Hosted by OSOS , contributed by atpeneva on 3 February 2019
About the teacher:
Atanaska Peneva /Information Technology teacher/ at_peneva@abv.bg, peneva@batakliev.org
Galina Markova /Biology, Human and the Nature teacher/ galia65@abv.bg
Yanka Georgieva/Chemistry and Physics teacher/ ianago@abv.bg
Preparation:
The following tasks were assigned to students:
1. Explore myths and legends of Bulgarian and ancient Greek mythology about the magic of the stars and the constellations, together with the parents.
2. Project activity - The Great Lines – ‚My Cartoon on Space’ and ‘Modeling the Solar System‘
3. Working with an interactive star chart program.
Didactic materials: Presentation, multimedia, laptops, interactive stellar map, modeling and drawing materials, Phoenix electronic platform, literature - Ancient Greek myths and legends and Bulgarian folk art, 65 inch interactive flat panel display.
The students were divided into 5 teams, the teams were formed with two-class students who are not familiar with, but have the common goal of working together to acquire knowledge, skills and competencies.
The introduction of the theme took place in a short story from Yordan Yovkov's Story Evening – ‘The Stars ...... I know them‘, and the updating of knowledge with an excerpt from Hristo Botev's poetry "Hadji Dimitar", performed by Hristo Mutafchiev.
‚It stays in the evening, the moon rises, the stars spill the sky, the forest silent, the wind blows, the Balkan sings a haidouk song‘
Gradually with the knowledge of the Sun as a star, the students themselves introduced the notion of ’star’.
The Polar Star team has told interesting legends about the Polar Star.
From the meaning of the word constellation, the students themselves drew the definition of ’constellation‘, and with the association with the geographic map - a star map.
For the most interesting constellations, our teams have led us into the world of myths and legends.
The lesson continued with a fun modeling task - teamwork.
Each work team had an envelope in which the job was written - the constellation it will model.
The teams had a variety of modeling materials: 2 team members were using magnets on magnetic boards, 2 teams with pins on cork boards, and 3 teams working with plasticine and plastic tubes.
On laptops, each team had a star chart program installed, from which they had to find the constellation they would model.
There was also an envelope called ’Joker‘ in the workplace, which the team could open on the condition that it could not navigate the interactive stellar map from the laptops.
The teams had 10 minutes of creative work after which a team representative presented the model.
Gradually, the concept of the ‘galaxy‘ and our Milky Way galaxy was introduced. The teams were working on a new practical task to portray our galaxy against the legends of the name of the galaxy, recorded in advance with the help of Ms. Atanaska Peneva. The teams presented their work.
For feedback, the lesson continued with an electronic test (the test was written by Mrs. Peneva and Markova), each team has the right to 1 response and an interactive pyramid, and the students themselves introduced the concept of ’Universe‘.
The platform is learningapps.org
Text of Stars and Constellations :
https://learningapps.org/display?v=ptpr34sn317
Homework was set on the Phoenix electronic platform.
Participants in a forest expedition must build a shelter facing south to protect them from the winds.
А) Suggest a way to determine the directions of the world.
Б) What constellations can be ascertained whether the forest is in the Northern or Southern Hemisphere?
The lesson ended with the opening excerpt from Yordan Yovkov's Story Evening story and thought of the stars of Little Prince of Antoin de Saint Exupery.
‘People have different stars. For those who travel, the stars are the guides. For others there are only small lights.’
The event is attended by representatives of OCR and teachers in order to share experience with other teachers from the municipality.
Link for the presentation and video for the presentation:
https://drive.google.com/drive/folders/1mOc5qKhdea9KcwryuoXwYco8AtNh4gyQ?usp=sharing
Se sentir
Describe the addressed real challenge:
Human and Nature training is a challenge for the students in the team who are involved in cognitive, affective / self-knowledge / and practical skills, to participate in activities, to experience situations, to stimulate team interactions - students to ask questions and to seek answers themselves, to develop responsibility for learning, social skills and emotional intelligence, empathy toward oneself and others.
Challenge phase. Describe and deeply understand the challenge / problem of the local society
Imaginer
Brainstorming and design phase. Investigation and discussion among the students towards the selection of an innovative solution. Imagination of the outcome and on how this outcome will address the challenge.
By brainstorming, the students have themselves drawn the concepts - stars, constellations and the universe.
Créer
Implementation phase. Implementation of the solution in close collaboration with teachers and local stakeholders (RTDs, parents, NGOs etc.)
Diverse learning activities activate students' individuality and motivate them to use their skills to acquire knowledge, skills and attitudes. The way of acquiring and learning is changing. Transferring knowledge from one area to another contributes to their durability and depth. Skills to solve a problem are built using the tools of other sciences, the qualities needed to build the young person.