SECH_Methodic Guide for Teachers

2. Cut out by following the instructions provided by template. 3. Decorate all the 6 parts of the cube 4. Fold along the inside lines 5. Glue and assemble the cube. When the cube is ready ask students to create their own poster of reduction. What students should know at the end of the activity: Plastics- play a major role in our lives and can release harmful toxins into our food, water, and environment. Recycle- collect and tread used objects and materials that are ready to be thrown out in order to produce materials that can be used again. Reduce waste- use natural resources wisely. Colorillo Time & An online meeting through Zoom was held with students and 50 min Awareness Posters teachers from Turkey, Romania, and Georgia. Through this 50 min session students painted collaboratively and shared ideas. Annex 5 Students met an expert in SDGs and had the opportunity to ask questions related to the protection and preservation of our Highlight environment. the problems! This part of the project is dedicated to acting. Now that Our Reduction Plan students are aware about the issues related to reduction, now that they know about the main problems their community is facing with, they are challenged to carry on their work by elaborating a reduction plan. Elaboration of the plan is meant to help reduce the waste in school and at home. The teacher reminds to students that they are responsible citizens aware of the relation between human activities and waste. Each team is committed to reducing the waste in their local community and to changing behavior and habits, so they contribute to protect the world around them. Students will elaborate the plan; create promotion and information brochure and they will spread them in their community. At the end of the activity an event will take place at school. Students, staff school, and parents will be invited. By Working in this way, students will solve real problems, will sharing their experience, knowledge, or perspectives, in hopes it will help both them and a large audience to realize the issues related to waste management. Assessment A self-assessment rubric will be given to students at the end of the lesson: ✓ I CANNOT DO IT- I am very confused and I don’t understand ✓ I CAN DO IT IF YOU HELP ME - I am a little bit confused. ✓ I CAN DO IT BY MYSELF -I understand what I have to do. METHODIC GUIDE FOR TEACHERS 101

******************************* AFTER IMPLEMENTATION ******************************** Student feedback Students are asked to give feedback at the end of every activity. They will also participate in giving feedback by completing an online survey. Teacher’s remarks As inhabitants of rural area, students are less likely to be aware all the time of the threats of climate and economic changes. At this point we all have to interfere to remind them about the protection and preservation of the environment and to contribute together to a Green Planet. Due to participation in the e-twinning programme, sustainability knowledge, perception of self-efficacy, inclusion of sustainability in the classroom, modelling of sustainable behaviours and linking action to content, all increased. METHODIC GUIDE FOR TEACHERS 102

Annexes Annex 1 METHODIC GUIDE FOR TEACHERS 103

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Sustainable Education and Cultural Heritage S.O.S. Recycle Claudia Maria Tomescu & Pupils of the3rd Grade METHODIC GUIDE FOR TEACHERS 107

Learning Scenario Title S.O.S. Recycle Author Maria Claudia Tomescu – “Mihai Eminescu” Highschool, Pitesti, Romania Age of students 10-11 years old Abstract The activities below are designed to help students to have a good start in recycling and learning about the importance of being sustainable. As teachers we have the responsibility to support students to become aware of the impact of their actions on the environment, and consequently the effects on life in all its forms. These activities are part of the S.EC.H. eTwinning project and involve working in transnational teams with students from Turkey, Georgia, and Romania. Our contribution to a sustainable future is based on finding ways to save our world by recycling. All the activities were carried out by following Project Based Learning approaches and STEM. Keywords Recycle, environment, waste management, STEAM, PBL Table of summary Table of summary Subjects Science Mathematics Topics Arts Mother Tongue Language (MTL) Online teaching Citizenship material What is waste? What is recycling? What can we recycle? What are the effects of recycling? Let’s build Mr. Pollution& Mr. Recycle https://www.google.com/earth/versions/ https://padlet.com/ https://www.canva.com/ https://quivervision.com/ https://wordwall.net https://docs.google.com/ Resources used https://www.youtube.com/watch?v=belXC_IoW4o METHODIC GUIDE FOR TEACHERS 108

https://www.youtube.com/watch?v=6jQ7y_qQYUA https://www.youtube.com/watch?v=71DmyhloazQ License Attribution ShareAlike CC BY-SA. This license lets others remix, tweak, and build upon your work even for commercial purposes, as long as they credit you and license their new creations under the identical terms. This is the license used by Wikipedia, and is recommended for materials that would benefit from incorporating content from Wikipedia and similarly licensed projects. Integration into the curriculum This learning scenario follows a multidisciplinary approach, and it can be integrated into the National Curriculum for 3rd grade for subjects as Science, Mathematics, Arts, Mother Tongue Language, Citizenship. Science: 1. Exploring the characteristics of bodies, phenomena, and processes 2. Investigating environmental issues and procedures 3. Solving problems in everyday life Mathematics: 1. Identifying relationships in different situations 2. Using numbers in calculations 3. Exploring the geometric features of objects 4. Using conventional standards for measurements and estimates 5. Solving problems in familiar situations Arts: 1. Exploring messages in a variety of ways of context 2. Making aesthetic creations by using appropriate materials and techniques Mother Tongue Language: 1. Receiving and expressing oral messages in various communication contexts 2. Receiving and writing written messages in various communication situations Citizenship 1. Applying rules of conduct in everyday life 2. Manifestation of habits of moral-civic behavior in living contexts 3. Cooperation with the others to solve simple tasks Aim of the lesson By the end of the lesson students will be able to understand the importance of recycling in our lives by working collaboratively in activities that will reinforce their ecological values and commitment to the environment. Outcome of the lesson Recycle Awareness Posters Online Collaborative Paintings Recycle Paintings& Drawings METHODIC GUIDE FOR TEACHERS 109

Augmented reality Videos Info Sheets Building The Polluted City Model & The City of Recycling Model Mr. Pollution & Mr. Recycling Mascots The story of Mr. Pollution and Mr. Recycling Trends Project-Based Learning: students get fact-based tasks, problems to solve and they work in groups. Lifelong Learning: learning does not stop when leaving school. Collaborative Learning: a strong focus on group work. STEM Learning: Increased focus on Science, Technology, Engineering, Mathematics subjects in the curriculum Outdoor Education: learning outside of the school building in the “real” environment Student Centered Learning: students and their needs are at the center of the learning process. Peer Learning: students learn from peers and give each other feedback. Edutainment: playful learning. Learning while having fun. Augmented Reality: by pointing devices like smartphones and tablets to objects of reality you receive extra information. Leadership and responsibilities: students will develop the ability to guide and motivate each other 21st century skills Critical thinking (students will reflect on the topic of the learning scenario) Problem solving (finding solutions to problems) Communication (talking to others) Collaboration (working with others) Creativity and Innovation (thinking outside the box) Information literacy (Understanding facts, figures, statistics, and data) Flexibility and adaptability (deviating from plans as needed) Initiative and self-direction (starting projects, strategies, and plans on one’s own) Social and cross-cultural interaction & meeting and networking with others for mutual benefit Productivity and accountability (maintaining efficiency and focusing on the problem) Activities Procedure Time Name of activity Brainstorming & Teacher challenges the students to think “outside the trash” by 50 min introducing the topic answering the following questions: What do you throw out? METHODIC GUIDE FOR TEACHERS 110

Raise the hands for What does recycle mean? 50 min recycling Why is it important? 40 min Students are asked to use sticky notes and write down what Colorillo they throw out in their daily routine. 2h Sustainable Friends A whole class discussion will be held related to recycle, ways to generate less waste, separate and reuse it. 2h Building The Polluted We live on a wonderful Planet! City Model & The A short video related to protecting the environment and recycling City of Recycling for a sustainable living will be watched: Model https://www.youtube.com/watch?v=belXC_IoW4o Mr. Pollution & Mr. Teacher explains that students will conduct research by using Recycling Mascots project-based learning approach, focusing on what recycle means Outdoor activity on a global scale. (Annex 1) with parents Think “outside the trash”: What does recycle mean around the world? The story of making During a week students will search information about recycle, a change materials that can be recycled, the effects of recycling. A whole class discussion will be held with students based on their research. Furthermore, based on what students have learned, they have created a list with useful information related to recycling. (Annex 2) By working in teams, students will choose the most relevant information and they will fill the Info Sheets Template for highlighting the importance of recycling. (Annex 3, see in English) Once the students have searched information related to recycle, they are challenged to create awareness posters for the school community. We are recycling more and more, but it is not enough! Students meet online with the friends of Sustainable team and have fun through Zoom. Online drawings were created collaboratively with students from Georgia, Turkey, and Romania using the Colorillo website. (Annex 4) Outdoor challenge for all In a natural setting, outside the city, the teacher challenged students and their families to build The Polluted City Model & The City of Recycling Model and Mr. Pollution and Mr. Recycle Mascots. So how do you make recycle meaningful and relevant-to both students and parents. Help them make connections between their everyday lives, their core values, and their physical surroundings. In concrete terms, by working in mixed teams, students and parents guided by the teacher will design cities and mascots using recyclable materials. The teachers explain to the teams that they are freed from the constrains and can let their imagination run wild. (Annex 5) Creative Writting Time As a bridge to the previous activity students were asked to write a story based on their creations and to express observations about recycling in an imaginative way. METHODIC GUIDE FOR TEACHERS 111

Creative Writting Teacher explains to the students that they will use the designed Time models as a flash of inspiration for writing the story of Mr. Pollution and Mr. Recycling. By working in teams, they will create two parts of a common story, they will develop characters for it and a have fun in nature. (Annex 6) Say it loudly! The results were exhibited and presented, and a whole group discussion both with students and parents was held. The conclusion can be shortly presented, as follows: Recycling is a learning experience for the future! (Final products, Annex 7) Teachers’ Note When it comes about recycling you can get your students involved in so many ways. Once they learn why recycling is important, challenge them to spread the word and make sure the school community is sorting the recyclables at school. In this way, they will become aware of the impact of their actions, they will understand and will measure the change they did in a real context. Keep in mind that learning by example is one of the most important ways to teach sustainability in primary school. Although, to succeed it is very important to involve parents and leaders and show together good habits to children. Assessment During the learning scenario different types of assessment were used. Formative assessment was used to monitor students’ learning and to provide constant feedback. Summative assessment was used to assess the extent to which the most important outcomes at the end of the activities have been reached. ******************************* AFTER IMPLEMENTATION ******************************** Student feedback Students feedback is required I all the stages of the learning process. They were given the opportunity to express their feelings, their interests and needs and they contributed constantly to the improvement of the activities. Teacher’s remarks Through the activities students gained a greater appreciation for the way things work. They have now understood that a sustainable future depends on what we do today. Students gained skills in respect, responsibility for the environment, patience, empathy, and collaboration and cooperation, creativity, and critical thinking. METHODIC GUIDE FOR TEACHERS 112

Annex Annex 1 Time 3 weeks – 2 months Waste & Waste Decompositions 500 years or more 1-2 years Materials 2-3 years Paper 12-15 years Plastic 3 - 5 years Cellophane 10-100 years Wood Indefinite time Painted wood 10 - 100 years Leather 100 - 1000 years Cans 3 – 4 weeks Glass, ceramics, porcelain 3-14 months Juice cans, beer 1-5 months Plastic bags Vegetable oil Hemp robe Natural fibers Annex 2 Ask your students to gather information about Paper production and Waste, plastic, Here are the results of students’ research & documentation: Did you know that paper… ✓ Does a ton of recycled paper save 17 mature trees from cutting? ✓ Does the paper recycling process generate 70% less pollution than the production of raw paper? ✓ In different forms, does paper occupy about 41% of the total household waste we produce? ✓ With current technologies, can paper be recycled 4-6 times? With each recycling, the cellulose fiber loses its quality and becomes trapped so that it can no longer be used. ✓ Does a paper mill use 40% less energy if it uses recycled paper? Recycled paper can be used instead of cellulose fiber to reduce the impact on the planet. ✓ About 35% of the trees cut down around the planet are used for paper production? ✓ To compensate for the loss of trees in the last decade, should every person on Earth plant 2 trees a year and care for them for 10 years? ✓ Does the production of wood paper consume more resources than the production of waste paper? For example, can a ton of recycled paper save 3200 liters of water, 380 KWh of electricity, 17 trees aged 20 and avoid releasing almost 850 grams of carbon dioxide into the atmosphere? Did you know that plastics… ✓ If we consume plastic at the same rate as before, by 2050 will there be more plastic than fish in the oceans? ✓ In 35 years, the amount of oil needed to produce new plastic objects will reach 20% of total oil production, compared to 5% - the estimated amount today? METHODIC GUIDE FOR TEACHERS 113

✓ Has plastic production increased 20 times compared to 1964, reaching 311 million tons in 2014? It is estimated that this amount will double in the next 20 years and increase 4 times by 2050. ✓ Only 5% of plastic is recycled efficiently, while 40% of plastic ends up in landfills and a third ends up in fragile ecosystems, such as the world's oceans? ✓ Can recycling a ton of plastic save up to 7,500 liters of oil? ✓ Plastic bags thrown into the ocean kill over 1 million sea creatures every year? Did you know that aluminum… ✓ can be melted indefinitely and transformed into new products and packaging? ✓ can be recycled without losing quality and properties, is it 100% recyclable and can it be revalued indefinitely? ✓ It is estimated that in just 6 weeks, a dose that you are now taking to recycling will go through the whole recycling process and return to the store shelf? ✓ Does recycling aluminum save 90% of the energy needed to produce a product from scratch, when it is used in the production process instead of raw materials? ✓ By recycling 1 ton of aluminum, there are 9 tons of CO2 no longer emitted into the atmosphere? That means, an amount equivalent to the one you consume driving about 40,000 km by car. ✓ Are aluminum cans probably the most recycled objects? But they are not the only ones! Things like aluminum window frames are also recycled. ✓ Does recycling an aluminum can save enough energy to power a TV for about 3 hours? ✓ If they are dumped in nature or stored in the landfill, do the aluminum cans degrade in 500 years or even more? ✓ There are more than 80 billion cans of aluminum used annually worldwide? ✓ Many years ago, aluminum was a more valuable metal than gold? METHODIC GUIDE FOR TEACHERS 114

Annex 3 Awareness Posters Annex 4 Colorillo Time METHODIC GUIDE FOR TEACHERS 115

Annex 5 Outdoor activity with parents METHODIC GUIDE FOR TEACHERS 116

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Annex 6 The story of making a change Reading the story METHODIC GUIDE FOR TEACHERS 119

The fight for a green life Once upon a time, there was a quiet town, Mireasma, on the right bank of the river Cristalinul. Its inhabitants were increasingly busy with activities in many factories and factories. They only drove cars to work, they ate fast food on the run, rarely vegetables or fruits. In their haste, the packaging did not reach the containers, but flew in the wind on the streets, sidewalks, parks. The flowers and trees in the green spaces were suffering every day, because the inhabitants were paying less and less attention and care to them. One day, in the town of Mireasma, the sky darkened and a strange creature appeared on one side of the air. He descended into the center of the town, managing to catch the eye of passers-by through the trail of black smoke that emanated around him. He began to speak to the residents in a voice as loud as thunder, \"I am Mr. Pollution. I have come to this great kingdom to make you all my servants. I see that you have already begun to obey the rules of my kingdom. From today on I will be your master!” In a few moments the sky darkened, the flowers withered, the water of the river darkened, and the creatures went away. The heavy smell of garbage made the air unbreathable. The city looked deserted. The force of evil produced by Mr. Pollution has made people suffer because of these changes. On the outskirts of the city, in a modest house, he lived with his grandfather, a little boy named Matei. He was not exactly tidy and not careful enough with the environment. His grandfather always told him that Mr. Pollution had made pollution a very serious problem not only in their city, but globally. Grandpa was terrified of how much waste, chemicals, pesticides and harmful things got into the city's waters, air and soil every day. He explained to his nephew that neglecting nature would destroy him. Following his advice from his grandfather and the fear that Mr. Pollution's strength would increase, Matei thought it would be good for him to start the change with his own behavior. He began, in his spare time, to collect garbage from parks, schoolyards and other public places. He made drawings, projects, essays and poems against pollution and began to inform those close to him about his project. As the days passed, he became more and more tired and felt more and more punctual about his desire for a cleaner city. No one came to his aid. Mr. Pollution's guards drove him away whenever he tried to make a difference in the life of the city. One day, while in one of the parks, a torrential rain began, with thunder and lightning. Lightning struck right next to him. This scared him a lot, but he also realized that something had changed. He had suddenly become taller and wore a suit only in shades of green. But it was something even more special! It was floating! He could METHODIC GUIDE FOR TEACHERS 120

fly!” Then he realized he had turned into a superhero. A green superhero due to his strong desire to help the earth, the home of all people. He decided to change his name to Mr. Recycling and became more and more determined to fulfill his dream. He wanted at all costs to bring down Mr. Pollution and drive him out of these lands. As it was now much easier for him to move from one place to another, he managed to observe all the dirty places of the city. He began to gather his friends and acquaintances and to make them participate in the fulfillment of this desire. For everyone, he is now a good example of protecting the environment. Now, they all had the same dream and this made them say in unison: Overcoming pollution Recycling is our weapon! With so much help he managed to turn all the parks into real places of peace and relaxation, the waters were clear and very clean, on the roadsides the trees looked like strong tall and full of dignity, the children were so happy and flew merrily through the places their play. All the people were smiling and very grateful. After all these wonderful things were accomplished, Matthew began to notice that his superpowers were gone. But he was not sad at all. Why? Because his life as a superhero was just beginning. He gathered all the inhabitants of the city into a forest, like a corner of heaven, and said to them: - We can all be superheroes with the help of the will. There are only two steps to follow: Step 1: Dispose of selective waste! Paper and cardboard in the blue bin, plastic in the yellow bin, glass in the green bin, and garbage in the gray bin. Step 2: When you see someone throwing garbage at random, you can draw their attention by telling them that what they are doing is not good and of course you, in turn, follow this rule. -Have you seen how simple it is? The fight for supremacy was won. Mr. Pollution was defeated. Mr. Recycling brought back the light and beauty of the city of Mireasma and the clarity of the river Cristalinul. And that's what I won, Our environment is cleaner. I got rid of the waste, I did the recycling Nature rejoiced! METHODIC GUIDE FOR TEACHERS 121

Annex 7 Final Products METHODIC GUIDE FOR TEACHERS 122

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Sustainable Education and Cultural Heritage Mathematics, coeducation and equality Guadalupe Olivares Lozano & pupils of “Travellers” & “eTwinning investigators” Groups METHODIC GUIDE FOR TEACHERS 124

Learning Scenario Title Mathematics, coeducation and equality Author Guadalupe Olivares Lozano - CEIP Virgen del Pilar, Badajos, Spain Age of students 8-12 years old Abstract Equality is the basis of social harmony that we want to achieve in Extremadura educational centers. Throughout the course, a photograph of the state of the school in terms of coeducation and equality by all members of the educational community has been taken. In order to develop tools and strategies that help raise awareness and solve injustices in the school and family environment. The proposed activity involves an analysis of the families and the time spent by each one on household chores. That is why we have developed a double-entry table to detect at a quantifying numerical level the time spent by each member of the family. In addition, in the field of new technologies related to STEAM projects, a digital form has been created to help consult and graphically stage the results, while working on technologies and their uses with students. Keywords Mathematics, coeducation, equality, STEAM, teamwork Table of summary Table of summary Subject Language and Communication Citizenship Topic Mathematics Online teaching Technology material Arts What is equality? The relationship between Maths and equality Coeducation, bias and stereotypes https://docs.google.com/ METHODIC GUIDE FOR TEACHERS 125

Resources used https://www.educarex.es/plan- igualdad.html#:~:text=El%20objetivo%20central%20de%20este,igualdad %20est%C3%A1n%20vigentes%20en%20Extremadura. https://plandeigualdad.educarex.es/ https://cpvdelpilarvilla.educarex.es/plan-de-igualdad https://www.youtube.com/watch?v=OrW9OcQsjw8 “Stars and Planets: Coeducation Workshop” https://www.youtube.com/watch?v=MsV4Q2HAeB04 \"Women who change realities\" https://www.youtube.com/watch?v=sKLfy_Hy7ac5 License Attribution ShareAlike CC BY-SA. This license lets others remix, tweak, and build upon your work even for commercial purposes, as long as they credit you and license their new creations under the identical terms. This is the license used by Wikipedia, and is recommended for materials that would benefit from incorporating content from Wikipedia and similarly licensed projects. Integration into the curriculum The study of the quantification of time is one of the objectives of the mathematics area. The different units and the transition from one to another is an essential learning and skill. Working on this task with integrated elements in the area closest to the student will allow us to contextualize learning and make it closer to the child. Aim of the lessons ✓ To understand and use the different magnitudes of time and integrate them in their daily use. Value work at home and the collaboration of all family members. ✓ To reflect on the importance of creating spaces and relationships that promote gender equality. ✓ To identify ourselves as citizens and global citizens who promote equality. ✓ To develop a critical look at the causes of inequality and acquire tools to defend the equality and inclusion of all. Outcome of the lesson By sharing our work we will be able to detect the distribution of tasks as a whole and detect which ones are carried out by men or women. whether household chores are stereotyped or not. Also, talk with the children about the result and their improvement if it had to be done. Trends ✓ Project-Based Learning: students get fact-based tasks, problems to solve and they work in groups. ✓ Lifelong Learning: learning does not stop when leaving school. ✓ Collaborative Learning: a strong focus on group work. ✓ STEM Learning: Increased focus on Science, Technology, Engineering, Mathematics subjects in the curriculum METHODIC GUIDE FOR TEACHERS 126

✓ Outdoor Education: learning outside of the school building in the “real” environment ✓ Student Centered Learning: students and their needs are at the center of the learning process. ✓ Peer Learning: students learn from peers and give each other feedback. ✓ Leadership and responsibilities: students will develop the ability to guide and motivate each other 21st century skills ✓ Critical thinking (students will reflect on the topic of the learning scenario) ✓ Problem solving (finding solutions to problems) ✓ Communication (talking to others) ✓ Collaboration (working with others) ✓ Creativity and Innovation (thinking outside the box) ✓ Information literacy (Understanding facts, figures, statistics, and data) ✓ Flexibility and adaptability (deviating from plans as needed) ✓ Initiative and self-direction (starting projects, strategies, and plans on one’s own) ✓ Social and cross-cultural interaction & meeting and networking with others for mutual benefit ✓ Productivity and accountability (maintaining efficiency and focusing on the problem) Activities Name of activity Procedure Time Lesson 1 Explanation and Discussion. 60 min Brainstorming and Brainstorming. We start the session by brainstorming with the group the Whole Class following questions: Discussion ✓ What does equality between all people mean? ✓ What words, images or situations come to mind? ✓ Do you think that girls and boys have the same opportunities all over the world? The ideas will be written down on the blackboard or cardboard so that we can read them. Once the brainstorming was over, we projected the video of the testimony of Divine: https://www.youtube.com/watch?v=OrW9OcQsjw8 Once the video has finished, we will ask the following questions, writing the answers: ✓ How did the video make you feel? ✓ What has caught your attention the most? ✓ Do you think that this situation is experienced by more girls in the world? Why? METHODIC GUIDE FOR TEACHERS 127

✓ What do Divine's brothers and sisters do while she goes to school? Why? ✓ What do you think Divine wants to achieve by going to school? ✓ What message does the protagonist of the video leave us? ✓ Can you think of other examples of inequalities experienced by girls in relation to boys, in the world? Puzzle of Equality Puzzle of Equality Annex 1 and 2 To continue, the participants are asked to form three groups with the same number of approximate number of people in each. It is explained that we are going to play the \"Puzzle of Equality\", a game that consists of discovering and correcting definitions of certain words. The idea is to discover as many words as we can together! Each group is given 8 cards with key concepts (see Annex 2). On the other hand, the teacher will have 8 sheets with the respective definitions of these concepts. Once the groups are formed, we read the definition of the concepts, and each group will have 1 minute to talk and try to find the corresponding card. Once the time is up, we say “STOP”, and a person representing each group must raise the card they choose collectively so that everyone can see it. The group that guesses right will take that card as a point. We will continue the dynamic until all the cards are finished. Concepts that have been discovered can be pasted somewhere visible in space. At the end of the game, the points of each group are counted and added together, emphasing what is important to discover the greatest number of concepts among all, as a great team that promotes equality. The following questions are then asked: ✓ What happened in the game? How did you feel? ✓ Which definitions caught your attention the most? Which ones did you already know? ✓ Which ones were more difficult? ✓ What concepts do you think are more related to the reality of inequality than Divine count? And with which girls and women live in our immediate surroundings? After collecting the comments and reflections of the group, we projected the video of Stars and Planets: https://www.youtube.com/watch?v=MsV4Q2HAeB0 METHODIC GUIDE FOR TEACHERS 128

Lesson 2 Coeducation: to analyse how gender inequality is reproduced in our 30 min 40 min Coeducation in our everyday environments, and how other girls and boys are environment. Discussion promoting equality. Working at home What can we do to promote equality in our most using new nearby and in the world? technologies We talk about our routines at home. Which activities are done by Lesson 3 Analyzing the results men or women in our environment? Annex 2 Pupils have to investigate and analyze how much time is spent by their fathers or mothers in different activities. They have to fill in a questionnaire about how much time their family spends in different activities such as cleaning the house or cooking. In this way our pupils will use New Technologies and will use the internet. https://forms.gle/oFYS2V8T17QbYsGa9 After talking about the results of the questionnaire, pupils will have to write the results in a chart. Annex 2 and we will compare and discuss the results, showing if there is or not inequality in their environments. There will be a discussion about how we can change these results. METHODIC GUIDE FOR TEACHERS 129

Assessment A self-assessment rubric will be given to students at the end of the lesson: 1. I DON’T GET IT- I am very confused and I don’t understand 2. I SORT OF GET IT-I am a little bit confused. 3. I MOSLTY GET IT-I understand most of it, but improvement is needed. 4. I GOT IT! - Everything is clear. ******************************* AFTER IMPLEMENTATION ******************************** Student feedback Students are asked to give feedback at the end of every activity. They will fill in a questionnaire about their progress. Teacher’s remarks Equality and co-education are a key part of character building for both boys and girls, we as teacher should emphasize the importance of respecting and listening to members of the opposite sex as they would respect and listen to someone from their own. This learning scenario gives them the opportunity to reflect on these issues and help to prepare the young minds for the real world. Whether at home, school or at work, men and women are in constant contact and have to cooperate in daily life. METHODIC GUIDE FOR TEACHERS 130

Annex METHODIC GUIDE FOR TEACHERS 131

Info Sheet Teacher/ Grade of pupils: Nicoleta Livia Barbu & pupils of “Little Bears” Group TOPIC: Tolerance Subject: Together is about … Tolerance! The Britannica Dictionary defines tolerance as “willingness to accept feelings, habits, or beliefs that are different from your own”. We are living through a period of global transition. Technology is connecting us ever more closely, and cross-cultural exchanges are deepening every day — but this does not mean there is more understanding. Societies are more diverse but intolerance is on the rise in too many places. There are no individual solutions to these multifaceted and interrelated challenges. We can only advance as a community of nations and cultures, drawing on human solidarity and recognizing that we share a common destiny. This is why tolerance is so important. Tolerance is not passive. It demands an active choice to reach out on the basis of mutual understanding and respect, especially where disagreement exists. Tolerance means recognizing that our diversity is a strength — a wellspring of creativity and renewal for all societies. Tolerance can, and must, be learned. We need to teach our students not just how to live together but how to act together as global citizens. We need to nurture tolerance by promoting cultural understanding and respect — from parliaments to the playground. We need to tackle growing inequality and reject social exclusion based on gender, disabilities, sexual orientation, and ethnic or religious background. Tolerance is the strongest foundation for peace and reconciliation. At this time of rapid and often bewildering change, it has never been so important. Embrace tolerance as the bond that will unite us on our common journey to a peaceful, sustainable future. KEYWORDS: TOLERANCE, EQUALITY, PEACE, TOGETHER, STRONGER, GLOBAL CITIZENS METHODIC GUIDE FOR TEACHERS 132

Info Sheet Teacher/ Grade of pupils: Eleni I. Papakyriakou & pupils of “Little Einsteins” & “Knowledge explorers” Groups TOPIC: Love Subject: Positive emotions Love encompasses a range of strong and positive emotional and mental states, from the most sublime virtue or good habit, the deepest interpersonal affection, to the simplest pleasure. An example of this range of meanings is that the love of a mother differs from the love of a spouse, which differs from the love for food. Most commonly, love refers to a feeling of a strong attraction and emotional attachment. Love is considered to be both positive and negative, with its virtue representing human kindness, compassion, and affection, as \"the unselfish loyal and benevolent concern for the good of another\" and its vice representing human moral flaw, akin to vanity, selfishness, amour-propre, and egotism, as potentially leading people into a type of mania, obsessiveness or codependency. It may also describe compassionate and affectionate actions towards other humans, one's self, or animals. In its various forms, love acts as a major facilitator of interpersonal relationships and, owing to its central psychological importance, is one of the most common themes in the creative arts. Love has been postulated to be a function that keeps human beings together against menaces and to facilitate the continuation of the species. Love has additional religious or spiritual meaning. This diversity of uses and meanings combined with the complexity of the feelings involved makes love unusually difficult to consistently define, compared to other emotional states. KEYWORDS: LOVE, SHARING, GIVING, CARING, POSITIVE EMOTIONS METHODIC GUIDE FOR TEACHERS 133

Info Sheet Teacher/ Grade of pupils: Elena Corina Rogoveanu & pupils of “STARS” Preparatory Grade TOPIC: Water Subject: Water Cycle The water cycle is one of the largest physical processes on Earth. Water constantly moves around the planet - on, above and below the earth's surface. The cycle from rainfall to evaporation to rainfall is powered by energy from the sun. Water falls as rain, snow and sleet. It collects in ice, rivers, groundwater and the oceans. The water cycle naturally cleans the water. Every time water evaporates, it leaves impurities behind. This natural process keeps the environment healthy. Humans have altered the water cycle in many ways. More than 60 per cent of the world's rivers have been dammed for human use, changing the natural flow of water through the landscape. Providing water downstream of dams is important for the health of the environment. Did you know? Water made life possible on Earth. Just 3.5 percent of Earth’s water is fresh—that is, with few salts in it. You can find Earth’s freshwater in our lakes, rivers, and streams, but don’t forget groundwater and glaciers. Over 68 percent of Earth’s freshwater is locked up in ice and glaciers. And another 30 percent is in groundwater. KEYWORDS: RAINFALL, ICE, GROUNDWATER, WATER CYCLE, FRESHWATER, GLACIERS, DAMS METHODIC GUIDE FOR TEACHERS 134

Info Sheet Teacher/ Grade of pupils: Elena Carmen Stamate & pupils of 1st Grade “Butterflies” TOPIC: Land Subject: Our beautiful Land Inside, the Earth is made up of several layers There are 3 of them and they have the following names: the crust (or crust, which includes the land and the bottom of the seas and oceans), the mantle (mostly made of rocks and stretches over 2000 km deep), the core (is the inner part of the Earth and is composed of metals, but especially of iron, where the temperature reaches over 6000 degrees). The Earth's surface is made up of several pieces of land, called continents. Hundreds of millions of years ago, there was a more compact block of land plates assembled in a single continent. After that, following volcanic eruptions and movements in the Earth's crust, this continent fragmented into several parts, representing today's continents (Europe, Asia, Africa, North America, South America, Australia and Oceania, Antarctica). Although we do not feel it, the Earth is in constant motion. The Earth revolves around an axis (this is an imaginary, inclined line that unites the two Poles) and in this way it is positioned towards the Sun. When the Earth is illuminated by the sun, then it will be day, and when the Earth is not facing the Sun, it will be night. We do not feel that the Earth is constantly rotating because gravity exists. This is a force that allows us to stay on Earth, which allows bodies to have different positions relative to each other. It takes the Earth 365 days to revolve around the Sun. Specifically, it's 365 days and a quarter. Therefore, a year generally has 365 days, but it happens that every 4 years it has 366 days (the extra day is February 29). Did you know although it looks perfectly round, the Earth isn’t. Specifically, the shape of the Earth is spheroid or ellipsoid, as it is flatter at the ends (where the two Poles are, North and South) and more convex in the middle. Here is an imaginary line, which divides the Earth into two parts and is called the Equator. KEYWORDS: SOIL, STONES, SAND, SALT, COMPASS, TELESCOPE, MOUNTAINS, VOLCANOES, FOREST, CAVES, DESERT, JUNGLE, PLAINS, PLANTS, ANIMALS, PEOPLE. METHODIC GUIDE FOR TEACHERS 135

Info Sheet Teacher/ Grade of pupils: Sevgi Seyda Ozkan & pupils of 4A Grade TOPIC: Energy Subject: Our Energy What is energy? Energy is the ability to do work Scientists define energy as the ability to do work. Modern civilization is possible because people have learned how to change energy from one form to another and then use it to do work. People use energy to walk and bicycle, to move cars along roads and boats through water, to cook food on stoves, to make ice in freezers, to light our homes and offices, to manufacture products, and to send astronauts into space. There are many different forms of energy, including: Heat, Light, Motion, Electrical, Chemical, Gravitational. These forms of energy can be grouped into two general types of energy for doing work: Potential or stored energy-Kinetic or working energy. Energy can be converted from one form to another. For example, the food a person eats contains chemical energy, and a person's body stores this energy until he or she uses it as kinetic energy during work or play. The stored chemical energy in coal or natural gas and the kinetic energy of water flowing in rivers can be converted to electrical energy, which in turn can be converted to light and heat. KEYWORDS: HEAT, LIGHT, MOTION, ELECTRICAL, CHEMICAL, GRAVITATIONAL, KINETIC METHODIC GUIDE FOR TEACHERS 136

Info Sheet Teacher/ Grade of pupils: Veronica Dumitrescu & pupils of 3rd Grade, English Class TOPIC: Reduction Subject: Reduce-Reuse-Recycle REDUCE-REUSE-RECYCLE ✓ Avoid wasting food. Plan ahead. Buy smaller amounts more regularly. ✓ Avoid wasting water. Simple tasks such as turning off the taps and only using what you need all demonstrate a more responsible attitude, particularly when some parts of the world have little water and have to work hard to get it. ✓ Buy less plastic. This isn’t always easy because so much of what we buy in the shops is packaged in plastic but if there is an alternative in glass or tin think about buying it instead – these materials are more easy to recycle. If enough people stop buying products in plastic the companies making them will have to consider alternative packaging. ✓ Refill water bottles. Refuse to buy single-use plastic bottles and refill a bottle with tap water (which is more highly regulated than bottled water). Only about 20% of the single-use plastic bottles that are bought each year get recycled. Those that do get recycled actually get down-cycled and those that don’t often end up in landfill sites or in our rivers and oceans. ✓ Cut down or cut out fish from your diet. A recent statistic said that by 2050 there will be more plastic in our oceans than fish! Plastic doesn’t biodegrade and almost every piece of plastic ever made still exists somewhere…and a lot of it ends up in our waterways and oceans. The plastic breaks down into smaller and smaller pieces and often gets mistaken as food by fish and seabirds. Another reason for not eating fish is the issue of overfishing. Human greed has led to large numbers of fish being depleted. ✓ Cut down or cut out meat from your diet. The documentary film Cowspiracy highlights how bad for the climate, rearing animals is. The amount of water needed and food grown to feed the animals reared for human consumption is staggering and is having a major impact on climate change. Cows produce methane and are one of the largest contributors of greenhouse gases. ✓ Reduce the amount of energy that you use. Only use what you need. Switch electrical items off, turn the heating down and consider changing your provider to a greener alternative that supports green energy. KEYWORDS: REDUCE, REUSE, RECYCLE METHODIC GUIDE FOR TEACHERS 137

Info Sheet Teacher/ Grade of pupils: Maria Claudia Tomescu & pupils of 3rd Grade TOPIC: Recycle Subject: Reasons to recycle “Why recycle?” This is a question that should bother all of humanity and to which each of us should seek and find an answer. Recycling is the introduction of waste or scrap into a technological process in order to obtain its reuse and recovery or for ecological purposes. Recycling reduces the consumption of new raw materials and also reduces energy consumption and the level of contamination of the natural environment. Recycling involves converting items made into raw materials for remanufacturing. By replacing natural materials with recycled natural resources, natural resources and energy are conserved. In addition, recycling contributes to the economy. Recyclable materials can come from a wide range of sources, including private households and industries. They include clear glass, colored glass containers paper, newspapers / printing, aluminum beverage cans, plastic, asphalt, iron, textiles Did you know? According to the National Administration for Environmental Protection, in 2007, the total quantity of packaging placed on the market was over 1,250,000 tons, of which almost 400,000 tons were recycled (approximately 30% - the overall target to be reached was 28%). KEYWORDS: RECYCLE, NATURE, SELLECTIVE COLLECTION, WASTE MANAGEMENT, CLEAN ENVIRONMENT METHODIC GUIDE FOR TEACHERS 138

Info Sheet Teacher/ Grade of pupils: Guadalupe Olivares Lozano & pupils of “Travellers” & “eTwinning investigators” TOPIC: Equality Subject: What is Equality? What is equality? Equality is about ensuring that every individual has an equal opportunity to make the most of their lives and talents. It is also the belief that no one should have poorer life chances because of the way they were born, where they come from, what they believe, or whether they have a development of anti- discrimination laws aim to tackle unfair discrimination towards some groups of people in education, employment and the provision of services. Many anti-discrimination laws were introduced to protect people with particular characteristics, for example: ✓ Equal Pay ✓ Sex Discrimination ✓ Race ✓ Disability ✓ Employment Equality ✓ Sexual Orientation ✓ Age ✓ Religion or belief Equality refers to the right of every individual to equal treatment and opportunities regardless of factors like gender, race and social position. Each individual or group of people is given the same resources or opportunities. It involves giving people what they need in order to make things fair or just. Educating young people about identities, diversity, equality and human rights helps them learn to respect, celebrate difference and help tackle prejudice and discrimination. KEYWORDS: EQUALITY, RIGHTS, OPPORTUNITIES, CHANCES. METHODIC GUIDE FOR TEACHERS 139

Annexes METHODIC GUIDE FOR TEACHERS 140

Annex 1 – LEARNING SCENARIO TEMPLATE Learning Scenario Title Author Abstract Add here a paragraph summarizing the learning scenario. Please try to be as clear and concise as possible. Keywords Add here 5 keywords that you think best describe your learning scenario, so please try to be as accurate as possible. Table of summary Table of summary Subject List all the subjects that this learning scenario is intended for. If this is an interdisciplinary lesson, list multiple subjects. Topic Add here a topic that the learning scenario addresses. Preparation time Teaching time List here all the links of online tools, applications and support documents that you will use Online teaching during the lesson, such as: Padlet, Kahoot etc. material List here all the offline tools, such as: paper, glue etc. Offline teaching List here links all of the resources used for this learning scenario. material Resources used License Attribution ShareAlike CC BY-SA. This license lets others remix, tweak, and build upon your work even for commercial purposes, as long as they credit you and license their new creations under the identical terms. This is the license used by Wikipedia, and is recommended for materials that would benefit from incorporating content from Wikipedia and similarly licensed projects. Integration into the curriculum Detail in a few sentences how the topic of the learning scenario will fit into your national curriculum. METHODIC GUIDE FOR TEACHERS 141

Aim of the lesson Describe in 1-2 sentences what you would like to achieve with your students by the end of the lesson. Outcome of the lesson Describe in 1-2 sentences what kind of outcome the lesson will have. This can be a tangible end-product or any other particular outcome. Trends List the relevant trends that the lesson incorporates: http://www.allourideas.org/trendiez/results 21st century skills Add here how the learning scenario corresponds to 21st century skills. To find out more: http://www.p21.org/our-work/p21-framework . Activities Describe here in detail all the activities during the lesson and the time they require. Remember, that your learning scenario needs to use STE(A)M resources. If you are using any external documents, please scroll to the end of the document and add them to the Annex. Add more rows to the table if needed. Name of activity Procedure Time Assessment Describe here the assessment method of the lesson. ******************************* AFTER IMPLEMENTATION ******************************** Student feedback Add here the method with which your students will be able to give you feedback and discuss the lesson. Teacher’s remarks Add here your comments and evaluation AFTER the implementation of this lesson. You can always use a rubric for self-assessment. METHODIC GUIDE FOR TEACHERS 142

Annex METHODIC GUIDE FOR TEACHERS 143

Annex 2 – INFO SHEET TEMPLATE Info Sheet Teacher/ Grade of pupils: TOPIC: Subject: KEYWORDS: METHODIC GUIDE FOR TEACHERS 144

“Sustainability is not a goal to be reached, but a way of thinking, a way of being, a principle we must be guided by.”

S.E.C.H._SUSTAINABLE EDUCATION AND CULTURAL HERITAGE ISBN 978-973-0-36848-2 ©All rights reserved