Erasmus+ Project Based Learning activities for Inclusion

Project: “INCLUSIVE LEARNING FOR STUDENTS”
Cooperation for Innovation and the Exchange of Good
Practices
2017-1-UK01-KA219-036552_4
C3 - Short-term exchanges of groups of pupils
CHIOS (GREECE)
18th Nov – 24th Nov 2018

INTRODUCTION
Under the frame of the Erasmus+ project “Inclusive Learning for
Students”, Uk, Italy, Poland, Greece and Turkey cooperate to stimulate
inclusion to every student and interest in the subjects of language, physics,
history, science, environmental education, geography, physical education, design
technology, ICT, music and Art.
Project Based Learning is the 3rd strategy that partner countries
implemented, after “Peer Tutoring” and “Team Teaching”, with the aim to help
students have an active role into the classroom. This strategy is a way to make
learning meaningful and real. Instead of “learning” material out of textbooks,
students work in teams to tackle real-world problems. Often, students collaborate
with peers across the world on global projects, forge meaningful relationships
and build virtual communities of learners in the process. There are many
advantages to PBL as a way to promote learning, including:
• developmental of collaboration skills;
• dealing with real-world problems so students can make important connections
between what they learn at school and its relevance to the world outside school
Examples of Project Based Learning activities follow. Those activities, that were
applied into the classrooms at the years 2018-2019, promoted the active
participation of the students giving them inspiration in life-lοng learning.

Kingsmoor Academy
UNITED KINGDOM

PROJECT BASED LEARNING FOR INCLUSION (UK- 1)
Title of activity:
Forest School
Duration:
6 weeks (one half term)
Subject/ Course:
Outdoors Learning
Teacher(s):
Rob Getley
Grade Level:
Key Stage 1 and 2
Other subject areas to be included, if any: Science, English, Geography, Art and Design and Technology
Key Words: independence, teamwork, cooperation, risk taking, collaboration, fun, communication
Project Summary
(include role, issue, problem or
challenge, action taken, and
purpose)
It is the first year for the children from our school to participate in the Forest School
project. The project is currently being undertaken in Year 2, 4 and 6. The teacher is a
qualified Level 3 Forest School practitioner and there are always two adults on each
session working with the children. The children get to learn outdoors in a variety of
different activities and there are a lot of cross curricular links. Children are encouraged
to work together, communicate and raise self-esteem.
Products: Children feel better about themselves and they have better relationships with their
peers. They also get to learn more about their local area and the wider world we live in.
''How the results/ products will
be diffused and which students
will be involved during or at the
end of the project
All the children from the class are involved in the project. The outcomes for the children
are not as important as the process that they undertake. Taking risks, good
communication and working as a team are all important aspects when working in Forest
School. At the end of the project the children answer a questionnaire about their time
outside showing what they have learnt. There will also be several products that the
children have produced which they take home to share with their families. E.g. journey
sticks, clay models and art work.
Resources Needed Equipment: Scissors, gloves, wood, pots, paint, small fences, LED lights
Material: Cardboard, pencils, pens, clay
Reflection Methods (how
individual, team and/or whole
class will reflect during/ at end of
Each individual will present to the class what their favourite aspect of Forest School
was. They are to say why they enjoyed the activity and what they learnt from it.
Children will complete a questionnaire to show their enjoyment and learning. There will

project eg. Whole class
discussion, journal, survey,
other))
also be photos uploaded to the website and in the school’s newsletter so the children
can share their learning with their families.
ACTIVITY CALENDAR
STAGE ONE
Driving Question: Is the outdoors for fun or for learning?
Entry Event: Discuss health and safety with children and expectations of the project. A nature walk
around the site is then conducted with the children.
Description of activities:
Children from Year 2 and Year 6 created two separate bug hotels called ‘Bug-ingham Palace’ and ‘St Crawl’s Cathedral.’
Children learnt the importance of biodiversity in our environment and why we have a need for different species.
Next children discussed what makes a good habitat and what materials are needed for our bug hotel.
After, children went outside and sourced lots of natural materials including, stones, sticks, logs, grass and anything else that
would make a habitat for a living creature.
The children involved then arranged the materials on different levels of wooden pallets to create our bug hotel. There were
six layers of pallets to create some height to the structure.
Once finished, the children discussed with one another what they might expect to see on each level. For example, masonry
bees in the hallow wood.
In the following weeks, children observe the bug hotel at the start of each new session.
PHOTOS

STAGE TWO
At the start of the session, children to close their eyes and think of all the colours and shapes and variety of things they see in
the forest. Discuss which colours they can see – it is not just green!
After, go through health and safety measures ensuring children do not eat anything that has been picked and to make sure
they stay away from nettles and brambles.
Each child is given a strip of cardboard that has double sided sticky tape on. The children go around the Forest School sit
collecting different items which they can stick to their ‘journey stick.’ This may include different leaves, grass and berries.
Children then present their stick to the rest of the class stating what items they have collected, what colours are evident and
why they arranged the stick how they did.
Children take home their journey stick and share what they have learnt with their families.
PHOTOS
STAGE THREE
At the start of the session, children are told that there has been something exciting happening down in the forest. The forest
has become home to a group of fairies – or perhaps some other small, mythical creature.
Children quietly walk down to the site and observe the fairy habitat. Who might live here? What might they look like?
Children to discuss features of the creatures. For example, they may have wings to fly so they can get berries or they may
have a sharp beak in order to peck things in the ground.
Once children have discussed this, there are to receive some clay and create their own creature fit to live in the forest. They
can use any natural resources that they want, twigs for legs, leaves for wings etc.
Once finished, children place their creature in the fairy home and discuss with their class why they have chosen specific
features for their model.
Children get to take their fictional creature home with them to discuss what they have learnt that day.

Title of activity:
All About Me
Duration:
6 weeks
Subject/ Course:
PSHE,UW
Teacher: Ms.
Linden &
Mrs.Galinska
Grade Level:
Early Years/ Nursery-2,3
years old
Other subject areas to be included, if any: Art, English, Design& Technology ,Geography ,History, Music ,
Science, Maths
Key Words: senses, family ,parts of a body ,people I know, different families,
Project Summary
(include role, issue, problem or challenge, action
taken, and purpose)
Learning about ourselves is a fundamental part of
childhood development, especially as pupils start
to ask questions about who they are and how
they are the same, or different, from others. As
such, the start of the academic year –when
everybody is getting to know one another – is the
ideal time to get stuck into an “all about me
“project.
The class will learn about the bodies, their
histories, their place in the world, and so much
more, all through a variety of fun and creative
activities, eg: Self-portraits, Name Art, 3D houses,
tasting sessions.
Children will develop of speech and language
through our project Ourselves ( singing ,rhymes,
books- fiction and non -fiction, ICT ) by extended
vocabulary and modeling the language .Children

will be involve in teacher’s interventions ( small
groups)including Write Dance , Lola- speaking
and listening activities and individual assessment
and learning .
Products: Art work related to their experiences like
themselves, displays, interactive displays, self-
portraits, demonstrating their knowledge
through role play and 3D houses .
''How the results/ products will be diffused and
which students will be involved during or at the
end of the project
The whole class is involved in that project,
children work in groups/ teams or individually.
Their work displayed in the setting – Nursery.
Some work displayed in Busy books.
Final projects photos shared on the school
website and schools newspaper. Children’s work
is shared with parents via “ 2 Build Program”.
Resources Needed Equipment: mirrors ,magnifying glasses,
binoculars, paintbrushes
Material: cards, large paper, colour paint,
cartoon boxes, wool, string
Reflection Methods (how individual, team and/or
whole class will reflect during/ at end of project eg.
Whole class discussion, journal, survey, other)
At the end of the project, each child will share
their opinions and what did they enjoy the most
during the project. As a whole class, we will
complete a Kingsmoor Learning Path evaluation
form.
Parents invited to the Carnival as a final
celebration. Children had the special hats they
made and played their musical shakers during the
parade on the playground. Whole school

involved, each class dressed up as a country
(Ghana, Egypt, Poland, Italy etc.)
ACTIVITY CALENDAR
STAGE ONE
Driving Question: Who am I?
Entry Event: Children came to their class at the first day at
school. They sat in the circle and introduced
themselves. We sang “Hi there, hi there what is
your name?” song. They looked at the mirrors
and described themselves, eg.( I have got brown
,curly hair. )
Children often draw pictures of themselves, along with friends and family. Self-portraits are actually a
key part of learning and personal development. In this lesson, children looked at the mirrors and had a
time to discover their eyes, nose, mouth and the rest of their face and body, skin colour, and to work out
how all fits together. Children had a chance to experiment with colour mixing and different materials
such as wool, string, and cotton wool. By creating a self-portrait, children learnt who they are, how they
want to present themselves and what is important to them. They also had a chance to learn how diverse
our society’s views, values and appearances are, and develop values of respect and tolerance. When they
were creating self-portraits, they worked with a practitioner. We encouraged children not just to think
about who they are but who they want to be in the future.
At the end of this creative activity, children sang “Head, shoulders, knees and toes” song pointing to their
body parts.

PHOTOS
STAGE TWO
My five senses
Class teacher asked a child to lay dawn on the large piece of paper and drew the outlines of a body.
Children painted “a person “using different colours. In this lesson, we challenged our class to identify the
different parts of their bodies and their roles.
The next day children have learnt what the five senses are and why they are important. This began with a
story My Five Senses to open a discussion about the five senses. We focused on each sense individually.
The first two days they focus on the concept of sight. Jumbo objects game-. Children in groups explored
which tools help show more details. The children worked together to came up this solution to the
question, which tool helps to see more detailed (magnifying glass, binoculars). Children shared their

ideas. At the end of activity, we came back together and discussed our findings. The next day lesson”
what do you see” took a place outdoor. Children went on the listening walk and had a chance to tell us
what do they see (tress, grass) what do they smell (mint, herbs) what do they touch ( feather- soft,
leaves-crunchy), what do you hear ?( vehicles, planes, dogs, birds)
The next day children learnt about the sense of taste. They tasted a lemon, chocolate and crisps .They
labeled sweet, salt and sour. Children shared which one was their favorite. Then children made a bar
chart showing which one was the most popular flavor and which one less popular. They counted how
many children liked sweet, salt or sour.
PHOTOS
STAGE THREE
Description of activities: Then and now
During this lesson, we invited a pair of friendly grandparents who described what life was like for them
when they were children. The class had a chance to think about what is similar and what is different
between their own lives and the lives of their grandparents when they children, exploring areas such as
food, toys and technology. The next day children decorated a special Photo Frames. We asked parents to
bring a photo of their child as a baby. Children spoke about these photos and they proudly presented to
their peers. The next day they created their own frames by experimenting with a variety of different
materials, tools and techniques. They placed their baby photo and how do they look now photo. All
frames displayed in the classroom. Children are keep looking at them every day and they talk about it.

Title of activity: Enchanting Egypt Duration:
2-3 weeks
Subject/ Course:
KLP
Teacher(s):
Miss Carpenter
Grade Level:
KS1 – Year 2
Other subject areas to be included: History, Geography, English, Science, Design& Technology, ICT
Key Words: pyramids, Hieroglyphics , world map, continent ,equator ,Ocean, sea, land, sphere, Africa,
Europe, timeline ,Roman Empire ,pharaohs, papyrus,
Project Summary During The Enchanting Egypt project children will develop
chronological understanding of Ancient Egypt and use dates and
vocabulary relating to the passing of time. They will gain an
understanding of the characteristic features of Ancient Egyptian culture
including the ideas, beliefs, attitudes and experiences of man, women
and children living in Ancient Egypt. Children will learn to locate Egypt
using maps, globes and Google Earth. They will develop an
understanding of how to find out about events, people and differences
between now and then using an appropriate range of sources including
ICT.
Products: 3D pyramids, Egypt Displays, children’s work in the KLP books, photos
on the school website.
''How the results/ products
will be diffused and which
students will be involved
during or at the end of the
project
Whole class was involved; parents involved in making pyramids.
“History off the page “day in school, a chance to dress up and
experience Egyptians life in workshops including carving, scribing using
hieroglyphs, making bread, board game and archaeologist dig.
Egyptians artwork collection on displays in the classroom and across
the school.

Resources Needed Equipment: one –handed tools, scissors, paintbrushes, buckets
Material: sand ,water, salt, junk modelling, clay , materials, designed
worksheets , cardboard, paint ,plastic ,glue
individual, team and/or
whole class will reflect
during/ at end of project eg.
Whole class discussion,
journal, survey, other))
At the end of project, children will be ask to complete Kingsmoor
Learning Path evaluation form. They will write what went well; even
better if. They will write some ideas what they want to learn next time.
At the end of project, whole class went on the trip to the British
Museum in London.
ACTIVITY CALENDAR
STAGE ONE
Driving Question: How were pyramids made?
Entry Event: Children discussed the slides of earth from space and learnt some
information about the world.
At the beginning of the project, children named and located the continents and oceans of the world.
They noticed that continents closes to equator are different from further away. The next day children
used technology to retrieve information and did research the Egyptians. They wrote some notes about
the Egyptians from their research. Following on from their ICT lesson, they understood that they are
other sources that we could use to research the Egyptian. Children used word searches to help them to
learn key vocabulary, photographs, fact cards and non – fiction books. At the end of the lesson, they all
shared a fact that they learnt.
PHOTOS

STAGE TWO
Pyramids
Children looked at some photos from Egypt. They talked about pyramids and how they were built. Next,
they watched the video and they talked about a shape of the pyramid. As a whole class they discussed
what materials do they need to make own pyramids ( eg. sand, glue, clay, stones,etc.)
Children designed their own pyramids on the paper and then they made a model of their own with their
parents and teachers.
PHOTOS
STAGE THREE
Description of activities: Harlow/ Egypt - Human Features/ Physical Features
During this, lesson children learnt about geographical similarities and differences between the UK and
Egypt. They talked about real photographs and used photocopied pictures to identify human and
physical features of a small area in the UK and a contrasting non – European country. Then they
compared the facts and wrote it in their books. Children shared and discussed their work at the end of
this lesson.
PHOTOS

Instituto Comprensivo N.2. Ortona
ITALY

PROJECT BASED LEARNING FOR INCLUSION (ITALY- 1)
Title of activity:
Rainbow Rubbish….. A board game to recycle
Duration:
2 WEEKS
Subject/ Course: ART,
ENGLISH, MATH
Teacher(s): CATERINA CATELLI –
ELISABETTA CICCONE
Grade Level:
4TH
5TH
PRIMARY
SCHOOL
Other subject areas to be included, if any: ENVIRONMENTAL EDUCATION, P:E.
Key Words: RESILIENCY, ENVIRONMENT POLLUTION, RECYCLE
Project Summary
(include role, issue,
problem or challenge,
action taken, and
purpose)
IDEA: Games, by their very nature, encourage active
learning. Making games lets kids take charge of the
learning process by engaging their passion and vision
to create a tangible, playable end product. By
designing a board game together, students take
initiative, construct knowledge and grapple with
problems, and learn design thinking and how an
iterative process works. They also work collaboratively
to share ideas, give feedback and succeed as a team.
ISSUE: rise recycling, respect the environment
ACTION TAKEN: learn recycling literacy, construct a
game board, play to learn, disseminate
PURPOSE: collaborate for the same goal, sharing and
respect, learning and growing
LANGUAGE AIMS : Students learn and repeat concepts
related to different types of food and various materials

used in the food industry, like glasses, glass containers,
bottles, cans, etc.
LANGUAGE SKILLS : speaking, vocabulary, and writing
words
NON LINGUISTIC OBJECTIVES: At the end of the class,
students present their waste abilities by classifying the
type of waste that can / can not be recycled. Students
will be able to offer different solutions to help reduce
waste - eventually creating posters that promote
environmental protection.
COGNITIVE AIMS: - students explore what constitutes
waste- Identify what kind of waste they know-
Differentiate various types of waste and know how to
classify it
Products: GAME BOARD (giant size)
''How the results/
products will be
diffused and which
students will be
involved during or at
the end of the project
Students presented this game board during a local
event, related to Environmental issues. Primary school
children played the game and learnt how to recycle in
the proper way.
Resources Needed Equipment: none
Material: : huge card game, pictures, cards, cubes, LCD
and projector - photocopy of tasks - cardboard,
markers, glue, scissors and markers

Reflection Methods
(how individual, team
and/or whole class will
reflect during/ at end
of project eg. Whole
class discussion,
journal, survey, other)
The team of students reflect on recycling and on the
importance of it. Discussion are made about the huge
amount of packaging that people is forced to buy in
order to have what needed. Students reflect on the
importance of the demand. Teachers give example of
the impact that the demand has on commerce such as
it has been for the palm oil for example.
Students are asked to bring articles about recycling and
about the importance of changing the demand and the
economy
ACTIVITY CALENDAR
STAGE ONE
Driving Question: HOW DO OUR DECISION IMPACT ON THE FUTURE
COMMUNITY?
Entry Event: Watch videos on the YOUTUBE :
https://www.youtube.com/watch?v=wWvfBGUQ-p8
https://www.youtube.com/watch?v=pIq_nI8qTB0
https://www.youtube.com/watch?v=nCZYOGaHskI

Students must follow some instructions:
-The game must follow the topic.
-The time to play the game can’t be over one hour.
-The game must include pics related to recycle chosen by the group.
-The game must include a rule sheet with no more than 10 rules.
-The game must be easy to play and have a set or positive rewards
Teachers give roles :
-Writer: organize the materials needed for the game.
-Designer: Makes the game board and materials needed for the game.
-Presenter: Comes up with a clear way to present the game.
-Project Manager: Oversees creation and presentation of the game.
Students decide how the game board should work and what the materials
needed is.
The students investigates a variety of games, creates a checklist and use the
rubric to construct their games. They plan and design a draft game which they
then spent time in small groups evaluating their games against their own
checklists. The students give feedback and constructive suggestions and they
discuss the parts of the games and suggest improvements.
Students and teachers decide which ideas are the best among the teams and
choose them to write the final game rules

PHOTOS
STAGE TWO
Description of activities: construct the game board
(steps for each team)
STEP 1 students cut 10 large (70x30cm) cartons of different colors. Write
numbers sequentially on each card
STEP 2 students prepare 10 small cards (size A4 paper) and writes
PLASTICS/PAPER/GENERING WASTE/ORGANIC WASTE (it depends on the team)
then glue the objects cut from magazines
2nd lesson
STEP 3 students color and decorate a carton box, which will become the
GENERICAL WASTE BIN while another team draws and cuts 4 recycle bins which

will be hanged to the neck of participants and color them according to the waste
- eg yellow - plastics, blue - paper, green - glass, and brown - organic waste.
Another team also draws the WASTE MONSTER on 4 small cards and construct
the dice. The waste monster will be the card that does loose points if you get it.
PHOTOS

STAGE THREE
Description of activities: Test the game
One student for each team is chosen to play the game. Each student hangs
his/her bin to the neck, throws the die and proceeds with as many squares as the
number. On some squares, students have previously put 12 cards face down. If
the player reaches the squares with a card, he/she takes it and sees if he/she can
put it in his/her bin. If not he/she put the card face down on the floor again.
When the player keeps the card another one must be put on the square. If a
player get the WASTE MONSTER, he/ she will lose all the cards he/she has got if
he/she hasn’t got any he/she loose a turn.
The winner is the first who reaches the end of the game with at least tree cards.
PHOTOS

STAGE FOUR
Description of activities: disseminate
The class used the game during an event in the local town and made little
children playing the game in order to learn how to recycle.

Title of activity: What a beautiful castle! Duration: 2
WEEKS
Subject/ Course:
History, Art, Italian
language, English
Teachers: Patrizio Marino Grade
Level: 2TH
SECONDARY
SCHOOL
Other subject areas to be included, if any: Geography, French language
Key Words: Article 9 of the Italian Constitution, "La Repubblica protects the
landscape and the historical and artistic heritage of the Nation"
Project Summary
action taken, and
purpose)
The activity concerned the exploration and knowledge of
the neighborhood in which our school is located, from the
historical and artistic point of view. Near our school there
is a beautiful Aragonese castle, built on a hill in the 1400s
and, next to it, there is a road that goes down to the old
port of Roman origin and which was used by the
Aragonese. The students visited the castle and studied its
plan, searching for historical and architectural information.
Then we visited the ruins of the old medieval port and
rebuilt its location. Finally the students researched legends
about the castle and the harbor.
Products: Mini guide on the Aragonese castle and on the ancient
medieval port
''How the results/
products will be diffused
and which students will
be involved during or at
The texts elaborated on the Aragonese castle and on the
ancient medieval port will be used by the students to guide
the tourists and visitors during some days dedicated to the
protection, preservation and enhancement of the Italian
artistic and natural heritage. This activity aims to promote
the education and sensitization of students to the
knowledge, respect and care of art and nature and to
intervene on the territory in defense of the Italian
landscape and cultural heritage.
Resources Needed Equipment: camera, computer,
Material: sheets to draw, for writing and drawing, pencils,

pens and colors
Reflection Methods
(how individual,
team and/or whole
class will reflect
during/ at end of
project eg. Whole
class discussion,
journal, survey,
other))
Knowing the history of our territory through the buildings
and the finds that have come down to us allows us to
understand the choices present.
Young people have the duty to collect the cultural heritage
that comes to us from the past, to promote it and allow
tourists and visitors to know the many Italian cultural and
naturalistic heritage, which are often closed to the public,
through guided tours and events.
Our work began with the reading and discussion in class of
article 9 of the Italian Constitution, "La Repubblica protects
the landscape and the historical and artistic heritage of the
Nation", which reminds us that preserving the landscape
and all the historical and artistic heritage it is a duty of all
citizens.
By consulting local history books and some original
documents kept in the library, the boys, divided into small
groups, have discovered the enormous wealth of the
artistic and architectural heritage present in our city.
Ortona was born about three thousand years ago and in
the city's museums and libraries there are finds that testify
to the intense activity of the port which, in Roman times,
was very active for connections to ports beyond the
Adriatic Sea. current Croatia.
Studying the history of the Aragonese Castle, the boys
discovered that the daughter of the king of Spain in the
late 1400s came to Ortona and stayed right in the castle.
The guys then discovered some legends both on the castle
and on the harbor.
ACTIVITY CALENDAR
STAGE ONE
Driving Question: Why know the history of our community?
Entry Event: Entrance event: visit to the castle, viewing a video on the
kingdom of Ferdinando d'Aragona; visit to the remains of
the ancient medieval port.
Phase one: the students visit the places they will go to study and take the photos
that will be used for the final document;
Step two: students take notes and ask questions about things it is important to
know about the castle and the ancient port; they watch a video.

STAGE TWO
Phase three: we discuss in class the collected data, the architectural structure of
the castle and the ancient port and what elements we would need to make a
mini-guide to give complete information to tourists.
Phase four: we write texts that present the two places and the text of the legends
connected to them; with a simple graphic program we realize a mini guide on the
Aragonese Castle and on the ancient medieval port.
PHOTOS

STAGE THREE
Phase 5: let's try to explain orally what we have learned, as if we were to guide a
group of tourists and we also try to exhibit in English.
PHOTOS

Title of activity:
SCIENCE WITH BUBBLES
Duration:
2 WEEKS
Subject/ Course:
SCIENCE, ENGLISH,
MATH
Teacher(s): CATERINA CATELLI –
ELISABETTA CICCONE
Grade Level:
4TH
5TH
PRIMARY
SCHOOL
Other subject areas to be included, if any: ART, ENVIRONMENTAL EDUCATION
Key Words: RESILIENCY, ENVIRONMENT POLLUTION, WATER SAVINGS
Project Summary
action taken, and
purpose)
Purpose :This activity allowed our students to explore
the art of soap making. This tradition started over 600
years ago, and continues today. Students visited the
website of a famous soap factory, complete an
authentic shopping task, watch videos about soap
making and make a real natural soap using local
product.
Action taken. Students will produce a specific amount
of soap. They must use their creative ability, chemistry
knowledge, and mathematical skills to design soap of
specific shapes and dimensions and natural. The last
characteristic is fundamental since the project purpose
is to reduce detergent pollution.
This PBL allow students to develop the following
knowledge and skills in each of the identified areas
below
Science – The student is expected to: – Use the scientific

process during their chemistry laboratory investigation.
– Connect various chemistry topics in one experiment
including but not limited to, chemical reactions,
chemical change, and physical change.
Mathematics – The student is expected to: –
Demonstrate geometric thinking and mathematical skills
and use previous mathematics knowledge to investigate
geometric thinking and relationships.
English – The student is expected to – Evaluate own
team’s product and the product of another team. –
Present the experiment in front of an audiences.
Products: soap
''How the results/
products will be
diffused and which
students will be
involved during or at
The products will be used as a Christmas gift and given
to families before Xmas holidays this year
Some students will perform as teachers during an
Erasmus meeting in Italy at the beginning of November.
They will show to foreign students how to make soap.
Resources Needed Equipment: safety glasses, plastic gloves, mask
Material: olive oil, sodium hydroxide silicone soap
molds. Wooden and silicone spoon, glass beaker, scale,
Reflection Methods
(how individual, team
and/or whole class will
reflect during/ at end
The chemicals used in the soap can decrease health in
the end and a recent study has found that children who
used regular or antibacterial soap bars were prone to
develop allergies.
Besides having negative effect in human health, using
regular soap affects the environment in a negative way.

of project eg. Whole
class discussion,
When the soap water goes down the drain, it
contaminates the groundwater with chemicals.
We discussed about the impact of chemicals in our daily
routine and on the environment.
Making our own soap with sustainable ingredients will
have less impact in the environment and in our pocket
since it is less expensive to produce it.
The students make researches on the web; we have
suggested some websites like IL MIO SAPONE
NATURALE and LA REGINA DEL SAPONE as well as some
channel on the tube.
Students discuss about the danger connected to the
experiment since we use Hydroxide and the importance
to protect during the activities. In team, they share the
recipe they found and the purpose for each soap. For
example: hand soap, face soap and laundry soap they
have different ingredients and quantities.
A nice survey students could use is:
https://www.youtube.com/watch?v=Tu_sWoHULtY
they learn scientific English vocabulary in an easy way.
ACTIVITY CALENDAR
STAGE ONE
Driving Question: Why should we make natural handmade soap?
How detergents affect environment?
Entry Event: Watch a video on the YOUTUBE :
How to make soap | DIY eco friendly soap

Step one: students watch the video.
Step two: students watch the video and take some notes (English activity)
Step three: we discuss about what we should need in order to make soap, which
ingredients are available, if we can replace some.
Step four: students make a shopping list and discuss about quantities since we will
double the recipe. (math activity)
Step five: students learn how some ingredients react among each other and why (
Science activity)
Step six : students make teams (inclusive activity)
PHOTOS

STAGE TWO
Description of activities: soap making
step 1 - General Instructions
When learning how to make soap, students must remember to use equipment
that will not be used for cooking.
Students investigates some behavior of the perfect soap maker. Stainless steel,
tempered glass and enamel are all good choices for mixing bowls. Don’t use
copper or aluminum, they will react with the Hydroxide. Some plastics may melt,
so don’t use plastic bowls. For spoons, use styrene plastic or silicone. For molds,
students can get soap molds at a local craft store or use silicone baking pans.
These are great because you can peel the mold right off.
step 2 – Students follow the recipe from IL MIO SAPONE NATURALE : olive oil
soap. Each team is involved in the making. Students have different roles.
THE READER: students who found the recipe and read it to the peer.
THE NOTETAKER: students who take notes for further discussions.
THE SCIENTIST: students who practically make the experiment.
THE RECORDER: students who take pics or film the making

STAGE THREE
Description of activities: Discussion about chemicals impact on waters and the
advantage of natural soap making
Step 1 - students read some articles shown by the teachers about pollution and
water illness. They see some videos about pollution related to chemicals
https://www.youtube.com/watch?v=RavcxIXmsag
https://www.youtube.com/watch?v=gKINLYv5Keo
Step 2 - students watch videos related to hand made detergents in order to
reduce chemicals in waters but still have their house and clothes clean
https://www.youtube.com/watch?v=pfFX7NIX6AE
Step 3 - Conclusion. Students will pack the handmade soap as a Christmas present
to the families this year follow the purpose to sensibilize adults especially
mothers, to a more sustainable way of cleaning . They will decide the best packing
for their production. It must be eco-friendly.
PHOTOS

CHRISTMAS PACKING eco friendly

Szkoła Podstawowa im. Romualda
Traugutta w Blizanowie
POLAND

PROJECT BASED LEARNING FOR INCLUSION (POLAND- 1)
Title of activity:
Can learning orthography be both pleasant and effective?
Duration:
5 weeks (5 two-hours
classes)
Subject/ Course:
Polish (extra classes)
Teacher(s):
Katarzyna Nowak
Grade Level:
Students from year
4, 5, 6, 7
Other subject areas to be included, if any: ICT, art
Key Words: orthography, writing, drawing, powerpoint presentation
Project Summary
(include role, issue, problem
or challenge, action taken,
and purpose)
The aims of the project:
- to emphasize the importance of writing according to the orthography
rules,
- to learn/remind the orthography rules (writing words with u/ó, rz/ż,
ch/h),
- to develop vocabulary and to learn/memorize how to write them,
- to improve writing skills – writing stories,
- to learn how to organize the work in a group,
- to improve cooperation, working in a group, sharing duties for the final
work/product,
- to improve ICT and art skills.
The description of a project (roles, actions taken etc)
Students working in groups prepare lapbooks containing orthography
rules, words hard to remember, exceptions and quizzes. They use
orthography dictionaries and books with writing rules. They work in 3
groups of 6-7 students and they are given different things to do. Each
group works on the orthography rules connected with the proper category
– u/ó, rz/ż, ch/h. They point students responsible for searching difficult

words, preparing quizzes, making lapbooks. They present their works to
the rest of the students, then they display them on the walls of the school
hall. Next they still work in 3 groups but this time they choose words with
difficult phones (u/ó, rz/ż/sz, ch/h) prepared by a teacher and they write the
stories using them. They also draw pictures. Each group indicates students
responsible for a proper part e.g. writing the story, drawing pictures and
preparing the presentation. Teacher joins all presentations into one to make
‘E-stories full of words with difficult phones’. Then the presentation
(stories) is displayed to students of year 4-6.
Products: Lapbooks, powerpoint presentation – e-stories
project
All students will be involved in preparing the lapbooks and e-stories but
students decide who will be responsible for different things. Within the
groups students talks about their skills. But a very important thing is so
they discuss the orthography rules. Teacher’s duty is to monitor if all
students work over the things they are indicated for. The lapbooks will be
presented to students working in the project and hanged on the wall on the
school hall and electronic stories will be displayed to students of year 4, 5
and 6.
Resources Needed Equipment: computers, scanner, projector, whiteboard
Material: stationery accessories (cardboards, crayons, scissors, glue, sheets
of colourful paper)
class will reflect during/ at
end of project eg. Whole class
other)
Students working on the project will share their opinions if learning
orthography can be pleasant and effective, if they are better at orthography,
if they memorize the rules, if they are sure how to write different words.

ACTIVITY CALENDAR
STAGE ONE
Driving Question: Do we know orthography rules?
Entry Event: Students check if they know all the orthography rules, discuss how they
make their lapbooks
- Teacher asks students if Polish orthography is important in learning mother tongue. Students give their
ideas, discuss how they learn the rules. Teacher explains what they will do in the first part of the project.
- Students are divided into 3 groups (20 students take part in the project). They choose the category of rules
they will be working on. One group gets category: u/ó, the next one: ż/rz and the last one: ch/h.
- Within the groups they decide how to prepare the lapbooks.
- They share duties who will do different things: searching words connected with the proper category,
preparing the quizzes, making the lapbook.
- Students look for the rules, discuss the words hard to write, to remember with difficult phones and
exceptions, think over the sentences with these words, prepare the lapbook.
PHOTOS

STAGE TWO
- Students present their lapbooks to the other groups, remind the rules, make quizzes to check the correct
spelling/writing of different and difficult words. The rest of students complete the dictations prepared by
students-tutors.
- Then students hang their lapbooks on the wall of the school hall so that other students can watch them and
learn and memorize the rules and memorize difficult words.
PHOTOS

STAGE THREE
- Students work in groups again, decide who will be responsible for writing the story, drawing pictures and
preparing the presentation. They choose the sheets with the words containing the letters: u/ó, rz/ż/sz, ch/h.
- They have to write the stories using the words they chose.
- They draw some pictures.
- They prepare the presentation with their stories (scan the pictures, write the stories).

PHOTOS
STAGE FOUR
- ‘E-stories full of words with difficult phones’ is presented to students of year 4 and 6.

Title of activity:
What clothes can I find in my wardrobe?
Duration:
4 lessons
Subject/ Course:
English
Teacher(s):
Katarzyna Nowak
Grade Level:
Students of year 4
Other subject areas to be included, if any: art
Key Words: clothes, accessories, description
Project Summary
and purpose)
- to develop vocabulary and memorize the names of the clothes and
accessories,
- to practice describing people’s outfit,
- to develop social skills, working in groups,
- to encourage students to use dictionaries.
The description of a project (roles, actions taken etc)
Students work in groups of 3-4 students. They prepare posters with the
pieces of different clothes cut out from newspapers or drawn. They also
write the names there to memorize these words and describe people’s
outfit. Students learn to organize their work. They can divide the posters
e.g. into seasons and match proper items of clothes. They should use
dictionaries to add new words connected with clothes and accessories.
While showing the posters students are obliged to present new
vocabulary.
Products: Posters
All students will be involved in making posters. They have to prepare
newspapers or bring pieces of fabric to cut the proper items of clothes and
stick them on the carton. They have to write the names of the stuff. All

project
students from the groups organize and plan their work, decide how their
posters will look like, which words to add. They also cut the person from
the newspaper and they describe the outfit. Students also point the person
from the group to present the poster to the rest of the class.
Resources Needed Material: cartons, crayons, scissors, glue, Polish - English dictionaries
other))
At the end of the project students give their opinions if they like this kind
of work.
The level of memorizing the words will be checked on the short test.
ACTIVITY CALENDAR
STAGE ONE
Driving Question: How do we know the names of clothes and accessories?
Entry Event: Students are explained the aims of the project and they know what to
prepare.
- Students prepare different items of clothes cut out from newspapers, bring them to classes. They get
dictionaries to find the words if they do not know them yet.
- They prepare their posters, stick newspaper clippings and write the names of clothes and accessories.
- They also cut the person from the newspaper and describe the outfit using the example.

PHOTOS
STAGE TWO
- Each group presents their posters. Students read the words and show the pictures. Then they read their
descriptions. Pupils also write new vocabulary on the board.
- After all presentations teachers checks how students memorize the words. She shows the flashcards and
students give the names.

PHOTOS
EVALUATION
- 25 students took a short test – they translated the names of clothes and accessories, matched words with
pictures. 7 students got the best grades 6 (excellent), 11 students – 5 (very good), 5 students – 4 (good) and 2
students – mark 3 (sufficient). Nobody got 2 and 1. There are 3 students with special needs in this class and
two of them got 5, one – 3.

Title of activity:
CHOCOLATE DAY AT SCHOOL
Duration:
2 months
Subject/ Course:
Reading activities (after school activities)
Teacher(s):
Librarians:
Magdalena Wojnicka
Zofia Szkiełka
Grade Level:
Students from year 3
to 6
Other subject areas to be included, if any: meeting with a nurse, Art, Polish, Biology
Key Words: books, library, chocolate
Project Summary
and purpose)
a) main aims:
- to promote the school library,
- to develop reading interests,
b) detailed aims:
- to develop students’ reading comprehension,
- to encourage students to come to library more often and to read
books,
- to encourage students to take part in the contests,
- to develop students’ vocabulary,
- to introduce the history of chocolate,
- to improve their art skills and creativity,
- to instruct students with the proper attitudes and eating habits.
The description of the project:
Students visit the library and talk about their reading interests. They get
acquainted with the history of chocolate and they find out about the
process of making chocolate. They read a book entitled “A day of
chocolate”. Their task is also to prepare posters about chocolate, to write

poems and make bookmarks. They also watch a film “Charlie and
Chocolate Factory”. The aim of the project is to encourage students to
talk about a book and a film, to discuss different issues connected with
them. At the end of the project they have a meeting with a nurse about
eating habits.
Products: Posters and poems about chocolate, bookmarks
project
All willing students of year 3 – 6 will be involved in the project. They
will work in smaller groups and in a big group. It will depend on the
activity they will work on. The posters and poems will be displayed on
the school corridor so that other students have an opportunity to watch the
results of the project. Participants will also prepare their own bookmarks.
Resources Needed Equipment: computer, projector, whiteboard
Material: stationery materials (cartons, cardboards, crayons, scissors,
glue), chocolate packaging, a book “A Day of Chocolate” by Joanna
Onichimowska, a film “Charlie and Chocolate Factory”
other))
Students working on the project will share their opinions. They will
complete the survey that will be helpful for librarians to buy extra books
to fulfill students’ needs about the different genres.
ACTIVITY CALENDAR
STAGE ONE
Driving Question: What do we know about the chocolate?
Entry Event: Students visit the library, watch the collection of books, talk about their
favourite literary genres, watch the presentation about the history of
chocolate.

- Students talk about their literary interests developing the ability to speak on a specific topic.
- Students watch the presentation about the history of chocolate and the process of chocolate production.
- They read a book “A day of chocolate” by Joanna Onichimowska (students spend night at school).
- They discuss the plot, describe the characters. This part is a great opportunity to talk about a book, to learn
how to express their opinions about the books, how to write reviews.
- They also prepare sweet treat.
PHOTOS
STAGE TWO
- Students are divided into groups. They write the poems about chocolate which are presented to the rest of
the group.
- They prepare the posters: “My dreamed chocolate”. They are hanged on the wall of a school corridor.

STAGE THREE
- Students watch the film “Charlie and the Chocolate Factory”. They discuss, describe and assess the
behavior of the characters, they name their social attitudes, they talk about the values in life.
- They make their bookmarks using cardboards and other materials. They can use their imagination, be
creative.
STAGE FOUR
- Students have a meeting with a school nurse. They talk about eating sweets and taking care of oral hygiene.
They also discuss proper eating habits.
PHOTOS

PROJECT BASED LEARNING FOR INCLUSION (POLAND-4)
Title of activity:
HOW MUCH SUGAR WE DRINK IN LIQUIDS?
Duration:
3 lessons
Subject/ Course:
PE
Teacher(s):
Mateusz Wódka
Grade Level:
6th
grade
Other subject areas to be included, if any: Maths, Biology, ICT
Key Words:
getting knowledge from everyday life, sugar, healthy life style
Project Summary
problem or
challenge, action
taken, and
purpose)
- to develop students’ knowledge about healthy lifestyle, especially about healthy
drinks,
- to improve their group work,
- to make children aware about the harmfulness of sweetened drinks.
The description of a project:
Project shows how much sugar is included in popular drinks like pepsi, fanta or
flavored water and that all drinks have too much of it. Firstly teacher is showing
presentation about sugar (what it is, how much sugar we should consume daily,
negative effects of too much sugar consumption). In the next stage pupils were
counting sugar included in a bottle of popular drinks they brought to school. Then
pupils made a poster which shows the amount of sugar in chosen drinks.
Products: Pupils realize how popular drinks are unhealthy, and realize that water is the best
liquid to drink for their health.
''How the results/
products will be
diffused and which
students will be
The poster will be hanged on the school hall. Each student from the class will be
involved in the project. When students count the amount of sugar used in drinks they
work in small groups. The other activities demand working in one class group.

involved during or
at the end of the
project
Resources Needed Equipment: projector
Material: glue, cardboardl, sheets of paper, empty bottles, sugar, small bags for sugar
Reflection Methods
(how individual,
team and/or whole
class will reflect
during/ at end of
project eg. Whole
class discussion,
journal, survey,
other))
Each student is involved in the project and each student feels important in it. They
learn how to work in small and bigger groups and they have to search a group leader
fast. Pupils must know what their strengths are and use them.
ACTIVITY CALENDAR
STAGE ONE
Driving Question: What is sugar?
Entry Event: Presentation about sugar
Teacher presents information about sugar. It is important to intrigue pupils in topic, so the teacher’s
presentation is based on real things around us. In the presentation he uses active methods, often forces
students to think about the topic. Examples used in the display are from daily life of everyone.

PHOTOS
STAGE TWO
Pupils were collecting empty bottles of popular drinks. Then they worked in small groups and they counted
how much sugar is in each bottle. Next step was to pour sugar in special bags and finally, they made one
poster sticking bottles on the cardboard and bags with sugar included in different drinks. Poster shows
everyone how much sugar we consume and when pupils watch it, they realize that the best for their heath is to
drink water.

STAGE THREE
On this stage pupils hang their poster on the school hall. Each student in school can watch it and thinks what
is the best to drink every day.
PHOTOS

3rd Primary School of Chios
GREECE

PROJECT BASED LEARNING FOR INCLUSION (GREECE- 1)
Title of activity: My Chios Duration: 1 month (8 – 10 teaching
hours)
Subject/ Course: Environmental Studies Teacher(s): Evangelia Goutsiou Grade Level: 4th
grade
Other subject areas to be included, if any: Greek language, History, Art
Key Words: Local history, Chios island, research
Project Summary
(include role, issue, problem or challenge,
action taken, and purpose)
The purpose of the project is for the students to learn more
about the island they live on, to gather information about it,
realize how different life is from one place to the other in Chios
and what factors create these differences.
Products: Map of Chios, Trivia game about Chios
''How the results/ products will be diffused and
which students will be involved during or at the
end of the project
4th
grade students will be involved and they will present the
project’s outcome to all students and teachers of the school.
Resources Needed Equipment: Computer with internet connection
Material: Books of local history and folklore, photographs, maps,
videos
Reflection Methods (how individual, team
and/or whole class will reflect during/ at end of
project eg. Whole class discussion, journal,
survey, other)
Students will gather information from older people, internet,
maps, books, photographs and a visit to the folklore museum.
They will create their own map of Chios and a trivia game about
the island. They will also organize this information and present it.
ACTIVITY CALENDAR
STAGE ONE
Driving Question: What do we know about the island we live on?
Entry Event: Observation and discussion about the island’s place on Greece’s
map and its physical characteristics.
 Discussion/ Research pre-existing knowledge (What do we know about our island)
 Research students’ interests (what do we want to know about our island)
 Gather information on the internet and books and create Chios’ Identity with its
most important features.

 Start building our map of Chios with physical features (mountains, etc.)
STAGE TWO
 Sectional study of Chios island:
North Section
Central section
South Section
 Enrich our map with more features (villages, sights, places of interest)
 Learn to dance traditional dances of Chios
PHOTOS
(villages, sights, places of interest,
inhabitants’’ occupations, products,
customs)

STAGE THREE
 Visit the Argentis folklore museum
 Create trivia game about Chios island
 Present the outcome of the project to all students and teachers of the school.
PHOTOS

Title of activity: «ΤΑ ΑΔΕΣΠΟΤΑ ΤΗΣ ΧΙΟΥ»
(Stray Dog of Chios)
Duration: 4 διδακτικές ώρες
(4 hrs)
Subject/ Course: ΕΥΕΛΙΚΤΗ ΖΩΝΗ
(Free zone / no curriculum)
Teacher(s): ΚΟΥΓΙΟΥΛΗΣ Δ. /
(Kougioulis) ΜΕΛΑΧΡΟΙΝΟΥΔΗΣ Μ.
(Melahinoudis)
Grade Level: Β
(Second class /7 years old)
Other subject areas to be included, if any: (Environmental Education)
Key Words: Animals, Rights, Empathy, Care, Abandon
Project Summary
(include role, issue, problem or
challenge, action taken, and
purpose)
Awareness of pupils in favor of animal rights, reference to the situation
regarding the stray animals of Chios and the action taken by pupils to
raise money for their food.
Products: Individual: Drawings Team: Post @webpage &
facebook page
Making Products Public (how
the products will be made public
and who students will engage
with during/at end of project)
Event of the Animal Welfare Centre in the schoolyard with the
participation of the pupils of the class (20) / update of the school &
the centre website with photos
(http://3dim-
chiou.chi.sch.gr/wp/?p=1408&fbclid=IwAR1BSeU9oA3f8yXCtyi0XqE1g
WvZ3V9__VY2ruTay0XczB4031veaWAEuI4 &
https://m.facebook.com/story.php?story_fbid=1665937740122276&id
=695759507140109

Resources Needed Equipment: Computer and projector / camera / internet
Material: Educational material: Stray Dog / Lola3 (videos) / Strays (ppt
presentation) / Animal Rights (pdf text) / Animals (pictures).
class will reflect during/ at end
of project eg. Whole class
other))
Τhe whole class gathered during the lessons about animal rights and
discussed what exactly is happening with stray animals (the owner's
responsibility) here on the island of Chios; how and who helps them
and what we could do.
ACTIVITY CALENDAR
STAGE ONE
Driving Question: "What is Mr. Dimitris doing in our classroom?"
Entry Event: Watching the video: "Stray Dog"
The children were concerned about the presence of Mr. Dimitris in the classroom (the second teacher) and
asked him. He explained that he was a member of the Animal Welfare Centre of Chios and an owner of
animals and the presentation of the video and questions began.
We started to watch the presentation (Strays, ppt).

PHOTOS
STAGE TWO
We finished viewing the presentation.
We read the "Animal Rights" and saw the "Animals" (pictures) and in the end after watching the video
(lola3), where Mr. Dimitris’s puppy is doing tricks we finally decided to raise money to support the Animal
Welfare Centre of Chios to buy food for strays (pupils informed their parents on a painting entitled Animal
Rights)
PHOTOS

STAGE THREE
Event:
Children's awards, photos, delivery of bags of food (bought with the money raised by the children) to the
person in charge of the Animal Welfare Centre of Chios.
PHOTOS

Title of activity: The origin of the Universe, Earth and Life Duration: 8 weeks
Subject/ Course: Physics, Geography Teacher: Despina Armenaki Grade Level: 6th
Grade- 10
years old students
Other subject areas to be included, if any: ICT, Mathematics, Language, Art, Science
Key Words: Scientific methodology, Evolution of the Universe, Big Bang Theory, Life, Stars, Planets, Subatomic
Particles, Atoms, Scientific methodology, Standard Model
Project Summary
(include role, issue, problem or challenge,
action taken, and purpose)
How old is the universe, and how did it begin? Throughout
history, countless scientific theories have tried to explain the
universe's origins. The most widely accepted explanation is the
Big Bang theory. According to this scenario students took the
role οf scientists and tried to discover the mysteries of the laws
of Νature investigating the history of the Universe. Using the
scientific methodology, they gave answers and learned more
about the formation of matter, stars, planets and the existing
life.
Products: Experiments, Videos, Big Bang theory collage, presentations,
black theatre play, drawings, games
''How the results/ products will be diffused
and which students will be involved during
or at the end of the project
Students presented their discoveries in the school community at
the end of the school year. An activity called “A trip to the world
of the modern science” was organized one afternoon in the
school, in which students from different classes participated.
Resources Needed Equipment: Microscope, telescope, computer
Material: Videos, books, encyclopedia, internet
Reflection Methods (how individual, team
and/or whole class will reflect during/ at
end of project e g. Whole class discussion,
At the end of each activity the class discussed about the new
concepts and the students had the opportunity to express their
thoughts, ask questions and suggest new ideas for the following
steps. Students presented their work in the website of the
school.
http://3dim-chiou.chi.sch.gr/wp/?p=1381
ACTIVITY CALENDAR
STAGE ONE
Driving Question: What is inside this mystery box?
(Introduction to the scientific methodology)

Entry Event: Students try to investigate what is inside a box following the
steps of the methodology of scientists.
Description of activity
Introduction to the scientific methodology
 Introduction to the activity: https://www.youtube.com/watch?v=kTxiEd3t-W0
 This activity is proposed by the University of the Geneva for primary and secondary school teachers
(https://www.unige.ch/fapse/dlpc/).
Students were separated in groups of 4- 5. Each group represented a group of scientists that had to work
together and solve the mystery about the context of the box that their teachers had put inside.
1st
stage: At the beginning students could just see from a distance the box that the teacher presented. Each
team wrote down the hypothesis of what could be inside the box (at this stage students have few data and can
make conclusions considering only the size and the material of the box. Scientists that at the beginning of a
research have simple and few data do the same and as the procedure of research moves on they discover
more).
2nd
stage: The teacher gave more data to each group. The students now were not permitted to open the box
but they were permitted to hold it, shake it, hear sounds from inside, smell it, watch it carefully and finally make
new hypothetical proposals and wrote them down again. Students at this stage were encouraged to observe the
actions of the other groups as well and take ideas just like real scientists do.
3nd stage: Each group of scientists was now encouraged to make experiments and measurements. Students
used the scale to measure the weight, the thermometer, magnets etc. and thus they came closer to the
solution. At this stage students have more data and came closer to the real context.
At the final stage the teacher opened the box! The “scientists” that had identified the context of the box were
the winners!
This activity gave students the opportunity to have a joint experience of research and investigation the same
way that researchers and physicists do nowadays. Students collaborate, investigate their ideas and thoughts,
make experiments, use tools, pose questions and make conclusions. They obtained knowledge of the current
discoveries in physics and valuable skills in understanding how science works.
PHOTOS

STAGE TWO
Driving Question: How old is the universe, and how did it begin?
Entry Event: Video: “Il etait une fois… l’ home- The Earth is born”
https://www.youtube.com/watch?v=Nchl1uI6G3g
Description of activities
1. The Big Bang theory:
Students approached the big topic of the history of the Universe from the “Big Bang” until the present day.
During the instructive videos relevant to the topic, information from books and the internet helped students
acquire the basic knowledge and understand more complicated science concepts such as “the expansion of the
Universe”, subatomic particles, matter, dark energy, black holes, the forces of nature etc. Students created a
collage that was the timeline for the Big Bang with its stages from the fist seconds till the present time. After
that, students watched a stop motion video about the “Big Bang” that was created by students of previous
years that worked on the same subject: https://www.youtube.com/watch?v=-VUlCpa_hno
2. Our solar system
Students studied about the solar system in the subject of Geography. They observed how the objects like
planets, moons, asteroids and meteoroids travel around the sun. They created a model of our solar system using
compressed paper and watched the video: https://www.youtube.com/watch?v=rtR4x8qh_dQ . They observed
the size, the material and the movements of the planets. Then they discovered how man has managed to travel
into space and reveal its mysteries. They learned more about satellites and space missions and thus they
realized the importance of the work of scientists, physicists and researchers to the Space Agencies of the world
(NASA, ESA, CERN etc).
3. A sky full of Stars
Constellation of the stars were studied with the help of members of the Astronomy Club of Chios. Students
using the application stellarium inside the classroom observed the shapes of group o stars, moons and planets.
Then they made observations at night in the yard of the school with a telescope. Finally, during the class, they
learned histories from Greek mythology and wrote a story that was presented at the end of the school year.
4. What is the atom? The structure of matter
In primary schools students are familiar with the idea that everything around them is made out of small

particles. The Greeks were the first to speculate that matter was discrete, in the form of particles. Democretus,
argued that matter on the large scale is composed of atoms and that different substances were composed of
different atoms or combinations of atoms. Indeed an atom is the smallest particle of a chemical element. It is
not, however, the smallest particle in the universe; atoms are composed of subatomic particles, including
protons, neutrons, and electrons. The fundamental particles of the standard model are grouped into three
families: the quarks, the leptons and the bosons. Each particle has a distinctive name that often links to its
behavior or to a particular characteristic. Students explored the world of particles by watching videos, putting
them into categories and playing the game with cards “Happy Particle Families”. Then they worked on the
formation of life by using the microscope and investigating plant and animal cells. They realized that the planet
Earth is the only known planet that is friendly for life because of its atmosphere. Students created a stop-motion
video about the layers of the atmosphere. https://www.youtube.com/watch?v=QwtKm8-cwCk
PHOTOS

STAGE THREE
Description of activities
Presentation of the Project to the school society.
At the end of the school year students organized a final event in order to spread their knowledge to the other
students. The activity called “A trip to the world of modern science” was organized an afternoon in the school,
in which students of all classes participated and had the opportunity to play with planets, construct the Big Bang
theory, draw the starry sky, see the microcosm using a microscope and then the macrocosm- moon, planets
and stars with a telescope. Finally students presented the Greek myths for the stars in the black theatre play :
“Uranography”: https://www.youtube.com/watch?v=2OuV9DjjZ8c&t=20s
PHOTOS

TURKEY
Çağdaş Yaşam Türkan Tutumluer
İlkokulu

ÇAĞDAŞ YAŞAM
TÜRKAN TUTUMLUER
PRIMARY SCHOOL
PROJECT BASED LEARNING ACTIVITIES
CONTRIBUTERS
HURRIYET DEGERLI
TAYFUN KOK
ARZU TAS

PBL ON (TURKEY-ACTIVITY 1)
The Importance of Cultural Components and Diversity in a Society
1. Content :
This project based learning activity for the 4th
graders integrates Arts, Music and Social
Studies lessons as well as school clubs. The activities cover approx. 2 months.
2. Objectives :
 Students become active participants, decision-takers and researchers. Students raise
their cross cultural awareness and acceptance.
 They research cultural and national components in their local environment to gain
knowledge about their ancestors, previous lifestyles, customs, traditions and architectural
structures.
 Students will be able to tell how the cultural components keep social integrity and how
traditions and rituals carry a spirit that nurtures connection in a society giving a sense of
belonging.
 They are supposed to make cross cultural connections, learn how to interact with adults
and collaborate with their peers as well as with adults.
 Students gain 21st century learning skills such as problem solving, critical thinking,
collaboration and communication.
3. Preparation :
 Initially, students prepare interview questions and gather information from their family
elders and from Internet to learn about the elements of local and national culture.
 They are given different headlines: -Architecture and Environment, -Weddings and
Funeral, -Meals and Special days.
 They investigate architectural buildings for visual arts lesson.
 They gather information about meals, weddings, funerals, feast and other special days.
They learn how these days used to be celebrated in different cities and compare
celebrations with the current ones. Explains the reasons of any change.
 A trip to Topkapı Palace and Archeological Museums, which contains national, cultural
and historical elements together, is arranged.
 A workshop on local dances and on preparing local dishes.
4. Presentation :
 Each group presents their findings.
 Some traditional dishes are offered in the class with the help of parents.
 Groups act out some scenes from weddings, funerals, festivals and special days.
 A photo slide of cultural components is presented after the Museum visits.

 Students present folk dance on Children’s day.
 Groups exhibit their pictures on architectures.
5. Result :
 The students taking an active part at every stage of the study set out on a journey
to the past and formed an idea about national and local cultural elements, observe
the differences and explain the reasons and results of any change.
 They see how some rituals and traits are being transmitted from one generation to
the next or how some habits have changed in time.
 They explain the meaning and importance of culture in people’s life and why it is
important to preserve cultural heritage and also diversity to be able relate more
effectively across cultural lines.
 Students interact with the lessons, collaborate with each other and assess
themselves and each other.
 They understand that carrying on traditions create positive memories for children
and adults.

(TURKEY-ACTIVITY 2)
PROJECT BASED LEARNING
ON
This PBL activity integrates Visual Arts, Social Studies (Art History) and Math
lessons for the 3rd graders. The process covers approx. 5 Weeks.
Objectives
 Students will learn about art history, famous artists and paintings.
 Students will develop personal preferences by choosing particular works of art, apply
artistic skills and judgment, teach others about works of art, and create an art gallery.
 They understand the visual arts in relation to history and cultures.
 Students gain 21st century learning skills such as problem solving, critical thinking,
researching, collaboration and communication.
Preparation
 “Which artists do you know” becomes the hook question of the pbl activity.
 Students are divided into six groups and asked to choose an artwork that contains
geometric shapes (squares, cubes, parallelograms, rhombuses, etc).
 Students research renowned artists who utilize geometric figures. Each group chooses an
artist and start researching.
 Students and the class teacher sustain the necessary materials.

Presentation
 Students share their findings with their friends. They introduce the artist and the
artwork they have chosen.
 They also explain why they have chosen that particular work and artist.
 They paint the selected artist’s work in the classroom, and then apply oil painting
and acrylic painting.
 Students organize the “collection” on the walls of classroom and in the hallways
posting accompanying index cards below the appropriate work.
 Students are also asked to plan out the amount of wall space they will need, along
with the type of placement and groupings that are most attractive and/or make the
most sense from a historical or style perspective.
 Students are encouraged to view and discuss the works in the gallery.
 Volunteer students serve as “docents” for gallery visitors such as parents, other
teachers, administrators, or students from higher or lower grades.
Result
 Active student engagement is sustained.
 Students have effective and permanent learning experience.
 Students improve their researching and presentation skills.
 Not only students’ taking part in the project but also students’ form different classes,
parents’ and teachers’ knowledge, interest and (ability) in visual arts have increased.
 Students create a fully functioning art gallery, featuring replicas, prints and original
interpretations of famous works.
 Students give feedback to each other focusing on positive aspects. Students are rated
on creativity and effort.
Adapted from https://www.educationworld.com

(TURKEY-ACTIVITY 3)
PROJECT BASED LEARNING
ON
LIFE CYCLE OF A PLANT
This Pbl activity integrates Science, Art and Language Arts (Turkish) lessons for the third
graders.
It covers approx. 3 weeks.
OBJECTIVES
Students will express why we need plants and their importance. They will identify the
parts of a plant, life cycle what a plant needs to survive. Students will discuss and
explain response to how, why, and what if questions in sharing narrative and expository
texts. They will draw the life cycle of a plant and create a flipbook. Students will observe
and take notes. Students gain 21st century learning skills such as problem solving, critical
thinking, collaboration and communication.
PREPARATION
With the driving questions about plants, students participate in shared research,
reading and drawing tasks.
Students are asked to imagine a world without flowers / plants and are asked
explain why we need plants.
In groups, students complete the missing parts in a reading text.
Groups investigate the needs of a variety of different plants.
Students discuss what they think helps a plant grow and live and what would
happen if plants do not have enough of what they need.
Students choose a type of plant to observe and grow.
Students and the class teacher sustain the necessary materials.

PRESENTATION
Groups compare their completed texts and talk about similarities and differences.
Students plant the flowers.
In groups, students complete the lifecycle drawings and create a flipbook.
Students regularly follow the watering schedule.
Students observe the plant and take notes by keeping plant journal.
RESULT
Students become active participants and have effective and permanent learning
experience. They understand the life cycle of plant. Students improve their researching
and presentation skills. They create a flower garden. They reflect and share their work
with other classes, parents and staff.

(TURKEY-ACTIVITY 4)
ENDENGARED ANIMALS
PBL LESSON
Science, Visual Arts and Language Arts (Turkish) lessons are integrated for the third grade level.
1. Objectives :
 Students will be able to conduct research and prepare a conservation plan for an
endangered species.
 Students will improve their skills such as problem solving, analyzing information,
collaboration and presentation.
 Students raise awareness about ways in which people can help reverse or minimize the
critically endangered animal populations of the world.
2. Preparation :
 Driving Questions: What animals are on the endangered animal list? Why are they there? What can
we do to help them?
 Students are divided into five groups and investigate the needs of animals at risk:
• Air. • Water. • Food. • Shelter. • Space.
 Student groups will choose a particular animal to focus on, research its habitat and
reasons for endangerment and present their findings through ppt, poster or speech.
 Students understand interactions among different animals and multiple ecosystems.
 Student groups brainstorm about what information they will need to put on their posters
to be effective and informative.
 Students and the class teacher sustain the necessary materials.

3. Presentation :
 Students explain and hang the collaborative posters they have prepared around the
school.
 Students share Fun Facts about the animals to draw interest.
 Student groups present their ppts or give their speeches.
 Students share and discuss their findings.
4. Result :
 Students actively participate and have effective learning experience.
 They understand the dependency of different species on each other.
 Students improve their researching and presentation skills.
 They reflect and share their work with other classes, parents and staff.
 They can explain the reasons and results of extinction of some species.
 They know what can be done to save endangered animals.

PBL ON
(TURKEY- ACTIVITY 5)
SOCIAL INTEGRATION
“I HAVE A DREAM HOLD MY HANDS”
The war in Syria caused millions of children to face with social exclusion and being deprived of some
basic individual and social needs. This pbl process provides the social integration, the feeling of harmony
and belonging for mutual benefit of Turkish and Syrian Children attending elementary school aged 6-10.
CONTENT
The pbl activities integrate Human Rights and Democracy, Social Sciences, Language Arts and
Visual Arts lessons. The activities cover 6 months.
OBJECTIVES
To ensure the cultural adaptation of Syrian children. To support children's awareness, empathy,
emotional development, social entrepreneurship and respect for human rights. To ensure that
children have common dreams and realize their dreams for social integration.
PREPARATION
 Questionnaires are applied to class teachers and parents to determine the behaviors and
attitudes of Syrian and Turkish students towards each other.
 Volunteer Turkish students and parents who will act as a peer tutor and host are chosen.
 Principles are defined.
 The host parents provide the materials.
 Eight activities are planned such as Knitting Together / Paper Marbling Together /
Realize our Dreams - Ice Skating Together / Drawing our Dreams
 Evaluation meetings are organized.
PRESENTATION
 The planned activites are carried out.
 Result and Visibility Activities are organized: Bulletins, Booklets and Exhibition
 Students present the products they have prepared.

 Students and parents share their experience and emotions with other students, teachers,
parents and local authorities during the exhibition.
RESULTS
Students’ adaptation problem has reduced. Their communication skills have improved
Common activities and collaboration have reduced prejudices against refugees and their families.
Positive interactions sustain social integration and awareness. Local authorities and other schools
are informed about the project.

Erasmus+ Project Based Learning activities for Inclusion

Erasmus+ Project Based Learning activities for Inclusion

Recommended

Recommended

More Related Content

What's hot

What's hot (20)

Similar to Erasmus+ Project Based Learning activities for Inclusion

Similar to Erasmus+ Project Based Learning activities for Inclusion (20)

Recently uploaded

Recently uploaded (20)

Erasmus+ Project Based Learning activities for Inclusion