MUSIC
1. Belgian Musical Quiz
Here you can find the quiz
2. Bulgarian Folklore
Information
School: SOU “ Vassil Levski” -Bulgaria
Students: Siana Kaloianova
Angel Gotzov
Subject: music / Bulgarian folklore
Goals: to get students acquainted with Bulgarian folklore and dances and compare it to the local
songs
Students work individually, in pairs and in small groups
Means: a game introducing the specific Bulgarian rhythm, tunes and measure – musical patterns as
characteristics of Bulgarian folklore
Materials: presentation about Bulgarian songs – rhythm, melody, dances, musical instruments
Description
Begin: Presentation for students to get acquainted with the measure in Bulgarian folk songs
1° activity: Students play a game about melody and rhythm in music to develop their abilities to have
a good ear for music – a tune game
2° activity: Students play a game to differentiate rhythm patterns – students measure different
tunes and melodies
rd
3 activity: Students are introduced to the main characteristics of Bulgarian folklore through a
Bulgarian folklore song – they listen to the song and try to sing the first cuplet
( they have the lyrics shown on the board to help them sing)
th
4 activity: Students have a presentation about the Bulgarian folklore regions on the board – they
watch a short video about folklore songs, traditions and typical instruments. They are shown the
steps for Bulgaria choro – a typical folklore dance
Students try to play the dance together with Bulgarian students listening to the song
Follow up activity: All students compare both Bulgarian and local folklore songs – they have the
opportunity to sing their favourite traditional song typical for their countries culture, they point to
the similarities and find differences
Link 1
Experience
Try-out: December 2014, at the primary school included into the project work – Sevlievo, Bulgaria
Students wanted to pre-teach the lesson they were preparing
Age of students 9 – 10 years
Students seemed to be very interested in the topic, they took active part in the activities
Lesson1: 2015 – 01-27, Ostrava
Age of students 13-14 years
Students in Ostrava school seemed to be interested in what they saw in the presentation
about the Bulgarian folklore, they were eager to try the Bulgarian folk dance and had a lot of fun
together with Bulgarian students while dancing under the melody of the song. It wasn’t difficult for
them to sing the couplet from the Bulgarian song although they didn’t know the language. They
wanted to repeat this activity twice.
3. “Falling Down”
Prepared by: 8 grade pupils + Music teacher Marek Pabjan
Target pupils: Erasmus+ students, age 15 - 17
Place: primary school Kosmonautů 15, Ostrava, the Czech Republic
Date: 26 January 2015 (1st project meeting, CZ)
Information
School: ZŠ a MŠ Ostrava-Zábřeh, Kosmonautů 15
Students: 14 years old, Natálie Hašková, Veronika Polcrová, Tereza Jasníková, Michaela Hladká,
Michaela Janáčová, Klára Šmirová, Nikol Bystroňová, Patrik Pavlíček
Subject: Music
Vocal practice, song “Falling slowly”, explanation of the Czech background, song awards, lyrics, tune
Goals (targets, results):
To enlarge vocal abilities of pupils
To teach about Czech young singer Markéta Irglová who composed piano part for the Oscar winning
song “Falling Slowly” from the Irish music movie “Once”. The song was written and performed by
Glen Hansard and Markéta Irglová in the film Once in 2006 when Markéta was 18 years old. The film
was played since 2007 and it got popular on the film festival Sundance in 2007 where it was got the
spectators award. In February 2008, the romantic song was awarded by Music Oscar for the song first
published in 2007.
To show students that young people can be successful and to encourage them to reach their dreams
Means:
A vocal practice – electronic piano, guitar, data projector, laptop, powerpoint presentation of the
“Falling slowly” song lyrics and its background, the Internet
Description
Begin:
1° activity: Vocal practice to warm up the voice cords, 10 minutes
Students welcome to their lesson and introduce the first activity which is important for warming
vocal cords and increasing their range. First the students explain the importance of the activity; next
they show how to make the humming sound. Then the melody is given by the electronic piano and
students copy it by humming. Finally the pupils – Erasmus project participants are asked to join in.
The procedure is repeated approximately 3 times, the tune is varied and the range changes. In the
last exercise, the melody is sung with syllable “La”.
The video of a part of this activity from the lesson: https://www.youtube.com/watch?v=rRuws3kl9hQ
2° activity: Background of the chosen song “Falling slowly” – powerpoint presentation of the lyrics,
the Internet is used to show pictures, 5 minutes
Students introduce the chosen song “Falling slowly” which was written and composed by Irish
composer and songwriter Glen Hansard and 18 years old Czech girl Markéta Irglová. The main
melody was created earlier, but Glen forgot it and later it was Markéta who remembered it and
wrote the the part for the piano. This romantic song was used in the music film “Once” which was
made in 2006 and both Glen and Markéta sang this song and performed the main characters. This
film was first played in the cinemas in 2007 and it was rewarded by spectators’ award on the
Sundance festival in 2007. This success made this film famous. The song “Falling slowly” was awarded
by Oscar for music in 2008. The young talented Czech pianist, composer and singer Markéta Irglová
became popular and she showed young people that it is possible to make their dreams true and do
for living what one really likes.
Show the photos of Markéta Irglová and Glen Hansard, film “Once”:
http://4.bp.blogspot.com/-lmBo_cLLLPI/T0cB4msJAbI/AAAAAAAAAP8/if3-
tunyApY/s1600/2007_once_010.jpg
More in the article: http://www.foxsearchlight.com/post/1299/actor-musicians-glen-hansard-and-
marketa-irglova/
I don't know you
3° activity: Singing the song by Czech students, 5 minutes
But I want you
Czech students sing the song; they are accompanied by the All the more for that
electronic piano and the guitar. Words fall through me
And always fool me
And I can't react
4° activity: Learning the tune, singing the song, 20 minutes And games that never amount
To more than they're meant
First the Erasmus pupils read the lyrics together, data – projector
Will play themselves out
and powerpoint presentation are used. Then the melody is played
and the song is sung together. After singing the first verse, the
Take this sinking boat and point it
feedback is given. Then the song is sung again from the
home
beginning. The electronic piano and guitar are used to play the
We've still got time
melody. The guitar is played by Czech student; the electronic
Raise your hopeful voice you have a
piano is played by the Czech teacher. There is a student who can
choice
play it but she is involved in singing and she feels nervous about
You've made it now
singing the English song and playing at the same time in front of
the international auditorium.
read more: http://www.metrolyrics.com/falling-slowly-lyrics-glen-hansard.html
http://www.metrolyrics.com/glen-hansard-pictures.html Falling slowly, eyes that know me
http://www.karaoketexty.cz/texty-pisni/irglova- And I can't go back
marketa/falling-slowly-16754 Moods that take me and erase me
And I'm painted black
You have suffered enough
And warred with yourself
Experience It's time that you won
Take this sinking boat and point it
home
Try-out: 2014-01-26, Ostrava
We've still got time
Lesson1: 12:05 – 12:50 The students are in class with Raise your hopeful voice you had a
Erasmus+ project meeting participant from 5 countries who choice
attend middle schools,16 - 17 years old, they know some You've made it now
English very well.
Falling slowly sing your melody
I'll sing along
Evaluation
Students:
Klára: I was a little bit afraid but singing was really great, everything was as we planned. We had fun
during work on the lesson and enjoyed the lesson with our guest.
Michaela: I think that it was a good idea to do the music lesson and I think that the others enjoyed it
too.
Michaela: It was super even though we were reading our comments from the paper, it looked very
unprofessionally. In spite of that I think that it was great and we enjoyed teaching the song.
Teachers:
Pupils:
Pupil from Ireland: I myself love to play the harp and to sing, so the most inspiring part of the
meeting for me was when the principal played the piano and we sang. I thought he was amazing.
Some photos from the lesson:
Sound,science and more
Lessons for primary school on sound and physics of sound, physiology
of hearing.
Lesson1 on sound :
1° activity: Students start playing some ‘unusual
instruments’, then they propose explanations about the
nature of sounds using springs, sound gadgets and
simulation softwares (20-25 minutes).
You can find the presentation here
2° activity: make our struments with pipes and bottle! (25-
30 minutes).
The pupils are invited to fill seven bottles with varying
amounts of water, creating the seven notes, and to play the
European anthem.
Worksheet
Try-out: 27-01- 2015, Ostrava
Try-out: 21-04- 2015, Desio
Lesson to students 11-13 years old
Erasmus+
Lesson2 on sound physiology :
1° activity: some experiments about the physiology of
hearing (30min)
Presentation ‘physiology of hearing’ here
Using a frequency generator app students involved pupils
to find out the age of people.
Worksheet
2° activity: some curiosities
about rhe sounds ( 20 min)
Presentation and activities here
Try-out: 27-01- 2015, Ostrava
Try-out: 21-04- 2015, Desio
Lesson to students 11-13 years
old
Erasmus+
FLAMENCO
LICEO ETTORE MAJORANA (MILAN) OCTOBER 2015
WHY
FLAMENCO?
No doubt, it is one of
the most attractive
aspects of the Spanish
AGE GROUP
9-11 years old CONTENTS
Theoretical contents:
• Flamenco: definition, origins and
geographic location.
• Expressive resources used in
Flamenco music: voice, dance and
instruments.
• Clothing in flamenco dancing
This activity has • Basic flamenco vocabulary.
helped develop a • Flamenco festivals worldwide.
spirit of
cooperation, moral Practical contents:
responsibility, • Hand clapping.
• Castanets: placement and playing.
solidarity and • Fan: technique and language.
tolerance among
students, respecting
the principle of
non-discrimination.
SCIENCE
1. Science is fun
Information:
School: Berkenboom Humaniora 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
Subject:
Physics: magnetism, floating or sinking?,
Goals (targets, results):
In an interactive way teach them more about science. we tried it do let them do different
experiments and after the experiments we give them the background information.
Means:
hamer en houten blok lepels en knikkers
drinkbakken x 4 spijkers
fietspomp ventil x1 en kurk x 1
emmers magneten
fluitje buff (blinddoek)
stoepkrijt zand+kruiden+pvc-buis+stof doek
fiches ballonnen en naalden en plakband
touw 2 x cola en 2 x mentos
Lucifers theezakje
Description
Begin:
Short introduction (5 min) about Belgium.
We devide the pupils in 5 groups, each group will be guided by one teacher.
Lesson: Every group did several science experiments and sportive challenges. (45 min)
Here are the links to the explanation of the science experiments: balloon with needle
sinking or floating charges flying thea bag waterrocket coke and mentos magnetisme
Checklist scientific tour for each group.
Nombre del grupo:
LINK 1
¡Bien hecho! Qué hacer?
¡Bien hecho! Qué hacer?
Carga elécrica - Electric charge
Magnetismo - Magnetism
Globo y aguja - Balloon and needle
Cohete de agua - Water rocket
Martillo y clavo - Hammer and nail
Bolsa de té volar - Flying tea bag
Cruzar como una araña - Cross like a spider
Cruzar con manos y pies - Cross with hands
and feet
Cruzar con cuchilla y mármol en zigzag - Cross
zigzagging with spoon and marble
Cruzar como una carretilla - Cross like a
wheelbarrow
Pídola - Leapfrog
Curso con venda - Trail with blindfold
Curso con cajónes - Trail with crate
At the end: We demonstrated the experiment of mentos and cola.
VIDEO
Experience
Try-out: 2015-05-05, Marbella
Lesson1: 9:10 – 9:55 The students are in class 6, 12 years old
Lesson 2: 10:30-11:15 the students are in class 6, 12 years old.
Evaluation
Students:
Jana: When we began the lesson, it was a bit chaotic, but once we started to teach the pupils, they
were very enthusiastic! It was really nice to see them having fun! I think they learned something and
that they liked the lesson, and that was what we hoped for!
Jolien: First, we didn’t know where the lesson was, after 10 minutes we could finally start. The
teacher was very friendly and she explained what we had to do.
Sarah: I had a very good experience explaining the science experiments and it was very nice to see
how enthusiastic they were.
Francis: it was in the beginning very crowded and chaotic but once we got started it was a nice
experience because it were amazing pupils who were very cooperative.
Lien: First we had a bit problems but nothing serious, but a bit later when we really started teaching
we had fun. I think they enjoyed or lesson and learned some new things.
Teachers:
Steven De Foer & Sofie Decruyenaere
The pupils were very enthusiastic. They liked doing the experiments en they wanted to learn!. The
explanation of our students went well, the papers with the pictures were very clear and they tried
with all means to explain it to the pupils. We think it was a great experience for all participants.
2. Solar system
Information
School: SOU “ Vassil Levski” -Bulgaria
Students: Gabriel Mihov
Luben Stanchev
Subject: Astronomy lesson , Science
Planets – names, order in the Solar system, constellations, gravity
Goals (targets, results): To provide further practice based on the students’ knowledge about planets
and the Solar system
Students work individually, in pairs and in small groups
Means: short presentations about planets and gravity using overhead projector, computer, handouts
with the names of planets, playing activities, quiz projected on the board
Materials: plasticine, plastic colourful sticks to make structure of constellations
Description
Begin: Presentation for students to get acquainted with the names of planets and their order in the
Solar system
1° activity: Eight students are picked at
random to make a line in front of the
class. They chose a name of a plan by
picking up a card from a box. After they
have the name of the planet they line in
the correct order of the planets in the
Solar system . When they get in the
correct order they say the name of their
planet from the first student (Who is
Mercury?) to the last one( Who is
Neptune?) and say some words
describing each of the planets..
2° activity: Short presentation on the board about gravity and how it works in space
A game: Two students take part in this
activity. One is the tallest student in the
class and the other is the shortest. The tall
one is the Earth and the short one is the
Moon. The tall student stands still and the
short student starts walking around him
while students are being explained how
gravity works (showing this in the role play)
rd
3 activity: Students are shown a picture of a constellation on the board and they are asked about
the names of the constellations they know
A game: All students make groups (the number of members depend on the number of students in
the class). An explanation is provided how to make the constellation “ Draco, the Dragon” from balls
of plasticine and plastic colourful sticks. A competition takes place to find out which group is the
fastest and the most precise in costructing different constellations - the winner is rewarded.
th
4 activity: Check how well students have remembered the information they have learned during the
lesson
A quiz: Students are asked fifteen questions related to what they have been thought. Questions are
displayed on the board with possible answers ( multiple choice task ) to choose the correct answer.
VIDEO
Experience
Try-out: December 2014, at the primary school included into the project work – Sevlievo, Bulgaria
Students wanted to pre-teach the lesson they were preparing
Age of students 9 – 10 years
Students seemed to be very interested in the topic, they took active part in the activities
Lesson1: 2015 – 01-27, Ostrava
Age of students 12-13 years
Students in Ostrava school were older than the expected participants but nevertheless they
took active part in the lesson , they seem to enjoy themselves while doing the activities and seemed
to be interested in the information presented
3. Chemistry in the kitchen.
prepared by: 7 + 8 grade pupils + Math teacher Alena Buroňová
target pupils: age 8 - 10
place and date:
a) boy´s elementary school St. Colmcilles B.N.S. in Kells, Ireland on 26 April 2016, class 2 and 3
b) primary school ZŠ a MŠ Kosmonautů 15 in Ostrava in Czechia - class 3. A on 14 April 2016
c) primary school ZŠ a MŠ Kosmonautů 15 in Ostrava in Czechia - class 2. B and 4. B on 20 April 2016
Description
This lesson was fun from the beginning to the end. The most difficult part was to make the decision
which subject should be taught in Ireland. Most pupils from our team were from grade 7 and did not
have Chemistry, as it is taught in grades 8 and 9. We wanted to prepare lesson with interesting
activities but our English was not good enough to talk too much. Below you can watch the
development of the lesson from the first idea through the try outs to the evaluation. We enjoyed
our simple experiments, we were happy to share them in elementary classes in our school and it was
great to teach them in English in Kells too.
In the photos from our first rehearsal are pupils from class 3. A and presentation of their evaluation:
LINK 1
Food chains in Nature
I. Introduction
To acquaint students with the topic
Nature always has surprises such as the relationships between animals’. Students
are shown different kinds of relationships between animals in a video film- some
of unusual, lovely ones
II. Presentation
Partnerships in Nature
Students study and discuss partnerships in Nature from biological point of view.
They are shown different kinds of relationships between animals like mutualism,
symbiosis, commensalism and parasitism. They are given examples and asked if
they can tell us some other representatives of these relationships.
III. Practice
Students are given the chance to sum up and revise what they have learned from
the presentation by answering some questions related to the topic. By doing this,
we make sure that all the students have understood the lessnon.
Game 1- Wordpuzzle
Students are given sheets of paper to do wordpuzzle
individually or in groups to help each other. The words in the puzzle are related to
the topic and by finding them, the students are given the opportunity to revise what
they have learned once again. In the end of the game, one student from each group
is asked to go in front of the class and show which words his/her group has found.
Game 2 – Foodchains
Students are introduced to three different foodchains to
study them while playing the game. After that, four volunteers are asked to come
in front of the class. We stick pictures of different animals on their backs so that
they can see only the animals on their classmates‘ back. Then, the student should
line up in the right order of the foodchain. First should be the student with the
producer on his back and then the students with pictures of the consumers.
III. Follow up
Students will summarise and conclude on the topic
Vidoe 2 – Animals are really friendly and outgoing despite their
outer appearance
Tru-out: 26.04.2016 in Eureka, Kells,Ireland
Age students 12
Written by Angel Gotsov
Lesson Plan:
CHEMISTRY IN A KITCHEN
Information
School: ZŠ a MŠ Ostrava-Zábřeh, Kosmonautů 15, příspěvková organizace
Students: Michael Čep, Adam Holuša, Vojtěch Pinkava, Natálie Bakošová, Markéta Štefková, Zuzana
Zieczowská
Subject: Science (elementary school, grade 1 – 3)
Goals (targets, results):
To raise interest in chemical reactions
To introduce chemical reaction between an alkali and a base
To teach following procedures
To explain the results of the reaction which is gas CO2
To teach key words for description of the reaction: alkali, base, acid, gas, foam, carbon dioxide
Means:
Student worksheets, evaluation worksheets, crayons, pencils,
For each group: at least 1 plastic cup (for the mixture), 1 spoon
(for measuring flour, baking powder)
optional: 1 cup for flour (half full), 1 cup for vinegar (full),
1 cup for washing liquid (1 spoon)
1 stirring stick
Ingredients for each group: vinegar (2 dcl, use one half for
experiment 1, and leave a little on the bottom for experiment 3),
flour (3 spoons or ¼ of a cup), washing liquid (on the bottom 1 –
2 spoons), a bag with baking powder (use ½ for experiment 1,
leave a bit for experiment 3)
Baking soda has a stronger reaction so you need less for the experiments, we bought 1 bag for each
teacher and it was enough for both lessons. We used less than 1.5 litre of vinegar per lesson with 6
groups. The vinegar concentration used in the Czech Republic was 8%, in Ireland it was only 6%
concentration so the reaction was not so strong so we added more baking soda to have the planned fun
with desks messed with foam. We used very little of flour and washing liquid.
Description
Begin:
1° activity: Students introduce themselves, the project ideas and topic of the lesson 5´
The first activity was introduction of our team and Erasmus+ project aims. Then our team shortly
introduced our country and the topic of the lesson based on reaction of acid (vinegar) and alkali
(baking powder) with a visible reaction – foam filled with CO 2 bubbles.
“Hi, we are team from Ostrava. Ostrava is in the Czech Republic. It is a small country near Poland,
Germany and Austria. We are in grade 7, we are 13 years old. My name is Natali and these are my
friends Vojta, Adam, Michal, Marketa and Susan. We are very happy to be here. We like your country.
We will talk about Science, specifically Chemistry in kitchen. Do you like experiments? I do. But first
we will tell you a story. We hope that you will like it.”
2° activity: Motivation – story „The Magic Pot“ 5´
To catch attention of children we chose story
about the Magic Pot. We wrote our script with two
characters, a little girl acted out Susan and Natali
was her mother. They memorized their roles, and
learnt to exaggerate the actions to make it funny.
They used a wooden spoon and an old mug. Pupils
could follow the story in their worksheets with
illustrations.
When the story finished, Adam asked:
“Do you think that it is possible? OK, to cook porridge with no
ingredients sounds like a miracle. But we can try to make the
porridge grow and grow.”
3° activity: Science Show – experiment 1 (Adam talks, Marketa performs) 5´
While Adam was talking, Markéta prepared ingredients for her Science show 1: flour, baking soda,
vinegar, a cup and a spoon. Adam introduced and then he was describing her actions:
“This is my assistant Marketa. She will show you how to do it. You will need vinegar, flour, baking
powder, spoon and a cup. First pour vinegar into the cup. A half of the cup, it is one decilitre. Next,
add some flour and stir. Now we have dough. Finally, add baking powder. One spoon. Watch the
reaction. What can you see? Yes, the foam. What is in it? Yes, bubbles. When the reaction stops, you
can start it again by adding more vinegar and baking powder into the mixture but the dough will be
thinner. Would you like to try it? Let´s make 6 groups.”
4° activity: Experiment 1 10´
We made groups; we had six because there were six Czech students. Then the groups cleared their
tables and brought the necessary ingredients, cups and spoons. Czech students distributed the roles in
their groups; they wanted each member to have a task. To manage this part, guide Irish pupils through
the experiment and summarize it, they were saying:
“Hello, my name is Michal. What is your name? Nice to meet you! Did you like the story? Now we will
do the first experiment. Do you remember how to do it? (Irish pupils described the experiment.)
We need a person who will measure the ingredients. Who? OK, you will measure vinegar and flour.
Somebody will stir/ mix. Who? OK, you will stir.
Someone will add baking soda. Who? OK, you will add baking soda.
Who will measure the time of the reaction? (Who will measure how long the reaction last?)
Who will write down the results?
I will make the photos. Let´s start.
First, take the little cup. Pour the vinegar. How much? One decilitre.
Next, add flour. How much? We need 2 teaspoons.
Mix everything. Make a mixture/ a dough.
Prepare to measure the time of the reaction. Then pour vinegar. How much? 2 teaspoons.
What happens? What can you see? What can you hear? What is the foam doing? Yes, it is growing.
Measure how long the reaction lasts. Mix the dough. Write it in the table in your worksheet.
I think that the reaction is over. How long did it last? 50 seconds. Write it down.
Now let´s do some experiments. Add more vinegar and mix. Now add more baking soda.
Can you see all the bubbles? Do you know what is inside? This gas is called carbon dioxide.
It is the result of this reaction.”
5° activity: Science Show – experiment 2 (Michal talks, Marketa performs) 5´
Markéta prepared ingredients: washing liquid, baking soda, a cup, and a spoon. Michal said:
“Have you all finished? Did you enjoy the experiment? Would you like to see another experiment? I will
ask my assistant Marketa to help me. You will need vinegar, washing detergent, baking powder, spoon
and a cup. First pour the washing detergent into the cup. How much? Just a little. Only two tea spoons.
Next, add some baking powder. Don´t mix it. Finally, add vinegar. Two spoons. Watch the reaction.
What can you see? Yes, the foam. What is in it? Yes, bubbles. When the reaction stops, you can start it
again by adding more vinegar.”
6° activity: Experiment 2 10´
Pupils changed the roles and performed the second experiment. They used vinegar which they already
brought in one cup for the first experiment; they had enough baking soda in the bag too. One pupil
fetched a little of washing liquid. Some groups measured how long the reaction lasted; some groups
forgot to do it. Then more baking soda or vinegar was added to re-start the reaction. The groups left a
little of the ingredients for the last task. Groups which finished earlier started to describe the
experiments in the worksheets.
7° activity: Conclusions – what is same, different, reacts, explanations 5´
After finishing the second experiment and cleaning the desks, each group was talking about the
procedures and results. Pupils were given time to describe the experiments in their worksheets. Then
the experiments were compared and conclusions drawn. The Czech students were leading the
discussion, Irish pupils were able to make the conclusions themselves:
“Now, how long did the first reaction last? How long did the second reaction last?
Compare both experiments. Can you tell me what was different? (flour, washing detergent)
What was the same in both experiments? (vinegar, baking powder).
8° activity: Proof - Experiment 3, revision and checking understanding 5´
Then the groups suggested the last experiment to proof what really reacted in the experiments. Czech
students said:
“Let´s see what will happen if we mix only vinegar and baking powder. Put some powder in the cup
and pour little vinegar. Be very quiet. Can you hear the sound? What makes it? Many little bubbles. Do
you remember what is in them? It is gas called carbon dioxide (CO 2 ). Bubbles with carbon dioxide do
not disappear as fast as bubbles with normal air. That´s why we use baking powder in the kitchen.
What happened? Baking soda is an alkali and vinegar is an acid. They react together and neutralize
each other. One of side products of this reaction is gas called carbon dioxide. This gas is very common.
Carbon dioxide is present in the air and also we breathe it out. Carbon dioxide makes little bubbles in
our dough and makes it grow. Those little bubbles you can also see in all pastry and bread.”
9° activity: Finishing worksheets, writing feedback, cleaning 5´
Then Irish pupils finished their worksheets, some drew the experiments most wrote down the
procedures which they did. Czech students cleaned the desks in meanwhile and then asked:
“Which ingredient is an acid? Which ingredient is an alkali? What is the side product of the reaction?
What happens during the reactions?”
Experience
Try-out: 2015-26-04, Kells
Lesson 1: class 3 from Irish primary school St. Colmcilles B.N.S., 9 year old pupils
Lesson 2: class 2 from Irish primary school St. Colmcilles B.N.S., 8 years old pupils
Evaluation
Czech students:
I enjoyed teaching these children.
I would like to do it again.
I need to learn English.
It was fun. Now I am exhausted.
Teachers:
Czech teacher: It was great fun to work on this lesson in all phases. I think Czech students did a great
work and they taught something the Irish pupils. And all enjoyed doing the experiments and mess.
nd
Irish 2 grade teacher David Hannify wrote: The lesson on acids and bases fitted perfectly with our 2nd
class curriculum. We recently studied volcanoes. The chemical reaction and the „explosion“ was a
great way for the students to see science in action.
Irish pupils:
For the first time we remembered to prepare an evaluation form for our Irish pupils. Here you can read
some of our questions. All pupils were boys, it was a boy school.
What do you think about the lesson? Was it fun?/ Did you like the experiments? / Did you learn
anything? What was it? What was the best part? Did you understand your „teacher“? / Did you have a
task? How did you feel about it? / Did your group worked as a team? / Did you feel well in your group? /
Do you have any other comments or recommendations?
We got back 48 forms; here you can read some of their responses:
I liked it. It was awesome. It was great. It was brilliant. Ten out of 10. It was fantastic. It was really
fun. It was very, very good. It was cool, thank you Adam. I very, very loved it. It was nice and cool.
They were well organized. I liked the experiments. I think they did a great job spending all that time
for us. I absolutely loved it, It was like are vinegar volcano. They have done very well trying to speak
English. Thank you very much for coming. I enjoyed it very much.
Czech pupils from class 3. A gave us 14 letters after our rehearsal on 14 April 2016:
They all loved the experiments and were looking forward to another lesson.
4. Art in Physics
prepared by: 8 grade pupils + Math teacher Alena Buroňová
target pupils: age 9 - 11
place and date:
a) primary school Sevlievo,
Bulgaria on
25 October 2016, class 4.
A and 4. C
b) primary school ZŠ a MŠ
Kosmonautů 15 in Ostrava
in Czechia - class 3. A on 14
April 2016
c) primary school ZŠ a MŠ
Kosmonautů 15 in Ostrava
in Czechia - class 2. B and 4.
B on 20 April 2016
This lesson was also fun from the beginning to the end. We liked our last
Science lesson so we decided to make another one. Pupils from our team were
from grade 8. Below you can watch the development of the lesson from the
first idea throuth the try outs to the eveluation. We enjoyed our simple
experiments as well as our little pupils both in Bulgaria and the Czech Republic.
LINK 1
Lesson Plan:
ART IN PHYSICS
Information
School: ZŠ a MŠ Ostrava-Zábřeh, Kosmonautů 15, příspěvková organizace
Students: Michael Čep, Adam Holuša, Lukáš Jašurek, Milan Ámal Džuga, Bára Kaňoková, Adéla Orálková
Subject: Science (primary school, grade 4 - 7)
Goals (targets, results):
To raise interest in physical laws
To make experiments demonstrating liquids´ surface tension
To make experiments demonstrating liquids´ density and dissolving
To explain the results of the experiments
Means: for each student or a group worksheets, evaluation worksheets, crayons, pencils,
Experiment 1:
Ingredients: water, fat milk, oil, ground pepper, liquid food dye, washing-up liquid or a bar of soap
Equipment: 3 plates or bowls, ear sticks or toothpicks, a dropper
Experiment 2:
Ingredients: water, vegetable oil, salt, food dye
Equipment: a glass jar, a dropper, a spoon
Experiment 3:
Ingredients: water, vegetable oil, food dye, CO2 (citric or ascorbic acid)
Equipment: a glass jar, a dropper, a bottle
Description
Begin:
1° activity: Students introduce themselves, the project ideas and topic of the lesson 5´
The first activity was introduction of our team and Erasmus+ project aims. Then our team shortly
introduced our country and the topic of the lesson based demonstration of physical laws – liquid surface
tension, liquid density and dissolving.
“Hi, we are team from Ostrava. Ostrava is in the Czech Republic. It is a small country near Poland,
Germany and Austria. We are in grade 8, we are 13 years old. My name is Ámal and these are my
friends Michal, Adam, Lukáš, Bára, and Adéla. We are very happy to be here. We like your country. We
will talk about Science, specifically Art in Physics. Do you like experiments? I do. But first we will
show you how to make them.”
2° activity: Science Show – experiment 1 on liquids’ surface density (Adéla, Lukáš) 5´
First fill half of a small plate with water. Then sprinkle a
thin layer of ground pepper on the surface. Next touch
the water with a toothpick. After this dip another
toothpick in washing-up liquid. Then touch the middle of
the water with the stick´s tip. As the washing-up liquid
touches the water, watch the grains of pepper. What
happens to them?
Next, half fill another small plate with milk. Then add two or three drops of liquid food dye in different
places. Use several colours. Touch the milk and the colour spots with a toothpick. Next dip another
toothpick in washing-up liquid and touch the colour spots in the milk. What happens to the dyes as you
do this? You can touch the colour in several places. Then draw the stick in milk.
Finally, half fill the third small bowl with oil. Then add two or three drops of liquid food dye in
different places. Use several colours if you have them. Dip a clean toothpick next to the coloured spots
and then draw the toothpick through the colour spots. Next repeat with the toothpick dipped in
washing-up liquid. What happened? Did the colours blended or moved away? When?
Explanation of scientific background of these experiments, explanation of surface tension and how the
physics laws work in these experiments are described in worksheet 1 for students.
3° activity: Science Show – experiment 2 on liquids´ density and dissolving (Bára) 5´
Fill about 2/3 of a glass jar with water. Add just enough of
vegetable oil to form a layer on top of the water and wait until
the different layers settle. Next add a spoon of salt, shake
gently salt into the jar for five seconds. What can you see? When
we sprinkled the salt into the jar, the salt formed a glob and
sank to the bottom. The salt glob took some light oil to the
bottom. As the salt from the glob reached the water in the
bottom, the salt started slowly to dissolve and the whole glob
became lighter. The molecules of oil in one moment became
stronger then the weight of the salt glob and it started to float
up to the surface. We could also see that the bubbles floating up were formed by the oil which covered
the salt glob. Add another spoon of salt in the jar, this time sprinkle it fast. Compare the first and
second reaction. There is no important difference. The way how fast we sprinkled the salt made a little
difference to forming globs. Now you can add drops of a food dye. What happens? The colour does not
mix with oil. But the food colour is heavier than oil and the bubble sinks down. As the colour reaches
the water, it starts to dissolve. You can add another colour. Wait for the colour bubbles to get down
from the oil layer and compare the difference. In which liquid (water or oil) the water colours were
dissolved better? Now add more salt to restart the reaction. You will see that the globs take up some
molecules of the heavier water because now it is coloured. As the salt is dissolving also the water
molecules stuck to the salt are released from the globs. And you will see coloured bubbles in the oil
layer going down slowly.
4° activity: Science Show – experiment 3 on immiscible liquids (Ámal) 5´
Fill about 1/3 of a bottle with water. Add vegetable oil almost to the
top and wait until the different layers settle. Next add drops of food
dye, you can use more colours. Watch what the drops will do. After a
while add 1or 2 effervescent tablets (or add melted citric or ascorbic
acid in little water). Add more tablets to restart the reaction. What
happens? We demonstrated the scientific principles of immiscible liquids
(liquids that won’t mix). Some teachers use them to explain density of
liquids. During the reaction is released CO2 which floats slowly up and
pupils can better observe bubbles especially if they colour the water
first. How does it work? The oil floats on the water because it is less
dense (lighter) than the water. Oil doesn’t mix with water either so it
will not dissolve into the water. The salt however, is denser than water and heavier. When you shake
the salt onto the oil, it clings to the oil and after a bit of it piles up, drags the denser glob to the
bottom of the jar. Salt also will dissolve in water. After a while, the salt begins to dissolve in the water
until it reaches a point where it can no longer hold down the glob of oil – the glob floats back to the
surface where you can sprinkle more salt on it and repeat.
5° activity: Experiments in little groups 20´
Divide pupils in little groups and let them repeat the experiments. Give them worksheets and let them
explain what they see to check their understanding. Finally ask for feedback and clean the tables.
Experience
Try-out: 2016-25-10, Sevlievo, Bulgaria,
Lesson 1: class 4A from Sevlievo primary school, Bulgaria, 10 year old pupils
Lesson 2: class 4C from Sevlievo primary school, Bulgaria, 9 years old pupils
Try out: ZŠ a MŠ Kosmonautů 15 primary school, Ostrava-Zábřeh, Czech Republic
22-04-2016, class 8. A, 13 year old pupils, communication language: English
19-04-2016, class 4. B, 9 year old pupils, communication languages: Czech, English
17-04-2016, class 5. B, 10 year old pupils, communication languages: English, Czech
Evaluation
Czech students: They enjoyed teaching children both in the Czech Republic and Bulgaria. They would
like to do it again. It was fun. It was easier to explain physics laws in mother tongue.
Bulgarian pupils: They enjoyed the experiments. The most popular was the last experiment with the
lava lamp. Two boys like experiments with milk the most. Two girls liked experiment with pepper the
most. For one boy the best part was pouring oil into water and another boy chose adding colours into
oil.
They wrote into our feedback forms what they learnt: Various experiments which we can do with water
and it is great. (a girl), To work with water, oil, colours. (a boy), Pepper moves in water when I add
washing-up liquid. (a boy), I learnt something about team work.(a boy), To pay attention. 2x (boys),
Some tablets make bubbles. (a boy), Water is heavier than oil. (a boy).
Recommendations for us: „Speak louder.“ (a boy)
Teachers: Pupils were involved in the lesson. Demonstrations were clear and easy to follow. Bulgaria
school translated the worksheets into their language, their teachers helped to check pupils´
understanding of the demonstrated physical laws.
https://www.slideshare.net/alenaholas/art-in-physics-preparation-and-evaluation-of-lesson-in-bulgaria
4. The earth need some space
The UN has predicted that in 2040 the world population will reach 9 billion
people.
The problem of food availability for all the inhabitants becomes central in the
policies of
the governments of the Countries and is a theme of EXPO 2015.
We have planned some lessons about this theme,involving history, science,
maths.
Information
School: Liceo Majorana
Students: Riccardo, Michele, Edoardo, Ludovico, Giulia, Silvia, Valeria
Subject: Science, Math, History
Goals (targets, results): To understand how the problem of food availability concerns a series
of innovative studies and technologies, also related to the historical period; to understand the
importance of the scientific knowledge; to widen the pupils vocabulary about science and
technology
Means: Projector, computer, cans, Earth ball, rope; for the experimental activities see the
worksheets
Description
Begin:
1° activity: ( 5 min) Students work with the group class. The problem about the search of food and
the related exploring journeys is introduced
2° activity ( 40-50 min): Focus on the differences between the journeys in the past and in the
present, concerning distances, means of transport, food. We use an Earth ball , rope and cans to
visualize these differences . Next , in small groups, pupils are provided with the worksheets (1-5)
Final feedback and proclamation of the winner group.
3° activity ( 1 h) Experimental activities in small groups. We proposed different activities in the
two classes. The first one is related at the theme ‘food is energy’ ( in the past candles were used,
in the present we have electricity so we introduce the two experiments you can see on the
worksheets)
The second activity is related to the research on food and is about DNA extraction ( see worksheet)
Experience
Try-out: 22- 4 -2015 Desio-
Lesson1: h.8.30-10.30 class 5, pupils are 10 y old ; experimental activity : DNA extraction
Lesson2 : h.10.30-12.30 class 4, 9 y old ; experimental activity : Food and energy
Try-out: 5- 5 -2015 Marbella
Lesson1: h.9.30-10.30 The students are 11 y old ; experimental activity : Food and energy
Lesson2 : h.10.30-11.30 The students are 12 y old ;
Evaluation
Students: They are satisfied with the experience
Teachers: The evaluation of the Italian teachers, also the primary school ones, is positive
Pupils: Pupils in Desio school and in Marbella school seemed to be interested in the lessons and they
were involved during the experimental activities.
worksheet
The Earth needs some Space II
Mission to Mars
Information
School: Liceo Majorana
Students: Davide F., Lara, Davide M., Andrea, Giovanni
Lesson peer to peer ( reference www.nasa.gov)
Subject: Science
Goals (targets, results): To understand how the problem of food availability concerns a series of
innovative studies and technologies; to understand the importance of the scientific knowledge; to
use the skills, abilities, and attitudes associated with science
Means: Projector, computer; for the experimental activities see the work sheets
Description
1° activity: Students work with the group class. The problem about the search of food and the
related exploring journey is introduced. We plan a mission to Mars, so we have to consider which
foods will provide the most energy in relation to its mass and volume
2° activity ( 1 h) : The key to estimating individual energy needs is a measurement called basal
metabolic rate or BMR. BMR means the rate at which a body uses energy for life processes. BMR is
equal to the amount of kilocalories of heat energy a body generates in one day (experiment to
establish that heat is a kind of energy, and then obtain the equivalent in Joule and Calories, see
worksheet 1)
3° activity( 1 h) : BMR is determined by knowing a person’s sex, height, mass, and age. These
factors impact body energy needs. Experimental activities in small groups (4-5 people), imaging
they have to go to Mars. We measure height of each ones to establish effects of gravity ( see
worksheet 2 ). Next, we calculate the basal metabolic rate (BMR) of each member ( see worksheet 3
).
4° activity ( 1 h) Experimental activities in small groups. Student teams construct one-day space
food menus for an crew member ( see worksheet 4) . Students will construct and use calorimeters to
measure the kilocalories (energy) contained in several food samples. ( see worksheet5)
Experience
Try-out: April- May 2015 Desio-
Lessons peer to peer; students aged 16
Evaluation
Students: They are satisfied with the experience
5. Composition of food
Information
School: Liceo Majorana
Students: Michele Guindani, Alessandro Bianchi, Chioda Martina, Lara Li Bergulis,
Davide Filice, Gabriele Peraro
Lesson peer to peer
Subject: Composition of food
\
Goals (targets, results): Students should be familiar with the basic composition of
comets. Students should be familiar with the different function of nutrients
Means: Projector, computer; for the experimental activities see the work sheets
Description
Begin:
1° activity: ( 30 min) Lesson on composition of food and function of nutrients
2° activity: ( 1 h) laboratory activities
LINK
Experience
Try-out:
Lesson1: 22- 10-2015 Age pupils :14-19y Liceo Majorana
Evaluation
Students, Teachers: very interesting activity
6. Cooking a comet-ingredients for life
Information
School: Liceo Majorana
Students: Gaia Marzi, Alessia Cotroneo
Lesson peer to peer ( reference www.esa.gov)
Subject: Comets and Rosetta Mission
Goals (targets, results): Students should be familiar with the basic compositional parameters
of comets. Students should be able to make simple calculations of the energy conversions
that take place when comets or asteroids impact planets
Means: Projector, computer; for the experimental activities see the work sheets
Description
Begin:
1° activity: ( 1 h) Lesson on Rosetta mission and comets (15 min). Italian students simulate a comet
nucleus in laboratory, then pupils create a smaller version. The ingredients used accurately
represent an analogue of the material found in a real comet nucleus (see worksheet 1)
2° activity: ( 2 h) Using what has been learned during nuclear explosions conducted by
various nations since 1945,and the kinetic energy equation, it is possible to make a good
approximation of the size of the impactor that created Meteor Crater Lesson about impact and
Crater (15 min)
Down2Earth impact simulator: education.down2earth.eu/ is a web based impact simulator for
educational purposes that allows students to set parameters for an impact, such as composition
of the impactor (asteroid or comet), entry angle, size, type of rock at the impact site and the
location of impact. Students can predict the effect of these factors on the crater size and link
these to energy transfers during impact. Students can then test their predictions in a virtual
environment.( 1 ,5 h) Final quesstions (see worksheet 2) LINK
Experience
Try-out:
Lesson1: 22- 10-2015 Age pupils :14-19y Liceo Majorana
20 .11. 2015 Age pupils :16 y Liceo Majorana
Evaluation
Students, teachers, Pupils: positive feedback
7. The solar system
School: IES Profesor Pablo del Saz (Marbella, Spain)
Subject: Natural Science.
Students: María, Alvaro, Saskia, Elizabeth, Pilar
Age group to which the didactic unit was addressed: 13-14 and 10-11
Goal:
The goal of this lesson planning is first of all to widen the pupils' vocabulary about
the solar system and, at the same time, to revise their knowledge about the above
mentioned topic.
Grouping will be individual, in pairs, and in small groups. We will also work in a
group-class.
Material:
Overhead projector, handouts, computer, chalk of different colours, blackboard
DESCRIPTION
Activity 1: Awakening curiosity (5-10 minutes)
Students will be working in pairs.
First of all, the “young Spanish teachers” brainstorm on board words related to the
solar system (comets, asteroid, UFO, The Sun, The Milky Way, The Moon, A Star,
los nombres de los planetas: mercury, Venus, Earth, Jupiter, Ceres, Saturn, Uranus,
Neptune, Pluto, Eris.)
Next, by means of the activity backwriting or handwriting they will practise the
new vocabulary.
Activity 2: The solar system song (10 minutes)
They will listen to this song.
http://www.youtube.com/watch?v=BZ-qLUIj_A0
This way, students will get familiar with the pronunciation of the words that name
the planets. Besides, they will revise the present simple tense and the verb have got.
They must write down the names of planets in the order they appear individually.
Next, in small groups (4 students), they will compare their order with the
classmates in the group.
Next, they will be provided with a worksheet each. This worksheet has the lyrics of
the song, and they will have to fill the gaps with the words below.
spin big red life two ring planet ball moon stones live land water seas blue giant
mountains gas ice
Walt: Fill the gaps
I am the Sun. I'm a burning ________ of fire. I am very _______ indeed. Life from
Earth depends on me. I am the Sun.
I am Mercury. I am the closest ________ to the Sun. I'm a _______ of iron. I have
no ________. I am Mercury.
I am Venus. I'm the same size as the Earth, but ______ the other way much more
slowly. I have no ______. I am Venus.
I am the Earth, the place where we all ______. There is _______ and lots of
______, so I look ______. I have a _______. I am the Earth.
I am Mars. I'm a rocky _____ planet. My __________ are the higher in our solar
system. I have two moons. I am Mars.
I am Jupiter. I'm a_____ giant. I'm the biggest and I ______ the fastest. I have the
biggest ______. I am Jupiter.
I am Saturn. I am a gas giant. My ______ are made of ______. Titan is my biggest
moon. I am Saturn.
I am Uranus. I'm an icy gas ________. I'm the coldest ________ in our solar
system and I have _______ made of gas. I am Uranus.
I am Neptune. I'm an icy ______ giant. I'm the furthest planet from the sun. I have
many _____. I am Neptune.
We are the solar system. We are the solar system.
They will listen to the song for the second time and check if their answers are the
same as the answers of other classmates sitting next to them.
Key:
I am the Sun. I'm a burning ball of fire. I am very big indeed. Life from Earth
depends on me. I am the Sun.
I am Mercury. I am the closest planet to the Sun. I'm a ball of iron. I have no moon.
I am Mercury.
I am Venus. I'm the same size as the Earth, but spin the other way much more
slowly. I have no water. I am Venus.
I am the Earth, the place where we all live. There is land and lots of sea, so I look
blue. I have a moon. I am the Earth.
I am Mars. I'm a rocky red planet. My mountains are the higher in our solar system.
I have two moons. I am Mars.
I am Jupiter. I'm a gas giant. I'm the biggest and I spin the fastest. I have the biggest
moon. I am Jupiter.
I am Saturn. I am a gas giant. My rings are made of ice. Titan is my biggest moon. I
am Saturn.
I am Uranus. I'm an icy gas giant. I'm the coldest planet in our solar system and I
have rings made of gas. I am Uranus.
I am Neptune. I'm an icy gas giant. I'm the furthest planet from the sun. I have
many stones. I am Neptune.
We are the solar system. We are the solar system.
Activity 3: Reading comprehension (10-15 minutes)
To be worked in small groups (depending on the number of students in class).
Goal: revising the interrogative form of the present simple and question words.
Read the text and write questions for the following answers. The text appears in
this webpage:
http://www.slideshare.net/vicchang/presentacin-solar-system
What is the solar system?
It is our Sun and everything that travels around it. Our solar system is elliptical in
shape. That means it is shaped like an egg. The Sun is in the centre of the solar
system. Our solar system is always in motion.
There are 8 planets with their moons, comets, asteroids and other space objects
which orbit the Sun. The Sun is the biggest object in our solar system. Astronomers
think the solar system is more than 4 billion years old.
Students will have only one worksheet per group and must write in turns one
question to the following answers.
This will be like a kind of competition. The group that first answers all the
questions correctly is the winner.
Answers:
1. We can see the Sun during the day
2. The sun is the centre of our solar system
3. The sun is a star
4. The sun is very big
5. The sun sends energy to all the planets
6. The temperature of the sun is very high.
7. A star is a shining body
8. Our solar system is in a galaxy called the milky way
9. A constellation is a group of stars that makes a figure
10. Constellations, stars, planets and the Sun form the Universe
Activity 4: Dialogue. (15 minutes)
Lower level students
Ask students to talk to the person next to them about their favorite planet and why
they like it. Then have two or three children share their favorite planet with the
entire class.
Higher level students
Compare and contrast two planets. How are the planets similar and different?
Activity 5: Composition (15 minutes)
Higher level students:
Write a narrative from an alternative perspective. What if planets could talk? What
would they say about one another?
Lower level students:
Write an acrostic poem: Escribe un poema acróstico (it uses the letter in a topic
word to begin each line. All lines of the poem should relate to or describe the
poem.
Example:
Shines brightly
Up in the sky
Nice and warm on my skin
Activity 6: Quizz game (15 minutes)
Planet Riddles and ANSWER KEY
1. I'm the planet that everyone calls “Red,” But really my soil is rust-colored
instead. Look up and you may spot me in the sky, I'm the orange-colored dot, way
up high.
Which planet am I? Mars
2. With over 63 moons, you might say I have a lot. Look with a telescope to see my
big, red spot. The spot is a wind storm, swirling around. High in the night sky is
where I can be found.
Which planet am I? Jupiter
3. I'm blue and green and a little brown. I'm a small planet with life all around.
They call me the third rock from the sun. I don't have many moons - just one.
Which planet am I? Earth
4. No matter how hard you look, you'll never find me, Unless you have a telescope
to help you see. I was once called a planet, but not any more. Now I'm just a
“Dwarf Planet,” but too important to ignore.
Which planet am I? Pluto
5. Look very close to the sun and you'll spot, A tiny, cratered planet that's very hot.
I have no moons but I orbit the sun very fast. Can you guess my name at last?
Which planet am I? Mercury
6. I'm yellow and cloudy and super hot. Look low in the sky, I'm easy to spot.
People call me the “Evening Star” From planet Earth, I'm not very far.
Which planet am I? Venus
7. Named for the Roman god of the Sea, Look past Saturn and Uranus for me. I had
a black spot that was a huge storm. Now it's all gone, but I'll still never be warm.
Which planet am I? Neptune
8. I'm a giant gas planet out in space, There are bands or stripes all over my face.
When it comes to size, I'm number two, I have bright rings. That's an easy clue.
Which planet am I? Saturn
Written by Tim Weibel Graphics from subscription with clipart.com
9. A gas planet that's off in the distance, Only recently they found my rings in
existence. I'm blue and cold and far away, People say I'm funny because I spin
sideways.
Which planet am I? Uranus
EXPERIENCE
Try out: the “young Spanish teachers” are a little bit insecure and don't know
exactly which activities they will select, as the level of the students the lesson will
be addressed to remains a mystery.
Lesson is finally addressed to 13-14 year old students during the first lesson and to
10-11 year old students during the second period year old students.
The “young Spanish teachers” are a bit anxious.
Out of the 6 activities they had prepared, activities 3, 4 and 5 (reading
comprehension, dialogue and composition) must be left out because of lack of time.
EVALUATION
Students: They are satisfied with the experience and optimistic about the outcome.
Teachers: Not so much. The teacher who could attend (one of them had to remain
in hostel, ill) thinks the presentation has turned out to be someone chaotic, out of
the students' anxiety. This is useful to redirect lesson plannings in the future. The
fact that lessons were addressed to groups of different ages instead of to students
with the same age and level is confusing and doesn't help to improve the second
performance as the audience is so varied.
Pupils: We can't be sure about the opinion of the pupils. They seemed to be paying
attention and interested in the subject, but we didn't have the oportunity to ask them
personally.
SPORTS
1. TRIVIAL RELAYS AND HUNT
prepared by: 8 grade pupils + Math teacher Alena Buroňová
target pupils: age 8 - 15
place and date:
a) primary school in Sint Niklaas, Belgium on 25 April 2017, class 5
b) secondary school Humanoira Berkenbooom in Sintn Niklaas, Belgium on 25
April on 25 April 2017
c) primary school ZŠ a MŠ Kosmonautů 15 in Ostrava in Czechia - class 6. A on
20 April 2016
Lesson Plan:
TRIVIAL RELAY and HUNT
Information
School: ZŠ a MŠ Ostrava-Zábřeh, Kosmonautů 15, příspěvková organizace
Students: Michael Čep, Adam Holuša, Milan Ámal Džuga, Natálie Bakošová, Michal Gřešek, Petr Kaniok
Subject: Physical Education (primary school, grade 3 - 9)
Goals (targets, results):
To contribute to children’s overall development
To build students’ motivation and commitment to physical activity
To encourage basic teamwork in mini-games “TRIVIAL RELAY”, “TRIVIAL HUNT” and “TRIVIAL PUZZLES”
To improve control in movement skills relevant to “TRIVIAL RELAY” tasks: running, jumping, changing
speed, stopping and starting, turning, dribbling, skipping, body coordination, etc.
To develop an understanding of the use of space in mini-game “TRIVIAL HUNT”: moving forward and
avoiding ‘crowding’
To develop an understanding of the tactics and strategies for use in mini-game “TRIVIAL HUNT”:
applying principles of defence and attack skills, evading and marking an opponent
Means: for each group a ball, a table tennis racket and ball, a spoon, a soft ball, a skipping rope, a set
of TRIVIAL RELAY cards, a bag for keeping the TRIVIAL RELAY cards which is used as a baton, a blind
fold for the person who will guard the cards in the TRIVIAL HUNT
You will need two softballs for the two people who throw them at pupils during the TRIVIAL HUNT and
a set of discs for building the slalom track for 4 groups
Description
Begin:
1° activity: Students introduce themselves, the project ideas and topic of the lesson 5´
2° activity: Warm-up (Ámal in lead, all team takes part with the pupils) 5´
First, run around the playground or a gym. Next do some stretching and moving activities to warm the
muscles and joints which are going to be used during various relay activities, especially shoulders, arms,
ankles, knees, hips, thighs, hips, back
3° activity: TRIVIAL RELAYS (all team) 20´
Divide pupils into four groups. Give a bag to each group. It will serve as a baton and for keeping the
cards which pupils will get during various relay tasks. While two members of the team explain the
objective of this activity, the other 4 members of the team build the slalom track with discs for each
group and then they prepare their set of TRIVIAL relay cards and cards with correct answers. They
stand in the ends of the slalom tracks. Next one team member (Adam) describes the relay activity and
the other (Ámal) demonstrates it.
The relay activities should change according to the age and skills of the target pupils. For example you
can ask pupils to run, run backwards, start from lying position, do crab crawling, wheelbarrows, carry a
friend on a back, jump on one leg, jump with tight legs or a ball between them, kick a ball, dribble,
carry a table tennis ball on a spoon, hit the table tennis ball with racket while you walk, throw a soft
ball at the basket made by hands and a blindfold at the end of the slalom track, skip the rope etc. Most
of the activities do not require any aids but they are useful for creating more challenging atmosphere.
When the pupils get to the end of the slalom track, they pick a card with a question in English about
the Czech Republic or from Biology. (Both sets of questions were made by the Czech team for the
international Trivial board game, which rules were created by Belgium team and other teams
contributed with questions from STEM areas and about their countries. But you can make your own
questions. During our try out in our school we used UNO cards, it simplifies keeping the score.) If the
cards are not in the mother tongue, let the pupils to read the question themselves. When pupils don´t
know the correct answer or don´t understand English, they can try to guess the correct answer because
there are four options on the card. They keep the card if they answer correctly.
The number of relay tasks depends also on the length of the lesson. In some country a lesson lasts 45
minutes (Czechia), in Italy a lesson might last even 60 minutes. You need enough time for the other
activities. If you wish, you can count the number of the cards now and see who the winner of this
activity is. This is not important for our lesson so we did not do it. In any case, pupils keep their cards,
they will need them later.
4° activity: TRIVIAL HUNT (all team) 10´
For this activity is necessary to collect the slalom discs so that pupils do not slip. While two students
(Adam, Ámal) explain the rules of this activity to the groups, the others (Michal Č., Petr, Natálie,
Michal G.) have time to do it and place the rest of the cards are on the floor at the end of the gym or
playground. Each pile is guarded by one blindfolded student (Michal Č, Petr, Natálie, Michal G.) who
stands about one metre away. They do not walk to avoid a crash with someone or something. If they
touch a pupil who is trying to get behind them and carry away a card (always only one), this child must
squat and wait for a rescue (another pupil touches him). Students who were moderating the relay
(Adam, Ámal) explain become hunters and they are allowed to run. They are not blindfolded. They
have one softball and they throw it on the running pupils. The pupil who is hit by the ball also squats.
To rescue the hit child, another pupil must touch him.
Pupils keep their cards in the safe area on the other side of the gym. Make sure that pupils who are
hunting them do not cross the line which is at least three metres away from the safe area so that the
hunted pupils have enough time to stop safely.
This activity is over when each group has no cards to steal. A blindfolded guardian goes away from his
position as soon as his pile of cards disappears in order to make stealing cards easier for the slower
groups. If there is not enough time for the other teams to finish stealing cards or all group members
are caught, you can ask the other groups to help them. Or you can stop this activity and simply give the
remaining cards to the groups. You may award the fastest group but we did not do it because it was not
the goal of our lesson. Pupils keep their cards for the last activity. They need to have all of them or at
least most of them.
5° activity: TRIVIAL PUZZLE 5´
Before we printed sheets with our question cards (there were 16 cards on each sheet), we placed a big
picture of three Czech State Symbols (Czech Republic question cards) and three Prague sights (Biology
cards). Also each sheet with question had a different colour or type of letters. We put in plastic our
sheets and cut the sheets. We had a lot of cards. It is necessary not to mix the sets. We used our
blindfold scarves to wrap a set for each group. If you want to have your puzzles more difficult, do not
change the colour and/ or the type of letters. You can award the winner of this last activity. Again, we
did not do it. Our goal was to encourage pupils to enjoy playing a game and to be stressed by failing
the team. The other goal was to teach pupils a little bit about the Czech Republic.
Experience
Try-out: 2017-25-04, Sint Niklaas, Belgium
Lesson 1: class 5 from Sint Niklaas primary school, Bulgaria, 10 years old pupils
Lesson 2: class 3 from Berkenboom Humanoira secondary school, Belgium, 13 years old pupils
Try out: ZŠ a MŠ Kosmonautů 15 primary school, Ostrava-Zábřeh, Czech Republic
20-04-2017, class 6. A, 12 year old pupils, communication languages: English, Czech
Evaluation
Czech students: They enjoyed teaching children both in the Czech Republic and Belgium.
Belgian pupils: The best part was the TRIVIAL HUNT game. The rules were easy to understand because
they play a similar game.
Teachers: All team members have a role in this lesson and they performed it very well. Belgium pupils
were cooperating and disciplined. The younger pupils looked more excited.
https://www.slideshare.net/alenaholas/trivia-relay-and-game-preparation-and-evaluation-of-lesson
Bulgarian dance P.E. lesson
School: SOU "Vasil Levski" –Bulgaria
Students: Alexander Petrov, Gabriel Mihov, Siyana Kaloyanova
Subject: Bulgarian folk dances
Goals (targets, results): Students to get acquainted with the Bulgarian dance and to try to play it.
Description
Beginning: Warm up
-Walking and jogging
-Stretching arm muscles, leg muscles and neck muscles
-Squatting and jumping
1st activity: /10 min/
Line-up in two rows
-Explaining the lesson to the students
2nd activity: /10 min/
Show on the Traditional Bulgarian dance
- Pravo horo
-showing the steps
-step with the right leg and jump
-step with the left leg in front of the right leg and jump
-step with the right leg
-switch with the left leg in front of the right leg
-step back with the left leg and switch with right leg in front of the left leg and jump.
3rd activity: /20 min/
Students are divided into three groups and play a dance with music.
Experience
Try-out: 26.04.2016, Eureka, Kells,Ireland
Lesson1: 9:10 – 9:55 The students are in class 2
Age of students 9 – 10
April 2016, at the primary school included into the project work - Sevlievo, Bulgaria
Students wanted to pre-teach the lesson they were preparing
Students seemed to be very interested in the toppic of the lesson, they took active part in the games
Age of students 9 – 10
Students in the Irich school in Kells seemed to be very excited and interested in what they saw from
the Bulgarian students. They had a lot of fun playing the games and enjoyed themselves during the
lesson. All the children managed to complete the games successfully and took part in any activity.
During the lesson they asked different questions on the topic both in English languages. At the end of
the lesson Irish students wanted to repeat the activities one more time.
2. Sports carrousel
Introduction
● carrousel
○ 3 groups
■ separate during warm-up
■ painting
■ black, yellow, red
○ 3 posts:
■ 1 group dance
■ 2 groups netbal match
○ each 10 min
○ in the beginning we do all together a warm-up session
○ winner: gift ?
Warm-Up
● Steal the flag
○ everybody gets a scarf in his pants. The goal is to steal as
many flags as possible, the winner is the one who survives as only one with
his scarf still in his pants , you’ve lost when your scarf is stolen from your
pants
○ everyone chooses a scarf (the colours of the Belgian flag)
○ the stripes on your cheeks decide in which group you belong.
Dance
We are going to dance with each group for 10 minutes. If we have some time left at the end
of the lesson, we can do the dance all together.We thought to pick the song ‘eyo’ by K3. It’s
an easy song with a catchy rythm. We thought it is also a good song because K3 is very
popular in Belgium so they learn something about our country. We are going to teach them
one part of the song. In the other part the singers repeat everything twice, so we can show it
first and they can do it just like us.
Netball
The children are going to play netball for 10 minutes. We are going to explain netball by
using volleyball, because most people will rather know volleyball then they will know netball.
After the explanation Dieuwke will be the referee, it means she’s the head of the game and
she will explain netball and how to play it. Then Wout, a skilled teacher, will be the linesman,
but if both of the teachers haven’t seen something, please give us a sign and we will look
together for a solution. Netball, we need to divide you in groups of six or three.
I don’t actually know.
What we need
● scarfs ( red,black en yellow) (this is Marieke’s job)
● camera
● whistle
● gymhall for netball
○ a field (with lines/cones)
○ a net
○ a ball
● dance
○ radio/box
Lesson in Irland
Introduction: (Jutta)
Hello everyone we are 6 students from Belgium. Our
names are (everyones says his name). Today we
will give you a sportlesson with a Belgian touch.
Does someone know the colours of the Belgium
flag? (Children try to answer)
This is what the Belgian flag looks like!
Warm-up: (Elke)
After the explanation everyone may choose a scarf. The colour of the scarf you get, will be
the colour of your team. So there is a red team, a black team and a yellow team. To warm up
we are going to play a game. In dutch it’s called “dassenroof”. The intention of the game is to
steal each others scarf, but not from someone who’s in your team. When you lost your scarf
you can’t play anymore and you’re out, than you have to come to us. We are going to play
this until there is only 1 team left, this team is the winner!
Now you can all come to us to choose a scarf
and put it in your pants, we are also going to
give you a stripe of color on your cheek in the
color of your scarf.
If you hear the whistle, the game starts!
Carrousel: (Jutta)
Now we are all warmed up, we are going to begin with the real stuff.
You are now separated in three different groups, the red ones, the yellow ones and the black
ones. We are going to do a Carrousel. This means that there are 3 posts. The first one over
here is going to dance. Post number 2 and 3 is going to play netball.
(groepen verdelen welke kleur welke post doet)
The people at the posts will tell you what you have to do!
After 10 minutes you are going to hear the whistle. This is the signal that we are going to
change posts.
Are there any questions ?...Than we can start!
Netball
So we are Dieuwke and Wout and the game you’ll play here is called netball. This sport is
very similar to volleyball. You are with 6 people on the field 3 in front and 3 behind. The
persone right-behind has to serve the ball. When you have to take the ball you can only
make 3 different contacts. You also don’t have to play the ball away immediatly, but you can
just catch it with two hands. The only tricky thing is that if you take the ball it may not touch
an other part of your body otherwie it counts as a double contact.
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