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Grandmas games
Project Coordinator: Vlora Ademi Author: Marina Vasileva IT Coordinator: Dobri Jovevski
GRANDMA’S GAMES
MANUAL
Grandma’s games 1
Introduction
Dear Teachers,
The aim of this manual is to present you the grandma’s games with computer animations that
children from 5 to 15 years old can play in the schoolyard, classrooms, parks, and at any other
play field, all with an aim to realize the learning and teaching aims.
The effects of playing the traditional grandma’s games are multiple in child development,
achieving the curriculum objectives, development of children thought processes, physical
development, motivation development for learning, teaching performance, creative and
innovative teaching and learning.
The role of "Grandma’s games" in carrying out the teaching, the role of computer in "playing
and teaching", and that of communication: student-student, teacher-student, parent-student,
teacher-teacher, is described here in within each single game.
Application of Microsoft tools and technology is the link, the link between past and future, the
authors of the project and interested teachers for professional development dynamics, in
traditional and modern environment in teaching.
The essence of grandma’s games cannot be felt through reading, observing and listening the
video and audio recordings. Instead, it took away all who can play and apply in teaching
therefore we as authors strongly recommend it.
This manual was developed by teachers from the schools “Sv. Kiril and Metodij Centar”, Skopje,
"Ilinden" village Konopnica, Kriva Palanka, “Zivko Brajkovski” Butel, Skopje, "Koco Racin" village
Ivanjevci, Bitola.
A great acknowledgment to the teachers who contributed to the overall success of the project:
Vesela Bogdanovic, Zaneta Shumkoska , Bojana Bachoska, Fatime Alli, Zivka Stoilkovska,
Jasminka Stankovska. A great appreciation to the teachers who contributed to the manual
translation: Maja Butleska, Sanja Jovanovska and Daniel Spasovski.
Grandma’s games 2
Key
21
st C
entu
ry S
kills
• Development and enforcement of 21st century skills throughout all project cycles
• Collaboration: peer learning and teaching, reflection, in-outside classroom/school boundaries, collaboration and skilled communication
• Knowledge building: Student mentorship, shared responsibilities, pedagogic and cross-curriculum approach, peer assessment
• Innovation and Creativity: generate/develop new ideas, problem-solving, research, innovative use of ICT for learning
• Critical thinking
Project Brief Description
This project is a cultural journey of traditional
symbols and authentic values with new
teaching methods which develops a unique
approach of the lifelong learning. The overall
aim of the project is to recognize the meaning
of a game as a great transfer knowledge tool
and a form of personal development cycle of
our kids. The difference we brought was that
we use IT devices as a tool for learning while
grandma’s games as a working method.
Grandmas’ games and their stories are a major
source of our tradition, but unfortunately
nowadays we give them no meaning. Through
this project, we not only give them a meaning
but use and disseminate this knowledge and of
course the technology is a key facilitator to this.
We also believe this project to highlight the
benefits of technology but in a different way
where students not only learn but found the
learning enthusiastic. The project brought “I can
do that”- a spirit of the liveliness in all schools.
The grandma’s games are holistic approach while working with the K9 students at at all ages, all of this in correlation with the curricula. The project introduced new ways of learning which focused on “learning by doing” and all participants of the project were driven by the motto “Let’s play games, let’s be friends, let’s learn together!”
Grandma’s games 3
C O N T E N T
Grandmother floss and fingers of children do magic triangles with
different angles, geometric shapes and parallel lines.
We throw precisely and we compete with a computer, with Zavor and Kinect we can
convert meters into centimeters, watch it yourself, who is the smartest.
Touch me, Bzzz developing senses, do
you know who touched you?
The steel will help you, learn and play, throw precisely and learn the
measurement units
Painting pebbles and writing numbers, sum with ease with
grandma’s five stones.
Mosque, church buildings are old, while stacking rocks castles can be
built.
We jump and hop and have fun, janinooooo, janinooooo
The matchbox spin with various numbers, if we do sum, you can too.
Measuring the perimeter and area are easy with Hop Scotch. Play it, the formulas will
remain in your memories
Hide and seek we do play, we form sets of elements, smart children, we develop the
senses, we socialize together.
We Explore, have fun, are happy and learn interesting things ...
Vertical and horizontal lines are not a problem anymore, play Laddy and learn
more.
4 8 12
17
21 27
32 36 41
45 53 49
Grandma’s games 4
LESSON 1: RESEARCH AND SURVEY
Key learning: Interview, creating a research instrument –
Questionnaire
Subject and contents: Native language
Students’ Grade: 5th Grade
Time of realization: Two hours 40 min
ICT: Bing search, Microsoft Office, MSN
Methods and Techniques: Web Quest and Brainstorm
STUDENTS LEARNING OUTCOMES:
- to gain knowledge/skills about the concept and way of implementing the interview by
creating Questionnaire- a research tool;
- to enrich vocabulary through appropriate use of speech in the written text with the
formation of open and closed questions.
STUDENTS ACTIVITIES
1st step INTRODUCTION IN ACTIVITY
The teacher tells the following story to the students: This morning I saw a close friend who has
a son grade 3. He sits all day long on the computer, no way to go outside and play with friends,
and lately he is getting fatter. My friend does not know to tell and teach him any of children's
games, but she heard that in the past grandmothers played a lot in the lawn. Will we try to help
my friend to discover Grandma’s Games? Let’s play, have fun and learn.
2nd step TASKS FOR STUDENTS:
Click on indicated links, read carefully, consider how you will help in discovering the children’s games; Write criteria’s for conducting research; Create a questionnaire in a text document on your computer; Select the best questionnaire.
Grandma’s games 5
RESOURCES FOR STUDENTS:
Search on Bing
Link to word survey
Link to word interview
Link to word game
3rd step PROCESS:
- Students discuss, reflect, analyze and bring a
conclusion on how to help the friend to find (How to guides)
Grandma games (do research and ask their own
grandparents).
- Concept interpretation of key words - teacher serves
students with various types of prepared bent sheets with one
written word at each (interview, game, survey, rules). The
number of sheets with words is same to the number of
students in class.
- Students divide into groups according to the extracted
word (interview, game, survey, rules).
- With Bing browser they check their links according to
the words.
- Mutually agree and choose the leader of the group.
- Students brainstorm in groups - associations of the
word write on a paper and design a mental map (time 5
minutes).
- Leaders of the groups present their mental maps of
words – associations.
- The tacher gives directions to each group on how
students can creatively link the written words by using
computers.
- Students think and discuss, made the conclusion that
they need a prepared instrument - the questionnaire, discuss
how to look and what to include in itself.
- Prepare independently on a computer a tool for
research.
- Students evaluate their own and choose the best
instrument on a grade level.
Curriculum context: Native Language - Students will learn to properly express themselves orally and in writing - use grammatical rules -enrich the vocabulary -use of punctuation marks,
Project outputs: e-products
e-survey – link to survey
Video - Grandmas meeting
21 st
skills acquired:
Research Skills
-define the problem
- setting the research goal
-preparation of the questionnaire
-data collection
Presentation Skills
-analysis of data
-synthesis of data
-evaluation of data
-oral presentation of the video
ICT competencies
-communication through MSN and e-mail
-using advanced features in MS Word
-video publishing in Win Live Movie Maker
Grandma’s games 6
4th step CONCLUSION:
Students made the conclusion that they succeeded to find a way and help the friend of their
teacher. Throughout this, they learned how to conduct a research, alone discovered the key
words, created an instrument to do the research - questionnaire. While working they used the
Microsoft Office Word to write the text documents.
TEACHER’S ACTIVITIES:
The teacher monitors the activities in groups, and directs students to consider how research is conducted in everyday life. What is commonly used to collect basic information about something that we are interested (the questionnaire). How is called the implementation of the questionnaire which is a research survey and that the questionnaire is a set of questions which we ask to respond. Discussion on basic rules when compiling and conduct the survey:
- The questions to be short, clear, not unambiguous and intelligible words - In one question not to have two sub questions -Avoid suggestive questions -Do not have many questions -The questionnaire to have the title, date and the purpose of the survey -After each question to have enough space for responding (responses may shall record the interviewer or respondent) -Schedule the survey on time -Determine time and place -Polite and honest relationship with grateful appreciation -Qualitative and documented survey -Respecting deadlines
Relationship of ICT with the teaching content to implement the objectives:
1. Students search through Bing to find the meaning of the words: survey, interview and
play. See how it looks-survey.
2. Students created a questionnaire using MS Word. See how it looks - - link to survey).
3. Record and arrange the video clips while conducting the survey using Windows Live
Movie Maker. To see how it looks click here)
ICT enabler of:
- Cooperation in the class and school: communication via MSN, e-mail,
- Knowledge acquisition: using MS Word application for writing, editing text, inserting
images, copy, delete, save.
Grandma’s games 7
- Self- evaluation
List for self-evaluation of students
I am proud of my effort because:
I le
arn
ed
fro
m t
he
su
rve
y
abo
ut:
What I ask,
and what I didn’t
ask in the survey:
If I searched again
I would change:
I grate my work
with (from 3 to 5)
because:
Grandma’s games 8
LESSON 2: The GAME ZAVOR
Key learning: measurement units and the game play with Kinect
Subject and contents: Mathematics
Students’ Grade: 5th
Mentor students’ grade: 6th
Time of realization: Two classes of 40 min
ICT: Bing search, Microsoft Office, Ms Paint, MSN, Skype
Methods: Web Quest and Brainstorm
STUDENTS LEARNING OUTCOMES
- to observe the need of implementation of the standard measures with a real problem
situation and practical use of the gained knowledge;
- to make estimation of the size measurements and check by real measuring;
- to create measuring instruments like a ruler, meter for measuring the length with a use
of ICT;
- to determine the measures for length: meter,decimeter and centimeter .
STEP 1 – AN INTRODUCTION TO THE ACTIVITY
A video conference link is established between two grades from different schools. A student is
telling his dream:
- I had a strange dream this morning. Before I fall asleep, last night, my grandma was
telling me a story about her childhood. My eyes had almost closed and suddenly I felt a
heat from a very little computer…I pressed the smallest button and suddenly I was taken
to the ancient Stone age. Imagine this, I could travel through different decades with a
small computer. There were a lot of children around me, laughing and playing a game
called ZAVOR. The game that my grandma was telling me, they were throwing a stone as
near as they can to the drawn line on the ground. And then HOP I am sinking and sinking
and I am no longer with the children I was playing ZAVOR but in front of a huge
Grandma’s games 9
computer and I am throwing balls with a full strength....Then, I
wake up by my mom who was calling me Come on Alexander, it’s
time for school!
- Dear friends, ZAVOR is a game that my grandma told me
and I will tell you how to play. But before that can you please
answer my 2 questions:
1. Tell me how did the children in that time measure the
length? Can we make any measurement instrument?
2. Is there any computer game in which I can jump or play?
STEP 2 - TASKS FOR THE STUDENTS
Tasks for the First group:
1. Click on the indicated links, watch and read carefully.
Think how you can find the answer of the first question.
2. Create instruments for measuring length on MS Paint,
print and stick them on a poster or a cardboard.
Tasks for the Second group:
1. Click on the indicated links watch and read carefully.
Think how you can find the answer of the questions
2. Write down your ideas in Microsoft Word and about the
possibility how to play the game in computer.
STEP 3- RESOURCES FOR THE STUDENTS
- a link for all students- game ZAVOR - 1st group – Search in encyclopedias for the history of the
measuring units - link for the 1st group – Measuring units - link for the 2nd group a game with computer in Kinect - Link for the group 2 a word A GAME + COMPUTER
STEP 4 - THE PROCESS
- students are divided in two groups by lottery of pulled
tasks written on a piece of paper.
The game origin
The game “Zavor” brought over by
grandmother of Teodora Mirchevska,
a 5th
grade class from school of St.
Cyril and Methodius, Skopje.
The needed material
Drawing Pad; chalks or crayon, snow
ball during the winter session, two
parallel segments drew 3- 5 meters.
The Game Rules
Students are divided into two groups
and stand behind drawn parallel lines.
One student is bookmarking the fallen
stones. He measures the distance by
foot from the fallen stones to the line.
The feet are counted, recorded and
counted. The winner is the team that
has the least measured feet. Each
student plays individually by throwing
a stone or snow ball and trying to
throw as closest as possible to the
drawn line. Fallen stones need to be
marked with a chalk and measured
the distance with feet.
The general rule is that no one need to
step foot on the line when throwing.
Then they discuss about the distance
measures they have learned cm, dm,
m. Assess and predict the distance and
then check the length with a
measuring device. They can convert
the lengths from a larger to a smaller
and etc
Grandma’s games 10
- they read the tasks then they watch the video of the link
for the word ZAVOR and then they go out in the school yard to
play. While they play they repeat the measures for length 1 cm,1
dm and 1m
1st Group – they play and discuss, think, analyze and make a
conclusion on how to help and answer the first question to their
friend. They search encyclopedia.
They make a deal to draw a ruler long 1 dm with MS Paint, print
them and form a meter by composing the already drawn rulers
with a length of 10 dm. They draw individually with computer.
2nd Group – they play and discuss, they think and make a
conclusion on how to help and answer the second question to
their friend. They search and analyze on given links, and with
brainstorming session, they suggest how to adapt the game
ZAVOR with the newly discovered possibility in MS Xbox Kinect.
Step 4 - CONCLUSIONS:
1st Group: The answer of the first question is the conclusion that
people in the past have measured with a foot, an inch or a
thumb. Today we created and measured with the printed
instrument and learnt about measuring units. The common
conclusion of the 1st group is when Alexander is going to bed
tonight he should put the created instrument under the pillow,
and to donate it to his friends from the dream.
2nd group: Suggested conclusion is to ask university professors
from the Faculty of informatics if I is possible to program ZAVOR
where students can play with Kinect and in meanwhile to be
asked about the measuring units.
TEACHER’S SECTION:
The teacher follows the activities in the groups, thereby guides
the students to develop critical opinion.
Curriculum context Mathematics: Length measures m, dm, cm Mutual position of parallel lines Biology: Aggregate state of water (if it played with the snow ball) Movement of water in nature Stone as natural material History Stone and the Stone Age history Native language Expression and Project outputs: e-products
Students Drawing ruler in MS Paint
Origin of the game – Bing maps
Video 1 : Zavor and Kinect
Video2 :The Game Zavor spread in
Switzerland, Croatia and Montenegro
Poem – MS Word
21st
skills acquired: Developing, implementing and communicating new ideas to others Being open and responsive to new and diverse perspectives Original and creative work ICT competences: In class/school collaboration thru MSN/Skype Using MS Office Packet Drawing with tools Paint Recording with Flip camera and creating a video with Movie Maker
Grandma’s games 11
Self- evaluation
List for self-evaluation of students
I am proud of my effort because:
I le
arn
ed
fro
m t
he
gam
es
abo
ut:
What I liked,
and what I didn’t
like in the game:
If I would play the
game again I
would change:
I grate my work
with (from 3 to 5)
because:
Grandma’s games 12
LESSON 3: The GAME STEEL (Chelik)
Key learning: measures-cm (centimeter) dm (decimeter) and m (meter)
Subject and contents: Mathematics, Native language and Science
Students’ Grade: 5th
Time of realization: Two classes of 40 min
ICT: Bing, Microsoft Office, MSN
Мethods: Web Quest and Brainstorm
STUDENTS LEARNING OUTCOMES:
to learn the linear measures, cm (centimeter) dm (decimeter) and m (meter);
to be able to compare linear measures by free judgment;
to make linear measure instruments, rulers and tape measures with the use of computers;
to draw in Paint and to print rulers and tape measures glued on a piece of paper;
to define homonyms (same words with different meanings);
evergreen and deciduous trees;
to explore pictures using Bing, memorize and insert them in a Power Point presentation.
STEP 1 - INTRODUCTION IN THE ACTIVITY
A student talks to the classmates: “My grandma told me about the game Chelik. She explained
me the rules for this game. She also says that there is mathematics, native language and science
in the game as well.”
Let us talk about the game Chelik and learn it. Let us find out about the mathematics in Chelik,
as well as the native language and science in it!
Grandma’s games 13
STEP 2 - TASKS FOR THE STUDENTS:
Class 1
Draw a one decimeter ruler using your computers in Paint, then
print it with the help of your teacher and make a linear measure
instrument in each group!
Listen to the rules for playing Chelik and write down your
assumptions for the distance between the fallen stick and a line
in your notebook, then check your assumptions with a meter.
Conclude how many centimeters there are in one decimeter, and
how many decimeters there are in one meter, and then show it
through some practical examples.
Class 2
All students need to explore and analyze the term internet
homonyms.
Show 5 examples with homonyms in Power Point with pictures
for every example including the word ‘chelik’ (steel).
Think about the kind of material used for making the objects
needed for playing Chelik.
Remember about the type of trees you studied last year by the
form of the leaves, search for pictures on the internet, save
them in a folder.
Download pictures and insert them in Auto collage, and then put
the creations in a Power Point presentation for homonyms.
Think about homonyms connected to wood, products from
wood etc.
STEP 3 - STUDENTS’ RESOURCES:
Links: Link for the word homonyms
The game origin
The game “CELIK” brought over by grandmother of Denica Stojkovska, a 5th grade class from Primary school of “Sv. Kiril I Metodij” Skopje.
The needed material A wooden thin stick in a length of 1 meter and
another stick of length of 25 cm with pointed
tips on both sides.
The needed space to play:
Extensive soil surface with a width of 25 meters
and length can be up to 100 meters. Every ten
meters can be marked a line on which points
are recorded.
Link to get more description on the game
The Game Rules The boy tries to wave with the longer wooden stick upwards, under the steel, and to blow it far in the air. He stands in the same position and watches. The boys from the opposite team are in a position as shown in the photo and they try to catch the steel. If they catch it with their hands, the boy who hit it steps out of the game and his friends continue the game. They do not lose the game; they only change the boy who hits the steel. If he successfully throws the steel, it flies in the air and falls down on the ground. The distance to the closest marked line is measured and the number of points is written down. Every team member needs to throw the steel in order to sum up the points for the whole team at the end. Later they change positions and members from the opposite team participate. The winners are the team with the most points or the children who threw the steel the furthest. From educational prespective, this game
influences on students’ socialization, they make
friends and develop the ability for solving
practical problems. They see the difference
between the mathematician and the real
problem. They cooperate and share mutual
opinions.
Grandma’s games 14
Link for the word wood
Link for the word
STEP 4 - THE PROCESS:
Class 1
Students individually draw one decimeter ruler in Paint using
computers, and then print it with the help of their teacher. The
printed ruler is cut and glued on a paper. Ten rulers, one next
to another, form one meter linear measure instrument for
measuring length in the game Chelik.
Discuss orally and make a conclusion on how many centimeters
are in one decimeter and how many decimeters there are in
one meter, and show an example for this from the surrounding
environment.
Students listen the rules for the game Chelik. They go out in the
schoolyard and start playing the grandma’s game Chelik. A
student writes down the assumed distance of the fallen stick
next to the ruler in a notebook, and then he checks them again
with the developed meter in a computer.
Class 2
Students write down and design a mental map in 5 minutes
time by the process of brainstorming-associations of the word
homonyms in the group.
With a Bing browser every student individually checks his links
in relation to the word homonym.
They discuss in groups, think, analyze, and search for photos of
homonyms they have already thought.
They cooperate and choose a group leader.
The teacher leads each group on how to creatively connect
written words using computers.
Curriculum context: Native language -Homonyms Mathematics -Linear measures Science
Project outputs: e-products
video of the game in Win Live Movie Maker
Poem MS Word
A photo in Auto Collage
Students Drawings in MS Paint
Origin of the game – Bing maps
A Power Point presentation
21st century skills acquired:
-expressing observation and ideas through a
presentation
-critic and creative opinion mind walk, learn from
each other (videoconference classes in between
schools from different regions),
-expressing ideas and thoughts through a video
ICT competences
- Drawing the game in Paint
-Making a presentation in MS Power Point
-typing a text in MS Word - publishing video in Win Live Movie Maker - Auto Collage
Grandma’s games 15
Every group discusses their final product-how should it look and what to contain.
They make a group presentation in Power Point for homonyms with pictures combined
with Auto Collage.
Students self-assess and choose the best activity in the group.
STEP 5 - CONCLUSION:
Students concluded that they managed to self-assess about the linear measures in
mathematics, to check if their assumptions are correct, learned what homonyms are,
revised about evergreen and deciduous trees, and choose the best presentation.
While working, they used the drawing tools in Microsoft Office Paint, Microsoft Office
Power Point, Auto Collage and Bing.
TEACHER’S SECTION:
The game Chelik as an introductory activity gives the opportunity for integration and an
immediate feedback on mathematics, for students’ achievements and the difficulties
they face. There is also a written document with the results from the game. The game
eliminates the stress and fear from not knowing in front of the teacher or from doing
tests. Memory and logic thinking are developed.
Educative perspective: The game Chelik is full of various data, depending on children’s
age, various parts of the curriculum can be realized. The younger students, on
mathematics as a school subject, can study the linear measures, adding, make
assumptions about possible distances. The older students can achieve the learning
objectives on biology (e.g. wood as a teaching material, plants and types of plants) and
chemistry (reactions of wood to chemicals and its processing), as well as physics (energy
and motion of bodies, speeding) etc.
The Steel game on a computer: Video-conferencing classes using MSN are very useful
not only for cooperation in between schools from main cities with the ones from rural
places but also because the shared information between the children can be very useful
particularly because of the different ways and living conditions. Students’ activities can
be recorded; the videos can be published in Movie Maker and be put in students’
portfolios.
Grandma’s games 16
Self- evaluation
List for self-evaluation of students
Measurement
can evaluate
centimeter
can
evaluate
decimeter
can evaluate
meter
Can convert
units of
measurement
Can apply the
measures learned
units in a real life
I am proud of my effort because:
Fro
m t
he
gam
es I
lear
ned
ab
ou
t:
What I liked,
and what I didn’t like
in the game:
If I played the game
again, I would
change:
I grade my work with
(from 3 to 5)
because:
Grandma’s games 17
LESSON 4: The GAME LADY (DAMA)
Key learning: collinear and non-collinear points
Subject and contents:Mathematics
Students’ Grade: VIIth
Time of realization:Two classes of 40 min
ICT:Bing researcher, Microsoft Office Word, Skype, Power Point
Мethods - Web Quest, Brainstorm
STUDENTS LEARNING OUTCOMES
- The students will be reminded of the terms collinear and nonlinear points from the
grandma’s game DAMA;
- to develop logical thinking through asking a hypothetical questions.
STEP 1- AN INTRODUCTION TO THE ACTIVITY
Jovan loved to play the game DAMA a lot. His older sister told this idea to her math teacher and
together with her classmates they came up with an idea to discover how much of math and
logic are necessary for playing this game. And, also to get the answer of why at this game is
always the same winner?!
STEP 2 - STUDENTS’ TASKS
- Click on the directed links,read carefullyin order to learn the game DAMA and then think
whether a same child can always win the game and at the end transfer the conclusions
to the students of the 3rd and 6th grade.
- Write down your criteria about the implementation of the search.
- While you are discovering these terms record the whole activity with a camera and
make a video in Movie Maker.
- Create a questionare in order to find out about students’ opinion in learning maths by
playing grandma’s games.
Grandma’s games 18
- Create a presentation in Power Point and select the best
presentation
STEP 3 - PROCESS
- The students discuss, think,analyze and make a
conclusion of using a way of helping their friends,not just to
discover the grandma’s games but also to discover the
significance of the maths in the games.
- They check the links with Bing and selected words.
The students are divided into 4 groups:
1st task:the students should make a scheme on a cardboard
which will use it for playing the game DAMA and then the
students that attend additional classes should discover whether
the same child can always win the game and if that’s true when
is that possible?
2nd task: the students’ activities are monitored and recorded
with a flip camera and then make a presentation inWindows
Movie Maker.
3rd task: then they present their researches in Power Point
presentations.
The students evaluate themselves and they present the
research results in front of their peers or younger students.
STEP 4 - CONCLUSION
- The students realize that they succeded to find a way of
solving the mystery how can the same child be the winner all
the time.Thereby they know how to implement a research,they
discovered the key words individually,they learned how to do a
research and report about it.
After many attempts and many played games the students
realized the following:
- In this game always the first player can be the winner if
he puts his pebble stone in the central field 5. And then, if then
the second player puts the pebble stone in one of the corner
squares for eg. no. 1 ,the first player should put his stone in one
The game origin
The game “Dama” brought over by
grandmother of MarijaPavlovska, a 5th
grade class from school of “Ilinden”
village Konopnica, KrivaPalanka.
The needed material
A drawn schemes for the game
attached on the models 1, 2, 3 such as
9 red stones and 9 white stones.
The Game Rules
This game is played by two players.
You need 9 white pebblestones (beans
for one of them) and nine black
pebbles (corn for the other one). Each
player is trying to create ‘dama’
(checkers), by sorting three of the
grains in a horizontal or vertical
position. The first one who succeeds in
this has the right to take one of the
pebbles of the opponent. The player
who remains with only three pebbles
can move them freely without
limitations in every spot available in
order to stop the opponent in creating
‘dama’. The game is won by the first
player who succeeds in taking 7 of the
opponent’s pebbles. Thus, the other
player having only two pebbles is
unable to participate in the game and
create ‘DAMA’.
Grandma’s games 19
of the two middle edge squares which are not adjacent to the
square where the stone of the second player is placed(6 or
8)and then if someone makes a mistake to win the game…
PART FOR THE TEACHER
The teacher explaines the game,tells the rules of the game,suggest competitive pairs,suggest a team for ranging the winners,monitorsthe activities,watches carefully if participants respect the game rules and evaluates the achieved results with given feedbacks.
The game Lady provides an improvement of the thinking
process of children, memory, perceiving, ordering, sorting in
order to place the stones in an unit.
Schemes for the game Lady
Моdel 1 Моdel 2 Моdel 3
Educational link: They game DAMA is useful for playing
because the students can perceive easily the color of the
stones with the mathematical preknowledge they can differ
horizontal,vertical,diagonal and line segment,a term for point,
kinds of triangles according to the sides and angles,forms of a
square.
DAMA and the computer:The game lady can be played easily
on the computer. The students can draw the schemes in a MS
Word, we can print the scheme so the students can play it. But
we can also play this game in an electronic form by developing
an application for the game.
Curriculum context
Mathematics -collinear and non-collinear points -geometric shapes, types of triangles Native language Verbal and narrative creation and expression Drama play of the game Lady
Project outputs: e-products
Video 1Win Live Movie Maker
Video 2
Game origin– Bing maps
Presentation – Power Point
Drama -MS Word
21st skills acquired:
Students recognize their own learning
through playing, make the
logicallinksin between the gameand
generalizedconclusions about
thetaskssetas a challenge.Self-
evaluation with an explanation, know
howto askcritical questions and lead
discussions.
ICT competences -Recording with Flip camera and video publishing with Movie make., -Video conference with students from five different school regions - Power Point presentation and - Skype communication
Grandma’s games 20
THE EVALUATION FRAMEWORK
Category sample
(excellent)
elementary
(good)
Соntent
The presentation is full of data clearly
connected to the given topic
All the required tasks are covered
Clearly and correctly defined terms,
Thepresentationisfullofpictureswherethegiven
taskisconducted
The presentation contents effects on each
slide where the significance of the important
terms is shown
There are a lot of information on
the subject
The information are not clearly
elaborated and there is a lack of
connection to the details.
The terms are not completely
defined there is an uncertainty in
the writing
There are pictures in the
presentation
It contents effects where the
significance of the important
terms is emphasized
Collectionandorganizationo
fdatas from Internet for
need of realization of the
tasks
The data are well organized and adequate to
the resources and requests of the tasks
The directed resources(links)are successfully
used
The data relate to the used
resources
Some of the directed resources
are used
Presentationoftheprepared
taskinwhichalltheimportant
terms,use,andproductsarei
nvolved
The terms, the properties and the use are
successfully presented
There is not a whole presentation
of the terms ,properties
Presentation ability Quite well organized presentation
Clear articulation
Flat rate
Shown self-confidence
Well organized presentation
Relatively clear articulation
Unbalanced rate
Small expression
Grandma’s games 21
LESSON 5: The GAME MATCHBOX
Key learning: Performance, Costume design, Scenography
Subject and contents: Native language
Students’ Grade: Vth
Time of realization: Two classes of 40 min
ICT: Bing, Microsoft Office, MSN
Мethods - Web Quest, Brainstorm
STUDENTS LEARNING OUTCOMES
- an ability to analyze and experience a scenario and drama;
- an ability to recognize the characteristics (internal and external) of the main actors;
- an ability to recognize and apply the characteristics of actors within their own
expression;
- an ability to perform and play a drama according to a given role;
- to expand their knowledge related to scenography, costume design and music in a
theatre (puppet) show.
STEP 1 – AN INTRODUCTION TO THE ACTIVITY
One student addresses the others. My grandmother showed me the game “Matchbox”. She
explained the rules of the game (supplement 1) and read a dramatic text (supplement 2). Do
you know what a drama is?
Let’s have fun and play “Matchbox” and learn, let’s discover what is a drama and learn about
our most famous actors!
Grandma’s games 22
STEP 2 - TASKS FOR THE STUDENTS
1st lesson
- Self-evaluate yourselves in math – adding, by playing the
game “matchbox”.
- Analyze the dramatic text and try to experience the same by
reading it.
- Recognize the characteristics (internal and external) of the
lead characters and apply them in your expression and
perform them in each group.
- According to the instrument of evaluation (supplement 3)
evaluate the activity of each group.
2nd lesson
-Click the given links, read carefully, think about how will you
help to discover the key words in your group.
- Write the evaluation criteria for the activity in the group.
Group 1 Brochure
Make a manual for your friends, in the form of a brochure;
using Microsoft word, explaining the key terms, what is
drama, scenography and costume design.
Group 2 - Presentation
Make a presentation in Microsoft Office Power Point for
theatre and dramatic art.
Group 3 - Presentation
Make a presentation in Microsoft Office Power Point for
Macedonian actors.
STEP 3- RESOURCES FOR THE STUDENTS:
Links for group 1
Link for the word drama; link for the word scenography; link
for the word costume design
The Game Origin The game “Matchbox” brought over by grandmother of Filip Sokolovski, a 5
th
grade class from school of “Sv Kiril and Metodij” Centar, Skopje. The needed material Empty matchbox with written numbers on each side of the box; Playing table; Notebook and pencil to write down the correct answers.
The Game Rules
The children sit around the table. They
agree about pulling out the longer and
shorter stick of the matchbox as per
order of participants in the game.
The first player sets the matchbox at the
edge of the table, but only half of it lies
on the table and the other half is out.
Student bends his thumb finger, hitting
the part of the matchbox that does not
lie on the table, to fly in the air, turning
it several times. It falls on the side that is
marked by a number. That number is
memorized and the game begins with
collection of each number that will show
up after the student will hit the
matchbox. The exercise could be
repeated by not only adding the
numbers but also subtracting,
multiplying them, that very depends on
availability of class hours.
Each correct answer is recorded in the
table created in Excel. The student who
wins will have the most accurate
answers.
Grandma’s games 23
Links for group 2
Link for the word theatre ; Link for dramatic arts;
Links for group 3
Link for the word Macedonian theatre actors
STEP 4- THE PROCESS
1st LESSON
- Students are divided into groups according to the word
written on a piece of paper, drawn from a lottery basket,
and students sit down by the /,m,desks where their word is
written – drama, theatre and actors.
- They play Matchbox for 10 minutes and enter the correct
sum in the group, self-evaluation.
- They analyze the drama text, read the text of Matchbox
and decide about the actors in the group, Marko, Darko,
Ivan, Kire, Sasho -the father and grandmother Mary.
- They perform in front of the class and select the best
group of actors, according to the evaluation instrument
(supplement 3)
2nd LESSON
- They discuss, think about, analyze, write down the criteria
for self-evaluation within the group, and agree upon the
activities of each member of the group.
- Using Bing search engine, they search through the links
using the words drama, theatre and actors.
- They agree among each other and select leader of the
group.
- Through brainstorming – associations for the word in the
group, the students write down and create a mental map.
- The leaders of the groups present the mental maps of
words – associations.
Curriculum context: Native language scenography, costume design and the music in a theatre (puppadditionet) show. Math Addition, Subtraction and Multiplication.
Project outputs: e-products
Video1 of the game in Win Live Movie Maker
Video2
Drama –MS Word
Creative activities:
-self-evaluation with justification of such
evaluation and the ability to ask critical
questions and lead productive discussions -
critic and creative opinion, mind walk, learn
from each other (videoconference classes in
between schools from different regions),
-expressing ideas and thoughts
21st skills acquired:
Students show maturity in critical, cultural
heritage and traditional values in connection
to life and technology
ICT competences
- Drawing the game in Paint
-Making a presentation in MS Power Point
- Recording and publishing the video with Win
Live Movie Maker
Grandma’s games 24
- The teacher gives instructions to each group, students to think about how they can connect
the written words using computers.
- In each group the activities start with discussion about the appearance and the content of the
final product.
- Together they prepare a brochure and presentation using a computer.
- The students perform self-evaluation and select the best activity from one of the groups.
STEP 5- CONCLUSION
Students conclude that they have succeeded by playing a game to perform self-evaluation in
math. They learned what a drama is, theatre, costume design, scenography, and Macedonian
popular actors. Moreover, during the activity they had fun, used the internet to do a group
research (discovering the key words), performed and self-evaluated in a correct using the
instrument for evaluation.
PART FOR THE TEACHER
The game “Matchbox”, as an introductory activity offers an opportunity for integration and
immediately produces feedback information for math learning, the achievements of the
students and the problems each student faces. At the same time gets a feedback in a written
document for the correct results of each game, recorded by the student. Playing the game
helps in overcoming the anxiety and fear of not knowing in front of the teacher or the fear of
being tested. It develops the memory capacity and logical thinking.
Educational link: The game is comprehensive and useful for math functions of adding,
subtraction, multiplication. Depending on the age of the children, they can add from 0 to 10,
only with two addends. Also, the game may be played with three addends, and the numbers
may be added to the first obtained sum. In this manner, they can add up to a 1000 or more.
If the objective is subtraction, they are instructed to agree upon the start number, for e.g. 100
or 1000, and in every turn, they subtract one or two numbers.
The game “matchbox” is very interesting while learning the multiplication tables. On each side,
they write down numbers and multiply with the number which is hardest for them to
remember.
Matchbox on a computer: A similar combination for this game may be designed by using
computer, if the students are divided to play in pairs. The students shall open an empty excel
document and enter one number in each field. The first player will randomly click two numbers,
for e.g. 4 and 9. The second player will do the adding. If the sum is correct, the numbers are
Grandma’s games 25
entered one by one, and the sum is increased, for e.g. number 13, and all successive numbers
clicked by the student shall be added to this number. In order to check whether the sum is
correct, depending on the age of students, the function for adding in excel may be used, or a
calculator, if the students are younger.
Supplement 2 Drama “Matchbox”
Venue: LIVING ROOM
LEAD CHARACTERS: Marko, Darko, Ivan, Kire, Father Sasho, and grandmother Mara (the children play on the
computer in the children’s room. Suddenly, the power goes off)
MARKO: - Daaad, bring me the matchbox to light the kandle!!!
GRANNY MARY: - Matchbox, I can still remember the days spent playing matchbox!!
MARKO: - How is it played???
GRANNY MARY: - The game is played by tossing a matchbox with written numbers on its sides. The numbers
add up, depending on which side the matchbox will fall. The winner is the one with the most points.
DARKO: - And which numbers are written on the sides???
GRANNY MARY: - The numbers on the matchbox are written according to the age of the children, but you
can also learn the multiplication tables by tossing the matchbox twice.
IVAN: - Oooo, now I get it.
KIRE: - Ok, then, let’s play.
Father Sasho: - Here’s the matchbox kids, write down the numbers and play.
Matchbox
Filip Sokolovski
Student in the second grade
At the primary school ”Ss. Cyril and Methodius” Center Skopje
Grandma’s games 26
Supplement No. 3: Performance Control Indicators
1. The person is facing the audience
Physical expression
2. The person expresses his/her feelings
3. Maintains eye contact
4. Coordination between body movement and the situation
1. Speaks clearly and comprehensively
Voice expression 2. He changes the voice according to the moment (situation)
3. Emphasized the key words
1. Uses adequate words to express opinion
Verbal expression
2. Avoids unnecessary repetitions
3. Uses standard language
4. Correct use of punctuation marks
Grandma’s games 27
LESSON 6: The GAME HOP-SCOTCH
Key learning: geometric shapes
Subject and contents: Mathematics, Art, Physical education
Students’ Grade: Ith
Mentor students’ grade: 6th
Time of realization: Two classes of 40 min
ICT: Bing researcher, Microsoft Office, Skype, MSN, MS Paint
Мethods - Web Quest, Brainstorm, Role Play
STUDENTS LEARNING OUTCOMES
- to identify and name geometric shapes;
- to create a mosaic by combining the shapes with the use of ICT;
- introduction into construction by attachment and combining of the shapes;
- encouraging creative expression;
- to discover the water and sand as art materials;
- to discover the sand and asphalt as uncommon art materials;
- to keep body balance and doing movements by standing on one foot;
- to aim towards a positive reaction to others’ achievements and learning to accept your own
failure;
STEP 1- AN INTRODUCTION TO THE ACTIVITY
The students are doing the playful drama activity ‘I am…’, in which they recite previously
learned lines about mathematical shapes by using dolls –shapes attached on sticks.
Then they play the game ‘Who am I?’ In this game each child holds a mathematical shape in his
hand and is asking the others about its name.
Grandma’s games 28
STEP 2 - STUDENTS’ TASKS
- Doing the playful drama activity – I am…
-The students-mentors are presenting the game ‘PLOCHKA’
by drawing on a soil surface using a stick and a bottle of
water.
- Naming of the shape the Czarina is composed of.
- Playing and complying with the rules of the game.
- Work in 3 groups in order to invent a pattern of our new
Czarina.
GROUP ONE – Making a new pattern with cardboard shapes.
GROUP TWO - Making a Czarina by dragging mathematical
shapes in MS WORD.
GROUP THREE – Creating a pattern by combining plastic
didactic material.
- Selecting a new pattern in a shape of a house.
- Printing the pattern.
- Drawing the pattern with chalks at the school playground.
- Playing with the new pattern by complying to the old game
rules and naming of the newly used shapes
- Activity analyses.
STEP 3 - PROCESS
The students-mentors present the game ‘plochka’ in the soil
patch close to the school. First, they are drawing the pattern
in an old traditional way. The pattern can be drawn on
asphalt with chalk or a piece of tile but it was mostly drawn
and played on a soil surface with the use of a stick. For the
lines of the pattern to be clearly visible the students came to
an idea that they should be drawn once more with water
and for that purpose they used plastic bottles of water with
The game origin The game “Plochka” brought over by grandmother of Antonio Spirkovski, a I
th
grade class from school of “Koco Racin” vilage Ivanjevci Bitola The needed material
A stone in a form of a round plate.
The Game Rules
Every participant plays individually by jumping from one field to another on one foot. The basic rule is that no one is allowed to step on the line that was used to draw the geometric form of this game. The round shaped stone is called ‘plochka’. The ‘plochka’ is being thrown in the first field marked with #1, it mustn’t be thrown on the line. If it falls on the line the participant loses the right to play and goes at the end of the line of the group of children that are waiting to play and waits for their turn. If the thrown ‘plochka’ is too close to the line, if it almost touches the drawn line the participant calls out aloud: ‘THE CZAR IS DRINKING WATER’. This means that this participant cannot be excluded from the game. When the ‘plochka’ is being thrown in the first field, the participant jumps on one foot in field 1, field 2 and then goes to the part of the drawn form, where the field 3 and 4 are placed one next to the other. Here the participant stops with one foot in each of the two fields (one foot on #3 and the other foot on #4). Then it continues to jump on one foot until it reaches the field. At the end of the drawn form, in fields 7 and 8, the participant stands on two feet again and then he turns back. He jumps on one foot until he reaches the field where his ‘plochka’ was thrown. While still standing on one foot he reaches to take the ‘plochka’ and throws it out of the drawn form and
continues to jump on one foot.
Grandma’s games 29
small openings made on their caps.
First grade students named the square shape from which the
czarina is composed and helped in drawing the numbers 1-8
in the game fields. For this game you need ‘plochka’ or a
round shaped plate. The children picked out more plates and
then we decided which one is the most suitable for playing
this game.
What follows is memorizing the game rules and complying
with them.
Then we agreed on inventing a new pattern for this game.
For that purpose, we separated into three groups.
GROUP ONE: Making a pattern with applicative didactic
material.
GROUP TWO: Combining and painting of mathematical
shape in a Word document.
GROUP THREE: Creating a new pattern with didactic
material of plastic mathematical shapes
While the students are working, the teacher is asking the
students to name the shapes they’ve used, thus creating an
image for every student’s knowledge. After finishing the
activities and going through the possible patterns we all
agree on the shape of a house. We named the shapes that
we used on it and asked the students-mentors to help us
with the drawing. We agreed to draw this czarina with a
chalk on the school playground. We printed out the pattern.
While the students-mentors are drawing the first grade
students are helping in identifying the parts of the new
pattern. Then, we play the game by complying with the old
traditional rules applied on our new pattern. Through
conversation, at the end of the classes we are reflecting back
on all the previously finished activities from that day.
STEP 4 - CONCLUSION
The students revised their knowledge about the previously
learned mathematical shapes. Through cooperation with the
upper grade students they learned a new game and new
rules. They gained a habit for complying with a set of rules,
Curriculum context:
Mathematics Geometric forms, perimeter, area, measurement lengths Native language Expression and creation Media culture Role Play Ecology Chemistry Mixtures of cement and chalk
Project outputs: e-products
Video 1 in Win Live Movie Maker
Video 2
Video 3
Drawings in Paint
Presentation 1 Power Point
Presentation 2
21st skills acquired:
Students got deeper knowledge about
how technology can support their
learning and get integral skills
Real-world connections, primary source
material, and sophisticated data-
gathering and analysis tools
ICT competences:
- Drawing the game in Paint
-shooting a video and making it in Win
Live Movie Maker
- Power Point presentation
Grandma’s games 30
rejoicing for the other students’ achievements and accepting their own failure and developing a
desire to learn from others’ positive example. They developed their own creativity by inventing
a pattern for the new Czarina and they did the same by combining mathematical shapes from a
didactic material and using the tools for dragging and colouring in Microsoft Office Word. They
learned how to print. They were naming the shapes during the drawing process of the new
Czarina and actively participated in the new game by complying the old rules.
TEACHER’S SECTION
With the game ‘Plochka’, the teacher follows the students’ progress in learning mathematical
shapes. The teacher observes which student can identify them and which can both identify and
name them. The teachers also takes notes on the students that have certain difficulties which
gives him/her a direction for the future planning on individual approach of work with the
students that achieved the objectives only partially.
EDUCATIONAL LINK
The game can be adjusted and applied in the students’ knowledge testing and in science classes
for teaching the Days of the Week. While the student is jumping through the fields of the
Czarina his task is to say the names of the days in the right order. Every mistake causes the
player to stop playing the game and gives chance to the next player.
This game is also suitable in PE classes for achievement of a number of objectives that are in
the first grade curriculum and it can be easily adjusted according to the needs of the particular
class content. It is especially suitable and interesting as a part of a relay race game that involves
jumping on one or two feet combined with running and jumping through obstacles.
The students are learning how to take the appropriate body position in order to keep their body
balance and do the necessary activities.
‘PLOCHKA’ ON THE COMPUTER
The first grade students can illustrate their impressions of the game in Microsoft Paint. With the
teacher’s assistance they can print out their work and enrich their collection of works. They can
draw parts of the pattern or create their own pattern by dragging parts in Word.
Mathematical shapes scattered along the computer desktop can be classified in four different
folders. The same can be done by classifying in accordance with shapes size and colour...
following two or three criteria. They can share their findings with students from other schools
through Skype and show them their work.
Grandma’s games 31
Form for tracking student by subject Name of the student______________________ Teacher___________________ Date_____________________ Students are monitored as to achieve the goals set under the standards of the programs by subject.
Subject
Date Note
Native language
Science
Art Education
Grandma’s games 32
LESSON 7: The GAME STONES (PETKAMCI)
Key learning: recognize and compare numbers
Subject and contents: Mathematics, Native language
Students’ Grade: Ist
Mentor students’ grade: 5th
Time of realization: Two classes of 40 min
ICT: Bing , Microsoft Office, Auto collage, MS Math Skype
Мethods - Web Quest, Brainstorm
STUDENTS LEARNING OUTCOMES
- recognition of numbers and comparing them up to ten;
- addition and substraction of the numbers in the range of five;
- memorizing the game rules and respecting them;
- improving mentorship with other students from the school;
- students are directed towards tolerance and positive acceptance of their mistakes and
tend to improve from other positive examples.
STEP 1 – AN INTRODUCTION TO THE ACTIVITY
A game –WHO WILL BE FASTER IN COLLECTING REGULAR NUMBER OF STONES according to
verbal instructions from the teacher.
- Extracting a number from the sequence numbers to ten, its naming and collecting an
adequate number of stones (pebbles).
- Mutual checking, assessing who has the appropriate number of pebbles and
correcting the errors.
- Sequence of numbers to ten
- Guess the association of the word ”petkamci-5 stones”
- They colour 5 stones for the game
Grandma’s games 33
STEP 2 - TASKS FOR THE STUDENTS
1. They listen to the rules of the game and carefully follow
the instructions of playing the game with 5 stones presented by
students-mentors.
2. Start playing the game.
3. They practice adding and subtracting numbers from 1 to
5.
4. Play in 3 groups.
STEP 3- THE PROCESS
The students pull out numbers which are written on color
sheets and they get a task to name the pulled number and to
collect an adequate number of pebbles. After all of them finish
the task, they check mutually by counting the pebbles and
correct the errors if they occur.
The teacher monitors and then directs how much students
know the numbers up to the range of 10.
Then the students get a task to range the numbers on the table
together with appropriately chosen number of pebbles for each
number.
By working in pairs, the students make a comparison of two
numbers with a regular use of the signs of comparison and the
teacher observes the students’ achievements.
The teacher presents the new game which is about to be played
and the students guess the association of the words 5 stones
(petkamci) then they collect 5 stones and start to color them.
The rules are demonstrated by students-mentors who had
learned this game from their grandmas.
They show the order of playing that should be achieved in order
to win the game. During the game, a verbal application of the
operations is performed of adding and subtracting the numbers
from 1 to the scale of 5.
The Game origin The game “Petkamci” brought over by grandmother of Viktorija Radomirovska, a 5
th grade class from school of “Sv Kiril
and Metodij” Centar, Skopje. The needed material Five small stones (rocks) in a form of
squares that is the reason the game is
named five rocks (petkamci).
The Game Rules
All of the players play the game until the rock which is thrown up in the air falls down. In case the rock falls, then the player stops playing and waits till all of the players finish the game. The player that has made a mistake continues with the game in the level where his mistake occurred. The winner of the game is the one that finished all of the 6 levels of the game without making any mistake. Some of game values - Keeping and animation of the game which is a gift from our ancestors and valuation of the material goods. - Creation of sense of competition. - The concentration is increased - It improves the motion of the fingers and the whole hand. Play the game in order to feel its great value! This game can be played by unlimited number of players no matter of their age or sex. This game is played with one hand (the left or the right hand) it depends on the player’s choice. See here for the full description of the game.
Grandma’s games 34
By playing the game, the students practice mathematics,
tolerance, cooperation, respects the rules and order of the
events.
STEP 4- CONCLUSIONS
The students were practicing and determined their previous
knowledge of practical use of counting, recognition of
numbers, their numerical values and regular use of the signs
for comparison.
They acquired new rules of a game in cooperation with the
students-mentors.
They used Microsoft Math for practicing addition and
subtraction.
They practiced recognition of numbers and ordering a
sequence through appropriate games chosen on the Internet.
EDUCATIONAL LINK
The game 5 stones is suitable for the students in the 1st grade
because their achievements in counting, numbering, adding
and subtracting of these numbers can be checked.
During the preparation of the tools (the 5 stones) for the game
they can also practice the classification of the stones in two or
three signs given by the teacher.
Also, the game 5 stones can help in realization of the
curriculum content: an introduction to number 5 with forming
the sets with 5 elements (stones).
These five stones that are required for the game should always
be set in a way to be reached by children like in a
mathematical corner as this game can be also played during
the breaks or like energizing exercise between the activities.
Curriculum context
Mathematics -recognize and compare numbers -odd and even numbers - addition and subtraction of numbers Nature Ecology History The Stone Age Native language Verbal and written communication Dramatization
Project outputs: e-products
Presentation - MS Power Point
Presentation 2
Video1 of the game in Win Live Movie
Maker
Video 2
Poem MS Word
Game description in MS Word
21st skills acquired:
Application of interactive gaming methods,
adopting knowledge beyond the classroom
walls, access knowledge through various
workshops, cooperative learning as unique
approach that involved mentor students
(older students) and students from lower
grades. Drive numerous interactive
methods to develop communication and
other 21st
century skills.
ICT competences - Students took pictures of activities and made an auto collage of images. - publishing video in Live Movie Maker - online communicated e via Live MSN, - Microsoft Math
Grandma’s games 35
Form for tracking student by subject
Name of the student______________________ Teacher___________________ Date_____________________
Numbers up to 5
Identify the numbers and correct pronunciation
Comparison Predecessors and successors
Odd and even numbers
Ordinal numbers
Students are monitored as to achieve the goals set under the standards of the programs by subject.
Subject
Date Note
Native language
Science
Mathematics
Grandma’s games 36
LESSON 8: The GAME STRING
Key learning: collinear and non-collinear points, straight angle, polygons types of angles
Subject and contents: Mathematics
Students’ Grade: 5th
Time of realization: Two classes of 40 min
ICT: Bing researcher, Microsoft Office Word, Skype, MSN
Мethods - Web Quest, Brainstorm
STUDENTS LEARNING OUTCOMES
- to refresh their memory about collinear and non-collinear points;
- to obtain an idea of a straight angle, polygons and types of angles
- to be able to define the terms for angle, to group the angles according to size and to
identify the different types of angles in the string game pattern by asking questions.
- In the role of mentors, the senior students are discovering them the mathematical terms
that correlate to this grandma’s game.
- a line segment, a ray, a line, an angle, lines, adjacent angles, alternate angles, parallel
lines, intersecting lines, skew lines, to be able to distinguish the different types of
triangles and polygons.
STEP 1 –AN INTRODUCTION TO THE ACTIVITY
The 3rd and 4th grade students helped Jovan’s mother to find grandma’s games that Jovan can
play in his spare time, his older sister shared this idea with her Mathematics and Chemistry
teacher. Then, the students from her class came to an idea to try and find out exactly how
much Mathematics and Chemistry is there.
Grandma’s games 37
STEP 2 - TASKS FOR THE STUDENTS
- Click on the given links, read carefully, think of ways
about helping find out the keywords (collinear and non-
collinear points, angles, types of angles and their division,
line segment, a ray, a line, an angle, lines, adjacent angles,
alternate angles, parallel lines, intersecting lines, skew lines)
and how to share this knowledge with the 3rd and 4th grade
students.
- Write down your criteria for the research process.
- While discovering these keywords use a camera to
shoot the whole activity and then create a presentation in
Windows Movie Maker.
- Make a questionnaire on your computer researching
younger students’ opinions about learning Mathematics with
correlation to some of the grandma’s games.
- Create a Power Point presentation.
STEP 3 - RESOURCES FOR THE STUDENTS
-Link to the word collinear and non-collinear points
-Link to the word angle and types of various angles
- Link to the word line
- Link to the word triangle and its types.
STEP 4 - PROCESS
- The students discuss, think, analyze and deduct how
to help their friend and her children, not only in discovering
grandma’s games but also in finding out exactly how much
Mathematics and Chemistry is there.
- Understanding of the keywords – the teachers gives
folded handouts to the students. There is one word written
on each of them (a line, a ray, a line segment, a polygon, a
triangle and types of triangles, an angle, and types of angles).
The number of handouts is matching the number of students
in the class. Every student does a research on the word that
is written on his handout.
The game origin
The game “String Games” brought over
by grandmother of Maja Stojcevska, a
5th
grade class from school of “Braka
Ribar” village Tabanovce, Kumanovo.
The needed material
Thread of hemp
The Game Rules:
This game can be played by one or more
children depending of the form we want to
create. The string could be twisted by one
child with one or both hands to make
different forms. The same can be done by
two ore more children who can create
different shapes by twisting and turning the
string.
Grandma’s games 38
- The students are divided in groups according to the
word on their handout.
- Using Bing – search engine they are looking through
their links.
They are divided into 4 groups:
Group 1: searches for keywords (a line, a ray, a line
segment), and then chooses a group leader; their task is to
find images, to discover the common position of the two
lines and then present their research through a Power Point
presentation.
Group 2: searches for keywords such as a polygon, a
triangle and types of triangles and then chooses a group
leader; their task is to find images, to discover how the
triangles are divided according to their sides and angles and
then present their research through a Power Point
presentation.
- By following the given links the students are finding
out about the production of the silk thread and then they
present this through images in a Power Point presentation.
Group 3: searches for keywords such as an angle and types
of angles, and then chooses a group leader; their task is to
find images and the given keywords, then by using the
string game pattern to learn to identify the types of angles.
Group 4: By using a camera this group follows the other
groups’ activities in order to create a Windows Movie
Maker presentation.
- The teacher gives directions to the students to think
of a way to creatively relate the words with the use of
computers;
- Students self-assess and select the best
presentation.
STEP 5 - CONCLUSION
The students conclude that they managed to find a way to
help their friend. They also learned how to do a research,
Curriculum context
Mathematics -Тhe different types of angles according to the sides, angles and its types - Types of polygon Native language -writing drama, poems Science -Cotton, wad, making the string Project outputs: e-products
Video 1 Win Live Movie Maker
Game origin– Bing maps
Presentation – Power Point
Poems -MS Word
21st skills acquired:
- Acting creative ideas to make a tangible and
useful contribution to the domain in which
the innovation occurs
-Identifying and asking significant questions
that clarify various points of view and lead to
better solutions
-Articulating thoughts and ideas clearly and
effectively through speaking and writing
ICT competences:
-Video conference with students from five different school regions Skype - Power Point presentation -Poems with MS Word tools - recording and video publishing in Win Live Movie Maker
Grandma’s games 39
found the keywords on their own, used the given links. While working on this, they used the
writing tools for writing a text document in Microsoft Office Word, Power Point, and Windows
Movie Maker.
TEACHER’S SECTION
The teacher is observing the groups’ activities and gives guidance to the students to think about
the keywords they research.
At the beginning of the class the teacher is introducing the objectives the students need to achieve as well as manner in which the final product will be evaluated (graded).
The teacher gives previously prepared handouts to each of the groups.
Each group works on its assignment by using the given resources and then presents its work with a Power Point presentation. During the entire process, the teacher supports the students, gives them guidance and additional advice.
The analytical assessment list – presentation is used as an evaluation instrument.
- Contents. - Collecting and organizing data taken from the Web and using it for fulfillment of the
given tasks. - Presentation of the task product with all the important keywords and images
included. - Presentation skills.
Grandma’s games 40
THE EVALUATION FRAMEWORK
Category sample
(excellent)
elementary
(good)
Соntent
The presentation is full of data clearly
connected to the given topic
All the required tasks are covered
Clearly and correctly defined terms,
Thepresentationisfullofpictureswherethegiven
taskisconducted
The presentation contents effects on each
slide where the significance of the important
terms is shown
There are a lot of information on
the subject
The information are not clearly
elaborated and there is a lack of
connection to the details.
The terms are not completely
defined there is an uncertainty in
the writing
There are pictures in the
presentation
It contents effects where the
significance of the important
terms is emphasized
Collectionandorganizationo
fdatas from Internet for
need of realization of the
tasks
The data are well organized and adequate to
the resources and requests of the tasks
The directed resources(links)are successfully
used
The data relate to the used
resources
Some of the directed resources
are used
Presentationoftheprepared
taskinwhichalltheimportant
terms,use,andproductsarei
nvolved
The terms, the properties and the use are
successfully presented
There is not a whole presentation
of the terms ,properties
Presentation ability
Quite well organized presentation
Clear articulation
Flat rate
Shown self-confidence
Well organized presentation
Relatively clear articulation
Unbalanced rate
Small expression
Grandma’s games 41
LESSON 9: The GAME Bzzz
Key learning: term insects, human relation to the animals
Subject and contents: Native language, Art, Science
Students’ Grade: Ith
Mentor students’ grade: 6th
Time of realization: Two classes of 40 min
ICT: Bing researcher, Microsoft Office Word, Skype, MSN, One Note,
Мethods - Web Quest, Brainstorm, Role Play
STUDENTS LEARNING OUTCOMES
- to be able to retell and analyze the already heard text.
- to determine the term INSECTS
- to differ and describe various insects with its characteristics
- to be abled do a research and use different resources: encyclopedias, magazines,
Internet.
- to develop a human relation to animals and the nature
STEP 1 –AN INTRODUCTION TO THE ACTIVITY
The students play “ЛЕТА-ЛЕТА” (FLY-FLY) as energizing play to introduce the following activities
and the game rules. Then, the game gets a new name which is “an insect is …an insect is…” in
order the students to get the proper knowledge of the term and be able to differ insects and
birds.
STEP 2 - TASKS FOR THE STUDENTS
- retell the story “The mosquito and spider”
- make conclusion of the story with described characteristics and attributes of these insects
Grandma’s games 42
- make a review of the stickers from the album”Animals’
kingdom”
- the students to go out in the school yard, find insects and
describe them
- discuss about their place and way of living. To find a lot of
information through Bing and to make a review
- with video from You Tube, they get an idea about insects’
images, eating and their characteristics in their living
environment.
They start playing the game Bzzzz
-There is a small change in the game, we use rubber models
and we name the insects and repeat.
-In One Note application they delete the pictures which are
not insects but are placed on the picture which is prepared by
the teacher.
-In One Note application, they draw and color insects
according to a sample application which is placed on every
page.
STEP 3 - PROCESS
The process is guided by the teacher or students-mentors with
activities such as research ,reading and an use of ICT.
In the school yard they observe and describe rubber models of
insects for which they get an idea of the insects’ images,
characteristics and the way of living in their natural
environment.
The students start plays the game “Bzzz”, with few changes of
the game rules. Thus, with rubber models they name the
insects, do the review of them which is getting more
interesting.
They walk in the nearby area, find insects, talk about their
living places, and make conclusions for a positive relation to
the living world…
The game origin The game “Bzzz” brought over by grandmother of Dragana Madzovska, a 5
th grade class from school of
“Ilinden” vilage Konopnica Kriva Palanka. The needed material
The game requires 5 to 10 children in
a group. It is named after the buzzing
of insects which has been played and
is played even nowadays. The game
brings the aspect of perceptual
ability and emotional reaction of
other players while they beat the
hand of the player that closes the
eyes and his returned back.
The Game Rules
The game is played with 5 up to 10 children in a group. One child is with his turned back towards other children and has shown the face behind the hand. Other children in the group agree amongst themselves who will touch/heat on the arm (hand), while all the children shout 'Bzzzz’. The child's task with the returned back is to guess who from the kids has heated his hand and if he/she guesses that they change positions (roles) otherwise the game continues until he/she guesses who hits his hand.
Grandma’s games 43
-In One Note application they erase applications which are
not insects but are placed on a picture which is prepared by
students-mentors.
They work in two groups
-In One Note application they draw and color insects
according to the sample application placed on every page.
STEP 4 - CONCLUSION
The students make a conclusion that they achieved through
play game to learn more about insects and to make a
difference between them. The learned how to have a positive
attitude towards the nature and all living species and not to
destroy their place of living. They learned how to do a
research and how to get information from different
resources.
While they were working, they used the drawing and coloring
tools in One Note application. They used Internet for learning
by video clips and Bing researcher for learning through
photographs.
TEACHER’S SECTION
There is no need for a big space or special conditions for
playing the game or some tools for its realization which
makes even more suitable for playing. It can be used as an
energy source during the morning meeting but also as an
introductory, main or final part of the grade hours in which
the students learn the curriculum content and aims where the
students should mix the learning with having fun. So, Bzzzz is
a suitable game for these purposes.
Curriculum context:
Native language Verbal and narrative expression Mathematics Mathematics- elements of sets, intersection, union, difference and number of sets elements. Science Development of human senses, eye sight, scent, hearing Art The concept of colors
Project outputs: e-products
Students Drawing in Paint
Video 1 Win Live Movie Maker
Video 2
The thematic picture in One Note
Game origin – Bing maps
21st skills acquired:
Accessing information efficiently and
effectively, evaluating information
critically and competently, using
information accurately and creatively for
the issue or problem at hand.
Understanding how media messages are
constructed, for what purposes and using
which tools, characteristics and
conventions
ICT competences - Students drawing with tools MS Paint, -Recording with Flip camera and video publishing with Movie maker, -Using MS One Note
Grandma’s games 44
Form for tracking student by subject Name of the student______________________ Teacher___________________ Date_____________________ Students are monitored as to achieve the goals set under the standards of the programs by subject.
Subject
Date Note
Native language
Science
Art Education
Grandma’s games 45
LESSON 10: The GAME MOSQUE
Key learning: Media culture and Geometric forms
Subject and contents: Mathematics, Native language and Arts
Students’ Grade: 1st Mentor students’ grade: 6th
Time of realization: Two classes of 40 min
ICT: MS Office, Skype, Bing, Live Movie Maker, MS Paint
Methods: Web Quest and Role Play
STUDENTS LEARNING OUTCOMES
Macedonian Language (Listening and Speaking)
- to get a notion and acquire the habit for polite behavior with people they know or
strangers;
- to get know the Skype or MSN as a communication tool and a place where they can get
virtually exchange information and knowledge with their peers.
Mathematics
- to recognize round and square shapes in their surrounding;
- to be able make grouping of three given signs – size, width, shape;
- to be able present and recognize the geometric shapes using ICT.
STEP 1 – AN INTRODUCTION TO THE ACTIVITY
Using a role-play the students practice in pairs – A telephone conversation, whereas they
present different ways of addressing to a person.
STEP 2 - TASKS FOR THE STUDENTS
- Divide yourselves in two groups by drawing the mathematical shapes (circles and squares).
- Each one of you should stand by the table marked with the relevant shape and try to name its
own group.
Grandma’s games 46
3. Discuss among each other what are the ways to get
informed about something you do not know, like on how to
play the game "Mosque” which has been played by your
grandmothers.
4. Exchange ideas with the other group and listen what
they have to say.
5. One of the groups goes for a walk with students
mentors. They talk and collect data about the game
"Mosque”, and also take pictures with the web camera.
6. The other group, with the help of the teacher, using
Skype, contacts the previously arranged meeting with some
grandmothers, and has the task to ask as many questions as
possible regarding the game and the rules of the game, and
also show that they are polite during the conversation.
7. After finishing the tasks, both groups should
exchange their impressions from the exercise.
RESULTS
- Using MS Paint, they draw the shapes for the game,
according to what they heard or searched previously.
- We collected stones for the game and draw the space in
shape of a square.
- Everybody carefully listen the teacher’s guidelines
regarding the rules of the game.
- After playing the game, in Word, students had to find the
circles and squares and color them while other shapes to
remain uncolored.
- They check each other completed working sheets.
CONCLUSION
Student conclude that they have managed through playing
the game, to learn polite behavior and how addressing elder
people, correct use of Skype, asking questions that lead to
useful information. They have learned about geometrical
forms and how to recognize them in their surroundings, classify them by color, shape and size.
The game origin The game "Mosque" originates from the region of Tetovo. Irem Ismail’s grandmother shared the game with us. He is a 5
th grade
student class 2 at the Primary School “Ss. Cyril and Methodius” in Skopje
The needed material Five or nine flat round stones, put one over the other, pieces of tiles may also be used which is called a tower. A flat surface where a square is drawn, with one side of 1m, and in the middle a small circle where the stones are positioned. Another line is drawn, at a distance of 2 or 3 meters.
The Game Rules Two teams with a larger number of students (up to
10 students in a team, total of 20 students) can
participate in this game. In the middle of a square
with a side of 1 m, a circle is drawn. In the circle the
round shaped stones or tiles are being placed one on
top of another. At a distance of 2 to 3 meters a line
is drawn. Behind the line there is the team that tries
to demolish the tower (mosque) by rolling a ball on
the ground. The members of this team disperse after
tearing down the tower in order to avoid being hit
by a ball thrown by the opposite team. The other is
waiting on the opposite side. When the tower is
demolished, one student catches the ball and runs
after the other players and hits them one by one.
But there is only one ball and while the student runs
after someone the other students from the opposite
side are trying to rebuild the mosque. The children
that are guarding the tower are calling out the
student with the ball if someone approaches the
tower so it can pass the ball to them. After this, they
hit the player that tries to rebuild the tower.
If the tower gets rebuild the players are calling out
aloud: ‘MOSQUE’ as they are winners of the game.
Grandma’s games 47
TEACHER’S SECTION:
Overcoming the anxiety and fear of not knowing by playing
the game. Developing the memory and logical thinking.
Satisfying the natural need of the children to play games,
thus, making learning easy.
Curriculum context
Mathematics- geometrical forms: square,
sides of a square, area of a square,
perimeter of a square, types of angles – right
angle. Geometric shape: a ball.
Biology, Natural sciences – the stone, as an
integral part of the soil
Native language – expression and creation –
writing an essay about the stone and its
eternal characteristics
Society and History – types of constructions
– old buildings, mosques
Project outputs: e-products
Drawings in Paint
Video of the game in Win Live Movie Maker
Video 2
Game origin – Bing maps
Poems-MS Word
21st
century skills acquired:
• Communication and Collaboration
• Articulating thoughts and ideas clearly and
effectively through speaking and writing
• Demonstrating ability to work effectively
with diverse teams
• Creative and innovative work
ICT competences:
Live MSN – an online collaboration,
exchange information and collect data.
With MS Word working sheets, they may
find round, square shapes and count them.
Draw shapes in Paint.
They use web camera for taking photos.
Using the photos, they can make a power
point presentation with the help of the
mentor students.
They use BING to search the origin of the
different buildings, they can also download
images, text, audio or video materials, and
share them with their friends from different
schools.
Grandma’s games 48
LIST OF Analytical ASSESSMENT
Content: non-standard problem solving tasks
INDICATORS AND EXTENT OF EACH INDICATORS
Indicators 1 2 3
Understanding
of mathematical
ideas in the
tasks
Partial or incorrect
understanding of
mathematical ideas in
the tasks
Understanding the
task, but it is not
explicitly shown in the
solving the problem
Full understanding of
mathematical ideas in
the tasks
Method of
solving
The method of solving is
not suitable, and the
accidentally led to the
exact solution
The method of
solution is not the
best, but leads to a
correct answer
The method of solution
is appropriate
Mathematical
operations
No mistakes in basic
mathematical
operations
No mistakes in
calculating at all
No mistakes in
calculating at all
Arguments for
solving problems
Arguments are not
included for the
decision
Some arguments are
included for the
decision but
incomplete
All the arguments are
included in the
explanations (which are
sometimes appropriate
to the task are simple
schemes and diagrams)
Wholeness
(completeness)
of the resolution
The answer is not
complete: missing
whole parts or no
explanations
The answer is
complete, but the
explanation is not
completely
The answer is complete
with clean, clear and
elegant explanation
Grandma’s games 49
LESSON 11: The GAME -HIDE AND SEEK (Mizi baba)
Key learning: observing, senses, determine psychological and motor skill
Subject and contents: Native language, Mathematics,
Science, Physical education Students’ Grade: 2th
Mentor students’ grade: 5th
Time of realization: Two classes of 40 min
ICT: Bing researcher, Microsoft Office Excel, Skype, MSN,
Мethods - Web Quest, Brainstorm
STUDENTS LEARNING OUTCOMES:
- to enable student describe exterior characteristics through observing the object that
the friend has in the hand;
- to determine and to express the position of his/her friend verbally in relation to the
friends who formed a circle, more precisely to determine the relation inside-outside;
- to obtain new knowledge on the senses of sight, hearing, smell and touch;
- to develop student’s psychological and motor activities: speed, wittiness, endurance,
right and on time reaction, flexibility etc.
STEP 1 - INTRODUCTION IN THE ACTIVITY
In our little neighborhood one of our neighbors has problem with seeing (eye vision). Many
people around us are blind. How do they get by? What other senses they use? Let's close our
eyes and recognize objects without seeing.
Grandma’s games 50
STEP 2 - TASKS FOR THE STUDENTS
Listen the rules of the game Hide and seek, play the game
twice.
1st Group: The object that you have touched draw in Paint
Draw the senses with which he recognized the object in
Paint. Click on the link and read about the senses
2nd Group: In MS Excel with the help of mentors create a
table and write data on the number of items/objects you
have recognized.
Tasks for mentors:
Record with camera and publish a video with Win Live
Move Maker. Support the lower grade students to name,
save and put the files in folders.
STEP 3- RESOURCES FOR THE STUDENTS
A link for all students- Senses
STEP 4 - THE PROCESS The teacher orientates students to take an object from
around the classroom by which they will be recognizable for
their friends. The teacher asks the students which objects
they chose.
Discussion with the students for the shapes of the objects
around them. Students get a task to find all circle objects.
The teacher later gives them a task to take hands and to
form a circle.
Expressing the class aims: description of the objects around them by following certain short questions that are asked by the teacher. For example: When you touch the object, what is it like? Smell the object and describe the smell? Listen to your friend what he/she has to say about his/her object. The teacher asks the following question: Who is holding a circle object? Then the teacher gives instructions for playing the game Mizi baba. Then he asks where is the student who guesses the names of his/her friends with closed eyes? Where will he/she be if s/he steps out of the circle? The
The Game origin The game “MIZI BABA” brought over by grandmother of Gabriela Gelevik a 5th grade class from school of “Braka Ribar” vilage Tabanovce, Kumanovo.
The needed material: tying scarves eye
The Game Rules
The game is played in a way that a child is chosen to close his/her eyes while the others hide. The child who closes the eyes stands next to a wall or a tree, counts to ten or more with covered eyes depending on the children’s age and then he/she says: spit left-spit right, spit in front of me, who is behind me, he or she closes the eyes-I am looking for you...
The other children run away in the closest corners and secret places. The child who had the eyes closed previously is now looking for his friends, and as soon as he/she sees some other child, s/he goes to the place where s/he was counting with the eyes closed at the beginning of the game and spits calling out the name of the child he/she had previously seen.
The hidden children wait for an opportunity to spit at the place where the child who counted with closed eyes was at the beginning-they wait for the child not to be there, run fast, spit and in that way save themselves and all the found children till that moment from being ‘mizi baba’ in the next circle of the game. He/she says: spit for me, spit for all of us to be saved.
The game is played till all the participants are found. The first child who is found and who is not saved by some other child closes the eyes at the next time when the game is played again.
Grandma’s games 51
teacher tells the students to leave the objects out of the circle. Then the student with the smallest object closes his eyes and ties them with a scarf standing inside the circle. The students move left-right holding their hands in a circle, and the student with the eyes closed tries to catch one of them. Then the teacher helps him guess the name of the student s/he catches, but first the caught student has to name the object he was holding previously with a changed voice. The students choose classroom objects they like. All the students one by one say which object they chose (book, pen, eraser, notebook, pencil cases, bags, mobile, colored pencils, drawing block, chalk, chair, key etc.). The students talk to their teachers about the shapes of the objects around them. Some of them remember the circle objects, and after that hold their hands forming a closed line or a circle. - Students answer the questions asked by the teacher holding their hands and forming a circle. After carefully looking at all the objects, the student who is holding the biggest object closes the eyes and guesses who is holding what kind of object. If s/he makes a mistake, the next student continues with guessing with the closed eyes. - Some of the students say that their object has circle parts or it is a circle. They touch it. They start playing the game Mizi baba after the teacher gives them instructions. The student inside the formed circle tries to catch one of the students. After catching somebody, the student needs to guess the name of the object the caught student holds and its shape, and then guess the name of the caught friend. STEP 4- CONCLUSIONS
Students used the senses of hearing, touch, smell and sight,
to develop a sense of empathy (to understand that there are
people who have sight problems)
Students were able to describe objects by observing though
proper expression.
The students accurately determine the mathematical
relation inside - out.
Curriculum Context: -Use of grammar rules -Verbal expression Mathematics - Relations between objects, sets, elements of sets. Science - My senses (eye, ear, nose, touch) - Awareness of senses (hearing-sight-touch) PE- -development of psychological and motor skills
Project outputs: e-products
А Video 1 of the game in Win Live Movie
Maker
Video 2
Students Drawings in MS Paint
A chart in MS Excel
Poem MS Word
21st
century skills acquired:
- Exercising flexibility and willingness to
be helpful in making necessary
compromises to accomplish a common
goal
-Identifying and asking significant
questions that clarify various points of
view and lead to better solutions
ICT competences:
- Drawing the game in Paint
-Putting data in MS Excel
- recording and publishing the video with
Win Live Movie Maker
Grandma’s games 52
EDUCATIONAL LINK
The game Mizi baba - helps students to orientate in a space, to be physically fit and to show
certain abilities, to know the participants and to count till a certain number at the beginning of
the game.
EVALUATION FRAMEWORK
Scale of evaluation Total points
Can be better 2
Good 3 Very good 4 Great 5
Maximum 5
Minimum 2
Individual Labor
The student knows little bit about the rules and partially develop the skills to play the game
The student knows the rules, but can make an effort to develop the skills
The student can apply the rules, achieves results and develops various skills: social, cognitive, emotional
The leader of the group adds new rules within the game, helps others, and knows how to lose, but usually wins
Student 1 Student 2 Student 3
Work within the group
The group may work better as a team
Some students worked actively, but not all of them
All members in the group worked hard, but some worked more than others
The group worked as a team, all of them worked hard
Group 1 Group 2 Group 3
Quality of game
The rules in the game are not respected
The rules in the game are not sufficiently respect
The game is well played, but there are several errors
The game is attractive and well played
Grandma’s games 53
LESSON 12: The GAME Janino, Janino
Key learning: multiply, correct sentence and technique of jumping
Subject and contents: Native language, Math, Art and Physical Education
Students’ Grade: 3rd
Time of realization: Two classes of 40 min
ICT: Paint, Bing, Microsoft Office, Photosynth,MSN
Methods and Techniques: Web Quest and Brainstorm
STUDENTS LEARNING OUTCOMES
- to make correct sentences and to put words in it in the right order;
- students to be able to multiply with number 2 in solving problem tasks;
- to enable students to notice the body line of the objects in a certain space;
- to use the technique of jumping from a certain place and running.
STEP 1 – AN INTRODUCTION TO THE ACTIVITY
From the previously conducted research for the game Janino, Janino, the teacher asks the
students what they found out about this game from their grandmas.
The teacher directs the students how to make a sentence in the right word order.
Grandma’s games 54
STEP 2 - TASKS FOR THE STUDENTS
- The students retell and describe the game rules, how
is it played and where did they got the source of information.
- Students find the nouns in the sentence, correct
sentence (grammar) and the right word order in a sentence.
- Students learn that multiplying is a short addition of
equal multipliers.
- Students start playing the game Janino, Janino using
all the elements of multiplying with number 2.
- While playing the game, they use the basic elements
for high jump.
- In the program Paint, students draw types of lines,
combine and form a drawing with an illustration of the game
Janino, Janino.
STEP 3- RESOURCES FOR THE STUDENTS
A link for all students- Multiplying STEP 4 - THE PROCESS
- The teacher gives instructions to students to divide in
groups and each group to form a union of the same number
of elements, and then to demonstrate as a sum of equal
adding, grouped in two.
- The teacher instructs students that there are different
types of lines and that by combining them a different art
section can be formed.
- The teacher follow, correct and direct students’ work.
Through various questions the students can be evaluated
about the acquired knowledge.
- For homework, students to describe the game Janino,
Janino and the rules of it.
The Game Origin The game “Janino, Janino” brought over by grandmother of Florijan Stojcevski, a 5
th grade class from school of “Ilinden”
village Konopnica, Kriva Palanka.
The needed material: Meadow
The Game Rules:
The children line one after another in a
circle on one meter distance. A child runs
and jumps over another child calling out:
Janino, Janino daj mi slanino (Janino, Janino,
give me bacon). Then s/he continues
jumping over another child calling out the
same sentence as before. One after another
the other jump over the next childr as they
are standing in the line, rotating. This
continues till all the children do the jumping
and the first child who jumped comes. The
game is best played in an open space
(ground or meadow).
Grandma’s games 55
- Mathematics-they write the multiplication table with number 2.
- They finish with the activities planned for the classes. They check the acquired knowledge from the day through some questions asked by the teacher and by the students themselves.
- From the drawings, students make an exhibition and
say what they did and what type of lines they used.
EDUCATIONAL LINK
The game Janino, Janino helps students to show their
endurance, competiveness and motor ability. It also supports
the fighting spirit. The game is called like that after the song
that is sung while the game is played.
Curriculum context
Native language -sentence/word order -Poem -Grammar the Nouns Мathematics -multiplying -adding -subtracting PE -High jump
Project outputs: e-products
3D presentations - Photosynth
Origin of the game – Bing maps
Drawings in the program Paintв
Drama in the MS Word
Poem in MS Word
21st skills acquired:
Provide heretofore-unimaginable opportunities
for conceptual understanding.
Students develop strategies for solving
problems and use appropriate tools for
learning, collaborating, and communicating.
Provide technology-supported learning
opportunities
ICT competences
- Photo presentation in Photosynth -MS Office -recording and publishing a video in Win Live Movie Maker -Making a Bing Map
Grandma’s games 56
EVALUATION Your work in the group will be evaluated based on the following criteria:
Scale of evaluation Total points
Can be better
2 Good 3 Very good 4 Great 5
Maximum
5
Minimum 2
Individual
Labor
Knows little
bit about the
rules and
partially
develop the
skill to play
the game
He knows the
rules, but can
make an
effort to
develop the
skills
Can apply the
rules, achieves
results and
develop various
skills: social,
cognitive,
emotional
Within the
game adds
new rules, the
leader of the
group, helps
others, and
knows how to
lose, but
usually wins
Student 1
Student 2
Student 3
Work of the group
The group
may work
better as a
team
Some
students
worked
actively, but
not all
All members
worked in the
group, but some
worked more
The group
worked as a
team, all
worked hard
Group 1
Group 2
Group 3
Quality of game
In the game
the rules are
not respected
In The game
the rules are
not
sufficiently
respect
The game is well
played but there
are several errors
The game is
attractive and
well played
Grandma’s games 57
LESSON 13: The GAME RING (Prstenche)
Key learning: correct voice pronunciation, shapes, motor skills
Subject and contents: Native language, Mathematics, Art and
Physical Education
Students’ Grade: 1st
Time of realization: Two classes of 40 min
Mentor students’ grade: 6th
ICT: Paint, Bing, Microsoft Office, MSN
Methods and Techniques: Web Quest and Brainstorm
STUDENTS LEARNING OUTCOMES:
- to make a difference and correct pronunciation of voices if they are found in a different
position of the word: at the beginning, in the middle and at the end of the word;
- to identify and name shapes from the nearby environment;
- to show interest in using computers in teaching;
- to observe and explore the environment and noticing different shapes of objects (circle shape);
- to motivate students to take part in games and respect the game rules;
- development of psychological and motor skills.
STEP 1 – AN INTRODUCTION TO THE ACTIVITY
- At the beginning we announce the theme of the day PRSTENCHE (Ring). Teacher gives instructions to students how to play the game Prstenche
- A student holds a ring between the palms of his hands. The student with the ring goes through the hands of the other students holding the ring in that position and secretly leaving it in somebody’s hand. The other children take turns to guess where the ring is left. The game is repeated a couple of times.
- After finishing the game, the student shows the ring to the others and tries to convince them through the technique Brainstorming to say what the ring reminds them of.
- The teacher writes down all the answers on a piece of paper.
Grandma’s games 58
STEP 2 - TASKS FOR THE STUDENTS The teacher divides the students into two groups. 1st group: Students who possessed the ring in the game. 2nd group: Students who didn’t possess the ring in the
game.
- Students from the first group form the word ring, while
the students from the second group revealed the position
of the voice on the subject of the picture and put the image
on the card from the corresponding voice.
- They learn about circular shape of the objects and list the
items that have a circular shape. In the Paint they draw
circles.
- Modeling of various forms with play-doh, developing the
sense of touch
- Students shape the various figures in the form of a circle.
- Tasks for mentor students help in making, attaching and
sending the students’ products via MSN.
STEP 3- RESOURCES FOR THE STUDENTS
A link for all students- Circle
STEP 4 - THE PROCESS
The teacher gives cards with letters to the first group of students, and cards with pictures to the second group. - From the given letters, the first group finds out voices used in the formation of the word PRSTENCHE, and the second group finds out a picture with an object that begins with the needed letter. - Children notice objects with different shape around them, especially in the shape of the ring (prstenche). The teacher explains that different materials can be used in modeling objects in the shape of a circle.
The students play the game Prstenche and give associations of what the ring reminds them of from everyday life.
After the teacher’s instructions, they find their place in the group.
The Game origin The game “PRSTENCE” brought over by grandmother of Despina Stoilkovska, a 1
th grade class from
school of “Ilinden” vilage Konopnica, kriva Palanka.
The needed material: One ring
Rules for the game:
The game is played in a way that all
the children are standing in a semi-
circle with pointed out hands, put one
next to another. A child takes the ring
and puts it between his/her hands.
Then s/he goes from one child to the
next moving his/her hands between
the hands of the friends and leaves
the ring in somebody’s hands. The
other children look very carefully and
try to guess where the ring is left. The
first to guess is a child called out by
the child who originally had the ring in
the hands, and later the children who
are said to have the ring try to guess,
until they really guess who has it. The
one who guesses is the next for game.
Grandma’s games 59
The teacher follows, correct and direct students’ work. Through a couple of questions checks the acquired knowledge from the teaching day. STEP 4- CONCLUSIONS
- The students from the first group form the word PRSTENCHE from the given Letter and the students from the other group reveal the position of the Letter for the object in the photo and put the photo under the letter card for the object. - They notice the circle shape of the objects and say which objects have circle shape. They draw circles in the program Paint. - Play-doh is a material used for shaping, improving the sense of touch. - Students model different forms in the shape of a circle. EDUCATIONAL LINK
The game Prstenche can be connected to computers in a way
that student can draw different types of rings in Paint, they can
send them through e-mails to their friends and save it as a
document at the same time. In MS Excel they can put data
about the number of times a certain student guesses who had
the ring etc. They can also write down poems about rings in
Word.
Curriculum context:
Native language -correct voice pronunciation Mathematics -naming shapes Art -presentation of a drawing in relation to an event Physical education -development of psychological and motor skills
Project outputs: e-products
Drawings in the program Paint
A chart in MS Excel
A video of the game in Movie Maker
Video 2
Origin of the game – Bing maps
21st skills acquired:
-Exercising sound reasoning in
understanding
-Communication and Collaboration
-Possessing a fundamental understanding
of the ethical/legal issues surrounding the
access and use of information
ICT competences
- Drawing in the program Paint -shooting a video and making it in Win Live Movie Maker -Determining a Bing location -Search on Bing the given links and words - Letter recognition in MS word
Grandma’s games 60
Form for tracking student by subject Name of the student______________________ Teacher___________________ Date_____________________ Students are monitored as to achieve the goals set under the standards of the programs by subject.
Subject
Date Note
Native language
Mathematic
Physical Education
Art Education
Grandma’s games 61
CONCLUSION
The curriculum is a cornerstone for achieving the set goals of the project Grandma’s
games, and innovative adoption of technology in these games is a key gateway through which
our schools have managed to get in step with the challenges of the global trends. As you have
seen in our manual, the grandma’s games are applicable for all student ages, as a vicious circle
starts spinning by: kindergarten- recognition of colors, numbers, letters, primary school-
language (expression and creation), mathematics (algebra, geometry, measures), science and
chemistry (natural materials, environment), music, history, mentorship concept (older students
mentors to younger students), high schools -chemistry (composition of materials required for
the game), computer skills, application of computer programming in Universities a grandma’s’
games web site, up to doctoral studies – grandma’s games playing in Kinect - again for
kindergarten kids.
Dear teachers, we do hope you find the manual interesting and in meanwhile enjoyable.
We do hope that this manual will only be the beginning of awakening teachers’ ideas for using
dynamic process of active teaching through innovative use of technology. And, the best way of
achieving this is through the game, like in the past and nowadays.
