Book with good practices

2015 BRAILA

ROMÂNIA, BRĂILA, 2015 ISBN 978-973-0-19657-3.

AUTHORS BLANKA UHLJAROVÁ ALENA CÁPKOVÁ AMALIA ANTONICELLI DI SARNO NADIA MARIA VINCI LIVIA SEMERARO BARTOSZ RYBKO ANNA WIESE ANA DE JESUS PEREIRA RODRIGUES LÍCIA MARIA GOUVEIA PESTANA PINTO SUSANA CALDEIRA TELMO COSTA MONTSERRAT CUÑADO ARIF ISILAK BANU DUMAN AYŞE GÜNCÜER IULIA GEORGESCU CORINA CIUPALĂ VIOLETA GURCENCO DINCĂ NICOLETA

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission can not be held responsible for any use, which may be made of the information contained therein.

Foreword

The present booklet containing 19th lesson plans designed by the institutions in

the Comenius partnership "HEALTHY CHILDHOOD, BEAUTIFUL LIFE" is the result of

the sustained efforts, discussions and reflections of the project's well-equipped teaching

staff.

It is worth mentioning that through this material, of considerable value, we

intended to inspire the new generation of young teachers by offering them a burst of

creativity.

The strategies upon which we all agreed are considered amongst the most

innovative and worthy to be part of any teacher's methodological kit. These are: analysis

experience, drama, role-play, etc.

The publication of this booklet has been made possible with the Comenius

project “Healthy childhood, beautiful life”, implemented by ”Anton Pann” School from

Braila, Romania, Colegio Infanta Elena- La Orotava, Spain, Münevver Öztürk

Ortaokulu- Ankara, Turkey, Escola Dr. Horácio Bento Gouveia, - Funchal, Portugal,

Základní škola T.G.Masaryka Šardice, okres Hodonín, příspěvková organizace-

Šardice, Czech Republic, Niepubliczne Gimnazjum Keglik - Środa Wielkopolska,

Poland, Istituto Comprensivo " Manzoni "- Mottola, Italy and financed by the European

Commission through the Lifelong Learning Programme.

Activities that were carried out during in 2013 - 2015 had an interdisciplinary

approach: Mini olimpiadă - traditional sports games, Ebru technique painting,

workshops, realization of posters illustrating the theme of the project, making

commercials with specific messages, mountaineering, making posters theme theme

trips,drama, role play, exploring nature, visiting a recycling plant at the bakery factory to

a production greenhouse with strawberry and red bio, all reflecting the healthy,

harmonious, friendly and responsible people live in partner countries. We tried to

develop this project in our children a healthy lifestyle through sport thirst of knowledge,

music, dance, food, play, affection, and later, as adults, to live in harmony with all life.

Why healthy childhood? Because, as Francesco Oren said tano "Childhood is the

stream of water that flows clear and clean and finished the depths to which humanity

runs ceaselessly to satisfy the thirst of his ideals of love, kindness, beauty, perfection".

Why beautiful life? Because, we quote, ”A child can learn anytime an adult three things:

how to be happy without reason, how not ever stand still and how to press for what he

wants. "- Paulo Coelho.

SUMMARY

LESSON PLAN BY BLANKA UHLJAROVÁ..............................................................1

LESSON PLAN BY ALENA CÁPKOVÁ ....................................................................3

LESSON PLAN BY HANA ŠVANDELKOVÁ ............................................................7

LESSON PLAN BY AMALIA ANTONICELLI …………………………………………….9

LESSON PLAN BY DI SARNO NADIA…………………………………………………..13

LESSON PLAN BY MARIA VINCI………………………………………………………..19

LESSON PLAN BY BARTOSZ RYBKO ..................................................................22

LESSON PLAN BY ANNA WIESE……………………………………………………….28

LESSON PLAN BY ANA DE JESUS PEREIRA RODRIGUES……………………….30

LESSON PLAN BY LÍCIA MARIA GOUVEIA PESTANA PINTO…………………….32

LESSON PLAN BY SUSANA CALDEIRA………………………………………………34

LESSON PLAN BY MONTSERRAT CUÑADO…………………………………………37

LESSON PLAN BY ARIF ISILAK………………………………………………………...41

LESSON PLAN BY BANU DUMAN………………………………………………………44

LESSON PLAN BY AYŞE GÜNCÜER.......................................................................47

LESSON PLAN BY CORINA CIUPALĂ.....................................................................51

LESSON PLAN BY VIOLETA GURCENCO...............................................................54

LESSON PLAN BY IULIA GEORGESCU...................................................................56

LESSON PLAN BY NICOLETA DINCĂ ....................................................................59

Comenius project ”Healthy childhood, beautiful life” – good practices

Czech Republic

School: Základní škola T.G.Masaryka Šardice, okres Hodonín, příspěvková organizace, Šardice. Blanka Uhljarová has been teaching at ZŠ TGM Šardice in the Czech Republic for 30 years. Her specialization is teaching English, Chemistry and Biology at a Primary School. The lesson plan is aimed at the environmental protection and assortment of waste. It is intended for 9 years old children. Lesson plan Class: III. Children age: 9 Readiness Level of Pupils: A1 Lesson topic: KEEPING HEALTHY Working time: 45 minutes Lesson Objective: WHAT KEEPS US IN GOOD HEALTH Expected Outcomes for pupils: children will learn how to keep healthy, they develop listening skills, develop language skills, they ask questions about health and answer them. Material and procedural resources: listening text, paper for poster Teaching scenario:

1. Introduction – warm up (Arms up, arms down, jump to the right, jump to the left, kick to the right, kick to the left, hands on hips, bend to the right, bend to the left and have a rest – sit down. )

2. Revision of vocabulary – What´s this? (pictures of fruits, vegetables, kinds of sports).

3. Listening text – before listening - looking at the text, teacher asks - who´s this (sportsman), What will this lesson be about? Listening (teacher reads)After listening – teacher asks - What does this sportsman have? What kinds of fruit could he eat, What kinds of exercises could he do?

4. Reading (some of the pupils read) 5. Asking- teacher asks- Do you have lots of fruit, Do you have lots of water, Do you

have lots of exercise, Do you have lots of sleep? Pair work – asking and answering

6. Speaking – children look at the pictures below on the page- teacher asks - Where are the children, What are they doing, What kinds of exercise do you like? Pairs work


7. Writing – teacher asks – What keeps you in good health? Brainstorming, teacher writes on the board (relax actively, wash in cold water, wash after going to toilet, before eating,…, have lots of fruits, have lots of water, have lots of exercise, have lots of sleep)

8. Poster – you will make a poster to explain how to keep fit. You have to write rules of healthy lifestyle. You can add some pictures.

9. Closing – presenting posters, children read aloud and show their posters

Anticipated Problems during the Lesson: lack of time for finishing posters, lack of time for presenting posters. Evaluation: poster


Czech Republic

School: Základní škola T.G.Masaryka Šardice, okres Hodonín, příspěvková organizace, Šardice. Alena Cápková has been teaching at ZŠ TGM Šardice in the Czech Republic for 12

years. Her specialization is general teaching at a Primary school. The lesson plan is aimed at a healthy lifestyle. It is intended for 11 – 15 years old children. LESSON PLAN Class: VI. Children age: 11 Readiness Level of Pupils: A2 Lesson topic: ENVIRONMENT Working time: 45 minutes Lesson Objective: ENVIRONMENTAL ISSUES Expected Outcomes for pupils: Children fix new vocabulary, express their own opinion about what is good and bad for our environment, discuss. Material and procedural resources: work sheets, dictionaries, pictures, articles Teaching scenario:

1. Brainstorming – teacher writes on the board: THE WAY WE LIVE ….., WE CAN….., children discuss and write notes on the board.

2. Warm up activity – each pair get pictures and short text, children match the pictures with the words

3. Dictionaries - children will use dictionaries for searching new vocabulary, which is written on the board

4. Discussion - each pair gets two pictures of city x village – children discuss advantages x disadvantages of living

5. Find your partner – some children get short text, the other children get the topics of the text, children walk around classroom and try to find their rights partners

6. Debate – teacher debates with children about their feelings Anticipated Problems during the Lesson: lack of time Evaluation: a poem and a picture What problems do we have related to the environment now? Brainstorm your ideas with your neighbours We have too many factories.


1.We have too many factories. 1. Match the pictures with the words

recycling

animal extinction

rainforest

polluted water

THE WAY WE LIVE …..

WE CAN …..


polluted air

melting iceberg

ozone hole

2. Match the pictures with the words recycling animal extinction rainforest polluted water polluted air melting iceberg ozone hole 3. What are these words in Czech? Find them in the dictionary and try to explain in your words. rubbish _______________________________________ pollution ____________ ______________________________ unnecessary ____________ _______________________________________ 4. Pictures A and B show two different types of living environment (city / village).


5. Match the descriptions with the correct words.

This is caused because sun rays go through the atmosphere and warm up the planet. Most of the heat stays there because of the polluted air. That is why our planet is getting warmer.

recycling

This is caused because our planet is getting warmer.

animal extinction

A lot of factories pour their waste into rivers which causes this.

rainforest

This is caused because people use fridges and detergents with Freon.

polluted water

This is caused because the natural environment of the animals is being destroyed.

polluted air

It´s very important to do this not to destroy the rest of the forests to produce paper.

melting iceberg

People go by cars very often. Probably they should use public transport more not to cause this with the exhaust gases.

ozone hole

They are destroyed because people need wood for heating and to produce paper.

greenhouse effect

My evaluation sheet:

Positive feelings Negative feelings

Make up a short poem: ……………………………………………………………………………………………………… Draw a picture on how you can help.


CZECH REPUBLIC

School: ZÁKLADNÍ ŠKOLA T.G.MASARYKA ŠARDICE, OKRES HODONÍN, PŘÍSPĚVKOVÁ ORGANIZACE, ŠARDICE Hana Švandelková has been teaching at ZŠ TGM Šardice in the Czech Republic

for 10 years. Her specialization is teaching Czech language, Civics and Practical activities at a Primary School. The lesson plan is aimed at the understanding of the concept of democracy. It is intended for children at the age of 14 - 15 years. LESSON PLAN Class: IX. Children age: 14 - 15 years Readiness Level of Pupils: A2 Working time: 45 minutes Lesson Objective: Realize the essence of democratic and undemocratic system Expected Outcomes for pupils: Basic concepts of political science, historical context Material and procedural resources: worksheet Teaching scenario: DEMOCRACY The term originated from the Greek words: demos = people and kratos = strength of the government. Choose from the word pairs the right one:

1. Democracy is the principle of x state, through which people can fairly form a community in decisions that affect them.

2. The democracy is expressed in the principle of popular sovereignity x nation. 3. The source of all power in the state to be elected state representatives x people

(citizens). 4. Only people x elected representatives have the right to decide their own public

affairs, there is no dictator. 5. Minority rights should be protected from arbitrariness other minorities x majority.

There is direct and indirect democracy. Match the correct definition: Direct democracy Indirect democracy

Citizens elected to representative and legislative representatives who for some time exercised the power vested in favor of people

Direct people's decisions on certain policy issues


Talk with students: What format is mostly realized in democratic decision-making? What are the advantages and disadvantages of democracy? Undemocratic state regime

In this mode, do not respect the principles of democracy - such as.: electoral equality, to participate in ....................................... .. (even through another person, it is possible) to know about public issues etc.

Power is in the hands of certain ............................... or political parties.

Often this mode occurs in times of the Earth ..........................................., discontent citizens etc.

Even in the Czech lands in the recent past appeared undemocratic state regimes (........................................................................................................).

Terms used for undemocratic regimes: dictatorship, tyranny, absolutism.

Now, using concepts such as authoritarian and totalitarian regime.

Discussion: Do you know any contemporary undemocratic regimes? Which? What makes them undemocratic?

Match the correct definition: Totalitarian regime's Authoritarian regime

A party that controls the whole of society and seeks to eliminate all of their subsystems. Has a monopoly on power.

Sophisticated ideology, attempt to create a utopian society. Leadership can afford everything. His behavior is unpredictable. Participation through mass organizations. Mobilization through the side. Mode reduces the existence of other groups, but there may be opposition party,

does not endanger the position of the government, lets live the economic, cultural and social organizations, churches.

There is no ideology developed. Resigns to create a utopian society. Negotiations leadership is more predictable. Usually not create mass political party. Citizens elect depoliticised.

Anticipated Problems during the Lesson: Ignorance of the historical context - the events of the 20th century (WWII – Nazism, Communism) Evaluation: Students can be evaluated during the discussion, correctly completing the worksheet.


ITALY

School: ISTITUTO COMPRENSIVO " MANZONI " MOTTOLA ”I’m Amalia Antonicelli and I’m a French teacher.I was born in Taranto a big city in the south of Italy but now I live in Mottola, a small town in the South-East of Italy . I teach French in a middle school in Mottola where I live with my husband and my two daughters. I love teaching and I hope to be able to help children to achieve their best and above all to love my subject matter. I like sharing experiences, collaborate with my colleagues. I love travelling and learn about new places and cultures.” LESSON PLAN Children Age: 13 Class: 3^ Name of Lesson: My Favourite Breakfast Food Getting ready: Objectives:

1. The children will be introduced to a variety of breakfast foods. 2. The children will understand why their bodies need breakfast every day. 3. The children will share their favourite breakfast foods with one another. 4. The children will be introduced to breakfast meal planning by choosing foods

from a variety of food groups to make up a breakfast meal. 5. The children will be encouraged to taste a variety of breakfast foods.

Points to Emphasize 1. Breakfast should include a variety of different foods and beverages chosen from

a variety of the five food groups (grains, fruits, vegetables, low-fat milk, meat/ beans) – for example, whole grain breads and cereals, eggs, beans, lean meats, low-fat milk, low-fat yogurt, fruits, vegetables, 100% fruit and vegetable juices, peanut butter, and so on. (See Teacher Information for further information on the five food groups.)

2. Breakfast is one of the most important meals to eat during the day.

Material and procedural resources 1. Chart paper 2. Graph Paper 3. Hole Punch 4. Scissors

5. Art Supplies 6. Drawing paper 7. Tape

8. String


STEP Gather children around the picture of the clock on the piece of chart paper. Ask children what time the clock shows. Ask:

What meal do we eat at this time of the day? Why do we eat breakfast? What is one example of a meal that people eat for breakfast?

Procedure: Invite children to draw a picture of one of their favourite breakfast foods and write the name of the food. Then, have children take their food pictures and sit around the poem that is displayed on chart paper. Explain to children that there are many different kinds of foods to eat for breakfast and that not all of us eat the same foods. Emphasize that a variety of foods can be eaten for breakfast. Read the poem aloud to children, using your finger to point to the words as you read. Then, allow children to take turns inserting their favourite breakfast foods in the poem. Using children’s favourite breakfast foods, set up a graph to represent the data. Draw a graph on a board by writing the names of the five food groups – grains, fruits, vegetables, low-fat milk products, and meat & beans on the board. Have each child place their food picture under the appropriate food group. When all children have added their foods, discuss the graph. Explain to children that when deciding what to eat for breakfast, it is important to choose a variety of foods from the five different food groups in order to get all of the vitamins and minerals their bodies need. Describe some examples of what foods could be chosen to make up a diverse breakfast. As you describe some of the different breakfast combinations, help children identify the food group that each food comes from. Invite children to brainstorm other combinations of breakfast foods using the flashcards to help them with their selections. Emphasize how breakfast is a fun meal to eat because there are so many foods to choose from. STEP Eating breakfast is a smart thing to do. It helps you to grow, think and play, too. ______ is my favourite breakfast food Eating it always puts me in a happy mood!

1. What does this graph tell us? 2. What would be a good name for this graph? 3. How many children have a favourite breakfast food from the grain food group?

(Insert other food group names.) 4. Which breakfast food was the most popular? 5. Which breakfast food is the least popular? 6. How many more children liked foods from the _____ food group for breakfast

than


foods from the ______ food group? (Insert other food group names.) 7. Who might find the information on this graph helpful?

Activity Outcomes:

1. What is one of your favourite foods to eat for breakfast? Why? 2. What food group is it from? 3. What are the names of the five food groups? 4. Why is it important to eat a combination of different foods for breakfast? 5. Why is it important to eat breakfast? 6. Why is eating breakfast a fun thing to do?

Extension Activity: Do You Recognize This Breakfast Food? Explain to children that every week, you are going to be able to try children’s favourite breakfast foods. Invite children to write down their favourite breakfast food on a strip of paper. At the end of each week, place the paper strips into a box or other container and mix them up. Choose one of the strips and then instruct children or ask parents to contribute the food so everyone can try it. When possible, you may be able to get the food from the school food service department. As children try the different foods, talk about how the food looks, smells, tastes, feels, and sounds when they eat it. Review the importance of eating breakfast every morning to help their bodies grow and be strong, and to have the energy and nutrition they need to run, play, think and learn every day. Ask them to write a few sentences describing why eating these foods together would be a fun thing to do and to write one breakfast goal. When children are done, bind pages together to create a Class Breakfast book. Let children take turns sharing the book at home. Celebrate the “publication” of the book by holding a class breakfast party. Safety Note: This lesson suggests a food tasting. Some children may be allergic to certain foods or ingredients of foods such as nuts. Before serving or having any of these foods near children, be sure to ask parents for a list of any food allergies that children may have. Be sure to examine the ingredient lists of breakfast foods before serving them to children. Food is important because it helps children grow and develop, and can help set a foundation for good health. Foods provide fuel and nutrients that growing children need. It is important for children to eat every meal and not to skip meals. One of the most important meals is breakfast. This lesson focuses on the introduction to a variety of breakfast foods that can be eaten for breakfast. Because children do not have discretion over everything they eat, the focus is to introduce children to the variety of breakfast foods and beverages that are available. It is also intended to encourage children to try a variety of foods and


beverages, and to explore the uniqueness of different foods from each of the five food groups using their five senses. Many breakfast foods and beverages are high in a variety of vitamins, minerals, and nutrients (for example, foods such as whole grains are high in fibre). Fruits and vegetables, including 100% fruit and vegetable drinks, are high in vitamins and minerals, low in fat and high in fibre. Low-fat milk products contain the same amount of vitamins and minerals and less fat than whole milk products. All breakfast foods can be eaten in moderation. The Pyramid Food Guidance System provides specific recommendations for making food choices to improve the quality of an average diet. The recommendations in this framework fall under four overall themes:

Variety – eat foods from all food groups and subgroups. This shows that foods from all food groups are needed each day for good health.

Proportionality –This is shown on the Pyramid by the different widths of the food group bands. The widths suggest how much food a person should choose from each group.

Moderation – Choose forms of foods that limit intake of saturated or trans fats, added sugars, cholesterol, salt, and alcohol. This is represented on the Pyramid by the narrowing of each food group section from bottom to top. The wider base stands for foods with little or no solid fats or added sugars. These should be selected from more often. The narrower top stands for foods containing more added sugars and solid fats. The more active you are, the more of these foods can fit into your diet.

Activity – be physically active every day.

Some Breakfast Ideas 1/2 English muffin, and 1 cup 100% orange juice (grain, meat & beans, fruit) 1 cup whole grain cereal, 1/2 cup blueberries and 1 cup low fat or skim milk

(grain, fruit, and milk) 1 buttermilk waffle with 1/2 cup low-fat yogurt, 1/2 small sliced banana or

peaches, and 1 cup low-fat milk (grain, fruit, milk) 1 small whole wheat tortilla, 1/2 cup (1%) cottage cheese, 1/4 cup beans and 1

cup 100% fruit or vegetable juice or 1/4 cup salsa (grain, milk, meat & beans, fruit or vegetable)

1 cup low-fat plain yogurt, 1/2 cup low-fat granola, 1 cup applesauce (milk, grain, fruit)

1 cup of hot cereal cooked, with 1/2 sliced apple and 2 Tbsp raisins, 1 cup low-fat milk (grain, fruit, and milk)

Toasted cheese sandwiches on whole wheat bread, with 1 cup sliced strawberries (grain, milk, fruit)

Check the lesson ahead of time to determine what food supplies you will need. In general, you can make substitutions for the foods suggested in the lesson. You can also use the tasting as an opportunity to have the students try breakfast foods from a variety of cultures and cuisines. It may be helpful to ask a few parents to assist you by sending in the specified foods on specific days.


ITALY

School: ISTITUTO COMPRENSIVO " MANZONI " MOTTOLA “I’m Di Sarno Nadia, I was born in a small village near Naples but now I live with my husband and my son in the South of Italy, in a small town near the sea called Massafra. I’m an English teacher, I teach in a middle school in Mottola. I’ve been an English teacher since 1998. I like teaching and I try to motivate my students first of all with the enthusiasm I’ve got in what I do and offering them different kind of strategies that can help each student to reach good results to spend in the real life. I like sharing ideas and comparing with my colleagues. I like travelling and discovering new places and different cultures. In fact in the summer I’m a group leader, I organize summer courses for students in England to improve the language .I also like listening to music and reading books, I love the sea and spending lots of time with my son and husband” Lesson Plan Title: Choosing Healthy Beverages Class: 2^ scuola media Level: intermediate Lesson topic: Healthy drinks Getting ready…. I. Nutrition Education Goal & Objective: Goal 1: Students will comprehend concepts related to eating and physical activity for good health. Objective: As a result , student will know, understand, analyze and apply concepts, as developmentally appropriate, about the benefits of: 1. Drinking plenty of water 2. Limiting foods high in fat, sodium and added sugar.

II. Outcomes: A. Students will explain the importance of limiting added sugar. B. Students will determine the amount of sugar in a beverage using its food label. C. Students will compare the amount of sugar in various beverages. D. Students will identify beverages that are lower in added sugar. III. Materials: A. Visuals: Drinks poster and sugar test tubes B. Supplies: Container of sugar, measuring teaspoons, clear cups, pencils


C. Demonstration beverages: Soda, Fruit drink, Iced tea, Milk, Chocolate milk, 100% orange juice, Sports drink and bottle of water D. Handouts: “How much sugar is in my soda?” E. Optional handouts: “Drinks Word Search”, “Guess the sugar amount” and “Which milk is healthier?” F. Hand wipes G. Reinforcement H. Food tasting IV. Procedure: A. Introductory: 1. Lesson Introduction: Introduce the Eat. Right. Now program and the educator presenting the topic. Explain that today we will be discussing healthy drinks. Students will learn why they need to be concerned with what types of beverages they consume. They will also find out how to determine much sugar is in some common beverages. 2. If this is not the first lesson with the group, review the previous lesson. 3. Icebreaker:

Have each student state their favorite drink and if they think their drink is healthy or unhealthy. Record the results on the board.

Discuss facts and myths about sugar and health. Read the following statements about sugar and health. Have students guess if the statement is a fact or myth.

True:

Sugar in large amounts can cause you to gain too much weight

Sugar can contribute to cavities in the teeth False:

Sugar causes diabetes

Sugar causes children to become hyperactive

Sugar causes heart attacks 4. Alternate Icebreakers:

Drinks Word Search

Which milk is healthier? worksheet

Guess the sugar amount worksheet B. Developmental:

1. Introduce topic of choosing healthy drinks. Explain that what students choose to drink is just as important as what they eat. Beverages can provide excess calories and sugar, which can lead to weight gain and cavities. We need to choose the right types of beverages to keep our bodies healthy.

2. Discuss how to tell the difference between a healthy drink and a less healthy drink by using the food label as a guide. Show students where to find the sugar content and serving size of the beverage on the food label. Explain that sugar is contained within many foods, including drinks. We may be eating and drinking more sugar than we think. Let’s take a look at how much sugar is in each drink.


3. Explain to students that they are about to become “nutrition experts” in choosing healthy drinks.

4. Activity: How much sugar is in my soda?

a. Distribute the “How much sugar is in my soda” handout. Go over this together with the students as an example. Write on board: 4gm sugar= 1 teaspoon of sugar. Have students find the grams of sugar and the servings per container on the label. Multiply these numbers to get the total grams of sugar for the whole bottle or can. Then have the students divide that number of grams of sugar by 4 to get number of teaspoons of sugar. Have a student volunteer help measure out the amount of sugar in the soda in front of the class.

b. Now you can have the students do the same calculation with their own drinks. Distribute the empty demonstration bottles/cans to the students. Have the students work in groups to see if they can calculate how much sugar is in these other drinks.

c. Give each group a clear cup so they can measure out the teaspoons of sugar in their drink once they have finished the calculation. Remind the students that if they drink more than one bottle or can of the beverage, they will consume even more sugar.

d. Compare and discuss results with the rest of the class. Each group can designate a recorder who will record the information and a spokesperson who will report the information to the rest of the class.

e. Which drinks have the most sugar? Which have the least sugar? Explain that milk and 100% fruit juice do have sugar, but it is natural sugar. They also contain more vitamins and minerals, which makes them healthier choices. Soda, fruit drinks and sport drinks have added sugar and usually have no vitamins or minerals. Explain that many of us consume much more sugar than we think especially if we are drinking more than one of these high sugar drinks each day.

f. Ask students if they think they can switch to a healthier drink option such as milk, 100% juice, water or flavored water.

V. Conclusion of lesson: A. Distribute hand wipes. B. Provide each student with a food tasting and encourage him or her to make small changes in his or her diet now. Explain why this food is a healthy option. C. Distribute the reinforcement, read the message and/or explain the reason why they are receiving a reinforcement. D. Thank the students for their participation and answer any questions the students have.


VI. Extension lessons: A. Choosing Healthy Beverages- Did you get the message? B. Choosing Healthy Beverages- What’s in your beverage? C. Choosing Healthy Beverages- Be a label-reader VII. Evaluation: Teacher observes line dialogue, listening for communicative competence as students do the oral activities. Teacher collects written exercises and checks for communicative competence. Teacher looks at written sentences on the board, checks for basic grammatical accuracy, and gives feedback to whole class. Here are some activities that teachers can do during the lesson using different strategies (work in pair- small groups- ) to involve all students. Drinks Word Search Label: ANSWERS


Juice Orange Low fat milk Minerals Vitamins Calcium Healthy Apple Water Chocolate milk

How much sugar is in my soda? Label: 20 oz cola 1. How do I find out how many total grams of sugar are in the bottle? _____ x ______ = _____ grams


2.How do I find out how many teaspoons of sugar are in the bottle? (HINT: 1 teaspoon of sugar = 4 grams) _____ ÷ _____ = ______ teaspoons of sugar Which milk is healthier?

a. Which nutrients are the same for both types of milk?

______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________

b. Which nutrients are different? ______________________________ ______________________________ ______________________________

c. Which type of milk do you think is healthier?

__________________________


ITALY

School: ISTITUTO COMPRENSIVO " MANZONI " MOTTOLA “ I’m Maria Vinci and I’m an English teacher. I was born in Padova a big city in the north of Italy but now I live in Mottola, a small town in the South-East of Italy . I teach English in a middle school in Mottola where I live with my husband, Angelo and my two sons Claudio and Flavio. I love teaching and I hope to be able to help children to achieve their best, to inspire them not only academically but personally and to share enthusiasm for my subject matter. I like sharing experiences and collaborate with my colleagues. I love listening to music, reading books, writing and relaxing with my family and my friends. I like travelling, meeting people and learning about new places and cultures.” LESSON PLAN Topic: Healthy Youth, Healthy Community Objectives: The purpose of this unit is to introduce the learners to healthy living habits both for themselves as well as their community. They will demonstrate their knowledge by participating in various activities making healthy food choices, exercise and helping those of the community do the same. Learners will develop a service learning project based on a community needs assessment. They will reflect on their service project, demonstrate the impact on the community, and celebrate their hard work and success. Focus Question: Why is it important to practise healthy living habits and advocate for healthy living practices in a community? Unit Duration: Approximately six lessons , 45-minute for session plus time to complete the Service Project. Unit Objectives: Learners will:

write a group definition of community. create a classroom contract to govern students' behavior throughout the

program. brainstorm characteristics of healthy living. rewrite government statistics accurately in youth language. propose causes for specific health issues and trends in the U.S. reflect on ways to improve the health of the community. list healthy foods for each letter of the alphabet. list the five categories of food listed. record and analyze their own eating and exercise for 24 hours.


count their heart rate before and after exercise. practise and perform a simple dance routine. teach the dance routine to others to promote healthy behaviors in the community. define personal health culture. develop healthy alternatives for personal health choices. identify facts about healthy eating. evaluate the completed Home Health Surveys. plan a health survey of school and neighborhood. identify the cultural and environmental factors that promote obesity. design healthy living logos. create healthy eating and exercise comic strips. define body image and explore how the media impacts this. state that beauty is an opinion and changeable and should not be dictated by

magazines and popular opinion. explore media influences on food choices. develop an ad campaign for “Be Your Best You.” explore what it means to be responsible citizens. explain how leadership applies to service. develop survey questions to collect data on community needs. role-play data collecting. play an observation game. discuss procedures and safety practices for community survey. conduct a community survey. reflect on the survey experience and results. analyze collected data. work together to select a health need for a class service project. outline and plan their service project. identify potential sponsors and contributors from businesses, groups, and

individuals. carry out their planned service project. reflect on the impact of the service project. demonstrate the impact of their service project by summarizing data. celebrate their hard work and efforts to make the community healthier.

Service Experience: Based on the needs assessment in the community, students design a service project that influences the health of the community. They plan the steps, carry out their plan, reflect on the process, and celebrate their success. The project grows out of the students' learning, interests, talents, and connections in the community. School/Home Connection: Students complete the Home Health Survey as homework after Session One. They bring the completed form back to school for discussion in the next session. Students may take two or more copies of their survey home to interview adult family members and neighbors. Material for Teaching: Chart paper, drawings, books, CDs, Lim, radio and also, during the lessons it’s possible to watch a YouTube video about a healthy lifestile. It is strongly


suggested that the teachers preview the video to determine if it is appropriate for the class. Evaluation: Students do a Line Dialogue holding materials from previous activities. Line A asks, "Do you (healthy life)?". Line B responds, "Yes, I do" or "No, I don't." Teacher observes line dialog, listening for communicative competence as students do the oral activities. Teacher collects written exercises and checks communicative competence. Teacher looks at written sentences on the board, checks basic grammatical accuracy, and gives feedback to whole class.


POLAND

School: Niepubliczne Gimnazjum Keglik, Środa Wielkopolska BARTOSZ RYBKO A graduate of Adam Mickiewicz University in Poznań (Poland): •master’s degree in law (2007) •bachelor’s degree in history (2007) •post-graduate studies in English language (2013) English language and history teacher since 2011, currently working in Niepubliczne Gimnazjum “KEGLIK” and Liceum Ogólnokształcące im. Powstańców Wielkopolskich in Środa Wielkopolska (Poland). LESSON PLAN Class: 1-3 junior high school Children age: 13-16 Readiness Level of Pupils: basic knowledge about the food and the processes concerning the cooking techniques at home Lesson topic: Cooking techniques – how to cook delicious and healthy food? Working time: 45 minutes Lesson Objective:

To teach students the new, healthy cooking techniques

To show what are the ways of preserving the nutritious value of the meals

Expected Outcomes for pupils:

A student knows what is the purpose of using the cooking techniques;

A student knows how he/she should wash the fruits and vegetables in a proper way;

A student knows how to cook to avoid the great loss of the nutritious ingredients;

A student can appreciate which techniques help to preserve the nutritious value of the meals;

A student can use the theory in practice. Material and procedural resources:

A script for the teacher (with some tips)

Visual aids (i.e. used from the Internet) showing: a. Why we should cook some products b. What happens to the nutritious value of the products during cooking


c. Cooking techniques how to prepare different products

Teaching scenario:

1. The introduction made by the teacher – what are the ingredients needed to our organism to live healthy;

2. Brainstorm ( food products) – written on the blackboard; 3. The main part – the conversation – what cooking techniques we use and what is

the loss of nutritious value during these processes (data from the Net or from the visual aid)

4. Group work – 3 teams in a class, the students get the pictures with the product, they should think how to prepare a meal and how to preserve as many nutritious ingredients as possible – around 10min for the tasks.

5. Showing the group results - one person from each group describes the results of their discussion. We can introduce some new techniques of preparing food in this moment (i.e. peeling the vegetables, washing the fruits, frying );

6. Using the knowledge in practice: each pair of students fill in the table below: ACTIVITIES:

DISH INGREDIENTS

COOKED POTATOES

PORK CHOPS

FRESH CUCUMBER SALAD

FRUIT SALAD You should talk about the results of their work at the end of the lesson. Anticipated Problems during the Lesson:

Too little knowledge about the issue of cooking techniques can cause the lack of results

Problem with the knowledge about the nutritious value of some products can cause that the teacher needs more time for explanation and all the points may not be performed

Evaluation:

The different methods help to encourage the students to work more efficiently

Possibility to use the practical knowledge and experience from our own kitchen

The pair work/ group work can help to show the new techniques and then implement them

There may be problem with the more reserved people – the teacher should encourage all the students to work.



LESSON PLAN Class: junior-high school classes Age: 13-16 Lesson: lesson with a form teacher Time: 45 minutes Topic: Regular meals Objective:

After the lesson students know:

what benefits regular meals have;

what times are the best to have meals;

what to include in an everyday diet to make it healthy;

how to plan their everyday meals. Materials and Resources: an interactive whiteboard, a presentation, 5 sheets of paper in different colours (blue, yellow, red, green, brown) Readiness Level of Pupils: students should have some basic knowledge about nutrition and nutrients. Expected Outcomes: knowledge of students, students nutritional timetables. Teaching scenario: Introduction: A teacher asks students to come to the front part of a classroom. The lesson starts with a quiz about healthy nutrition. The teacher reads eight statements and students decide if they are true or false by moving to the back of a classroom. 1. The basis of a healthy eating pyramid is daily physical activity. TRUE 2. We should eat only one portion of vegetables and fruit every day. FALSE 3. We should drink fizzy drinks every day. FALSE 4. Fruit and vegetables contain 90% of water. TRUE 5. We should eat five meals every day. TRUE 6. We should eat food containing calcium every day. TRUE 7. We should drink at least 1.5 litres of liquids. TRUE 8. We should eat sweets only occasionally. TRUE After finishing the quiz the teacher presents a healthy eating pyramid to the class and analyses it with the students. The teacher emphasizes the fact that we generally know what is healthy but we tend to forget about it in our daily practice. As a consequence, it has a negative impact on our health, mood and weight. The main part of the lesson: The teacher explains that we should eat five meals every day and the times we eat them should be the same every day. Breaks between our meals should last approximately 3-4 hours. It is better to eat less but more frequently. It makes our good health, good mood and slim figure more probable. The teacher asks the students how many of them eat five meals a day and then asks how many have breakfast / lunch / dinner / tea / supper every day at the same time of a day. Finally, the teacher asks students how long a break between each meal should be.


The teacher displays five rules of healthy and regular nutrition on an interactive whiteboard:

Don’t forget to have breakfast! You should eat it not later than 1 hour after you wake up!

You should have your last meal (supper) not later than 3 hours before you go to sleep!

Breaks between meals shouldn’t be longer than 3-4 hours!

You should eat at the same times of a day if it’s possible!

Don’t forget to have two smaller meals (lunch and tea)! Then the teacher asks students to prepare their own nutritional timetable. The teacher reminds students to take into account their own lifestyle and school timetable. They have to follow the five rules displayed on the whiteboard. After a few minutes, the teacher lets two or three students read their nutritional timetable. The teacher reminds students that their demand for energy, nutrients, vitamins and minerals vary because of their sex, age and physical activity. When they are young it is extremely important to provide energy for their body. Girls should take approximately 2100 calories a day while boys approximately 2600 calories a day. The teacher displays the numbers on the board. The teacher asks students if the amount of energy (calories) should be split equally between meals or they should differ and if their breakfast is similar every day in terms of size and quality. The teacher says that it is important not only to provide our body with an appropriate amount of energy and other nutrition but also to split the amount of them between different meals. The teacher reminds students that careful planning is important in order not to waste food. The teacher gives five sheets of paper to five of the students. They are going to be leaders of groups:

Blue for breakfast

Yellow for lunch

Red for dinner

Green for tea

Brown for supper The task for each leader is to look at the whiteboard (in a moment the teacher is going to display an appropriate proportion of calories for each meal) and gather as many students as it is needed to show a proportions of meals. The aim of this task is to focus students’ attention on right proportions. After the task, the teacher says that it is not difficult to calculate calories according to the proportions given. The teacher presents the benefits of five regular meals:

1. The level of energy in our body is stable – and we have energy for whole day!


2. If we eat small but frequent meals we don’t feel hungry and we don’t eat snacks! 3. Metabolism is faster and we don’t become fatter! 4. Our diet is more various!

and asks questions about how the students understand each of these benefits. Finally, the teacher presents the proportions of different kinds of food in a daily diet and discusses it with students (e.g. asking what kinds of specific food products each category contains):

5 portions of cereal products 3 portions of vegetables 2 portions of fruit 3-4 portions of dairy products 2 portions of protein-rich products 2 portions of fats

Summing up: The teacher displays five questions checking basic knowledge about regular meals. He/ She asks the students these questions and checks how much they remember.

1. How many meals should we have every day? 2. How long breaks should we have between meals? 3. Which meals should be bigger? 4. Which meals should be smaller? 5. Why is having regular meals good for us?

Anticipated problems during the lesson:

1. Lack of interactive whiteboards in some classrooms. 2. The number of students in some classes may make some students not involved

in activity showing the proportions of energy for each meal (ideal number of students – 20).

Evaluation: Questions in the summing up stage check students’ knowledge at the end of the lesson.


POLAND

School: NIEPUBLICZNE GIMNAZJUM KEGLIK, ŚRODA WIELKOPOLSKA

ANNA WIESE A graduate of Adam Mickiewicz University in Poznań (Poland) in ethnolinguistics (Chinese and English language) in 2008, a graduate of post-graduate studies in IT (2011). English and Italian teacher since 2008, currently working in Zespół Szkół number 2 in Poznań (Poland).Interested in mountain hiking and sports, keen on cooking and dancing. LESSON PLAN 1 Class: 1-3 junior high school Children age: 13-16 Readiness Level of Pupils: basic knowledge about ecology and the environment Lesson topic: Don’t waste food! Be environmentally friendly! Working time: 45 minutes Lesson Objective:

To teach students how to prepare meals not using too much water and energy To teach the students how to prepare the shopping list and not to buy

unnecessary food Expected Outcomes for pupils:

The students get the knowledge about the problem of wasting food, the connection between this issue and the natural environment protection;

The student knows how to prepare meals not to use too much energy; The student learns how to create the proper meal and eat a proper amount of

products from each group of nutritious ingredients’ The student learns how to plan the meals; The student learns more about how to be public-spirited and that we should

share the food with poor people. Material and procedural resources:

A script for the teacher (with some tips) Visual aids (i.e. used from the Internet) showing: The connection between wasting food and wasting water Sorting out the food and protection of the environment Protection of the environment – recycling, reusing


Sharing the food with others Teaching scenario:

The introduction made by the teacher – about wasting food (ask the students about their experience) – short discussion.

Showing the facts about wasting the food in the world (with numbers), the teacher can use the website of some organizations.

The main part – using data from the Net or from the visual aids - divide the students into 4 groups, let them find out what are the results of wasting food and the effects on the natural environment – max. 10 min.

Short drama – the scene in the court (the Earth, the man, the judge). The man is accused of killing the Earth using the food. Let the students invent a script to this scene.

Presentation of the scenes (voluntarily – at least 1 group). Using the knowledge in practice: each pair of the students prepares the

shopping list. Check the list. (You should talk about the results of their work at the end of the lesson. )

If there is time you can also use the brain storm – where can we see the results of wasting food around us?

Anticipated Problems during the Lesson:

too little knowledge about the connection between wasting food and the environment;

inability to invent the scene during the given time (more time needed). Evaluation:

The different methods help to encourage the students to work more efficiently; Possibility to use the practical knowledge and experience from our own home

habits; There may be problem with the more reserved people – the teacher should

encourage all the students to work.


PORTUGAL

School: ESCOLA BÁSICA DOS 2º E 3º CICLOS DR. HORÁCIO BENTO GOUVEIA

Ana de Jesus Pereira Rodrigues;

Date of Birth: 1st January 1961; Email address: [email protected] Master’s Degree, 2014, in Public Administration, Specialization in School Administration; by ISCSP/ HBG; grade 15; Post Graduation, 2009, in School Organization and administration ; by UAL / APEL; Grade: 18. Graduation, 1984-1989, in Languages and Modern Literature –English / German + Training in the Educational Area, Classical University of Lisbon, Grade: 13. SÍNTHESIS OF PROFESSIONAI ACTIVITIES:

Teacher of English / German in a Secondary School from 1986 – 1989; Teacher of English in an Intermediate School from 1989 until present; Member of the European Club in School Years 1997-1999 and from 20013 until

present; Participation in several Life Long Training courses related to Activities for the

English Class; Cooperative teaching; School Organization and Administration; Extracurricular activities at school;

Tourist Guide: part time job in Portuguese Companies, backing up Swiss and German tourists at the airport and hotels.


Lesson plan Year: 6th Children’s age: 11 years old

Readiness Level of Pupils:

Knowledge of food wheel; Acquaintance of the importance of adopting healthy eating habits acquired in school, social and family context.

Lesson topic: Discussing nutrition

Working time: 180 min/ 3 Subjects: Biology, Physical Education and Maths

Lesson Objective:

Motivating and enhancing the student’s awareness about the adoption of a healthy diet.


To be conscious about: - Food quantity - Number of meals - Quality and diversity of their diet.

Material and technical resources:

Video Projector Computer Handouts School nutritionist

Teaching scenario:

Interdisciplinary activity involving the subjects of Biology, Physical Education and Maths (analysis of caloric consumption)

Anticipated Problems during The Lesson:

- Students may establish the existence of disparity between their eating habits and the guidelines received for the adoption of a healthy diet. - The pursuit of the objectives proposed in this activity might involve an information session with the objective of creating a better awareness of parents on the topic.

Evaluation:

- A scheduled observation sheet is filled in to establish the similarities and / or differences in the three stages of the evaluation of students' eating habits: if obesity is detected, malnutrition or difficulties in adopting good eating habits. - A daily record of food control may be adopted.


PORTUGAL

School: ESCOLA BÁSICA DOS 2º E 3º CICLOS DR. HORÁCIO BENTO GOUVEIA Lícia Maria Gouveia Pestana Pinto was born on the 10th July 1965, in Funchal, capital city of Madeira Island. She is married and mother of two girls, Maria Madalena, 21 years old and Leonor, 15 years old. She graduated in 1990 in Modern Languages and Literature - Portuguese and French Studies, University of Lisbon. She complemented her academic course with a specialization in the educational branch (1991) and a professional training in Portuguese and French languages (1992). She strengthened her educational skills by getting a “Diplôme de Langue Française” and a trainer certificate in the area of "Teaching Portuguese for specific purposes - education of foreign students”. With a twenty-seven years teaching route, she has been teaching French for 21 years at Dr. Horácio Bento de Gouveia’s School. As a trainer, she was invited to teach French and Portuguese (for foreign students) at professional schools and at the British School of Madeira (2008 to 2011). She tries to enrich her knowledge by attending courses and extracurricular activities. In 2013 she began her work at the European Club, broadening horizons, sharing experiences, meeting people, discovering cultures, enriching factors of a career chosen by devotion. Lícia lived unforgettable experiences when she helped to promote the first visit to London (1995), in her school, with a group of students. Since then she attempted to travel with her classes, guiding them in every step, helping them to become responsible citizens.


LESSON PLAN Year: 9th Children’s age: 15 years old


Acquired social and cultural skills; Knowledge of the group; Good relationship with teachers; Good relationship with their peers: Responsibility and ability to follow predefined standards and procedures.

Lesson topic: Healthy Camp

Working time: 2 days

Lesson Objective:

Promoting healthy and sustainable contact with nature.


Awareness of the importance of sustainable man-nature relationship; Acquisition of principles and techniques that promote constructive interaction between students / adults and the natural and/ or local heritage.


Camping equipment; Material for the accomplishment of the activities planned; Balanced diet food, including food for two full meals produced at camp, two snacks, fruits and liquids.

Teaching scenario:

Interdisciplinary activity involving teachers / teens and the curriculum subjects that recognize the application of content covered in the activity.


Difficulties related with any outdoor activity; Logistical issues related to equipment, transport, camping site and place for activities; Weather conditions.

Evaluation:

Activity analysis; Plan compliance; List and Number all difficulties and / or unforeseen situations in order to improve and enrich the program of the following editions.


PORTUGAL

School: ESCOLA BÁSICA DOS 2º E 3º CICLOS DR. HORÁCIO BENTO GOUVEIA Susana Catarina de Oliveira e Castro Caldeira Teixeira Date of Birth: 15th March 1971 E.mail address: [email protected] Graduation: Modern Languages and Literature (English and French) and Training in the Educational Area. Master’s Degree: English and American Culture and Literature. Teacher of English and French since 1995 Member of the European Club (at Horácio Bento de Gouveia School) Training Teacher (English and French) for several years in Professional Schools Coordinator of “John Dos Passos Cultural Center” (Ponta do Sol, Madeira) for 4 years Direction member of a Literary Club, Organizer of regional, national and international conferences Publications: From Madeira to Hawaii – Emigration and Cultural Imprints, CEHA, Colecção Teses 7, 2010, Funchal. “Clube Funchalense (1839 – 1870), in Islenha, nº 18, Jan. – Jun. 1996, pp. 24-31 “The Woman, the Slave and the Mother in Incidents in the Life of a Slave Girl by Harriet Ann Jacobs”, in Margem, nº 13, May 2002, pp. 9-19 “From the Atlantic to the Pacific: Madeirans in Hawaii”, in Revista, Diário de Notícias, May 2003, pp. 10-15 “From Madeira to Hawaii: A Musical Contribution”, In A Madeira e a Música: Estudos (c.1508-c.1974), 2008, pp. 609-626 “The Emigration in the History of Madeira – the case of Hawaii”, in Newsletter CEHA, nº 12, 2011, pp. 13-15 “The women of Diaspora – the case of Hawaii”, in Newsletter CEHA, nº 15, 2012, pp. 10-11


PORTUGAL

School: ESCOLA BÁSICA DOS 2º E 3º CICLOS DR. HORÁCIO BENTO GOUVEIA Telmo Costa is a teacher in a Junior High School in Madeira Island - Portugal, Dr. Horácio Bento de Gouveia School, where he coordinates the European Club of the school and the European projects management. He used to work as professional teaching associate in the Regional Education Bureau, in the coordination of ICT projects, teachers´ trainer in ICT and e-Learning production, streamlined in the Education System of Madeira. Before that he worked for the Portuguese Consulate in Madrid - Spain as a teacher of Portuguese Language and Culture, addressed to primary school students. He is also a professional teachers’ trainer in ICT, e-Portfolios, Web 2.0, Interactive Whiteboards and e-Learning production in several public and private institutions. He completed a Master Degree in e-Learning Management and Production at the Carlos III University in Madrid in the year 2008 and graduated in 1995 as Teacher – Primary, Gymnastics and Sports – at the Instituto Politécnico da Guarda (Polytechnic Education Institute). He likes to travel and meet new people and cultures.


LESSON PLAN Year: Whole school community Children’s age: all ages


Cognitive and social skills; creativity

Lesson topic: Healthy Childhood week

Working time: 5 days

Lesson Objective:

Promoting healthy lifestyle.


Awareness and contact with the several aspects and components associated with a healthy lifestyle.


Expository resources using recycled and reused materials; Promotional tools.

Teaching scenario:

Activity crossing all subject areas and extra-curricular projects when teachers will select curricular contents related to healthy lifestyles; Exhibitions related with the theme; Sports and cultural activities promoting shows to give the opportunity for external organizations to promote their own initiatives, in particular, clubs and companies linked with sport; Workshops and conferences with invited individuals related with health promotion, works and practices.


Difficulties related to the involvement of the whole school community; Placement in the school calendar.

Evaluation:

Activity analysis about the plan compliance; List of difficulties and / or unforeseen situations, in order to improve and enrich the program for the following editions.


SPAIN

School: C.E.I.P. INFANTA ELENA

Montserrat Cuñado was born in June 1960 in Burgos (Spain). She

became a teacher when she was 20 and started working at 24 in Barcelona. She lived there for 6 years and then she moved to Andorra to work in a Spanish School. In 1996 she moved to Tenerife and she has lived there for 18 years. She is currently working at Infanta Elena School in La Orotava (Tenerife). LESSON PLAN Year: 4th Children´s age: 10 years old School year 2014-15

Lesson topic: The Energy day

Readiness level of pupils

Pupils use energy chain cards to understand how different energy sources can be used to power our homes. The terms ‘renewable’ and ‘non-renewable’ energy.

Working time 2 sessions (45 minutes) 1st: activity of ENDESA with renewable energy examples. 2nd: Discussions and posters

Lesson objectives

Inform pupils about the energy day To learn how a range of renewable energy sources work. To understand some of the advantages and disadvantages of these energy sources.

Process

Solar power Most solar panels collect the sun’s rays and turn them into electricity. The sun’s energy will not run out and solar panels are useful where there are no electricity cables. Solar panels work better when the weather is sunny so the amount of energy they produce can be unpredictable. Activity 1 Wind Power Enormous turbines are turned by the movement of the wind. This movement creates electricity. Energy from the wind will not run out and wind power is useful in


remote places where there are no electricity cables. Wind turbines can be noisy and the wind can be unpredictable. Activity 2 Hydroelectric Power Hydroelectric power uses the energy in running water. Water stored in lakes called reservoirs, made by creating dams, is allowed to run downhill, powering a turbine which generates electricity. Water is an energy source that won’t run out and is very reliable. It can be difficult and expensive to build reservoirs and sometimes people have to move to make space for the reservoir. Activity 3

Expected outcomes for pupils

Use and understand vocabulary related with energy use in group discussion Have initial understanding of energy sources and energy use. Knowledge environmental change

Evaluation Design posters promoting successful ideas for energy sources Investigate community use of renewable’ and ‘non-renewable’ energy

Material

Energy Saver Posters Renewable energy with examples of ENDESA Video: http://youtu.be/uLugLkkFfOU

http://youtu.be/uLugLkkFfOU


LESSON PLAN Year: 4th Children´s age: 10 years old School year 2014-2015

Lesson topic: Class representative elections

Readiness level of pupils

What makes a good class representative Why she/he should stand Why she/he does not have to vote for his/her friends Good relationship with their peers

Working time 5 sessions (45 minutes)

Lesson objectives

To realize that they could be on the class representative if they are prepared to take on the responsibility. The job of the class representative is to collect ideas from the whole class. To involve the whole class in making the school an even better place to be.

Process

Promote (session 1) An assembly in order to know what the class representative does/could do. Why you should stand. Why you don't have to vote for your friends. Campaign (session 2 , 3 and 4) Nominations: creating posters and place them around the school. Campaigning: giving speeches and answering questions; Vote (session 5) Voting: Big event with boxes. Announcing results: Pupils count votes.

Evaluation

Candidates: Did you get a wide range of candidates? Did they feel they were prepared and given enough time to promote themselves? Check with people who didn't stand, what would have helped them to want to stand? Voters: How did they find it? Did they have enough information to make an informed choice?

Material

Blank paper Pens Manifesto sheets: I would be a great class representative because I am... If you elect me I promise I will ... Cardboards Camera Ballot box Video : http://youtu.be/T12P78mATN0

http://youtu.be/T12P78mATN0


LESSON PLAN Year: 4th Children´s age: 10 years old School year 2014-15

Lesson topic: Food pyramid

Purpose

Pupils will study which foods are healthy and which foods should be eaten in small amounts. The purpose is to introduce the students to the food pyramid and to raise their consciousness about the need of all people to have nutritious food. The students will become sensitive to the fact that not everyone is able to eat a healthy diet every day.

Working time 2 sessions of 45 m.

Lesson objectives

To define healthy food. To recognize the food pyramid. To describe which foods they should eat more of (or less) than others. To understand that healthy food is important to all people. To have a sense of awareness to share with someone who doesn't have as much.

Process

Get the students thinking about healthy choices Ask the students to define what healthy food means. Read a book about the food pyramid. Ask the students to indicate the group on the pyramid of a food they eat. Repeat with a variety of foods, including junk foods. Discuss how the pyramid helps people make choices about what foods they need to eat each day. Confirm that they understand that the top of the pyramid indicates less food Ask students whether they know any people who can't have the kind of foods that their body needs to be healthy? Think about poverty. Ask students to think about a person eating only one type of food all the time, such as rice. What would life be like? How would that person feel? Give them a homework assignement in which they have to record what they eat during a week.

Evaluation

Self evaluation Students´ work Peer observation Questionnaires Notes

Material

Books about the food pyramid Small posters with examples of healthy and unhealthy food Simple graphing materials. Toy food Magazines


TURKEY

School: MÜNEVVER ÖZTÜRK ORTAOKULU, Ankara

Teacher: ARIF ISILAK LESSON PLAN Class: 5th grade Age: 10 Lesson: Physical Education Subject: Athletics, Sprints Duration: 80’ Aim of the lesson: He/ She knows the effects of doing physical exercises regularly on healthy life. Materials and Resources: A ball, funnels, rope ladder, signboards. Readiness level of students: He/ She moderately knows how to run fast. Expected Outcomes:

He/ She practises her skills successfully in running, jumping and throwing. He/ She shows that he/she has a self confidence in skills of athletics. He/ She practises running techniques in other games and competitions. He/ She develops his/her hand-arm coordination.

Teaching process:

Warm up running, Opening and stretching exercises, Activity (1) “Game of panther and gazelle” Ability performance, Activity – “Planting potatoes” Final activity – 50m sprint race, Warm down exercises

Activity (1) “Game of panther and gazelle”: Students become partners in pairs. One of the partners becomes the panther, and the other one becomes the gazelle. By giving a signal, the panthers begin to chase the


gazelles. The panther who catches his prey first is awarded but the gazelle is punished with push-up exercises. At the end of the game, the gazelle which is caught last is awarded. Besides the panther that is caught his prey last is given the punishment of push-up exercises. Rules: The players cannot go out of the limited area. To pull and to push is forbidden. Clues: You should be faster. You should observe your surroundings. You should change your direction quickly. Learning to understand: What can you do to be faster? What factors effect your velocity? Can quickness provide you advantages? Practise: The playground can be widen. Activity (2) “Skill activities”: Coordination and power exercises are presented to the groups in order to run quickly. It is wanted to do exercises in there own area.

Pulling knee and arm: Athlete walks by pulling knees and pulling arms hyperbolic;

Skip movement: Athlete runs by pulling knees up to the belly level. Heel movement: It is wanted to run by touching heels to hands after replacing

hands on glute; Resistance running in pair: Player who is behind grasps from waist of front player

and tries to run. Activity (3): “Planting potatoes”: Organization: It is an activity which is performed by participating all the students at the same time. The students are divided into teams which have equal number of people and strength. Three balls are left into the hoops nearby the teams. In every 5-10-20 m. a funnel is set. When the start sign is given, the first players leave the balls into the hoop one by one. After the last ball, he runs towards his group at once. He touches his friend’s hand in turn. The second competitors carry the ball to the circle nearby the group. Rules: The balls will be left into the circle. Before the competitor goes out of the line, the other competitors in turn cannot exit. Everyone should run in his own track. Clues: Wait for your friend at the high exit. Get strength from your tiptoes. Lift your knees. and look at the opposite side.


Learning to understand: What do you do to pace longer? What do you do to pace faster. Did no using your arms slow down your velocity? Adaptation: The competition can be performed by touching the marked points with no balls. The Final activity (4): The area of 50 m. is designated for the competition. The finish line is designated with sign boards. The students are separated into groups of five people. Each competitor start the competition with the given signal for the group and it is finished at the finish line. The students who don’t compete are given the duty of being a referee. Rules: A wedge will be made. Each competitor will run in his running track. A signal will be waited for exit. Clues: Push the ground with your tiptoes lift your knees. Practice: The competition is performed by means of elimination. Anticipated problems in lesson:

The racing is paved with asphalt. Not using protective materials for the possibility of falling down.

Evaluation: The aim to be desired was reached %90. The observation technique was applied for evaluation.


TURKEY

School: MÜNEVVER ÖZTÜRK ORTAOKULU, Ankara

Banu Duman graduated from Middle East Technical University. She has worked as an expert English teacher in The Ministry of National Education since 1996. She worked in The Board of Education as a national coordinator of ‘Education for Democratic Citizenship’ project of Council of Europe between 2000 -2003. She returned to school and taught English for a while and then assigned to Ankara Provincial Directorate of National Education. She was consultant to schools in Ankara on project preparation, organised in-service training seminars for teachers and take a duty as trainer, inform schools about funding programs, prepare EU funded projects on behalf of Ankara Provincial Directorate of National Education and implement them between 2005-2012.She prepared and executed various EU projects. She worked in Münevver Öztürk Secondary School since then. She has several publications on attention deficit and hyperactivity disorder and cerebral palsy. LESSON PLAN Class: 6th grades Age: 12 Lesson: English Subject: Healthy Food and Drinks Duration: 80’ Aim of the Lesson: To be able to identify healthy food, drinks, vegetables and fruit in accordance with their pictures, express right countable and uncountable nouns with quantity by using ‘There is’ and ‘There are’ structure in the correct sentence. Materials and Resources: Pictures of 3 types of food, 3 vegetables, 3 fruit and 3 drinks and a big basket, 50x70 coloured cardboard and pencils, glue, scissors. Readiness Level of Pupils:

Students know names of many food, drinks, vegetables and fruit. Students know some countable and uncountable nouns. Students can write sentences accurately with ‘There is’ and ‘There are’ structure. Students can express food, drinks, vegetables and fruit in quantity (any, a lot of,

some, a few, a little) according to the pictures of them in the correct sentence.


Expected Outcomes: Students will be able to express names of food, drink, vegetables and fruit

correctly. Students will be able to identify countable and uncountable food, drinks,

vegetables and fruit according to the pictures of them in quantity (any, a lot of, some, a few, a little) with correct sentence.

Teaching process: Pictures of three types of food, three drinks, three vegetables, three fruit and a big are basket are searched and found through internet, newspaper, magazine or other sources. ‘Healthy Food and Drinks’ title is written on cardboard. Picture of a big basket is pasted on cardboard and all pictures of food, drinks, vegetables, and fruit are also pasted onto the basket. Names of them are written. Quantity (any, a lot of, some, a few, a little) of food, drinks, vegetables, and fruit are written accurately in accordance with pictures by using There is’ and ‘There are’ structure with correct sentence. Examples: ANY: Are there any strawberries in the basket? Is there any milk in the bottle in the basket? There aren’t any tomatoes in the basket. There isn’t any honey in the jar in the basket. A LOT OF: There are a lot of potatoes in the basket. There is a lot of water in the glass in the basket. SOME: There are some oranges in the basket. There is some apple juice in the glass in the basket. A FEW: There are a few pears in the basket. A LITTLE: There is a little cheese on the plate in the basket. Anticipated Problems during the Lesson: Time may not be enough. Evaluation: All tasks are evaluated in accordance with the rubric written below.

Evaluation Criteria

No Evaluation Criteria Mark

1 Understand and expression of subject 40 marks

2 Suitability to grammar and spelling 15 marks

3 Usage of visual materials 15 marks

4 Display of organization, layout and aesthetics

15 marks

5 Delivery on time 10 marks

6 Reference 05 marks

T O TAL 100 Marks


Some examples for extra-curricular activities on healthy food and drinks:

Picture No.1 Picture No.2



TURKEY

School: MÜNEVVER ÖZTÜRK ORTAOKULU, Ankara Ayşe Güncüer was born in Artvin/Turkey in 1963. She graduated from Ankara University, Faculty of Language, History and Geography. She is married and has a son. She taught history and social studies in several cities of Turkey and the Turkish Republic of Northern Cyprus. She had some drama and theatrical works which are involved in development of democracy with her students. She also took part in some projects of social awareness. She has been retired since 2014. At present she lives on a farm with her husband. LESSON PLAN Class: 7th Grade Age: 13 Lesson: Social Studies Subject: “Global Warming and its results” Duration: 80’ Aim of the lesson: Training individuals that are sensitive to the environment and the nature. Materials and Resources: Coloured cardboard, scissors, glue, newspaper or magazine clippings, coloured pencils pictures, photos, etc. Readiness level of students: They know the techniques of preparing brochure which are taught in Visual Arts and Technology and Design lessons. Preparation for the lesson: Students are divided into groups of 4-5 people. They are asked to do research on ‘Global Warming and its results.’ They are asked to research from the brochures about this subject. Expected outcomes:

They comprehend why the environment and the nature should be saved; They become more sensitive to the environment and the nature; They comprehend the importance of public awareness; They know their responsibility as individuals.

Teaching process: A working position is regulated for the groups to work with ease. The students tasks are followed and they are sometimes warned when necessary.


Anticipated problems in lesson:

The time may not be enough enough for some groups; Some students in the groups did not realize their responsibilities sufficiently.

Evaluation : It was evaluated through the following rubric.


Group students’ Name / Surname

Class:

Grade Criterions

APPEARANCE

6 The brochure was prepared fastidiously, the appearance is tidy and clean. The brochure is interesting.

5 The brochure was prepared fastidiously, the apperance is tidy and clean. The brochure is not interesting.

3 The brochure wasn’t prepared fastidiously, the appearance is not tidy and clean. The brochure is not interesting.

CONTENTS

6 The aim was stated clearly and comprehensibly. The subject of the brochure was stated in short.

5 The aim was stated clearly and comprehensibly. The subject of the brochure was emphasized.

3 The aim was not fully stated. The subject of the brochure was not fully stated.

USING MATERIALS

6 Visual and written materials are appropriate for the subject and used in sufficient level. The harmony was provided among the visual and written materials. Unnecessary details were not given.

5 Visual and written materials are appropriate for the subject but not sufficient. The harmony was provided among the visual and written materials. Unnecessary details were not given.

3 Visual and written materials do not support the subject. There is a lack of harmony among the visual and written materials. Unnesessary details were given.

RESOURCES

6 The brochure was prepared by benefiting from important resources related to the subject.

5 The brochure was prepared by benefiting from some important resources

3 It wasn’t benefited from important main resources.

TOTAL:





ROMANIA

School: Secondary School “ANTON PANN, Braila CIUPALĂ CORINA LESSON PLAN Class: a-VI A Children age: 10-12 years Readiness Level of Pupils: 17 Lesson topic: Do you tolerate the others? Working time: 50 minutes Lesson Objective :

To demonstrate self-respect and respecting others; To understand and give definition of tolerance; Finding key-words and argument them about the topic at hand; Working in group in a positive way

Expected Outcomes for pupils: Develop a positive attitude about self as a unique and valued person Developing inter-personal relations

Material and procedural resources: Conversation, Discussion; Brainstorming; Teamwork, Individual work PowerPoint presentations, Songs Cartoons

TIC resources :

Michael Jackson – Heal the world- http://www.trilulilu.ro/video-

muzica/michael-jackson-heal-the-world-subtitrare-in-roman

http://www.youtube.com/watch?v=ruJ1uFf9hy4

Kelly Family – We are the world-

http://www.youtube.com/watch?v=eM1xiuweYoE

http://www.trilulilu.ro/video-muzica/michael-jackson-heal-the-world-subtitrare-in-roman

http://www.trilulilu.ro/video-muzica/michael-jackson-heal-the-world-subtitrare-in-roman

http://www.youtube.com/watch?v=ruJ1uFf9hy4

http://www.youtube.com/watch?v=eM1xiuweYoE


Teaching scenario: The lesson may begin with any dynamic activity ( teacher’s choice ). Split the children in 3-5 rows standing up, one behind the other at small distance. The pupils situated behind the rows will be thinking about a word (about 5-6 letters long ) and they will be writing it down on the pupil’s back in front of them. The pupil in front will try to understand the word and passing it on in the same matter to the pupil in front of him. They keep practising until the first pupil in row will be able to say the word without any mistakes. The winning row will be the one that understood correctly the word written on the back up to the first pupil Watching the video : Heal the world; Brainstorming : Heal the world; how the singer tries to save the world The activity title is announced The pupils are split in three groups The teacher invites them to watch the movie “The ugly duckling”; the first group will have to explain the aggressive behavior of everyone around the ugly duckling in three words; the second group will try to explain the little duck’s behavior in three words the third one will have to discuss the swan’s family behavior every group will receive one chart where they will elaborate the pros and cons of humans in our living days and they’ll come up with better qualities for the future human along with the teacher the pupils will find the meaning of the word tolerance; The teacher plays the song : Kelly Family : We are the world Anticipated Problems during the Lesson:

the songs are in English and the pupils will have to read the lyrics translation in

Romanian.

Evaluation: the pupils will reinvent the story of : “The ugly dUckling” from the new tolerance

perspective;

the pupils will tell what they felt during the lesson ( positive \ negative ) building a

tower of stretching hands ( they will have their hands placed on top of each other

Apendix 1 How did the other animals behave excepting the swan’s family? Use only three words : 1. 2. 3. How would you feel if positions were reversed and you will be the duck? Use only three words to describe your feelings


1. 2. 3. How did the swan’s family react? How did they treat the ugly little duck? Use three words to describe it : 1. 2. 3. Apendix 2 Organize the faults and qualities that would characterize the contemporary human : selfish / giver ; realist / idealist; hard-working / lazy; honest / dishonest; tolerant / unforgiving ; giver / cheap; curios / not wanting to learn; capable / incompetent; Name several qualities that the future human should have ANEXA 3


ROMANIA

School: Secondary School “ANTON PANN, Braila GURCENCO VIOLETA LESSON PLAN Class:-the fifth Children age:-11-12 years Readiness Level of Pupils:13 years old Lesson topic: ,,People, places, activities’’ Working time:-50 minutes Lesson Objective:-The knowledge of local activities of the people Expected Outcomes for pupils:

they must know some of the most important activities of the people, in their town Material and procedural resources:-drawing

paper, pencils, coloured pencils; conversation, brainstorming, group exercises: drawing, musics, dumbshow, drafting a TV article

Teaching scenario: Pupils must be grouped in 5-6 groups, because they must work together in the group. They will have to choose one of the way to expression their ideas: drawing, music, dumbshow, and so on, then the professor tell them, that a group of foreign investors would like to know much about local professions and jobs of the people from their town. So, the pupils must invite them in the school, and present them what did they know about this, and the way of this presentation is the one they have chosen from the beginning, so that ,there must be many jobs and activities representing their town. WORKING SHEET No.1 -You have to draw and describe, one of the most popular activity in your town-Pupils must make a drawing-WORKING SHEET No.2-Try to compose a little song or poem about one of the jobs you like in your town-Pupils must sing or recite the song or the poem they have done-WORKING SHEET No.3-Imagine you are an actor on the most popular theatre in your town, and you play-Pupils must play an act-WORKING SHEET No.4-You saw a report at T.V. Imagine you are a reporter and you have to present one of the most popular activity in your town-Pupils must make a report with an interview-WORKING SHEET No.5-Most of you, have pieces of local newspaper with information about current jobs and activities.You must make a collage ,so that you’ll be able to present it-Pupils must present their collage of images. Anticipated Problems during the Lesson:-some pupils don’t manage the right problems, or they don’t understand from the beginning what they have to do, or they change their option of presenting


Evaluation:-THE TOUR OF THE GALLERY-The groups of the pupils must present their final workshop, one by one in different ways: reflected by a drawing, a song or a poem, an act, a report or a collage, but each of them in their specific way, in order to demonstrate their own creativity.


ROMANIA

School: SECONDARY SCHOOL “ANTON PANN, BRAILA GEORGESCU IULIA LESSON PLAN Class: a VII-a B Children age: 12-14 years Lesson topic: Education for health Subject : Options – alcohol , risk and protection Working time: 50 minutes

Goal of the lesson: Forming some responsable behaviours regarding health; Developing skills of solving situations regarding health and environement. Specific skills: 2.2- evaluating the danger of toxic substances and drugs consumption 3.2 –analising the consequences of toxic substances and drugs consumption Objectives : by the end of the lesson , students will be able to: O1- identify the different factors that determine people to drink alcohol; O2- say which are the short and the long term effects of drinking alcohol; O3- identify different ways of refusing drinking alcohol Lesson strategy: Techniques : conversation, oral/written, drill activities, listening , anticipation, brainstorming ,raising questions Materials: notes, working papers, drawings, scissors, glue, markers , colored pencils . Bibliography: Cosma, Traian, Ora de dirigenţie în gimnaziu, Editura Plumb,Bacău; Popescu Octavia; Bucur, Eugen, Educaţia pentru sănătate în şcoală, Manual alternativ, Editura Fiat Lux, Bucureşti. Îndreptar privind alcoolul, tutunul şi alte droguri.


Lesson activities 1. Introduction : -the teacher and the students are preparing for the lesson 2. Warm-up Each student will get a set of cards.They will have to find the opposite words for each word on the cards. They will not be able to find the opposite word for alcohol,because this word does not define a vitamin. The students are asked if they have watched on TV a commercial about alcohol and they will identify it : Excessive alcohol consumption is bad for health The teacher says that alcohol is not good for health and that this substance is a drug. The teacher asks why there are people who drink alcohol in spite of the fact that they know it is unhealthy to do that and what are the risks.Also the students must think about the ways of protecting against those risks. 3. Activity Definition of drug: The drug is the substance which modifies one or more functions of the organism. A drug could determine phisycal or psychical addiction leading to mental and behaviour disorders. There are legal drugs (alcohol ,tobacco , caffeine ) and illegal drugs (marihuana , cocaine and heroin). The teacher presents the major influence groups:

PERSONAL INFLUENCE (you want to try something new) SOCIAL INFLUENCE (you do not want to lose your friends) PHYSICAL INFLUENCE (you can run faster if you take a pill)

Through conversation the teacher and the students will identify the risk factors and the protection factors. Activity no. 1 Risk factors and protection factors regarding alcohol consumption There are groups of three students. Each group will discuss about the risk factors and the protection factors in the images and they will match the images with the situations. The students will have to answer the following questions :

Why some people do not drink alcohol?

Why do some people drink alcohol , but they do not get drunk? What could you do to protect yourself against the risk of taking drugs?


Activity no. 2 Create a character! There are groups of three students . Each group has to draw a character who has powerful protection factors against alcohol consumption. Activity evaluation The teacher points out the three risk factors and each student has to name a protection factor against drug consumption.


ROMANIA

School: “ANTON PANN” SCHOOL, BRAILA, ROMANIA

Nicoleta Dincă was born on the 6th June 1968, in Tufesti, a village from Braila. She is married and mother of two children: a girl, Diana, 16 years old and Dorin, 12 years old. She graduated in 1991 from "Alexandru Ioan Cuza" University from Iasi, Romania, the Mathematics and Physics Faculty. She complemented her academic course with a master in "Organizational and Human Resource Management". With a twenty-five years teaching route, she has been teaching Mathematics for 20 years at Tichilesti School and at present she is working at "Anton Pann" School from Braila, Romania. She likes to be involved in various extracurricular activities with children and working in European projects since 2001. LESSON PLAN Class: 8th grade Children age: 14 years Lesson topic: Healthy lifestyle Working time: 50 minutes Lesson Objective: At the end of this lesson students will be able to: Identify and describe healthy behaviors; Identify negative influences on health and find adverse health strategy of

improvement or combat them. Expected Outcomes for pupils: Develop a positive attitude about healthy lifestyle

Material and procedural resources: flip chart, whiteboard, paper, pencils, newspapers, magazines

brainstorming, teamwork, individual work, analyze, generalization,

exercise.


Teaching scenario: Scenario lesson includes: 1. Energizer "Stand up or sit down" (5 minutes) Procedure: It will be explained to students that the exercise will involve all of them and

will introduce them to the topic of health education. Students are asked to stand up and the teacher describes the teacher

training; The teacher will read a list of statements relating to health (Annex 1),

leaving a short time ( few seconds) between them. Those whose the statements will suit have to stand up and those who do not have to sit down and remain there, as would be out of the game.

The activity ends when all the participants sit down.

2. What does a healthy person mean? (20 minutes) The teacher will give a material to his students, "What does a healthy person mean?" (Annex 2) Procedure: Students are asked to read the material carefully then tick the most

important six of them. They have to work very quickly to have the answer to "first reaction".

Students will be divided into teams of 2, in order to share each other’s answers.

Then the large group discusses the results and students will be guided on their definition of health. It will emphasize the aspects of physical, mental and social health.

Students will make a collage of newspaper articles, advertisements, magazines about health.

3. Influences on health (20 minutes) Teacher distributes the material "Scenarios" (Annex 3)

Students are divided into groups of 5 people. Each group receives one scenario and the students are asked to list the

factors that have influenced the person in the case study.


Students will answer the questions from the case studies. Students are asked to identify influences on health, write them on large

sheets and then present them to the group. Students are asked to create their own scenarios about influences on

health such as learning environment, ads, self-image ... Evaluation:

1. Personal journal:( 3 minutes) Students will complete this personal journal answering the following questions:

Student name:

Data:

1. What have I learned today?

2. What have I learned about myself? 3. What have I learned about the group I took part of?

2. Draw a symbol to stand for your lifestyle ( 2 minutes).

ANNEX 1 – The affirmations list 1. I always wear a seatbelt. 2. I always wash my hands before eating. 3. I brush my teeth at least twice a day. 4. I never eat junk-food. 5. I don’t consume and have never consumed anything in excess 6. I go to the routine medical check at least twice a year. 7. I go to the stomatology center at least every 6 months. 8. I do blood tests at least once a year. 9. I don’t consume and I have never consumed drugs.


ANNEX 2 - "What does a healthy person mean?" Read the list below and mark the six statements that you consider as the most important qualities a person needs to be healthy.

He is never sick

He takes life easy without upsetting

He makes friends easily

He has access to good health services

He has a cozy home

Does regular exercise

Avoid smoking and drugs

He lives in a clean environment

Can cope with any disabilities

He can cope any situation

He is in a good mood all the time

Avoid eating too many food additives

He never seems depressed

He doesn’t take medicines

He has a beautiful silhouette

He is careful with his hygiene

He has a faith which helps him during the life

He eats regularly but not snacks

It Is anyone who reached 75 years

It is a medical attendance

He has a good image of himself


ANNEX 3 ”SCENARIOS” Scenario 1: Maria works in a textile factory that produces garments. Her task is to cut large pieces of fabric with an electrical Masan. It is often easier to work on the machine without protection. Lunch breaks are taken in a small room and most workers bring their food there. Toilets are outside of this room. Questions: What effect these conditions have on Mary’s health??

What should the employers do?

Are there things that Maria herself can solve them?

What questions should you ask if you want to start working in a big

factory?

Scenario 2: Ioana just started working. She was fired and had tests to find out what is best to do. She did a training course with a view to work at the store. It is a cafeteria for employees, but she prefers to go out at lunch and often meets his friends at a nearby bar. She delayed twice and it was obvious that the drinking. She likes to use the sports facilities of the company. Medical services provided to all employees a regular health inspection. Questions: What effect do you think their work conditions have on their health?

What is most important thing to do for Joan employer and her

colleagues?

It could be something to do?

There are things that can be done to improve Joan’s health?

What questions should you ask if you want to start working in a big

factory?

Project coordinators:

DINCĂ NICOLETA, SCOALA GIMNAZIALA ANTON PANN, ROMANIA – SCHOOL COORDINATOR

http://antonpann.scoli.edu.ro

BANU DUMAN, MÜNEVVER ÖZTÜRK ORTAOKULU, ANKARA, TURKEY

http://munevverozturkoo.meb.k12.tr/

RAMON LUIS CANO CASTRO, COLEGIO INFANTA ELENA, LA OROTAVA, SPAIN

http://www3.gobiernodecanarias.org/medusa/edublogs/ceipinfantaelena/

LIVIA SEMERARO, ISTITUTO COMPRENSIVO " MANZONI ", MOTTOLA, Italy

http://www.manzonimottola.it/

TELMO COSTA, Escola Dr. Horácio Bento Gouveia, Funchal,Portugal

http://www.hbg.pt/

JANA PAUSOVA, Základní škola T.G.Masaryka Šardice, okres Hodonín, příspěvková organizace,

Šardice, Czech Republic

http://www.zssardice.cz/

BARTOSZ RYBKO, Niepubliczne Gimnazjum Keglik,Środa Wielkopolska,Poland

http://www.losroda.pl/

This project has been funded with support from the European Commission. This publication reflects the views only of the authores, and the Commission can not be held responsible for any use, which may be made of the information contained therein.

http://antonpann.scoli.edu.ro/

http://munevverozturkoo.meb.k12.tr/

http://www3.gobiernodecanarias.org/medusa/edublogs/ceipinfantaelena/

http://www.manzonimottola.it/

http://www.hbg.pt/

http://www.zssardice.cz/

http://www.losroda.pl/

Documents

Book with good practices