First Spanish
Constitution




Quizz time (True/False)


MONUMENTS (Group work)


Find out about these famous monuments in Spain and label them on the
map. Name the cities they belong to.


La Mezquita - Hércules tower - La Puerta de Alcalá - El Parque Güell - La
Torre del Oro - A Roman Aqueduct - A Roman theatre – La Alhambra – El
Escorial Monastery – La Sagrada Familia – A Roman Wall


Language skills


Speaking, writing, reading, listening
Cognitive processes


- Locate places (Geography) and Facts (History)

- Locate some geographical features and historical periods

- List outstanding personalities of Spanish history and culture

- Understand instructions
Class distribution



- Great group work: Common activities, introduction to different items, general explanations,
presentation of tasks.

- Pair work: oral and written activities

Evaluation criteria


Locate Spain as part of Europe

Describe the main Spanish landscapes

Identify the main events in Spanish History and place them in a timeline

Recognize Spanish artist from different fields and times, as well as landmarks in Spain.

Maths





1. Cryptology




Information


School: Intermediate School

Students: Gaia Marzi, Valentina Colombo, Mattia Pasqualini

Subject: Mathematics

Goals (targets, results): Students should be familiar with the principal elements of cryptology (what a
code is, purpose, hystory..), they should be able to use a method to encrypt information and to
decrypt messages.

Means: Projector, computer; for the experimental activities see the work sheets.



Description


Begin:

1° activity: General presentation about cryptology: Students should learn the principal definitions, a
bit of hystory, and the most common applications in the lifetime. (20-25 minutes).

2° activity: "Encrypt your name and break the code": the pupils have to encrypt their names by using
a simple method of enciphering and then decrypt a code and find out a message. (15-20 minutes.)



Experience

Try-out: 26 April 2016
Lesson1: age pupils: 11-14y



Evaluation


Students: were very satisfied with their teching experience
Teachers: students showed their communicative abilities in the English language in organizing,
coordinating, exhibiting and evaluating groups of students
Pupils: participaded in the lesson with enthusiasm
LINK

2. Analytic geometry of 3D




Information


School: Liceo Majorana
Students: 5D

Lesson peer to peer – Clil activities
Subject: Analytic geometry of three dimensions

Goals (targets, results): mathematical aspects of 3-dimensional objects are the focus of the
lessons as much as analytic geometry skills
Means: Projector, computer; software Geogebra



Description

Begin:

1° activity: ( 1 h) Lesson on Analytical Geometry in 3D
2° activity: Laboratory : Geogebra works / see file
geogebra



Experience

Try-out:

Lesson1: 22- 10-2015 Age pupils :14-19y Liceo
Majorana


Evaluation
Students and pupils:They are satisfied with the experience





LINK 1


LINK 2

3. Mr. Hejny methodology - procedure "the

BUS" and "DIGITAL NUMBERS"



prepared by: 7 pupils from class 9 + their English teacher Alena Buroňová


target pupils: class 3 (9 years old pupils) and class 2 (8 years old pupils)


place: primary school IC di via Agnesi, Desio, Italy


date: 20 October 2015 (3rd project meeting, IT)

In the beginning of school year 2015/16 our team was thinking about the
lesson for Italy. We could not decide. Then one day a substitute teacher
had Math lesson in grade 9. The teacher was disappointed with the
students´ work. She made a comment that her pupils from grade 3 would
do better. I had a chance to speak to both sides and could see the point. I
offered the teacher and the students from grade 9 to have a lesson together
and to see what the children from class 3 would be able to solve. So the
little children came to our English classroom with the interactive board and
Robotel system, they loved the headsets and the board. Their teacher
presented the first task, the little children were very active, wanting to work
at the board and show how they solved the task. The students from grade 9





















were shocked and speechless. They did not understand the tasks nor the
way how they were solved. Then they tried to get it and some of them even
went to the board just to see that they were wrong. Finally the teacher
solved a few of the problems connected to the conditions for the root of an
equations for grade 9 with her little pupils. All pupils wrote their comments
on this lesson. Then our team discussed this Math lesson which was based
on Mr. Hejny methodology, our school uses it in grade 1, 2 and 3. Some
students were very happy to learn more as their little brothers or sisters
were being taught with this new method. Here you can see some photos
from the flipped lesson held on 23 September 2015:

Then it was time to learn more. We cooperated with Mrs. Kameníková from
class 3. A who chose the appropriate procedures and explained their
methodology to the team. I took part in a few Mr. Hejny methodology
lectures. We studied the textbooks, prepared tasks and visuals. Then we
visited English lesson in class 3. A and tried our lesson there on 14 October
2015. The little children enjoyed it, but it was not so easy for them because






















we communicated in English, of course.


The last rehearsal was in the Milano hotel when the team practised on their
own and showed the result to their accompanying teachers. We felt very
proud of them. The lessons in Italian primary schools went well, they
enjoyed both methods which we prepared for them: "the bus" and "digital
numbers". They sometimes struggled with their English but we had great
helpers there to translate when necessary. Below you can see the
presentations prepared for the lesson and a film made during the lesson.
The last presentation describes the preparations, aims and objectives and
gives more information about the lesson.

























LINK 1

4. Pythagorean theorem







prepared by: Natálie Vnenková, grade 8. A (13 years old)


target pupils: class 8. A (16 pupils, 13 years old)

place: primary school ZŠ a MŠ Ostrava-Zábřeh, Kosmonautů 15, Czech
Republic


date: January 2016


Natálie prepared a revision lesson on Pythagorean theorem before our
semester Math test. She was speaking Czech and she prepared a
presentation for her lesson. She used sources from the vikipedia and
pictures from Google. Her presentation is not placed here because we were
not sure about the rights. Below you can see what was happening in her
lesson. Because it was not innovative lesson we did dedided not to write its
description for our manual. We enjoyed Natalie´s teaching anyway.The
pictures are taken in a Science Museum and they prove the theorem. The
red colour is a red liquid and people can move the wheel so the liguid flows
down from the square(s) which is / are up.


LINK 1

Teaching: an effective key to self-learning

The Pythagoras theorem


Lesson for secondary school about Pythagoras: his life and work







1º activity:

Our teacher-students talk about Pythagoras life: where
and when he was born, how he created the Pythagorean
school, how was that school and how he died (5-6
minutes)












2º activity:

They make sure that their students know what a right-angle
triangle is and explain the Pythagoras theorem: the formula
and its applications (15 minutes)














3º activity:

They watch a couple of videos where we can see the
demonstration of the Pythagoras theorem, one with
water and another one with lego bricks (3 minutes)










Erasmus+

Teaching: an effective key to self-learning



4º activity:

Pupils are asked to participate to check if they have

understood, first on the blackboard… (5 minutes)
















5º activity:

… And then with a
worksheet
(6-7 minutes)












• Lesson:
- Taught by 7 Spanish students
- To 12 years-old secondary students
- In Berkenboon Humaniora, Sint-Niklaas, Belgium
- 25 April 2017
th

• Click here to see the presentation

• Our worksheet:











Erasmus+

Teaching: an effective key to self-learning








Name: …………………………………………….. Group: …………………


1.- How much do you know about the life of Pythagoras? Mark true or false.


a) He travelled a lot ………………………….. True False
d) His teacher was Tales …………………….. True False
c) He founded a school of physicians ……… True False

d) Women were not accepted in his school... True False
e) He had 300 students in his school …...…... True False
f) He died of sickness in his bed ……………. True False


2.- Can you recognize the right-angle triangle?













a) b) c)


3.- Do you remember the names of each side in a right-angle triangle?

´ a = ……………………………


b = ……………………………

c = …………………………….






4.- The firefighters went to a building in flames and they realized that the distance between the
fire truck and the building was 6 meters and the height of the building was 8 meters.


Use the Pythagoras theorem to calculate the distance from the highest point of the building to the
fire truck.










Erasmus+

6. Mathematics and Magic




Information


School:SOU “Vassil Levski” ,Sevlievi, Bulgaria
Students: Zdravko Popov, Dimitar Georgiev, Preslava Peteva, Georgi Deyanov, Gabriela Beloeva
Nadezda Ivanova – author of software product calleds “Magic squares”


Subject: Mathematics – “Mathеmatics or Magic”, a lesson about shapes in geometry , numbers and
operations with numbers; introduction of some terms in Mathematics in English, practice in solbing
mathematical problems

Goals (targets, results): to practice in English language some mathematical operations –
multiplication, division, addition, substraction; to revise shapes as geometry terms – circle, square,
triangle, rectangular, pentagram: working with numbers while solving mathematical problems in
English language

The lesson is prepared for pupils aged 10 years
Means: a song about shapes in geometry, software programme about numbers and shapes created
by a student from 11 th grade Nadezda Ivanova, colourful cards with maths words on them to
exchange in groups, a crossword about numbers and Maths terms, a communication game called “
Maths expert” to activate students in solving Maths problems

Description



Begin: introduction of Maths terms in English, presented by teaching students: multiplication,
division, substraction, addition, odd numbers, even numbers and shapes in geometry

1st activity: Introduction of some vocabulary related to shapes and numbers – plus, minus, equals,
multiplied by, divided by, multiplication, division, addition, substraction

- pupils draw shapes and show them in the air by miming and gesture movements – circle,
triangle, square, rectangular
- pupils show different shapes in the classroom pointing to different objects- windows, lamps,
whiteboard



2nd activity: Pupils sing a song about shapes “ Shapes and lines” – sing and mime

The song is displayed on the board


rd
3 activity: A “ Trading cards” – pupils are divided in groups , they are givencards in different colours
with some mathematical problems on them to solve orally while exchanging their cards



4th activity: A crossword – pupils do a crosswords in groups with English words related to numbers
and different mathematical operations; discussion with the whole class, checking up the answers


th
5 activity: pupils work individually with a software programme “ Mathematics or magic”, they solve
problems in Maths and Geometry presented in different geometry shapes – squares, triangles,
circles; practice of maths operations- addition, division, multiplication, substraction


th
6 activity : A communication game “ A TV show expert ” – pupils participate in a TV show,
communicating with an expert in Mathematics, solving Maths problem in different languages



Experience


Try-out: Students of age 10-12 from” Vassil Levski” school, Sevlievo, Bulgaria

Lesson1:Students from, Spain, age 9-10

Lesson 2:Students from, Spain, age 10- 12 -two different groups

Evaluation



Students: Bulgarian students enjoyed the lesson and took active part in it together with Spanish
pupils. They helped them all the time.

Teachers: The Spanish teacher, who attended the lesson, found it both useful and entertaining. She
also took part in it.

Pupils: Pupils enjoyed the lesson and took active part in it, some of them found the crossword a little
difficult but Bulgarian students helped them. Spanish pupils enjoyed very much the software
programme with the mathematical problems created by the Bulgarian students. They took an active
role in the TV show about mathematics having fun together with the Bulgarian students.
VIDEO

-

7. Unlock the lock

Information


School: Vasil Levski secondary school

Students:
Cara Van Molle, Kato Smet, Lotte Van den Abeele, Jasper
Van Haevermaet, Jorg Heyndrickx, Kobe de Grave en
Tarik El Yagoubi

Subjects:
Time tables, perimeters, additions, difference in time,
questions, place numbers on the right place, exercises,
converting units, percentages, build the highest tower,
reflections, roman numbers, patterns

Goals (targets, results):
They learn mathematiques in a playful way.

Means:
a powerpoint with the questions and answers, 4 packs of
small chairs, 40 tips for each group in a different colour




Description


We divided the class in 5 groups and then we gave every group a paper to write down their
answers. We also gave them the papers which where the questions on. They just needed to
think and write down the answers. We just had enough time to complete the lesson and at
the end the whole class got sweets.

Experience

Try-out: We teached the children of the 6th grade in Berkenboom Ankerstraat our lesson.
The teacher gave us some very handy tips and we discovered some little things we had to
change. Nevertheless the teacher told us that we made a wonderful game and that it was a
good idea to put one student within every group.

Lesson1: The first lesson was a little chaotic because we didn’t know exactly how fast the
children would be. We discovered that there were a few difficult questions which the children
couldn’t answer. But at the end of the lesson every group found the code to unlock the lock
and they were very exited when they saw the candy we had put in it.

Lesson 2: In the second lesson we give the tips quicker than in the first lesson. We had a
better time management and we left out the difficult questions. Everyone used the feedback
we had given from the first lesson so the second one went smoothly.

Evaluation


Kato: In the first I wa very stressed because we didn’t know the capacities of the students.
But they could understand us and the communication between teachers-students was good.
The students were very exciting and it was amazing that they participated that well. I’m very
happy about our lesson.

Lise: The students were very sweet. They were all very interested in what we said and all
wanted to know what was in the locked box. That was a stimulans for them to do their best.
At the end of the lesson there were even children who wanted to take a picture with us.

Jasper: It was a good lesson because the children were happy, although we needed to help
them a bit because some questions were too difficult. The lesson was well prepared so we
could anticipate when this was necessary. But in the end the children were happy, we were
happy so this was a successful lesson.