poringland

Transcription

poringland

PRIMARY
GOES
EUROPE 5
PORINGLAND
Poringland
School:
Poringland Primary School
The Footpath
Poringland
Norwich NR14 7RF
Head Teacher:
Mr. Roger Everett
Project Plan 1
PORTUGAL
Project Theme
Flags
Target group
Time allocated
9-10 year old children
2 hours
Subject areas / fields of learning
Resources
Looking at our past
Looking at the world around us
English and
Portuguese national
flags,
map of Europe
Objectives
•
•
•
Know important facts about both countries’ history
Connect historical facts with both countries’ national flags
Know words/phrases of present use in both languages
Evaluation
It was rewarding to see the interest demonstrated by children, not only in learning
something about a different country, but also in sharing the facts of their own
country’s history.
In the UK classroom
• Location of both countries on the European
map
• Introduction to the Portuguese flag and its
symbols
• Introduction and explanation of the English
flag by the students
• Drawing and colouring both flags
Suggestions for follow up in
• Investigate facts that originated the flags
participants’ home classroom • Connect in time, both countries historical
facts
• Investigate habits (clothing, food, economy,
political system…) in both countries in the
same historical epochs
Project Plan 2
Project Theme
Portuguese Reservations
Target group
Time allocated
60 minutes
Objectives
Resources
To introduce a Portuguese natural reserve
To make children alert for the need of preserving species
and habitats
Berlengas,
Islands video
Evaluation
If I had known more about Poringland School earlier, I could have made a deeper
investigation about existing species in the area, as well as the comparison of both
regions’ fauna. Also, the time allocated for this activity did not permit a deeper
investigation.
In the UK classroom
•
•
•
•
•
participants’ home classroom
•
•
•
•
Conversation about existing fauna in
Poringland
Watching a video about the Berlengas
Islands natural reserve
Conversation about fauna on the Berlengas
Islands and its main characteristics
Drawing an animal of each existing species
on the Berlengas Islands
School visit (Poringland and Portuguese
school students) to the Berlengas Islands
Investigate characteristics about existing
species on the Berlengas Islands
Investigate the possible adaptation of these
species in England
Make pamphlets and a school paper about
the Berlengas Islands
Visit to a natur reserve in England
Project Plan 3
Project Theme
Argolinhas Fritas
Target group
Time allocated
2 hours
Objectives
Resources
To get to know different kinds of food of other countries
To get to know the different eating customs of other
countries
Recipe ingredients
Evaluation
It was rewarding to see the way how children had fun preparing the recipe and
explaining it to their colleagues. I would also like to mention the interest shown in
learning the names of the ingredients in a foreign language.
In the UK classroom
•
•
•
•
•
•
•
Conversation about the type of food in both
countries as well as respective food habits
A group of children prepared “Argolinhas
fritas”
The children explained to the class how to
prepare “Argolinhas fritas” as well as the
ingredients
Drawing of the ingredients and their names
in both languages (Portuguese and English)
Investigate similarities and differences
between both types of food nourishment
(Portuguese and English)
Make a book with recipes from both
countries
Investigate influence of climate and soil on
types of food eaten in both countries
Project Plan 4
Project Theme
Portuguese Tiles
Target group
Time allocated
Living in a world of thoughts, feelings, ideas and dreams
1 hour 30 minutes
Objectives
Resources
Meet the artistic heritage of other countries
Develop a taste for art
Teach people to respect different types of art
Pictures of Portuguese tiles,
a tile model
Evaluation
It was interesting work because the children worked in groups and had to calculate the
best way to join each piece of the tile, like a puzzle.
In the UK classroom
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•
•
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•
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•
Children read magazines with traditional
Portuguese tiles
Conversation about colours and
characteristics of tiles
Each student was given one of the 36 tile
pieces
In groups of four, students composed a part
of the tile
All groups joined together their respective
parts and formed one big tile
Group work making projects for tile
drawings
Making a tile using ceramics and paints
Using the tile to calculate areas
Using the tile to compare symmetry and
other topics in geometry
Project Plan 5
Germany
Project Theme
German Money
Target group
7 year old children
Time allocated
Living in a world of communication
45 minutes
Objectives
Resources
The pupils learn about a European country
They do simple maths tasks with coins
Real German money,
photocopied money
Evaluation
The children have been working on money for a few weeks, so this exercise with
German money fitted into the curriculum programme. The children could see, that there
is no difference in handling German or English money. Many of them picked up the idea
very quickly.
In the UK classroom
•
•
•
•
•
•
The teacher talks about her country
She talks about and shows real money from
her country
Group children into threes
Each group is working with photocopied
money
Shopping situations, demonstrated with
everyday things to be paid for with German
money
Short exercise
Based on this lesson, similar activities can be
participants’ home classroom done in other European classrooms. Every child
likes to have a look at currencies from different
countries. Other activities about money may be
added like rubbing the coins with wax crayons,
puzzles with bank notes.
Project Plan 6
Project Theme
A German Song
Target group
7 and 9-10 year old children
Time allocated
Looking at the world around us.
Living in a world of thoughts, feelings, ideas and dreams.
7 year olds: 60 minutes
9-10 year olds: 20 minutes
Objectives
Resources
The children learn a traditional German song.
They improve their speaking and listening comprehension
skills.
The pupils practise cutting, drawing and colouring.
Song, poster with the words
of the song, word cards with
the names of five towns,
mentioned in this song,
guitar.
Evaluation
The children liked the story. Some of them started talking about steam engine trains and
where they are still working. The verse was easy to learn.
In the UK classroom
•
After having introduced herself and talked
about her country, specially the southwestern region of Germany.
• The teacher tells the story of the song.
• The teacher teaches only the words of the
first verse (poster).
• The teacher introduces the words, the
children repeat them several times.
• Then the teacher sings the song, teacher
and pupils hum the song, then sing together
several times.
• While singing the children invent all sorts of
movements to go with the song.
• The 7 year old children draw, colour and cut
out the train, the people and the goats.
Can be done in every European classroom.
participants’ home classroom Would be useful to have pictures of a steam
engine train.
Project Plan 7
Project Theme
The Sleeping Beauty
Target group
6 year old children
Time allocated
Looking at our past.
3 hours
Objectives
Resources
The children
• get to know a German fairy tale, known in many
European countries.
• dramatize the song and the fairy tale.
• cut out and decorate cardboard puppets.
• show the results at the Assembly.
Fairy tale book (German and
English), song guitar, cardboard,
sticks, fabrics and clothes (prince,
princess…),blanket , tablecloth or
similar, school chairs and tables
as stage.
Evaluation
It was great fun for the children to sing and dramatise. They also loved to make
cardboard puppets and then dramatise the song with them. There should not be too
many children behind the “stage”.
In the UK classroom
•
•
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•
Suggestions for follow
up in participants’ home
classroom
The children listen to the story: The Sleeping
Beauty.
Teacher sing the German version of the song.
Teacher and children sing the English version.
Dramatizing the song (circle).
Cutting
out
cardboard
puppets,
castle,
drawbridge and decorating them with various
materials.
Dramatizing the song with puppets. Children go
behind the “stage”, moving their puppets
according to the song, sung by all the other
children.
All activities can easily be carried out in the
participants’ home classrooms.
Project Plan 8
Project Theme
Writing Letters
Target group
Time allocated
Living in a world of communication.
Living in harmony with people around us.
3 hours
Objectives
Resources
The children
• learn about a European country.
• learn to recognise European flags.
• learn facts about the geographical position of Germany.
• learn to co-operate and produce a shared result.
• learn to present their work.
Map
of
Europe
and
Germany; books, pictures,
brochures of Germany,
computer, outline map of
Germany,
puzzle
of
Germany, paper model
house.
Evaluation
When working on their posters, children wanted to know details about the pictures, so
they asked teachers or used computers. They were proud to present their results at the
Assembly.
In the UK classroom
up in participants’
home classroom
•
Introduce Germany – a European country; the parts of
Germany; neighbours, facts about Germany: capital, rivers,
landscape, industries, show realia from Germany. Video (14
minutes).
• Invite the children to ask questions about Germany or/and
personal questions.
• The class is divided into seven groups, working on posters
like “Germany”, “Mercedes”, Germany and the neighbouring
countries and flags, puzzle of Germany, paper model house
(half-timbered house). Germany Quiz.
• Song: «Auf de schwab’sche Eisebahne».
• Letter to a German class.
Can be done in every European classroom.
Networks between schools (letters, tapes, Internet, journals) will
enable pupils to exchange information about one another’s lives
and countries.
Project Plan 9
Spain
Project Theme
Spanish Money
Target group
Time allocated
Mathematics, English, Spanish, Art and Craft
2 hours
Objectives
Resources
The children
• will become familiar with the currency of Spain.
• should be able to use and apply mathematics in
practical tasks.
• will be able to compare English and Spanish money.
• will learn how to change money when they have to
travel.
• compare the currency of Spain and their country.
Spanish money, large
worksheets with different
Spanish notes and coins
Evaluation
The children were really amazed to learn about a different currency and how to
exchange money with other countries in Europe. It was a satisfactory experience for the
children, the class teacher who helped and co-operated at all times and me.
In the UK classroom
•
•
•
•
•
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•
•
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•
The teacher introduces herself and explains
what they are going to learn and what
activities they are going to do in order to
learn about the currency of Spain and how
to exchange money when they visit a
foreign country.
Seven large worksheets are displayed
around the classroom in order to familiarise
them with Spanish money, meanwhile real
Spanish money will be passing around the
groups so that they become familiar with it.
The teacher will question the pupils, about
what they will have to do when they visit a
foreign country:
Example: If you go to Spain on holiday, you
need to change pounds into pesetas. What
arithmetical process do you have to use?
This will be written on the blackboard.
But when I came here to your school in
England I had to change pesetas into
pounds. What arithmetical process do you
have to use?
This will be written on the blackboard.
A practical worksheet is handed out to the
students
in
order
to
practise:
counting Spanish and English money with
coins and notes.
Converting English into Spanish money and
vice-versa.
Afterwards the classroom will be divided
into 5 groups, to make posters of the
Spanish currency. Each group will have an
envelope with different notes and coins cut
into pieces, which they have to put together
like a puzzle and glue it on a poster.
Once all the coins and notes are glued
together they will add all the money and
convert it into pounds.
Similar activities can be done with different
participants’ home classroom currencies of other countries in Europe and with
the Euro.
Project Plan 10
Project Theme
My Book of Spain
Target group
Time allocated
Geography, History, English, Spanish, Technology, Art
and Craft
4 hours
Objectives
Resources
The children
• practise cutting, drawing and colouring.
• learn how to make a book.
• compare the English and Spanish languages and
cultures.
• practise writing.
• find similarities and differences in sounds and writing.
• learn about another European country – Spain.
• learn some words in Spanish.
Posters of Spain with
different pictures of Spain,
map of Spain and atlas,
worksheet with pictures of
clothes with the words in
Spanish, worksheet with
information about Spain and
words to fill in.
Evaluation
All the objectives that were planned have been achieved, and all the tasks were
completed. The children and the teachers from Poringland Primary School found it an
enriching experience, and it was a different way of learning.
The school got really involved with us in order to achieve all the preparation work.
Over all, it was a great experience for everybody, because we shared ideas of different
ways of teaching, and information about our countries.
In the UK classroom
•
•
•
•
•
•
•
•
The teacher introduces herself and talks
about her country (Spain). She shows
pictures and photos of Spain which are
displayed on a poster (food, buildings,
vacations, traditions, festivals…).
Afterwards the children asked questions
about Spain.
The children will be working in pairs and the
teacher explained to the class some ideas
for them to design their books.
The teacher works together with the
children on the worksheets about Spain and
the pupils fill in the most important
information about Spain and they write it
down in the book.
The teacher explains to them that they have
to imagine they were going on vacation to
Spain, so they will need some clothes. They
will draw some pictures of clothes to take on
their vacation, with the words in Spanish. (A
worksheet will be hand out to the children
with pictures of clothes and the words in
Spanish).
Each child will repeat the words to the
others.
At the end they will write a short story of
what they would do, if they were going on
vacation to Spain.
Using the computer they will write the words
they learnt in Spanish and they will pass
them round the class.
Assembly: The children will come together to
show the whole school what they have
achieved during the time they spent working. A
group of children will explain about the books
and the currency posters.
•
•
Similar activities can be done in another
European language.
The books will be taken back to Spain to
show them to the Spanish children, and the
Spanish children will try to make a book like
it about England.
Project Plan 11
Austria and Italy
Project Theme
Health and Food
Target group
6-7 and 8-9 year old children
Time allocated
Living in harmony with ourselves and with people around us.
Living a healthy life.
Living in a world of communications.
6-7 year olds:
2 hours 45 minutes
Objectives
Resources
•
•
•
•
•
•
To make children aware of the way of living of other
countries around them.
Two European countries were introduced: Italy and
Austria, and children have been taught about them.
To arouse children’s curiosity.
To make children understand the concrete result of cooperation.
To make children co-operate more and share their
feelings, their ideas and opinions about other realities.
Telling them about health projects in Italy and Austria, and
giving them an overview of how they work.
8-9 year olds:
1 hour 45 minutes
Posters and maps of
Italy
and
Austria;
photographs about the
most famous places in
the
two
countries;
newspapers, currency,
coloured pencils, felt
pens, audio cassettes,
scissors, glue.
Evaluation
It was the first opportunity children had to get to know another language and to come
into contact with other life-styles.
In the UK classroom •
•
•
•
•
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Suggestions for
follow up in
participants’ home
classroom
•
The teaching unit has always been developed by two teachers
who have introduced the children to their different experiences
from their countries. Italy and Austria, making them realise how
collaboration is important at the same time.
Teachers greet the class in both languages and introduce
themselves, then ask children’s names in both languages too.
With the help of posters about Italy and Austria, teachers speak
about their countries.
Teachers elicit children’s questions and arouse their curiosity
about Italy and Austria.
Children are involved in an exchange of thoughts and ideas, and
each of them brings their own experience into the class speaking
about a TV programme they watched or a trip they made with
their families.
The foreign countries are often presented through strange and
unusual facts, and pictures which really attract children and catch
their attention.
Children need to travel around the world even through their
fantasy: «Venetian Gondola» could help them to dream about an
unusual city and make them wish to visit Italy one day.
The beautiful gardens in Schönbrunn Palace, the mazes in them
and the description of the fascinating building arouse their
interest.
There was physical training in the classroom: the golden 12.
Circle games: smile game.
The pasta monster chant (also with tape recorder). Listen and do
the actions: small, big, round, square, (tape recorder). Teachers
speak about spaghetti which is a particular Italian food.
Questionnaire: Have you ever eaten spaghetti? Do you like them?
Does your Mummy make it?
Introduction: The adventures of Betty and Bronto: Once upon a
time, a dinosaur, called Bronto and his friend Betty lived in a
case. One day, Bronto invited Betty for lunch. Betty came and
asked: “What’s for lunch? - But it is better to hear them speaking
(tape recorder).
Every child dreams what he/she was impressed most with pencils
(crayon). – exhibition.
Just talking more about Austrian and Italian language, making a
project: Where the children learn some more simple phrases,
make their own posters about famous places, customs and
music.
Food song
I like apples and bananas,
I like fish and chips and peas,
I like biscuits and spaghetti,
But my favourite food is cheese!
I like jelly and tomatoes,
I like sausages and steak,
I like carrots and potatoes,
But my favourite food is cake!
Project Plan 12
Project Theme
The Pasta Monster
Target group
5-6 and 8-9 year old children
Time allocated
Living in harmony with myself and the people around us.
Living a healthy life.
5-6 year olds:
2 hours 45 minutes
Objectives
Resources
•
•
•
•
•
To make children understand the way of living in other
countries: Italy and Austria.
To make them interested in learning other languages
and practise them.
To make them realise that respecting others is very
important in our life.
Learning by doing an Austria folk dance: Siebenschritt
(simple form)
Being introduced to Italian food: spaghetti with a
special tomato and tuna sauce!
8-9 year olds:
1 hour 45 minutes
Italian and Austrian posters,
photographs
of
both
countries, Austrian audiocassette with folk dances,
Italian food, different kinds of
fruits, coloured pencils, feltpens,…
Evaluation
It was their first introduction to Italy and Austria – the customs, the landscapes, the
languages and the special features.
Children came to the staff-room to ask for our addresses because they want to stay in
touch with us and our pupils in Italy and Austria.
In the UK classroom
•
•
•
•
•
•
•
•
•
Suggestions for
follow up in
participants’ home
classroom
•
•
•
Team teaching was tried a second day. We
deepened the children knowledge about both
countries, Italy and Austria. Children did a
questionnaire about Italian and Austrian habits.
Chant
Questions about what they like and don’t like.
Explanation of how healthy food is very important for
our lives.
Teachers introduce the spaghetti recipe and prepare
the Italian food together with some children. They are
introduced to a questionnaire: Have you ever eaten
spaghetti? Do you like it? Does your mother prepare
it?
Explanation of exercises for a healthy spine that can
be done easily every day.
Children need to travel around the world even in their
imagination.
Learning by using all senses: tasting, smelling, eating
fruit.
Hearing and feeling the rhythm of music they
interpreted.
Children can go on and invent their own pasta
monster chant.
Children can invent some extra exercises to improve
their health.
Children can pick up different material and
information about other European countries and
create other posters.
Pasta Monster Chant
The pasta monster lives up high,
In a spaghetti tree.
He eats spaghetti every day,
For breakfast, lunch and tea.
Project Plan 13
Project Theme
Assembly
Target group
5 year old children
Time allocated
Living in harmony with ourselves and with people around us.
2 hours 45 minutes
Objectives
Resources
The children
• practise colouring
• get to know the two countries’ flags
• improve their finger ability
Posters of both countries,
drawing papers for the flags,
crayons,
finger
colours,
different flannel teddy bears.
Evaluation
The results were very colourful and these should give the opportunity to make a big
collage with all teddy bears, maybe also making an imaginative background with
different materials.
Teddy Bears Lessons
The children were given both flags, coloured them and
compared them to the flag of Great Britain. Some of them
explained the Scottish flag because one of their parents come
from Scotland .
• They were introduced into a rhyme and finger game: Ten little
teddy bears, helping them to be confident with their finger
ability.
• The next exercise was with the finger colours. They could
improve their use of them by colouring teddy bears like
Pointilismus.
• At the same time another group started colouring a teddy bear
game which was also explained to them, how it works.
• We briefly introduced the countries in a short way.
• They learned also the symbols of the countries: their flags.
• After some explanation, the children coloured the flags: from
Italy and from Austria.
Children
might have an interest in other countries/flags and could
compare
them.
They could make a collage.
up in participants’
In the UK classroom
home classroom
•
Italy
Insert the words in the box in the right place
Italy consists of some r _ _ _ _ _ _.
The name of the capital is _ _ _ _.
The Italian flag has 3 stripes. _ _ _, _ _ _ _ _ and _ _ _ _ _.
The currency of Italy is _ _ _ _.
Italy has got different _ _ _ _ _ _ _ _ _ _ because it is a _ _ _ _ country.
In winter people come to Italy for _ _ _ _ _ _ and _ _ _ _ _ _ _ _ _ _.
In summer people come to Italy for _ _ _ _ _ _ _ and _ _ _ _ _ _ _ _ _ _.
Rome – Lira – Red – White –Green – Skiing – Snowboarding – Sunbathing
Sailing – Regions – Landscapes - Long
Colour the flags
FLAG
of Italy
FLAG
of Austria
red
white
red
red
white
green
Teddy Bear Song
Teddy Bear, Teddy Bear, come to me
Teddy Bear, Teddy Bear, bend your knee
Teddy Bear, Teddy Bear, shake your head
Teddy Bear, Teddy Bear, go to bed.
Teddy Bear, Teddy Bear, turn around
Teddy Bear, Teddy Bear, touch the ground
Teddy Bear, Teddy Bear, show your shoe
Teddy Bear, Teddy Bear, I love you!
Ten little Teddy Bears stand up straight
Ten little Teddy Bears make a gate
Ten little Teddy Bears bow to the king
Ten little Teddy Bears make a ring
Ten little Teddy Bears dance all day
Ten little Teddy Bears hide away.
Teddy Bear Game:
green – singing a song
red – stand up five times
blue – show your shoe
(Children finish colouring the teddy bears. Two, three or four children can play this game.)
Austria
Austria consists of ____ provinces.
The name of the capital is _______________.
The Austrian flag has 3 stripes:
________________________________.
The currency of Austria is _________________ and _____________.
In winter people come to Austria for ______________, _______________ and
_________________.
In summer people come to Austria for _______________,
____________________, _____________________, __________________ and
___________________.
Vienna – 9 – Schillinge-Groschen – red-white-red – skiing – snowboarding –
sightseeing – sailing – swimming – surfing – hiking

poringland

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