ERASMUS +   PROJECT

Manual skills in 3.0 web age

From the material to the cognitive artifact, cognitive praxis and processes in  the 3.0 web age

 first year activities/workshops: survey results

survey results

survey-results

 

ERASMUS +   PROJECT

Manual skills in 3.0 web age

From the material to the cognitive artifact, cognitive praxis and processes in  the 3.0 web age

students'  self evaluation: first year activities

 

  1. Did you find the project activities useful?
  2. Would you like to take part in more activities in the future?
  3. Do you like this ERASMUS project?
  4. Has this project given you the opportunity to improve your skills on ICT and the use of English language?
  5. Has the project activities been close to your interests?
  6. Did you tell home about the activities carried out?
  7. Have you faced difficulty while doing the planned activities?
  8. Have you learned new things that will serve you in the future?

evaluation form

The Greek project team has created  an Erasmus project point. It is only a start for getting to know the project countries better at first glance. This place will be devoted to exhibit the project activities and productions will be kept up to date all through the three years of the project.

 

 

 

 

Definition of artifact: how we make our own bread.

Type of workshop: technological workshop

Integrated methodologies: brainstorming, cooperative learning, Metacognitive problem solving, CLIL.

Students involved:3rd ,4th class. Total number : 28 students.

Interaction of school subjects:

Greek Language: vocabulary enrichment, writing,  text analysis and synthesis, creating  questionnaires.

Religious Education: Parables from the Bible, Bread in our religion.

Math:counting, fractions, problems.

ICT: Use appropriate software to run games, to explore and resolve simple problems, to communicate and to utilize technology(focusing on organizing and evaluating information rather than simply searching for it).

Science: we will examine the technology of bread in detail.Investigate yeast and how it ‘works’.Tie in with Science and investigate the conditions required for mold to grow),

Art: Painting ,making collage.

English: Learn basic vocabulary related to the circle of bread, research other well-known idioms, phrases, proverbs and sayings that include the word bread, or are somehow associated with it, writing a recipe in English.

Geography : Find the map of the wheat production areas in Greece.

History: Bread through the ages

Aims:

  • Learn and understand the nutritional value of cereals (wheat) and their products such as bread.
  • Get to know the bread composition and the processing steps from the field to our table.
  • Improve and enrich their vocabulary in English .
  • Develop cooperative skills,creative thinking and  self-esteem.
  • Understand the value of teamwork and joint discovery using ICT tools.Handle devices such as tape recorders, cameras, computers, printers, scanners, photocopiers and slide projectors.
  • Provide the opportunity for children to develop their manual skills  by planting seeds and making bread.
  • process:
  • First step: brainstorming. First, there was a discussion generated about bread and what students may already know about it, e.g. What is bread? Where does it come from? Do they eat it? Do they eat anything else made out of bread? There was a power point presentation about the circle of bread(How flour is made and how bread is made-planting, growing, harvesting, milling, mixing, and baking. ) and the students  looked for several different varieties of bread from a Google image search.As a warm-up activity students watched a short video about the story of the “ Little Red Hen” (Aesop's fable) with English subtitles.

  

 

 

 

Finally,  as a manual activity, students  planted some wheat seeds and watched them grow. They looked after their plants, watered them and observed their progress.

 

                                                         

 

 

                                         

   

    

                                                       

                                              

 

                                          

 

                         

 

Second step: team work. First the students were divided into mixted ability groups and undertook certain tasks according to their interests, skills, talents and inclinations (.A group of students undertook, with the support of their teachers, to design and create a questionnaire on dietary habits.Another one made research and  collected information,the group responsible for taking   photos recorded the stages of the whole process ).Each group presented their findings ,discussed and designed the next steps.

Third step:  What makes the dough rise? Students started searching the internet for information in order to investigate yeast and how it ‘works’. Mix yeast,water sugar and some flour and see what happens.

                                    

Another question the students had to deal with was:what is bread mold? What makes it grow? Start making assumptions and draw conclusions.Tie in with Science and investigate the conditions required for mold to grow.

The students decided to  perform a mold bread experiment in order to observe how it grows.

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Put a slice of bread in a bag and observe the mold.

Fourth step: Bake bread! Presentation of the ingredients (flour,water,yeast,sault).Start the actual making of bread after the students had found the recipe on the internet. Have fun baking bread!

Mix the ingredients.

                               

                               

Start kneading 

                              

                                

Put in the oven.

                                 

Enjoy their own bread.

                                   

                                  

                                    

Materials used:wheat seeds,flour,yeast.

Cost: all the above materials were brought by the students from their home.

Duration: three months(once a week.From November-January)

Evaluation: The project that was implemented had the ultimate goal of acquainting the children through active, experiential, cooperative learning with the process (traditional and modern) of bread making from the seed to its final form.    The participation and the keen interest of the pupils was an encouraging element for the feedback of the educational process.It provided an opportunity for an experiential approach to healthy eating habits through action in school (make their own bread at school).During the course of the project, students were provided with assessment sheets to evaluate cognitive and metacognitive results.We evaluate that the   goals that have been initially set were achieved. Students were enthousiastic since the very early stages of the project and we think that in some ways we helped children create good eating habits for a lifetime.

Lastly, it is necessary to emphasise the active interaction and interest shown by some students with learning difficulties who have shown considerable manual skills and have proven to be a valuable help for all their schoolmates.

 

 

Presentation to teachers and students.

 

There was a power point presentation to all the teachers and students of our school,concerning the visit of three teachers and three students in Poland.

There was a detailed description of our visit with slides,videos and photos.

The mascots of each country were shown and described(what each one represents)

At the end, the students that visited Primary School in Paszkówka shared their experience and their impessions with their schoolmates.

 

                                        

 

Definition of artifact: artifacts made of waste materials

Type of workshop:eco-sustainable workshop.

Integrated methodologies:brainstorming,cooperative learning,Metacognitive problem solving,CLIL.

Students involved:5th class.Total number :19 students.

Interaction of school subjects:Greek Language,Maths,ICT,Science,Art,English.

Aim:

  • Inform and sensitize students on the issue of recycling
  • Involve students in making various artifacts using paper cartons, plastic bottles, paper boxes, glass jars, aluminum cans and other recyclable materials.
  • Involve students in creating digital posters by taking advantage of web 3.0 tools.
  • Familiarize students with useful vocabulary in English for recycling
  • Strengthen cooperation between students and take initiatives.

process:

first step: brainstorming. How much do you know about recycling? That was  the first question .So students  talked about recycling ,watched a short video about recycling and updated their knowledge through some  activities (gap- filling, matching, quiz, crosswords…)

second step: group work. Students , after they have discovered what they know or do not know about recycling , worked in teams to seek information. They presented their findings to the other groups. Online tools ( xl sheets, e-mails between the members of the groups,power point,video making) were used for the organization, presentation and better understanding of the information collected by the teams.

Third step: How can I use recyclable materials? How would I encourage more people to take up recycling? After dialogue and argumentation based on data collected by students, they started designing solutions and making decisions.

Fourth step:  they decided to bring recyclable materials from their home and start making artifacts.

collect waste materials

 

 

 

 

 

 

 

 

start making artifacts:

           

 

 

 

 

 

 

 

 

 

 

 

 

the artifacts:

       

 

 

 

 

 

 

 

 

 

Fifth step: create digital posters in order to develope awareness of recycling

working in the computer lab:

 

 

 

 

 

 

 

 

 

 

our digital posters:

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Materials used: paper cartons, plastic bottles, paper boxes, glass jars, aluminum cans,hot glue,paints .

Cost: all the above materials were brought by the students from their home.

Time:7 lessons

Evaluation:

The students involved into the above described workshop were asked to fill in a questionnaire .All the students expressed their satisfaction about participating into these activities , since they learnt something new in a different and more enjoyable way.

Students developed their creative thinking and critical ability through the solving of a problem. They were also encouraged to raise awareness of an issue of ecological interest, to improve their communication skills in English, and to develop  manual and ICT skills in a collaborative group teaching framework .Finally ,both the design and the content of the activities  were positively evaluated by students and teachers.