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TimestampCase studiedProofreading priorityLesson topicMain subjectRelated subjectsDuration (in minutes)Age groupsLearning objectivesImplemented digital toolsSupported digital competence for studentsElaboration of the competencesPreparationIntroductionImplementationConclusionSubmitted byImplemented needed devicesMerge
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2/27/2019 16:18:00Star constellationsScienceScience, Languages, Sports, Art90Age 10, Age 11- Students will learn the concept of star constellations.
- Students are able to recognise star constellations.
- Students are able to name star constellations.
- Supporting students’ spatial thinking process.
- Supporting students’ writing skills.
- Supporting students’ presentation skills.
Device: tablet or smartphone with internet connection.
Tool: Mapmyrun
Communication and collaboration, Safety, Problem solving1. Students share the learning outcome through the digital tool.
2. Students learn to take care of the devices and health well-being
3. Students learn to use the devices and the tool.
- Check whether the devices are charged.
- Tool needs to be installed.
- Paper and pencils for the group work.
- Prepare Document camera for presenting figures.
- Teacher introduces the topic by showing a presentation of star constellations.
- Teacher introduces learning tasks and forms groups.
Students draft a fantasy star constellation figure and plan the route they will walk.
Students go outside and draw a fantasy star constellation by using Mapmyrun.
After finishing drawing they come back to the classroom and copy their drawings on paper. Next they use a projector to show their drawing.
Thereafter they have to write a legend about the created star constellation.
Finally students will present their star constellation and the legend to the class.
Teacher summarizes the lesson, gives feedback and reflects on the learning process.MTM+ teamno
3
5/22/2019 18:51:533Statistics in math.MathLanguages20Age 10, Age 11, Age 12Learning objectives are
identify and read charts
identify and read frequence table
find median
find the most common value
Device with internet connection. One for the teacher and one for each student or group. You need að smartboard or projector. Digital tool is Kahoot (web or app)Communication and collaboration, Problem solvingTo find out if the student understand the material that has been teached and explore it further.First step is to create Kahoot quiz. You find this program on Kahoot.com. You have to create an account for your self. You can make your own quiz or use a quiz that someone else has made.Before you start the quiz that you have prepared, make sure you have internet connection and digital devices for you and the students/groups. Turn on the smartboard/projector and connect it to your device. Ask the students/groups to log in to Kahoot and give them the code to this quiz. Make sure everybody are loged in to the quiz. Explain to the students what they are supposed to do and how Kahoot works. Then you can start the quiz. The students send in their answears and you can see when they have completed the questions in the quiz. You get an instant respond from the program after each question.You can see the result when everybody has completed the quiz. Congratulate the students for their participation. Then everybody log out and this project is finish.
Dagmar Þóra Sævarsdóttir og Lísbet Patrisía Gísladóttir. Iceland.no
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5/23/2019 15:03:28Every day is earth dayScienceLanguages, ICT, Geography, Crafts90Age 10, Age 11, Age 12Students learn about Earth hour, environmental themes and about recycling.Teacher needs computer with internet connection and screen.
Students can also if wanted watch the themes from ipad also. Students need ipads or computer to do recycling game.
Information and data literacy, Communication and collaboration, Safety, Problem solvingStudent learn by watching, doing and hearing all of the themes named above.Teacher prints out template of earth, cuts black cardboard to size A4, thick needle and blue-green sticker to each student. Teacher should do a model work of the craft (pinterest).

Teacher opens up in computer sites
1. https://www.youtube.com/watch?v=87sqsY8UCJs (introduction for this theme, Earth day Ray Corp )
2. https://www.starfall.com/h/holiday/earthday/?sn=main (recycling game)
3. https://www.youtube.com/watch?v=ftiCdUNkugM&t=4s (Song, earth day 2019, Michael Knight)

Here you can see example of craft work :
https://fi.pinterest.com/pin/515591857339868946/
https://fi.pinterest.com/pin/515591857339868933/
https://fi.pinterest.com/pin/515591857339868916/
Teacher introduces the theme, every day is earth day and tells about Earth hour. Earth hour is celebrated 22.4 each year, but you can do this subject any time. If you do this in April, you can join the fun and turn all the lights down for one hour to save energy.
Show the first you tube link. Translate to your own language text from video. Talk about the theme, what questions arises.
Do revision of recycling. In this game you need to know paper, plastic and cans. Game is in English.
Students open i pads or computers the recycling game in Starfall (2). This doesn´t take long, 5-10 minutes.
After that begin the craft work. Teacher shows her model so that students get the idea quicker. Teach the way of working; attach the earth template above the black paper by sticker. Stick the needle along the lines through the whote and black paper all the way through the lines of the earth and text. When finished, take the template away and put the work to the window. There you can see, how the light comes through the needle holes.
You may show the third you tube link, a song in the middle if students want a break.
If somebody is quicker and ready early, he may write a little text about saving the planet or recycling and glue it below the black paper.
Stick all the works side by side to the window, read those little text if written.
Tytti Lankinen, Finlandno
5
5/23/2019 15:59:29YesLearning basic colors and numbers 1-10 in EnglishLanguagesMath, Music90Age 10Students learn basic colors and numbers between 1-10 in English.Teacher need computer with internet connection and big screen.Communication and collaboration, Problem solvingStudents learn by hearing, seeing, singing, playing games and talking the themes named above.Teacher opens links to
1. https://www.youtube.com/watch?v=rgJFII2ZU9w (The Balloon song, Mable leaf learning, duration 1:55)

2. Print coloring task for each student
http://jennysmith.net/wp-content/uploads/2014/08/cg_dog-with-balloons.gif
Write in your own language in each balloon the name of color you want the students to color.

https://i.ytimg.com/vi/HUWDECLgkVw/maxresdefault.jpg
Write in English the name of the color inside the balloons.This can be a model where students can check how to write/ color the balloons. You can print a large copy of this and put in in your class room for the next weeks to come, so that students can watch and learn any time.

3. https://www.youtube.com/watch?v=F10LRMyMw5E. Counting with bugs. Mable leaf learning. Duration 1:06.

4. Cut paper circles. ( How many red balloons etc.)

5. https://www.youtube.com/watch?v=d7hYjIV4AF0 ( English sing sing theme 13, How many?, duration 7:21)

6. Get the board game Kimble / Trouble / Frustration. Same game, different name depending which country you live in) https://en.wikipedia.org/wiki/Kimble_(board_game)
This 90 minutes should be divided into 2 x 45 minutes. Teacher may decide how to divide these themes in two different lesson. You need to repeat these themes so that the learning is permanent.

Start with talking about favorite colors of the students in your own language. Translate each color in English by showing the big color printable (balloons) in your whiteboard. Rehearse the pronunciation.
-Singing and playing; The balloon song. Learn before the movements; up it goes, pull it down, how it bursts. Learn the name "balloon". In this song everything the students need to do, is to do the movements and learn to say/sing aloud the name of the colors. Do the song few times in a row.
- Hand out the coloring task. Students color the balloons and learn to say the names in English.
-Counting with bugs. Learn the numbers in English. Do this song few times in a row.
-Teacher puts color circles in whiteboard. Lets count. How many blue, red etc. balloons?
- Students watch the Theme 13 first time with teacher. They repeat everything after the program. Teacher needs to pause the video for translation and correction of pronunciation at the first time.

Play Kimble board game in small groups. Each student say aloud the number and color. F.ex. number five, color yellow and count the steps, one-two-three-four-five. Tytti Lankinen, Finlandno
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5/23/2019 16:56:58Reading in englishLanguagesLanguages, ICT45Age 10, Age 11, Age 12Students learn how to read and pronounce English.I pad Application Starfall.com or computer with internet connection https://www.starfall.com/h/ltr-classic/Information and data literacy, Communication and collaborationStudents learn by doing, hearing and reading. Application corrects if the answer goes wrong.I pads or computers for each student.Open the application or website. Introduce the idea of learning to read with computer, without teacher. Of course teacher is available if needed.Everyone does at your own pace the three first reading tasks by themselves; an-at, en-et, ig-ip
There is an virtual book to listen and play also. If someone is quicker, he may do more tasks.
Turn the computers/ i pads off. Ask questions about what they learned.Tytti Lankinen, Finlandno
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5/30/2019 14:39:13Yes x2Survey with SheetsMathScience, ICT45Age 11, Age 12a) Learn how to make a little survey study
b) Learn how to make a digital diagram,
c) Practice to present the results of the study.
iPads 1/1 students with an internet connection
iPad for teacher with an internet connection
Sheet app to iPads
A digital processing visualizer
A data projector
Information and data literacy, Communication and collaboration, Digital content creation, Problem solvingInformation and data literacy is learned when student learn how to do digital data by him/herself and he/she sees how the digital diagram is formed.
Communication and collaboration is learned by asking opinions for the surveys ans presenting the own survey.
Problem solving is learned when students need to think their own topics for the survey.
Organize 1/1 digital devices to students with an internet access. Prefer mobile devices for example iPads or smartphones. If possible, add the app “google sheets” to the devices. Application can also be used via internet browser. Chrome recommended.
Teacher and each student need an account to google services. Create ones if needed and/or confirm that students know/remember their accounts and passwords. (Many countries/municipalities have a school accounts to all students. Check before creating accounts if your employer has already created ones. To create an account: https://accounts.google.com/signup/v2/webcreateaccount?flowName=GlifWebSignIn&flowEntry=SignUp)
Book a studyspace with a digital processing visualizer and a data projector. Check the system is working properly.
Introduce the goal of the lesson to students: a) Learn how to make a little survey study b) Learn how to make a digital diagram, c) Practice to present the results of the study.
Warm up discussion face to face: Ask if students have seen diagrams before. Where? What kind of? Do they know what is a survey study? Have been interviewed for a survey study before? Have they done diagrams by themselves? Which kind of? Etc...
An example survey and a diagram to show students : Open google sheet program and a new blank spreadsheet. Give it a name: example study. Make sure students see what you are doing. Ask (for instance) what are students favourite dishes. Tell that these all will be the choices to choose in this example survey.

a) List the answered dishes to column A one dish per each row. Continue to collect choices for about one third of the students amount.

Ask students to vote their favourite dish by raising their hand when the dish is sayed.

b ) Count the votes and put the number each favourite dish gets to the column B (next to each dish).

THESE INSTRUCTIONS ARE FOR IPAD/MOBILE VERSION, DESKTOP VERSION IS A BIT DIFFERENT BUT THE SAME FUNCTIONS ARE AVAILABLE

c) Drag and hold from the left top to the right end to activate columns A and B and then press + from the right corner of the display. Add a diagram and choose the type of the diagram >pie chart. Accept the chart by the green checkmark on the left side of the chart. Move the chart by tapping and dragging next to the columns A and B

d) Drag and hold from the left top to the right end to activate columns A and B and then press + from the right corner of the display. Add a diagram and choose the type of the diagram >column. Accept the chart by the green checkmark on the left side of the chart. Move the diagram by tapping and dragging next to the columns A and B

e) Present the results of the survey. Ask students to think what are the topics
students are interested to know about their classmates. Favourite colours?
Favourite games? Favourite animals? Ask the students to figure
the topic and at least five choices under the topic.

2. Students make and present their own surveys: Ask students to log in to google sheets. Ask students to create a new Ask students to do exactly the same you did in 1 a an b. Repeat the steps if needed. When ready, students can walk around in the classroom and ask votes for their surveys. Guide students to communicate accurately the topic of the survey and the choices for their classmates.

a) When ready, ask students to do exactly the same you did in 1 c and d.

b) Ask each student to come and present their survey and its results
Ask student to represent the
topic of the study
choices of the study
results of the study

c) Ask students to log out from google sheets.

3. Conclusion: Repeat the goals of the lesson.
Ask student to put their thumb up if they:
a) Learned how to make a little survey study,
b) Learned how to make a digital diagram,
c) Learned how to present the results of the study.
d) If they had fun!
Hanna Särkkäno
8
5/30/2019 15:10:23Studying Energy with SimulationsScienceMath, Science75Age 12The goal is to learn
a) what energy is
b) to create systems where energy transforms to an another form
c) learn how to explain how energy is created and transformed to another form
Provide students with devices with internet connection.
Also teacher needs a computer with internet connection (requires Java).
and a data projector to show results.
Information and data literacy, Communication and collaboration, Problem solvingInformation and data literacy is learned via studying with digital resources (simulations)
Communication and collaboration is learned when presenting the simulations to other students.
Problem solving is learned when creating students own energy systems.
Provide students with devices with internet connection. Also teacher needs a computer with internet connection and a data projector to show results.
Students need to make notes, for example into their notebooks or alternatively into digital tools.

Present the goals of the lesson
a) to learn what energy is
b) learn to create systems where energy transforms to an another form
c) learn how to explain how energy is created and transformed to another form

Warming up and previous knowledge activation, discussion face to face.
Ask students to describe what they know about energy. What is energy?
Where does it come from? Is there different kinds of energies? Which kind of? Encourage students to activate their previous thinking by telling there is no right or wrong answers.
1 Introduction to energy (short teacher lesson)
What energy is?
Describe there is (at least) five kinds of energy:
Thermal, mechanical, electrical, chemical and light energy.
Give and discuss examples of these different energy forms. Give students opportunity to find out examples of different energy types.
Discuss about energy changes. What happens when we first eat and then run? (Chemical energy transforms to another from to thermal and mechanical energy.)

2 Simulations of energy (teachers introduction)
Open PhET- simulation Energy forms and changes (requires Java).
https://phet.colorado.edu/en/simulation/energy-forms-and-changes

Open Intro and tick energy symbols on.
a) Discuss together what are the items on the simulation (bowl of water, bowl of oil, iron brick, tile brick, thermometer).
Put iron brick into a bowl of water. Ask students to observe what happens with the energy symbols. Repeat this with the tile brick.
b) Heat the iron brick and before putting it into a bowl of water and ask students to predict what will happen (tell this is a hypothesis). Ask students to observe and tell what happens with the energy symbols.
c) Repeat point b but this time instead of heating, cool items.
d) Discuss what happens to the energy of each item while cooled/heated. What is the energy form of this intro?

4 Open ”Systems”
The aim is to
a) Show how energy goes trough a system
b) Show how the form of energy can change
c) show that energy can run away (but never disappear).
Put energy symbols on from the right top corner of the wiew.
Repeat the forms of energy.
Show how the system works by opening the water tab. Discuss how the system works. Water moves the wheel and the mechanical energy is transformed into an electrical and then again to thermal energy. At the result the water is heated.
Point students attention to what happens with the energy symbols.
Show how to change different items by tapping it. Discuss the names of these items.

5 Student work with systems
Ask students to use this simulation and build up 5 different systems where the energy is transformed to another form. Ask students to describe and write these phases accurately to their memos. Give one example: When the tab is opened water moves the wheel and the mechanical energy is transformed into an electrical and then again to thermal energy. At the result the water is heated.


6 Presenting the students simulations
Divide students into a pairs or small groups.
Ask students to present one of the systems they build to a pair or to a small group.
The goal was to learn
a) what energy is
b) to create systems where energy transforms in to an another form
c) to explain how energy is created and transformed to another form

Put your thumb up if you learned point a), b), c)
Hanna Särkkä, Finlandno
9
5/30/2019 16:55:30Historical/Geographical trip with Google EarthHistoryGeography, History75Age 12The goal is to learn
a) use Google Earth
b) how historical places look nowadays
c) learn image editing.
Provide students iPads with internet connection.
Google Earth app
Photoshop Mix app
Google Slides
Teacher needs an iPad with internet connection and a data projector to show results.
Information and data literacy, Communication and collaboration, Digital content creation, Safety, Problem solvingInformation and data literacy is learner when students use Google Earth to find places and see around in these places. It is also learned when students learn how easy it is to "fake" holiday pictures.
Communication and collaboration is learned when students study Google Earth in pairs/small groups.
Digital content creation is learned when students create fake holiday pictures of their "trip" with Photoshop Mix.
Organize at least 1:2 digital devices to students with an internet access. Prefer mobile devices for example iPads or smartphones. If possible, add the app “google Earth” to the devices. Application can also be used via internet browser. Chrome recommended.
Add the app photoshop mix into the devices.
Teacher and each student need an account to google services. Create ones if needed and/or confirm that students know/remember their accounts and passwords. (Many countries/municipalities have a school accounts to all students. Check before creating accounts if your employer has already created ones. To create an account: https://accounts.google.com/signup/v2/webcreateaccount?flowName=GlifWebSignIn&flowEntry=SignUp)
Book a studyspace with a digital processing visualizer and a data projector. Check the system is working properly.

The idea of the lesson is to experience the historical/geographical places in an immersive, ecological and fun way. Previous studies are recommended for example of World history. I used this lesson as a conclusion of periods of both world geography and World history with 6.th graders. Teacher must first decide which are the destinations students need to visit (for example the China Wall, Forbidden City, Taj Mahal, Machu Picchu, Pyramid of Cheops, Nile river).
In this lesson students visit these places and explore these places.
As a result of the work students do a fake holiday pictures from the destination they choose.
The idea of the lesson is to experience the historical/geographical places in an immersive, ecological and fun way. Previous studies are recommended for example of World history. I used this lesson as a conclusion of periods of both world geography and World history with 6.th graders. Teacher must first decide which are the destinations students need to visit (for example the China Wall, Forbidden City, Taj Mahal, Machu Picchu, Pyramid of Cheops, Nile river).
At first students visit all the destinations given. As a result of the work students do a fake holiday pictures from the destination they choose.

Tell the students the idea of the lesson:
to visit historical places, to explore these and to do a fake holiday picture.
The goal is to learn
a) use Google Earth
b) how historical places look nowadays
c) learn image editing.
( d) learn to use Google Slides.)
Teahchers example:
Open Google Earth app. Show how the destination is written into search field (for example Firenze). Tap icon of a man. Use street view by tapping blue lines or spots you find. Take a screenshot of the destination. With iPad the screenshot is taken by tapping home button and volume button.


b) Ask a student to take a picture of you.
Open photoshop mix.
Open new composition. Add picture from camera roll.
Add a new layer from camera roll. Choose cut out and subtract. Delete by wiping all the areas not wanted into the mash picture. Tap right mark from the right corner. Drag the picture of you into a right place onto destination picture. When ready, choose arrow from the left upper corner. Save the mash picture into camera roll by choosing a box with an arrow. (From camera roll you can share into google drive or for example into google classroom.)


c) Ask students to visit all the destinations you have chosen. Show the list on the data projector. Ask students to use street view by tapping blue lines or spots they find. Ask students to see around. How does it look like? Does something surprise? Is there something you didn’t know. (To make the lesson longer you can also ask them to produce a short description of each place or/and ask students to discuss about these descriptions.)

d) Ask students to take one screenshot of a destination they choose. With iPad the screenshot is taken by tapping home button and volume button.

e) Ask students to take a picture from them posing as they were in the destination they chose.

f) Ask students to sign in with google-accounts into photoshop mix. Requires age 13 (?)

Open photoshop mix.
Open new composition. Add picture from camera roll.
Add a new layer from camera roll. Choose cut out and subtract. Delete by wiping all the areas not wanted into the mash picture. Tap right mark from the right corner. Drag the picture of you into a right place onto destination picture. When ready choose arrow from the left upper corner. Save the mash picture into camera roll by choosing a box with an arrow. (From camera roll you can share into google drive or for example into google classroom.)
ALTERNATIVE MEDIUM
Prepare a sharing platform by creating a shared slides show with an shared link allowing all with the link to edit. Choose shorten the link (easier to share). Show the link to the students.

Ask students to add their pictures into the shared slides show. It can be done by choosing + add image from camera. Ask students to add References below their Picture from destination xxx: Google, Google Earth.

View together these pictures. (Students can be asked to write journey diaries of the tour as a related task. )

Ask students to log out from the photoshop mix. Tap photoshopmix icon >own name> sign out.


ALTERNATIVE EASY
View together these pictures with data projector. (Students can be asked to write journey diaries of the tour as a related task.)

Ask students to log out from the photoshop mix. Tap photoshopmix icon >own name> sign out.

Ask student to put their thumb up if they:
a) Learned how to use Google Earth
b) Learned how how historical places look nowadays
c) Learned how learn how to mash images.
d) If they had fun!
Hanna Särkkä, Finlandno
10
6/7/2019 14:57:10Yes4To improve memory and mental alertness.MathMath, Languages16Age 10, Age 11, Age 12Learning objectives are;
- improve memory
- increase mental alertness
- improve spacial recall.
Digital tool is an app from App Store, Monster hunt. Devices with internet connection. 1-4 players per each tool.Problem solvingMonster hunt is a simple and nicely displayed memory game and the app presents progressively harder memory challenges.First step is to get the Monster hunt app. You find this in App Store. Up to four players can use the same device and they take turns when playing. Before the lessen you can make a student list in the app if there are more than one player per device. You decide how long time the students have to play the memory game or how many turns each student takes.
You decide with how many students and devices you are going to work with. It is ideal to have two students per each device.Please describe the steps and activities of your lesson.
Put two and two students per each device and ask them to open the app Monster hunt because they are going to play a memory game. The students puts their names instead of player 1 and 2 and take turns in playing the memory game.
When the practice is over the students report to the teacher how well they did and the teacher writes the result down. The goal is to improve memory and increase mental alertness.Dagmar Þóra Sævarsdóttir og Lísbet Patrisía Gísladóttir. Iceland.no
11
6/7/2019 15:02:472Language vocabulary.LanguagesLanguages20Age 10, Age 11, Age 12Learning objectives are: Practice vocabulary, communication, categorizing
and thinking skills.
Device with internet connection. One for the teacher. Digital tool is an app from App Store, Name things.
Device with internet connection. One for the teacher. Digital tool is an app from App Store, Name things.Communication and collaborationTo learn new words and communicate in a selected language.First step is to get the Name Things app. You find this in App Store. You have to create a student list. You have to go to settings in menu and select if you want audio or not. You decide with how many students you are going to work with. Then you make að sheet for each student in the program. Select the cards you want the student/s to see. If you are working with one to three students it is ideal to let them sit opposite the teacher and the digital device is turned to the students.
If you are working with a group of students it is ideal to sit in a circle and the students takes turn in responding to the task.
Let the student/s look at the illustrations you are going to practice. The student/s either reads the prompt or touch the screen to listen to it and then give a verbal response. After each answer you have to tap the correct or incorrect button to score the student/s verbal response. Move to the next card when you are satisfied with the response from the stundent/s.When you leave the game select “end” from the menu. You can view the results in a graph and print or email your data.Dagmar Þóra Sævarsdóttir og Lísbet Patrisía Gísladóttir. Iceland.no
12
6/7/2019 16:15:58Yes1Geometry in math.MathMath30Age 10Learning objectives are: Lesson 1 in Geometry, area of a rectangle and perimeter. The students review/learn how to find an area of a rectangle, review/learn what is called a square, length and width and how to find the perimeter of an area. They review/learn to count squares and multiply length by the width to find how big an area is.Device with internet connection. One for the teacher and one for each student or group. Digital tool is an webside, http://rasmus.is/Problem solvingTo find out if the students understand the material that has been teached and review the material.The students gets their digital devices and go to the webside, http://rasmus.is/ and choose the language you want them to work with. Then they press start and choose grade primary. The teacher can print out ,,Your Checklist” for each student to write down the results.The students choose Geometry and open Lesson 1. When the students have open Lesson 1 they read the introduction about: Area of rectangle, Calculating area and Calculating the perimeter. When they are finished the students choose Quiz 1 and send their answers to get their results. The students review their results, write it down and show it to the teacher. If there are some incorrect answers the students try to solve them with their teacher.Dagmar Þóra Sævarsdóttir og Lísbet Patrisía Gísladóttir. Iceland.no
13
6/11/2019 14:12:46To make a stop motion animated video of where the student teaches some method. It can be arithmetical operation or how to fold a paper plane.ArtMath, Science, Art, ICT60Age 10, Age 11, Age 12Use of a tool, patience, photographic skills, artistic and scientific contemplationStudent needs a media device (phone or pad) and Stop motion app installed. Internet connection is not necessary. Student also needs a blank A4 paper and pen (colouring pens recommendable). Some support to keep the device still while taking a photo..Communication and collaboration, Digital content creation, Problem solvingThe student makes his/hers own creation with the help of the tool. The student must carefully think how to execute the plan that he/she has made so that the outcome is visually and scientifically successful. Students are couraged to do collaboration with others.This lesson can be done in pairs or individually depending of the skills of the students and the amount of devices. Blank A4 papers and colouring pens are shared on the desks with the devices. At first the teacher need to teach the basic use of the tool/the idea how the tool works. Then teacher tells the goal of the lesson, the animated video of some method that is disassembled.Students make the plan how to execute the task. Students study how to use the Stop motion tool. Students get into work towards the goal. Teacher helps to make sure that all get on with the task.At the end of the lesson the students show the outcome of their teaching video to other students. Common discussion of the lesson.Jari Koukkumäki Finlandno
14
6/11/2019 14:58:42Learn basics of coding, problem solvingScienceScience, Languages, ICT45Age 10, Age 11, Age 12Students learn the basics of coding and giving commands. English vocabulary increases. Problem solving.Students need a media device (phone or pad). Internet connection recommended but not necessary.Information and data literacy, Communication and collaboration, Problem solvingBy playing this Lightbot: Code Hour game a student learns some very basics of programming and coding. Also problem solving skills improve. The collaboration with others is couraged.Teacher needs the media devices to all students. Students can also use their own phones if the Lightbot: Code Hour game is installed.Before the actual tool is introduced the teacher tells shortly about coding and giving commands. Introducing a play: the teacher asks all students to stand up. If the teacher goes down the the students jump, if the the jumps the students go down. If the teacher turns left the students turn right... the play continues with several commands in which the students have to do the opposite command.After the play shown above the students take their devices and open the Lightbot: Code Hour game. Teacher shows the first template how the game is played as well as the commands in native language. The students starts to play the game. The game leads the player forward from level to level. Teacher helps if problems are too difficult to continue.At the end of the lesson the students tell others how far they got playing the game. The general discussion of the game and the coding.Jari Koukkumäki Finlandno
15
6/11/2019 17:16:187Create comic and storyboard.LanguagesICT, History40Age 10, Age 11, Age 12Learning objectives are
- be creative
- work indepentently or in collaboration with other students
- create comics
- practice storytelling
- work with vocabulary and writing.
Devices with internet connection. One for the teacher and one for each student or group. You need a smartboard or projector. You also need an Apple TV or similar tool to cast the project on the wall/blackboard with the projector.
Digital tool is a website, https://www.pixton.com/ or an app, Pixton Comic Maker.
Communication and collaboration, Digital content creationThe students use their imagination and their creativity to create comic or storyboard. They practice writing and vocabulary. They can work on their projects alone or with other students.The students gets their digital devices and go to the website, https://www.pixton.com/ Then the teacher need to decide wheter he is going to let the students choose the “on my own” button or “in the class” button when they have pressed the “for students” button. If he use the “in the class” button he has to give their students að class code when they sign in. The teacher can also let them choose the button Classic Pixton. For the first time you always need to sign up and after that you log in.
In this lesson students are going to work on their own and choose Classic Pixton so that every one needs to sign up.
After the students has chosen the Classic Pixton and sign up they can start creating að comic. The first thing is to choose layout and the teacher tells the students to choose comic strip and then they can choose background and characters.Students works in their comic by choosing backgrounds, locate characters and writing what the characters are saying to each other for each frame. They need to decide on the event and work the project accordingly to that. When the students has finished the project the teacher can have a look at them and if the lesson is not finished the teacher selects several projects to show the class in the wall/blackboard with the projector.Lísbet Patrisía Gísladóttir. Iceland.no
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6/11/2019 17:44:205Fractions in math.MathMath30Age 12Learning objectives are: Lesson 3 in Fractions. The students review/learn how to make two fractions equal, to reduce and simplify fractions, to multiply fractions and writing fractions as decimals.Device with internet connection. One for the teacher and one for each student or group. Digital tool is a website, http://rasmus.is/Communication and collaboration, Problem solvingTo find out if the students understand the material that has been teached and review the material.The students gets their digital devices and go to the webside, http://rasmus.is/ and choose the language the teacher want them to work with. Then they press start and choose grade primary. The teacher can print out ,,Your Checklist” for each student to write down the results.
The students are going to work in pairs so the teacher has divided the class into pairs.
The students choose Fractions and open Lesson 3. When the students have open Lesson 3 they read the introduction about: How to make two fractions equal, how to reduce and simplify fractions, how to multiply fractions and writing fractions as decimals. When they are finished the students choose Quiz 3 and send their answers to get their results. The students review their results, write it down and show it to the teacher. If there are some incorrect answers the students try to solve them with their teacher.Lísbet Patrisía Gísladóttir. Iceland.no
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6/11/2019 18:25:286Measurements and reading graphs in math.MathLanguages30Age 10, Age 11, Age 12Learning objectives are
- to change between units of measurement
- to realize which unit of measurement would be best used to measure e.g. paperclip
- to find the area
- to know the horns of triangles and rectangles
- to know and read from graphs.
Device with internet connection. One for the teacher and one for each student or group. You need að smartboard or projector.
Digital tool is a website, https://kahoot.com/ or an app, Kahoot! Play & Create Quizzes.
Communication and collaboration, Problem solvingTo find out if the student understand the material that has been teached, explore it further and review.First step is to create Kahoot quiz. You find this program on Kahoot.com or you can get the app, Kahoot! Play & Create Quizzes. You have to create an account for your self. You can make your own quiz or use a quiz that someone else has made.
The students are going to work in pairs so the teacher has divided the class into pairs.
Before you start the quiz that you have prepared, make sure you have internet connection and digital devices for you and the students/groups. Turn on the smartboard/projector and connect it to your device. Ask the students/groups to log in to Kahoot and give them the code to this quiz. Make sure everybody are loged in to the quiz. Explain to the students what they are supposed to do and how Kahoot works. Then you can start the quiz. The students send in their answers and you can see when they have completed the questions in the quiz. You get an instant respond from the program after each question.You can see the result when everybody has completed the quiz. Congratulate the students for their participation. If the lesson is not finished the teacher can review the questions that the students answered incorrectly so everyone learns from them. Then everybody log out and this project is finish.Lísbet Patrisía Gísladóttir. Iceland.no
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6/12/2019 13:33:54Making the presentation with othersScienceScience, Languages, Art, ICT, Geography, History, Religion/ethics60Age 11, Age 12Students learn new ways to present their work and collaborate with othersStudents need mobile devices (pads preferably). One need internet connection while presenting the finished work. One doesn't necessarily need internet connection while making content but still recommended if need content from the Internet.Information and data literacy, Communication and collaboration, Digital content creation, Safety, Problem solvingStudents need information from the Internet when making content that requires data literacy skills. The slide show is made in collaboration with others and communication skills are improved. The outcome of the Slide show is digital content and sharable with others. The students need to understand how it is safe to search information from the Internet (data literacy) and also to whom share the work with. There are lots of different kind of problem solving involving by using the tool.Before the lesson starts the student should have done some preparation about their topic in hand; mindmapping and notes and the idea how to represent the work. The same topic is given to group of three.The Google Slides tool should be rather familiar to students, the basics of how to insert files, pictures and videos. The students are divided the groups of three depending their topic (all 3 have the same). The individuals of the group work in different parts of school and communicate only via Google Slide tool. Students start working with their topics on their own with Google slide tool and share their incomplete work with others in the group so all can follow how the others are doing by sending comments. Students communicate only via tool comment fields. The goal is to collaborate to make all 3 presentation as good as possible.The group gets back in classroom and show their outcome to other groups. That can also happen in next lesson or when all groups are finished their work.Jari Koukkumäki Finlandno
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6/12/2019 14:20:26Qr code treasure huntSportsMath, Science, Languages, Sports, Geography, History60Age 10, Age 11, Age 12To learn how to use the QR codes. Improve problem solving skillsTeacher need the QR code generator and the internet connection. Students need the QR code reader and the internet connection.Communication and collaboration, Problem solvingThe lesson call for collaboration and communication skills. There are different kind of problems to solve in collaboration.This lesson requires lots of preparations from the teacher. The teacher modify different kind of quiz questions or problems (at least 6) with QR code generator and form a route to outside (or inside) that leads to "treasure" via those problems or quiz questions. The students need the QR code reader installed in their phones or pads.The lesson can be carried out in sports lesson or if teacher wants to make a test or otherwise highlight some subject for example History.If the lesson is meant to be outdoors as a sports lesson (orienteering) then lesson starts from classroom. The students are in groups (2-4). The lesson starts with a rather difficult quiz guestion of which the students don't know the answer at once, hence they have to look it up from the Internet. When they know the answer the teacher tells them where to find the first QR code. The group hurry up to the Qr code where is the next question or problem to solve. There are always 3 kinds of answers (a,b,c) and only the right answer leads to next QR code. Until the group ultimately finds the "treasure". The first group to find the treasure can pick the first price from the "treasure chest" yet all groups finding the treasure get some reward from the chest.The cheers to all groups that finds the treasure and handshakes. The general discussion of the lesson and tasks they solved.Jari Koukkumäki Finlandno
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6/12/2019 14:59:26Make your own TiktokSportsSports, Music, Art, ICT60Age 10, Age 11, Age 12Increase the creativity and collaboration with others. Easy way to make content to Internet and represent oneself and his/hers ideas.The teacher and the students need media device with internet connection.Information and data literacy, Communication and collaboration, Digital content creation, Safety, Problem solvingTiktoks are meant to share to public so that requires a general discussion with the students of what one can or should publish on the Internet. Tiktoks can be made by oneself but usually they meant to do with others and sharing ideas. To be individual and creative call for different kind of problem solving skills (what looks and sounds good and original)Tiktoks are short videos of music and movement or whatever the maker wants to represent. Teacher should watch what kind of Tiktoks there are made and get the general idea of the core of Tiktok. Teacher also need to make few Tiktoks of one own so that the tool is familiar. Especially learning how to publish the tiktoks just for the group of students - not the worldwide.First the teacher shows few selected Tiktoks to students. Then student form groups (2-4) and the groups are given the media devices (Students own phones are also ok). The Teacher tells the students how to Tiktok tool works and how the Tiktoks are made (the tool is rather easy).The goal of the lesson is to make at least one Tiktok in where the students show some physical movements etc. dance, gymnastics, handling the ball... and search the music that fits to that. The group make careful planning of how the Tiktok is made and how its filmed. When the group is satisfied with the outcome they can modify it with tool to make it look even better. If there is time they can do another one. At the end of lesson the group shares their outcomes to other groups. Not the wide open on the Internet. Talking, commenting and cheering to all Tiktoks.Jari Koukkumäki Finlandno
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6/27/2019 10:22:40Working with Khan AcademyMathMath, ICT20Age 10, Age 11, Age 12Students learn how to use Khan Academy additionally to the lessonsComputer/Laptop with projector. Cell phone with projecting deviceInformation and data literacy, Problem solvingAfter a short introduction of the app khan academy, the students can try out and get to know the app on their own.Generate a group in Khan Academy and add a chapter proper to your current topic.Give a short lecture about tha app. Show the video tutorials, exercises and tests. Hand out the group code for everyone to join.The students get the chance to try out the app on their electronic device and have the chance to ask the teacher.The students reflect the advantages and disadvantages of the app and how they can use khan academy complementarily to the lessons.Sascha Abrahamno
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6/27/2019 11:19:02Concept maps with cmapsScienceMath, Science60Age 10, Age 11, Age 12The students can organize their knowledge of a certain topic with a concept mapcmaps, computer/laptopInformation and data literacy, Digital content creationThe students organize their knowledge in a concept map that links key aspects of the topic to help them summarize and close a topic.End of a topic. Every student must have acces to a laptop/computerTeacher's lecture about the programm cmaps and its basic functions.The Students develop a concept map to the given topic.
Keywords may be given as a help.
The students compare their finished concept maps on a front screen.
the discuss differences, reflect their own concept map and maybe change/improve it.
Sascha Abrahamno
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8/31/2019 17:00:12Christmas BreakLanguagesArt25Age 10To design a digitalized animated Christmas card in EnglishVideoscribe software, tablets or mobile devicesDigital content creationA digitalized animated Christmas card in English. The card must have some greeting included in it. The card has also to have some image. There must also be a closing written in English. The Videoscribe tools help pupils edit the video, text and images. Finally, the cards can be mailed to parents.Reservation of equipment; Installation of Videoscribe softwareGoing through Christmas key vocabulary together, if practicable, a native person to tell about Christmas in England or the USAfter the introduction, commencement of card creation (takes roughly 25 mins). If there's still time, the class could have a look at the finished Christmas greeting cards together at the end of the lesson.Pasi Kallio Finlandno
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8/31/2019 17:12:53AdjectivesLanguagesArt40Age 10, Age 11, Age 12Learning to use adjectives in EnglishPeardeck.com (teacher must register); tablets or mobile phones with internet connectionCommunication and collaboration, Digital content creation, Problem solvingPupils can work in pairs in the cartoon activity and at the end of the lesson, the cartoons are given peer feedback; pupils create a digitized cartoon; pupils complete activities that train their grasp of grammarRegistration for teacher; reservation of tablets; pass code shown on boardAdjectives are brought to mind; for example, teacher asks what the term means, and then shows some examples of items that have these qualities.Firstly, using the drawing tools of Pear Deck, pupils have to circle certain items from ten English sentences. These items are adjectives. Then, pupils have to draw images of those adjectives using Pear Deck, and write them again themselves underneath their pictures. Finally, they draw a picture or a cartoon with figure(s) that use these same adjectives in English. Simultaneously, their progress is shown to the teacher on their own device and Pear Deck account.At the end of the given time period, pupils’ answers and works are shown to everyone, and some of them are evaluated by other pupils, while some other answers, for example the first activity, are evaluated only by the teacher using positive feedback.Pasi Kallio Finlandno
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8/31/2019 17:22:45Mind maps and project preparation/planning skillsCraftsLanguages, Art30Age 11, Age 12To practice mind mapping and planning in the context of preparing to work on a specific project that the crafts teach (for example, making a small toy boat made of wood). Apple devices with registered accounts to www.gingerlabs.com; internet connection for allDigital content creation, Problem solvingPupils design mind maps, and explain their individual plans for the wooden boat. Pupils use visual tools to help them demonstrate their plan and, optionally, their mind map.Apple devices reserved; registration completed for allFirst, teacher shows what a mind map is by sharing a ready-made mind map and construction scheme at the website gingerlabs.com. For example, the teacher introduces the construct of a wooden box by visually describing the type of wood needed, the type of connecting materials (nails, glue…), the finishing steps (painting, polishing, etc.) while also explaining the concept of a mind mapping the project with a specimen. Pupils design mind maps of their own type at sharelabs.com, and explain their individual plans for the wooden boat. Pupils use visual tools to help them demonstrate their plan and, optionally, their mind map as well.Once they are finished, pupils need to return their plans and mind maps to the teacher using Notability. Teacher gives them feedback of their progress through Notability.Pasi Kallio Finlandno
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8/31/2019 17:31:42Word QuizLanguagesLanguages20Age 10, Age 11, Age 12Training words in Swedish language on a book chapterTablets or mobile devices with internet connection for allProblem solvingA word quiz to "drill" Swedish words based on the study bookReservation of tablets, or the pupils use their own mobile devices. The whole class needs to have registered to goformative.com.Checking previous homework; listening to a new chapter from study book; repeating and listening a list of new words and phrases; reading the chapter in pairsNext, the class goes to the following URL address: goformative.com. On this page, the teacher has prepared a word quiz for them that is based on a specific chapter in their study books and utilises, for example, a word list from the chapter. There are ten words from Swedish to Finnish and vice versa, and each is provided with a multiple-choice answer.
Now the class either searches for the quiz with the site’s search engine–entering the quiz title into the search box–or copies the exact web address of the quiz either from the board or an online blog the teacher keeps for homework. This is done to ensure everyone can log in and thus take part in the quiz.
The quiz is then launched. Simultaneously, the teacher monitors the answers given by individual registered students using their own Goformative app. Since Goformative meticulously stores the data that the students score in quizzes, it is critical to keep track of individual student answers and repeat the same test setting at a later time. This way, pupils and teacher both become more aware of individual pupils’ strengths and weaknesses over time.
Finally, teacher gives individual feedback to the pupils online via Goformative. Then it's time for homework and dismissal.Pasi Kallio Finlandno
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8/31/2019 17:41:50the Finnish Winter War of 1939–1940HistoryICT30Age 11, Age 12To increase knowledge of the Finnish Winter WarNo internet connection necessary, but everyone should have the Edpuzzle app installed; tablets or mobile devicedInformation and data literacy, Communication and collaboration, Digital content creation, Problem solvingCritical educational video watching skills; simultaneous attentiveness to historical questions; collaborative digital content creationReservation of tablets; installation of the EdPuzzle software A reading of a chapter that deals with the Winter WarThe teacher has uploaded a video of their own making that deals with the Finnish Winter War of 1939–1940 on the edpuzzle.com interface. On the video that was originally on Youtube, teacher has made some editing of images, voiceovers, and cut the video to suit the pupils age level and knowledge skills. At the end of the video, teacher has five key questions that they address to the pupils.
The pupils watch the video made by the teacher. Teacher keeps track of the progress of video watching among pupils through their own screen. After the watching is finished, teacher creates “a room” with Edpuzzle to which pupils return their own videos that they will record in small groups. Their objective is to give video answers to the teachers questions that the teacher posed at the end of their video.
The pupils' videos will be watched together in class, and after each answer to a question has been listened to, teacher gives the correct answer. Finally, teacher can give silent typed individual feedback to the pupils via the Edpuzzle room they have created. Homework.Pasi Kallio Finlandno
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8/31/2019 17:50:29Story typingLanguagesArt40Age 10, Age 11, Age 12Practise typing skills; practise story writingTablets or phones with an internet connectionCommunication and collaboration, Digital content creationStory typing on a computer with graphic illustration of the story; reading the story aloud for audio for teacher to evaluateReservation of tablets; registration for teacher at www.storybird.comThe story writing is planned to last the entire lesson, so no introduction save for obtaining the pass code to access Storybird.The object of the lesson is to type either an individual story, or work in pairs to type a story. For illustration and inspiration, pupils use the database of more than 10,000 images found at storybird.com.Once the story is finished and illustrated, pupils can turn their typed writing to audio. Finally, they submit their stories to the teacher for evaluation. The story has to be finished in one lesson.Pasi Kallio Finlandno
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8/31/2019 17:59:20Word QuizLanguagesLanguages20Age 10, Age 11, Age 12To improve on vocabulary of a new chapter of EnglishTablets or mobile phones; www.socrative.com; everyone needs the app or the internet connectionProblem solvingword quiz enriches linguistic problem solving The reservation of tablets; registration for allChecking of homework; listening to the new chapter; listening and repeating of new words; reading the chapter aloud to a partnerNext, the class goes to the following URL address: www.socrative.com. On this page, the teacher has prepared a word quiz for them that is based on a specific chapter in their study books and utilises, for example, a word list from the chapter. There are ten words from English to Finnish and vice versa.
Now the class either searches for the quiz with the site’s search engine–entering the quiz title into the search box–or copies the exact web address of the quiz either from the board or an online blog the teacher keeps for homework. This is done to ensure everyone can log in and thus take part in the quiz.
Before filling the quiz, the class first takes part in the “Quick Question” feature to decide whether the quiz is done individually, in pairs, or in groups of 3-4 pupils. Based on the result, the quiz is then launched. Simultaneously, the teacher monitors the answers given by individual students using their own Socrative app.
Homework, or if there's still time, some activities from the work bookPasi Kallio Finland
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8/31/2019 18:12:02Comparison of Finnish and American floraScienceGeography30Age 11, Age 12To increase critical thinking skills and awareness of environment in pupils.www.thinglink.com; tablets or mobile devices; everyone needs internet connection; teacher needs to have registeredInformation and data literacy, Communication and collaboration, Problem solvingAn interactive gallery of photos with possibilities to zoom for more detail, and also embedded interactive quiz questions about the specifics, differences and similarities of Finnish and American flora. Work in pairs or small groups.Tablet reservation; the teacher has taken photos of nearby environment flowers, trees and plants, and downloaded photos from Google that deal with flowers, trees and plants in the USA. They have also downloaded all the photos to www.thinglink.com using their account. Checking homework; some questions to the class about Finnish and US flora: are they the same or different? Why do you think that is? Accompanied by photos for example.Next, the class goes to www.thinglink.com, and uses the key codes teacher has provided them to log in. With Thinglink, the teacher has made an interactive gallery of photos with possibilities to zoom for more detail, and also embedded interactive quiz questions about the specifics, differences and similarities of Finnish and American flora.
The pace of answering quiz questions is regulated by the teacher, but pupils are free to click and think about them in pairs or small groups.
The task is concluded with thinking about reasons behind the differences and similarities across Finland and the US wildlife. Related homework.Pasi Kallio Finland
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8/31/2019 18:21:13Vlogging in English languageLanguagesICT40Age 10, Age 11, Age 12Learning to compose a video presentation in English about everyday life; feedbackwww.edmodo.com; registration and internet connection required from allCommunication and collaboration, Digital content creation, Problem solvingGiving feedback of video presentations; communicating ideas in English; creating, editing, sending a video; planning and arranging a presentation and its content Reservation of devices and registration for alla general questioning about the concept of V-logging (should be familiar to many children) and its explanation. Elaboration on why is it useful in learning English to compose a V-log in English.Next, the class goes to the following URL address: www.edmodo.com, and logs into their own account. On this page, in the Planner section, the teacher has prepared instructions for a video assignment for them that deals with vlogging about their day in English language (the so-called “my day” concept).
The students are free to start videoediting their vlogs. They are also free to exchange ideas online with each other and the teacher. They will upload their finished videos to the same URL, and receive individual on-screen feedback about their work by the end of the specified deadline from the teacher.
Probably takes the whole lesson, should be finished at homePasi Kallio Finland
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9/6/2019 1:04:58YesToontastic - Creative storytellin appHistoryLanguages, ICT120Age 10, Age 11, Age 12Students dig deeper in the story their learning and get specialists in their maked assignement.
Students tell their part with their own words using this storytelling app.
Ipad. Internet connection to download the app and when sending the assignments to the theather.Communication and collaboration, Digital content creation, Problem solvingStudents learn communication and collaboration by working together and problem solving when they have to find solutions on what to say and other things that will come up.
Students learn digital content creation by working in the app.
First step is to get the Tontastic app, you find it in the App store/Play store. Toontastic is a creative storytellinn app and therefore we are going to tell a story. In this case my students had already read a story and therefore they were going to tell parts of the story with their own words and getting experts in that event.
Students are divided in groups of two and assigned one event in the story. They will get 3x40 mintues to finish their task. They are supposed to retell the event with the app.
Students will have to chosse how many windows their story will be. Than they will also have to choose the scene. You can both create a scene or choose from the scenes that´s already there and in this case they will do so. Than they have to pick the characters in the story and there can you both create them or choose from many characters that you can change a little bit. And that will the students do. The students have to agree what is important in the event tha they were divided. Then they decide what the characters say and how they move across the scene.

At the end when the students have finished their story. They have to send the video to their teacher.
Elva Díana, Iceland
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9/20/2019 17:42:57YesEndurance trainingSportsLanguages90Age 12The students train their endurance and get motivated to do some endurance training on their own.Cell Phones or small devices with GPS functionality. One for each student with earphones/headset. The device for the teacher isn`t necessary. Digital tool is a free App from the App store named "Zombies, Run! 5K", which has to be downloaded before.None of the aboveAfter a short introduction of the app the students will train playfully their endurance by doing a workout. Additionally the students improve their english listening skills.First step is to organise that every student brought their cell phone (including headphones) with them. Every student has to get the "Zombies, Run! 5K" App. You find this in the App Store.First the teacher gives a short lecture about the app. Then the class hears the introduction (The story begins) together. After that you have to clarify the area the students can use for their walking workout. If you want (as the teacher) you can choose a playlist for the run.The students choose a workout that fits to their endurance competence. The students do the workout. After the workout the students have to cool down and reflect the advantages and disadvantages of the running game and evaluate the level of the endurance level. If the level is not appropriate they can adjust this in the next workout.Jana Hermanussen, Germany
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9/22/2019 21:41:10YesCity foundation in medieval EuropeGeographyHistory180Age 12The students learn how to make an explainity video with its characteristic attributes.
The students learn the basics of the city foundation in medieval Europe.
The students have to summarize and structure the informations and practice to present the results in an explainity.
The students learn a new way to present their work, increase their creativity and collaborate with others.
The students needs an digital device with a videocut app/program. Internet connection is not necessary. Students also needs blank paper, scissors and black and coloured pens. Some support to keep the device sturdy while making the video. A smooth surface as backgroud are necessary to do the "Lege-Trick-Technik".Information and data literacy, Communication and collaboration, Digital content creation, Problem solvingThe students make their own explainity video and refine their digital content creation. Communication and collaboration is learned by communicating and contemplating about the story board of their explainity and come to an aggreement. When the students learn how to do an explainity video they improve their Information and data literacy. Videotool needs to be installed on the devices and the students have to be experienced in using it.
Organise a construction to keep the device sturdy while making the video.
Paper, scissors and pencils are needed.
Open the side: https://www.youtube.com/watch?v=2uz4Vizvn6c
(Gut erklärt ist gut gewusst - Lege-Trick-Technik) or https://www.youtube.com/watch?v=VNRej7mStZY
(Erklärvideo erstellen) (there are many other videos in english)
Teacher introduces the theme of the city foundation in the medieval Europ an present the thematic materials. Then the class work out the charakteristic of an explaninity by looking the presentations how to make an explainity video.The students work with the thematic materials and write the story bord for the explainity video. In the second step the groups prepare the video by drawing and creating the pictures and comics (see "Lege-Trick-Technik"). After that the production of the video can be started. If more time is needed the processing time can be prolonged. The groups present their outcomes to the other students and give feedback to each other.Jana Hermanussen, Germany
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9/23/2019 19:43:36YesBike & Run with Action BoundSportsSports90Age 12Strengthening the orientation ability, work with the Application, work on condition while being controlled.Action BoundInformation and data literacy, Communication and collaboration-> download App,
-> upload information (answer, pictures)
-> use google map
-> take pictures and selfies
-> work in a team and solve problems
Letter for parents to receive the permission to install the application, to bring thei device and to use their personal data for a certain amount of timeThe description of the program is already explained in the class last week.
-> check the devices
-> check the teams which got set up with an UR- Code
-> check the bikes and helmets
Students start in teams their action bound, every three minutes a team starts.
They follw the work order which is clearly described in the program
Students upload their answers and receive a final response what place they made during the treasure hunt “action bound”
Next lesson- students find their own bound and create an Action bound for others.
Wiebke Drath
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9/23/2019 20:20:00GeometryMathMath60Age 10, Age 11They review the content of the , station work
They consolidate their knowledge, kahoot
KahootProblem solvingStudents answer by themselves during the game Kahoot. The questions fit to the theme of the subject.Create an Kahoot
Parents letter to receive the permission (Installation and bring the device)
-> Go to the page: kahoot.it
-> lock in with the code which is shown on the screen
-> play
Students do a station work without any digital devices.
To motivate the progress of work, the students get the chance to play kahoot after a good class work
The students receive their results immediately.Wiebke Drath
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9/23/2019 22:20:58YesVideo Feed backSportsSports40Age 11, Age 12Student learn with video delay the right technique in highjumpVideo delayProblem solvingThe students exercise and the „video delay app“ gives you an instant visual feedback of what you are doing, hands free.
Ipad or Tablet, box to put the Ipad on.
High jump station
->Warm up and Preparation for the station
->Students receive a clear work order (what an d how to reflect in their own movement)
-> work out and training of high jump (student see with video delay their jumps)
-> Discussion about their technique (face to face/ in a small group),
-> what could be the mistake, they try it again, know feedback (slow
motion & closer view)
->Extra possibility: students give the technique correction to the person which is high jumping
Students find their best way to come as close to the perfect technique as possible.Wiebke Drath
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9/23/2019 22:26:46Yesbasic needsGeographyGeography, History45Age 11, Age 12The students learn the demands of a human being on a geographical area (basic needs).
The students can structure their knowledge of the basic need in a concept map.
Digital device with the MindMap App (or similar app to make concept maps). Internet connection isn`t necessary. If there are not enough devices, two students can work together.Information and data literacy, Communication and collaboration, Digital content creationThe students structure a concept map with the key aspects basic needs and add their own experiences.
Learn how to make a concept map.
The students must have access to a digital device with a concept map programme maybe in groups of two.The teacher gives a short introduction of the lesson topic. In the first step the students have to think about what they will take with, themselves when they have to go to a lonely island. Every student has to choose three things. After that the students forms groups of four and share their results and write down the most important things on a little sheet of paper and collect them on the board. In the next step the things will be sorted in the basic needs and named.The students develop a concept map and add things and activities. The main keywords have to be the basic needs. If it is necessary the teacher gives a short lecture about the used app.The students present and compare their finished concept maps and gives feedback to each other. In a short conclusion every student can reflect their own result and maybe improve it.Jana Hermanussen, Germany
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9/23/2019 22:47:10YesTree classification with PlantNetScienceGeography90Age 12The students learn how to classify trees with the PlantNet app.Cell phone with PlantNet app (internet connection isn`t urgend necessary)Information and data literacyAfter a short introduction of the app PlantNet the students can try out to classify trees in the near surroundings or another chosen area.Install the Plant Net app on all devicesThe teacher gives a short lecture of the app and classifies some examples leafsThe students get the chance to try out the app on their own device.The students reflect the advantages and disadvantages of the app and compare their results with a classification tool.Jana Hermanussen, Germany
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9/26/2019 13:27:58Story telling with ToontasticLanguagesMusic, Art, ICT180Age 10, Age 11, Age 12Speaking, Storytelling, Storywriting, CollaborationToontastic, IPad/TabletCommunication and collaboration, Digital content creationThe students first write a story (at home) and then tell the story by creating a cartoon with the App Toontastic.Earlier lessons must include basic competences in storytelling. How long should a story be, which parts must be in it. What makes a story interesting?
One IPad per group has the App Toontastic. Organize private places for the groups to work in.
Create an example cartoon in front of the class like a walkthrough. (At the first time drawing your own background, characters are not allowed.)
Information about story arcs. (Setup, Conflict, Challenge, Climax, Resolution)
Students write a story, that they must hand in with their cartoon.
Create a cartoon fitting to the written story. Students/Groups must split to a private place.
Presentation of the cartoons with a description of the process and their thoughts and difficulties.Kelly, Odinn, Sascha
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9/26/2019 13:36:20YesLanguage skills - “Finding a friend”LanguagesScience, Languages, ICT, Geography, History, Religion/ethics120Age 10, Age 11, Age 12Train to speak, train to collaborate and learn how a story is built up.
Toontastic App, Internet connection for upload.
Communication and collaboration, Digital content creationCommunication and collaboration: they are working in a group.
Digital content creation: they create their individual story.
Everbody needs to have the App ”.Toontastic” and internet access needed for upload. Prepare the instructions on how to write the story. Paper and pens for the poster. Groups of 2-3.
Introduction of the Toontastic App to the kids (PPP). The students are going to write a story about “Finding a friend”.
They have to think of setting, characters, story and script (planning the beginning, middle and the end (plot) on a poster).
Next step: Using the App.
Presentation of the stories and afterwards feedback from the students that were watching.
Elva Díana, Wiebke and Sari
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9/26/2019 13:48:54annual closure of the yearMathScience, Sports, ICT90Age 10, Age 11, Age 12The students repeat the topics of the year with mixed tasks.MathCityMap, IPad/TabletCommunication and collaboration, Problem solvingThe students have to work in groups to solve mathematical problems on an outdoor trail.You must create several tasks that fit the topics of the school year. Therefore, you must take pictures at the locations, add GPS coordinates (by clicking on a map), add sample solutions and hints.
You must compile a trail with a the tasks in it. Think about gamification and which way to distribute the groups to the tasks.
Add a "classroom" by selecting when the trail shall be accessible, you get a code.
Make sure internet access is avaible on the area where your trail is. Otherwise students have to download the trail and can't communicate with you.
Give a short introduction to the app MathCityMap.
Share the code with the students. They have to give themselves a groupname and individual names (can be made up). Students download the trail if necessary.
Groups spread across the area and do the tasks given.
They can communicate with the teacher if they need further help than given in the hints.
Once the students finished the trail they return to the classroom and compare their results with the other groups.
They can reflect on the mathematical tools they needed to solve the tasks.
Sascha
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9/26/2019 14:24:28Visual Report about the stoneageHistoryScience, Languages, ICT, Geography80Age 10, Age 11, Age 12The Students improve their language and trained their digital content creation. Learning history.Ohne IPad for each student or one per group. It‘s good to have internet for historical informations.Information and data literacy, Communication and collaboration, Digital content creationThe students create their own visual-stoneage-report and portray it with page or another writing tool.All students need to organize digital devices. The teacher can make a link list for few sites about stoneage. They can be used as hints.The teacher gives a little introduction about the lesson structure and gives some information how to use pages and the form visual report.The students searchfor informations, structure them and create their visual report.The results will be shared with the teacher. The groups presented their results and get feedback from the class.Finnland, Island and Germany
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9/27/2019 11:26:52YesScience - climate change and how to prevent it and slow it down.ScienceMath, ICT, Geography90Age 10, Age 11, Age 12Information about climate change and students positive attitudes to sustainable development. Personal means how to prevent climate change and/or slow it down. We need digital devices with internet connection for exampe iPads.
We are going to use the app Padlet, the website https://yourplanyourplanet.sustainability.google/ and more apps which students choose to use in the project.
We are also going to use google docs or slides for our collaboration between students and the teachers.
Information and data literacy, Communication and collaboration, Digital content creation, Problem solvingStudents are reading and discussing about the resources.
Communication and collaboration in classroom in pairs or a small group and digitally locally and maybe internationally in chosen apps from techers.
Students create digital content via iPads by using clips or camera.
Problem solving is done by thinking what consequence climate change and its prevention is going to have in future and in students own life.
Devices available with internet connection, for example iPads.
Teacher has to get familiar to the apps and the resources.
Apps and accounts to students.
Brainstorming with Padlet app
1. What is climate change?
2. What can you personally do to prevent or to slow it down?
Discussion in classroom about the outcomes of these brainstorms. Why the climate change is a serious problem?
Students study the website https://yourplanyourplanet.sustainability.google/ Maybe english translator is needed.

Task for the students: Produce an idea of your own how to prevent or slow down climate change. Present the idea by using clips or another app you choose.
Share it in shared slides presentation which teacher has already made.
The students show their products. Positive feedback for the student from others students and the teachers. If there is something incorrect the teachers discuss it with the students. Teachers and the groups can also give each other a comment in the slides.Hanna Särkkä, Finnland and Lísbet Patrisía Gísladóttir, Iceland.
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9/27/2019 16:29:25Inventers of the 20th centuryHistoryScience, Languages, ICT120Age 10, Age 11, Age 12Finding information, critical reading, forming a timeline.
Timeline 3D App
Information and data literacy, Communication and collaboration, Digital content creationInformation and data literacy: searching the web, collecting essential information and evaluating if it´s correct and trustworthy.

Communication and collaboration: Students work together in groups of two.

Digital content creation: Using the app to make a digital timeline.
Teachers show an example of a short timeline. Present the exercise (PPP). Box with inventions. Simple instructions on how to use the app (used as an hint).
Two students with one device, internet access needed and app Timeline 3D needed.
Students need to know how to store pictures and videos.
Start with the presentation of a timeline and instructions and then students make pairs (for example:app wheeldecide).
Students choose an invention and then they start to look for information on the web, library, etc.
They create the timeline.
Students present the invention and inventer on their timeline. Afterwards students give feedback.
Elva Díana, Wiebke and Sari ipad, internet access.
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11/20/2019 17:46:46YesOrganizing subjects before an examScienceMath, Music, Geography, History, Religion/ethics45Age 10, Age 11, Age 12Students prepare for an exam by creating a mindmap with the main topics.SimpleMind +/freeInformation and data literacy, Communication and collaboration, Digital content creation, None of the aboveBy creating a mindmap the students will organize the topics of the current subject and start repeating and preparing for an upcoming exam.All students need the SimpleMind app.The students gather the essential topics of the subject from the school book or their notes.The students create a mindmap with their topics using the app SimpleMind. Afterwards they compare the created mindmaps with each other via e.g. AirServer.The Students revise their mindmap.Sascha AbrahamStudents: mobile device without internet connection
Teacher: Presenting device, e.g. Projector+AirServer
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1/22/2020 11:29:44Yespresenting in mathematicsMathLanguages180Age 12exercising a mathematical topic (e.g. linear regression) and presenting the solutionIMovie, ToonTasticCommunication and collaboration, Digital content creationThe students are given a sample application, they solve it and present they're solutions in a video or cartoon.Prepared IPads with the Apps, posters, etc.Form groups, assign excercises, explain the expactations on the posters/movies/cartoonsThe students work on the assigned tasks and create a poster, movie and/or cartoon.The results are presented to the class.Sascha AbrahamIPad, AirServer
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2/10/2020 9:50:27YesGamble jumpPEMusic60Age 12Students learn the basics of gambol jump in cooperation with other students, while using „digital stationwork“ as a method of the lesson.Book creator; video-delayCommunication and collaborationA prepared digital stationwork gives the guidance of the lesson, the feedback application helps to correct themselves and show their synchronicityCreate a digital station work including viedeos, exercices and description, install the application on all devices which are going to be used. One tool for each group.Show the students how the digital book works and how to use video- delayDivide the class into groups, everything else is done by the students, the teacher assists during class if necessary.Class gives short feedback about the application and show how far they got dirung class. Class is to be continued...Drath, HermanussenIpad or tablet without internetconnection
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3/15/2020 18:22:31Making comics by using StoryboardThat.comLanguagesArt90Age 10, Age 11, Age 12Students learn to tell stories with a plot in a form of a short comic. They learn how to express feelings by means of a comic. They learn tell a message in short by using speech and thought bubbles. They learn new vocabulary.Webpage storyboardthat.com (and a web translator)Digital content creationThe students create digital comics by using a webpage StoryboardThat.com that has a huge amount of ready made scenes, characters etc. The students choose the scenes and characters, edit them as needed and fill in the speech and thought bubbles. The result: An impressive comic strip that can be shared digitally.The teacher
*collects some examples of short comic strips from comic books or from the internet.
*prepares a slide show with instructions how to use storyboardthat.com
*prepares and copies plot charts for the students
*gets the computers to the classroom
1. The teacher shows some examples of short comics to the students. Then the teacher explains the plot chart to the students (if they don't know it yet) and how the plot can be seen in a comic. The students define the plots of the comics shown earlier with the help of the teacher and/or by themselves.
2. The teacher introduces storyboardthat.com to the students and shows them how it's used.
3. The students get some time to get to know storyboardthat.com. They get to test it's features.
4. The students start choosing scenes and characters for their comic.
5. The students fill in the plot chart.
6. The students work on their comic according to the plot chart.
7. The students take screenshots of their comics and save them to their personal drives (or similar).
7. The students show their comics to the group.
8. Group discusses and gives feedback: Was there a plot in the comic? How were the means of a comic used? How does the comic strip look technically? What feelings does the comic awake?
Sari Hepola, FinlandThe teacher needs a computer with an internet access and a big screen to display the instructions for the students. The students need a computer/a laptop/a tablet device with an internet access per person or pair.
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4/13/2020 18:05:43YesProverbs and phrasesLanguagesLanguages40Age 10, Age 11, Age 12Students learn proverbs and phrases that are used in common conversations.
Ipad or divice with an internet connection.
Information and data literacy, Communication and collaborationInformation and data literacy by learning new phrases and proverbs.
Communication and collaboration by working together in live (one option) in the Quizlet.
The teacher needs to sign up for an account on Quizlet.com. He also needs to make his own study set for the proverbs and phrases he is going to train in that lesson. (There is also an option for search in there and maybe someone already has made the study set you are aiming for or maybe one close to what you are thinking and you can then use it and adjust to you). When your study set is ready you copy the link and put it on Google classroom for your students. You can also send the link by email.
The students work solo first on but later on in pars. Students learn some proverbs and phrases. Students go to Google classroom and find the link.
Students work for the first 10 minutes in flashcards. They swipe right if the know the answer but left if they have to study it better. When they have studied all the flashcards they can start from the beginning. Next 10 minutes students work in learn and match but in the end they work in live where they work in pairs. Question appears on the screen with one of the student in the pair but the answers are split between the two students screens. The students need to work together to find out which answer is right. Only the student, whose answer is on the screen, can push the answer. If the students make a wrong move everything starts from the beginning but the answers and questions are not in the same order. It´s better for the students to take a little time to answer and do it together than guessing.

The teacher can see which couples are the first to finish, if they do one incorrect answer everything starts from the beginning and they lose time. In next lesson the students will work more with these proverbs and phrases in a writing assignment.
Elva Díana IcelandIpad or divice with an internet connection.
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4/15/2020 16:54:19YesGeographic coordinate systemGeographyGeography40Age 10, Age 11, Age 12Students learn the first steps about the geographic coordinate system.
Ipad or divice with an internet connection.
Information and data literacyInformation and data literacy by reading the slides and doing tasks after each slide.
The teacher or the school needs to sign up for an account on nearpod.com. Next the teacher has to make his own slides. This is how I set it up. I do the slides in google slides. I make one front slide (2), then one about the cardinal directions(3), one about latitude(5) and one about longitude(7). Then I upload them to nearpod. Next step is to add more content and activity and it is done by clicking the Add slide button when you have uploaded the slides. The ones I would like to add are nearpod 3D of the earth(1), drawing(4), quiz(6), quiz(8) and matching pars(9). The numbers show the order of the slides in nearpod.
Students needs to have the nearpod app in their devices before the lesson begins.
The teacher uses the live lesson button, which monitors the slides. Students go to the app and the teacher casts the code on screen which he gets when he starts the live lesson, students use that code and then write their name. The teacher only casts the code on screen but after that he will turn the screen off. The teacher takes the students through the slides and switches to the next one when everybody are ready. When students draw, answer quizzes or do any other activity it appears on the teacher screen and therefore he will know which students have finished and which has not. At the end of the lesson the teacher and the students discuss the topic and what they have learn.Elva Díana, IcelandIpad or divice with an internet connection for students
laptop with an internet connection for the teacher
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4/30/2020 21:05:12circles and how to integrate them with craft lesson and use them in everyday lifeCraftsMath, Art, ICT90Age 10, Age 11, Age 12*What are circles
*How to draw them
*How to increase, multiplication
*Consolidate and strengthen knowledge through on-the-job training
*Hand sewing, use of thread, needle and scissors
*Work individually
*Practice patience
*How to use the smart device and take a photo of their creation and how to send it to teachers (via email or messenger) OR upload it to a web board such as Padlet etc
Cybersecurity
Video viewing environment (youtube.com)
Information and data literacy, Communication and collaboration, Digital content creation, Safety, Problem solving*Student learn by watching, doing and collaborating
*Knowledge of smart device use and cybersecurity
*The final outcome is students own creation of what they saw in the video
*The teacher must find out the instructional video or make it himself
*The teacher must create a model for students to work on, templates of the circles are prepared for each student
*The class must have the necessary equipment to watch the video repeatedly - a computer or a smart device with the Internet.
*The teacher must prepare a web board such as a Padlet, etc and create passwords so that the student can modify the website
*In the classroom, everything necessary must be ready on the tables for the creative work to start
*There must be tablets or phones with an internet connection (at least one for pair) to take a picture for sending or uploading it.
*The class teacher has already studied and taught circles last week
*At the end of the math lesson class teacher already showed how to open the link to the video on the big screen and how to watch, pause, rewind, and watch the video again.
*Students had a homework assignment to watch a video (flipped classroom method)
*At the beginning of the crafts lesson, the crafts teacher asks students to talk about what they saw in the video, how many circles there was and what was the size of the circles and how it relates to last week's math lesson
*Students work individually, draw circles on the fabric and cut the circles out
*According to the video instructions the spruce trees will be sewn by hand
*The craft teacher is in the classroom to support the students and guide them if needed
*Once the tree is sewn, it must be photographed and sent to the teachers (both a math teacher and a craft teacher) or uploaded to a shared Padlet.
*Students must comply with cybersecurity requirements (keep passwords secret)
* At the end of the lesson students present the completed work and provide feedback on their progress.
*In short, each student can reflect on their result, which was easy and what was difficult.
Kaire Kollom-Vahtra, EstoniaComputer, tablets or phones with internet connection
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6/2/2020 16:30:39Learning dialogueLanguagesLanguages, ICT45Age 10, Age 11Students learn:
- What is a dialogue
- How to write a dialogue in Finnish
- Co-operation
Google docs
Google Classroom
Information and data literacy, Communication and collaboration, Digital content creation, Problem solvingWhen students learn how to write understandable text their Information and data literacy is supported.
Communication and collaboration is supported when students see others writing and are asked to correct it if needed.
Probelm solving is supported, if students are asked to collaborate only by text. They need to find out how to communicate without face to face speech.
Students and teacher needs a device.
Students and teacher need an Google account.
Students (and teacher) need to know how to use Google Docs.
Before the lesson teacher creates one Docs file for every group of student (3 in every group). Teacher shares the docs via link (allow editing) and pastes the link into joint google docs. Teacher repeats this as many time as needed. A good tip is to put the spesific students names of this docs into the title of the docs. On the joint docs the names of the each group is essential to put next to the group link.

If wanted this joint docs can be shared in google classroom or via for example a shortened link.
Teahcer introduces students what is a dialogue and how to write it.
Teacher shows the joint docs and an example of one of the group docs. Teacher shows how to change color of the font. Each student should pick up an own font color.
Teacher asks students to create a dialogue of a 30 lines. Each students writes line on his/hers turn. Students are asked not to communicate face to face. Students are asked to correct each others writing if needed.
Students open their group google docs and starts to write. Teacher visits in to students group docs and gives positive, encouraging support. If needed teacher helps some of the students to write their lines and understand the topic. Teacher can easily see the progression by visiting the students group docs.
Teacher concusses the lesson by telling the main findings she/he noted and thanks the students of active work. Teacher can directly see if the topic was understood or not. Teacher can show a an example of one successful groupwork if she/he wants. Hanna Särkkä, FinlandTeachers device, and a device for all students
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6/5/2020 17:06:42Classkick - First time using the app - how to use the app (Science - Physics - light - mirrors - lenses)ScienceICT80Age 10, Age 11, Age 12Learning to use an app they have not tried before. Learning about the nature of light (color, speed, reflection), lenses and mirrors.Classkick app Information and data literacy, Communication and collaboration, Problem solvingStudents use Ipads and books to find the solution to the questions. They can work together on solving the problem and they can ask for help from the teacher through the app.Devices available for students with internet connection and the Classkick app.
Teacher has to sign up for Classkick and make the assignment. The teacher also has to try it out and make sure the assignment is working.
Helping stundents finding the app and opening it.
Sharing the class code and helping students to get into the assignment.
Helping students to learn the basics of the app
After opening the app and joining the assigment with the class code students will start working on the assigment witch is constructed in manner that it will lead the students in small steps through the main functions of the app. When they have learned the basic features of the app they will start working with concepts from science (physics).
Among assignments is making a audio file where students explain the meaning of a science concept, answering multiple choice questions, fill in the blank questions, drawing diagram and sharing links that they find.
Everything the students do in this app appears in the teachers computer and is automatically saved. At the end of the lesson the teacher discuss with the students how the new app is working, what went well and what do they need more work on. Students get feedback for multiple and fill in the blank questions immediately and the teacher has to look into that with his students and keep the scores if the plan is to give a grade for the assignment.Óðinn Ásgeirsson, Iceland.Each student will need an Ipad with the Classkick app and internet connection. The teacher will need an Ipad with the Classkick app or a computer (Classkick website) and a internet connection.
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6/8/2020 16:09:42Google sites - creating a site with a science topic.ScienceScience, ICT80Age 11, Age 12Students learn to create their own website. They get a science topic that they have to learn about and find informations about.Google account, Google sites https://sites.google.com/Information and data literacy, Digital content creationStudents make their own google site webpage through their google account. In the instructions they can see what is suppose to be on their site. All students (and the teacher) need to have a google account. Students need to have a device that is connected to the internet (I recommend Chromebook). The teacher needs to have a clear instruction ready for the students. Teacher shows the class the instructions for the assignment and shows the class how to get started on their sites.Students work on making their site and getting the right material on the site for their science topic. Teacher monitors their work and makes sure everybody is following instructions.When their google site is ready they publish it and turn in the link for their site (for example on google classroom). After that the students make a short promotion of their site to the class.Óðinn Ásgeirsson, Iceland.Device with internet connection, it´s better to have a keyboard but Ipad can work also.
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7/1/2020 12:44:20paper and its history how it was done in the old days and how it is done todayCraftsArt, Geography, History180Age 12* Paper and its history
* How it was done in the old days and how it is done today
* For the production of waste paper we use collected waste paper, recycling
* We make a new paper manually and then make a Valentine's Day card from it
* Consolidate and strengthen knowledge through on-the-job training
* Work individually and cooperation with others
* Practice patience
* How to use a smart device and take pictures of their creations
* Create a picture collage from your card
* Consolidate knowledge of how to send it to teachers

Video viewing environment (youtube.com), image collage environment (like IrfanView or FastStone Image Viewer)
Information and data literacy, Digital content creation, Safety*Student learn by watching, doing and collaborating
*Knowledge of smart device use and how to make picture collage
*The final outcome is students own creation
*Sharing their creation
*The teacher must find out the instructional video or make it himself
*The teacher must create a model for students to work on, a few templates of Valentine's cards
*The class must have the necessary equipment to watch the video repeatedly - a computer or a smart device with the Internet.
*The teacher must prepare a web board such as a IrfanView or FastStone, so the students can create their PicCollage
*In the classroom, everything necessary must be ready on the tables for the creative work to start
*There must be tablets or phones with an internet connection (at least one for pair) to take a picture for sending or uploading it.
*The class teacher has already studied and taught history about paper
*Helping students finding the place where they can modify their picture and opening it.
*Helping students to learn the basics of the PicCallage
*At the beginning of the crafts lesson, the crafts teacher asks students to talk about what they remember about papers history
*Students work individually, cut the paper into pieces and soak it in water
*The paper is crushed in a blender and strined through a sieve, placed on a dry newspaper, and will be decorated
*The handcraft teacher is in the classroom to support the students and guide them if needed
*Once new paber and Valentine's card is ready, it must be photographed
*then studenst make their PicCollage and e-card and sent to the teachers
* At the end of the lesson students present the completed work and provide feedback on their progress.
*In short, each student can reflect on their result, which was easy and what was difficult.
Kaire Kollom-Vahtra, EstoniaIpad or divice with an internet connection.
57
7/24/2020 14:28:00Zodiac signs and horoscopeMathScience, ICT90Age 10, Age 11, Age 12Students identify their zodiac signs. Students interpret information they found online and about their zodiac sign. Students analyze their relatability to what was described in their horoscope.Google search engine, WikipediaInformation and data literacyStudents search for reliable information online.Preparing a worksheet with all the star signs and their dates, and a gap filling exercise where students have to write down their own, parent's, best friend's, teacher's and a free of choice, birthday and zodiac sign. Printing the worksheets. Booking the computer lab.Teacher explains to students that there are astrologers, or celestial diviners, who believe that each of us is born in some zodiac sign, and that affects our character. Scientists do not believe this and do not consider astrology to be a science. Teacher introduces all 12 zodiac signs and hands out the worksheets. Students then have to write down their own birthday and determine their zodiac sign. Teacher then checks all the answers. Students continue to do the gap filling exercise where they have to put down their parent's, best friend's, teacher's and a free of choice, birthday and zodiac sign. Teacher goes around and helps the students. Then checks some answer in a group discussion.Students go to the computer lab. Teacher explains that there are horoscopes that describe each of the zodiac signs. Teacher explains that now the students are going to find out what the horoscope says about their zodiac sign on the Internet. Teacher reminds students how to use Google search engine and how to find reliable information. Students have to find answers to questions: How is it characterized? Is there something about you or not?Students share what they found out and if they agree to what they read about their zodiac sign. Teacher also asks them to describe why they think it characterizes them or not.Kelly KaukesPC or tablet
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7/24/2020 15:28:04Colours in nature (distance learning)ArtScience, ICT45Age 10, Age 11, Age 12Students recognize colors in the nature. Students illustrate a color of their choosing in a collage.Collage making platform (i.e. https://www.photocollage.com/) or appDigital content creationStudents take pictures, make a collage of them and then share it.Teaching to students how to make collages (if possible).Teacher explains that nature consists of many colors and you just have to notice them. Teacher gives a task to choose one color, take a walk in the nature, try to find that color and to take pictures of the objects or plants in that color. Finally, to make a collage of the pictures. Teacher tells the students that they can choose more than one color or make more collages.Students do the task as describe above and make a collage of the pictures.Students send the collages to the teacher and teacher puts the pictures in Padlet for all students to see. Students can also vote for the pictures they like the most.Kelly Kaukes, EstoniaSmart phone or tablet
59
7/24/2020 15:47:50Walpurgis night (distance learning)LanguagesArt, ICT60Age 10, Age 11, Age 12Students find information about Walpurgis night. Students design a poster based on the information they found. Students illustrate the poster. Students discuss Walpurgis night on Zoom.Google search engine, drawing program (i.e. Paint), ZoomInformation and data literacy, Digital content creationStudents search information online and create a poster of the information they found.Pre-teaching how to use Google and Paint. Teacher introduces that the topic is Walpurgis night and students' task is to find information about it online or from the books. The next task for students is to make a poster in Paint or some other drawing program with the information they found. Teacher gives some pointers what to focus on when finding the information and making the poster (the name Walpurgis night, the date, some facts and themed decorations (witches, campfires, etc.)). Students do the task and send it in for the teacher. Teacher looks through the posters, gives feedback and then discuss it in a Zoom lesson.Kelly Kaukes, EstoniaPC or tablet
60
8/11/2020 16:39:03Making a paper flower for Mother's DayCraftsScience, Languages, Art, ICT45Age 10, Age 11, Age 12* The student is able to search for pictures of spring flowers on the Internet and name them in Estonian and English
* The student is able to search for the necessary tools and materials, which are given in the list, independently or with the help.
* If some of the necessary material is not available at home (for example, coloured paper), the student is able to use creativity to approach the task and replace this paper with, for example, coloured leaflets.
* The student can behave in video class and set the camera correctly so that the background is neutral and without distractions.
* Students learn to consider others and be patient
* The student can work in a video class either independently or with the help of a parent or educator.
* The student can pack his/ her tools after the lesson and clean the table afterwards.
Google search engine, Zoom or Fb messenger for video callInformation and data literacy, Safety, Problem solving*Student learn by watching, doing and collaborating
*Students search for reliable information online.
*The final outcome is students own creation what they are doing together with teacher in video lesson
*The teacher is always supportive and instructs when something needs to be improved.
*Continuous oral feedback from teacher throughout the video lesson
* The class teacher has already taught various spring flowers last week, such as dandelion and daffodil
*The student must have the necessary equipment to participate in the video lesson (a computer or a smart device with the Internet).
* The student knows his/ her lesson plan and is ready to participate in the video lesson
* Students are sent a worksheet on how to make a flower for Mother's Day, either by post or online.
* The student has all the necessary materials at the beginning of the video lesson.
* The class teacher has already taught different spring flowers
* The teacher asks about spring flowers and lets the students talk
* The teacher asks about the worksheet - what was clear and what needed further explanation
* During the video lesson, students work with the teacher step by step
* During the video lesson, a spring flower is made of paper for Mother's Day
* At the end of the class, clean up your workplace
* Students present the completed work and give feedback on their progress. In short, each student can reflect on his/ her result, which was easy and what was difficult.
* Students also share feedback on the video lesson- what they liked and what should be done better in the future
Kaire Kollom-Vahtra, EstoniaComputer, tablets or phones with internet connection and with camera and microphone
61
8/22/2020 22:07:44Making a paper flower for Mother's DayCraftsScience, Languages, Art, ICT45Age 10, Age 11, Age 12* The student is able to search for pictures of spring flowers on the Internet and name them in Estonian and English
* The student is able to search for the necessary tools and materials, which are given in the list, independently or with the help.
* If some of the necessary material is not available at home (for example, coloured paper), the student is able to use creativity to approach the task and replace this paper with, for example, coloured leaflets.
* The student can behave in video class and set the camera correctly so that the background is neutral and without distractions.
* Students learn to consider others and be patient
* The student can work in a video class either independently or with the help of a parent or educator.
* The student can pack his/ her tools after the lesson and clean the table afterwards.
Google search engine, Zoom or Fb messenger for video callInformation and data literacy, Safety, Problem solving*Student learn by watching, doing and collaborating
*Students search for reliable information online.
*The final outcome is students own creation what they are doing together with teacher in video lesson
*The teacher is always supportive and instructs when something needs to be improved.
*Continuous oral feedback from teacher throughout the video lesson
* The class teacher has already taught various spring flowers last week, such as dandelion and daffodil
*The student must have the necessary equipment to participate in the video lesson (a computer or a smart device with the Internet).
* The student knows his/ her lesson plan and is ready to participate in the video lesson
* Students are sent a worksheet on how to make a flower for Mother's Day, either by post or online.
* The student has all the necessary materials at the beginning of the video lesson.
* The class teacher has already taught different spring flowers
* The teacher asks about spring flowers and lets the students talk
* The teacher asks about the worksheet - what was clear and what needed further explanation
* During the video lesson, students work with the teacher step by step
* During the video lesson, a spring flower is made of paper for Mother's Day
* At the end of the class, clean up your workplace
* Students present the completed work and give feedback on their progress. In short, each student can reflect on his/ her result, which was easy and what was difficult.
* Students also share feedback on the video lesson- what they liked and what should be done better in the future
Kaire Kollom-Vahtra, EstoniaComputer, tablets or phones with internet connection and with camera and microphone
62
11/3/2020 13:04:57Learning geographyGeographyLanguages, Geography45Age 10, Age 11, Age 12Students learn geography, names of countries, flags, continents etc.https://online.seterra.com/Information and data literacy, Problem solvingProblem solvingYou need any device with internet connection.Choose the topic you want your students to learn, give instructions and then start.The students practice whole lesson the chosen topic.It is very effective.Tytti Lankinen, FinlandAny device with internet connection.
63
11/4/2020 8:13:38A lesson for special education students. Easy games.LanguagesLanguages45Age 10Students learn to play easy games, it strengthens their skills of perception, it helps them memorize etc.Papunet. https://papunet.net/pelit/pelitInformation and data literacy, Communication and collaboration, Problem solvingStrengthening perceptionYou need a device for every student. Internet connection. Introduce https://papunet.net/pelit/pelit.
Show the different type of games; puzzles, memory games, painting, darts, dominoes, planet X, etc. Students can then choose the games they are interested of. Special education students need guidance more than other students, so help them to continue and change games.In the end take devices back and talk about the games they chose.Tytti Lankinen, FinlandAny with internet connection
64
3/1/2021 16:33:47SeasonsProject-based learningMath, Science, Languages, ICT90Age 7* Students solve tasks in their teams in LearningApps;
* Students use QR-codes to reach to the tasks in LearningApps;
* Students collect the words received from the group for the answers to the tasks and compiles a question from there;
* Students think and write down with their team what they already know about the topic;
* Students think and write down with their team what they would like to know more about the topic.
LearningApps.org, QR-code reading appsInformation and data literacyStudents access different digital environments and navigate between them.* Making the tasks in LearningApps, generating QR-codes for each task and printing the QR-codes;
* Putting QR-codes around the school;
* Diving students into teams for the whole project;
* Tasks: Calculation, pairing English words and pictures, hanging game with English words, vowel compounds, living and non-living, quiz, connecting pictures and weather words.
* Explaining: Today we will being with our new project. To find out its main question, you must solve different tasks that you will reach by QR-codes;
* Dividing students into groups;
* Showing how to use the QR-code app. One of the team members tries it more thoroughly and becomes the "expert" of the group. Explaining that everyone must solve tasks and scan QR-codes.
* Students scan the QR-codes and solve the tasks in teams;
* After every correctly solved tasks, students will get a word that they have to write down;
* When all the tasks are solved and all the words are written down, students compiled a question of the words: "Why is it warm during the summer and cold during the winter?
* When students solve the main question of the project, then the teacher asks what students think their project is about. If needed, the teacher leads them to the topic which is SEASONS.
* Students think and write down in their teams what they already know about the seasons. Teacher marks the questions down to the project wall.
* Students think and write down in their teams what they would like to know more about this topic. Teacher marks the questions down to the project wall.
Kelly Kaukes, EstoniaTablets or smart phones
65
3/6/2021 8:26:52Programming with Swift PlaygroundsICTMath75Age 11, Age 12Goal is to learn programming.

Additionally the lesson encorauges pupils to learn from eachother and develop their social skills.
Swift Playgrounds
The programming language is Swift, but the ideas of the programming are universal. In this app there is plenty of opportunities to choose. I have used the Learning to code I.
Problem solvingTo proceed to next level in this app student need to solve problems. Provide iPads with Swift Playground App. Familiarize yourself a little bit with the app. Trust that pupils will know more than you do and let tem shine!Tell students that you are going to learn programming. Tell that they are allowed (and asked) to help eachothers.Tell that the program works by draging the right commands in to the white programming platform. Show students how to drag commands to programming platform. Show how to change the speed of the character. Ask students to read hints, if the program is not working. Let students to proceed in their own pace and help them with te language (english).Discussion with students:
- What level you reached?
- What was easy?
- What was difficult?
-Did you help anyone?
-Did you get help from someone?
- What did you learn?
- Did you have fun?
Hanna SärkkäI Pads for students (and teacher.)
66
3/6/2021 8:43:56Portairt with Google ArtsArtArt75Age 12Goal is to widen the students knowledge of art and artists.Google Arts & CultureInformation and data literacy, Digital content creationStudents learn to read visual information and to create content of their own.Provide students with devices including Google Arts & Culture.Tell students that they are going to learn today about famous artists and their works.Show students how the app works:
Ask stundents to open google Arts & culture.
Ask students search "Art Selfie" (scroll down on page)
Ask students to take a selfie.
Ask students to choose the portairt they like most.

Ask students either to draw the portairt to a paper with carbon pen or make a little information text of the artist of the portairt and the piece of art.
Students present their works in small groups.Hanna SärkkäI Pads or other digital devices for students with Google Arts
67
3/10/2021 14:55:32Flagfootball - Playbook - invent your own strategy PEProject-based learning90Age 12tactical skills and knowledge of the rules are developedCoach meInformation and data literacy, Digital content creation, Problem solvingGroupwork, students choose their own moves, create them with the tool, evaluate the results after the game sessionsTeacher: Worksheet, with detailed information about what to do, test the app,
Student: They need to know how to play flag football, first moves should be present,
App is easy to learn, self-explanatory, students need to find online information to the pass-routes (Fly, Curl, Slant, In), draw and describe the movesStudents choose three and combine them with “Coach me” as they wantto, play the mini-playbook as planned Reflect their strategy and change their moves after evaluationWiebke DrathIpad, tablet
68
3/10/2021 15:16:50Explanatory video for a game instructionPELanguages180Age 10, Age 11, Age 12Student learn to articulate proper, they need to organize content and present their instruction to othersImovieDigital content creation, Problem solvingThey are creating a video about their game instruction, they need to react on every obstacles which are coming up.Prepare worksheets and borrow ipads, smart boardShow a you youtube video about old children games, talk about the game instructions, what was good and not good, what other old children game do they know. (Digital Mindmap)Students choose one game, write the instruction, film the scenes and present the game. Put the movie together. Play games with the help of the instructions.Wiebke DrathIpad
69
3/11/2021 8:25:25Drawing and constructing triangels with GeogebraMathScience90Age 12Work with the geogebra tool, construct triangels and other geometric shapes. Realize how lenghts ans arcs are changing when you move one corner point. Geogebra org, geogebra (geometry app)Digital content creation, Problem solvingStudents create points, routes and triangels, with the help of 3 information, They solve problems and write down their construction way.Look for an useful explanatory active work on geogebra.org. Create 3 problems for class to solve.Students work in pairs on one computer.
Students use the explanatory video with active parts in the programm, to learn to work with it.
They choose one of the problems. Solve them and write down the construction plan for class.Students who make the construction present their way to solve the problem.Wiebke DrathComputer or Laptop for learning phase and practial phase, mobile and tablet only for practial phase
70
3/11/2021 10:20:47Digital mini presentations for interest calculation MathScience60Age 12Students work with a tool of their choice, learn to present a mathematical content to other via videoconference.Imovie, ppp, prezi, ISERVInformation and data literacy, Digital content creationStudents search for information to the topic of their presentation in the web, filter the necessary information and create a presentation for a videoconferencePreparation of the worksheets (timeline, rules, aim, links to explanatory videos to use the tools), choose different topics in “interest calculation” Teacher present optional topics, Students inform themselves in breakoutroom (use the www) about the optional topicsStudents decide themselves for a topic, teacher presents the worksheet, students start with a partner in a breakoutroom the kind of presentation, teacher switches from one room to antother to help...Students present the rest of the class the topic & the kind of presentation. The final work is going to be done at home.Wiebke DrathLaptop, computer or tablet
71
4/13/2021 16:08:02
Make a story - continuation of the lesson plan "provers and phrases"
LanguagesLanguages, History120
Age 10, Age 11, Age 12
Students learn how to use proverbs and phrases in writing. Therefore they will get a deeper meaning of them.
Quizlet, google doc and google classroom
Information and data literacy
Information and data literacy by learning how to use phrases and proverbs in a writing.
This is a continuation of the lesson plan “proverbs and phrases” and therefore you have to teach that first. Second is to make a task description. Students are supposed to write a story. They have to think about charachters, storyline and where the story takes place and while writing they have to use five proverbs and one phrase from the quizlet study set.
Introduce the task description to the students. They write down who their character are and what the story is about and choose the proverbs and phrase they are going to use.
Students work on their stories. The teacher will help with the right use of the proverbs and phrases.
Students finish their stories and hand them in on Classroom. If there is time students can read their stories to one another.
Elva Díana, Iceland
Cromebook (better to have keyboard when typing) or tablet.
170