Lesson Plans - Using Web 2.0 tools and mobile devices in classroom

Project funded by
LEARNING DESIGNER
LESSON PLANS
Using Web 2.0 tools and mobile devices in classroom
A collection of lesson plans created by teachers from Austria, Belgium,
Greece, Portugal, Romania, Slovenia and Turkey involved in the
ERASMUS+ project "FAMILY, COMMUNITY AND SCHOOL. THE
TROIKA OF MY VALUES". All the lesson plans deal with everyday
values and describe indoor and outdoor activities implemented with the
use of web 2.0 tools and mobile devices (smartphones, tablets).
Designed by Learningdesigner.org

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Table of Contents
AUSTRIA............................................................................................................................3
Revitalization of a river....................................................................................................3
The Value Of Pets ............................................................................................................6
Cooperation with an organisation for disabled persons...................................................9
Ethic - a new teaching subject........................................................................................ 12
Municipality Council...................................................................................................... 14
BELGIUM......................................................................................................................... 16
Fatherhood ..................................................................................................................... 16
Workaholic Fathers........................................................................................................ 19
IF by Rudyard Kipling, 1910.......................................................................................... 21
Paintings ........................................................................................................................ 23
GREECE........................................................................................................................... 25
Designing Cities for Disabled People ............................................................................. 25
Important people and monuments of my town .............................................................. 27
Xanthi's Old Town Architecture..................................................................................... 30
Exploring-Promoting Local Natural Products ............................................................... 32
Important persons born and lived in our region: Democritus - Leucippus - Manos
Hatzidakis ...................................................................................................................... 34
PORTUGAL...................................................................................................................... 36
Personal, family and community values ........................................................................ 36
My Values....................................................................................................................... 39
Children & Parents – Reflecting on Family Values....................................................... 41
Family and School – Sharing Values! ............................................................................ 44
Family values, their impact on the community/ society................................................. 47
ROMANIA ........................................................................................................................ 50
Does my budget fit my values?....................................................................................... 50
Solving coflicts................................................................................................................ 53
Family Values- Honesty................................................................................................. 56
Career Decisions............................................................................................................. 58
Traditions....................................................................................................................... 61
SLOVENIA ....................................................................................................................... 64

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Charity in School............................................................................................................ 64
Values in life/Values in class.......................................................................................... 66
Learning to learn in class............................................................................................... 68
Learning about Values................................................................................................... 70
Mosaic of Values............................................................................................................. 72
TURKEY........................................................................................................................... 74
The school in my life....................................................................................................... 74
Rising awareness on volunteering ................................................................................. 76
Building school on volunteering..................................................................................... 78
E-newsletter and e-volunteer project............................................................................. 81
Can We Use Mobile Devices at School?.......................................................................... 84
LEARNING DESIGNER LINKS BY THEMATIC FIELD........................................... 86
I - Intro.......................................................................................................................... 86
II - Values and Family................................................................................................ 86
III - Values and Community...................................................................................... 87
IV - Values and School ............................................................................................... 88
V - Working the values with the families................................................................ 89

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AUSTRIA
LESSON PLAN 1
Revitalization of a river
Available at:
http://learningdesigner.org/viewer.php?uri=/shared/fid/38feb52aa3fef395fd94fc60b37d0b3
5300064a13a2fbf3714841010fdecfae9
Context
Topic: Responsibility for Nature
Total learning time: 150
Number of students: 20
Description: Nowadays a lot of nature and rivers are polluted. That's why we think that
students should get aware of their responsibility for nature. The project is a
collaboration between scool and community: A group of students is asked to revitalisize a
river in a nearby village. They have to find out how this is done. Before that they have
theoratical workshops where they learn about habitat of plants and how to work when
habitats have been lost. The next step is to visit the area and to do different activities
there (e.g. plant shrubbery).
Aims
- increase awareness for the importance of nature - find out what happens when
previous generations disturbed those very importants habitats - social skills - group
work - collaboration with the council of a community - collaboration with the scool
of education (university) - presentation of the results
Outcomes
Application(Application): - Revitalisation of a river - Possible follow-up project on
cooperation between the community and school
Teaching-Learning activities
Introduction

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Discuss 10 minutes 20 students Tutor is available
The teacher informs the class about the project. A general discussion about the
importance of nature and environmental pollution is started. Then groups of 5
people each are formed. The groups get tasks, which they have to work on over a
weeks' time, to be able to present their findings afterwards.
Investigate 30 minutes 5 students Tutor is available
The initial situation for the group work is a practical case in Germany: A region was
overflooded and during a night dams broke. Afterwards millions of liters of water
flow into the land. The investigation-process is split into 4 sections: 1) "Think-Pair-
Share-Lesson": First step = personal brainstorming Second step = Pair-work (1 group
of 3) Third step = group-work (5) Aim: Find out the reasons for flood and they should
develop ideas to avoid such situation in the future. The ideas should be presented in
front of the whole class.
Produce 50 minutes 5 students Tutor is available
2) "Pracital solutions": Students should proove which materials are the best for their
solutions. They should use Plasicine, gypsum, styrofoam or PE-foam to simulate and
modellise their ideas.
3) "Comparison of solutions": The models produced in former steps are compaired
and a general discussion about the practicability in the local situation is made (talk
about the advantages and disadvantages).
Read Watch Listen 40 minutes 20 students Tutor is available
4) "Effects": Discussion aboutthe effects on amphibians, other aquatic organisms and
the developments of ecosystems. Input for the discussion: Students get an example
of a positiv project in real-life in a well-known habitat (newspaper article).
Working phase

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Practice 240 minutes 20 students Tutor is available
For one day the students work practically on the special eco-system. Aim: We want
the students to see the importance of this project for this village - community is
depends on nature. Organisation of the day: The community supports students and
provides public transport, food and the plants which they need. Tasks: Students
should measure the length of the area for revitalisation (on both sides of the river).
Furthermore they have to think about the number of plants they need. And third
they should plant bushes.
Presentation
For the final presentation we invite members of the council of the community and
interested teachers of the school. In the final stage of the project, students present
their group work, as described in the introduction phase. Each group gets about 5-7
minutes to present and a short phase of evaluation afterwards. A final discussion can
be done at the end - especially discussing further ideas for cooperations and/or
financial support. If considered useful and practical follow-up lessons or another
project are possible.

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LESSON PLAN 2
The Value Of Pets
Available at:
http://learningdesigner.org/viewer.php?uri=/shared/fid/96612410000b288742c9daf3d1338
90ee32209f2c163770129055780b120c35b
Context
Topic: Ethnical Responsibility for Living Creatures
Description: A school cooperates with an animal shelter. The students investigates in
people's attitude towards pets, research gerneral information via interviews. Afterwards
they visit an animal shelter and find out why animals are there. They try to find means
to support the animal shelter and how this institution can contribute to society (dog
walking circles, visiting elderly people - retirement homes).
Aims
- increase awareness for social responsibility for animals and the community - finding
was of supporting charity organisations (donations, charity events...) - practical
implementation of interviews and questionnaires - social skills - group work -
working with data and statistics - working with tools for video production -
presentation skills
Outcomes
Application(Application): Possible follow-up project on cooperation between the
community/ other social organisations, school and the animal shelter.
Introduction
importance of pets in families is started. Then groups of 5 people each are formed.
Each groups gets a different task, which they have to work on over a weeks' time, to
be able to present their findings afterwards.

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Group 1: Data collection This groups designs a questionnaire about pets: Who has
pets? Which ones? Why? How many? How much money do they spend on them?
How do they spend their free time? ... Students should find their own ideas and
questions, so this is just a collection of ideas. The questionnaire should be
distributed to other students at school (around 100, if possible) and collected
afterwards. Then students analyse the data and create some statistics on the matter,
which will finally be presented in the follow-up lesson.
Group 2: A visit at the animal shelter Group 2 does some research on animal shelters
in their region. Then they get in contact with one of them and organise a visit. This
should happen during the project week. Students prepare a few questions for the
employees of the shelter and during their visit, they interview the staff. They should
also bring a camera (or mobile phone) to film the shelter and, if possible, the
interview(s). Postproduction of the video is the final step, so that they can then
present the outcome.
Group 3: Supporting the animal shelter This group finds out about ways to raise
money and awareness for charity organisations. Then they try to find a way of
supporting the animal shelter for real. As time is limited, the teacher could suggest
collecting money via selling cakes and snacks at school, for example. They could also
organise a give-away sale at school, or charity collection in town. It needs to be
something small, but should students that even small things can help. In the
presentation they will then inform their colleagues about their experiences.
Group 4: Pets and social contacts Group 4 tries to find ideas on how animal shelters
can cooperate with other social institution and the community in general. Possible
ways of doing so could be dog walking circles, visits at retirement homes, teenagers
"adopting" pets, which they care for regularly. This group mainly has to work on new
ideas that could bring advantages for the whole community and that connect people
from different social circumstances with the help of pets. In their presentation, they

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should critically evaluate these ideas and the whole class could finally decide to give
one of the ideas a try.
Working Phase
Practice 200 minutes 5 students Tutor is not available
All the groups work on their tasks individually after school. They have to train a
variety of skills, such as organising meetings, distributing tasks, working in groups,
getting into contact with the outside world, preparing material (questionaires,
videos...) ... This enables them to use each student's strengths, rather than their
weaknesses and takes them out of their comfort zone. The teacher is not always
present during this stage, which is in fact an advantage as it increases self-
responsibility.
Presentation
In the final stage of the project, students present their group work, as
described in the introduction phase. Each group gets about 5-7 minutes to
present and a short phase of evaluation afterwards. A final discussion can
be done at the end - especially discussing further ideas for cooperations
and/or financial support (see group 3 and 4). If considered useful and
practical follow-up lessons or another project are possible.

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LESSON PLAN 3
Cooperation with an organisation for disabled persons
Available at:
http://learningdesigner.org/viewer.php?uri=/shared/fid/dcee6c6132cd611dde731b357724d
5c96df6f909f9eb4f5e96e603966d531e41
Context
Topic: Disabilities, Marketing, Legal Matters, Charity, Medical Care
Description: A school cooperates with an organisation for disabled persons. The students
investigates in legal matters concerning financial support, medical care (therapies, etc),
and integration into the community (school, working world). They research gerneral
information via interviews with employees to find out how the organisation work and is
financed. Afterwards they visit the organisation to get to know the families concerned.
They try to find means to support the organisation and how this institution can be part of
society (selling handcrafted products, getting better known by participating in
community events - Christmas market ...).
Aims
- increase awareness for social responsibility for disabled persons within the
community - finding was of supporting charity organisations (donations, charity
events...) - practical implementation of interviews and questionnaires - social skills -
group work - analysing and understanding legal texts and regulations - presentation
skills
Outcomes
Application(Application): Possible follow-up project on cooperation between the
community/ other social organisations, school and the organisation for disabled
persons.
Intoduction

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importance of supporting families with disabled persons is started. Then groups of 5
people each are formed. Each groups gets a different task, which they have to work
on over a weeks' time, to be able to present their findings afterwards.
Group 1: Data collection This groups designs interview questions about for the
employees of the organisation: What are their aims? How do they raise money? How
is the work with disabled persons organised? How do they support the families? ...
Students should find their own ideas and questions, so this is just a collection of
ideas. The interviews will be done with the different employees of the organisation
(board members, medical staff, organisational staff). Appointments for interviews,
etc. need to be organised by students themselves. While interviewing the students
take notes and afterwards include the most important points in their presentations.
Students also analyse the data and create some statistics on the matter, which will
finally be presented in the follow-up lesson.
Group 3: Supporting the organisation This group finds out about ways to raise money
and awareness for charity organisations. Then they try to find a way of supporting
the organisation for disabled persons for real. As time is limited, the teacher could
suggest collecting money via selling cakes and snacks at school, for example. They
could also organise a give-away sale at school, or charity collection in town. It needs
to be something small, but should students that even small things can help. In the
presentation they will then inform their colleagues about their experiences.
Group 3: Legal Matters and Finacial Support This groups needs to collect information
about the situation of families with disabled persons in Austria. What kind of
financial and medical support is offered by the state? Which organisations offer
help? What do they cost? Who decides on the level of disability, i.e. how money
support do they get? The data collection is mainly done via internet, but could also
include contacting officials. All the results must then be shown in an informative
presentation.

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Collaborate 40 minutes 5 students Tutor is available
Group 4: The organisation and the community Group 4 is responsible for involving
the community. With the help of a questionnaire they should find out how well the
town/region is informed about the organisation. The questionnaires should be
distributed to locals in town. The group then analyses the data, create statistics and
find ways of improving cooperation between the ogranisation and the community.
These results are part of their presentation, but should also be shared with the
organisation itself.
Individual Working Phase
Produce 200 minutes 5 students Tutor is not available
All the groups work on their tasks individually after school. They have to train a
variety of skills, such as organising meetings, distributing tasks, working in groups,
getting into contact with the outside world, preparing material (questionaires,
statistics,...) ... This enables them to use each student's strengths, rather than their
weaknesses and takes them out of their comfort zone. The teacher is not always
present during this stage, which is in fact an advantage as it increases self-
responsibility.
Presentation
n the final stage of the project, students present their group work, as described in
the introduction phase. Each group gets about 5-7 minutes to present and a short
phase of evaluation afterwards. A final discussion can be done at the end - especially
discussing further ideas for cooperations and/or financial support (see group 1 and
4). If considered useful and practical follow-up lessons or another project are
possible.

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LESSON PLAN 4
Ethic - a new teaching subject
Available at:
http://learningdesigner.org/viewer.php?uri=/shared/fid/5e5de6e56519e27261e78c113cdfe7
d1f8154f678b85071444968f331849a639
Context
Topic: Ethic
Description: The students explain elderly people the new teaching subject "ethic".
Aims
intergenerational communication
Outcomes
Define(Knowledge):
List(Knowledge):
Criticise(Evaluation):
Defend(Evaluation):
Information about the topics for the year
The students will be informed about the topics which have to be worked through. In
groups of 2 the students gather ideas and the medias which they will use to present
the topics.
Add notes

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Preparation
Produce 60 minutes students Tutor is available
Preparation for the presentation of the four topics in 2 groups of 4 students. The
students have to define the topic, the main goal of the topic and find a way to
present the topic understandable way to elderly people.
Add notes
Presentation at the home for elderly people
Practice 80 minutes students Tutor is available
The students present the topics to the residents and afterwards they discuss their
learning expericences.
Add notes

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LESSON PLAN 5
Municipality Council
Available at:
http://learningdesigner.org/viewer.php?uri=/shared/fid/9efe22e016f7940f3413267a34b189
07b60ec886db3bba2fe9b2662eefd7d108
Context
Topic: assume political responsibility in your community
Description: Information about work of municipal council, students visit their local
municipal council, discussion about their experiences with the local municipal
Aims
political responsibility
Outcomes
Explain(Comprehension):
Identify(Comprehension):
List(Knowledge):
Name(Knowledge):
Introduction
The class is informed about the members and the work of a municipal council in
general.
Add notes

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Working phase
The students work in groups of 3 to 5 people (same hometown). The groups have to
find out the members of their hometown municipal council and the main topics each
parties work on. They also have to find out the date of the next meeting.
Add notes
Visiting a meeting of the municipal council in their hometown
The students visit the meeting of the municipal council. They have to take notes of
the most important decisions that have been made.
Add notes
Presentation
Discuss 120 minutes students Tutor is available
The groups present their impressions and the most important decisions which have
been made in the meeting they attended. For the presentations the students are
able to use a flipchart, the beamer and photos.
Add notes

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BELGIUM
LESSON PLAN 1
Fatherhood
Available at:
http://learningdesigner.org/viewer.php?uri=/personal/MARIANNEVE/designs/fid/db16948
6ffe6537b7c42ca22859d7960b6073810c35be6d2a3ffaf9373885cb3
Context
Topic: Fatherhood
Description: This lesson is part of a set of lessons on gender gap. Students talk, interview
each other, read and listen to documents about different aspects fathers' roles in our
society.
Aims
Discovering and confronting different points of view on the topic.
Outcomes
Synthesis(Synthesis):
Fathers' roles :Discovering different points of views.
Pictures are shown to the students, featuring a child with one of his parents. But the
parent is hidden, students have to guess who's missing, justify their choice and
comment --> class discussion.
Students write minimum 5 questions about mothers&fathers' roles/habits

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Investigate 25 minutes 4 students Tutor is not available
Students go and interview schoolmates from another (more advanced) group. They
film parts of the interviews.
Collaborate 50 minutes 4 students Tutor is not available
The different groups work on their results. They try to make statistics about their
discoveries, they could use excel pie charts. They also use app.apester to show
extracts from the interviews to the others.
Every group present the results of their "survey". The other groups, as well as the
teacher, can ask questions or make comments on the discoveries.
Discuss 10 minutes 2 students Tutor is not available
Pair works :Fatherhood classes: students A strongly believe that all fathers should
take fatherhood classes, students B strongly disagree. Students have to change
partners and talk about their conversations.
Discuss 10 minutes 2 students Tutor is not available
Pair works : Fathers : students have to rank a series of items with their partner,
putting the most important things a father should have at the top (the items include
patience, a sense of humour, fitness, energy,...) Then they change partners and share
their rankings.
Each student spends two minutes writing all the words they associate with the word
"divorce".

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Pair work : divorce : they share their words with their partner and talk about them.
They try to put the words into different categories.
Feedback on the pair works about fathers and divorce. Class discussion.
Listening comprehension : Fatherhood lessons

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LESSON PLAN 2
Workaholic Fathers
Available at:
http://learningdesigner.org/viewer.php?uri=/personal/MARIANNEVE/designs/fid/3253232
cd5cda44fe1f3447d7955286045b1e15c49b235e0a1b4b856f205ffea
Context
Topic: WORKAHOLIC FATHERS
Description:
Aims
Students can read and talk about the issue of workaholic fathers. Grammar :
Reported speech : Students are able to report people's words and transform
reported speech into direct speech.
Outcomes
WORKAHOLIC FATHERS
Mindmapping : students write what they associate with the work "workaholic" on
the white board. We could use a mind mapping software such as Mindmup.
Read Watch Listen 35 minutes 21 students Tutor is not available
Students read the text "Workaholic fathers" and answer the questions. I would also
ask them to spot the reported or direct speech parts.

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Grammar : Homework : Reported Speech. Flipped classroom : the students have to
watch the video explaining the grammar at home. They have a theory sheet to fill in
as they're listening.
Back in the classroom : the students get an exercise sheet. The teacher can walk
around and give some help or extra explanations if needed.
About the video : My first idea was to film my own lesson and set it as homework. I didn't
do it because I was running out of time. This one is very interesting. I would also like to
share some ideas about the flipped classroom, or at least ask some questions. When
thinking of "filming myself teaching" I realized how eye contact with my students is
important to me. So I must say I would like to try a flipped classroom activity but I
reckon this would feel a bit strange to me. I'm attaching two links for more detailed
information about the flipped classroom. About the topic : It seems to me that families,
fathers, mothers can be a sensitive topic for some students, for example for those whose
parents are divorced, or those who've lost one of their parents.

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LESSON PLAN 3
IF by Rudyard Kipling, 1910
Available at:
http://learningdesigner.org/viewer.php?uri=/shared/fid/99996ab56276bd7750dcc073fb571
dfbc573f08a8417e0eeedc59f98c7f7764c
Context
Topic:
Description: Discover family's values in the poem
Aims
Outcomes
Family's values in Rudyard Kipling's poem "IF"
Each pupil reads the poem
Pupils ask questions about the text (vocabulary)
In groups of 4 pupils they try to find the family's values who are in the text. Are they
the same than today ?

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Each group explains his work to the others.
Each pupil writes a text like to his own son, with his own values.

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LESSON PLAN 4
Paintings
Available at:
http://learningdesigner.org/viewer.php?uri=/shared/fid/441c7fd8443ae00a634d71e2c86fc0
4a0fe474e4abf9a5df78650d48afdb0dac
Context
Topic: FAMILY VALUES
Description: Pupils discovers some family values throughout history and in different
places, using paintings.
Aims
Draw pupils' attention to differences in family values according to place and time.
Outcomes
Family values in paintings
In groups of 4, pupils observe 10 paintings, they have to classify them.
Each group presents their classification.
In groups, students choose 5 paintings and tell which value is illustrated in each of
them.

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Each group presents and comments on their choice of values.
The whole class comments the pictures that were not chosen.
The whole class writes a synthesis of all the values that were found and
discussed.

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GREECE
LESSON PLAN 1
Designing Cities for Disabled People
Available at:
http://learningdesigner.org/viewer.php?uri=/shared/fid/c55d7eebd03fbc29d08fa34f528db5
2a594349cea56a227594ac936a1556dd42
Context
Topic: Urban planning
Description:
Aims
1. To know who are the people with disabilities. 2.To understand that people with
disabilities have the same rights for equal treatment such as free access to public
places and moving through the city.
Outcomes
Identify(Comprehension): the problems and the difficulties faced by people with
disabilities in their everyday movement.
Specify(Knowledge): the universal standards as far as the accesibility structures for
disabled are concerned in modern cities
Define(Knowledge): the term "disabled" person
Criticise(Evaluation): their own's city situation concerning accesibility
RESEARCH - WEB QUEST

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Students working in teams have to look in the internet for the term disabled person ,
define it , find the possible categories of disabled and and different variations
Students look in the internet for pictures and definitions about the regulations and
standards that urban planning has to follow in order to have a friendly and accesible
city. Blind routes lines, bars for cars for disabled etc.
This stage takes place in the information technology lab. Students work in teams
ACTIONBOUND GAME - STUDENTS' MOTIVATION
Students in groups having a smart device per group go out in the city and play the
actionbound game the teachers had organised. In this game they have to walk
around the city center and identify accesibility costructions, answer to quiz
questions, take photos of barriers for disabled and produece a video of them
blindeyed trying to walk through the route for the blind people
After the game , students return to classroom , upload the results and discuss them
with the teacher
ActionBound game designed to be played by smart devices
EVALUATION - EDMODO
Students log in to their edmodo account and then they have to take a test - quiz that
the teachers has send them , concerning all the things they discovered-learned in the
previous stages
Self Evaluation Quiz

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LESSON PLAN 2
Important people and monuments of my town
Available at:
http://learningdesigner.org/viewer.php?uri=/shared/fid/a7bfd3f6d2a1276e023180fdb64089
3e55b75c21862ca5c159b2b270f7baad63
Context
Topic: Important people and monuments of my town
Description: This lesson plan was made for students from 6 different countries that were
hosted in my town (Xanthi-Greece), under the Erasmus+ Programme/Action KA2 in May
2015. The name of this project was " Family,Community and School: The Troika of my
values".The students were separated in teams of 3 or 4 persons(mixed from different
countries) and they worked in my school's informative laboratory. They had to make a
research through internet to find information about one hometown of their peers (totally:
7 towns),select text,images,videos & links about their topic,and then create a Power
Point Presentation.The final step of the lesson was to present their work to their peers
and finally to vote the best presentation.
Aims
To enable students from different countries to cooperate,to make a team research
of information about their topic,to critically select the necessary material for their
PPT,to create a PPT and present it to their peers,and finally to assess the
presentations of the other teams and select by vote the best one.
Outcomes
Knowledge(Knowledge):
Application(Application):
Synthesis(Synthesis):
Evaluation(Evaluation):
Knowledge(Knowledge): The students learned things about important people &
monuments from other towns/countries.

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Application(Application): The students applied the information they selected to
make their own Power Point Presentation.
Synthesis(Synthesis): The students selected and synthesised texts,photos,videos and
links to their PPT.
Evaluation(Evaluation): The students evaluated the presentations of their peers and
voted the best one.
PREPARATION
INSTRUCTIONS: 1) Make teams of 3-4 students, mixed from different countries 2)
Select -by lot- the town you have to work with (The towns are: Xanthi-
Greece,Istanbul-Turkey,Coimbra-Portugal,Ljubljana-Slovenia,Sibiu-Romania,Tournai-
Belgium,Kitzbuhel-Austria) 3) Cooperate & find information in the internet
about this town,select the best material,edit it and prepare a short PPT (5-10 slides)
4) Present this PPT to the other teams 5) Vote the best PPT
COOPERATION - INVESTIGATION
Collaborate 5 minutes students Tutor is available
Share the work you have to do: choose who is going to find information about your
project,who is going to edit this material and who is going to create the PPT.
Work as a team.Find information about important people and monuments of the
town you are going to work with, through internet (texts,photos,videos,links).
Discuss about the material you have found and critically select the
texts,photos,videos and links you are going to use for your PPT>

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PRODUCE-PRESENT-VOTE
Create a PPT with google presentations or prezi ( 5-10 slides) about the important
people and monuments of the town you work .Don't forget to use a variety of
resources (texts,photos,videos and links).
Present your PPT to the other teams. Vote the best one.

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LESSON PLAN 3
Xanthi's Old Town Architecture
Available at:
http://learningdesigner.org/viewer.php?uri=/shared/fid/bc4987978405bd18920b8ead24bc9
0f1d643e016b26d0889de28b69cb1157be8
Context
Topic: Architecture
Description: Students explore the different Architectural Designs in Xanthi's Old Town
Aims
To explore their cities Old Town and familiarized with the different Architectural
Techniques
Outcomes
Define(Knowledge): The historical period that most of the houses in Old Town were
built
Find out/discover(Knowledge): The different architectural styles that were applied
Compare (and contrast)(Analysis): The architectural techniques and find
commonities and differencies
Construct(Application): an interactive map of images of characteristic houses in Old
Town
Documentary and learning
Students watch a 20mins documentary about Xanthi's Old Town called "Xanthi's Old
Town. An open air museum"

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Students visit a web site to learn and investigate some of the different architectural
styles. They work in groups and each group has to choose a specific style. They spot
specific houses in the Old Town.
Taking Pictures
Students go out of the school in teams and look for the houses they found out in the
previous steps. Each team should find 3 houses. They shoot photos of each house.
Interactive map Production
Each team goes to the IT lab and using Google maps find the city's Old Town
Using ThingLink.com they create the interactive map using the info they
collected in the first step and the photographs they shot at the second
step.

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32
LESSON PLAN 4
Exploring-Promoting Local Natural Products
Available at:
http://learningdesigner.org/viewer.php?uri=/shared/fid/c8a2a887a7d37e6940d0d4b3698bd
0380a62b44b74b771e4b94948cc384ddc31
Context
Topic: Information Technology
Description: Students using web 2.0 tools explore their local natural products and try to
use internet to promote them
Aims
To find out products of their local community and discover the power of internet and
web 2.0 tools to promote them
Outcomes
Identify(Knowledge): The local natural products
Recognise(Knowledge): The term "natural local product"
Produce(Application): Posters of local products
Show awareness of(Affective learning outcomes): the importance of local economy
Identify our region's local products
Student are being taught what is a "natural tradiional product". They try to find the
terminology on the internet

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Students work on their own , searching on internet resources about local traditional
natural products. They favorite the sites they find
Recording of the resources - Google Docs
Students work in teams of 4 and they use Google Docs to create a commonly shared
text document listing the products they found
Each team looks for info about each product
Promoting our Products - Weebly - PostermyWall
The teams of students are choosing one product and they try to build a
web site promoting this product from Weebly.com or design a poster from
postermywall.com

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34
LESSON PLAN 5
Important persons born and lived in our region: Democritus -
Leucippus - Manos Hatzidakis
Available at:
http://learningdesigner.org/viewer.php?uri=/shared/fid/61665dbc3c46b37c413c10e2ff48aa
b4777f5acccace82b1db7b60aeeeb2b94b
Context
Topic: Local history
Description: Students find informations about these three personalities and make a
biographical interactive timeline for each one.
Aims
- to collaborate in order to find informations about their topic - to critically select the
necessary material for their timeline - to create an interactive timeline and present it
to their peers
Outcomes
Knowledge(Knowledge): The students learned things about important people from
their region
Application(Application): The students applied the information they selected to
make their own timeline.
Synthesis(Synthesis): The students selected and synthesised texts,photos,videos and
links to their interactive timeline.
PREPARATION

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INSTRUCTIONS: 1) Make 3 teams of 5 students 2) Select -by lot- the person you have
to work with (Democritus - Leucippus - Manos Hatzidakis) 3) Cooperate & find
information in the internet about this person,select the best material,edit it and
make an interactive biography-timeline 4) Present this timeline to the other teams
COOPERATION - INVESTIGATION
Share the work you have to do: choose who is going to find information about your
project,who is going to edit this material and who is going to create thetimeline.
Work as a team.Find information about your important person through internet
(texts,photos,videos,links).
Discuss about the material you have found and critically select the
texts,photos,videos and links that you will use to make your timeline.
PRODUCE-PRESENT
Create an interactive timeline-biography with texts,photos,videos and links using
timetoast.com.
Read Watch Listen 15 minutes students Tutor is available
Present your timeline to the other teams.

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36
PORTUGAL
LESSON PLAN 1
Personal, family and community values
Available at :
http://learningdesigner.org/viewer.php?uri=/shared/fid/a327e79df7a1dae18c021e6b08eba
6bc79c03c948b53e79ee90a3581376212b9
Context
Topic: Most important values
Description: Students are given a list of intangible items and have to rate them from the
most important to the least important. In the second lesson students have to decide
which value to choose when facing a difficult situation.
Aims
To become aware of values and priorities To practice relating decisions to personal
values
Outcomes
What values are the most important?
1. Students are given an envelope with 15 strips of paper. Each strip has the name of
something intangible written on it. Students have to organize the strips of paper
from the most important to the least important and glue them on a piece of paper.
The Values on the strips of paper are the following: 1. Do something that makes a
difference in my community 2. Get an education 3. Make a lot of money 4. Get
along with my parents 5. Become famous 6. Having a friend I can always rely on 7.
Live according to my religious beliefs 8. To be a respectful person 9. Not taking

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37
advantage of another person 10. Look good 11. Stay out of trouble with the law 12.
Avoid sexually transmitted diseases 13. Have a job I really like 14. Have others look
up o me 15. Have time alone with myself 2. Class discussion: a) What are your top 3
values and why have you chosen them. b) Were there items on the list that you had
never thought about before? c) How would the way you organized your values
compare to the way your parents would rank them? Why? d) What would you be
willing to do stand up for your top 3 values?
Values and decisions
Discuss minutes students Tutor is available
1. Students are divided in four groups and have to decide what behaviour
to adopt in a specific situation given to them. 2. Students analyse the
dilemma/situation and have to answer three questions: a) which values
conflict in this situation; b) How will the person feel if he/she chooses
option A or B. c) What option would you choose? Situation A Thomas is a
senior student in High school and his friends have organized a Skip Day to
go to the amusement park and invited him to join them. Last year the
senior students who went on the skip day got in real trouble. Besides next
week it’s very important for hr review work because he’s having a Biology
exam. He really needs to do well in the exam or he might fail the entrance
in the university next year. He also knows he would have a great time
with his friends at the amusement park but he doesn’t want to get in
trouble. How would you advise Thomas to choose between Option A (skip
day) and Option B (attend Biology review). Situation B Martha´s
grandparents’ are celebrating their 50th wedding anniversary next week
and the family has prepared a reunion for the whole family to celebrate
this date. Martha is looking forward to meeting her cousins who live far
away. She also knows that her grandparents are very happy to have the
family together in that event. Yesterday her best friend Julie invited her
to go on a vacation with her family. They are planning to spend a week at
the beach. Martha loves going to the beach, swimming, surfing and gets on
very well with Julie’s family. If she goes with Julie she’ll miss the family
reunion. Her parents say it’s her decision, but she’s sure they would like
her to attend the event. How would you advise Martha to choose between
Option A (family reunion) and Option B (vacation with Julie). 3. Students
have 10 minutes to discuss the situations presented and decide what
option to choose. 4. Students share their decisions and reasons for the
choices. 5. Discussion: a) What dilemma wouldn't you like to face in your

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38
life? Why? b) Do people face dilemmas at work? (e.g. Police officer: to shoot
or not to shoot a criminal); c) Are there any values that have a strong
influence on teenagers' decisions? What are they? you

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39
LESSON PLAN 2
My Values
Available at:
http://learningdesigner.org/designer.php?uri=/personal/lumigo/designs/fid/d9e58dd1668ad
6b7ca662857b3960b850bdbf960806e80e194d46a262b264846
Context
Topic: Citizenship;
Total learning time:
Number of students: Class
Description: This is the second plan of the work prepared by the Family, Community and
School; the troika of my Values' Team. The project is funded by the EU, in the Erasmus+
Programme.
Aims
To understand the meaning of Values! To discuss about the different Values! To
distinguish between good and not so good values!
Outcomes
Define(Knowledge): Padlet about the definition of Values!
Analyse(Analysis): Tricider about eamples of Values in the society!
Produce(Application): Production of a video about Good Values!
What Values means to me!
The Students will share in on padlet (www.padlet.com) what their definition of the
word Values.
Investigate 15 minutes students Tutor is available

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40
The students will search on the internet two examples of news: one news about
good values and another about bad values, according to the student's opinion. Those
news should be shared in on tricider (www.tricider.com) prepared for this. All the
students must go to the tricider, and give their opinion about the news that have
been shared.
The students will be divided in groups (4 students in each group). Each
group must record a video about one of the news about values. Then, the
video must be uploaded to the Youtube Chanel of the class

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41
LESSON PLAN 3
Children & Parents – Reflecting on Family Values
Available at:
http://learningdesigner.org/designer.php?uri=/shared/fid/0ca6575a5122af60020ad9b5485f
85442e3298e7d8e9721ee4e6e6ea9b3aa4e8
Context
Topic: Reflecting on family values: Do families put into practice the values they stand for?
Do children have the same understanding as their parents, regarding the family values?
Number of students: 20-25 (parents and children)
Description: We aim to address parents/ families and children, and make them reflect
upon family values and the way they are perceived and shared by their sons and
daughters.
Aims
• To find out how parents/ families relate to their family values (their own
perceptions) • To think about the difference between the values we stand for and
the values we put into practice • To clarify the subjectivity underlying values as
opposed to the ethical and moral principles that rule communities/ society • To
share points of view, exchanging roles (parents putting themselves in their children’s
shoes).
Outcomes
Affective learning outcomes(Affective learning outcomes): Sharing ideas and
thoughts: online chart walls (Padlet); posters (mind maps)
Our children watch us . . . Actions are more important that words!
Brainstorming: What are values? Register on seamless background paper/
interactive board or use the application 'Padlet'.

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Produce minutes students Tutor is available
Written record of the values that characterise each participating family .
Sharing (two) values: ranking activity. Ordering them from the most to the least
important); Discussing the relevance of each value; Completing the initial
brainstorming mind map.
Read Watch Listen minutes students Tutor is available
Watching a video: "Who would you invite to have dinner with you?"
Thinking about/ discussing parents and children’s common values.
PowerPoint presentation – What are values? (theoretical framework). Trainers may
consider including references to documents, such as the Universal Declaration for
Human Rights or Charter of Fundamental Rights of the European Union.
Practice minutes students Tutor is available
Group dynamics: “World Café” A café-like environment should be set (water, tea,
coffee, cookies, low background music, etc.). The idea is to get mind maps (with
ideas, drawings, links, associations, etc.) After the two-hour discussion, 4 issues/
values are selected (the most relevant). 4 groups are built randomly (with both
parents and children) – ICT tool Team up Each group is given a paper towel, as well
as pictures, markers, post-its, etc. The purpose is to use this material to register any
ideas and opinions. The group moves to another table and uses the material there
to do the same about a different issue, leaving what they have done behind and
adding and complementing what the other groups have started. Each group is
assigned one of the questions/ issues. One person of the group becomes the
spokesperson of the group/ issue first assigned. The spokesperson never leaves the

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43
first table and, in the end, gives feedback on what everyone has shared during the
activity or not. In the end, everyone gets back to the table where they started from.
On the paper towel/card paper/ seamless backgroung paper, ideas can be registered
according to different criteria (parents or children’s ideas) using different colours,
spaces, etc. parents and children’s ideas can be registered separately (for example
using different colours or dividing the writing area in two. As the groups move from
one table to the other, they will have to summarize and prioritize the most
important aspects of each issue. A time limit should be set (for example, 10 minutes
at each station/ table). The trainer in charge of the activity should monitor the
activity and the time spent. The following guidelines should be given beforehand:
Contribute by sharing your thoughts Listen and help others listen Keep focused on
the activity Help summarising main ideas Bring ideas together Speak from the head
and from the heart Write and draw Have fun
The spokesperson from each group shares the ideas on the table he or she has
monitored. Participants should be motivated to share what they felt like during the
dynamics of the activity. This should help in the general discussion of the issue
addressed. The trainer summarizes the most important ideas, considerations and
conclusions of the session.
Trainers should manage the time spent on each activity according to the group of
participants. The whole session should take about 120 minutes.

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44
LESSON PLAN 4
Family and School – Sharing Values!
Available at:
http://learningdesigner.org/designer.php?uri=/shared/fid/5cdc8ff9dc59812822f107d258da0
220e5b1bb0fc831ae4bd88b483f6cc72436
Context
Topic: Thinking about common values between family and school; The importance of
building bridges of communication and joint intentions vs. barriers/ walls that stop the
improvement of good relations between school and family; Intentions Charter: creating
bridges between school and family – objectives; strategies; actions.
Number of students: 20 (parents and teachers)
Description: This workshop aims at integrating parents/ family and teachers in order to
share values. It allows for discussion of issues such as barrier factors and facilitating
factors in communication between these two significant parts. In the end of the session,
an Intentions Charter could be outlined, presenting some suggestions to promote a better
communication between School and Family.
Aims
• To share values between parents/ families and teachers, regarding
communication issues (family – school) • Finding differences and similarities
regarding the values families and teachers stand for (what we expect from schools)
• To outline an Intentions Charter, making suggestions, defining objectives,
strategies and actions, so that the communication between school and family is
facilitated
Outcomes
Application(Application): Production of an Intentions Charter for the Improvement of
Communication Between Schools and Families
School and family … stating intentions for the future!

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45
Brainstorming: Parents/ family – what we expect from school Teachers – what we
expect from parents/ family Using the application: Padlet
Creating a wall chart for the values indicated by parents/ family and another one for
those indicated by teachers Underlining common values
Discussion/ Sharing Parents’ spokesperson – talks about the 3 values they consider
most important for the school to promote Teachers’ spokesperson – talks about the
3 values they consider most important for parents/ family to promote regarding
teachers and school
Watching a video about what we wish for our children: "Creating great schools
together".
Collaborate minutes students Tutor is available
Forming groups randomly, using TeamUp.
Group dynamics: “world café”. Preparing an Intentions Charter for the improvement
of communication between school and family. A café-like environment should be
set (water, tea, coffee, cookies, low background music, etc.). The idea is to get mind
maps (with ideas, drawings, links, associations, etc.) After the two-hour discussion, 4
issues/ values are selected (the most relevant). 4 groups are built randomly (with
both parents and teachers) – ICT tool Team up Each group is given a paper towel, as
well as pictures, markers, post-its, etc. The purpose is to use this material to register
any ideas and opinions. The group moves to another table and uses the material
there to do the same about a different issue, leaving what they have done behind
and adding and complementing what the other groups have started. Each group is
assigned one of the questions/ issues. One person of the group becomes the
spokesperson of the group/ issue first assigned. The spokesperson never leaves the

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46
first table and, in the end, gives feedback on what everyone has shared during the
activity or not. In the end, everyone gets back to the table where they started from.
On the paper towel/card paper/ seamless backgroung paper, ideas can be registered
according to different criteria (parents or children’s ideas) using different colours,
spaces, etc. parents and children’s ideas can be registered separately (for example
using different colours or dividing the writing area in two. As the groups move from
one table to the other, they will have to summarize and prioritize the most
important aspects of each issue. A time limit should be set (for example, 10 minutes
at each station/ table). The trainer in charge of the activity should monitor the
activity and the time spent. The following guidelines should be given beforehand:
Contribute by sharing your thoughts Listen and help others listen Keep focused on
the activity Help summarising main ideas Bring ideas together Speak from the head
and from the heart Write and draw Have fun
The spokesperson from each group shares the ideas on the table he or she has
monitored. Participants should be motivated to share what they felt like during the
dynamics of the activity. This should help in the general discussion of the issue
addressed. The trainer summarizes the most important ideas, considerations and
conclusions of the session.
In this case, we expect an action plan to help improve communication between
school and family. The Intentions Charter should stand out and be delivered to the
community (identifying its proponents)
There is no time limit for each activity. It is up to the trainers to manage time according
to the group participants.

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47
LESSON PLAN 5
Family values, their impact on the community/ society
Available at:
http://learningdesigner.org/designer.php?uri=/shared/fid/f3ea19fb5b6737f4b87382534861
a8006f6bc0372fbd5c891094dd3f22caecec
Context
Topic: Think about how family values affect the community/society Contributions from
the family to a better demonstration of values in the community
Number of students: 20 (parents/ tutors)
Description: The workshop aims to help families reflect upon the impact that the values
they practise have on the community/society they live in. It is important to outline some
strategies/ activities/ intentions to improve the way values are expressed.
Aims
• To promote thought on how families are responsible for the validation of
certain attitudes/ values in the local community • Call attention to the importance
of cooperative/ tolerant/ responsible/ caring communities • to help take action
in the community (on values selected during the session) • to get parents/ family and
school involved in actions which contribute to an improvement in the quality of life
of the community
Outcomes
Application(Application): A leaflet or a Facebook page/ blog.
Family values … how do they affect society?
Brainstorming Parents/ family – Do the values we live by and stand for in a family
context have an impact on the communities we live in? If so, which are the most
relevant ones? ICT tool: padlet

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48
Creating a wall chart for the values indicated by parents/ family and which they
consider as the most influential in community life.
Discussion/ sharing/ thought.
Watching a video about how children learn values: "Children See. Children Do."
Group work: to identify values or absence of values based on the video. Making
change happen: which positive attitudes should be promoted?
PowerPoint presentation on Universal Values (intercultural values) and human
rights. The PowerPoint may include references to the Declaration of Human Rights.
Groupwork: What can we do in order to improve the demonstration of values, such
as tolerance, inclusion, respect or dignity, in the communities we live in? How do we
get our children involved? Suggestion: each group proposes actions/ activities/
dynamics for different values (for example, inclusion - inclusive walk; respect –
visiting a retirement home and developing an activity; a visit/ voluntary work at a
place where the elderly need companionship, a friendly word, etc.).

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49
The proposals from each group may become a plan of action of the Parents’
Association working together with the school. A lot can be done from this, such as a
leaflet, a Facebook page, and more.
Trainers should manage time according to group participants.

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ROMANIA
LESSON PLAN 1
Does my budget fit my values?
Available at:
http://learningdesigner.org/viewer.php?uri=/shared/fid/641e21fa72465a5201542d86c71ab
cb0907ed255535d6ca7b06c425f8a511543
Context
Topic: Family budget
Description: Students will participate to activities that will guide them to discuss about
their budgets, considering values received in the their families. The project is intended
to allow students to explore the following topics: 1. The link between expenditure and
revenue 2. What are the types of expenses 3. Balancing costs depending on incomes The
final product of this project will be an application for family budget.
Aims
The students will learn : - how to control money and take some responsibility; - to
use money "to do", rather than "to buy" - the meaning of saving, when it is possible,
after they will lay out a successful budget. - how to create a budget application
Outcomes
Organise(Synthesis): Students will work according to the roles assigned by Belbin
test.
Investigate(Application): Students will be able to identify various efefects of
regulatory activities on the family budget and on the economic activity around
them.
Produce(Application): Students will understand how to create budget and how it can
support good financial decision making.
Reflect(Evaluation): Students will be able to make a critical analyze about their work,
using a rating scale.

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Organize the teams
Students will have to answer to an Edmodo questionnaire, regarding their financial
needs.
Students will complete a KWL diagram and then, help by teacher, will clarify some
terms regarding a family budget.
Group selection: Belbin test, student's role, creating groups.
KWL Diagram and Belbin test are attached.
Research stage
Students will discuss about budget matters (what is a budget, different types of
income and expenses) and will understand the classification of each payment in a
category;
Students will prepare and analyse an example of monthly expenses (they will use
some apps/ online tools)
Student will need computers or tablets.
Building the application

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Every team will implement a database application that could be use to create and to
impove any budget. They will be guide to follow some stages like: designing, filling,
creating tools and interface for databases.
Students will make the documentation for their applications.
Student will need computers and accessories, stationery products.
Make the application visible
Then will post their application on the project page (i.e. Edmodo) and will exchange
good practices with other participants.
Evaluation
Practice 50 minutes 10 students Tutor is not available
Students will implement their project plan at home to see if it fits to reality.
This part of the project is to present and assess applications made by
students. It will run on the platform Webex (presentations and video
conferences) and participants will be students (10 from each country),
their parents and teachers from the participating countries. -Each team
will present their work. -After the presentation, other participants can ask
some questions Assessment tools: -Files of reflections on the work done,
will be reviewed by students (in each stage of the project) -Grid
performance evaluation of team working (final stage of the project) -
Parents and teachers will evaluate students work, using an app like
Rubric Scorer (final stage of the project)

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53
LESSON PLAN 2
Solving coflicts
Available at:
http://learningdesigner.org/viewer.php?uri=/shared/fid/30125e9de2b78638017ee206eb9eb
fa7dc7c7cf859c5a3d5e52fcb1a9d0817ec
Context
Topic: Solving coflicts in family
Description:
Aims
1. to know the causes of conflicts 2. to describe the ways to solve conflicts in family
3. to present the consequences of conflict in profesional and personal life
Outcomes
Knowledge(Knowledge): ways to solve conflicts
Analysis(Analysis): causes of conflicts în family
Evaluation(Evaluation): the
RESEARCH
Students working in teams have to look in the internet for the causes of the conflicts
in the family. They have to distinguish at least 3 causes of the conflicts using the link
provided.

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Are conflicts normal in a family? The students have to give posible answers to this
question using the resourses provided.
The teams will discuss responses to questions rised by the teacher . They can give
their personal examples to support their personal views.
Students work in teams.
PRACTICE
Students in groups receive a case study that exposes a family conflict between
parents and children. They have to give practical solutions to solve that conflict.
Each team will receive another case study.
Each team will present solutions found in front of the group and then discuss other
possible options for resolving the conflict in the case study proposed .
Students will need to identify the best solutions offered in most conflicts presented .
The teacher can give those case studies that are most common for their age and
particularities.
PRODUCE
Students will formulate a regulation that will be respected by them in relation to
their parents to avoid or resolve conflicts. They have to consider the causes of
conflict and ways of its settlement discussed at earlier stages of the class.
They work in teams for better solutions.
EVALUATION

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55
Students have to take a test-quiz that the teachers has send them, concerning all the
things that they discovered-learned in the previous stages.
Self Evaluation Quiz

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56
LESSON PLAN 3
Family Values- Honesty
Available at:
http://learningdesigner.org/viewer.php?uri=/shared/fid/e07dd88950acccfc0932526c89860f
6ab068a8cd060ca1b896c6b94eeec8c2ba
Context
Topic: Family Values- Honesty
Description: a homogeneous group of students, with quite a similar background
Aims
to understand communication inside the family; to illustrate the value of telling the
truth
Outcomes
Knowledge(Knowledge): examine the causes and consequences of lying
Application(Application): dramatise situations when kids lie or tell the truth
Evaluation(Evaluation): assess the benefits of telling the truth and the disadvantages
of lying to one's parents
Presentation
The teacher asks students to form groups of 4 and gives them 3 questions to discuss
in groups: "Do you you always tell your parents the truth? In which situations would
you lie to your parents?. Studens discuss in groups and after that, the teacher
organises feedback. Each group appoints a member to present their results in front
of the class.

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57
Students read silently an article about kids lying to their parents at different ages.
Afterwards, they split into 2 big groups - one group analyses the stages and
particularities of lying at different ages; the other group analyses the solutions
suggested by the article.
Students watch a documentary about the science of lying and take notes while
listening to it. Afterwards they discuss the ideas present in the video and agree or
disagree.
Practice
Practice 35 minutes students Tutor is available
Half of the Students role play a situation between parents and children caught lying,
while the other half role play a situation in which the teenagers told the truth. They
split into group of 6 and design a short play stressing out the consequences of lying
and telling the truth. They perform in front of the class, while their classmates watch
and give them feedback. Then they draw the coclusions.
Evaluation
Students do a short quiz, answering questions relating to the value of
telling the truth in every circumstance of life. They discover the fact that
telling the truth is always better

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58
LESSON PLAN 4
Career Decisions
Available at:
http://learningdesigner.org/viewer.php?uri=/personal/TIC/designs/fid/a558d9249746daf08
bba95abcdbc814409d30e51dcb446d29c1e4f06c589bacf
Context
Topic: Family Values
Description: A heterogeneous group of students, with different backgrounds.
Aims
to invest family with a support role in taking decisions; to reveal the importance of
family guidance and support in choosing career.
Outcomes
Knowledge(Knowledge): examine the ways the family involves in the decisions the
teenagers take regarding their career (traditional and modern attitude)
Application(Application): work on a brochure containing 10 advices for both parents
and children
Evaluation(Evaluation): assess the benefits of guidance and acceptance of the
children decisions regarding their future career as a personal choice
Presentation
The teacher asks students to form 4 groups of 7 and gives them 4 questions to
discuss in groups: "Do you need and care about your family support related to career
decision? Do you share your family interests related to your career? Would you go
with the family tradition or follow your own interests?” Students discuss in groups

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and afterwards the teacher organizes feedback. Each group appoints a member to
present their ideas in front of the class. On a flipchart, every group writes their short
answers and then compare them, finding resemblances or differences.
Students read an article about the influence of the parents on their children choice
regarding career. Afterwards, they split into 4 big groups – two groups analyse the
ways in which parents fight to help their children; the other groups analyse the ways
and reasons the children find other patterns, outside their family.
Students discuss with invited parents (7) of different ages and fields about their
careers, their options at the time they chose and the influences they felt choosing.
The students take notes or videorecord while listening to them.
Practice
The students discuss the ideas presented and state their own opinions. Afterwards,
they imagine different situations, eventually video recording their parents reactions
when they announce a decision about career: 1. changing the path they choose in
education; 2. fighting the parents decisions; 3. showing interest in following their
parents wish.
They still form 4 groups of 7 and have to present their videos or play possible
reactions of the parents for the three cases before mentioned. They present the
videos or perform in front of the class, while their classmates watch and give them
feedback. Then they draw conclusions.
Evaluation

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Students do a short brochure of ten advices or statements for both family /
parents and the children regarding career and the best way to choose with
confidence and no regrets or remorse. They also have to find a way of
promoting their brochure, designing it and challenging for the best form of
it.

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LESSON PLAN 5
Traditions
Available at:
http://learningdesigner.org/viewer.php?uri=/personal/TIC/designs/fid/a558d9249746daf08
bba95abcdbc814409d30e51dcb446d29c1e4f06c589bacf
Context
Topic: Family Values
Description: A heterogeneous group of students, with different backgrounds.
Aims
to invest family with a support role in taking decisions; to reveal the importance of
family guidance and support in choosing career.
Outcomes
Knowledge(Knowledge): examine the ways the family involves in the decisions the
teenagers take regarding their career (traditional and modern attitude)
Application(Application): work on a brochure containing 10 advices for both parents
and children
Evaluation(Evaluation): assess the benefits of guidance and acceptance of the
children decisions regarding their future career as a personal choice
Presentation
The teacher asks students to form 4 groups of 7 and gives them 4 questions to
discuss in groups: "Do you need and care about your family support related to career
decision? Do you share your family interests related to your career? Would you go
with the family tradition or follow your own interests?” Students discuss in groups

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and afterwards the teacher organizes feedback. Each group appoints a member to
present their ideas in front of the class. On a flipchart, every group writes their short
answers and then compare them, finding resemblances or differences.
Students read an article about the influence of the parents on their children choice
regarding career. Afterwards, they split into 4 big groups – two groups analyse the
ways in which parents fight to help their children; the other groups analyse the ways
and reasons the children find other patterns, outside their family.
Students discuss with invited parents (7) of different ages and fields about their
careers, their options at the time they chose and the influences they felt choosing.
The students take notes or videorecord while listening to them.
Practice
The students discuss the ideas presented and state their own opinions. Afterwards,
they imagine different situations, eventually video recording their parents reactions
when they announce a decision about career: 1. changing the path they choose in
education; 2. fighting the parents decisions; 3. showing interest in following their
parents wish.
They still form 4 groups of 7 and have to present their videos or play possible
reactions of the parents for the three cases before mentioned. They present the
videos or perform in front of the class, while their classmates watch and give them
feedback. Then they draw conclusions.
Evaluation

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Students do a short brochure of ten advices or statements for both family /
parents and the children regarding career and the best way to choose with
confidence and no regrets or remorse. They also have to find a way of
promoting their brochure, designing it and challenging for the best form of
it.

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SLOVENIA
LESSON PLAN 1
Charity in School
Available at:
http://learningdesigner.org/viewer.php?uri=/personal/matija/designs/fid/acb4dd8a1ef4982
0c95e2d501bceb2de9394b594564db28cef0656e1135496f1
Context
Topic: English
Description: This is a learning design for the project "Family, community and school: the
troika of my values." The project deals with values. This is a lesson in English as a
foreign language dealing with charity.
Aims
Students analyse the value of charity. Charity in broader sense of the word and at
school. Students search for new ideas how to improve charity work at school.
Outcomes
Application(Application): The best ideas will be analysed by the volunteers group and
brought into being.
Charity in School
Students discuss charity.

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Homework: Each student picks one charity organisation and finds information about
its work. They bring the collected materials to school.
Students form groups of three and share the information they have collected. They
form a list under the following headlines: Who their charities help? What they help?
Who contributes money and other goods? How do they raise money and other
goods?
With the help of their lists and the material they have brought to school the students
make a power point presentation or poster. Each group of students presents their
power point presentation or a poster to all the other groups.
The students discuss how charity work is done at school and they
brainstorm about possible future charity work at school.

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LESSON PLAN 2
Values in life/Values in class
Available at:
http://learningdesigner.org/viewer.php?uri=/personal/matija/designs/fid/acb4dd8a1ef4982
0c95e2d501bceb2de9394b594564db28cef0656e1135496f1
Context
Topic: Sociology, Psychology
troika of my values." Students discuss values in life and agree on values in class with a
consensus.
Aims
The aims of this lesson are: - to encourage students to start to think about their
values in life - taking responsability for their own values - the students agree on class
values with a consensus - the students obey the class values throughout the school
year - to create a safe and cooperative learning environment - to reach an
agreement with a consensus
Outcomes
Uncategorised(Uncategorised): The class agrees with a consensus on 5 most
important class values. The class values are then written on a poster by all the
students. This poster is displayed in the classroom. Each student takes home a
written declaration with the 5 most important class values. This should be signed by
the student, his parents and the teacher.
Values in life/Values in class
The students are divided into 4 groups. The teacher asks them the following
question: "What do you expect from your schoolmates, family, friends, ... to be able

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to live in harmony?" In each group all the students write 3 items (characteristics,
behaviours, ...) for which they think that they are the most important in creating
harmony. Each student writes the 3 values down.
In each group each student reads his or her values aloud to the others in the group.
Each group agrees with a consensus on 3 values that are the most important for
well-being in the class. These 3 values are written and explained on the blackboard
by each group. The teacher tries to find the values that match or are similar.
The class agrees with a consensus on 5 most important class values.
Each student promises with a symbolic declaration to obey the class values
throughout the school year. The class values are then written on a poster by all the
students. This poster is displayed in the classroom. Each student takes home a
written declaration with the 5 most important class values. This should be signed by
the student, his parents and the teacher.

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LESSON PLAN 3
Learning to learn in class
Available at:
http://learningdesigner.org/viewer.php?uri=/personal/matija/designs/fid/e48cd28b474d5d5
41adda54049eb6e6369e21046ff973861a9970cf5ce7cf98d
Context
Topic: Chemistry
Total learning time:
troika of my values." Learning to learn in class by using Pauk's learning strategy and
mind maps.
Aims
The students get to know Pauk's learning strategy
Outcomes
Knowledge(Knowledge): Student learn how to learn.
Development of competence: Learning to learn in class
The students first write what they know about the sturucture of atom. Then they
read the text about it in the text book three times.
The students form 4 groups and try to find key words in the text and write a short
summary.

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Together with the teacher the students write a mind map. At the same time they
write the clues according to Pauk's learning strategy into their notebooks.
The students get to know Pauk's learning strategy. At the same time when the mind
map is coming into being the students write (with teacher's help) new clues in form
of questions on the left side of the page in their notebooks. On the right side of the
page the answers to questions are written. In this way the students have already
prepared questions that will help them to repeat the subject matter at home.
Students practice by asking each other this questions in pairs.

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LESSON PLAN 4
Learning about Values
Available at:
http://learningdesigner.org/viewer.php?uri=/personal/matija/designs/fid/e9e704661c7ba31
6074b519b19255f29d41a2efb03ce226410d3dd1e94715a0e
Context
Topic: Psychology, Sociology
troika of my values." What are values? How are they formed? What cathegories of values
are there? How do they influence human lives?
Aims
The students learn what values are, how they are formed, how they influence human
lives and how they can be cathegorised.
Outcomes
Knowledge(Knowledge): Students have learned what values are, how they are
formed, how they influence human lives and into which cathegories they can be
divided.
Learning about Values
Studets are given a number of values (honesty, trust, openness, cooperation,
creativity, knowledge, family, fun, health, frindship, love, responsibility, wisdom,
truth, wealth, power, dligence, kindness, benevolence, ...) and they have to decide
which value is the most important for them. Students are then given some picture
materials and they have to find out which values can be found on the pictures. After
that they are given a graph of a research about values that can be found in the
internet and they have to find out which values are the most common there.

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In pairs the students have to search the web and find a similar research about
values. In the research they search again for the most common values.
The students discuss key values - those which are so important for them that without
them they wouldn't be satisfied with their work or in everyday life. They also have to
decide to what extent values can influence human behaviour and work.
Slovenian psychologist dr. Janek Musek divided values into four main chategories:
hedonistic values, values of power, moral values and values of fulfilment. The
students watch a power point presentation explaining in detail which values form
each of the four groups.
Students fill in a form with three values for each presented group of values (e.g.:
values of fulfilment: art, sense, wisdom, truth, ...)

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LESSON PLAN 5
Mosaic of Values
Available at:
http://learningdesigner.org/viewer.php?uri=/personal/matija/designs/fid/275fce88340acbcb
c36547639712ea21ce8311d2628fbe47fd460241f8fd4320
Context
Topic: Sociology, Psychology
Number of students:
troika of my values." “Mosaic of Values” is a workshop prepared for students to stimulate
reflection on values. It was designed as a part of the Erasmus+ project "Family,
community and school: the troika of my values" with participants from Austria, Belgium,
Greece, Portugal, Romania, Slovenia and Turkey.
Aims
The main aim of the workshop was to stimulate students to think more about values
and it focused on three topics: • Which values are important for you? • Which values
do you have and would you like to have? • Where did you get the specific value (in
school, at home, from the community)?
Outcomes
Affective learning outcomes(Affective learning outcomes): Collage: "Mosaic of
Values"
Mosaic of Values
The following material should be prepared in advance: • value cards, • inspiration
cards, • poster for collage / mosaic of values.

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The worskop has following stages: (1) INTRODUCTION: presentation of the workshop
and the working process (2) VALUE CARDS: working cards, students pick a card for
their country (one colour for each country) (3) GROUP WORK & INSPIRATION CARDS:
creating groups (1 student from each country), discussing the values, filling in the
value cards (4) MOSAIC OF VALUES: preparing the final collage (5) CONCLUSION:
discussion, lessons learned (6) PROMOTION: placement of the final »mosaic of
values« in the classroom, promotion of the project, values
How did you feel in the workshop? Did you learn anything in the workshop? What
was your experience? Are the values of school, family and community represented in
your school work and where do they reflect?

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TURKEY
LESSON PLAN 1
The school in my life
Available at:
http://learningdesigner.org/viewer.php?uri=/shared/fid/6149b5cc8a40d4637088caedf68244
9792c798302d5554feb2c35c7fbbe0db9b
Context
Topic: The school in my life
Description: Description: This lesson is designed as a group study. Students will argue
their perceptions about school and try to explain it with technological facilities. At the
end of the lesson, they will express their thoughts with “Stopmotion”, a phone app
Aims
To detect students’ perceptions about schools. To foster student’s creativity with
group study. To make them use technology in a beneficial way To foster their
capability of verbal and inscriptive evaluation about a duration.
Outcomes
Application(Application): to make a movie (maximum 3 minutes) with stopmotion
app.
Preparation- Taking Attention
1. The teacher tells five students to download “ Stopmotion” before they come to
lesson 2. “What’s there in the box” Game The teacher enters class with a box that
contains school’s picture. He tells the students to predict what is in the box by asking

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questions, but the answers should be “Yes” or “No” If students make the correct
prediction, the picture is taken out of the box. (If the correct guess cannot be made
after a while, the teacher takes the hidden picture out of the box.) The teacher ask
students which words come to the their mind about the word “school” and writes
down the words to the board without an order.
COOPERATION -Investigate
Investigate 30 minutes students Tutor is available
The teacher tells students to write a short scenario about school’s values and
importance with the help of the words written on the board. They will write it with
their desk mates two students for each scenario. After it’s done, the teacher makes
a short presentation about the stop motion app He divides students into 5 groups (4
for each group) except the five students who downloaded the app and distributes
them randomly to the groups. The group members talk about the scenarios they
drafted previously and agree on a common scenario. The teacher shows students the
materials they can use on stopmotion and tells the groups to take the materials
(pencils, puppet …) as equally as possible. Then, He tells students to find an object in
the garden that might be useful to use in their movies and gives them 10 minutes.
Meanwhile, the teacher hangs the words or short sayings about school that he has
prepared and brought earlier.
PRODUCTION-PRESENTATION-EVALUATION
The groups come together at the end of 10 minutes. They start to make a movie
(maximum 3 minutes) with stopmotion app. The teachers observes the groups and
guides them about the app if necessary. After the movies are made, the teacher tells
the students to bring their movies to next lesson. The teacher asks the students
about their thoughts after the movies are watched one by one. The teacher gives
students post-its. Students tell their thoughts about school with the help of the
movies and hang it somewhere teacher determined . The teacher ends the lesson
after reading post-its.

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LESSON PLAN 2
Rising awareness on volunteering
Available at:
http://learningdesigner.org/viewer.php?uri=/shared/fid/1912152e16e0e2d043b622673973c
9f6ff94777aed47dd65c40e922a63948d29
Context
Topic: Volunteering
Description:
Aims
• Learn the vocabulary around volunteering • Develop an understanding why
people volunteer • Develop an understanding of volunteering
Outcomes
Evaluation(Evaluation): choosing the best poster
Application(Application): Poster design
Comprehension(Comprehension): song and discussion question
Knowledge(Knowledge): Words around volunteering
BINGO CARDS
Read Students are handed out bingo cards and started to play Bingo to familirize
with the vocabulary

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Read They listen to song and fill in the blanks in worksheets Song Get involved in
your community, Help to make a better way… The pay is great for giving freely, Solve
the problems of today… Chorus: Volunteer for your community, Volunteer it feels
fine. Help create a bright tomorrow. Give some money or your time. Volunteers can
feed the hungry, Help the lonely find the way Volunteers can make the difference,
Solve the problems of today. Chorus Give yourself a new beginning Take a chance
and you will find… Volunteering is like getting, A brand new state of mind. Chorus
Poster designer
students prepare a poster for a volunteering campaign in local level
Poster designer is a tool used to design posters easily
Evaluation :poster contest in class
Read poster contest in class are held.Students grade them and select the best one

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LESSON PLAN 3
Building school on volunteering
Available at:
http://learningdesigner.org/viewer.php?uri=/shared/fid/ab44158e048415f8981055d59bfaa
4fa61d7f644f9008a91e11996e27d404dea
Context
Topic: Building school on volunteering
Description:
Aims
To practise speaking skills doing a mini-survey Learn the vocabulary around
volunteering Develop an understanding why people volunteer Develop an
understanding benefit of volunteering
Outcomes
Evaluation(Evaluation): evaluation
Application(Application): song animation
Comprehension(Comprehension): preparing survey
Knowledge(Knowledge): brainstorming
Application(Application): reportage
Analysis(Analysis): discussion
Reportage- moviemaker

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Ask some of the students what jobs they hope to do in the future. Then ask them to
think about the factors that are important to them when thinking about jobs. Ask
students to brainstorm as many ideas as they can and to write them down. If you
prefer, do a group brainstorm on the board. Their ideas may include: money / well-
paid, you like the job, near your home, don’t have to wear a uniform, satisfying job,
it’s inside / outside, working with people, creative etc. etc.. When students have
written the top three factors ask them if one of their top three was to do with
money. This will lead you nicely into the idea of voluntary work. Make sure all the
students understand the concept of voluntary work.
Tell the students they are going to find out about their classmates by doing a mini
survey about volunteering. There is only one question to the survey so the idea is for
students to find out as much information as they can by asking the two follow-up
questions and making notes. When they have gathered the information, get some
feedback from the whole group.
This stage takes place in the information technology lab. Students work in teams
Goanimate - STUDENTS' MOTIVATION
• A set of cards for each group of 5 students. Each set of cards contains about
20 words. Some of these words are taken from the song. The others are not, but are
similar in meaning or sound to the words from the song. • Give each group the set
of words. • Tell students that they have a few minutes to lay out the cards and
decide what they think the song is about. • To help students brainstorm, ask a few
questions: o Do you think it’s sad or happy? o Is it a love song? o ‘Why?
Which words make you think that? costructions, answer to quiz questions, take
photos of barriers for disabled and produece a video of them blindeyed trying to
walk through the route for the blind people
After the song students ask to use goanimate to animate the song
Goanimate is an animation programme easily used by students to make animation film

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Evaluation google doc
students upload their animation and each group can grade each other's animation
film
open doc for Evaluation

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LESSON PLAN 4
E-newsletter and e-volunteer project
Available at:
http://learningdesigner.org/viewer.php?uri=/shared/fid/241588fdd35df0b1b670f0e57a4f44
92779a95aa1d9904e97a1fe8b8351126ee
Context
Topic: Creating E newsletter and e volunteer bank
Description:
Aims
to search for volunteering news around the world to prepare volunteering
newspaper to gather their ideas for volunteering to put forward a volunteering idea
and present it as a project
Outcomes
Evaluation(Evaluation): Self evaluation / preparing rubric
Application(Application): selecting the related news from internet
Comprehension(Comprehension): investigating the volunteering news
Knowledge(Knowledge):
Application(Application): preparing newspaper
Analysis(Analysis): discussion for new ideas
WEBQUEST / FODEY preparing newspaper on volunteering

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Students working in teams have to look in the internet for volunteering news on
internet and collect information about it around the world
Students use the information that they collected to create their newsletters by using
fodey
FODEY is most simple tool to build a newspaper It also does not have many features yet
you can use it to create a newspaper for your class. Just fill in your information and
Fodey generates your newspaper.
E volunteer bank- Learning designer
students are asked new ideas for volunteering Ask students, “What does it mean to
volunteer?” Define the word volunteer (someone who does a job or gives services
freely and usually without pay). “How many of you have ever volunteered your time
to help somebody else?
Tell students that you would like them to look around and think of needs at the
school and in the community that could be addressed by a group volunteer project.
Have students work with a partner to write down problems or needs they see
around them. Ask them develop Volunteering Ideas/ projects for the problems.Hand
out a Project template for the students to write down their ideas and give them 15
minutes to make a presentation by using learner designer
Learning designer The Learning Designer suite of tools enables teachers to share their
good teaching ideas. It is intended to help a subject teacher see how a particular
pedagogic approach can be migrated successfully across different topics. There are
sample patterns to browse and edit, or you can design your own from scratch.
Evaluation Rubistar
Present your project idea to the other teams. Prepare rubric for voting Vote the best
one.

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Create Rubrics for your Project-Based Learning Activities

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LESSON PLAN 5
Can We Use Mobile Devices at School?
Available at:
http://learningdesigner.org/viewer.php?uri=/shared/fid/241588fdd35df0b1b670f0e57a4f44
92779a95aa1d9904e97a1fe8b8351126ee
Context
Topic: freedom,responsibility,respect
Description: Students share their information and use it to develope a policy for the
acceptable use of these mobile devices in the school and prepare a written submission for
presentation to the principal and school council.
Aims
Learning responsibilities when using technology, finding a proper way to use
technology , researching the place of technology in our lives.
Outcomes
Evaluation(Evaluation): Students have become conscious about the use of
technology and have improved their discussion skills, preparing a policy and a report,
Fishbowl Discussion about Mobile Devices
Students begin with a fishbowl discussion on the growth of mobile devices and how
they change the way we interact.To prepare for the fishbowl activity the teacher
appoints one member of the class as facilitator and split the rest of the class into two
equal groups .The students organise enough chairs for one group to be seated facing
each other in a circle.The other group members stand behind the seated members
and then identify a partner seated on the opposite side of the circle.Then
participants start discussing the activity while observers observe their partner's

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behaviour during the discussion .At the end of the discussion facilitator presents a
summary of points raised.
Students form groups and use a jigsaw activity to gather information about the use
of mobile devices in educational settings.The teacher selects three to five articles on
the topic that students can acces in either printed or electronic format.Then teacher
splits the class into working groups depending on the number of articles
selected.These working groups split up and one member from each group joins with
members of the other groups to form information gathering groups .Each one of
them studies one particular article , paraphrasing then discussing it.Then the working
groups come together again and each member presents their gatherings .Then other
members of the group ask information-seeking questions without making comments
.Taking notes , the group discusses the informatioın and makes comments.When all
information has been presented the group has an open discussion around the issues.
Conclusion
With the information they have gained during the discussions students prepare a
policy about the usage of the mobile devices as learning tools at their school.Then
each group prepares a poster about the pros and cons of using technological devices.

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LEARNING DESIGNER LINKS
BY THEMATIC FIELD
I - Intro
01 - Personal, family and community values
http://learningdesigner.org/viewer.php?uri=/shared/fid/a327e79df7a1dae18c021e6
b08eba6bc79c03c948b53e79ee90a3581376212b9
02 - My Values
http://learningdesigner.org/designer.php?uri=/personal/lumigo/designs/fid/d9e58d
d1668ad6b7ca662857b3960b850bdbf960806e80e194d46a262b264846
II - Values and Family
01 - FATHERHOOD
http://learningdesigner.org/viewer.php?uri=/personal/MARIANNEVE/designs/fid/
db169486ffe6537b7c42ca22859d7960b6073810c35be6d2a3ffaf9373885cb3
02 - WORKAHOLIC FATHERS
http://learningdesigner.org/viewer.php?uri=/personal/MARIANNEVE/designs/fid/
3253232cd5cda44fe1f3447d7955286045b1e15c49b235e0a1b4b856f205ffea
03 - IF by Rudyard Kipling, 1910
http://learningdesigner.org/viewer.php?uri=/shared/fid/99996ab56276bd7750dcc0
73fb571dfbc573f08a8417e0eeedc59f98c7f7764c
04 - PAINTINGS
http://learningdesigner.org/viewer.php?uri=/shared/fid/441c7fd8443ae00a634d71
e2c86fc04a0fe474e4abf9a5df78650d48afdb0dac
05 -
06 - Does my budget fit my values?
http://learningdesigner.org/viewer.php?uri=/shared/fid/641e21fa72465a5201542d
86c71abcb0907ed255535d6ca7b06c425f8a511543

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07 - Solving conflicts
http://learningdesigner.org/viewer.php?uri=/shared/fid/30125e9de2b78638017ee2
06eb9ebfa7dc7c7cf859c5a3d5e52fcb1a9d0817ec
08 - Honesty
http://learningdesigner.org/viewer.php?uri=/shared/fid/e07dd88950acccfc0932526
c89860f6ab068a8cd060ca1b896c6b94eeec8c2ba
09 - Careen Decisions
http://learningdesigner.org/viewer.php?uri=/personal/TIC/designs/fid/a558d92497
46daf08bba95abcdbc814409d30e51dcb446d29c1e4f06c589bacf
10 - Family Traditions Values
http://learningdesigner.org/viewer.php?uri=/personal/TIC/designs/fid/a558d92497
46daf08bba95abcdbc814409d30e51dcb446d29c1e4f06c589bacf
III - Values and Community
01 - Designing Cities for Disabled People
http://learningdesigner.org/viewer.php?uri=/shared/fid/c55d7eebd03fbc29d08fa34
f528db52a594349cea56a227594ac936a1556dd42
02 - Important people and monuments of my town
http://learningdesigner.org/viewer.php?uri=/shared/fid/a7bfd3f6d2a1276e023180f
db640893e55b75c21862ca5c159b2b270f7baad63
03 - Xanthi's Old Town Architecture
http://learningdesigner.org/viewer.php?uri=/shared/fid/bc4987978405bd18920b8e
ad24bc90f1d643e016b26d0889de28b69cb1157be8
04 - Exploring-Promoting Local Natural Products
http://learningdesigner.org/viewer.php?uri=/shared/fid/c8a2a887a7d37e6940d0d4
b3698bd0380a62b44b74b771e4b94948cc384ddc31
05 - Importan persons born and lived in our region
http://learningdesigner.org/viewer.php?uri=/shared/fid/61665dbc3c46b37c413c10e
2ff48aab4777f5acccace82b1db7b60aeeeb2b94b
06 - Revitalisation of a river

20/8/2016
88
http://learningdesigner.org/viewer.php?uri=/shared/fid/38feb52aa3fef395fd94fc60
b37d0b35300064a13a2fbf3714841010fdecfae9
07 - The Value Of Pets
http://learningdesigner.org/viewer.php?uri=/shared/fid/96612410000b288742c9da
f3d133890ee32209f2c163770129055780b120c35b
08 - Cooperation with an organisation for disabled persons
http://learningdesigner.org/viewer.php?uri=/shared/fid/dcee6c6132cd611dde731b3
57724d5c96df6f909f9eb4f5e96e603966d531e41
09 - Ethic - a new teaching subject
http://learningdesigner.org/viewer.php?uri=/shared/fid/5e5de6e56519e27261e78c
113cdfe7d1f8154f678b85071444968f331849a639
10 - Assume political responsibility in your community
http://learningdesigner.org/viewer.php?uri=/shared/fid/9efe22e016f7940f3413267
a34b18907b60ec886db3bba2fe9b2662eefd7d108
IV - Values and School
01 - Charity in School
http://learningdesigner.org/viewer.php?uri=/personal/matija/designs/fid/acb4dd8a
1ef49820c95e2d501bceb2de9394b594564db28cef0656e1135496f1
02 - Values in life/Values in class
http://learningdesigner.org/viewer.php?uri=/personal/matija/designs/fid/acb4dd8a
1ef49820c95e2d501bceb2de9394b594564db28cef0656e1135496f1
03 - Learning to learn in class
http://learningdesigner.org/viewer.php?uri=/personal/matija/designs/fid/e48cd28b
474d5d541adda54049eb6e6369e21046ff973861a9970cf5ce7cf98d
04 - Learning about Values
http://learningdesigner.org/viewer.php?uri=/personal/matija/designs/fid/e9e70466
1c7ba316074b519b19255f29d41a2efb03ce226410d3dd1e94715a0e
05 - Mosaic of Values
http://learningdesigner.org/viewer.php?uri=/personal/matija/designs/fid/275fce88
340acbcbc36547639712ea21ce8311d2628fbe47fd460241f8fd4320
06 - The school in my life

20/8/2016
89
http://learningdesigner.org/viewer.php?uri=/shared/fid/6149b5cc8a40d4637088ca
edf682449792c798302d5554feb2c35c7fbbe0db9b
07 - Rising awareness on volunteering
http://learningdesigner.org/viewer.php?uri=/shared/fid/1912152e16e0e2d043b622
673973c9f6ff94777aed47dd65c40e922a63948d29
08 - Building school on volunteering
http://learningdesigner.org/viewer.php?uri=/shared/fid/ab44158e048415f8981055
d59bfaa4fa61d7f644f9008a91e11996e27d404dea
09 - eNewsletter and eVolunteer project
http://learningdesigner.org/viewer.php?uri=/shared/fid/241588fdd35df0b1b670f0e
57a4f4492779a95aa1d9904e97a1fe8b8351126ee
10 - Can We Use Mobile Devices at School?
http://learningdesigner.org/viewer.php?uri=/shared/fid/241588fdd35df0b1b670f0e
57a4f4492779a95aa1d9904e97a1fe8b8351126ee
V - Working the values with the families
01 - Children & Parents – Reflecting on Family Values
http://learningdesigner.org/designer.php?uri=/shared/fid/0ca6575a5122af60020ad
9b5485f85442e3298e7d8e9721ee4e6e6ea9b3aa4e8
02 - Family and School – Sharing Values!
http://learningdesigner.org/designer.php?uri=/shared/fid/5cdc8ff9dc59812822f107
d258da0220e5b1bb0fc831ae4bd88b483f6cc72436
03 - Family values … how do they affect society?
http://learningdesigner.org/designer.php?uri=/shared/fid/f3ea19fb5b6737f4b8738
2534861a8006f6bc0372fbd5c891094dd3f22caecec

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