Το παιχνίδι του γεωσκώληκα είναι δημιουργία του 7ου Νηπιαγωγείου Παλλήνης και έχει ως θέμα την κομποστοποίηση. Το 7ο Νηπιαγωγείο Παλλήνης, που κέρδισε και το Χάλκινο Πάντα, το δημιούργησε με αφορμή τη δράση της Καλύτερης Ζωής "Κομποστοποίηση Τώρα". Είναι πραγματικά ένας πολύ ωραίος και ευχάριστος τρόπος να μάθουν τα παιδιά για την κομποστοποίηση.
Το παιχνίδι του γεωσκώληκα είναι δημιουργία του 7ου Νηπιαγωγείου Παλλήνης και έχει ως θέμα την κομποστοποίηση. Το 7ο Νηπιαγωγείο Παλλήνης, που κέρδισε και το Χάλκινο Πάντα, το δημιούργησε με αφορμή τη δράση της Καλύτερης Ζωής "Κομποστοποίηση Τώρα". Είναι πραγματικά ένας πολύ ωραίος και ευχάριστος τρόπος να μάθουν τα παιδιά για την κομποστοποίηση.
Το πρόγραμμα “η χώρα των συναισθημάτων” υλοποιήθηκε το σχολικό έτος 2014-15 και διήρκησε όλη τη σχολική χρονιά. Συμμετείχαν 2 μεικτά τμήματα με σύνολο 34 παιδιών.
Στόχος:Διαχείριση και επίλυση συγκρούσεων,αναγνώριση και έκφραση συναισθημάτων.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Το πρόγραμμα “η χώρα των συναισθημάτων” υλοποιήθηκε το σχολικό έτος 2014-15 και διήρκησε όλη τη σχολική χρονιά. Συμμετείχαν 2 μεικτά τμήματα με σύνολο 34 παιδιών.
Στόχος:Διαχείριση και επίλυση συγκρούσεων,αναγνώριση και έκφραση συναισθημάτων.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Stavraki ioannina evaluates and draws the tale the riddle of ddmn primary sch...Stavrula Lada
This eTwinning project involved students from two Greek schools - DDMN Primary in Chania and Stavraki Primary in Ioannina. The students from DDMN Primary had a grandmother tell them a traditional Cretan tale called "The Riddle". The students from Stavraki Primary then read the tale, wrote their impressions, drew pictures, and mailed them to the students in Chania. In the end, the students from both schools collaborated digitally to create their own version of "The Riddle". Through this exchange, the students learned about different cultures, practiced writing and communication skills, and enjoyed sharing with their peers.
On Safer Internet Day, students from two Greek schools participated in activities about internet safety. Students from the 4th class of a primary school in Crete watched educational videos and discussed the dangers of reckless internet use. They invited other classes to join and share what they learned with their parents. The next day, students from the two schools had a Skype call where they watched a video and discussed internet safety tips. They created a poem together in real time about internet dangers. Both students and teachers found the experience unique in promoting safe internet use.
Peer evaluation from 16th Primary school of Larisa for DDMN Primary school in...Stavrula Lada
eTwinning Digital Tales - How the students of 16th Primary school in Larisa, Greece evaluate the traditional tale of the students of DDMN Primary school in Chania, Greece
E-twinning - Digital tales - Drawing the tale of Stavraki school by DDMN scho...Stavrula Lada
The students of a primary school in Crete illustrated a folktale called "Maro, Kalo and the goblins" from the Primary school of Stavraki in Ioannina, Greece. The illustrations included scenes of Maro with her bad stepmother, Maro and the goblins, the goblins in a mill, the goblins at night, a goblin telling the others to leave, Kalo mocking the goblins, Kalo returning home after being bitten by goblins, Maro receiving a dress from the goblins, and the story ending with them living happily ever after. The illustrations were shared between the two schools during a teleconference.
This document describes an eTwinning project between a primary school in Crete, Greece and a primary school in Meaux, Paris, France called the "Travelling Museum". The goal of the project was for students to collaborate to create traveling kits with museum objects and materials about local museums in their countries. Students researched local museums and created authentic crafts and exhibits. The briefcases would then travel between the countries so students could learn about each other's museums and cultures. The schools aimed to create an ongoing museum school network through this project.
According to a survey of students in the 6th grade in Chania, Greece: Most students were male (68%), aged 8-10 years old (36%), from Crete (65%), Christian (100%), who speak only Greek (98%). The majority have parents who are state officers (93%), learn English outside of school (88%), have mothers who don't work (67%), and have a tablet/mobile phone if aged 11-12 but not if aged 8-11.
Two primary schools in Greece, the 3rd Primary School of Grevena and the DDMN Primary School of Chania, participated in an eTwinning project called "Bridges Connect" where students from both schools collaborated remotely to create bridges despite the physical distance between them. The students found the project fun and were able to connect with each other through building the bridges online.
If the school were 100 people, there would be diversity in gender, age, geography, religion, language skills, parents' occupations, access to technology, and English language learning besides school. Specifically, 32 would be female and 68 male, most would be between 6-10 years old, 65 would be from Crete, 100 would be Christian, 2 would speak both Greek and English, and over 80% would learn English outside of school or have access to a mobile device.
On Earth Day, students from a primary school in Greece held an exhibition for their school. The 6th grade students went around their local area taking pictures of garbage and trash that was littered. They then created useful items out of materials that would otherwise be thrown out, like windmills, turtles, pencil cases, and more. The students showed their creations to other grades and explained them, hoping to encourage more environmentally friendly practices like reducing waste.
The document provides guidance for planning and designing an effective eTwinning project between partner schools. It recommends that teachers 1) get to know their partner schools and students, 2) create a detailed time schedule including holidays, and 3) plan the project, train students on tools, and create Twinspace accounts. It also suggests that teachers 4) design their Twinspace with activity pages and tools, 5) have students get to know each other, 6) form transnational groups, 7) plan many collaborative activities, 8) assign student responsibilities, 9) set evaluation criteria, and 10) consider web tools to support collaboration.
This document lists various animals found in Greece including goats, horses, cats, dogs, eagles, deer, hedgehogs, sharks, grouper fish, octopuses, snakes, and Cretan wild cats as presented by a primary school teacher in Crete.
This document discusses mushrooms that are found in Crete, Greece. It describes several varieties that grow wild in the Cretan countryside, including koumarites, ladites, and sfoungarites. It also profiles Joanna Pantelaki, a Cretan cuisine chef who picks wild mushrooms according to tradition. December to February is identified as the best time of year for mushroom collecting. Recipes are also provided for mushrooms plefrotous baked in parchment paper and artikites mushrooms cooked in wine.
This document lists common animals found in Greece such as goats, horses, cats, dogs, eagles, deer, hedgehogs, sharks, grouper fish, octopuses, snakes, and Cretan wild cats as part of a primary school lesson about animals in Crete taught by Teacher Stavroula Lada.
Τα θέματα στην Ιστορία Προσανατολισμού για τις Πανελλήνιες 2024
2nd tale of kamatero athens evaluation
1. 2ο
παπαμύθι.
Τα παιδιά άκοςζαν από ηην δαζκάλα ηοςρ ηο δεύηεπο
παπαμύθι. Τοςρ άπεζε πολύ και ηο ζσολιάζαμε. Μόλιρ ηελείωζαν οι
επωηήζειρ για ηο παπαμύθι ξεκίνηζε η εικονογπάθηζη. Τα παιδιά ζε
ομάδερ ζωγπάθιζαν ηο παπαμύθι. Σηη ζςνέσεια δημιοςπγήζαμε ηο
εξώθςλλο και η ησογπαθήζαμε ηο παπαμύθι.
Αξιολόγηση
Τα παιδιά ζκέθηηκαν, ζςζήηηζαν, πώηηζαν, εκθπάζηηκαν ,
ζωγπάθιζαν, ησογπάθηζαν, άκοςζαν, θαύμαζαν ηην ηελική ηοςρ
δοςλειά. Όλα αςηά με ζςνεπγαζία και ομαδικόηηηα. Τα παιδιά
ενθοςζιάζηηκαν, απόλαςζαν ηη διαδικαζία, έμαθαν, διαζκέδαζαν.