Teachers’ Toolkit in Nature Studies – primary school

The publication is created within the European project "SEN Power", which includes five organizations: Prosveta-Sofia Foundation, Instituto Politecnico de Santarém (Portugal), Agrupamento de Escolas Cidade do Entroncamento-Escola Secundaria com 3º Ciclo do Entroncamento (Portugal), National Association of Resource Teachers NART (Bulgaria) and Antalya Provintial Directorate of National Education (APDNE).

The project is implemented within the Erasmus program according to Grant Agreement No. 2022-1-BG01-KA220-SCH-00085065 with Human Resources Development Center, the Erasmus National Agency for in Bulgaria.

Authors:

Editors: Elena Lazarova

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Publisher: © Prosveta-Sofia Foundation, Sofia, 2024

ISBN (pdf)

This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Preface

Welcome to the Nature Studies for All (NS4ALL) toolkit designed to support educators in teaching Nature Studies topics from the primary school curricula to special needs students. This manual is a culmination of extensive research, collaboration, and practical experience aimed at equipping educators with the necessary tools, strategies, and resources to foster an inclusive and supportive learning environment.

Teaching students with special needs requires not only a deep understanding of diverse learning abilities but also a commitment to adapting teaching methods to meet each student’s unique requirements. The purpose of this manual is to serve as a valuable guide for educators, enabling them to create individualized, effective, and engaging learning experiences.

Purpose and Scope

The primary goal of this toolkit is to provide a structured and accessible collection of training resources that address the diverse needs of special education students. It comprises 46 lesson plans for teaching difficult topics in Nature Studies at primary school level. The toolkit also contains supplementary materials which support and enhance the presentations of the different topics.

Acknowledgements

This manual has been developed with the invaluable input of educators and practitioners from primary schools and the special education community. We extend our heartfelt gratitude to everyone who contributed their expertise, insights, and experiences to this project. Special thanks to all the primary school teachers from Bulgaria, Portugal and Turkey who piloted the lesson plans and developed their own lesson plans. Their role of peer reviewers who ensured that the content is accurate, relevant, and practical was of major importance for the success of the project.

How to Use This Manual

We recommend starting with SEN Power Methodology to build a foundational understanding of one of the target groups of the project, namely students with specific learning difficulties, autism spectrum disorder and attention deficit hyperactivity disorder. As you progress through the manual, you will find two extensive collections of suggestions for introductory activities (energizers) and closing activities (relaxing activities) which appear later in the lesson plans but you can opt for replacing the suggested ones in the lesson plans choosing from the two collections. Then, you come to the 46 lesson plans which provide step-by-step instruction of how to present the topics to all students, but considering the specifics of the students from the target group. Each lesson plan is designed to stand alone with the concrete topic and a reference to grade it is meant to be used in, allowing you to easily reference the material as needed.

Interactive elements and practical tips such as using manipulatives, real-world examples, worksheets, videos and e-games are included throughout the toolkit to reinforce learning and provide hands-on experience.

Our Vision

We envision a world where all students, regardless of their abilities, have access to quality education that empowers them to reach their full potential. By using this toolkit, we hope you will feel more confident and equipped to make a meaningful impact in the lives of special needs students.

Thank you for your dedication and commitment to inclusive education. Together, we can create a more equitable and supportive learning environment for every student.

Elena Lazarova

Researcher and project manager

Prosveta – Sofia Foundation

Bulgaria

Introduction

“It was in the mid-90s that neurodiversity as a formal concept and a rights movement began to emerge. Aided by the internet, autistic people and those with other conditions were able to connect and began sharing their experiences: what they had in common, how their lives differed. A recurring theme was how many felt marginalised, pushed out of a society that embraced only typical ways of being in the world. The phrase “neurological diversity” cropped up in their discussions, which along with “neurodiversity” appeared in magazine articles later that decade.

Neurodiversity has clear parallels with biodiversity. It champions difference and the validity of individuals. It holds that a vaguely defined majority can be described as neurotypical, with brains that operate in a broadly similar way. Others, meanwhile, are neurodivergent, with brains that are built and work somewhat differently.

Neurodivergent people may be diagnosed with a range of conditions, and many co-occur in the same individual. There is no definitive list, but autism (and what was once known as Asperger’s syndrome) and attention deficit hyperactivity disorder (ADHD) are common, as are dyslexia, a learning difficulty that affects reading and writing, and dyspraxia, which manifests as difficulties in movement and coordination.”

Ian Sample Science editor, The Guardian

The SEN Power project team fully shares the ideas and findings of the article (read the full text here). We believe that You can teach everything to everyone but not with the same means and not for the same time. This is how we came up with the SEN Power project idea and the design of the NS4ALL toolkit.

Instruction to teachers

Dear Educators,

The “SEN Power” project was developed as an effort to support all students (but especially students with specific learning difficulties, with autism spectrum disorders and hyperactivity/attention deficit disorders) so that they learn better topics from the Mathematics and Nature Studies curricula. It is addressed to students aged from 7 to 11 years old.

...

In the SEN Power project we designed the present teacher’s toolkit Nature Studies for All (NS4ALL) where you will find detailed lesson plans and all accompanying materials needed to present the topic to your students. The activities make use of non-formal education teaching approaches. Using them in class may be stressful at the beginning. The following words of advice could significantly help you in order to properly implement the trainings.

Do not use any teaching methods, which you, yourself, are not ready to participate in.
Prepare carefully for the training sessions. Give clear instructions, consider the dimensions and predict the possible turns the activities and discussions may take, although it is not possible to predict all probabilities.
Each innovation encompasses a possible rate of failure. Though a well-prepared method could limit such probability, you have to keep in mind that the more methods you use the easier it will be for you to implement methods from non-formal education.
Every time you introduce a new method, you can increase the chances for success if:
- you introduce what you have planned in a specific manner arousing students’ curiosity.
- you accept the way students think and function even if this way is not the one you expected or aimed at. The solution is to intervene in the improper behavior of a student without rejecting them at the same time.
Consider all the objectives that can be achieved when using a specific activity or method. For example, an energizer can be used to stimulate the students but at the same time it could also generate the following positive effects:
- it can improve children’s communication;
- it can contribute to the ability of students to accept responsibility;
- it can help creating a nice atmosphere in the classroom.
If you have applied a new teaching method for the first time and it was unsuccessful, this does not mean that this method cannot be effective in the future. On the contrary, try to learn as much as possible from this experience in order to be better prepared next time.
You may be puzzled and worried by the fact that the use of active learning methods causes mess and you feel you are losing control of the class. You must bear in mind that applying new teaching methods presupposes a different kind of control. When students work with a variety of methods it is natural that the teacher is not continuously in direct contact with them. The general intervention strategy must be clear and you should be able to intervene when necessary.
Consider the sufficiency of time made available for each training resource, as well as the appropriateness of the space you have in the classroom for applying the specific method (size, furniture arrangement and proximity to other classrooms).
Last but not least: Relax and have fun! After all this is what Non-formal Education is about!

Class preparation for the training course and the training sessions

The HOPES&FEARS/ GROUP CONTACT session is to be held at the beginning of the school year prior to the planned training sessions making use of the resources in the Teacher’s Toolkit.

Hopes & Fears / Group Contract

Topic / Activity Name	Hopes & Fears / Group Contract
Duration	35 min
Aim / Objectives	To clarify objectives and expectations of students To clarify the “rules” and the “values” of the group To create a safe learning environment To facilitate participants' communication on different levels.
Preparation Suggested Reading, Tips, etc. Materials	Materials: For Hopes & Fears Post-it notes in two different colours, i.e. yellow and blue (one for hopes, one for fears) 2 large size carton papers in two different colours (one for hopes, one for fears) Markers Sticky tape to stick cartons at wall Relaxing Music (optional) For Group Contract Large size carton or flipchart paper Markers Sticky tape to stick at wall Tips The teacher can ask students (prior to this introductory exercise, during a break or Arts lesson) to draw on the 2 carton papers something that symbolizes HOPES (i.e. an island with calm sea surrounding it, a tree etc) and FEARS (i.e. a scarecrow, a thunderstorm etc).
Introduction	This exercise should be done as an introductory exercise, so that students would begin to have an “idea” of what is going to happen in the next following weeks or months.

Methodology

Hopes & Fears

The teacher sticks on the wall the large-sized cartons with the two drawings and explains that one of the drawing stands for the hopes that students have on training course and the other one stands for their fears.

Each student gets 2 posts-it notes; one yellow, one blue. Students are instructed to write their expectations/hopes about the training course on the yellow paper and their fears on the blue paper. Once they everybody is ready, they go altogether at the cartons stuck on the classroom walls and stick their posts-it notes on them. After that everybody goes back to their seats. Firstly, the teacher reads the hopes (he/she can categorize them if there are similarities). Then she/he reads the fears (which also could be grouped).

Finally the teacher explains to the students that their post-it notes with the Hopes & Fears will remain on the wall until the end of the training course.

15’

At the end of the training course, the teacher asks the students to have a look again at their Hopes & Fears and reflect on them. Did their fears have grounds? Were there issues that had been overcome? Has the project met their expectations?

Students can have a small conversation on the plenary and discuss their Hopes & Fears and what might have been organized in a different way. 10’

Group Contract

The teacher discusses with students that this training course (project) will help them learn more about Human Rights, Diversity and Social inclusion, and Active Citizenship and Social Involvement in a different way compared to what they are used to. Activities will be shaped like games and they will be very practical. Since the group will be together in the training course (project) for several weeks or months, it would be good to establish together specific rules which everyone knows and respects.

The teacher guides the conversation and the students brainstorm about the rules they want to establish, for example: everyone’s opinion will be respected, there will be no judgment of opinions, everyone will respect silence when it is required, participation is important because the activities are linked to all students as members of the group (class), etc. The teacher or a student writes all the “rules” on a carton paper or a flipchart. Once the list is ready, all students sign the Group Contract and it is stuck on the wall until the end of the project (training course). 15’

Opening a training session

We all know that if you eager to do an activity and start doing it with positive expectations, the outcomes are far more likely to be better and the intervention – to be more efficient. Students may come to class either with great interest, or not be interested at all. Sometimes the teacher may face notable resistance if he/she begins directly with the planned theme. The students in the class may at first need to calm down or to be stimulated. There is a series of methods that can be used to start a training session:

Begin with an energiser to evoke the students’ interest (as suggested on the toolkit).
Use a relaxation exercise or appropriate music when children are very unquiet (as suggested on the toolkit).
If students are facing a problem, then perhaps it would be better to deal with it at first. In practice you may discover that this particular issue can cover the entire activity although it was not planned.

Closing a training session

At the end of each training there must be time left to connect and close the issues raised, and students must have time to prepare the topic for the next training session. It is important that nothing is left hanging in the air. All issues should be properly resolved. The activity should also be closed by making positive comments on:

what has been achieved
the dynamic of the team
the progress made
the significant facts established by the team
any unusual incident that may have occurred
the work to be prepared for the next training session (depending on the training that follows).

NON-FORMAL EDUCATION

Teaching methods

In European projects – particularly within the frame of Erasmus - it is preferable to apply non-traditional teaching methods, which create a pleasant atmosphere in the class and turn learning into an interesting experience. In order to choose a method we have taken into consideration the aims of the resource. An appropriate method encourages students to identify situations in the reality of daily life and it gives them the opportunity to discuss issues as seen from their perspective. To ensure success of the method it is necessary to prepare it in the right manner.

This manual consists of 38 resources distributed in three modules: Children’s Rights - Human Rights; Diversity and Social Inclusion; and Identity, Active Citizenship and Social Involvement. Each training resource consists of two tools: (a) Non Formal Education (NFE) Tool and (b) Digital Tool (DT). The NFE tool describes the “exercises” (activities) which should be utilized with the group. The DT is an extra tool which is to be used to enrich the NFE tool. Depending on the resource, the DT could be used either prior, during or after the implementation of the activities. The NFE tools used are somehow “repeatable”; the same tool (method) can be used in a variety of resources. The same principle accounts for the DT’s.

The methods (NFE tools), which are applied in the present toolkit, are described below:

1. Team work

It has been established that team work in small groups of 4-6 students is a very effective working method. In small groups students have the opportunity to acquire knowledge, to comprehend and apply such knowledge while shaping attitudes and making choices. By discussing, participating and communicating in the group, students can develop and exercise appropriate skills.

Organizing the class into small groups can be achieved in different ways:

The educator explicates an activity and students shape small groups of 4-6 persons in which they practice different activities.

The activities could involve discussion, artistic creation, presentation, video making, role playing, brainstorming, simulation etc. All these activities could be utilized through team work, where the key element is the same; working in small groups.

The educator introduces the topic, students discuss it in groups and present their conclusions to all members of the class.

Students could work individually and afterwards discuss their conclusions in their group.

By discussing in the class, an issue is raised and students are divided into small groups in order to discuss and propose solutions.

2. Brainstorming

Brainstorming is a creative method aiming at expressing a variety of ideas. It can be applied for several reasons; most commonly it is used in order to cover as many aspects of the topic under discussion as possible.

Brainstorming does not mean simply asking for ideas from others. For an effective brainstorming session there are a few rules to be followed:

the question or topic must be well defined;
team members are encouraged to express any idea crossing their mind as an answer to the question. No one should comment on the others’ ideas. We insist on it.

Brainstorming is quite simple to utilize. The educator writes the topic or question on the blackboard, then explains the rules to the class setting a time limit, e.g. 5 minutes. Students are asked to begin. The educator writes the ideas on the blackboard quickly. If there is a gap established, the educator can fill it in his/her ideas. Depending on the ideas, they could be categorized, i.e. a few ideas could fall under the same “major” category.

The next step is to process the ideas and move on to action. In some cases it may be necessary to ask students to specify some ideas. At this stage some ideas can be clarified, evaluated, chosen and ranked. This procedure is necessary in order to differentiate the ideas, i.e. if there is no differentiation during acceptance of ideas, there will probably be the impression that all ideas are equal and acceptable.

3. Role-playing games

In role-playing games a certain situation is carried over from the real world into the frame of the role-playing game. Role-playing games are useful when we wish to analyze certain behaviors or to test new or alternative behaviors within a controlled and safe framework. In order to use the role-playing games it is necessary to have a warm and open-minded atmosphere in the class.

It is important that all participants are aware of the meaning of the role-playing games and that they agree on certain basic rules in order to work together in a structured manner. Therefore, the educator has to explain in brief the methodology of the role-playing games and further on, the class has to set some rules for the students playing the roles, and for the students watching the performance, before the game starts. Then, the topic is defined as a certain situation and the participating characters are described in detail in order to help all participants to understand their roles. The different scenes should not last longer than a few minutes.

Students, not participating actively in the role-playing game, function as observers and they are the audience. The educator acts as the coordinator or “director” and he/she is responsible for planning, carrying out and evaluating the activity.

4. Simulation
A simulation game (Patricia K. Tompkins, 1998) is a recreation of a real-world situation, designed to explore key elements of that situation. Similarly to role playing, simulations always include an element of role. During a simulation game the students need to perform a certain situation based on real life situations, while in role playing the participants represent and experience some character type known in everyday life.
5. Artistic creation (drawing, painting, collage)Certain forms of art are a useful non-formal teaching approach within a group. Students do not just discuss or write about different social situations, but they also capture and express these situations in paintings, drawings, performances, etc. They can also make collages to express themselves and their opinion without requiring a certain talent or specialized skills. It is important that students overcome their fears regarding artistic creation. Therefore, the educator should spend some time in order to make students understand that the aim of the activity is not to create a work of art but to express themselves in a free manner.

6. Case study

A case study (UNSW Australia) is an account of an activity, event or problem that contains a real or hypothetical situation. Case studies can be used in order to help students understand how the complexities of real life influence decisions. A common case usually:

is taken from real life (but it can be hypothetical);
consists of different parts and each part usually ends with problems and points for discussion. There may not be a clear cut off point to the situation;
includes sufficient information for the reader to treat problems and issues;
is believable for the reader (the case contains the setting, personalities, sequence of events, problems and conflicts).

A case study is given to students as an example in order for them to implement an exercise, while at the same time trying to focus on the issue described.

*All material used for the purposes of this project is located on the project’s website. Educators, and in some cases students, will be instructed to use the materials given in the description of each resource.

7. Guided Drama

In guided drama students are presented a case as far as general settings and characters are concerned. They are guided through the framework of the plot by receiving descriptions of planned events (meetings) and of their tasks in the respected meetings (messages). They are encouraged to step in the shoes of the characters and, keeping to the provided information, are free to decide on the story, i.e. details of the plot, characters’ speech, etc. The printed information is distributed to the students shortly before the events; students read it and plan their actions and speech right away, similarly to ‘speed dating’ techniques.

8. Mind Map

A mind map (Wikipedia) is a diagram used to visually organize information. A mind map is often created around a single concept, drawn as an image in the center of a blank page, to which associated representations of ideas such as images, words and parts of words are added. Major ideas are connected directly to the central concept, and other ideas branch out from those. Mind maps can be drawn by hand, either as "rough notes" during a lecture, meeting or planning session, for example, or as higher quality pictures when more time is available.

9. Blue skies thinking

Blue skies thinking is a well-known and widely used interactive method for generating ideas. It encourages participants to use their imaginations and be creative. It helps elicit numerous solutions to any given problem; for example, ‘what should I do in this situation?’ or ‘how can we overcome this obstacle?’. No evaluation of any kind is allowed in a ‘thinking-up’ session. If you judge and evaluate ideas as they are expressed, people will focus more on defending their ideas than on thinking up new and better ones. Everyone is encouraged to ‘think-up’ as many ideas as possible. ‘Wild’ or different
ideas should be encouraged even though they might sound foolish.
Participants should build upon or modify the idea of others.
How to do blue skies thinking?

Seat the participants informally;
Provide a flipchart pad or blackboard for recording ideas;
State the problem or issue to be addressed;
State the ground rules: for example, no evaluation of ideas is allowed, and no judgment as to worth.

The more ideas, the better; strive for:

Quantity and build upon the ideas of others (combine, modify, etc.);
Ask for ideas and record them as fast as they come – do not edit them;
Encourage new ideas by adding your own;
Discourage derisive laughter, comments or ridicule of any ideas;
Discuss and evaluate the ideas generated.

10. Snowballing

Snowballing enables participants to think about their own responses and gradually reach out to those around them to consider the thoughts of others on an issue.
How to do snowballing? The teacher asks a question and/or poses a scenario and gives the participants a few moments to reflect. Then, participants are asked to turn to the person next to them and discuss their thoughts. Depending on the activity, the teacher may ask participants to prioritize their ideas, come to consensus on their top priorities, etc. (allow several minutes). Then, each pair turns to another pair and discusses their thoughts.

USE OF DIGITAL TOOLS

The digital tools that are shown in this toolkit are specifically chosen and designed for the purposes of the SEN Power project. The lesson plans describing the training sessions are enriched with one or several e- resources (digital tools), which are aimed at helping students learn about the respective topics in a more efficient and fun way. Depending on the training session, the e-resources from the Digital Tool can be used prior, during or after the implementation of the activity (instructions are given in each lesson plan).

The e-resources from the Digital Tool are uploaded on the project’s website and students can watch, play, learn, investigate through the use of films, online quizzes/questionnaires, interactive games, animation cartoon videos, prezi/ppt presentations etc.

EVALUATION

Evaluation is the process of estimating the effectiveness of a training course and it should be an integral part of every training and learning procedure.

Evaluation deals with:

the extent the training course (project) as a whole meets its objectives,
assessment which specific methods turned out to be effective for the fulfillment of the goals
tips and recommendations for upgrading the evaluated items so as to meet the users’ needs.

Evaluation activities are carried out in order to examine:

Appropriateness: Does the training course meet students’ needs, interests and anxieties?
Effectiveness: Does it achieve the aim and objectives that it was designed for?
Methodology: Are the suggested activities and methods the appropriate ones?
Coordination: Does the team coordinator in the school have the skills to communicate and work together with the team members in order to facilitate the learning process?

What is to be evaluated?

Contents: Is contents structured to meet students’ needs, interests and anxieties and ensure achieving the aim and objectives?.
Organization and presentation: Are the described activities in the lesson plan organized logically and presented clearly using multiple methods and modes that motivate and increase openness to the diversity of the world and foster students’ social involvement skills as they engage in high interest, practical activities?
Instructional design and support: Does the instructional design use research-based instructional strategies and provide opportunities to engage in high interest, age-appropriate activities that mirror real-life situations, and make cross-curricular, global connections?

Equity and accessibility: Are the suggested activities and e-resources free from bias in describing ethnic groups, gender, age, disabilities, cultures, religion, etc. Do they consider multiple learning styles and the trainees’ cultural differences?

	17

	Energizers

	* The suggested energizers are different and some of them could take longer, but, as a rule, they are expected to last only a couple of minutes. With the preparation and the time needed to launch and do the described energizers, this is estimated to last 5 minutes.

Energizers

1 - Break the Circle

The teacher assigns randomly a number to each student, depending on the group size, i.e. for 20 students, numbers 1-4 are ok, so each group has 5 people (groups could be synthesized by the students with the same number, i.e. all having been assigned number ‘1’ or by students where each one has his/her own unique number 1-4; similarly and more fun is grouping by ingredient for a Greek salad, where every student is i.e. ‘tomato’, ‘cucumber’, ‘onion’, ‘oregano’, etc.) Once the groups have been formed, they make circles and the teacher randomly picks a number (or an ingredient) to step out of the circle and try to break in, while the others remaining are instructed to not let go of their hands no matter what. This can be repeated once more with another number stepping out.

Energizers

2 - Moo!!!

The teacher assigns randomly in a piece of paper (turned upside down on their desks) each student with farm animal, i.e. ‘cow’, ‘horse’, ‘sheep’, ‘rooster’, etc. Once the students are informed of their animal role, they are instructed to walk around the room acting like the animal they are assigned (i.e. making its sound), in order to find their kind.

Energizers

3 - Amoeba

An evolution game! Everyone starts off as an amoeba, with the purpose of evolving to a human. All students walk around acting like an amoeba and when they meet with another amoeba, they play one round of rock/paper/scissors. Whoever wins evolves into a worm. When two worms meet they play again rock/paper/scissors and whoever wins turns into a wasp, but whoever loses goes back to becoming an amoeba. This continues until one becomes human. The evolution stages are: amoeba à worm à wasp à chicken à monkey à human.

Energizers

4 - Human chain

Everybody stands up in a circle. They close their eyes and start moving towards the middle of the circle, holding their hands up. Whoever they touch with their hands, they hold and do not let go, so they make a knot. Then the facilitator asks the students to open their eyes and try to untangle themselves (make a circle) without letting go of their hands.

Energizers

5 - Fruit and vegetables

Students stand in a circle and the teacher distributes randomly pictures of fruits and vegetables (Handout 1, NS_grade1) among students. The teacher puts the two big posters from handout 1 (p.1&2) in opposite corners of the room (poster 1 Fruit; Poster 2 Vegetables).

Step1: On ‘Go!” each student goes to the poster where he/she belongs to considering the picture he/she has received.

Step2: On ‘Circle’ students make a circle again and exchange picture cards by handing their card to the student standing on their right. The game continues with Step 1, etc.

Energizers

6 - Keep walking

The teacher instructs the students to walk in different manners covering the whole rook, i.e. walk like you are very happy, walk like a very heavy elephant, walk like you are 80 years old, walk like it’s raining cats and dogs, walk like a toddler, etc.

Energizers

7 - Connecting eyes

Participants stand in a circle. Each person makes eye contact with another person across the circle. The two walk across the circle and exchange positions, while maintaining eye contact. Many pairs can exchange at the same time, and the group should try to make sure that everyone in the circle is included in the exchange. Tip: Begin by trying this in silence and then exchange greetings in the middle of the circle.

Variations: If the teacher considers, knowing the class atmosphere, that some students might be left not participating, i.e. they try to make eye contact but nobody responds to them and they have no chance to move from their initial position, the moderator could divide the class in 2 groups and introduce a competitive element – after the activity each group will be marked on the ‘team spirit thermometer’ (which could be printed on a A4 paper and the teacher marks the degrees with a marker). The more people you have left not participating in the ‘eye contact’ activity – the lower the degrees to be marked on the thermometer.

Energizers

8 - Find another seat:

Have the students sit on chairs in a circle, with the number of chairs being one less than the number of students. The student without a chair stands in the middle and tells their name. Then the student calls out a characteristic or a colour, or type of clothing, e.g. “Everyone wearing orange!”. All participants who are wearing orange must get up and find another seat, but not the one immediately to their right or left. The student in the middle races to find a seat and the person left standing becomes the next caller in the middle.

Energizers

9 - Balloon pop

Have everyone form a circle. Instruct the participants to put one piece of information about themselves, e.g. I have 2 sisters, or my mother is called Samy, on a small slip of paper, fold it, and put it in a blown up balloon. Throw the balloons in the middle of the circle and then have people take turns popping a balloon, reading the piece of paper, and guessing to whom the information applies. Participants could wander round the room asking ‘yes/ no’ questions to the other participants but not exactly the statement from the paper slip, e.g. they cannot ask “Have you got 2 sisters? But could ask “Have you got sisters?” and then “Have you got more than 1 sister?’, “Have got less than 3 sisters?”, etc. Game finishes when all participants have identified the author of the paper slip they have.

*Note: this exercise should be used if there is enough time.

Energizers

10 - Rope game

Have the participants stand on the middle of a space cleared of desks, chairs, etc. Divide the room in a way that allows them easily to move from one half of the room to the other, e.g. by placing a long piece of rope on the floor. The teacher stands at one of the ends of the rope and calls out a characteristic, or a colour or a letter, e.g. “Everyone having blue eyes!”; “Everyone having 3 brothers”, “Everyone whose name begins with B”, etc. and points to the part of the room where the participants wearing orange/ having 3 brothers/ having B names have to move to. All participants who are wearing orange/ having 3 brothers/ having B names move to the respective part of the room; the ones who are not , have to go to the other part. Questions have to be constructed so that the class does not divide in groups having comparatively equal number of students, i.e. one of the groups should consist (in most cases) of one, two or few students. Debriefing: Participants are asked to share how they felt when they were part of a big group; and when they were standing alone (or were part of a very small group); what did they feel of themselves (as part of a small/ big group), and what their feelings were towards the group they were not part of.

Energizers

11 - Alphabetical order

Students make a circle with the chairs, take off their shoes and get on the chairs (one per person - the circle needs to be as close as possible). Standing on the chairs and just moving from one to another one without getting off, students have to arrange themselves in alphabetical order according to their name. As soon as they are ready, teacher will check if they are right; if not they continue until they are right.

Energizers

12 - Body spelling

Option 1

Teacher asks students to write their name in the air using different parts of their body, for example with the hand/leg/elbow/nose.

Option 2

The teacher assigns the students the task of writing the name of a plant in the air, using different parts of the body (hand, leg, elbow, nose, etc.)

Option 3

If time allows, the teacher divides the class into several groups and each group receives the name of a plant which is to be written with the participants' bodies, e.g. Tulip.

Energizers

13 - Simon says

Teacher tells the group that they should follow instructions when he/she starts the instruction by saying “Simon says...”. If the teacher does not begin the instructions with the words “Simon says”, then the group should not follow the instructions! The teacher begins by saying something like “Simon says clap your hands” while clapping their hands. The participants follow. The teacher speeds up the actions, always saying “Simon says” first. After a short while, the “Simon says” is omitted. Those participants who do follow the instructions anyway are ‘out’ of the game. The game can be continued for as long as it remains fun.

Energizers

14 - I am going on a trip

Everyone sits in a circle. Start by saying “I’m going on a trip and I’m taking a hug”, and hug the person to your right. That person then has to say “I’m going on a trip and I’m taking a hug and a pat on the back”, and then give the person on their right a hug and a pat on the back. Each person repeats what has been said and adds a new action to the list. Go round the circle until everyone has had a turn.

Energizers

15 - Animal roundup

The teacher tells to the class to silently think of an animal. Then he/she tells to the group that without talking, they need to arrange themselves on a line from largest to smallest animals. Group members can only make gestures and the noise of their animal. After they have finished, teacher ask to the students to say the animal they were supposed to be to see if the order is correct.

Energizers

16 - Back to back

Participants find a pair of similar size and weight. They sit on the floor, back to back with their pair. They hold their arms. They have to get up, while keeping the arms and backs together. After trying once-twice with their pair they switch pairs. They can repeat this process with other pairs for a few times.

Energizers

17 - Toaster or Rock Star

The group starts in a circle with one person in the center. The person in the center points at someone in the circle and says “Toaster” or “Rock star”.

If the person in the center says “toaster”, the person being pointed at needs to crouch down and jump up and say “butter me I’m done.” The people on either side should arms up and out strait creating a “toaster” around the person being pointed at.
If the person in the center says “Rock star”, the person being pointed at needs to hold his/her hands in front of their mouth as if he/she were singing into a microphone. The people on each side turn away from the person who’s been pointed at and pretend to play the guitar.

Energizers

18 - Mosquito game

The group stands in a circle and the facilitator tells a story about a plague of mosquitoes and that everybody has to kill the mosquitoes so as they don’t get malaria. The facilitator puts up a mosquito on the head of a person who must lower in order to avoid the mosquito. The two persons next to that person must clap their hands above his/her head to kill the mosquito, but the mosquito escapes and it goes on. When the group is already doing the game well and quickly, the facilitator will add more mosquitoes until it is almost impossible for the group to catch as many mosquitoes.

Energizers

19 - Grab the finger

In a circle, place right finger on next person s left palm. Try to grab a finger before yours gets grabbed. After doing several times switch; place left finger on next person s right palm and repeat the process for a few times.

Energizers

20 - Chief of clan

Everyone stands in a circle. One participant closes his/her eyes or steps out of the room. He/She will have to guess who is the chief of the clan. One participant volunteers to be the secret Chief (quietly, so the "guesser" can't hear anything). The chief begins an action such as snapping fingers, patting the tummy, or slapping knees, and everyone in the circle imitates him/her. The guesser returns to the room and tries to figure out who the chief is. As the guesser looks around, the chief changes the action avoiding being detected.

Energizers

21 - Name game with balls

Students stand in a circle. The teacher gives a ball to one of the students. He/she holds the ball, then says the name of another participant and passes them the ball. After a few passes, the teacher adds one more ball in the game, and then – another one. This way there will be 2/3/4 balls in the air at a time and all participants will be calling each other’s names

Energizers

22 - Names and adjectives

Participants stand in a circle; they think of an adjective to describe character or how they are feeling. The adjective must start with the same letter as their name, for instance, “I’m Maria and I’m merry”. Or, “I’m Alexander and I’m amazing.” As they say this, they can also mime an action that presents the adjective in a meaningful way. (N.B. In the national language versions of the TM there should be used popular names for the country and relevant adjectives in the respective language).

Variation (use if time allows): The game could also be used a memory game (concentration game) to check if the rest of the group has remembered the ‘name-adjective’ pairs. After several rounds (each participant repeating his name and adjective, the teacher/ a game master, checks if the group remembers the ‘names-adjectives’ fixed pairs by saying the name of one of the students, e.g. ‘Maria’; Maria steps forward to the middle of the circle and the rest of the group are expected to come up with the adjective previously linked to the name by saying “Maria is merry”. If they cannot guess, the participant in the circle (Maria) might mime again the adjective as a tip.

Energizers

23 - Building words

Students work in pairs and each pair is given a letter from the word "Biodiversity". (Appendix 1) Each letter is numbered, starting at 1 and ending at 14, there are as many numbers as letters. At this stage do not tell the pupils what the word is. Pupils should create a collage of what they understand biodiversity to be by covering each letter with pictures they tear out of plants and animals and the places where they live. Images can be taken from newspapers, magazines, old calendars and tourist brochures. Once the collage is finished, the students will hold the letters with adhesive gum on the previously prepared placard of the room and together READ the constructed WORD.

Energizers

24 - Flashcards Games

Create a set of picture cards, related to the topic: The influence of air, light, temperature, water, soil on the life of plants and animals (Appendix 1), which will be scattered on the walls of the classroom at the students’ height. Learners are invited to move around the room to first look at the various flashcards and then select one, which they take down from the wall and take with them to their seat. When everyone has selected a picture, one by one each student will show their picture and justify their choice.

Energizers

25 - Plastic, Plastic, Plastic ...

In a large group, students are challenged to look around and name 3 things near them that are made of plastic, or contain plastic.

The learners are reminded that they can also pay attention to their clothes for this they just have to look at the labels of their clothes, if the labels say for example "polyester", "polyamide", "acrylic", "elastane", it means that this clothes are made of plastic.

Energizers

26 - Water cycle

Explain to the kids the process of the water cycle (evaporation, condensation, precipitation) in simple terms.

Play some music and have the kids dance around the play area. When the music stops, call out one of the water cycle stages.

When a stage is called out, the kids must quickly freeze in place, acting out the corresponding stage (e.g., spinning to represent evaporation or forming a group to mimic precipitation).

Continue playing the music and calling out stages intermittently.

Energizers

27 - Translation movement of the Earth

The teacher asks students to group closely within a circle. Then the teacher calls one student and gives them a picture of the sun (annex 1). The student moves to the centre of the circle. Next, the teacher gives another student a picture of the Earth. The Earth student is instructed to perform the movement of the Earth around the sun (a translation movement). The teacher explains the characteristics of the translation movement (fig.1). When the Earth student finishes the translation movement, he/she passes the Earth image to another student, who takes their turn to simulate the Earth’ translation movement, and so on, until all students repeat this movement. The Sun student could also pass the Sun image to other students and so on (fig. 1)

Energizers

28 - How to melt ice?

Arrange 4 tables far apart in the room.

Divide the students into 4 groups - in each group there should be 1 student who only records what the other are doing.

Give each group materials which include paper towels and a specific number (3 -4) of ice cubes on a plate.

Encourage students to use the materials to try and melt the ice quickly!

Tell them they have 5 minutes to work.

After the allotted 5 minutes have passed, end the game appropriately.

Time – 6 min.

Energizers

29 - How to make a wave?

Tell the students that each of them has to make a wave themselves.

Ask them to stand up and stretch both arms to the sides. Then, by successively folding their arms, they have to make a wave. Let them repeat the exercise several times.

Then have them stand side by side in a circle. Now, they all together will make a WAVE. Someone will raise their hands forward to their head and, dropping them down, will squat. Right at the moment when the first participant starts dropping his hands down, the second one repeats the movement of the first one and those is repeated by each subsequent one.

An easier option is to just squat and stand up slowly, with the next person starting to squat the moment the person before them starts to stand up.

Example: https://www.pond5.com/stock-footage/item/30587673-crowd-doing-wave-football-stadium

Duration – 5 minutes

Energizers

30 - Living plant

The teacher, together with the resource teacher, prepare a box in advance, in which they fold the printed pictograms from Appendix 4 – pictograms for the Living Plant game. The game begins with the teacher choosing one student to play the role of a 'living plant'.

The teacher gives an instruction:

- I will point a student who will come out in front of the class and will draw a piece of paper from the box. When he/she sees what is on it, they have to name the corresponding part of the plant. The piece will be attached with the help of the teacher to our living plant (the student playing this role). Thus our living plant will be created.

The game starts with an instruction:

- ............... stand in front, please (names a student from class). Draw out a piece of paper."

After drawing out the piece of paper, the student says which part of the plant is shown in the pictogram and with the help of double-sided tape attaches it to the appropriate places on the "living plant" - on the feet/shoes the symbol for roots, on the feet - the symbol for stem, on the hands - for the leaves, on the fingers - for the blossom and fruit.

When the "living tree" is completed with all parts after the students have drawn and attached the symbols on the "Living Plant", everyone sings a song with the key words from the lesson (plant, stem, leaf, blossom, fruit) to the Frere Jacques tune/ Are You Sleeping? as to the beat of the melody the students bow to their feet when they sing 'root', point to their feet when they sing 'stem', shake their hands when they sing 'leaf', and their fingers for blossom and fruit.

Time - 5 minutes

Energizers

31 - Microbes

The teacher asks students: What do we know about germs/microbes? How do we protect ourselves from them?

The teacher explains what is the relationship between health and hygiene, visually showing how germs make us sick through the following task-experiment:

Germs are only afraid of soap and a toothbrush. That is why we regularly wash our clothes, clean our houses, brush our hands and teeth. That's the only way we can get rid of germs. To show what hygiene is and how people should take care and protect themselves from germs in their daily life, play the following game:

1. Ask a student to wash his/her hands thoroughly and dip them in clean water. Obviously, the water will remain clean. After that ask him/her to dig hands into dirt or sand and dip hands again in a soapy solution in another container – it’ll be seen that the water turns cloudy and black. Here are the germs - the soap caught them.

2. The easiest way to convey germs is through touch. Tell the students that you have made a focus and you have magnified the microbes so that they can be seen. Paint your hand with easy-to-wash paint. Shake hands with one of the students, who will shake hands with another, and so on until the last one. This is an easy way to visualize how disease-causing bacteria pass from one person to another.

Of course, transmission of the germs can also happen by air-droplet route. To make it comprehensive for the students, explain that when we sneeze or cough, droplets come out of our mouths and when they get into the air, they can infect another person. That's why we have to put our hand over our mouth and turn the other way so as not to put the people around us at risk.

Time - 5 minutes.

Energizers

32 - Habitats

Habitats

Print Appendixes 1 and 2 for each group.

If the teacher decides, the cards can be colored and cut out in advance during the art classes.

Card game - students are divided into 2 groups, and each group has its own leader, who receives 24 cards with different images of animals and plants (Appendix 1) and 3 sheets with the images of Appendix 2. The group leader gives the cards to the students and is responsible for their correct placement on previously prepared boards with the images of earth, air, water. The teacher can explain that the pictures in Appendix 2 show land, water and air as a habitat where animals and birds live and point out that the cards also include amphibians that live both in water and on land .

The task of each group is to arrange as quickly as possible by gluing the cards of plants and animals that live on the ground, in the water and in the air. The game is won by the team that has arranged correctly most of the cards on their board.

Time - 5 minutes

Energizers

33 - Ball game

This is a game that includes all parts of the body that will be studied in the lesson.

Preparation:

Move the tables by the walls of the room and divide students into 3 teams; ask the members of each team to linie up behind each other. Put 3 chairs in front of each team, locating them at a distance from each other, so that they play the role of obstacles on the way. You also needed is 3 disposable plates, 3 light plastic balls and a whistle* (to be used as a signal to turn around).

Instructions:

The first student from each team takes the plate, puts the ball in it and starts moving forward and, avoiding the obstacles in his/her way, tries to keep the ball in the plate.

The game becomes more complicated when the teacher gives a signal with the whistle (or by clapping his/her hands). At this signal, the students must turn around in a circle and continue forward until reaching the wall, then return back to their team and pass the plate with the ball to the next player by touching him/her on the shoulder.
The activity continues until all players from one of the teams complete the activity.

* The whistle could be replaced by clapping the hands.

Energizers

34 - Who will fill more water in the container?

Students are divided in teams and each team is instructed to stand in a column. A large empty container with a measuring scale (eg a transparent bucket for measuring the amount of water) is placed opposite each team. Another bucket full of water is placed next to each team.

Each team gets one large cup; the cups for the teams are the same, e.g. 300 ml. The teacher launches the game and the first competitors from the teams scoop up as much water as possible with their cups, then walk to the large containers and pour the water into it, trying not to spill water on the way, and walking as quickly as possible. Afer that they return to their teams and pass the cup to the next participant.

The activity continues until the teacher signals the end of the game. The duration should be determined in advance and it should take into consideration the number of students in the teams, so that most students can participate.

After the end of the game, the amounts of water in the teams’ containers are compared. The team who have collected more water win the game.

Energizers

35 - Ice cubes

Location: Classroom/Interior

No. of participants: All the students in a class.

Organisation: Students work in pairs.

Materials: Container with ice cubes; dry paper towels.

The students organise themselves into pairs. Each pair is given an ice cube which they try to melt using only their hands as quickly as possible. The pair that manages to completely break up the ice cube wins.

Energizers

36 - I know my colleagues

Location: Classroom/Interior

No. of participants: All the students in a class.

Organisation: To the sound of music, students move randomly around the room.

Materials: Radio or computer with background music, A4 sheets of paper with the outline of a human face and felt-tip pens.

Game description:

Each pupil writes their name legibly on a sheet of A4 paper on which the outline of a human face has already been drawn.

The sheets are spread out randomly on the floor, along with a felt-tip pen for each.

To the sound of calm music, the students walk freely around the room. When the music stops, each student has to stand in front of the sheet with the name of a classmate. While the music is still playing (about 30 seconds), each student draws a physical feature of their classmate's face on the sheet in front of them (e.g. their eyes). As soon as the music starts again, the students walk back through the pages and, when the music stops, they continue to complete the face in front of them. So on and so forth until the teacher has finished this part of the activity (this will happen when the teacher notices that the faces have a lot of elements drawn on them).

Each "owner" of their portrait picks it up and looks at how their classmates have represented them.

Collectively, reflection on how we know others and how they know us... the depth of the reflection depends on the time available and the characteristics of the group.

Energizers

37 - Move like me!

Play rhythmic music, e.g. https://www.youtube.com/watch?v=kVi8ICWu3WI , and give instructions to the students what to do. All actions are repeated twice; when chanting the words for the first time, the shows the movement as a guide, and the students repeat the words and movements. When the line is repeated, student chant the words on their own and do the movement. When chanting Animals in Action, everyone choose what animal to imitate.

● Run, run, run like a cheetah (the teacher chants and shows the action)

● Run, run, run like a cheetah (students chant and do the action)

● Swing, swing, swing like a monkey (twice: 1st time –teacher; 2^nd time - students)

● Fly, fly, fly like an eagle (twice)

● Rows, rows, rows like a sea turtle (twice)

● Animals in action (twice)

● Climb, climb, climb like a squirrel (twice)

● Spin, spin, spin like a duck (twice)

● Move, move, move like a gorilla (twice)

● Step, step, step like an elephant (twice)

● Animals in action (twice)

Energizers

38 - Good morning - good afternoon

Location: Classroom/Interior

No. of participants: All students in a class

Organization: Students standing in a circle

Material: A blindfold

Game description:

The teacher draws a student to go into the middle blindfolded.

The other students hold hands and walk around the circle. The blindfolded student touches a classmate who has to say "good morning" or "good afternoon". At this point, the blindfolded student tries to find out who their classmate is. If they do, they switch and so on until the teacher decides to keep the game going.

Energizers

39 - My body

Location: Classroom

No. of participants: All students in a class

Organisation: Students in a standing circle

Materials: None

Game description:

Start the game with all the students and teacher forming a standing circle.

The teacher starts the game by saying the name of a body part. The student next to him/her (it doesn't matter if they're left or right) will place their hand on the body part the teacher says and name another body part and the next student will place their hand on the named body part and so on, until everyone has named a body part and placed a named body part. You mustn't repeat body parts, whoever does it, loses and leaves the game.

Energizers

40 - Who am I?

Location: Classroom

No. of participants: All the students in a class

Organisation: Students get into groups in pairs.

Materials: woollen yarn; pieces of cardboard or paper with animal and plant figures printed on them to put around each student's neck.

Discovering animals and plants;

Materials: woollen thread and drawings of animals and plants.

Procedures: Each pupil puts a piece of yarn round their neck with a name tag and a drawing/figure of an animal/plant facing their back. In pairs they will ask each other questions to find out which animal or plant it represents. The number of questions should be agreed beforehand.

Ex: Badge with a drawing of an apple tree with apples.

Questions:

Is it a plant or an animal? Animal

Is it a small or large plant? Large

Does it bear fruit? Yes

Are the fruits red? Yes

Are they apples? Yes

The tree is called an apple tree.

Energizers

41 - Means of transport

Location: Classroom/Interior

No. of participants: All the students in a class

Organisation: Students in seated circles

With the group sitting in a circle, the teacher says the name of some means of transport and points to one of the students.

The chosen student has to say the name of the means of transport they heard and add another one to his/her choice. The classmate next to him/her must say the means of transport already named and add another, and so on, until someone gets the sequence wrong.

No means of transport may be repeated.

Example:

Teacher - car;

Student 1 - car and motorbike; Student 2 - car, motorbike and bicycle; Student 3 - car, motorbike, bicycle and scooter and so on.

Energizers

42 - Back-to back drawing

Location: Classroom

No. of participants: All the students in a class

Organisation: Students divided into pairs.

Materials: A5 sheet of paper and pens. Picture cards (may or may not be associated with the subject or theme of the lesson)

Game description: Students in pairs sit with their backs to each other. One of the students in each pair is given a sheet of paper and a pen and the other pair is shown a picture of something that is easy to draw (a flower, a house). The student who has the picture must describe the illustration for his / her partner to draw, without saying what it is. They are allowed to describe shapes, sizes and textures, but not what it is, e.g. "Draw a rose". Once the drawings are finished, they are compared with the original to see if the communication was good.

Working time - 10 min.

Energizers

43 - Guided movement

Suggestion Play a game of "turn", "half-turn" and "quarter-turn" movements from a starting position common to all (it could be a dance with repetitive movements) or a team game: blindfold a student from each team and their mates have to give them clues to get to a previously agreed point or play an individual game, like a "labyrinth" (starting point and finding the route to the end point).

Energizers

44 - Mimicking animals

The teacher instructs students to mimic the movements of animals in the following sequence: fox, dog, hare, hedgehog.

Free Brown and White Fox on Green Grass Land Stock Photo

Figure 1. Fox (Credits: Pexels.com)

Figure 2. Dog (Credits: Pexels.com)

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Figure 3. Hare (Credits: Wikipedia)

Free Gray Hedgehog Sniffing on Brown Soil Stock Photo

Figure 4. Hedgehog (Credits: Pixabay)

Energizers

45 - The dinosaur energizer

Ask each student to think of their favourite dinosaur and be ready to share it with the class. Then, organize the students in a straight line, standing side by side. Now, each student should imitate the dinosaur movement following these steps:

One by one, each student will announce their favourite dinosaur.
After announcing, the student will move across the room, imitating the locomotion of their chosen dinosaur (e.g., stomping like a T-Rex, flying like a Pterodactyl, or lumbering like a Brachiosaurus).
The rest of the students will observe carefully the different movements.

After everyone has had a turn, gather the students for a brief discussion. Ask them to share what they noticed about the different types of dinosaur movements. Discuss how the structure and size of each dinosaur might have influenced its way of moving.

As an alternative:

If the school has a large enough sandpit, a short activity could be organised to make students realise the relationship between the way humans move and the marks registered on the ground. This activity would consist of asking students to freely produce footprints in the sand as a result of walking (A) or running (B) (Figure 3).

Figure 3. Walking and running footprints.

The aim of this exploration would be to realise that the higher the speed of movement, the further apart the footprints tend to be arranged on the track, as well as more aligned (B), as opposed to walking, where consecutive footprints tend to be closer together and more side by side (A).

Some engaging questions are:

What happens to our footprints when we walk slowly? Do they get closer or further apart?
And when we start running, does the distance between our footprints increase or decrease?

At this stage the teacher can organise a more structured demonstration, with a chosen student, to compare the two situations.

Energizers

46 - Mimicking extinct animals

The teacher instructs students to mimic the movements of extinct animals in the following sequence: T-rex, Dodo, Smilodon.

Figure 1. T-rex (Credits: wikipedia)

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Figure 2. Dodo (Credits: Wikipedia)

Figure 3. Smilodon (Credits: Wikipedia)

	23

	Relaxing Exercises

	* The suggested relaxing exercises are different and some of them could take longer, but, as a rule, they are expected to last only a couple of minutes. With the preparation and the time needed to do the relaxing activities and to end the lesson, this is estimated to last at most 5 minutes.

Relaxing Exercises

1 - Guided fantasy

Students are asked to close their eyes (if comfortable) and, with the guidance of the facilitator, slowly imagine a scene of the past or future event. More and more details are used to describe the event with all senses and thoughts. A suggested brief script could be à Begin by breathing slowly and deeply… Think of yourself in a place where you feel relaxed and at ease… Create all the details in your mind, what do you see… what the sounds are like, the smells and colors of this special place… Are there any people …?

Rossman, 2016

Relaxing Exercises

2 - Progressive muscle relaxation

To release tension from head to toe, students are asked to close their eyes (if comfortable) and focus on tensing and relaxing each muscle group for two to three seconds each. The teacher guides the students; he/she asks them to start with the feet and toes, then move up to the knees, thighs, rumps, chest, arms, hands, neck, jaw, and eyes—all while maintaining deep, slow breaths.

Kelly Roper

Relaxing Exercises

3 - Guided breathing

Teacher asks the students to close their eyes (if comfortable), inhale for a count of four, then exhale for a count of four (all through the nose, which adds a natural resistance to the breath). Then, with one hand on the chest and the other on the belly, the students can take a deep breath in through the nose and exhale through the mouth, ensuring this way that the diaphragm (not the chest) inflates with enough air to create a stretch in the lungs

Jordan Shakeshaft

Relaxing Exercises

4 - Visualization using color/soothing sound

Facilitator asks the students to imagine a favorite color that makes them feel peaceful and safe. They keep their imagine taking in that color with each breath and sending it throughout their entire body as they exhale. They continue until they visualize being filled with their special, relaxing color. The same exercise can be performed using soothing sound or aroma. Also, it is more effective if relaxing music is used.

Kelly Roper

Relaxing Exercises

5 - Use a word that describes their feelings/thoughts

Students are asked to close their eyes (if comfortable) for a minute and think of a word that describes their feelings/thoughts after finishing the resource. Then the students open their eyes and one by one say their word to the classroom

Relaxing Exercises

6 - Bee breathing

The teacher instructs the students to get in a comfortable position to practice bee breathing. They have to imagine that they are sitting on a leaf or a flower petal, to sit straight and allow the leaf or petal to gently support them.

The teacher gives students the following instructions:

Breathe in, allowing the air to just gently come in through your nose, filling up your lungs.

As you breathe out, buzz like a bee. See how long your buzz can last. See how far your bee is going to fly before sitting down and resting again. Buzz. Buzz. Buzz.

On the next breath, see if your bee can fly with a loud, strong buzz.

On the next breath, see if your bee can fly with a soft buzz.

When the exercise is finished, the teacher gives time for a short discussion:

Does it feel different with a strong or a soft buzz?

How does your body feel?

Optional (use if time allows): After breathing practice, draw a picture of a bumblebee and the leaf or flower that you were “sitting on” in your imagination. This picture can be used as a relaxation practice reminder. When you see the picture, practice being like a Bee on a leaf and practice a Bee breath.

Relaxing Exercises

7 - Strong as a plant

All students spread out in the room and imagine they are plants (eg tulip, grass, oak, pine tree, etc.) but don’t tell the others what plant they are. They listen to the audio recording and with their actions imitate the movements of the plant in different weather conditions (rain, wind, storm, snow, calm weather, etc.)

*The teacher plays the sounds from Annex 1 while students complete the activity.

Relaxing Exercises

8 - Seasons of the year

All players sit in a circle, but not too close to one another. The teacher moves like a plant during the seasons of the year.

Winter: the plants are small, weak and are crunched together on the ground.

Spring: through the stronger sunshine, the plants grow slowly and slowly rise.

Summer: through the warm sun, the plants slowly open their arms, the flowers open their blooms are stand up straight.

Autumn: the sun rays become weaker. The plants begin to slowly shrivel, the blooms and leaves begin to fall away.

Relaxing Exercises

9 - Lion's breath

Lion’s breath is a playful way to release and relax into more peaceful feelings. The trainer tells students that they are going to do a breath called the lion’s breath in order to let go of feelings or thoughts we no longer want. This breath is very helpful in getting those ideas out of us and pushing them far away.

Instructions

Imagine that you are a mighty lion. You have a giant roar!
Sit on your heels and sit up tall like a mighty, proud, lion. Get ready to let your roar go!
Think of a feeling or a thought that you would like to let go. Squeeze your hands into fists, holding tight and thinking of that feeling or thought.
Take a deep breath in and let your roar out, stick out your tongue at the same, stretch your arms out wide in front of you and open your hands wide, roaring out the feeling or thought and letting it go.
- Repeat.

Relaxing Exercises

10 - Mountain range

Stand side by side in a line, in mountain pose, your feet hip-width apart. Each foot must touch the foot of the person on each side. Walk (as a group) across the room without separating their feet from your partner’s.
If the group comes apart, you must begin again.

Variation: Ask the students to walk on their toes.

Relaxing Exercises

11 - Breathing exercise

Teacher asks students to make a circle and do the following exercises, repeating each one few times and alternate them. Teacher can also add new ones.

Breathing in raise your arms above your head and say “Elevator Up!” Breathing out, float your arms back down to your sides, saying “Elevator Down.” Repeat.

Take three quick breaths in while wiggling your nose. Wiggle your nose on each breath in. Then wiggle your nose on each breath out.

Hold your hand in front of your nose and hiss hiss hiss while breathing out.

Relaxing Exercises

12 - Warm back

A piece of paper is stuck to each student’s back and they are given a pen. The paper is already prepared. Each piece of paper says: “I like………..”. Slow music is played and the students walk around and write characteristics about the person whom they like on the paper. Each child is allowed to look at the paper at the end and take it home.

Relaxing Exercises

13 - Body massage

The students stand in a circle: they need to follow all the movement the teacher does and massage themselves. The teacher starts to massage different parts of his/her body, starting from the head till the feet (it’s better if they take off their shoes). The teacher explains how the massage needs to be done, if delicate or more energetic.

Optional: The teacher can also ask to the students to massage another classmate.

Relaxing Exercises

14 - Give me your energy

The students stand in a circle. The teacher starts, pretending he/she is holding a ball on the hands and passing it to the student on his/her right; this one do the same, until the ball comes back to the teacher. The ball needs to be passed in a gentle way, as it is very precious. At the second round, the teacher passes the ball to students in another side of the circle, making a gesture and a noise. The students will do the same until everyone will have touched the ball at least once. The ball can be passed in any way (in form of kick, kiss…), pretending it becomes bigger or smaller depending on the will of the students.

Relaxing Exercises

15 - Moving like a toy

The teacher uses a magic word to change the students into many string-loaded (wind-up) toys. At the teacher’s signal, the toys start to move across the class, as many robots, to get their sits. They have to move more quickly at the beginning and then gradually more and more slowly, because their charge is finishing. Some of them will be frozen in the middle of the room, and the teacher has to give their cranks one more turn to help them reach their seats

Relaxing Exercises

16 - Pass the face

It is like the game "telephone" but instead of passing a word or sentence around the group, participants pass a facial expression.
The group forms a circle with everyone having their eyes closed, except the person who is passing the "face" in the first place. The passer will tap the shoulder of the person next to her/him, that person will open her/his eyes to receive the face. She/He will then tap the shoulder of the person next to her/him and pass the face along. Once participants have passed the face they may keep their eyes open to watch it move around the group. At the end, the original passer receives the face from the last person in the group and then shows what the original face was.

Relaxing Exercises

17 - Circle massage

The group forms a circle and faces one direction. Each participant places his/her hands on the shoulders of the person in front of her/him. Each person then gives the person who is in front a shoulder massage. The person being massaged can give a feedback. After a few minutes, the group turns the other way so that the person who has been making the massage is then receiving it in return.

Relaxing Exercises

18 - Making room

Participants are asked to raise their arms with palms facing up, imagining that they are pushing up the ceiling and are asked do a lot of strength in that direction to increase the space of the room where they are. Then they are asked to turn the arms down with palms facing down thinking that they are pushing down the floor. They are asked to push away the walls turning their left arm and palm to the wall on their left and their right arm and palm to the wall that’s on their right.

Relaxing Exercises

19 - Massage ball

One ball is given to each participant and, following the rhythm of a soft music, they place the ball between their back and a wall. They bend their knees slightly to relax the legs and better place their back. Then they move their body from top to bottom and from right to left and vice versa, moving the ball around their back. When making movements of their body, they will notice some more tense (and sometimes painful) spots. When they notice this they should stop and stay quiet keeping their back against the wall, making the desired pressure and holding for a while.

Variation: Do not use the wall. Participants work in pairs and one holds 1 or 2 balls in their hands and makes the massage to the other and then they switch.

Relaxing Exercises

20 - Holding legs

Participants work in pairs. And you can put a quiet and relaxing music (or sounds like water falling down, sea waves, etc.).

Half of the participants are asked to lie down face up, eyes closed, with their left leg extended on the floor and their right leg elevated. Another participant stands up and loops a towel around the heel of the other’s right foot and holds the ends of the towel in his/her hands, and makes soft and gentle movements (upwards and downwards, and sidewards) while the other totally relaxes his/her leg. Then they repeat the same process with the left leg. Then the participants switch roles.

Relaxing Exercises

21 - Listening the sounds of Nature

Free the room of classroom tables and chairs, leaning them against the walls to make the space spacious.

Lying on the floor, the students are invited to close their eyes and silently listen to the sounds of nature, animals and objects, which the teacher has previously selected from YouTube. Once the moment is over, try to get the students to mention the sounds they have identified, the ones they liked the most or not, etc.

Relaxing Exercises

22 - Soap Bubbles

By moving tables and chairs out of the classroom or using the gymnasium, put on some relaxing music/nature sounds through the computer and ask the children to distribute them around the room.

Randomly give the students pieces to make soap bubbles, asking them to control their breathing in order to blow/make big soap bubbles that do not burst as soon as they start blowing.

The students should remain in silence, concentrated on the music and breathing calmly moving around the space, observing the soap bubbles.

Relaxing Exercises

23 - The Four Seasons Dance

Start by moving tables and chairs out of the room, leaving the space wide open, or use the gym or another large space in school.

Switch on the computer with speakers, use the music "The Four Seasons" by Antonio Vivaldi" through Youtube.

Students are invited to move freely around the space and imagine that they are plants, with roots (the feet) with the stem (the body) with flower (the head) and with leaves (the fingers of the hands).

According to the sequence of the indications that are given that reproduce the life of a seed, the students will make corresponding movements, from sowing, with the seed under the ground, the seed germinating, the plant growing and finally the seed giving flower.

Relaxing Exercises

24 - Music From the Sea

Move tables and chairs out of the classroom, ask students to spread out around the room and find the position that is most comfortable for them. Silently, and listening to a relaxing music of the seabed from a video, which the teacher selects and projects, the learners imagine being a living being at the bottom of a calm and clean sea.

This activity should not exceed 5 minutes.

Relaxing Exercises

25 - Raindrops

Close your eyes and imagine that you are a water drop that falls in the ocean when it is raining. Imagine how you can return to the cloud due to the water cycle process.

Relaxing Exercises

26 - Guided fantasy on a sunny day

Close your eyes and imagine you are on holiday, and the sun is smoothly warming your face. You feel it with all your senses: with your skin you feel the warm air, with your eyes you see the bright colours of the plants and the happy faces of people enjoying the lovely weather, with your nose you smell the blossoming flowers and herbs, with your tongue you taste the delicious summer fruit and vegetables, etc. Express how you feel. (5 min)

Relaxing Exercises

27 - What helps ice melt?

Collect the materials used in the energizer and ask the students to wipe the tables with the paper to make them dry.

Ask the students to take their seats.

Ask groups to share the steps of the melting process within their group. Discuss what worked and why? Discuss also what they would do in a different way the next time!

Time – 4 min.

Relaxing Exercises

28 - Which waves do we see and which do we hear?

Ask the children to take their seats and to close their eyes.

Tell them to imagine pictures having waves in them. Ask them to notice, if the waves are big or small, if they hear any sounds, if they see any lights.

Tell the students that you will discuss what they saw at the end of the lesson, and now you are starting the journey into the world of sounds.

Duration – 2 min.

Relaxing Exercises

29 - Paper ball game

Location: Classroom/ Indoor - Large space

No. of participants: All students in a class

Organisation: Students arranged in a circle.

Materials: White A4 sheets of paper, one per student and one biros per student (each student has their own), quiet music.

Description: With the students sitting in a circle, the teacher starts by handing out three sentences to each student:

One thing they can do

Something they like

One thing they own

Once the students have written down what they have been asked to do, the teacher tells a student to start: They say who they are (their name), read out what they have written and roll up their sheet to make a small ball. The other students, after identifying themselves, also read out what they have written, add up their rolled-up sheet to the one done by their previous classmates and the size of the paper ball increases. The game continues until everyone has finished reading what they've written and rolled up their sheet with the others.

Once this part of the exercise is over, the teacher starts to play some relaxing music and the ball of paper is passed calmly from hand to hand, until the teacher stops to the music and at that point the student who has the ball, unrolls the first (last) sheet of the ball and reads what is written and tries to identify to whom it belongs to. The teacher turns the music back on and the ball passes from hand to hand again. When the teacher stops the music again, the same thing is repeated, i.e. the student unrolls another sheet of paper, reads what is written on it and tries to guess to whom it belongs to. In a calm atmosphere, the game continues until the teacher stops it, or until all the sheets have been unrolled and all the students have played. When the students can't identify who the sheet belongs to, the teacher identifies him/her.

Relaxing Exercises

30 - Face and nose

Location: Classroom

No. of participants: All the students in a class

Organisation: Students seated in the classroom, each in their own place.

Materials: None.

With the students seated in a circle, the teacher starts by distributing three sentences to each student:

The teacher starts by saying: There's a pesky old fly coming. It's landed on your nose. Try to get it out without using your hands. And just like that, it shrinks your nose. Make as many wrinkles in your nose as you can. Pull your nose up hard. O.K. You've pushed the fly away. Now you can relax your nose. Oops, here it comes again! See if you can swat it away! Wrinkle your nose tightly. Hold it as tight as you can. O.K., the fly is gone. 4 You can relax your face. Notice when you wrinkle your nose, your cheeks. Your mouth, forehead and eyes also helped and tightened up. So when you relax your nose, your whole face relaxes too. And that feels good. Oh-oh! This time the old fly is back. But now it's landed on your forehead. It makes lots of wrinkles. Try to catch it in the middle of all those wrinkles. Keep your forehead tight. OK, you can relax now. I'm glad the fly is gone. Now you can relax. Let your face be smooth; not a single wrinkle. Feel your face nice and smooth and relaxed.

Relaxing Exercises

31 - I love nature

I love nature

The teacher gives instruction to the students to close their eyes and while listening to the music try to imagine that they are walking in nature. Teacher asks them to remember what plants there are. Listening to the music lasts about 1 minute. The teacher then gives the floor to a few students to tell what plants they imagined, what they looked like, how big they were, did they have blossoms or were they just leaves.

Time – 5 minutes

Relaxing Exercises

32 - I take care of my teeth

I take care of my teeth

The students get up from their desks and dance with the song, imitating the movements of the Blaguni by brushing their teeth with a brush and toothpaste:

https://youtu.be/Gw8YKSz2tNI?feature=shared

Time - 5 minutes.

Relaxing Exercises

33 - Ditch the shoes!

Do you know the phrase “stay grounded”? Adults use it quite often, but sometimes the easiest way to do that is to connect yourself to the ground again. If you are outside, consider taking your shoes off and walking through the grass. Take note of what the soft grass feels like and the dirt under your feet. Do also ensure there’s no glass, nails or anything else sharp in the vicinity before taking off your shoes. If you are in the classroom, just take of your shoes and enjoy walking around slowly.

Relaxing Exercises

34 - The world around me

You will need handouts for all students.

Students take their places and get relaxed listening to the sounds of the music. They are instructed to calm down and think about 5 things they can see, 4 sounds they can hear, 3 tastes they can taste, 2 scents they can smell, 1 thing they can to touch at the moment, and record them in the worksheet (Handout 6_1 or Handout 6_2).

Relaxing Exercises

35 - I need water

Find small images (A5 format or smaller) of plants, animals and people, as well as substances or objects of non-living nature (a ball, sand, a table, a book, etc.). Students go around the room and collect the pictures with the images of representatives of living nature (which need water to exist). The game is not competitive. The duration depends on the number of images printed or cut from old magazines. At the end of the game, the participants collect and arrange all the images in one place and formulate what they have in common - water is vital their existence.

Another option is, instead of sorting the printed images, ask students to draw something that needs water within 1 minute and have them arrange the drawings as a collage of living nature organisms that need water to exist

Relaxing Exercises

36 - Nature lovers

Close your eyes and imagine that you doing a nature walk - on the fields or in the mountains. Imagine all the details of what you see and feel:

● What vegetation do you see around you?

● What season is it and what colours are the plants?

● Are there animals in your picture – maybe you see beetles in the grass or hear the birds?

● Is there movement around you – maybe there is a slight breeze and the leaves of the trees are swaying, or a stronger wind is bending their trunks, or is it completely quiet and everything is still?

● Do you smell any aromas?

● Are there people around you?

● How do you feel?

Now, keeping this picture in your mind, open your eyes and prepare for the rest of the day.

Relaxing Exercises

37 - Animal sounds

Use the computer - Youtube - to access the sounds of the animals worked on in class.
Ask the children to listen to the sounds quietly in their seats and try to identify which animal each sound belongs to.
Each student will have a sheet of paper on which (if they can) they can write the name of the animal or draw it. They can also go and get the corresponding picture, which can be found on a table in the middle of the room.

Relaxing Exercises

38 - Hands and Arms

To the sound of calming/relaxing music, the students sit in their seats in the classroom and pretend they have a whole lemon in their left or right hand and the other hand over the one holding the lemon. The teacher will give the instructions: Now squeeze hard. Try to squeeze all the juice out of the lemon. Feel the force in your hands and arms as you squeeze. Now drop the lemon. Notice how your muscles feel when they're relaxed. Now take another lemon and squeeze it, again using one hand over the other. Try to squeeze this one harder than you did the first one. That's it! With force! Don't let a single drop remain. Squeeze hard. Now drop the lemon and relax. Notice how much better your hands and arms feel when they're relaxed. All right!

Relaxing Exercises

39 - Sounds game

Relaxing Exercises

40 - Senses

To the sound of calm music, the students are instructed to focus and write down on a sheet of paper five things they can see, four things they can touch, three things they can hear, two things they can smell and one thing they can taste.

Relaxing Exercises

41 - What would you do if ...

Ask students to think about what they would do if they were...

Let each student think and say what they want to be and be able to do, using words or themes around the topic of the lesson plan. E.g. If I were the sun... if I were a star, if I were the night, if I were the ocean or let the students freely think and create. Give the students a few minutes to think in silence. Each student participates in two or three words in turn, according to the teacher's instructions.

Relaxing Exercises

42 - The Bottom of the Sea

Show a YouTube video of the bottom of the sea with relaxing music.

Ask each student to sit in their seat in the classroom, watch the fish move and relax, then close their eyes and imagine themselves as a little fish swimming calmly and peacefully at the bottom of the sea.

Talk to the class about what they have watched and heard.

Relaxing Exercises

43 - Love Nature

Students watch a relaxing video with sounds and images from nature. After the video they share what they saw and heard and whether the contact with nature had a relaxing effect on them. https://youtu.be/4WO_p9YD30Q

Duration – 5 min.

Relaxing Exercises

44 - Guided walking in a forest

Close your eyes and imagine you are walking in a forest. Feel a sense of calm and peace wash over you with each step you take. Imagine the sounds and the smells of the forest.

Relaxing Exercises

45 - Guided fantasy with dinosaurs

Close your eyes and take a deep breath in. Slowly exhale and feel your body relax. Imagine that you are in a lush, green prehistoric landscape filled with tall trees, colourful plants, and the distant sounds of gentle dinosaur calls.

In your mind, picture a gentle, friendly dinosaur, like a Brachiosaurus or a Triceratops, peacefully grazing or moving through the landscape.

Notice the dinosaur’s size, shape, and the way it moves slowly and gracefully. Imagine the texture of its skin and the calm look in its eyes. Relax the most during this exercise.

Relaxing Exercises

46 - Find my friends

Close your eyes and imagine that you and your friends are the last dinosaurs on Earth. You are a pterosaur, a flying dinosaur. Imagine that you are calmly flying on ancient Earth trying to find your friends.

Relaxing Exercises

47 - Puppets movements

	29

	Activities

Grade 1

	31

1	Grade 1 / Healthy lifestyle
Developed by	Prosveta-Sofia Foundation
Grade	1
Duration	65
Energizers	5 - Fruit and vegetables Students stand in a circle and the teacher distributes randomly pictures of fruits and vegetables (Handout 1, NS_grade1) among students. The teacher puts the two big posters from handout 1 (p.1&2) in opposite corners of the room (poster 1 Fruit; Poster 2 Vegetables). Step1: On ‘Go!” each student goes to the poster where he/she belongs to considering the picture he/she has received. Step2: On ‘Circle’ students make a circle again and exchange picture cards by handing their card to the student standing on their right. The game continues with Step 1, etc.
Relaxing Exercises	1 - Guided fantasy Students are asked to close their eyes (if comfortable) and, with the guidance of the facilitator, slowly imagine a scene of the past or future event. More and more details are used to describe the event with all senses and thoughts. A suggested brief script could be à Begin by breathing slowly and deeply… Think of yourself in a place where you feel relaxed and at ease… Create all the details in your mind, what do you see… what the sounds are like, the smells and colors of this special place… Are there any people …? Rossman, 2016
Objectives	Students will: learn about the different aspects of a healthy lifestyle; get to know relevant activities in order to be healthy connected to: personal hygiene; hardening and sports. learn why we need to observe personal hygiene; learn why we need to eat a variety of foods.
Preparation	Materials 1 potato A knife (to cut the potato) 2 saucers Table salt Water Plasticine Equipment Laptop and projector Preparation for the lesson 1. Make a color copy of all the pages from handout 1 in A4 size. Pages 1 and 2 are the posters for the energizer. Cut the rest of the pages following the grid lines, so that you get small picture cards with either a fruit or a vegetable on each one. If the picture cards are not enough for the students in the class, you can print some of the pages twice. NB You can laminate the picture cards in order to make use of them multiple times during the school year or print them on thick paper. 2. Print the pictures of different foods from handout 2 and cut them along the gridlines. 3. Print the pictures of different activities (personal hygiene habits) from handout 3 and cut them along the gridlines (picture and text). 4. Print handout 4 for each student.
Introduction	We all like having fun with our friends, traveling, maybe reading books or watching television, eating delicious foods or simply playing outside. But, what is one very important thing that we need to have in order to do all these activities? It is not having a posh house or wealthy parents and loads of gadgets. It is being healthy. If you are in good health, you can do the activities that make you happy. And being healthy is not a matter of good luck. It depends, to a great extent, on us, on what we do and what we eat.
Teaching and learning methods	Problem-based learning Discussion based learning Collaborative learning Case-based learning
Interdisciplinary connections	Mathematics: reasoning skills Arts: making foods of plasticine Sports: learning about the importance of sports activities and hardening; practical activity (energizer)
Resource teacher or other specialists activities	Almost all the steps of the lesson are comprehensible to most special needs students who have well-preserved cognitive abilities. The lesson does not comprise long written explanations. The role of the special needs teacher is to help target group students in case they are not able to cope with some of the tasks or steps. Modeling with plasticine and playing charade are activities that most students with learning difficulties enjoy a lot.
New vocabulary	Hygiene, healthy habits, healthy diet, healthy lifestyle
Work Flow	Start the lesson with an experiment. This will make students interested in what is going to happen in the lesson, and they will come to a conclusion which is important for their diet on their own. What you need: • 1 potato (any variety) • 2 saucers/dishes • Water • Table salt Instructions: Cut the potato in half. Fill the two saucers/dishes with water. Mix salt into one of the dishes and then label them so you which one has the salty water. Place one potato half into each dish with the cut/flat side down. At the end of the lesson check what has happened (after about 30 minutes). The salt water draws the water out of the potato, causing it to shrivel. 5’ Video as a brain teaser Healthy vs. Unhealthy Habits (Healthy vs Unhealthy Habits - EN final.mp4) and discuss if they know people that behave like the person from the right side of the screen, or, maybe, sometimes they behave like that. 5' Students watch the video and give examples of activities which can be called habits (any) (1) and examples of healthy habits (2) 5’ Divide the students in 3 groups. Each group gets the task to brainstorm about the three major pillars of healthy living: a) Nutrition – eating a variety of foods, especially vegetables and fruit, grains, legumes, dairy products and lean meat and fish. b) Exercise – hardening, sports c) Mental and physical health (e.g. not to be stressed when studying for an exam and not getting sick) – daily routine and personal hygiene Group 1 gets the flash cards from Handout 2 (different foods) or a pack of plasticine (to make the foods) and discusses which ones to include in a daily menu (5-day menu). Group 2 gets the task to brainstorm healthy habits related to sports and hardening and to act them without words as small sketches, e.g. a child pretends to be sleeping in a room with its window being open to have fresh air; a child goes hiking to the mountains during the weekend, or spends the day in the city park riding a bike, etc. Group 3 will organize a charade game for the rest of the class to illustrate the importance of personal hygiene. 15’ 4. The groups present the results of the tasks. 20’ Group 1 presents the daily menu to the class; students take turns to present the menus for the 5 days in groups of 2 or 3, depending on the number of people in the group, so that all students participate, e.g. one person holds the flash cards for breakfast, and the second one explains, for lunch they swap roles, etc.; or students can stick the flash cards on the whiteboard/ flipchart paper and describe the suggested weekly menu. Group 2 participants act the activities they have come up with, and the rest of the class have to guess what the representative of Group 2 have acted. Group 3 members take their turn to pick up a flash card from Handout 3 (but do not show it to the rest of the class) and act one of the personal hygiene habits. The class has to guess the habit. The teacher pins the flash card on the white board or the wall. All students receive a copy of “My Healthy Habits” chart (Handout 4) and the task to take a record of their activities for one week. They are instructed to bring the charts when the week is over. 2’ Go back to the experiment and check what has happened to the potatoes in the two saucepans. Students will come up with the conclusion that eating salty foods is unhealthy and talk about the popular salty foods that one would better avoid. 2'
Reflection	Guided discussion: 5’ What is the most interesting/surprising thing you learned today? What is the most useful thing you learned? Which activity did you like most? The energizer Fruits and Vegetables The experiment with the potato The video Healthy vs. Unhealthy Habits The video and discussion about habits and healthy habits The group work (3 groups: nutrition, sports and hardening and personal hygiene)
Notes
Digital Resource	Video as a brain teaser Healthy vs. Unhealthy Habits video Healthy habits handout 1 Handout 2 Handout 3 Handout 4

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2	Grade 1 / Diversity in Nature: living and non-living things
Developed by	AECE - Escola Básica da Zona Verde
Grade	1
Duration	60
Energizers	13 - Simon says Teacher tells the group that they should follow instructions when he/she starts the instruction by saying “Simon says...”. If the teacher does not begin the instructions with the words “Simon says”, then the group should not follow the instructions! The teacher begins by saying something like “Simon says clap your hands” while clapping their hands. The participants follow. The teacher speeds up the actions, always saying “Simon says” first. After a short while, the “Simon says” is omitted. Those participants who do follow the instructions anyway are ‘out’ of the game. The game can be continued for as long as it remains fun.
Relaxing Exercises	21 - Listening the sounds of Nature Free the room of classroom tables and chairs, leaning them against the walls to make the space spacious. Lying on the floor, the students are invited to close their eyes and silently listen to the sounds of nature, animals and objects, which the teacher has previously selected from YouTube. Once the moment is over, try to get the students to mention the sounds they have identified, the ones they liked the most or not, etc.
Objectives	In the end of the lesson students should be able to: Understand the differences between living things and non-living things; Group animal and plant according to their characteristics; Identify some of the most common animals in their immediate environment: wild animals, farm animals and pets; Identify different basic needs of living beings; Recognise some care to be taken with plants and animals.
Preparation	Materials: Scenery paper Scratching material Leaflets, magazines, unused school books Scissors Glue sticks Adhesive gum Computers Video projector Printer Speakers (if the computer does not have them built in) Printed A5 size pictures of domestic and wild animals and stick them on cereal boxes or other boxes. Plasticine Waste material (bottles, toilet paper rolls, newspaper). Paints and brushes ...) Pre-preparation of the lesson: Line a classroom noticeboard with scenery paper, draw a line, dividing it in half and write the title living things on one part and non-living things on the other. Preparation of the lesson Suggest to students in a Study Support lesson or Art Education lesson – a visual arts activity.Explore magazines, leaflets, school books that are no longer in use and cut out images, of what they understand, about living beings and non-living elements. Ask them to cut out as many pictures as possible and not to repeat images. Each student keeps his / her cut-outs in a bag or envelope made from a sheet of magazine and writes their name on it.
Introduction	Based on themes and/or issues related to living beings, arising from the students’ observation of their direct reality, experiences and disciplinary and non-disciplinary knowledge, the contents inherent in the plan will be worked in a sequenced and adjusted way to the different pace and learning profiles. Learners will participate and intervene according to the defined learning models, observing, exploring, researching, performing..., using the appropriate means and instruments to understand, consolidate and achieve the proposed objectives.
Teaching and learning methods	Learning based on concrete questions/situations and proximity to learners; Learning provided by opportunities for learners to engage in meaningful learning, (i.e. drawing on experientially lived and personally structured knowledge); Co-operative and collaborative learning in small groups and pairs; New technologies as a way of learning/consolidating content and assessing learning; Diversified learning, taking into account learners' starting points and learning paces, interests and needs.
Interdisciplinary connections	Mother tongues– Reading and comprehension; Identifying essential information in oral texts on familiar topics. Showing curiosity and making judgements about what is heard. Discovering and understanding the meaning of words through the multiple relationships they can establish with each other. Discovering the meaning of unknown words from the verbal and non-verbal context. Maths - Recognising and applying the steps of the problem-solving process. Solving a problem from a given situation, in different contexts; Classifying objects according to their characteristics. Artistic Education - Visual Arts. Demonstrating expressive and creative skills in their plastic productions, showing the knowledge acquired. Producing dialogues about what they see and feel, in order to build multiple discourses and readings of reality(ies). Citizenship and Development - Sustainable Development; Environmental Education.
Resource teacher or other specialists activities	All steps of the topic exploration are understandable for pupils with specific needs but with cognitive abilities. The lesson does not include long written explanations. The role of the support or special education teacher is to help pupils in the target group if they are unable to complete any of the tasks or steps, or feel disorientated in understanding something that may be being asked.
New vocabulary	Living beings; non-living elements; plant living beings, animal living beings; farm animals, wild animals; pets; basic needs; characteristics.
Work Flow	1^st STEP Promote a large group moment, involving pupils in answering the following questions: What are living things? (Breathing, moving, eating growing, etc.). What about non-living things? What about when something is not living (like a stone)? Record what the pupils say on the classroom board. It is important to emphasise that the questions are not intended to lead pupils to the exact answers at this point, but to stimulate discussion and reflection by drawing on prior knowledge. 2^nd STEP Pair Work: Each student chooses two different images of living beings and of non-living elements that they have previously cut out in the arts lesson. Then they will stick with adhesive gum, on the previously prepared and labelled board in the room. Observe the result with the class, confirm and correct if necessary. 3^rd STEP The whole class: Is it possible to see living things and non-living things in the same environment where we live? Involve pupils in a moment of sharing (those who want to) their experiences, giving them space to name living beings and non-living elements that exist in their home, in their street or even that they identify as existing in the school. 4^th STEP Pair Work: Identify some of the most common animals in the neighbourhood: wild animals; farm animals and pets; Provide pictures of each type of animals. Each pair of students goes to a table in the room where there are several cards with pictures of different animals. Let the students select the cards according to their opinion what a pet, a farm or wild animal is. Finally, in turns the pairs show the whole class the pictures identifying the animals, what they are and where they live ... (Appendix 1). 5^th STEP Individual or Pair Work: According to the students’ degree of autonomy, they should use their individual computers with internet connection. With the suggested activity on the wordwall, (Appendix 2) students should recognise needs and some care for plants and animals. 6^th STEP This activity can be developed later in articulation with the Art Education Visual Arts lesson. Involve students in the construction of a model/scenario with living beings and non-living elements using plasticine modelling and/or waste material to model living and non-living beings in their habitats.
Reflection	Guided discussion: What was the most important thing you think you have learnt today? Which activity did you enjoy the most? Relaxation activity Group dynamics Cut and paste activity The collective activities - which one? The activities in pairs - which one? Wordwall computer activity Other
Notes	https://wordwall.net/pt/resource/61667777/needs-and-care-of-the-living-beings-1 https://wordwall.net/pt/resource/61667770/needs-and-care-of-the-living-beings-2 https://wordwall.net/pt/resource/61667716/needs-and-care-of-the-living-beings-3
Digital Resource

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3	Grade 1 / Changes in Nature According to the Seasons
Developed by	Antalya Directorate Of Education
Grade	1
Duration	60
Energizers	15 - Animal roundup The teacher tells to the class to silently think of an animal. Then he/she tells to the group that without talking, they need to arrange themselves on a line from largest to smallest animals. Group members can only make gestures and the noise of their animal. After they have finished, teacher ask to the students to say the animal they were supposed to be to see if the order is correct.
Relaxing Exercises	22 - Soap Bubbles By moving tables and chairs out of the classroom or using the gymnasium, put on some relaxing music/nature sounds through the computer and ask the children to distribute them around the room. Randomly give the students pieces to make soap bubbles, asking them to control their breathing in order to blow/make big soap bubbles that do not burst as soon as they start blowing. The students should remain in silence, concentrated on the music and breathing calmly moving around the space, observing the soap bubbles.
Objectives	Recognizing the different seasons Comprehending the changes that occur in nature during each season
Preparation	Materials: Visual aids such as pictures or posters depicting scenes of each season (winter, spring, summer, autumn). Optional props or instruments for students to create sounds themselves (e.g., wind chimes, rainsticks, simple percussion instruments). Labels or cards with the names of each season (winter, spring, summer, autumn) to display on the classroom board. Drawing paper or sketchbook, coloring caterials, seasonal art stencils obtainable from waste materials.
Introduction	Begin the lesson by asking the students about the current month and which season it is. Listen to their answers and engage in a brief discussion about the season. Introduce the topic of changes in nature during the four seasons and pique the students' curiosity by asking if they would like to learn more about these changes
Teaching and learning methods	Learning by Doing: Hands-on activities will allow students to actively explore seasonal changes, deepening their understanding through direct experiences. Painting: Students will express their creativity through painting activities, depicting scenes related to winter, spring, summer, and autumn. Imitating: Role-play and imitation activities will enable students to act out seasonal behaviors, reinforcing their understanding of natural processes. Animating: Simple animations or visual aids will bring seasonal changes to life, helping students visualize the concepts more effectively.
Interdisciplinary connections	Art Expression Engage students in a coloring activity related to the seasons. Provide them with coloring materials and ask them to draw scenes depicting the changes they've learned about in nature during each season. Encourage creativity and discussion within the groups.
Resource teacher or other specialists activities	The lesson is designed to be accessible for most learners with special needs who have well-preserved cognitive abilities. It avoids lengthy written explanations and complex instructions (TGSt) that could be challenging for the students. During the experiments on seasonal changes, the teacher with special needs can provide support by sitting next to students who may have learning difficulties.
New vocabulary	Seasons Earth Sun Summer Winter Spring Autumn
Work Flow	Show visual aids depicting fall, winter, spring and summer (Annex 3, slides 1 to 5) Discuss each season's characteristics, weather, and natural events with the students. To help students understand and connect with the changes, engage them in interactive activities and hand on acitivities: Ask students to colour the pictures (Annex 4). Consider the following tips for each season in order to make the activity more engaging; Winter: Use props or instruments to mimic winter sounds like wind blowing, rain tapping, and footsteps on snow. Spring: Create sounds of birds chirping or lambs bleating using simple vocal imitation. Summer: Generate sounds of heat by snapping fingers, and simulate sounds of insects buzzing or water splashing. Autumn: Use props to imitate the sound of falling leaves or rustling winds. Involve students in a creative drawing activity that reflects the changes in nature during different seasons (Annex 5). Provide them with coloring materials and ask them to draw scenes depicting the transformations they've learned about. Encourage group discussions to foster creativity and understanding. Recap the key points of the lesson and invite students to share what they have learned about seasonal changes in nature (Use Annex 1). Emphasize the connection between the seasons and the natural world, discussing how these changes impact living beings and the environment (use Annex 3, slides 6,7,8 and 9). Highlight the significance of appreciating and understanding the wonders of nature through the changes it undergoes throughout the year.
Reflection	Create two or three groups for this activity and ensure you have printed and cut the pictures beforehand (Annex 2). Begin by explaining the game rules in a clear and straightforward manner. Let the students know that they will be matching and pasting the types of clothes depending on the weather. Guide them in classifying and pasting the appropriate clothes for cold and hot weather. Provide support and encouragement as they engage in the activity.
Notes
Digital Resource	Annex 1 Annex 2 Annex 3 Annex 4 Annex 5

SENPOWER 2025/09/18

	34

4	Grade 1 / The importance of the Sun
Developed by	IPSantarem
Grade	1
Duration	50
Energizers	27 - Translation movement of the Earth The teacher asks students to group closely within a circle. Then the teacher calls one student and gives them a picture of the sun (annex 1). The student moves to the centre of the circle. Next, the teacher gives another student a picture of the Earth. The Earth student is instructed to perform the movement of the Earth around the sun (a translation movement). The teacher explains the characteristics of the translation movement (fig.1). When the Earth student finishes the translation movement, he/she passes the Earth image to another student, who takes their turn to simulate the Earth’ translation movement, and so on, until all students repeat this movement. The Sun student could also pass the Sun image to other students and so on (fig. 1)
Relaxing Exercises	26 - Guided fantasy on a sunny day Close your eyes and imagine you are on holiday, and the sun is smoothly warming your face. You feel it with all your senses: with your skin you feel the warm air, with your eyes you see the bright colours of the plants and the happy faces of people enjoying the lovely weather, with your nose you smell the blossoming flowers and herbs, with your tongue you taste the delicious summer fruit and vegetables, etc. Express how you feel. (5 min)
Objectives	Students will: Get to know the main characteristics of the sun. Understand the importance of the Sun for plants. Get to know how the Sun influences the daily activities of animals. Understand the importance of the Sun for human health. Raise their awareness regarding the need for solar skin protection.
Preparation	Materials 1 syringe for each student Green leaves Furadores Water glasses Water Equipment Laptop and projector Preparation for the lesson You should implement this activity on a sunny day. Try previously different green leaves to understand which one works better in this experiment. Visualise this video to better understand the protocol: https://youtu.be/3hPI2u99j2k Read this information to learn more about Ultraviolet radiation and sun exposure: Ultraviolet (UV) Radiation and Sun Exposure \| US EPA
Introduction	When we have a sunny day we can do a lot of things, such as playing outside with our friends at school, have a walk or ride a bike. The sun is very important for human health because it helps us to produce vitamins that our body needs for being healthy. However, the sun also influences plants and animals. The sun is important for plant growing and to produce a gas that we use for respiration – oxygen. The daily activities of animals are influenced by the sun: some of them like doing their activities during daylight, whereas others are active when it's dark. In this lesson you are going to understand better the importance of the sun. (5 min)
Teaching and learning methods	Inquiry-Based learning Collaborative learning
Interdisciplinary connections	Mathematics: reasoning skills Arts: making the sun Sports: learning about the importance of outdoor sports activities; practical activity (energizer)
Resource teacher or other specialists activities	Almost all the steps of the lesson are comprehensible to most special needs students who have well-preserved cognitive abilities. The lesson does not comprise long written explanations. The role of the special needs teacher or the assistant teacher is to help target group students in case they are not able to cope with some of the tasks or steps.
New vocabulary	Sun, nocturnal animals, diurnal animals
Work Flow	Part I \| The characteristics of the Sun 20 min. Start the lesson asking students about the difference between day and night. It is expected that they say day is when the sun is present, and night is when the sun is absent. Then, ask the students to draw the Sun. After they have finished this task, show them how the Sun really looks, using for example the NASA webpage (Figure 2). Tell students that the Sun is not a planet, like the Earth, but a star that produces heat and light. Then ask students to compare their drawings with the real look of the sun. You can ask questions to express what they are observing such as: Is the sun still or there is movement on the sun? Fig. 2. Sol (Créditos: NASA Science). Join students in a big group and ask them to do a brainstorming activity with the question “How does the Sun influence us, humans, and life on Earth?” It is expected that they say, for example, that when the sun is in the sky, we can do different things and that when night comes, it is time to sleep. Some student could also say that the sun is important for plants and animals and give some examples Part II \| The influence of the Sun on plants30 min. Now students are going to do an experiment to learn about the influence of the Sun on plants. Divide the students in groups of 3 to 4 students; What you need: a 10 ml syringe for each student green leaves for each group 1 glass of water for each group 1 paper punch for each group water Instructions: Cut 10 circular leaf disks with the paper punch. Put them inside the syringe; Put water inside the glass; Put the syringe inside water and pull the plunger (syringe - See figure 3) in order to fill the syringe with 10 ml of water. Fig. 3. Parts of a syringe. Tap the extremity of the syringe (the hub) with one finger and press the other extremity (the plunger). All leaf disks should be at the bottom of the syringe (See phase 1 of figure 4). Then put the syringe in the sun or under direct light and observe what is going to happen (See phase 2 of figure 4). Observation: When the leaf disks start to do photosynthesis, they produce oxygen that diminish the density of the leaves. Due to that reason, it is expected that the leaves slowly float in direction to the top of the syringe. Fig. 4. Initial (1) and final (2) phase of the experiment. Part III \| The influence of the sun on animals 15 min Ask students to watch a short movie about animals. Ask them to pay close attention to understand which animals are active during daylight and which of them are active during night. Videos examples: Nocturnal and Diurnal Animals \| Grade 4-6 Science \| T. Ann - YouTube Nocturnal animals for kids \| night animals \| creatures of the night \| educational video - YouTube The Night Shift – Nocturnal - Animal Instincts - Go Wild - YouTube NOCTURNAL Animal Quiz \| For Teachers and Kids \| Teaching Resource \| Timed Guessing Game - YouTube Then, project the images of the animals from Annex 3, and ask students if the animal they see is active during daylight or at night; students can also be asked to describe some of the animal activities. For example, it is expected that students say that the owl prefers to do activities, like hunting, during the night. On the slides following the image you will see some extra information about the animals which you could read to the students. Finish this part of the lesson asking students to do a drawing of an animal active during daylight and an animal active at night. Part IV \| The influence of the sun on humans 15 min Start this part of the lesson telling students that the sun is very important for us because it helps the human body to produce some vitamins that we need for being healthy. However, we also have to take care of our skin, protecting it from large quantities of sunlight; sunlight, when excessive, can cause skin diseases. For that reason, the skin must be protected from direct sunlight at certain hours. The next activity is based on the clock from annex 4. Ask the students to predict which hours of the day are most dangerous due to direct sunlight exposure (Answer: between 10 AM and 4 PM). Then, talk to students about solar cream protectors and teach them how sun cream should be applied.
Reflection	Guided discussion (5 min): What is the most interesting thing about the sun and plants you have learned today)? And about the sun and animals? What have you learned about the influence of the sun on human health?
Notes
Digital Resource	Annex 3 sen-power.ipsantarem.pt/atividades1/digital/658/Annex3_diurnal_nocturnal_animals.pps Annex 4 sen-power.ipsantarem.pt/atividades1/fotos/658_Annex 4 clock.jpg

SENPOWER 2025/09/18

Grade 1 / Parts of a plant: root, stem, leaf, blossom, fruit

Developed by

NART

Grade

Duration

Energizers

30 - Living plant

The teacher gives an instruction:

The game starts with an instruction:

- ............... stand in front, please (names a student from class). Draw out a piece of paper."

Time - 5 minutes

Relaxing Exercises

31 - I love nature

I love nature

Time – 5 minutes

Objectives

Students:

- know the parts of plants - root, stem, leaf, blossom, fruit;

- know what the functions of the separate parts of plants are;

- can indicate the parts of plants by diagram - root, stem, leaf, blossom, fruit;

- develop their social skills for working in a team, taking turns with a partner, waiting for a turn, checking their own individual work, independent learning.

- develop their communication skills - expression of opinion, communication.

Preparation

1. Update of basic knowledge and introduction of the topic:

Appendix 1 - table for sorting plants by type and pictograms to be clipped

Appendix 1.1 – images for detection of common parts

Necessary materials:

- glue

- interactive whiteboard with projector

2. Presentation Parts of plants :

Appendix 2 - presentation

Equipment:

- interactive whiteboard with projector,

Laptop computer

3. Interactive exercise “Parts of plants”:

Equipment:

- interactive whiteboard with projector,

- a laptop computer

(two variations of the interactive exercise are suggested, using what the teacher and resource teacher think is best for their students)

https://wordwall.net/bg/resource/6491299/части-на-растенията

https://wordwall.net/bg/resource/6816763/части-на-растенията

4. Independent work:

- Appendix 3 – worksheet for independent work

Necessary materials:

- colour pencils,

- a pen

5. Energizing Exercise:

- Appendix 4 - pictograms for the Living Plant game

Melody:

https://www.youtube.com/watch?v=-B1-W_A_8C4

Necessary materials:

- box,

- double-sided tape

6. Reflection:

- Appendix 5 - reflection

7. Homework:

-Appendix 6 – Homework

Relaxing exercise - melody

https://www.youtube.com/watch?v=3Cq4BvierDw

Introduction

Teacher tells students:

In nature, we meet a variety of plants. They are all around us and they are very wholesome. That’s why they are called the green wealth of the Earth. They also give us joy with their beauty and diversity. They have their similarities and differences. In this lesson, we will learn about the parts of plants, what each one does, and how it helps them grow big and beautiful.

Teaching and learning methods

Brainstorming

Presentation

Working examples

Group work

Learning through discussion

A role-playing game

Co-teaching - complementary teaching - a resource teacher works in the group where the SEN student/s are placed.

Interdisciplinary connections

Fine art

Native language

Technology and entrepreneurship

Physical education

Resource teacher or other specialists activities

The resource teacher, together with the general education teacher, jointly discuss or adapt the presentation, worksheets, tasks and steps in the lesson, as well as the way of including the SEN students in the lesson.

The resource teacher supports the student and the group in which the SEN student/students work and, if necessary, develops an adapted version of the worksheets and supports the completion of the tasks of the student/students.

New vocabulary

root, stem, leaf, blossom, fruit

Work Flow

1. Update of basic knowledge and introduction of the topic:

Appendix 1 - table for sorting plants by type and pictograms to be clipped

Appendix 1.1 – images for detection of common parts

The teacher says:

We will start the lesson with a game. We will divide the class into 3 groups. Each group will receive a worksheet and an envelope with pictograms. The task is to arrange each of the plants in the correct column by sorting them into the corresponding columns of flowers, bushes, trees. After each group has completed their work, choose a student to present the group's work and tell the class what they know about flowers, bushes and trees.

Each group is given the first page of the resource as a worksheet, together with an envelope in which the teacher, together with the resource teacher, has previously cut out the pictograms from the second page of the resource.

Eliciting the topic by asking the class:

– You did great! Now look at the board. You see the pictograms of a flower, a bush and a tree (Appendix 1.1). What can we find in common in the three images?

Today we will learn a little more about how plants grow by getting to know their parts and what each of them is responsible for.

Time – 5 minutes

3. MP4 Presentation - Appendix 4 - presentation

The teacher says:

- After we recalled what we know about the plants, what types we know and after we have pointed out some similarities and differences between them, today we will get to know the parts of plants. Let's see what they are and learn what they are for.

The teacher gives a presentation and at the same time tells what parts of the plants are and what each of them stands for. The text from the slides is used.

Time – 5 minutes

4. Interactive exercise "Parts of plants"

The teacher has a choice of two interactive games, according to the specifics of their students.

The teacher says:

- After learning about the parts of plants, now we will play a game on the board, checking if you have remembered the name of each part of the plant and where it stays.

Time – 10 minutes

5. Independent work

Appendix 3 - Worksheet for independent work

The teacher says:

- Now each of you will get a worksheet and you will have to work individually. Colour the plant and its parts and write the name of each part in the notes fields.

For SEN students, the task might be colouring and naming the parts of plants. If there are non-verbal students, the task can be transformed and facilitated by the teacher or resource teacher naming the relevant part of the plant and the SEN student pointing it out on the worksheet.

Time - 5 minutes

5. Energizing exercise

Time - 5 minutes

6. Reflection

Time - 4 minutes

7. Homework

Appendix 6 - Homework

The teacher hands out the first page of the worksheet, specifying that students will receive the second page after returning the completed task - to check their answers.

Time – 1 minute

Reflection

Appendix 5 - Reflection

The teacher says:

- To see what we learned today, we will do one exercise. We will see a plant on the board. I will ask you riddles and you will try to guess them. You will write the answers in the notebooks numbered 1 to 5.

After students complete the exercise, the teacher opens a second page of the resource to check the answers.

Time – 4 minutes

Notes

Digital Resource

SENPOWER 2025/09/18

	36

6	Grade 1 / Body Security: Risk behaviours for individual and collective health and safety
Developed by	AECE - Escola Básica da Zona Verde
Grade	1
Duration	60
Energizers	39 - My body Location: Classroom No. of participants: All students in a class Organisation: Students in a standing circle Materials: None Game description: Start the game with all the students and teacher forming a standing circle. The teacher starts the game by saying the name of a body part. The student next to him/her (it doesn't matter if they're left or right) will place their hand on the body part the teacher says and name another body part and the next student will place their hand on the named body part and so on, until everyone has named a body part and placed a named body part. You mustn't repeat body parts, whoever does it, loses and leaves the game.
Relaxing Exercises	42 - The Bottom of the Sea Show a YouTube video of the bottom of the sea with relaxing music. Ask each student to sit in their seat in the classroom, watch the fish move and relax, then close their eyes and imagine themselves as a little fish swimming calmly and peacefully at the bottom of the sea. Talk to the class about what they have watched and heard.
Objectives	In the end of the lesson students will be able to: Identify situations and behaviours that pose risks to individual and collective health and safety in different contexts - at home, on the street, at school and in the aquatic environment. Identify situations and behaviours that risk individual and collective health and safety. Recognize risk behaviours for individual and collective health and safety in different contexts - home, street, car and aquatic environment - and propose appropriate protection measures. Understand the importance of body safety in different environments, developing awareness of how to stay safe at home, on the street and in the aquatic environment.
Preparation	Resources: Printed images showing different scenarios (house, street, car, water); Computer with speakers; Internet access; Preparation : Random name roulette Access a free online tool in advance to enter the names of the students so that they can take part in the various dynamic activities. Identifying dangers, observing important signs and what to look out for and how to do it.
Introduction	Approach the different places that students usually stay, such as their homes, the car, the street and the water. Introduce the concept of body safety, explaining that there are dangers in each place/environment and that we need to follow instructions to keep our bodies safe in each environment. We need to be able to identify certain signs that indicate dangerous situations and rules.
Teaching and learning methods	To raise awareness of what is being learned, encourage learning based on concrete situations that are close to the students; Active/experiential learning that allows students to develop increasingly important instrumental skills for understanding, explaining and acting on the environment in a conscious and creative way; Learning that takes into account the diverse starting points and learning rhythms of students, their interests and needs and the characteristics of the environment; Learning that values themes and/or generating questions arising from observation of the reality that is close to the students and that enables them to problematize and investigate; Cooperative and collaborative learning - Work carried out in cooperation and collaboration in groups and pairs; New technologies as a way of learning/consolidating content.
Interdisciplinary connections	Mother tongue- Select relevant information according to the listening objectives and record them using different techniques. Speak clearly and articulate words appropriately; Art Education - Engaging in dialogue about what they see and feel, in order to construct multiple discourses and readings of reality(ies); Transforming acquired knowledge into new ways of appreciating the world, by comparing images and/or objects. Physical Education - Provide formative activities which, in all situations, create opportunities to: - Cooperate with teammates in the pursuit of personal and group success; - Apply the rules of participation agreed in the class; - Be autonomous when carrying out tasks; Citizenship and Development - Sustainable Development; Environmental Education.
Resource teacher or other specialists activities	All the steps in exploring the topic are understandable for students with specific needs with cognitive abilities. The lesson does not include lengthy written explanations. The role of the support or special education teacher is to help the students in the target group if they are unable to carry out any of the tasks or steps, or if they feel disorientated in understanding something that may be asked of them. Identifying and manipulating and handling materials, taking part in games, exploring content by visualising images, etc. are usually well accepted and meet the interests and needs of most students.
New vocabulary	Risky behaviour Body safety
Work Flow	1^st step - Large group Start the lesson by talking to the students about risky behaviours. 2^ndstep - Large group Show an interactive powerpoint (Appendix 1) in which the students participate according to the questions and challenges on the topic, representing different environments: the house, the street, the the car and the beach, which the teacher will place on the images with the symbols. Then he /she confirms if the answers given by the students are correct or not. 3^rd step - Individual / Large Group Explore some dangers using printed cards with signs and images of when we are at home, in the street or on the beach (Appendix 2). At the front, in the classroom, there is a table with a set of face down pictures spread randomly. The teacher should allow each student to pick up an image and show it to their classmates, so that everyone can see it. The student with the picture should try to explain what it means. The rest of the classmates listen and then say whether their colleague is correct or not. Whenever necessary the class should help to clarify the meaning of the pictures and they should also say what precautions should be taken to protect themselves. In order to make this activity more attractive, use the digital tool https://spinthewheel.io (by inserting the name of each student) to sort out the students who are coming at front to identify/describe the content and explain the meaning of the pictures by inserting the name of each student.
Reflection	In order to lead students to reflect about what they have been learning and to check their comprehension on the subject, ask every student collaboration so that everyone can participate and carry out an interactive Wordwall activity with 2 games:; Safety on the street and in the car; Safety at the beach and at home Game 1: Safety on the street and in the car https://wordwall.net/resource/75978408 Game 2: Safety at at home and the beach https://wordwall.net/resource/75978497 Then at the end of the lesson ask the students the following questions: What was your favourite activity? - Energising activity - Relaxing activity; - Large group activities; - Individual activities; - Interactive activities - WordWall
Notes
Digital Resource	Appendix 1: https://sen-power.eu/atividades1/digital/864/Appendix 1.pptx Appendix 2: https://sen-power.eu/atividades1/pdf/864_Appendix 2.pdf Digital tool: https://spinthewheel.io Game 1: https://wordwall.net/resource/75978408 Game 2: https://wordwall.net/resource/75978497

SENPOWER 2025/09/18

	37

7	Grade 1 / Basic needs of the living beings – animals and plants
Developed by	AECE - Escola Básica da Zona Verde
Grade	1
Duration	60
Energizers	38 - Good morning - good afternoon Location: Classroom/Interior No. of participants: All students in a class Organization: Students standing in a circle Material: A blindfold Game description: The teacher draws a student to go into the middle blindfolded. The other students hold hands and walk around the circle. The blindfolded student touches a classmate who has to say "good morning" or "good afternoon". At this point, the blindfolded student tries to find out who their classmate is. If they do, they switch and so on until the teacher decides to keep the game going.
Relaxing Exercises	37 - Animal sounds Use the computer - Youtube - to access the sounds of the animals worked on in class. Ask the children to listen to the sounds quietly in their seats and try to identify which animal each sound belongs to. Each student will have a sheet of paper on which (if they can) they can write the name of the animal or draw it. They can also go and get the corresponding picture, which can be found on a table in the middle of the room.
Objectives	In the end of the lesson students will be able to: Recognize that living beings (animals/plants) have different basic needs; Distinguish the basic needs of animals; Differentiate the needs of plants; Identify the main basic needs of animals at different stages of their development.
Preparation	Resources: Printed images representing the different stages of plant development, (Appendix 4) Scissors, A4 white sheets Glue Colored pencils Some seeds or small flowers for a practical activity Vase Earth A small shovel Computer with internet access and speakers. Video projector Preparation Printed Appendix 4 Vase, soil and some plants or seeds, water and a small shovel on a table. Free up the centre of the room for the group dynamics/Energizer
Introduction	Students will become aware that there are different living beings, animals and plants. Using photographs, they will realize that living beings have various stages of development and that each stage has different needs. During the lesson they will plant and/or sow plants so that they can follow their growth.
Teaching and learning methods	To raise awareness of what is being learned, encourage learning based on concrete situations that are close to the students; Active/experiential learning that should enable students to develop increasingly important instrumental skills for understanding, explaining and acting on the environment in a conscious and creative way; Learning that takes account of students' diverse starting points and learning rhythms, their interests, needs and the characteristics of the environment; Learning that values themes and/or questions that arise from observing the reality close to the students and that give them the chance to problematize and investigate; Cooperative and collaborative learning - work carried out in cooperation and collaboration in groups and pairs; New technologies as a way of learning/consolidating content.
Interdisciplinary connections	Mother tongue - Select relevant information according to the listening objectives and record them using different techniques. Speak clearly and articulate words appropriately. Mathematics - Developing an interest in mathematics and appreciating its role in the development of other sciences and areas of human and social activity. Citizenship and Development - Sustainable Development; Environmental Education.
Resource teacher or other specialists activities	All the steps in the exploration of the topic are understandable to students with specific needs but cognitive abilities. The lesson does not include lengthy written explanations. The role of the Educational Support or Special Education teacher is to help the students in the target group if they are unable to carry out any of the tasks or steps, or if they feel disoriented in understanding something that may be asked of them; Identifying and manipulating and handling materials, taking part in games, exploring content through the visualisation of images, etc., are usually well accepted and meet the interests and needs of most students.
New vocabulary	Living beings Stages of life Basic needs
Work Flow	1^st step - Large group Start the lesson by talking to the students about what living beings are. BEINGS THAT ARE BORN, EVOLVE... Show powerpoint images of the different stages of development of living beings (Appendix 1). 2^nd step - Large group Explore the basic needs that living beings have at different stages of their lives using word images (Appendix 2). Involve the students in each image, asking what type of need the image corresponds to and who it is aimed at. EX: Seeds are food for birds and some animals, emphasising that food is a basic need that can differ from living being to living being. Water and rest/sleep is a basic need for all living beings and light for the vast majority of living beings. The reference to plants is associated with earth, water and light. With regard to milk, emphasise the importance of this food throughout life, especially for humans, but also for many baby mammals. Move on to the presentation (Appendix 3), to point out how needs vary according to life stage, especially in babies. 3^rd Step -Groupwork Form 4 groups and give each group a sheet (appendix 4) with the evolution of a plant that is different for each group. Ask the students to cut out the images and organise their evolution correctly, pasting them onto the white sheet of paper provided. 4th step - Large group Give students the opportunity to take part in sowing or planting a plant. Once the work has been completed, place the pot in a sunny, well-ventilated area of the room. Don't forget to water after the task has been completed and whenever necessary, as this is one of the precautions to be taken throughout the development and growth of the plants, reinforcing that it is a necessary precaution for the seeds to grow (water, sunlight). Emphasise the similarity between plant growth and the development of living beings. Each student can record the experiment by drawing and illustrating as they can , in this lesson or at another time that the teacher sees fit.
Reflection	Briefly reflect with the students on the evolution of living beings and the importance of basic needs for their growth and development. Reinforce the idea that all living beings need to be cared for at all stages of development and that they must be respected. What was your favourite activity? - Relaxation activity; - Group dynamics - Game; - The large group activities; - The small group activity; - Planting the seed or plant.
Notes
Digital Resource	Appendix 1: https://sen-power.eu/atividades1/digital/865/Appendix 1.pptx Appendix 2: https://sen-power.eu/atividades1/pdf/865_Appendix 2.pdf Appendix 3: https://sen-power.eu/atividades1/pdf/865_Appendix 3.pdf Appendix 4: https://sen-power.eu/atividades1/pdf/865_Appendix 4.pdf

SENPOWER 2025/09/18

	38

8	Grade 1 / Recycling
Developed by	Antalya Directorate Of Education
Grade	1
Duration	60
Energizers	13 - Simon says Teacher tells the group that they should follow instructions when he/she starts the instruction by saying “Simon says...”. If the teacher does not begin the instructions with the words “Simon says”, then the group should not follow the instructions! The teacher begins by saying something like “Simon says clap your hands” while clapping their hands. The participants follow. The teacher speeds up the actions, always saying “Simon says” first. After a short while, the “Simon says” is omitted. Those participants who do follow the instructions anyway are ‘out’ of the game. The game can be continued for as long as it remains fun.
Relaxing Exercises	9 - Lion's breath Lion’s breath is a playful way to release and relax into more peaceful feelings. The trainer tells students that they are going to do a breath called the lion’s breath in order to let go of feelings or thoughts we no longer want. This breath is very helpful in getting those ideas out of us and pushing them far away. Instructions Imagine that you are a mighty lion. You have a giant roar! Sit on your heels and sit up tall like a mighty, proud, lion. Get ready to let your roar go! Think of a feeling or a thought that you would like to let go. Squeeze your hands into fists, holding tight and thinking of that feeling or thought. Take a deep breath in and let your roar out, stick out your tongue at the same, stretch your arms out wide in front of you and open your hands wide, roaring out the feeling or thought and letting it go. Repeat.
Objectives	Understand the importance of recycling for both human beings and the environment. Identify recyclable materials effectively. Acknowledge the necessity of waste separation for efficient recycling practices.
Preparation	Materials: Visual aids such as pictures or posters depicting scenes of each materials (Annex 0) Optional props or instruments for students to create sounds themselves (made from glass, metal, paper etc. simple percussion instruments). Drawing paper or sketchbook, coloring materials, art stencils obtainable from waste materials.
Introduction	The teacher could start the lesson by saying: Before we dive into today's lesson, I'd like to draw your attention to something. As you can see, our classroom rubbish bin is overflowing. This raises a couple of questions: Why is there so much rubbish, and what can we do to prevent it? Let's take a moment to discuss. Why do you think our rubbish bin is filling up so quickly? What are some ways we can reduce the amount of waste we generate? Now, I want you to imagine something with me. Close your eyes for a moment and picture our world transformed into a massive pile of rubbish. It's not a pleasant image, is it? But don't worry, today we're going to explore ways to prevent this scenario from becoming a reality. Are you curious to learn more about how we can combat this issue? Let's embark on this journey together and discover what steps we can take to protect our planet from becoming buried in waste.
Teaching and learning methods	Learning by Doing: Hands-on activities will enable students to actively explore recyclable materials and deepen their understanding through direct experiences. Colouring: Students will express their creativity by painting scenes of children throwing rubbish into the required bins. Imitation: Through role-playing and imitation activities, students will understand the value of finite resources and empathise with endangered species. Animation: Simple animations or visual aids will help students visualise concepts more effectively by bringing the recycling adventure to life.
Interdisciplinary connections	Literature
Resource teacher or other specialists activities	The lesson is designed to be accessible for most learners with special needs who have well-preserved cognitive abilities. It avoids lengthy written explanations and complex instructions (TGSt) that could be challenging for the students. During the activities, the teacher with special needs can provide support by sitting next to students who may have learning difficulties.
New vocabulary	recycling glass metal paper plastic RRR (reduce, reuse, recycle)
Work Flow	Start a discussion by asking students what actions they would take to solve the problem of overflowing rubbish bins. ("Imagine our planet is like our classroom bin, filled with rubbish. What can we do to stop this from happening? Let's brainstorm ideas together. Raise your hand and share with the class.") Show a poster with recycling images (refer to Annex 0) and ask students to describe and analyze them to see what they already know about recycling. Share key information about recycling (refer to Annex 1), making sure students are engaged and have enough time to understand. Guide students through a task (refer to Annex 2) where they have to decide if items are recyclable or not by choosing the correct option. After sorting recyclable and non-recyclable items, have students further categorize them (refer to Annex 3). Encourage students to apply what they've learned independently (refer to Annex 4). Lead an activity focused on prioritizing Reduce, Reuse, Recycle options (refer to Annex 5). Wrap up the lesson by reinforcing learning through enjoyable activities (refer to Annex 6) that help cement the newly acquired knowledge in students' memories.
Reflection	"If we don't finish this activity in class, we'll continue it together as a fun storytelling game! We'll create a story about a tree's life cycle. I'll start the story, and then each of you will get a turn to add a sentence. Let's begin: Once upon a time, there was a tiny seed buried in the soil. It felt warm and cozy underground. One day, it started to grow into a small sprout reaching for the sunlight... Now, it's your turn! Add a sentence about what happens next. We'll go around the room and see how our tree grows into a majestic tree in the forest and eventually transforms into paper. Remember to think about the environment and how everything in nature is connected. Let's use our imaginations and have fun telling the story together!"
Notes
Digital Resource	Annex 0 Annex 1 Annex 2 Annex 3 Annex 4 Annex 5 Annex 6

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9	Grade 1 / Healthy foods and beverages
Developed by	Antalya Directorate Of Education
Grade	1
Duration	60
Energizers	40 - Who am I? Location: Classroom No. of participants: All the students in a class Organisation: Students get into groups in pairs. Materials: woollen yarn; pieces of cardboard or paper with animal and plant figures printed on them to put around each student's neck. Discovering animals and plants; Materials: woollen thread and drawings of animals and plants. Procedures: Each pupil puts a piece of yarn round their neck with a name tag and a drawing/figure of an animal/plant facing their back. In pairs they will ask each other questions to find out which animal or plant it represents. The number of questions should be agreed beforehand. Ex: Badge with a drawing of an apple tree with apples. Questions: Is it a plant or an animal? Animal Is it a small or large plant? Large Does it bear fruit? Yes Are the fruits red? Yes Are they apples? Yes The tree is called an apple tree.
Relaxing Exercises	38 - Hands and Arms To the sound of calming/relaxing music, the students sit in their seats in the classroom and pretend they have a whole lemon in their left or right hand and the other hand over the one holding the lemon. The teacher will give the instructions: Now squeeze hard. Try to squeeze all the juice out of the lemon. Feel the force in your hands and arms as you squeeze. Now drop the lemon. Notice how your muscles feel when they're relaxed. Now take another lemon and squeeze it, again using one hand over the other. Try to squeeze this one harder than you did the first one. That's it! With force! Don't let a single drop remain. Squeeze hard. Now drop the lemon and relax. Notice how much better your hands and arms feel when they're relaxed. All right!
Objectives	- Students will learn to identify various healthy foods and beverages. - Students will understand the benefits of choosing healthy foods. - Students will apply their knowledge through matching and artistic activities.
Preparation	Materials: Annex 1: Poster with various foods Large poster displaying different types of healthy foods and beverages. Annex 2: Matching Activity Worksheets with images of foods and their benefits. Scissors and glue for students to match and paste images. Annex 3: Competition Materials Pre-printed and cut-out images of various foods and their effects on the body. Instructions for the competition game. Scorecards for each team. Annex 4: Artistic Activity Materials Colored paints and paintbrushes. Drawing paper. Aprons or old shirts to protect students' clothing. Annex 5: Review Activity Question cards related to the lesson's content. Whiteboard and markers for recording answers. Annex 6: Final Activity Materials Coloring sheets with images of foods and beverages. Crayons, colored pencils, or markers. Worksheets for matching exercises. Annex 7: Prepared Slides for Presentation Digital slides showing images of foods and beverages with explanations. Projector and screen or interactive whiteboard for displaying slides.
Introduction	To start the lesson, engage students in a discussion about their favorite foods and drinks. Listen carefully to their responses and facilitate a brief conversation about healthy and unhealthy choices. Next, introduce the topic of how nutrition affects our bodies. You can say, "Today, we're going to talk about something very important: nutrition. What we eat plays a big role in how our bodies work, and not getting the right nutrients can cause serious problems. Malnutrition happens when our bodies don't get enough of the essential nutrients or get too much of the unhealthy ones. This can affect our energy levels, immune system, growth, and overall well-being. Throughout today's lesson, we'll explore how malnutrition can affect us and why it's important to make healthy food choices." Encourage students to share their thoughts on the potential effects of consistently poor eating habits. Then, ask students to brainstorm ideas about healthy eating practices. You could say, "Before we start our discussion, let's think about something very important: our health. Eating well is a big part of staying healthy. So, let's brainstorm together about what it means to eat healthily. What foods do you think are good for you, and why? How do you think our food choices affect our bodies and minds? Let's share our ideas as we talk about the importance of nourishing ourselves in a way that helps us stay healthy." Highlight the connection between nutrition and overall well-being, explaining how food choices can affect energy levels, mood, and overall vitality. Offer support and guidance, and let students know you're there to help them make healthy choices if they need it. Use prepared slides (refer to Annex 7) during the lecture to clarify any confusion students may have about certain foods and beverages. Teacher's Sentence: "Now, let's look at these slides. They will help us understand more about the foods we just discussed."
Teaching and learning methods	Learning by Doing: Hands-on activities will enable students to explore healthy and unhealthy foods and deepen their understanding through direct experiences. Matching: Students will be able to match healthy and unhealthy foods for the food and drink options they encounter. Reasoning: making predictions about how the foods they eat and drink will affect their bodies in the long term will improve their prediction skills.
Interdisciplinary connections	Art
Resource teacher or other specialists activities	- For SEN students, provide additional visual aids and simplified instructions. - Offer one-on-one support during activities and ensure that instructions are clear and accessible. - Use positive reinforcement to encourage participation and engagement..
New vocabulary	Healthy Unhealthy Foods (fruits, vegetables, legume, grain) Fastfood Dirty foods Growth
Work Flow	Step 1: Poster Discussion (10 minutes) The teacher introduces the lesson topic: Good morning, everyone! Today we are going to talk about healthy foods and beverages. Look at this poster with various foods (Annex 1). Let's discuss each item. Focus students' attention on the board and initiate a thorough discussion about each food item displayed on the poster. Step 2: Matching Activity (10 minutes) After presenting the poster and slides, encourage students to participate in a matching activity (Annex 2) to test their understanding of the material covered. Praise students’ participation: Great job on the discussion! Now, let's test our understanding with a fun matching activity. Match the food items with their benefits. Step 3: Competition (15 minutes) Organize a small competition (Annex 3) midway through the lesson for students to apply their knowledge of how food and beverages affect their bodies when making choices. Divide students into two or three groups ahead of time and prepare printed images for the activity. Present the activity to the students: We're going to have a little competition! You'll work in teams to match the images of foods with their effects on our bodies. Let's see which team can get the most matches! Instructions for the Activity: Clearly explain the game rules in a concise and understandable way. Provide detailed instructions and guidance on how to proceed. Encourage active participation by offering support and assistance as needed. Guide students through the steps of cutting out the images and gluing them accordingly. Maintain a supportive and encouraging atmosphere, promoting teamwork and collaboration among students. Step 4: Artistic Activity (15 minutes) Transition to a hands-on approach by reinforcing knowledge through an artistic activity (refer to Annex 4), using colored paints. Present the activity to the students: Now, let's use some colored paints to create art that shows what we've learned about healthy foods. This will help us remember these important facts. Step 5: Review Activity (10 minutes) Conduct a review activity (refer to Annex 5) to ensure students remember the material covered. Organise students to participate in a final review: Let's review what we've learned today. I'll ask some questions, and you can answer them." Step 6: Final Activity (10 minutes) Conclude the lesson with a final activity (refer to Annex 6) that combines coloring and matching exercises to reinforce understanding and retention. Organise students to participate in a final wrap-up session: To wrap up, we have a fun activity that combines coloring and matching. This will help us remember everything we've learned today.
Reflection	Guided reflection - suggested questions: Can we use this knowledge to make healthier choices every day? How? Share some practical steps.
Notes
Digital Resource	Annex 1 Annex 2 Annex 3 Annex 4 Annex 5 Annex 6 Annex 7

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10	Grade 1 / Reading tree rings; parts of plants
Developed by	Prosveta-Sofia Foundation
Grade	1
Duration	60
Energizers	3 - Amoeba An evolution game! Everyone starts off as an amoeba, with the purpose of evolving to a human. All students walk around acting like an amoeba and when they meet with another amoeba, they play one round of rock/paper/scissors. Whoever wins evolves into a worm. When two worms meet they play again rock/paper/scissors and whoever wins turns into a wasp, but whoever loses goes back to becoming an amoeba. This continues until one becomes human. The evolution stages are: amoeba à worm à wasp à chicken à monkey à human.
Relaxing Exercises	7 - Strong as a plant All students spread out in the room and imagine they are plants (eg tulip, grass, oak, pine tree, etc.) but don’t tell the others what plant they are. They listen to the audio recording and with their actions imitate the movements of the plant in different weather conditions (rain, wind, storm, snow, calm weather, etc.) *The teacher plays the sounds from Annex 1 while students complete the activity.
Objectives	Revising the parts of plants. Acquaintance with the living conditions of plants. Learning to “read” the information encoded in the tree rings of a tree trunk.
Preparation	Preparation Print the pictures of tree trunks (Handout 3) and cut them separately so that each of the 7 groups gets one log and an empty table. Print and cut the plants (Handout 4) along the lines of the table. Each student should receive one part of a plant; if the number is not enough, print a few plants again. Sketch the leaves of a tree on paper, colour them green (or use green paper) and cut them out. Prepare paper clips or clothes pegs. Equipment Laptop and projector – for Annex1 and Annex 2 Mobile devices for each student or for each pair (team) – for the games from Step 1 (activity 5) and Step 3. If it is impossible to provide a sufficient number of mobile devices, the games can be played as a whole-class activity, with the students responding jointly to the questions.
Introduction	Two children stand up and go to the front. Pre-cut tree leaves are attached to their hands with clothes pegs or paper clips. The two children are instructed to perform movements characteristic of trees. The rest of the class name the different parts of the tree.
Teaching and learning methods	Discussion Group work Individual work
Interdisciplinary connections	Mathematics (Step 2) Getting to know the world (Step 3) Mother tongue – communication skills Physical education (relaxing activity)
Resource teacher or other specialists activities	The lesson is designed to be accessible to students with special needs who have well-preserved cognitive abilities. It lacks long written explanations and complex instructions that can be challenging for them. In the course of the lesson, activities related to physical activity and activities that are carried out on the spot alternate. Various manipulatives are used, with the help of which students will learn more effectively.
New vocabulary	Dendrochronology - the science that studies tree trunk rings.
Work Flow	Step 1 The lesson begins with a discussion about plants. The teacher asks questions guiding students to demonstrate knowledge about plants and their parts: 1. What are the living organisms in our world? (animals and plants); 2. What is the difference between animals and plants? (e.g. animals move independently, but plants do not); 3. Discussion of plant and animal nutrition. 3.1. Do animals need food? How do they get it? 3.2. Do plants need food? How do they get it? 4. Plant parts. 4.1. Can plants move from one place to another on their own? Why? (Use slide 2, Annex 2) What part holds them together? (part E) What is this part called? 4.2. Discussion – suggested questions: ● Can some parts of plants move without external forces? (no); ● Some plant parts can move is subjected to external forces. In what cases does this happen? (wind, rain, storm ...); ● Which parts can move in these cases? (A, B, C, D – stem, leaves, flowers, fruits). If students face difficulties answering the questions, they can look at the plants in the classroom or in the school yard. 5. Game - parts of plants https://wordwall.net/resource/72361010 Step 2 – Rings in tree trunks Introduction: You’re walking through the woods or on a street in your neighbourhood, and you come upon a giant oak towering above your head. This majestic tree, you think, could have been standing here when your grandparents were born, or even earlier. But how can you know for sure? Getting the answer, it turns out, is not trivial, but we will learn how you find out a tree’s age. Answering this question has spawned an entire field of science: dendrochronology. Measuring the age of trees starts with a basic biological fact: Trees grow new wood every year, just like children who grow taller and gain weight with age. In spring, when trees grow relatively quickly, they put on light-coloured “springwood”, so, we can see light-coloured rings in the trunks. Then, in summer and autumn, wood formation eventually slows, and trees switch to darker-hued “summerwood”. These alternating light and dark bands appear as rings in a cross section of a tree’s trunk. Reading these rings helps us make a pretty good estimate of the tree’s age. (Annex 2, slide 3) Unfortunately, when we encounter a living tree, we can’t see its rings. We could cut the tree down or wait for it to fall, but that would limit us to knowing the ages of dead trees, which would be sad. What do scientists do? The people who deal with these questions are called dendrochronologists, and they rarely cut down living trees today. Instead, they use a special tool. They place the tool on the bark near the base of a tree and crank it repeatedly, driving it into the trunk. This can be hard, physical work. Once the bit reaches the center of the tree, the researcher extracts it along with a thin cylinder of wood which is something like a snapshot of all trunk rings. (Annex 2, slide 4) The sample is very thin and the tree easily recovers after extracting it. Today we will understand how to determine the age of a tree by learning to "read" the rings in its trunk; we will also decode other hidden information in them. Basic information encoded in the tree rings (Annex 2, slide 4) The innermost rings are the first years of the tree's life; The light rings show how much the tree has grown in the spring, when the growth conditions are better because of the abundance of water, so they are wider; The thickness of the different light-coloured rings indicates which year was more fertile. In fertile years the rings are wider; After the favorable conditions for the accumulation of wood in the spring, there comes a period in which the tree does not grow actively, and this is visible in the rings with a darker color; Burn marks are visible as accumulated dark areas in some rings. They show when there was a forest fire and the tree was burning. I am a scientist! – working in groups to read the information encoded in the tree rings:: The class is divided into 7 groups. Each group receives a printout of the cross section of а tree and а table where they have to fill in the information about “My tree”. (Handout 3) Each group begins marking the years on the print-out they received. The teacher has written on the board the years in reverse order, starting with the year the lesson is taking place (e.g. 2024, 2023, 2022, 2021, 2020, etc.), so that the students can to copy the sequence depending on the circles they see (example: Handout 3, page 6). Each group fills in the data in the received table answering the questions: Which was the first year of growth of the tree? How old is the tree? (they have to count the number of dark rings) Which were the best years for growth of the tree (The years in which the light segments are broader.) Did the tree live through a fire? (Yes - When?/ No) On page 6 of Handout 3 there is an example of filling in the information about tree No. 3 Each group reports the results of their research while the teacher shows the corresponding cross-section on the screen. Step 3 As an additional task (which can be done at home or as part of another lesson), students could think how the different parts trees are used by people. They can brainstorm the topic or play the game https://wordwall.net/resource/72363812
Reflection	Activity 1: The teacher arranges the pictures with images of the different parts of the plants with the images facing down (Handout 4). Each student chooses a picture card and starts walking around the room with it. When prompted, students should form groups to graphically arrange a plant (eg root, stem and branches or root, stem and leaf(s), or root, stem, leaves and blossom, etc.). Each group that has made a plant describes its constituent parts to the others. If there are plants without leaves, blossom and fruits, the participants explain whether their appearance is imminent or the plant has no fruits. Activity 2: A long straight line is drawn on the floor (or a rope is placed that has a knot right in the middle). Emoticon signs (a smiling face and a frowning face) are placed at both ends. The teacher begins to list the activities during the lesson (the energizing activity "Amoeba", the discussion and computer game "Parts of plants", the activity of reading the information encoded in the rings of tree trunks, the computer game from the additional task of step 3 (if done during the lesson) and the relaxing activity "I am a plant") and students provide feedback about the corresponding activity by taking a position along the line (rope) - closer to the smiling emoticon or closer to the frowning one
Notes
Digital Resource	Annex 1 Annex 2 Handout 3 Handout 4 https://wordwall.net/resource/72361010 https://wordwall.net/resource/72363812

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11	Grade 1 / Classification of plants based on the structure of the stem: trees, shrubs and grasses. Deciduous and coniferous trees.
Developed by	Prosveta-Sofia Foundation
Grade	1
Duration	60
Energizers	19 - Grab the finger In a circle, place right finger on next person s left palm. Try to grab a finger before yours gets grabbed. After doing several times switch; place left finger on next person s right palm and repeat the process for a few times.
Relaxing Exercises	7 - Strong as a plant All students spread out in the room and imagine they are plants (eg tulip, grass, oak, pine tree, etc.) but don’t tell the others what plant they are. They listen to the audio recording and with their actions imitate the movements of the plant in different weather conditions (rain, wind, storm, snow, calm weather, etc.) *The teacher plays the sounds from Annex 1 while students complete the activity.
Objectives	Students will: consolidate their knowledge about the two main groups everything around us belongs to; develop their logical thinking skills through the activities in Step 1 and Step 2; learn about the groups trees are divided into according to the type of their stem; learn about the groups trees are divided into according to the type of their leaves; step in the shoes of researchers by working on site in Step 3; develop their artistic skills (Step 4).
Preparation	Preparation For Step 1: Handout 1 is to be printed in as many copies as the number of groups. The print-outs are cut along the lines of the table so that each photo is on a separate card. The cards are shuffled. Thicker paper can be used when printing, or the cards can be laminated after being cut. For Step 2: You will need several types of leaves from trees that grow in the surrounding area. The provision of leaves depends on the time of the year when the lesson is delivered. If the activity is carried out in winter when the leaves of most deciduous trees have fallen, dry leaves should be collected before they disappear; another option is to collect some leaves from the trees before they fall down and make a herbarium with them. What you need for the lesson: 1. a few leaves each from broad-leaved trees - deciduous and broad-leaved - evergreen, and 2. small twigs from conifers. Poster 1 should be prepared before the lesson. It is a sheet of flipchart paper or cardboard that is divided vertically into 2 parts which are labeled - Deciduous Trees and Coniferous Trees. Poster 2 should be prepared before the lesson. It is a sheet of flipchart paper or cardboard that is divided vertically into 2 parts which are labeled - Broadleaf Deciduous Trees and Broadleaf Evergreen Trees. For Step 3: Handout 3 needs to be printed for individual work. Each student also needs 2 coloured pencils (a green one and a brown one). Equipment Laptop and projector
Introduction	We are surrounded by living organisms and non-living things. Living organisms are those that feed, grow, develop and reproduce. These are plants, animals and people. Non-living things do not need food, they do not grow and reproduce. Examples of non-living things are rocks, the earth, the objects around us - tables, notebooks, bags, etc. Everything that surrounds us has its place in our lives. Do you think animals or plants are more important in life? Why? Are living organisms or non-living things more important in life? The discussion suggests different opinions, which can be summarized by the conclusion that both living organisms and non-living bodies are important for life on Earth. Did you know that there are planets where there are rocks and mountains (non-living things) but no living organisms? We are lucky to live on the planet Earth, where there are conditions for the existence of living organisms and people.
Teaching and learning methods	Team work Field work
Interdisciplinary connections	Mathematics: logical thinking Mother tongue: oral communication Fine arts: creating a work of art
Resource teacher or other specialists activities	The activities in the lesson are practical and do not imply difficulties in the implementation. In case of problems with communication and teamwork, the resource teacher can complete the tasks individually with the student, then join the corresponding team and present the result of the completed task together with the student.
New vocabulary	Coniferous trees Deciduous trees
Work Flow	Step 1 – team work (10 min) 1. Students are divided into teams of 4-5 children. Each group receives the cards from Handout 1. Task: Divide the cards into 3 groups - the plants in one group are similar and different from the other groups considering their stem. Students start working and the teacher goes round the teams and asks guiding questions if he/she notices that some images are not placed in the group they belong to, e.g. if the blossoming cherry tree is placed in the same group with the shrubs (because it has flowers, as some of the shrubs have), the teacher remembers the hint that the division into groups is to based on the similarities and differences of the stems. Time for work: 5 min. After the time has elapsed, each group presents the results of their work and tries to formulate the reasons for dividing the images accordingly. The teacher does not comment on whether this was done correctly. 2. Students watch the video from Annex 2 and regroup the images, if needed. Step 2 – types of trees (broad-leaved and coniferous): 15 min 1. Students are divided into 4-5 teams, and each team receives a set of leaves - several of each type. The task is to divide them into 2 groups, taking into account a feature by which the leaves of the group are similar and this feature distinguishes them from the leaves of the other group. Whichever way the division is made, the students tell the rest of the class why they made the division this way. 2. The teacher, with the help of the students, attaches to Poster 1 different leaves (green or herbaceous) in the two columns: deciduous and coniferous. 3. The teacher, with the help of the students, attaches to the Poster 2 different leaves (green or herbaceous) in the two columns: from broad-leaved deciduous trees and from broad-leaved evergreen trees. Step 3 - "I'm a detective!" (fieldwork): 30 min 1. The activity takes place in the school yard (if there are different trees there), in a nearby park or during an outing to the fields/mountains. Each student receives a printout of Handout 3. The first task is to mark the leaves they have found. Task 2 is to circle the leaves of deciduous trees with brown color and the leaves of coniferous trees with green color, but only the marked leaves count. 2. Students collect fallen leaves (if the season is appropriate) which will be used in Step 4. Step 4 - "I am an artist!" (30 min) If students have collected leaves in Step 3, they are asked to make some kind of installation with them – e.g. collage (also using felt-tip pens, crayons, glue); 3D figures (combining leaves with plasticine); combine watercolor painting and add the leaves etc.
Reflection	Every student is provided with one of the cards from Handout 1. The task is to find the group he/she belongs to considering the characteristics of the plant on the card. As a result, students are expected to divide into 3 groups according to the type of stem. After completing the task, each group discusses the common characteristics of the plants in the group and chooses one representative to communicate them to the class. The team members optionally add specific information about the plants from their cards (from personal impressions or from other information channels).
Notes	Step 3 could be organized in another lesson or during the lunch break. For Step 4 students need the leaves they have collected in Step 3. If the lesson is delivered in winter or early spring, there will be no leaves available. So, the teacher could organize students at the beginning of the school to collect some leaves and store them in a box, explaining that they will use them later during the school year.
Digital Resource	Handout 1 Annex 2 Handout 3

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1	Grade 2 / Domestic and wild animals. People and animals.
Developed by	Prosveta-Sofia Foundation
Grade	2
Duration	90
Energizers	15 - Animal roundup The teacher tells to the class to silently think of an animal. Then he/she tells to the group that without talking, they need to arrange themselves on a line from largest to smallest animals. Group members can only make gestures and the noise of their animal. After they have finished, teacher ask to the students to say the animal they were supposed to be to see if the order is correct.
Relaxing Exercises	6 - Bee breathing The teacher instructs the students to get in a comfortable position to practice bee breathing. They have to imagine that they are sitting on a leaf or a flower petal, to sit straight and allow the leaf or petal to gently support them. The teacher gives students the following instructions: Breathe in, allowing the air to just gently come in through your nose, filling up your lungs. As you breathe out, buzz like a bee. See how long your buzz can last. See how far your bee is going to fly before sitting down and resting again. Buzz. Buzz. Buzz. On the next breath, see if your bee can fly with a loud, strong buzz. On the next breath, see if your bee can fly with a soft buzz. When the exercise is finished, the teacher gives time for a short discussion: Does it feel different with a strong or a soft buzz? How does your body feel? Optional (use if time allows): After breathing practice, draw a picture of a bumblebee and the leaf or flower that you were “sitting on” in your imagination. This picture can be used as a relaxation practice reminder. When you see the picture, practice being like a Bee on a leaf and practice a Bee breath.
Objectives	Students will: Learn about the characteristics of domestic and wild animals. Learn what they can personally do to take care and show respect to animals. Become better and more compassionate individuals. Develop their reasoning, presentation and artistic skills.
Preparation	Materials Flipchart paper Colour pencils and markers Glue Hair clips, or other suitable gadgets, to stick the animal pictures on students’ clothes (act. 4.2.1) Equipment Laptop, projector and loud speakers Preparation for the lesson For the matching game: In Art classes students are provided with flipchart paper/ cardboard sheets and are asked to draw a landscape of (1) a farm and (2) a landscape of wild nature (fields, mountains, forest, etc.). The teacher splits the students in 3 groups and each group needs to make 2 posters – type 1 and type 2. Print the picture cards of animals from Handout 1 and cut them separately Print the pictures of animals from Handout 2 on cardboard paper and cut them along the lines. You need one set (domestic and wild animals) for each group. Print the pictures of animals from Handout 4 and cut the cards separately.
Introduction	Teaching children to care for and respect animal life lets them know the importance of being kind to all creatures, whether great or small. Learning kindness to animals at an early age can benefit children as it helps them become better and more compassionate individuals as they grow.
Teaching and learning methods	Discussion based learning Collaborative learning Case-based learning Problem-based learning Artistic creation
Interdisciplinary connections	Mathematics: reasoning skills, descending order of heights (energizer) Arts: making a poster Active citizenship: planning a Clean up day
Resource teacher or other specialists activities	The steps of the lesson are comprehensible to most special needs students who have well-preserved cognitive abilities. There are no long written explanations in the lesson. The role of the special needs teacher is to help target group students in case they are not able to cope with some of the tasks or steps. The acting games are activities that most students with learning difficulties enjoy a lot.
New vocabulary	Habitat Domestic and wild animals
Work Flow	1. Guessing game: The teacher randomly chooses a student (by either picking up the name of a student out of a hat where all the names are placed – prior to that all students are asked to write their names on a piece of paper and fold it in 4, or by using the application www.pickerwheel.com ) The student whose name has been chosen comes to the front and picks up a picture card (Handout1 – animal flash cards) and tries to present it by miming (moving around and making the sound of the animal, if any); the other students can ask YES/NO questions only (tip: the first question would be “Are you a wild/domestic animal?”). Rules of the game: Students can ask 5 questions and make 3 guesses in total. If they guess the animal, the teacher sticks the picture on the board. If not, the student returns the picture card on the table. The game can be repeated with other students coming to the front and miming the chosen animal. (5 min.) 2. Matching game: 3 teams. Each team receives a pack of cards (Handout2 - jigsaw pictures of animals) and the two posters created during the preparation stage. The task of each team is to, firstly, match the jigsaw pictures of the animals and glue the pieces on sheets of paper; secondly, the team has to stick each animal on the correct poster depending on whether it is a domestic animal or a wild one. When all teams are ready, they present the results of the collages to the rest of the class.(10 min.) 3. Logical thinking and reasoning. Objective: Students are expected to come to the characteristics of domestic (farm animals and pets) and wild animals on their own. How? By showing them different pictures and videos, or just referring to the posters resulting from the matching game and asking them what the presented animals have in common, whereas the second group of animals don’t, e.g. Characteristic 1: Habitat - animals living freely in nature vs. animals living on a farm or in people’s homes –- Video3_1 (5 min.) Characteristic 2: Food - animals who find food on their own vs. animals who are being fed by people – Video3_2 (5 min.) Characteristic 3: Protection and health - animals who have to protect themselves from their enemies and take care of their lives and health on their own vs. animals who are being protected and taken care of by people– Video3_3. (5 min.) Taking care for domestic animals and benefits for people: A. Pets A.1. Looking after a pet (NFE tool: brainstorming and snowballing): Considering the students’ personal experience or experience with other people’s pets, they answer the question: What does a pet need? Think of the 5 most important things when looking after a pet. Students work in pairs and each pair comes up with a list. Next step is to work in groups of 4 (2 pairs) and agree on the 5 most important things. Final step – a reporter from each group lists the results and the teacher puts them down on the board. Final results will (possibly) comprise food, drink, shelter, medical care and probably love, walks, games, toys, etc.(7 min.) A.2. Benefits for people (discussion): Students share their personal experience with pets – What is good about having a pet? (3 min.) B. Farm animals. B.1. Looking after farm animals: Imagine what it would be like if you weren’t being looked after. What if you couldn’t get a drink when you were really thirsty? Or there wasn’t any food to eat, when you got hungry? It wouldn’t be very nice if you had to stay outside all the time and had nowhere to rest in a place which was dry and comfortable, or had to spend every day on your own. Imagine not being looked after properly when you are feeling ill, being frightened every time you left your classroom or not being able to do the things you want to do? Farm animals need to be looked after just like all living creatures who cannot take care of themselves. How do farmers look after their livestock? Students are divided in 5 groups. In each group 2 or 3 students step in the shoes of farm animals of the same kind (sheep, or cows, or hens, etc.), and the rest of the children belong to the farmer’s team who look after the animals. The children who play the roles of the farm animals receive a picture of the respective animal (Handout 4) and stick it to their clothes. Task: Each team needs to think of a sketch and act it for the class. The story is supposed to illustrate the needs of the animals and how they are (or are not) being taken care on the farm. Instruct the children that each sketch should last some 3 to 4 minutes maximum. Possible sketches for sheep: the sheep live in a farm’s yard and walk freely around; the weather is very hot and they go the bucket to drink water, but there is nothing inside. They start bleating and the farmer comes and pours in some water (or doesn’t come); then, one of the sheep feels ill and the farmer calls/doesn’t a vet to check what’s wrong with it. After each sketch the students discuss if the farm animals have been taken good care of, or what could have been done better. (10 min.) B.2. Benefits for people (brainstorming): When you go to the shops, do you know how many of the things you buy come from animals? Name a few. (The teachers puts down the names of the product children list, and explains that some people choose not to eat animal products at all - these people are called vegans).(5 min.) We care for the wild animals too! A. Teach pupils to clean up litter because they care for animals. Encourage them to clean up any litter that they find on the playground, in the park or in the yard. Explain that stray cats and dogs, foxes and deer, can get poisoned from seemingly innocuous items such as chocolate, cleaning products, batteries. Small birds can choke on small pieces of plastic, while ducks, fish, and other creatures that live in the water can be harmed by plastic soda rings and other trash. Ask students to share any stories they know about cleaning up litter to help animals or cases they know about animals being harmed due to litter. (3 min.) B. Take the initiative to clean up (NFE approaches – learning by doing, discussion, artistic creation): (15 min.) B.1. Watch the video Lilly’s Plastic Pickup. B.2. Plan a similar campaign in your school yard/local park/ neighbourhood. Students can choose between working in a group or planning personal activities like the girl from the video. Students who prefer to work on their own, start planning their activities. The remaining part of the class is divided in big groups of ca. 10 people. The task is to plan a “Clean Up Day”. They have to come up with all the details of the campaign, e.g. what is to be cleaned, what materials/equipment is needed (if any), meeting point, timing, etc.. After agreeing on the details, they have to create a poster to advertise it (or present it) to the rest of the school.
Reflection	Guided discussion: (5 min.) What is one thing that will remember from today’s lesson? How can you implement in life something you learned in the lesson? Which activity did you like most? The energizer Animal round up. The relaxing exercise Bee breathing. The Animals’ Guessing game. The videos and activities linked to the Characteristics of domestic and wild animals The Taking care of animals drama activity. The video Lilly’s plastic pick up and planning the Clean up day.
Notes
Digital Resource

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2	Grade 2 / Biodiversity and responsible attitude towards Nature
Developed by	AECE - Escola Básica da Zona Verde
Grade	2
Duration	60
Energizers	23 - Building words Students work in pairs and each pair is given a letter from the word "Biodiversity". (Appendix 1) Each letter is numbered, starting at 1 and ending at 14, there are as many numbers as letters. At this stage do not tell the pupils what the word is. Pupils should create a collage of what they understand biodiversity to be by covering each letter with pictures they tear out of plants and animals and the places where they live. Images can be taken from newspapers, magazines, old calendars and tourist brochures. Once the collage is finished, the students will hold the letters with adhesive gum on the previously prepared placard of the room and together READ the constructed WORD.
Relaxing Exercises	22 - Soap Bubbles By moving tables and chairs out of the classroom or using the gymnasium, put on some relaxing music/nature sounds through the computer and ask the children to distribute them around the room. Randomly give the students pieces to make soap bubbles, asking them to control their breathing in order to blow/make big soap bubbles that do not burst as soon as they start blowing. The students should remain in silence, concentrated on the music and breathing calmly moving around the space, observing the soap bubbles.
Objectives	In the end of the lesson students should be able to: Know what Biodiversity is; Identify Biodiversity at the level of animals and plants; Recognise the importance of preserving biodiversity; Know and identify responsible behaviours towards the protection of living beings.
Preparation	Materials: Recycled paper (used sheets) Scratching material Leaflets, magazines, newspapers, old calendars, tourist brochures, etc. Adhesive gum, glue, tape Computer with speakers Individual computers Internet access Plickers application cards Soap balls - as many pieces as there are pupils, as for hygiene reasons the same piece should not be blown by more than one pupil. Pre Preparation: Free a wall placard from the classroom. Preparation: 1st Field Research Outgoing: Go out to the green space outside the school with the group/class and observe. Return to the classroom elicit students to talk about what they saw and collectively list on the classroom board what the students say they had observed. 2nd Field Research Outgoing: Afterwards two days later, return to the same green space outside the school with the group / class, with the aim of observing living beings more carefully and in detail: plants and animals, asking students to take a small notebook (made with some sheets of reused paper cut to A5 size and stapled) taking notes of what they observe with words, possible elements to collect and simple drawings.
Introduction	It’s important to explore and give emphasis to the theme Biodiversity by promoting the understanding of what it is, since life and the nature survival depend on biodiversity, which guarantees the balance of the planet. From direct observation, experience, or videos, photos/images..., students are able to do a variety of activities and dynamics on the diversity of living beings. Involve students in the knowledge of Biodiversity at the level of animals and plants, learning to identify and protective behaviours towards Nature.
Teaching and learning methods	Raising awareness of what is being learnt by fostering learning based on concrete situations/issues that are close to learners; Active/experiential learning that allows learners to develop increasingly important instrumental skills to understand, explain and act on the environment in a conscious and creative way; Learning that takes into account the diverse starting points and learning rhythms of learners, their interests and needs and the characteristics of the environment; Learning that values themes and/or generates questions arising from the observation of the reality that is close to the students and that enables them to ask questions and investigate; Co-operative and collaborative learning - Work developed in co-operation and collaboration in groups and pairs; New technologies as a way of learning/consolidating the contents.
Interdisciplinary connections	Mother tongue- Select relevant information according to the objectives of listening and record it using different techniques. Speak clearly and articulate words appropriately. Maths - Develop interest in maths and value its role in the development of other sciences and fields of human and social activity. Artistic Education - Dialogue about what students see and feel, in order to build multiple discourses on reading reality(ies); Transform the knowledge acquired into new ways of appreciating the world, through the comparison of images and/or objects. Physical Education - Provide formative activities that, in all situations, create opportunities to: - co-operate with teammates in the pursuit of personal and group success; - apply the rules of participation, agreed in the class; - to be autonomous in the realisation of tasks. Citizenship and Development - Sustainable Development; Environmental education.
Resource teacher or other specialists activities	All steps of the topic exploration are understandable for pupils with specific needs but with cognitive abilities. The lesson does not include long written explanations. The role of the support or special education teacher is to help pupils in the target group if they are unable to complete any of the tasks or steps, or feel disorientated in understanding something that may be asked. Identifying and manipulating and handling materials, participating in games, exploring content through visualisation of images, etc. are usually well accepted activities and meet the interests and needs of most students.
New vocabulary	Biodiversity; preservation; protection; threats; conservation; responsible attitudes.
Work Flow	1^st STEP Pair Work: In pairs in the classroom students give a short presentation on what they have observed, recorded and collected from the 1^st field research outgoing. 2^nd STEP Pair Work: Using an empty/ free wallboard in the classroom, students build a panel with the collected material in the 2^nd field research outing; elements, drawings and words are presented and then introduce the concept of BIODIVERSITY. Use glue, tape or sticky gum to fix the materials on the board. The aim of this activity is to create an image that represents the concept of Biodiversity. 3^rd STEP The whole class: Encourage a debate with students about what they understand Biodiversity to be, and its importance for the whole planet. 4^th STEP Pair Work: Ask students to make a research in pairs on their computers about the topic: What threatens BIODIVERSITY - Living beings - Plants and animals. Each pair should gather information about the topic and build a concept map on the topic (Appendix 2). 5^th STEP Class as a whole: Collective elaboration of an awareness-raising leaflet on BIODIVERSITY (Appendix 3) Biodiversity, what is it? Threats to Biodiversity... Care to be taken on nature …
Reflection	Guided discussion: Making an interactive activity for assessment, through the free plickers - https://get.plickers.com - Follow directions to use application and print cards (appendix 4) on 120grs weight paper sheet. Print as many cards as the number of students. Questions - The topic we have been studying over the last few weeks is.... - Biodiversity is... - Preserving biodiversity means... - Without biodiversity, we have no... - Humans protect animals and plants when they... Which activity did you enjoy the most? - Going on field research outdoors ; - Relaxation activity ; - Group dynamics ; - The individual and small group activities; - The large group activities; - Research on the computer; - Elaboration of the leaflet; - Other...
Notes
Digital Resource	Free plickers - https://get.plickers.com https://www.plickers.com/set/64b9b1935b70d410ba2184c6

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3	Grade 2 / The human body: Sensory organs
Developed by	Prosveta-Sofia Foundation
Grade	2
Duration	60
Energizers	33 - Ball game This is a game that includes all parts of the body that will be studied in the lesson. Preparation: Move the tables by the walls of the room and divide students into 3 teams; ask the members of each team to linie up behind each other. Put 3 chairs in front of each team, locating them at a distance from each other, so that they play the role of obstacles on the way. You also needed is 3 disposable plates, 3 light plastic balls and a whistle* (to be used as a signal to turn around). Instructions: The first student from each team takes the plate, puts the ball in it and starts moving forward and, avoiding the obstacles in his/her way, tries to keep the ball in the plate. The game becomes more complicated when the teacher gives a signal with the whistle (or by clapping his/her hands). At this signal, the students must turn around in a circle and continue forward until reaching the wall, then return back to their team and pass the plate with the ball to the next player by touching him/her on the shoulder. The activity continues until all players from one of the teams complete the activity. * The whistle could be replaced by clapping the hands.
Relaxing Exercises	34 - The world around me You will need handouts for all students. Students take their places and get relaxed listening to the sounds of the music. They are instructed to calm down and think about 5 things they can see, 4 sounds they can hear, 3 tastes they can taste, 2 scents they can smell, 1 thing they can to touch at the moment, and record them in the worksheet (Handout 6_1 or Handout 6_2).
Objectives	At the end of the lesson, students will: ● know the parts of the human body and will be able to name them; ● have a responsible attitude towards their body and take care of it; ● know the sensory organs, their functions and their importance for perceiving the surrounding world; ● learn more about the hygiene habits they should follow to protect their senses.
Preparation	Equipment: laptop, multimedia, speakers For the energizer: For each of the three teams – 3 chairs, a disposable plate, a light plastic ball and a whistle with which the teacher signals the students to rotate. For the relaxing activty: printed worksheet for each student (Handout 6_1 or Handout 6_2). For Step 1 a cardboard circle (for the ball), and markers in different colours; for team 4: a cardboard box with different objects inside (gifts for the ball’s birthday), different paper strips and pieces of paper; the box is decorated with pictures of the gift objects that students can find inside. the pictures need to be cut separately (Handout 2); musical excerpts of the teacher's choice, one of them being related to a birthday; 3 tampons soaked with coffee, vinegar and perfume; paper/textile blindfolds (or disposable medical masks), glasses of water, milk, orange juice, and biscuit, slices of apple, chocolate, salt. For Step 4: Handout 3 printed for each team; For Step 5: a flipchart sheet that is graphed similarly to the Sensory Signals worksheet (Poster_workesheet4) (it can also be filled in on the screen as an e-document); For Step 6: presentation (Annex 1, slide 9), book/text written in Braille (if possible to find); For the Reflection – a printed survey card for each student (Handout 5): one page contains 4 survey cards.
Introduction	The students analyze and discuss with the teacher the Ball Game (the energizing activity) by: listing the body parts that helped them in the game; explaining how they overcame the obstacles; sharing whether they had difficulties in keeping the ball in the plate and how they managed the problems; explaining which part of the body they used to signal to the next player that it is their turn to play.
Teaching and learning methods	Discussion, case study, role play, explanation
Interdisciplinary connections	Mother tongue - used all the time when performing the tasks. Physical education - developing students' skills to coordinate their movements during the energizing activity. Music - recognizing a piece of music.
Resource teacher or other specialists activities	The worksheet (Handout 6_2) can assist the resource teacher when students work individually on the task in the relaxing activity. In the other steps of the lesson, the resource teacher can support the target group students in the group work tasks and the whole-class activities.
New vocabulary	Head, torso, legs, arms, sense organs
Work Flow	Step 1 Materials needed: the cardboard circle is pinned to the board; markers for drawing arms, legs, eyes, nose and ears. 1. Narration by the teacher The ball you carried around in the energizing activity told me the story of the Sad Ball you see on the board. A ball was very unhappy that it could not be a human. It wanted to be able to do the same things as the children - to see how beautiful and perfect it is with its round shape, to kick with its feet, to grab things with its hands, to hear the sound of clapping, to feel the taste of chocolate from children's hands and their softness and warmth. Its desire was so strong and its sadness so sincere that the Sun and the Moon, who looked like the ball, but were more powerful, decided to help it. They were strong, but they could not come down to the Earth to help the ball. So, they asked the children for help, because the children were the ones who needed the ball in their games and loved playing with it. 2. The teacher tells the students: Do you want to help the ball together? We will split into Team Sun (the boys) and Team Moon (the girls) (or vice versa, at the discretion of the teacher). Team Sun will draw everything the ball needs to run, grab and feel the shape and the surface of objects, whereas Team Moon will draw everything the ball needs to see, hear, smell and taste the chocolate it dreamt about. The two teams, one after the other, come to the board and draw the body parts to fulfill the wish of the ball. 3. The teacher sums up the activities: We helped the ball's dream come true. Now let's compare it to the human body. The terms torso, legs, arms and the five senses with their functions are introduced (Annex 1 – slides 2 and 3). Is the human body similar to the ball’s body? Which part(s) is/are different? 4. Students think of a name for the ball as its creators. The teacher suggests that they organize and celebrate its first birthday. The class discusses the must-do parts of a birthday: the cake could be replaced with chocolate because this was the ball’s wish; there will be gifts, drinks, music and photos. The teacher describes how the party will be organized: You will be split in 5 teams and each team will take on a part of the organization for the birthday party. Five is also the number of the human senses. I will give you five riddles and this is how we will split the responsibilities regarding the organization of the party. The first person to answer the corresponding riddle will have the right to choose their team of four (or more, depending on the number of students in the class). Riddles about the five senses: Two sisters look at each other over a hedge, but cannot see each other. What is it? (the eyes) They look like two seashells and love music. What is it? (the ears) One faucet with two heads? What is it? (the nose) A red dog is barking in a closet. What is it? (the tongue) I have a wonderful dress, In the summer, When sun shines on it Its colours change. What is it? (the skin). The leaders of the 5 teams choose their team members who stand at different locations in the classroom. Teacher: Before the starting the preparations for the birthday party, let's do some gymnastics for the senses! (All students complete the activities) Eyes: Without moving your head, try to see: - the top of your head, - your shoes, - who is to the left and who is to the right, - and if you have completed everything, make a circle with your eyes: look upward, to the right, downward, to the left and upward again. Ears: Put your hands on the earlobes, massage them and gently pull them in different directions - up, down, backward and forward. Nose: Like a police dog, move your nose, sniff-sniff and find all the clues. Tongue: Open your mouth and show your tongue - up, down, right and left; then put it back in the hut. Skin: Show how we should wash our hands. Organizing the birthday party: Team 1’s task is to select only the photos of children playing with a ball (Handout 2). Team 2 has to choose a perfume for the ball. How? You can choose from several aromas - tampons infused with coffee, vinegar and perfume are used. Team 3 will select appropriate music, and you can choose from the 5 songs (and one of the tunes is "Happy Birthday!"). Team 4’s task is to take care of the food and drinks. To do this, you must detect the tastes of chocolate and orange juice, and identify the other tastes. The children of team 4 are blindfolded (with paper strips or disposable masks); the teacher gives the prepared drinks and foods to the children and everyone tries to identify what it is (water, milk, orange juice, biscuit, apple, chocolate, salt). Team 5 has the task of choosing 5 small gifts from the magic box by touching the hidden objects; the paper strips and pieces of paper are for distraction making the task more challenging. * On the box there are pictures of the gift items that Team 5 must find. At the end of the game, the teams present what they have prepared for the Sad Ball’s birthday party at the 5 stations located on different tables in the classroom. Step 2 Whole-class activity Students match the senses and their functions. (Annex 1, slides 4 and 5) They read and discuss the information related to the sense organs. (Annex 1, slides 6 and 7) Step 3 Team work At the beginning of the lesson, in the game with the ball in the plate, you were real sports persons. In life, and in sports, all parts of the body have their importance, but in different sports certain parts of the body have a more important role. Let's see if you can identify them. Task: Each team has to choose a sport and show the specific movements used in it; and the rest of the class try to guess it. The first demonstration is done by the teacher, and his/her place is taken by the team that first guessed the sport correctly. This is how the game goes on. After guessing the sport, students discuss which parts of the body are essential in the respective sport, as well as which senses are relevant to it. Step 4 Group work: „Object hunt“ Spot the objects using your five senses! The five teams already know more about the senses, and they can make use them more efficiently to find different objects in the classroom that match certain characteristics as described in Handout 3. The teams fill in their findings in Handout 3. Step 5 Whole-class activity We constantly see different things around us, hear different sounds, smell different scents, feel the objects with our skin, or taste different flavors. When doing so, the sense organs send signals the brain and it takes a decision what to do after our sensation. Let's fill in the table together - signals of the senses. (Poster_workesheet4) (The table can also be filled in as an e-document with the teacher putting down students’ answers.) Step 6 The ball was our hero and we tried to turn it into a person. Now, let’s go back to the beginning of the lesson and imagine it is just an ordinary ball and has no eyes, ears, tongue or nose. Discussion on the life of people with impaired sensory organs: comments on how people with disabilities cope in everyday situations (Annex 1, slide 9).
Reflection	Students fill out short questionnaires with questions related to their satisfaction with the lesson. When they are ready, students drop the feedback forms in the opening of the magic box used by Team 5. Printable worksheet (Handout 5).
Notes
Digital Resource	Annex 1 Handout 2 Handout 3 Poster_workesheet4 Handout 5 Handout 6_1 Handout 6_2

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4	Grade 2 / Effect of the movement and shape of the Earth on human life
Developed by	Antalya Directorate Of Education
Grade	2
Duration	60
Energizers	20 - Chief of clan Everyone stands in a circle. One participant closes his/her eyes or steps out of the room. He/She will have to guess who is the chief of the clan. One participant volunteers to be the secret Chief (quietly, so the "guesser" can't hear anything). The chief begins an action such as snapping fingers, patting the tummy, or slapping knees, and everyone in the circle imitates him/her. The guesser returns to the room and tries to figure out who the chief is. As the guesser looks around, the chief changes the action avoiding being detected.
Relaxing Exercises	14 - Give me your energy The students stand in a circle. The teacher starts, pretending he/she is holding a ball on the hands and passing it to the student on his/her right; this one do the same, until the ball comes back to the teacher. The ball needs to be passed in a gentle way, as it is very precious. At the second round, the teacher passes the ball to students in another side of the circle, making a gesture and a noise. The students will do the same until everyone will have touched the ball at least once. The ball can be passed in any way (in form of kick, kiss…), pretending it becomes bigger or smaller depending on the will of the students.
Objectives	Students will comprehend the formation process of day and night in a simple way.
Preparation	Materials needed: Music player and upbeat music/song A globe Paper and pencils for each student Playdough or modeling clay for each student Flashlight A mark or a sticker Preparation Print Annex 2 Equipment Laptop and computer to explain the Earth's rotation and the day-night cycle (Annex 1) Classroom settings Identify some space in the classroom or outside where students can move freely.
Introduction	"Earth's Dance Party": Begin by gathering all students in a clear space in the classroom or the school yard. Explain that they are going to participate in an "Earth's Dance Party" to feel the excitement of Earth's movements. Start by demonstrating some simple dance moves that represent Earth's rotation, such as spinning yourself but staying on the same spot to simulate the rotation of the Earth round its axis. Encourage the students to join in and copy your moves. Instruct them to start dancing and spinning around like the Earth when the music starts playinf. They can imagine themselves being planets, gracefully spinning around their own axis, and interacting with their classmates as they dance. Play some upbeat music or a song with a catchy beat to set the mood and get the party started. As the music plays, encourage the students to dance freely, spin around, and interact with each other, just like Earth's magical dance.
Teaching and learning methods	Visual Aids: Using a globe (or pictures, and videos) to support students' understanding of the Earth's rotation and shape. Visual aids help make abstract concepts more concrete and accessible for all learners, including SEN students. Hands-on Activities: Incorporating hands-on activities, such the Earth’s Dance party or the experiment encourage active participation and reinforce learning through kinaesthetic experiences. Group Work: Dividing the students into small groups for problem-solving activities related to Earth's movements and shape fosters collaborative learning - students support each other and learn from each other, fostering teamwork and social interactions. Open-Ended Problem-Solving: Encourage open-ended problem-solving during group discussions. Allowing students to explore multiple solutions and perspectives, promotes critical thinking and creativity. Reflection and Discussion: Engage students in reflective discussions after each activity to reinforce key concepts and encourage deeper understanding. Encourage all students to share their thoughts and observations. Movement and Body Exploration: Incorporate movement-based activities to help students internalize the concept of the Earth's rotation.
Interdisciplinary connections	Geography: The lesson naturally aligns with geography as students explore the Earth's movements and shape. They learn about Earth's rotation, its influence on day-night cycles, and how its unique shape shapes landforms and ocean tides. Physical Education: Incorporating movement-based activities into the lesson connects with physical education. Students can participate in activities that simulate Earth's rotation, encouraging them to move, spin, and explore various body movements. Art: Drawing and illustrating the Earth's movements, day-night cycles, and geographical features allow students to express their creativity through art. They can create visuals that represent their understanding of the Earth's dance.
Resource teacher or other specialists activities	Co-Teaching Model: Collaborate with a resource teacher to implement a co-teaching model in the classroom. The resource teacher can provide additional support to students, ensuring they actively participate and understand the lesson content. Differentiated Instruction: The resource teacher can help modify the lesson content, materials, and activities to meet the individual learning needs of students. This includes providing simplified instructions, visual aids, or hands-on materials. Small Group Support: During group activities, the resource teacher can work with small groups of students, providing personalized guidance and reinforcing the lesson concepts at their pace. Visual Schedules: Use visual schedules or cues to help students understand the sequence of activities in the lesson. Visual aids can aid their comprehension and provide predictability. Multi-Sensory Activities: Collaborate with the resource teacher to design multi-sensory activities that cater to different learning styles. Incorporate tactile, auditory, and visual elements to engage all students. Individualized Goals: Work with the resource teacher to set individualized learning goals for each student. Monitor their progress and provide specific feedback to help them achieve their objectives. Adapted Assessments: Modify assessments to accommodate the needs of students. Provide alternative ways for them to demonstrate their understanding, such as oral responses or drawings. Social Skills Support: The resource teacher can conduct social skills activities to promote positive interactions and encourage peer support within the classroom. Frequent Check-Ins: Schedule regular check-ins with the resource teacher to discuss the progress of students, address challenges, and identify additional support strategies. Sensory Breaks: If needed, incorporate sensory breaks or relaxation activities to help students regulate their emotions and focus on the lesson.
New vocabulary	Rotation: The spinning movement of the Earth around its axis, causing day and night. Axis: An imaginary line running through the center of the Earth, around which it rotates. Day-Night Cycle: The cycle of alternating day and night caused by the Earth's rotation. Sunrise: The moment when the sun appears above the horizon in the morning. Sunset: The moment when the sun disappears below the horizon in the evening. Daytime: The period of the day when the sun is visible and it is bright outside. Nighttime: The period of the day when the sun is not visible, and it is dark outside. Globe: A three-dimensional representation of the Earth.
Work Flow	The Earth's marvelous dance: How the Earth's Rotation round its axis affects us Make use of a globe to demonstrate the Earth's rotation. Use visual aids (Annex 1) to raise awereness and demonstrate how the Earth rotates, leading to the day-night cycle. Day-Night cycle activity (Art) Provide each student with a copy of Annex 2 and colour pencils. In the space below the pictures on the two pages everyone should draw something representing daytime or nighttime activities. Encourage students to think about how the day-night cycle affects their daily routine. Share and Discuss: Invite the students to share their drawings and describe the activities they do during the day and at night. Simulation of the Earth’s rotation round its axis and results of the process (experiment) Start by discussing the Earth's shape with the students. Explain that the Earth is not a perfect sphere but slightly flattened at the poles, like a squashed ball. Tell them that this unique shape plays a crucial role in many natural phenomena. Engage the students in a hands-on demonstration. Split students in 4 or 5 groups. Provide each group with a small ball or modeling clay. Instruct them to mold the clay/dough into a round ball to represent the Earth, or use the balls. Simulation of the Earth’s rotation and its implications on life on the Earth. Take the ball (or make a ball with the play dough/clay) and put a small mark or sticker on one of the sides. This is where we are on the Earth. Use a box to create dark environment. This will simulate the darkness of space. Cut a hole on one of the sides of the box. Place the ball on a flat surface within the dark environment. Demonstrate Day and Night: Position the flashlight (representing the Sun) in front of hole cut in the side of the box. Turn on the flashlight and shine it directly on the side of the globe where the mark (the sticker) is. It is daytime on the illuminated side. Observe how the light from the flashlight reaches only one side of the Earth, creating daytime on that side. The opposite side is dark – it is nighttime on that side. But the Earth is constantly moving round its axis. To simulate that movement, students should slowly rotate the ball round its axis, while keeping the flashlight in the same position. They can use their hands to gently rotate the ball, or, in case of using playdough, they can put a stick in the globe and rotate the stick. As they rotate the globe, they will notice how the marked side moves away from the light, creating darkness on that side. The side which is not marked is now illuminated, so it is daytime on the non-marked side. Students are instructed to continue rotating the globe to complete one full rotation and observe that this rotation of the Earth is what causes day and night on our planet. Optional: To demonstrate how day and night cycle for different parts of the Earth, you can use a lamp to represent the Sun and place it at different angles relative to the globe. This will simulate the changing positions of the Sun during the day, creating different time zones.
Reflection	Suggested Questions: Which activity did you like most? Why do we have day and night on the Earth? Suggested tips if students wouldn’t come up with answers: Would we have day and night if the Earth wasn’t spinning round its axis? Would we have day and night if there was no Sun? What did you observe during the project when you shone the flashlight on the globe and rotated it? What would have happened if the Earth wasn’t in the shape of a ball (a globe) but a cube? Would you like to make the experiment again? What other experiment would you like to have? Did you find this project fun and engaging? Why or why not? Is there anything else you would like to explore further or any questions you have about day and night?
Notes
Digital Resource	Annex 1 Annex 2

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5	Grade 2 / Means of transport. Pollution.
Developed by	AECE - Escola Básica da Zona Verde
Grade	2
Duration	60
Energizers	41 - Means of transport Location: Classroom/Interior No. of participants: All the students in a class Organisation: Students in seated circles With the group sitting in a circle, the teacher says the name of some means of transport and points to one of the students. The chosen student has to say the name of the means of transport they heard and add another one to his/her choice. The classmate next to him/her must say the means of transport already named and add another, and so on, until someone gets the sequence wrong. No means of transport may be repeated. Example: Teacher - car; Student 1 - car and motorbike; Student 2 - car, motorbike and bicycle; Student 3 - car, motorbike, bicycle and scooter and so on.
Relaxing Exercises	39 - Sounds game To the sound of calming/relaxing music, the students sit in their seats in the classroom and pretend they have a whole lemon in their left or right hand and the other hand over the one holding the lemon. The teacher will give the instructions: Now squeeze hard. Try to squeeze all the juice out of the lemon. Feel the force in your hands and arms as you squeeze. Now drop the lemon. Notice how your muscles feel when they're relaxed. Now take another lemon and squeeze it, again using one hand over the other. Try to squeeze this one harder than you did the first one. That's it! With force! Don't let a single drop remain. Squeeze hard. Now drop the lemon and relax. Notice how much better your hands and arms feel when they're relaxed. All right!
Objectives	In the end of the lesson students will be able to: Identify different routes and means of transport. Recognise the importance of means of transport in human life. Recognise the suitability of transport according to distance and function. Acknowledge the advantages of public, shared or non-motorised transport for the environment.
Preparation	Resources: - Computer with video projector; - Pens for writing on the board; - Students' individual scissors; pencil case, charcoal and coloured pencils and glue. Preparation: - Computer switched on as well as the video projector; - Clean wall chart for the first part of the plan; - A2 cardboard divided into three equal columns - each column should read: LAND TRANSPORT; WATER TRANSPORT; AIR TRANSPORT. The card should be fixed to a wall or board at the height of the students.
Introduction	Means of transport are identified according to the environment in which they travel: on land, on water, in the air. Means of transport are the different ways in which people move from one place to another (shorter or longer distances), they are used to move goods, to do services and everything else we need. The importance of means of transport in human life. The advantages of using public transport and non-polluting transport for the environment.
Teaching and learning methods	To raise awareness of what is being learnt, encourage learning based on concrete situations that are close to the students; Active/experiential learning that allows students to develop increasingly important instrumental skills for understanding, explaining and acting on the environment in a conscious and creative way; Learning that takes into account the diverse starting points and learning rhythms of students, their interests and needs and the characteristics of the environment; Learning that values themes and/or generating questions arising from observation of the reality that is close to the students and that enables them to problematize and investigate; Co-operative and collaborative learning - Work carried out in cooperation and collaboration in groups and pairs; New technologies as a way of learning/consolidating content.
Interdisciplinary connections	Mother Tongue- Select relevant information according to the listening objectives and record them using different techniques. Speak clearly and articulate words appropriately. Artistic Education - Engaging in dialogue about what they see and feel, in order to construct multiple discourses and readings of reality(ies); Transforming acquired knowledge into new ways of appreciating the world, by comparing images and/or objects. Citizenship- Sustainable Development; Environmental Education.
Resource teacher or other specialists activities	All the steps in exploring the topic are understandable for students with specific needs, with cognitive abilities. The lesson does not include lengthy written explanations. The role of the support or special education teacher is to help the students in the target group if they are unable to carry out any of the tasks or steps, or if they feel disorientated in understanding something that may be asked of them. Identifying and manipulating and handling materials, taking part in games, exploring content by visualising images, etc. are usually well accepted and meet the interests and needs of most students.
New vocabulary	Means of Transport; Transport; Public/Collective; Environment; Land Transport; Road, Rail, Water, River; Maritime, Air, Electric Transport.
Work Flow	1st step - Large group Start the lesson by asking the students the following questions: How do they get to school? What means of transport do they usually use? What means of transport do they know? Divide the board into three columns to record the students' answers - Observe and reflect on the data given by the students. 2nd step - Large group What means of transport are there? Powerpoint presentation (appendix 1) on means of transport. What means of transport there are and how they are classified. With some slides allowing interactivity, as the images appear when you click, involve the students in exploring them. 3rd step - Small groups Divide the class into groups of 5 or 6, depending on the number of students in the class. Give each group a sheet of paper from Appendix 2, which contains images of transport. Ask each group to cut out one of these transports and stick it on a piece of cardboard fixed to a wall or board in the room at the level of the students. The cardboard is divided into three columns, with Land Transport, Water Transport and Air Transport written in each column. The students have to stick the pictures they have cut out into the corresponding column. Once all the pictures have been pasted in, we confirm as a group the diversity of transport and whether everyone has pasted in the correct category. 4th step - Individual. Give each student (who can remain seated in the groups they were in during the previous task) a worksheet (appendix 2 A), and ask them to cut them out and stick them on correctly. At the end of the activity, they can even colour the transports. 5th step Large group Project a new interactive powerpoint (appendix 3) with various challenges: - Why are means of transport necessary? - Which means of transport is best to use? - Why is it important to use public transport, car sharing, cycling and/or scootering and walking? This activity should be put fully in practice with the participation of the students, since the projection presents questions which answers must first be given by the students and then confirmed with the signs that will appear when you click. 6th step - Individual Ask each student to return to their seat and complete a formative exercise (appendix 4) on the topic they have been working on. 7th step - Individual task - Optional This activity can be carried out at another time or moment. Ask each student to draw a picture on the topic ‘How I get to school’. Although it's a free drawing, students should draw the means of transport they use to get to school. If they walk, that's exactly what they draw, the boy or girl walking with someone...
Reflection	What was your favourite activity? - Relaxation activity ; - Group dynamics - Game; - The large group activities; - Interactive presentations. - Cut and paste activities - Individual activities.
Notes
Digital Resource	Appendix 1: https://sen-power.eu/atividades1/digital/871/Appendix 1.pptx Appendix 2: https://sen-power.eu/atividades1/pdf/871_Appendix 2.pdf Appendix 2A: https://sen-power.eu/atividades1/pdf/871_Appendix 2A.pdf Appendix 3: https://sen-power.eu/atividades1/digital/871/Appendix 3.pptx Appendix 4: https://sen-power.eu/atividades1/pdf/871_Appendix 4.pdf

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6	Grade 2 / Plants
Developed by	AECE - Escola Básica da Zona Verde
Grade	2
Duration	60
Energizers	40 - Who am I? Location: Classroom No. of participants: All the students in a class Organisation: Students get into groups in pairs. Materials: woollen yarn; pieces of cardboard or paper with animal and plant figures printed on them to put around each student's neck. Discovering animals and plants; Materials: woollen thread and drawings of animals and plants. Procedures: Each pupil puts a piece of yarn round their neck with a name tag and a drawing/figure of an animal/plant facing their back. In pairs they will ask each other questions to find out which animal or plant it represents. The number of questions should be agreed beforehand. Ex: Badge with a drawing of an apple tree with apples. Questions: Is it a plant or an animal? Animal Is it a small or large plant? Large Does it bear fruit? Yes Are the fruits red? Yes Are they apples? Yes The tree is called an apple tree.
Relaxing Exercises	38 - Hands and Arms To the sound of calming/relaxing music, the students sit in their seats in the classroom and pretend they have a whole lemon in their left or right hand and the other hand over the one holding the lemon. The teacher will give the instructions: Now squeeze hard. Try to squeeze all the juice out of the lemon. Feel the force in your hands and arms as you squeeze. Now drop the lemon. Notice how your muscles feel when they're relaxed. Now take another lemon and squeeze it, again using one hand over the other. Try to squeeze this one harder than you did the first one. That's it! With force! Don't let a single drop remain. Squeeze hard. Now drop the lemon and relax. Notice how much better your hands and arms feel when they're relaxed. All right!
Objectives	In the end of the lesson students will be able to: Identify what spontaneous plants and cultivated plants are; Learn about the various parts that make up a plant.
Preparation	Resources: Computer and video projector; Printed images representing different types of plants; Scissors; Glue stick; Potted indoor plant - (to identify the various parts that make up the plant); White sheets and coloured pencils. Preparation Go outside with the pupils to observe spontaneous plants and cultivated plants. (If there isn't a green space, such as a vacant garden. near the school, Plants in the school playground, on balconies or in the gardens of neighbouring houses, trees in the street and spontaneous weeds growing by the side of the road can also be observed). Ask each student to take a sheet of paper and coloured pencils and let them choose a plant to draw.
Introduction	There are some plants that grow on their own and don't need any care from humans, these are called spontaneous plants. Others may need human care, such as sowing and watering; these are cultivated plants like lettuce. Most plants are made up of several parts: the root through which they feed and hold onto the soil, the stem or trunk which keeps the plant upright and transports water and nutrients to all parts of the plant, and leaves through which they breathe. What do plants give us and what do plants need?
Teaching and learning methods	To raise awareness of what is being learnt, encourage learning based on concrete situations that are close to the students; Active/experiential learning that allows students to develop increasingly important instrumental skills for understanding, explaining and acting on the environment in a conscious and creative way; Learning that takes into account the diverse starting points and learning rhythms of students, their interests and needs and the characteristics of the environment; Learning that values themes and/or generating questions arising from observation of the reality that is close to the students and that enables them to problematize and investigate; Co-operative and collaborative learning - Work carried out in cooperation and collaboration in groups and pairs; New technologies as a way of learning/consolidating contents.
Interdisciplinary connections	Mother tongue - Select relevant information according to the listening objectives and record them using different techniques. Speak clearly and articulate words appropriately. Maths - Developing an interest in maths and appreciating its role in the development of other sciences and areas of human and social activity. Citizenship and Development - Sustainable Development; Environmental Education.
Resource teacher or other specialists activities	All the steps in exploring the topic are understandable for students with specific needs with cognitive abilities. The lesson does not include lengthy written explanations. The role of the support or special education teacher is to help the students in the target group if they are unable to carry out any of the tasks or steps, or if they feel disorientated in understanding something that may be asked of them. Identifying and manipulating and handling materials, taking part in games, exploring content by visualising images, etc. are usually well accepted and meet the interests and needs of most students.
New vocabulary	Plant life Spontaneous plants and cultivated plants. Root, stem...
Work Flow	1^st step - Large group Start the lesson by talking to the class about the plants observed outside the school. Explore with the students the differences between cultivated plants and spontaneous plants and the possible habitats of both. Use the Powerpoint presentation (Appendix 1) 2^nd step - Small group Divide the class into groups. Give the students printed images of spontaneous and cultivated plants (Appendix 2). Start by asking the students to identify, separate, cut out and organise them into spontaneous plants and cultivated plants. 3^rd step - small group Distribute appendix 3 to each group - A3 size sheet with four columns identified/categorised in the header into 4 categories, where the students will stick the plant cuttings according to the teacher's previous explanation. 4^th step - Individual task Whether plants are cultivated or spontaneous, they are all made up of various parts. Enrich and reinforce this learning by bringing into the classroom a potted plant, if possible with a flower, which will allow students to get closer to the various parts of the plant, identifying where the root, stem, leaves and flowers are located (if possible), and finally explaining that it is from the flower that the fruit is born. The teacher projects an image of a plant (appendix 4), with the information needed to identify the various parts of the plant. To conclude this activity, ask each student to draw a plant and, with the teacher's guidance, write down each part that makes it up.
Reflection	Guided discussion about what students have learnt: Spontaneous plants/cultivated plants and the parts that make up plants. Connect the importance of the natural environment and basic needs for the growth and development of living beings - plants. Reinforce the idea that all plants deserve to be cared for and respected at all stages of development. What was your favourite activity? - Going outside; - The relaxation activity; - Group dynamics - game ; - The large group activities; - The small group activities.
Notes
Digital Resource	Appendix 1: https://sen-power.eu/atividades1/digital/872/Appendix 1 - Plants.pptx Appendix 2: https://sen-power.eu/atividades1/pdf/872_Appendix 2 Plants.pdf Appendix 3: https://sen-power.eu/atividades1/pdf/872_Appendix 3 Plants.pdf Appendix 4: https://sen-power.eu/atividades1/pdf/872_Appendix 4 Plants.pdf

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7	Grade 2 / Growing healthy! Growing strong!
Developed by	Prosveta-Sofia Foundation
Grade	2
Duration	60
Energizers	17 - Toaster or Rock Star The group starts in a circle with one person in the center. The person in the center points at someone in the circle and says “Toaster” or “Rock star”. If the person in the center says “toaster”, the person being pointed at needs to crouch down and jump up and say “butter me I’m done.” The people on either side should arms up and out strait creating a “toaster” around the person being pointed at. If the person in the center says “Rock star”, the person being pointed at needs to hold his/her hands in front of their mouth as if he/she were singing into a microphone. The people on each side turn away from the person who’s been pointed at and pretend to play the guitar.
Relaxing Exercises	33 - Ditch the shoes! Do you know the phrase “stay grounded”? Adults use it quite often, but sometimes the easiest way to do that is to connect yourself to the ground again. If you are outside, consider taking your shoes off and walking through the grass. Take note of what the soft grass feels like and the dirt under your feet. Do also ensure there’s no glass, nails or anything else sharp in the vicinity before taking off your shoes. If you are in the classroom, just take of your shoes and enjoy walking around slowly.
Objectives	Students will: ● build a responsible attitude towards their bodies and their health through activities related to: sports and active living; hygiene; nutrition; ● learn how to take care of their health; ● develop their thinking skills.
Preparation	Preparation of supporting materials ● For Step 5 Flower of Health there should be prepared: o a pot of geraniums; o cut shamrocks from coloured paper, attached to wooden skewers – for each student; o cut shamrocks from coloured paper attached to wooden skewers with the messages from step 5 written on them ● For activity Reflection: o cut a circle from yellow cardboard (for the sun) o prepare lots of rays in yellow, orange and red color so that each student has the chance to choose the colour she/he needs. Equipment Multimedia; Laptop; Mobile devices for the game from step 2.
Introduction	Hello students! When we meet someone, we usually say Hello, and in Bulgarian this sounds like that Zdravei. The word comes from the verb "zdraveya", which is no longer used in modern Bulgarian, but has survived in the greeting Zdravei. So, when people in Bulgaria greet each other with the greeting Zdravei, they wish each other to be in good health (zdrave). Do you have something similar in your language? So, today we are going to talk about health.
Teaching and learning methods	Discussion Teamwork
Interdisciplinary connections	Mother tongue - oral communication. Mathematics - logical thinking skills. Artistic creativity - creating a Flower of Health.
Resource teacher or other specialists activities	The lesson does not include written instructions and tasks in which a written response is required. The role of the resource teacher is to help the students of the target group in case they cannot cope with some of the tasks or with a specific step – e.g. in item 2 of step 4, the resource teacher can work individually with the students of the target group, supporting them in coming up with the characteristics by which the categorization should be done and giving them examples. Creating a Flower of Health is a hands-on activity which is engaging and interesting for students with learning disabilities (and for all students).
New vocabulary	Healthy life style
Work Flow	Step 1 1. Ask the questions and write down all students’ ideas on the board, even if some of them seem unrelated to the question (blue skies thinking): ● What is health to you? ● Why do we want to be healthy? ● How can we maintain our health? 2. Show Annex 1 (slides 1 to 5) and discuss with the whole class: Which of the illustrations show people whose actions contribute to good health? Let's consider and decide together. Step 2 Daily routine: We all perform various activities that are repeated during the day or during the days of the week. These are our habits. Some of them are good for our health and others are harmful to us. Let's see if you can tell them apart? Students play the game on their mobile devices. https://wordwall.net/resource/68814663 Step 3 Do you like to do sports? Sport is good for our health! There are many sports and everyone can choose the one he/she likes best. Let's remember some of the most popular sports. (Annex 1 – slide 6). With the help of the teacher, students name the sports and discuss where each one is practiced, what equipment is needed, whether special facilities are needed and anything specific to the respective sport. Students can add up extra sports, e.g. if someone practices another sport or knows someone who practices another sport, he/she tells the class first-hand impressions. Step 4 1. Divide the class into groups of 4-5 children and read the Letter from the rabbit Gourmand (Annex 1 - slide 7), who wants to be an athlete, but although he trains hard with the other rabbits, he does not succeed in achieving what the others succeed in. What's the problem? How can we help him? Each group discusses the issue and comes up with 2 practical tips for the rabbit Gourmand. In the plenary, the groups share their suggestions and the teacher writes them on the board. 2. Development of reasoning skills through team work. Task: The written proposals to Gourmand should be split in two or more groups, and the students themselves should decide how they will do that. As a first step the teacher could ask the students to identify which ideas are quite similar in content and to combine them into one. The next step is the actual grouping, e.g. ideas related to physical activities and ideas related to mental activities. Students are not expected to articulate clearly on what basis they made the groupings, but should be able to explain their reasoning. After the discussion, if time allows, each group presents the result of their work, or the teacher suggests how to divide the proposals and circles (with the help of the students) the proposals belonging to the different groups in different colours. Step 5 Art: Creating a Flower of Health. Students use a pot of geraniums in which they stick different messages written on paper shamrocks. Do you want us to turn this pot of geranium into a Flower of Health and help other people be healthy? We will show it to the other students and it will communicate different pieces of advice that people should follow in order to be healthy and enjoy a good life. 1. Several suggestions are written in advance on the prepared shamrocks; the suggestions are read in front of the class by individual students and the class decides whether the advice is suitable for the Flower of Health - if so, it is adjusted on a wooden skewer and stuck in the pot. ● Always wash your hands before eating something. ● Eat a lot. ● Take walks in the fresh air. ● Do not overeat. ● Always wash fruit before eating. ● Drink plenty of water. ● Always dress in very warm clothes. ● Temper yourself. 2. Let's see what else is good to do to have good health (Annex 1 - slides 8, 9, 10). 3. Each student receives a paper shamrock and writes a message to put in the Flower of Health (suggested by the presentation or their own ideas). The labeled shamrocks are placed in the pot.
Reflection	As feedback for the lesson, students attach rays to the sun, with the teacher instructing them that the yellow ray means "The lesson was useful and I liked it!", the orange ray means "I got interesting information, but it was not enough/ I didn’t like some parts", and, if students choose the red ray, their opinion is that the lesson was not very interesting and the activities were not useful. Students provide their feedback anonymously during the break.
Notes
Digital Resource	Annex 1 Step 2 game

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8	Grade 2 / Balanced Nutrition
Developed by	Antalya Directorate Of Education
Grade	2
Duration	60
Energizers	40 - Who am I? Location: Classroom No. of participants: All the students in a class Organisation: Students get into groups in pairs. Materials: woollen yarn; pieces of cardboard or paper with animal and plant figures printed on them to put around each student's neck. Discovering animals and plants; Materials: woollen thread and drawings of animals and plants. Procedures: Each pupil puts a piece of yarn round their neck with a name tag and a drawing/figure of an animal/plant facing their back. In pairs they will ask each other questions to find out which animal or plant it represents. The number of questions should be agreed beforehand. Ex: Badge with a drawing of an apple tree with apples. Questions: Is it a plant or an animal? Animal Is it a small or large plant? Large Does it bear fruit? Yes Are the fruits red? Yes Are they apples? Yes The tree is called an apple tree.
Relaxing Exercises	20 - Holding legs Participants work in pairs. And you can put a quiet and relaxing music (or sounds like water falling down, sea waves, etc.). Half of the participants are asked to lie down face up, eyes closed, with their left leg extended on the floor and their right leg elevated. Another participant stands up and loops a towel around the heel of the other’s right foot and holds the ends of the towel in his/her hands, and makes soft and gentle movements (upwards and downwards, and sidewards) while the other totally relaxes his/her leg. Then they repeat the same process with the left leg. Then the participants switch roles.
Objectives	Students will: learn about balanced nutrition and the difference between healthy and unhealthy foods; understand the importance of making healthy food choices; engage in hands-on activities to reinforce their understanding of balanced nutrition.
Preparation	Materials: Annex 1: Scissors and glue sticks for each student. Annex 2: Projector and screen or interactive whiteboard for displaying the slides. Annex 3: Crayons, colored pencils, or markers for each student. General Materials: Large sheets of paper and markers for group meal planning activity. Whiteboard and markers for listing healthy and unhealthy foods during group discussion and chart making.
Introduction	Introducing the topic: Good morning, everyone! Today we are going to learn about balanced nutrition and how to make healthy food choices. Display images for students to examine. Present the PowerPoint from Annex 2, showing images of healthy and unhealthy foods. Discussion: Let's look at this presentation to learn more about healthy and unhealthy foods. Go through each slide, explaining the benefits of healthy foods and the drawbacks of unhealthy ones. References to students’ everyday life: For example, apples are healthy because they are full of vitamins, while candy is unhealthy because it has too much sugar."
Teaching and learning methods	Visual aids (poster, slides) Interactive discussions Hands-on activities (cutting, grouping, coloring, chart making, meal planning) Review and reflection activities
Interdisciplinary connections	Art
Resource teacher or other specialists activities	For SEN students, provide additional visual aids and simplified instructions. Offer one-on-one support during activities and ensure that instructions are clear and accessible.
New vocabulary	Food Fast food Nutritious Healthy Unhealthy Balanced nutrition
Work Flow	Step 1: Poster Discussion (10 minutes) Introducing the topic: Look at this poster with different foods (refer to Annex 1). Let's talk about which foods are healthy and which are not." Discuss each food item and its nutritional value. Involving students in a discussion: "Can anyone tell me why fruits and vegetables are good for us?" Encourage students to share their thoughts and knowledge about different foods. Step 2: Cutting and Grouping Activity (15 minutes) Hand out the images from Annex 1 to students. Introduce the activity: Now, let's cut out these images and group them on the previous page into healthy and unhealthy foods. Instructions: Give each student a pair of scissors and a glue stick. Instruct students to carefully cut out each food image from Annex 1. Provide them with a blank sheet divided into two sections: one for healthy foods and one for unhealthy foods. Ask students to glue the images into the correct section. Walk around the room to offer help and ensure students are correctly grouping the foods. Finalize the step: Great job! Can anyone share which foods they put in the healthy group and why? Step 3: Group Discussion and Chart Making (15 minutes) Introduce the activity: Now let's make a chart together! We will list healthy and unhealthy foods on the board. Instructions: Draw two columns on the board, labeled "Healthy Foods" and "Unhealthy Foods." Ask students to suggest foods and write them in the appropriate column. Encourage students to come up and write their answers on the board. Final wrap-up of the completed work: Let's see how many healthy and unhealthy foods we can list together! Step 4: Healthy Meal Planning Activity (15 minutes) Introduce the activity: Now, let's plan a healthy meal together. We'll use some of the foods we talked about. Instructions: Divide students into small groups. Provide each group with a large sheet of paper and markers. Ask each group to draw a plate and plan a healthy meal using the foods discussed. Have each group present their meal to the class. Walk around the room to offer help and ensure students are thinking about balanced nutrition. Final wrap-up of the completed work: Great job, everyone! Can each group share their healthy meal with the class?" Step 5: Coloring Activity (15 minutes) Distribute the food images from Annex 3 to students. Introduce the activity: Now, let's color these pictures of foods. Try to use the real colors of the foods. Instructions: Hand out the coloring pages from Annex 3. Provide crayons, colored pencils, or markers. Encourage students to color the images accurately. Walk around the classroom, engaging with students and asking them about the foods they are coloring. Final wrap-up of the completed work: Who can tell me why it's important to eat a variety of colorful fruits and vegetables? Step 6: Review Activity (10 minutes) Conduct a quick review to ensure students remember the material covered. Introduce the activity: Let's review what we learned today. Can anyone tell me what balanced nutrition means? Suggested questions: What are some examples of healthy foods? Why should we avoid eating too much junk food? Encourage students to participate actively.
Reflection	Suggested discussion questions to finish the lesson: How can we use the things we talked about today to make healthier choices of food? Can you provide examples of healthy snacks to eat at home?
Notes
Digital Resource	Annex 1 Annex 2 Annex 3

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9	Grade 2 / Let's Keep Our Environment Clean
Developed by	Antalya Directorate Of Education
Grade	2
Duration	60
Energizers	9 - Balloon pop Have everyone form a circle. Instruct the participants to put one piece of information about themselves, e.g. I have 2 sisters, or my mother is called Samy, on a small slip of paper, fold it, and put it in a blown up balloon. Throw the balloons in the middle of the circle and then have people take turns popping a balloon, reading the piece of paper, and guessing to whom the information applies. Participants could wander round the room asking ‘yes/ no’ questions to the other participants but not exactly the statement from the paper slip, e.g. they cannot ask “Have you got 2 sisters? But could ask “Have you got sisters?” and then “Have you got more than 1 sister?’, “Have got less than 3 sisters?”, etc. Game finishes when all participants have identified the author of the paper slip they have. *Note: this exercise should be used if there is enough time.
Relaxing Exercises	36 - Nature lovers Close your eyes and imagine that you doing a nature walk - on the fields or in the mountains. Imagine all the details of what you see and feel: ● What vegetation do you see around you? ● What season is it and what colours are the plants? ● Are there animals in your picture – maybe you see beetles in the grass or hear the birds? ● Is there movement around you – maybe there is a slight breeze and the leaves of the trees are swaying, or a stronger wind is bending their trunks, or is it completely quiet and everything is still? ● Do you smell any aromas? ● Are there people around you? ● How do you feel? Now, keeping this picture in your mind, open your eyes and prepare for the rest of the day.
Objectives	Students will identify different types of pollution, including air, water, land, and traffic pollution. Students will learn and understand the importance of keeping the environment clean. Students will categorize actions that contribute to environmental cleanliness and those that cause pollution. Students will develop creativity and collaboration skills through hands-on activities, such as cut and paste, coloring, and drawing. Students will build vocabulary related to environmental conservation and pollution prevention. Students will reflect on ways to contribute to a cleaner environment in their daily lives.
Preparation	Materials: Annex 1: Cut and paste activity with images of pollution types and clean environment actions Annex 2: PowerPoint presentation depicting pollution and ways to keep the environment clean (Slides 1-10) Annex 3: Coloring sheets of pollution types and environmental clean-up activities
Introduction	Begin the lesson by asking the students about the environment problems. Listen to their answers and engage in a brief discussion about their answers. Introduce the topic of keep environment clean and pick the students' curiosity by asking if they would like to learn more about how to keep the environment clean.
Teaching and learning methods	Visual Learning Description: Utilize visual aids such as pictures, slides, and videos to convey information about pollution and ways to keep the environment clean. Implementation: Use Annex 2 (PowerPoint Presentation) to show different types of pollution and environmental actions. Encourage students to observe and discuss what they see. Hands-on Activities Description: Engage students in practical activities that allow them to interact directly with the material being taught. Implementation: Use Annex 1 for a cut and paste activity where students categorize images of pollution and clean environment actions. Provide Annex 3 for coloring activities that reinforce the lesson content. Collaborative Learning Description: Foster a sense of teamwork and collaboration among students through group activities and discussions. Implementation: During the creative drawing activity, encourage students to discuss their ideas in small groups and share their drawings with the class. Facilitate group discussions to enhance understanding and creativity.
Interdisciplinary connections	Art Expression Engage students in a coloring activity related to the clean environment. Provide them with coloring materials and ask them to draw ways to keep environment . Encourage creativity and discussion within the groups.
Resource teacher or other specialists activities	Use Visual Aids: Ensure SEN students have a clear view of the slides and provide additional explanations if needed. Provide Assistance: Offer one-on-one help during the cut and paste and coloring activities to support their understanding and creativity. Encourage Participation: Foster an inclusive environment where SEN students feel comfortable sharing their ideas and reflections.
New vocabulary	Pollution Water pollution Air pollution Land pollution Traffic pollution Save the environment Clean Plant tree Pick up garbage Recyle
Work Flow	Step 1: Present Visual Aids (10 minutes) Show Annex 2 (Slides 1-10) to introduce the different types of pollution and ways to protect the environment. Slide 1: This is air pollution. Can you see the smoke coming from the factory? Slide 2: This is water pollution. Look at the garbage floating in the water. Slide 3: This is land pollution. The trash is all over the ground. Slide 4: This is traffic pollution. The cars are making the air dirty. Slide 5: Protecting the environment by using less plastic. Slide 6: This is a clean place. We want our environment to look like this. Slide 7: Planting trees helps keep our air clean. Slide 8: Picking up garbage helps protecting the environment. Slide 9: Recycling helps reduce pollution. Slide 10: When we keep our environment clean, our planet stays healthy. Step 2: Cut and Paste Activity (15 minutes) Distribute Cut and Paste Sheets (Annex 1): Students have to cut out the pictures of pollution types and actions to keep the environment clean, and then paste them in the correct 'Do' or 'Don't Do' sections on the worksheet. The teacher walks around the classroom to assist students with their cutting and pasting. Step 3: Coloring Sheets (15 minutes) Distribute Coloring Sheets (Annex 3) and instruct students to to color the pictures of the different types of pollution and ways to keep the environment clean. Walk around the classroom to assist students with their coloring and answer any questions they may have. Step 4: Creative Drawing (15 minutes) Distribute Drawing Materials. Instruct students to draw a scene showing how we can keep our environment clean. Group Discussion: Encourage students to discuss their ideas with their classmates. Step 5: Recap and Sharing (15 minutes) Recap Key Points: What is air pollution? What about water pollution? How does it affect our environment? Why is it important to keep our environment clean? Student Sharing: Invite students to share their drawings and explain their ideas. Emphasize the Connection: Remember, a clean environment means a healthy planet for our future. We all need to work together to keep our world clean.
Reflection	Ask students to reflect on what they learned. Think about what we talked about today. How can you help keep the environment clean at home or at school? Summarize the lesson and highlight the importance of caring for our environment: We have learned so much about pollution and keeping our environment clean. Let's all try to do our part to make our world a better place.
Notes
Digital Resource	Annex 1 Annex 2 Annex 3

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	52

10	Grade 2 / Exploring animal footprints
Developed by	IPSantarem - Bento Cavadas e Nelson Mestrinho
Grade	2
Duration	1h15
Energizers	44 - Mimicking animals The teacher instructs students to mimic the movements of animals in the following sequence: fox, dog, hare, hedgehog. Figure 1. Fox (Credits: Pexels.com) Figure 2. Dog (Credits: Pexels.com) Figure 3. Hare (Credits: Wikipedia) Figure 4. Hedgehog (Credits: Pixabay)
Relaxing Exercises	44 - Guided walking in a forest Close your eyes and imagine you are walking in a forest. Feel a sense of calm and peace wash over you with each step you take. Imagine the sounds and the smells of the forest.
Objectives	Students will: Know how to discover evidences of animal presence on nature, without seeing them know the main characteristics of animal footprints and identify animals through their footprints. understand the importance of protecting biodiversity.
Preparation	Materials Appendix 1 - Pictures of animals Appendix 2 - Evidences of the presence of animals on nature Appendix 3 - Dog footprint Appendix 4 - Footprint examples Appendix 5 - Real mammals’ footprints Digital Game Equipment Laptop and projector Preparation for the lesson During the fieldtrip, remember to ask students to prioritize ethical and sustainable practices, such as minimizing habitat disturbance, respecting wildlife, and leaving no trace. Additionally, consider safety precautions and obtain any necessary permits or permissions before conducting field activities
Introduction	If we are walking in a forest, how can we recognize the presence of animals without seeing them? Some animals have fear of humans and instinctively hide when they detect human presence. To ascertain the presence of animals in a forest, we can search for signs of their existence, including animal feces, burrows, gnawed food and footprints. Doing the tasks of this activity, you will be able to identify some animals through their footprints. 5 min
Teaching and learning methods	Inquiry-Based learning Collaborative learning
Interdisciplinary connections	Sports: walking in a natural environment; practical activity (energizer) Arts: Drawing animals footprints.
Resource teacher or other specialists activities	The most part of the tasks of the lesson are comprehensible to most special needs students who have well-preserved cognitive abilities. The lesson does not comprise long written explanations. The role of the special needs teacher or the assistant teacher is to help target group students in case they are not able to cope with some of the tasks or steps.
New vocabulary	Animal footprint
Work Flow	Part I \| Identifying animals on nature Ask students how we can know that there are animals in nature. The goal is for them to recognize various signs of animal presence, such as animal feces, burrows, nibbled food, regurgitated food or animals’ footprints. Use the figures on appendix 2 to explore with the students some of those evidences. Part II \| Studying the characteristics of a footprint Explore an animal (mammal) footprint with the students, such as the one presented in the next figure. Figure 5. Dog footprint (Credits: Bento Cavadas) Ask them to identify the following concepts within the footprint, as illustrated in figure 6 (Appendix 3): Shape (of the animal footprint) Finger Nail Pad Figure 6. Dog footprint (Credits: Bento Cavadas) Solutions: (A) Shape; (B) Nail; (C) Finger; (D) Pad. Next, organize the students in pairs. Instruct them to observe examples of animal footprints, as depicted in Appendix 4. Figure 7. Examples of mammal’ footprints (Credits: Bento Cavadas) Ask them to indicate the animal(s) which footprints have: 4 fingers. 5 fingers. Nails (claws) Pad. Hooves. Solutions: Fox, wild boar, cat, dog Badger, squirrel, hedgehog, weasel Fox, badger, squirrel, dog, hedgehog, weasel Fox, car, badger, squirrel, dog, hedgehog, weasel Wild boar, Roe deer 20 min Part III \| Identifying real animal footprints Then, students should identify the animal that produced each real footprint represented in Appendix 5, using the animal footprints of Appendix 4 Show the following video. Figure 8. Print screen of the video “Guess the animal by footprints” (Credits: Animal Quiz) 7. Play the game https://wordwall.net/pt/resource/77657912 with the students 15min Part IV \| Looking for animal’ footprints in nature 8. After the previous activities, students are equipped to go to an outdoor environment and look for real animal footprints or other evidence of the presence of animals in nature. Prepare a field trip to a natural park with different habitats such as forests, wetlands, grasslands, or coastal areas. Each habitat supports a unique array of plant and animal species. Encourage students to observe and document the diversity of life forms they encounter in each habitat and the footprints they found, using the camera of their smartphones or drawing them. Then, they can use an application to share them with their colleagues, such as Padlet® or similar. The field trip is a relevant context to explore the concept of biodiversity and biodiversity protection with your students, and relates this approach with the Sustainable Development Goal 15: Life on land. One day field trip
Reflection	Guided discussion: How can you identify the presence of animals in nature, without seeing them? What are the main characteristics of an animal footprint? What type of animal footprints are you able to identify now? Why is it important to preserve biodiversity? 10 min
Notes
Digital Resource	Appendix 1 - Pictures of animals Appendix 2 - Evidences of the presence of animals on nature Appendix 3 - Dog footprint Appendix 4 - Footprint examples Appendix 5 - Real mammals’ footprints Digital Game

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Grade 3

	54

1	Grade 3 / Living and non-living Nature
Developed by	Prosveta-Sofia Foundation
Grade	3
Duration	90
Energizers	3 - Amoeba An evolution game! Everyone starts off as an amoeba, with the purpose of evolving to a human. All students walk around acting like an amoeba and when they meet with another amoeba, they play one round of rock/paper/scissors. Whoever wins evolves into a worm. When two worms meet they play again rock/paper/scissors and whoever wins turns into a wasp, but whoever loses goes back to becoming an amoeba. This continues until one becomes human. The evolution stages are: amoeba à worm à wasp à chicken à monkey à human.
Relaxing Exercises	7 - Strong as a plant All students spread out in the room and imagine they are plants (eg tulip, grass, oak, pine tree, etc.) but don’t tell the others what plant they are. They listen to the audio recording and with their actions imitate the movements of the plant in different weather conditions (rain, wind, storm, snow, calm weather, etc.) *The teacher plays the sounds from Annex 1 while students complete the activity.
Objectives	Students will: Learn to distinguish living organisms from non-living things considering nutrition, growth, movement, breathing, sensation and reproduction; Get to know the three groups of living organisms (plants, fungi and animals) split considering nutrition and movement; Develop their reasoning and teamwork skills.
Preparation	Materials Small pieces of paper/ post-it papers: for activity 1, option 2 Equipment Laptop, projector and loud speakers Tablets/ mobiles for students for: activity 1 (option 1); activity 3, (option 1); activities 4 and 6 Preparation for the lesson For activity 2, options 2 and 3: Print or write the headings Living things and Non-living things on A4 paper (one set per group)
Introduction	Leonardo da Vinci has said that “Nature is the source of all true knowledge.” It is a common truth that we learn all the time from Nature – when looking through the window on a rainy day or while walking in the park; when we are on a family vacation at the seaside or go on a school trip in the mountains. Knowing more about Nature and the things we see around us, makes our lives easier and better. We will learn that all things round us belong to either the group of the living organisms or to the non-living things, and how to know to which one. We will learn about the 5 kingdoms of the living organisms, will play games, work in teams and participate in competitions.
Teaching and learning methods	Discussion based learning Collaborative learning Problem-based learning
Interdisciplinary connections	Mathematics: reasoning skills, extracting essential information from a video file Active citizenship: team spirit and collaboration
Resource teacher or other specialists activities	There are no long written explanations in the lesson. The presentations are available with audio records of the narration. The role of the special needs teacher is to help target group students in case they are not able to cope with some of the tasks or steps. The computer games are activities that most students with learning difficulties enjoy a lot. The team games are a good basis for the inclusion of target group students.
New vocabulary	Living organisms Non-living things Reproduction Nutrition Multicellular and unicellular Photosynthesis
Work Flow	Items around me (NFE tool: blue skies thinking) (5 min.) Option 1 (making use of computers/ mobile devices): Students are split in 2 or 3 teams. The task of each team is to think of as many things they see around them and write the names of the items they can see in a shared Google Drive worksheet, which was created in advance by the teacher. The teacher creates a worksheet for each team and shares it with the students from the group (e.g. group 1; group 2 ). Students work individually in the shared worksheet on their mobiles or tablets/computers, writing as many things they can see around in the first column. Time limit – 1 minute. Option 2 (working on paper): Similarly, the teams get the same task and but are instructed to write the words of the things they see around them on small pieces of paper. After the deadline, all the words of each group are collected together and sorted out, so that the identical items are removed). Characteristics of living and non-living things (NFE tool : snowballing) (10 min.) Students watch the video explaining the differences between living and non-living things and have the task to put down the characteristics which make living things different from non-living things (optional tip: there are 6 major characteristics described in the video; providing the tip will make the task a bit easier. The correct characteristics are: Livings things grow (1), reproduce (2), breathe (3), feel (4), move (5) and need food (6).) Work process: After watching the video students work individually and make their individual lists of characteristics. If needed, the teacher can play the video again. Secondly, they work in pairs and compare their individual lists with the task to come up with a common list of 6 characteristics. Next step is to have 2 pairs working together. Similarly, they compare their lists and have to agree on the 6 characteristics of living things that make them different from non-living ones. Final step: all groups report their lists of 6 characteristics and agree on a common list for the class. Distinguishing between living and non-living things (NFE tool: team work/competion) Option 1 (making use of mobile devices): Students get organized as a team with the task to transfer the words they have written (as part of task 1) in the columns of Living things and Non-living things in the shared GD worksheet. They decide on the strategy to do the task as quickly as possible. (5 min.) Option 2 (working with the paper words): the teacher prepares space and 2 headings for each team named Living things and Non-living things. The task of each team is to split the words they have written as part of task 1 into the 2 categories. (collaborative work) (5 min.) Option 3 (working with the paper words): All words of Team 1 are put together on a table1, and all words of Team 2 are placed on table 2. The teacher puts notice boards with headings Living things and Non-living things on 4 other tables (2 tables for Team 1 and 2 tables for team 2). The representatives of the teams line up one behind the other. When the teacher launches the game, the first 2 students representatives of Teams 1 and 2 go to the tables with the words of their team, pick up 1 word and put it on the table of the Living or Non-living things depending on the word they have picked up. Then, the second player follow the same procedure. The winner is the team that has most items correctly classified. (5 min.) Kahoot game – Living vs. Non-living things and their characteristics https://create.kahoot.it/details/330386c6-2a47-4073-8635-89f8e121403c The teacher shows the questions and the answers on the screen. Students play the game individually on their mobile devices. (10 min.) Classification of living things according to the characteristics of movement and nutrition: Students watch the presentation: The 5 kingdoms of living things. After the presentation students are asked to sum up the characteristics of the 3 groups of living things. (5 min.) Games – students work individually on their mobile devices or on computers. (15 min.) Who knows better the organisms that can’t move and can’t produce their food? (the kingdom of the fungi) https://wordwall.net/resource/57686679 Who knows better the organisms that can’t move and produce their food? (the kingdom of the plants) https://wordwall.net/resource/57685872 Who knows better the organisms that can move but can’t produce their food? (the kingdom of the animals) https://wordwall.net/resource/57685347
Reflection	Feedback: What do you think about today’s activities? The poster is printed (or drawn) on a big sheet of paper for the students to mark their opinion about the lesson activities. The Smileys are to be printed and cut separately, and each type is placed in a separate box. After the lesson students are invited to go to the poster and stick the Smiley face which best presents their opinion about the lesson activities. Explain that they could consider different aspects of each activity – of course, if it was fun, but also – if they learned something useful, whether they felt comfortable doing it, etc. Explain that the evaluation is anonymous, so they can freely express their opinion. Questions to sum up the contents presented during the lesson: What is the most interesting thing you learned today? (discussion) What is the most useful thing you learned today? (discussion) (5 min.)
Notes
Digital Resource

SENPOWER 2025/09/18

	55

2	Grade 3 / The influence of air, light, temperature, water, soil on the life of plants and animals
Developed by	AECE - Escola Básica da Zona Verde
Grade	3
Duration	60
Energizers	24 - Flashcards Games Create a set of picture cards, related to the topic: The influence of air, light, temperature, water, soil on the life of plants and animals (Appendix 1), which will be scattered on the walls of the classroom at the students’ height. Learners are invited to move around the room to first look at the various flashcards and then select one, which they take down from the wall and take with them to their seat. When everyone has selected a picture, one by one each student will show their picture and justify their choice.
Relaxing Exercises	23 - The Four Seasons Dance Start by moving tables and chairs out of the room, leaving the space wide open, or use the gym or another large space in school. Switch on the computer with speakers, use the music "The Four Seasons" by Antonio Vivaldi" through Youtube. Students are invited to move freely around the space and imagine that they are plants, with roots (the feet) with the stem (the body) with flower (the head) and with leaves (the fingers of the hands). According to the sequence of the indications that are given that reproduce the life of a seed, the students will make corresponding movements, from sowing, with the seed under the ground, the seed germinating, the plant growing and finally the seed giving flower.
Objectives	In the end of the lesson students should be able to: Identify the environmental factors that conditionate the life of plants and animals: water, air, light, temperature, soil. Recognise the environmental factors are essential to the different stages of living beings’ life; Understand the importance of environmental factors in the balance and preservation of Biodiversity; Distinguish some environmental factors that can lead to the extinction of species and the destruction of the environment.
Preparation	Materials: Faces of cardboard boxes (cereal or other) to make the cards Printed images Empty glass yoghurt jars Dried beans Empty 1.5l water bottles to cut in half, using only the base part. Absorbent kitchen paper Transparent film. Potting soil and sand Coloured pencils Scissors Glue Faces of cardboard boxes (cereal or other) to make the cards Printed images Record sheet Cards with statements about environmental factors. Computer with audio access Individual pupils' computers. Printer. Procedure: Pre - Preparation of the lesson: In a moment on a previous lesson according to the timetable management and the teacher’s lessons, propose to the class to make the Germination of the Beans activity. Place 5 beans one per cup wrapped in wet absorbent kitchen paper, cover each cup with cling film, keeping them like in this handmade crafted greenhouse until the seeds germinate (approximately one week). Place them on the windowsill of the classroom so they can sunbathe. The beans should always be moist to ensure that the seed is hydrated and thus germinates, giving rise to a new plant. Class preparation: After the sprouted beans process is completed: According to the teacher's management the time to continue the experiment is defined, involve the whole class in: Planting a bean in normal soil and process it in normal environmental temperature and regular watering; Plating a bean in normal soil and process it with regular watering but place in a dark environment without sunlight access; Planting a bean in normal soil and process it in normal environmental temperature but do not water it; Planting a bean in sand and process it in normal environmental temperature and water it regularly.
Introduction	During the lesson the teacher has to carry out different activities in the field of experimentation/action in order to learn about the natural elements: soil, air, water, temperature and light. Water - Water is indispensable for the life of animals and plants. Some plants live in water all the time, others need a lot of moisture and others need little water. Air - Air is indispensable for animals and plants’ life. Light - Light influences some animals and plants’ life. Temperature - Temperature is an important environmental factor for animal and plant life. All plants need an appropriate temperature in order to grow. Address situations that allow students to acquire knowledge, to be able to understand the importance of environmental factors in the development and preservation of living beings.
Teaching and learning methods	Considering that teaching can be approached through the realisation of experimental activities at soil, air and water level, we will invest in: Learning based on questions/situations close to students. It is important that students in their learning are confronted with open-ended problems of their own interest, in which they can develop an inquisitive and investigative path, calling on their prior knowledge, using practical skills and scientific processes as part of a coherent strategy. Students should learn through effective manipulation of material, facilitating awareness of what is being learnt. Co-operative and collaborative learning - work developed in co-operation and collaboration in groups and pairs. New technologies as a way of learning/consolidating content.
Interdisciplinary connections	Mother tongue - Identify, organise and record relevant information according to listening objectives; Use words appropriately to explain knowledge and present narratives. Mathematics - Recognise and apply the steps of the problem-solving process. Apply and adapt different problem-solving strategies in different contexts, including the use of technology. Artistic Education - Music - Perform sequences of body movements in different musical contexts; Communicate through body movement according to diversified musical proposals. Citizenship and Development - Sustainable Development; Environmental Education
Resource teacher or other specialists activities	All steps of the topic exploration are understandable for pupils with specific needs but with cognitive abilities. The lesson does not include long written explanations. The role of the support or special education teacher is to help pupils in the target group if they are unable to complete any of the tasks or steps, or feel disorientated in understanding something that may be asked. Identifying and manipulating and handling materials, participating in games, exploring content through visualisation of images, etc. are usually well accepted activities and meet the interests and needs of most students.
New vocabulary	Environmental factors; survival of living things; …
Work Flow	1^st STEP Pair Work: Start by issuing the challenge to pupils "What if you were a plant?". Give each pair a worksheet (Handout 1) with the following questions: ...do your roots like space to move around or do they prefer to stay together in the same space? ...do your roots like to be firm in the soil? ...do your roots like to be very dry? Too wet? Or have a good amount of water available? ...do your leaves like to be in the dark or in the sun and light? ...do your leaves like to be outdoors or underground? ...do your leaves like to be in windy places or sheltered? ...do you like to grow where there are lots of plants or in a place with space to yourself? ...do you like to be in a place with nothing to feed you or a place with lots of good food to grow? 2^nd STEP The class as a whole: Using prior knowledge and the bean experiment, the pots with the beans should be in the room, placed in a visible place for all pupils. Confirm the answers given in the previous task through observation and discussion around the bean experiment. 3^rd STEP Group Work 4/5 students: Environmental factors that condition the life of plants and animals (water, air, temperature, light and soil) The teacher forms heterogeneous groups of 4/5 pupils and hands in to each group a set of 5 cards (Appendix 2), each card corresponding to an environmental factor. With the identification of the cards face down, he /she asks a pupil from each group to remove a card, which only when turned over allows him to know which factor of the environment has come out. Each group will research on the internet through a search engine (e.g. google) under the supervision of the teacher, the importance of the factor that came out in the draw, for the survival of beings, answering the following questions - Why is this factor important for the life of living beings? - What happens to living things if this factor does not exist? They fill in the back of the picture (factor they are researching (Annex 2 - words - on the back) where they write the result of their research. 4^th STEP Each group elects a spokesperson and presents the research result of the element they worked on.
Reflection	Guided discussion: What was the most important thing you think you have learnt today? Which activity did you enjoy the most? - Carrying out the bean experiments; - Relaxation activity; - Group dynamics; - The activities organised in pairs; - The activities carried out in a large group; - Research and activities on the computer; - Other...
Notes
Digital Resource

SENPOWER 2025/09/18

Grade 3 / Functions of the tongue

Developed by

Antalya Directorate Of Education

Grade

Duration

Energizers

18 - Mosquito game

Relaxing Exercises

8 - Seasons of the year

All players sit in a circle, but not too close to one another. The teacher moves like a plant during the seasons of the year.

Winter: the plants are small, weak and are crunched together on the ground.

Spring: through the stronger sunshine, the plants grow slowly and slowly rise.

Summer: through the warm sun, the plants slowly open their arms, the flowers open their blooms are stand up straight.

Autumn: the sun rays become weaker. The plants begin to slowly shrivel, the blooms and leaves begin to fall away.

Objectives

Students will:

understand the role and functions of the tongue as a sense organ.
be able to identify and describe the sense of taste and its importance in daily life. (the tongue as one of the sense organs (taste) and its importance in oral speech)
explore different tastes and learn to appreciate a variety of foods.

Preparation

Print the poster illustrating the different taste sensations (sweet, sour, salty, bitter). (Annex 1)
Bring various food items representing different tastes for the taste-testing activity. ( You can bring broccoli or cauliflower for bitter taste, lemon for sour taste, candy for sweet taste and salt for salty taste; extra food products - mint, lemon, strawberry, cinnamon, etc.).
Provide paper and crayons.

Introduction

Ask students what they know about the tongue and its functions. Show the poster of the tongue and explain that it is a sense organ (Annex 1) responsible for tasting different flavors.

Teaching and learning methods

Visual Aids: Use visual aids such as diagrams, to explain the different parts of the tongue and its functions. Visual representations can make complex information more accessible and memorable.

Interactive Demonstrations: Conduct interactive demonstrations to show how the tongue moves and works. For example, demonstrate how the tongue helps in speaking.

Taste Testing: Engage students in a taste-testing activity to explore the sense of taste and the tongue's role in detecting different flavors. Use various foods with different tastes, such as sweet, salty, sour, bitter.

Sensory Activities: Create sensory activities that involve the tongue and other senses. For example, blindfolded taste tests can help students understand how taste and smell are connected.

Interdisciplinary connections

Science: the tongue is also related to the sense of smell

Resource teacher or other specialists activities

During the taste testing experiment the special needs teacher can provide support to students who may have difficulties.

New vocabulary

Tongue, smell, sense, sour, bitter, salty, sweet, speech

Work Flow

Understanding taste (5 minutes): Introduce the four primary tastes: sweet, sour, salty, and bitter. Show the poster and explain that different parts of the tongue are responsible for tasting sour, bitter, salt or sweet. (Annex 1). Ask students to come up with examples of different foods of the four tastes and ask them to use the diagram from Annex 1 to identify the part of the tongue which will taste best the corresponding food.
Taste-Testing Activity (10 minutes):

Show the foods that you have brought to class (ask students to bring different foods). You can bring broccoli or cauliflower for bitter taste, lemon for sour taste, candy for sweet taste and salt for salty taste) (or mint, lemon, strawberries, cinnamon, etc.).
Present the food items and discuss their characteristics. For example show lemons pieces and student to if they know how it tastes; after that have students taste it. Continue with all the food items that are available. Students describe the taste sensations they experience, identify the corresponding taste and record their answers in a table in with the left column they write the food item, and in the right column they put the taste they experienced when tasting it.

Exploring Food Preferences (10 minutes):

Engage students in a group discussion about their food preferences and why they like certain tastes more than others.
Encourage them to share their favorite foods and any new tastes they discovered during the taste test.

1. Provide each student paper and coloring materials (10 min.).
- Instruct them to draw a large tongue and label the parts which are responsible for the different tastes (similarly to the poster from Annex 1)
- Ask them to draw different types of foods on the corresponding part of the tongue, responsible for the taste. ( For example they can draw an ice cream at the tip pf the tongue because this part is responsible for sweet taste).
Tongue and smell sensation experiment (5 min.)

Explain that the tongue helps us taste different flavors, but the sense of smell also plays a crucial role in how we experience these flavors.
Divide students into pairs or small groups and provide each group with a selection of flavored candies or food items (at least 4-5 different flavors). Have students take turns blindfolding each other or instruct them to keep their eyes closed during the experiment.
Instruct the blindfolded student to hold their nose shut with a cotton ball or tissue and taste a piece of one of the foods handed by one of the other students in the group. The blindfolded student should identify the flavor based solely on taste and report what they sensed to the students in the group who record it on a piece of paper. One round comprises tasting 3 different tastes. In round 2 the blindfolded student releases their nose and take another piece of the same foods (flavors), but this time they can also smell the item before tasting it. Similarly, the blindedfolded student reports the flavor they have identified, and group members record their second guess on the same paper. The groups could make use of the following table:

Food item

Tasting based only on the tongue sensation (nose blocked)

Tasting based on the tongue sensation and smell (nose opened)

At the end of the activity students compare the results recorded in the table to demonstrate that the tongue and the sense of smell work together to enhance the perception of flavors.

The tongue as an organ of oral speech.

Tell students oral speech is one of the primary functions of the tongue. The tongue plays a crucial role in the production of speech sounds, making it possible for us to communicate and express ourselves through language.
The tongue is a highly flexible and muscular organ. It moves to various positions within the mouth to produce different speech sounds. As air passes through the oral cavity, the tongue modifies the airflow, creating specific speech sounds like consonants and vowels.
Ask students to experiment making different sounds and observe the position of the tongue. Instruct them not to move their tongue but try to pronounce different words or sounds (they will find out that this is impossible, or it will result in unclear speech).

7. To sum up the experiment tell students that the specific movements of the tongue, in combination with other articulators (lips, teeth), allow us to produce a wide range of sounds and articulate words and sentences, enabling effective communication with others.

8. Oral higyene,

Keeping our tongue clean is essential for maintaining good oral hygiene and overall health. We must keep our tongue clean to enhance the sense of taste, for better digestion and in order to have fresh breath.

A. Why keep the tongue clean?

Removal of Bacteria and Food Particles: The surface of the tongue can harbor bacteria, food particles, dead cells, and other debris. Regularly cleaning the tongue helps remove these accumulations, reducing the risk of bad breath and preventing the growth of harmful bacteria in the mouth.

Enhanced Sense of Taste: A clean tongue allows distinguish better tastes like sweet, sour, salty, bitter.
Better Digestion: the digestive process begins with chewing and the breakdown of food in the mouth. A clean tongue helps maintain an optimal oral environment for effective chewing and digestion.
Fresher Breath: Bad breath can be the result of bacterial growth on the tongue's surface. By cleaning the tongue, foul-smelling compounds are removed, leading to fresher breath.

B. Tips for keeping the tongue clean:

Tongue Scraping: Use a tongue scraper or a toothbrush with a built-in tongue cleaner to gently remove debris and bacteria from the tongue's surface.

Regular Brushing and Flossing: Good oral hygiene practices, including regular brushing and flossing, contribute to overall mouth cleanliness, including the tongue.
Hydration: Drinking plenty of water helps keep the mouth moist and can wash away food particles and bacteria from the tongue.
Avoid Smoking and Alcohol: Smoking and excessive alcohol consumption can contribute to oral health problems, including a coated tongue and bad breath.
Regular Dental Check-ups: Regular visits to the dentist allow for comprehensive oral examinations and professional cleanings, ensuring optimal tongue and oral health.

Reflection

Ask students to share what they have learned about the functions of the tongue and the sense of taste.

Conclusion:

Summarize the key points of the lesson about the function of the tongue and the sense of taste.
Emphasize the importance of tasting a variety of foods to explore new flavors and maintain a balanced diet.
Encourage students to be adventurous in trying new foods and appreciating the different tastes they encounter.

Emphasize the importance of keeping our tongue and teeth clean.

Notes

Keep the taste-testing activity safe by checking for any allergies or dietary restrictions among students beforehand.
Be mindful of any students with sensory sensitivities during the taste-testing activity, and provide alternative ways for them to engage with the lesson.

Digital Resource

Annex 1

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4	Grade 3 / Main organs of the human body and their functions
Developed by	Prosveta-Sofia Foundation
Grade	3
Duration	80
Energizers	17 - Toaster or Rock Star The group starts in a circle with one person in the center. The person in the center points at someone in the circle and says “Toaster” or “Rock star”. If the person in the center says “toaster”, the person being pointed at needs to crouch down and jump up and say “butter me I’m done.” The people on either side should arms up and out strait creating a “toaster” around the person being pointed at. If the person in the center says “Rock star”, the person being pointed at needs to hold his/her hands in front of their mouth as if he/she were singing into a microphone. The people on each side turn away from the person who’s been pointed at and pretend to play the guitar.
Relaxing Exercises	16 - Pass the face It is like the game "telephone" but instead of passing a word or sentence around the group, participants pass a facial expression. The group forms a circle with everyone having their eyes closed, except the person who is passing the "face" in the first place. The passer will tap the shoulder of the person next to her/him, that person will open her/his eyes to receive the face. She/He will then tap the shoulder of the person next to her/him and pass the face along. Once participants have passed the face they may keep their eyes open to watch it move around the group. At the end, the original passer receives the face from the last person in the group and then shows what the original face was.
Objectives	Students will: Get to know the major organs on the human body which are vital for survival. Learn to allocate the major organs on a diagram. Learn the functions of the major organs of the human body. Develop their reasoning and teamwork skills.
Preparation	Materials Experiment A: fruit, baggies, sunflower or olive oil, lemon juice or vinegar. Experiment B: milk (at least 2% fat), food colouring, dish soap, cotton ball Equipment Laptop, projector and loud speakers Tablets/ mobiles for students (activity 3, activity 5) Preparation for the lesson Print the posters presenting the scientific method (activity 6) For Reflection: print the posters and the Smileys so that you have enough faces of each type for all students; cut the faces along the grid lines.
Introduction	An understanding of the body can benefit your own health as you go through life. Familiarity with the human body can help you make healthful choices and prompt you to take appropriate action when signs of illness arise. At some point, everyone will have a problem with some aspect of his or her body and your knowledge can help you to deal with it. This lesson will provide you with an introduction to some of the body organs and their functions. You will learn the major organs of the human body, where they are located in your body and what they are needed for.
Teaching and learning methods	Hands-on activities Collaborative learning Problem-based learning
Interdisciplinary connections	Mathematics: reasoning skills, extracting essential information Citizenship: implementation of the scientific method in life
Resource teacher or other specialists activities	All presentations are available with audio records of the narration. The role of the special needs teacher is to help target group students in case they are not able to cope with some of the tasks or steps. The computer games are activities that most students with learning difficulties enjoy a lot. The hands-on activities (experiments) involve different roles and target group students can choose the role they like most.
New vocabulary
Work Flow	Vital processes of the human body and major organs (NFE tool: Brainstorming) Task 1: Name vital processes of the human body; processes which are characteristic of every human being. The teacher writes all answers on the board. Expected answers: eating, breathing, thinking, moving from one place to another. Task 2: Which organs are responsible for each of the shortlisted processes (NFE tool: blue skies thinking). The teacher writes the organs besides each process) Possible answers: EATING – mouth, teeth, but also stomach, intestines, maybe liver and kidneys BREATHING – nose, mouth, but also LUNGS THINKING – brain Most probably, the heart will not be associated with any of the processes. How can students be guided to include the heart in the list of the major organs? The teacher can add details one by one, until students finally get to a vital component of the body – blood. Hint 1: What is this thing all human beings have but it is not an organ? Hint 2: It is all over our bodies, it delivers essential substances like oxygen and nutrients to the body's cells. Hint 3: It transports metabolic waste products away from those same cells. Hint 4: It is fluid. Hint 5: It is red. When students guess the described component of the body, they are asked which organ they associate with the blood. (the heart) Students watch the interactive presentation about the major organs of the human body with the revision part. If needed, the teacher could go back to the corresponding slides and then, return to the revision slide where students have to name the organs on the diagram of the human body. Major organs in the human body – game (Kahoot) https://play.kahoot.it/v2/?quizId=452e0029-606b-448b-a2a0-6b317697112e The teacher launches the game on the screen for the students to see the images and choose the correct answer; students answer on their mobile devices. The game can be played in different formats which are suggested in the application. The teacher plays the video presenting the major organs of the human body and their functions. Students play the game “Organs in the human body and their functions” https://wordwall.net/resource/58004030 The game can be played in different formats as suggested by the application: Match up, Find the match, Crossword, Quiz, Gameshow quiz. How do the organs of the human body work? (NFE tool – experiments, hands-on activities) Students get acquainted with the scientific method – the method scientists use in their work. The teacher could go through the 5 steps and, possibly, print them and stick the posters on the wall to remind the steps of the method students can use just about anything in life, not only science. How does the stomach work? (experiments, hands-on activities) Title: Simulating digestion in the stomach. (Experiments A). How does the liver work? (experiments, hands-on activities) Title: Simulating how bile breaks down fat. (Experiment B).
Reflection	What do you think about today’s activities? The printed posters, presenting the activities in the lesson, are placed at different place in the classroom. The Smileys are printed and cut separately, and each type is placed in a different box. After the lesson students are invited to go to the each poster and stick the smiley face which best presents their opinion about the activity on it. Explain that they could consider different aspects of each activity – of course, if it was fun, but also – if they learned something useful, whether they felt comfortable doing it, etc. Explain that the evaluation is anonymous, so they can freely express their opinion. What is the most interesting thing you learned today? (discussion) What is the most useful thing you learned today and why? (discussion)
Notes
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5	Grade 3 / Man and healthy lifestyle – keeping oral hygiene and healthy teeth
Developed by	NART
Grade	3
Duration	60
Energizers	31 - Microbes The teacher asks students: What do we know about germs/microbes? How do we protect ourselves from them? The teacher explains what is the relationship between health and hygiene, visually showing how germs make us sick through the following task-experiment: Germs are only afraid of soap and a toothbrush. That is why we regularly wash our clothes, clean our houses, brush our hands and teeth. That's the only way we can get rid of germs. To show what hygiene is and how people should take care and protect themselves from germs in their daily life, play the following game: 1. Ask a student to wash his/her hands thoroughly and dip them in clean water. Obviously, the water will remain clean. After that ask him/her to dig hands into dirt or sand and dip hands again in a soapy solution in another container – it’ll be seen that the water turns cloudy and black. Here are the germs - the soap caught them. 2. The easiest way to convey germs is through touch. Tell the students that you have made a focus and you have magnified the microbes so that they can be seen. Paint your hand with easy-to-wash paint. Shake hands with one of the students, who will shake hands with another, and so on until the last one. This is an easy way to visualize how disease-causing bacteria pass from one person to another. Of course, transmission of the germs can also happen by air-droplet route. To make it comprehensive for the students, explain that when we sneeze or cough, droplets come out of our mouths and when they get into the air, they can infect another person. That's why we have to put our hand over our mouth and turn the other way so as not to put the people around us at risk. Time - 5 minutes.
Relaxing Exercises	32 - I take care of my teeth I take care of my teeth The students get up from their desks and dance with the song, imitating the movements of the Blaguni by brushing their teeth with a brush and toothpaste: https://youtu.be/Gw8YKSz2tNI?feature=shared Time - 5 minutes.
Objectives	Students learn about the structure of the oral cavity and teeth; types of teeth and how they decay; the rules for healthy eating and keeping hygiene and healthy teeth. Students will be able to: -apply rules for keeping the hygiene of the oral cavity and teeth. - to make a healthy choice which foods are useful and which are harmful, as well as about the right way of eating to support body growth and strengthening health.
Preparation	Appendix 1 Presentation Sand, a basin of clean water and watercolours Pictorial material illustrating the separate topics of the lesson (Appendix 1) Video - Blaguni https://youtu.be/Gw8YKSz2tNI?feature=shared Equipment Internet Multimedia/interactive board Laptop
Introduction	During the lesson, the teacher involves the students in discussing: What is the oral cavity? Where are the teeth located? What are they used for? How many times a day do you brush your teeth? The teacher together with the students discuss cases that illustrate the importance of hygiene and proper nutrition for people's health. The teacher involves the students in carrying out an experiment, which shows them how to be able to trace for themselves how diseases are transmitted by invisible microbes and why it is necessary to wash our hands often with soap and take care and keep our teeth clean.
Teaching and learning methods	Discussion, talk, presentation, picture and video material, learning in small steps, experiments
Interdisciplinary connections	Biology, language, arts
Resource teacher or other specialists activities	The resource teacher works with SEN students, helping them understand the questions, answer them correctly, comprehend and remember the key words and knowledge, according to their special needs and capabilities. The resource teacher uses visual didactic tools and materials, as well as modern technology, video and audio tools, to stimulate different abilities involved in the learning process. The resource teacher works closely with the general education teacher as well as with the group of SEN students, monitoring whether they have correctly understood the instructions and whether they are coping with the tasks. If necessary, additional explanatory instructions are provided.
New vocabulary	Teeth, incisors, canines, molars, oral cavity, bacteria, germs, hygiene.
Work Flow	1. Structure of the digestive system. Slide 2 The teacher asks: Can we live without eating food? How long can we live without water? And without air? Children come to the conclusion on their own that food is necessary for man to live. Through it, he receives the necessary nutrients to grow and develop. After the teacher gets the correct answers from the students, he/she explains that the food processing begins in the oral cavity. The teacher initiates a dialogue with the students asking them: Can we swallow a whole apple? How do we eat food? The teacher explains that in order to be swallowed and go to the stomach, food has to be broken up and smashed by the teeth in the mouth. The saliva in the mouth also helps with this process. 2. Structure of the oral cavity and teeth. Slide 3 The teacher asks the students to describe what their mouth is and what it is surrounded by? He/she explains that a person takes food through the mouth, where outside, the oral cavity is covered by the lips and cheeks. The teacher then asks students what other parts their mouth has? - Tongue and teeth are located there. Then he/she asks the children with which teeth we bite the food most often, which we use to tear it and which we smash it with. He then explains and illustrates with the picture from slide 3: People have three types of teeth: incisors, canines, and molars. Each type of tooth performs a specific job in chewing food. When the food is not chowed well it makes it difficult for the stomach to work. In order to chew food well, we need healthy teeth. 3. Teeth in the different ages – children (milk teeth) and adults (permanent teeth). Slide 4 The teacher asks students how many teeth they had when they were in the first grade? And when they were babies? Then he explains that the first teeth grow until the child is two and a half years old, and children have 20 milk teeth, which later fall out and are replaced by permanent teeth. He asks the children if they remember when they lost their first tooth? Did they go to the dentist if they had a toothache? What did the dentist say? – slide 4 An adult has 32 teeth that are not replaced with new ones, and if one of them breaks down, it causes pain and can lead to its extraction and absence. 4. What are teeth made of and why do they decay? Slide 5 The teacher asks the students if they know what teeth are made of? Do they know anything about their structure? Why are they so white and hard? What is the substance of enamel? After hearing the students' answers, the teacher explains: Teeth are bone structures that are covered with enamel. Enamel is the hardest substance in the human body. The enamel protects the tooth from injury and the penetration of disease-causing microorganisms. When the enamel wears away, the teeth appear yellow. That's why it's important to keep it healthy condition. The teacher asks how to keep our teeth healthy? Why should we not eat sweets and drink sour drinks? After hearing the answers, the teacher explains that there are many bacteria and microbes living in our mouths that convert sugar into a new substance called acid. With improper nutrition and poor hygiene, the acid eats away the tooth enamel and it begins to break down. A hole appears in the tooth, which gradually expands and the tooth begins to hurt. This is a medical condition that requires timely intervention of a dentist. Do not wait until the pain becomes unbearable, go to the dentist quickly. 5. Rules for healthy teeth. Before showing the following pictures, the teacher asks the students to list what they think are the rules we should follow to have healthy teeth and writes them on the board. The teacher then explains the following important aspects of oral and dental hygiene: slide 6, 7, 8, 9, 10 a/ Clean your teeth regularly! – how and how often to brush our teeth. Wash them with a soft brush and a suitable toothpaste in the morning after breakfast and in the evening before going to bed. Sometimes food gets stuck between the teeth and cannot be removed with a brush. Then use special floss or a toothpick, being careful not to injure the gums. b/ Eat the right food! - What is meant by healthy and what is harmful food Do not overeat with sugar and chocolate. Sweet foods and drinks, when they are in large quantities, damage the teeth. Drink more milk. Eat cheese, fruits and vegetables. They strengthen the teeth. Do not drink cold drinks when eating hot food. c/ Visit the dentist at least twice a year! Visit the dentist at least twice a year. During regular examinations, the teeth that have started to decay are detected in time. Then they are easier to treat. At the end of the exercise, the teacher compares the students's answers with the rules on the slides, once again explaining the importance of following these rules and praising the students for their correct answers. Time - 30 minutes
Reflection	The students are divided into 2 groups and they have to write down in their notebooks the answers to the following questions: 1st group: What foods should I have to eat properly. Why? 2nd group: What hygiene should I follow to keep my teeth healthy? Homework: Students receive leaflets with a test to be done: 1. How many milk teeth do children have? 2. How many teeth do adults have? 3. An object to brush teeth with. 4. Substance covering teeth. 5. Teeth that bite off food. 6. Teeth that crush and grind food. 7. A person who treats teeth. 8. A tooth that replaces the milk one. Answers: 20 (twenty), 32 (thirty-two), toothbrush, enamel, incisors, molars, dentist, permanent tooth. Time - 5 minutes
Notes
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6	Grade 3 / How plants and animals survive
Developed by	NART
Grade	3
Duration	60
Energizers	32 - Habitats Habitats Print Appendixes 1 and 2 for each group. If the teacher decides, the cards can be colored and cut out in advance during the art classes. Card game - students are divided into 2 groups, and each group has its own leader, who receives 24 cards with different images of animals and plants (Appendix 1) and 3 sheets with the images of Appendix 2. The group leader gives the cards to the students and is responsible for their correct placement on previously prepared boards with the images of earth, air, water. The teacher can explain that the pictures in Appendix 2 show land, water and air as a habitat where animals and birds live and point out that the cards also include amphibians that live both in water and on land . The task of each group is to arrange as quickly as possible by gluing the cards of plants and animals that live on the ground, in the water and in the air. The game is won by the team that has arranged correctly most of the cards on their board. Time - 5 minutes
Relaxing Exercises	36 - Nature lovers Close your eyes and imagine that you doing a nature walk - on the fields or in the mountains. Imagine all the details of what you see and feel: ● What vegetation do you see around you? ● What season is it and what colours are the plants? ● Are there animals in your picture – maybe you see beetles in the grass or hear the birds? ● Is there movement around you – maybe there is a slight breeze and the leaves of the trees are swaying, or a stronger wind is bending their trunks, or is it completely quiet and everything is still? ● Do you smell any aromas? ● Are there people around you? ● How do you feel? Now, keeping this picture in your mind, open your eyes and prepare for the rest of the day.
Objectives	Students will get to know the ways plants and animals adapt to the living conditions and environment in nature. Students will learn: ● what dangers the environment hides; ● how plants and animals adapt to their environment; ● how animals and plants protect themselves from enemies; ● how animals and plants protect themselves from cold, heat and drought.
Preparation	● Relaxing video https://youtu.be/4WO_p9YD30Q ● Presentation - Appendix 3 ● Animal Cards – Appendix 1 ● Appendix 2 – place to put the cards ● glue Equipment ● Internet ● Multimedia/interactive whiteboard ● Laptop
Introduction	During the lesson, the teacher involves the students in discussing questions about the different habitats of the various types of animals and plants inhabiting our planet and how they adapt to their habitat, how they protect themselves from enemies in order to survive. The teacher together with the students discuss cases that illustrate the importance of environmental factors for the development and preservation of living beings. The teacher involves the students in conducting an experiment, through which they themselves will be able to follow the development of some plants and the influence of the environment on their development and survival.
Teaching and learning methods	Discussion, talk, presentation, picture and video material, learning in small steps, experiments, group work. Co-teaching of the resource and general education teacher.
Interdisciplinary connections	Biology, language, art
Resource teacher or other specialists activities	The resource teacher works with SEN students, helping them comprehend the questions, answer them correctly, comprehend and remember the key words and knowledge, according to their needs and capabilities. The resource teacher uses additionally visual didactic tools and materials, as well as modern technology, video and audio tools, to stimulate different abilities involved in the learning process. For example, the resource teacher can prepare picture materials in advance together with the SEN student, colour and cut out the cards and work together with the SEN student in the relevant group during the lesson.
New vocabulary	Environment, living conditions, adaptation, survival, coloration, living organisms
Work Flow	1. Living conditions *The teacher presents the lesson using Presentation from Appendix 3.* Students are shown the animals and plants from slide 2 of the Presentation. For each picture, they answer the following questions: ● What is that animal/bird/plant? ● What conditions do they live in? ● What food do they need? ● Other living conditions – temperature, water, sun, …. Then the teacher asks: Are living conditions on our planet the same all over? After that the teacher introduces the living conditions topic - all living organisms need air, water, food, light, adequate heat, etc. conditions to live. In order to survive in certain living conditions, all living organisms have found their home in nature called habitat. Animals and plants have adapted to their environment in different ways. Going through slides – 3-7 the teacher explains the relationship between animals/birds/fish/plants and the environment where they live. Slide 8 introduces the new terminology of the lesson. 2. Enemies protection - animals and plants The teacher successively shows slides 9 - 16 and together with the students discusses the defense mechanisms of the animals and plants shown in the pictures. The teacher lists and visually shows places on our planet that have different living conditions: at the North Pole, in the icy ocean, in the desert, in the forest. The teacher asks the questions: ● How do hare, eagle, turtle and chameleon save themselves from their enemies? ● What color helps animals hide in the snow? And in the sands of the desert? If there is time, the teacher can show the videos in slide 17 about the arctic fox and bear and discuss with the students the consequences of the changes in the living environment to these animals. 3. Cold, heat and drought protection - animals and plants - 5 min. The teacher successively shows slides 18 - 20 and together with the students discusses the protective mechanisms of the animals and plants shown in the pictures. If there is time, the teacher can also look at the interesting facts on slides 21 23. 4. Adaptation of people to the environment - in the desert, in the Arctic, high in the mountains, on the equator - the teacher shows slides 24 and 25, and provokes a discussion Time – 25 minutes
Reflection	The teacher shows slide 26 and asks the students where the mistakes are. Then organizes a discussion on the following questions: 1. What do living organisms need (living conditions)? 2. What is coloring? Give examples. Time - 10 minutes
Notes
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7	Grade 3 / Water - properties, distribution, importance and uses
Developed by	Prosveta-Sofia Foundation
Grade	3
Duration	60
Energizers	34 - Who will fill more water in the container? Students are divided in teams and each team is instructed to stand in a column. A large empty container with a measuring scale (eg a transparent bucket for measuring the amount of water) is placed opposite each team. Another bucket full of water is placed next to each team. Each team gets one large cup; the cups for the teams are the same, e.g. 300 ml. The teacher launches the game and the first competitors from the teams scoop up as much water as possible with their cups, then walk to the large containers and pour the water into it, trying not to spill water on the way, and walking as quickly as possible. Afer that they return to their teams and pass the cup to the next participant. The activity continues until the teacher signals the end of the game. The duration should be determined in advance and it should take into consideration the number of students in the teams, so that most students can participate. After the end of the game, the amounts of water in the teams’ containers are compared. The team who have collected more water win the game.
Relaxing Exercises	35 - I need water Find small images (A5 format or smaller) of plants, animals and people, as well as substances or objects of non-living nature (a ball, sand, a table, a book, etc.). Students go around the room and collect the pictures with the images of representatives of living nature (which need water to exist). The game is not competitive. The duration depends on the number of images printed or cut from old magazines. At the end of the game, the participants collect and arrange all the images in one place and formulate what they have in common - water is vital their existence. Another option is, instead of sorting the printed images, ask students to draw something that needs water within 1 minute and have them arrange the drawings as a collage of living nature organisms that need water to exist
Objectives	Students will: learn how to apply the scientific approach; learn how to determine the properties of water; realize the importance of water for living organisms; understand the importance of protecting the purity of water; learn to distinguish the different factors that can lead to water pollution.
Preparation	Materials needed for Step 2, task 3 A. A kettle for heating water (for making tea), which is placed on the teacher's table. B. For each group: ● Glass containers of different shapes and sizes: – Glass (or plastic) water cup with a volume of 250-300 ml; – Transparent tea cup with a saucer with a volume of 200 ml; – Glass jug with cold water; a bottle of sparkling water; – Beakers of different shapes; – Jug with squeezed lemon juice; ● Herbal tea packets (mint, wild berries, hibiscus); ● Sugar, salt, pepper, oil; ● Pebble, coin; ● Pack of ice cubes; ● Tea/cocktail spoons with long handles, at least one of which is metal; ● Candle and a box of matches (to be used under the teacher's supervision); bowl of water/ a spray bottle; ● Kitchen scales; ● Two plastic cups with a volume of 250 – 350 ml; ● Glass jar with a volume of 450 – 550 ml; ● Filter paper; ● Small river pebbles of different sizes and sand; Preparation Printouts of Handout 2: table for recording the results of the experiments (1 copy for each group); Printouts of Handout 3: Experiments for water purification; Annex 1: Download the presentation Annex 1 and play the respective slides to the students as indicated in the Work flow section.
Introduction	Discussion topics: Can you imagine life on Earth if there was no water? And on another planet?
Teaching and learning methods	● Student-centered teaching approach – students: come to their own conclusions by conducting experiments; conduct experiments on different hypotheses and determine which ones are correct. ● Learning through questions/situations close to the students – when students are faced with problems close to their interests, they develop their spirit of inquiry and love for new knowledge; they use the acquired knowledge to develop new practical skills. ● Practical activities – connection to real life.
Interdisciplinary connections	Mother tongue - finding, organizing and recording relevant information according to the objectives of the task; using suitable vocabulary to present scientific facts from observations. Mathematics – recognizing and applying individual steps of a problem solving process; applying different ways of solving problems in different contexts. Fine arts - presentation of the results of the experiments through a drawing. Civic Education - Sustainable Development; Environmental education.
Resource teacher or other specialists activities	The role of the resource teacher is to help the students of the target group if they have difficulty with the experiments or feel disoriented to understand something. During the process of coming up to conclusions and noting them in the worksheet, the resource teacher should provide support in reflecting the results
New vocabulary	Properties of water, states of water, purification, pollution.
Work Flow	Step 1: What is it? Guessing game: The teacher asks the question Which substance is most common in nature? and subsequently provides hints so that student come to the final answer Water. Hint 1: It is necessary for the existence of all living things - plants, animals and humans. The teacher records on the board students' guesses that match hint 1. If there is more than one guess, he/she continues with Hint 2. Hint 2 : It is a liquid. If more than one guess is left, he/she continues with Hint 3. Hint 3: It has no color, taste or smell. The activity continues until only one suggestion is left - Water. Step 2: I'm a scientist! Conducting experiments is an activity by which scientists determine whether their assumptions are correct. Introduction to the scientific approach: Students learn about the scientific approach through the posters – this is the approach that scientists use in their work. The teacher can go through the 5 steps and possibly print and stick the posters somewhere in the classroom to remind students of the steps of the method that they can use in all situations in life, not just in science. Students are divided in 3 groups. Each group receives Handout 2, and the first task is to fill in their guesses in column #2. Task 2: The groups receive the materials described in the Preparation section and conduct various experiments to test whether the answers they filled in column #2 are correct. They describe the experiments they have conducted in column #3 and the conclusion of the experiments in column #4. After completing task 2, each group presents its findings to the whole class. The teacher writes the results obtained by the groups on the board and the class holds a discussion (in case there are differences in the results) to reach joint conclusions (column #4). Summary of water properties (Annex 1, slides 1 and 2) Step 3: Uses of water in everyday life. Water in everyday life – brainstorming: Brainstorming Question: Where do we use water in everyday life? All answers are recorded. 2. Logical thinking: After the brainstorming activity, students are divided in 3 groups and each group has the task to divide the listed uses of water into different categories, taking into account a characteristic that unites some of the listed uses of water and distinguishes the group from the other categories. If students cannot decide how to do the grouping, the teacher can guide them by suggesting different areas in which water is used: in the household, in the production of industrial goods, in farms, in transport (as the cheapest transport) , for fun activities, etc. The teacher writes students' answers on the board and finally summarizes the uses of water on the big screen with slide 5 of Annex 1. Step 4: Water Pollution What can people do to keep water clean? (brainstorming) Students come up with possible actions orally and the teacher writes down the answers. Step 5: I'm a scientist! (water purification) Students are instructed to do different experiments through which they simulate different water purification techniques. (Handout 3) The experiments can be done in pairs or students are divided into 3 groups, each group being responsible for conducting one experiment. The groups then take turns presenting the experiment they were responsible for to the whole class. Expected results: in the first two experiments the water is not purified well, and in experiment 3 we get clear water (purified). The teacher explains again experiment 3 and tells students that it demonstrates the principle that is applied in drinking water treatment plants. Step 6: I love nature! 1. What can we personally do to contribute to protecting water as a valuable natural resource and protecting it from pollution - brainstorm, then use Annex 1, slide 6. 2. What can the authorities do to protect water as a valuable natural resource and to protect it from pollution: short brainstorming activity, then use Annex 1, slide 7.
Reflection	I love nature and protect water from pollution! Students are divided in teams with the task to create posters on the topic of their personal contribution to reducing water consumption and protecting it from pollution.
Notes
Digital Resource	Annex 1 Handout 2 Handout 3

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8	Grade 3 / First Aid
Developed by	AECE - Escola Básica da Zona Verde
Grade	3
Duration	60
Energizers	36 - I know my colleagues Location: Classroom/Interior No. of participants: All the students in a class. Organisation: To the sound of music, students move randomly around the room. Materials: Radio or computer with background music, A4 sheets of paper with the outline of a human face and felt-tip pens. Game description: Each pupil writes their name legibly on a sheet of A4 paper on which the outline of a human face has already been drawn. The sheets are spread out randomly on the floor, along with a felt-tip pen for each. To the sound of calm music, the students walk freely around the room. When the music stops, each student has to stand in front of the sheet with the name of a classmate. While the music is still playing (about 30 seconds), each student draws a physical feature of their classmate's face on the sheet in front of them (e.g. their eyes). As soon as the music starts again, the students walk back through the pages and, when the music stops, they continue to complete the face in front of them. So on and so forth until the teacher has finished this part of the activity (this will happen when the teacher notices that the faces have a lot of elements drawn on them). Each "owner" of their portrait picks it up and looks at how their classmates have represented them. Collectively, reflection on how we know others and how they know us... the depth of the reflection depends on the time available and the characteristics of the group. Collectively, reflection on how we know others and how they know us... the depth of the reflection depends on the time available and the characteristics of the group.
Relaxing Exercises	30 - Face and nose Location: Classroom No. of participants: All the students in a class Organisation: Students seated in the classroom, each in their own place. Materials: None. With the students seated in a circle, the teacher starts by distributing three sentences to each student: The teacher starts by saying: There's a pesky old fly coming. It's landed on your nose. Try to get it out without using your hands. And just like that, it shrinks your nose. Make as many wrinkles in your nose as you can. Pull your nose up hard. O.K. You've pushed the fly away. Now you can relax your nose. Oops, here it comes again! See if you can swat it away! Wrinkle your nose tightly. Hold it as tight as you can. O.K., the fly is gone. 4 You can relax your face. Notice when you wrinkle your nose, your cheeks. Your mouth, forehead and eyes also helped and tightened up. So when you relax your nose, your whole face relaxes too. And that feels good. Oh-oh! This time the old fly is back. But now it's landed on your forehead. It makes lots of wrinkles. Try to catch it in the middle of all those wrinkles. Keep your forehead tight. OK, you can relax now. I'm glad the fly is gone. Now you can relax. Let your face be smooth; not a single wrinkle. Feel your face nice and smooth and relaxed.
Objectives	In the end of the lesson students will be able to: know simple procedures suitable for burns, haemorrhages, strains, fractures, animal bites and bruises.
Preparation	Resources Computer with speakers Individual computers Internet access Wall panel Tape to fix the images and phrases to the panel A4 sheets of paper Scratching material Record sheets An illustration of a first aid box containing: bandages, instant ice pack, gloves, scissors, antiseptic, painkillers and anti-inflammatories, thermometer, compresses, tweezers, healing ointment, cotton buds, adhesive tape, saline solution and band-aids. Cards with images representing: burns, haemorrhages, strains, fractures, animal bites and bruises. Three sentences printed out for each image mentioned above, with the procedures to be followed in the situations presented.
Introduction	In this lesson the teacher should emphasise the importance of knowing procedures that contribute to preserving/improving the health of their body, as well as acquiring knowledge that will enable them to solve problems they may come across, in relation to knowledge of simple procedures suitable for burns, haemorrhages, strains, fractures, animal bites and haematomas.
Teaching and learning methods	To raise awareness of what is being learnt, encourage learning based on concrete situations/issues that are close to the students; Active/experiential learning that allows students to develop increasingly important instrumental skills for understanding, explaining and acting on the environment in a conscious and creative way; Learning that takes into account the diverse starting points and learning rhythms of students, their interests and needs and the characteristics of the environment; Learning that values themes and/or generating questions arising from observation of the reality that is close to the students and that enables them to problematize and investigate; Co-operative and collaborative learning - Work carried out in cooperation and collaboration in groups and pairs; New technologies as a way of learning/consolidating content.
Interdisciplinary connections	Mother Tongue - Select relevant information according to the listening objectives and record it using different techniques. Speak clearly and articulate words appropriately. Citizenship and Development - Human rights. Health
Resource teacher or other specialists activities	All the steps in the exploration of the topic are understandable to students with specific needs but with cognitive abilities. The lesson does not include long written explanations. The role of the support or special education teacher is to help the students in the target group if they can't if they are unable to carry out any of the tasks or steps, or feel disorientated in understanding something that may be asked of them. Identifying and manipulating and handling materials, taking part in games, exploring content by visualising images, etc., are usually well accepted and meet the interests and needs of most students.
New vocabulary	First aid, burns, haemorrhages, strains, fractures, animal bites and bruises.
Work Flow	1^st step - In pairs - What is first aid? Answer using the Mentimeter application, in the "Wordcloud" option (Appendix 1). - Students write three words on their individual computers that they think answer the question posed. 2^nd step - large group - In the large group, reading out the words that have emerged. - Recording them on paper (each student records the words) (Appendix 2) sheet divided into 3 columns. - Viewing a powerpoint explaining, using simple words, what first aid is (showing the contents of a first aid box). (Appendix 3) 3^rd step - Large group - Oral comparison, in the large group, between the explanation given in the powerpoint and the conceptions the students revealed in the first activity. - Recording on the sheet already used (Appendix 1) what first aid is and the materials that make up the first aid box. 4^th step - Small group - Divide the class into seven groups. Each group is given a picture of each situation: burns, haemorrhages, sprains, fractures, animal bites and bruises. (Appendix 4) - Each group is also given a set of three sentences corresponding to simple procedures appropriate to each situation, which the students must order correctly, according to the sequence of procedures to be adopted. (Appendix 4) The teacher goes through the groups and guides the ordering of the procedures, if necessary. 5^th step- Small group - Each group presents to the class the situation they have been given and the correct sequence of procedures to adopt. 6^th step - Large group - The correctly organised images and sentences are displayed on a wall panel in the room.
Reflection	Completion of a multiple-choice question (Appendix 5) Guided discussion: What do you think you learnt that was important today? What activity did you enjoy the most? - Group dynamics - Game - Answering on the computer (Mentimeter) - The powerpoint - The activity in pairs - Large group activities - Small group activities - Answering the class question - Relaxation activity
Notes
Digital Resource	Appendix 1: https://sen-power.eu/atividades1/pdf/880_Appendix 1 First AID.pdf Appendix 2: https://sen-power.eu/atividades1/pdf/880_Appendix 2 First AID.pdf Appendix 3: https://sen-power.eu/atividades1/digital/880/Appendix 3 First AID.pptx Appendix 4: https://sen-power.eu/atividades1/pdf/880_Appendix 4 First AID.pdf Appendix 5: https://sen-power.eu/atividades1/pdf/880_Appendix 5 First AID.pdf

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9	Grade 3 / States of matter: Reversible transformations
Developed by	AECE - Escola Básica da Zona Verde
Grade	3
Duration	60
Energizers	35 - Ice cubes Location: Classroom/Interior No. of participants: All the students in a class. Organisation: Students work in pairs. Materials: Container with ice cubes; dry paper towels. The students organise themselves into pairs. Each pair is given an ice cube which they try to melt using only their hands as quickly as possible. The pair that manages to completely break up the ice cube wins.
Relaxing Exercises	29 - Paper ball game Location: Classroom/ Indoor - Large space No. of participants: All students in a class Organisation: Students arranged in a circle. Materials: White A4 sheets of paper, one per student and one biros per student (each student has their own), quiet music. Description: With the students sitting in a circle, the teacher starts by handing out three sentences to each student: One thing they can do Something they like One thing they own Once the students have written down what they have been asked to do, the teacher tells a student to start: They say who they are (their name), read out what they have written and roll up their sheet to make a small ball. The other students, after identifying themselves, also read out what they have written, add up their rolled-up sheet to the one done by their previous classmates and the size of the paper ball increases. The game continues until everyone has finished reading what they've written and rolled up their sheet with the others. Once this part of the exercise is over, the teacher starts to play some relaxing music and the ball of paper is passed calmly from hand to hand, until the teacher stops to the music and at that point the student who has the ball, unrolls the first (last) sheet of the ball and reads what is written and tries to identify to whom it belongs to. The teacher turns the music back on and the ball passes from hand to hand again. When the teacher stops the music again, the same thing is repeated, i.e. the student unrolls another sheet of paper, reads what is written on it and tries to guess to whom it belongs to. In a calm atmosphere, the game continues until the teacher stops it, or until all the sheets have been unrolled and all the students have played. When the students can't identify who the sheet belongs to, the teacher identifies him/her.
Objectives	In the end of the lesson students will be able to: distinguish the differences between solids, liquids and gases by manipulating and/or carrying out experiments. Identify the existence of reversible transformations (condensation, evaporation, solidification, dissolution, fusion), by manipulating and/or carrying out experiments.
Preparation	Resources: Scratching material (charcoal pencils, coloured pencils, black acetate pens...) Glue, tape Computer with speakers Individual computers Internet access/Forms A4 size transparent plastic bag A4 sheets of drawing paper paraffin, candle and dessert plate Matches Bowl 2 balloons 0.5 litre water bottle (clear plastic) A packet of school milk (single dose) A transparent glass Fridge (with freezer) if available at the school. Soup plate Salt Record sheet Pre-preparation: Ensure that the classroom or another space that is easy for the students to access and observe has a window with transparent glass that receives sunlight for most of the day. The teacher should make sure that the students have prior knowledge from previous years: everything around us belongs to a state: solid, liquid or gas. Preparation: (a week before the plan is implemented.) 1^stIndividually, in Arts /Visual Arts, students draw a picture of a natural landscape that includes spaces with water. (Appendix 1) 2^nd In a large group, they select one of the drawings. The author of the drawing places it inside a transparent bag, so that the part representing the sky is positioned towards the open end of the bag. With a black acetate pen, they trace the outline on the bag of everything they have drawn: trees, lake/river/sea, mountains, clouds, sun... The drawing is removed from the bag. A little water is poured into the bag and the bag is taped shut on one of the windows in the room. (Appendix 1) One of the students fills a transparent bottle (about three thirds full) with liquid water. Another student puts the bottle of water in the freezer of the fridge. Some students dissolve a generous amount of salt in water in a soup bowl, the water must cover the salt.
Introduction	During the lesson, emphasise the importance of taking part in simple activities to demonstrate scientific thinking: questioning, hypothesising, predicting answers, experimenting, organising and analysing the information in order to reach conclusions and communicate them. Students should use observation, direct experience, or watch videos, photos/images..., that provide a variety of activities and dynamics that should allow them to notice the differences between the characteristics of solids, liquids and gases. The teacher should involve students in carrying out experimental activities that lead them to discover the existence of reversible transformations of some materials in various states (condensation, evaporation, solidification, dissolution, fusion).
Teaching and learning methods	To raise awareness of what is being learnt, encourage learning based on concrete situations/issues that are close to the students; Active/experiential learning that allows students to develop important instrumental skills for understanding, explaining and acting on the environment in a conscious and creative way; Learning strategies that take into account students' diverse starting points and learning rhythms, their interests and needs and the characteristics of the environment; Learning strategies that value themes and/or generate questions arising from observation of the reality that is close to the students and that enables them to problematise and investigate; Co-operative and collaborative learning strategies - Work carried out in co-operation and collaboration in groups and pairs; New technologies as a way of learning/consolidating content.
Interdisciplinary connections	Mother Tongue - Select relevant information according to the listening objectives and record it using different techniques. Speak clearly and articulate words appropriately. Arts - Demonstrate expressive and creative skills in their artisticexpressive and creative skills in their artwork, demonstrating the knowledge they have acquired. Citizenship and Development - Sustainable Development, Environmental Education.
Resource teacher or other specialists activities	All the steps of the topic are explored in a way for students with specific needs with cognitive abilities can understand them. The lesson does not include long written explanations. The role of the support or special education teacher is to help the students in the target group if they can't or are unable to carry out any of the tasks or steps, or feel disorientated in understanding something that may be asked to them. Identifying and manipulating and handling materials, taking part in games, exploring contents by visualising images, etc., are usually well accepted and meet the interests and needs of most students.
New vocabulary	Condensation; evaporation; solidification; dissolution; fusion; reversible transformations; temperature.
Work Flow	1^st step - Large group The teacher asks the students to look at some of the materials she has placed on the table: balloons, a glycerine candle, a bottle of liquid water, a glass of milk, school materials/scratch pads... On the teacher's instructions, the students gather the available materials according to their state: solid, liquid and... The group realises that none of the materials presented fall into the gaseous state. 2^nd step - Large group To encourage discussion about how the gaseous state can be represented. A student fills a balloon. The balloon is tied so that the air doesn't escape and placed next to the empty balloon. The two balloons are placed side by side. One of the students unties the balloon and lets the air out. Through oral questioning of the students and their spontaneous interventions or those provoked by the teacher, students are led to conclude that the air contained in the balloon has come out and mixed with the surrounding air and this is an example of a gaseous material. 3^rd step - Large group Each student is given a sheet of paper (appendix 2) on which they will record what they see and conclude from observing/doing the experiments, which will lead them to an understanding of reversible transformations. - Fusion/Solidification - Light the candle on the dessert plate and watch the glycerine melting - fusion: going from a solid to a liquid state. The paraffin that has melted with the heat of the flame, in contact with the cold plate solidifies - solidification. - Solidification/Fusion- Collect the bottle of water that has been placed in the freezer and see how the water changes from a liquid to a solid state - solidification. Observe the bottle after an hour and see that the ice begins to melt, changing from a solid to a liquid - fusion. - Evaporation/Condensation - Observe that the level of water in the bag stuck to the glass has decreased - evaporation. At the same time, watch small droplets formed on the top of the bag - condensation. - Dissolution - Observe that the salt dissolved in the water reappears in solid particles after the water has evaporated. During the experiments, the teacher encourages students to participate orally, so that they can conclude the names of the phenomena observed: condensation; evaporation; solidification; dissolution; fusion and that there are states of matter that are reversible. Temperature influences this reversibility.
Reflection	Guided discussion: Ask students to do an interactive activity for evaluation, through Forms. (Appendix 3) https://forms.office.com/Pages/ShareFormPage.aspx?id=Agm9ovOYw0GG5zuIxAak6zW78WLGtGJEpX2pDXTkTmJUNEVINUc1TUYxU1pHMFM4QlU3NVdXVzFYNS4u&sharetoken=vFVNkx6nFkZCZ3kZyYFA What do you think you learnt that was important today? What activity did you enjoy the most? - The experiences; - Relaxation activity; - Group dynamics - Game; - The large group activities.
Notes
Digital Resource	Appendix 1:https://sen-power.eu/atividades1/pdf/881_Appendix 1.pdf Appendix 2: https://sen-power.eu/atividades1/pdf/881_Appendix 2.pdf Appendix 3: https://forms.office.com/Pages/ShareFormPage.aspx?id=Agm9ovOYw0GG5zuIxAak6zW78WLGtGJEpX2pDXTkTmJUNEVINUc1TUYxU1pHMFM4QlU3NVdXVzFYNS4u&sharetoken=vFVNkx6nFkZCZ3kZyYFA

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10	Grade 3 / Types of movement
Developed by	Antalya Directorate Of Education
Grade	3
Duration	60
Energizers	19 - Grab the finger In a circle, place right finger on next person s left palm. Try to grab a finger before yours gets grabbed. After doing several times switch; place left finger on next person s right palm and repeat the process for a few times.
Relaxing Exercises	7 - Strong as a plant All students spread out in the room and imagine they are plants (eg tulip, grass, oak, pine tree, etc.) but don’t tell the others what plant they are. They listen to the audio recording and with their actions imitate the movements of the plant in different weather conditions (rain, wind, storm, snow, calm weather, etc.) *The teacher plays the sounds from Annex 1 while students complete the activity.
Objectives	Students will: understand the basic movement types of different entities (living and non-living things). be able to identify and describe how different entities move. engage in activities to reinforce their understanding of movement types.
Preparation	Preparation Print Annex 2 and Annex 3 for each student Equipment Computer and projector (for Annex 1)
Introduction	Introduction: Good morning, class! Today, we are going to learn about how different things move. This lesson is called 'Movement Types of Entities.' We will look at how animals, people, and even some objects move! Movement Activity: Before we start, let's have some fun! I want everyone to stand up and do as instructed. Ready? Let's go! Fly like a bird! (Students flap their arms like wings) Swim like a fish! (Students make swimming motions with their arms) Hop like a kangaroo! (Students jump in place) Slither like a snake! (Students make wavy motions with their bodies or arms) Run like a cheetah! (Students run)
Teaching and learning methods	Visual Learning: Using images and videos to demonstrate movement. Kinesthetic Learning: Engaging students in group activities and matching exercises. Collaborative Learning: Encouraging group discussions and presentations.
Interdisciplinary connections	Math Art Physical education
Resource teacher or other specialists activities	For SEN students: Use larger, more visually clear images to assist with matching activities. Offer one-on-one support during group activities and provide additional time for completing worksheets if needed.
New vocabulary	Movement Entity
Work Flow	Step 1: Explanation of movement properties: The teacher starts the lesson by providing a definition of movement and movement types: Movement: The act or process of moving; a change in place or position. Movement types describe how different things move. Let's think about living things like animals and plants first. Animals: Animals move to find food, escape from danger, or find a place to live. Examples: Birds fly using their wings. Fish swim using their fins. Humans walk and run using their legs. Snakes slither on the ground. Plants also have movement, even if it's not as obvious. Some plants can turn their leaves towards the sunlight, and others can close their flowers at night. Movement of Non-Living Things: Non-living things also move because of some force acting on them. Examples: Cars drive on the road because of their engine and wheels. Balls roll when you push them. Paper planes fly when you throw them. Step 2: Direct Instruction *Introduce different types of motion:* There are lots of different ways things move. For example, birds fly in the air, fish swim in water, and cars drive on the road. Show Visual Aids: Display images of different entities (Annex 1) and describe their movement. Bird (flying) Fish (swimming) Human (walking/running) Car (driving) Interactive Discussion: Ask students: Can you think of other animals or things that move? What word do you use to describe the way they move? 3.Guided Practice (Group Activity): Living Entities and Their Movements: Divide students into small groups. Provide each group with a copy of Annex 2 showing various entities and their movements. The groups have to fill in the blanks. 4. Share and Discuss: Each group presents their answers and explains why they think the entity moves in that way. Ask groups to mime the movements of the animals when sharing their answers. Step 3: Independent Practice Provide each student with a copy of Annex 3 showing various non-living entities and their movements. Their task is to fill in the blanks. Observation: Walk around the room, providing assistance and checking for understanding. Step 4: Closing Suggested questions: Name the different ways animals move. Name the different ways objects like cars or balls move. Write one sentence about your favorite part of today's lesson and share it with a partner.
Reflection	Suggested discussion questions: What was the most interesting movement type you learned about today? Which activity from today’s lesson did you like most?
Notes
Digital Resource	Annex 1 Annex 2 Annex 3

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11	Grade 3 / The Water Cycle: A Journey Through States of Matter
Developed by	Antalya Directorate Of Education
Grade	3
Duration	60
Energizers	38 - Good morning - good afternoon Location: Classroom/Interior No. of participants: All students in a class Organization: Students standing in a circle Material: A blindfold Game description: The teacher draws a student to go into the middle blindfolded. The other students hold hands and walk around the circle. The blindfolded student touches a classmate who has to say "good morning" or "good afternoon". At this point, the blindfolded student tries to find out who their classmate is. If they do, they switch and so on until the teacher decides to keep the game going.
Relaxing Exercises	9 - Lion's breath Lion’s breath is a playful way to release and relax into more peaceful feelings. The trainer tells students that they are going to do a breath called the lion’s breath in order to let go of feelings or thoughts we no longer want. This breath is very helpful in getting those ideas out of us and pushing them far away. Instructions Imagine that you are a mighty lion. You have a giant roar! Sit on your heels and sit up tall like a mighty, proud, lion. Get ready to let your roar go! Think of a feeling or a thought that you would like to let go. Squeeze your hands into fists, holding tight and thinking of that feeling or thought. Take a deep breath in and let your roar out, stick out your tongue at the same, stretch your arms out wide in front of you and open your hands wide, roaring out the feeling or thought and letting it go. Repeat.
Objectives	Understand the stages of the water cycle, including evaporation, condensation, precipitation, and collection. Learn about the different states of matter (solid, liquid, gas) as they relate to water. Observe and describe water in its natural environment
Preparation	Materials: Gather visual aids, such as diagrams of the water cycle. (Annex 1) Prepare a simple water cycle experiment setup: a clear plastic cup, small clay, a plastic wrap, a rubber band, and a small rock. Collect real-life pictures or videos showing examples of the water cycle in nature.. Desk lamp
Introduction	Start with a simple question to engage the students: "What happens to water after it rains?" Show a basic illustration of the water cycle, pointing out rain, clouds, and bodies of water like lakes and oceans (Annex 1). Briefly explain that water moves in a cycle, changing from liquid to gas and sometimes to solid. Tell the students they'll get to see how water travels through this cycle in today's lesson, making the process clear and understandable.
Teaching and learning methods	Visual Learning: Use diagrams and videos to illustrate the water cycle. Experiential Learning: Conduct a simple experiment to demonstrate evaporation and condensation. Group Discussion: Facilitate conversations among students to encourage the sharing of ideas and observations.
Interdisciplinary connections	Geography: Understand the water cycle's role in weather patterns and climate. Environmental Science: Discuss the importance of water conservation and the impact of the water cycle on ecosystems.
Resource teacher or other specialists activities	Collaborate with the science lab coordinator to organize a water cycle demonstration. If available, use digital media to enhance the learning experience with interactive water cycle simulations.
New vocabulary	Evaporation, Condensation, Precipitation, Collection, Water Vapor, Cycle, States of Matter.
Work Flow	Interactive Discussion: Begin by asking students to share their experiences with water in various forms. For example, ask them when they last noticed rain, fog, or ice. This personal connection helps ground the discussion in their own observations and experiences. Real-Life Examples: Explain how the water cycle impacts daily life: Rain: Discuss how rain is essential for watering plants, which we need for food and oxygen. Snow and Ice: Talk about how snow and ice affect weather and activities, like skiing or building snowmen, and how they provide freshwater as they melt. Evaporation: Describe how evaporation helps cool us off when we sweat, or how it's used in cooking, like boiling water. Condensation: Point out everyday occurrences of condensation, such as dew on grass in the morning or fogged-up windows in a warm car on a cold day. Interactive Diagram (15 min): Use a detailed diagram (Annex 1) to explain each stage of the water cycle. Water Cycle Experiment (20 min): Setup (5 min): Distribute the materials to each student or pair: a clear plastic cup, a small piece of clay, plastic wrap, a rubber band, and a small rock. Ask students to place a piece of clay inside the bottom of their cup to act as a landscape and pour a small amount of water to create a 'lake'. Step-by-Step Experiment (15 min): Create the 'Lake' (2 min): Instruct students to pour water into the cup, filling it just enough to cover the clay—this represents a body of water in the water cycle. Evaporation Phase (2 min): Have students cover the top of the cup with plastic wrap and secure it with a rubber band. Explain that the plastic wrap acts like the atmosphere, and the water in the cup will heat up and evaporate, turning into water vapor. Simulate the Sun (3 min): Use a desk lamp with an incandescent bulb to consistently mimic sunlight, carefully positioning it to warm the water safely without overheating. If using actual sunlight, ensure it is direct and strong. Discuss how the sun heats water bodies, leading to evaporation. Note: It's advisable to set up this experiment at the beginning of the lesson to allow sufficient time for observation until the end. Condensation Phase (3 min): Explain that as the water vapor cools, it turns back into liquid, forming droplets on the underside of the plastic wrap. This demonstrates condensation—when water vapor turns into clouds. Forming 'Rain' (3 min): Place the small rock in the center of the plastic wrap, right above the water. This will create a low point for water droplets to collect and eventually 'rain' back into the cup, showing precipitation. Observation (5 min): Allow the students a few minutes to watch as condensation forms. Encourage them to make observations and predictions about what will happen over the course of the experiment. Use this time to discuss with students how this small-scale experiment represents the larger water cycle happening around the world. Wrap-Up (at the end of the class or the following day): Return to the experiment to observe the results. There should be droplets on the inside of the plastic wrap and possibly some water that has dripped back into the 'lake'. Discuss the cycle they observed—evaporation (water heating up and rising), condensation (forming droplets), and precipitation (water falling back to the 'lake'). Reinforce the concepts by asking students to describe each stage and how it contributes to the water cycle. This hands-on experiment provides a visual and practical demonstration of the water cycle, helping students grasp these foundational scientific concepts through active participation and observation.
Reflection	Have students share what they learned from the experiment and how it relates to the water cycle they see in nature. Encourage them to ask questions or share any thoughts on how water impacts life on Earth.
Notes	Ensure safety during the experiment, especially if using warm water to speed up evaporation.
Digital Resource	Annex 1

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12	Grade 3 / Classification of animals based on their food habits
Developed by	Prosveta-Sofia Foundation
Grade	3
Duration	60
Energizers	39 - My body Location: Classroom No. of participants: All students in a class Organisation: Students in a standing circle Materials: None Game description: Start the game with all the students and teacher forming a standing circle. The teacher starts the game by saying the name of a body part. The student next to him/her (it doesn't matter if they're left or right) will place their hand on the body part the teacher says and name another body part and the next student will place their hand on the named body part and so on, until everyone has named a body part and placed a named body part. You mustn't repeat body parts, whoever does it, loses and leaves the game.
Relaxing Exercises	36 - Nature lovers Close your eyes and imagine that you doing a nature walk - on the fields or in the mountains. Imagine all the details of what you see and feel: ● What vegetation do you see around you? ● What season is it and what colours are the plants? ● Are there animals in your picture – maybe you see beetles in the grass or hear the birds? ● Is there movement around you – maybe there is a slight breeze and the leaves of the trees are swaying, or a stronger wind is bending their trunks, or is it completely quiet and everything is still? ● Do you smell any aromas? ● Are there people around you? ● How do you feel? Now, keeping this picture in your mind, open your eyes and prepare for the rest of the day.
Objectives	Students will: ● learn which are the main 3 groups of animals according to their food habits; ● develop their analytical skills; ● improve their teamwork skills; ● improve their digital competences.
Preparation	Print enough copies of Handout 1 for each group. Cut the photos individually so that each photo is on a separate card. ● Print out Handout 2, page 1 and cut the words along the lines of the table; each student should get one word. If there are not enough words, make another copy of page 1 and distribute words to the remaining students. ● Print Handout 3 in 2 copies – one for Team 1 and one for Team 2; or make more copies so that more students in the teams can read the task. ● Print Handout 4 in 2 copies – one for each team (teams 3 and 4), or make more copies so that more students can read the task. ● Print out Handout 5 in 4 copies – one for each team (teams 1, 2, 3 and 4), or make more copies so that more students can read the task. ● Print Handout 6 and cut the emotion plates separately. Equipment ● Mobile devices for each student, or one for two students – for the computer game ● Internet connection – for the computer game.
Introduction	In order to study nature more easily, we group the things around us, taking into account specific characteristics that unite the representatives of a given group and separate them from other groups. We already know that there is living and non-living nature; furthermore, organisms from living nature are also divided into different groups. Today's activity is about grouping things by different characteristics, but you are the ones who have to decide which characteristic you will use to separate the organisms we are going to talk about.
Teaching and learning methods	Learning in small steps Cooperative learning Problem-based learning Guided research
Interdisciplinary connections	Mother tongue - used all the time, in the performance of all tasks. Mathematics – reasoning skills. Physical education - developing students' coordination skills during the game at the beginning of the lesson. Music - in the energizer (students must follow the set rhythm and move to it, repeating the words according to the teacher's instructions).
Resource teacher or other specialists activities	The activities are practical and require logical thinking skills, so they do not imply difficulties in the implementation by students with SEN who have well-preserved cognitive abilities. The lesson does not include long written explanations. In case of problems with communication or teamwork, the resource teacher can complete the tasks individually with the student, then join the group and present the corresponding suggestion. In the logic tasks of Step 3, the resource teacher can work with the student and illustrate each step through a graphic representation.
New vocabulary	Herbivores, carnivores, omnivores
Work Flow	Step 1: revision (team work) 1. Divide the class in teams of 4 students. Each team receives the cards from Handout 1. Teams have the task to discuss and decidе how to divide the images in 2 groups. Students are not told how they should split the images; they only are provided with the tip that the cards in each group should be similar considering a specific characteristic which distinguishes them from the images in the other group. (hint: the groups are (1) images of non-living things, and (2) images of living organisms.) 2. Each team summarizes how they have divided the cards from Handout 1 and reports the feature(s) that the images from Group 1 share and the corresponding feature for Group 2. 3. The class comes to a joint decision about the division of the images in 2 groups, taking into account the opinion of the different teams (NFE tool - snowballing): 3.1. Teams 1 and 2 work together; similarly teams 3 and 4 work together, as well as teams 5 and 6, etc. If the teams are an odd number, the last team joins one of the othe teams of 2. In these larger teams of 2, discussion takes place about how the images should be divided. If both teams divided the images the same way, there is no nothing to be discussed. If there are different opinions, the large group of the t teams discusses both options and comes up with one opinion. 3.2. In the next step, all larger groups communicate their joint decision on dividing the animals into 2 groups, and if there are differences, they discuss them and agree on a shared opinion. 3.3. Expected result - The two groups are: (1) images of non-living nature with the following characteristics – the things from the images do not grow, do not need food, do not reproduce; (2) organisms of living nature – they eat, grow and reproduce. 4. Working in groups (or individually) - students are asked to divide the images of the living organisms in 3 groups using the computer game https://wordwall.net/resource/73014695 , each of the three groups being described by its characteristics instead of the name of the group. Step 2 1. Each student receives a card with the name of an animal (Handout 2, page 1) and the task to research what it eats, which can be done using a mobile device with access to the Internet, or through encyclopedias for animals. 2. Students are divided into groups of 5 and each group writes down the names of the 5 animals on a piece of paper, and next to each animal - the results of the research about its eating habits. Sample records: Handout 2, page 2_1. 3. All groups performs the following activities: 3.1. Circle in green the foods that belong to the plant group and the foods that belong to the animal group - in red. Sample records: Handout 2, page 2_2. 3.2. The groups report the results of the task from item 2, and the teacher writes down all the animals and their food habits on the board. Sample record of the food of some of the animals: Handout 2, page 3_1. 3.3. Students take turns to go to the board and circle plant foods in green and animal foods in red. Sample entry: Handout 2, page 3_2. 3.4. One student is chosen to mark in green the animals that feed only on plants. These animals are called herbivores. 3.5. Another student comes out and marks in red the animals that eat only meat (they eat other animals or their meat). These animals are called carnivores. 3.6. A third student marks with a different color all the remaining animals that eat both plants and meat. These animals are called omnivorous. Sample entry: Handout 2, page 4. Step 4 (logic problems – team work) The students are divided into 4 teams, which have the task to solve the following logic problems in 2 rounds. Round 1: (all teams work simultaneously) ● Teams 1 and 2 receive Handout 3 with the description of the task. The two teams try to decide how to get the fox, the hen and the bag of corn across the river; they can act out the crossing of the river or graphically label the individual steps. The team that finds the solution first, presents it to the rest of the class. ● Teams 3 and 4 receive Handout 4 with the description of the task. The two teams try to find out how to get the animals across the river; they can act out the transfer of the animals across the river or graphically label the individual steps. The team that finds the solution first, presents it to the rest of the class. Round 2: All teams receive Handout 5 and try to work out the solution to the task. If a team signals that they are ready, this ends the game (temporarily or permanently). The team acts out their solution. The other teams observe the suggested steps. If, at a certain point a sheep is eaten, the presenting team ends its presentation, and the other teams continue thinking about the solution until another team signals that they have found a way how to do the transfer, and the acting procedure is repeated. *Another option is to set the task to be solved at home (after the end of the lesson), and the solutions are presented (acted out) in another lesson during the following days.
Reflection	Directed reflection - you can implement some of the described activities and ask the following questions (10 minutes) ● How did you feel during the lesson? The following plate with emotions are placed at different corners of the room (Handout 6): 1. Interested; 2. Satisfied; 3. Confused; 4. Surprised; 5. Excited; 6. Happy; 7. Embarrassed; 8. Uneasy. Students go to the plate that best represents how they felt during the lesson. When students break in the 8 groups, they share in their group why they chose that feeling (2 min). A representative of the group then reports to the other groups why the students in the group chose the corresponding feeling. (Emotion plates: Handout 6) ● What new things did you learn? (related to the animals or not) ● How can you make use of what you learned during the lesson?
Notes
Digital Resource	Computer game (Step 1) Handout 1 Handout 2 Handout 3 Handout 4 Handout 5 Handout 6

SENPOWER 2025/09/18

Grade 4

	67

1	Grade 4 / Human activities and their effect on the oceans
Developed by	AECE - Escola Básica da Zona Verde
Grade	4
Duration	60
Energizers	25 - Plastic, Plastic, Plastic ... In a large group, students are challenged to look around and name 3 things near them that are made of plastic, or contain plastic. The learners are reminded that they can also pay attention to their clothes for this they just have to look at the labels of their clothes, if the labels say for example "polyester", "polyamide", "acrylic", "elastane", it means that this clothes are made of plastic.
Relaxing Exercises	24 - Music From the Sea Move tables and chairs out of the classroom, ask students to spread out around the room and find the position that is most comfortable for them. Silently, and listening to a relaxing music of the seabed from a video, which the teacher selects and projects, the learners imagine being a living being at the bottom of a calm and clean sea. This activity should not exceed 5 minutes.
Objectives	Students should be able to: Recognise the relationship between human actions and their consequences on the oceans; Comprehend the environmental impacts of everyday activities, with a focus on the use of plastic by families; Learn the importance of the oceans for the sustainability of the planet; Understand the concept "what doesn't end up in the bin, ends up in the sea".
Preparation	Materials Computer with internet connection, speakers if the computer does not have them and video projector. Printer Individual students' computers, one per student or one per group. It depends on the autonomy of the learners to use the tools. Sticky note pad (post-it type) Scenery paper the size of the placard to be lined. Miscellaneous scratching material (felt pens, coloured pencils, crayons) Paints and watercolours Scraps of paper such as silk, crepe/crisp, cardboard, etc, Newspaper/magazines White sheets, (if they are used on one side so much the better, we are reusing them) Glue stick or tube glue. Pre-preparation of the lesson. Painting of the room's placard, with techniques students’ choice and teachers should stimulate the activity, in a visual arts class, using acrylic paints, watercolours and collages with waste papers to build algae-like elements, which can be made with newspaper, rolled up, or balls from scraps of silk or crepe / crinkle papers. While some learners paint the base of the scene, others draw sea creatures on white sheets (they can be used on one side, to stimulate reused paper) Illustrating the drawings according to individual preferences, these will be glued to the bottom base of the scene after it dries Preparing for the lesson Choose a video related to the topic to start the lesson. Blue cardboard labelled with the brainstorming title "Sea pollution - everyone's problem". (Appendix 1) Space defined on the board with the questions, where the students will stick the answers (Appendix 2). Titles and sheets with questions printed on A3. What are the various sources of sea pollution? How does rubbish end up in the sea? Name the various types of marine litter and highlight the most common. What are the main consequences of polluting the seas and oceans? A3 cards already printed for the 5th lesson step - making awareness-raising posters.
Introduction	It is important that students in their learning are confronted with current everyday problems. Focusing on prior knowledge, using practical skills and strategies, students should be alerted to the impact of sea pollution / marine litter on the environment, talk about its consequences: death of marine animals, fish, mammals and birds, poorer quality of sea water, dirty beaches, public health issues, etc. Students should be led to identify among the diversity of materials, (plastic, metal, wood, rubber, glass and paper), the one that is found in greater quantity in the sea - plastic and its effect on sea life.
Teaching and learning methods	Learning based on concrete questions/situations; Providing opportunities for learners to engage in meaningful learning (i.e. drawing on experientially lived and personally structured knowledge); Co-operative and collaborative learning in small groups and pairs; Use of new technologies as a way of learning/consolidating content and assessing learning; Focusing the diverse starting points and learning rhythms of students, their interests and needs and the characteristics of the environment.
Interdisciplinary connections	Mother tongue - Selecting relevant information according to the objectives of listening and record it using different techniques. Distinguishing between facts and opinions, implicit and explicit information, essential and accessory, denotation and connotation. Mathematics - Developing confidence in their mathematical skills and knowledge, and the ability to analyse their own work and regulate their learning. – Developing persistence, autonomy and willingness to deal with situations involving mathematics in their school career and in life in society. Artistic Education - Visual Arts Manifest expressed in creative skills of students’ plastic productions, showing the knowledge acquired. Using various processes to record ideas (e.g. graphic diaries), planning (e.g. project, portfolio) and work (e.g. individual, group and network).
Resource teacher or other specialists activities	All steps of the topic exploration are understandable for pupils with specific needs but with cognitive abilities. The lesson does not include long written explanations. The role of the support or special education teacher is to help pupils in the target group if they are unable to complete any of the tasks or steps, or feel disorientated in understanding something that may be asked.
New vocabulary	Sea pollution; sea litter; living habits; "Refuse" and "Rethink" concepts; 5 R's policy; microplastics.
Work Flow	1^st STEP The class as a whole: Marine pollution, everyone's problem! Sources of marine pollution. Introduce the topic with the support of an educational video or documentary (chosen by the teacher) available on the internet. The chosen video should not be longer than 5 to 6 minutes. 2^nd STEP Individual work: After watching the video, invite the students to talk about what they have seen/heard and to write a word about the topic on a "post-it" (sticky note pad) that the teacher provides to each pupil, to build a brainstorm on the topic. Then each pupil shares his or her word or words and sticks them on a blue cardboard (size A2 - appendix 1) which is already fixed on a placard in the classroom purposely prepared for this lesson with the title "Sea pollution - everyone's problem". The board previously decorated by the pupils in a visual arts class, representing the seabed scenario. 3^rd STEP Group Work: 4/5 students Research on the computer information about Sea litter which is originated on different land and sea sources but is mainly the result of people's living and consumption habits. Each group will direct the research to answer one of the 5 questions and complete a collective poster to occupy the classroom board, deliberately prepared for this purpose, that is to receive only material worked in class. On this board there should already be the questions and the defined space where the students will paste the answers. A3 printed sheets. (Appendix 2) What are the various sources of sea pollution? How does rubbish end up in the sea? What is the most common marine litter? What are the main consequences of polluting the seas and oceans? 4^th STEP Class as a whole: Among the diversity of materials, (plastic, metal, wood, rubber, glass and paper), the one that is found in the greatest quantity in the seas is the plastic and learners should concentrate on the its effects on marine life. Students should recognise the relationship between "plastic use" and "marine litter" by Watching the film: A Bottle's Odyssey – UNEnvironmentProgramme The rubbish on beaches and in the oceans belongs to all of us. When we don't put it in the right place after using it, it travels far away. 5^th STEP Start the activity with a group exploration of all the posters and then move on to individual work, providing one poster to each student, according to their preference. If it is necessary to repeat the printing of any poster, the teacher will select the one(s) that make the most sense to repeat. *It's time to get to work! Where do we start?* *What can we do to prevent sea pollution?* Let's discover the life cycle of some everyday materials and their environmental impact; Find some practical and easy alternatives to implement in everyday life; Introduce the concepts "Refuse" and "Rethink" and their importance in the 5 R's Policy; *How do we do it?* Prepare awareness posters (Appendix 3) to be distributed/ posted after class in the school corridors. Extra Activity A possibility to be developed later in another class. Black Tides: What is the effect on seabirds. In a different class / moment that the teacher considers appropriate, develop the following experiment: MATERIAL Water, cooking oil and a bird feather. PROCEDURE Pour a few drops of water on the feather and observe. Spread cooking oil on the feather, pour water over the feather again and observe. Pupils should record what they observe and discuss the results, comparing them with what happens in reality after a 'Black Tide'.
Reflection	Guided discussion: What was the most important thing you think you have learnt today? Which activity did you enjoy the most? - Watching the videos: The one used in the 1st moment of the lesson - Sea pollution, a problem for everyone! - The one used in the 4th moment of the lesson - The Odyssey of a plastic bottle. - A Bottle's Odyssey - Relaxation activity; - Group dynamics; - Research and activities on the computer; - The activities carried out in large group. - Individual activity - Brainstorming on ; - Realisation of posters; - Other.
Notes
Digital Resource

SENPOWER 2025/09/18

	68

2	Grade 4 / The secrets of water – the 3 states of water
Developed by	NART
Grade	4
Duration	45
Energizers	28 - How to melt ice? Arrange 4 tables far apart in the room. Divide the students into 4 groups - in each group there should be 1 student who only records what the other are doing. Give each group materials which include paper towels and a specific number (3 -4) of ice cubes on a plate. Encourage students to use the materials to try and melt the ice quickly! Tell them they have 5 minutes to work. After the allotted 5 minutes have passed, end the game appropriately. Time – 6 min.
Relaxing Exercises	27 - What helps ice melt? Collect the materials used in the energizer and ask the students to wipe the tables with the paper to make them dry. Ask the students to take their seats. Ask groups to share the steps of the melting process within their group. Discuss what worked and why? Discuss also what they would do in a different way the next time! Time – 4 min.
Objectives	At the end of the lesson student: - Recognizes the three states of water: solid, liquid, and gas; - Describes, based on experiments, the changes in the state of water.
Preparation	The preparation starts with the energizer. Support materials and technology: • Magnets –sticks and balls of the same size and type. All sticks have the same colour and all balls have a colour different from that of the sticks. • As an alternative to the magnets toothpicks and plasticine in 2 colours can be used. The number of magnets or toothpicks and plasticine should allow each child to make their water molecule. Prepare sets for each table in your class depending on the number of students and how many students are at one table. • 3 transparent plastic cups/vessels with different capacities – 200, 400, 750 ml. • Plastic saucer and bowl. • Ice cubes of the same size. There must be enough cubes for the activities described below. • Table salt, baking soda, sand. • A small piece of styrofoam or cork. • Measuring cup for liquids.
Introduction	Students will explore the different states of water – solid, liquid and gas – and how they change from one state to another.
Teaching and learning methods	Learning in small steps Breaking instructions down into smaller parts Using patterns Using technology and visualization Providing real-life examples Using manipulatives
Interdisciplinary connections	Mathematic Geography History Arts
Resource teacher or other specialists activities	Almost all the steps of the lesson are comprehensible to most special needs students who have well-preserved cognitive abilities. The lesson does not comprise long written explanations, and long instructions, which are difficult for the target group students (TGSt). The role of the special needs teacher or the assistant teacher is to help TGSt in case they are not able to cope with some of the tasks or steps.
New vocabulary	solution, molecules, atoms, particle of an element, oxygen, hydrogen, solid, fluid, liquid, sea level, water cycle, volume, crystal, gas
Work Flow	1. Continue the conversation which you have started during the energizing exercise. Tell the students that they will stay researchers. Place a 3 large glasses of water in front of the students. Fill 2/3 of the glasses with water. Drop 2-3 pebbles into one glass. The pebbles fall to the bottom. Place a few ice cubes in the second glass. The ice remains on top. Place the piece of styrofoam or cork in the third glass. It stays on top. Ask students if they know why this happens. Ice is frozen water, isn’t it? Ice is a solid, isn’t it? When water freezes, its molecules move farther apart, making ice less dense than water. There is more air between the molecules. This means that ice will be lighter than the same volume of water, and so, ice will float in water. Water freezes at 0° Celsius. Water is the only substance that expands when it freezes. This is one of the extraordinary properties of water. Demonstrate this as follows: Take a clear glass and fill it to the top with ice cubes. Leave the glass on the window - in the sun or near a heating device. Tell the students that together you will find how much of the glass will be filled with water after the ice melts. Water will fill less volume than the ice cubes. Ask students where in nature one can find the most ice and if they know what ice is used for - to chill drinks, to keep food cold and fresh, in fishing, ice skating, to create ice sculptures and even houses. In the past, ice was used instead of refrigerator. You can make a presentation with Appendix 1. 2. Tell the students that they already know what ice is made of - water. But what is water made of? Let the students guess - some of them may know the correct answer. Everything is made of atoms. An atom is the smallest particle of an element, like oxygen or hydrogen. Atoms join together to form molecules. A water molecule has three atoms: two hydrogen (H) atoms and one oxygen (O) atom. That's why water is sometimes referred to as H2O. A single drop of water contains billions of water molecules. Show them the water molecule. Allow students to make their own water molecules using toothpicks and plasticine or magnets. 3. Ask the students if they remember when touching the ice, was it dry or wet? They should answer that it was dry at first and then became wet as it started melting. Liquid water is wet and fluid. We are the most familiar with that form of water. We use liquid water in many ways, including washing and drinking. Ask them to give examples of liquid water – rivers, lakes, seas, the water we drink. Make a quick summary by asking students if they can now say what the two main states of water are - they should answer - liquid and solid. Show them what water and ice molecules look like. Ask them if, they had swum in the sea, in a lake, in the ocean, and if they had felt the difference in the temperature of the water - warm water on the surface, and cold - below. Tell them that you are now going to do an experiment to discover some more properties of water. Put 3 glasses of different capacities, the saucer and the bowl on the table where all the students can see. Pour exactly 100 ml of water successively into a measuring cup. After each filling, pour the cup into the appropriate container. Students will be able to see that the same quantity occupies a different shape and volume in different containers. This is because water has no shape – it takes the shape of the vessel in which we pour it. You can also do this experiment with students by dividing them into groups. Give each group 1 container of different capacity and 1 measuring cup with 100 ml water. Each group pours the liquid from the measuring cup into their container. Then they go around the other tables and observe what have happened to the amount of water. Ask them about other features of water - no taste, no colour, no smell. Tell them that they will have the task to do at home - use water to make something that has colour, smell and taste. 4. Ask them if they can point out another state of water. If they have studied the topic of the water cycle, they should answer that it is the water vapour that evaporates from the water basins. Water as a gas—vapour is always present in the air around us. We cannot see it most of the time - even now in the classroom there is water in the air. But sometimes we can - ask them if they can guess when we see water as a gas that rises... When we boil water, water changes from a liquid to gas or water vapour. When some of the water vapor cools, it can be seen as a small cloud called steam. This cloud of steam is a mini-version of the clouds we see in the sky. At sea level, steam is formed at 100° Celsius. Water vapour attaches to small bits of dust in the air. It forms raindrops in warm temperatures. In cold temperatures, it freezes and forms snow or hail. Gases/vapour do not have their own volume and shape, but occupy the shape and volume of the vessel or space in which they are placed. 5. On their own decision teacher can do the following experiment while working on another topic or decide to have an art class in which students make drawings on the water topic. The preparation for the experiment takes 5 minutes and it can be done at the end of the class. The results reporting can be done at the end of some other lesson. Time – 25 min. ICE MELTING EXPERIMENTS - WHAT MAKES ICE MELT FASTER? In this experiment, you will investigate what makes ice melt faster, by adding several different solids to ice. *SUPPLIES:* Ice cubes Muffin tin, jars, or containers Various solids – salt, baking soda, sand. Stopwatch or clock to determine the time of the experiment. STEP 1: Add 4 to 5 ice cubes to 6 cakebaking cups. Make sure the same amount of ice is in each one. STEP 2: Add 3 tablespoons of each solid to a separate container of ice: 3 tablespoons of baking soda to cup 1. 3 tablespoons of salt to cup 2. 3 tablespoons of sand to cup 3. Cup 4, cup 5 and cup 6 are your controls and will have nothing added to the ice. STEP 3: Set a timer to check back on the ice cubes every 10 minutes over 1/2 hour and record your results. Now, turn the data into a graph! What did you find caused the ice melt fastest? It’s no surprise that adding salt made the ice melt fastest. Baking soda was second as it’s a type of salt and can lower the freezing point of water. However it is a powder. Sand did not do much! So, why does salt melt ice? Why does salt melt ice? Salt works to lower the freezing or melting point of water. Salt interferes with ice crystals and by mixing with liquid water on the melting ice it speeds up the melting process. Therefore, water in the seas or oceans freezes much less often and at much lower temperatures - because there is salt in them.
Reflection	Final wrap-up Watch together with your students 1 or 2 of the suggested videos. They summarize most information given in the lesson. Make a mind map with the word water and the associations it evokes. Give the students a task to do at home - make coloured ice cubes using only fruits, vegetables, coffee or tea. Coloured ice cubes can be used by people in different drinks. Then discuss with the students what fruits, vegetables or other foods they used. What did they use the ice cubes for? Working time – 10 min.
Notes	https://www.youtube.com/watch?v=Q-VDIryEbl0&ab_channel=EducationalVideos https://www.youtube.com/watch?v=6U62i4cbEP0&ab_channel=AtomicSchool https://www.youtube.com/watch?v=rEJ5yuFR3f8&ab_channel=LearnBright https://www.youtube.com/watch?v=GsUftZBXs7s&ab_channel=Periwinkle https://www.youtube.com/watch?v=rEJ5yuFR3f8&ab_channel=LearnBright
Digital Resource

SENPOWER 2025/09/18

Grade 4 / Sound and light; sources and their effect on people's life

Developed by

NART

Grade

Duration

Energizers

29 - How to make a wave?

Tell the students that each of them has to make a wave themselves.

Ask them to stand up and stretch both arms to the sides. Then, by successively folding their arms, they have to make a wave. Let them repeat the exercise several times.

An easier option is to just squat and stand up slowly, with the next person starting to squat the moment the person before them starts to stand up.

Example: https://www.pond5.com/stock-footage/item/30587673-crowd-doing-wave-football-stadium

Duration – 5 minutes

Relaxing Exercises

28 - Which waves do we see and which do we hear?

Ask the children to take their seats and to close their eyes.

Tell them to imagine pictures having waves in them. Ask them to notice, if the waves are big or small, if they hear any sounds, if they see any lights.

Tell the students that you will discuss what they saw at the end of the lesson, and now you are starting the journey into the world of sounds.

Duration – 2 min.

Objectives

Students will:

- know about sources of sound and light;

- give examples of vibrating bodies that produce sound;

- explain how sound travels;

- distinguish between sound and noise;

- give examples of sources of sound and light and their influence on people's lives;

- illustrate with examples the harmful influence of noise and loud sounds on human health.

Preparation

Prepare a slide presentation as follows:
1. Slide SOUNDS

Drum - https://voicebot.su/bg/category/drumroll/

Bird - https://www.youtube.com/watch?v=DgUC4qypn8Q&ab_channel=YuriAtanasov

Sea waves - https://www.calmsound.com/ocean-sounds

Automobile - https://www.facebook.com/e60clubbulgaria/videos/1566612186740951/

2. Slide LIGHT

Thunders - https://www.youtube.com/watch?v=xK_m77VZYnc&ab_channel=FriendlyFreeSounds

3. Slide – examples of vibration and of the medium in which sound propagates

Guitar strings - https://www.youtube.com/watch?v=XOCGb5ZGEV8&ab_channel=RuyMascarúa

Guitar music - https://www.youtube.com/watch?v=dXww32u2iY4&ab_channel=Kitarabg

Bees - https://www.youtube.com/watch?v=DnkfhRcZn-E&ab_channel=lukew1979

Dolphins - https://youtu.be/K4DcwaA4rOo

Whales - https://youtu.be/JWb_Zuvo1Oo

4. Video - Sound and vibration: do you hear what I hear?

https://www.youtube.com/watch?v=pcWiWjxhKE8&ab_channel=MightyOwl

5. Prepare the classroom environment, so that all students can stand straight first with arms raised perpendicular to the body (like a T), and second - in a circle. That kind of a space is important for the first exercise.

6. Think how to arrange the classroom and the students in order so that they can easily turn to each other and be divided into 5 groups during the lesson.

Materials:
•   triangle
•   xylophone
•   kids drum
•   junior guitar
•   flashlight
•   coarse salt
•   4 boxes
•   25 – 30 rubber bands
The boxes and the rubber bands are an alternative of musical instruments. How to use them - see the video: Sound and vibration: do you hear what I hear?

Equipment:
•   Internet
•   Multimedia/Interactive board
•   Laptop

Introduction

Sounds have a tremendous impact on our lives. Thanks to sounds, we can understand each other, enjoy music, orientate ourselves. Sounds are constantly around us. Sometimes we don't notice them, sometimes they can endanger our health.
Noise pollution is one of the biggest challenges in the big cities.
When we talk about pleasant or unpleasant, high or low, soothing or irritating sound, we are focusing on human sensation, which is related to physiology and psychology.
From a physical point of view, sound is the vibration of matter perceived through hearing. We usually hear vibrations that travel through air, but sound also travels through gases, liquids, and solids. When a body vibrates, sound waves occur in the surrounding air. They have an impact on the eardrum, resulting in the perception of sound.
The lesson allows students to experiment and to discover how the vocal cords vibrate when we speak, to distinguish between natural sounds and those that result from human activity.

Teaching and learning methods

Learning in small steps
Guided discovery discussion
Experiment

Interdisciplinary connections

Music
Physical Education and Sport

Resource teacher or other specialists activities

Almost all steps of the lesson are comprehensible to most special needs students who have well-preserved cognitive abilities. The lesson does not comprise long written explanations. The role of the special needs teacher or the assistant teacher is to help target group students in case they are not able to cope with some of the tasks or steps.

New vocabulary

•   sound
•   noise
•   sound volume
•   vibration

Work Flow

1. Start the lesson saying that students will learn more about sounds and the ways in which they exist in our lives.
Play the audio tracks in a sequence - one after another. If some are longer, limit the sound file to 30-40 seconds.
After each sound file, ask students and let them share:
• what other musical instruments they know – following the example with the drum they could say piano, guitar, violin…..
• what other animal sounds they know – the song of the nightingale they have already heard, other - seagulls, crickets, cats, dogs….
• what sounds of nature they know - other than the sound of sea waves – rain, river, waterfall, wind, thunder…
• what other everyday-life and home sounds they know – car, washing machine, drill, mixer….
Ask them how we perceive sounds – the right answer should be - with our ears.
Make a brief summary that sounds are a natural part of our lives. They help us navigate, feel emotions, communicate with each other.
Ask them which sounds are pleasant and which are unpleasant. They should answer that loud and sharp sound sources are unpleasant.

Duration – 5 min.

2. Then, present the slide with the sound and the photo of thunder and lightning.
After that show the slides with the sun. Ask what the sun gives us - light - and if they know other sources of natural light in nature. They will answer for sure - the moon, the stars, if they have already studied the solar system. Remind them that the main source of light for Earth is the Sun, followed by the Moon, planets and stars. But the Moon, planets and stars shine because of the light reflected from the Sun. In the times when there was no electricity, they were really a source of light for people at night.
Other sources of natural light include rays or lightning (with a very short duration), volcanic lava, and certain animals and plants capable of emitting their own light. If the students show interest, you can provide videos about them to be seen at the end of the lesson or during the break.
Then show the slide with the flashlight and again have students name some sources of light at home – lamps, candles, fire, torches.
Make a summary - without light there is no life - light not only makes our existence possible. At the same time, light still stays a mysterious physical phenomenon that have been studied by scientists. Light, as well as sound, are waves, which you will study in special lessons.
Thanks to light, we orient ourselves in the environment - thanks to the reflection of light, we perceive all objects with our eyes.
Ask students how we perceive light - they should say - with our eyes.
Show a slide with pictures of the Sun and the flashlight placed together. Ask the students what they notice – the rays are focused at first and then amplify. This can be very well seen in the photo with the flashlight - if we are close to the source, the sound or light will be very loud. The farther we go, the weaker they become.
This is called distraction.
Visualize the above using:
https://bg.wikipedia.org/wiki/Звук#/media/Файл:3D_Pressure_(Longitudinal)_Wave.gif

Duration – 5 minutes

3. Tell the students that you are now going to do a very important experiment that will help them understand more about sounds and light.
Divide the class into 5 groups. Ask them to face each other. Give a musical instrument to each of the 4 groups. Give the fifth group a flashlight.
Set a task for the groups: the first 4 - to discover what happens to the musical instruments when playing them. After every pluck of the guitar strings, hit of the xylophone, drum or triangel touch slightly their surface. You can give some coarse salt to the group with the drum. Put some of the salt on the drum. The moment it is hit, the salt bounds. The harder you hit, the more the salt jumps. Let the fifth group think and say under what conditions we see the light - when it is seen brighter.
Go around the 4 groups with the musical instruments. Guide them to feel the vibrations when they make sound with the musical instruments. Direct them to feel how at first the vibration is felt, but the moment we touch the instrument the vibration stops.
An alternative option is to make boxes with rubber bands and follow the instructions from the video Sound and vibration: do you hear what I hear?

Duration: 5 min.

4. Then ask the students what they have felt and understood. The groups with the musical instruments should now respond that they hear a sound and feel a vibration. The group with the flashlight should answer that the light is best seen when it is dark, when there is no fog, when there are no other light sources around to distract the light from the flashlight.
Point out the great importance of that observation. Any object that can vibrate regardless of the duration of the oscillation is a sound source. We call these objects vibrating bodies.
When a body vibrates, sound waves are generated in its surroundings. They exert pressure on the ear drum, resulting in perception of sound.

Ask the students to wave their hands quickly - from the wrist down, in front of their eyes – as if the hands imitate bee wings.
The movement, which we call waving, is called vibration in science. All sounds begin with vibration.
Did you hear the movement of your hands ?
Show the picture on a slide.

We hear the sound with our ear, but our brain helps us distinguish each different sound and recognize it. Thus we can never mistake the nightingale's song for the the sound of a mixer. The listening and hearing skills are extremely important because we communicate, learn, love, care, demonstrate what we can do by speaking. Words are sounds that we produce ourselves.
Thanks to our brain, we can perceive and distinguish different sounds at the same time without getting confused. For example – we can listen to music and talk with friends. Here you can joke about classroom discipline. Give example, asking students, if they can understand teacher directions well, when they talk to their classmates at the same time.
Ask students how we speak – they should answer that they use their mouths. Explain that deep in our throats are our vocal cords and they vibrate differently as we produce different sounds.
Ask students to put 2 fingers on their throat touching their larynx. Ask them say something and feel the vibration of the vocal cords.
Then ask them to touch the back side of their wrist where the pulse is felt - it shows us how the heart is beating. It also flickers. We can hear it only with the help of medical devices.
Our brain, just like a very good device, helps us to orientate where exactly the sound is coming from. We hear with both ears, but we always turn to a specific direction - where the sound is coming from.
Sound travels through the air - music, speech and many other noises that we hear are an example of that. Ask students to give examples – car, plane, ….
The sound also spreads in the water - play sound files with the sounds of dolphins and whales. Explain that this is the way they talk to each other and navigate their long journey across the oceans.
But sound can also travel through solid bodies – if the music is loud, we hear it through walls. Ask them to give examples of this - if we are at home we can hear when the neighbors are doing repairs, the noise coming from the street and the vehicles.
Then ask them what they think is the difference between sound and noise.
Explain that noise is an unwanted, irritating sound. Noise is one of the most unpleasant environmental influences. Ask the children what we mean by classroom noise.
Noise can have a negative impact on hearing (decreased ear sensitivity, partial or complete hearing loss) and even on an individual psychics (quick fatigue, irritability).
Loud and sharp sounds are always a signal of danger and we perceive them exactly like that - if we hear such a sound, we stop and try to find out what is going on.
Duration – 10 min.

5. Continue with the topic by telling the students that you are now going to focus their attention on the strength of different types of sounds and what the waves of these sounds look like. Recall again that the source of sound is vibrating bodies.

Open the link https://www.videvo.net/royalty-free-sound-effects/

Play the recordings in the following order:

Wind - https://www.videvo.net/royalty-free-sound-effects/wind/

Cricket - https://www.videvo.net/royalty-free-sound-effects/crickets/

Owl - - https://www.videvo.net/royalty-free-sound-effects/crickets/

Human laugh - https://www.videvo.net/royalty-free-sound-effects/laughter/

Sirens - https://www.videvo.net/royalty-free-sound-effects/sirens/

Draw students’ attention to what sounds look like as a graphic image – as a graphical representation of the waves and as a shape. Note how rhythmic and uniformly repetitive the sound of the song of crickets is, and how different the human laughter or the wind sound is.
Weak sounds are represented by smaller wave variations, and sharp and loud sounds have very large wave heights.
Small vibrations are the source of quieter sounds. Large oscillations result in sound amplification.
Again, ask which sounds were pleasant and which were not.
Ask students how we measure length..... , and weight.....
Just as there are units of measurement which we use to measure length and weight, with decibels we measure the volume of sound. This can be seen on the labels of many electrical appliances.
Duration – 8 min.

Reflection

Guided discussion:
Ask students what they remember.
How does the sound start?
How are the sources of sound called?
What is the difference between sound and noise?
What does sound volume depend on?
What rules should we follow in our interpersonal relationships and in class?
• To speak in a calm and quiet tone.
• To speak one at a time. To listen to each other.
• Talk to each other in a friendly tone to make all feel good.

Duration 5 min.

On teacher decision - some humor.
You can show the picture below to illustrate how sometimes it is difficult to physically determine where the noise is coming from.
Our social experiences and even stereotypes can influence us.
You can ask the students what that picture illustrates.

Notes

Waterfall - https://pixabay.com/bg/videos/водопад-скали-бял-шум-вода-136855/

Wind - https://www.youtube.com/watch?v=Kv9hGTPH3q8&ab_channel=TikTokTunesMashup

The 10 Spectacular Glowing Animals - https://www.wonderslist.com/10-spectacular-glowing-animals/

https://www.youtube.com/watch?v=0BOjTMkyfIA&ab_channel=NationalGeographic

Summer Night with Fireflies (Lightning Bugs) - https://www.youtube.com/watch?v=k72jGJTC_3o&ab_channel=RadimSchreiber

8 Beautiful Sea Creatures That Glow In The Dark - https://www.youtube.com/watch?v=A9jaz0fynsk&ab_channel=ZoneA

Bioluminescence on Camera -

https://www.youtube.com/watch?v=9HXXQBz6Vv0&ab_channel=NationalGeographic

Digital Resource

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4	Grade 4 / Gravitational Force of Magnets
Developed by	Antalya Directorate Of Education
Grade	4
Duration	60
Energizers	16 - Back to back Participants find a pair of similar size and weight. They sit on the floor, back to back with their pair. They hold their arms. They have to get up, while keeping the arms and backs together. After trying once-twice with their pair they switch pairs. They can repeat this process with other pairs for a few times.
Relaxing Exercises	5 - Use a word that describes their feelings/thoughts Students are asked to close their eyes (if comfortable) for a minute and think of a word that describes their feelings/thoughts after finishing the resource. Then the students open their eyes and one by one say their word to the classroom
Objectives	Students will: · learn about magnets and their poles. · discover which objects are attracted by magnets through experimentation. · learn how and where magnets are used in everyday life. identify the substances of the objects used in the experiment activity.
Preparation	Materials: 3 types of magnets (bar, U shape and round) Some objects made of iron, nickle, wood, plastics, copper, steel, e.g. A teaspoon A cup A glass An ice-cream spoon A wooden spoon A copper pan A copper coffee-pot Preparation: Print out Annex 1: A table for recording the results from the experiment (1 copy for each group) Annex 2 - What substances are not attracted by a magnet? Print several copies and display at different place in the classroom or use the projector to show on the screen, Annex 3: the Powerpoint presentation is to be played to the students on a screen.
Introduction	Through “Let’s get to know the magnets” activity, students will learn the types of the magnets. By doing an experimenting, they will observe which types of objects a magnet attracts or repels, substances of the objects, poles of the magnets, which pole attracts a push and which pole repel each other. (Annex 1) Through a brain-storming activity, and watching Annex 3, students will learn areas of use of magnets in everyday life.
Teaching and learning methods	A student-centered teaching approach Practical activities - real-life connections
Interdisciplinary connections	Social Sciences (Science, Technology and Society)
Resource teacher or other specialists activities	During the experimental activities the special needs teacher could provide support by sitting next to students who may have learning difficulties.
New vocabulary	Magnet, Pole, iron, copper, nickel, attraction
Work Flow	Let’s get to know magnets! (15 mins) Show the three magnets to the students and ask: “Do you know what these objects are?” All answers are accepted at this step, even though they are irrelevant. Explain that what they see are are three types of magnets - a bar, a U shape and a round one. Demonstrate that the magnet can cause some objects to move - you can attract or repel objects. Show the objects you have brought (any objects made of iron, nickle, wood, plastics, copper, steel). Show the objects one by one and ask: What is this? What is it made of? (plastic, wood, iron, copper, nickel, steel, glass) Do you think that it will be attracted by the magnet? Students make a table with 4 columns. In the first column they write the name of the object; in the 2nd column they write what it is made of; in the 3rd column they write YES/NO – this is their prediction whether the object will be attracted by the magnet or not; the 4th column is for step 2 when they will put the result from the experiment. (Annex 1) I am a scientist! (15 mins) Now, it is time for experiments! Let’s find out if the predictions were correct. Divide students in 3 groups and give one magnet to each group. Distribute the objects to the groups so that all groups have objects made of the different materials (plastic, glass, wood and metal). Tasks to do with each object: - Put the magnet close to the object; move it in different directions so that different parts of the magnet come close to the object; - Check whether you feel a force of attraction or nothing between the magnet and your object; - Write down which objects are attracted by the magnet in column 4 of the table. 3. At the end of the activity, all groups present their findings to the whole class. The teacher writes the results on the board and the class makes the conclusion (magnets attract metal objects). The teacher also opens Annex 2 “What substances are not attracted by a magnet?” on the smartboard. Magnets in everyday life Brain-storming activity. (5 mins.) Question for brainstorming: “Do you know where magnets are used in our daily life?”. If students cannot come up with ideas, provide some tips, e.g. tip 1: Think of household appliences; Tip 2: Think of household applience in which the door closes auromatically when being close to the main body (answer: refigirator) OR simply think of fridge magnets; Some cupboards and drawers also use magnets to keep the doors closed. The teacher elicits the answers and writes them on the board. Magnet in the world around us (15 mins) The teacher plays the powerpoint presentation (Annex 3) on the smartboard which illustrates where magnets are used in our life.
Reflection	The teacher starts a guided dialogue with the students and asks: Imagine you have a pile of waste producrs in front of you. In this pile there are fruit peels, plastic bottles, iron pieces and silver items. You also have a strong magnet. Which materials can you separate quickly from the rest of the waste products by using the magnet?
Notes
Digital Resource	Annex 1 - A table for listing objects and magnetic attraction Annex 2 - What substances are not attracted by a magnet? Annex 3 - Powerpont presentation

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5	Grade 4 / Soil permeability
Developed by	AECE - Escola Básica da Zona Verde
Grade	4
Duration	60
Energizers	42 - Back-to back drawing Location: Classroom No. of participants: All the students in a class Organisation: Students divided into pairs. Materials: A5 sheet of paper and pens. Picture cards (may or may not be associated with the subject or theme of the lesson) Game description: Students in pairs sit with their backs to each other. One of the students in each pair is given a sheet of paper and a pen and the other pair is shown a picture of something that is easy to draw (a flower, a house). The student who has the picture must describe the illustration for his / her partner to draw, without saying what it is. They are allowed to describe shapes, sizes and textures, but not what it is, e.g. "Draw a rose". Once the drawings are finished, they are compared with the original to see if the communication was good. Working time - 10 min.
Relaxing Exercises	40 - Senses To the sound of calm music, the students are instructed to focus and write down on a sheet of paper five things they can see, four things they can touch, three things they can hear, two things they can smell and one thing they can taste.
Objectives	In the end of the lesson students will be able to: Describe different types of land use in their region (agricultural, forestry, industrial or tourist areas), comparing them with those in other regions; Identify the permeability of different types of soil; Identify the utilisation of different types of soil.
Preparation	Resources: - computer with speakers - video projector - Scratching material (charcoal pencils, coloured pencils, pens...) Experiment: - transparent (gobelet) jars - coffee/cotton strainers/filters - different soil samples (sandy, clay and loam) - container with water (bottle) - record sheet (Appendix 2) - Showing photos and videos of the stages of the experiment. Preparation: 1. prepare the room for working in groups: organise the tables in the room to group 4 to 5 students together. 2. gather enough materials for each group. Each group should have: 3 empty 1.5 litre plastic bottles, transparent jars or glasses, three strainers (paper filters, cotton discs...); the same quantity of 3 different soil samples; a container of water 3. print out record sheets (one per student) *Note: throughout the lesson, it is desirable that the students make their own discoveries and share the results they have observed. If it is not possible for the students to carry out the experiment as a group, the teacher can conduct the experiment for the whole class.
Introduction	Soil is the solid part of the earth's crust. It has different constitutions depending on the area of the planet and the climate. Realise the usefulness of using soil and find ways to preserve it.
Teaching and learning methods	Learning in small steps, taking into account the different starting points and learning rhythms of the students. Applying the experimental method. Learning through visualisation and experimentation. Using group work for co-operative and collaborative learning. To raise awareness of what is being learnt, encourage learning based on concrete situations that are close to the students. Use new technologies to learn about and consolidate content.
Interdisciplinary connections	Mother Tongue– Oral work (comprehension and expression) with a view to interacting appropriately in the context and for various purposes; Artistic Expressions - Appropriation and Reflection: learning the knowledge of visual communication and understanding the symbolic systems of different artistic languages, identifying and analysing concepts, contexts and techniques in different visual narratives with a specific and appropriate vocabulary, applying the knowledge learnt in situations of observation and/or plastic experimentation, stimulating the development of their style of representation; Citizenship and Development - Sustainable Development; Environmental Education.
Resource teacher or other specialists activities	All the steps are understandable for students with specific needs but cognitive abilities. The lesson integrates strategies that use video/images to make it easier for all students to grasp the topic. Experimentation and group work allow students to get involved and participate actively, manipulating materials. The role of the special education teacher or support teacher is to help the target group (TGSt) by explaining what is being observed or guiding them through some of the tasks or stages, whenever necessary.
New vocabulary	Clay soil, sandy soil, loamy soil, permeability
Work Flow	1^st step - large group The teacher begins by explaining that in this lesson they are going to be "scientists" and carry out an experiment on the permeability of different types of soil. Ask the class about the topic and what they think "permeability" means. Enrich or redirect the students' answers if they find it difficult to explain/exemplify using the example of waterproof materials: rucksacks, raincoats, umbrellas...). 2^ndstep - large group Move the topic covered in the first discussion to soils. Present the 3 types of soil (clay, sand and loam) and explore their characteristics with the students. (Appendix 1 - Powerpoint presentation) 3^rdstep - small group Ask the students to fill in on the record sheet (Appendix 3) only the one that says "Before the experiment" regarding their expectations of what will happen. 4^th step - small group Carrying out the experiment The groups carry out the experiment as shown in the pictures. (Appendix 2). The pictures should be shown at two different times: The pictures numbered 1 to 6 will be shown at this point. The pictures from 6A to 10 should be presented after the various groups have carried out the experiment. The experiment is carried out step by step and each group records its observations on the record sheet 1 (Appendix 3) in the section where it says "After the experiment". 4th step - large group Each group presents the results they observed. The teacher shows the students' record sheet (Appendix 3) and compiles their observations. The results are discussed and the conclusions are presented orally. At this point, the students' conclusions are compared with the photos (Appendix 2) from 6A to 10. 5^th step - large group The teacher presents a Powerpoint on the use of different types of soil and how they can be used to create different forms of art (Appendix 4 - use of soils). 6^th step- individual work Afterwards, a formative mini-test (Appendix 5 ) is applied, containing, among other things, this type of question: "What is permeability?" "What types of soil are there?" "Do all soils retain water in the same way?" "Which type of soil offers the best conditions for farming?"
Reflection	The teacher summarises the most relevant information from the lesson and asks the students: What was the activity you enjoyed the most? - The experiments - Relaxation activity - Group dynamics - Game - Large group activities - The small group activities . Other...
Notes
Digital Resource	Appendix 1: https://sen-power.eu/atividades1/digital/885/Appendix 1.pptx Appendix 2: https://sen-power.eu/atividades1/pdf/885_Appendix 2.pdf Appendix 3: https://sen-power.eu/atividades1/fotos/885_Appendix 3.pdf Appendix 4: https://sen-power.eu/atividades1/digital/885/Appendix 4.pptx Appendix 5: https://sen-power.eu/atividades1/fotos/885_Appendix 5.pdf video: https://sen-power.eu/atividades1/videos/885_Video 6A.mp4

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6	Grade 4 / Orientation: the basics to find your way
Developed by	AECE - Escola Básica da Zona Verde
Grade	4
Duration	60
Energizers	43 - Guided movement Suggestion Play a game of "turn", "half-turn" and "quarter-turn" movements from a starting position common to all (it could be a dance with repetitive movements) or a team game: blindfold a student from each team and their mates have to give them clues to get to a previously agreed point or play an individual game, like a "labyrinth" (starting point and finding the route to the end point).
Relaxing Exercises	41 - What would you do if ... Ask students to think about what they would do if they were... Let each student think and say what they want to be and be able to do, using words or themes around the topic of the lesson plan. E.g. If I were the sun... if I were a star, if I were the night, if I were the ocean or let the students freely think and create. Give the students a few minutes to think in silence. Each student participates in two or three words in turn, according to the teacher's instructions.
Objectives	In the end of the lesson students will be able to: Learn about the three different ways of orienting yourself (by the sun, the compass and the polar star). Acquire new vocabulary. Mobilise cultural, scientific and technological knowledge to understand reality and solve everyday situations and problems.
Preparation	Resources: Scratching material (charcoal pencils, coloured pens, ...) Glue, tape Computer with speakers Internet access Computer and video projector - Question file - Appendix 3 - Worksheet – Appendix 3 - Questions – Appendix 4 Preparation: 1.Prepare presentations in advance. 2. Print out the images to display in the room (sun, star, compass) on A4 paper (Appendix 2) and place them separately in a high place that is visible to all the students, with enough space nearby so that the students can stand next to the image. 3. Print out the question file (appendix 3). Pre-research on Youtube about ways of orienting in ancient times. 4. Print out the record sheets (one per student) (appendix 4). 5. Create the Spinning Roulette https://spinthewheel.io/pt- free application, with the phrases in appendix 5.
Introduction	Identifying forms of spatial orientation as a way of relating to the world allows students to understand the dynamics of the planet and how, through the position of the stars or using instruments, it is possible to identify their relative position. They also realise how technological developments today make it possible to locate people and objects using artificial satellites placed in space.
Teaching and learning methods	Learning in small steps, taking into account the different starting points and learning rhythms of the students. Learning through visualisation and experimentation. Using group work for co-operative and collaborative learning. - To raise awareness of what is being learnt, encourage learning based on concrete situations that are close to the students.
Interdisciplinary connections	Mother Tongue: oral skills (comprehension and expression) with a view to interacting appropriately in the context and for various purposes (namely, explaining knowledge, presenting narratives, arguing on the basis of points of view). Maths: in the 1^st Cycle, it is important that students begin to develop spatial reasoning, with an emphasis on visualisation and spatial orientation, which are essential for understanding the space in which they move, having access to various physical experiences (routes, views, plans) and/or using materials that support the construction of their spatial perceptions. Physical-motor expression: Providing formative activities, such as games, competitions and other tasks in pairs or homogeneous and heterogeneous groups, which enable students to: - take part in skill sequences, choreographies, etc; - solve problems in game situations.
Resource teacher or other specialists activities	The lesson is informative and takes place in the area of general knowledge. It does not include lengthy written explanations or instructions. The teacher's role is to provide guidance and help to summarise the most important information and answer questions. When practising relative positions (N, S, E, W), the words "a turn", "half a turn", "a quarter of a turn", etc. can be used (related to learning maths). The support or special education teacher can help students to perform the movements correctly.
New vocabulary	Guidance, compass, pole star, cardinal points
Work Flow	1^st step - Large group The teacher begins the lesson by informing the students that they will be learning about Orientation. Then he / she shows a Powerpoint presentation (Appendix 1) to the students. After placing pictures around the room: 1 sun, 1 star, 1 compass (Appendix 2), ask questions from the "Question file" (Appendix 3) and let the students move around the room to find the picture that they think will be the correct answer. Afterwards the teacher asks the students to briefly justify their choices. 2^ndStep - Large group The teacher poses a problem question: "How can we guide ourselves in places where there are no signs, for example in the middle of the ocean or the desert?" Starting with this problem question, the teacher tries to get the students to name possible ways of finding their way around. All answers are valid at this stage. Going back in time, refer to ways of guidance in earlier times, when there wasn't enough technology to use such advanced instruments compared to today. (Present a Youtube search on the topic). 3^rd Step - Large group The teacher talks to the students about what they have observed and shows them the pictures below (by projecting them on the board) asking Then the teacher asks the students to place themselves as in the image. They have to relate themselves with the sun on display in the room. Finally, hand out a worksheet/record (Appendix 4) to each student and ask them to fill it in. 4th Step - Large group Game Play spinning roulette https://spinthewheel.io - free application to be prepared before this plan is put into practice. Continue the topic by asking students questions (Appendix 5) using the roulette wheel to assess the forms of guidance they have learnt. Organise a guidance course in a later activity at the school, or even in the classroom, on the day the plan is implemented or on another day. There may also be room to organise a course outside
Reflection	The teacher sums up the most relevant information from the lesson, asking the students: "What do you think are the most important things you have learnt today?" "If you found yourself in a similar situation to those described, do you think you would be able to find your way around?" "What did you enjoy learning the most? "Can you name three different ways of guiding yourself?"
Notes
Digital Resource	Appendix 1: https://sen-power.eu/atividades1/digital/886/Appendix 1.pptx Appendix 2: https://sen-power.eu/atividades1/pdf/886_Appendix 2.pdf Appendix 3: https://sen-power.eu/atividades1/pdf/886_Appendix 3.pdf Appendix 4: https://sen-power.eu/atividades1/pdf/886_Appendix 4.pdf Appendix 5: https://sen-power.eu/atividades1/pdf/886_Appendix 5.pdf Digital tool: https://spinthewheel.io

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7	Grade 4 / Exploring Ecosystems: Habitats and Biodiversity
Developed by	Antalya Directorate Of Education
Grade	4
Duration	60
Energizers	37 - Move like me! Play rhythmic music, e.g. https://www.youtube.com/watch?v=kVi8ICWu3WI , and give instructions to the students what to do. All actions are repeated twice; when chanting the words for the first time, the shows the movement as a guide, and the students repeat the words and movements. When the line is repeated, student chant the words on their own and do the movement. When chanting Animals in Action, everyone choose what animal to imitate. ● Run, run, run like a cheetah (the teacher chants and shows the action) ● Run, run, run like a cheetah (students chant and do the action) ● Swing, swing, swing like a monkey (twice: 1st time –teacher; 2^nd time - students) ● Fly, fly, fly like an eagle (twice) ● Rows, rows, rows like a sea turtle (twice) ● Animals in action (twice) ● Animals in action (twice) ● Animals in action (twice) ● Climb, climb, climb like a squirrel (twice) ● Spin, spin, spin like a duck (twice) ● Move, move, move like a gorilla (twice) ● Step, step, step like an elephant (twice) ● Animals in action (twice) ● Animals in action (twice)
Relaxing Exercises	20 - Holding legs Participants work in pairs. And you can put a quiet and relaxing music (or sounds like water falling down, sea waves, etc.). Half of the participants are asked to lie down face up, eyes closed, with their left leg extended on the floor and their right leg elevated. Another participant stands up and loops a towel around the heel of the other’s right foot and holds the ends of the towel in his/her hands, and makes soft and gentle movements (upwards and downwards, and sidewards) while the other totally relaxes his/her leg. Then they repeat the same process with the left leg. Then the participants switch roles.
Objectives	Identify different types of habitats and understand their characteristics. Learn about various flora and fauna adapted to each habitat. Recognize the importance of each habitat in supporting biodiversity.
Preparation	Materials: Paper Crayons or colored pencils
Introduction	Start with a simple question: "What is a habitat?" Explain that a habitat is a place where plants and animals live, find food, water, and shelter.
Teaching and learning methods	Group Discussion (10 minutes): Discuss the types of habitats such as forests, deserts, oceans, grasslands, wetlands, mountains, and polar regions. Briefly describe each habitat using simple descriptions. Drawing Activity (20 minutes): Ask students to draw a habitat of their choice on paper, depicting the kind of animals and plants that might live there.
Interdisciplinary connections	Art: Draw or sketch an ecosystem emphasizing the relationships between organisms. Geography: Relate ecosystems to different geographical areas students are familiar with
Resource teacher or other specialists activities	Resource teachers can assist with differentiated instruction for students needing extra support, providing simpler examples or more guided activities.
New vocabulary	Ecosystem, Biodiversity, Organism, Habitat.
Work Flow	Step 1: Introduction to Habitats (5 minutes): Objective: Introduce students to the concept of habitats and their critical role in supporting diverse life forms. Activities: Begin with a brief explanation of what a habitat is—mention that it's a place where plants and animals live and find everything they need to survive. Resource: Use Annex 2, which provides simple definitions and visual cues about habitats, to help students visualize and understand the concept clearly. Step 2: Discussion on Habitat Types (10 minutes): Objective: Familiarize students with different types of habitats and the specific conditions and life forms each supports. Activities: Discuss various habitats such as forests, oceans, deserts, grasslands, wetlands, mountains, and polar regions. Resource: Utilize "Exploring Different Types of Habitats Presentation" from Annex 1 to show vivid images and key characteristics of each habitat type. Guide students through the presentation, explaining how each habitat meets the needs of its unique flora and fauna. Interactive Element: Ask questions like, "What animals do you think live in forests?" or "Why do you think deserts have very few plants?" to encourage participation and critical thinking. Step 3: Hands-On activity(20 minutes): Objective: Allow students to apply their knowledge creatively by illustrating a habitat of their choice. Activities: Provide each student with paper and crayons or colored pencils. Instruct them to draw a habitat incorporating some of the discussed elements, e.g. plants, animals, and landscape features which are typical of their chosen habitat. Resource: Refer back to the images and descriptions in Annex 1 during the activity for inspiration and accuracy. Encourage students to depict not just animals and plants but also elements like water sources, types of soil, and weather conditions. Step 4: Sharing and Learning (10 minutes): Objective: Enhance learning through peer sharing and discussion, fostering a deeper understanding of the diversity and importance of habitats. Activities: Have students present their drawings to the class. Each student should explain why they chose their particular habitat, which organisms they included, and how these organisms are adapted to their environment. Discussion Points: Encourage feedback and questions from peers to stimulate dialogue and reinforce learning. Questions might include, "How do the animals from your drawing find food in their habitat?" or "What challenges might this habitat face from environmental changes?" Resource: Conclude the session by summarizing key points from the "Exploring Different Types of Habitats Presentation" in Annex 1, relating them back to the students' drawings and discussions.
Reflection	Summarize the main learning outcomes of the lesson, emphasizing how each habitat supports a unique web of life and why it is important to protect these environments. Ask students to think about one action they can take to help preserve habitats, encouraging them to be proactive in their communities.
Notes
Digital Resource	Annex 1 Annex 2

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8	Grade 4 / Magnificent Matter: Exploring States and Changes
Developed by	Antalya Directorate Of Education
Grade	4
Duration	60
Energizers	37 - Move like me! Play rhythmic music, e.g. https://www.youtube.com/watch?v=kVi8ICWu3WI , and give instructions to the students what to do. All actions are repeated twice; when chanting the words for the first time, the shows the movement as a guide, and the students repeat the words and movements. When the line is repeated, student chant the words on their own and do the movement. When chanting Animals in Action, everyone choose what animal to imitate. ● Run, run, run like a cheetah (the teacher chants and shows the action) ● Run, run, run like a cheetah (students chant and do the action) ● Swing, swing, swing like a monkey (twice: 1st time –teacher; 2^nd time - students) ● Fly, fly, fly like an eagle (twice) ● Rows, rows, rows like a sea turtle (twice) ● Animals in action (twice) ● Animals in action (twice) ● Animals in action (twice) ● Climb, climb, climb like a squirrel (twice) ● Spin, spin, spin like a duck (twice) ● Move, move, move like a gorilla (twice) ● Step, step, step like an elephant (twice) ● Animals in action (twice) ● Animals in action (twice)
Relaxing Exercises	15 - Moving like a toy The teacher uses a magic word to change the students into many string-loaded (wind-up) toys. At the teacher’s signal, the toys start to move across the class, as many robots, to get their sits. They have to move more quickly at the beginning and then gradually more and more slowly, because their charge is finishing. Some of them will be frozen in the middle of the room, and the teacher has to give their cranks one more turn to help them reach their seats
Objectives	To comprehend the three primary states of matter: solid, liquid, and gas. To understand transitions between these states, such as melting, freezing, evaporation, and condensation. To identify and classify examples of each state of matter in their immediate environment.
Preparation	Materials A tray with ice cubes (solid). A kettle with water (liquid, to demonstrate evaporation into gas). Basic classroom supplies like pencils and crayons for drawing. Preparation for the lesson Print copies of the "States of Matter Scavenger Hunt" from Annex 1 for each student or group. Prepare a tray with ice cubes and a kettle filled with water ready to be heated. Arrange a classroom setting conducive to both the scavenger hunt and safe demonstration areas for the ice and kettle.
Introduction	Begin by explaining what matter is and the different forms it can take: solids, liquids, and gases. Introduce the class activity and objectives, highlighting the hands-on demonstrations that will be included.
Teaching and learning methods	Scavenger Hunt Activity: Students use the worksheet from Annex 1 to find and document examples of solids, liquids, and gases: Experimental approach: Demonstration of the changes of the states of matter.
Interdisciplinary connections	Physics: Basic introduction to molecular theory and how heat energy affects the states of matter. Art: Creating visual representations of matter and its changes.
Resource teacher or other specialists activities	The resource teacher can: - help facilitate the experiments, ensuring safety and understanding. - provide additional real-life examples or hands-on activities to reinforce the concepts.
New vocabulary	States of Matter: solid, liquid, gas. Changes of State: melting, freezing, evaporation, condensation, sublimation.
Work Flow	Step 1: Introduction to Matter (5 minutes): Begin with a simple explanation of each state: Solids: Describe how they maintain a fixed volume and shape. Liquids: Explain that they have a fixed volume but take the shape of their container. Gases: Note that they fill any container they are in, having neither fixed shape nor volume. Emphasize why understanding these states is crucial in everyday life and in scientific contexts. Step 2: Scavenger Hunt Instructions and Activity (25 minutes): Provide each student or group with a copy of the "States of Matter Scavenger Hunt" worksheet from Annex 1. Instructions: Explain the scavenger hunt rules: Students need to find real-world examples of each state of matter within the classroom or school grounds (if permissible). Part 1: Solid: Find and draw two examples of solid matter. Part 2: Liquid: Identify and draw two examples of liquids. Part 3: Gas: Describe two instances where gases are observable (e.g., air in a balloon or steam from a kettle). Allow students to walk around and make their observations, assisting them as needed to ensure they correctly identify and understand each state. Step 3: Show real-time transitions between different states of matter to enhance understanding. Melting: Place ice cubes in a clear container at room temperature and observe as they melt into water, discussing the process of melting. Evaporation: Heat water in a kettle until it steams, discussing how heating liquid turns it into gas. Discussion: As each demonstration takes place, explain the molecular changes occurring and link these changes to everyday phenomena, such as puddles drying up or ice cream melting.
Reflection	Facilitate a review and discussion of the scavenger hunt findings and demonstration observations. Ask students to present their scavenger hunt results, encouraging them to explain their choice of examples. Facilitate a discussion on how these everyday items fit into the categories of solids, liquids, and gases. Have volunteers share interesting findings or observations from the demonstrations, encouraging feedback and questions from their peers. Reflective Questions: "Which state of matter do you encounter most frequently and why?" "Can anyone give an example of a time they saw one state of matter change into another outside of today’s demonstrations?"
Notes	Recap the key concepts learned about the states of matter and their transitions. Emphasize the relevance of these concepts in everyday life and the natural world.
Digital Resource	Annex 1

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9	Grade 4 / Nutrition and respiration of plants
Developed by	Prosveta-Sofia Foundation
Grade	4
Duration	60
Energizers	12 - Body spelling Option 1 Teacher asks students to write their name in the air using different parts of their body, for example with the hand/leg/elbow/nose. Option 2 The teacher assigns the students the task of writing the name of a plant in the air, using different parts of the body (hand, leg, elbow, nose, etc.) Option 3 If time allows, the teacher divides the class into several groups and each group receives the name of a plant which is to be written with the participants' bodies, e.g. Tulip.
Relaxing Exercises	8 - Seasons of the year All players sit in a circle, but not too close to one another. The teacher moves like a plant during the seasons of the year. Winter: the plants are small, weak and are crunched together on the ground. Spring: through the stronger sunshine, the plants grow slowly and slowly rise. Summer: through the warm sun, the plants slowly open their arms, the flowers open their blooms are stand up straight. Autumn: the sun rays become weaker. The plants begin to slowly shrivel, the blooms and leaves begin to fall away.
Objectives	Updating and reinforcing what students have learned so far on the topic "Plant Nutrition and Respiration". Acquiring new knowledge by conducting experiments. Developing logical thinking and teamwork skills.
Preparation	Materials for each student: o straws; o plastic cups; o water; o cut pieces of yarn, about 10-15 cm longer than the straws. Preparation Experiment 1 should be prepared and launched about one week before the lesson. Materials: Alcohol, a suitable container in which a green broadleaf leaf is placed. Activities: o enough alcohol is poured into the prepared container so that to cover the leaf; o the leaf is placed in the container; it must be completely immersed in the alcohol; o the container is placed somewhere in the classroom so that it is visible by all students. Experiment 2 – preparation: For the day of the lesson students are asked to bring a straw with yarn threaded through it. This can be done at home with the parents’ help. The yarn can be threaded through the straw with a needle; it is advisable to make a knot at one end so that it does not come out, and the other end should hang outside the straw. In class, the yarn is pulled so that there are a few centimeters hanging from both sides of the straw.
Introduction	Once upon a time, in a magical garden filled with vibrant colours and sweet fragrances, there lived a community of plants. These plants were not just ordinary plants; they were the guardians of the garden, spreading joy and beauty wherever they grew. Now, let's peek into the secret lives of these plants and uncover the mysteries of their nutrition and respiration. Every day, the plants soaked up the warm sunlight and danced in the gentle breeze. But did you know they also ate their meals through their roots? Yes, it's true! Just like how we enjoy delicious food to grow big and strong, plants absorb nutrients from the soil to fuel their growth. They drink water like it's their favourite juice and slurp up yummy nutrients like nitrogen, phosphorus, and potassium to stay healthy. But wait, there's more! Just like us, plants need to breathe too. But instead of lungs like ours, they have tiny pores called stomata on their leaves. Through these stomata, plants take in carbon dioxide, the same gas we exhale, and release oxygen, the air we love to breathe! Isn't that incredible? Now, let's imagine we're taking a closer look inside a plant cell. Deep within, there are tiny factories called chloroplasts. These magical factories work day and night, using sunlight, water, and carbon dioxide to create food for the plant through a process called photosynthesis. It's like a green magic show happening right inside the leaves! But just like us after a big meal, plants need rest too. When the sun sets and the night falls, they switch gears and start a different kind of breathing called respiration. During respiration, plants take in oxygen and release carbon dioxide, just like we do. This process helps them break down the food they made during the day and gives them the energy they need to grow and thrive. So, the next time you stroll through a garden or admire a lush forest, remember the amazing adventures of plant nutrition and respiration happening all around you. Just like us, plants have their own way of eating, breathing, and growing, making our world a greener and more wonderful place to live in.
Teaching and learning methods	Discussion brainstorming Scientific approach – hypothesis, experiment, conclusion
Interdisciplinary connections	Mother tongue Social skills
Resource teacher or other specialists activities	The resource teacher’s task is to encourage the target group students to do/participate actively in the experiments described in the lesson, but also teach them that experimenting as a method to find a solution to a problem so something very important in life. Students could be provided with the link to the computer game to play it at home after the lesson. Participating in the Reflection (activity A) could be challenging for the students. The resource teacher could remember them the photosynthesis process and their role in it before joining their group.
New vocabulary	Photosynthesis, carbon dioxide
Work Flow	Step 1 Brainstorming – the answers are written on the board: What are the two main groups into which everything around us is divided (living and non-living nature) What does living nature include? (plants, animals, fungi, humans) What differentiates plants from animals in terms of nutrition? (plants produce their own food) In which parts of the plant is food produced? (the leaves); What is the name of the green substance that absorbs sunlight? (chlorophyll) What is the green color of the leaves due to? (chlorophyll) Students watch the video up to minute 1.27 (part 1) The two activities from Step 1 can be interchanged in case students do not remember what they learned in the previous school year. Step 2 1. The lesson continues with a demonstration of Experiment 1, which has been prepared by the teacher in the time before the lesson as follows: - 7 days before the lesson, the students are shown a green leaf of a plant that is immersed in a glass container filled with alcohol. The container is left somewhere in the classroom where everyone can see it. - On the day of the lesson, the glass container is placed on a visible place and the class observes the changes that have occurred in the leaf (the alcohol has extracted the chlorophyll from the leaf and it has acquired its natural brown color). The experiment clearly shows what happens to plants in autumn - chlorophyll moves from the leaves to the tree's stem and they change their colour, they wither and fall down. 2. Experiment 2 Each student receives a glass of water and the straw with the threaded yarn. The straw is dipped into the water and after a few minutes the students can see and feel how the top end has become wet. Experiment 2 demonstrates how water-dissolved nutrients found in the soil are transported to the leaves. Step 3 Students watch the video from minute 1.22 to the end. After the video, they answer the questions from the computer game on their mobile devices: https://quizizz.com/embed/quiz/663e13c64145284e3af1feb4 Everyone can play as many times as they want so that they answer all the questions correctly. After the specified time, the teacher opens the game on a large screen. Students say the (correct) answers and the teacher notes them.
Reflection	A. Feedback - contents section. Summary of the main aspects of the new information through the following activities: ● Students are divided into 5 groups, and each student receives a sticker for belonging to the respective group and attaches it to their clothes: o Water and nutrients group o Sun group o Carbon dioxide group o Oxygen group o Chlorophyll group When the teacher launches the activity, students should regroup in teams so that the new teams present the process of plant nutrition (ideally, each team should have one representative of the 5 groups). If the number of students is not a multiple of 5, in some teams there will be more representatives of the Water group, for example, or the Sun group, etc. The newly formed teams act out the process of nutrition in plants. B. Feedback - training activities. The teacher draws a straight line on the floor or stretches a rope, in both cases marking the middle (of the line or rope). One end is marked with a PLUS sign, or a smiling emoticon, printed on a sheet of A4 size paper, and the other end - with a MINUS sign, or a displeased emoticon. Students are told that they will evaluate the different activities in the lesson by their position along the line/rope. To carry out the assessment, the teacher lists in sequence the activities that have been carried out, and after hearing the name of each activity, students take their place along the the line/rope. If time permits, time can be provided for a brief sharing of impressions among the students who have appreciated the respective activity in a similar way. Example: Evaluation of the computer game of activity 3 (item 2): some students have positioned themselves around the PLUS sign/smiling emoticon, others are at the point that marks the middle, and a third group is at the part with negative evaluation. The discussion takes place within these 3 groups, after which each group chooses one representative who summarizes the opinions - why the people in the group did/did not like the activity (the computer game).
Notes
Digital Resource	Sam and the tree Video animation about the nutrition and respiration of plants https://quizizz.com/embed/quiz/663e13c64145284e3af1feb4

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10	Grade 4 / Classification of animals - invertebrates and vertebrates: fish, amphibians, reptiles, birds, mammals
Developed by	Prosveta-Sofia Foundation
Grade	4
Duration	60
Energizers	3 - Amoeba An evolution game! Everyone starts off as an amoeba, with the purpose of evolving to a human. All students walk around acting like an amoeba and when they meet with another amoeba, they play one round of rock/paper/scissors. Whoever wins evolves into a worm. When two worms meet they play again rock/paper/scissors and whoever wins turns into a wasp, but whoever loses goes back to becoming an amoeba. This continues until one becomes human. The evolution stages are: amoeba à worm à wasp à chicken à monkey à human.
Relaxing Exercises	6 - Bee breathing The teacher instructs the students to get in a comfortable position to practice bee breathing. They have to imagine that they are sitting on a leaf or a flower petal, to sit straight and allow the leaf or petal to gently support them. The teacher gives students the following instructions: Breathe in, allowing the air to just gently come in through your nose, filling up your lungs. As you breathe out, buzz like a bee. See how long your buzz can last. See how far your bee is going to fly before sitting down and resting again. Buzz. Buzz. Buzz. On the next breath, see if your bee can fly with a loud, strong buzz. On the next breath, see if your bee can fly with a soft buzz. When the exercise is finished, the teacher gives time for a short discussion: Does it feel different with a strong or a soft buzz? How does your body feel? Optional (use if time allows): After breathing practice, draw a picture of a bumblebee and the leaf or flower that you were “sitting on” in your imagination. This picture can be used as a relaxation practice reminder. When you see the picture, practice being like a Bee on a leaf and practice a Bee breath.
Objectives	Students will: learn how to group animals depending on their common characteristics; learn about the two major groups of animals depending on their bones and spine; learn about the 5 groups of vertebrate animals; develop their reasoning skills.
Preparation	Equipment Laptop and projector Mobile devices on which students can play the step 2 computer games. Preparation 1. Print Handout 1 double-sided. 2. Print Handout 2 on thick paper or cardboard; make, if possible, color copies; print single-sided. Then cut the cards along the outline of the table and put the same cards together (the same colour cards). 3. Provide a large table to arrange the cards face down.
Introduction	Do you like animals? Yes, we all love animals and they are part of our life. Animals come in all shapes, sizes, and colours, but do you know that they can also be grouped into different categories based on their similarities? This process of sorting and organizing animals is called classification. Scientists use a special system to classify animals. It helps us understand the relationships between different animals and how they are related to each other. This system has several levels of classification. All animals belong to the Kingdom of Animals. This is the broadest category and includes everything from tiny insects to massive whales. Within the Kingdom of Animals, the animals are divided into different groups based on their body structures - animals with backbones and animals without backbones. These groups also are divided into classes based on specific characteristics. For instance, within the class of Mammals, animals have mammary glands and typically give birth to live young.
Teaching and learning methods	Learning through games and practical activities Group work
Interdisciplinary connections	Mathematics – reasoning skills Physical education – the importance of incorporating movement games in the learning process Arts – creating a poster; presenting the characteristics of the animal groups in a creative way
Resource teacher or other specialists activities	The lesson does not include written instructions and tasks in which a written response is created. The role of the resource teacher is to help target group students in case you cannot cope with a task or a particular step. Step 4 game is a hands-on activity that is engaging and interesting for students with learning disabilities (and beyond). The resource teacher can direct students to the group to which examples of animals they know belong. Creating the poster from step 6 is also a hands-on activity in which the students of the target group can be actively involved.
New vocabulary	Invertebrates Vertebrates Amphibians Reptiles Mammals
Work Flow	Step 1 Students watch the video – classification of animals https://www.youtube.com/watch?v=HLI0re6P-iA Step 2 Students play games which teach them the major characteristics of the six groups of animals. The characteristics are not explained in advance. Students will learn them by playing the games several times. Fish https://wordwall.net/resource/72074837 Amphibians https://wordwall.net/resource/72148764 Reptiles https://wordwall.net/resource/72076930 Birds https://wordwall.net/resource/72081040 Mammals https://wordwall.net/resource/72082519 Invertebrates https://wordwall.net/resource/73064122 Students have 2 minutes to play each game as many times as they can without recording their names in the leader board; this is a preparation for the final rounds which count for ranking the best players. (10 min) Step 3 Students compete in the final rounds of the 5 games for vertebrate animals. The teacher instructs the students to launch: The game about Fish https://wordwall.net/resource/72074837 and write their names in the leader board when they finish answering the questions. The student who is ranked as the 1^st one on the leader board receives a notice board with the word FISH written on it (Handout 1, p.1 and 2) and does not participate in the following games. Similarly, students compete in the game Amphibians https://wordwall.net/resource/72148764 and write their names in the leader board; the winner receives a notice board with the word AMPHIBIANS written on it (Handout 1, p.3 and 4) and does not participate in the rest of the games. The procedure is repeated with the remaining three games: Reptiles https://wordwall.net/resource/72076930 Birds https://wordwall.net/resource/72081040 Mammals https://wordwall.net/resource/72082519 At the end of Step 3 you will have 5 students (who were the winners in the five games) and who are holding plates with the names of the 5 groups of (vertebrate) animals: FISH, AMPHIBIANS, REPTILES, BIRDS, and MAMMALS. Step 4 The five students with the plates go to different places in the classroom. The teacher holds the plate INVERTEBRATES. On the back of each plate, the student who is responsible for the corresponding group of animals has a list of the correct characteristics of the animals in his/her group. (Handout 1) The cards from Handout 2 are cut separately on cardboard paper and spread face-down on a large space. The cards with the same colour are tied together and the students who choose the packs comprising several cards (pack1 with 5 cards reading “I have a spine”; pack 2 – 3 cards “I am cold-blooded”; pack 3 – 2 cards “I am warm-blooded”; pack 4 – 2 cards “I lay soft eggs to reproduce”; pack 5 - 2 cards “I lay hard-shelled eggs to reproduce”) will have more than one card but all their cards read the same information. Each student chooses randomly a card (or a pack of cards), reads the information and goes to the corresponding animal groups which bears the characteristic written on the card. When a student goes to the group where he/she believes his/her characteristic belongs to, the group leader (one of the five students with the plates or the teacher, who is responsible for the Invertebrates) checks the correctness of the choice, and redirects the student to another group, if being wrong. The students who have made the correct choice, stay by the group leaders. The students with the packs of cards need to go to all the groups that have the characteristic written on the cards - they give one card to the group leader and go to the next group; they stay by the group leader where they deliver the last card. Step 5 The groups come to the front one by one and present the corresponding group of animals. Example (group FISH): the group leader presents the group “We are fish.”, and the students from the group present the characteristics one after the other reading them from the cards – “I am a fish. I have a spine.”, “I am a fish. I am cold-blooded.”, “I am a fish. I live underwater.”, “I am a fish. I can breathe underwater with my gills.”, “I am a fish. I have scales and fins.”, “I am a fish. I lay soft eggs to reproduce.”. Step 6 Groups are provided with flipchart paper or any large-sized paper and are instructed to create a poster about the animals belonging to their groups. They can glue the plate with the name of the group and the paper cards with the characteristics of the animals. To make their poster more attractive, they can draw some of the animals belonging to the group, their habitat or whatever they consider relevant. The posters are displayed on the walls of the classroom.
Reflection	The teacher draws a straight line on the floor (or brings a piece of rope several meters long (e.g. 15 m, depending on the available space in the classroom) and places two plates at the ends – one with a smiling face, and one with an unhappy face. Students stand all together away from the line, and when the teacher names an activity from in the lesson, they find their place along the line to indicate if they liked the activity or not. List of activities: Watching the video (step 1) Playing the computer games (steps 2 and 3) Playing the game with cards – finding the group with the corresponding characteristic (step 4) Presentation of the group work (step 5) Creating the posters (step 6)
Notes	Step 6 could be done as a follow-up activity in an Art lesson, or it can be split in two phases – the first one being done in class, and the second one – in a couple of days. As a preparation for the second phase students could be asked to bring pictures of animals belong to their group, so that they can glue them on the posters.
Digital Resource	Video (step 1) Handout 1 Handout 2

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11	Grade 4 / Extinct animals
Developed by	IPSantarem - Bento Cavadas e Nelson Mestrinho
Grade	4
Duration	60
Energizers	46 - Mimicking extinct animals The teacher instructs students to mimic the movements of extinct animals in the following sequence: T-rex, Dodo, Smilodon. Figure 1. T-rex (Credits: wikipedia) Figure 2. Dodo (Credits: Wikipedia) Figure 3. Smilodon (Credits: Wikipedia)
Relaxing Exercises	46 - Find my friends Close your eyes and imagine that you and your friends are the last dinosaurs on Earth. You are a pterosaur, a flying dinosaur. Imagine that you are calmly flying on ancient Earth trying to find your friends.
Objectives	Students will: Understand what is an extinction; Compare the meaning of extinct species with endangered species; Know that are extinct and endangered species on nature due to the human impact; Present actions to protect endangered species.
Preparation	Materials Images of dinosaur skeletons Equipment Laptop and projector Preparation for the lesson Read the additional information. National Museum Australia. Prehistoric Australia for kids. https://www.nma.gov.au/learn/kspace/prehistoric-australia-110-million-years-ago/kids Keiran, M. (1998). T-Rex. Back to the Cretaceous. IMax. Royal Tyrrell Museum. https://6a25bbd04bd33b8a843e-9626a8b6c7858057941524bfdad5f5b0.ssl.cf5.rackcdn.com/files/educator_guides/23d6563cf90cf10792662d0a1e5401fe.pdf National Museum of Natural History. Paleontology resources. Extinction of plants and animals. https://naturalhistory.si.edu/education/teaching-resources/paleontology/extinction-over-time
Introduction	Life extinction is common in the history of life on Earth. Life has suffered many extinctions. One famous example is the one that caused the extinction of the dinosaurs. However, currently we are facing massive extinction of several species due to human impact. 5 min
Teaching and learning methods	Inquiry-Based learning Collaborative learning
Interdisciplinary connections	Language: Reading books of extinct or endangered species. Arts: Drawing causes of animal extinction.
Resource teacher or other specialists activities	The most part of the tasks of the lesson are comprehensible to most special needs students who have well-preserved cognitive abilities. The lesson does not comprise long written explanations. The role of the special needs teacher or the assistant teacher is to help target group students in case they are not able to cope with some of the tasks or steps.
New vocabulary	Extinction
Work Flow	Part I \| Extinctions on the past Watch the video What happened to the dinosaurs and ask students: When did dinosaurs go extinct? What possible explanations have been proposed for the cause of extinction of the dinosaurs? 20 min Organize students in small groups (3-4 students). Give to each group puzzle 1, puzzle 2 and puzzle 3 which represent dinosaur skeletons, available on: https://lacountylibrary.org/wp-content/uploads/2020/04/DIY-Library-Program-Become-a-Paleontologist.pdf (LA County Library). Each group should present their solutions to the other groups and compare the differences and similarities. 30 min Part II \| Extinctions on the present Watch the video Extinct and endangered animals and ask students: What is the difference between an extinct and an endangered animal? Indicate an example of an extinct animal. Indicate three examples of animals endangered. 20 min Part III \| Looking for endangered species on my country Organize students in small groups (3-4 students). Ask students to do online research to identify endangered species in their country. Students should create a digital presentation in which: Present a figure of the endangered species; Locate the distribution of the endangered species on a map; Indicate the reasons why the species is endangered; Present actions to protect that species. Each group should present their ideas to the other group in class. 60 min
Reflection	Guided discussion: Watch again the video Extinct and endangered animals and ask students How can humans cause animal extinction? How can you help to protect endangered animals? 10 min Additional ideas to explore with students: Extinction is an ecological process that occurred during the time of the dinosaurs and still occurs today and causes the disappearance of one species. Causes of extinction include: • competition by other or new species (Keiran, 1998). • a better adapted predator • depletion of resources within an environment • introduction of disease • changes in climate • changes in geography.
Notes
Digital Resource

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1	Interdisciplinary lessons / Water - Measuring rain
Developed by	IPSantarém
Grade	2
Duration	50
Energizers	26 - Water cycle Explain to the kids the process of the water cycle (evaporation, condensation, precipitation) in simple terms. Play some music and have the kids dance around the play area. When the music stops, call out one of the water cycle stages. When a stage is called out, the kids must quickly freeze in place, acting out the corresponding stage (e.g., spinning to represent evaporation or forming a group to mimic precipitation). Continue playing the music and calling out stages intermittently.
Relaxing Exercises	25 - Raindrops Close your eyes and imagine that you are a water drop that falls in the ocean when it is raining. Imagine how you can return to the cloud due to the water cycle process.
Objectives	Students will: Establish correspondence between changes in the physical state of water (evaporation, condensation, solidification, melting) and the conditions they result from within the water cycle (Nature Science). Interpret and model situations with varying quantities and solve associated problems (Mathematics). Understand why we use millimetres as a measuring unit to measure precipitation (Science and Mathematics).
Preparation	Materials 1 tray Tubes Water bottles Equipment Laptop and projector Digital resources YouTube® educational videos Preparation for the lesson You should create the tray flooding settings before students do the experiment in class. Read this information to learn more about urban flooding: What Is Urban Flooding? (nrdc.org)
Introduction	For the teacher: This interdisciplinary lesson plan aims that students explore the quantity used to measure precipitation by doing hand-on experiments. When primary school students are asked about how to measure the rain falling from the clouds, many of them would answer that volume is the proper quantity to measure it. However, volume does not allow comparisons between the quantities of rain that fall in different regions, whereas millimetres do. The lesson plan follows the inquiry-based learning approach.
Teaching and learning methods	.
Interdisciplinary connections	Inquiry-Based learning Collaborative learning
Resource teacher or other specialists activities	Almost all the steps of the lesson are comprehensible to most special needs students who have well-preserved cognitive abilities. The lesson does not comprise long written explanations. The role of the special needs teacher or the assistant teacher is to help target group students in case they are not able to cope with some of the tasks or steps.
New vocabulary	Flood, water, water cycle, prevention, damage
Work Flow	Start the lesson by asking students what they know about water and the water cycle. Explain the water cycle (evaporation, condensation, precipitation) in simple terms and using visuals. Educational resource for kids about the water cycle: https://youtu.be/ncORPosDrjI Part II \| Measuring precipitation Start the Part II by presenting the news from Annex 1 to students. Then ask the question: How is rainfall measured? Collect their initial ideas. They might say that volume is a good idea to measure rainfall. At this stage you accept all answers. Next, engage students in the following experiment. What you need: 5l square plastic bottle 1,5l plastic bottle 1l plastic bottle 0,33l plastic bottle 1 large tray 3 beakers 1 ruler Observation: Some bottles must have a round cross section while others should have other shapes (Figure 1). Figure 1. Plastic bottles with different shapes (Source: Freepik). Instructions: Drill 30 holes in one of the larger surfaces of the 5L plastic bottle. Cut the top part of three plastic bottles with different capacities. The remaining height must be 15 cm. Put the three plastic bottles on the tray with the top up. Fill carefully half of the 5l plastic bottle with water. Simulate precipitation for one minute by turning the perforated surface of the 5l plastic bottle over the plastic bottles you cut in step 2. Measure the height of the columns of water in each bottle (Figure 2). Figure 2. Model of the experiment. Ask students to measure the height of the water column in each plastic bottle. Ask students to measure the volume of water in each plastic bottle (by using a measuring pot or by comparing the volumes). 30 min Discussion: Ask students if the volumes of water of the 3 plastic bottle are the same or different. Ask students if the height of the columns of water of the 3 plastic bottle is the same or different. 10 min Conclusion The main observation from this experience is that volume is not a good measure for rainfall because volume varies according to the area of the cross section of the plastic bottles. The height of the columns of water does not vary between the recipients, and that is the reason why millimetres of column of water is a better measure for rainfall. Moreover, millimetres of the column of water allows comparison of precipitation between different zones. 5 min
Reflection	Guided discussion - 5 min: What is the most interesting thing about the water cycle that you have learned? What have you learned about how to measure rain?
Notes	Grade 2 - Nature Science Grade 3 - Mathematics
Digital Resource	Annex 1 https://sen-power.ipsantarem.pt/atividades1/pdf/656_Annex1.pdf

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2	Interdisciplinary lessons / Water: Flooding in urban environment
Developed by	IPSantarém
Grade	2
Duration	50
Energizers	26 - Water cycle Explain to the kids the process of the water cycle (evaporation, condensation, precipitation) in simple terms. Play some music and have the kids dance around the play area. When the music stops, call out one of the water cycle stages. When a stage is called out, the kids must quickly freeze in place, acting out the corresponding stage (e.g., spinning to represent evaporation or forming a group to mimic precipitation). Continue playing the music and calling out stages intermittently.
Relaxing Exercises	25 - Raindrops Close your eyes and imagine that you are a water drop that falls in the ocean when it is raining. Imagine how you can return to the cloud due to the water cycle process.
Objectives	Students will: Establish correspondence between the changes in the physical states of water (evaporation, condensation, solidification, melting) and the conditions that originate them within the water cycle (Science). Interpret and model situations with varying quantities and solve associated problems (Mathematics). Understand the causes for flooding in cities (Science and Mathematics).
Preparation	Materials 1 tray Building blocks Tubes Water bottles Equipment Laptop and projector Digital resources YouTube® educational videos FloodList Preparation for the lesson You should create the tray flooding setting before the experiment. Read this information to learn more about urban flooding: What Is Urban Flooding? (nrdc.org)
Introduction	Climate change consequences, such as flooding, are a major problem for many European cities. Flooding typically occurs when prolonged rain falls over several days, when intense rain falls over a short period of time, or when an ice or debris jam causes a river or stream to overflow onto the surrounding area. Flooding can also result from the failure of a water control structure, such as a levee or dam. The most common cause of flooding is water due to rain and/or snowmelt that accumulates faster than soils can absorb it or rivers can carry it away (National Weather Service). According to the Federal Emergency Management Agency (FEMA), urban flooding is “the inundation of property in a built environment, particularly in more densely populated areas, caused by rain falling on increased amounts of impervious surfaces and overwhelming the capacity of drainage systems.” In this lesson you are going to explore urban flooding causes and consequences with primary school students.
Teaching and learning methods	Inquiry-Based learning Collaborative learning
Interdisciplinary connections	Mathematics: reasoning skills Arts: creating a city with Lego®
Resource teacher or other specialists activities	Almost all the steps of the lesson are comprehensible to most special needs students who have well-preserved cognitive abilities. The lesson does not comprise long written explanations. The role of the special needs teacher or the assistant teacher is to help target group students in case they are not able to cope with some of the tasks or steps.
New vocabulary	flood, water, water cycle, prevention, damage
Work Flow	Part I \| Flooding Start the lesson asking students what they know about flooding. Then, explain that flooding typically occurs when prolonged rain falls over several days (1), when intense rain falls over a short period of time (2), or when an ice or debris jam causes a river or stream to overflow onto the surrounding area (3). Flooding can cause many damages in cities due to bad drainage systems. Watch the video with the students: FLOODS - The Dr. Binocs Show \| Best Learning Videos For Kids \| Peekaboo Kidz - YouTube Part II \| Rainfall and urban flooding Start Part II of the lesson presenting information about recent news related to flooding using the online page FloodList. Then ask them to think and suggest answers to the question: Which are the causes of urban flooding? Collect their initial ideas without making comments. It is expected that all answers will be linked to heavy rain as a major cause. Experiment What you need: Building blocks 1 large tray Small debris (organic, plastic, other) 1 strainer 5 l plastic bottle Measuring cup or graduated cylinder Glue Instructions: Phase 1 \| Simulation of rainwater drainage in a city, without rainwater blockage Cut a hole at one of the corners of the base of the tray, so that the strainer can pass through. Carefully attach the strainer to the hole using glue. Put a measuring cup or a graduated cylinder under the strainer, as indicated on Fig. 1. Ask students to create as. Put the Lego® city inside the tray (Fig. 1). Simulate precipitation during one minute by turning the perforated surface of the 5l plastic bottle over the city (Fig. 1). Figure 1. Model of the experiment. 3. After the drain water falls into the plastic bottle or the measuring cup, the students should count the time in order to mark on the plastic bottle or measuring cup (e.g. using a marker), the amount of water that drained during the first minute, then during the second minute, and so on, until no more drain water flows. 4. Ask students to measure the amount of water inside the plastic bottle, or if they use a measuring cup – to calculate the amount of water, identifying the amount corresponding to each minute. The data can be registered in the table (Annex 1): Repeat the procedure of phase 1, but add some organic debris (leaves, food waste, etc) inside the strain - this is going to simulate the blockage of rain water drain. Repeat the procedure of phase 1, but add some small plastic debris (plastic bags, plastic bottles, etc.) inside the strain - this is going to simulate the blockage of rain water drain. Phase 3 \| Simulation of heavy rain Simulation of normal rain: Repeat the procedure of phase 1, but add a mixture of organic and plastic debris inside the strain - this is going to simulate the blockage of rain water drain. Observe what is going to happen to the level of water in the city. Simulation of heavy rain: Drill 50 holes in one of the larger surfaces of the 5L plastic bottle. Repeat the procedure of phase 1, but add a mixture of organic and plastic debris inside the strain - this is going to simulate the blockage of rain water drain. Observe what is happening to the level of water in the city. Compare the water level in the city when you have normal rain with the water level of heavy rain. Describe what happened to the city in the two cases. 30 min Discussion: Ask students what happened when the rain water drain was not blocked. Ask students what happened when the rain water drain was blocked by debris. Ask students what happened when the heavy rain dropped in the city, in comparison with normal rain. The various tables relating to the different simulated situations can be represented graphically, providing an image of the evolution of the rainwater runoff for each situation. Example of a hypothetical graphical representation. 20 min Conclusion The main idea of this experiment is that students understand better the causes of urban flooding. One cause is the blockage of rainwater drains. Another cause is heavy rain in a short period of time. At the same time, students will have the opportunity to use mathematical language to quantitatively represent, describe and interpret phenomena arising from the experimental environment, with obvious connections to the subject under study - urban flooding.
Reflection	Guided discussion (5 min) What did you learn about urban flooding in the lesson? Pedagogical suggestion: Use each plot to characterise the dynamics of rainwater runoff in each simulated situation.
Notes	Grade 2: Nature Science Grade 3: Mathematics
Digital Resource	Annex 1 https://sen-power.ipsantarem.pt/atividades1/pdf/657_Annex1.pdf

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3	Interdisciplinary lessons / Measuring human footprints
Developed by	IPSantarem
Grade	3
Duration	30
Energizers	31 - Microbes The teacher asks students: What do we know about germs/microbes? How do we protect ourselves from them? The teacher explains what is the relationship between health and hygiene, visually showing how germs make us sick through the following task-experiment: Germs are only afraid of soap and a toothbrush. That is why we regularly wash our clothes, clean our houses, brush our hands and teeth. That's the only way we can get rid of germs. To show what hygiene is and how people should take care and protect themselves from germs in their daily life, play the following game: 1. Ask a student to wash his/her hands thoroughly and dip them in clean water. Obviously, the water will remain clean. After that ask him/her to dig hands into dirt or sand and dip hands again in a soapy solution in another container – it’ll be seen that the water turns cloudy and black. Here are the germs - the soap caught them. 2. The easiest way to convey germs is through touch. Tell the students that you have made a focus and you have magnified the microbes so that they can be seen. Paint your hand with easy-to-wash paint. Shake hands with one of the students, who will shake hands with another, and so on until the last one. This is an easy way to visualize how disease-causing bacteria pass from one person to another. Of course, transmission of the germs can also happen by air-droplet route. To make it comprehensive for the students, explain that when we sneeze or cough, droplets come out of our mouths and when they get into the air, they can infect another person. That's why we have to put our hand over our mouth and turn the other way so as not to put the people around us at risk. Time - 5 minutes.
Relaxing Exercises	31 - I love nature I love nature The teacher gives instruction to the students to close their eyes and while listening to the music try to imagine that they are walking in nature. Teacher asks them to remember what plants there are. Listening to the music lasts about 1 minute. The teacher then gives the floor to a few students to tell what plants they imagined, what they looked like, how big they were, did they have blossoms or were they just leaves. Time – 5 minutes
Objectives	Students will: Improve their measuring capabilities. Understand that the diversity of human footprints is related with the diversity of the human body.
Preparation	Materials Paper (A4) and markers Ruler (to measure the students’ footprint) Measuring tape (toe measure the students’ height) Equipment Laptop and projecto
Introduction	Human footprints are more than just impressions left behind in the ground. They are a symbol of our existence and interaction with the world. From ancient times to the present, footprints have represented our journey, movement, and impact on the environment. In a literal sense, they are physical marks that record our presence, whether on a sandy beach, muddy path, or frozen terrain. On a broader scale, human footprints also represent our "footprint" on the planet. This includes our contributions to climate change, deforestation, and biodiversity loss, as well as the cultural and historical traces we leave in art, architecture, and innovation. Understanding human footprints, in both their physical and metaphorical forms, helps us reflect on our relationship with nature, the consequences of our actions, and the paths we carve for future generations. This is a mathematics and science interdisciplinary activity because it connects measurement with the human body. 5 mi
Teaching and learning methods	Inquiry-Based learning Collaborative learning
Interdisciplinary connections	Mathematics: reasoning and measuring skills Arts: drawing footprints Sports: practical activity (energizer)
Resource teacher or other specialists activities	Almost all the steps of the lesson are comprehensible to most special needs students who have well-preserved cognitive abilities. The lesson does not comprise long written explanations. The role of the special needs teacher or the assistant teacher is to help target group students in case they are not able to cope with some of the tasks or steps.
New vocabulary	Footprint
Work Flow	Part I \| Measuring footprints Start the lesson by giving each student an A4 sheet of white paper and explaining that they will be marking their right footprint on the paper using a marker. Then each student should write on the footprint drawing the following information (fig. 1): Name Height (in meters, measured with the measuring tape) Footprint length (measured in cm, with the ruler) Figure 1. Information that each student should write in the footprint. Part I \| Footprint sequence In the next step, teacher should ask to each student to align its footprint by size, as exemplified in figure 2. Figure 2. Example of a sequence of footprints arranged by increasing size. 20 min
Reflection	Guided discussion: Who has the largest footprint? Who has the smallest footprint? Is there any relation between footprint size and height? 10 min
Notes
Digital Resource

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4	Interdisciplinary lessons / Dinosaur locomotion
Developed by	IPSantarem - Bento Cavadas e Nelson Mestrinho
Grade	3
Duration	2h30
Energizers	45 - The dinosaur energizer Ask each student to think of their favourite dinosaur and be ready to share it with the class. Then, organize the students in a straight line, standing side by side. Now, each student should imitate the dinosaur movement following these steps: One by one, each student will announce their favourite dinosaur. After announcing, the student will move across the room, imitating the locomotion of their chosen dinosaur (e.g., stomping like a T-Rex, flying like a Pterodactyl, or lumbering like a Brachiosaurus). The rest of the students will observe carefully the different movements. After everyone has had a turn, gather the students for a brief discussion. Ask them to share what they noticed about the different types of dinosaur movements. Discuss how the structure and size of each dinosaur might have influenced its way of moving. As an alternative: If the school has a large enough sandpit, a short activity could be organised to make students realise the relationship between the way humans move and the marks registered on the ground. This activity would consist of asking students to freely produce footprints in the sand as a result of walking (A) or running (B) (Figure 3). Figure 3. Walking and running footprints. The aim of this exploration would be to realise that the higher the speed of movement, the further apart the footprints tend to be arranged on the track, as well as more aligned (B), as opposed to walking, where consecutive footprints tend to be closer together and more side by side (A). Some engaging questions are: What happens to our footprints when we walk slowly? Do they get closer or further apart? And when we start running, does the distance between our footprints increase or decrease? At this stage the teacher can organise a more structured demonstration, with a chosen student, to compare the two situations.
Relaxing Exercises	45 - Guided fantasy with dinosaurs Close your eyes and take a deep breath in. Slowly exhale and feel your body relax. Imagine that you are in a lush, green prehistoric landscape filled with tall trees, colourful plants, and the distant sounds of gentle dinosaur calls. In your mind, picture a gentle, friendly dinosaur, like a Brachiosaurus or a Triceratops, peacefully grazing or moving through the landscape. Notice the dinosaur’s size, shape, and the way it moves slowly and gracefully. Imagine the texture of its skin and the calm look in its eyes. Relax the most during this exercise.
Objectives	Students will: (Science) Identify plants and animals that are endangered or even extinct, investigating the reasons that led to this situation. (Mathematics) Measure lengths using appropriate measuring instruments, expressing measurements in metres and centimetres, represented using decimals. (Science and mathematics) Understand how mathematics can be mobilized to identify characteristics of dinosaurs
Preparation	Materials Dinosaur (theropod) footprints (Appendix 1) Equipment Laptop and projector or interactive board Digital resources Preparation for the lesson You should create a dinosaur footprint track before the lesson. The track can be made up of 6 to 8 (or more) footprints. Consecutive footprints must be at the same distance from each other, as shown in the diagram below (Figure 1). Figure 1. Dinosaur footprint track. If you prefer to organize the activity in an indoor setting, like a corridor, a hall or a porch, you can use footprints printed on paper (see annex I). As an outdoor alternative, you can adapt the footprint by turn it into to a template and use it to paint them on the floor. The foot length, pace length and stride length must be identifiable in order to be measured by the students on the track (Figure 2). Figure 2. Foot length, pace length and stride length. For a footprint length of between 22 and 24 cm (don’t exceed 25 cm) use a stride length of about 2,50 m. Watch this video to learn more about dinosaur footprints: https://youtu.be/RTMAe9TSdZQ
Introduction	Dinosaurs are among the main focuses of young students’ conceptual interest. Studying dinosaur footprints and tracks can raise their awareness of ancient animals and the causes of their extinction. Although the approach to the study of dinosaur tracks proposed in this work is simple, it must be done with great rigor, bearing in mind that measuring correctly the footprints is needed. 5 min
Teaching and learning methods	Inquiry-Based learning Collaborative learning
Interdisciplinary connections	Mathematics: reasoning and measuring skills Arts: drawing dinosaur footprints
Resource teacher or other specialists activities	Almost all the steps of the lesson are comprehensible to most special needs students who have well-preserved cognitive abilities. The lesson does not comprise long written explanations. The role of the special needs teacher or the assistant teacher is to help target group students in case they are not able to cope with some of the tasks or steps.
New vocabulary	Dinosaur Footprints Tracks
Work Flow	Part I \| Dinosaur extinction Start the lesson asking students what they know about dinosaur extinction. Ask them to explore the following online pages: “Death of the dinosaurs (Credits: European Space Agency)” “Dinosaur – Kids” (Credits: Britannica Kids). Then, ask students to identify if they initial ideas are similar to the reason for dinosaur extinction proposed by science. To promote discussion, the teacher can ask students some of the following questions: How long have dinosaurs been extinct? Which is the man cause proposed for dinosaur extinction? How do you think the world changed after the dinosaurs went extinct? Why is it important for us to learn about dinosaur extinction? How do you think the extinction of dinosaurs affected other animals and plants? If dinosaurs were still alive today, how do you think our world would be different? Do you think it's possible for another mass extinction to happen? Why or why not? Part II \| Dinosaur size and dynamics Step 1: Get to know the footprint track - Appendix 1 The students are taken to the school site where the footprint track was created. The students are told that the trackway is a record of dinosaur's activity in the distant past and that we can extract information from it about the dinosaur's characteristics and behaviour. The simulated track is similar to many that can be found around the world (Figure 4). $C:\Users\Bento\AppData\Local\Microsoft\Windows\INetCache\Content.Word\Pegadas de vale de Meios_1.jpg$ Figure 4. Dinosaur footprint in Alcanede, Portugal. The tridactyl footprints indicate that they were produced by a theropod dinosaur. At this stage it makes sense to ask the students what additional information this track can provide. What characteristics of the track can be measured? For example, the length of the footprint, which give us information about the size of the animal, can be measured. Students are asked to organise themselves in pairs to measure and record the length of the footprint. These are aspects to take into consideration: the fact that all the footprints should be the same length, considering that they come from the same individual (invariance). Students should carefully measure the length of the footprint, consisting of the distance between the heel and the end of the big toe, as shown in the diagram below (Figure 5). Figure 5. Foot length. Students can use a ruler to measure, as it is a short length. They can also use a tape measure, which they will need later to measure the other parameters of the track. Measurements taken by different students may vary slightly. The measurement process, being rigorous, is never exact, due to errors arising from different factors that cannot be eliminated, such as the limitations of the measuring instrument or the operator himself. The teacher should supervise the implementation of the measurement process done by the students to ensure rigour but should also allow each group to work with their own measurement if they don't vary too much between them (the difference should not exceed 1 cm). These differences, and what will result from them, can be explored didactically during the final discussion at the end of the activity. the length of the footprint can be recorded using different levels of accuracy, ranging from a measurement to the nearest centimetre or millimetre, expressed in metres (standard unit) or centimetres, using integers or decimals. For example, the length of a footprint 23 cm and 5 mm long can also be represented as 23.5 cm, 0.235 m or 235 mm. After measuring and recording the foot length, the working pairs should recognise two other parameters of the track, namely the pace length and the stride length, according to the following diagram (Figure 6). Figure 6. Foot length, pace length and stride length. Students are also required to measure and record these two elements of track data. The pace length should be understood as the distance between two consecutive footprints, measured from heel to heel; stride length as the distance between two consecutive footsteps of the same foot, also measured between two corresponding points (as before, for example, from heel to heel). Again, it’s important to realise that: the pace length is approximately, but not exactly, half the size of the stride length. The stride length, which is related to the pace length, is an indicator of how fast the dinosaur was moving – The longer the stride, the faster it moved. The considerations outlined above for the foot length are equally valid now for the pace length and the stride length. Step 2: Interpreting the data to understand size and type of locomotion At this stage of the work, students will have the opportunity to obtain simple but relevant additional information about the theropod dinosaur from the data collected, just by using simple mathematical models. The size of the footprint gives us an idea of the size of the dinosaur that produced it. An important parameter is the size of the leg, usually referred to as the hip height, is an indicator of the size of the dinosaur (Figure 7) Figure 7. Hip height (H). For a small theropod (with a foot length of less than 25 cm), the hip height can be estimated by multiplying the footprint length by 4.5. Students must now multiply their measurement for the foot length by 4.5 to determine the hip height of the dinosaur. Stride length tells us whether the dinosaur moved faster or slower: the longer the stride, the faster it moved. However, this is relative, depending on the size of the leg, which in this context we call hip height. This means that a certain stride length could mean faster displacement for a dinosaur with shorter legs, or a slower locomotion for a dinosaur with longer legs. For this reason, discovering the type of dinosaur locomotion responsible for the trackway involves assessing the stride length in relation to the hip height. So, students must divide the value of the stride length (measured on the track) by the hip height (determined in the previous step). If this ratio is found to be: Less than 2, then the dinosaur was walking Greater than 2.9, then the dinosaur was running Is between 2 and 2.9 (including this values), then the dinosaur was trotting. In this case, as a reference with a stride length of 250 cm, for a footprint of 24 cm, the hip height would be: Hip height=4,5 × foot lenght=4,5×24=108 cm After obtaining this value, the students can use a tape measure to represent what this dinosaur's hip height would be. Students can imagine how tall was the dinosaur. Then, they should calculate the dinosaur locomotion, as in the following example: Dinosaur locomotion=Stride length : Hip height= 250 : 108=2.3 (Dinosaur was trotting) To carry out the division, the teacher can authorise students, if considered appropriate, to use a calculator or, alternatively, engage in “pencil and paper” calculation (algorithm) or use any other calculation strategies, according to the level of the students. It is not important to achieve an exact result, but only an approximation that allows the ratio to be compared with the reference values provided (2 and 2.9). *Additional information about dinosaur tracks in: Wright, J.L., & Breithaupt, B. H. (2002). Walking in their footsteps and what they left us: dinosaur tracks and traces. In J. Scotchmoor, D.A. Springer, B.H. Breithaupt & A.R. Fiorillo (Rds.), Dinosaurs—The Science behind the Stories (pp. 117–126). American Geological Institute
Reflection	Guided discussion: What is the relation between the dinosaur footprint and the size of the legs of the dinosaur? What is the relation between the stride or pace length and the movement of the dinosaur? What can we learn from the extinction of dinosaurs to help protect endangered species today?
Notes
Digital Resource	Appendix 1

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Bibliography


Indice		Page
Credits		3
Acknowledgements		4
Preface		5
Introduction		6
Instruction to teachers		7
Class preparation		8
Non Formal Education		11
Use of Digital Tools		15
Evaluation		16
Energizers		17
Relaxing Exercises		23
1 - Grade 1 / Healthy lifestyle		31
2 - Grade 1 / Diversity in Nature: living and non-living things		32
3 - Grade 1 / Changes in Nature According to the Seasons		33
4 - Grade 1 / The importance of the Sun		34
5 - Grade 1 / Parts of a plant: root, stem, leaf, blossom, fruit		35
6 - Grade 1 / Body Security: Risk behaviours for individual and collective health and safety		36
7 - Grade 1 / Basic needs of the living beings – animals and plants		37
8 - Grade 1 / Recycling		38
9 - Grade 1 / Healthy foods and beverages		39
10 - Grade 1 / Reading tree rings; parts of plants		40
11 - Grade 1 / Classification of plants based on the structure of the stem: trees, shrubs and grasses. Deciduous and coniferous trees.		41
1 - Grade 2 / Domestic and wild animals. People and animals.		43
2 - Grade 2 / Biodiversity and responsible attitude towards Nature		44
3 - Grade 2 / The human body: Sensory organs		45
4 - Grade 2 / Effect of the movement and shape of the Earth on human life		46
5 - Grade 2 / Means of transport. Pollution.		47
6 - Grade 2 / Plants		48
7 - Grade 2 / Growing healthy! Growing strong!		49
8 - Grade 2 / Balanced Nutrition		50
9 - Grade 2 / Let's Keep Our Environment Clean		51
10 - Grade 2 / Exploring animal footprints		52
1 - Grade 3 / Living and non-living Nature		54
2 - Grade 3 / The influence of air, light, temperature, water, soil on the life of plants and animals		55
3 - Grade 3 / Functions of the tongue		56
4 - Grade 3 / Main organs of the human body and their functions		57
5 - Grade 3 / Man and healthy lifestyle – keeping oral hygiene and healthy teeth		58

6 - Grade 3 / How plants and animals survive		59
7 - Grade 3 / Water - properties, distribution, importance and uses		60
8 - Grade 3 / First Aid		61
9 - Grade 3 / States of matter: Reversible transformations		62
10 - Grade 3 / Types of movement		63
11 - Grade 3 / The Water Cycle: A Journey Through States of Matter		64
12 - Grade 3 / Classification of animals based on their food habits		65
1 - Grade 4 / Human activities and their effect on the oceans		67
2 - Grade 4 / The secrets of water – the 3 states of water		68
3 - Grade 4 / Sound and light; sources and their effect on people's life		69
4 - Grade 4 / Gravitational Force of Magnets		70
5 - Grade 4 / Soil permeability		71
6 - Grade 4 / Orientation: the basics to find your way		72
7 - Grade 4 / Exploring Ecosystems: Habitats and Biodiversity		73
8 - Grade 4 / Magnificent Matter: Exploring States and Changes		74
9 - Grade 4 / Nutrition and respiration of plants		75
10 - Grade 4 / Classification of animals - invertebrates and vertebrates: fish, amphibians, reptiles, birds, mammals		76
11 - Grade 4 / Extinct animals		77
1 - Interdisciplinary lessons / Water - Measuring rain		79
2 - Interdisciplinary lessons / Water: Flooding in urban environment		80
3 - Interdisciplinary lessons / Measuring human footprints		81
4 - Interdisciplinary lessons / Dinosaur locomotion		82
Bibliography		83

Class preparation for the training course and the training sessions

The HOPES&FEARS/ GROUP CONTACT session is to be held at the beginning of the school year prior to the planned training sessions making use of the resources in the Teacher’s Toolkit.

Hopes & Fears / Group Contract

Hopes & Fears / Group Contract

Opening a training session

Closing a training session

USE OF DIGITAL TOOLS

EVALUATION

Step 4: Closing

Extra Activity