i.e.us (That is, Us!) Intercultural Educational Dialogues: What Unites Us, What Separates Us! Educational Activities (First Release)

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1 Educational Activities (First Release) ieus i.e.us (That is, Us!) Intercultural Educational Dialogues: What Unites Us, What Separates Us! Educational Activities (First Release) Project name: Intercultural Educational Dialogues: What unites us, what separates us! Contract number: CP GR-Miverva-M Output/Product Number 5 (D5) Related stage: 4. Development of specific educational activities Document version: 1.0 (100% completion) Release Date: 22/6/2004 Authors: Athena Zampara, Th. Hadzilacos / CTI - GR Charlie Cordeaux, Patric Lynch /HULL - UK Stephanie Racette/ Generation Europe Foundation UK Doru Talaba, Simona Talaba, Silviana Ciocianu / University of Brasov RO Chr. Parthenis, Teachers from Greece / CEIE, UOA GR Contributors: Maria Fountana, Demetra Egarchou/CTI Contact person: Maria Fountana, fountana@cti.gr Project funded by Socrates/Minerva Action (Open and Distance Learning (ODL) and Information and Communication Technologies (ICT) in Education) 1 15/11/2004

2 Educational Activities (First Release) ieus TABLE OF CONTENTS ABOUT THIS DOCUMENT SECTION 1: Educational Activities developed until June 2004 Scenario for using the ieus game to teach an aspect of the Geography curriculum at Key Stage 3 Scenario of an Educational Activity: The game of (7) similarities and differences _My city Scenario of an Educational Activity: Nutrition Scenario of an Educational Activity : Democracy Scenario of the Educational Activity: Designer Animal Animal Adaptations Scenario of an Educational Activity: Comparing the weather Scenario of an Educational Activity: Landing on the moon Scenario of the Educational Activity: Prejudice, Discrimination, Racism, Sexism, Homophobia SECTION 2: Sample scenarios of educational activities in local languages PLAN DE LECTIE_ Tema lectiei: NUTRITIA (in Romanian) Σενάριο εκπαιδευτικής δραστηριότητας: Το παιχνίδι των 7 οµοιοτήτων/ διαφορών µε θέµα: Η πόλη µου, Αθήνα Πράγα (in Greek) 2 15/11/2004

3 Educational Activities (First Release) ieus About this document This document includes the first part of educational activities based on the game What Unites us, What Separates us! or The game of 7 similarities and differences as created by partner institutions, in some cases (e.g. RO, UK) in cooperation with teachers involved in the project. It is part of the Stage 4. Development of specific educational activities and as mentioned in our proposal it will keep being enriched during all project course in order to have at the end of the project as a legacy material, the final release including much more educational activities. It is estimated that the completion percentage of this document as estimated in relation to the final release is 25%. The aim of this document is to give some ideas and examples to the teachers involved in the project, in order for them: to better understand and to be engaged to the idea of the game to proceed to the implementation of some of these activities in their classes to create new activities based on the idea of the game. There are 2 sections in this document: Section 1: Basic section including all the scenarios for educational activities developed until now (June 2004) Section 2: Including sample scenarios of educational activities in local languages as created in order to be used in local teachers and schools (Greek and Romanian) 3 15/11/2004

4 SECTION 1: Educational Activities developed until June Full version of Educational activities.doc 4

5 A Scenario for using the ieus game to teach an aspect of the Geography curriculum at Key Stage 3 3 Introduction The following example considers how the game might be used in a classroom context to teach one unit of the English Geography curriculum. This is a very precise curriculum example, however it is expected that this will translate to other countries curricula with little variation. The approach taken in developing this scenario was to move from what teachers need to teach to an approach that uses the game to achieve the required outcomes. The curriculum, statutory outcomes and supportive guidance from the Department for Education and Skills have been used as the starting point for this scenario. We believe this scenario demonstrates just how easily the ieus activity can be used to achieve specific curricula requirements. Context Geography Key Stage 3 DFES Standards Site Schemes of Work Unit 20: Comparing Countries Year 9: Ages About this unit The focus of this unit is a comparative study of two countries at national scale; either two more economically developed countries (MEDCs), or one MEDC and one less economically developed country (LEDC). The unit aims to develop pupils' knowledge and understanding of places by encouraging them to explore their perceptions of the selected countries (see also unit 12 'Images of a country' ). Throughout this unit pupils develop their skills of independent geographical enquiry. Although based around a national-scale study, the key question structure of the unit may be adapted for regional or smaller-scale studies. This unit is expected to take hours. 3 Authors: Charlie Cordeau (Hull-UK), Patrick Lynch (Hull-UK) Full version of Educational activities.doc 5

6 This unit also supports citizenship: Unit 17 School Linking ( From Unit 17 School Linking At the end of this unit : most pupils: should realise that cultures and experiences in other countries can be different from their own but not necessarily better or worse. Their understanding of people in different places is based on experience rather than stereotypes and/or prejudice. Expectations At the end of this unit: most pupils will: compare two selected countries and show how physical and human processes interact to produce their distinctive characteristics and how they may lead to changes; appreciate the many links and relationships that make these countries dependent on others; suggest relevant geographical questions and appropriate sequence of investigation of their selected countries; select and use effectively a range of skills and sources of evidence; present their findings in a coherent way and reach conclusions that are consistent with the evidence some pupils will not have made so much progress and will: describe and begin to explain geographical patterns in two selected countries; describe how physical and human processes can lead to similarities and differences within and between them; recognise some of the links and relationships that make countries dependent on others; begin to suggest relevant questions and begin to select and use appropriate skills and sources of evidence to help them investigate their selected countries; begin to suggest plausible conclusions and present their findings both graphically and in writing some pupils will have progressed further and will: compare two countries and describe interactions within and between physical and human processes; begin to explain how these interactions create geographical patterns and help to explain changes in these countries; identify the many links that make countries dependent on others; identify geographical questions and establish their own sequence of investigation of the selected countries; select and use accurately a wide range of skills and evaluate critically sources of evidence; present wellargued summaries of their investigations and begin to reach substantiated conclusions Outcomes At the end of this unit pupils will be able to: accurately locate their countries on a world map and describe their global context use latitude and longitude to delimit the extent of countries recall some basic facts about their chosen countries understand that images of other countries are often based on partial knowledge and more research is often necessary Full version of Educational activities.doc 6

7 describe how and why their countries are portrayed in the media produce a detailed geographical profile of the physical, human and developmental characteristics of their chosen countries, using a range of resources identify, describe and explain the main similarities and differences between their chosen countries correctly name and locate major regions within each country on maps and add notes about key human and physical features of each region and give a detailed description of two regions describe and explain the main changes affecting their chosen countries predict future trends for their chosen country identify ways in which their countries are linked identify how their own ideas have developed identify as a result of reflection what element of their work needs to be improved and how that might be achieved Key aspects of Geography KS3 addressed by this activity Geographical enquiry and skills Pupils will: ask geographical questions suggest investigation sequences analyse evidence/draw conclusions use atlases/globes/maps use secondary evidence communicate, including using ICT Knowledge and understanding of places Pupils will: locate places and environments describe scale contexts describe and explain physical and human features investigate changes in places explore interdependence and global citizenship Knowledge and understanding of patterns and processes Explored through: two countries in different states of economic development Full version of Educational activities.doc 7

8 Organisation Year 9. Groups of 6. 5 groups. Language: English Role of teacher Introduce: topic context resources the game as the core activity indicate some expected outcomes ground rules of interaction format of the presentation (assessment) Versions of the game Version 1. Pupils will present their description of their country to a team from another country. Version 2. Pupils in the same school represent other countries (in this case the country can be chosen at random from a list, or a student can pick any number from 1 to 360, the number would be used to determine a line (in degrees) from North, along which the student would have to pick a country. (e.g. I am in London, I say 180 I have the choice of all the countries which fall on a line running due South from London France, Spain, ). Version 3. Pupils will present their description of another country to a team from that country. So this is not about my country but your country. The end of the game The online game will end when pupils from each team have agreed the similarities and differences in their lists. A further stage exists when pupils reflect on their learning and present their conclusions either to the rest of the class teams, who may each have a different country, or to teams from the other schools playing this game. Full version of Educational activities.doc 8

9 Sessions 6 weeks, 2 hours per week Session Content Guidance Week 1 Introduction. Which countries are we going to compare? What image do I have of these countries Ask pupils to locate and label the chosen country and town of the other team on a map of the world, and add relevant lines of latitude and longitude. Help pupils to use their general knowledge to answer a set of basic questions about their chosen country, eg area, population, temperature, rainfall, per capita GNP, adult literacy, and to write down their two or three main images of/ideas about the country. Ask them to check their answers and images/ideas, using atlases and basic reference books, to determine their level of accuracy. What might explain the answers they gave? Which questions/images/ideas do they need to find out more about? Week 2/3 Game phase 1 - description Game phase 2 -Q&As What do I need to find out about these countries? Give the team an opportunity to suggest questions for their investigation, to put them into a sensible order and to suggest where they will find the answers. These questions could for example: Seek to confirm or correct the images/ideas put down by the students in Week 1; Seek to obtain further information on the geographical characteristics of the country; Seek to obtain information on the societal aspects of the country (culture, way of life, economic situation..); Seek to obtain an understanding of how the figures and information collected in the preparatory phase translate into real life in the target country. All pupils need to research physical and human features, details of countries' levels of development and ways in which they are changing. The purpose of the investigation should be reiterated: to compare the two countries using a range of resources, including reference books, textbooks and websites. At least two weeks, including homework, should be given for the research. Some pupils will need considerable support in the choice of material and suitable prompts to extract information. Other pupils may be given the opportunity to work with a greater degree of independence. Full version of Educational activities.doc 9

10 Session Content Guidance Week 4 Game phase 3 revised descriptions Assist the team in accessing the game and developing the description and formulating questions. The team should be encouraged to test their research against the other team s knowledge of their own home. At the end of week 2 get the team to make an initial description and post it to the game environment. During week 3 get the team to review the other team s postings and identify areas for clarification. Continue to post questions and answers. Agreed descriptions with clear understanding of the terminology being used Week 5 Game phase 4/5 - identification of sims/diffs How and why are these countries similar and different? Week 6 Presentations What image do I have of the country now? Discuss with pupils how they might review what they have learnt, eg by returning to their first piece of work in the unit. How has their image of the country changed? Why? Which activities did they find the easiest to undertake? What will they need to work on to improve next time? Full version of Educational activities.doc 10

11 Resources Information resources atlases world map outlines class wall map newspapers recordings of television and radio news broadcasts internet access to a variety of sites including newspapers o rate/showpage&c=page&cid= o o o information texts CD-ROMs comparison grids example geographical digest entries websites to help find link schools: o Central Bureau (British Council) o North South School Linking (formerly Education Partners Overseas) o Windows on the World o Virtual Teachers' Centre Physical Resources ICT Lab 1 including electronic whiteboard (Internet connected lab minimum 6 pcs consider access for 5 groups or consider alternatives such as groups offline changing with online groups, or using the whiteboard as an interface for each group etc.) Full version of Educational activities.doc 11

12 i.e.us Scenario of the Educational Activity: The game of (7) similarities and differences. Theme: My City 4 Short description of the Scenario 13 Objectives 13 In relation to the subject of Geography 13 In relation to the subject of History 13 In relation to the subject of "Social education and politics" 13 In relation to the subject of "Technology" 13 In relation to the subject of Language 13 In relation to the subject of "Foreign language" 13 Skills Attitudes 14 Attitudes towards cross-cultural issues 14 Integration in the Curriculum 14 Subjects - Grade 14 Duration 14 Teams 15 Language of communication 15 Use of ICT 15 Suggested teaching plan 15 Phase 1 Description 15 Phase 1a Translation of the description in the language of communication 16 Phase 2 Questions Answers regarding the description 16 Phase 3 Update of the descriptions 16 Phase 4 List of similarities and differences 16 Phase 4a Translation of the list of similarities and differences to the language of communication 16 Phase 5 Comparison of the two lists of similarities and differences and production of a final list 16 Extensions 18 4 Authors: Athena Zampara (CTI-GR), Th. Hadzilacos (CTI-GR), Contributors: Maria Fountana (CTI-GR), Demetra Egarchou (CTI-GR) Full version of Educational activities.doc 12

13 Short description of the Scenario School students from different cities play the game of 7 similarities & differences on the subject "my city". The aim of the game is for students of both cities to develop a list of similarities and differences with which they all agree. Objectives Through the implementation of this particular educational activity, students will have the opportunity to: In relation to the subject of Geography Use geographic terms in order to describe with clarity the characteristics of a region. Investigate the natural and geographic characteristics of the region where they live (mountains, rivers, lakes, sea, etc). Learn about the various types of climates and their general characteristics. Collect information about the climate of the region where they live and compare it to the climate of other regions. Find out more about the administrative division of the country into smaller administrative units. In relation to the subject of History Find out more about the history of their place of residence. Investigate the historical periods in which their city/town has known extended activity. Describe with historical terms the development of their city over time. Learn about the important historical monuments of their region, as well as their historical context. In relation to the subject of "Social education and politics" Investigate the important problems faced by the community in which they live, as well as ways in which these problems may be confronted. In relation to the subject of "Technology" Discover the effects of technology on the environment as well as the ways with which these effects may be confronted. In relation to the subject of Language The game of similarities and differences facilitates the following areas of Language teaching: Oral speech (5 th and 6 th grade of primary school). Writing and production of written speech (5 th and 6 th grade of primary school). Information management. In relation to the subject of "Foreign language" Develop and improve their aptitude for communication in the language of another European country. Full version of Educational activities.doc 13

14 Skills Attitudes Comprehend that while the process of comparing is an objective one, the result of this comparison and its classification as a similarity or a difference are determined by the framework in which the comparison takes place. Attitudes towards cross-cultural issues Learn to recognize the difference between facts and opinions in the wider European framework. Acquire experiences from the multicultural differentiation of Europe. Integration in the Curriculum Subjects - Grade Geography 5 th grade of the Primary school, Theme areas: The seas and the coasts of Greece, the climate of Greece, the rivers and the lakes of Greece, the administrative division of Greece 6 th grade of Primary school, Theme areas: The natural environment 1 st grade of High school, Theme areas: The natural environment 2 nd grade of High school, Theme areas: The natural environment of Europe History The integration of this activity in the subject of History depends on the characteristics of the city that is investigated but also on the grade in which the activity takes place. For example, if the activity takes place in the 6 th grade of the Primary school, then one the one hand, there will be a need to discuss issues of the city s Byzantine history, but on the other hand, more emphasis will be given to the Modern Greek history so that it game approaches the 6 th teaching content in history. Social education and politics 5 th grade of Primary school 6 th grade of Primary school 3 rd grade of High school Technology 5 th 6 th grade of Primary school 1 st 2 nd grade of High school Language 5 th 6 th grade of Primary school 1 st 2 nd grade of High school Foreign languages 5 th 6 th grade of Primary school 1 st 2 nd grade of High school grade Duration Each phase lasts for 1 school period. Total: 5 6 school periods. Full version of Educational activities.doc 14

15 Teams 2 teams from different cities that could be either in the same or in different country. The activities that take place in a classroom may involve small groups of 3-4 students. Language of communication English Use of ICT Each classroom has an account that is used for communication between the teams. Use of the office application Availability of internet connection Suggested teaching plan Here is a suggested teaching plan according to the scenario of the game 7 similarities and differences. Phase 1 Description In the description, issues that will come up may be related to the following subject areas: Geography (in which part of the country is the city found, which mountains/sea surround the city, are there any rivers, does it have any hills, is the city flat?) Climate (special microclimate as opposed to the climate of the wider region) Organisation (is it a village/a town/a city, is it the capital/is it found near a big city, does it belong to a borough/region/district, is it central in terms of transportation, organisation etc. or not?) History (when was the city founded, does it have historical continuity, are there any monuments saved?) Art and Culture (are there any important cultural and natural beauties, e.g. Acropolis, the forest of Parnitha) Environmental problems (air pollution, water pollution, are environmental problems faced by the state, by the local regions or only by caring citizens?) Architecture (do people live in blocks of flats/houses detached houses, two-storied etc, is there a good structure in the city or not?) Important activities of the residents (farmers, fishermen, special local production) The life in the city (parents work far/near their house, children play in the street/in the house, is it easy to see their friends?) Personal opinion (I like/i do not like my city, I like/i do not like to live there, my origin is from another city/village, my parents/my grandfathers came in the city in order to find work/have a better life). Full version of Educational activities.doc 15

16 Phase 1a Translation of the description in the language of communication Phase 2 Questions Answers regarding the description Phase 3 Update of the descriptions Phase 4 List of similarities and differences Phase 4a Translation of the list of similarities and differences to the language of communication Phase 5 Comparison of the two lists of similarities and differences and production of a final list Example of Playing the game My City: Athens-Prague 1 st Step: Teams are formed. The theme is announced. Each team describes its city. 2 nd Step: Two lists are formed: Team A: Athens Ancient city Capital of Greece Near the sea but not coastal Big City: 4 million inhabitants, 40% of the population of Greece We would rather live somewhere else People mainly live in flats Administrative and transportation centre There are 7-8 Universities Athens is also called the larger area of Athens which contains cities like Piraeus Subway, tram, buses, taxis, cars, trains, few bicycles Orthodox churches 99% Not colourful Minorities live in Athens Air pollution Very good climate Few homeless people Traffic jams Hills Greek language Team B: Prague Capital of the Czech Republic. Capital of the former Czechoslovakia. Full version of Educational activities.doc 16

17 It has got a river and many bridges. There is a castle where people live. Baroque, art nouveau, buildings of the renaissance age. It is a mediaeval city. It has got a gothic cathedral. It has got many pedestrian precincts. It has got a geocentric clock. It has got a central square. It is the biggest city of the Czech Republic with inhabitants. In winter it is very cold and it snows. It is divided in ten regions. Last year the river overflowed. Internationally known artists lived there (Kafka, Mucha, Dvorak) 3 rd Step: There is a discussion in order to find similarities and differences, e.g.: Player A: Athens is an ancient city. Player B: Prague is a mediaeval city. It is probable that both teams describe their cities as ancient. A conversation may take place of what do we mean by ancient. Students may research historical information. Conversation may occur about the issue identity over time, historical continuity etc. Player B: Prague is the capital of the Czech Republic. Capital of the former Czechoslovakia. Player A: Athens is the capital of Greece. Conversation may take place about the change of countries over time. Discussion about the expansion of the Greek borders since the foundation of the country. What do we mean by country? Player B: Prague has got a river. Player A: Athens does not have a river but it is near the sea. Conversation may take place about the terms near and away under the lens of geography. Player A: Athens is a big city. Player B: Prague is the biggest city in the Czech Republic. It is probable that both teams will use the term big. A discussion may take place about what we mean by big and what we mean by small. Full version of Educational activities.doc 17

18 Forms of Learning: Factual: students acquire "knowledge". Discussion around definitions (what do we mean when we say "Athens": Athens as city or Athens as Attica (the persons that live in the province say "Go to Athens" and may refer to any part of Attica). Understanding of the wider context in which students live The meaning of classification The meaning of Relativity in terms of size (ex. something considered as big by one person may be considered as bigger or smaller by another person depending on the object of the comparison) Time (past, present, future) The meaning of Relativity in terms of place Comprehension/use of significances Comprehension/use of sizes Discovery learning Productive/Inductive approach in learning Discursive approach in learning (Dialogue between teams/parallel discussions) Team Dynamics Cooperation, Collaboration, Negotiation Formation of peer relations (peer groups, communities of practice) Notes: How to play the game: 1. Each student makes a suggestion. There is an agreement on whether this suggestion will be included in the lists or not. 2. Teams agree between them and provide one commonly decided list. Teacher interventions: The teacher may be needed to turn students attention towards different directions. One way to achieve this is for the teacher to adopt the role of the player as well! Extensions 1. Students could draw a painting on the subject "my city" in which they include all the characteristics included in their lists. 2. Students assemble pictures (either pictures that they have taken themselves or pictures from newspapers and magazines) in order to cover all sides of the description of their city. Students could make a collage. 3. Each student selects one or more characteristics of his city and writes one small article/poem/composition regarding these characteristics. Students could then publish a newspaper with their work or publish their work on their web site. Full version of Educational activities.doc 18

19 i.e.us Scenario of an Educational Activity: on Nutrition 5 Duration: Communication language: 4 hours with 4 stages of work Romanian, English Objectives: With respect to nutrition: Identification of nutritional habits in the participant countries. Identification of the similarities and differences concerning: o Daily meals o The typical structure of the menu for each meal of the day Identification of minimum 5 factors that influence the nutritional habits To design a healthy diet. With respect to communication: To effectively use the Internet, and chat communication tools To improve communication skills, including in a foreign language Material resources: 12 computers with Internet on-line access; Descriptive materials for the topic in discussion Worksheets - structured on activities Synthetic sheets on problems Video projector Methods used 5 Authors: Simona Talaba (University of Brasov-RO), Silviana Ciocianu (University of Brasov-RO), Contributors: Doru Talaba(University of Brasov-RO) Full version of Educational activities.doc 19

20 conversation directed discovery working in teams using IT case study negotiation comparison synthesis working on line on Internet Expected results (what the pupils will produce): A synthesis material regarding the similarities and differences between the traditional/modern national nutrition of the participant countries Design of a healthy diet. Full version of Educational activities.doc 20

21 Development: Stages Teacher activity Pupils activity Duration Lesson 1 Organization of the pupil groups Selection of the teams of 4 pupils 3 min Presentation of the theme: - Objectives - Expected results - The game strategy - The work strategy Distribute to the pupils synthesis material on the topic «Nutrition» that includes elements such as: - The importance of nutrition - Diseases related to the nutrition - Food and its accessibility - The ideal daily intake for various types of food - Choosing a healthy nutrition Ask the pupils to elaborate a list of nutrition-related topics that could be discussed with the correspondent colleagues from abroad. This list shall be the basis for identification of the similarities and differences. Studying the presentation sheets of the theme; Elections: - Group speaker - Game coordinator Consulting the working materials.e.g. worksheets 1 and 2 - Teams of 4 pupils makes proposals for the discussion material; - The game coordinator merges the various proposals. Discussions on the material and agreement on the content. 10 min 7 min 8 min Full version of Educational activities.doc 21