Hero's Journey for Building Resilience. ACTIVITY TOOLKIT

9.STE(A)M ACTIVITY. GETTING THE TREASURES. Organize an adventure contest where students are involved in a series of trials and quests to obtain \"treasures\". These can be symbolic items or rewards that students can earn by solving tasks and demonstrating their courage and resilience. Aim: To help students develop their creative, problem-solving and collaborative skills, using the story \"Getting the Treasures\" as inspiration. To combine elements of Science, Technology, Engineering, Arts and Mathematics to provide students with an integrated and engaging learning experience. Learning objectives: To develop creativity and problem solving skills. Collaborate in a team and communicate effectively. To apply knowledge of science and mathematics in a practical context. To understand the importance of lifelong learning and personal growth. Materials required: The story \"Getting the treasures\". Art and construction materials such as paper, coloured pencils, scissors, glue, cardboard, wooden sticks, etc. Access to online resources to search for additional information. 1.Introduction: The teacher shares the story \"Getting the Treasures\" with the students and discusses the values and lessons it conveys. The concepts of courage, wisdom and perseverance are discussed and how they connect to students' life experiences. 2.Group activity - Creating the treasures Students are divided into teams of four and asked to create their own treasures inspired by the story \"Getting the Treasures\". Hero's Journey for building Resilience. ACTIVITY TOOLKIT 51

Each team is given a selection of art and building materials and is encouraged to be creative in making the treasures. Annex 9 Students have to decide what type of treasures they will create and work as a team to make them. Presentation of treasures and explanations Each team presents the created treasures and explains their choice and meaning. Students discuss the creation process, challenges encountered and solutions found during the activity. 3. Presentation of treasures and explanations Each team presents the created treasures and explains their choice and meaning. Students discuss the creation process, challenges encountered and solutions found during the activity. 4. Discussion and reflection The teacher starts a whole-class discussion about the importance of lifelong learning and personal growth, in the context of the story and the activity. Students are encouraged to reflect on how they have applied problem solving skills, creativity and collaboration during the activity. The teacher emphasises the importance of continuous learning and seeking new challenges to develop their skills and achieve personal goals. Expected results: Develop creative and problem-solving skills through the treasure-making activity. Improving collaboration and communication skills within the team. Applying knowledge of Science and Mathematics in a practical and concrete context. Understanding the importance of lifelong learning and personal growth for personal development and achieving goals. 6. Additional observations: To extend the activity, students can be encouraged to start researching for real treasures and share their findings with the class. The activity can be adapted according to the age level and interests of the students. For example, programming or engineering elements can be added to further blend the STE(A)M aspects. 52 Hero's Journey for building Resilience. ACTIVITY TOOLKIT

Integrating social-emotional learning through STE(A)M This STE(A)M activity based on the story \"Getting the Treasures\" aims to encourage students to develop their creative, problem-solving and collaborative skills in an engaging and integrated way. Through the treasure creation activity, students will have the opportunity to apply the knowledge gained and reflect on the process of learning and personal growth. Hero's Journey for building Resilience. ACTIVITY TOOLKIT 53

HERO’S JOURNEY CHANCE TO MAKE IT RIGHT

PHASE TEN. THE RETURN WITH THE TREASURE. Our heroes, proudly carrying their chosen goods, left the treasure hall and exited the Adversary's fortress. Sunlight surrounded them as they neared the exit from the darkness. Their treasure hunting adventure had come to an end, and now it was time to return home. As they emerged from the forest and approached the city gate, a crowd of people awaited them with joy and impatience. The news of the brave heroes and their treasures had already reached the ears of the community, and all wanted to greet them with applause and admiration. Our team of heroes was received in a festive atmosphere. People surrounded them, wanting to see with their own eyes the treasures obtained and to hear their stories of the fight with the Adversary. Vital, Lara and Eric felt fulfilled and grateful for the support and recognition they received from the community. As stories and experiences were shared, a powerful energy of inspiration and a desire to make the world a better place surrounded the entire gathering. Our heroes had realised that their power was not only limited to the magical goods they have obtained, but also to the power of their example and the wisdom they could share with others. As darkness and evil faded from the world, our heroes became the bearers of a clearer and brighter vision for their society. They felt called to be actively involved in the community and use their experiences to guide and inspire others. Thus, with hearts full of confidence and wisdom, our heroes entered a new stage of their lives. In front of them was the opportunity to bring positive changes in the society, to be mentors and guides for others and to build a better future for all. Hero's Journey for building Resilience. ACTIVITY TOOLKIT 55

56 Their story of courage and wisdom would remain in the hearts and minds of people, becoming a source of inspiration for generations to come. Thus, our heroes have made a commitment to continue to grow, learn and share their story. Hero's Journey for building Resilience. ACTIVITY TOOLKIT

10.STE(A)M ACTIVITY. RETURN WITH THE TREASURE. Guide students to create a project or presentation to share the \"treasure\" they have gained from their experiences. It can be a work of art, a written story, a visual presentation, or any other way to express their learning and share with the class the values and inner resources they have developed. Aim: The purpose of this STEAM activity is to help students understand the importance of developing their personal and inner skills, such as courage, wisdom, resilience and creativity, by exploring the story \"The Return with the Treasure\". The lesson encourages students to discover and harness their inner treasures/values to reach their full potential. Learning Objectives: To identify and understand the values presented in the story \"Treasure Return\". To recognize the importance of developing personal and inner/intrapersonal skills. To use creativity and critical thinking to explore and harness inner treasures/values. 1.Introduction: Captivate students' attention by presenting the story \"The Return with the Treasure\" and emphasising the idea that true treasures are not only material wealth, but also inner strength and knowledge. Ask students what they think inner treasures are and why they would be important in their lives. 2. Exploration: Divide the class into small groups and give students a list of inner treasures/values (courage, wisdom, creativity, resilience, empathy, etc.) and some guide questions for discussion. Annex 10 Encourage the groups to discuss each inner treasure/value and share examples from their personal lives or from the \"Treasure Return\" story that illustrate those treasures. Hero's Journey for building Resilience. ACTIVITY TOOLKIT 57

3. Practical activity: Create an interactive workshop where students discover and harness their inner treasures/values. Provide materials such as colored paper, markers, glue, scissors, worksheets, cards, etc. Encourage students to create a visual collage or poster to represent their chosen inner treasures/values and illustrate how they can manifest in their daily lives. While working on the activity, provide guidance and encourage students to reflect on how they can use their inner treasures/values to achieve their personal goals. 4. Reflection and sharing: Invite students to gather together and share their creations. Each group will explain why they chose certain inner treasures/values and how they plan to use them to achieve their personal goals. Open a class discussion about the experience of exploring and valuing inner treasures. Ask students how they feel when they use these skills and how they think they can help them in life. Emphasize the importance of discovering and harnessing inner /values and how this can contribute to personal development and success. 5. Conclusion: Retell the main points discussed in the activity, highlighting the importance of developing skills and inner treasures/values. Encourage students to apply what they have learned in their daily lives and encourage their peers to discover and harness their own inner treasures/values. 5. Expected results: Students will be able to identify and understand the inner values presented in the story \"Treasure Return\". Students will recognize the importance of developing personal and intrapersonal skills. 58 Hero's Journey for building Resilience. ACTIVITY TOOLKIT

Students will use creativity and critical thinking to explore and harness inner values. Students will create a visual collage or poster that represents their chosen inner values and how they can manifest in their daily lives. Students will be able to reflect on how they can use their inner values to achieve their personal goals and reach their full potential. Integrating social-emotional learning through STE(A)M This activity based on the story \"Treasure Return\" aims to encourage students to develop their creative, problem-solving and collaborative skills through an engaging and integrated activity. By creating their own treasures, students will be able to apply the knowledge they have acquired and have the opportunity to reflect on their learning and personal growth. Hero's Journey for building Resilience. ACTIVITY TOOLKIT 59

PHASE ELEVEN. RETURN TO THE SOCIETY. As our heroes returned to society after their brave and wise adventure, they felt a great responsibility to share all their knowledge and experiences with others. They knew their story could inspire and transform the lives of people in their community. Our heroes decided to organise a special event to share their story and provide valuable lessons to those interested. They prepared interactive presentations and hands-on workshops to reveal the secrets they have discovered on their travels and inspire everyone present to find their own inner strength. When the day of the event arrived, the room was full of curious people eager to learn. Our heroes shared their story, highlighting key moments and lessons learned. They talked about the courage to face one's fears, the importance of wisdom and knowledge, but also the power of collaboration and sharing experiences with others. After the presentation, our heroes organised practical workshops where the participants had the opportunity to experiment and apply their skills in real situations. Each hero has guided a small group of people, encouraging them to discover their potential and understand that they can become heroes on their own journeys. 60 Hero's Journey for building Resilience. ACTIVITY TOOLKIT

11. STE(A)M ACTIVITY. RETURNING TO SOCIETY. Ask students to identify a need in their community and create a project or initiative to help address that need. It can be an awareness campaign, a volunteer action or a social initiative. This will develop the spirit of involvement and civic responsibility in students. Aim: The purpose of this STE(A)M activity is to develop critical thinking, creativity, collaboration and problem-solving skills through hands-on activities and reflection on the story \"Return to Society\". Learning Objectives: To identify and evaluate the challenges and obstacles encountered by the heroes of the story in the process of reintegration into society. To generate ideas and create innovative solutions to help characters successfully reintegrate. Collaborate in teams to plan and carry out a practical project that reflects the skills and resources needed for reintegration into society. Reflect on the project experience and outcomes and identify connections to their own lives and communities. 1. Introduction: Introduce the story \"Return to Society\" and emphasise the importance of reintegration into society after a period of isolation or hardship. Discuss the challenges and obstacles our heroes encountered in the story and the importance of developing solutions to overcome these obstacles. 2. Exploration and discussion: Ask students to discuss in small groups about the challenges encountered by the heroes of the story in the process of reintegration into society. Encourage them to identify and write down innovative ideas and solutions to help the characters successfully reintegrate. Hero's Journey for building Resilience. ACTIVITY TOOLKIT 61

3. Hands-on project: Form work teams and assign each team a specific reintegration scenario (e.g. reintegration of a war veteran, a person released from prison, a person who has gone through an illness or a refugee). Ask teams to plan and carry out a hands-on project that reflects the skills and resources needed to successfully reintegrate the character into society. The project can be a PowerPoint presentation, a poster, a mockup or any other creative form of presentation. 4. Presentation and reflection: Each team presents their project and explains how their solutions can help the character reintegrate into society. After each presentation, open a dialogue in the class and discuss the solutions proposed by each team, the advantages and possible challenges in their implementation. 5. Reflection and connection: Ask students to reflect on their experience doing the project and share their thoughts on the importance of reintegration into society and the impact that a hands-on project can have in a community. Encourage them to identify connections between the \"Return to Society\" story, their project and their own lives and communities. 6. Conclusion: Summarise the main learnings and outcomes of the activity. Encourage students to continue to think creatively and get involved in their community to help people who face challenges reintegrating into society. 7. Expected results: Students will be able to identify and evaluate the challenges encountered by the heroes of the story in the process of reintegration into society. Students will be able to generate ideas and create innovative solutions to help the characters 62 Hero's Journey for building Resilience. ACTIVITY TOOLKIT

Students will be able to collaborate in teams to plan and carry out a practical project that reflects the skills and resources needed for the reintegration. Students will be able to reflect on the experience and results of the project and identify connections with their own lives and the world around them, thus developing their understanding of the importance of reintegration into society and personal contribution to the community. Integrating social-emotional learning through STE(A)M This activity based on the story \"Returning to Society\" aims to encourage students to develop collaboration, innovation and problem-solving skills while exploring the importance of reintegration into society. By designing and presenting creative solutions for character reintegration, students will be able to apply their knowledge and skills in a practical way and reflect on the impact they can have in their community. Hero's Journey for building Resilience. ACTIVITY TOOLKIT 63

PHASE TWELVE. SHARING THE STORY. With a heart full of gratitude and a desire to make a difference in the world, our heroes came together to establish the \"Sharing the Story\" Foundation. Here, they shared not only their adventures, but also their vision to inspire and transform other people's lives… through the power of stories. The \"Sharing the Story” Foundation was created to promote empathy, understanding and connection through stories. Our heroes understood that every person has a valuable story to share and that these stories can change lives and build stronger communities. Through the foundation, the heroes held community events and workshops where people could share their personal stories. They have created a safe and open environment where every voice could be heard and valued. They have also supported creative projects to spread the stories' powerful message to the world. The \"Sharing the Story” Foundation became a source of inspiration and resources for those who wanted to find their voice and share their stories. Our heroes saw how stories had a profound impact on people, providing hope, encouragement and mutual understanding. With each story shared through the foundation, our heroes have seen communities come together and grow in understanding and empathy. They understood that by sharing stories, we can build bridges between people, overcome barriers and create a brighter and a more inclusive society . The \"Sharing the Story\" Foundation has remained a living memory of our heroes and their mission to change the world through the power of stories. Each person who has come through the foundation has been inspired to find their voice and share their stories, helping to build a world richer in understanding and compassion. Now YOU have this mission… 64 Hero's Journey for building Resilience. ACTIVITY TOOLKIT

12.STE(A)M ACTIVITY. SHARING THE STORY. Encourage students to share their own story and experience with others, whether by writing a book, creating a film, putting on a presentation, or any other way to express and share the learnings and inspiration gained on their Hero's Journey. Aim: The purpose of this STEAM activity is to encourage creativity and self-expression through stories, promoting communication and collaboration skills, in an integrated context. Learning Objectives: Students will be able to create and tell their own stories, using imagination and creativity. Students will be able to communicate and present their stories in front of others, developing oral communication and presentation skills. Students will be able to collaborate and interact with other peers to improve and enrich their stories. Students will be able to apply STE(A)M knowledge and skills in a hands-on activity. 1. Introduction: The teacher starts the lesson by sharing the story \"Sharing the Story\" in an engaging and inspiring way. Discusses the importance of stories in society and how they can influence and connect us. 2. Exploring ideas: Students are divided into small groups and asked to generate ideas for their own story. Each group selects a theme or concept for their story and begins developing characters, locations and events. Hero's Journey for building Resilience. ACTIVITY TOOLKIT 65

3. Hands-on STEAM activity: Creating illustrations: Students are encouraged to create original illustrations for their stories using art and design elements. They are offered various materials such as coloured pencils, watercolors, sheets of paper, graphic pencils, etc. Students can experiment with artistic techniques and explore various illustration styles. Creating the story: Students return to their groups and complete their stories with the illustrations they created.Each group must develop a story structure, create key moments and connect characters and events in a coherent and engaging way. Presentation of the story and exhibition of illustrations: Each group presents their story to the class, using the illustrations created to support and illustrate the narrative. Students can explain their artistic choices and how the illustrations contribute to the understanding and impact of the story. 4. Feedback and Improvement: After each presentation, other peers provide constructive feedback and suggestions to improve the stories and illustrations presented. Students are encouraged to reflect on the creative process and identify areas where they can grow and improve. 5. Expected results: Students will have the ability to create and tell their own stories, demonstrating creativity and imagination. Students will be able to communicate and present their stories in an engaging way, developing their oral communication and presentation skills. Students will be able to collaborate and interact with other peers to improve and enrich their stories. Students will apply STEAM knowledge and skills in a hands-on activity by creating illustrations for their stories. 66 Hero's Journey for building Resilience. ACTIVITY TOOLKIT

Integrating social-emotional learning through STE(A)M This story-based on STEAM activity \"Story Sharing\" aims to be an effective way to integrate social-emotional learning skills through STEM by promoting creativity and self-expression. Students can use technology and digital resources to create stories and share them with others to develop communication skills. The activity also provides opportunities to discuss inner values such as empathy and respect, as well as resilience, by exploring characters who have overcome obstacles and learned from their experiences. Note The estimated duration of the activities may vary depending on the needs and interest of the students. It is recommended to adapt the lesson plans to the time available, to the level of understanding of the students as well as to the individual and age characteristics. Hero's Journey for building Resilience. ACTIVITY TOOLKIT 67

ANnex Hero's Journey for building Resilience. ACTIVITY TOOLKIT

ANNEX 1 My exploratory journal date: Location: Exploration activity: nature observation stations Station 1: Plants Station 4: leaves Station 2: Insects Station 3: rocks 69 Hero's Journey for building Resilience. ACTIVITY TOOLKIT

ANNEX 2.1 my mentor My name: _____________________ The reason I admire this hero: _____________________ The story of my hero/heroine: 1. Full name of the hero: 2. Date and place of birth: 3. What is this person known for? (achievements, contributions, etc.): 4. What were the important moments in his/her life that made him/her admired? 5. How did he/ she overcome difficulties and obstacles in his life? 6. What values ​or qualities do I admire in this hero? 7. What are the achievements that I consider the most important in his/her career or life? 8. How has this hero inspired me and changed other people's lives? 9. What important lessons can I learn from this hero and how can I apply these lessons to my own life? My thoughts and feelings: 10. How do I feel when I learn about the accomplishments and impact of this hero? 11. How has this hero's story motivated and encouraged me in my own aspirations and dreams? Suggestions for future projects: 12. What other real-life people would I like to explore and discover in the future? 13. What other themes or topics would I like to explore in my research projects? My expectations for the class presentation: 14. What do I expect to learn from my colleagues' presentation of their heroes? ____________________ 70 Hero's Journey for building Resilience. ACTIVITY TOOLKIT

ANNEX 2.2 The following are some examples of innovators who have become ROLE MODELS in STEM CAREERS and who have made a significant impact in our society: 1.Marie Curie - Polish-French physicist and chemist, radioactivity pioneer and the first woman to receive two Nobel Prizes. His contributions to science have had a major impact on modern medicine and technology. 2.Elon Musk - American entrepreneur and engineer, known for companies such as Tesla Motors, SpaceX and Neuralink. His bold vision of technology and sustainable energy revolutionised the automotive industry and space exploration. 3.Ada Lovelace - British mathematician and writer, recognized as the world's first programmer. Her contributions to the development of the first algorithms for machines paved the way for the further development of computer technology. 4.Neil deGrasse Tyson - American astrophysicist and science communicator who popularised astronomy and cosmology through his TV show and books. It brought science to the attention of the general public and inspired many generations to explore the universe. 5.Jane Goodall - British primatologist and conservationist, known for her research and work dedicated to monkeys and environmental protection. His contributions to understanding the behaviour and conservation of primates have been of crucial importance in protecting biodiversity. Hero's Journey for building Resilience. ACTIVITY TOOLKIT 71

Here are some of those who contributed to the great discoveries of mankind and had a significant impact on society: 1. Isaac Newton - English physicist, mathematician and astronomer, known for the laws of motion and the law of universal gravitation. His discoveries laid the foundation for modern physics and had a profound impact on our understanding of the universe. 2. Albert Einstein - German-American physicist, known for the theory of relativity. His work revolutionised the understanding of time, space and energy and had major implications for the development of modern technology, including nuclear power. 3. Alexander Fleming - Scottish physician and microbiologist, known for the discovery of penicillin, the first antibiotic. His contribution to medicine saved millions of lives and paved the way for the further development of antibiotics. 4. Thomas Edison - American inventor and businessman, known for inventions such as the carbon filament lamp and the phonograph. His work in electricity and audio recording technology completely changed the way we live and communicate. 5. Rosalind Franklin - British chemist and crystallographer, known for her contribution to the discovery of the structure of DNA. His work was instrumental in developing our knowledge of genetics and molecular biology. 72 These are just a few of the scientists and inventors who have made a significant impact in the discoveries and innovations of humanity. Their contributions have changed the world and brought about major advances in various scientific and technological fields. Hero's Journey for building Resilience. ACTIVITY TOOLKIT

ANNEX 3.1 resistance testing Here is a set of tests for students to test the strength of a bridge they have built: 1. Build the bridge out of paper and pencils, considering the design and construction requirements discussed during the lesson. 2. Place the bridge between two stable supports, such as two boxes or two stacks of books. Make sure the bridge is set the same distance from both ends. 3. Add weights to the bridge, starting small and gradually adding more. Encourage students to write down the weight of each weight added. 4. Continue adding weights until the bridge fails or can no longer support the added weight. 5. Record the maximum total weight the bridge could support. 6. Measure the span of the bridge (the width between the two supports) and record this value. 7. Calculate the weight / span ratio for the constructed bridge by dividing the maximum weight by the span of the bridge. The strength test can be repeated several times to ensure an accurate measurement of the maximum weight supported by the bridge. Students can be encouraged to improve the design and construction of the bridge and repeat the test to achieve a higher maximum weight. Hero's Journey for building Resilience. ACTIVITY TOOLKIT 73

ANNEX 3.2 Engineer Design Process EDP method - engineering design process, an iterative process that engineers use to guide themselves in solving problems. All these steps contribute to the success of solving the challenge and can be described as follows: ASK: Students identify the problem, the requirements to be met, and the rules to be considered. IMAGINE: Students brainstorm solutions and research ideas. It also identifies what others have done in solving a similar challenge/problem. PLAN: Students choose two to three of the best ideas from their brainstorming list and sketch out possible designs, ultimately choosing a single design for the prototype. CREATE: Students build a working model, or prototype, that aligns with design requirements and conforms to design rules. TEST: Students evaluate the solution by testing; collect and analyse data; they summarise the strengths and weaknesses of their design that were revealed during testing. IMPROVE: Based on their test results, students improve their design. They also identify and justify the changes they will make. 74 Hero's Journey for building Resilience. ACTIVITY TOOLKIT

ANNEX 4.1 Examples of models and success stories in the STE(A)M field Here are some examples of STE(A)M role models and success stories from diverse backgrounds that illustrate how these personalities have overcome inequality and prejudice, proving that passion, talent and determination can lead to extraordinary achievements. Mae Jemison - She was the first black woman to reach space as a NASA astronaut. She was also a doctor, passionate about art and emphasized the importance of creativity in scientific exploration. Nikola Tesla - A remarkable inventor and engineer, Nikola Tesla made significant contributions to the field of electricity and pioneered the development of alternating current systems. He overcame prejudices and became a model of success in the field of Science and Technology. Ada Lovelace - Considered the world's first computer programmer, Ada Lovelace was a British mathematician and writer. She worked on Charles Babbage's analytical project and developed the first algorithms for machines, paving the way for computer programming. Marie Curie - was a Polish-French physicist and chemist, winner of two Nobel Prizes in Physics and Chemistry. She fought against gender inequalities and became a model of success in the field of Science. Katherine Johnson - was an African-American mathematician who worked at NASA and contributed significantly to the calculation of trajectories for space missions, including the Apollo 11 mission. She overcame racial inequalities and became an example of success in the field of Science. Elon Musk - is an entrepreneur and engineer of South African origin, known for founding and leading companies such as Tesla Motors, SpaceX and Neuralink. He had an innovative vision in the field of Technology and contributed to the advancement of the field of STE(A)M. Jane Goodall - is a British primatologist known for her research and conservation of monkeys in the wild. Through her studies, she made significant contributions to the understanding of animal behavior and promoted the protection of the environment. Tim Berners-Lee- is a British computer scientist and inventor of the World Wide Web. His contribution revolutionized the way people communicate and access information. Hero's Journey for building Resilience. ACTIVITY TOOLKIT 75

ANNEX 4.2 PROJECT: BUILD A GREEN CITY \"Build a Green City\" project is a collaborative STEM activity that can be adapted for elementary school students. Through this project, students are encouraged to work together in small groups and use their diverse skills to create an environmentally friendly imaginary city. To start this project, students can be divided into small groups, each with a specific task in designing the city. For example, one group might be responsible for designing a park, another for designing a residential area, and yet another group might be responsible for designing a sustainable transportation system. Students should use their imagination and creativity to design and build these structures, using recycled materials or other sustainable solutions. Additionally, students should use their maths skills to design irrigation systems or plan how structures should be located in the city. This project can help students develop critical thinking skills as well as collaboration and communication skills. The project can be adapted to promote inclusion and diversity in STEM. Students could be encouraged to share their unique ideas and perspectives and work together to find innovative solutions to problems in their imaginary city. In addition, their project could include diverse and inclusive characters, such as people with disabilities or from underrepresented communities in STEM. This can help students understand the importance of diversity and inclusion in science, technology, engineering and mathematics and become better prepared citizens for the future. Ultimately, this project can provide students with hands-on experience in Science, Technology, Engineering and Mathematics and help develop them as future leaders and innovators in an environment that promotes sustainability and inclusion. 76 Hero's Journey for building Resilience. ACTIVITY TOOLKIT

ANNEX 5 Students will be divided into teams and asked to choose a sustainable solution to combat climate change. This could be, for example, a solar energy system, a recycling system or a method of reducing carbon emissions. Students will be encouraged to think creatively and come up with original and innovative ideas. Some examples: 1. Miniature Wind Turbine - This could be built using cardboard, glue, a small motor and a propeller. Students could learn about wind energy and how wind turbines can be used to generate electricity without producing greenhouse gas emissions. 2. Rainwater collection system - This prototype could be built using a plastic bottle cut in half and a simple piping system. Students could learn about the importance of harvesting rainwater to irrigate gardens and plants and how this can reduce the need to use potable water. 3. Vertical Planters - These can be built using cut plastic bottles, PVC pipes and wire. Students could learn about the importance of plants in reducing carbon dioxide emissions and how a vertical garden can save space and be used to produce fresh food in busy cities. After each team has chosen the solution, the students will have to design and build a model or prototype that demonstrates how this solution can be applied in a sustainable way. Students will be encouraged to use recyclable or renewable resources to build their prototype. For example, to build a solar power system, students could use solar panels made from recycled materials or other sustainable components. As students work on their project, they will be encouraged to think of ways to improve their solution and collaborate with their peers to come up with innovative solutions. At the end of the activity, each team will present their prototype and they will be encouraged to share their ideas and solutions. By encouraging students to think about ways to reduce environmental impact and use resources sustainably, we can give them hands-on experience in science, technology, engineering and mathematics and prepare them to become the leaders and innovators of tomorrow. Hero's Journey for building Resilience. ACTIVITY TOOLKIT 77

ANNEX 7 MATHS ENIGMAS (problems) WORKSHEET 1. Magic number maths enigma (problem): The Wise Gnome created a magic number. It starts with 5 and each subsequent step is obtained by adding twice the previous number and subtracting the value by 3. What is the seventh number in this magic series? 2. Logic game maths enigma (problem): The Wise Gnome hid the key in one of the six boxes numbered 1 to 6. He gave the following clues: the key is in an even-numbered box greater than 3. In which box is the key hidden? 3. Geometric puzzle maths enigma (problem): The Wise Gnome built a geometric puzzle. He divided a circle into 8 equal parts and coloured two of them red. If a friend of the gnome points to a random part, what is the probability that he points to a red part? 4. Arithmetic sequence maths enigma (problem): The Wise Gnome created an arithmetic sequence. The first term is 10 and the difference between consecutive terms is 6. What is the seventh term in this sequence? 5. Bead problem maths enigma (problem): The Wise Gnome has three bags of beads. The first bag contains 8 beads, the second bag contains twice as many beads as the first bag, and the third bag contains 4 more beads than the sum of the beads in the first two bags. How many beads does he have? 78 Hero's Journey for building Resilience. ACTIVITY TOOLKIT

ANNEX 8.1 MATHs PUZZLE SHEET 1. Mathematical riddle for proportions: The Wise Gnome has prepared a magical recipe. To make a delicious cake, he uses 2 eggs for 4 cups of flour. If he wants to put 10 cups of flour, how many eggs should he use? 2. Mathematical riddle for perimeter and area: The Wise Gnome has a rectangular garden 6 meters long and 4 meters wide. He wants to know how long the fence around the garden must be to cover the entire area. What is the perimeter of the fence? 3. Arithmetic sentence maths riddle: The Wise Gnome has a box of candies. He eats 3 candies every day. If he had 31 candies in the box on the first day, how many candies will be left after 10 days? 4. Mathematical riddle for the inverse proportionality: The Wise Gnome travels a distance of 120 km at a constant speed. If his speed is doubled, how many kilometres will he be able to travel in the same amount of time? 5. Mathematical riddle for time planning: The Wise Gnome spends 30 minutes reading each day. If he wants to read a total of 3 hours, how many days will it take him to reach his goal? Hero's Journey for building Resilience. ACTIVITY TOOLKIT 79

ANNEX 8.2 construction challenge Students can build a variety of devices or machines using Lego bricks or pieces, depending on the building challenge they are given and their own creativity. Here are some examples: 1. Rolling Machine - Students can build a simple machine that turns the wheels to move forwards or backwards. This device can be built using a basic Lego platform, which can then be equipped with wheels and other necessary parts. 2. Water Tower - Students can build a working water tower that pumps water from the base to the top of the tower. This device can be built using a Lego motor to drive a water pump. 3. Elevator - Students can build an elevator using Lego blocks or pieces to carry objects or figures up and down. This device can be built using chains, boxes and a Lego motor. 4. Robot - Students can build a robot using bricks or Lego pieces that can be programmed to perform certain tasks or move in a specific way. This device can be equipped with sensors and motors to perform the necessary tasks. 5. Lifeline - Students can build a functional lifeline using Lego blocks or bricks that allows the Lego figures to descend or ascend with a braking mechanism. This device can be constructed using a wheel system and a manually operated braking mechanism. These are just a few examples of devices that students can build using Lego blocks or pieces. By building these devices, students can gain skills in critical thinking, collaboration, and the application of scientific and engineering principles in an interactive and engaging way. 80 Hero's Journey for building Resilience. ACTIVITY TOOLKIT

ANNEX 9 Let's build a treasure 1. Planning: Start by planning your treasure. Choose a concept and design that matches your theme. You can create a jewellery box, a treasure hunt box, or a box for storing collectibles. 2. Materials: Make sure you have all the necessary materials. In general, you need coloured paper, cardboard, glue, scissors, coloured pencils, wooden sticks or any other material you can think of that might be useful. 3. Construction: Start building your box using cardboard and glue. Cut the cardboard to the desired dimensions and start gluing it. Make sure the box is sturdy and taped up high. 4. Decoration: After you've built the box, it's time to decorate it. Use coloured pencils, paper, stickers, glitter or anything else you want to make it as attractive and lively as possible. 5. Add the treasures: Now it's time to add the treasures inside your box. You can add beads, jewels, gems or anything else that you think might be attractive. 6. Completion: After you finish adding the treasures, make sure the box is tightly closed. You can even add a key or combination to keep the treasures safe. Hero's Journey for building Resilience. ACTIVITY TOOLKIT 81

ANNEX 10 inner values/ treasures Here is a list of some examples of inner values and a description of each: 1. Authenticity - being honest and true to oneself and others, living in accordance with one's own values and principles. 2. Empathy - the ability to understand and feel the emotions of others, to be sensitive and to be able to provide support. 3. Courage - doing what is right, even if it is difficult or dangerous, overcoming fear and being able to take risks. 4. Respect - treating all people with dignity and consideration, being attentive to the needs and feelings of others. 5. Responsibility - being responsible for your actions and accepting their consequences, being willing to get involved and make informed decisions. 6. Integrity - being honest, open and honest, living according to your values and principles and being consistent in what you do. 7. Compassion - being willing to get involved and help people who are experiencing difficulties or suffering, being sensitive and being willing to act. 8. Gratitude - being grateful for what you have and the people in your life, being aware of the good you have received and appreciating it. 9. Creativity - being innovative and finding new and original solutions to problems, being willing to take risks and experiment. 10. Continuous learning - being open to learning and development, being curious and always looking to improve your skills and knowledge. 11. Resilience - the ability to cope with challenges and difficulties and recover quickly from negative experiences or trauma. 82 Hero's Journey for building Resilience. ACTIVITY TOOLKIT

Guiding questions 1. What are the values t​ hat guide you in life and why are they important to you? 2. What inspires your respect and how does it show in your behavior? 3. What kind of responsibilities do you have and how do you make sure you fulfill these responsibilities? 4. What motivates you to take risks and be brave? 5. How can you be more empathetic and attentive to the needs and feelings of others? 6. How can you improve your creativity and innovation in your life? 7. How can you be more grateful for what you have and the people in your life? 8. What does integrity mean to you and how can you cultivate it? 9. How can you maintain your openness to continuous learning and development? 10. What challenges have you encountered when trying to live by your values and how did you overcome them? 11. What are the strategies or activities that help you get through difficult times and bounce back from negative experiences? These questions can be a starting point for a larger discussion about inner values and can help to explore and clarify personal values. Hero's Journey for building Resilience. ACTIVITY TOOLKIT 83

IN THE END... Dear teachers and students, Today, we have come to the end of our journey through 12 exciting and adventurous stories. It was a journey through which you explored a fantastic world, learned lessons of wisdom and discovered your inner powers. Now, as we are nearing the end, we want to share some thoughts with you. Each story was an opportunity to explore and develop your STE(A)M (Science, Technology, Engineering, Art and Math) skills. You traveled through challenging situations, solved complex problems, tested your creativity and learned to collaborate in order to achieve success. During this journey, you have discovered that your strength lies not only in material wealth or individual abilities, but in the strength of community and the value we bring to our world. You have learned that by collaborating and sharing your stories, you can inspire and bring light and hope to those around you. We want to congratulate each of you for the courage, creativity and perseverance you have shown during these stories. Each of you brought something unique and special to this journey. Now, we encourage you to continue to explore, learn and develop your skills in STE(A)M and other fields that interest you. Each of you has a great potential to do wonderful things and bring a positive change to our world. We close this letter with a heart full of gratitude and the trust that each of you will continue to write your own unique stories in life. Thank you for being a part of this wonderful journey and we wish you all the best in the future! with love and appreciation, Eduvital association team 84 Hero's Journey for building Resilience. ACTIVITY TOOLKIT

These activities are designed to align with the stages of the Hero's Journey story and provide students with the opportunity to explore and develop their courage, resilience and creativity. Educating minds and hearts

STE(A)MOTION - in motion for change project is part of the STE(A)M Partnerships on Education Resilience in Europe, funded by the Cisco Foundation and supported by Scientix. The content of this document is the responsibility of the authors and does not represent the position of European Schoolnet. EUN is not responsible for how the information contained in this document is used.