LESSON PLAN

Teacher’s Name, Institution and Country

School x□ Kindergarten □ Primary □ Secondary

Target Group 3-7

Subject Good eating habits

Topic Food Pyramid

Key

Competences

□ Social and Civic Competence

□ Cultural Awareness

x□ Communicative Competence - Ability of Expressing

x□ Autonomy, initiative and decision taking

x□ Learning to learn

□ Digital competence

Objectives Awareness of good eating habits and the importance

of eating healthy food

Learning to recognize different berries, fruits,

vegetables,… and being able to class them

according to their mainword (fruit-apple, orange…).

Reflecting over what food you should eat more and

less of.

Taking responsibility of your own health.

Duration 25 minutes

Materials and

Resources

Used

Cards showing different kinds of food, a big paper

and a marker pen, Food Pyramid, literature and the

internet.

School

Subjects

associated

Classing

Recognizing different fruits, vegetables, meat, milk

products,…

Learning mainwords

Expressing yourself

Learning

Process

Step 1. Look at the cards together, find out what they show

Step 2. Class them together

Step 3. Look at the Food Pyramid

Step 4. Draw the contours of a Food Pyramid of your own

Step 5. Put the cards in the right place of the Food

Pyramid, that we just draw

Step 6. Look at the “eat well plate”

Step 7. Compare it to your own plate and your own food.

Flag of the

country

Check if you chose the right things to eat and found the

right balance.

Final Product Photos, video, cards

Assessment

All the activities will be developed with students in the partner schools and

adjusted to the needs, interests, age and linguistic competence of the

learners. All the topics will be carried on through a cross-curricular approach.

SELF-ASSESSMENT

For students

Give a mark to the activities we did:

□Excellent □Very Good □Good □Satisfactory □Unsatisfactory

Portfolio check: “I CAN….”

x□ I can, learned to eat a lot of vegetables

x□ I can, learned to eat more salad

x I can, learned to choose more roots

x□ I can, know that it isn´t heathy to eat a lot of candies

x□ I can, know that too much salt isn´t good for my health

□

SELF-ASSESSMENT

For teachers

Give a mark to the activities you did in your class with your pupils:

x□Excellent □Very Good □Good □Satisfactory □Unsatisfactory

Portfolio check: “I CAN….”

Give a mark from 6 to 10

□ I can

□ 6 □ 7 □ 8 □ 9 x□10

□ I

□ 6 □ 7 □ 8 □ 9 x□10

□ I can

□ 6 □ 7 □ 8 □ 9 x□10

□ I can search for and download authentic material for use in the classroom

□ 6 □ 7 x□ 8 □ 9 □10

□ I can guide students in developing cultural awareness

□ 6 □ 7 □ 8 □ 9 x□10

□ I can raise learners’ curiosity about the culture(s) related to the CLIL

language

□ 6 □ 7 □ 8 □ 9 x□10

□ I increased my language skills

□ 6 □ 7 □ 8 □ 9 x□10

□ I increased my ICT skills

□ 6 □ 7 □ 8 □ 9 □10

□ I increased my pedagogical skills

□ 6 □ 7 □ 8 □ 9 x□10

□ I increased my motivation

□ 6 □ 7 □ 8 □ 9 x□10

□ I increased my project management skills

□ 6 □ 7 □ 8 □ 9 x□10

□ I increased my knowledge about partner countries and cultures

□ 6 □ 7 □ 8 □ 9 x□10

LESSON PLAN

Uli Meyer, Centrums svenskspråkiga enhet, Finland

School x Kindergarten □ Primary □ Secondary

Target Group (3-6)

Subject Science / Technology

Topic Nature

Key

Competences

Science / Technology:

Food, nutrition, animals, plants, habitats and weather

conditions in partner countries.

Objectives • By planting peas, children can follow how plants grows. • To learn what it takes for plants to grow. • To learn about the seasons and the climate. • To learn to care about nature and how dependent we are on it.

Duration 20min / assembly

Forest Excursion to Suikkila forest. 2 times.

Before the forest has come to life.

After the forest has come to life.

Materials and

Resources

Used

Planting peas.

Books, pictures and videos

Forest Excursion x 2

School

Subjects

associated

Science / Technology

Learning

Process

Step 1 Planting peas with children.

Step 2 Review with the children about how plants grow.

(Soil, sunlight and water.)

Step 3 Go deeper into the world of plants. Watching a

video.

Steg.4 Observing nature in different seasons.

Step. 5 Observing nature in partner countries.

Final Product Videos, pictures and pea plant that we can eat/ taste.

Assessment -----

All the activities will be developed with students in the partner schools and

adjusted to the needs, interests, age and linguistic competence of the

learners. All the topics will be carried on through a cross-curricular approach.

SELF-ASSESSMENT

For students

Give a mark to the activities we did:

□Excellent x Very Good □Good □Satisfactory □Unsatisfactory

Portfolio check: “I CAN….”

X I can recognize different seasons.

X I can identify different plants.

X I can tell what's in the woods.

X I can describe the plant's life cycle

X My motivation has increased.

X My knowledge about the importance of taking care of the nature has

increased.

X I have familiarize myself with partner countries plants, habitats and weather

conditions.

SELF-ASSESSMENT

For teachers

Give a mark to the activities you did in your class with your pupils:

□Excellent X Very Good □Good □Satisfactory □Unsatisfactory

Portfolio check: “I CAN….”

Give a mark from 6 to 10

I can

□ 6 □ 7 □ 8 □9 □ X10

I

□ 6 □ 7 □ 8 □ 9 X10

I can

□ 6 □ 7 □ 8 X 9 □ X 10

I can search for and download authentic material for use in the classroom

□ 6 □ 7 □ 8 □ 9 X 10

I can guide students in developing cultural awareness

□ 6 □ 7 □ 8 □X 9 □ 10

I can raise learners’ curiosity about the culture(s) related to the CLIL

language

□ 6 □ 7 □ 8 □ X 9 □ 10

I increased my language skills

□ 6 □ 7 □ X 8 □ 9 □10

I increased my ICT skills

□ 6 □ 7 □X 8 □ 9 □10

I increased my pedagogical skills

□ 6 □ 7 □ 8 X 9 □10

I increased my motivation

□ 6 □ 7 □ 8 □ 9 □X10

I increased my project management skills

□ 6 □ 7 □ 8 □ X 9 □10

I increased my knowledge about partner countries and cultures

□ 6 □ 7 □ 8 □X 9 □ 10

LESSON PLAN

Malin Järvinen, Centrums svenskspråkiga dagvårdsenhet: Finland

School □ X Kindergarten □ Primary □ Secondary

Target Group The Bumblebees and the Chickens 1-3 years old

Subject Nature

Topic The Finnish nature in spring

Key

Competences

Environmental awareness

Motorical awareness

Social awareness

Linguistic

Objectives Environmental awareness

to learn about what happens in nature during the spring

time in Finland.

to go on field trips to the forests and parks and in

practice examine the changes in nature.

to teach the children how to treat the nature

Linguistic skills

Improving the childrens vocabulary in relation to nature

Motorical awareness

to improve the childrens gross motorical skills whilst

walking in different terrains out in nature.

to improve the childrens fine motorical skills whilst doing

crafts about the topic.

to practice being in a bigger group (bumblebees and

chickens).

Social awareness

to learn how to be in a bigger childrens group in a

different environment.

Artistic competence

To learn about how nature changes through crafts.

Duration 6X10 min assembly, 15 minutes/ child when making crafts and a

2 hour fieldtrip to the forest.

Materials and

Resources

Used

Books, pictures, ipad, paper and paint, field trip.

School

Subjects

associated

Biology, Visual arts, Crafts, Literature, Physical education,

Environmental science.

Learning

Process

Step 1: Watching pictures and reading books about nature.

Step 2: Field trip to the forest where the children got to

experience the awakening of nature.

Step 3: Crafting trees with Paint, silk and tissue paper.

Final Product Videos, paintings, pictures

Assessment

All the activities will be developed with students in the partner schools and

adjusted to the needs, interests, age and linguistic competence of the

learners. All the topics will be carried on through a cross-curricular approach.

SELF-ASSESSMENT

For students

Give a mark to the activities we did:

□ X Excellent □Very Good □Good □Satisfactory □Unsatisfactory

Portfolio check: “I CAN….”

□ x I can recognize the changes in nature during spring in Finland.

□ x I have expanded my vocabulary regarding the topic.

□ x I increased my motivation while learning about the Finnish nature.

□ x I improved my gross motorical skills when being outside walking in a

different terrain.

□ x I improved my fine motorical skills, when doing visual arts in relation to

the topic.

□ x I improved my ability to cooperate in a bigger group with regard to the

topic.

TEACHER: MALIN JÄRVINEN AND MARIA KARLSSON,

SCHOOL AND COUNTRY

CENTRUMS SVENSKSPRÅKIGA DAGVÅRDSENHET: FINLAND

SELF-ASSESSMENT

For teachers

Give a mark to the activities you did in your class with your pupils:

□x Excellent □Very Good □Good □Satisfactory □Unsatisfactory

Portfolio check: “I CAN….”

Give a mark from 6 to 10

□ x I

□ 6 □ 7 □ 8 □ 9 □x10

□ I can

□ 6 □ 7 □ 8 □ 9 □ x10

□ I can search for and download authentic material for use in the classroom

□ 6 □ 7 □ 8 □ 9 □ x10

□ I can guide students in developing cultural awareness

□ 6 □ 7 □ 8 □ x 9 □10

□ I can raise learners’ curiosity about the culture(s) related to the CLIL

language

□ 6 □ 7 □ 8 □ x 9 □10 (raise curiosity yes, but the children are too

young to learn other languages)

□ I increased my language skills

□ 6 □ 7 □ 8 □ 9 □x10

□ I increased my ICT skills

□ 6 □ 7 □ 8 □ 9 □ x10

□ I increased my pedagogical skills

□ 6 □ 7 □ 8 □ 9 □x10

□ I increased my motivation

□ 6 □ 7 □ 8 □ 9 □ x10

□ I increased my project management skills

□ 6 □ 7 □ x 8 □ 9 □10

□ I increased my knowledge about partner countries and cultures

□ 6 □ x 7 □ 8 □ 9 □10 ( in this topic we mostly covered the Finnish

culture/ eating habits/nature).